Edebe

teacher’s book
d
mize
sto n
Cu ditio
e
new
beep 5
Brendan Dunne
Robin Newton
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Contents
Key vocabulary
Hello! p. 4
family, hobbies, months, school subjects, sports D
A
D
1 Home time p. 7
do homework, do the dishes, go to bed, have lunch/dinner,
practise the recorder, see friends, tidy your room,
walk the dog
I
I
Review p. 15 I
half past, o’clock, quarter past/to
W
always, never, sometimes, usually
2 Kids can cook p. 17

biscuits, bread, butter, cherries, chocolate cake, cream,
eggs, flour, milk, mushrooms, nuts, peaches, sugar
H
W
W
breakfast, lunch, dinner; snack
Review p. 25 add, bake, mix, put W
3 Keep healthy! p. 27
brush your teeth, drink water, eat fruit, eat junk food, do
exercise, walk to school, watch lots of TV
H
H
once, twice, three times; every day
Review p. 35 It
4 Let’s go shopping! p. 37
baker’s, bookshop, clothes shop, computer shop,
greengrocer’s, shoe shop, sports shop, supermarket
W
n
bus stop, library, museum, park, school, sports centre,
Review p. 45 swimming pool, train station, zoo
5 Ocean life p. 47
blue whale, crab, dolphin, jellyfish, octopus, orca, seal,
seahorse, shark, starfish, turtle
D
T
dorsal fin, eye, flipper, gills, tail, teeth b
Review p. 55 T
6 Wonderful world p. 57
desert, forest, island, lake, mountain, ocean, river, sea,
volcano
S
E
hundred, thousand, million
Review p. 65 big, clean, cold, deep, high, hot, long, noisy, quiet, small,
sunny, windy
7 A great day out! p. 67

aquarium, bowling alley, film studio, gallery, palace,
planetarium, skating rink, theme park
It
H
Review p. 75 W
y
a
8 Adventure Island p. 77
bay, bridge, cave, cliff, path, swamp, town, waterfall,
waves
G
G
go along, go over, go round, go through, go under
Review p. 85 east, north, south, west
Festivals p. 87 batter, flavour, pan, pancake, race

bracelet, colourful, friendship chain, message
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Culture listening
Key structures Phonics CLIL
Describing yourself
song/chant
Asking personal questions
Describing likes and dislikes
er, I tidy my room. After-school activities Taking care of dogs speaking

I usually practise after school. Learning about
I do my homework at seven o’clock. hamsters
Comparing the sounds reading
What time do you have lunch? d and t
Have we got any sugar? Biscuits How flour is made writing

We’ve got some oranges.
We haven’t got any cheese.
Comparing the sounds
We always have cereal. b and p
How many, When, What... The Paralympics Learning about the

How often do you do exercise? Once a week. bones in the body
It’s good/bad for you. l and r
Where is the museum? It’s opposite/ A famous UK market Learning about road
next to/between… safety and bike safety
The gr sound
Do they live alone? Cleaning the beach The life cycle of a

They lay eggs. They don’t eat plants. environment sea turtle
breathe, lay, live
They’ve got gills, they haven’t got flippers. s and sh
She’s drinking water. Nomadic life The water cycle

Everest is higher than Mont Blanc.
f and th
It’s between the gallery and the palace. School trips Learning about art and
How old were you? I/He/She/It was... famous artists
What was your favourite toy? How old were
you? Where were you at five to eight? I was The air sound
at the bowling alley.
Go through the town and over the bridge. A diving champion Learning about caves
Go four squares south. and bats
i and ie
Pancake Day
Friendship Day
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Methodology
Creating the right conditions Speaking / Communication

for language learning
In New Beep, the children are always given
Language learning begins and ends with meaning. It is opportunities to see, hear and absorb language in
a guiding principle of New Beep that all contexts and context before speaking activities. In addition, all
situations where our learners encounter the language activities have clear models and make use of familiar
should be meaningful and relevant to them and draw situations, such as a shopping role play or playing a
on their own worlds, both real and imaginary. The child guessing game. Speaking practice comes in many
characters that present new language and appear in forms, including:
the stories are appealing and it’s easy for the learners
to identify with them and the situations they find • Choral repetition activities such as chants, songs and
themselves in. tongue twisters.
• Dialogues where the children take roles and read a
There are also frequent opportunities for the learners to script aloud.
bring their own lives into the classroom. In addition to • Surveys and questionnaires.
activities such as surveys, pair work and personalised • Card games, which involve saying words, asking
writing, the children are often asked to talk about their questions or giving descriptions to play a game.
interests and experiences, making the learning process • Role plays and question and answer exchanges with
much more meaningful for them. a partner.
Learning is most successful when it is enjoyable. Songs,

chants, stories and games provide fun ways in which Literacy
to address a range of activity preferences and learning
styles.
Literacy skills are key not just to language learning,
but to all learning in general and literacy development
Peer support has been shown to be a vital factor in
plays a central role in New Beep. In addition to the two
classroom learning and learners are actively encouraged
stories per unit, the children engage in a broad range of
to support each other through pair and group work.
text-based activities to develop literacy skills, including
songs, chants, phonics, tongue twisters, dialogues,
surveys, puzzles and games. The children are called on
Language awareness increasingly to use what they have learned in their own
writing; building from word to sentence to paragraph
The extent to which rules about form are taught or level, so that by Primary years 5 and 6 they can work
made explicit to the children depends on the year. with and produce more sophisticated texts.
In Primary years 1 and 2, new language is taught

implicitly as formulaic ‘chunks’ that the children use to Stories
talk about themselves or ask questions. There is minimal
focus on the structure of forms, though the children
Stories are a main focus in each unit. Appealing
begin to look at basic elements such as the difference
characters and plots, which often make use of humour
between he and she.
and dramatic tension, reinforce the positive experience
of reading in English. The stories act as a vehicle for
In Primary years 3 and 4, new language is still mostly
introducing or revisiting core unit language and provide
taught as chunks, though the children are asked to
opportunities to encounter the language in meaningful
focus more on sentence building and distinctions between
contexts. For each level of New Beep, there is also
affirmative and negative forms such as can and can’t.
a graded reader, featuring the child characters, which
reviews language from the level and provides extended
In Primary years 5 and 6, the focus on form is a lot more
reading practice and comprehension activities.
explicit and there is some use of basic meta-language
such as the name of tenses.
New language is introduced in Lessons 2, 3 and 6 of

each unit and is presented in context with a listening
activity or embedded in a story.
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Learning about other cultures Learning through English (CLIL)
Children are naturally curious about each other and Exploring other areas of the curriculum in English can
learning about different cultures and how children live provide variety and interest and is very motivating for the
in other parts of the world is of immense social and children. Each unit of the course has a CLIL (Content
pedagogical value. An awareness of how their lives and Language Integrated Learning) page, which links to
are different or similar to other children’s helps them a subject from the school curriculum. On these pages,
to have greater empathy and to find their own place in children explore cross-curricular content, such as
the world. This is especially important when a growing making maps, healthy eating or animal habitats through
number of the children in their own classes will come the medium of English.
from different cultural backgrounds.
Learning about other countries and cultures will broaden

Review
our the children’ horizons and hopefully make them
want to go and explore for themselves in the future. Review and recycling of the language are vital for
Doing this through the medium of English will show long-term retention. All units have a review page in the
them how important the language is to communicate Activity Book, where the children revise and practise
with people in other countries. the new language. In Primary years 1 and 2 there are
also three review sections in the Student’s Book. From
At the pedagogical level, a focus on culture offers Primary year 3 to year 6 this review section in the
great opportunities for more extended reading and Student’s Book is at the end of each unit.
comprehension in a way that’s highly motivating.
The children can not only review the grammar and
vocabulary they’ve studied but also encounter a broader Diversity
range of language in more natural contexts.
Learners may come from a variety of backgrounds
Pronunciation and phonics and bring a diversity of abilities and experiences to
the classroom. They learn at different rates, and have
different learning styles and preferences. New Beep
The complexity of letter-sound relationships in English fosters and caters for diversity in a number of ways.
presents a big challenge for our learners and is given Pair and group work encourage cooperation and
special focus throughout the course. The audio CD peer scaffolding. There is a wide range of activity types
provides strong models of pronunciation for all new that will appeal to all learning styles and intelligences
language. The phonics tongue twisters in each unit and allow for participation at all levels. Teacher’s notes
provide a specific focus on letter-sound relationships. highlight activities that lend themselves best to this.
These are carefully graded in difficulty throughout the The Teacher’s Book also includes a series of language
course. In the lower levels the emphasis is on simple worksheets for supporting learners with different levels.
initial sounds. In later levels, there is a progression
to the more sophisticated phonemes of consonant
clusters and blends, vowels and dipthongs, and Additional interactive material
stressed and non-stressed pronunciations. Rhyme and
rhythm are essential in order to facilitate and emphasise Mixed abilities
pronunciation and to enhance the humorous nature of
these verses. Poster
Teaching tip
X.X
Track reference
(YLE) Young Learner / Trinity Exam

preparation
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Student’s Materials Te
LESSON 1
Hello!
LESSON 1 . LESSON 2
4 Listen and sing
name.
1.2
4 Listen and sing.
1.3
and say the

1 Read . Then, listen
Name: Kim
child
onlyKim
Family:
Name:
Name: Anita brown only child
Eyes: Family:
her ber
Family: a brot Birthday : Octo
Eyes: brown
Eyes: brown
My name’s Mark! My name’s Kim!
Student’s Book
a dog
Pets:Birthday: October
h ect: Art
Birthday: Marc Favourit e subj
Pets: a dog How are you? How are you?
Pets: no pets Favourite subject: Art These are the things I like to do. These are the things I like to do.
ect: Science
Favourite subj I like swimming in the sea I like going to the zoo,
Name: Mark
sister
And watching cartoons on TV. Taking photos and painting too.
All the core work for the year is divided into
ly: a Mark
a welcome unit and eight main teaching

FamiName:
Name: Ben : brown a sister
EyesFamily:
sisters December
Family: two hday:brown
Eyes:
Birt
Eyes: blue : a hamster
Birthday:
Pets December
ect: PE
Birthday: June
units. The units in turn are divided into

urit a subj
Pets:
Favo e hamster
Pets: a cat Favourite subject: PE
ect: IT
Favourite subj
My name’s Anita! My name’s Ben!
How are you?
These are the things I like to do.
Playing basketball at the gym
How are you?
These are the things I like to do.
Rollerblading in the park
seven lessons, followed by a revision area.
2 Play a game. October and
My birthday’s in ct is Art.
Additionally there is a section which covers
And singing songs with my friend Kim. And playing games with my friend Mark.
about you.
my favourite subje er. Then, write
5 Read and answ
Are you Kim?

5 Read and answer. Then, write about you.
special days at the end of the book.
Find three similarities.
Yes, I am!
Hi! Hello!
3 Ask a friend. My name’s Ellen. I’m ten years old. My name’s Declan. I’m ten years old.
s? I like going to the cinema and playing I like going to the swimming pool and
Have you got any brothers
or sisters? are your eye
What colour
basketball with my friends. At home, I like playing cards with my friends.
playing computer games and gardening. At home, I like playing computer games
When’s your birthday?
I don’t like drawing or painting. and making models. I don’t like playing
My favourite activity is reading! basketball or painting.
s? What’s your favourite subject? My favourite activity is singing!
got any pet
Have you
nal questions
elf Asking perso Talking about activities you like or don’t like Writing about yourself 5
Describing yours 18/02/15 08:52
4
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Hello! 3 Look and match.

and write the name.
Activity Book and Audio CD 1 Write in order. Then, look

in the Student’s Book
3 Look and matc
h.
Mark
Reflecting the Student’s Book structure, Ben Kim
Anita
1 swimming
the additional support is divided into a 1 songs

sisters two got I’ve 2 watching
Name photos 3
welcome unit, eight main units as well as

2 in two got I’ve 3 going to
1 sisters birthday the zoo
December
is My 4 taking
is My in the sea
December
a ludic section. The work can be done in 2 in3 My

birthday
Science 5 painting
subject favourite
is in the park
favourite is 6 singing
subject
class or set as homework.

4 got
3 My Science
blue pictures
I’ve eyes
7 rollerblading
I’ve eyes
4 Look and write. TV
4 5
got a blue
The accompanying CD provides the audios

pet got I’ve hamster
4 Look and write
.
I’ve hamster
5 6 a onlypet angot I’m
for the listening activities in the Activity 7 only

6 is an h I’m
Marc
child
child
1
I don’t like going
4
Book and the Picture dictionary,

My in to the zoo.
birthday
8 My in birthday
7 got
is March
pet I
as well as the songs and stories

a haven’t
pet I a haven’t
8 got
from the Student’s Book.

2
5
Then, write sentences.

2 Complete your profile.
Student Profile
My name is
Name:
3
Family: 366858 _ 012
Eyes: 6
Birthday:
Pets:
Favourite subject:
2
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Unit 3
The football match
starts at two o’cloc
How often do you…?
to take the tour k. There’s lots
of the football of time. Kim and
stadium. But Ben Mark want
and Anita don’t
want to go.
once a week twice a week
brush your teeth?
have a shower?
Beep on grammar
How often do you three times a week every day
drink juice?
1 Complete the questio

ns and answer for you. 3 Beep on grammar covers
Look and write the times. The Reader provides
all the grammatical an additional story for
eat junk food?
1 How often do you
.
I eat junk food

eat fruit?
structures in the Student’s the children to read.

often do
2 Look, there’s the
bus.
It’s going now!
you your teeth?

Book in simple tables for The story features the

3 How Look Ben, there
are more human
statues. Let’s take
? some photos!
watch
often Let’s all go on
4 the tour
the children’s reference. same characters as their

of the football
stadium!

do ? Good idea!
do
5
The tables are followed Student’s Book. There are

2 Complete for you.
by short exercises to worksheets provided in the

have Maths lessons listen to music
do homework use a computer
go to school read books
week.
1 I go to school five times a
complete.
4
support and consolidate Teacher’s Resource Book.
2 Look at the table and
But I want to
take photo
3 of the human statue s
s!
the grammar point. This is This work can be done in

4
an adaptable component class or set as homework.

6
4
6
366637 _ 0001-002
that can be reviewed at The audio is available to

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any time you consider download at

appropriate for the class. www.richmondelt.es
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Teacher’s Materials UNIT 3 LESSON
2
6 Read and answe
r.
UNIT 3 LESSON
3
This is Simon.
He’s from Canada
basketball. Simon and his hobby
Unit 3 - Lesson 3A
goes to basketb is
school four times all practice after
a week. He goes
a week too, and to the gym twice
does exercise.
Student’s Book, page 29 match with his
Toronto Dragon
He
team once a week. plays a basketball
His team is the
s. His ambitio
Olympics. n is to play basketb
all in the
Objectives Simon usually
Getting started eats healthy food.
fruit for breakfa He
To read and answer questions Remind the children that English adds an s to the verb when we use the third st every day. Once has eggs, cereal and
favourite food, a week, he eats
about routine activities. it’s cheesecake! his
person and talk or write about he or she. Write some examples on the board:
I play – He/She plays; I like – He/She likes. Also remind the children
1 How often of the
To write about a typical week. does Simon go
-es ending with the verbs go, do, watch, brush. Put the 2 poster
How on the
often board. to the gym?
Teacher’s Book
does he have
To ask a friend about their Practise by asking for volunteers to tell the class about 3a friend, using
How often the fruit for breakfa
does he eat st? Beep on Gramma
activities. verbs on the poster to help them. Then remind them of 4theHow question formhewith cheesecake?
often does r, page 7.
go to
does and the verb without s or es. Write on the board: How often does (David) basketball practice?
Target language play football? Practise by asking for volunteers to7 tell one
Read about Irene.another
friend about
The spiral bound guide contains interleaved Student’s Book reproductions,

friend, using the verbs on the poster to help them. Write about your
Vocabulary: week.
brush my teeth, do exercise,
eat fruit, eat junk food, walk to 6 Read and answer.
school, watch lots of TV; every Say: Open your books at page 29. Explain to the class that they are going to
My week
complete step-by-step teaching notes plus extra suggestions for exploiting

day, once a week, twice a week read a short text about a typical week in Simon’s life. Explain that he will tell us My name’s Irene. I’m from Spain and my
Structures: how often he does things. The children read the text to themselves. When they hobby is
football. I go to football practice twice
How often does Simon go to have finished, ask for volunteers to read one sentence each aloud. Then ask a week.
I’m in a football team and we play a match
the gym? the children to read the text again and answer the questions. When they have once
a week. My ambition is to play football
Simon usually eats healthy finished ask for volunteers to read out the questions and other volunteers to in the
the course. It also provides the transcripts and answer keys, assessment
Women’s World Cup. I like swimming too,
food. give you their answers. As a follow-up, ask the children to read the text again, and I go
to the swimming pool once a week.
I usually sleep for nine hours. in silence for two minutes, and to remember as much as possible. Tell them to I usually eat healthy food and I have fruit
close their books. Say a word from the text and invite the children to make a every
day. I sometimes eat ice cream and pizza
complete sentence using the word: Canada – Simon’s from Canada. Gym – He too.
Materials I usually sleep for nine hours, but on Sundays
guidance, cross references to support material and information about the Key
goes to the gym twice a week. Healthy food – He usually eats healthy food. I sleep for twelve hours!
Teacher’s i-book do exercise and
eat healthy food!
t to
CD 7 Read about Irene. Write about your week.
er, it’s importan
8 Tell friend the
5-8 Rememb
Unit 3 poster Ask the children to look at Activity 7. Ask for volunteersato
you can do more! healthy but
read thenametext of
aloud.
9-12 Good! You
are
…
Unit 3 flashcards The children then read the text to themselves. When they have finished, ask
Competences. A valuable Activity Bank offers suggestions of how to make

s!
at the Olympic
healthy. See you
1 … a program
comprehension questions: How often does Irene go
t! You are very
13-15 Excellen to football practice? How
me you watch
2 … a sport once a week
often does she play a match? etc. When you have finished, tell you
the do
children
twice that . 4 … a subject
i-activity 3 … a week. you have twice
they have to write a text about a typical week in their life,a drink
usingyou thehave
twoevery
texts on
day. 5 … a person a week.
you see every
page 29 as a guide. When they have finished, tell the children to read out their 6 … a website
you visit every
day.
the most of all the course materials and there are useful sections on how to
i-poster texts. Describing routines day.
He (goes to the
gym) (twice a
551474 _ 0027-0036.in week).
8 Tell a friend the name of ... dd 29
29
i-flashcards Ask the children to look at Activity 8. Tell them to Stude
read the
LL
ntssentences
develop theirquietly
learning skills
anticipate difficulties when preparing for the lessons.

to themselves. When they have finished, divide the demon
classstratin
into pairs and ask by writing a paragr
g their level
18/02/15 12:07
the children to complete the activity. Walk around the class, listening to theof reading comprehens aph about their
routines,
ion and their
children’s statements to make sure they aren’t making any mistakes. writing skills.
Finishing off
Divide the class into pairs. Tell the children to take out the texts which they
wrote for Activity 7 and to give
686058 them.indd
to their partner. Tell the children to read
125
_ 0115-0150
125
the texts. When they have finished, tell them to ask each other questions
about their typical weeks using: How often do you…?
25/03/15 08:01
y!
Unit 3 Keep health
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Unit 1
sleep ten
hours always
drink walk the dog.
water
usually
Posters
I go to bed at
nine o’clock.
sometimes
see my friend
s.
never
All of the Posters are double sided. They

practise the
recorder.
brush your
eat healthy teeth
food eat junk
present the key vocabulary in the unit

food Unit 2
do exercise
watch a
We’ve got
We haven’t got
some
any
cherries.
cream. and the unit tongue twister. There are Teacher’s Class CD Audio
The teachers are provided
lot of TV
Have we got Yes, we have also posters to help the children revise
with a complete audio
any butter? .
No, we have
new grammar points from each unit. The

n’t.
Unit 3
Teacher’s Book Activity Bank contains containing all the songs,
eat salad?
suggestions for exploiting the posters in listening activities, and stories
2012
1.32
Educación S.L.
ng
Lonny likes readi How often do
you
Once a week
.
BEEP 5 © Santillana
drink juice? Twice a week

and listening to rap,
at each level.
.
but Ronny likes . Three times
EAN: 8431300161276
do exercise?
the course.
a week. Every
running long races
day.
14:09
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2012
Educación S.L.
BEEP 5 © Santillana
3
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Flashcards and Word cards

The teacher uses the Flashcards Unit 3 Test
and Word cards in lessons to 1

Name:
Class:
help with the presentation of g

1.33
Unit 3 Reading and writin

shark vocabulary. There are also many Class:
suggestions for games using the

Name:
1 IS GOOD FOR YOU

PRACTISING SPORTS
lots of fun.
d for you, and you can have
Practising sports is very goo
Flashcards and Word cards in

Practising
ut it’s not only the exercise.
Exercise is very important, b
you the i mportanc e of discipline. Team sports
sports also teaches
ooperate with othe rs. When you play a match,
teach you how to c
the Teacher’s Book Activity Bank.

at this is OK.
etimes you lose. You learn th
sometimes you win and som
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to be a g ood spor t.
You learn ames console
things he lp us in o ur daily lives. So, leave the g
All these
y!
at home and go out and pla
1
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2 1 How
2 hours do you slee
p at 6 Don’t eat too
night? much
3 food.
a) many a) fat
4 b) much b) rubbish
c) more c) junk
2 7 Sleeping ten
CAMP watch too much hours a night is
© Santillana Educació
MY HEALTHY LIFE SUMMER TV.

a) good
for you.
a) Don’t
Story card 1
1.19
2 althy habits. b) Is b) well
Unit 2 Imagine you are organizing
a summer camp to teach he 3 I always
c) When
8 Calcium helps
c) nice
Kids start cooking!

my teeth at night bones and teeth
eekly activities. to
© Santillana Educació
• Write about the daily and w a) do
. a) go .
n S.L., 2012
b) take b) grow
• Write about the food. .
c) brush
9 Eat lots of
c) grew
4 I play foo tball
a week. food.
My camp is called a) twice a) health
PHOTOCOPIABLE
b) always b) fizzy
n S.L., 2012
c) all c) healthy
© Santillana Educación
Every day we 5 How . 10 Fizzy drinks a

re bad for you bec
a TV studio. do you eat sweet
Narrator: Today, we’re in s? ause they
a) many.
and this is Kids Start

a lot of sugar.
PHOTOCOPIABLE
b) often
Oliver: Hello! I’m Oliver Ramsey
c) much
Once a week, we 1 Listen and a) contain
number the pictur 1.33 b) contains
Cooking! Three times a week, we
2 Circle and. write the correc es.
c) take
S.L., 2012 PHOTOCOPIABL
Liz
on the Red Team. Danny and t answer.
Narrator: Eric and Kate are
are on the Blue Team.

We always 105
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practising sports is good 91
1 Write four reasons why
Life Summer Camp.
2 Write about your Healthy
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Teacher’s Resource Book

The Teacher’s Resource Book contains a
wealth of photocopiable worksheets divided
DVD 366869 _ 0017-0032.indd
into sections: Communicative activities,
The DVD includes one
17
12/04/12 8:39
DVD, Language (this section includes one

animated story, as well Story cards worksheet for each level: Reinforcement,
as sketches with native The Story cards are large Consolidation and Extension), Newcomers,
speakers. There are versions of the story vignettes, Phonics, Reading and Writing (activity types
worksheets available in the with the audio script on the for the Cambridge YLE exams), Reader and
Teacher’s Resource Book. back of each card. Tests.
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Aw
Digital Materials L
Teacher’s i-book for IWB
Herein a solution to bring your teaching to life in the classroom. The Teacher’s i-book is a fully interactive version of the New
Beep course, which integrates all the teaching and learning materials cross-referenced into one single format for use
with an IWB or projector.
3 2 2
3
1 Key features:
3 • The one-touch zoom-in
feature guarantees the easiest
and quickest access to all the
activities, answers, audio material
and transcripts.
• It includes the amazing
Vocabulary Game Generator
to create your own IWB games
at any time! See page 20 to learn
more about this tool.
• Interactive Term Review Games
and posters also included .
• The Teacher’s Book includes
digital icons on the Student’s
Book lesson notes pages to help
you identify where every additional
interactive resource is located at a
5 glance.
4
1 Additional interactive activities to 3 Quick access to i-posters, 5 Richmond i-tools to personalise
reinforce the lesson content i-flashcards and i-story cards the i-book
2 Interlinked components at page 4 All course material included
level
Student’s CD-ROM Activity Generator

The children are provided with an interactive This is the solution to edit or create your own
CD-ROM to help them revise key vocabulary personalised worksheets from the Teacher’s Re
whilst having fun. The activities on the Resource Book. Either use an existing
Student’s CD-ROM are ideal for fast finishers, worksheet and edit it, or create a worksheet R
as wrap-up activities or homework. from scratch using the images, texts and design
Includes learning progress report. elements from the Teacher’s Resource Book. Te
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A walk through the unit
Lesson 1
LESSON 1
y!
3 Keep health In this lesson, vocabulary
1.25 is presented using labelled
g.
1 Listen and sin illustrations. The vocabulary items
brush your tee
th are also presented in the context
do exercise of a song. There are always one or
two listening tasks on this page.
3 Keep health
d urs
eat healthy foo sleep eight ho
drink water
y!
1 Look and write
.
eat junk food

TV
watch a lot of sleep eat (x2) do
brush watch drink your teeth ex
ercise healt
a lot of TV hy food wa
1 junk food eig ter
ht hours
2
3
4
every day,
Eat healthy food
let’s be strong, te r. That’s OK!
Let’s be healthy, Drink lots of wa sweets,
Let’s all sing a
he althy song. food, don’t eat
Don’t eat junk ble s, fis h an d meat.
ge ta
Do exercise, ru
n, and play, Eat fruit and ve
eight hours a da
y. bright,
ep keep clean and
An d alw ays sle Have a shower, 5 da y an d night.
ten to me! teeth,
Don’t be lazy, lis too much TV. And brush your 6
n’t wa tc h 7
Ple as e do
ds. ,
2 Ask your frien d I eat a lot of fish
What healthy foo .
do you eat? chicken and salad
How many
glasses of wate
r do sh 2 Complete an
When do you bru d match.
you drink a day? your teeth?
1
do I
How many hours cise my teeth in the
you sleep at nig
ht? Do you do exer morning.
and play sport? 2
a
27
urs do you sleep)?I b
(How many) (ho exercise after
Question words3
sc hool.
healthy habits 7
Healthy and un 18/02/15 12:0
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ch. d
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d 27 4
551474 c
I TV twice a we
ek.
5
i-activity
I healthy food for
breakfast. e
6 f
The Teacher’s i-book
provides an additional I eight hours a
night.
interactive activity for this
lesson.
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Resources 21/02/12
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Reading and writing

Teacher’s Resource Book, page 91
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A walk through the unit Aw
Lesson 2 L
2
UNIT 3 LESSON 6 Read and an
swer.
1.26
2
UNIT 3 LESSON
ad.
3 Listen and re aire about healt
h.
zine. There ’s a questionn
Kim and Ben
are reading a maga This lesson offers some controlled
production of the new vocabulary
?
and introduces a new form
you do exercise
How often do through a dialogue. This is
week. I lik e
Three times a followed by controlled practice
imming.
dancing and sw
? of the language (a role play,
you watch TV
How often do information exchange, game, etc).
ice a we ek .
I watch TV tw
you eat sw ee ts?
How often do
.
I eat sw ee ts once a week
you eat fruit?
How often do
day. Do you
I eat fruit every
?
want an apple
althy! t your week.
. You’re very he ne. Write abou
Yes, thanks, Kim 7 Read about Ire
3 Listen and m 3.5
logue? atch.
h senten ce is in the dia
4 Look and read. Whic
eat salad?
twice a week
once a weekHow often do you 6 Look at the ta
aha
weveek every day ble.
drink juice? three times a shower?
you
How often do do exercise?
mar, page 6.
Beep on Gram
I have a show
er every day.
1 How oft
answer. en do you have
tionnaire and 2 How oft a shower?
5 Read the ques en do you 1eat
salad? a six times
3 b) 2 c)
3 How1 ofta)en a week
do yo b every day
4 How2ofta) 1 b) 2 uc) dr
3 ink juice?
you eat fruit? c once a week en dob) yo
2 c) 3 ep
5 How3oft a) 1 b) 2 uc)sle
c once a we
1 How often do b three times
a week en
a) 3do 1
yo 1 exercise
eight hours?
d twice a we
ek
ery day
a ev th? 6 How 4oft a) 3 b) 2 uc)do ? ek
5 en do you ea
you brush your tee c twice a day t junk food? e three times
wem
ea na eke of
…
2 How often do ek b once a day 8 ll a fri en d th
do exercise an
d eat healthy fTe five times a
ce a we week
4
food!
a on
5-8 Remember,
ise? day
it’s important
do you do exerc c every
to
r times a week
you can do mo
3 How often we b three or fou
Look at Activ re!
ek ity 3. Read an 9-12 Good! Yo
a on ce a ? d complete fo u are healthy
for eight hours a week r Tim.
but
ice
healthy. See you
u sle ep c tw
do exercise an
do yo we ek
at the Olympics
oft en es a
d eat healthy
4 Ho w fiv e tim
13-15 Excellen !
r or
food!
fou
5-8 Remember,
b
t! You are very
a every day
it’s important
I y
to
d?
you can do mo
you eat junk foo da
ek c every once a week.
re!
5 How often do ek b three or four times a we
9-12 Good! Yo
I do exercise
u are healthy
but
a on ce a we ealthy. See you
u eat fruit)?
at the Olympics
yo
How often (do
3-15 Excellen !
cy .
t! You are very
es of frequIen
s Adverbial phras twice a week. 7
Healthy habit 18/02/15 12:0
28
I sleep eight ho
urs
551474 _ 0027
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three times a
we ek.
I have a show
er
i-activity
5
.
Write in orde
r an d answer for
you.
The Teacher’s i-book 1 watch How
provides an additional TV you often do
interactive activity for this 2 do eight
7 Look at the pic
tures and w
often ?
lesson. you hours sleep .
How
3 often do How eat ?
you fruit .
4 exercise do you ?
often How do .
22
?
.
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Lesson 3
3
UNIT 3 LESSON
2
UNIT 3 LESSON 6 Read and an
swer.
The functional use of the
forms presented in the unit are
bby is
da and his ho highlighted here. Occasionally,
He’s from Cana er
This is Simon. to ba sk etb all practice aft
on goes the gym twice new vocabulary related to the unit
basketball. Sim . He go es to
es a week sketball
school four tim . He plays a ba topic is introduced or alternatively,
d does exercise s team is the
a week too, an a we ek . Hi
team once etball in the vocabulary from earlier units is
match with his is to play bask
s. His ambition
Toronto Dragon revised.
Olympics. , cereal and
d. He has eggs
eats healthy foo ek, he eats his
Simon usually y. On ce a we
st every da
fruit for breakfa !
it’s cheesecake
favourite food,
mar, page 7.
Beep on Gram
to the gym?
does Simon go
1 How often ha ve fruit for breakfa
st?
do es he
2 How often ea t ch eesecake?
do es he tice?
3 How often basketball prac
4 How often
does he go to
6 Look at the ta
ble. Read an
week. d write True (T
e about your ) or False (F)
and correct.
out Irene. Writ
7 Read ab
6 Look at the ta
ble. Read an
My week and myndho
Mo ay y isTu
bb esday Wednesday
d write True (T
) or False (F) e. I’m fr om Spain ice a week.
Thursday
Friday
and correct. me ’s Ir en actice tw Saturday
Sunday
My na ball pr once
go to foot d we play a match
football. I ll te am an ba ll in the
ot ba fo ot
I’m in a fo ambition is to play d I go
y ng too, an
a week. M ld Cup. I like swimmi
or k.
Women’s W ng pool once a wee ve fruit every
mi ha
to the swim healthy food and I o.
t d pizza to
I usually ea mes eat ice cream an on Sundays
me ti bu t
day. I so ne hours,
eep for ni
I usually sl elve hours!
tw
I sleep for
e name of … k.
8 Tell a friend th 1 Sandra ct you have twice a wee
do exercise an
4 … a subjeeats fruse
d eat healthy
it twiceer y. .
food!
a weda
5-8 Remember,
eek. you e ev y ek F
tch once a w
it’s important
n es
ramme you wa 5 …Noa ,pe rsodo
she
every day.
to
n’t. She ea
you can do mo
1 … a prog . bsite you visit ts fruit every day.
re!
ee k
e a w Shae we
62 …
9-12 Good! Yo
you do twic goes to the sw
2 … a sport
u are healthy
. imming pool thr
but
healthy. See you
ve every day 29
you ha ee times a we
3 … a drink
at the Olympics
ek). ek.
13-15 Excellen !
we
gym) (twice a
t! You are very
tines He (goes to3theSh
Describing rou e rides her bik 18/02/15 12:0
7
e once a week
.
I have a show
er 4 She watch
. es TV four times
551474 _ 0027
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5 She eats ice

cream twice a week.
w
i-activity
TV you often do
The Teacher’s i-book

7 Look at the pic
tures and wr
often you ? ite about you.
hours sleep
provides
How an additional .
owLookeaat
t theyopic
interactive ? activity for this
1
u turefru
s itand write ab I brush my teeth
lesson.
out you. . 2
every day.
you often ?
How do .
3
?
. 4
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Lesson 4 L
Say the spor
4
UNIT 3 LESSON This lesson features a double page
t!
!
Kay’s big race spread with a colourful story. At
ticeboard.
the
1.27 top of the page,
are loo at the no
kingthere is a ‘look it up!’
Kay and Da ve
n to the story. very fast in he
r
activity where the children have to
9 Read and liste but she can go
Kay can’t walk, im . Sh e goes
wheelchair AN
D she ca n sw
every day.
find out the meaning of certain words.
e loves sport. her friend Dave
This is Kay. Sh ... swimming with As the children progress, the activity
to play football
She really wants
will move towards comprehension,
discussion or other personalisation
activities.
UNIT 3 LESSON
4 Say the spo
r t!
tion
Look, the competi
is on Friday.
Kay and Dave
are looking at
the noticeboa
rd.
too.
sw imming team
Dave is on the
2
1 Well done, Kay!
. s healthy snac
ks He!re are your go
You're the best
...but she can’t Kay always ha ggles
Good luck, Kay! .
im ac tice.
and she can sw after sw im mi ng pr
ry strong arms m.
Kay has got ve sc ho ol swimming tea
on the y drink?
very fast! She’s Can I have a fizz
Thanks, Dave!
Come on, Kay!
Look, the competi

tion
is on Friday.
I hope we win
2 a trophy!
Dave is on the
swimming tea
m too.
5. Kay’s race is sta
Well done, Kay! Sorry, not today rting soon. Da
ve hopes she wins
is
You're the best! Too much sugar s . 6
bad for you. race. Her friend d.
Kay wins the d so is her da
y, an
are very happ
4 best!
ne! You’re the
guage: Well do
3 Functional lan
Frequency
timing her. Can for ability
The coach is I love chocolate
cake!
7
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30
Sugar is good for
-0036.indd 30
you sometimes!
551474 _ 0027
Sorry, not today

.
Too much sugar
is
bad for you.
Kay wins the

4 are very happ
race. Her friend
s
y, and so is he
r dad.
Can for ability 7 Kay has choc
olate cake on
Frequency
Functional lan ce a week.
guage: Well do
ne! You’re the 8
best!
Resources
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7
DVD 1
DVD 1 Animated Story: Pedro’s Project
Teacher’s Resource Book, pages 123 – 128
12
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Lesson 4
and draw it.

ystery object
rs. Find the m
reccek!!
igwra
TKhaey'sshbip 11 Circle the ex
tra lette
In this lesson, there are also more

sentence s in order. exercises based on the story
d number the
8 Look at the sto
ry an
(including true or false exercises and
rting soon.
Kay’s race is sta
cake. completing sentences).
have chocolate
Kay and Dave tice.
swimming prac
hy snack after
Kay has a healt
play football.
Kay wants to
race.
Kay wins the
tivity 11.
words from Ac
ces with the
12
senten
11 Circle the extra Complete the
letters. Find
Kay’s race is sta the mystery ob
rting soon. ject and draw
it.
Kay and Dave s m n a i c
k s
9
ha ve
stoch su
ryoc mte
ola mary.
Complete the cake.
Kay has a healt hy
hy snack after
eelchair good gheoaltg g yl e r a c e e
swimrac e prwh
ming Frida i s
Kay wants to
actice.
lk Da ve sweets
wa
play football. competition h e o a l t
t r o w p h h y
Kay wins the y n’t
race. and she does
. She’s very . c h o c o g
l a t e
. She uses a f i He y stn friend
is
13
z rz be
Kay can’t at swimming. d r i n k .
Wha t do yo u th ink?
. She’s r s w e e s t
. Kay wins he s
eat lots of on
mi ng s u g g a r m
swim
They are in the g o g o d
w h e e l s p r a c t l
c h a i r i c e
or False (F).
10 Read and write True (T)
imming team
too.
f o g o t b
a l l
the school sw
4 Dave is on
mi
football. twice a week.
1 Kay can’t pla
y ocolate cake
5 Kay has ch
g arms. e.
on s watch the rac
2 Kay’s got str
ming five times
a week. 12 6 Kay’s friend
Complete the
im sentences wi
3 Kay goes sw th the words
from Activity
11.
1 Eat healthy 09/10/12
15:51
24
s n a c k 4 Kay wears
s.
24
2 Kay uses a
. She uses a 340553 _ 002
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. She’s very when she swim

5 Kay wants s.
. She’s and she does a
at swimming. n’t 3 Too much .
the swimming Her best friend
on is
. Kay wins he . 6 Kay wins a .
r is bad for you.
.
13 What do you th .
ink?
I think this sto

ry is
4 Dave is on inspiring) . (sad / interesti
the school swimmi ng /
ng team too. I like / don’t like
5 Kay has ch swimming.
oc olate cake twice
a week. My favourite ch
6 Kay’s friend aracter is
s wa tch the race. .
I give this story
✩ ✩ ✩ ✩ ✩ stars.
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25
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Lesson 5 L
5
UNIT 3 LESSON 13 Look, listen an
d read.
1.28 This lesson uses a chant or

y the chant. 5
10 Listen and sa listening activity to review UNIT 3 LESSON
good for you, vocabulary and introduce a new
Some things are
So do th em ev ery day. structure. There is invariably a
hy food,
Eat lots of he alt
d play.
game to reinforce these elements.
u wo rk an
It helps yo
cise,
Do lots of exer
sle ep eig ht hours a night.
And
ur bo dy nice and clean,
Keep yo
u fe el all right.
It helps yo
bad for you,
Some things are
Don’t do th em ev
of
ery day.
junk food,
14 Complete and
ea t lot s circle.
Don’t
nt to fe el OK.
If you wa
17 Look and label.
Eating 1
water and juice
really great, is good / bad
Watching TV’s Drinking 2 for you.
d sw eets an d fizzy drinks. five hours a nig
ht is good / ba
An Brushing 3 d for you.
o mu ch is ba d for you, your teeth twice
But to Having 4 a day is good
th ink , th ink! / bad for you.
So think, Doing exercise four
times a week
5 is good / bad
Sleeping junk food every for you.
6 day is good /
bad for you.
ad . a sh ow
11 Follow and re en you’re
er every day is
good / bad for
ws at night, wh
Eating fru it is go od 15 your body gro
Re ad and
ing . co m
you.
us e… sle ep ple te .
for yo u be ca
and be strong.
ht hours is it helps yosle ur body grow en you’re
ep ing for eig ep ws at night, wh
Sle
because…
you chocola
amte in C eight your body gro
good for you al sugar and vit energy
it contains natur bad food sleeping.
sw ee ts d go od he alt h. vegetables
Eating a lot of energ y an strong.
for
Eat h
for ea lth y food dy grow and be
and choc ola te is ba d it helps your bo
you because…
Fruit and sugar and can
lot of are
they contain a good for you. al sugar and vit
amin C
make you an fatd. Vitam They have natur
al sugar for it contains natur h.
18
ise is good in C to be healt good he alt
Do ing ex erc
e…
hy and strong. for energy and
for you becaus Sleep eight h
Look at Activ
ityd13
cain
n th
ours at night lot of sugar an
Sleeping they contain a
hours at night make you fat .
Children grow is good for
Don’t eat ju wh
ek.en they .
y wi th a friend. nk es a we
12 Read an d sa
u. ✓ Ea tin g Riding
jun k
yo
fo
ur ode ethr
bik ve ee
ry tim
d ay
.
It’s good for yo every day every day. .

Sleeping five ho
urs a night. ting junk food is bad for you. Sweets and
have aEalot y True or False
Burg✗ers and ch
of sugar. The
su ga r is
14 Listen and sa
with meals. every day. a we
Drinking water It’s bad for you. ips
vinha a sh lot er
a ow
for your teeth. e three times
Ha g ve of fat and this
is bad for your Riding your bik
. heart.
teeth once a mo
nth d every d
Brushing your 16 Re exe rci se)
you: (Do ad and circle.
ing
is (good) for yo
u. Eating junk foo
s Good/Bad for
Healthy habit
7
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32
Listen and co
A r e y o u h ea l t mplete.
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1 Do you do
ex ercise three tim
hy?
2 Do you brus es a week?
yes / no
hyour teeth twice
a day?
i-activity 3 Do you sle
ep eight hours a
night?
yes / no
4 Do you drink yes / no
water and juice
5 Do you ha ?
ve a shower ev yes / no
The Teacher’s i-book ery day?
yes / no
lthy food.
provides an additional mber to do exe
rcise and eat hea
1-2 Oh no! Reme y person but you can do mo
re.
interactive activity for this
lth
3-4 You're a hea a very healthy person.
e
5 Excellent! You'r
lesson. 26 Yes answers
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14
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Lesson 6
6
UNIT 3 LESSON
This CLIL lesson explores a
1.29
UNIT 3 LESSON
5
Look, listen an
d read. curriculum area related to the
13 ndred bones in
their skeletons,
ild ren have three hu er when we grow!
theme of the unit, for example,
n skeleton . Ch join tog eth
This is a huma red an d six . Some bones the importance of tropical
two hund
but adults have
rainforests for the environment.
have twenty
cts your brain
. Young children
The skull prote th fall out when
so ft skulls, but teeth. These tee seven years
s ha ve or
Babie
hard in the firs
t six children are six o
they become y grow thirty-tw
. old. Then, the
months of life new teeth.
e pairs of long chain of

We have twelv The spine is a
ct the brae. The spine
ribs. They prote . ca lle d ve rte
bones .
heart and lungs in the mi dd le of your back
is .
thirty vertebrae
17 Look and label. Ch ild ren ha
Some of the ve
ve
rtebrae join
and
children grow,
together when ae.
enty-six vertebr
adults have tw le so we
17
is fle xib
The spine ch
Lookcaan n drun , dance and tou
of the bones in lab el.
our toes!
More than half s
ma n bo dy are in the hand
the hu twenty-seven
t. Th ere are
and fee hand.
bones in each 1
ty-six
There are twen
handssin each foot. 2
bone
e teeth
ht, when you’r
y grows at nig spine 3
1
. bo ne s? 4
ve he al th y skull
H ow ca n I ha
7 2
ong.
your body grow and be str feet
5 3
skeleton
C
r and vitamin 4
ins natural suga ribs
h.
18
he alt
rgy and good 5
Look at Activ –
ity 13 in
sugar and can the Student’s Book and Wear a helmet 6
ontain a lot of write the lette riding a bike an
d
7
r. Then, writefruit and vegetables light from
you fat . Eat the numbers.fruit, Go outside – sk ate boarding are 6
18
– in D
and drink milk the su n ma ke s vitam
healthy , bu t it’s
d milk all Look in.Ac e ne ed
nin g, vegetables an in our skat Wtiv ity 13 in thim poudrtant to protect
Do exercise – run in them. ong e St ent’s Bohelmet.
ying have calcium s vit am in D for str
yo ur skull with a ok and write the letter.
dancing and pla g um helps bone s. Then, write th
on Ca lci 1 Hobo w ne
many teeth do e numbers.
sports make str and teeth gro
w. young children
bones! 2 How many have?
week. vertebrae do ch
three times a a b
ding your bike 3 How many
bones are the
ildren have?
1.30 re in a hand? 30 20
d every day. lse . 4 Ho w 33
Eating junk foo y Tr ue or Fa ma ny bones are
14 Liste n an d sa
5 Ho the body
t the bones in w many bones are the
the re in an adult
body? c
26
Learning abou re in a foot?
6 How many 18/02/15 12:0
7
teeth do adult
Listen and complete. e
206
s have? d
27
-0036.indd 33
551474 _ 0027 f
19 Listen and co
mplete. 3.6
32
i-activity
Do exercise
Eat healthy foo
The Teacher’s i-book d Go outside
Wear a helmet
provides an additional
Healthy Bon
interactive activity for this 1 es!
– Light from the
lesson. sun makes vit
amin D in our 2
skin. Vitamin D – Fruit, vegetab
is important for and milk all ha les
strong bones. ve calcium. Ca
lcium helps
bones and tee
3 th grow.
– They protect
your skull when 4
you ride a bik
e or – Sports, danc
skateboard. and walking ma ing
ke strong bone
s.
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A walk through the unit A
Lesson 7 R
Review
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UNIT 3 LESSON mplete the sto
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and co
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UNIT 3 LESSON
Paralympics
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15 Read and fin In this
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2
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1.31 you. three sp or
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16 Listen and sa 1
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7
18/02/15 12:0 .
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34
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551474 _ 0027
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about Harry.
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Phonics
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Review
UNIT 3
Review 1.32
k. A review is provided at the end of the unit
NIT 3 LESSON 7 mplete the sto
ry. Then, lis ten and chec
1 Make words
and co
ho plea children to revisit the most important unit structures
ey tee
wh he llo ere and vocabulary. The children will practise
child me ren
se es the four skills here, and at the same time,
th
the dentist’s. Beep, can you cle
an they will enjoy the ludic approach while
children are at
Beep and the us now, please? following the adventures of the Beep robot
fe
Phew! We’re sa
but 1 ... are we? character.
Revie,w
what’s
2 ...
the problem?
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teedth better.
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red. in UNIT 3
. of sweets
th his laser
3 ...
Beep cleans Fin
n wi Mm! Eating lots1 I4wa .sh
yo
is bad for 2 Myur ... my tee th twice a y.
sister looks a Let’s da go home
lot of TVBe 4 Helen alway
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a litre of water s eats junk foo
toothache. Beep, can every day. 5 I play exerc
ise every day.
d. She loves fru
it.
you help her? 6 I sleep eig
ht days every
night.
4 Look and answ
er.
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M Tu W Th F
doesn’t
The red button
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work properly. I go. Eva
control where we
aralympic flag. . I’ve got

two with water toothache too!
h wheels and Don’t touch the
...
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can’t go 5 ... ! 1 How often do
es Eva ride a
2 How often do bike?
es she eat fru
3 How often do it?
now, Beep.’ es she watch
Write True or
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2 at the chemist
’s. 4 Sally says
control wh ere they go. 5 Now, what ab
es she play foo
tball?
the children are er eyes. 5 Beep can’t che too. out you? How
1 Beep and n has got tootha often do you rid
2 Beep clean
s Finn with his las 5 6ReTh e old wo ma
ad and say Tr
e a bike?
headache. ue or False. 35
l. She’s got a
3 There’s a gir
for your teeth.
sweets is bad
Eating lots of 18/02/15 12:0
7
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551474 _ 0027
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7
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Evaluation G
Unit 3 Test
Class:
Unit 3 Test
Name:
Name:
1 3 Class:
Paul’s
Monday
1.33 Healthy Life Tuesday Wednesday
Thursday
fruit Friday Saturday
Sunday
TV
✓ ✓ ✓ 1
✓ ✓ ✓
sweets
✓ ✓ ✓ 1.45
✓
football ✓
✓ ✓
brush
my teeth ✓ ✓
✓
✓
✓
This lesson
✓
provides
✓ ✓
1 How often ✓
does Paul ea
t fruit? ✓
4 Does he e
guidelines for
at sweets eve
ry day?
2 Does he b
rush his teeth ev
ery d ay?

3 How often
5 How often

does he watch T
V? testing children
does he play
as well as the
football?
6 Does he h
food. ave a healthy life?
much
6 Don’t eat too
2 1 How
hours do you sle
ep at
a) fat
b) rubbish
c) junk
for you.
4
To:
test script and
hours a night is
night?
a) many
b) much
c) more
7 Sleeping
a) good
ten
b) well
c) nice About:
Are you healthy?
2
answer keys.
© Santillana Educac
.
TV. h to
watch too much s bones and teet Hi Sue,
2 8 Calcium help
c) When c) grew Today a docto
b) Is b) grow r came to our s
a) Don’t a) go chool to tell us h
2
t. ow to live a 1
my teeth at nigh you sleep eig 3
ión S.L., 2012
food. ht life and I learned

3 I always 9 Eat lots of
4
TV until late. No
a night? I don’t. a lot.
c) brush c) healthy I sometimes s
b) take w I know why tay in my room
b) fizzy I also know w I fee l 5
a) do a) health hy it 7 some 6
ey imp
a week. ou because th teeth and bones 9 ortant to eat fruit at school.
ks are bad for y
PHOTOCOPIABLE

ión S.L., 2012
and 8
4 I play football 10 Fizzy drin to
. Do you eat 10 . They help your
c) all hamburger, b
b) always a lot of sugar. ut too many are food? I sometim
a) twice Email me soo
bad for you. es eat a
ets? c) take n and tell me wha
do you eat swe b) conta
ins
ión S.L., 2012

t you think.
PHOTOCOPIABLE
5 How a) contain Sandie.

c) much
b) often
a) many
res.
1.33
105 junk health
y is vegetable
number the pictu s mornings
PHOTOCOPIABLE
1 Listen and ct answ er. hou rs Do tired
write the corre g
2 Circle and 3 Look
8:12 and answer the
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11/06/12 questions.
4 Complete the text
106 with words from
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dd 105
120.in
366729 _ 0097-0
366729 _ 0097-0
120.in dd 106
Resources 11/06/12
8:12
Unit 3 Test
Picture dictionary
nary 3
Picture dictio
3.19
uage.
Write these phra
ses in your lang
eat junk food
In the Picture
cream
brush your teet
h
dictionary, the key
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rs
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sleep eight hou
in alphabetical
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flour
drink water
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watch a lot of
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children complete
mix
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put
bones
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mother tongue.
skull
feet
spine
hands
teeth
ribs 71
16:25
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Getting the most out of the Teacher’s i-book
The Teacher’s i-book integrates all the teaching
and learning materials cross-referenced into one i-posters
single format for use with IWB or projector.
The Teacher’s i-book is very user-friendly. Using The i-posters offer two interactive activities to
the i-book in class is a wonderful way to focus the present and to reinforce the key vocabulary from
children’s attention on the specific content you wish the unit in a different way. The use of this flexible
to work with, since what they see on the IWB is also resource in combination with the Richmond i-tools
in their books. also permits a wide range of extra interactive
activities to evaluate or to expand the course content.
Direct links to other books, i-flashcards

sections or pages
The i-flashcards can be used to practise all four
Throughout the Teacher’s i-book there are various language skills in a very user-friendly way. You can
coloured links which lead to corresponding sections decide which functions to use depending on your
in other components of the course: specific needs:
takes you to the Student’s Book. • Show a picture and ask the children to name it or
ask them to use the Richmond i-tools to identify
takes you to the Activity Book. one of the pictures. All the pictures are placed
at the bottom of the screen to make them easily
takes you to the Teacher’s Resource accessible.
Book. • Show the written form and promote reading skills.
i-poster i-flashcards i-story cards i-activity
open the • Listen to the word and practise the correct
additional interactive resources for the unit. pronunciation.
• Open the Richmond i-tools and ask them to
write or copy the word.
The Teacher’s Book includes these icons on
the Student’s Book lesson notes pages to help
you identify at a glance where every additional Term Review games
interactive resource is located.
The interactive games are ideal to revise the term

Use the i-flashcards and the i-posters to present core content with the whole class. Roll the interactive
content and revise key concepts throughout die and move the counter to the corresponding
the unit. Use the i-activities to reinforce the lesson square. Ask the children to answer the question.
content. Alternatively, you can form groups and ask each
group to answer taking turns. Use the timer on
The buttons for the children are placed at a lower the Richmond i-tools to make the revision more
level on the screen to facilitate their participation with challenging for the children and to allow them to stop
the IWB. The buttons for the teacher are located at and think before they answer.
the top of the screen to help you guide and control
the children’s work.
Term Review posters
Encourage class interaction and develop children’s
digital competence by allowing them to use the
Richmond i-tools to follow your instructions. Their ludic approach make content revision great
fun. Use the Richmond i-tools to help the children
focus their attention on the key concepts you wish
to revise. For ideas on how to make the most of
this resource in the classroom check the game
suggestions on the Teacher’s i-book.
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Getting the most out of the Teacher’s i-book
Match it!
The Richmond i-tools The children match the pictures with the words. Use
the feedback button to validate individual answers.
The game also includes an interactive answer key.
Take the book and make it yours!
This feature allows you to take the Teacher’s i-book Simon says
and make it yours by inserting notes, hyperlinks and Tap to start the game. The children look and
external files. It is also possible to write or paint on memorise the sequence as the pictures are
the i-book and in the zoom windows. highlighted. They tap the pictures to repeat the
sequence. Watch the sequence again. The number
By using the Richmond i-tools you can easily add of pictures in the sequence increases as they
your own material for the classroom, or stress the play. Choose a class representative to play on the
important points of a unit or activity. IWB. The rest of the class help the representative
repeating the sequence after first watching it. Use
The Richmond i-tools allows for two levels of the Richmond i-tools to write the words for the
personalisation: pictures on the screen if needed.
• On the main pages of the i-book by adding
reminders, general points or materials for the Drag it!
class. The children drag words to the correct pictures. Use
• On the zoom windows by including materials or the feedback button to validate individual answers.
explanations to enrich a particular section. The game also includes an interactive answer key.
Grammar practice: once the activity is completed,
Check out the User’s guide on the Teacher’s use the Richmond i-tools to write full sentences
i-book to learn more about the new functionalities. containing the key words on the blank space
provided on the screen.
My notes
This feature allows you to access blank pages Memory
on the Teacher’s i-book. Use My notes and The children have to memorise the position of words
the Richmond i-tools to add any content you and pictures. Once the cards turn, the children say
consider relevant for your classes and keep it for the numbers to find the pairs. This can be done as a
future sessions. This content can be in the form of competition between two teams or individual children.
presentations, notes, expanded explanations, etc. Alternatively, use the timer on the Richmond i-tools
You can print everything you add or present in and give each team two or three minutes to do as
My notes. The access to My notes is located at the much as possible during their turn at the IWB.
top of every double page of the Teacher’s i-book.
What’s missing?
The children look at the sequence of pictures, read
Vocabulary Game Generator the words and drag the correct word to complete
the sequence. This type of game also promotes
the development of the children’s mathematical
Apart from all the course teaching and learning
competence.
materials, the Teacher’s i-book also includes the
Vocabulary Game Generator.
Guess it!
This tool allows you to create your own IWB games Choose at least four pictures to create the game.
at any time. Use the Vocabulary Game Generator Four teams take turns to play. A hidden picture
to introduce the key vocabulary at the start of a appears on the screen. Start the game. As the
lesson, to review the key vocabulary at any time in timer runs on, more of the picture is revealed. The
the unit or as a quick class filler. The games are also children say Stop! when they know the answer. Stop
ideal as wrap-up activities. the timer. Use the Richmond i-tools to write team
scores and the time record on the chart provided.
Check out the User’s Guide on the Teacher’s Spelling practice: Once they have guessed the
i-book to see how to create your games. word, a team member spells the word. Another
member uses the Richmond i-tools to write it on
The Vocabulary Game Generator includes six the IWB. Reveal the word to validate.
different types of games:
20
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k
Beep Activity Bank
Getting the most out of narratives
Who said that? Correct the mistakes!
Write the names of the characters on the board (include Choose a line from the cartoon (it can be a speech bubble
the narrator). Divide the class into two teams. Players or a caption) and read it out including a mistake; this could
from each team take turns to compete against each other be omitting or substituting a word. The children have to
for points. This activity should come after the children a) identify which scene the line is from, and b) correct the
have seen the story a few times. Read out a line from the mistake.
speech bubble or caption. The children race to the board;
the first player to touch the correct character name wins Act out!
the point. Divide the class into groups making sure there are parts
for each of the characters and the narrator where relevant.
Which scene? Also, give some of the children the role of providing sound
Begin to describe a scene from the story. The children put effects. The children can practise several times and
their hands up if they know which scene you are describing. change roles. Get the groups to practise the mini-play and
Choose a volunteer to say which scene it is. If they answer then perform for the rest of the class. You could choose
correctly, they take a turn to describe a scene. several of the stories for an end of year performance.
Beep Activity Bank

Getting the most out of Story cards
The right order the back, but make a mistake with one of the words.
Stick the cards to the board in random order. Ask the Encourage the children to spot your mistake and
class to help you put the cards in the right order to tell correct it.
the story. Encourage them to describe the characters or
actions in the first scene, then the second and so on. Who’s talking?
Hold up a Story card. Read out part of the dialogue and
Take a part ask the class to say who’s speaking.
Ask the children to have their Student’s Books open with
the story in front of them. Divide the class into different Who is it?
groups and give each group a role in the story. Hold up Put the Story cards on the board. Tell the class that you’re
Story card 1 and cue the groups using the dialogue on the thinking of a character from the story and encourage the
back: children to ask you questions about the character: Is it a
Teacher: Narrator. boy or a girl? Is he/she wearing …? Has he/she got …?
Narrator group: It was Monday morning. Fran called his What’s he/she doing?
friend Carla.
Teacher: Fran. Run and touch
Fran group: Hi Carla, I need to ask a favour! Stick the Story cards up around the room. Ask three
Encourage the children to speak with as much expression volunteers to stand up. Describe the action in one of the
as possible when they say their parts. scenes and tell the volunteers to run and touch the scene
you are describing. The first child to touch the scene is the
Say it wrong winner and stays in the game. The others sit down and
Ask the children to have their Student’s Books open in two new volunteers can stand up and play the game.
front of them. Hold up Story card 1 and start to read
21
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Beep Activity Bank
Getting the most out of songs and chants
Clap the rhythm They can alternate roles between verses. Runners have
Read out a line from the song. Then, read it again but this to go out of the class as quietly as possible (no more than
time clap with each syllable. Encourage the children to join three runner pairs can be outside of the class at once,
in. Then, clap the rhythm without saying the lines. Do this and runners are not allowed to talk to each other) and
for each line of the song. You can ask the children to clap memorise a line from the song (including gaps or extra
lines without singing and have the others guess the line. words). They then return to class and whisper the line to
This works best where there is more rhythmic variation their scribe partners who write it down. They are allowed
between lines. to spell out words if necessary. This is a good activity to
focus and develop memory and to encourage the children
Match the rhymes to work quietly. The first group to write out the song words
This is a good activity for focusing on word sounds. Write correctly is the winner.
up the rhyming words from the ends of song lines on the
board, in a jumbled order. Choose volunteers to come Humbug
up and draw lines between the pairs of words that rhyme. Once the children are familiar with the song, try humming
Once all the pairs have been matched, tell the children to lines from the song to the class and choose volunteers
work with a partner to find other pairs of words that rhyme. to say or sing the words that go with that line. This works
better with songs that have more melodic variety. This
What comes next? activity could still work with chants as even spoken words
This is a memory game. Once the children are fairly have melodic intonation; you just have to exaggerate it!
familiar with the song, ask them to close their books. Play
the track and stop at key points. Choose volunteers to tell Echoes
you the word or line that comes next. This is the simplest and perhaps the oldest way to learn
and memorise language. Read out lines of the song
Disappearing lyrics and ask the children to repeat back to you. Although
Write the song words up on the board and, depending apparently simple, this activity can be made quite
on how familiar the children are with the song and how sophisticated by insisting that the children mimic accent
confident they are at singing, sing or recite the words. and intonation. By varying these features each time, you
Then, rub out the last few words of the song. The class can really get them to focus on minute detail and develop
then has to read or sing the song, remembering the listening skills.
missing words. Each time remove more words or lines,
until the class can sing or recite from memory. Funny voices
This is a good activity for practising song lines. This
Correct the mistakes activity follows on from Echoes. Read or sing lines
Write the song words out on the board but include some using funny voices and gestures, and tell the children to
mistakes, substituting certain words at an appropriate mimic you. You can also sing lines as if you were a story
level for your class. Play the track. The children call out character or a famous person, for example, sing a line and
Stop! if they see a mistake and say what the correct make gestures as if you were Spiderman or Messi!
word is.
Answer back
More or less Some songs and chants naturally lend themselves to
Print out a version of the song, either with some words two-part singing; especially those that have a question
taken out and substituted with others or with some words and answer format. But most songs and chants will work
added to the lyrics. Play the song as many times as with this. Divide the class in half. Ask each half of the class
necessary until the children have identified the missing or to sing alternate lines. The halves of the class can swap
extra words. roles. This can also work with more than two groups, if
your students are confident singers.
Running dictation
This activity is good to combine with missing words or Actions
extra words. It is best done on a day when you have less We normally associate action songs with younger ages,
children in class. Write out the song words on a sheet of but adding actions to songs can be fun even for this age
paper (with or without alterations) and pin it up outside of group. The children can be encouraged to think of their
the classroom. Divide the class into small groups. A pair own actions to accompany songs, to reinforce meaning or
from the group act as runners and the others as scribes. to add a comedic element to their performance.
22
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Dance routines Predictions
A great deal of popular music is ‘dance’ music. Most As a lead into the song or chant, and with the books closed,
of the music videos the students see will have dance in write up a few key words from the lyrics on the board and
them. A great many children, not just girls, are interested ask the children to predict what the song is about. Also tell
in dance. Divide the class into groups and ask them to them to suggest other words that might be in the song. This
invent a dance routine to accompany a song. can be a starting point for discussion if the theme of the song
is particularly important or relevant to them. Finally, listen to
Play back the song to see which predictions were correct.
We tend to think of play back or miming as cheating, but
it’s actually quite difficult to do effectively. It’s also a great Ordering
way to focus on the shapes that words make, without This activity works well with pairs or small groups. Print
worrying about singing in tune. You may find that some of the lyrics and cut them into strips with different lines on
your shier students are doing this anyway during singing. each strip. Each pair or group has a set of strips. The
Many children will be much less shy about miming than children listen to the track and arrange the lyrics in the
singing and because of this it’s a great way to increase correct order. You will need to play the song several times.
confidence and break through the shyness. If some children find it very difficult, you can pause the
track to give extra time for reading.
Beep Activity Bank

Getting the most out of tongue twisters
Hunt the sound Tongue twister competition
Divide the class into two groups and ask them to work Once tongue twisters have been practised as whole class
together to find more words that contain the key sounds. repetition, divide the class into small groups and tell them
Let them use dictionaries. This is a good activity for to practise together. Groups can then compete against
drawing their attention to the fact that particular letters each other for the best performance. At the end of the
don’t always make the same sound in English. course you could hold a competition in your school for the
best performance of a tongue twister.
Different characters
Tongue twister practice can be extended and made more Invent your own tongue twister
enjoyable by encouraging the children to repeat the lines Encourage the children to make up their own tongue
using funny voices, varying the pitch, speed and volume, twisters. This could be a great way to encourage
and also repeating the lines as if they were different dictionary use. With computer access you can also
characters, fictional characters or real world celebrities. introduce the children to rhyming dictionaries. Point out
that tongue twisters don’t necessarily have to make a
great deal of sense and that they are often funny.
23
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Beep Activity Bank
Getting the most out of Posters
I spy
Hunt the sound Memory
Tongue quiz competition
twister
Thethe
Divide rhyme
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Once childrentwisters
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the class into smallTurn the Poster
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for drawing toask questions
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against
theiranattention
alternative element
to the in the
fact that Poster. letters
particular The other children
don’t always the other
each ...? What colour
for the the ...? AwardAtpoints
bestisperformance. to of
the end teams
the for
maketaketheturns
same to sound
guess in what object might begin with (n). Is it a
English. correct
course answers.
you could hold a competition in your school for the
(nose)? If they have difficulty guessing the correct answer best performance of a tongue twister.
the questions
Different allowed can be opened to questions that
characters Who am I?
can produce
Tongue twister practicea Yes orcan
Nobe answer. S: Isand
extended it (blue)?
made more Invent
Choose your
one of own tongue
the people twister
in the Poster and tell the
enjoyable by encouraging the children to repeat the lines Encourage
children tothe
askchildren to make
questions up their
to guess whoown you tongue
are.
A funny
using to Zvoices, varying the pitch, speed, and volume twisters. Thisrunning?
S: Are you could beHave
a greatyouway
gottoblue
encourage
hair? dictionary
andThe
alsochildren
repeating work
theinlines
pairsasand have
if they five different
were minutes to write use. With computer access you can also introduce the
a word from
characters; the Poster
fictional beginning
characters or realwith
worldeach letter of
celebrities. children
Guess to rhyming
the word dictionaries. Point out that tongue
the alphabet. It is always hard to come up with a word twisters don’t necessarily
Divide the class into teams. have to to
Start make
writea agreat
worddeal
fromofthe
beginning with q, x, z, etc., so nobody will get 26 words. sense and that they are often funny.
Poster on the board, slowly, letter by letter. The teams put
Explain this to the children before they begin the game their hands up to try and guess the word. The first team to
and tell them that the winners are the pair with the most guess correctly wins a point and then can win a second
words after five minutes. point if they can complete the word with the correct spelling.
Beep Activity Bank

Getting the most out of Flashcards and Word cards
Play
Hunt a mime
the soundgame Repeating
Tongue game
twister competition
Askthe
Divide a volunteer
class intototwo thegroups
front ofand
the get
class. Hold
them to awork
Flashcard Sticktongue
Once the Flashcards to the
twisters have board.
been Point to
practised asawhole
Flashcard
class
over the volunteer’s head so that the rest
together to find more words that contain the key sounds.of the class can and say the word. If the word is correct, the children
repetition, divide the class into small groups and get them
Let them use dictionaries. This is a good activity for drawingto
see it, but the volunteer cannot. Encourage the children torepeat
practiseit. together. Groups can then compete against
theirmime the word
attention to theforfact
thethat
volunteer to guess.
particular letters don’t always each other forkeep
If not, they silent.performance.
the best This can be extended
At the endby
of using
the
make the same sound in English. sentences: These are pencils. It’s a green snake.
course you could hold a competition in your school for the
Easy maths best performance of a tongue twister.
Stick the Flashcards
Different charactersto the board and write a number What’s the word?
undertwister
Tongue each practice
one. Saycana sum: (cycling plus
be extended andtennis). The
made more Hold a Flashcard
Invent your own so that the children
tongue cannot see it.
twister
childrenbyadd
enjoyable the numbers
encouraging the and say the
children word they
to repeat add up
the lines Describe the word
Encourage for to
children themake
classuptotheir
guess. For
own example, It’s
tongue
to,funny
using (swimming).
voices,This game
varying thecan be speed,
pitch, played with addition
and volume an animal.
twisters. ThisItcould
can’t be
fly. aIt’s long.
great It hasn’t
way got any dictionary
to encourage legs. (A
and(cycling plus tennis)
also repeating or subtraction
the lines (basketball
as if they were take away
different snake.)
use. With computer access you can also introduce the
football).fictional characters or real world celebrities.
characters; children to rhyming dictionaries. Point out that tongue
Can don’t
twisters you necessarily
remember? have to make a great deal of
Look and point sense
Stickand that they aretooften
six Flashcards funny.in a row, point to each
the board
Stick the Word cards up around the classroom. Hold up a card in turn and chant the words with the children. Take
picture card, say the word and ask the children to look for one of the Flashcards away and chant the words again,
the matching Word card and point to it as quickly as they pointing to the blank space where the card was and
can. Once children get used to the game, you can hold up saying the word. Then take another card away, point and
two cards. chant again. Repeat until all the cards are gone.
24
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Beep Activity Bank
Getting the most out of the class
The reality of many classroom groups these days is that Spider’s web
they are composed of mixed assortments of children You can take any language structure you are working with
insofar as their level of language, academic capacity, and apply it to the following activity. Ask the children to
previous schooling, nationality, culture and social skills. The form a circle structure. Holding the thread end of a ball of
concept of a homogeneous class is not a practical reality wool, toss it to one of the children, indicating their name
so it’s important for teachers to work with this heterogeneity and say: (Ana), my favourite food is (pizza) and my favourite
or diversity as best they can. Also, an inclusive classroom day is (Tuesday). The catcher, (Ana), holds on to her part
atmosphere that celebrates diversity promotes the of the woollen thread and calls out another child’s name
construction of an inclusive society and fights discriminatory and repeats the sentence structure with her preferences.
attitudes. The activities suggested here do not all focus on The woollen ball moves around the circle. Each participant
English as such, but very much on communication and on keeps a hold of a point of the woollen thread and thus a
creating a positive classroom climate. spider’s web structure is formed. Point out how the web
can only remain strong if the whole group supports it.
Cook up
Bring a pot and a wooden spoon into the classroom. Ask Social skills
the children to think about what ‘ingredients’ are necessary Discuss the concept of social skills within the class with
to make a pleasant classroom atmosphere and what the children. Give examples such as being a good listener,
‘ingredients’ won’t work. You could give some examples, taking turns, remaining on task, accepting differences,
like working quietly or not interrupting when a classmate respecting ourselves, others and items, conflict skills, etc.
speaks. Ask the children to write their suggestions on Designate a particular week to one social skill.
individual strips of paper and put it all into the pot. Give Here we will take listening as an example. Ask the
the pot a good stir and read out their recipe for a pleasant children: What does a good listener do? How can you tell
classroom atmosphere. Discuss the different ideas as they if someone is a good listener? What are the qualities of a
come up. You might be surprised by what the children good listener? Elicit all the ways we interpret that someone
suggest! You can choose to display the recipe on a is listening to us or not. Then, organise the children into
classroom poster. small groups. They take turns to recount something.
It could be something that happened, or alternatively
Secret friend they could choose to read one of the stories from Beep.
This is a variation on the Kris Kindle or Secret Santa There is a listener figure and evaluator(s). The latter make
structure for the exchange of gifts. In this case though, the notes about whether the listener maintained eye contact,
‘gift’ is an act of kindness towards a classmate. Each week leaned forward, nodded when it was appropriate, asked
the children draw the name of a classmate – their secret for clarification or had to have the speaker repeat and
friend. They commit to doing acts of kindness to this secret avoided making judgements. They all take turns to change
friend for a week. At the end of the week give the children roles. You could decide to award sporadic ‘good listener’
an opportunity to guess who their secret friend is. This is a certificates to the children.
very effective technique for improving relationships within
the class.
25
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K
Beep Activity Bank
Getting the most out of the class Com
Key
Button jar how are you today? The child responds: I’m fine, thanks. • T
Distribute a quantity of buttons among the children, so With that, both walk around the circle and must exchange • T
that each child has a small collection. They must be on the a second courteous question and response before they can • T
lookout for when a classmate demonstrates great social try to grab an empty seat. While they are walking around, • O
skills. If, for example, they see someone helping another their classmates quickly change seats, so the empty seat is
child or sharing, they can ask to put a button in the jar. The no longer in the original place. If the child in the centre finds
teacher can do this too. You might say: I really like the way it difficult to get a seat, he can ask at some point: How are
you all cooperated in clearing the art supplies. Establish a you all?, and all the children respond together and move
small reward – a class in the open air, some extra DVD in seats.
English time, etc., for filling the button jar with an agreed
amount of buttons in a designated time frame. My holiday suitcase
Another activity that promotes group cohesion and positive
Pencil in the bottle feeling is the following: the children sit in a circle and the
A fast and fun activity that focuses on cooperation is the first child says: I’m going on holiday and I’m going to take
following: for each group of 12-15 approximately, prepare a big smile. (He gives a big smile.) The second child says:
a rope structure of some two metres in length, knotted to I’m going on holiday and I’m going to take a big smile and
form a simple circle. Add a few rope ‘diameters’ and from a handshake. He gives a big smile and offers his hand to
the centre of the circle diameter add a final, perpendicular a companion. The third child continues, and each time
piece of rope to hang down. This hanging piece of rope a pleasant interaction is added to the list and played
has a pencil at the end, which the children must try to place out. You will need to have role played the positive types
inside a bottle mouth, standing on the floor. They can only of interaction that exist between people first. For bigger
achieve this if they all cooperate and move well together. If classes you can also intersperse these positive interactions
you have two groups, they can race to see who is first. with more neutral ones like taking a ‘little jump’ on holiday!
Hula hoop fun I can’t believe it’s you!

Another fun activity that focuses on cooperation and Finally, an activity which is an ideal way to begin or
teamwork requires a hula hoop for each group of five or conclude a class: ask the children to imagine they have
six children. If your school don’t have these as part of the just come into a new class and they know no-one. They
sport’s material, perhaps some children would be happy move around, role playing how they might react or feel in
to bring some hula hoops from home. Each group stands this situation (shy or uncomfortable probably). Now, indicate
around the hula hoop, with their arms on their classmates that they’ve just seen a class companion who they knew
shoulder. The objective is to raise the hula hoop so that briefly some time back – a familiar face! They role play
they can all place their heads inside – without using their how they might salute this person at the other side of the
hands! Again, different groups can race to see who finishes class. The suggested situations provide progressively more
first. intimate relationships with the ‘new class’ – several familiar
faces from the past, a class companion who used to be
How are you today? an intimate friend, several intimate friends, etc., until finally
An activity that focuses on courteous interaction among the whole class is described as a multitude of wonderful
classmates could be the following: create a circle structure friends who you haven’t seen for some time. The delight the
with everyone seated, except one child on the exterior. The children must role play upon this unexpected meeting up
child chooses a classmate to approach and says: (Milena), again, will carry over into your real class!
26
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Key Competences for lifelong learning
Competence refers to the capacity to use one’s acquired knowledge and abilities in different contexts and situations.
Key Competences feature the following characteristics:

• They encourage the development of skills rather than the assimilation of theoretical content.
• They are dynamic because they develop progressively and can be acquired in different learning situations.
• They are interdisciplinary and transversal because they integrate knowledge that originated in different academic disciplines.
• Once acquired, they will become part of the lifelong learning experience.
LC Linguistic competence
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 throughout the New Beep series.
MST Competence in Maths, Science and Technology

This competence develops the ability to use numbers and mathematical reasoning to solve a range of problems
and to use science to explain the natural world. The course provides plenty of opportunities for children to apply
their mathematical thinking in everyday contexts, for example, telling the time, using charts, completing surveys or
sequencing events. Children are made aware of the world around them and the effect human activity has on it.
DC Digital competence
This competence involves the confident use of computers and other technology for learning, communication
and recreation. Through the integration of digital and 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.
SCC Social and Civic competences

These competences equip 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, can empathise with characters in the stories and learn social rules through games and role plays.
CAE Cultural awareness and expression

This competence is developed through a wide range of fun songs, chants, drama, stories and craft activities.
The pop-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 different countries.
LL Learning to learn
This competence means children develop and become aware of effective ways to organise and manage their own
learning. The incorporation of the unit reviews encourage 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 action. 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.
27
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Class CD Track List
Beep 5 Class CD1 Beep 5 Class CD2 Beep 5 Class CD3
Diagnostic Test Unit 5 Activity Book exercises

1.1 2.1 – 2.11 3.1 – Unit 1
3.2 – Unit 1
Starter Unit Story: The shipwreck! – 2.5 3.3 – Unit 2
1.2 – 1.4 TRB Test – 2.12 3.4 – Unit 2
3.5 – Unit 3
Unit 1 Unit 6 3.6 – Unit 3
1.5 – 1.14 2.13 – 2.21 3.7 – Unit 4
3.8 – Unit 4
Story: The science project! – 1.9 Story: A long way to school! – 2.17 3.9 – Unit 5
TRB Test – 1.15 TRB Test – 2.22 3.10 – Unit 5
3.11 – Unit 6
Unit 2 Unit 7 3.12 – Unit 6
1.16 – 1.23 2.23 – 2.31 3.13 – Unit 6
3.14 – Unit 7
Story: Kids start cooking! – 1.19 Story: Robbery at the palace! – 2.26 3.15 – Unit 7
TRB Test – 1.24 TRB Test – 2.32 3.16 – Unit 8
Unit 3 Unit 8 Picture dictionary

1.25 – 1.32 2.33 – 2.43 3.17 – Unit 1
3.18 – Unit 2
Story: Kay’s big race! – 1.27 Story: The secret of Blackbeard’s 3.19 – Unit 3
TRB Test – 1.33 Bay! – 2.38 3.20 – Unit 4
TRB Test – 2.44 3.21 – Unit 5
Unit 4 3.22 – Unit 6
1.34 – 1.44 3.23 – Unit 7
3.24 – Unit 8
Story: A day out in London! – 1.39
TRB Test – 1.45 Teacher’s Resource Book
3.25 – Unit 1, phonics
Reader: The Cup Final

3.41
Karaoke songs
3.42 – 3.51
28
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Introduction
Hello!
Unit objectives Anticipating difficulties
To review New Beep 4 The first English lesson after the long summer holidays may be a bit confusing.
language. Some children may feel confident after having spent time in an English speaking
country or done a summer course. Others may feel disorientated after spending
To review New Beep 4 such a long time without exposure to the English language.
structures.
Teaching tip
Target language
Take advantage of the exciting atmosphere the first day back offers to do some
Vocabulary: fun but motivating activities. You could ask the children to think of a word
New Beep 4 language in English that the others may not know or may have forgotten (have a few
Structures: words prepared to help the weaker students). Invite the children to go around
New Beep 4 structures teaching their words to their classmates. Afterwards you could try to mix the
new words together in sentences or have a quiz to see who remembers the
word that each classmate provided. Ask the children to help you decorate the
classroom using the posters provided with the course material.
29
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Welcome - Lesson 1A
Student’s Book, page 4
Objectives Getting started

To introduce the characters in Divide the class into pairs and tell them to ask each other questions about each
the book. other. Do you have any brothers or sisters? Do you have any pets? When is your
birthday? etc. Then ask the children to come to the front and tell the class about
To listen and recognise the
their partner. Tell the children that they are going to meet some new characters
characters.
in the book and find out information about them.
To play a game.
To ask friends about 1 Read. Then, listen and say the name. 1.2
themselves. Ask the class to look at the picture on page 4. Say: These are our new friends
for this book. They are Anita, Ben, Kim and Mark. Ask the children to read the
information about the four characters. Then explain to the children that they will
Target language
hear Anita, Ben, Kim and Mark talking about themselves. Tell them to listen very
Vocabulary: carefully and to identify which character is talking. Play the CD twice. Let the
months; school subjects children read the descriptions and then play the recording again. Pause at the
Structures: end of each description and ask: Who is it? The children call out the name of
My birthday is in June. the character.
I’ve got a sister.
I haven’t got any pets. 2 Play a game.
My favourite subject is Art. Explain to the children that they have to choose one of the new characters.
Have you got any brothers or Their partner will then ask questions to find out which one it is. Ask for two
sisters? volunteers to read the mini-dialogue on page 4. Divide the class into pairs. The
What colour are your eyes? children play the game. Go around the class listening to the children as they
Have you got any pets? play.
3 Ask a friend.
Materials
Divide the class into pairs and explain that they have to ask their partner the
Teacher’s i-book questions in Activity 3. Go around the class listening to the children as they
CD practise the exercise. When they have finished, ask for volunteers to come to
small pieces of white paper the front of the class to act out the dialogue.
Finishing off
Play Postman. Give the children small pieces of white paper. Each child is
assigned a classmate and writes three questions for them on the paper. The
teacher acts as postman or postwoman and passes the papers with questions
from child to child. When the children receive a paper, they write their answers
and send it back.
Transcript
Read. Then, listen and say the name. 1.2
Ben: Hello! My birthday is in June and I’ve got two Mark: I’ve got a sister and my favourite subject is PE.
sisters. Who am I? Who am I?
Anita: Hi! I haven’t got any pets and my favourite Kim: I’ve got a dog and my birthday’s in October. Who
subject is Science. Who am I? am I?
Mark: Hi, everyone! I’ve got brown eyes and my Anita: My birthday’s in March and my eyes are brown.
birthday is in December. Who am I? Who am I?
Kim: Hello! I’m an only child and my favourite subject is Ben: I’ve got a cat and my favourite subject is IT. Who
Art. Who am I? am I?
30
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Hello! LESSON 1
1 Read. Then, listen and say the name.

1.2
4 Listen and sin
Name: Anita Name: Kim

Family: a brother Family: only child
Eyes: brown Eyes: brown
Birthday: March Birthday: October
Pets: no pets Pets: a dog
Favourite subject: Science Favourite subject: Art
Name: Ben Name: Mark

Family: two sisters Family: a sister
Eyes: blue Eyes: brown
Birthday: June Birthday: December
Pets: a cat Pets: a hamster
Favourite subject: IT Favourite subject: PE
2 Play a game.
My birthday’s in October and
my favourite subject is Art.
5 Read and ans
Are you Kim?
Yes, I am!
3 Ask a friend.
Have you got any brothers

or sisters?
What colour are your eyes?
When’s your birthday?
Have you got any pets? What’s your favourite subjec

t?
4 Describing yourself Asking personal questions
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IE Students develop initiative by choosing and describing one of the new characters so that
their partner finds out which one they are.
31
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Hello!
1 Write in order. Then, look in the Student’s Book and write the name. 3 Look and matc
Anita Ben Kim Mark
1 sisters two got I’ve Name
I’ve got two sisters. Ben

2 in birthday December is My
My birthday is in December. Mark
3 My Science subject favourite is
My favourite subject is Science. Anita
4 got blue I’ve eyes
I’ve got blue eyes. Ben 4 Look and write.
5 a pet got I’ve hamster

I’ve got a pet hamster. Mark
6 only an I’m child
I’m an only child. Kim
7 is March My in birthday
My birthday is in March. Anita
8 got pet I a haven’t
I haven’t got a pet. Anita
2 Complete your profile. Then, write sentences. Child’s own answers
Student Profile
Name:
My name is
Family:
Eyes:
Birthday:
Pets:
Favourite subject:
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SCC Students develop Social competence by introducing themselves to the class.
32
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Welcome - Lesson 1B
Activity Book, page 2

To practise short descriptions Remind the children of the new characters for Level 5: Anita, Kim, Ben and
of people. Mark. Write the names up on the board. Ask the children to tell you something
about each character. Emphasise the s at the end of the third person singular
To review New Beep 4
when appropriate.
language.
To review New Beep 4
structures. 1 Write in order. Then, look in the Student’s Book and write the name.
Say: Open your Activity Books at page 2. Tell the children that the words in
the sentences have been mixed up and that they have to write them in the
Target language correct order. Then explain that when they have done that, they have to look in
Vocabulary: their Student’s Book to find out which character corresponds to each sentence.
New Beep 4 language Go around the class checking the sentences and checking that they have
Structures: written the correct character. When you have done that, ask for volunteers to
New Beep 4 structures read out their sentences, and ask the rest of the class to call out the name of
the correct character.
Materials 2 Complete your profile. Then, write sentences.

Teacher’s i-book Ask the children to fill in their Student Profiles. Explain that when they have
done that, they have to make a complete sentence out of each part of their
profile. When they have finished, check the activity by going around the class
while each child introduces him/herself.
Finishing off
Tell the children to write a short description of a member of their family.
Explain that they can use the Student Profile on page 2 of their Activity Books
as a guide. When they have finished, ask them to read their descriptions out to
the rest of the class.
33
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Welcome - Lesson 2A

To learn and sing a song. Write the names of some activities on the board (drawing, gardening, going
to the zoo, painting, playing basketball, playing games, rollerblading). Point to
To read and understand simple
one of the activities and ask: Do you like (drawing)? Divide the class into pairs
descriptions of people.
and ask the children to ask and answer questions using like and the activities.
Encourage them to use the two different ways of answering: Yes, I do and Yes,
Target language I like (drawing) / No, I don’t and No, I don’t like (drawing). Go around the class
Vocabulary: to listen to the children’s questions and answers to make sure they are saying
going to the cinema, going to them correctly.
the swimming pool, going to
the zoo, playing basketball, 4 Listen and sing. 1.3
playing computer games
Say: Open your books at page 5. We’re going to listen to our four new friends
Structures: singing about the things they like and don’t like doing. Tell them to listen very
How are you? carefully. Play the CD twice. Let the children read the words of the song and
My name’s Paul. then play the recording again. Encourage the children to join in with the song.
I like swimming.
Materials Ask the children to look at the texts in Activity 5. Ask for volunteers to read the
first text about Ellen and then ask them some questions: What’s her name?
Teacher’s i-book
How old is she? Does she like playing basketball? What’s her favourite activity?
CD
Then do the same with Declan’s text. When you have finished, ask the children
a ball
to find three similarities between the two children (They are both ten years
old. They both like playing computer games and neither of them like painting.)
When they have found the similarities, ask them to write short descriptions
about themselves. When they have finished, ask for volunteers to read out their
descriptions to the rest of the class.
Finishing off
The children sit in a circle. One of them throws a ball to another and asks a
question: What’s your favourite … ? Do you like … ? Have you got … ? The
child with the ball answers and then throws the ball to someone else and asks
a question. Continue until all the children have had a go.
34
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LESSON 1 LESSON 2
4 Listen and sing.

1.3
Kim
y: only child
brown
day: October
My name’s Mark! My name’s Kim!
a dog How are you? How are you?
rite subject: Art These are the things I like to do. These are the things I like to do.
I like swimming in the sea I like going to the zoo,
And watching cartoons on TV. Taking photos and painting too.
Mark
y: a sister
brown
day: December
a hamster
rite subject: PE
My name’s Anita! My name’s Ben!

How are you? How are you?
These are the things I like to do. These are the things I like to do.
Playing basketball at the gym Rollerblading in the park
And singing songs with my friend Kim. And playing games with my friend Mark.
Find three similarities.
Hi! Hello!
My name’s Ellen. I’m ten years old. My name’s Declan. I’m ten years old.
I like going to the cinema and playing I like going to the swimming pool and
basketball with my friends. At home, I like playing cards with my friends.
es
playing computer games and gardening. At home, I like playing computer gam
play ing
I don’t like drawing or painting. and making models. I don’t like
My favourite activity is reading! basketball or painting.
My favourite activity is singing!
Talking about activities you like or don’t like Writing about yourself 5
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CAE Students develop musical awareness by listening to and singing along with a song about
different children and what they like to do. This activity helps to develop memory and musical
intelligence by establishing an association between rhythm, language and word stress.
35
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3 Look and match.
1 swimming songs
2 watching photos
3 going to the zoo
4 taking in the sea
5 painting in the park
6 singing pictures
7 rollerblading TV
4 Look and write.
1 4 I don’t like
I don’t like going
to the zoo. painting pictures.
2 5 I like taking
I like swimming
in the sea. photos.
3 I don’t like 6 I like singing

rollerblading. songs.
381208 _ 0002-0004.indd 3 22/03/12 8:42
LL Students develop their learning skills by participating in class and being corrected by
the teacher. Learning to identify, accept and improve one’s mistakes is an imperative for
becoming a more effective learner.
36
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Welcome - Lesson 2B
Objective Getting started

To read and write about likes Give examples of things you like and don’t like to do. Choose volunteers to
and dislikes. come to the front of the class and tell you what they like doing.
Target language 3 Look and match.

Structures: Tell the children to open their Activity Books at page 3. Ask them to look at the
I like swimming in the sea. photos in Activity 3 and identify the activities. Then explain that they have to
I don’t like going to the zoo. match the words in the left-hand column with the correct ones in the right-hand
column and then match them to the pictures. When they have finished, ask
them to read out their answers.
Materials
Teacher’s i-book 4 Look and write.
Draw a happy face and a sad face on the board. Beneath the happy face, write:
I like… and beneath the sad face, write: I don’t like… Tell the children to look
at Activity 4. Identify which picture has a sad face and which picture has a
happy face. T: Picture 1. SS: Sad! Then tell the children to look at the pictures
and write the correct sentence in the spaces provided. Correct the exercise by
asking the children to read out what they have written.
Finishing off
Ask the children to write eight sentences about their likes and dislikes, using
the activities in Activity 3. Do a survey to see how many children like or dislike
each of the activities. Write the results on the board.
37
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Welcome - Lesson 3A

To obtain information from a Describe some objects in the classroom and ask the children to guess what
picture. you are describing: It’s got two hands. It’s on the wall. It’s got numbers. SS: It’s
the clock. Ask for volunteers to describe some objects for the rest of the class
To listen to descriptions and
to guess. Write these phrases on the board to help them: It’s got… It hasn’t
find objects in a picture.
got (any)… You use it to… It’s on/in/under the…
Target language 6 Find and say.

Vocabulary: Say: Open your books at page 6. Look at the picture for a few minutes. Ask
basketball, tennis; Maths, for six volunteers who will each have to read out one of the six statements in
Music; planet, spaceship; Activity 6. Explain to the class that they will have to look at the picture and find
dragon, pirate, eating ice the objects mentioned in each bubble. Ask the first volunteer to read out the first
cream, snorkelling text: Three sports. Ask the children to call out the names of the sports that they
Structures: can see in the picture. Continue with the other volunteers reading their texts.
It’s got (wings). Answers
It hasn’t got any (legs). Sports: basketball, tennis, roller skating
You (use) it (to visit Space). School subjects: Maths, Music, Spanish
It’s on the (table). Numbers: 99, 75, 45, 32
Space things: spaceship, planet, telescope, stars
Materials Story characters: pirate, dragon, superhero
Summer activities: eating ice ceam, making sandcastles, snorkelling
Teacher’s i-book
CD
7 Listen and say the word. 1.4
Ask the children to look at Activity 7 on page 6. Explain that they are going to
listen to eight descriptions of things in the picture and that they have to name
them when they have found them. Tell the children to look at the picture while
you play the CD. When it has finished, allow the children a few minutes to
continue looking at the picture before you play the CD again. The children find
the objects. Play the recording again, but this time pause after each description
so that the children can say the different words.
Answers
1 eagle, 2 75, 3 spaceship, 4 boat, 5 school bag, 6 snail, 7 dragon, 8 tennis
Finishing off
Ask the children to write short descriptions of two or three things in the room.
Divide the class into pairs. One child reads their description while the other
tries to guess what is being described. Repeat with the children changing
roles. Walk around the classroom listening to the children to make sure they
are saying everything correctly.
Transcript
Listen and say the word. 1.4
1 It’s an animal. It’s got wings. It’s big and it can fly. 5 It’s under the bed. It’s blue and green.
2 It’s a number. It’s on the T-shirt. 6 It’s an animal. It’s small and slow. It hasn’t got any legs.
3 It’s a form of transport. You use it to visit space. 7 It’s a story character. It’s big and green and it’s scary!
4 It’s a transport word. It’s on the table. 8 It’s a sport. You play with a yellow ball.
38
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LESSON 3
6 Find and say.
three sports four numbers three story

characters
three school four space things three summer

subjects activities
7 Listen and say the word.

1.4
1.4
6 Vocabulary review
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DC Students develop Digital competence in the classroom by extracting specific information

from a short CD recording. This activity actively engages students’ ability to recognise
characters, numbers and objects in speech.
39
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5 Look at Activity 7 in the Student's Book. Circle the words you see.
bear
pirate
Science ffty-nine
train cap skiing
spaceship
snorkelling
h
Spanis shorts
eagle rollerblades
witch spider
planet helicopter
rice superhero ruler F ris
English bee
forty-eight
snail
6 Write the words. Complete and answer the question.
amhts omno tubtrelfy beksbatlal

m a t h s m o o n b u t t e r f l y b a s k e t b a l l
1 2 3 4
imucs teelpsceo stenin

m u s i c t e l e s c o p e t e n n i s
5 6 7
What are your h o b b i e s ? Child’s own answer

1 2 3 4 5 6 7
381208 _ 0002-0004.indd 4 22/03/12 8:42
MST Students develop mathematical competence by giving a number to each letter of the
alphabet and writing a question using a code. Then, they have to decipher their partner’s
code and answer the question.
40
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Welcome - Lesson 3B

To interpret anagrams. Go through the alphabet quickly with the class. Practise spelling some simple
words.
To use a code.
To revise the alphabet.
5 Look at Activity 7 in the Student’s Book. Circle the words you see.
Say: Open your Activity Books at page 4. Ask the class to read out the words in
Target language the word bubbles and the balloon. Then explain that they will find some of these
Vocabulary: words in Activity 7 in their Student’s Book. Tell them to find Activity 7 on page 6
basketball, butterfly, Maths, of their Student’s Book and to circle the words they see there that coincide
moon, Music, telescope, tennis with those in Activity 5 of their Activity Book. When they have finished, ask for
volunteers to read out the words.
Structure:
What are your hobbies? 6 Write the words. Complete and answer the question.
Tell the children to look at Activity 6. Explain that they have to arrange the
Materials letters of the anagrams in the correct order. When they have done that ask them
Teacher’s i-book to explain to you how the code works. (Each number corresponds to a different
letter in each word.) Then tell them to complete the sentence and answer the
question (What are your hobbies?). When they have finished, ask for volunteers
to read out their answers.
Finishing off
Ask the children to write the alphabet in their notebooks and to give a number
to each letter (not necessarily in order: A-1, B-2...). Then ask them to write
down a question using their code. Divide the class into pairs. Each child gives
their partner the code and the question and they have to decipher it and
answer the question. Go around the class, checking the children’s work.
41
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Evaluation
Objective Even young children can get tense about doing evaluations. To help contribute
to a more relaxed atmosphere in the class, you could play the karaoke songs
To evaluate children’s
in the background while they are doing the part of the evaluation that does not
background knowledge.
correspond to the listening. Tracks 3.42 – 3.51 of the class audio are karaoke
melodies.
Target language
1 Listen and write the day. 1.1
Vocabulary:
The children listen to the CD. Once they have heard the information about the
Art, English, Maths, PE,
timetable, they write the correct days on the lines below.
Science, Spanish; France,
Ireland, Italy, Spain, the UK; 2 Look at the pictures and complete the speech bubbles. Then, write
English, French, Italian, sentences.
Spanish; black, blond, blue, Show the children the different countries and the speech bubbles. Then
brown; summer, winter explain they have to complete the speech bubbles by following the lines to the
Structures: countries. Once they have done this, they have to write sentences about each
I speak Italian. child below.
Maria has long, blond hair. 3 Write about the children.
Point out to the children the four images at the top of the page. The children write
Materials phrases about each person, according to the information given below the images.
Teacher’s i-book 4 Complete the word circles with words from the box.
CD The children read the words in the box and then decide which circle to put
photocopies of Teacher’s them in, according to whether the words are associated with winter or summer.
Resource Book, pages
99 and 100
Diagnostic Test Diagnostic Test
Name: Class: Name: Class:
1 Monday Tuesday Wednesday Thursday Friday 3 M S

1
A T A M
1.1 9:30-10:30 PE Maths Science Spanish English R O L A 1.15
I M L R
10:30-11:30 Maths Art Maths Music Spanish A Y K
11:30-12:00 B R E A K
blond hair black hair brown hair blond hair
12:00-13:00 Science English Spanish Maths Science
brown eyes brown eyes blue eyes blue eyes
13:00-14:00 English Spanish PE Science Art
1 2 3 4 1 Maria has long blond hair and brown eyes. She’s wearing shorts and a
T-shirt. She likes playing tennis.
2 M
A 2
R I speak Italian.
I
A

2
3
P
A
T
4
T
O
N
I
4
J
E
N
N
Y
© Santillana Educación S.L., 2012 PHOTOCOPIABLE

P
I
E
R
R
E
a Maria is from Italy and she speaks Italian. .
b Pat .
boots beach swimsuit sandcastle cold ice cream jumper
c Toni .
sun swimming scarf snow surfing T-shirt skiing jacket
d Jenny .
rain umbrella sandals sand
e Pierre .
1.1
1 Listen and write the day. 3 Write about the children.
2 Look at the pictures and complete the speech bubbles. Then, write sentences. 4 Complete the word circles with words from the box.
99 100
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Transcript
Diagnostic Test. Activity 1. Listen and write the day. 1.1
1 David: We’ve got Science at half past nine. I like Science. It’s my best subject.
2 Susan: My favourite subject is Art. We’ve got Art from one o’clock to two o’clock.
3 Mary: I love PE. And I like when it’s in the morning, at half past nine.
4 Peter: I’m not very good at English. We’ve got English from twelve o’clock to one o’clock.
42
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Introduction
1 Home time
To identify and talk about In the first few classes the children may have difficulty in getting into a routine
routine activities. of using classroom language again. Some children may even find it difficult to
produce some of the sounds as the muscles in their mouth are out of practise
To sing a song and a chant. and this could make them feel self-conscious at the moment of speaking.
To read and understand a story
and a cartoon. Teaching tip
You could choose a few of the most commonly used phrases in the classroom
Target language and ask the children to express the phrases in different ways using gestures
and facial expressions. All emotions are welcome but it is important that they
Vocabulary: are clearly expressed. It is said that when an emotion is activated, it helps to
do homework, go to bed, have retain the accompanying information in the long-term memory.
lunch; quarter past/to
Structures:
Present Simple: What time do
you have lunch?
What time is it?
It’s half past one. Unit 1 Home time
I do my homework at seven
o’clock. do the practise
the recorder
dishes
Review
do my
o’clock and half past tidy my
room homework
go to
bed
have
dinner
see my walk
friends the dog
1.14
Dom and Tom have dinner together,

EAN: 8431300161276 BEEP 5 © Santillana Educación S.L. 2012
then Dom does the dishes

and Tom tidies the toys!
366814 _ 0001-0016.indd 1 04/05/12 14:08
43
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Unit 1 - Lesson 1A

To introduce and learn the Put the poster on the board. Write on the board: What do you do when you go
names of routine activities. home? Put the flashcards face down against the board. Ask for a volunteer to
come to the front of the class and choose a flashcard. The child looks at the
To practise using routine verbs.
flashcard, holds it up to the rest of the class and says: I (tidy my room). Ask for
To learn to sing a song. another volunteer to come to the poster and find the same verb and point to it.
The child repeats: I (tidy my room). Continue until all of the children have had a turn.
Target language
1 Listen and sing. 1.5
Vocabulary:
Tell the class to look at the picture on page 7 and ask them who they can see.
come home, do the dishes, go
Ask them whether the characters are at home or at school. Then tell them they
to bed, have dinner, practise the
are going to hear a song about things the characters do when they get home.
recorder, see my friends, tidy my
Play the CD and ask the class to listen. Play the recording again and ask the
room, walk the dog
class to follow the song in the book with their fingers. Encourage the children
Structures: to join in the singing with you. Play the CD a few more times until they are more
When I come home, I tidy my confident. Then divide the class into groups and ask them to sing the song.
room.
2 Listen and say the picture. 1.6
It’s my favourite place.
Ask the children to look at the pictures in Activity 2. Then ask for volunteers to
read out the captions to the pictures. Explain that they are going to listen to the
Materials CD. They will hear different conversations and have to work out which is the
Teacher’s i-book correct picture. Ask the children to listen carefully, and play the CD. Play it again
CD and ask the children to decide which picture is the correct one.
Unit 1 poster Answers
Unit 1 flashcards
1 have dinner, 2 go to bed, 3 tidy my room, 4 do my homework, 5 walk the dog,
6 see my friends, 7 do the dishes, 8 practise the recorder
i-activity
Finishing off
i-poster Play Read my lips. Select a flashcard but don’t show it to the class. Mouth the
word and ask the class to guess which word it is. Invite the first child to guess
i-flashcards the word to the front to have the next turn.
Transcript
Listen and say the picture. 1.6
1 Boy: Dad, this chicken’s delicious! shoes on the chair! 6 Boy 1: Hello, how are you?
Dad: Do you like it? Girl: OK, Dad. It’s time to tidy my room. Boys 2 and 3: Fine!
Boy: Yes, I love it. Is there any more? 4 Mum: La, la, la… La, la, la… Boy 3: Do you want to play?
Dad: Yes, just a moment. Girl: Mum, be quiet please! I’m doing Boy 1: Yes, come in. Let’s go and play
Boy: And can I have more potatoes and my homework. on the computer!
carrots too? Mum: Oh, sorry! What have you got Boy 2: Good idea!
Dad: Yes, here you are! today? 7 Boy: Mum, sit down. I can do that.
2 Boy: Oh! I’m tired. What time is it? Girl: I’ve got Maths, Spanish and Mum: Oh, thank you.
Mum: It’s ten o’clock. It’s time for bed. English. Boy: Oh no, sorry Mum!
Boy: OK goodnight, Mum! 5 Dad: Where are you going? 8 Girl: Do you like music?
Mum: Goodnight! Girl: I’m going to the park. Boy: Yes, I do.
3 Dad: Look at your bedroom! Dad: Can you walk the dog, please? Girl: Oh good! Listen to this.
Girl: What’s the problem, Dad? Girl: Oh yes, come on Lulu. Let’s go to Boy: Oh... Um… Very good! But look, it’s
Dad: There are T-shirts on the floor! the park! half past eight, it’s time for my favourite
There are books on your bed! There are TV programme. Bye!
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1 Home time LESSON 1
1 Listen and sing.

1.5
When I come home from school,

So many things to do.
I walk the dog,
I tidy my room,
I do my homework too.
I practise the recorder,

I sometimes see my friends,
I have my dinner and do the dishes,
And go to bed at ten.
I love to be at home,
It’s my favourite place.
Whenever I’m at home,
There’s a smile on my face!
2 Listen and say the picture.

1.6
tidy my room have dinner do the dishes walk the dog
see my friends practise the recorder do my homework go to bed
Talking about routines: I (tidy my room). 7
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CAE Students develop musical awareness by listening to and singing along with a song about
home time and routine verbs. This activity helps to develop memory and musical intelligence
by establishing an association between rhythm, language and word stress.
45
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1 Home time
1 Look and write.
see my friends have dinner walk the dog do my homework

do the dishes play the recorder go to bed tidy my room
1 I do the dishes. 5 I do my homework.
2 I have dinner. 6 I see my friends.
3 I tidy my room. 7 I play the recorder.
4 I walk the dog. 8 I go to bed.
2 Look and match.
1 I have to bed at half past six.
2 I walk the recorder at half past eight.

6.00
6.30 3 I do dinner at six o’clock.
7.30
8.30
9.30 4 I go my homework at half past nine.
5 I play the dog at half past seven.

5
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SCC Students develop Social competence by playing a flashcard game as a class and then
letting volunteers take over the teacher’s role and give orders to other members of the class.
46
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Unit 1 - Lesson 1B

To practise describing routines. Write some times on the board (half past six, half past nine, seven o’clock).
Beside these, write: after school, after dinner, after breakfast. Show the
To practise referring to different
flashcards one at a time and ask the children, as a group, to name them.
times of day.
Then hold out the flashcards face down and ask a child to come to the front,
choose a card and say a sentence using one of the times on the board: I wash
Target language the dishes after dinner. Then ask for other volunteers to do the same: I walk
Vocabulary: the dog after school.
to bed, have dinner, practise the 1 Look and write.
recorder, see my friends, tidy
Say: Open your Activity Books at page 5. Ask the children to look at the verbs at
my room, walk the dog
the top of the page and then at the eight pictures in Activity 1. Explain that each
Structures: of the phrases corresponds to a picture and that they have to write a sentence
I do the dishes. following the example: I do the dishes. When they have finished, call out a
I go to bed at (half past nine). number between 1 and 8 and ask the class to read out their sentence for that
number.
Materials
2 Look and match.
Teacher’s i-book
Say: Look at Activity 2. Tell the children that they have to look at the picture
Unit 1 flashcards
and then match the sentences. When they have finished, check the activity by
asking the children to read out their sentences.
Finishing off
Hide a flashcard behind your back. The children take turns to guess what it
is by asking questions and saying routines. Continue until the children have
guessed all the subjects. Then ask for volunteers to take over your role.
Resources
Communicative activities
47
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Unit 1 - Lesson 2A

To listen to and read a simple Practise saying the days of the week. Ask for seven volunteers and give each
dialogue about routine one a different day of the week. Tell them to get into a line in the correct order
activities. and ask them to call out their day one after the other. Then write the days
of the week on the board. Say: I practise the recorder on Monday, Tuesday,
To learn and practise adverbs
Wednesday, Thursday, Friday, Saturday and Sunday. Write I practise the
of frequency.
recorder beneath the days of the week on the left-hand side of the board and
To read and write about a tick each day of the week. Say: I always practise the recorder. Write always on
typical evening. the board. Choose a different activity and do the same for usually, but tick only
four of the seven days. Repeat for sometimes, and tick two days. Finally, use
Target language go to bed plus a ridiculous time, and put a cross beneath the days of the week
and never on the left-hand side of the board. Hand out the flashcards, and ask
Vocabulary: the children to say a sentence using their activity plus one of the adverbs of
come (home), do (the dishes), frequency.
go (to bed), have (dinner),
practise (the recorder), see
(my friends), tidy (my room), 3 Listen and read. 1.7
walk (the dog); always, never, Say: Open your books at page 8. Ask the children to look at the picture and say:
sometimes, usually This is Ben and this is Anita. They are walking home from school together and
Structures: talking. Listen very carefully. Play the CD. Play it again and ask the children to
Do you (practise the recorder) follow the dialogue with their fingers. Play it once more, pausing at various points
every day? and choosing volunteers to say the next line. Then tell the children to get into
I (usually) practise (after pairs and get them to role play the dialogue, taking turns to play each character.
school). Finally, choose pairs to come to the front and act out for the rest of the class.
4 Look and read. Which sentence is in the dialogue?

Materials Ask the children to look at the grammar box in Activity 4 and the bar chart
Teacher’s i-book on the right-hand side of the page to remind themselves of always, usually,
CD sometimes and never. Ask the children to read the grammar box and to tick the
Unit 1 flashcards sentence that is in the dialogue. When they have finished, ask for volunteers to
read out their answers (I sometimes see my friends).
i-activity 5 Read about Paul. Then, write about your evenings.

Say: Look at Activity 5. We’re going to read about what Paul does in the
i-flashcards evening. Ask for volunteers to read one sentence each aloud. Then explain that
you are going to pretend to be Paul. Say sentences including mistakes and ask
the children to correct you. T: I always do my homework at six o’clock. SS: No!
I usually do my homework at six o’clock! Then tell the children to write about
their own evenings. They then read them out to the rest of the class.
Finishing off
Extend the activity by asking the children to write about a whole day, including
their morning and afternoon activities. If you have time, look at cultural
similarities/differences such as the earlier English lunchtime and the later
Spanish lunch, the English school day finishing at 3:30/4:00 pm and the
Spanish one finishing at 5:00 pm.
48
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UNIT 1 LESSON 2
3 Listen and read.
1.7
6 Listen and say
Ben and Anita are walking home from school.
Hi, Anita! I see you’ve got a recorder. Do you practise

the recorder every day?
Yes, I usually practise after school
in my bedroom.
That’s good. I usually play basketball after school.
Do you see your friends too?
Yes, I sometimes see my friends. We play
computer games or listen to music.
Oh, really? My friends all like music too!
What time do you have dinner? No! I never go to bed at seven o’clock.
I go to bed at half past nine.
I always have dinner at half past six.
Me too! This is my house. Bye, Ben!
That’s early! And do you go to bed
at seven o’clock? See you tomorrow!
7 Ask a friend ab
always walk the dog. always

usually go to bed at nine o’clock. usually
I
sometimes see my friends. sometimes
never
never practise the recorder.
Beep on Grammar, page 2.
5 Read about Paul. Then, write about your evenings.
In the evening
I usually do my homework at six o’clock and I always
have dinner at seven o’clock with my family. After
dinner, I sometimes do the dishes. Then, I usually play
computer games in my room. I sometimes watch TV at
.
nine o’clock and I sometimes read comics with my sister
I usually go to bed at ten o’clock.
8 Routines Adverbs of frequency I (usually) (have dinner at half past six).
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LL Students develop their learning skills by reviewing new vocabulary. They use visual cues to
help them remember the names of home time and routine verbs and label them in English.
49
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3 Look at the table and write. 5 Look at the tabl
always = ✓✓✓✓ do the dishes play the recorder

usually = ✓✓✓
see my friends do my homework
sometimes = ✓✓
never = ✗ walk the dog tidy my room
✓✓✓ 1 I usually do the dishes.
✗ 2 I never walk the dog.
✓✓ 3 I sometimes see my friends.
✓✓✓✓ 4 I always do my homework.
✗ 5 I never play the recorder. 6 Write the words
✓✓✓ 6 I usually tidy my room.
4 Write about you, then listen and complete for Paul.

3.1
Child’s own answers
always usually sometimes never
1 I have dinner at seven o’clock.

2 I do my homework in the kitchen.
3 I see my friends. 7 Read about Tim
4 I tidy my room.
Paul
1 I sometimes do the dishes.

2 I usually tidy my room.
3 I never go to bed at ten o’clock.
4 I always see my friends.
381208 _ 0005-0012.indd 6 22/03/12 8:52

from a short CD recording.
50
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Unit 1 - Lesson 2B

To practise adverbs of Write the adverbs of frequency on the board: always, never, sometimes,
frequency. usually. Tell the children that you are going to play a guessing game. Explain
that you are going to mime some routine activities and ask the children to try
To read and write about a
to guess what they are (do the dishes, walk the dog, tidy my room, play the
typical evening.
recorder, do my homework). Then ask a child to mime an activity and another
to guess what it is. This time, the child has to repeat the sentence using an
Target language adverb of frequency: I usually play the recorder. Continue until they have said
Vocabulary: all the adverbs and all the activities.
to bed, have dinner, practise 3 Look at the table and write.
the recorder, see my friends,
Tell the children to open their Activity Books at page 6. Ask them to identify the
tidy my room, walk the dog;
adverbs according to the ticks. T: Four ticks. SS: Always. Then ask the children
always, never, sometimes,
to look at the pictures and identify the activities. When they have done that, ask
usually
the class to write the six sentences using the words in the box and the clues on
Structure: the left-hand side of the page. Correct the activity by asking the children to read
I (never) do my homework in the out their sentences.
kitchen.
4 Write about you, then listen and complete for Paul. 3.1
Materials Tell the children to look at Activity 4. Explain that they have to write four sentences
about themselves and their routines using adverbs of frequency. When they
Teacher’s i-book
have done that, ask them to read out their sentences. Then tell them to look at
CD
the picture on the left, and explain that they are going to listen to Paul talking
about his routine. Explain that they have to write similar sentences for Paul.
Play the CD while the children listen. Repeat it and this time the children write the
correct adverb in the space. Play the recording again so that they can check their
answers. Correct the exercise by asking the children to read out their sentences.
Finishing off
Divide the class into pairs and tell the children to prepare and ask each other
questions using the routine activities and adverbs of frequency: Do you always
walk the dog after school? Do you usually have dinner at six o’clock?
Transcript
Write about you, then listen and complete for Paul. 3.1
Hi, I’m Paul! I sometimes do the dishes. I usually tidy my room. I never go to bed at ten o’clock. I always see my friends.
Resources
Reading and Writing
Activity 1: The children have to read the text in the box and then answer the six questions underneath.
Activity 2: Tell the children to look at the picture. Then, using the words in the box and the picture, they have to
write about Pablo.
51
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Unit 1 - Lesson 3A

To listen and identify people Quickly revise the time: o’clock, quarter past, half past, quarter to. Dictate
through activities. sentences about daily routines and ask the children to write them in their
notebooks: I wash the dishes, I see my friends after school, I tidy my room
To ask a friend about their
at the weekend. They then rewrite the sentences so that they relate to
evenings.
themselves, including one of the adverbs always, usually, sometimes, never:
I sometimes do the dishes, I usually see my friends after school, etc.
Target language
Vocabulary: 6 Listen and say the name. 1.8
Say: Open your books at page 9. Ask the children to look at the pictures and to
to bed, have dinner, practise
read out the names of the characters. Explain that they are going to listen to the
characters talking about their routines. Play the CD and ask the children to look
tidy my room, walk the dog;
at the pictures while they listen. Play the recording again, pausing after each
description, and the children identify the correct picture.
usually
Structures: 7 Ask a friend about their evenings.
I usually go to bed at half past Ask the children to look at Activity 7. Ask for volunteers to read the short
nine. dialogue aloud. Then tell the children that they have to ask and answer the
After dinner, I always do the questions on the page. Divide the class into pairs and ask them to do the
dishes. activity. Walk around the class listening to the children and correcting them if
Do you listen to music? necessary. Make sure they are using the adverbs of frequency. When they have
finished, ask pairs of children to come to the front of the class and act out their
Materials dialogue.
Teacher’s i-book
CD Finishing off
card True or False? Prepare two cards with TRUE written on one and FALSE on the
other. Then tell the class about your evenings: I usually go to bed at half past
ten, I sometimes practise the recorder, I have dinner in the kitchen, etc. After
i-activity saying each sentence ask the children to give you a thumbs-up if they think
it’s true and a thumbs-down for false sentences. Then hold up the True or
False card to reveal the answer. Ask for volunteers to take over your role.
Transcript
Listen and say the name. 1.8
1 Claudia: I usually go to bed at half past nine. I always 4 Mark: After dinner, I always do the dishes. I
read in bed. sometimes listen to music too.
2 Kim: I sometimes watch TV in the evenings. I like 5 Eddie: I never tidy my room. I usually play the guitar. I
programmes about animals. sometimes sing songs too.
3 Jenny: After school, I always walk the dog in the park. 6 Ben: I usually do my homework in my room. I never
I sometimes see my friends there. walk the dog. I haven’t got a dog! I’ve got a cat.
52
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UNIT 1 LESSON 2 UNIT 1 LESSON 3
6 Listen and say the name.
1.8
Jenny Eddie Claudia
ed at seven o’clock.
past nine.
s my house. Bye, Ben!
!
Ben Kim Mark
7 Ask a friend about their evenings.
Do you listen to music?
Yes, I usually listen to

music with my sister.
o’clock?
Do you have dinner at seven
Do you listen to music?
Do you do your homework

in your bedroom?
Do you do the dishes?
Do you watch TV?
Do you go to bed at half pas

t nine?
Asking about routines and times Do you (watch TV)? 9
551474 _ 0007-0016.indd 9 18/02/15 10:49
IE Students develop initiative by talking about their evenings and finding out about their partner’s
in order to boost their oral skills. Teachers must create conditions for oral interaction through
group and individual activities.
53
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5 Look at the table, then listen and complete.
3.2
never
sometimes
usually
always
1 Do you read in bed? I always read in bed.

2 Do you do the dishes? I sometimes do the dishes.
3 Do you watch TV? I usually watch TV.
4 Do you practise the guitar? I sometimes practise the guitar.
5 Do you listen to music? I always listen to music.
6 Do you walk the dog? I never walk the dog.
6 Write the words in order and circle for you.

In the e
vening
1 at have o’clock you dinner six Do Child’s own answers

Do you have dinner at six o’clock ? Yes, I do. No, I don’t.
2 computer play Do games you
n answers Do you play computer games ? Yes, I do. No, I don’t.

3 Do bed you read in
Do you read in bed ? Yes, I do. No, I don’t.
4 music Do to you listen
even o’clock. Do you listen to music ? Yes, I do. No, I don’t.
k in the kitchen.
7 Read about Tim. Then, write about you.
Hello, I’m Tim. On Saturdays, I always

play computer games and see my Child’s own answer
friends.
I usually read books and watch
TV. I sometimes play the recorder
and go to the cinema. I never play
basketball.
7
381208 _ 0005-0012.indd 7 22/03/12 8:52
SCC Students develop social skills by learning the rules for Hangman. Games help students
learn English and social skills at the same time, such as following accepted rules and taking
turns.
54
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Unit 1 - Lesson 3B

To practise asking questions Write these adverbs of frequency on the board: always, never, sometimes,
using adverbs of frequency. usually. Place the flashcards of the routine activities around the classroom.
Ask a question using one of them: Do you walk the dog? and ask for a
To read and write about a
volunteer to go to the flashcard, hold it up and say: I (always) walk the dog.
typical day.
Ask for another volunteer to take over your role of asking questions. Repeat
several times with other volunteers.
Target language
Vocabulary: 5 Look at the table, then listen and complete. 3.2
Say: Open your books at page 7. Look at Activity 5. Ask the class to look at the
usually
table. Then tell them that they have to answer the questions on the CD. Play
Structures: the recording. Play it again, pausing after each question to give the children
I usually go to bed at half past time to write down their answers. Play the CD once more so that the children
nine. can check their answers. Then ask for six volunteers to ask the questions and
After dinner, I always do the another six to read out their answers.
dishes.
Do you listen to music? 6 Write the words in order and circle for you.
Tell the children to look at Activity 6. Tell them that they have to write the words
Materials in the correct order to form questions and then circle the correct answer. When
they have finished, ask for volunteers to read out the corrected sentences and
Teacher’s i-book
for other volunteers to give their answers.
CD
Unit 1 flashcards 7 Read about Tim. Then, write about you.
Tell the children to read about a typical Saturday in Tim’s life. Then explain that
they have to write a similar text about a typical Saturday in their own lives.
When they have finished, ask for volunteers to read out their texts.
Finishing off
Play Hangman with the children, using adverbs of frequency and routine
activities. Write lines on the board representing each letter in the sentence:
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _.
(I always walk the dog after school.)
Divide the class into teams. The teams take turns to say letters. If a letter
appears in the sentence, write it on the corresponding line and give the team a
point for each time it appears.
Transcript
Look at the table, then listen and complete. 3.2
1 Boy: Hello, Anna. 4 Boy: Do you practise the guitar?

Girl: Hi! Girl: Yes, I sometimes practise the guitar. The guitar’s
Boy: Tell me about your evenings. Do you read in bed? my favourite instrument.
Girl: Yes, I do. I always read in bed. I love it!
5 Boy: Do you listen to music?
2 Boy: Do you do the dishes? Girl: Yes, I love music! I always listen to music in my
Girl: Yes, I do. I sometimes do the dishes and my bedroom.
brother sometimes does the dishes.
6 Boy: Do you walk the dog?
3 Boy: Do you watch TV? Girl: No, I never walk the dog. My brother walks
Girl: Yes, I usually watch TV after dinner with my mum. the dog.
55
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Unit 1 - Lesson 4A
Student’s Book, pages 10 and 11
Objectives The science project!

Find and sUNIT 1 LESSON 4
UNIT 1 LESSON 4 a
y!
To enjoy a story. 8 Read and listen to the story.
1.9
To read and listen for Ron always goes home at quarter to five.
He sometimes forgets his homework.
Ron is doing a science project
about dinosaurs. It’s very difficult.
comprehension.
Woof! Woof!
Target language
Vocabulary:
to bed, have dinner, practise
Don’t forget your
tidy my room, walk the dog homework, Ron!
Oh, not now, Buster. I’m busy!

Structures: 1 2 2 time to
Ron takes his helmet off. It’s
Don’t forget your homework. Poor Ron! He doesn’t know what to write about and
Buster wants to go out.
Ron sees his friend Jason in the park.
It’s... It’s...
Let’s go for a walk. Hi, Ron! Let’s practise Hi, Ron! Let’s practise
skateboarding.
skateboarding.
Ron sees his friend in the park.
There are shoes on the chair.
What have you got today?
Materials
Teacher’s i-book
CD i-flashcards Woof!
Unit 1 flashcards OK, Buster, let’s go for a walk.

3 Buster can smell something. 4 4 bone
Buster is digging up dinosaur
10 Routines and adverbs of frequency Routines and adverbs

Bones, skeletons, of frequency
dinosaurs
i-flashcards 551474 _ 0007-0016.indd 10 18/02/15 10:49
Getting started
i-story cards
Play a game with the flashcards. Show the class the flashcards and elicit each
routine verb. Then stick the cards to the left-hand side of the board, with the
pictures facing the board. Next, repeat with the word cards and stick them
face down to the right-hand side of the board. Divide the class into two teams.
Ask a volunteer from Team A to turn over a flashcard and a word card and to
name the subject. If they match, the team wins the pair. If not, turn them over
again. Next, a volunteer from Team B has a turn. The winner is the team to win
the most pairs.
Before you read

Tell the children who is in the story (teacher, Ron, Jason, expert). Then hold up
your book and point to the series of pictures at the top of page 11. Say: Find
the (yellow helmet) in the story and elicit the scene number (scene 4). Tell the
class to work in pairs to find the other items in the story. Correct as a class.
Where possible, extend the activity with questions: Does Ron always go home
at quarter to five? Does he always forget his homework? What is Ron’s science
project about?
56
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Find and sUNIT
a 1 LESSON 4 Find and sa LC Students develop Linguistic competence
y!
y!
by listening to a recorded story that revises

vocabulary and grammar structures from
Where’s Buster? I can’t see Buster
anywhere! previous levels. Afterwards a guided role play is
Look! There he is!
done by students for speaking consolidation.
Let’s look for him!
2 time to go home.
Ron takes his helmet off. It’s Ron takes his helmet off. It’s time to go home. 5 Buster is behind a bush. What’s he doing? 6
And thank you to Ron for this
It’s... It’s... It’s... It’s... fantastic dinosaur skeleton!
Hi, Ron! Let’s practise
skateboarding.
Good boy, Buster!
Now I can do my
science project.
Ron’s teacher is very happy with

4 bones!
Buster is digging up dinosaur Buster is digging up dinosaur bones! 7 his homework, and so is Ron! 8
Routines and adverbs

Bones, skeletons, of frequency
dinosaurs Bones, skeletons, dinosaurs 11
551474 _ 0007-0016.indd 11 18/02/15 10:49
8 Read and listen to the story. 1.9

Play the CD and tell the class to read and listen to the story. Check
comprehension with questions: Where is Ron in scene 1? What is Ron doing in
scene 2? Is he busy? Does Buster want to go for a walk? Who does Ron see in
the park? Write the main parts from the story on the board: Narrator, Teacher,
Ron, Jason, Expert. Divide the class into groups of five and tell them to take a
part each and read the story. Follow up by asking the children: What time do
you go home from school? Do you forget your homework?
Finishing off
Tell the class to open their books at the story pages and to hold the books on
their heads with the pages open like a hat. Read out a speech bubble or part of
a caption, say: Go! and instruct the children to race to find which scene it is in.
Tell them to stand up when they find it. When most of the class are standing up,
elicit the scene number. Repeat with other speech bubbles or captions.
57
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The science project!
8 Look at the story and number the sentences in order. 11 Complete the w
2 Ron doesn’t know what to write about.

5 The dinosaur is in the museum.

4 Buster finds a bone.

1 Ron goes home from school.

3 Ron sees his friend Jason in the park.

9 Read again. Which of these is not in the story? Cross ✗ .
1
Ron practises skateboarding with Jason.
2
Ron can’t find his dog, Buster.
3
The teacher is very angry about Ron’s homework. ✗
12 What do you th
10 Complete the story summary.
dinosaurs sees his friend Buster happy

quarter to five museum walk always
v
Ron always goes home at quarter to five .
He’s doing a project about dinosaurs . Buster wants to go for a walk .
Ron sees his friend Jason. They practise
skateboarding in the park and Buster finds a bone. The dinosaur is in the
museum . The teacher is happy and so is Ron!
8
Re
381208 _ 0005-0012.indd 8 22/03/12 8:52
D
LL Students develop their learning skills by completing the summary of the story using the
words in the box and the unfinished sentences. Pe
Te
58
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Unit 1 - Lesson 4B

To focus on comprehension of Remind the class about the story by asking them questions about it: What are
the story in the unit. the names of the children? Where are they? What is the dog’s name? Then
ask them to open their Student’s Books at Lesson 4. Assign the parts to five
To review key vocabulary from
volunteers (Narrator, Teacher, Ron, Jason, Expert). Read the story out loud.
the story.
Target language 8 Look at the story and number the sentences in order.
Vocabulary: Ask the children to look at and number the sentences in the same order as they
come home, do the dishes, go appear in the Student’s Book. Then write a sentence on the board: Buster finds
to bed, have dinner, practise a rabbit. Ask the children to look at their Student’s Books and say whether the
the recorder, see my friends, sentence is true or false (False). Continue with the other sentences, but tell the
tidy my room, walk the dog children to read the sentences and write down their answers.
Structure: 9 Read again. Which of these is not in the story? Cross ( ).

Ron always goes home at Tell the class to read the sentences in Activity 9. Then ask them to look at the
quarter to five. story again and find which of the sentences is not there. Tell them to put a cross
next to the sentence. When they have finished, ask for volunteers to tell you
Materials their answer.
Teacher’s i-book 10 Complete the story summary.

Explain to the children that they are going to write a summary of the story using
the words in the box and the unfinished sentences below. When they have
finished, ask for volunteers to read out their summaries.
Resources
DVD
Pedro’s Project
59
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11 Complete the words from the story and write the number.
d i n o s a ur 3
1
2
ske l eton 4
3
4
bush 2
s k a t eb o ar d 5
bone 1
12 What do you think? Child’s own answers
I think this story is . (funny / interesting /

unusual)
My favourite character is .
I like the part when

. (Buster wants to go for a walk /
Buster finds the dinosaur / the dinosaur is in the museum)
I give this story ✩✩✩✩✩ stars.
381208 _ 0005-0012.indd 9 22/03/12 8:52
MST Students develop mathematical competence by using numbers to match words and images
and counting the number of letters for each word. The association between numbers and
spelling can help children to improve memorisation strategies for vocabulary.
60
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Unit 1 - Lesson 4C
Objectives 11 Complete the words from the story and write the number.
To focus on comprehension of Tell the children to look at the unfinished word boxes and the pictures in
the story in the unit. Activity 11. Then ask them to complete the words by checking the spelling in
the story, and tell them to write the correct number in the box provided. When
To review key vocabulary from they have finished, call out the numbers 1 – 5 at random: the children say and
the story. spell the word they have written.
Target language 12 What do you think?

Vocabulary: Ask the children to look at Activity 12. Explain that they have to complete the
come home, do the dishes, sentences to give their opinion about the story. When they have finished, ask for
go to bed, have dinner, volunteers to read out their texts.
practise the recorder, see my
friends, tidy my room, walk Finishing off
the dog; bone, bush, dinosaur, Spot the mistakes. Tell the story again, including deliberate mistakes. Ask the
skateboard, skeleton class to call out: Stop! when they hear you make a mistake, and invite them to
tell you the correct word or phrase.
Materials
Teacher’s i-book
Resources
61
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Unit 1 - Lesson 5A

To practise telling the time. Revise telling the time. Play Run and write. Draw two clock faces without
hands on the board. Divide the class into two teams, invite a member of each
To practise routine verbs with
team to the front and give them both pens. Say a time and tell them to draw
times.
hands on the clock to show that time. Give a point to the first child to draw
To sing a chant. the time correctly. Repeat with another time and then ask for another pair of
volunteers. Continue until all the children have had a turn.
Target language
Vocabulary: 9 Listen and say the chant. 1.10
come home, do the dishes, go Say: Open your books at page 12. Look at Activity 9. Tell the children to look at
to bed, have dinner, practise the the pictures, and play the CD. Play it again and ask the children to follow it in
recorder, see my friends, tidy my their books. Then tell the class to stand up, play the chant again and ask them
room, walk the dog; half past, to sing along and march on the spot. Then divide the class into two teams. Ask
o’clock, quarter past, quarter to Team A to say the first verse, and Team B to recite the second. Then reverse
Structures: roles and repeat.
I get up at quarter to eight. 10 Look and say the times in pairs.
What time do you have Science? Ask the children to read the dialogue in Activity 10. Then divide the class into
pairs and ask the children to choose a clock and repeat the dialogue. When the
Materials partner has answered, the children in each pair change roles.
Teacher’s i-book
11 Ask a friend.
CD
Ask the children to look at Activity 11. Ask for six volunteers to read the
questions. Divide the class into pairs and then explain that one of each pair has
i-activity to ask the other the questions from the book and make a note of the answers.
Remind the children to use adverbs of frequency whenever they can. When they
have finished, reverse the roles. Ask for volunteers to come to the front of the
class and act out the dialogue.
Finishing off
A day in the life. The activities on this page can be extended by asking the
children to write about their day: I usually get up at (quarter past seven),
I always go to school at (half past eight), etc. Alternatively, the children could
choose a famous person or fantasy character and write about their day. For
example, they could bring a photo of a famous sports star to school and write
a profile of the star entitled: A day in the life of...
62
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UNIT 1 LESSON 5
9 Listen and say the chant.
1.10
12 Listen and rea
I usually get up at quarter to eight,

I’m never late for school.
I sometimes have Science at quarter past ten,
Science is really cool!
I have my lunch at one o’clock,

And then I play with my friends.
I finish school at quarter to five,
And then I go home again!
10 Look and say the times in pairs.
It’s quarter past six.
The red clock!

What time do you get up?
11 Ask a friend. What time do you get up?
I usually get up at
quarter past seven. u
1 What time do you get up? Do yo
w ?
2 What time do you have Science? kno
3 What time do you have lunch?
4 What time do you do your homework?
5 What time do you have dinner?
6 What time do you go to bed?
12 The time: What time do you (get up)? I (usually have lunch) (at two o’clock).
551474 _ 0007-0016.indd 12 18/02/15 10:49
LL Students develop their learning skills by learning and practising a chant about times and
timetables. Rhyme, music and chants are a useful way of memorising functional language
and gaining confidence while practising in a group setting.
63
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13 Read and write the letter. 16 Look at Activity
b
c
1 It’s quarter to twelve. c
a
2 It’s quarter to ten. e
3 It’s half past four. d

e
4 It’s quarter past seven. b d
5 It’s nine o’clock. a
14 Look and write the times.
1 It’s quarter to three. 2 It’s half past three.
17 Read and comp

3 It’s quarter past eight. 4 It’s quarter past eleven.

15 Read and answer for you. Then ask your partner.
What time do I get up at

you get up? quarter to eight.
18 Unscramble the
1 What time do you get up? Child’s own answers

2 What time do you go to school?
3 What time do you have lunch?
4 What time do you finish school?
5 What time do you go to bed?
10
381208 _ 0005-0012.indd 10 22/03/12 8:52
MST Students develop mathematical competence by telling the time and practising timetables
on an analogue clock. They gain real competence with both clock and calendar, and the
maths to use in reading them. This helps them to consolidate their concept of time.
64
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Unit 1 - Lesson 5B

To practise telling the time. Practise telling the time. Ask for volunteers to answer questions. T: (David),
what time do you have English on Monday? (María), what time do you have
Target language breakfast? Then put the flashcards facing the board and ask for a volunteer
to come to the front of the class and turn one over. The child then asks a
Vocabulary: friend a question: What time do you (walk the dog)? Tell the children that they
half past, o’clock, quarter past, can invent an answer if the activity is something that they don’t do. Other
quarter to volunteers continue with different flashcards.
Structures:
It’s quarter to twelve. 13 Read and write the letter.
What time do you get up?
Say: Open your Activity Books at page 10 and look at Activity 13. Look at the
clocks. Tell them to read the sentences and write the correct letter in the box.
Materials When they have finished, ask five children to read out the time and say the letter.
Teacher’s i-book 14 Look and write the times.
Unit 1 flashcards
Say: Look at Activity 14. Explain to the children that they have to look at the
clocks and write the correct times in the spaces provided. When they have
finished, ask for four volunteers to read out their answers.
15 Read and answer for you. Then ask your partner.
Explain to the children that they have to write down the answers to the
questions. When they have finished, ask for five volunteers to read the
questions, and for another five to give you their answers. Then divide the class
into pairs and tell the children to ask each other the questions.
Finishing off
Ask the children to make a list of five times using the digital format. Then
divide the class into pairs and ask each pair to exchange their lists and to
write the times using quarter, half past and o’clock. Go around the class
checking the children’s work.
Resources
Language
Reinforcement
Activity 1: The children look at the clock faces and then write the times below each one using the sentences in the
box. Then, they have to draw the times on the clocks.
Activity 2: Tell the children to look at the table and write sentences using Maria’s information. Then, the children
draw and write sentences according to what they do.
Consolidation
Activity 1: The children look at the five sentences and then complete them using the words in the box.
Activity 2: Tell the children to look at the table and explain to them that they have to fill in the boxes to complete it.
Activity 3: The children have to look at the five pictures and then write sentences about them, inventing their names.
Extension
Activity 1: Tell the children to look at the dialogue and explain to them that they are going to fill in the spaces using
one word each time.
Activity 2: The children read the text on the left and then answer the six questions on the right.
65
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Unit 1 - Lesson 6A

To read about dogs and Ask the children if they have got any pets. Say: (María), have you got a pet?
hamsters. What kind of pet have you got? Write the names of the children’s pets on
the board (dog, cat, hamster, budgie, etc.). Then ask: Do you feed your pet?
To understand how to look
Explain that when our pets are sick we take them to the vet’s. Then ask:
after our pets.
Where do you take your pet if it is sick? Does your pet sleep in the day or at
night? What does your pet eat? Write the answers to these questions on the
Target language board next to the names of the different animals.
Vocabulary:
at night, dog biscuits, examine, 12 Listen and read. 1.11
exercise, get dirty, injection,
in the day, shampoo, the vet’s, Say: Open your books at page 13. Ask the children to look at the photographs
twice a day in Activity 12. Ask them what is happening in each photograph. Play the CD
and encourage the children to listen. Play the recording again and ask the
Structures: children to follow it in their books. Then ask for four volunteers to read the four
We walk our dog twice a day. paragraphs. When they have finished, ask for a volunteer to choose one of the
I always give my dog a bowl of pictures and to describe it out loud. The other children say which picture it is.
fresh water every day. Repeat the activity with all four photos.
Materials Listen again and find one mistake in each text. 1.12
Then, tell the children that they are going to listen to the four texts again, and that
Teacher’s i-book
this time there will be a mistake in each text. Tell the children to listen carefully
CD
and find the mistake. Play the CD and tell the children to listen. Play it again and
ask the children to follow it in their books. Then ask the children to call out the
i-activity mistakes. (She likes swimming. She doesn’t like swimming, she likes running!)
Answers
1 She likes swimming and playing ball games. (running) 2 On Sunday, I always
give him dog biscuits for a treat. (sometimes) 3 He doesn’t like having a bath!
(likes) 4 I sometimes take my dog to the dentist. (vet’s)
Do you know?
Ask the children to look at the texts about hamsters. Choose volunteers to read
the texts. At the end of each text, ask comprehension questions: Where do
hamsters live? Do they sleep in the day or at night? What do they do when they
wake up? etc.
Finishing off
The children write short texts about their pets. They then draw a pet (real or
imaginary) and write a description of it.
He’s/She’s a…
Her/His name is…
He/She eats... He/She drinks…
For a treat, he/she likes…
He/She lives…
When they have finished, display the projects and encourage the children to
walk around the class reading and commenting on the different texts.
66
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12 Listen and read.
1.11
1 Dogs need a lot of exercise. We walk 2 Dogs drink a lot of water. I always give
our dog twice a day. My dad always my dog a bowl of fresh water every day.
walks her in the morning and I usually He always eats in the evening.
walk her in the park after school. She On Sunday, I sometimes give him
likes running and playing ball games. dog biscuits for a treat.
3 Dogs can get dirty. I sometimes give my

dog a bath on Saturdays. I use a special 4 I sometimes take my dog to the vet’s.
shampoo for dogs. He likes having a He examines her teeth and gives her
bath! injections.
• Listen again and find one mistake in each text. 1.12
u
Do yo
n o w ?
k
Hamsters Hamsters usually
are desert animals. live for 2 to 3 years.
Rabbits usually live for Hamsters are
In the desert, they sleep
5 to 10 years and cats omnivores. They eat
in the day and they
usually live for 10 fruit, plants, seeds
wake up at night and
to 15 years. and insects.
look for food.
Taking care of dogs Learning about hamsters 13
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MST Students develop and consolidate scientific understanding by learning more about different
pets, such as dogs and hamsters.
67
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16 Look at Activity 12 in the Student’s Book. Read and correct the mistakes .
1 My dad sometimes walks my dog in the morning. always
2 My dog likes jumping and playing ball games. running
3 I always give my dog fresh milk every day. water
4 On Sunday, I usually give her dog biscuits. sometimes
5 I sometimes give my dog a bath on Sundays. Saturdays
6 My dog doesn’t like having a bath. likes
past three.
17 Read and complete.
eats door three sofa climbing night drinks exercise
Hi, I’m Nico and this is my pet cat. His name is Felix and he’s three
years old. In the mornings, he always eats meat and drinks
water for breakfast. He usually sleeps on a bed or on the sofa
in the day. He always goes out at night . Look! He’s got a special
door . It’s important for cats to do exercise. Felix likes running,
jumping and climbing trees. Do you like cats?
18 Unscramble the pet words and answer.
roratp ahrtmes btriab sfhi

parrot hamster rabbit fish
What are your favourite pets? Child’s own answers

11
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LL Students develop their learning skills by spotting the mistakes. They recognise untrue
information and offer the correct version. This activity helps to activate long-term memory
skills.
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Unit 1 - Lesson 6B

To read about pets. Tell the children to imagine that they have been given a dog and that they
have to learn how to look after it. Write the following words on the board:
To practise using adverbs of
dog biscuits, exercise, chocolate, fresh water, dog food, grooming (explain).
frequency.
Then write the words: always, sometimes, usually and never next to them.
Divide the class into pairs and ask them to put the correct adverb with each
Target language word (always: exercise, fresh water, dog food; sometimes: grooming, dog
Vocabulary: biscuits; never: chocolate). When they have finished, ask them to make
always, never, sometimes, sentences: I never give my dog chocolate.
usually
Structures: 16 Look at Activity 12 in the Student’s Book. Read and correct the
My dad sometimes walks my mistakes.
dog in the morning. Say: Open your Activity Books at page 11. Look at Activity 16. Ask for six
On Sunday, I usually give her volunteers to read out the sentences. Then tell the children that each sentence
dog biscuits. contains a mistake. Refer them to Activity 12 in their Student’s Book and tell
them to find the mistakes and correct them. When they have finished, ask for
Materials another six volunteers to read out the corrected sentences.
Teacher’s i-book 17 Read and complete.
Say: Look at Activity 17. Tell the children that they have to use the words in the
box to complete the text about a pet cat. Explain that they have to identify the
different words and then use them to complete the sentences. When they have
finished, ask for volunteers to read out what they have written and ask the rest
of the class to correct them if necessary.
18 Unscramble the pet words and answer.

Ask the children to identify the animals in Activity 18. Then explain that they
have to rearrange the letters and write the name of the animal in the space
provided. Then they have to answer the question. When they have finished,
ask for four volunteers to spell the words and for other volunteers to tell you
what their favourite pets are.
Finishing off
Ask the children to choose one of their favourite pets and to write a short text
about the way in which they look after it. They can use the activities in
Lesson 6 to help them.
Resources
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Unit 1 - Lesson 7A

To read a text about after Ask the children to tell you what activities they do after school and on what
school clubs. days. Then ask them if they play any instruments and if so which ones. Ask if
any of them go to Scouts, and what things they do with the Scouts.
To say a tongue twister and
practise the d and t sounds.
13 Read and correct the mistakes.
Target language Tell the children to read through the text. Then ask some volunteers to read
the information aloud. Ask them some comprehension questions, for example:
Vocabulary:
What day does Nicola go to Music club? What does Nicola want to be when
go canoeing, go climbing, go
she is older? Where do the Scouts go trekking? The children then read the
trekking, learn first aid, play the
sentences and find the mistakes. Put them into small groups to check their
guitar, practise the recorder,
answers together. Then check the answers together as a class.
sing songs, talk to friends, tell
stories Answers
Structures: 1 always
I always go to Music club after 2 juice
school. 3 guitar
The music teacher plays the 4 sing songs
guitar.
We learn first aid. 14 Listen and say a tongue twister. 1.13
Tell the children they are going to learn a tongue twister. Play the recording and
Materials encourage the children to repeat each line in the pauses. Put the poster on the
Teacher’s i-book board and show the children the tongue twister. Play the CD again and invite
CD the class to chant. Then teach the children a clapping pattern to do in pairs
Unit 1 poster along with the chant. The pairs face each other, clap hands as they say the
line and then clap hands with their partner at the end of each line. Do this very
slowly to begin with and faster as the children get more familiar with the chant
and with clapping along.
Finishing off
Divide the class into two groups. Ask one group to write down words starting
with the sound d and the other to do the same with words starting with the
sound t. Give them two minutes and then go through their words. Award a
point to the team with the most words. Then say the tongue twister together
with the d team saying the d words and the t team saying the t words.
Resources
Phonics
Activity 1: Tell the children to listen and to repeat each sound and each word that they hear.
Activity 2: The children have to listen and circle the word that they hear.
Activity 3: Tell the children to unscramble the words and make full sentences. Then, they write
the sentences underneath.
Activity 4: The children look at the words in the box and the pictures and then label the pictures
by writing the correct word from the box underneath the picture.
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Culture Review
UNIT 1 LESSON 7
13 Read and correct the mistakes. 1 Find the word
After-school fun
Sally and Finn’s da

I always go to Music club after school on Monday. He’s an inventor.
I practise the recorder with a music teacher. I like the
recorder, but it’s difficult sometimes. Then, we have a Hey, look at
this 1 ... !
break and we usually have juice and biscuits. Then, we
sit in a circle. The music teacher plays the guitar and
we sing songs. I love music and I want to be a singer.
Wow! He
3 ... talk!
Nicola, 10
I always go to Scouts after school on Thursday.

In summer, we usually go trekking in the forest.
The Scout leader teaches us about the animals and
birds. We go canoeing and climbing sometimes too.
In winter, we sometimes sing songs or tell stories. Joel, 11
We learn first aid too. Scouts is fun!
1 Joel usually goes to Scouts on Thursday. 2 In the break, Nicola usually has milk
3 The music teacher plays the recorder and and biscuits.
the children sing. 4 The Scouts sometimes go canoeing in winter.
14 Listen and say a tongue twister.

1.13
Dom and Tom have dinner together,

Then Dom does the dishes
2 Read and com
And Tom tidies the toys!
14 After-school activities Comparing the d sound as in dinner and the t sound as in toys
551474 _ 0007-0016.indd 14 18/02/15 10:49
LC Students develop Linguistic competence and comprehension by focusing on the phonetic

pronunciation of the letters t and d by learning a tongue twister. Accuracy and awareness is
developed by children through the repetition of the sound when chanting the text.
71
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Review
UNIT 1 LESSON 7 UNIT 1
1 Find the words for the story. Then, listen and check.
1.14
1 It looks human but it’s a machine. 4 Similar to run, but slower.

2 The colour of grass. 5 School work you do in the house.
3 The opposite of can’t. 6 Cherries are this colour.
Sally and Finn’s dad is Professor Rubik. Sally never listens to Dad! She pushes
l on Monday. He’s an inventor. a 2 ... button.
There’s somebody Hello, I am Beep version
teacher. I like the at the door. Don’t 7.01. Can I help you?
Then, we have a Hey, look at
this 1 ... ! touch any buttons!
biscuits. Then, we
s the guitar and
to be a singer.
I can help
Wow! He at home.
3 ... talk! What can you
do, Beep? Oh, that’s
boring!
Let me
show you...
Beep can do the dishes and 4 ... the dog.
I can do 5 ... Don’t push the
and I can fly! 6 ... button!
Now THAT’s
y has milk amazing!
o canoeing in winter.
What’s
happening?
Hmm! What else
can you do?
To be continued...
1 Sally and Finn’s dad is an ... . 4 Beep ... do the dishes.

2 Professor Rubik says ‘Don’t touch any ... !’ 5 ... pushes the red button.
3 Sally ... listens to her dad. 6 ... asks ‘What’s happening?’
Unit structures: daily routines with adverbs of frequency 15
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LC Students consolidate language skills in all four areas. They apply their previous knowledge
to guess missing words.
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Unit 1 - Review

To read and listen to a cartoon Put the poster and the flashcards on the board. Write the days of the week
story. on the board. Write appropriate times of the day on the board (at half past
seven, at six o’clock, in the morning, after school, etc.) and write the adverbs
To review the language of the
of frequency on the board. Ask for a volunteer to take a flashcard and read out
unit.
the routine verb. Another volunteer goes to the poster, finds the appropriate
picture and says a sentence: I always tidy my room after school. I usually walk
Target language the dog at half past six, etc.
Vocabulary:
come home, do the dishes, 1 Find the words for the story. Then, listen and check. 1.14
go to bed, have dinner, practise
the recorder, see my friends, Tell the children to look at the Beep cartoon and remind them that Sally and
tidy my room, walk the dog Finn’s dad is Professor Rubik. The children read through the clues for the
missing words and say what they are. Play the CD and instruct the children to
Structures: read and listen to the cartoon. Read out half a caption or speech bubble and
Beep can do the dishes and ask the children to complete it: Don’t touch … . I can help … . Beep can do … .
walk the dog. I can do homework and … . Repeat with other sentences. Follow on by asking
I can do homework and I can the class to read the cartoon aloud in pairs, with Child A saying the narrator’s
fly. and Finn’s parts and Child B saying Beep’s and Sally’s parts.
Answers
Materials
1 robot 4 walk
Teacher’s i-book 2 green 5 homework
CD 3 can 6 red
Unit 1 poster
Unit 1 flashcards 2 Read and complete.
Tell the children to read the cartoon again. They then write the sentences with
i-story cards the missing word. Alternatively, write the sentences on the board and tell the
children to complete them without looking in their books. Askvolunteers to read
out their sentences and the rest of the class can say if they are correct or not.
i-activity
Answers
1 inventor 4 can
i-poster 2 buttons 5 Sally
3 never 6 Finn
i-flashcards
Finishing off
Ask the children to work in small groups and act out the story. Assign roles:
Beep, Sally, Finn, Narrator and Professor Rubik.
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Review
UNIT 1
3 Read and write the evening actions.
Goodnight, Mum! Can I have more soup,

See you in the morning! = Go to bed. please? It’s delicious!
Hi, come in. We can play

Yes, Dad! I’m putting my my new computer game.
clothes in the cupboard now.
Where’s my Maths book?

Ah! Here it is. Right, page 32.
Come on, Mimi! Let’s Let's put all the dirty

go to the park. plates in the sink.
1 2 3 4
5 Look and ask a friend.
Always ✓✓✓ brush your do exercise on Do you brush your

Usually ✓✓ teeth at night Saturday teeth at night? Yes, I always brush
Sometimes ✓ my teeth at night.
Never ✗ go to the
watch TV in
beach in
the morning
winter
do your
do the dishes practise the sleep eight
homework in
after dinner recorder hours at night
the kitchen
16 Unit structures: the time, routines and adverbs of frequency
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LC Students develop language skills by focusing on words. They also use their growing
knowledge of the language in a memory game.
74
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Unit 1 - Review

To review the language of the Display the flashcards on the board and ask volunteers to write beneath each
unit. one what it is. The rest of the class can check that the words and the spellings
are correct. Clean the board.
Target language
Vocabulary: 3 Read and write the evening actions.
brush your teeth, do exercise, The children read the speech bubbles. Ask volunteers to read them out loud.
go to the beach, watch TV They then decide which ones refer to evening activities and write them in their
Structures: notebooks. The children check their answers in pairs, then check with the whole
I always brush my teeth at class.
night.
It’s half past four.
Use a real clock or draw a clock on the board and draw on a time, ask the
children to say what time it is. Then say a time and ask a volunteer to draw it
Materials on the clock. Tell the children to look at the clocks and write the times in their
Teacher’s i-book notebooks.
Unit 1 flashcards
a clock with moveable hands 5 Look and ask a friend.
Ask for two volunteers to read out the mini-dialogue. Divide the class into pairs
and explain that the children have to ask each other questions and answer
i-poster
them. When they have finished, ask for volunteers to come to the front of the
class and act out some of the questions and answers.
i-flashcards
Finishing off
Play Blah-blah-blah. Write the verbs on the board or stick the flashcards
up, and check understanding. Choose a verb and make sentences with it,
substituting the phrase blah-blah-blah for the verb. For example, for have
dinner, say: I blah-blah-blah at seven o’clock / I don’t blah-blah-blah in my
bedroom / On Saturday, I blah-blah-blah with my friends in a restaurant and
so on until the children guess the verb. The child who correctly guesses it first
then continues by choosing another verb and replaces it with blah-blah-blah.
Continue until all the children have had a go.
75
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Review
1 Look, circle and write.
do go see play the to my bed the friends dishes recorder
do the go to see my play the

dishes bed friends recorder
2 Read and complete the questions.
Do you watch TV?
No, I never watch TV.
What time do
you have dinner? I always have dinner
at half past seven.
Do you
do the dishes?
Yes, I sometimes do the dishes.
3 Write about your Sundays.
Sun
day
I Child’s own answers do my homework.
always I tidy my room.
usually I go to the park.
sometimes I go to school.
never I sometimes .
I usually .
12
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LL Students develop their learning skills by going over adverbs of frequency. Lessons that
focus on language consolidation help students to become more fluent and comfortable
with the language.
76
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Unit 1 - Lesson 7B

To practise reading and writing. Put the poster on the board. Point to a picture and ask for a volunteer to tell
you something about it, for example: They are having dinner. He is tidying his
To revise the vocabulary from
room. Continue until all the children have had a turn to speak.
the whole unit.
Target language 1 Look, circle and write.

Vocabulary: Say: Open your Activity Books at page 12. Look at Activity 1. Tell the children
come home, do the dishes, go that they have to write the routine activities using the words in the box. The
to bed, have dinner, practise children write the correct words in the spaces. When they have finished, ask for
the recorder, see my friends, four volunteers to read out their answers.
tidy my room, walk the dog
2 Read and complete the questions.
Structures:
Say: Look at Activity 2. We’re going to make three questions. Tell the children
Do you watch TV?
to look at the answers to the questions for a clue to give them the right verb.
No, I never watch TV.
When they have finished, ask for volunteers to read out their questions.
I always do my homework.
I never tidy my room.
Picture dictionary 3.17
Ask the children to look at the Picture dictionary on page 69 of their Activity
Materials Books. Say: Point to walk the dog and always. Encourage the class to quickly
Teacher’s i-book point to the two pictures and to check with the child next to them. Repeat
Unit 1 poster with other words from the page. Tell the children to trace each word on the
Unit 1 flashcards dictionary page. Play the CD and ask the children to look at the pictures, repeat
the words, and translate them below.
3 Write about your Sundays.

Ask the children to look at Activity 3, and explain that they have to write true
sentences using adverbs. When they have finished, ask them to read out what
they have written.
Finishing off
Place the flashcards around the room. Name one of the routine activities.
Ask a child to point to the correct flashcard and to name it. If they name it
correctly, they choose the next activity. Play the game again, but this time the
children have to make a sentence using one of the adverbs of frequency.
77
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Unit 1 - Evaluation
Beep on grammar
Objective Unit 1 Test
Unit 1
Adverbs of frequency: always…
To evaluate children’s Name: Class:
1
understanding of target 1.15 07:00
Cristiano Donaldo’s day
always have dinner at seven o’clock. always = ✓✓✓
language from the unit. 15:00 I

usually
sometimes
play football on Saturday.
do the dishes.
usually = ✓✓
sometimes = ✓
never = ✗
never go to school on Sunday.
18:00
21:15
1 Look and write.
Target language 23:30
Saturday
walk the dog do my homework see my friends
✓✓✓ ✓ ✓✓
listen to music
✓✓✓
play the guitar
✗
read books
✓✓
Vocabulary: 2 Mum’s Rota Monday Tuesday Wednesday 1

2
I always walk the dog on Saturday.
I sometimes do my homework (on Saturday).
days of the week Mary 3 I
I
usually see my friends (on Saturday).
always listen to music (on Saturday).
4
I never play the guitar (on Saturday).
Structures:
5
John 6 I usually read books (on Saturday).
I get up at seven o’clock. 2 Look and complete with always, usually, sometimes, never.
I have my lunch.
Peter
✗ swim in the sea ✓✓ listen to music ✗ go to bed at 10
1 2 3
4

I watch TV. 1 Does Mary walk the dog on Tuesdays? 4 What does Mary do on Mondays?
Read and answer.
2 Does John do the dishes on Mondays? 5 What does John do on Wednesdays?

I never swim in the sea. I usually listen to music. I never go to bed at
ten o'clock.
Materials

3 Does Peter tidy his room on Wednesdays? 6 What does Peter do on Tuesdays? ✓✓✓ swim in the sea ✓ listen to music go to bed at 10
4 5 6
Teacher’s i-book 1.15

What about you?
1 Listen and write what Cristiano does.
2 Look at the rota and answer the questions.
101
CD I always swim in the sea. I sometimes listen to music. Child’s own answer
photocopies of Teacher’s
366729 _ 0097-0120.indd 101 11/06/12 8:12
Resource Book, pages Unit 1 Test 436939 _ 0001-0016.indd 2 26/06/12 12:00
Adverbs of frequency: always… The time: quarter past…

101 and 102 Name: Class:
3 1 I ... have breakfast at eight o’clock. 5 ... go for a walk!

1
a) some b) usually c) am a) Shall b) Let’s c) Is always = ✓✓✓
usually = ✓✓ 1.24
2 There ... some clothes on the floor. 6 I ... school at five o’clock.
sometimes = ✓
LL Students develop a) are
3 We’ve ... Maths on Friday.

b) is c) any a) end b) go c) finish
7 We ... dinner at nine o’clock.

never = ✗
It’s eleven o’clock. It’s a quarter past
eight.
It’s half past two. It’s a quarter to three.
their learning skills 1

a) no b) got c) don’t
Look and write. a) take b) have c) come
4 ... you see your friends every day? 8 My sister helps to do the .... 3 Look and write the times.
by participating in a) Do b) Why c) Does a) plates b) bowls c) dishes
read books
✓✓
1 2 3
an end of unit summative 4 1

do walk in am always near to have go at
2
assessment procedure. Clear 3 My Routine
2
It’s a quarter past eleven
.
It’s half past four. It’s a quarter to twelve.
assessment criteria and

4 Hi! My name is Sean. I live 1 Dublin, Ireland. I 2
4 5 6
5 ten years old and I go 3 school 4 my house.
During the week I wake up 5 eight o’clock and 6
constructive feedback on 6
my breakfast. Then I 7
have something to eat and then I 9
to school. After school I 8
the dog. At six o’clock

mistakes and knowledge of 2 Look I and

10 complete with always, usually, sometimes, never.
my homework and then I watch TV.
It’s four o’clock. It’s a quarter past seven. It’s a quarter to ten.
teacher expectations before 5 1 usually / my / do / homework / I / half past six / at

4 Read and answer. Child’s own answers

the test, play an important 2 watch / Do / TV / you / evening / the / in / ?
1 What time do you have breakfast?
I have breakfast at .
role in learning to improve.
3 Science / do / What / you / time / have / ?

I never go to bed at
ten o'clock.
2 What time do you do your homework?

3 What time do you have Maths on Monday?
4 mornings / I / sometimes / walk / dog / the / in / the
4 What time do you get up on Sunday?
3 Circle the correct answers. 5 Unscramble the words to make sentences.

4 Complete the text with words from the box. Child’s own answer 5 What time does your friend have lunch on Saturday?
102

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3
436939 _ 0001-0016.indd 3 26/06/12 12:00
Transcript
Unit 1 Test. Activity 1. Listen and write what Cristiano does. 1.15
Jane: I’m Jane Davis. I’m interviewing top footballer, four hours. At three o’clock I have my lunch and after
Cristiano Donaldo for Beep News! Tell us about a lunch I do the dishes. In the afternoon I watch TV and
typical day in your life… at a quarter past nine I usually practise the guitar and
Cristiano: Well, I get up at seven o’clock and before at half past eleven I go to bed.
breakfast, I take my dog, Penalty, for a walk. He’s very Jane: Thank you very much Cristiano and good luck in
lively and we go to the park. Then I go training for your next game.
78
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Introduction
2 Kids can cook
To identify and talk about food. Participation is important to learning. It is important, therefore, to identify the
shier children who try to avoid participating. All children should be encouraged
To learn and practise countable to make at least one comment or ask a question every day. Teachers can
and uncountable nouns. help children to be more active participants by teaching their classmates to
To sing a song and a chant. demonstrate active learning signals: having them nod at the child who speaks,
requiring that they be able to repeat what the child says and leaning towards
the speaking child.
and a cartoon.
Teaching tip
Target language Children, in their enthusiasm to participate, often talk over each other. Taking
Vocabulary: turns is a social skill everyone needs to learn for communication to be fluid and
biscuits, bread, butter, cherries, effective. A technique to teach children how to take turns is to ask them to hold
chocolate cake, cream, eggs, their palm against their shoulder to indicate they are speaking. When the first
flour, milk, mushrooms, nuts, child finishes speaking, they bring their palm down. This signal indicates they
peaches, sugar; cut, mix, wash are finished and their partner can answer. Their partner then raises their palm to
their shoulder to continue the conversation.
Structures:
Have we got any (sugar)?
Yes, we have. / No, we haven’t.
We’ve got some (oranges). Unit 2 Kids can cook
We haven’t got any (cheese).
flour
cream
butter
chocolate
biscuits
cherries
sugar
eggs
1.23
Ben puts a big piece of

butter in a purple bowl to

bake some biscuits.
366814 _ 0001-0016.indd 2 04/05/12 14:09
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Unit 2 - Lesson 1A

To introduce and learn food Put the poster on the board and place the flashcards face down. Turn one
vocabulary. over and identify the food item. The children repeat with you. Ask for a
volunteer to go to the poster, find the item and read the word aloud. Continue
To spell food vocabulary.
until you have introduced all the food words. Then ask the children to look at
To learn and sing a song. the poster, and say: Name some food beginning with b. SS: Biscuits, butter!
T: Name some food beginning with c. SS: Cherries, chocolate, cake, cream.
Target language
Vocabulary: 1 Listen and sing. 1.16
biscuits, butter, cherries, Say: Open your books at page 17. Tell the class to look at the picture and ask
chocolate, cream, eggs, flour, them what they can see. Ask them whether the characters are at home or
milk, sugar; sweet at school. Then tell them they are going to hear a song about the things the
Structure: characters can cook. Play the CD and ask the class to listen. Repeat and ask
How do you spell it? the class to follow the song in the book with their fingers. Play the CD again and
encourage children to join in the singing with you. Play the recording a few more
times until they are more confident. Then divide the class into groups and ask
Materials them to sing the song.
Teacher’s i-book
CD 2 Ask and spell.
Unit 2 poster In this activity, the children spell out the food words in pairs. There is an
Unit 2 flashcards opportunity for peer support as they can remind each other how to pronounce
the individual letters. Ask the children to look at the pictures in Activity 2. Then
divide the class into pairs and tell the children to follow the dialogue and to ask
i-activity and answer the questions. Go around the class, listening to the children. When
they have finished, ask for volunteers to come to the front of the class to act out
i-poster the dialogue.
Finishing off
i-flashcards
Play What’s missing? Hold up each flashcard in turn and ask the class to say
the words with you. Remove two of the flashcards and hold the others up in
turn, saying the words again. When you’ve been through them all, ask the
class to say which two are missing. Ask for volunteers to take over your role
and repeat the exercise.
Resources
80
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2 Kids can cook LESSON 1
1 Listen and sing.

1.16
sugar
biscuits
cream
chocolate
cherries
butter flour eggs
Kids can cook! There’s a cookery club after school, Butter, eggs and flour too,
Kids can cook! My friends all go. It’s really cool! The recipe tells us what to do.
Let’s take a look, Delicious biscuits and chocolate cake, Sugar and chocolate; nice and sweet,
in the recipe book. These are things we like to make. Cherries and cream; delicious to eat!
2 Ask and spell.
1 What’s number 3?
2 3 It’s cream.
7
5
6 How do you spell it?
C-R-E-A-M.
8
Ingredients for cakes Spelling: How do you spell it? 17
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LC Students develop Linguistic competence by revising the spelling of specific vocabulary

items. Recognition of jumbled letters to identify vocabulary helps cognition and
memorisation of the graphological representation of the word.
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2 Kids can cook
1 Look and write.
chocolate
cream
chocolate
r biscuits ggs
butte cherries e
flour sugar
cream
cherries
butter
sugar biscuits
eggs flour
2 Listen to the song and complete.

3.3
sugar recipe flour biscuits school like cherries friends
There’s a cookery club after school . Butter, eggs and flour too.
My friends all go. It’s really cool. The recipe tells us what to do.
Delicious biscuits and chocolate cake. Sugar and chocolate; nice and sweet,
These are things we like to make. cherries and cream; delicious to eat.
Find and circle nine words from the song. es

rri
c he
d e li c i o u s o r e c ip e t e c r e a m o c a k e f e g g s h f l o u r s e b i s c
uit
m
skbutterp
13
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help them remember the names of different foods and label them in English.
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Unit 2 - Lesson 1B

To practise using food Show the flashcards one at a time and ask the children, as a group, to name
vocabulary. them. Then hold out the flashcards face down and ask a child to come to the
front, choose a card and name it. Repeat with other children. Then ask two
Target language children to come to the front. One chooses a flashcard and asks the other:
Do you like biscuits? The other child answers. The children reverse their roles.
Vocabulary: Continue with other volunteers.
biscuits, butter, cherries,
chocolate cake, cream, eggs,
flour, milk, sugar; sweet; 1 Look and write.
cookery club Say: Open your Activity Books at page 13. Ask the children to look at the food
Structure: and name the different items one by one. When they have done that, explain
Do you like (biscuits)? that they have to find the names of the foods in the mixing bowl and then write
them underneath the appropriate picture. Go around the class checking that the
children have written the correct names.
Materials
Teacher’s i-book 2 Listen to the song and complete. 3.3
CD Tell the children that they are going to listen to the song they learned in Lesson 1
Unit 2 flashcards of their Student’s Book. Explain that as they listen, they have to fill in the gaps
in the text using the words in the box. Go through the words quickly with the
children to make sure they understand them and pronounce them correctly.
Play the CD. The children listen and find the words. Play the recording again
and this time the children write the words in the spaces provided. Ask for
volunteers to read out their texts. Then play the CD again and ask the children
to join in with the song.
Find and circle nine words from the song.

Tell the children that they have to find nine words from the song in the string of
letters that are written on the spoon. When they have finished, ask the children
to read out and spell the words they have found.
Finishing off
Hide a flashcard behind your back and tell the children to take turns to guess
what it is. Continue until the children have guessed all the foods. Then ask for
volunteers to take over your role.
Resources
Reading and Writing
Activity 1: First, the children have to read the text at the top of the page, and then they answer the six questions
underneath.
Activity 2: Instruct the children to read the four questions and then tell them to answer the questions in their
notebooks.
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Unit 2 - Lesson 2A

To listen to and read a simple Hand out two flashcards each to four volunteers. Tell them to look at their
dialogue about a shopping list. flashcards, but not to let anyone else see them. Then explain that they are
going to ask each other questions and answer them. Write the words some
To learn and practise some and
and any on the board. Put a tick beside some and a cross and a question
any.
mark beside any. Remind the children that we use any for negatives and
questions. The children then try to discover what food their friends have by
Target language asking questions. S1: Have you got any (flour)? S2: Yes, I’ve got some (flour). /
Vocabulary: No, I haven’t got any (flour). When they have finished, continue with another
biscuits, butter, cherries, four volunteers.
chocolate cake, cream, eggs,
flour, milk, sugar; cookery club 3 Listen and read. 1.17
Structures: Say: Open your books at page 18. Ask the children to look at the picture, and
Have we got any flour? say: Mark and Kim are writing a shopping list. Listen very carefully. Play the CD.
There’s a bag of flour in the Play it again and tell the children to follow the dialogue with their fingers. Play
cupboard. the CD again, pausing at various points and choosing volunteers to say the next
We’ve got some sugar. line. Then tell the children to get into pairs and to role play the dialogue, taking
We haven’t got any butter. turns to play each character. Finally, choose pairs to come to the front and act
out for the rest of the class. Write the shopping list on the board and ask the
Materials children to copy it into their notebooks. Ask them to tick and cross the items on
the list. It should look like this:
Teacher’s i-book
CD Chocolate biscuits
Unit 2 flashcards Flour
Sugar
Butter
i-activity Chocolate
Eggs
i-flashcards 4 Look and read. Which sentence is in the dialogue?
Ask the children to look at the grammar box in Activity 4 and the questions and
answers box to remind themselves of the use of some and any. Ask the children
to tick the sentence that is in the dialogue. When they have finished, ask for a
volunteer to read out the answer (Have we got any butter?).
5 Look, read and say The boys or The girls.

Say: We’re going to read and say whether the sentences are about the boys
or the girls. Ask for volunteers to read aloud one sentence each. Then ask the
children to read the sentences to themselves and decide whether they are
about the boys or the girls. Read out a sentence. The children call out: The
boys. / The girls. Ask the children to work in pairs. Child A closes their book
and Child B makes a statement about the boys or girls: We’ve got some butter.
Child A tries to remember whether the statement applies to the boys or the girls
(the girls). If they are right, they win a point. Next, Child B closes their book and
Child A has a turn to make a statement.
Finishing off
Write a recipe. Ask the children to write a recipe of a simple dish such as
fruit salad or chocolate biscuits. They can display their recipes in class with
a photo or picture of the finished dish. Alternatively, they could draw a small
diagram to show each stage of the dish’s preparation.
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UNIT 2 LESSON 2
3 Listen and read.
1.17
6 Listen and say
Mark and Kim are writing a shopping list. They want to make chocolate biscuits.
Mark, have we got any flour?

Yes, we have. There’s a bag
of flour in the cupboard.
Great! Have we got any butter?
No, we haven’t, but we’ve got
some eggs.
Good! And have we got any sugar?
Yes, we’ve got some sugar.
e
olat
Good! And have we got any chocolate? Choc uits
b i s c
No, we haven’t. We haven’t got r
Flou ar
any butter or chocolate. Sug er
Butt olate
Come on! Let’s go to the shops! Choc
Eggs
7 Copy and com
Good idea!
We’ve got some cherries. Yes, we have.

Have we got any butter?
We haven’t got any cream. No, we haven’t.
5 Look, read and say The boys or The girls.

8 Read, then wri
We’ve got some biscuits. ✓ We haven’t got any chocolate. ✗ We’ve got some flour. ✓
We’ve got some butter. ✓ We haven’t got any milk. ✗ We haven’t got any cherries. ✗
18 Some and any Ingredients Have we got (any eggs)?
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IE Students develop initiative by writing a recipe of a simple dish and displaying it in class
with a photo or picture of the finished dish.
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3 Read and complete. 5 Listen and tick (
some any
shopping list
flour ✓
cherries ✗
sugar ✗
1 We’ve got some flour.
biscuits ✓ 2 We haven’t got any cherries.
cream ✗ 3 We haven’t got any sugar.
butter ✓
4 We’ve got some biscuits.
5 We haven’t got any cream.
6 We’ve got some butter.
4 Write in order, look and circle True or False.
6 Look at Activity
1 haven’t any We cherries got

We haven’t got any cherries. True False
2 cream got We’ve some
7
We’ve got some cream. True False
Read about Leo
3 got We any apples haven’t
We haven’t got any apples. True False
4 juice some got We’ve orange
We’ve got some orange juice. True False
5 sausages some got We’ve
We’ve got some sausages. True False
6 any haven’t cheese We got
We haven’t got any cheese. True False
14
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LC Students develop Linguistic competence by participating in a lesson providing practise in

listening skills through being in an environment where English is used systematically.
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Unit 2 - Lesson 2B

To practise some and any. Remind the children how we use some and any. Then ask for two volunteers
to come to the front of the class, and hand out four flashcards to each one.
Target language The first child looks at their flashcards and asks a question: Have you got any
(biscuits)? The second child answers, and then asks the same question: No, I
Vocabulary: haven’t got any (biscuits). Have you got any (biscuits)? The first child answers:
biscuits, butter, cherries, Yes, I have got some (biscuits). The second child looks at their flashcards and
chocolate cake, cream, eggs, asks a question, and they repeat the process. Divide the class into pairs and
flour, milk, sugar; cookery club divide the flashcards among them. The children ask and answer the questions
Structures: in pairs.
Have we got any flour?
There’s a bag of flour in the 3 Read and complete.
cupboard.
We’ve got some sugar. Tell the children to open their Activity Books at page 14. Ask them to look at the
We haven’t got any butter. list of words in Activity 3. Explain that the tick means that the children have got
the item and the cross means that they haven’t got it. Explain that they have to
complete the sentences using some or any. When they have finished, ask the
Materials children to read out their sentences.
Teacher’s i-book
Unit 2 flashcards 4 Write in order, look and circle True or False.
Tell the children to look at the picture in Activity 4. Explain that they have to
reorganise the sentences and then circle True or False. Walk around the class
correcting the exercise.
Finishing off
Play Hangman with the children, using the food vocabulary and some or any.
Write lines on the board representing each letter in the sentence:
_ _ _ _ _ _ _ ’_ _ _ _ _ _ _ _ _ _ _ _.
(We haven’t got any sugar.)
Resources
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Unit 2 - Lesson 3A

To listen and identify people Put the poster on the board. Quickly revise the question: Have you got any...?
through activities. Ask for two volunteers to come to the front of the class, and hand out four
flashcards to each one. Explain that the flashcards represent their shopping.
To ask a friend about their
The rest of the class refer to the poster and call out a question: Have you got
meals.
any (flour)? The volunteer replies. V1: Yes, I have. / No, I haven’t. Continue until
the children have discovered what the volunteers have in their shopping bags.
Key language
Vocabulary: 6 Listen and say the bags. 1.18
afternoon snack, breakfast, Ask the children to look at the pictures of shopping bags and to tell you what food
dinner, lunch, morning snack; they can see. Explain that they are going to listen to conversations between people
apples, carrots, cereal, chicken, talking about their shopping and that they have to identify the correct bag. Play
soup, watermelon the CD and ask the children to look at the pictures. Play the recording again, and
Structures: the children identify the correct picture. Ask the children to work in pairs. Child A
Have you got any cheese? chooses one of the bags and Child B asks questions to discover which bag it is.
Yes, I have. / No, I haven’t. Answers
I have breakfast with my brother. 1 B, 2 A, 3 E, 4 C, 5 D
I have lunch at school. 7 Copy and complete the diagram for you. Compare with a classmate.
I have a snack at five o’clock.
Ask for five volunteers to read out the names of the meals and food. Then tell
the children to copy the diagram and complete it with food they like. When
Materials they have finished, divide the class into pairs and ask them to act out a short
Teacher’s i-book dialogue with their partner. S1: What do you like for breakfast? S2: Cereal, etc.
CD 8 Read, then write about you.
Unit 2 poster
Tell the children to read the text. When they have finished, ask for volunteers to read
Unit 2 flashcards
it aloud. Then ask some comprehension questions. Tell the children to write a similar
text about themselves in their notebooks. Ask for volunteers to read out their texts.
i-poster
Finishing off
Play Lie detector. Divide the class into teams. Ask for a volunteer to come to the
i-flashcards front of the class and choose four flashcards without showing them to the rest of
the class. The children take turns to ask questions about the cards, for example:
Have you got any cherries? The volunteer answers: Yes, I have or No, I haven’t,
whether it is true or not. The teams have to guess whether the answer is true or
false. Teams who guess correctly win a point.
Transcript
Listen and say the bags. 1.18
1 Child A: Have you got any cheese? Man: No, I haven’t. Woman: No, I haven’t.
Girl: Yes, I have. Child A: Have you got any Child A: Have you got any apples?
Child A: Have you got any watermelon? Woman: Yes, I have.
watermelon? Man: Yes, I have. Child A: Have you got any cheese?
Girl: No, I haven’t. 3 Child A: Have you got any carrots? Woman: Yes, I have.
Child A: Have you got any cherries? Man: Yes, I have. 5 Child A: Have you got any
Girl: Yes, I have. Child A: Have you got any watermelon?
2 Child A: Have you got any cherries? watermelon? Woman: No, I haven’t.
Man: Yes, I have. Man: Yes, I have. Child A: Have you got any carrots?
Child A: Have you got any carrots? Child A: Have you got any cherries? Woman: Yes, I have.
Man: Yes, I have. Man: No, I haven’t. Child A: Have you got any eggs?
Child A: Have you got any cheese? 4 Child A: Have you got any cherries? Woman: Yes, I have. I’ve got two bags!
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6 Listen and say the bags.
1.18
B
C
A
D
E
7 Copy and complete the diagram for you. Compare with a classmate.
lunch
morning chicken afternoon
snack ... snack
apple ... biscuits
... ...
breakfast ... ... dinner
Yes, we have.
No, we haven’t. cereal soup
... The food ...
... I like! ...
8 Read, then write about you.
Hello, I’m Raquel. I’m from Portugal.

I have breakfast with my brother. We always have cereal and orange juice.
I have lunch at school with my friends. We usually have chicken, pasta
or fish. Pasta is my favourite food. I like pasta with meat or tomato sauce.
I have a snack at five o’clock. I always have fruit.
I have dinner with my mum, dad and brother. We usually have soup, or rice
t got any cherries. ✗ and vegetables.
Food Describing meal routines We (always) have (pasta). 19
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IE Students develop initiative by writing a short text about themselves. Autonomy empowers
them to participate actively in all aspects and work with teachers in their educational
development.
gs!
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5 Listen and tick (✓) or cross (✗).
3.4
✓
✓
✗
6 Look at Activity 5 and complete the speech bubbles.
I haven’t got any spaghetti. I’ve got some sausages.
I haven’t got any chicken. I’ve got some salad.
I haven’t got any chocolate. I’ve got some ice cream.
True False
7
True False
Read about Leo and complete.
True False
bread dinner sister lunch have summer favourite usually
True False
Hello, I’m Leo. I’m from Ireland. I have breakfast with my sister . We always have eggs, bread
True False lunch at school at one o’clock. We usually have meat, pizza
and apple juice. I have
or pasta. At half past six, I have dinner with my family. We usually have salad or fish and
True False vegetables. My favourite food is watermelon. I eat it every day in the summer .
15
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from a short CD recording. This activity actively engages students’ ability to recognise
characters, numbers and objects in speech.
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Unit 2 - Lesson 3B

To listen and identify different Place the food flashcards around the classroom. Say the name of a food
foods. (biscuits) and ask for a volunteer to go to the flashcard, hold it up and say:
I have (biscuits) (for breakfast). Ask for another volunteer to take over your role
To practise target language.
of naming objects. Repeat several times with other volunteers.
Target language 5 Listen and tick ( ) or cross ( ). 3.4

Vocabulary: Ask the class to look at the pictures and see if they can identify the food. When
afternoon snack, breakfast, they have done that, tell them that they are going to listen to a boy talking to
dinner, lunch, morning snack; Annie and asking her questions about what food she’s got. Ask them they have
apples, carrots, cereal, chicken, to tick the box if she has the food and put a cross if she hasn’t. Ask them to
soup, watermelon listen carefully, and then play the CD. Play it again, and this time the children
Structures: tick or cross the boxes. Check the exercise by naming the different foods and
Have you got any cheese? asking the class to say: Yes or No.
Yes, I have. / No, I haven’t. 6 Look at Activity 5 and complete the speech bubbles.
I have breakfast with my brother. Tell the children to look again at the food in Activity 5 and at their ticks and
I have lunch at school. crosses. Explain to them that they have to use this information to complete the
I have a snack at five o’clock. speech bubbles in Activity 6. When they have finished, ask for four volunteers to
read out their answers.
Materials
7 Read about Leo and complete.
Teacher’s i-book Tell the children that they are going to read about Leo. Explain that they have
CD to fill in the gaps using the words in the box. Go through the words quickly with
Unit 2 flashcards the children to make sure they understand them and pronounce them correctly.
The children find the correct words and fill in the gaps in the text. When they
have finished, ask for volunteers to read out their texts.
Finishing off
Ask the children to write a text about themselves using Leo’s text in Activity 7
as a model. When they have finished, go around the class and ask the children
to read out what they have written.
Transcript
Listen and tick ( ) or cross ( ). 3.4
Boy: Hello, Annie! Boy: OK, have you got any salad?
Annie: Hi! Annie: Yes, I have.
Boy: Have you got any chocolate? Boy: And have you got any spaghetti?
Annie: Chocolate? No, I haven’t. Annie: Spaghetti? No, I haven’t. Sorry!
Boy: Have you got any chicken? Boy: One more question. Have you got any sausages?
Annie: No, I haven’t. I don’t like chicken. Annie: Yes, I have.
Boy: Oh! Have you got any ice cream? Boy: OK, thanks Annie, bye!
Annie: Yes, I have. I love ice cream.
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Unit 2 - Lesson 4A
Objectives Kids start cooking!

Say the ingreUNIT
die 2 LESSON 4
UNIT 2 LESSON 4
To enjoy a story.
nts
9
!
1.19
Read and listen to the story.
To read and listen for Today, we’re in a TV studio.

And today, the teams are
comprehension. making chocolate biscuits!
Yes, here they are!
Target language
Vocabulary:
add, bake, mix, put, take;
butter, chocolate, chocolate
biscuits, eggs, flour, salt, sugar Hello! I’m Oliver
Ramsey and
Structures: this is Kids Start
Cooking!
Liz and Danny put eggs and Eric and Kate are on the Red Team.
Danny and Liz are on the Blue Team. 1 Oh, no! Kate is swapping the sugar for salt. 2 2 bo
Look! Eric is taking the wrong
flour into the bowl. The biscuits are ready. But who
Add two eggs. OK kids... Start cooking!
How many eggs? Add two eggs.
I’m adding some flour.
Now, bake in the oven for
twenty minutes.
Materials
Teacher’s i-book
CD
Unit 2 flashcards
Kate and Eric put butter and sugar in Liz and Danny put eggs
the bowl and mix them with a spoon. 3 and flour into the bowl. 4 Kate doesn’t understand.4
i-flashcards
20 Ingredients Some and any Ingredients
Cooking Some
terms: Bake in and any for tw
the oven
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i-story cards
Getting started
Play a game with the flashcards. Show the class the flashcards and elicit the
name of each food. Then, stick the cards to the left side of the board, with the
pictures facing the board. Next, repeat with the word cards and stick them face
down to the right side of the board. Divide the class into two teams. Ask for
a volunteer from Team A to turn over a flashcard and a word card and to say
the subject. If they match, the team wins the pair. If not, turn them over again.
Next, a volunteer from Team B has a turn. The winner is the team to win the
most pairs. Explain the new cooking vocabulary (add, bake, mix, put, take).
Before you read

Say: Open your books at page 20 and look at Lesson 4. Tell the children who
is in the story (Oliver Ramsey, Liz, Danny, Eric and Kate). Then hold up your
book and point to the series of pictures at the top of page 21. Say: Name the
ingredients for the (biscuits). Tell the class to work in pairs and to name the
other ingredients.
92
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Say the ingreUNIT
die 2 LESSON 4 Say the ingredie LC Students develop Linguistic competence
nts

nts
!
!

Kate! Have we got any
chocolate chips? Now, bake in the oven
previous levels and units. Afterwards, a guided
for twenty minutes.
role play is done by students for speaking
Yes, here they are! Yes, here they are!
consolidation.
OK!
2 bowl!
Look! Eric is taking the wrong Look! Eric is taking the wrong bowl! 5 Danny puts the biscuits in the oven. 6
The biscuits are ready. But who is the winner?
The biscuits are ready. But who is the winner?
Well done, Blue Team!
Ugh! This has got What?!
lots of salt in it.
Kate is angry with Eric.

Kate doesn’t understand.4 Kate doesn’t understand. 7 Liz and Danny are the winners! 8
Ingredients
Cooking Some
terms: Bake in and
the oven Cooking terms: Bake in the oven for twenty minutes.
any for twenty minutes. 21
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comprehension with questions: Where are Liz and Danny? What is the name
of the TV show? What team are Eric and Kate in? What are the teams making
today? Write the main parts from the story on the board: Narrator, Oliver, Liz,
Danny, Eric, Kate. Divide the class into groups of six and tell them to take a part
each and to read the story.
Finishing off
Tell the class to open their books at the story pages and to hold the books on
their heads with the pages open like a hat. Read out a speech bubble or part
of a caption, say: Go! and instruct the children to race to find which scene
it is in. Tell them to stand up when they find it. When most of the class are
standing up, elicit the scene number. Repeat with other speech bubbles or
captions.
93
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The
Kidsshipwreck!
start cooking!
8 Look at the story and number the sentences in order. 10 Find, circle and
4 Oliver doesn’t like the red team’s biscuits.

3 Eric takes the wrong bowl.
5 The blue team wins the competition.
2 Danny adds flour.
1 Kate swaps the sugar for salt.
9 Look at the story and match.
1
Well done Blue Team!
Danny
ey 2
r Rams Yes, here they are!
O live
Eric
3
Now bake in the oven for twenty minutes.
11 What do you th
4
e Have we got any chocolate chips?
K at
Liz
5
Add two eggs. I’m adding some flour.
16
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SCC Students develop Civic competence by reading the story again and acknowledging that
cheating is not the right way to win a game or a contest.
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Unit 2 - Lesson 4B

To focus on comprehension of Ask the class questions about the story to check if they can remember it:
the story in the unit. What are the names of the children? Where are they? What are the teams?
Then ask them to open their Student’s Books at Lesson 4. Assign the parts to
six volunteers (Narrator, Oliver, Liz, Danny, Eric, Kate). Read the story out loud.
the story.
Target language 8 Look at the story and number the sentences in order.
Vocabulary: Ask the children to look at the story in their Student’s Books and to number the
add, bake, mix, put, take; sentences in the same order as they appear there. Tell the children to read out
butter, chocolate, chocolate the sentences in the correct order.
biscuits, eggs, flour, salt, sugar
Structures: Ask the class to look at the sentences in Activity 9 and tell them to refer to the
Liz and Danny put eggs and story in their Student’s Books and match the sentences to the correct character.
flour into the bowl. When they have finished, call out the names of the characters and ask for five
Add two eggs. volunteers to read out their answers.
Now, bake in the oven for
twenty minutes.
Materials
Teacher’s i-book
Resources
95
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10 Find, circle and write.
spoon butter chocolate
P L O S B K U S J Y A H
F R E D U U W A E A Z F
X E B V B G T L H G J B
C H O C O L A T E D G I
V O W K I S A R E T U S
flour S O L T E P R Y J R S C
H U T H R O F L O U R U oven
Q E W L R O Y I U O I I
D S O V E N D H G J H T
L F T M U I F O K B N S
bowl
salt
sugar
biscuits eggs
Now write one more ingredient you can put in a cake.

for twenty minutes. Child’s own answer
I think this story is . (funny / interesting / exciting)

I want / don’t want to make chocolate biscuits.
I like the part when
. (Danny and Liz make a mess /
Kate swaps the sugar for salt / Blue Team wins the competition)
I give this story ✩ ✩ ✩ ✩ ✩ stars.

17
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IE Students develop initiative when giving their personal opinions about the story in order to
boost their writing and oral skills for different purposes.
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Unit 2 - Lesson 4C
Objectives 10 Find, circle and write.

Tell the children to look at the pictures in Activity 10. Then ask them to name the
To focus on comprehension of
foods. Explain that the words are hidden in the wordsearch and that they have
the story in the unit.
to find them and circle them. Go around the class checking the children’s work.
To review key vocabulary from Say: Now write one more thing which you can put in a cake. The children write
the story. down one more ingredient for making a cake. They can refer to their Student’s
Book if they need to.
Target language
11 What do you think?
biscuits, bowl, butter, sentences to give their opinion about the story. When they have finished, ask for
chocolate, eggs, flour, salt, volunteers to read out their texts.
sugar; oven, spoon
Finishing off
Materials
Spot the mistakes. Tell the story again, including deliberate mistakes. Ask the
Teacher’s i-book class to call out: Stop! when they hear you make a mistake, and invite them to
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Unit 2 - Lesson 5A

To listen to and say a rap. Explain that when we cook we use a recipe. Tell the children that the different
things which we put together to make something to eat are called the
To practise instructions for a
ingredients and that the quantities are usually given in grams. Ask them to tell
recipe.
you the names of the ingredients for a simple dish (tortilla de patata). Ask them
to tell you how to make the dish. Help them if they are unsure, and provide
Target language them with any vocabulary they might need (chop, fry).
Vocabulary:
add, bake, mix, put, take 10 Listen and say the TV chef rap. 1.20
Structures: Say: Open your books at page 22. Look at Activity 10. Ask the children to listen
Put the ingredients in a bowl. very carefully, and play the CD. Play it again and ask the children to follow it in their
Mix the ingredients with a spoon. books. Having told the class to stand up, play the rap again and ask the children to
Add the eggs. chant along with the rap, and to move on the spot. Then divide the class into two
teams. Ask Team A to say the first verse, Team B to recite the second, and so on.
Materials Then change roles and repeat.
Teacher’s i-book 11 Read and match.
CD Ask the children to look at the ingredients of the recipe for chocolate chip
biscuits. Tell them to look at the photos in their books and to identify the different
ingredients. Then tell them to read the instructions for making the biscuits and
i-activity
match the sentences to the pictures. When they have finished, say the numbers
of the pictures and ask the children to read out the correct sentence. T: Picture 1.
SS: C. Put the butter and sugar in a bowl.
Answers
1 C Put the butter and sugar in a bowl.
2 E Mix the butter and sugar with a fork.
3 B Add the eggs.
4 A Slowly add the flour and mix.
5 F Add the chocolate chips.
6 D Bake in an oven for 20 minutes.
Finishing off
The children work in pairs as TV chefs. They prepare a dialogue between two
TV chefs who are showing the public how to make a particular dish (or they
use the Chocolate Chip Biscuits recipe from page 22). First, they decide on
the dish and write out a recipe for it. Then, they write a short script for their
TV show. They rehearse the script and then perform for the class. Brainstorm
or write extra phrases on the board for the children to use: Mmm, that smells
good! It’s delicious! Enjoy your meal!
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UNIT 2 LESSON 5
10 Listen and say the TV chef rap.
1.20
12 Listen and rea
I’m a famous chef,

You can see me on TV.
I can teach you how to cook,
Just copy me!
What do you want to make today?
Chocolate biscuits, please!
OK!
Flour and eggs and some butter,
Chocolate chips and some sugar.
Put the ingredients in a big bowl,
And don’t get flour on the remote control!
Mix the ingredients with a spoon,
The biscuits will be ready soon.
Bake them in the oven on a metal tray,
Now they’re ready. Shout hurray!
11 Read and match.

.
Recipe:
Chocolate chip biscuits
2 eggs
200 grams of butter
300 grams of sugar
300 grams of flour
250 grams of chocolate chips
1 2 3
13 Read and say
4 5 6
u
Do yo
?
know
A Slowly add the flour and mix. D Bake in an oven for 20 minutes.
B Add the eggs. E Mix the butter and sugar with a fork.
C Put the butter and sugar in a bowl. F Add the chocolate chips.
22 Cooking terms Recipes (Mix) (the ingredients).
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LL Students develop their learning skills by learning and practising a rap about cooking recipes.
Rhyme, music and chants are a useful way of memorising functional language and gaining
confidence while practising in a group setting.
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12 Look, read and number the sentences in order. 15 Look and label.
Baked Apples
1 2 3 4
a Mix sugar, butter b Bake the apples c Cut the centre of d Put the sugar, butter
16 Look at Activity
and nuts in in an oven for the apples. and nuts in
a bowl. 2 20 minutes. 4 1 the apples. 3
13 Circle the odd one out.
bake cut play mix add
14 Look and complete.
add eggs cream minutes bowl bake
Carrot Cake Recipe

Ingredients
2 eggs
150 g of flour
150 g of sugar
17 Look at Activity
200 g of carrots
100 g of butter
1 Put the sugar and butter in a bowl . 4 Bake in an oven for 30

2 Add the carrots and the eggs and mix. minutes .
3 Slowly add the flour. 5 Eat with cream .
18
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MST Students develop mathematical competence by using numbers in English to talk about quantities
in cooking recipes. Using maths in English class helps to consolidate both content and language
knowledge.
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Unit 2 - Lesson 5B

To practise instructions for a Remind the children of the instructions for a recipe. Write on the board: Mix
recipe. the sugar in a bowl. Add some nuts. Bake the mixture in the oven. Put the
cake on a plate. Cut the cake. Read the instructions with the children. Then
Target language mime one of the instructions and ask the children to guess which one it is.
Ask for volunteers to mime the other instructions. Continue with another five
Vocabulary: volunteers miming the actions while the rest of the class guess the instruction.
add, bake, cut, mix, put, take
Structures: 12 Look, read and number the sentences in order.
Put the ingredients in a bowl. Say: Open your Activity Books at page 18 and look at Activity 12. Look at the
Mix the ingredients with a pictures. Tell the children that the pictures explain the recipe for baked apples.
spoon. When the children have looked at the pictures, ask for volunteers to read out
Add the eggs. the captions. Then explain that the pictures and captions are not in the correct
order. Tell them to number the sentences in order. When they have finished, ask
Materials the children to say the recipe in the correct order.
Teacher’s i-book 13 Circle the odd one out.
The children look at the list of words and circle the odd one out.
Ask the children to look at the ingredients for the carrot cake in Activity 14. Read
them out. Then tell them to look at the pictures. Ask them to identify the objects
or the verbs. Then explain that they have to use these words to complete the
sentences explaining the recipe. When they have finished, ask for five volunteers
Finishing off
Ask the children to find the ingredients for a recipe in a cook book or on the
internet, and tell them to write down the recipe, following Activity 14 as a
model.
Resources
Language
Reinforcement unscramble the sentences on the right and write the
Activity 1: The children look at the picture at the top sentences below.
of the page and then at the questions and answers Activity 2: Tell the children to look at the school menu
below. They have to complete the sentences using and then at the five questions below. The children
some or any. answer the questions using the school menu.
Activity 2: Tell the children to read the sentence halves Extension
and then match them by writing the corresponding number Activity 1: The children look at the pictures of the
from the first half of the sentence in the boxes provided. Hawaiian pizza and then unscramble the sentences and
Activity 3: The children look at the words in the box and write the sentences below.
find and write down the six ingredients for muffins in the Activity 2: Tell the children to look at Activity 1 and find
spaces provided. the six ingredients for the pizza. They then write them in
Consolidation the spaces provided.
Activity 1: Instruct the children to look at the ingredients Activity 3: Instruct the children to read the two
list for Chocolate Mug Cake. Then, they have to questions and then answer them below.
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Unit 2 - Lesson 6A

To read about how wheat Ask the children to think about what different common foods are made of.
grows. Write the following ingredients on the board in a random order: water, eggs,
butter, flour, salt, sugar. Then write: pasta, cake, bread and ask the children to
To understand how flour,
work in pairs, copy the headings and write the ingredients for each one below
cereals, pasta and noodles are
the heading. Then check as a class:
made from wheat.
pasta: flour, water, (eggs)
cake: butter, flour, sugar, eggs
Target language bread: flour, water, salt
Vocabulary: Ask the children which food is an essential ingredient of all three (flour). Elicit
cereals, noodles, pasta, wheat; or explain that flour is made from wheat.
combine harvester, mill; grow,
plant; autumn, spring, summer, 12 Listen and read. 1.21
winter Say: Open your books at page 23. Ask the children to look at the photographs
in Activity 12. Ask them what they can see in each photograph. Play the CD and
Materials encourage the children to listen. Play the recording again and ask the children
to follow it in their books. Then ask for six volunteers to read the six paragraphs.
Teacher’s i-book When they have finished, ask for a volunteer to choose one of the descriptions
CD and to read it out loud. The other children say which picture it is describing.
Repeat until you have described all six photos.
i-activity
13 Read and say the season.
Tell the children to read the four sentences in Activity 13. Explain that they have
to work out which season corresponds to each sentence. When they have
finished, ask for four volunteers to read out the sentences, and tell the class to
call out the name of the season.
Answers
1 winter
2 summer
3 autumn
4 spring
Do you know?
Ask the children to look at the texts about wheat. Choose volunteers to read the
texts. At the end of each text, ask comprehension questions: What are cereals
made from? What can we make from wheat? Which countries produce the most
wheat? Is wheat a cereal grain? What other food is a cereal grain?
Finishing off
The children do a project about foods in their countries including information
about popular foods and what people usually eat for breakfast, lunch and
dinner, information about meal times and information about cakes or particular
dishes eaten for different festivals.
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12 Listen and read.
1.21
In autumn, the farmer

ploughs a field with a tractor In winter, it’s cold and
and plants the wheat seeds. the wheat doesn’t grow. In spring, the wheat grows.
Rain and light from the
sun help it grow.
In summer, the
farmer cuts the
. wheat with a
combine harvester.
The farmer takes
the wheat to a mill.
Machines make
flour from the
wheat.
You can buy
chip biscuits flour in a shop
or supermarket
of butter and make bread,
of sugar biscuits and
of flour cakes.
of chocolate chips
13 Read and say the season.
1 It’s cold and the wheat doesn’t grow. 2 The farmer plants the wheat seeds.
3 The farmer cuts the wheat. 4 The wheat starts to grow.
u
Do yo
w ?
kno
The world leaders
Cereals, pasta and Wheat and rice
in wheat production
noodles are all made are types of
are China, India
from wheat. cereal grain.
nutes. and the USA.
with a fork.
Learning about how flour is made 23
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MST Students develop competence in Science by learning more about how wheat grows and
understanding how flour, cereals, pasta and noodles are made from wheat.
103
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15 Look and label.
field seeds combine harvester mill wheat
combine
seeds field harvester wheat mill
Put the sugar, butter
16 Look at Activity 12 in the Student’s Book. Read and match. Then, write the letter.
and nuts in
the apples. 3
1 In autumn the farmer plants the wheat seeds. d
2 In winter rain and light from the sun help the wheat grow. b
3 In spring the farmer cuts the wheat with a combine harvester. c
4 In summer it’s cold and the wheat doesn’t grow. a
a c
b d
17 Look at Activity 12 in the Student’s Book. Read and write True (T) or False (F).
1 At the mill, machines make flour from the wheat. T

2 The farmer plants wheat seeds in spring. F
3 You can make breads, biscuits and cakes with flour. T
n an oven for 30
4 Brazil and France are world leaders in wheat production. F
. 5 Pasta and noodles are made of wheat. T
19
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DC Students develop Digital competence by using the internet to find as many things as they
can that are made from wheat.
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Unit 2 - Lesson 6B

To practise reading about Write the following on the board: _______ comes from cows; _____ comes
farming. from wheat; _________ comes from trees; ________ come from chickens;
______ comes from plants or cane. Then put the flashcards against the board
Target language and invite the children to say one of the food items to complete the sentences:
Eggs come from chickens.
Vocabulary:
cereals, noodles, pasta, wheat;
combine harvester, mill; grow, 15 Look and label.
plant; autumn, spring, summer, Say: Open your Activity Books at page 19. Look at the pictures in Activity 15.
winter Ask the children to look at the words in the box, and explain that they have to
Structures: use them to label the photos. When they have finished, ask for five volunteers to
In autumn the farmer plants the give you their answers.
wheat seeds.
16 Look at Activity 12 in the Student’s Book. Read and match. Then,
You can make breads, biscuits,
and cakes with flour.
write the letter.
Tell the children to look at the pictures and identify the seasons. Then tell them
to put the letters of the pictures beside the correct sentence and to match the
Materials season to the sentence. Tell them to read Activity 12 in their Student’s Book
Teacher’s i-book first. When they have finished, ask for volunteers to read out their answers.
Unit 2 flashcards
17 Look at Activity 12 in the Student’s Book. Read and write True (T) or
False (F).
Tell the children to use the information in their Student’s Book to say whether
the statements in Activity 17 are true or false. When they have finished, ask for
five volunteers to read out the sentences while the class call out: True or False.
Finishing off
Ask the children to use the internet or a reference book to find as many things
as they can that are made out of wheat: cereal beverages, coffee substitutes,
beer, ale, root beer, instant chocolate drink mixes, bread, doughnuts, rolls,
sweet rolls, muffins, waffles, pancakes, dumplings, cereals, pretzels, crackers,
cakes, pastries, sherbet, ice cream cones, biscuits, noodles, spaghetti,
macaroni, and other pasta products.
Resources
DVD
Real Kids - Worksheet term 1
Activity 1: Tell the children to watch the DVD. They then look at the animals and decide whether they
are wild or domestic and write a W or a D accordingly.
Activity 2: The children read the sentences and circle the correct answer on the right.
Activity 3: Instruct the children to read the sentences and then tell them to decide whether each
sentence is true or false and circle the answer.
Activity 4: The children look at the three incomplete sentences and complete them by writing words to
complete the questions for Laura.
105
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Unit 2 - Lesson 7A

To read a text about biscuits. Ask the children about different biscuits. Ask them what kind they like and
when they eat them. If possible, bring in different example of biscuits for the
children to taste. Ask them if they prefer biscuits with or without chocolate.
practise the p and b sounds.

Target language
Tell the children to read through the text. Then ask some volunteers to read
Vocabulary: aloud. The children read the sentences and write the missing words in their
breakfast, chocolate chip notebooks. Put them into small groups to check their answers together. Then
cookies, chocolate digestive, check the answers together as a class.
ginger, snack
Answers
Structures: 1 she gets home from school
We sometimes have them as a 2 as a snack
snack. 3 biscuits and milk
They’re my favourite. 4 Germany
Materials 15 Listen and say a tongue twister. 1.22

Teacher’s i-book Tell the children they are going to learn a tongue twister. Play the CD and
CD encourage the children to repeat each line in the pauses. Put the poster on the
Unit 2 poster board and show the children the tongue twister. Play the CD again and invite
different kinds of biscuits the class to chant again. Then, teach the children a clapping pattern to do in
pairs along with the chant. The pairs face each other, clap hands as they say
the line and then clap hands with a partner at the end of each line. Do this very
slowly to begin with, and faster as the children get more familiar with the chant
Finishing off
with the sound p and the other to do the same with words starting with the
sound b. Give them two minutes and then go through their words. Award a point
to the team with the most words. Then say the tongue twister together with
the p Team saying the p words and the b Team saying the b words.
Resources
Phonics
Activity 2: The children have to listen and then circle the word they hear.
Activity 3: Tell the children to look at the sentences and then complete them using d, t, p or b.
Activity 4: The children look at the crossword and the pictures and complete the crossword.
106
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Culture Review
UNIT 2 LESSON 7
14 Read and complete. 1 Find the words
Yummy biscuits!
!
Hi, I’m Amy. There are lots of
!
My name’s Carl and I’m
different biscuits in Ireland from the USA. My favourite
but chocolate digestive biscuits biscuits are chocolate chip
are my favourite. Mmm, they’re cookies. They’ve got pieces of
delicious! I always have them chocolate. We sometimes have
when I get home. them as a snack.
Beep and the childre
!
!
Hi, I’m Luisa and I come from
Hello! My name is Jürgen and I’m from Germany. Spain. I always have biscuits
At Christmas we usually have ginger biscuits. and milk for breakfast.
Look at this gingerbread house. It's delicious! These are Maria biscuits.
What’s your favourite biscuit? They’re my favourite.
u
Do yo
1 Amy has biscuits when ... . o w ?
kn Biscuit is a French In the USA, a
2 Carl sometimes has biscuits ... .
3 Luisa has ... for breakfast. word. It means you biscuit is called
4 Jürgen is from ... . bake them twice. a cookie.
Bake in the 5 ...

for 30 minutes.
1.22
Ben puts a big piece of butter in a

2 Write in order.
purple bowl to bake some biscuits. Finn wants to go hom
24 Biscuit varieties Comparing the b sound as in big and the p sound as in piece
551474 _ 0017-0026.indd 24 03/03/15 13:01

pronunciation of the letters b and p by learning a tongue twister. Accuracy and awareness
is developed by children through the repetition of the sound when chanting the text.
107
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Review
1.23
1 You eat this at a birthday party. 4 You can see these on Beep’s arm.
2 You eat soup or breakfast cereal from here. 5 You use this for baking. It’s hot.
3 You need this combination of things to cook. 6 You feel like this after a shower.
What’s Add flour

happening? It’s OK, I can travel and eggs.
through space!
This is a giant
Carl and I’m Where are we? We’re mixing 2 ... .
SA. My favourite standing in
chocolate chip some butter.
ey’ve got pieces of Ugh!
We sometimes have
nack.
Beep and the children are in a 1 ... factory.
Mix the 3 ... !
Let’s get out

of the bowl.
uisa and I come from
always have biscuits Let’s go
for breakfast. home, Beep. I can’t! My 4 ...
re Maria biscuits. Sally! Look at Beep. aren’t working!
my favourite.
Quick! Push the Now Beep’s buttons are 6 ... . It’s time to go!
I can’t! It’s covered
red button, Beep!
with eggs and flour.
Where are we
Bake in the 5 ... Use your going now?
for 30 minutes. eyes, Beep!
2 Write in order.
The red button is covered
Beep and the children arrive in the cake fact
Finn wants to go home. ory. with eggs and flour. 1 Finn wants to go home
2 Beep and the children a
Beep uses his laser eyes. Beep’s buttons are clean. They are standing in some butter. 3 The red button is cover
Unit vocabulary: cooking vocabulary and terms 25
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LC Students consolidate language skills in all four areas. They apply their previous knowledge to
make words.
108
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Unit 2 - Review

To read and listen to a cartoon Ask the children if they can remember what happened in The Adventures of
story. Beep! in Unit 1. Remind them of the characters: Sally, Finn and Beep. Say:
Remember, Beep can wash the dishes, tidy the room, do homework and fly.
Remind them that Finn’s dad said: Don’t push the red button!
unit.
1 Find the words for the story. Then, listen and check. 1.23
Target language
Tell the children to look at the Beep cartoon and find Sally, Finn and Beep. Let
Vocabulary: them read the story and ask them to suggest what the missing words are using
biscuits, butter, eggs, flour; the clues at the top. Play the CD and instruct the children to read and listen to
cake factory, ingredients, the cartoon. Read out half a caption or speech bubble and ask the children to
mixing bowl complete it: It’s OK. I can travel … ! This is a giant … . Add flour … . Let’s go … .
Structures: I can’t. My buttons … . Repeat with other sentences. Follow on by asking the
Add flour and eggs. class to read the cartoon aloud in pairs, with Child A saying the narrator’s, the
Mix the ingredients. loudspeaker’s and Finn’s parts and Child B saying Beep’s and Sally’s parts.
Bake in the oven for 30 Answers
minutes. 1 cake 4 buttons
2 bowl 5 oven
Materials 3 ingredients 6 clean
Teacher’s i-book
2 Write in order.
CD
Tell the children to read the cartoon again. In pairs they read through the sentences
and write the sentences in order in their notebook. Check the answers with the
i-story cards class all together.
Answers
i-activity Beep and the children arrive in the cake factory.
They are standing in some butter.
Beep uses his laser eyes.
i-poster
Finn wants to go home.
The red button is covered with eggs and flour.
i-flashcards Beep’s buttons are clean.
Finishing off
Ask the children to work in pairs or small groups and act out the story. Assign
roles: Beep, Sally, Finn and Narrator.
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Review
UNIT 2
3 Read and say.
1 It’s very sweet and you put it in drinks, cakes and biscuits.
2 They’re small fruit. They can be red or purple.
3 They come from chickens. They can be two different colours.
4 It’s made from milk and you put it on pizzas.
5 They’re made from flour, butter and sugar. Some people have them for breakfast.
6 It’s brown or white and it’s delicious and sweet. You can drink it or eat it.
4 Read and complete with some or any.

We’ve got ...
ice cream for
Have we got ... dessert.
cherries?
Are there ...
apples in the Dad, there aren’t ...
bowl, Dad? biscuits in the
cupboard.
Can I have
Do you want ... ... chocolate,
milk? pleeeeease?
5 Describe a bag to a friend.
Have you got any flour? 1 2
No, I haven’t.
Have you got any
chocolate?
Yes, I have.
Bag 4!
3 4
26 Unit vocabulary: ingredients Unit structure: have got with some and any
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LC Students develop language skills by focusing on food. They also use their growing knowledge
of the language to complete sentences.
110
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Unit 2 - Review

To review the language of the Display the flashcards on the board. Start to slowly write a word from the
unit. flashcards on the board, letter by letter. The teams put their hands up to
try and guess the word. The first team to guess correctly wins a point and
Target language then they can win a second point if they complete the word with the correct
spelling.
Vocabulary:
apples, biscuit, butter, cakes, 3 Read and say.
cherries, chicken, flour, fruit, ice
cream, milk, pizza, sugar Put the children into small groups. Tell them to read the clues and decide what
the food is. Ask the groups to share their ideas with the rest of the class.
Structures:
It’s made from milk. Answers
They come from chickens. 1 sugar 4 cheese
It’s sweet. 2 grapes 5 biscuits
Are there any apples? 3 eggs 6 chocolate
Can I have some chocolate,
please? 4 Read and complete with some or any.
Have you got any flour? Tell the children to read the speech bubbles. Ask volunteers to read them aloud
and complete them with some or any. The rest of the class decide if it is correct
or not. The children write sentences in their notebooks. Ask volunteers to read
Materials
out their sentences.
Teacher’s i-book
Unit 2 flashcards Answers
Have we got any cherries?
Dad, there aren’t any biscuits in the cupboard.
i-poster We’ve got some ice cream for dessert.
Do you want some milk?
Are there any apples in the bowl, Dad?
i-flashcards
Can I have some chocolate, pleeeeease.
5 Describe a bag to a friend.

Ask for two volunteers to read out the mini-dialogue. Divide the class into pairs
and explain that the children have to choose a bag and that their partner will try
to guess which bag it is by asking questions as in the mini-dialogue. When they
have finished, ask for volunteers to come to the front of the class and act out
the mini-dialogue for the rest of the class.
Finishing off
The children write a restaurant review. Write the following sentences on the
board to help them:
My favourite restaurant is… in…
The food is Spanish/Italian/Chinese, etc.
I usually go there with…
For the starter, I recommend…
For the main course, I recommend…
For dessert, I recommend…
I usually drink…
I give this restaurant … stars.
When they have finished, ask for volunteers to read out their reviews to the rest
of the class.
111
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Review
1 Write the food words and match.
a b
1 mecar cream
2 sticusbi biscuits
3 shrecire cherries c d
4 trubet butter
2 Look at the pictures and complete the dialogue.
✗ ✓ ✗ ✗ ✓
1 Have we got any sugar? 2 No we haven’t, but we’ve

got some flour.
3 Good! Oh look, we haven’t
got any butter. 4 OK, we need some
butter and some eggs too.
5 Have we got
any chocolate? 6 Yes, we’ve got
some chocolate.
3 Look, read and circle. Then, draw the missing food in the bag.
I’ve got some biscuits / sugar.

I haven’t got any butter / cherries.
I’ve got some eggs / flour. Child’s own
I haven’t got any chocolate / cherries. drawing
20
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LL Students develop their learning skills by going over food vocabulary. Lessons that focus
on language consolidation help students to become more fluent and comfortable with the
language.
112
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Unit 2 - Lesson 7B

To practise reading and writing. Put the poster on the board. Ask children to go to the poster, point to a food
item and tell you something about it, for example: These are biscuits. I always
have biscuits for breakfast. Biscuits are made from wheat. Continue until all the
the whole unit.
children have had a turn to speak.
Target language 1 Write the food words and match.

Vocabulary: Say: Open your Activity Books at page 20. Look at Activity 1. We are going to
apples, biscuits, bread, butter, write the names of the foods. Tell the children that the names of the foods have
cake, carrots, cereal, cherries, been mixed up and they have to decipher them. The children write the correct
chicken, chocolate, cream, words in the spaces and then match them to the pictures.
eggs, flour, milk, salt, sugar,
watermelon, wheat 2 Look at the pictures and complete the dialogue.
Structures: Say: Look at Activity 2. We’re going to make six sentences. Tell the children to
Have we got any chocolate? look at the pictures above to see what the children have got. When the children
Yes, we have. / No, we haven’t. have finished, ask for two volunteers to read out the dialogue.
We’ve got some eggs.
We haven’t got any butter. Picture dictionary 3.18
How do you spell it? Ask the children to look at the Picture dictionary on page 70 of their Activity
Books. Say: Point to biscuits and eggs. Encourage the class to quickly point to
Materials the two pictures and check with the child next to them. Repeat with other words
from the page. Tell the children to trace each word on the dictionary page.
Teacher’s i-book Play the CD and ask the children to look at the pictures, repeat the words and
Unit 2 poster translate them below.
Unit 2 flashcards
3 Look, read and circle. Then, draw the missing food in the bag.
Ask the children to look at Activity 3, and explain that they have to look at the food
in the girl’s basket to see what she’s got. Then they have to circle the correct words
in the sentences and draw the food items which she needs in the paper bag. When
they have finished, ask for volunteers to read their sentences.
Finishing off
Place the flashcards around the room. Name one of the food items. Ask a child
to point to the correct flashcard, to name it and to spell it. If they do this correctly,
then they choose the next subject or place.
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Unit 2 - Evaluation
Beep on grammar
Objective Unit 2 Test Unit 2
Have you got any…?
1
understanding of target 1.24 FRESHCO FOODS ONLINE SHOP Have you got any flour?
✓ Yes, we have.
✗ No, we haven’t.
language from the unit. Item Quantity Item Quantity 3 Look at the pictures and comple
Orange Juice
Apple Juice
Cheese
Pasta 1 Look and write questions. Circle the answers.
Biscuits Butter
Bottled Water Watermelon
Target language
Milk Apples
Rice Oranges
Tomato Sauce Cherries
Eggs Lemons
Vocabulary: 1 Have you got any flour? ✓ ✗
apples, bread, butter, cheese, 2 Recipe: Croque-monsieur sandwich

Ingredients
2 Have you got any chocolate? ✓ ✗
eggs, ham, milk, orange juice, Bread

Butter
Emmental cheese
Ham 3 Have you got any butter? ✓ ✗
Grated mozarella cheese Oregano
pasta; autumn, spring, summer, 4 Have you got any cream? ✓ ✗
winter 1 You will need four slices of bread.
2 Butter the bread. Use a knife. 5 Have you got any eggs? ✓ ✗
3 Put a slice of ham and a slice of Emmental
Structures:

cheese on the bread to make a sandwich.
4 Put mozzarella cheese and oregano on 2 Look and answer.

Bake in the oven at 200 ºC for the top of the sandwich. Use a fork.
ten minutes.
5 Bake in the oven at 200 ºC for ten minutes.
6 Serve the croque-monsieur sandwiches 1 Have we got any bananas? 1 No, we haven’t.
Butter the bread.

hot! 2 Have we got any peppers? 2 Yes, we have.
3 Have we got any carrots? 3 Yes, we have.
Has she got any eggs? 4 No, we haven’t.

1.24
1 Listen, then write on the list. 4 Have we got any meat?
2 Match the instructions to the pictures. Have we got any
103 5 5 Yes, we have.
Yes, she has one. broccoli⁄onions ?

366729 _ 0097-0120.indd 103 11/06/12 8:12
4
436939 _ 0001-0016.indd 4 26/06/12 12:00
Unit 2 Test
Materials Have you got any…? We’ve got/We haven’t got
Name: Class:
Teacher’s i-book 3 d Has she got a watermelon?

1 We’ve got some biscuits. We haven’t got any butter.

CD e
1.33
3 Look at the pictures and complete the sentences.

Yes, she has got some chicken.
1 Look and write questions.

f Circle the answers.
1 We’ve got some chocolate.
Resource Book, pages a Has she got any sausages?
Yes, she has got some cream.
g
2 We haven’t
got
got any
some
sugar.
3 We’ve flour.
103 and 104
b Has she got any eggs?

No, she hasn’t.
h
4 We haven’t got
any cream.
1 Yes, she has got two bottles. ✓ ✗ 5 We’ve got some cherries.
c Has she got any apples? i 6 We haven’t got any butter.
2 Yes, she has got some butter. ✓ ✗ 7 We’ve got some biscuits.
LC Students develop 4 ROULF GEGS ✓

8 We haven’t got any eggs.
✗
3
their learning skills
✓ ✗
OCTEALHOC TTREBU
2 What have you got in your fridge?
by participating in
ARGUS 4 KLIM ✓ ✗
5 ✓ ✗
an end of unit summative
Growing wheat
5 ✓ ✗
We all know that flour is made from 1 . But do you know how wheat
is grown? The process starts in 2 . The farmer prepares the fields and
assessment procedure. 3
4
the wheat seeds. The seeds remain in the ground during the
2 . When the sun begins to
Look and answer. 5
again in 6 , the
Child’s own drawing
Clear assessment criteria wheat begins to grow. In 7 the farmer harvests the 8
with a combine harvester. The wheat is then taken to
✓ ✗
and constructive feedback a 9 and made into 10 .
play and important role in wheat (x 2) spring summer autumn winter plants shine flour mill
✓
We Child’s own answer
✗
learning.
3 Look at the fridge. Answer and ask questions. 5 Complete the text with words from the box.
4 Order the letters to make food words.
104 .
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5
Transcript 436939 _ 0001-0016.indd 5 26/06/12 12:00
Unit 2 Test. Activity 1. Listen, then write on the list. 1.24
Narrator: Mum is shopping for food Mum: Right, biscuits, three packets. cartons of orange juice do we need?
online and her family is helping her. Dad: We haven’t got any tomato Dad: Three.
Mum: Have we got any cheese? sauce. Mum: Right, that’s three cartons of
Boy: No, we haven’t. Mum: OK, that’s tomato sauce. One orange juice, and shall I order one
Mum: OK, cheese, one block. What carton, and we need fruit; cherries apple juice?
about milk? Have we got any milk? two kilos and a watermelon. Girl: Yes, please Mum! I love apple
Girl: Yes, Mum. There are six Girl: Don’t forget the butter and flour juice.
cartons of milk in the cupboard. Mum. I want to make a cake. Mum: Right. That’s all. One carton
Mum: Do we need biscuits? Mum: We have some flour but I of apple juice. I hope they can
Boy: Yes, Mum. need butter, one tub. How many deliver this today.
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Introduction
3 Keep healthy!
Sometimes a child may not be easily accepted by the class because they
To identify and talk about
have some kind of physical disability and this could lead to low self-esteem
healthy food.
and lack of confidence at the moment of speaking. To avoid this situation,
To talk about routine activities. children need to be able to feel empathy for each other. One way to achieve
To practise adverbs of this is by encouraging them to put themselves in another person’s shoes, like
frequency. the girl in the wheelchair in the story.
To sing a song and a chant. Teaching tip

To read and understand a story Stories are powerful allies to use in the class. Stories connect the children to
and a cartoon. each other and to the teacher and help them to see that they belong to a
bigger community. This can lead to increased confidence in their speaking
skills. Invite the children to put themselves in the shoes of the girl in the
Target language wheelchair by acting out her story. The story could grow to include other
Vocabulary: details, like how she gets to school in the morning etc. You could also change
clean my teeth, do exercise, the main character so that the focus is on the life of an elderly person or
eat fruit, eat junk food, walk someone who is blind or deaf. The use of role play can also help bring some
to school, watch lots of TV; shy students out of their shells.
usually
Structures:
I sometimes ride my bike at the
weekend.
I brush my teeth every day.
Unit 3 Keep healthy!
skull
tooth/teeth
sleep ten shoulder

hours
drink arm
water spine
hip
eat healthy brush your wrist

food teeth
eat junk hand
do exercise food
knee
leg
watch a
lot of TV ankle
foot/feet
We have bones in our body to protect us and let us move. Your

bones are growing and changing all the time!
When you were a baby your skull was soft, now it’s hard to protect
your brain. You have 12 pairs of ribs, can you feel them all? They
protect the heart and lungs. Did you know that children have more
bones than adults? Children have 30 vertebrae and adults have only
1.32
26, that’s because some vertebrae join together. The vertebrae in
your spine make you more flexible. The bones in your wrists, ankles
and your hips help you write, jump, dance and many other things.
Lonny likes reading There are lots of bones in your hands and feet, 26 in your foot, and
and listening to rap,
27 in your hand!
but Ronny likes Children have twenty teeth, called ‘milk teeth’, they fall out when you
are 6 or 7, and 32 new teeth grow. Have you got that many?
running long races.
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115
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Unit 3 - Lesson 1A

To introduce and learn food Put the poster on the board and put the flashcards face down on the board.
vocabulary. Turn one over and identify the activity. The children repeat with you. Ask
for a volunteer to go to the poster to find the activity and read the word out
To spell vocabulary related to
loud. Continue until you have introduced all the routine activity words. Then
keeping healthy.
ask the children to look at the poster. Say the last part of the activity and tell
To learn to sing a song. the children to provide the verb: Junk food. SS: Eat junk food. T: Lots of TV.
SS: Watch lots of TV.
Target language
Vocabulary:
clean my teeth, do exercise, Say: Open your books at page 27. Ask the class to look at the picture and ask
eat fruit, eat junk food, walk to them what they can see. Then tell them they are going to hear a song called
school, watch lots of TV; healthy The Healthy Song. Explain that it is about leading a healthy life and it tells us the
things we should do and some of the things we shouldn’t do. Play the CD and
Structures: ask the class to listen. Play it again and ask the class to try to follow the song
Don’t eat sweets! in the book with their fingers. Play the CD again and encourage children to join
How many glasses of water do in the singing with you. Play it a few more times until they are more confident.
you drink? Then divide the class into groups and ask them to sing the song. Ask the
When do you brush your teeth? children to think of different mimes they can do to the different lines of the song.
For example: Let’s be healthy. Let’s be strong. (Flex arms to show strong.) Let’s
Materials all sing a healthy song. Do exercise. Run and play. (Run on the spot.)
Teacher’s i-book 2 Ask your friends.
CD
Unit 3 poster Ask the children to look at Activity 2. Ask for four volunteers to read out the
Unit 3 flashcards questions. Then divide the class into pairs and tell the children to follow the
dialogue and to ask and answer the questions. Go around the class, listening to
the children. When they have finished, ask for volunteers to come to the front of
i-activity the class to act out the dialogue.
i-poster Finishing off

Play Guess the activity. Stick the flashcards to the board and review meaning.
Choose one of the activities, describe it and ask the children to guess which
i-flashcards one it is. For example: I do it in the bathroom, I do it in the morning and at
night, I do it for two minutes (brush your teeth). Ask for volunteers to take over
your role and repeat the exercise.
Resources
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3 Keep healthy! LESSON 1
1 Listen and sing.

1.25
do exercise brush your teeth
drink water eat healthy food

sleep eight hours
watch a lot of TV
eat junk food
Let’s be healthy, let’s be strong, Eat healthy food every day,

Let’s all sing a healthy song. Drink lots of wate r. That’s OK!
Do exercise, run, and play, Don’t eat junk food, don’t eat sweets,
And always sleep eight hours a day. Eat fruit and vegetables, fish and meat.
Don’t be lazy, listen to me! Have a shower, keep clean and bright,
Ple ase don’t watch too much TV. And brush your teeth, day and night.
2 Ask your friends.
How many What healthy food I eat a lot of fish,

glasses of water do do you eat? chicken and salad.
you drink a day? When do you brush
your teeth?
How many hours do

you sleep at night? Do you do exercise
and play sport?
Healthy and unhealthy habits Question words (How many) (hours do you sleep)? 27
551474 _ 0027-0036.indd 27 18/02/15 12:07
CAE Students develop cultural awareness via music by listening to and singing along with a song
about keeping healthy. This activity helps to develop memory and musical intelligence by
establishing an association between rhythm, language and word stress.
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3 Keep healthy!
1 Look and write.
sleep eat (x2) do your teeth exercise healthy food water

brush watch drink a lot of TV junk food eight hours
1 2 3 4
do eat brush watch a

exercise healthy food your teeth lot of TV
5 6 7
eat drink sleep

junk food water eight hours
2 Complete and match.
1
I brush my teeth in the morning.
a
b
2
I do exercise after school.
3 d
I drink water with lunch.
c
4
I watch TV twice a week.
5
I eat healthy food for breakfast. e f
6
I sleep eight hours a night.
21
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help them remember the names of activities and label them in English.
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Unit 3 - Lesson 1B

To identify and talk about healthy Show the flashcards one at a time and ask the children, as a group, to name
food. them. Then hold out the flashcards face down and ask a child to come to the
To talk about routine activities.
children to come to the front. One asks: Do you drink water every day? The
To practise adverbs of frequency. other picks out the right flashcard, holds it up and says: Yes, I always drink
water with my lunch. Continue with other volunteers.
Target language
Vocabulary: 1 Look and write.
brush my teeth, do exercise, Say: Open your Activity Books at page 21. Tell the children that they have to match
eat fruit, eat junk food, walk to the words in one box with the words in the other and then write them under the
school, watch lots of TV; always, correct picture. When they have finished, ask for seven volunteers to read their
never, sometimes, usually answers out in order, so that the rest of the class can correct the activity.
Structure:
I sometimes ride my bike at the 2 Complete and match.
weekend. Say: Look at Activity 2. Tell the children to look at the photos and identify the
objects. Then ask them to complete the sentences and match each sentence
with an object. When they have finished, ask for six volunteers to read out their
Materials answers and another six to match the numbers and the letters.
Teacher’s i-book
Unit 3 flashcards
Finishing off
Hide a flashcard behind your back and tell the children to take turns to guess
what it is. Give them the first letters as a clue. Continue until the children have
guessed all of them. Then ask for volunteers to take over your role.
Resources
Reading and Writing
Activity 1: Tell the children to read the text. Then, they have to write four sentences stating why practising sports is
good for you.
Activity 2: Instruct the children to read the text and to write about their Healthy Life Summer Camp.
119
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Unit 3 - Lesson 2A

To listen to and read a simple Revise sometimes, usually and always. Say: I eat fruit on Monday, Tuesday,
dialogue. Wednesday, Thursday, Friday, Saturday and Sunday. I always eat fruit. I eat fruit
every day. Write every day on the board. Choose a different activity and do
To read and answer a
the same for usually, but tick only four of the seven days. Write the words four
questionnaire about health.
times a week on the board. Repeat for sometimes, and tick two days. Write
the words twice a week on the board. Then say: I only eat sweets on Sundays
Target language and write the words once a week on the board. Hand out two flashcards to
Vocabulary: each of four volunteers. Tell them to look at their flashcards, and ask: How
once a week, twice a week, often do you (eat sweets)? The children answer with every day, three times
three times a week, every day a week, twice a week or once a week... Tell the children to ask each other
questions using: How often do you ... ? Then divide the class into pairs and
Structures: brainstorm a list of healthy and unhealthy foods.
How often do you eat salad?
I eat salad twice a week.
3 Listen and read. 1.26
Materials Say: Open your books at page 28. Ask the children to look at the picture and say:
Kim and Ben are answering a questionnaire about health. Listen very carefully.
Teacher’s i-book Play the CD. The children listen. Play the recording again and ask the children
CD to follow the dialogue with their fingers. Play it again, pausing at various points
Unit 3 flashcards and choosing volunteers to say the next line. Then tell the children to get into
pairs and ask them to role play the dialogue, taking turns to play each character.
i-activity Finally choose pairs to come to the front and act it out for the rest of the class.

i-flashcards Ask the children to look at the grammar box in Activity 4 to remind themselves
of the use of once, twice, three times... and every day. Ask the children to
read the grammar box and to tick the sentence that is in the dialogue. When
they have finished, ask for volunteers to read out their answer (How often do
you do exercise?).
5 Read the questionnaire and answer.

Say: Look at Activity 5. We’re going to read a questionnaire about health and
circle the answers. Ask for volunteers to read one sentence each aloud. Then
ask the children to read the sentences to themselves and decide on their
answers. Read out a sentence and ask the children for their answers. Then ask
the children to mingle and ask their classmates questions.
Finishing off
A mystery friend. Put two chairs at the front of the class. Ask for a volunteer
to sit on one of the chairs and ask them to put on a blindfold. Without saying
their name, invite a classmate (the mystery friend) to sit on the other chair. The
volunteer asks the mystery friend three questions using How often do you … ?
and the mystery friend replies (perhaps using a funny voice to mask their real
voice). After asking the three questions, the volunteer tries to guess who the
mystery friend is.
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UNIT 3 LESSON 2
3 Listen and read.
1.26
6 Read and answ
Kim and Ben are reading a magazine. There’s a questionnaire about health.
How often do you do exercise?

Three times a week. I like
dancing and swimming.
How often do you watch TV?
I watch TV twice a week.
How often do you eat sweets?
I eat sweets once a week.
How often do you eat fruit?
I eat fruit every day. Do you
want an apple?
Yes, thanks, Kim. You’re very healthy!
4 Look and read. Which sentence is in the dialogue? 7 Read about Ire
eat salad? once a week twice a week

How often do you drink juice?
three times a week every day
do exercise?
5 Read the questionnaire and answer.
1 How often do you eat fruit? 1 a) 3 b) 2 c) 1

a every day b three times a week c once a week 2 a) 1 b) 2 c) 3
2 How often do you brush your teeth? 3 a) 1 b) 2 c) 3
4 a) 3 b) 2 c) 1
a once a week b once a day c twice a day
5 a) 3 b) 2 c) 1
3 How often do you do exercise?
a once a week b three or four times a week c every day
do exercise and eat healthy food!
4 How often do you sleep for eight hours?

5-8 Remember, it’s important to
you can do more!
8 Tell a friend the
a every day b four or five times a week c twice a week 9-12 Good! You are healthy but
5 How often do you eat junk food?

healthy. See you at the Olympics!
a once a week b three or four times a week c every day

13-15 Excellent! You are very
28 Healthy habits Adverbial phrases of frequency How often (do you eat fruit)?
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IE Students develop initiative by answering a questionnaire to find out whether they are
healthy or unhealthy, according to the frequency of their habits.
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3 Listen and match.
3.5
6 Look at the tabl
How often do you

have a shower?
I have a shower every day.
1 How often do you have a shower? a six times a week

2 How often do you eat salad? b every day
3 How often do you drink juice? c once a week
4 How often do you sleep eight hours? d twice a week
5 How often do you do exercise? e three times a week
6 How often do you eat junk food? f five times a week
4 Look at Activity 3. Read and complete for Tim.
I do exercise five
I eat junk food once a week. times a week .
I eat salad twice a week. I sleep eight hours six

times a week .
I drink juice three times a week.

I have a shower every day .
5 Write in order and answer for you.
7 Look at the pict

1 watch How TV you often do
How often do you watch TV ? Child’s own answers .
2 do eight often you hours sleep How
How often do you sleep eight hours ? .
3 often do How eat you fruit
How often do you eat fruit ? .
4 exercise do you often How do
How often do you do exercise ? .
22
381208 _ 0021-0028.indd 22 22/03/12 8:54

from a short CD recording. They listen and match the questions to the answers.
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Unit 3 - Lesson 2B

To practise sentences with Ask a volunteer to come to the front of the class and take a flashcard. Then
adverbial phrases of frequency. say: How often do you (brush your teeth)? S: I brush my teeth every day.
T: Do you (brush your teeth) (after breakfast)? S: Yes, I do. Ask for two more
Target language volunteers and give them a flashcard each. Tell them to repeat the activity.
Then divide the class into pairs and hand out the flashcards. The children ask
Vocabulary: and answer the questions in pairs.
do exercise, drink juice, eat
junk food, eat salad, have a 3 Listen and match. 3.5
shower, sleep eight hours;
Tell the children to look at Activity 3. Explain that they are going to listen to a
every day, once a week, three
short conversation between a nurse and a boy called Tim. The nurse is asking
times a week, twice a week
Tim some questions. Tell the children to read the nurse’s questions and the
Structures: boy’s answers to themselves, and then explain that they have to match the
How often do you eat salad? answers to the questions as they listen. Play the CD and give the children a few
I eat salad twice a week. minutes to study the activity. Play the recording again, but this time pause after
each answer to give the children time to match the sentences. When they have
Materials finished, ask for volunteers to read out the questions and for other volunteers to
give the correct answers. Then play the CD again.
Teacher’s i-book
CD 4 Look at Activity 3. Read and complete for Tim.
Unit 3 flashcards
Tell the children to look at Activity 4. Tell the children that they have to use the
information from Activity 3 to complete the sentences. When they have finished,
ask for volunteers to read out their sentences.
5 Write in order and answer for you.

Ask the children to look at Activity 5. Explain that they have to write the
questions out correctly and then answer them truthfully. When they have
finished, divide the class into pairs and tell the children to ask each other the
questions and give their answers.
Finishing off
Ask the children to study the conversation in Activity 3 again. Divide them into
pairs and hand out the flashcards. The children then act out the dialogue in
front of the class. One takes the nurse’s role and the other Tim’s. They can use
the flashcards to prompt their questions if necessary.
Transcript
Listen and match. 3.5
Nurse: Hi, Tim. I’ve got some questions for you. How Boy: I sleep eight hours six times a week.
often do you have a shower? Nurse: What about exercise? How often do you do
Boy: A shower? I have a shower every day. exercise?
Nurse: OK. How often do you eat salad? Boy: I do exercise on Monday, Tuesday, Thursday,
Boy: I eat salad on Saturday and Sunday, twice a week. Friday and Sunday. Umm, that’s five times a week.
I like salad. Nurse: Great! Now, how often do you eat junk food?
Nurse: Good! How often do you drink juice? Boy: On Saturday, I eat burgers and chips, but that’s all.
Boy: I drink juice three times a week. I eat junk food once a week.
Nurse: All right, and how often do you sleep eight hours Nurse: OK Tim, that’s good. You’re very healthy!
at night?
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Unit 3 - Lesson 3A

To read and answer questions Remind the children that English adds an s to the verb when we use the third
about routine activities. person and talk or write about he or she. Write some examples on the board:
I play – He/She plays; I like – He/She likes. Also remind the children of the
To write about a typical week.
-es ending with the verbs go, do, watch, brush. Put the poster on the board.
To ask a friend about their Practise by asking for volunteers to tell the class about a friend, using the
activities. verbs on the poster to help them. Then remind them of the question form with
does and the verb without s or es. Write on the board: How often does (David)
Target language play football? Practise by asking for volunteers to tell one friend about another
friend, using the verbs on the poster to help them.
Vocabulary:
eat fruit, eat junk food, walk to 6 Read and answer.
school, watch lots of TV; every Say: Open your books at page 29. Explain to the class that they are going to
day, once a week, twice a week read a short text about a typical week in Simon’s life. Explain that he will tell us
Structures: how often he does things. The children read the text to themselves. When they
How often does Simon go to have finished, ask for volunteers to read one sentence each aloud. Then ask
the gym? the children to read the text again and answer the questions. When they have
Simon usually eats healthy finished ask for volunteers to read out the questions and other volunteers to
food. give you their answers. As a follow-up, ask the children to read the text again,
I usually sleep for nine hours. in silence for two minutes, and to remember as much as possible. Tell them to
close their books. Say a word from the text and invite the children to make a
complete sentence using the word: Canada – Simon’s from Canada. Gym – He
Materials goes to the gym twice a week. Healthy food – He usually eats healthy food.
Teacher’s i-book
CD 7 Read about Irene. Write about your week.
Unit 3 poster Ask the children to look at Activity 7. Ask for volunteers to read the text aloud.
Unit 3 flashcards The children then read the text to themselves. When they have finished, ask
comprehension questions: How often does Irene go to football practice? How
i-activity often does she play a match? etc. When you have finished, tell the children that
they have to write a text about a typical week in their life, using the two texts on
page 29 as a guide. When they have finished, tell the children to read out their
i-poster texts.
8 Tell a friend the name of ...

i-flashcards Ask the children to look at Activity 8. Tell them to read the sentences quietly
to themselves. When they have finished, divide the class into pairs and ask
the children to complete the activity. Walk around the class, listening to the
children’s statements to make sure they aren’t making any mistakes.
Finishing off
Divide the class into pairs. Tell the children to take out the texts which they
wrote for Activity 7 and to give them to their partner. Tell the children to read
the texts. When they have finished, tell them to ask each other questions
about their typical weeks using: How often do you … ?
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6 Read and answer.
This is Simon. He’s from Canada and his hobby is

basketball. Simon goes to basketball practice after
school four times a week. He goes to the gym twice
a week too, and does exercise. He plays a basketball
match with his team once a week. His team is the
Toronto Dragons. His ambition is to play basketball in the
Olympics.
Simon usually eats healthy food. He has eggs, cereal and
fruit for breakfast every day. Once a week, he eats his
favourite food, it’s cheesecake!
1 How often does Simon go to the gym?

2 How often does he have fruit for breakfast?
3 How often does he eat cheesecake?
4 How often does he go to basketball practice?
7 Read about Irene. Write about your week.
My week
Spain and my hobby is
My name’s Irene. I’m from
ctice twice a week.
football. I go to football pra
we play a match once
I’m in a football team and
play football in the
a week. My ambition is to
swimming too, and I go
Women’s World Cup. I like
a week.
to the swimming pool once
and I have fruit every
I usually eat healthy food
am and pizza too.
day. I sometimes eat ice cre
rs, but on Sundays
I usually sleep for nine hou
I sleep for twelve hours!
do exercise and eat heal

5-8 Remember, it’s imp
you can do more!
8 Tell a friend the name of …
9-12 Good! You are hea
healthy. See you at the 1 … a programme you watch once a week. 4 … a subject you have twice a week.
13-15 Excellent! You are 2 … a sport you do twice a week. 5 … a person you see every day.
3 … a drink you have every day. 6 … a website you visit every day.
Describing routines He (goes to the gym) (twice a week). 29
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LL Students develop their learning skills by writing a paragraph about their routines,
demonstrating their level of reading comprehension and their writing skills.
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6 Look at the table. Read and write True (T) or False (F) and correct.
Monday Tuesday Wednesday Thursday Friday Saturday Sunday
1 Sandra eats fruit twice a week. F

No, she doesn’t. She eats fruit every day.
2 She goes to the swimming pool three times a week. T
3 She rides her bike once a week. F

No, she doesn’t. She rides her bike twice a week.
4 She watches TV four times a week. T
every day .
5 She eats ice cream twice a week. F

No, she doesn’t. She eats ice cream once a week.
7 Look at the pictures and write about you. Child’s own answers
s own answers . 1 2
I brush my teeth
. every day.
. 3 4
.
23
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MST Students develop maths skills by reviewing charts as a way of obtaining data. They
demonstrate their ability to interpret information presented in different ways.
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Unit 3 - Lesson 3B

To write about a typical week. Place the flashcards around the classroom. Name one of the activities and ask
for a volunteer to go to the flashcard, hold it up and say: I eat junk food once a
Target language week. Then ask another volunteer: How often does (David) eat junk food?
S: He eats junk food once a week. Continue with other volunteers and ask
Vocabulary: another child to take over your role. Repeat several times with other volunteers.
eat fruit, eat junk food, walk to
school, watch TV; every day, 6 Look at the table. Read and write True (T) or False (F) and correct.
once a week, three times a Say: Open your Activity books at page 23. Look at the pictures in Activity 6. Tell
week, twice a week the children to look at the table. Explain that this is a typical week for Sandra.
Structures: Tell the children to read the five sentences and to write down T if they are true or
She watches TV four times a F if they are false. When they have done that, tell them to correct the sentences
week. which are not true. Then, read out the sentences and ask the children whether
I brush my teeth every day. they are true or false. Ask for volunteers to read out their corrected sentences.
7 Look at the pictures and write about you.

Materials Tell the children to look at Activity 7. Explain to them that they have to look at
Teacher’s i-book the pictures and then write true sentences. When they have finished, ask for
Unit 3 flashcards volunteers to read out their answers.
Finishing off
Ask the class to draw a table like the one in Activity 6 in their notebooks.
Divide the class into pairs and tell them to fill in the table for their friend. When
they have done that, ask them to write down five sentences using their friend’s
answers. When they have finished, ask them to read out their sentences.
Resources
127
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Unit 3 - Lesson 4A
Objectives Kay’s big race!

UNIT 3 LESSON 4 po 3 LESSON 4
Say the sUNIT
To enjoy a story.
rt
!
9 Read and listen to the story.
1.27
To read and listen for This is Kay. She loves sport. Kay can’t walk, but she can go very fast in her Kay and Dave are looking at the
She really wants to play football... wheelchair AND she can swim. She goes
comprehension. swimming with her friend Dave every day.
Target language
Vocabulary:
eat fruit, eat junk food, walk
to school, watch TV; every Look, the competition
day, once a week, three times is on Friday.
a week, twice a week; notice

board, wheelchair ...but she can’t. 1 2 Dave is on the swimming2team t
Kay has got very strong arms and she can swim Kay always has healthy snacks
Well done, Kay!
Structures: very fast! She’s on the school swimming team. after swimming practice.
You're the best!
Kay always has healthy snacks. Come on, Kay!

Can I have a fizzy drink?
She goes swimming every day.
Materials
Teacher’s i-book
CD
Unit 3 flashcards Sorry, not today. Sorry, not today.
Too much sugar is Too much sugar is
bad for you. bad for you.
Kay wins the race. Her friends
The coach is timing her. 3 4 are very happy, and so is4her dad
i-flashcards
30 Can for ability Frequency Functional language: We
Can for ability
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i-story cards
Getting started
name of each activity. Then stick them to the left side of the board, with the
face down to the right side of the board. Divide the class into two teams. Ask
for a volunteer from Team A to turn over a flashcard and a word card and to
name the subjects. If they match, the team wins the pair. If not, turn them over
again. Next, a volunteer from Team B has a turn. The winner is the team to win
the most pairs. Remind the children of the use of can/can’t for ability/inability.
Dictate questions for children to ask their classmates: Can you swim 200
metres? Can you juggle three balls? Can you say the alphabet in English? Can
you rollerblade?
Before you read

Say: Open your books at page 30 and look at Lesson 4. Tell the children who is
in the story (Kay, Kay’s coach, Kay’s dad, Dave). Then hold up your book and
point to the series of pictures at the top of page 31. Say: Name the sports. Tell
the class to work in pairs and to name the sports.
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po 3 LESSON 4
Say the sUNIT Say the spo LC Students develop Linguistic competence
rt
rt
!
vocabulary and grammar structures

Kay and Dave are looking at the noticeboard.
Kay and Dave are looking at the noticeboard.
from previous levels and units. Afterwards a
guided role play is done by students for speaking
Here are your goggles.
Good luck, Kay! consolidation.
Thanks, Dave!
Look, the competition Look, the competition

is on Friday. is on Friday.
I hope we win
a trophy!
Dave is on the swimming2team too. Dave is on the swimming team too. 5 Kay’s race is starting soon. Dave hopes she wins. 6
Well done, Kay! Well done, Kay!
You're the best! You're the best!
I love chocolate cake!
Sugar is good for

you sometimes!
Sorry, not today.

Too much sugar is
bad for you.
Kay wins the race. Her friends Kay wins the race. Her friends
are very happy, and so is4her dad. are very happy, and so is her dad. 7 Kay has chocolate cake once a week. 8
Frequency Functional language: Well done!

Can for ability You’re the best!
Frequency Functional language: Well done! You’re the best! 31
551474 _ 0027-0036.indd 31 18/02/15 12:07

comprehension with questions: Why can’t Kay play football? Can Kay walk?
Can she swim? Can she swim fast? Who does she go swimming with? How
often does she go swimming? Why can’t she have a fizzy drink? Write the main
parts from the story on the board: Narrator, Kay, Kay’s coach, Kay’s dad, Dave.
Divide the class into groups of five and tell them to take a part each and to read
the story.
Finishing off
Spot the mistake. Make statements about the story including deliberate
mistakes, and encourage the children to correct your mistakes. T: Kay
doesn’t like sport. SS: No! Kay loves sport! T: Kay can’t swim. SS: No! Kay
can swim! T: Kay can’t swim very fast. SS: No! Kay can swim very fast! etc.
129
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The
Kay'sshipwreck!
big race!
8 Look at the story and number the sentences in order. 11 Circle the extra
3 Kay’s race is starting soon.

5 Kay and Dave have chocolate cake.
2 Kay has a healthy snack after swimming practice.
1 Kay wants to play football.
4 Kay wins the race.
12 Complete the s
race wheelchair good healthy

competition walk Dave sweets Friday
Kay can’t walk . She uses a wheelchair . She’s very healthy and she doesn’t
eat lots of sweets . She’s good at swimming. Her best friend is Dave .
They are in the swimming competition on Friday . Kay wins her race .
13 What do you th
10 Read and write True (T) or False (F)
1 Kay can’t play football. T 4 Dave is on the school swimming team too. T
2 Kay’s got strong arms. T 5 Kay has chocolate cake twice a week. F
3 Kay goes swimming five times a week. F 6 Kay’s friends watch the race. T
24
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LC Students develop Linguistic competence by revising the story from the previous lesson.
Comprehension is checked by ordering pictures and then answering true or false questions
about the story. These activities help develop literacy skills and students’ self-confidence.
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Unit 3 - Lesson 4B

To focus on comprehension of Remind the class about the story by asking them questions about it: What do
the story in the unit. you remember about Kay? Does she eat healthy food? Why can’t she swim?
etc. Then ask them to open their Student’s Books at Lesson 4. Assign the parts
to five volunteers (Narrator, Kay, Kay’s coach, Kay’s dad, Dave). Read the story out
the story.
loud.
Target language
8 Look at the story and number the sentences in order.
Vocabulary:
brush my teeth, do exercise, Ask the children to look at the sentences and to number them in the same
eat fruit, eat junk food, walk order as they appear in the Student’s Book. When they have finished, ask for
to school, watch TV; every volunteers to read out the sentences in the correct order.
day, once a week, three times
a week, twice a week; notice
board, wheelchair Ask the class to look at the sentences in Activity 9 and tell them that they have
to use the words in the box to make a summary of the story. Tell the children to
Structures: look at the story and then complete the sentences. When they have finished,
Kay always has healthy snacks. ask for volunteers to read out their answers.
She goes swimming every day.
10 Read and write True (T) or False (F).
Materials Tell the children to read the sentences and then write T or F in the boxes
Teacher’s i-book provided. When they have finished, ask for six volunteers to read out the
sentences. The rest of the class call out True or False.
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11 Circle the extra letters. Find the mystery object and draw it.
s m n a i c k s r a c e e
te cake. g o g g l e i s h e o a l t h y
er swimming practice. c h o c o g l a t e
t r o w p h y
s w e e s t s
f i z z y n d r i n k
g o g o d
s u g g a r m
p r a c t l i c e
w h e e l s c h a i r f o g o t b a l l
miiwngms swimming goggles eogsglg
12 Complete the sentences with the words from Activity 11.

1 Eat healthy 4 Kay wears
s n a c k s. g o g g l e s when she swims.
2 Kay uses a 5 Kay wants a
w h e e l c h a i r . f i z z y d r i n k.
3 Too much 6 Kay wins a
and she doesn’t
s u g a r is bad for you. t r o p h y.
s .
.
I think this story is . (sad / interesting /

inspiring)
I like / don’t like swimming.
mming team too. T
wice a week.
ace.
I give this story ✩ ✩ ✩ ✩ ✩ stars.
25
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CAE Students develop cultural expression by discovering the mystery object and drawing it in the
box.
132
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Unit 3 - Lesson 4C
Objectives 11 Circle the extra letters. Find the mystery object and draw it.
To focus on comprehension of Tell the children to look at the words in Activity 11. Explain that each word has
the story in the unit. at least one extra letter in it. Tell the children to circle the extra letters and write
them underneath. Tell them that they will then have an anagram of a mystery
To review key vocabulary from object (swimming goggles), and that when they discover what it is they have to
the story. draw it in the box.
Target language 12 Complete the sentences with the words from Activity 11.
Vocabulary: Ask the children to look at Activity 12. Tell them to complete the sentences
brush my teeth, do exercise, using the words from Activity 11. When they have finished, ask for six
eat fruit, eat junk food, walk volunteers to read out their answers.
to school, watch TV; every
day, once a week, three times
a week, twice a week; notice Ask the children to look at Activity 13. Explain that they have to complete the
board, wheelchair sentences to give their opinion about the story. When they have finished, ask for
volunteers to read out their texts.
Structures:
Kay always has healthy snacks.
She goes swimming every day. Finishing off
Ask the children if they know anyone with some form of disability. Ask them:
Materials What can’t they do? and then: What can they do? Hopefully they will realise
that their abilities far outweigh their disability.
Teacher’s i-book
133
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Unit 3 - Lesson 5A

To listen to and repeat a chant. Explain that some eating habits are good for us and some are bad for
us. Write good and bad on the board. Then underneath write healthy and
To read and talk about what is
unhealthy. Ask the class to suggest eating habits which are healthy and those
good and what is bad for you.
which are unhealthy. Put the poster on the board to remind the children of
some of the things they can say. Remind them to say: Eating sweets and not
Target language eat sweets. Make a list of their suggestions on the board. When they can’t
Vocabulary: think of any more, ask questions: Is eating chocolate good or bad for you?
brush my teeth, do exercise, When you have the list, say: Eating sweets is bad for you. Don’t eat sweets!
eat fruit, eat junk food, walk to Eating healthy food is good for you. Eat lots of healthy food! Ask the children
school, watch TV; every day, to do the same with the rest of the list.
once a week, three times a
week, twice a week 10 Listen and say the chant. 1.28
Structures: Say: Open your books at page 32. Look at Activity 10. Ask the children to listen
It’s good/bad for you. very carefully, and play the CD. Play it again, and ask the children to follow it in
Eating a lot of sweets is bad for their books. Then tell the class to stand up. Play the chant again and ask the
you because they contain a lot children to sing along and move on the spot. Then divide the class into two
of sugar. teams. Ask Team A to say the first verse, Team B to recite the second, Team A
How often do you watch TV? the third and Team B the fourth. Then reverse roles and repeat.
Materials 11 Follow and read.

Ask the children to look at Activity 11. Ask them to read the two parts of the
Teacher’s i-book
sentences. When they have done that, ask for four volunteers to read the first
CD
half of the sentences and another four volunteers to finish them.
Unit 3 poster
12 Look and say with a friend.
i-activity Say: Look at Activity 12. We’re going to say which things are good for us
and which things are bad. Divide the class into pairs. One child reads out a
sentence and the other says either: It’s good for you or It’s bad for you. Walk
i-poster around the class, listening to the children to make sure they are saying the
sentences correctly.
Finishing off
The children work in pairs. They prepare a dialogue between a doctor and a
patient. The doctor has to ask questions using How often…? (For example,
How often do you watch TV?) The answer has to include an adverb of
frequency or once, twice, three times a week, etc. The doctor then has to say:
That’s good/bad for you. (Do/eat/drink, etc.) … or Don’t (do/eat/drink, etc.) …
When they have finished, ask the children to act out their dialogues for the rest
of the class.
134
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UNIT 3 LESSON 5
1.28
13 Look, listen an
Some things are good for you,

So do them every day.
Eat lots of healthy food,
It helps you work and play.
Do lots of exercise,
And sleep eight hours a night.
Keep your body nice and clean,
It helps you feel all right.
Some things are bad for you,

Don’t do them every day.
Don’t eat lots of junk food,
If you want to feel OK.
Watching TV’s really great,

And sweets and fizzy drinks.
But too much is bad for you,
So think, think, think!
11 Follow and read.
Eating fruit is good your body grows at night, when you’re

for you because…
sleeping.
Sleeping for eight hours is
good for you because… it helps your body grow and be strong.
Eating a lot of sweets it contains natural sugar and vitamin C

and chocolate is bad for for energy and good health.
you because…
they contain a lot of sugar and can
Doing exercise is good
make you fat.
for you because…
12 Read and say with a friend.
Sleeping five hours a night. It’s good for you. ✓ Riding your bike three times a week.
Drinking water with meals. Eating junk food every day.

It’s bad for you. ✗
Brushing your teeth once a month. Having a shower every day. 14 Listen and say
32 Healthy habits Good/Bad for you: (Doing exercise) is (good) for you.
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MST Students develop scientific understanding by reflecting on the definition of a healthy

lifestyle. They find out what is good and bad for them and analyse different healthy habits.
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14 Complete and circle. 17 Look and label
1 Drinking water and juice is good / bad for you.
Eating
Drinking
2 Sleeping five hours a night is good / bad for you.
Brushing 3 Brushing your teeth twice a day is good / bad for you.
Having 4 Doing exercise four times a week is good / bad for you.
Doing 5 Eating junk food every day is good / bad for you.
Sleeping 6 Having a shower every day is good / bad for you.

sleep you chocolate eight energy bad food vegetables
18 Look at Activit
Eat healthy food
Fruit and vegetables are good for you. They have natural sugar for
energy and Vitamin C to be healthy and strong.
Sleep eight hours at night
Sleeping eight hours at night is good for you .
Children grow when they sleep .
Don’t eat junk food every day
Eating junk food every day is bad for you. Sweets and
chocolate have a lot of sugar. The sugar is bad for your teeth.
Burgers and chips have a lot of fat and this is bad for your heart.
19
16 Read and circle.
Listen and com
Are you healthy?

1 Do you do exercise three times a week? yes / no
2 Do you brush your teeth twice a day? yes / no
3 Do you sleep eight hours a night? yes / no
4 Do you drink water and juice? yes / no
5 Do you have a shower every day? yes / no
1-2 Oh no! Remember to do exercise and eat healthy food.
3-4 You're a healthy person but you can do more.
5 Excellent! You're a very healthy person.
Yes answers
26
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IE Students develop initiative by writing short paragraphs about themselves. Then they read
their paragraphs out loud to the rest of the class.
136
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Unit 3 - Lesson 5B
Activity Book page 26

To read and talk about what is Remind the children of the structure Eating a lot of sweets is bad for you
good and bad for you. because they contain a lot of sugar. Hand out the flashcards and ask for eight
volunteers to stand at the front of the class. Then hand out the flashcards
Target language and ask: Is (watching lots of TV) good for you? S: No, it isn’t. (Watching lots
of TV) is bad for you. Continue with the other volunteers. Then ask for more
Vocabulary: volunteers and ask the children to provide the sentence for themselves when
brush my teeth, do exercise, they turn over a flashcard.
eat fruit, eat junk food, have a
shower, sleep eight hours, walk 14 Complete and circle.
to school, watch TV; every day,
Say: Open your Activity Books at page 26 and look at Activity 14. Tell the
once a week, three times a
children that they have to complete the sentences with one of the words on the
week, twice a week
left-hand side of the page and then circle the correct word: good or bad. When
Structures: they have finished, ask the children to read out their sentences.
It’s good/bad for you.
Eating a lot of sweets is bad for
you because they contain a lot Say: Look at Activity 15. Explain to the children that they have to complete
of sugar. the paragraphs using the words in the box. Correct the exercise by asking for
volunteers to read out their paragraphs.
Materials 16 Read and circle.

Ask the children to read the five sentences in Activity 16 and to circle either yes
Teacher’s i-book
or no. When they have finished, tell them to turn the page upside down to find
Unit 3 flashcards
out if they are healthy or not.
Finishing off
Ask the children to write short paragraphs about themselves using the
questions in Activity 16 as a model. When they have finished, the children read
their paragraphs to the rest of the class.
Resources
Language
Reinforcement
Activity 1: Tell the children to look at the words in the box. The children have to complete the text below using the
words in the box.
Activity 2: The children look at the table and complete it according to how often they do certain routines. Then,
they write five sentences.
Consolidation
Activity 1: The children look at the dialogue and then at the words in the box. Using the words from the box, they
complete the dialogue.
Activity 2: Tell the children to read the four questions and answers and then put a tick next to the correct answers.
Activity 3: Instruct the children to look at the words in the boxes. They have to join them together to make three
sentences. They write them below and then write four more in their notebooks.
Extension
Activity 1: The children read the text and then answer the three questions. Then, they write a short interview with
Audrey Cooper, using the spaces provided.
Activity 2: Tell the children to look at the three pictures and then to read the text. Then, they write three sentences
about the athletes in the pictures.
137
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Unit 3 - Lesson 6A

To listen and read about the When teaching the names of the body parts (feet, hands, ribs, skeleton, skull,
human skeleton. spine, teeth, vertebrae) reinforce the language for the children by inviting them
to find and feel these different parts of the body with their fingers. As you
To understand how to have
teach each name, write it on the board for the children to copy.
healthy bones.
13 Look, listen and read. 1.29

Target language
Say: Open your books at page 33. Tell the children to look at the picture of the
Vocabulary: skeleton. Ask them to look for the bones they have just learned. Play the CD
bones, feet, hands, ribs, and encourage the children to listen. Play the recording again and ask them
skeleton, skin, skull, spine, to follow it in their books. Then ask for volunteers to read the first paragraph.
teeth, vertebrae; brush my When they have finished, ask comprehension questions: How many bones do
teeth, do exercise, eat fruit, eat children have? How many bones do adults have? Do the same with the other
junk food, have a shower, sleep five paragraphs.
eight hours, walk to school,
watch TV, wear a helmet How can I have healthy bones?
Structures: Before reading the text, name some different activities and ask the children
How many bones do children to predict whether they are good or bad for your bones: doing exercise
have in their skeleton? (good), sitting on the sofa every day (bad), drinking milk (good), playing in your
Do exercise. bedroom all day (bad). When you have done that, ask the children to read the
Eat fruit and vegetables and paragraphs. Then ask for a volunteer to read the first paragraph out loud. Ask
drink milk. comprehension questions: Doing exercise is good for strong bones. Can you tell
me some forms of exercise? Do the same for the other three paragraphs.
Materials 14 Listen and say True or False. 1.30
Teacher’s i-book Tell the children that they are going to listen to eight statements and that they
CD have to say whether they are true or false. Tell them to listen carefully, and play
the CD. Play it again and pause after each sentence for the children to write
i-activity down True or False. Play the CD again, and this time ask the children to call out
their answers when you pause.
Answers
1 False, 2 True, 3 False, 4 True, 5 True, 6 False, 7 True, 8 False
Finishing off
Project suggestion. The children make posters with do’s and don’ts for
promoting healthy living and strong bones: Eat fruit every day, Don’t watch
a lot of TV, Do exercise five times a week, Don’t eat junk food every day,
Go outside in the sun. When they have finished, display the posters and
encourage the children to go around looking at them and making comments.
Transcript
Listen and say True or False. 1.30
1 Children have four hundred bones in their skeletons. 6 There are thirty-seven bones in each hand.
2 Babies have soft skulls. 7 Fruit, vegetables and milk have calcium in them.
3 Young children have thirty-two teeth. Calcium helps bones and teeth grow.
4 The ribs protect the heart and lungs. 8 When you ride a bike, wearing a helmet protects
5 The bones in the spine are called vertebrae. your ribs.
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13 Look, listen and read.
1.29
This is a human skeleton. Children have three hundred bones in their skeletons,
but adults have two hundred and six. Some bones join together when we grow!
The skull protects your brain.

Babies have soft skulls, but Young children have twenty
they become hard in the first six teeth. These teeth fall out when
months of life. children are six or seven years
old. Then, they grow thirty-two
new teeth.
We have twelve pairs of

ribs. They protect the
heart and lungs. The spine is a long chain of
bones called vertebrae. The spine
is in the middle of your back.
Children have thirty vertebrae.
Some of the vertebrae join
together when children grow, and
adults have twenty-six vertebrae.
More than half of the bones in The spine is flexible so we
the human body are in the hands can run, dance and touch
and feet. There are twenty-seven our toes!
bones in each hand.
night, when you’re

There are twenty-six
bones in each foot.
grow and be strong.
ugar and vitamin C How can I have healthy bones?

d health.
f sugar and can
Eat fruit and vegetables Wear a helmet –

and drink milk – fruit, Go outside – light from riding a bike and
Do exercise – running, vegetables and milk all the sun makes vitamin D skateboarding are
dancing and playing have calcium in them. in our skin. We need healthy, but it’s
three times a week. sports make strong Calcium helps bones vitamin D for strong important to protect
bones! and teeth grow. bones. your skull with a helmet.
unk food every day.
14 Listen and say True or False.

1.30
Learning about the bones in the body 33
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MST Students develop scientific knowledge by studying facts about the human skeleton and
learning how they can have healthy and strong bones.
139
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17 Look and label.
1
2
hands
3 1 skull
teeth
4
spine 2 teeth
skull 7 3 ribs
5
feet 4 spine
skeleton 5 hands
ribs 6 feet
7 skeleton
6
18 Look at Activity 13 in the Student’s Book and write the letter. Then, write the numbers.
1 How many teeth do young children have?
b b
a 20 twenty
2 How many vertebrae do children have? a thirty
30
3 How many bones are there in a hand? d
c twenty-six
4 How many bones are there in an adult body? e 26
5 How many bones are there in a foot? c d 27
twenty-sev
6 How many teeth do adults have? f en
f
e 206 two hundred and six thirty-two
32
19 Listen and complete.

3.6
Do exercise Eat healthy food Go outside Wear a helmet
Healthy Bones!
1 Go outside – Light from the 2 Eat healthy food – Fruit, vegetables
sun makes vitamin D in our skin. Vitamin D and milk all have calcium. Calcium helps
is important for strong bones. bones and teeth grow.
3 Wear a helmet – They protect 4 Do exercise – Sports, dancing

your skull when you ride a bike or and walking make strong bones.
skateboard.
27
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MST Students develop mathematical competence by reviewing the use of numbers to learn
facts about the human skeleton. At the same time, they practise the pronunciation of the
numbers in English.
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Unit 3 - Lesson 6B

To read about the human Remind the children about the human skeleton. Ask them to stand up and say:
skeleton. Touch your (feet, hands, ribs, skull, spine, teeth).
Target language
17 Look and label.
Vocabulary:
Say: Open your Activity Books at page 27. Look at the skeleton in Activity 17.
bones, feet, hands, ribs,
We are going to label the different parts of the skeleton. The children write the
skeleton, skin, skull, spine,
correct words in the box on the right-hand side of the page. When they have
teeth, vertebrae; do exercise,
finished, call out a number, and the children have to call out the answer.
eat healthy food, go outside,
wear a helmet
18 Look at Activity 13 in the Student’s Book and write the letter. Then,
Structures: write the numbers.
How many bones do children Say: Look at Activity 13 in your Student’s Book and Activity 18 in your Activity Book.
have in their skeleton? Tell the children that they are going to use the information in their Student’s Book to
How many teeth do adults answer the questions. Tell them to write the correct letter after the sentence. When
have? they have finished, ask for six volunteers to read out the sentences and to say the
correct letter. Then tell the children to write down the numbers. Go around the class
Materials checking the children’s work.
Teacher’s i-book
19 Listen and complete. 3.6
CD
Tell the children to look at Activity 19 and explain that they are going to listen to
the CD. Tell them that the sentences are not going to be in the correct order, so
they have to listen very carefully. When they have heard the recording they will
use the words from the box to complete the sentences. Play the CD while the
children listen. Play it again, but this time pause after each statement so that the
children have time to write down their answer. Play the recording again so that
they can check their answers. When they have finished, ask for four volunteers
to read out their answers. Play it once more.
Finishing off
Divide the class into pairs and tell them to choose an animal. Ask them to use
reference books or the internet to find out what the animal’s skeleton is like.
Then tell them to draw and label the skeleton in their notebooks.
Resources
141
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Unit 3 - Lesson 7A

To read a text about the Ask the children if they have ever seen the Olympics. Then ask them if they
Paralympics. have also seen the Paralympics. Ask them if they know which sports are
played by people with disabilities.
practise the l and r sounds.
15 Read and find.
Target language Tell the children to read through the text. Then ask some volunteers to read
aloud. Ask them some comprehension questions for example: How many sports
Vocabulary:
are there in the summer games? What are the Paralympics? The children read
athletics, basketball, canoeing,
the questions and write the answers in their notebooks. Put them into small
cycling, disabilities, ice hockey,
groups to check their answers together. Then check the answers together as a
skiing, swimming, tennis,
class.
wheelchair
Answers
Structures:
There are twenty-one sports in 1 Skiing and ice hockey
the Summer Paralympics. 2 Red, blue and green
Are there Winter Paralympics? 3 165
4 Wheelchair basketball, wheelchair tennis, cycling; canoeing, swimming
Materials
16 Listen and say a tongue twister. 1.31
Teacher’s i-book
CD Tell the children that they are going to learn a tongue twister. Play the CD and
Unit 3 poster encourage the children to repeat each line in the pauses. Put the poster on the
board and show the children the tongue twister. Play the CD again and invite
the class to chant again. Then, teach the children a clapping pattern to do in
Finishing off
with the sound l and the other to do the same with words starting with the
sound r. Give them two minutes and then go through their words. Award a
with the l Team saying the l words and the r Team saying the r words.
Resources
Phonics
Activity 3: Tell the children to unscramble the words. They then write the sentences below.
Activity 4: Tell the children to look at the pictures and at the words. They have to match the words to the
pictures by writing the numbers in the boxes provided.
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Culture Review
UNIT 3 LESSON 7
15 Read and find. 1 Make words an
The amazing Paralympics child

th
Frequently
Asked
s
Questions
What are the Paralympics?
The Paralympic Games is a sports competition for people
with disabilities. The Paralympics happen every four years,
after the Olympic Games.
How many sportspeople compete in the Paralympics?

There are usually 4,000 sportspeople from 165 countries
in the Paralympics. Beep cleans Finn wi
What sports are in the Paralympics? I’ve got

There are 21 sports in the Summer Paralympics. toothache.
Swimming, cycling, canoeing and athletics are
Paralympic sports. There are wheelchair basketball
and wheelchair tennis competitions too.
Are there Winter Paralympics?

Yes, there are. Skiing and ice hockey are popular
sports in the Winter Paralympics.
What colour is the Paralympic flag? The red button do

It’s red, blue and green. work properly. I c
control where we
Find:
1 Two sports in the Winter Paralympics. 2 The colours of the Paralympic flag.
3 The number of countries in the Paralympics. 4 Find three sports with wheels and two with water.

1.31
2 Write True or F
Lonny likes reading and listening to rap,
but Ronny likes running long races.
34 The Paralympics Comparing the l sound as in likes and the r sound as in rap
551474 _ 0027-0036.indd 34 18/02/15 12:07

pronunciation of the letters l and r by learning a tongue twister. Accuracy and awareness
are developed by children through the repetition of the sound when chanting the text.
143
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Review
1 Make words and complete the story. Then, listen and check.
1.32
child wh he ey tee ho plea

th se es me ren llo ere children
Beep and the children are at the dentist’s.

Phew! We’re safe Beep, can you clean
but 1 ... are we? us now, please?
2 ... , what’s
Oow-ooow! the problem?
Beep cleans Finn with his laser 3 ... . Beep is making the girl’s teeth better.
Mm! Eating lots of sweets
I’ve got is bad for your 4 ... .
toothache. Beep, can
you help her? Let’s go home
now, Beep.
The red button doesn’t Next, 6 ... !

work properly. I can’t
control where we go.
ic flag.
s and two with water.
Oh, no! We
Don’t touch the... I’ve got
can’t go 5 ... !
toothache too!
2 Write True or False.
1 Beep and the children are at the chemist’s. 4 Sally says ‘Let’s go home now, Beep.’
2 Beep cleans Finn with his laser eyes. 5 Beep can’t control where they go.
3 There’s a girl. She’s got a headache. 6 The old woman has got toothache too.
Eating lots of sweets is bad for your teeth. 35
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LC Students consolidate language skills in all four areas. They apply their knowledge of what
they have read to say if phrases are true or false.
144
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Unit 3 - Review

story. Beep! in Unit 2. Remind them of the names of the characters: Sally, Finn and
Beep. Allow them to tell you the story out loud if they want. Say: Remember,
Beep can travel through space and time. And remember that Finn’s father said:
unit.
Don’t touch the red button!
Target language
Vocabulary: 1 Make words and complete the story. Then, listen and check. 1.32
brush my teeth, do exercise, Tell the children to look at the Beep cartoon and find Sally, Finn and Beep.
eat fruit, eat junk food, have a Let them read the story and ask them to suggest what the missing words are
shower, sleep eight hours, walk using the half words at the top. Play the CD and instruct the children to read
to school, watch TV and listen to the cartoon. Read out half a caption or speech bubble and ask
Structure: the children to complete it: Beep and the children are at … . Beep, can you
Eating lots of sweets is bad for clean …? Beep cleans Finn with … . Beep is making the girl’s … . Eating lots
your teeth. of sweets is … . The red button doesn’t ... . Oh no! We can’t go ... ! Follow on
by asking the class to read the cartoon aloud in pairs, with child A saying the
Narrator’s, the Old woman’s and Finn’s parts and child B saying Beep’s, the
Materials Girl’s, the Dentist’s and Sally’s parts.
Teacher’s i-book Answers
CD
1 where 4 teeth
2 Hello 5 home
i-story cards 3 eyes 6 please
2 Write True or False.

i-activity Tell the children to read the comic again. In pairs they decide if each sentence is
true or false. The pairs share their answers with the rest of the class.
i-poster Answers
1 False 4 False
2 True 5 True
i-flashcards
3 False 6 True
Finishing off
roles: Beep, Sally, Finn, Narrator, the Girl and the Dentist.
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Review
UNIT 3
3 Read and correct the words in red.
1 I wash my teeth twice a day. 4 Helen always eats junk food. She loves fruit.
2 My sister looks a lot of TV. 5 I play exercise every day.
3 Mike eats a litre of water every day. 6 I sleep eight days every night.
4 Look and answer.
M Tu W Th F
Eva
1 How often does Eva ride a bike?

2 How often does she eat fruit?
3 How often does she watch TV?
4 How often does she play football?
5 Now, what about you? How often do you ride a bike?
5 Read and say True or False.
Hi, I’m Scott. On school days, I always

get up at quarter past seven. I usually have cereal
and orange juice for breakfast. I go to school at
half past eight. At school, my favourite subjects
are Science and Spanish. I don’t like Art. Painting
and drawing are difficult for me!
I go to football practice twice a week after school.
I like doing exercise. It’s good for you. 1 Scott always gets up at seven o’clock.
I usually have dinner at seven o’clock. I always do 2 He never has cereal for breakfast.
the dishes after dinner. Then, I sometimes read 3 His favourite subjects are Maths and PE.
books and play computer games with my sister. 4 He doesn’t like Art.
5 He goes to football practice twice a week.
6 He sometimes does the dishes.
36 Unit structures and vocabulary: How often… ?, frequency, habits
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LC Students consolidate language skills by recognising and correcting vocabulary mistakes,

answering questions and deciding if statements are true or false based on a reading.
146
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Unit 3 - Review

To review the language of the Play a game of Memory. Display the flashcards and word cards on the board
unit. in random order. Then turn them all over. Invite a volunteer to come and turn
over two cards. If they correspond, remove the cards, if not turn them back to
Target language front. Continue until all the cards have been taken.
Vocabulary:
brush my teeth, do exercise, 3 Read and correct the words in red.
drink water, eat fruit, play
Tell the children to read the sentences and to think what the correct words
football, ride a bike, sleep eight
are. They write their answers in their notebooks. Put them into small groups to
hours, watch TV
check their answers. Then, check the answers with the class together.
Structures:
Answers
Helen always eats healthy food.
How often does Eva ride a 1 brush 4 healthy
bike? 2 watches 5 do
I go to football practice twice a 3 drinks 6 hours
week after school.
4 Look and answer.
Tell the children to look at the chart. Put them into pairs to ask and answer the
Materials questions. Ask volunteers to read out their dialogue for the whole class.
Teacher’s i-book
Answers
Unit 3 flashcards
1 Once a week.
2 Twice a week.
i-poster 3 Three times a week.
4 Every day.
5 Children’s own answers
i-flashcards
Term Review game Ask for volunteers to read the text aloud. Ask some comprehension questions
to make sure the children have understood it, and then tell them to read the six
sentences and say whether they are true or false. When they have finished, correct
Term Review poster the activity orally by asking for volunteers to read out the statements. The other
children call out: true or false.
Answers
1 False 4 True
2 False 5 True
3 False 6 False
Finishing off
Mime, say and take a card! Divide the class into three teams. Ask for a volunteer
to come to the front, show them one of the picture flashcards and ask them to
mime the action (for example, do exercise). Give a point to the first team to raise
their hands and correctly guess the action. Then hold the word cards in a fan
with the words facing you so that the class can’t see them. Ask for a volunteer
from Team A to take a card and to try to choose the card for do exercise. If he/
she chooses the card, her/his team wins a point. If not, Team B has a turn, and
then Team C, and so on until one team finds the card and wins the point.
147
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Review
1 Read and complete. Write the letter.
a b c d e f
1 4
I brush my teeth twice a day. c I eat salad once a week. e
2 5
I watch TV three times a week. b I sleep eight hours every day. d
3 6
I do exercise twice a week. a I drink juice four times a week. f
2 Complete the questions and answer for you.
1 2 3 4
1 How often do you brush your teeth ? Child’s own answers .

2 How often do you eat fruit ? .
3 How often do you watch TV ? .
4 How often do you do exercise ? .
3 Look and write about Harry.
Harry eats cake once a week .
M T W T F S S He rides his bike four

times a week .
He watches TV three times
a week .
He eats fruit every
day .
28
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LL Students develop their learning skills by reviewing the vocabulary and structures learned
in the unit. Lessons that focus on language consolidation help students to become more
fluent and comfortable with the language.
148
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Unit 3 - Lesson 7B

To practise reading and writing. Put the poster on the board. Ask children to go to the poster, point to an
activity and tell you something about it, for example: Drinking water is good for
you. I drink one litre of water every day. Continue until all the children have had
the whole unit.
a turn to speak.
Target language
1 Read and complete. Write the letter.
Vocabulary:
Say: Open your Activity Books at page 28. Look at Activity 1. Tell the children
to look at the photos. Then ask them to fill in the sentences and to write the
eat fruit, eat junk food, have
correct letter in the box. When they have finished, ask for six volunteers to read
a shower, sleep eight hours,
out their sentences.
walk to school, watch TV; every
day, four times a week, once a
2 Complete the questions and answer for you.
week, three times a week, twice
a day, twice a week Say: Look at Activity 2. Tell the children to look at the pictures. Then explain that
they have to write down questions using How often …? and the activities in the
Structures: pictures and then write truthful answers. Divide the class into pairs and tell the
How often do you brush your children to ask and answer the questions.
teeth?
He watches TV three times a Picture dictionary 3.19
week.
Books. Say: Point to eat junk food and ribs. Encourage the class to quickly point
Materials to the two pictures and to check with the child next to them. Repeat with other
Teacher’s i-book words from the page. Tell the children to translate each word on the dictionary
Unit 3 poster page. Play the CD and ask the children to look at the pictures, repeat the words
Unit 3 flashcards and translate them below.
3 Look and write about Harry.

Ask the children to look at Activity 3 and explain that they have to look at the
table and then fill in the text about Harry. When they have finished, ask for
volunteers to read out their sentences.
Finishing off
Place the flashcards around the room. Name one of them. Ask a child to point
to the correct flashcard, name it and mime the action. If they say it correctly,
then they choose the next one.
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Unit
Unit 33 --Evaluation
Evaluation
Beep on grammar
Unit 3
How often do you…?
1 brush your teeth? once a week twice a week
understanding of target 1.33

How often do you have a shower?
drink juice? three times a week every day
language from the unit.

1 Complete the questions and answer for you. Child’s own answers
Target language 1

How often
I eat junk food
do you eat junk food?
.
Vocabulary:
2 How often do you eat fruit?

clean my teeth at night, eat 3

How often do you brush your teeth?
fruit, eat junk food, do exercise, 4 How often do you watch television ?
walk to school, watch lots of TV 2 1 How
night?
hours do you sleep at 6 Don’t eat too much
a) fat b) rubbish c) junk

food.
5 How often do you do exercise ?

a) many b) much c) more 7 Sleeping ten hours a night is for you.
Structures: 2 watch too much TV. a) good b) well c) nice

2

How often does he play
a) Don’t b) Is c) When 8 Calcium helps bones and teeth to .
Complete for you. Child’s own answers
3 I always my teeth at night. a) go b) grow c) grew
go to school read books do homework use a computer have Maths lessons listen to music
football? a) do b) take c) brush
4 I play football a week.

9 Eat lots of
a) health b) fizzy c) healthy

food.
1 I go to school five times a week.
Does he have a healthy life? a) twice b) always c) all
5 How do you eat sweets?

10 Fizzy drinks are bad for you because they
a lot of sugar.
2
4 Look at the table and complete.
3
a) many b) often c) much a) contain b) contains c) take
4
1.33
1 Listen and number the pictures.
Materials
2 Circle and write the correct answer. 5
105
6
6
Teacher’s i-book
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CD Unit 3 Test
436939 _ 0001-0016.indd 6 26/06/12 12:00
photocopies of Teacher’s Name: Class:

How often do you…? Adverbs of frequency: once a week…
Resource Book, pages 3 Paul’s

Healthy Life
Monday How often do you
Tuesday
brush your teeth?
have a shower?
Wednesday Thursday Friday
drink juice?
once a week
Saturday Sunday
three times a week
twice a week
every day
1
105 and 106 fruit
TV
✓ ✓ ✓
✓
✓ ✓ ✓ ✓
✓
1.45
He goes to the park
drinks water
once a week. twice a week.
✓ ✓ She plays basketball four times a week. every day.
sweets ✓ ✓
football
brush
1 ✓ ✓ ✓
Complete the questions and answer for you.
my teeth ✓ ✓ ✓ ✓ ✓ ✓ ✓
Students develop
1 How do you junk food?
LL 1 How often does Paul eat fruit?
4 Does he eat sweets every day?
I eat junk food .

2 often do eat fruit?
2 Does he brush his teeth every day? 5 How often does he watch TV?

by participating in
3
3 How often does he play football? How

you
6 Does he have a healthy life? your teeth?
once a week five times
a week
every day three times
a week
four times
a week

three times
a week
four times
a week
five times
a week
twice a week every day
4 often watch ?
assessment procedure. 4 To:
2
Clear assessment criteria and About:
Hi Sue,
Are you healthy?
5

do do ? How often...
1 ...does Helen eat fruit? She eats fruit five times a week.
constructive feedback on Today a doctor came to our school to tell us how to live a 1 life and I learned a lot.
2 ...does Bill listen to music? He listens to music four times a week.
2 you sleep eight
2 3
a night? I don’t. I sometimes stay in my room
She plays basketball twice a week.
Complete for you. 3 ...does Helen play basketball?

mistakes and knowledge of
4 5 6
TV until late. Now I know why I feel some at school.
4 ...does Bill ride a bike? He rides a bike once a week.
I also know why it 7 important to eat fruit and 8 . They help your listen to music
5 ...does Bill eat fruit? He eats fruit every day.
teacher expectations before
teeth and bones to 9 . Do you eat 10 food? I sometimes eat a
hamburger, but too many are bad for you. 1 6 ...does Helen drink juice? She drinks juice four times a week.
the test play an important role

Email me soon and tell me what you think.
2
Sandie.
3
4 Look at the table and complete.
in learning to improve. junk healthy is vegetables mornings hours Do tired grow watching
4
1 Bill plays basketball
2 Helen listens to music
three times a week.
every day.
3 Look and answer the questions. 5 3 Bill drinks juice five times a week.
4 Complete the text with words from the box.
106 6 4 Helen rides a bike three times a week.
366729 _ 0097-0120.indd 106 11/06/12 8:12

7
436939 _ 0001-0016.indd 7 26/06/12 12:00
Transcript
Unit 3 Test. Activity 1. Listen and number the pictures. 1.33
Dr Brenda: Hi, class! My name is Doctor Brenda and and brush your teeth afterwards. You also need to
I am a family doctor. I have come to your class today to remember to drink water during the day, not fizzy
talk to you about how to live a healthy life. Let’s start at drinks. If you are given vegetables for lunch or dinner,
the beginning of the day. You know how tired you feel – eat them – they’re good for you. And finally, don’t
at school if you haven’t had a good night’s sleep? Well, spend too long watching TV and play sport regularly.
children of your age need ten hours sleep a night! Then, Any questions?
in the morning it is important to eat a good breakfast
150
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Introduction
4 Let’s go shopping!
To identify and talk about Nowadays children tend to read very little and often new technologies are
shops and shopping. favoured. Children may be lacking in motivation to read. Invite children to bring
in their favourite books and comics and explain to their classmates what they
To make suggestions. like and don’t like about them. You could vote at the end of the session to see
To sing a song and a chant. which book or comic seems to be the most interesting.
Teaching tip
and a cartoon.
The importance of play at this age is often underestimated and it can foster a
healthy, happy environment in the class which is important in English language
Target language acquisition. To practise directions you could invent a giant map in the class or
Vocabulary: outside in the playground. The children’s desks (or trees or rocks outside) could
baker’s, bookshop, bus represent different shops and you could draw a zebra crossing on the floor with
station, cinema, clothes shop, chalk. The children then work in pairs. One is the master and he has to give
computer shop, greengrocer’s, directions to his robot to arrive at a specific destination.
library, museum, park,
shoe shop, sports shop,
supermarket; books, clothes,
football boots, shoes, shorts Unit 4 Let's go shopping!
Structures:
Where is the museum?
bookshop sports shop clothes shop
It’s opposite/next to/between…
Let’s go to the park.
Why don’t we go swimming?
computer shop shoe shop baker’s
greengrocer’s supermarket
1.44
Grandma and
Grandad grab some
green grapes at the

greengrocer’s.
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151
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Unit 4 - Lesson 1A

To introduce and learn the Put the poster and the flashcards face down on the table. Turn one over and
vocabulary of shops and identify the shop. The children repeat with you. Ask for a volunteer to go to the
shopping. poster, find the shop and read the word aloud. Continue with all the words.
Then say four things which you can buy in a shop and ask the children to
To learn to sing a song. guess which shop it is.
Target language 1 Listen and sing. 1.34

Vocabulary: Ask the class what they can see. Play the CD and ask the class to follow the
baker’s, bookshop, bus song in the book. Play the recording again and encourage the children to join in
station, cinema, clothes shop, the singing with you. Then divide the class into groups and sing the song.
computer shop, greengrocer’s,
2 Listen and say. 1.35
library, museum, park,
Explain to the children that they are going to hear eight conversations and that
shoe shop, sports shop, they will have to identify which conversation is in which shop. Play the CD,
supermarket; books, clothes, pausing after each dialogue, to allow the children time to choose which shop it
football boots, shoes, shorts is. Play the recording again so that the children can check their answers.
Structures: Answers
Can I help you? 1 baker’s, 2 clothes shop, 3 bookshop, 4 greengrocer’s, 5 shoe shop,
May I have some bread, please? 6 supermarket, 7 sports shop, 8 computer shop
I would like a comic book, please.
Transcript
Materials Listen and say. 1.35
Teacher’s i-book
CD 1 Man: Can I have some bread, please? Boy: Oh no, I don’t like cherries. Can we
Unit 4 poster Shop assistant: Yes, here you are. get some strawberries?
Man: Thanks. Oh… and these cakes look Girl: Well, let’s get some cherries for me
Unit 4 flashcards
delicious. Can I have a cake too, please? and some strawberries for you.
S. A.: Yes, that’s two euros, fifty cents 5 S. A.: Try this shoe.
i-activity please. Boy: Ow! It’s very small.
Man: Here you are, bye! S. A.: Oh, dear. Try this one.
S. A.: Bye! Boy: Oh no, it’s too big for my foot.
i-poster 2 Girl 1: Wow, look at this T-shirt. It’s great. S. A.: What about this shoe?
Girl 2: Oh, yes and I like these jeans. Boy: Ah yes, that’s perfect, thank you.
Girl 1: Oh, they’re cool! What about this 6 Girl: Have you got the shopping list?
i-flashcards jumper? Boy: Yes, here it is. Dad wants rice, pasta
Girl 2: Yes, let’s buy it. How much money and milk.
have you got? Girl: Look, here’s the rice. Where’s the
Girl 1: Money? Oh! I’ve got three euros. pasta?
Girl 2: Three euros, oh no! Boy: It’s there, next to the biscuits. Come
Girl 1: Well, what about socks? on!
Girl 2: Good idea, let’s buy some socks!
7 S. A.: Good morning! Can I help you?
3 Boy: I want a comic book, please. Girl: Yes, I want a ball, please.
S. A.: Here you are. Anything else? S. A.: Do you want a tennis ball, a
Boy: Yes, a Spanish dictionary too, please. football, a basketball, a rugby ball or a
S. A.: A Spanish dictionary? Ah yes, golf ball?
here you are. Girl: A basketball, please. That’s my
Boy: Thank you. favourite sport.
4 Girl: What’s for dinner? 8 Girl: Look, there’s a mouse!
Boy: Vegetable soup. Come on, let’s get Boy: A mouse! Where? Oh no, I’m scared!
some potatoes and carrots. Girl: No, silly! Not a real mouse, a
Girl: OK, and what about some cherries too? computer mouse!
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4 Let’s go shopping! LESSON 1
We’re going shopping, Mum and I,

For all the things we need to buy.
Get off the bus and look around,
At all the shops in our town.
A greengrocer’s and a baker’s too,
A supermarket with food for you.
If you need clothes, or books or shoes,
There’s lots of shops for you to choose.
If you need football boots or shorts,
Then there’s a special shop for sports.
And look! A new computer shop,
Just in front of our bus stop.
We’re going shopping, Mum and I,
For all the things we need to buy.
2 Listen and say.

1.35
shoe shop greengrocer’s bookshop supermarket
baker’s computer shop sports shop clothes shop
Shops Identifying what different shops sell 37
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LC Students develop and consolidate their vocabulary by learning and recognising different
kinds of shops.
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4 Let’s go shopping!
1 Look and label.
sports clothes
bookshop baker’s
shop shop
computer shoe
greengrocer’s supermarket
shop shop
2 Complete the sentences. Child’s own answers
1 You can buy cakes, sandwiches and bread in a baker's .

2 You can buy rice, dog food and in a supermarket .
3 You can buy trousers, jumpers and in a clothes shop .
4 You can buy cherries, potatoes and in a greengrocer’s .
5 You can buy skis, bikes and in a sports shop .
6 You can buy boots, sandals and in a shoe shop .
29
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LC Students develop language skills by identifying the shops according to their description.
154
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Unit 4 - Lesson 1B

To practise the vocabulary of Show the flashcards one at a time and ask the children, as a group, to name
shops and shopping. them. Then hold out the flashcards face down and ask a child to come to the
Target language children to come to the front. Give them four different flashcards each. One
asks: Is there a (supermarket) in your town? The other looks at their flashcards
Vocabulary: and answers: Yes, there is or No, there isn’t and then asks a question. Continue
baker’s, bookshop, clothes with other volunteers.
shop, computer shop,
greengrocer’s, shoe shop,
sports shop, supermarket; 1 Look and label.
books, clothes, football boots, Say: Open your Activity Books at page 29. Tell the children to read the names
shoes, shorts; bus station, of the shops and to say what kind of shop it is: Veggie Vera. I think it’s a
cinema, library, museum, park greengrocer’s. When they have done that, tell them to look at the picture again
Structure: and to label the shops. Walk around the class, checking the activity.
You can buy bread at a baker’s.
2 Complete the sentences.
Say: Look at Activity 2. Tell the children to complete the sentences. Explain
Materials that they have to add one more item of shopping and the kind of shop where it
Teacher’s i-book can be bought. When they have finished, ask for six volunteers to read out the
Unit 4 flashcards sentences so that the class can correct the activity.
Finishing off
Hide a flashcard behind your back. Tell them it begins with the letter s, for
example, and tell the children to take turns to guess what it is. Continue until
the children have guessed all of them.
Resources
Reading and Writing
Activity 1: Tell the children to read the text and then to answer the four questions below.
Activity 2: The children look at the picture on the right for help and then write three safety rules for skateboarding
on the lines provided.
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Unit 4 - Lesson 2A

To learn and practise prepositions. Introduce and practise the prepositions. Say them and ask the class to
repeat with you. Then ask the children who they are sitting next to, between
To interpret a map.
or opposite: Who’s (Laura) sitting next to? Who’s sitting between (David) and
(Oscar)?
Target language
Vocabulary: 3 Look and read.
baker’s, bookshop, clothes Ask the children to look at and read the contents of the grammar box.
shop, computer shop,
greengrocer’s, shoe shop, 4 Look at the icons and say the place. Then, listen and check. 1.36
sports shop, supermarket Ask the children to look at the icons in Activity 4 and ask them to try to identify
the different shops and make a note of them in their notebooks. Then tell them
Structures: to listen carefully and correct their work. Play the CD and give the children time
Where’s the shoe shop? to correct their work.
It’s next to the sports shop.
5 Look at the map. Listen and say True or False. Then, ask a friend. 1.37
Materials Say: We’re going to listen to questions about the shops and where they are.
Explain that the children have to say whether each statement is true or false. Give
Teacher’s i-book the children a few minutes to familiarise themselves with the map. Play the CD.
CD Play it again and pause after each question and answer so that the children can
Unit 4 flashcards say whether the answer is true or false. When they have finished, divide the class
into pairs and tell them to ask and answer questions about the locations of the
i-activity shops.
Answers
i-flashcards 1 False, 2 True, 3 False, 4 True, 5 True, 6 False, 7 True, 8 False
Transcripts
Look at the icons and say the place. Then, listen and check. 1.36
1 clothes shop 5 school 9 computer shop 13 train station

2 baker’s 6 swimming pool 10 supermarket 14 shoe shop
3 book shop 7 bus stop 11 museum
4 cinema 8 sports centre 12 zoo
Look at the map. Listen and say True or False. Then, ask a friend. 1.37
1 Boy: Where’s the shoe shop? 5 Girl: Where’s the swimming pool?
Girl: The shoe shop? It’s between the bookshop and the Boy: The swimming pool is opposite the clothes shop
computer shop. and the baker’s.
2 Girl: Where’s the clothes shop? 6 Girl: Where’s the sports shop?
Boy: The clothes shop is next to the baker’s. Boy: The sports shop? It’s between the bookshop and
3 Boy: Where’s the supermarket? the computer shop.
Girl: The supermarket is opposite the school. 7 Boy: Where’s the cinema?
4 Boy: Where’s the museum? Girl: The cinema is next to the book shop and it’s
Girl: It’s opposite the supermarket and it’s between the opposite the computer shop.
computer shop and the zoo. 8 Girl: Where’s the baker’s?
Boy: The baker’s is opposite the computer shop.
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UNIT 4 LESSON 2
3 Look and read. 6 Listen and read
It’s opposite the computer shop.

Where’s the It’s next to the sports shop.
shoe shop?
It’s between the swimming pool
and the supermarket.
4 Look at the icons and say the place. Then, listen and check.
1.36
1 2 3 4 5 6 7 8 9 10 11 12 13 14
5 Look at the map. Listen and say True or False. Then, ask a friend.
1.37
Where’s the baker’s? It’s opposite the

swimming pool.
7 Ask a friend.
8 Read about Ga
38 Shops Places in town Asking for and giving directions
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MST Students develop mathematical competence by revising and using the numbers 1 – 14
in English to count the number of places and identify images in a listening activity. These
activities help to consolidate mathematical skills.
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3 Look and complete. 6 Look and label.
next to between opposite
1 The baker’s is 2 The greengrocer’s is 3 The sports shop is

opposite the next to the between the clothes
bookshop. computer shop. shop and the shoe shop.
4
7
Look and complete with next to, between or opposite.
Write in order an
1 The baker’s is next to the clothes shop. 4 The park is opposite the computer shop. 8 Listen and draw
2 The greengrocer’s is between the shoe 5 The supermarket is opposite the bookshop.
shop and the computer shop. 6 The computer shop is next to the
3 The bookshop is next to the sports shop. greengrocer’s.
5 Look at Activity 4 and answer.
1 Where’s the park? It’s between the baker’s and the sports shop .
2 Where’s the shoe shop? It’s next to the greengrocer’s .
3 Where’s the baker’s? Model answer: It’s opposite the greengrocer’s .
4 Where’s the sports shop? Model answer: It’s between the park and the book shop .
30
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LC Students develop language skills by practising the use of prepositions of place.
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Unit 4 - Lesson 2B

To practise using prepositions Remind the children of the prepositions between, next to and opposite. Then
of place. put the poster on the board. Ask for a volunteer to begin by asking a friend a
question: Where is the (baker’s)? Is the (baker’s) next to the (greengrocer’s)?
Target language Continue until all the children have asked a question.
Vocabulary:
baker’s, bookshop, clothes 3 Look and complete.
shop, computer shop, Tell the children to look at Activity 3. Explain that they have to look at the
greengrocer’s, shoe shop, pictures and then complete the sentences using next to, between or opposite.
sports shop, supermarket; When they have finished, ask the questions to prompt the sentences, for
between, next to, opposite example: Where is the (baker’s)?
Structures:
4 Look and complete with next to, between or opposite.
Where’s the shoe shop?
It’s next to the baker’s. Tell the children to look at Activity 4. Tell them to look at the picture of the street
and to complete the sentences using next to, between or opposite. When they
have finished, ask for six volunteers to read out their answers.
Materials
Teacher’s i-book 5 Look at Activity 4 and answer.
Unit 4 poster Tell the children to look at Activity 4. Tell them to look at the picture of the street
again. Then say: Now look at Activity 5. Answer the questions. When the children
have finished, ask for four volunteers to read out the questions and another four
volunteers to give you their answers.
Finishing off
Divide the class into pairs. Hand out the flashcards. Then tell the children to
arrange the flashcards on their desks as though they were making a street, with
four cards on each side of the street. Then they ask each other questions and
answer according to where they have placed the flashcards. S1: Where is the
(supermarket) in your street? S2: It’s next to the (park).
Resources
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Unit 4 - Lesson 3A

To listen to and read a dialogue Write I love, I really like, I don’t like and I hate on the board. Explain that I really
about likes and dislikes. like is more than I like, and I love is more than I really like. Do the same for
I hate and I don’t like. Then mime a sentence and ask the children to guess
To write about books which
what the sentence is. For example, I really like information books about birds:
you like.
I really like (thumbs up), information books (mime reading an information book,
indicating its larger size with your hands and looking fascinated), about birds
Target language (mime flapping your hands like a bird). Invite volunteers to the front of the
Vocabulary: class to mime sentences about their likes and dislikes.
comic book, information book,
joke book, novel 6 Listen and read. 1.38
Structures: Say: Open your books at page 39. Explain to the class that they are going to
I love joke books. listen to a short dialogue between Kim and a shop assistant. Ask the children
I really like comic books. to look at the picture and to tell you what kind of shop Kim is in (a bookshop).
I don’t like information books. Tell the children to listen carefully and play the CD. Play it again, and ask some
I hate novels. comprehension questions to see how much the children have understood. Then
tell the children to follow the dialogue in their books and play the CD again. Then
ask for two volunteers to read the dialogue out loud for the rest of the class.
Materials
Repeat with other volunteers. Ask the comprehension questions again: Does
Teacher’s i-book Kim like comic books? Does she like information books? What about joke books?
CD Does she like novels? Which book does she buy? Encourage the children to
answer with: She really likes ... , She loves ... , She hates ... .
i-activity 7 Ask a friend.
Ask the children to look at Activity 7. Tell them they are going to ask a friend
similar questions to those that the shop assistant asks Kim in Activity 6. Divide
the class into pairs. Ask for four volunteers to read out the questions. Then
tell the children to ask a friend the questions. Encourage them to reply using
I love ... , I really like … and I hate … .
8 Read about Gabriel. Then, write about the books you like.
Ask the children to look at Activity 8. Ask for volunteers to read the text aloud.
The children then read the text to themselves. When they have finished, ask
comprehension questions: Does Gabriel like reading? When does he read?
Encourage the children to use adverbs of frequency and He really likes..., He
loves..., He hates… . When you have finished, tell the children they have to write
a text about the books which they like, using the text about Gabriel as a guide.
When they have finished, ask the children to read out their texts.
Finishing off
The children do a survey of classmates, using the following questions. Write
this table on the board for the children to copy into their notebooks before
they ask the questions:
name name name name
Do you like reading?
How often do you read?
What are your favourite books?
160
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6 Listen and read.
1.38
Kim is at a bookshop. She’s talking to the shop assistant.
Hello, can I help you?

Yes, I want to buy a book.
Good! Do you like comic books?
Yes, I do. I really like comic books.
14 They’re funny.
Do you like information books, too?
Yes, I like information books about science
and dinosaurs.
What about a joke book? We’ve got lots of
joke books. Yes, I have. Look, this is a novel
about a girl detective.
No, thank you, I hate joke books. I prefer
books with stories. Oh, brilliant! Can I have this
book, please?
What about a novel? Do you like novels?
Yes, here you are. It’s six euros.
Yes, I love novels. Have you got a novel
about detectives?
7 Ask a friend.
1 Do you like reading? 2 What are your favourite books?

3 How often do you read? 4 Is there a bookshop in your town?
8 Read about Gabriel. Then, write about the books you like.
Hello, I’m Gabriel.

I love reading. I always read in bed at night
and I sometimes read in the car too. I really
like novels about children. My favourite novel
is Charlie and the Chocolate Factory.
I hate novels about ghosts or monsters.
I sometimes read information books too.
I really like information books about space,
science and animals. I love comic books. My
favourite comic books are the Tintin books.
Book genres Giving opinions I really like comic books. 39
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IE Students develop initiative by writing a text about the books they like. Then, they read out
their texts.
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6 Look and label.
joke book novel information book comic book
orts shop is
the clothes information book novel comic book joke book
nd the shoe shop.
7 Write in order and write a letter.
a b
1 really comic like books I c
I really like comic books.
2 books I like don’t information b
I don’t like information books.
3 love I books joke d c d
I love joke books.
4 I stories ghost hate a
I hate ghost stories.
he computer shop. 8 Listen and draw. Then, write about Daniel.

3.7
the bookshop.
the 1 Daniel really likes information books.
hates
2 Daniel really likes ghost stories.
doesn't like
3 Daniel loves comic books.
rts shop . 4 Daniel hates cook books. really likes

eengrocer’s .
5 Daniel doesn’t like novels.
cer’s . loves
e book shop . 6 Daniel doesn’t like joke books.
31
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LC Students develop language skills as they show understanding of a recording.
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Unit 4 - Lesson 3B

To practise writing about likes Remind the children of the way we talk about likes and dislikes. Write the
and dislikes. following on the board: I love, I really like, I don’t like, I hate. Then name
various different items (including books and stories) and prompt the children to
Target language reply with one of the four forms which you have written on the board. Repeat
until all of the children have had a go.
Vocabulary:
comic books, information
books, joke books, novels 6 Look and label.
Structures: Say: Open your Activity Books at page 31. Look at the pictures of the books in
I love joke books. Activity 6. Tell the children to look at the word box at the top of the page and read
I really like novels. out the different kinds of books. Give the children time to identify the books and
I don’t like comic books. then check the exercise by asking them to read out what they have written.
I hate information books.
7 Write in order and write a letter.
Tell the children to look at Activity 7. Explain that they are going to write the
Materials sentences in the correct order and then choose which letter corresponds to
Teacher’s i-book each sentence. When they have finished, ask four volunteers to read their
CD sentences and another four to say the letters.
8 Listen and draw. Then, write about Daniel. 3.7

Say: Look at Activity 8. Tell the children that they are going to listen to Daniel
talking about the kinds of books he likes and doesn’t like. Tell them to look at
the faces on the right of the page and explain that they have to draw the correct
face as they listen to the CD. Then, when they listen a second time, they have
to write down the correct sentences. Tell the children to listen carefully and play
the recording. The children draw the faces. Play the recording again and this
time pause after each sentence to give the children time to write it down. When
they have finished, ask for volunteers to read out their answers. Play it one more
time so that the children can check their answers.
Finishing off
Ask the class to write a short paragraph using the text in Activity 8, but this
time, instead of writing about Daniel, they have to write truthful sentences
about themselves. When they have finished, divide the class into pairs and
ask them to ask and answer questions about different books. S1: Do you like
(information books)? S2: Yes, I really like (information books). Finally, ask the
children to read out their paragraphs.
Transcript
Listen and draw. Then, write about Daniel. 3.7
Hi! My name’s Daniel. I really like information books and ghost stories too! I love comic books. I hate cook
books. I don’t like novels and I don’t like joke books!
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Unit 4 - Lesson 4A
Objectives A day out in London!

Say theUNIT
job 4 LESSON 4
UNIT 4 LESSON 4
To enjoy a story.
!
1.39
To read and listen for Danny and his mum are on holiday in London. He’s Danny
Danny sees a poster. His favourite author seesa a poster. HisThe
is giving
talk today.
favourite
police author is giving
are chasing a but
the thief
buying a present for his friend Eric. Mum is buying talk today.
comprehension. postcards.
That’s ten
Target language pounds, please.
Vocabulary:
books, bookshop
Structures:
Go straight along this street. I like this
Can we go to
Turn left/right. London bus.
the bookshop,
OK! OK!
please?
It’s not far. 1 2 2
Danny doesn’t know where Oxford Street is. A strange
A strange man runs past and gives Danny a bag. man runs past and gives Danny a bag.
He asks a woman for directions. My new story is on the
Materials Here, take this!
computer. It’s the only copy!
Excuse me, where’s

Teacher’s i-book Oxford Street?
What is it?
CD
Unit 4 flashcards
i-flashcards
Go straight on
along this street, turn
right, then turn left.
i-story cards It’s not far.
3 4 4
40 Asking for directions Go straightAsking

on. for directions
He’s turning right!
551474 _ 0037-0046.indd 40 18/02/15 12:05
Getting started
name of each shop. Then stick the cards to the left side of the board, with the
face down to the right side of the board. Divide the class into two teams. Ask
for a volunteer from Team A to turn over a flashcard and a word card and to
name the subject revealed. If they match, the team wins the pair. If not, turn
them over again. Next, a volunteer from Team B has a turn. The winner is the
team to win the most pairs.
Before you read

is in the story (Danny, Danny’s mum, woman, strange man, shop assistant,
policeman, P.J. Downing, photographer). Then hold up your book and point to
the series of pictures at the top of page 41. Say: Name the jobs. Tell the class to
work in pairs and to name the jobs.
164
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Say theUNIT
job 4 LESSON 4 Say the job LC Students develop Linguistic competence
!
!
er. HisThe
favourite
police author is giving
are chasing a but they can’t
the thief The police are chasing the thief but they can’t see him.
see him. Danny and his mum look in the bag.
previous lessons. Afterwards a guided role play is
Where is he? It’s a computer!
He’s turning right!
And here’s a name.

It’s P.J. Downing!
Let’s take it to the
bookshop.
OK!
2 5 6
s past and gives Danny a bag. P.J. gives Danny signed copies of all her
My new story is on the My new story is on the books. What a great day out in London!
computer. It’s the only copy! computer. It’s the only copy!
We’re looking
for it now.
Excuse me, here’s Hey, Danny!

your computer. Look this way!
4 7 8
Go straightAsking
on. for directions
He’s turning right! Go straight on. He’s turning right! 41
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comprehension with questions: Where are Danny and his mum? What is Danny
doing? What is his mum doing? How much do they pay? Why does he want
to go to the bookshop? etc. Write the main parts from the story on the board:
Danny, Danny’s mum, Woman, Strange man, Shop assistant, Policeman, P.J.
Downing, Photographer, Narrator. Divide the class into groups of nine and tell
them to take a part each and read the story.
Finishing off
Spot the mistake. Make statements about the story including deliberate mistakes,
and encourage the children to correct you. T: Danny and his mum are on holiday in
Paris. SS: No! Danny and his mum are on holiday in London! T: I hate this London
bus. SS: No! I like this London bus! T: His favourite footballer is giving a talk
tomorrow. SS: No! His favourite author is giving a talk today!
165
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The
A shipwreck!
day out in London!
9 Look at the story and number the sentences in order. 12 Add the missing
4 A man gives Danny a bag.

5
P.J. gives Danny some books.
2 Danny and his mum see a poster.

1
Danny buys a T-shirt.
3
Danny asks for directions.
10 Find and circle words from the story.
postcard author joke b booksho

p poster
13 Read and circle
clothes s ook
hop
cake
holiday
thief bag London phone
r flowers
singer Madrid compute
11 Correct the underlined words and write the sentences.

1 The T-shirt costs nine pounds fifty. 14 What do you thi
The T-shirt costs ten pounds.
2 The talk starts at four o’clock.
The talk starts at two o’clock.
3 Ernest is Danny’s best friend.
Eric is Danny’s best friend.
4 Borderstones bookshop is on Cambridge Street.
Borderstones bookshop is on Oxford Street.
5 The thief turns left.
The thief turns right.
32
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LL Students develop their learning skills by analysing the elements of the story that they have just
read (events, sequencing, characters, plot, etc).
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Unit 4 - Lesson 4B

To focus on comprehension of Ask the class questions about the story to check if they can remember it: Are
the story in the unit. Danny and his mum at home? Does Danny want to go to the bookshop? etc.
nine volunteers (Danny, Danny’s mum, Woman, Policeman, P.J. Downing, Shop
the story.
assistant, Strange man, Photographer, Narrator). Read the story out loud.
Target language
Vocabulary:
Ask the children to look at the sentences and to number them in the same
books, bookshop
order as they appear in the Student’s Book. When they have finished, ask for
Structures: volunteers to read out the sentences in the correct order.
The thief turns right.
Danny buys a T-shirt. 10 Find and circle words from the story.
Ask the class to look at the words in the bus in Activity 10 and tell them that
Materials they have to decide which of the words are in the story and circle them. Tell
them to consult their Student’s Book to find the answers. When they have
Teacher’s i-book
finished, ask for volunteers to read out their answers.
11 Correct the underlined words and write the sentences.

Explain to the children that they have to look at the underlined words and then
refer to the story in their Student’s Book and correct the words. When they have
finished, ask for five volunteers to read out the corrected sentences.
Resources
DVD
Pedro’s project
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12 Add the missing letters and find the mystery word.
1 They ask for directios. n
2 Danny buys a preset for his friend. n
3 Mum buys postcars. d
4 Danny’s favourite authr is P.J. Downing. o
5 They see a pster. o
6 The poice chase the thief. l
Danny loves l o n d o n .
13 Read and circle the correct answer.
1 A man asks Danny to: 2 The man is a: 3 Danny’s mum tells the police:
a take the T-shirt. a policeman. a where P.J. Downing is.

b take the bag. b writer. b where the T-shirts are.
c take the money. c thief. c where the thief is.
d take the bus. d chef. d where Oxford Street is.
I think this story is . (ok / interesting /

exciting)
My favourite author is .
33
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IE Students develop a sense of initiative when giving their personal opinions about the story in
order to boost their writing and oral skills for different purposes.
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Unit 4 - Lesson 4C
Objectives 12 Add the missing letters and find the mystery word.
Tell the children to look at the story and to find, in each sentence, one letter that
is missing from one of the words. Tell them to write all the missing letters in the
box at the end so that they form the mystery word (London). Explain that the
To review key vocabulary from task is to complete the sentences by referring to the story in the Student’s Book.
the story.
Target language Ask the children to look at Activity 13. Explain that they have to choose which of
the four options is correct for each sentence and circle the word. Tell them that
Vocabulary: they can refer to the story in their Student’s Book if they don’t remember. When
books, bookshop, thief they have finished, ask for volunteers to read out the correct sentences.
Structures:
The thief turns right. 14 What do you think?
They ask for directions. Ask the children to look at Activity 14. Explain that they have to complete the
sentences to give their opinion about the story. When they have finished, ask for
Materials volunteers to read out their texts.
Teacher’s i-book
Finishing off
Spot the mistakes. Tell the story again including deliberate mistakes. Ask the
class to call out: Stop! when they hear you make a mistake and invite them to
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Unit 4 - Lesson 5A

To listen to and say a chant. Remind the children of left and right. Say: (María), put your left hand up.
(Lucas), put your right hand up. (María), who is sitting on your right? (Lucas),
To interpret a map.
who is sitting on your left? Explain turn left and turn right. Put the poster on
To give directions. the board to remind the children of the names of the different shops.
Target language 10 Listen and say the chant. 1.40

Vocabulary: Ask the children to listen carefully, and play the CD. Play it again, and this time
traffic lights, zebra crossing they have to use their forefingers to follow the route in the chant on the map in
Activity 11. Then tell the class to stand up, play the chant again and ask the
Structures: children to sing along and to think of actions for different parts of the chant. For
Turn left/right. example: Where’s the bookshop? Do you know? (shrugging shoulders and with
Go straight on. palms up as if asking a question). Please tell me which way to go! (Palms
Go past (the school). together asking for help). Divide the class into two teams. Ask Team A to say
the first verse, Team B to recite the second, Team A the third and Team B the
Materials fourth. Then reverse roles and repeat.
Teacher’s i-book 11 Look, listen and say the place. 1.41
CD
Unit 4 poster Tell the children they are going to listen to three people giving directions. Ask
them to anticipate what directions they might hear. Play the first part of the
recording. The children listen and follow the directions on the map. Play the CD
i-activity again. The children say where they are (museum). Repeat the process for the
other two sets of directions (supermarket and baker’s).
i-poster 12 Read and say. Then, play in pairs.

Ask the children to read the speech bubble to themselves and then ask for a
couple of volunteers to read it aloud. The rest of the class follow the directions
on the map and say where they are at the end (shoe shop). Divide the class
into pairs and ask them to give instructions to their partner. Walk around the
class, listening to the children.
Transcript
Look, listen and say the place. 1.41
Woman: Start at the station and go straight on. Turn right at the traffic lights and then turn left. When you come to
the traffic lights, turn right. I’m opposite the computer shop. Where am I?
Man: Start at the station and go straight on. Turn left at the traffic lights. Turn right at the zebra crossing. Turn right
at the traffic lights. I’m opposite the sports shop and the shoe shop. Where am I?
Woman: Start at the station and go straight on. Turn left at the traffic lights. Turn right at the zebra crossing. Go
straight on at the traffic lights. Turn right. I’m next to the clothes shop. Where am I?
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UNIT 4 LESSON 5
1.40
13 Read and say
straight on traffic
Where’s the bookshop? Do you know? lights
Tell me please, which way to go!
First turn left and then turn right,

Then you see the traffic lights. turn left
Go straight on. Go past the school, turn right

Then turn right at the swimming pool.
Turn right again and there’s a bus stop, zebra

Next to that you’ll see the bookshop. crossing
11 Look, listen and say the place.

1.41 14 Read about bi
12 Read and say. Then, play in pairs.
Start at the station and go straight on. Turn right

at the traffic lights and then turn left. Turn left at the
traffic lights. I’m next to the sports shop. Where am I?
15 Listen and find
42 Places in town Asking for and giving directions
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MST Students develop maths skills by learning how to interpret another way of reflecting
information: maps.
171
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15 Look and write. 17 Look and label.
turn left
zebra crossing
go straight on
traffic lights
turn right
1 turn right 2 traffic lights
18 Look and write.
3 zebra crossing 4 turn left 5 go straight on
16 Listen and number. 3.8
shoe
baker’s museum supermarket
shop
3 4 1
computer clothes
park school
shop shop
sports
greengrocer’s bookshop library
shop
2
Start
34
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from a short CD recording.
172
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Unit 4 - Lesson 5B

To practise giving directions. Remind the children of how we give directions. Write on the board: Turn left, Turn
right, Go straight on, Go past (the school). Place the flashcards face up on different
desks in the classroom so that the spaces between the desks can be thought of
Target language as streets. Ask a volunteer to come to the front and then give directions to send
Vocabulary: another volunteer to one of the shop flashcards. When they get there, ask: Where
traffic lights, zebra crossing are you? The child looks at the flashcard on the desk and answers: I’m at the
Structures: (baker’s). Continue with other volunteers and with a child taking over your role.
Turn left/right.
Go straight on. 15 Look and write.
Go past the school. Look at the photos. Tell the children to look at the word box and explain that
they have to write the correct words underneath each photo. When they have
finished, ask the children to read out the sentences.
Materials
16 Listen and number. 3.8
Teacher’s i-book Explain to the children that they are going to listen to four different sets of
CD directions and that they have to follow them and write down the correct number by
Unit 4 flashcards the right shop. Tell them to listen carefully and play the first set of directions from
the CD. Play the directions again and tell the children to write the number 1 by the
shop where they have ended up. Do the same for the other three sets of directions.
When you have done that tell the children to listen again and play the complete
track. Correct the exercise by asking for volunteers to read out their answers.
Finishing off
Divide the class into pairs and ask them to give each other directions using the
map in Activity 16.
Transcript
Listen and number. 3.8
1 Go straight on and turn right at the traffic lights. Turn zebra crossing. Go straight on and it’s on the right,
left at the zebra crossing. Go straight on and turn right opposite the park.
at the traffic lights. It’s opposite the clothes shop. 4 Go straight on. Turn left at the traffic lights and go
2 Go straight on and turn left at the traffic lights. Go past past the greengrocer’s. Turn right at the school. Turn
the greengrocer’s and it’s on the left opposite the park. right again and go past the shoe shop. It’s on the left
3 Go straight on. Go past the school. Turn left at the opposite the computer shop.
Resources
Language
Teacher’s Resource Book, pages 20 – 22 read the sentences and use the diagram to find the
Reinforcement supermarket item. They write them on the lines.
Activity 1: The children look at the words in the box and Activity 2: Tell the children to read the dialogue and to
then write them in the spaces below, according to where complete it using the words in the box.
you would buy them. Extension
Activity 2: Tell the children to look at the words in the Activity 1: Tell the children to match a child to a book
box. They then write them below the correct picture. and write the letter in the box. They then complete the
Activity 3: Instruct the children to read the sentences two sentences.
and then to match them to the suggestions. Activity 2: The children read the dialogue and then write
Consolidation their part on the lines provided.
Activity 1: The children look at the diagram. They then
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Unit 4 - Lesson 6A

To read about road safety. Explain road safety to the children. Tell them that there are three important words
in road safety: Stop, look and listen. Ask them what they know about road safety.
To listen and find mistakes in a
Ask them what they have to do before they cross the road: Look right, look left,
recording.
look right again. Help them to name other items connected with safety, such as
reflective jacket, bright clothes and helmet. Ask the children where they can cross
Target language the road safely: zebra crossing and traffic lights. Ask them what the colours of the
Vocabulary: traffic lights mean, and teach them red man and green man.
bell, cycle lane, helmet;
colourful 13 Read and say the number.
Ask the children to look at the pictures. Ask them what they can see. Then ask
Structures:
them to read the three texts quietly. When they have finished, tell them to match
Look left and right when you
the texts to the correct photos. Ask comprehension questions: What do you
cross the road.
have to find when you want to cross the road?
Find a zebra crossing.
Wait for the green light. Answers
3, 2, 1
Materials 14 Read about bike safety. Then, look and say the letter.
Teacher’s i-book Tell the children to look carefully at the pictures and then explain that they have
CD to read the six sentences and write down the correct letter for each one. When
they have finished, ask for volunteers to read out the sentences and for other
volunteers to call out the letters. Tell the children to look again at the sentences
i-activity and say that they will have two minutes to try to remember them. Then tell them
to close their books and ask them to repeat the bike safety rules.
Answers
1 E, 2 A, 3 B, 4 C, 5 F, 6 D
15 Listen and find the mistakes. 1.42
Tell the children that they are going to listen to six statements and that they
have to find the mistakes. Tell them to look at the sentences in Activity 14
as they listen. Play the CD. Give the children a few minutes to note down
the mistakes and then play the recording again. This time, stop after each
statement and ask the children to tell you the mistakes.
Answers
1 Ride your bike in a cycle lane. 2 Wear a helmet to protect your head. 3 Wear
colourful clothes and have a colourful bag. 4 Have a bell on your bike. 5 Stop
when you see a red light. 6 Have lights and reflectors on your bike.
Finishing off
Make road safety posters with captions and pictures saying: Look left and
right when you cross the road, wear a helmet when you ride your bike, etc.
Display the posters and encourage the children to walk around looking at
them and making comments.
Transcript
Listen and find the mistakes. 1.42
1 Ride your skateboard in a cycle lane. 4 Have a basket on your bike.

2 Wear a scarf to protect your head. 5 Stop when you see a purple light.
3 Wear colourful clothes and have a black bag. 6 Have lights and stickers on your bike.
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13 Read and say the number.
1 2 3
turn right
Walk quickly. Listen When you want to Wait for the green
Be safe for cars and look cross the road, find light. Don’t cross
on foot! left and right when a zebra crossing or the road when the
you cross the road. traffic lights. light is red.
14 Read about bike safety. Then, look and say the letter.
B
A
F
E
1 Ride your bike in a cycle lane. 2 Wear a helmet to

3 Wear colourful clothes
protect your head.
and have a colourful bag.
4 Have a bell on your bike. 5 Stop when you 6 Have lights and
see a red light. reflectors on your bike.
15 Listen and find the mistakes.

1.42
Learning about road safety and bike safety 43
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SCC Students develop their civic awareness by reading about and understanding road safety
rules.
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17 Look and label.
bell cycle lane reflector helmet
traffic lights
helmet reflector cycle lane bell
18 Look and write.
Wear colourful clothes. Ride your bike in a cycle lane. Look left and right.
Put a bell on your bike. Cross at a zebra crossing. Wear a helmet.
1 Cross at a 2 Look left and 3 Wear colourful

go straight on
zebra crossing. right. clothes.
4
3
2
5
1
6
4 Wear a 5 Put a bell 6 Ride your bike
helmet. on your bike. in a cycle lane.
35
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LC Students develop Linguistic competence by matching the sentences with the correct
pictures. Images that reinforce information in written texts help to build literacy skills of
looking for visual cues to aid comprehension.
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Unit 4 - Lesson 6B

To read and write about road Ask the children questions about road safety. Say: Where do you cross the
safety. road? What do you wear when you ride a bicycle? What do you do before you
cross the road? Have you got a bell on your bike?
Target language
Vocabulary: 17 Look and label.
bell, cycle lane, helmet; Say: Open your Activity Books at page 35. Look at Activity 17. Ask the children
colourful to look at the four photos and then read the four words in the word box. Explain
that they have to match the words with the photos. When they have finished,
Structures: ask for four volunteers to read out the words in order.
Look left and right when you
cross the road. 18 Look and write.
Find a zebra crossing. Say: Look at Activity 18. Tell the children that they are going to write the correct
Wait for the green light. sentences for the six numbers in the picture. Give them a few minutes to look
Wear colourful clothes. at the picture and then ask them to write the sentences. When the children
have finished, call out a number from one to six. The children read out their
Materials sentences.
Teacher’s i-book
Finishing off
Ask the class to write one paragraph about road safety. Tell them that they can
use the information in their Student’s Book and Activity Book. When they have
finished, ask them to read out their paragraphs.
Resources
177
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Unit 4 - Lesson 7A

To read a text about Play a game of Memory. Display the flashcards and word cards on the board
St George’s Market, Belfast. in random order. Then turn them all back to front. Invite a volunteer to come
and turn over two cards. If they correspond, remove the cards, if not turn them
back over. Continue until all the cards have been taken.
practise the gr sound.
Target language 16 Read and answer.

Vocabulary: Ask the children to read the text twice. Put the children into pairs and tell one
baker’s, greengrocer, market, child from each pair to close their books. The other child asks the questions
stalls and the other tries to answer from memory. They then swap roles. Finally,
check the answers with the class together.
Structure:
There are lots of different stalls. Answers
1 He’s a greengrocer.
2 Bill the Baker’s.
Materials 3 It’s in Belfast.
Teacher’s i-book 4 Because he helps him pack his things away.
CD
Unit 4 poster
Unit 4 flashcards
Tell the children that they are going to learn a tongue twister. Play the CD and
encourage the children to repeat each line in the pauses. Put the poster on the
slowly to begin with and faster as the children get more familiar with the chant
Finishing off
Encourage the class to say the tongue twister in different ways, as fast as
possible, in a whisper, singing, in a funny voice, etc.
Resources
Phonics
Activity 3: Tell the children to complete the sentences. Then, they use the missing words to fill in
the crossword.
Activity 4: The children look at the pictures and then unscramble the letters to make the words.
Then, they write them below.
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Culture Review
UNIT 4 LESSON 7
16 Read and answer. 1 Find the words
St George’s Market

Look, it’s
a 1 ... .

the computer shop?
My name’s Luke. On Saturdays I help my

grandad. He’s a greengrocer at St George’s, in Belfast.
It’s a really famous market. The shops in a market are called
stalls. At the end of the day we have to pack everything
away and take it home.
Next to my grandad’s stall there’s Bill

the Bakers. It always smells fantastic and sometimes
Bill gives me cakes if I help him. There are lots of different
stalls at the market for food, clothes, plants and art books
and comics. There are even stalls selling American
biscuits and chocolate!
1 What does Luke’s grandad do? 2 Which stall is next to Luke’s grandad’s?
3 Where is St George’s Market? 4 Why does Bill give Luke cakes?

1.43
Grandma and Grandad grab some 2 Read and corre

green grapes at the greengrocer’s.
44 A famous UK market Phonics initial sound gr as in Grandma
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pronunciation of gr by learning a tongue twister. Accuracy and awareness are developed by
children through the repetition of the sound when chanting the text.
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Review
1.44
1 A shop that sells all types of food. 4 To go from one side to the other side of a street.
2 You can play games on this electronic object. 5 The opposite of go.
3 A place where you buy bread and cakes. 6 A word for when Beep puts his finger on the
red button.
Beep and the children are in a shopping street. Yes, but I need OK, let’s find a
Look, it’s a 2 ... . computer shop!
a 1 ... .
Beep, can you fix

the red button?
the computer shop? Er... Go right at Look, there it is!
the traffic lights and
cross the road...
Yes, the
light’s green!
...it’s next to Let’s 4 ... at the
the 3 ... . zebra crossing.
Help! I can’t 5 ... ! Oh, no!
I can’t look! It’s time to 6 ...
the red button.
’s grandad’s?
akes?
Do something, BUT I WANT

Beep! TO GO HOME!
1 Beep and the children are in a baker’s. 4 Finn sees the computer shop first.
2 Beep needs a pen. 5 Sally tells Beep to ‘do something’.
3 The computer shop is next to the supermarket. 6 The man wants to go home.
Unit structure: giving directions Unit vocabulary: shops 45
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to discover words.
180
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Unit 4 - Review

story. Beep! in Unit 3. Remind them of the characters: Sally, Finn and Beep. Allow
them to tell you the story out loud. Say: Remember, Beep, Sally and Finn were
at the dentist’s. And remember, the red button doesn’t work and they can’t go
unit.
home.
Target language
Vocabulary:
computer shop, supermarket; Tell the children to look at the words clues. Tell the children to read the Beep
traffic lights, zebra crossing cartoon and decide which of the words goes where. Play the CD and let the
children check the missing words. Read out half a caption or speech bubble
Structures: and ask the children to complete it: Beep and the children are in … . Beep,
Where’s the computer shop? can you fix … ? Yes, but I need … . Excuse me, where’s the ... ? Go right at
Go right at the traffic lights. the traffic lights and … . It’s next to … . Let’s cross at ... . It’s time to push ... .
Cross the road. Follow on by asking the class to read the cartoon aloud in threes, with Child A
saying the narrator’s and Finn’s parts, Child B saying Beep’s and Sally’s parts
Materials and Child C saying the woman’s, the man’s and the truck driver’s parts.
Teacher’s i-book Answers
CD 1 supermarket 4 cross
2 computer 5 stop
3 baker’s 6 push
i-story cards
i-activity Tell the children to read the comic again. In pairs they read the sentences and
correct the mistakes in their notebooks. Ask volunteers to read out the answers
to check.
i-poster
Answers
1 Beep and the children are in a shopping street.
i-flashcards 2 Beep needs a computer.
3 The computer shop is next to the baker’s.
4 Sally sees the computer shop first.
5 Finn tells Beep to ‘do something’.
6 Sally wants to go home.
Finishing off
roles: Beep, Sally, Finn, Narrator and Man.
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Review
UNIT 4
3 Read and say the shop.
1 2 3
Can I have some bread and Hello, my mouse How much are these
three strawberry cakes, please? is broken! tennis balls?
4 5 6
Oh, look! That hat is Where are the Hello, I’m looking for
really pretty! dictionaries, please? some boots.
4 Copy the picture, read and draw.
Baker’s
Shoe shop
1 The supermarket is at the end of the street 4 The sports shop is opposite the supermarket.
next to the shoe shop. 5 The bookshop is opposite the greengrocer’s.
2 The computer shop is opposite the baker’s. 6 The clothes shop is between the bookshop
3 The greengrocer’s is next to the shoe shop. and the sports shop.
Where’s the
baker’s?
It’s next to
the shoe shop.
46 Unit structure and vocabulary: location of shops
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SCC Students develop social skills by working in pairs and taking turns to ask and answer.
182
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Unit 4 - Review

To review the language of the Select a flashcard without the children seeing it. Describe what the shop sells
unit. so they can guess what it is. Let the children take over your role and describe
the shop.
Target language
Vocabulary: 3 Read and say the shop.
baker, bookshop, clothes shop, Put the children into pairs. Ask one child to read out a speech bubble and the
computer shop, greengrocer’s, other guesses the shop. They take turns to read and guess. Invite volunteers to
sports shop, supermarket say their answers and check together as a class.
Structures: Answers
The sports shop is opposite the 1 baker’s 4 clothes shop
supermarket. 2 computer shop 5 bookshop
Where’s the baker’s? 3 sport shop 6 shoe shop
Materials 4 Copy the picture, read and draw.

Tell the children to look at the plan and to copy it in their notebooks. In pairs they
Teacher’s i-book
read the clues and draw a simple symbol as well as the name of the shop. Draw
Unit 4 flashcards
the plan on the board and ask a volunteer to come out and complete the plan. The
class can check the answers.
i-poster Answers
Baker’s Bookshop Clothes shop Sports shop
i-flashcards
Computer shop Greengrocer’s Shoe shop Supermarket

Ask for two volunteers to read out the mini-dialogue. Divide the class into pairs and
tell the children to ask each other questions and answer them. When they have
finished, ask for volunteers to come to the front of the class and act out some of
the questions and answers.
Finishing off
Play Mime, say and take a card! Divide the class into three teams. Ask for
a volunteer to come to the front, show her/him one of the flashcards and
ask her/him to mime the shop (for example, sports shop – mime swimming
or playing football). Give a point to the first team to raise their hands and
correctly guess the action and shop. Alternatively you could hold the word
flashcards in a fan with the pictures facing you so that the class can’t see
them. Ask for a volunteer from Team A to take a card and try to choose the
card for sports shop. If he/she chooses the card, her/his team wins a point.
If not, Team B has a turn and then Team C and so on until one team finds the
card, does the mime and if another team guesses correctly, both teams win a
point.
183
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Review
1 Look and write the shop names.
shoe shop baker’s greengrocer’s sports shop
computer shop clothes shop supermarket bookshop
2 Look at Activity 1 and complete the sentences.
1 The shoe shop is next to the baker’s.

2 The supermarket is opposite the greengrocer’s.
3 The clothes shop is between the supermarket and the computer shop.
4 The sports shop is opposite the bookshop.
3 Look and complete the sentences.
Where’s the computer shop?
Cross at the zebra crossing and turn left . Go past the supermarket,

then turn right . Go straight on until you see the

school. Turn left and it’s next to the clothes shop.
36
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LL Students develop their learning skills by going over shop names and directions. Lessons
that focus on language consolidation help students to become more fluent and comfortable
with the language.
184
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Unit 4 - Lesson 7B

To practise reading and writing. Put the poster on the board. Ask children to go to the poster, point to a shop
and tell you something about it, for example: You can buy bread at the baker’s.
The baker’s is next to the sports shop. Continue until all the children have had
the whole unit.
a turn to speak.
Target language
1 Look and write the shop names.
Vocabulary: Ask the children to look at the pictures of the shops for a few minutes. Then
baker’s, bookshop, clothes tell them to write the names of the shops. When they have finished, ask for
shop, computer shop, volunteers to read out the names in order.
greengrocer’s, shoe shop,
sports shop, supermarket 2 Look at Activity 1 and complete the sentences.
Structures: Tell the children to look at the pictures in Activity 1. Tell them that they have to
Go straight on. use next to, between or opposite to complete the sentences. When they have
Turn left. finished, ask for volunteers to read out their sentences and correct the activity.
Turn right.
Where’s the baker’s? Picture dictionary 3.20
Materials Books. Say: Point to the shoe shop and the supermarket. Encourage the class
to quickly point to the two pictures and to check with the child next to them.
Unit 4 poster
Repeat with other words from the page. Tell the children to trace each word on
Unit 4 flashcards
the dictionary page. Play the CD and ask the children to look at the pictures,
repeat the words and translate them below.

Tell the children to look at the dialogue between a boy and a policeman.
Then, ask them to look at the little pictures and write the words on the spaces
provided. When they have finished, ask volunteers to read out a sentence each.
Finishing off
Place the flashcards around the room. Name one of the shops. Ask a child
to point to the correct flashcard and to name it and spell it. If they do this
correctly, then they choose the next shop.
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Unit 4 - Evaluation
Beep on grammar
Objective Unit 4 Test Unit 4
Place prepositions
It’s opposite the shoe shop.
1
understanding of target
1 Where’s the computer shop? It’s next to the clothes shop.
It’s between the clothes shop and the bookshop.
1.45
language from the unit. Mr Smith

2
3
1 Write in order and write the shop. 3 Complete for you. Then, draw yo
Mrs Smith
greengrocer’s bookshop computer shop clothes shop
Target language Janice

4
Vocabulary: 5
Paul
sports shop baker’s shoe shop supermarket
baker’s, bookshop, bus Simon

4 Look and write about April and N
station, cinema, clothes shop, 2 c Look at the fountain. Behind the fountain and 1 opposite / clothes shop / It’s / the
computer shop, greengrocer’s, opposite you is
d
. It’s opposite the clothes shop.
2 sports shop / and / between / the / shoe shop / the / It’s
the supermarket
library, museum, park, shoe

It’s between the sports shop and
the shoe shop. the baker’s
Books 4U.
shop, sports shop, supermarket 3 next to / greengrocer’s / the / It’s


e
It’s next to the greengrocer’s. the bookshop

Structures:
4 the / It’s / computer shop / opposite
a Go in and turn right. It’s next to the sandwich PC Planet computer shop.
It’s opposite the computer shop. the shoe shop
bar: . f
How much are they? b Go in and turn left. Go around the fountain.
It’s between the book shop and the sports

Tamara clothes shop.

2 Look at the shops and answer.
It’s next to the baker’s.
They cost 15 euros.
1 Where’s the sports shop? (next to)
shop: . It’s
2 Where’s the clothes shop? (opposite) opposite the supermarket.
It’s between the greengrocer’s
Great! I’ll take them.
1.45
1 Match the person to the correct shop. 3 Where’s the bookshop? (between)
2 Follow the directions and write the shop. and the computer shop.
107
Then, write directions to the shops.
I’ll get you a bigger pair.

4 Where’s the shoe shop? (opposite)
366729 _ 0097-0120.indd 107 11/06/12 8:12
8
Yes! Here are all the black jeans 436939 _ 0001-0016.indd 8 26/06/12 12:00
we have! Unit 4 Test

Place prepositions Opinions
Name: Class:
It’s opposite the shoe shop.

3 1
Materials Where’s the computer shop? It’s next to the clothes shop.
Great! I’ll take them.
It’s between the clothes shop and the bookshop.2.12
They cost 15 euros. I
love
really like
don’t like
novels.
joke books.
He
She
loves
really likes
doesn’t like
comic books.
ghost stories.
I’ll get you a bigger pair. hate hates
Teacher’s i-book Yes! Here are all the black jeans we have!
1 Write in order and write the shop. 3 Complete for you. Then, draw your favourite book. Child’s own answers
CD Paul: Have you got any black jeans?
Shop assistant:
clothes shop
1 information books.
photocopies of Teacher’s Paul: I like these but they are too small!
Shop assistant:
2
3
novels.
comic books.
Resource Book, pages 107 and Paul: These are perfect. How much are they?
supermarket 2
4
5
joke books.
ghost stories.
108
Shop assistant:
6 detective stories. I love .
Paul:
4 zebra healthy left cycling bike bell lane helmet clothes go out
4 Look and write about April and Nico.
1 opposite / clothes shop / It’s / the

the supermarket
LL Students develop BE SAFE, BE SEEN!
Everyone loves 1
2 sports shop / and / between / the / shoe shop / the / It’s
and it is a very 2

their learning skills by
exercise for children, but we have to remember a few simple
safety rules. the baker’s
Firstly, you need to have a front and back light on your
participating in an end
3 next to / greengrocer’s / the / It’s
3 4
. You also need a small
so people the bookshop
can hear you coming.
April Nico
of unit assessment procedure. 3
4 the / It’s / computer shop / opposite
When you 5 on your bicycle you need to wear
the shoe shop
colourful 6 so people can see you. You need to 1 Nico hates joke books.
Clear assessment criteria and wear a 7

2 on your head to protect it.
Look at the shops and answer.
Always use the cycle 8 where possible and look
2 April doesn’t like
doesn’t like
comic books. love
It’s next to the baker’s. 3 Nico detective stories. really like

constructive feedback play an 1 Where’s the sports shop? (next to)
9 10
and right at the crossings.
It’s opposite the supermarket. 4 April loves joke books.
2 Where’s the clothes shop? (opposite) don’t like
5 April really likes detective stories.
important role in learning to
3 Complete the dialogue. It’s between
3 Where’s the bookshop? (between) the greengrocer’s
4 Complete the text with words from the box. hate
6 Nico loves information books.
108 and the computer shop.

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4 Where’s the shoe shop? (opposite)
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Transcript
Unit 4 Test. Activity 1. Match the person to the correct shop. 1.45
1 Mr Smith: I need a new printer for my I think you will like. for €10 and some expensive ones for 30.
computer. 3 S. A.: Can I help you? Paul: Are the footballs for €10 good quality?
Shop Assistant: We have a lot of printers Janice: Yes, I’m looking for some black S. A.: Yes, they are.
here. How much do you want to spend? boots. 5 S. A.: Hello, young man! How can I help
Mr Smith: About €150. S. A.: Do you want long or short boots? you?
2 Mrs Smith: I need a new dress for a Janice: Long boots up to the knee. Simon: I want an adventure comic book.
party next week. S. A.: I have a nice pair here for €50. S. A.: What kind of adventures do you like?
S. A.: What colours do you like? 4 Paul: Do you have any footballs for Simon: I like space adventure.
Mrs Smith: Blue or green. around €16? S. A.: What about Planet of the Dead?
S. A.: I have a lovely blue dress here S. A.: Well, we have some cheap footballs Simon: That sounds great!
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Introduction
5 Ocean life
To identify and talk about sea With the hectic rhythm of life nowadays, many children find it difficult to find
animals. some quiet space and their concentration often suffers as a result. Providing
time for inner reflection can sometimes have very positive results. In the story
To learn and practise the in this unit we discuss the concept of ‘treasure’. It would be interesting to
Present Simple with they. discover what a child considers ‘real treasure’. Knowing that their personal
To sing a song and a chant. opinion is valued can also help boost the children’s self-esteem and this is
reflected in their communication skills.
and a cartoon.
Teaching tip
One way of helping the self-esteem of your students could be to prepare an
Target language attractive box with a mirror inside. Tell the children that there is a very valuable
Vocabulary: treasure inside the box, something which is very special, important and unique.
blue whale, crab, jellyfish, Students will be excited, motivated and intrigued to see what is inside the box.
octopus, orca, seal, shark, One by one in silence they are all invited to see what is inside the box.
turtle
Structures: Unit 5 Ocean life
They lay eggs. seal
They don’t eat plants.
orca
shark
blue whale
jellyfish
turtle
octopus
crab
2.11
Sharon and Sheena

swimming in the sea.
Sharon sees a shark,

but Sheena sees a ship.
Phew!
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187
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Unit 5 - Lesson 1A

To introduce and learn the Put the poster on the board and put the flashcards face down on the table.
names of ocean animals. Turn one over and identify the ocean animal. The children repeat with you. Ask
for a volunteer to go to the poster, find the animal and read the word aloud.
To describe ocean animals.
Continue until you have introduced all the words. Then describe one of the
To learn and sing a song. animals and ask the children to guess which animal it is, for example: It’s blue
and it’s very big (blue whale). Divide the children into pairs and ask the class to
Target language prepare their own descriptions to try out on the rest of the class.
Vocabulary:
blue whale, crab, jellyfish, 1 Listen and sing. 2.1
octopus, orca, seal, shark, turtle Say: Open your books at page 47. Tell the class to look at the picture and ask
Structures: them what they can see. Then tell them they are going to hear a song called
It’s small and red. We’re going to the aquarium. Explain that an aquarium is like a zoo but it is only
It starts with C. for ocean animals. Play the CD and ask the class to listen. Play the recording
again and ask the class to follow the song in the book with their fingers. Play it
again and encourage children to join in the singing with you. Play the CD until
Materials they are more confident. Then divide the class into groups and ask them to sing
Teacher’s i-book the song.
CD
Unit 5 poster 2 Describe and say.
Unit 5 flashcards Ask the children to look at Activity 2. Read the speech bubbles as a class. Write
on the board: It’s small/big/grey/black/blue. It starts with…, and ask the children
i-activity to suggest other clues about the animals: It’s got (big teeth, a tail). It can/can’t
walk on the beach. Ask the children to work in pairs and take turns describing
animals for their partner to guess. When they have had several turns, ask each
i-poster child to choose an animal and write three or four sentences describing it. Ask
for volunteers to stand up and read their sentences out loud for the class to
guess.
i-flashcards
Finishing off
Give the children three minutes to study the page and remember as much as
possible. Divide the class into teams and tell the children to close their books.
Ask the teams questions for points: How do you spell octopus? Which animal
is under the seal? Say two animals whose names begin with S. Which animal is
orange? etc.
Resources
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5 Ocean life LESSON 1
1 Listen and sing.

2.1
shark
orca
jellyfish
We’re going to the aquarium,
All my friends and me,
To learn about the animals,
That live in the sea.
Blue whales, seals and jellyfish,

Orcas, crabs and turtles too.
Octopuses and great white sharks,

All live in the sea so blue.

All my friends and me. seal
blue whale
To learn about the animals,
octopus
turtle
crab
2 Describe and say.
It’s small and red.

It starts with C. Is it the crab?
Yes, it is!
Sea animals Giving descriptions 47
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LC Students develop and consolidate vocabulary by identifying and learning the names of
different ocean animals.
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5 Ocean life
1 Unscramble and write.
1 b r a c 5 l e s a
crab seal
2 e u b l h w a l e 6 k h s a r
blue whale shark
3 s o t o p c u 7 s h e l f j i l y
octopus jellyfish
4 t r u l e t 8 c r o a
turtle orca
2 Complete and sing.
We’re going to the aquarium ,

All my friends and me.
To learn about the animals
turtles aquarium That live in the sea.
animals sea Blue whales , seals and jellyfish ,

Orcas , crabs and turtles too
jellyfish friends
Octopuses and great white sharks,
live Octopuses sea
All live in the so blue.
Orcas whales
All my friends and me.
To learn about the animals
37
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LC Students develop Linguistic competence by revising the spelling of specific vocabulary

items. Recognition of jumbled letters to identify vocabulary helps cognition and
memorisation of the graphological representation of the word.
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Unit 5 - Lesson 1B

To practise talking and reading Show the flashcards one at a time and ask the children, as a group, to name
about ocean animals. them. Then hold out the flashcards face down and ask a child to come to
the front, choose a card and name it. Repeat with other children. Then ask
Target language two children to come to the front. Give them four different flashcards each.
One holds up his/her flashcard and asks: How do you spell (crab)? The
Vocabulary: other answers and then asks the spelling of another animal from his/her
blue whale, crab, jellyfish, flashcards. Continue with other volunteers.
octopus, orca, seal, shark, turtle
Structures: 1 Unscramble and write.
We’re going to the aquarium.
How do you spell (orca)? Say: Open your Activity Books at page 37. Tell the children to look at the
pictures of the ocean animals. Explain that the letters of their names have been
mixed up and they have to unscramble them and write them down correctly.
Materials When they have finished, ask for volunteers to spell out their answers.
Teacher’s i-book 2 Complete and sing.
Unit 5 flashcards
Say: Look at Activity 2. Tell the children that they have to complete the text
using the words in the box on the left. When they have finished, tell them that
the text is a song about an aquarium, and ask for three volunteers to read out
one verse each.
Finishing off
Play Hangman with the children. Write lines on the board representing each
letter in the sentence:
___ ____ _____ ___ ___ ___ _ _ _ _ _.
(The blue whale has got big teeth).
appears in the sentence, write it on the corresponding line and give the team
a point for each time it appears.
Resources
Reading and Writing
Activity 1: The children read the text and then answer the five questions on the right.
Activity 2: Instruct the children to look at the pictures. They then imagine a trip to Ocean World and write about it
using the pictures as a guide.
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Unit 5 - Lesson 2A

To practise the Present Simple Write some questions about great white sharks on the board. Explain any
with they. unfamiliar vocabulary and ask the children to say what they think: What do
they eat? Do they lay eggs? Do they breathe air? Do they live in groups?
To match descriptions to
Check the children’s answers when they have done Activity 3.
photographs.
Target language 3 Listen and read. 2.2

Vocabulary: Say: Open your books at page 48. Tell the children they are going to listen
blue whale, crab, jellyfish, to Mark asking an expert questions about the great white shark. Ask for a
octopus, orca, seal, shark, turtle; volunteer to read the sentence at the top of the page. Ask the children to listen
eat, lay eggs, live in groups carefully, and play the CD. Play it again, and this time tell the children to follow
the text in their books. Ask the children to put their books face down on the
Structures: table. Read out a sentence from the dialogue. Tell the children to turn over their
Do they eat turtles? books, find the sentence and say who says it. Invite the first child to give the
No, they don’t. right answer to have the next turn. Then check the answers you wrote on the
board in Getting started. Finally, play the CD again and after put the children in
Materials pairs to do a role play of the conversation.
Teacher’s i-book 4 Look and read. Which sentence is in the dialogue?
CD
Ask the children to look at the grammar boxes in Activity 4 and ask them to try
Unit 5 flashcards
to find which sentence is in the dialogue (They live alone.).
i-flashcards 5 Read and match.

Explain to the children that in Activity 5 they have to read the three texts and
match them to the correct photos. Ask for three volunteers to read the texts
aloud. Then give the children a few minutes to decide which photo corresponds
to which text. Then ask for three more volunteers to read the texts again and
ask the class to call out the letters of the correct photos.
Answers
1C
2B
3A
Finishing off
Hand out one flashcard (not of the great white shark) to each child and explain
that he/she has to answer questions about the ocean animal. The questions
will be Mark’s questions from Activity 3. If the children don’t know any of the
answers, they have to ask you. Tell them to write down their answers. When
they have finished, ask them to read out their sentences.
Resources
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UNIT 5 LESSON 2
3 Listen and read.
2.2
6 Look, listen an
Mark is doing a project on great white sharks. He’s talking to a shark expert.
Hello, can I ask you some questions about great

white sharks?
Yes, of course. What do you want to know?
Do great white sharks live in groups?
No, they don’t. They live alone.
Do they eat turtles?
Yes, they do. They eat turtles, seals and fish.
Do they lay eggs?
No, they don’t. They have babies. Me neither, but I think they are
amazing animals.
Do they breathe air?
Thanks for talking to me. Now I can
No, they don’t. They take oxygen from the
write my project.
water. Do you like great white sharks, Mark?
You’re welcome. Bye!
Yes, but I don’t want to meet one!

7 Do the sea ani
live alone. Yes, they do.

They Do they eat plants?
don’t eat crabs. No, they don’t.
5 Read and match.
1 A B C
They live in groups next to
the sea.
They eat fish and they breath
e air.
2
ey eat crabs
They live alone. Th
ey lay eggs.
and small fish. Th
3 They live in groups
. They eat seals
and fish. They do
n’t lay eggs.
48 The Present Simple Shark facts Do they (live alone)?
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IE Students develop initiative by getting into pairs and doing a role play of the dialogue, taking
turns to play each character and acting for the rest of the class.
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3 Read and match. 6 Write the questi
a b c d
1 Dolphins live in groups. d 3 They eat fish. b
2 They have babies. a 4 They breathe air. c
Crabs
live alone
have babies
lay eggs
eat fish 7 Write the senten
breathe air
1 Crabs live in groups (live / don’t live). 4 They eat fish (eat / don’t eat).
2 They don’t have babies (have / don’t have). 5 They don’t breathe air (breathe / don’t breathe).
3 They lay eggs (lay / don’t lay).
5 Look and write about turtles.
Turtles 1 They don’t live in groups.

live in groups 2 They don’t have babies.
have babies 3 They lay eggs.

4 They eat fish.
lay eggs
5 They breathe air.
eat fish
breathe air
38
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LC Students develop Linguistic competence by matching sentences with the correct

pictures. Images that reinforce information in written texts help to build literacy skills of
looking for visual cues to aid comprehension.
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Unit 5 - Lesson 2B

To practise the Present Simple Put the poster on the board and ask the children to look at it carefully. Explain
tense using they. that you are going to say a sentence about one of the ocean animals and that
you will ask a child to go to the poster to point at the correct animal and say
Target language what it is. Say: They lay eggs. S: Turtles lay eggs. Continue until you have done
all the animals.
Vocabulary:
blue whale, crab, dolphin,
jellyfish, octopus, orca, seal, 3 Read and match.
shark, turtle; eat, lay eggs, live Tell the children to look at Activity 3. Explain that they have to match the
in groups pictures of the dolphins with the four sentences. When they have finished, ask
for four volunteers to read out a sentence each and say the correct letter.
Structures:
Do they eat turtles?
They eat fish.
They don’t live in groups. Tell the children to look at Activity 4. Ask them to look at the list giving facts
about crabs. Explain that some of the sentences are true and some are false.
Then tell the children to complete the five sentences below. When they have
Materials finished, ask for five volunteers to read out their sentences.
Teacher’s i-book
Unit 5 poster 5 Look and write about turtles.
Unit 5 flashcards Tell the children to look at Activity 5. Explain that they have to look at the list
of facts about turtles and then write another four sentences similar to those in
Activity 4. The children do the activity. When they have finished, ask for four
volunteers to give their answers.
Finishing off
Divide the class into pairs. Give each child four flashcards. Then tell the
children to use the sentences in Activities 4 and 5 as models and to ask each
other questions according to what flashcards they have.
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Unit 5 - Lesson 3A

To listen to descriptions of sea Put the flashcards face down. Write the verbs breathe, lay and live on the
animals. board. Turn over a flashcard and say two sentences, one with they (live) and
one with they don’t (breathe). For example: Seals live in groups. They don’t lay
To do a quiz.
eggs. Ask for volunteers to come to the board, turn over a flashcard and say
To practise the Present Simple two sentences. Continue until you have been through all of the animals.
with they.
6 Look, listen and say the animal. 2.3
Target language Explain to the class that they are going to listen to some short descriptions of
Vocabulary: four ocean animals: dolphins, sea horses, turtles and crabs. Play the CD. The
crab, dolphin, jellyfish, orca, children listen and look at the table. Play the recording again, but this time stop
sea horse, seal, starfish, turtle after each description so that the children can say the name of the animal.
Structures: Answers
They live in groups. 1 sea horses, 2 crabs, 3 turtles, 4 dolphins
They don’t breathe air.
7 Do the sea animals quiz. Then, listen and check. Do your own quiz. 2.4
Materials Tell the children to look at the animals quiz. Ask them to work in pairs, reading
the questions, predicting the answers and noting their predictions in their
Teacher’s i-book notebooks. Then tell them to listen carefully, and play the CD. As they listen,
CD the children check their answers. Play the recording again and pause after
Unit 5 flashcards each statement. Ask the question aloud and ask for a volunteer to give you the
answer. After listening, the pairs say how many correct answers they predicted.
i-activity With the model questions the children go on to do their own quiz which they
practice with their partner.
i-flashcards
Finishing off
The children each choose two sea animals and use the internet and reference
books to find out about them. Write these questions on the board and ask
the children to find the answers: Do they breathe air? Do they live alone or in
groups? Do they lay eggs or have babies? What do they eat? When they have
finished, ask the children to read out the results of their research.
Transcripts
Look, listen and say the animal. 2.3
1 Rita: What are these animals? They don’t live in groups. They don’t breathe air. They lay eggs.
2 Mark: What are these animals? They live in groups. They don’t breathe air. They lay eggs.
3 Rita: What are these animals? They don’t live in groups but they do breathe air. They lay eggs.
4 Mark: What are these animals? They live in groups. They breathe air. They don’t lay eggs.
Do the sea animals quiz. Then, listen and check. Do your own quiz. 2.4
1 Do starfish live in groups? 5 Do dolphins eat plants?

Mark: No, they don’t. Starfish live alone. Mark: No, they don’t. They eat fish.
2 Do seals lay eggs? 6 Do orcas live in groups?
Rita: No, they don’t. They have babies. Rita: Yes, they do. They live in family groups.
3 Do jellyfish eat plants? 7 Do crabs walk?
Mark: Yes, they do. Mark: Yes, they do.
4 Do sharks breathe air? 8 Do blue whales eat dolphins?
Rita: No, they don’t. They take oxygen from the sea. Rita: No, they don’t. They eat very small fish.
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6 Look, listen and say the animal.
2.3
They live They breathe They lay

in groups. air. eggs.
What are these
dolphin
animals? They don’t
live in groups.
They don’t breathe air.
They lay eggs.
sea horse
turtle
her, but I think they are

g animals.
crab
king to me. Now I can
ect.
welcome. Bye!
7 Do the sea animals quiz. Then, listen and check. Do your own quiz.
2.4
1 Do starfish live in groups? 5 Do dolphins eat plants?

2 Do seals lay eggs? 6 Do orcas live in groups?
3 Do jellyfish eat plants? 7 Do crabs walk?
4 Do sharks breathe air? 8 Do blue whales eat dolphins?
1. Do octopuses lay eggs?

2. …
The Present Simple Animal facts They (lay eggs). 49
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MST Students develop scientific knowledge by doing a quiz about sea animals.
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6 Write the questions. Then, listen and write the answers.
3.9
1 live alone Do octopuses Do octopuses live alone ? Yes, they do .

2 fish Do they eat Do they eat fish ? Yes, they do .
3 they eat plants Do Do they eat plants ? No, they don’t .

4 Do air they breathe Do they breathe air ? No, they don’t .
5 eggs they Do lay Do they lay eggs ? Yes, they do .
7 Write the sentences.
at / don’t eat).
eathe / don’t breathe).
1 eBul leshaw ivel ni prugos Blue whales live in groups.

2 eyTh no’dt ayl gges They don’t lay eggs.
3 heyT thebrae rai They breathe air.
4 Tehy tea naplts They eat plants. T
4
Which sentence is false?
39
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from a short CD recording. They write the questions and the answers.
198
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Unit 5 - Lesson 3B

To write about ocean animals. Place the flashcards face down. Ask for a volunteer to come to the front and
turn one of the flashcards over. The child turns the flashcard over and asks a
Target language friend a question: Do (dolphins) (live in groups)? S2: Yes, they do. Student 2
then comes to the board and repeats the process. Continue until you have
Vocabulary: done all the animals.
blue whale, crab, dolphin,
jellyfish, orca, sea horse, seal,
starfish, turtle 6 Write the questions. Then, listen and write the answers. 3.9
Say: Look at the picture in Activity 6. Ask the children to write the words for
Structures: the questions in the correct order. When they have done that, ask for five
Do they live in groups? volunteers to read out the questions. Then explain that they are going to listen
They don’t lay eggs. to a boy asking an expert the questions. Explain that they have to write down
the answers as they hear them. Play the CD. The children listen. Give them
Materials a few minutes to write their answers. Play the recording again, pausing after
Teacher’s i-book each answer for the children to check what they have written. Then ask for five
CD volunteers to tell you their answers.
Unit 5 flashcards
7 Write the sentences.
Tell the children to look at Activity 7. Explain to them that they have to
unscramble the letters to form sentences about whales. When they have
finished, ask for four volunteers to read out their answers.
Finishing off
Ask the class to write a short paragraph about one of the other ocean animals,
using the texts in Activities 6 and 7 to help them. Tell them that if there is
anything they don’t know, they can ask you, use the internet or look in a
reference book. When they have finished, ask them to read out their paragraphs.
Transcript
Write the questions. Then, listen and write the answers. 3.9
1 Boy: Do octopuses live alone? 4 Boy: Do they breathe air?

Expert: Yes, they do. Expert: No, they don’t. They take oxygen from
2 Boy: Do they eat fish? sea water.
Expert: Yes, they do. They eat small fish and crabs. 5 Boy: Do they lay eggs?
3 Boy: Do they eat plants? Expert: Yes, they do.
Expert: No, they don’t.
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Unit 5 - Lesson 4A
Objectives The shipwreck!

UNIT 5 LESSON 4 Find andUNIT
sa 5 LESSON 4
To enjoy a story.
y!
2.5
To read and listen for Karen’s mum is a marine biologist. She goes diving They
They look at the jellyfish. They’ve got long look at the jellyfish. They’ve
tentacles. gother
Karen and longmum
tentacles.
hide from th
with Karen. They see lots of amazing sea animals. finds something interesting. She
comprehension.
Can you hear me?
Target language
Vocabulary:
blue whale, crab, jellyfish,
octopus, orca, seal, shark,
turtle; dangerous, famous, Yes! We're
ready to go.
fast; gills, seabed, shipwreck,

tentacles, treasure; diving Don’t touch the tentacles.
They’re poisonous.
1 2 2
Structures: Karen is looking at an octopus. They live on the Karen is frightened. She can see a big shark. There are lots of old coins on the
Octopuses have arms, not seabed. They’ve got gills and they eat crabs. They swim fast and they’re dangerous. They are taking them to a muse
tentacles! Mum! Look!
They live on the seabed.
Materials Oh, no! Poor crab!
Teacher’s i-book
CD
Unit 5 flashcards
Quick! Let’s hide
Octopuses have arms, behind the rocks!
not tentacles!
3 4 4
i-flashcards
50 Sea animals and their habitat Sea animals
Animal and their
descriptions: habitatgot gills a
They’ve
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i-story cards
Getting started
name of each animal. Then stick them to the left side of the board, with the
pictures facing the board. Next, repeat with the word cards, sticking them back
to front on the right side of the board. Divide the class into two teams. Ask for a
volunteer from Team A to turn over a picture card and a word card and to name
the animal. If they match, the team wins the pair. If not, turn them over again.
most pairs.
Before you read

in the story (Karen, Karen’s mum, captain, diver). Then hold up your book and
point to the series of pictures at the top of page 51. Say: Find these pictures in
the story and say what they are. Tell the class to work in pairs to find and name
the objects.
200
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Find andUNIT
sa 5 LESSON 4 Find and sa LC Students develop Linguistic competence
y!
y!

lyfish. They’ve gother
Karen and longmum
tentacles. Karen
hide from the shark. and her mum hide from the shark. Karen
Karen They are inside the ship. It’s very dark. Karen
finds
finds something interesting. She calls her something interesting. She calls her mum.
mum. is looking in a box. There are old coins inside. previous lessons. Afterwards a guided role play is
Mum, look! Treasure!
Mum! It’s a shipwreck.

Can we look inside?
2 5 6
There are lots of old coins on the ship. There are lots of old coins on the ship. The coins are in the museum. Lots of people come
They are taking them to a museum. They are taking them to a museum. to see them. Karen and her mum are famous now.
The coins are

500 years old.
OK, captain!
We've got the
treasure!
4 7 8
Sea animals
Animal and their
descriptions: habitatgot gills and theyAnimal
They’ve descriptions: They’ve got gills and they eat crabs.
eat crabs. 51
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comprehension with questions: What do Karen and her mum see? Have jellyfish
got tentacles? Has the octopus got tentacles? What does the octopus eat?
Why is Karen frightened? Where do they hide? What does Karen find? Where
are the old coins? How old are the coins? Where are they now? Write the main
parts from the story on the board: Karen, Karen’s mum, Captain, Diver, Narrator.
Divide the class into groups of five and tell them to take a part each and read
the story.
Finishing off
Read out a sentence from the story and ask the children to find the sentence
as quickly as possible and to raise their hands. Ask the first child to raise their
hand to say the next sentence. For example:
Teacher: It’s very dark.
Children: Karen is looking in a box.
201
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The shipwreck!
8 Look at the story and number the sentences in order. 11 Correct the und
4 Karen finds the coins.

2 The octopus chases the crab.

3
Karen and her mum see a shark.
1 12 Find the myster
Karen sees a jellyfish.
5
The coins are in the museum.
9 Look and label with words from the story.
tentacles museum treasure coins shipwreck
crab shark rocks octopus teeth
10 Find the words from Activity 9.

H G F D S A M N R
M B C V C X I U O
U S O R F T T V C
S H I P W R E C K
E A N P L E N R S 13 What do you th
U R S L K A T A J
M K B H V S A B G
C F X D Z U C S A
W E S R D R L T F
Y G U H T E E T H
O C T O P U S I J
40
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LC Students develop Linguistic competence by finding vocabulary from the story in a

wordsearch puzzle. This type of activity helps students to recognise and learn words and
their spelling in an enjoyable way.
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Unit 5 - Lesson 4B

To focus on comprehension of Remind the class about the story by asking them questions about it: Where
the story in the unit. are Karen and her mum? What are they doing? Can they see a jellyfish? etc.
Then ask them to open their Student’s Books at Lesson 4. Assign the parts
to five volunteers (Karen, Karen’s mum, Captain, Diver, Narrator). Ask the five
the story.
volunteers to change one word in their dialogue. They then read the story out
loud. The rest of the class listens and notes down the changes. Ask for their
Target language answers when the volunteers have finished.
Vocabulary:
blue whale, crab, jellyfish, 8 Look at the story and number the sentences in order.
octopus, orca, seal, shark, Ask the children to look at and number the sentences in the same order as they
turtle; dangerous, famous, appear in the Student’s Book. When they have finished, ask for volunteers to
fast; gills, seabed, shipwreck, read out the sentences in the correct order.
tentacles, treasure; diving
Structures: 9 Look and label with words from the story.
Octopuses have arms, not Ask the class to look at the pictures in Activity 9 and tell them that they have to
tentacles! find the right words in the story and write them under each picture. When they
They live on the seabed. have finished, ask for volunteers to read out their answers.
10 Find the words from Activity 9.

Materials
Tell the children to find the words from Activity 9 in the wordsearch. Go around
Teacher’s i-book the class correcting the children’s work.
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11 Correct the underlined word.
1 Karen’s mum is a teacher. marine biologist 4 Sharks swim slowly. fast
2 Karen goes cycling with her mum. diving 5 Karen finds some
3 Octopuses eat sharks. crabs diamonds in the box. coins
12 Find the mystery word.

My first is in
two and
starfish .
My second is in orca and turtle .

bird
crab
ten My third is in ten and seal .

fish
octopus
orca My fourth is in crab and whale .
turtle
shipwreck seal
starfish My fifth is in octopus and
fish .
sun
whale
ten My sixth is in turtle and

sun .
turtle
two
teeth My seventh is in star and bird .
whale
star
My eighth is in whale and ten .
And the mystery word is t r e a s u r e .
I think this story is . (ok / interesting / exciting)

I (want / don’t want) to go diving to see the turtles.
41
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MST Students develop mathematical competence by practising ordinal numbers 1 – 8. These

activities help to consolidate mathematical skills.
204
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Unit 5 - Lesson 4C
Objectives 11 Correct the underlined word.

Tell the children that they are going to read five sentences about the story and
that the underlined word in each sentence is incorrect. Tell them to look at the
story and find the correct word. When they have finished, ask for five volunteers
To review key vocabulary from to read out their sentences.
the story.
12 Find the mystery word.
Ask the children to look at Activity 12. Explain to them that each sentence
Target language
provides two words, and that the letter they have to write down is in both
Vocabulary: words. Explain that when they have identified all the letters they will be able to
blue whale, crab, jellyfish, discover the mystery word. When they have finished, ask them to tell you the
octopus, orca, seal, shark, mystery word (treasure).
turtle; dangerous, famous,
fast; gills, seabed, shipwreck, 13 What do you think?
tentacles, treasure; diving Ask the children to look at Activity 13. Explain that they have to complete the
Structures: sentences to give their opinion about the story. When they have finished, ask for
Octopuses have arms, not volunteers to read out their texts.
tentacles!
They live on the seabed. Finishing off
Materials class to call out: Stop! when they hear you make a mistake, and invite them to
Teacher’s i-book tell you the correct word or phrase.
205
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Unit 5 - Lesson 5A

To listen to and sing a song. Put the poster on the board. Ask the children to choose two animals that
have some similarity. Then ask them to tell the rest of the class. S1: Seals and
To learn about the body parts
dolphins breathe air. S2: Crabs and sharks don’t live in groups, etc.
of ocean animals.
Target language 9 Listen and say. 2.6

Vocabulary: Tell the children to look at the picture of the shark and tell them they are going
blue whale, crab, jellyfish, to hear the names of the body parts on the CD. Tell them to repeat the words
octopus, orca, seal, shark, aloud as they hear them. Play the CD. The children listen. Play the recording
turtle; dorsal fin, eye, flipper, again, and this time the children repeat the words. When they have finished, ask
gills, tail, teeth for a volunteer to read out the text beneath the picture.
Structures: 10 Read and say the animals.

They swim in the ocean. Ask the children to name the four animals and then explain that they are going
They haven’t got gills. to read about only two of them. Ask them to read the short texts to themselves
and decide which animals they relate to (orca, crab). When they have finished,
Materials ask for two volunteers to read out the texts and for the rest of the class to call
out the names of the animals when they have finished reading.
Teacher’s i-book
CD
Unit 5 poster
Say: Look at Activity 11. We’re going to sing a song about whales. Ask the
children to listen very carefully and play the CD. Play it again and ask the children
i-activity to follow it in their books. Play the recording again, and this time encourage the
children to join in. Join in yourself. Play the CD a few more times until they are
more confident. Then divide the class into groups and ask them to sing the song.
i-poster
Finishing off
Play Hangman. Think of a sentence describing a sea animal and write lines on
the board representing each letter in the sentence:
_ _ _ _’_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _.
(They’ve got four flippers and a small tail.)
point for each time it appears. For example, f wins 2 points, e wins 3 points, etc.
Resources
206
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UNIT 5 LESSON 5
9 Listen and say.
2.6
12 Listen and rea
dorsal fin
tail
teeth eye gills flipper
Sharks, fish and octopuses have got gills. Gills take oxygen from
the water. Dolphins and whales haven’t got gills. They breathe air.
10 Read and say the animals.
They haven’t got gills. They’ve They haven’t got a tail or flippers.
got big teeth and a dorsal fin. They’ve got gills.
11 Listen and sing.

2.7
Let’s sing the song of the great blue whale.

They swim in the ocean and they’ve got big tails.
u
They all breathe air. Do yo
w ?
No, they haven’t got gills. kno
They haven’t got teeth but they all eat krill.
They’re very, very big, 30 metres long.
They swim in the ocean and they sing a whale song.
The great blue whale, the great blue whale,
Let's sing the song of the great blue whale.
52 Ocean animal body parts (They’ve got gills), (they haven’t got flippers).
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MST Students develop scientific knowledge by learning how sea creatures breathe and facts
about the great blue whale when singing a song.
207
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14 Look and label. 17 Number in orde
dorsal fin eye dorsal fin

teeth
eye
flippers teeth tail
gills
tail
flippers gills
15 Look at the table and write about seals.
18 Look, read and

teeth gills flippers tail dorsal fins eyes
1 They’ve got teeth. 4 They’ve got a tail.

2 They haven’t got gills. 5 They haven’t got a dorsal fin.
3 They’ve got flippers. 6 They’ve got eyes.
16 Write the animal names and match.
1
a They haven’t got gills. They’ve
crab got a tail and a dorsal fin.
2
b They haven’t got teeth.
turtle They’ve got gills and legs.
orca c They haven’t got gills. They’ve

got four flippers and a small tail.
42
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help them remember the different parts of the fish and label them in English.
208
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Unit 5 - Lesson 5B

To practise speaking and Put the flashcard of the shark on the board. Ask for six volunteers to come to
writing about the body parts of the front of the class and then give them instructions. Say: (David), point to
ocean animals. the shark’s dorsal fin. (María), point to the shark’s eye. Continue until you have
done all the body parts (dorsal fin, eye, flipper, gills, tail, teeth). Repeat with the
flashcard of the blue whale and other volunteers, with the first six volunteers
Target language taking over your role. Then take out the other flashcards and ask questions:
Vocabulary: Have seals got flippers? Have jellyfish got dorsal fins? etc.
blue whale, crab, jellyfish,
octopus, orca, seal, shark,
turtle; dorsal fin, eye, flipper, 14 Look and label.
gills, tail, teeth Say: Open your Activity Books at page 42 and look at Activity 14. Look at the
box on the left and get the class to identify the different body parts. Then
Structures: explain that they have to label the picture using the words in the box. Go around
They swim in the ocean. the class correcting the activity.
They haven’t got gills.
15 Look at the table and write about seals.
Materials Say: Look at Activity 15. Explain to the children that they have to look at the table
Teacher’s i-book and then write down sentences about seals’ body parts. Give the children time
Unit 5 flashcards to write down their answers and then go through the activity orally with the class.
16 Write the animal names and match.

Say: Look at Activity 16. Explain to the children that they have to read the three
texts and match them to the correct animal. When they have finished, call out
the names of the three animals in turn and ask for volunteers to read out the
correct texts.
Finishing off
Draw the table in Activity 15 on the board and mark each square for one of the
other ocean animals. Ask the children to write down the sentences and then
identify which animal it is.
Resources
Language
Reinforcement
Activity 1: The children look at the picture of the sea animals and then answer the questions.
Activity 2: Tell the children to look at the text and to use the words in the box to complete it.
Activity 3: Instruct the children to look at the diagram and then label it. Then, they answer the question below.
Consolidation
Activity 1: The children read the clues and write the answers in the crossword.
Activity 2: Tell the children to read the text and to then read the statements below. They have to circle True or False
and correct the false sentences.
Extension
Activity 1: Tell the children to read the text and then to answer the questions below in their notebooks.
Activity 2: The children have to put the sentences in order and then write out the story on the lines provided.
209
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Unit 5 - Lesson 6A

To listen and read about turtles. Dictate or write on the board some facts about turtles, and encourage the
children to say whether they think they are true or false.
To listen and say True or False.
1 Turtles live in the Mediterranean Sea. 4 Turtles live on the beach.
2 Turtles have got gills. 5 Turtles have got teeth.
Target language 3 Turtles lay eggs. 6 Turtles haven’t got noses.
Vocabulary: Discuss each sentence and then tell the children the answers: 1) True, but they
blue whale, crab, jellyfish, are an endangered species in the Mediterranean. 2) False, they breathe air.
octopus, orca, seal, shark, 3) True. 4) False, they live in the sea. 5) False, they’ve got hard ridges for
turtle; hatchling, hole catching and cutting food. 6) False, they’ve got an excellent sense of smell.
Structures:
She lays eggs in the hole. 12 Listen and read. 2.8
The eggs are white spheres. Ask the children to look at the pictures and the texts as they listen to the CD.
Play the recording. Then, ask for six volunteers to read out the texts. Play the
Materials CD again. Ask for six different volunteers to read the texts but this time stop
after each one and ask comprehension questions. Where does the sea turtle
Teacher’s i-book swim to? What does she make in the sand? etc.
CD
Explain to the children that they are going to listen to six statements about
i-activity turtles and that they have to say whether they are true or false. Play the CD. The
children listen. Play it again, this time pausing to allow the children time to say
whether the statement is true or false.
Answers
1 True, 2 False, 3 True, 4 False, 5 False, 6 True
Do you know?
Ask the children to read the three sentences in the Do you know? section. Ask
them to close their books and ask simple comprehension questions: What animals
try to eat the hatchlings? etc. Ask them to read the three sentences aloud.
Finishing off
Tell the children that you’ve made up a new kind of sea animal and dictate
some sentences describing it: The sea monster:
They’re red and green. They breathe air.
They live in caves next to the ocean. They lay eggs in the sand.
They’ve got big teeth. They’re very ugly and they smell bad.
They eat sharks and boats. They live alone.
They haven’t got gills.
Ask the children to make up their own sea animal, give it a name, draw a
picture of it and write a description. Tell the children to show their pictures and
read out their descriptions to the class.
Transcripts
1 The turtle swims to the beach. 4 After ten weeks, the baby turtles come out of the eggs.
2 The turtle makes a hole in the sand with her head. 5 The hatchlings climb out of the hole in the day.
3 The turtle puts sand on the eggs. She doesn’t take 6 The hatchlings swim in the sea. They eat fish and
care of the eggs. sea plants.
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12 Listen and read.
2.8
1 The sea turtle

swims to the beach. 2 She makes a hole in the
sand with her flippers.
She lays eggs in the hole. 4 The turtle puts sand
on the eggs. She doesn’t
stay with the eggs. She
goes back to the sea.
3 The eggs are white

spheres, the size of
a table tennis ball.
5 After six weeks, the

baby turtles (or hatchlings)
6 The hatchlings climb out come out of the eggs.
of the hole at night. Then
they go to the sea.
7 The hatchlings swim in

the sea. They eat fish
and sea plants.
• Listen and say True or False.

2.9
u
Do yo
?
know
Crabs and birds Sea turtles can’t

try to eat the Turtles can live up
put their heads
hatchlings! to 100 years!
and flippers
inside their shells.
Learning about sea turtles 53
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MST Students develop scientific knowledge by reading facts about sea turtles and their
reproduction process.
211
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17 Number in order.
Sea turtles
dorsal fin
5
The hatchlings climb out of the hole at night. They go to the sea.
4
After six weeks, the baby turtles (or hatchlings) come out of the eggs.
tail
2
She makes a hole with her flippers. She lays eggs in the hole.
6
The baby turtles swim in the sea. They eat fish and sea plants.
gills
1
The sea turtle swims to the beach.
3
The sea turtle puts sand on the eggs and goes back to the sea.
18 Look, read and complete.

eyes
group have eating two drinks seals tail
1 Orcas have babies once every five years. 2 The baby stays with its mother and drinks
The baby’s tail comes out of the mother first. her milk.
3 After one or two years, the young orca 4 Orcas live in a group with their family all their
stops drinking milk and starts eating small fish. lives. They eat fish, seals and birds.
43
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LC Students develop language skills by looking at pictures and using their knowledge of the
language to complete sentences.
212
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Unit 5 - Lesson 6B

To read about turtles and orcas. Ask the children to look at Activity 12 in their Student’s Books. Tell them to
read about the sea turtles again.
Target language
Vocabulary: 17 Number in order.
blue whale, crab, jellyfish, Explain to the children that they have to number the sentences about sea
octopus, orca, seal, shark, turtles in the correct order. When they have finished, ask them to check their
turtle; hatching, hole answers with their Student’s Books and then ask for volunteers to read out the
Structures: sentences in the correct order.
The sea turtle swims to the
beach.
Orcas live in a group. Say: Look at Activity 18. Tell the children to complete the sentences about orcas
They eat fish, seals and birds. using the words in the word box. When they have finished, ask for volunteers to
read out the completed sentences.
Materials
Finishing off
Teacher’s i-book
Play Hangman with the children. Write lines on the board representing each
letter in the sentence:
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _.
(Orcas have babies once every five years.)
Resources
DVD
Activity 1: Tell the children to watch and listen to the DVD. They then look at the pictures at the top of the page
and tick the animals they see in the DVD.
Activity 2: The children read the sentences and then circle True or False according to what they see and hear on
the DVD.
Activity 3: The children read the sentences and then complete them using the words in the box.
213
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Unit 5 - Lesson 7A

To read a text about children Ask the children if they know where California is. Then ask them what they do
who help clean beaches in with their rubbish when they go to the beach. Ask them what problems there
California. might be if people leave rubbish on the beach.
practise the s and sh sounds. 13 Read and complete.
Ask the children to read the text. Put them into small groups and tell them to
Target language take turns reading out sentences. Ask them to close their books and read out
Vocabulary: one of the sentences for them to complete from memory. Repeat with the other
beach, rubbish, sea animals, sentences. The children then copy the sentences into their notebooks.
sick, sharks, turtles Answers
Structures: 1 California
Lots of people visit the beaches 2 rubbish
every year. 3 clean up beaches
Sometimes they find sick turtles. 4 sick turtles and sharks
Materials 14 Listen and say a tongue twister. 2.10

Teacher’s i-book Tell the children that they are going to learn a tongue twister. Play the CD and
CD encourage the children to repeat each line in the pauses. Put the poster on the
Unit 5 poster board and show the children the tongue twister. Play the CD again and invite
Finishing off
Practise saying the tongue twister in different ways: slowly, quickly, in a deep
voice, pretending to chew gum as you speak!
Resources
Phonics
Activity 3: Tell the children to look at the words in the box and then find them in the wordsearch.
Activity 4: The children read the sentences and complete them using sh, s, gr or l.
214
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Culture Review
UNIT 5 LESSON 7
13 Read and complete. 1 Make words an
tion clean-up!
Opera
aquar
ry
are in an aquarium.
The man is very 3 ... t
Dillon and his sister Celia are from California, in the USA. They live in the city and
they don’t go to the beach very often. But every year their school takes part in
Kids Ocean Day. It’s a special day when children from schools in California
go to a beach and help to clean it up.
Lots of people visit the beaches every year but they don’t always take their rubbish
with them. They leave lots of plastic bags and other rubbish and these get into the
ocean. The sea animals eat the rubbish and get sick. Sometimes they find Beep is fixing the 5 ..
sick turtles and sharks on the beach.
Dillon and Celia are really happy that they can do something to help!
1 Dillon and Celia are from ... . 2 People leave lots of ... on the beach.
3 Their school helps to ... . 4 Sometimes they find ... on the beach.

2.10
Sharon and Sheena swimming in the sea,

Sharon sees a shark,
2 Look and chan
But Sheena sees a ship.

Phew!
54 Caring for the environment Comparing the s sound as in sea and the sh sound as in shark
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pronunciation of the letters s and sh by learning a tongue twister. Accuracy and awareness
is developed by children through the repetition of the sound when chanting the text.
215
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Review
2.11
aquar do sh sur hung gla tou

ry prised ss ch ium n't ell aquarium
Beep and the children Sally is looking at a big 2 ... .

are in an aquarium. Beep sees a man.
Where are Look!

we now? I 1 ... know.
Let’s ask that man!
The man is very 3 ... to see Beep. Oh, no! The sharks look 4 ... and
they’ve got LOTS of teeth.
Hello.
Quick Beep,
do something!
Aargh! It’s
a robot!
Beep is fixing the 5 ... with his laser eyes. What does
this button do?
That’s amazing!
.. on the beach.
... on the beach .
DON’T 6 ...
THE RED...!
2 Look and change the words in blue.
1 Beep and the children are in a zoo for fish. 4 The sharks have got lots of molars and incisors.
2 The girl is looking at a big shell. 5 Beep is repairing the glass with his laser eyes.
3 The man is very surprised to see the robot. 6 ‘Don’t touch the cherry coloured button!’
Sharks The sharks look hungry and they’ve got lots of teeth. 55
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LC Students consolidate language skills. They apply their previous knowledge to make words
and fit them into the story.
216
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Unit 5 - Review

Remember, Beep, Sally and Finn were shopping. They were looking for a
computer. They were almost run over by a truck but Beep pushed the red
unit.
button.
Target language
1 Make words and complete the story. Then, listen and check. 2.11
Vocabulary:
aquarium, shark, shell Tell the children to look at the Beep cartoon. Ask them if they remember what
happened in the previous episode. Let them read the story and ask them to
Structure: suggest what the missing words are using the half words at the top. Play the
The sharks look hungry and CD and instruct the children to read and listen to the cartoon. Read out half a
they’ve got lots of teeth. caption or speech bubble and ask the children to complete it: Beep and the
children are in … . Sally is looking at … . The man is very surprised … . Follow
Materials on by asking the class to read the cartoon aloud in threes, with Child A saying
the narrator’s and Finn’s parts, Child B saying Beep’s and Sally’s parts and
Teacher’s i-book Child C saying the man’s part.
CD
Answers
1 don’t 4 hungry
i-story cards 2 shell 5 glass
3 surprised 6 touch
i-activity
2 Look and change the words in blue.
Tell the children to read the comic again. In pairs they read the sentences and
i-poster replace the blue words with one word in their notebooks. Ask volunteers to read
out the sentences to check.
i-flashcards Answers
1 an aquarium 4 teeth
2 Sally 5 fixing
3 Beep 6 red
Finishing off
Ask the children to put their books face down on the table. Read out a
sentence from The Adventures of Beep! Tell the children to turn over their
books, find the sentence and say who says it. Invite the first child who gives
the right answer to have the next turn.
217
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Review
UNIT 5
3 Look and write the animals. Then, play a spelling game with a classmate.
1 2 3
4 5 6
7 8
S-E…
Seal!
4 Choose an animal from Activity 3. Play Ask and guess the animal.
Have they got flippers? live in groups

Yes, they have. Do they eat seals
lay eggs
Do they lay eggs?
gills
Yes, they do.
Have they got flippers
Number 2, turtle! legs
Yes! walk on land
Can they swim fast
What are they?
1 They haven’t got gills. They breathe air. They’re 30 metres long and they eat krill. They can sing!
2 They breathe air and can live on the land and in the sea. They eat fish and they live in groups.
3 They live alone on the bottom of the ocean. They eat crabs and small fish. They’ve got gills and
they lay eggs. They have got eight arms.
56 Unit structure and vocabulary: animals, animal descriptions and body parts
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LC Students develop language skills by practising spellings and forming questions.
218
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Unit 5 - Review

To review the language of the Hand out the flashcards and word cards. Ask the children to walk around and
unit. pair up. Repeat and so all the children have a go. Ask them to say their word
when they have paired up.
Target language
Vocabulary: 3 Look and write the animals. Then, play a spelling game with a
breathe air, flippers, gills, krill, classmate.
lay eggs, turtle Go through the names of the animals with the children. Say a number and ask
Structures: them to call out what it is. The children then write the words in their books.
Do they live in groups? Put them into pairs and they take turns to spell out a word for their partner to
Have they got flippers? guess the animal.
Can they walk on land? Answers
1 crab 5 jellyfish
Materials 2 turtle 6 white shark
3 octopus 7 orca
Teacher’s i-book
4 blue whale 8 seal
Unit 5 poster
Unit 5 flashcards
4 Choose an animal from Activity 3. Play Ask and guess the animal.
Put the children into small groups. Invite a child out to demonstrate the activity.
i-poster Tell them to think of an animal from Activity 3 and then ask questions to guess
what it is. Tell the children to read the speech bubbles. They then play the game
in pairs.
i-flashcards
Ask for three volunteers to read out the three statements. Divide the class into
pairs and explain that the children have to decide the name of the animal being
described. Ask volunteers to say the animals, the rest of the class say if they
agree or disagree.
Finishing off
Display the poster and play I spy with the class. Say: I spy an animal with gills
and flippers.
219
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Review
1 Look and write the animals.
1 crab 2 orca 3 turtle 4 shark 5 seal 6 jellyfish
2 Read and complete. Then, listen and check.

3.10
live / don’t live eat / don’t eat breathe / don’t breathe
Great white sharks eat fish.

They don’t breathe air, because they’ve
got gills. They live alone.
Seals live in big groups. They haven’t got

gills and they breathe air. They like eating fish.
3 Look and write about turtles with They’ve got or They haven’t got.
1 They haven’t got gills.

2 They’ve got tails.
3 They’ve got flippers.
4 They haven’t got dorsal fins.
44
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LL Students develop their learning skills by going over the Present Simple and the names of
ocean animals. Lessons that focus on language consolidation help students to become
more fluent and comfortable with the language.
220
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Unit 5 - Lesson 7B

animal and tell you something about it, for example: Sharks eat fish. They have
got a big dorsal fin. Continue until all the children have had a turn to speak.
the whole unit.
1 Look and write the animals.

Target language
Tell the children to look at the pictures of the different animals and to write the
Vocabulary: words in the correct places. When they have finished, ask for volunteers to read
blue whale, crab, jellyfish, out their answers.
octopus, orca, seal, shark, turtle
2 Read and complete. Then, listen and check. 3.10
Structures: Tell the children to look at the word box and explain that they have to choose the
They haven’t got gills. right form of the verb to complete the sentences. When they have finished, tell
They don’t breathe air. them that they are going to listen to the correct answers on the CD and to check
They’ve got flippers. what they have written. Play the CD. The children check their answers. Ask for
volunteers to read out the correct text and then play the CD again.
Materials
teacher’s i-book Ask the children to look at the Picture dictionary on page 73 of their Activity Books.
CD Say: Point to the blue whale and the shark. Encourage the class to point quickly to
Unit 5 poster the two pictures and check with the child next to them. Repeat with other words
Unit 5 flashcards from the page. Tell the children to trace each word on the dictionary page. Play the
CD and ask the children to look at the pictures, repeat the words and translate them
below.
3 Look and write about turtles with They’ve got or They haven’t got.
Ask the children to look at the picture of the turtles and then at the sentences
on the right. Tell them they have to complete the sentences using They’ve got or
They haven’t got. When they have finished, ask for four volunteers to read out
their answers.
Finishing off
Place the flashcards around the room. Name one of the animals. Ask a child to
point to the correct flashcard, name it and spell it. If they say it correctly then
they choose the next animal.
Transcript
Read and complete. Then, listen and check. 3.10
Great white sharks eat fish. They don’t breathe air, because they’ve got gills. They live alone.
Seals live in big groups. They haven’t got gills and they breathe air. They like eating fish. They don’t eat plants.
221
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Unit 5 - Evaluation
Beep on grammar
Unit 5
Short answers
To evaluate children’s Name:
A B
Class:
C
1 eat fish? ✓ Yes, they do.
understanding of target language 2.12

Do they lay eggs?
breathe air? ✗ No, they don’t.
from the unit.

3 Look at Unit 5 in the Student’s B
D E
1 Look at the pictures, complete the questions and answer. correct animal.
Target language
Lay eggs Live in groups
Vocabulary: 2 Interesting Jellyfish Facts

When we are at the beach we don’t like to see jellyfish because they can
blue whale, crab, jellyfish, orca, give you a very nasty sting. But jellyfish are very interesting creatures.
They haven’t got a brain, a heart or bones. Some jellyfish have ways of
Eat plants Breathe air
octopus, seal, shark, turtle

detecting obstacles but do not have real eyes. A jellyfish’s body is 95%
water. They eat plankton and small fish. They use the stingers on their
tentacles to kill their prey.
Structures:
1 Jellyfish can sting you. True False
1 Do seals lay eggs ? No, they don’t.
2 Jellyfish haven’t got a brain. True False
2 Do octopuses lay eggs? Yes, they do.
Seals don’t only live in the 3 Jellyfish have a heart.
4 Jellyfish use their stingers to kill their prey. True False

True False
3 Do seals
4 Do octopuses
eat
eat
plants? No, they don’t.
No, they don’t.
plants?
4

water. 5 A jellyfish’s body is 50% water. True False
5 Do seals
6 Do octopuses live
live
in
in groups?
groups?
Yes, they do.
No, they don’t.
Look and write about seahorses
Octopuses have got gills. 3 1 SALES live in groups on land.

7 Do octopuses breathe air? No, they don’t.
2 SPDHLONI haven’t got any gills.
8 Do seals breathe air? Yes, they do.
3 BRACS Octopuses eat .
4 STELUTR lay eggs in the sand.

2 Write the question and answer. Then, check in the Student’s Book.
Materials
5 KHARSS have got lots of teeth.
1 Listen and number the photos.

2.12
Lay eggs
2 Read, then circle True or False. Do turtles lay eggs ?
3 Unscramble the letters and write the missing words. 109
Teacher’s i-book Yes, they do.
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10
CD
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Unit 5 Test
Short answers Present simple
Resource Book, pages Name: Class:
109 and 110 4 1 Do great white sharks live / lives in groups?
2 Karen is look / looking at an octopus.

1
live alone. live in groups.
They They don’t
2.22 eat fish. eat plants.
3 Octopuses have / has got gills.
4 Gills takes / take oxygen from the water.

3 Look at Unit 5 in the Student’s Book. Write in order and circle the
1
5 Great white sharks eats / eat turtles, seals and fish.
LL Students develop Look at the pictures, complete the questions and answer.
6 The mother turtle makes / making a hole in the sand.
correct animal.
eggs / don’t / They / lay
7 Turtles swim / swims in the sea.
their learning skills 8 The shark look / looks hungry. 2 1 They don’t lay eggs.
by participating in
9 Seals doesn’t / don’t only live in the water. alone / live / They
10 Karen’s mum goes / going diving. 2 They live alone.
an end of unit summative 5 Across

dorsal fin shark flipper tail jellyfish
eat / They / turtles
3 They eat turtles.
assessment procedure. Clear 1
got / fins / haven’t / They
assessment criteria and

2
4 They haven’t got fins.
3
have / They / babies
constructive feedback on
1 Do lay ?
3 2 Do octopuses
4
1
eggs? 5 They have babies.

3 seals plants?
3 Some species of sharks do lay eggs!
4
4 Do 5
plants?
Look and write about seahorses.
teacher expectations before 5

6 Do
seals
live
4
in groups?
groups?
eat plants
Seahorses
✗ live in groups ✓

Down 7 octopuses air? breathe air ✗ lay eggs ✓
8 Do air? eat small fish ✓
2 5
in learning to improve. 2 Write the question and answer. Then, check in the Student’s Book.
1
2 They
don’t breathe air.
3 They live in groups.
Lay eggs They lay eggs.
4
4 Circle the correct verb.
?
5 Do the crossword. 5 They eat small fish.
110
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11
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Transcript
Unit 5 Test. Activity 1. Listen and number the photos. 2.12
Boy 1: Well, Sam. Here we are at the Oceanografic City whale. You can really see all of its body.
of Arts and Sciences of Valencia, the biggest aquarium Boy 1: And look at the tentacles on that jellyfish.
in Europe. I wonder what species it is.
Boy 2: Wow! I’m really looking forward to our visit. Can Boy 2: I read that the guides in the blue T-shirts are
we see the dolphins first? marine biologists. Why don’t you ask him?
Boy 1: Yes, there’s a dolphin show at ten o’clock. Let’s Boy 1: OK, and let’s go to the underwater restaurant
go to the pool! after the dolphin show.
Boy 2: Look at that aquarium! I can see a gigantic blue Boy 2: Good idea!
222
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Introduction
6 Wonderful world
To write simple descriptions. It’s natural to make comparisons but sometimes this can be a sensitive issue.
If someone is being teased about their size, their colour or other characteristics
To learn and practise adjectives then it would probably be difficult for them to concentrate on their studies. In
and comparatives. this unit we study comparatives and it would be a good moment to focus on
To sing a song and a chant. this subject.
and a cartoon. Teaching tip
There are many ways of dealing with teasing. Sensitive issues, such as size,
To learn and practise high could be dealt with by playing cooperative games and storytelling. You could
numbers. line up the children according to size and deliberately mix up the order so the
students have to say: No, x is bigger than y, etc. After this playful introduction,
Target language the students should be more alert and open to the issue of size. You could then
Vocabulary: tell them a story, or an anecdote, where the hero is the smallest yet the most
desert, forest, island, lake, important element to achieving the goal. If time, you could also ask them to act
mountain, ocean, volcano; big, out the story with each character telling his part.
deep, high, hot, long, small;
bigger, higher, longer
Structure:
Unit 6 Wonderful world
Everest is higher than Mont
a high
Blanc. mountain
a wide
ocean a hot
volcano
a big
forest a deep
lake
a dry
a long desert
river
a small
island
2.21
Three fat, funny thieves

find four thousand fish.
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223
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Unit 6 - Lesson 1A

To introduce and learn Put the poster on the board and put the flashcards face down on the table.
geographical names and Turn one over and identify the natural feature. The children repeat with you.
adjectives. Ask for a volunteer to go to the poster, find the feature and read the word
aloud. Continue until you have introduced all the words. Then describe one
To describe a character in a
of the features and ask the children to guess what it is, for example: It’s blue
picture.
and it’s very deep (the lake). Divide the children into pairs and ask the class to
To learn and sing a song. prepare their own descriptions to try out on the rest of the class.
Target language 1 Listen and sing. 2.13

Vocabulary: Say: Open your books at page 57. Ask the class to look at the picture and ask
desert, forest, island, lake, them what they can see. Then tell them they are going to hear a song about
mountain, ocean, volcano; big, our world. Play the CD and ask them to listen. Play the recording again and
deep, high, hot, long, small ask the class to follow the song in the book with their fingers. Play it again and
Structures: encourage children to join in the singing with you. Play the CD a few more times
It’s deep and wide. until they are more confident. Then, divide the class into groups and ask them
It’s a big forest. to sing the song.
2 Describe and say in pairs.

Materials Ask the children to look at Activity 2. Read the speech bubbles as a class.
Teacher’s i-book Guide the children by writing some sample sentences on the board: He’s/She’s
CD wearing … a green dress, a red hat. He’s/She’s got … a ball, a camera. Ask
Unit 6 poster some of the stronger volunteers to the front to describe children in the pictures
Unit 6 flashcards for the class to guess. Then ask the children to work in pairs, taking turns to
describe the pictures for their partner to guess. When they have had several
turns, ask each child to choose a picture and write two or three sentences
i-activity describing it. Ask for volunteers to stand up and read their sentences out loud
for the class to guess.
i-poster
Finishing off
Line up. Ask eight volunteers to come to the front and give each of them a
i-flashcards picture flashcard. Ask them to hold up the cards for 20 seconds and tell the
rest of the class to remember them. Then tell the volunteers to turn their cards
round so that their classmates can’t see them. Ask the class to remember
where each child is: Anna is at the lake. Mickey is at the volcano, etc. Ask eight
more children to the front and repeat the exercise.
Resources
224
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6 Wonderful world LESSON 1
1 Listen and sing.

2.13
Look at our world, Big green forests,

Floating in space, And lakes so blue,
All blue and green, Thousands of plants,
It’s a beautiful place. And animals too.
There are high, high mountains, Floating in space,

Islands and seas, So all alone,
Long, long rivers, It’s a wonderful world,
And tall, tall trees. And it’s our home!
Wide, wide oceans,

And deserts so dry,
Hot volcanoes,
Reach up to the sky.
2 Describe and say in pairs.
1 2 3 4
mountain island river ocean

5 6 7 8
desert volcano forest lake
She’s wearing a yellow T-shirt.

She’s drinking water. Picture 6, the volcano!
He's wearing a blue coat.

Picture 7, the forest!
He's reading a map.
Natural features The Present Continuous (She’s) (eating an apple). 57
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LC Students develop and consolidate vocabulary by identifying and learning the names of
different geographical features.
225
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6 Wonderful world
1 Look and circle.
1
1 It is a dry / small / big forest.
2 It is a deep / small / dry desert.
3 It is a dry / long / hot river.
4 It is a hot / high / dry mountain.
2
5 It is a hot / long / wide volcano.
6 It is a deep / small / big island.
7 It is a hot / dry / deep lake.
8 It is a wide / high / small ocean.
3
5
4
6
8
1 It’s hot and dry. You can see camels here. It’s a desert .
2 It’s high. You can go skiing here. It’s a mountain .
3 It’s big or small. It’s in the middle of an ocean. It’s an island .
4 It’s deep and wide. Whales and dolphins live here. It’s an ocean .
5 It’s long and full of water. Crocodiles sometimes live here. It’s a river .
45
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SCC Students develop social skills by using their English orally in a guessing game. Games are a
wonderful way of using English in a relaxed and fun way.
226
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Unit 6 - Lesson 1B

To practise using geographical Show the flashcards one at a time and ask the children, as a group, to name
nouns and adjectives. them. Make sure they remember to say both the adjective and the noun (a
big forest). Next, ask two children to come to the front. Give them a different
Target language flashcard each. One holds his/her flashcard face down and says a clue: Fish
live here. The other guesses the flashcard and then makes a statement about
Vocabulary: his/her flashcard: It’s hot and dry. Continue with other volunteers.
desert, forest, island, lake,
mountain, ocean, volcano; big,
deep, high, hot, long, small 1 Look and circle.
Structures: Say: Open your Activity Books at page 45. Tell the children to look at the
It’s a big forest. pictures. Tell them to read the sentences and choose the correct adjectives
You can see camels here. to describe the features of the landscape. When they have finished, ask for
Whales and dolphins live here. volunteers to read out their answers.

Materials Say: Look at Activity 2. Tell the children that they have to read the descriptions
Teacher’s i-book and then complete the five sentences. When they have finished, ask for five
Unit 6 flashcards volunteers to read out their sentences so that the class can correct the activity.
Finishing off
Ask the children to describe three natural features that were not included in
Activity 2. Tell them not to say what the landscape is. When they have finished,
divide the class into pairs and ask the children to read their descriptions to
their partners. Their partner has to guess what it is.
Resources
Reading and Writing
Activity 1: The children have to read the text and then answer the questions below.
Activity 2: Tell the children to chose a comparison and then write a paragraph in their notebooks.
227
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Unit 6 - Lesson 2A

To listen and read about Write some high numbers on the board. Begin with 9. Then write 59. Then
famous geographical features 359. Then 6,359. Say and repeat the numbers with the children. Make sure
in the world. they say and after saying hundred. Then write the words deep, high, long,
To write about amazing places and wide on the board. Beside these adjectives, write the words metres and
in your country. kilometres. Give the children a number dictation. Write the letters A to J on the
To learn and practise high board in a column and ask the children to copy it. Then dictate a high number
numbers. for the children to write next to each letter: A is 6,950 kilometres long; B is 359
metres deep, etc. Correct by asking for volunteers to tell you the numbers for
Target language each letter. Write them on the board as the children say them so that the class
can check their answers. The children can also practise number dictations in
Vocabulary: pairs.
high numbers; desert, lake,
river, volcano; deep, high, long,
wide 3 Read and listen. Then, look at the numbers and say. 2.14
Tell the children that they are going to read about and listen to a recording
Structures: about four famous geographical features in the world: the Amazon, Mount
It is 5,600 kilometres wide. Teide, the Sahara Desert and Lake Superior. Write these on the board and ask
It is 3,718 metres high. the children if they can tell you which countries they are in. Explain that they
are going to hear some very high numbers in the recording. Tell the children to
Materials read the first text about the Amazon. Then tell them to listen carefully, and play
Teacher’s i-book the first part of the CD. Repeat and ask the children to follow the text in their
CD books. Do the same for the other three parts of the recording. Ask the children
Unit 6 flashcards to put their books face down on the table. Read out a sentence from the text
which includes a high number. Tell the children to turn over their books, find the
sentence and say which feature it is describing. Invite the first child to give the
i-activity right answer to have the next turn. Finally, play the CD again. When you have
finished, divide the class into pairs and ask the children to look at the numbers
in the box. One of them reads out a number and the other says what it relates
i-flashcards to.
4 Read and answer. Write about amazing places in your country.

Ask the class to share what they know about France: How do you say hello
and goodbye in French? What’s the capital of France? What colour is the
French flag? Invite children who have been to France to tell the class about
it. Ask about the food, famous places or sports. Ask the children to look at
Activity 4 and to read the two texts. When they have finished, ask them simple
comprehension questions: Where’s Mont Blanc? What does Mont Blanc
mean in French? How high is it? etc. Before the children write about their
own country, discuss some famous geographical features: big cities, rivers,
mountains, oceans or seas, names of islands or lakes, etc. Use the internet or
reference books to find out more about these places: the heights of mountains,
the lengths of rivers, etc. When they have finished, ask for volunteers to read
out their texts.
Finishing off
Put the flashcards face down on the board. Invite a volunteer to come to the
front of the class, to turn one over and read it out: A deep lake. The child has
to name a deep lake somewhere in the world and provide some information
about it: Lake Victoria is a deep lake. It’s in Africa. Continue with other
volunteers.
228
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UNIT 6 LESSON 2
3 Read and listen. Then, look at the numbers and say.
2.14
5 Listen and read
The Amazon is a river in Teide is a volcano in the

South America. It is 6,400 Canary Islands, in Spain.
kilometres long. A lot of It is 3,718 metres high.
animals live in the river. You can take a cable car
There are river dolphins, to near the top. Every
crabs and 2,100 year, two million people
different species of fish. visit Teide.
The Sahara Desert in Lake Superior is a big lake

Africa is 5,600 kilometres between Canada and the USA.
wide. It’s about the size of It is 563 kilometres long
the USA. It’s very hot and and 406 metres deep.
dry. Sometimes, there It is 10,000 years old. In winter,
is only one millimetre it is very cold, but you can swim
of rain in a year. in Lake Superior in the summer.
5,600 Five thousand, The Sahara Desert is

2,100 3,718 six hundred. five thousand, six hundred
563 6,400 kilometres wide.
2,000,000
Beep on Grammar, page 12. 6 Look and read.
4 Read and answer. Write about amazing places in your country.
A m az i n g p l a c e s i n F r a n c e
Mont Blanc is a The Eiffel Tower

high mountain is in Paris, the
in France. There capital city of
The Prado
is always snow France. It is is...
at the top. Mont 324 metres 7 Do the quiz. Lis
Blanc means high and it’s got
white mountain in 1,665 steps.
French. It is 4,810 When it’s sunny,
metres high. You you can see 60
can go climbing and trekking on Mont kilometres from the top. There are two
Blanc. Every year, 20,000 people restaurants on the Eiffel Tower. You
climb to the top. can have lunch and take photos.
What can you do on Mont Blanc? What can you do in the Eiffel Tower?
58 Big numbers Dimensions (The Sahara Desert) (is 5,600 kilometres wide).
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IE Students develop initiative by writing about amazing places in their country and then
sharing them with the rest of the class via a show and tell presentation.
229
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3 Listen and write the numbers.
3.11
6 Look, read and
6,960 910 6,650 8,848 6,300 3,404
Everest, Nepal Aneto, Spain Aconcagua, Argentina

8,848 metres. 3,404 metres. 6,960 metres.
River Yangtze, China River Nile, Africa River Ebro, Spain

6,300 kilometres. 6,650 kilometres. 910 kilometres. 7 Look at Activity
4 Look and write the numbers.
seven seven ninety-five

four five eighty-two
thousand hundred and
two six forty-one
two eighty-six
2,582 = two thousand, five hundred and eighty-two

4,795 = four thousand, seven hundred and ninety-five
641 = six hundred and forty-one
7,286 = seven thousand, two hundred and eighty-six
8 Look and write

5 Read and write the numbers.
Mount Kilimanjaro is in Africa. It’s (5,895) five thousand, eight

hundred and ninety-five metres high. Every year, (15,000) fifteen
thousand people climb Mount Kilimanjaro.
When it’s sunny, you can see (120) one hundred and twenty
kilometres from the top. Lots of animals live on Mount Kilimanjaro. There are
(179) one hundred and seventy-nine species of birds.
46
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MST Students develop mathematical competence by using large numbers when reading about
famous landscape features.
230
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Unit 6 - Lesson 2B

To practise high numbers. Write some high numbers on the board and ask the children to read them
out. Then ask for two volunteers to come to the front of the class. Ask one to
Target language say a high number and the other to write it on the board. Repeat with other
volunteers until all the class has had a turn.
Vocabulary:
high numbers; desert, lake,
river, volcano; deep, high, long,
3 Listen and write the numbers. 3.11
wide Explain to the children that they are going to hear three statements about the
height of mountains and three about the lengths of rivers. Explain that they have
Structures: to listen to the CD and write down the numbers. Tell them to listen carefully, and
It is 5,600 kilometres long. play the CD. Play it again. This time, the children write down the numbers. Go
It is 3,718 metres high. through the activity orally so that the children can correct their answers.
Materials 4 Look and write the numbers.

Tell the children to open their Activity Books at page 46 and to look at Activity 4. Ask
Teacher’s i-book
the children to look at the numbers in the table and explain that they should choose
CD
from the options for thousands, hundreds and tens to write the correct numbers. Go
around the class, checking the children’s work.
5 Read and write the numbers.

Tell the children to look at Activity 5. Tell them to read about Mount Kilimanjaro
and to write the numbers in words. When they have finished, ask for four
volunteers to read out the sentences from the text.
Finishing off
Divide the class into pairs. Ask them to invent sums for their partner. Then tell
them to read out the sum to their partner. Their partner writes it down, works it
out and says the answer. The children change roles and do the activity again.
Transcript
Listen and write the numbers. 3.11
Man: Have you got some questions for me? Man: Yes, it’s six thousand, nine hundred and sixty
Girl: Yes, I’ve got some questions about mountains. metres high.
Man: Oh good, I like mountains. Girl: Wow! That’s a high mountain.
Girl: Question one, how high is Everest? Man: Have you got any more questions about
Man: Everest is eight thousand, eight hundred and mountains?
forty-eight metres high. Girl: No, now I’ve got some questions about rivers.
Girl: Eight thousand, eight hundred and forty-eight Man: Rivers, oh good!
metres… Wow! It’s really high! Girl: Question four. How long is the River Yangtze?
Man: Yes, it is. Man: It’s six thousand, three hundred kilometres long.
Girl: Now question two. How high is Aneto in Spain? Girl: Six thousand, three hundred kilometres. OK, and
Man: Aneto is three thousand, four hundred and four now question five. How long is the River Nile?
metres high. Man: The River Nile is very long. It’s six thousand, six
Girl: OK, thank you. Now question three. How high is hundred and fifty kilometres long.
Aconcagua in Argentina? Girl: That’s amazing! Question six. How long is the
Man: Aconcagua is six thousand, nine hundred and River Ebro in Spain?
sixty metres high. Man: The River Ebro is nine hundred and ten
Girl: Sorry, can you repeat that, please? kilometres long.
231
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Unit 6 - Lesson 3A

To learn and practise the Introduce the idea of comparatives by drawing outlines of four differently sized
comparative forms of mountains on the board. Label them A, B, C and D. Write: A is higher than B and
one-syllable adjectives. indicate the meaning by pointing to how much higher A is than B. Then elicit
comparisons of the other mountains. Next, write temperatures at the top of each
To listen to and read a short
mountain: 5 ºC, 15 ºC, etc., and compare the mountains by saying: A is colder
dialogue using comparatives.
than B, etc. Underline the –er in higher and colder and explain or elicit that we
To do a quiz. add an –er to the adjective when we compare places. To give further practice,
bring objects into the classroom and compare them: The book is bigger than the
Target language pencil case, or make comparisons between children: Linda is taller than Olivia.
Vocabulary:
bigger, colder, higher, hotter,
longer, smaller Bring a world map to class or present a world map on the computer and ask
the children to help you find the places mentioned in the dialogue. Then, ask the
Structure: children to listen to the CD and to follow the text in their books. Play the recording
The Pacific Ocean is bigger again. After listening, check the children’s comprehension with some true/false
than the Indian Ocean. statements: Mark and Anita are doing a science quiz (F). The River Nile is longer
than the River Amazon (T), etc.
Materials
Teacher’s i-book
CD Ask the children to look at the grammar box in Activity 6. Ask for three volunteers
a map of the world to read out the three sentences and then ask the class to find the sentence which
is in the dialogue in Activity 5. (The River Nile is longer than the River Amazon.)
i-activity 7 Do the quiz. Listen and check. 2.16

Tell the children to look at the quiz. Ask them to work in pairs, reading the
phrases and predicting whether they are true or false. Then tell them to listen
carefully, and play the CD. As they listen, the children check their answers. Play
the recording again and pause after each statement. Ask the question aloud
and ask for a volunteer to give you the answer. After listening, the pairs say how
many correct answers they predicted.
Finishing off
Write bigger, lower, higher and smaller on the board. Divide the class into
pairs. Tell them that they have to write four sentences about places in their
own country which include these words. Tell them they can use the internet
and reference books to find out about them. When they have finished, the
children read out their sentences.
Transcript
Do the quiz. Listen and check. 2.16
1 The volcano Teide is higher than the volcano Etna. True

2 South America is bigger than Africa. False
3 The Indian Ocean is smaller than the Atlantic Ocean. True
4 The Andes Mountains are higher than the Himalaya Mountains. False
5 The River Ebro in Spain is longer than the River Seine in France. True
6 The North Pole is colder than the South Pole. False
7 The Sahara Desert is hotter than the Gobi Desert. True
8 Brazil is bigger than Canada. False
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5 Listen and read.
2.15
Mark and Anita are doing a geography quiz.

de is a volcano in the They’re holding question cards and looking at a world map.
nary Islands, in Spain.
s 3,718 metres high. I’ve got a question for you, Anita!
u can take a cable car The River Nile is longer than the River
near the top. Every Amazon. True or false?
ar, two million people
I think it’s true.
sit Teide.
Yes, you’re right. The River Nile is 200
kilometres longer.
Now, here’s a question about oceans.
The Pacific Ocean is bigger than the
Indian Ocean. True or false?
I think it’s true. The Pacific Ocean is very
big. It’s bigger than the Indian Ocean.
It’s false, Mont Blanc is higher than
Yes, that’s right. Now, I’ve got a Teide. But I don’t like that question!
question about mountains. Teide isn’t a mountain, it’s a volcano!
Teide is higher than Mont Blanc.
e Sahara Desert is Oh, Mark! Volcanoes are mountains!
True or false?
housand, six hundred
kilometres wide.
Everest is higher than Mont Blanc.

Remember!
The River Nile is longer than the River Amazon. big ➡ bigger
The Pacific Ocean is bigger than the Atlantic Ocean.

The Prado
is...
7 Do the quiz. Listen and check.
2.16
1 The volcano Teide is higher than the volcano Etna.

2 South America is bigger than Africa.
3 The Indian Ocean is smaller than the Atlantic Ocean.
4 The Andes Mountains are higher than the Himalayan Mountains.
5 The River Ebro in Spain is longer than the River Seine in France.
6 The North Pole is colder than the South Pole.
7 The Sahara Desert is hotter than the Gobi Desert.
8 Brazil is bigger than Canada.
Comparatives Natural features (Canada) is bigger than (Brazil). 59
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LL Students develop their learning skills by doing a geography quiz. Quizzes are a fun
way to build on the topics that the students have been learning about.
233
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Mount Tato, Mount Amika,

Ta t o 2,750 metres Amika 1,825 metres
Tato forest Amika forest

Amika city
Tato city
17 kilometres 28 kilometres
ncagua, Argentina
metres. 1 Tato city is bigger than Amika city.
bigger
higher 2 The river on Amika is longer than the River on Tato.
smaller 3 Mount Tato is higher than Mount Amika.
longer 4 Tato forest is smaller than Amika forest.
iver Ebro, Spain

kilometres. 7 Look at Activity 5 in the Student’s Book. Write in order.
than the Atlantic Ocean bigger The Pacific Ocean is

1
The Pacific Ocean is bigger than the Atlantic Ocean.

2 longer The River Nile is than the River Amazon
The River Nile is longer than the River Amazon.

3 Teide Mont Blanc than higher is
Mont Blanc is higher than Teide.

4 colder The South Pole than is the North Pole
The South Pole is colder than the North Pole.
8 Look and write sentences.
1 Minorca 2 Saturn
housand, eight Minorca is smaller Saturn is bigger

5,000) fifteen than Majorca . Earth than Earth.
Majorca
3 17 ºC 4 17 ºC
and twenty
manjaro. There are Madrid is warmer London is colder
30 ºC
species of birds. 25 ºC than Paris. than Los Angeles.
47
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LC Students develop language skills by revising the comparative in English comparing famous
landscape features.
234
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Unit 6 - Lesson 3B

To practise the use of the Say: Open your Activity Books at page 47. Write some scrambled sentences
comparative form of on the board, for example: Madrid / Guadalajara / is / than / bigger. Ask for
one-syllable adjectives. volunteers to give you sentences using the words: Madrid is bigger than
Guadalajara. The children can then work in pairs writing scrambled sentences
Target language for their partner to solve.
Vocabulary:
city, forest, mountain, river; 6 Look, read and complete.
bigger, colder, higher, hotter, Say: Look at the pictures in Activity 6. Ask the children to look at the pictures
longer, smaller of the two islands and to identify the features which they can see: a city,
a mountain, a river and a forest. Ask some simple questions: How high is
Structure:
Mount Tato? How long is the river on Amika? Then tell them to look at the
The Pacific Ocean is bigger
comparatives in the word box. Explain that they are going to complete the
than the Indian Ocean.
sentences with the correct words. Check the exercise by asking for four
volunteers to read out their answers.
Materials
Teacher’s i-book 7 Look at Activity 5 in the Student’s Book. Write in order.
Unit 6 flashcards Explain that they have to write the sentences in order by referring to the
information in the Student’s Book. Go around the class and check the children’s
answers.
8 Look and write sentences.

Ask the children to look at Activity 8. Tell them to look at the pictures, and
explain that they have to choose the correct comparative adjective for each
sentence. When they have performed the activity, ask for four volunteers to read
out their answers.
Finishing off
Ask the class to draw two imaginary islands, each one with a river, a mountain,
a city and a forest. Tell them to write down the measurements for the river
and the mountain and to make the city and the forest very different in size.
Tell them they can give names to all of these features. Then divide the
class into pairs and tell them to exchange their pictures and ask questions
using comparative adjectives. Explain that their answers should be like the
sentences in Activity 6.
Resources
235
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Unit 6 - Lesson 4A
Objectives A long way to school!

UNIT 6 LESSON 4 Find anUNIT
d sa 6 LESSON 4
y!
2.17
To read and listen for Tenzin and Nima are from Tibet. They live in a
small village high in the mountains. It’s windy in the
In the spring, Dad takes them to schoolIninthethespring, Dad takes them
town. It’s a long journey. They live in thetown.
townIt’s
until
Dad to
a long journey. They
goeslive
school
knows
in Dad
first.
in the but it’s very
a bridge
the town
helpsuntil
the children
comprehension. village and they like flying kites. In the winter it’s
cold and snowy and they can’t go to school.
summer.
Put your
summer.
gloves on, Nima!
Target language
Vocabulary:
dangerous, scared, snowy,
windy; noisier, sunnier; ice, kite,
melt
Structures: Goodbye, Mum!
The village is 4,845 metres high. 1 2 2

The town is busier and noisier The village is 4,845 metres high. It’s a lot higher than The weather is hotter this year and Everyone crosses the river safely
than the village. the town. The journey is dangerous. the ice has melted earlier than usual. is sunnier.
Oh, no! We can't

cross the river.
Put your foot here!
Materials
Be careful, Nima! What can
Teacher’s i-book we do now?
CD
Unit 6 flashcards
i-flashcards
3 4 4
i-story cards 60 Big numbers Comparatives Seasons

Big and weather
numbers Comparatives
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Getting started
Play a game. Show the class the flashcards and elicit the name of each
feature. Then stick them to the left-hand side of the board, with the pictures
facing the board. Next, repeat with the word cards and stick them face down
to the right-hand side of the board. Divide the class into two teams. Ask for
a volunteer from Team A to turn over a flashcard and a word card and to say
the feature. If they match, the team wins the pair. If not, turn them over again.
most pairs.
Before you read

in the story (Tenzin, Nima, Dad, Mum). Explain that Tenzin and Nima live high
up in the mountains in Tibet. Then, hold up your book and point to the series of
pictures at the top of page 61. Say: Find these pictures in the story and name
the objects. Tell the class to work in pairs and to find and name the objects.
236
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Find anUNIT
d sa 6 LESSON 4 Find and sa LC Students develop Linguistic competence
y!
y!

akes them
Dad to school
knows in the but it’s very dangerous.
a bridge Dad knows
Tenzina bridge but it’s very dangerous. Tenzin Tenzin falls, but Dad catches him.
urney. They
goeslive in Dad
first. the town
helpsuntil
the children to cross.
goes first. Dad helps the children to cross. previous lessons. Afterwards, a guided role play is
Take my hand. done by students for speaking consolidation.
It’s OK, I’ve got you!
Help!
Don’t be scared, Nima.

Now, Nima is really scared.
2 5 She doesn’t like the bridge. 6
Everyone crosses the river safely. Now Everyone
the weather crosses the river safely. Now the weather The town is bigger and noisier than the village, but
is sunnier. is sunnier. they love going to school.
See you in the

summer!
Bye, Dad!
Let’s take our

coats off.
Be careful
going home!
OK!
4 7 8
Seasons
Big and weather
numbers Comparatives Seasons and weather 61
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comprehension with questions: Where are Tenzin and Nima from? Where do
they live? Is it cold and windy in their village? Where do they go to school?
Where do they live in the summer? How high is the village? Is it higher than the
town? etc. Write the main parts from the story on the board: Tenzin, Nima, Dad,
Mum, Narrator. Divide the class into groups of five and tell them to take a part
each and read the story.
Finishing off
Read out a sentence from the story and ask the children to correct it. T: Tenzin
and Nima are from India. SS: No! Tenzin and Nima are from Tibet! T: They live
in a small village by the beach. SS: No! They live in a small village high in the
mountains! T: It’s windy in the village and they like windsurfing. SS: No! It’s
windy and they like flying kites! etc.
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A long
The way to school!
shipwreck!
9 Look at the story and number the sentences in order. 11 Find the word
2 The ice has melted.

4 Tenzin and Nima take their coats off.

5
They arrive at school.
1
Tenzin and Nima fly kites.
3
Tenzin falls off the bridge.

1
Dad
Let’s take our coats off.
Nima 2
We can’t cross the river.
M um 3
See you in the summer!
12 What do you
Tenzin
4
Put your gloves on Nima!
5
What can we do now?
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MST Students develop mathematical competence by numbering the sentences in order. Using
numbers to order and organise thoughts helps to develop this competence.
238
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Unit 6 - Lesson 4B

To focus on comprehension of Remind the class about the story by asking them questions about it: Who is
the story in the unit. in the story? Where do they live? Is their village hot and dry? Is there a school
in their village? etc. Then ask the children to open their Student’s Books
at Lesson 4. Assign the parts to five volunteers (Tenzin, Nima, Dad, Mum,
the story.
Narrator). Read the story out loud.
Target language
Vocabulary:
Say: Open your Activity Books at page 48 and look at Activity 9. Ask the children
dangerous, scared, snowy,
to look at and number the sentences in the same order as they appear in the
windy; noisier, sunnier; melt;
Student’s Book. When they have finished, ask for volunteers to read out the
ice, kite
sentences in the correct order.
Structures:
The village is 4,845 metres high. 10 Look at the story and match.
The town is busier and noisier Tell the class that in Activity 10 they will see pictures of the four characters in
than the village. the story and some sentences that each of them says. Tell them to look at the
story to identify who says what. When they have finished, ask for volunteers to
Materials read out the sentences and to name the correct characters.
Teacher’s i-book
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11 Find the words and complete the sentences.
A G W S C H O O L G
Y L H U O I B K O L
T O W N A Z R S X D
C V F V T K I T E S
B E I H S J D M K L
Q S C L A W G E D R
F T E G L Y E H U J
I K O L P A L K Z A
X S C D V F G B G N
H T D S C A R E D E
1 The village is 4,845 metres high. 6 Nima and Tenzin go to school

2 Tenzin and Nima like flying kites . in the town .
3 The ice melts in spring. 7 Nima is scared of the bridge.
4 Dad knows a bridge but 8 When it’s hot, they take
it’s dangerous. their coats off.
5 Nima wears gloves on her hands. 9 Tenzin and Nima love going to school .
I think this story is . (ok / interesting /

exciting)
My journey to school is .
(easy / long / short / dangerous / boring)
I give this story
✩✩✩✩✩ stars.
49
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LC Students develop Linguistic competence by finding vocabulary from the story in a wordsearch
puzzle. This type of activity helps students to recognise and learn words and their spelling in
an enjoyable way.
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Unit 6 - Lesson 4C
Objectives 11 Find the words and complete the sentences.

Tell the children to look at the wordsearch. Tell them that they have to find nine
words from the story. Explain that they will use these words to complete the
sentences. Explain that they can complete the sentences by referring to the
To review key vocabulary from story in the Student’s Book. When they have finished, ask for nine volunteers to
the story. read out the sentences.

Target language
Ask the children to look at Activity 12. Explain that they have to complete the
Vocabulary: sentences to give their opinion about the story. When they have finished, ask for
dangerous, scared, snowy, volunteers to read out their texts.
windy; noisier, sunnier; melt;
ice, kite
Finishing off
Structures:
The village is 4,845 metres high.
class to call out Stop! when they hear you make a mistake, and invite them to
The town is busier and noisier
than the village.
Materials
Teacher’s i-book
241
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Unit 6 - Lesson 5A

To listen to and say a chant. Write the following comparatives on the board: quieter, smaller, cleaner, colder,
snowier, windier, hotter, sunnier, bigger, noisier. To the right of the adjectives write
To learn and practise
the word than in large letters. Give the children an example: Guadalajara is smaller
comparatives ending in y.
than Madrid. Then invite them to make sentences using the comparatives.

Vocabulary: Ask the children to look at the picture and tell you what the children are doing.
noisier, snowier, windier Ask them some questions about the picture: Do you think it’s windy? Do you think
Structures: it’s cold? Play the CD and ask the children to follow it in their books. Then, tell
The town is snowier than the the class to stand up, play the chant again and ask the children to sing along and
village. move on the spot.
The village is cloudier than the 10 Look and say in pairs.
town.
Before they make sentences with comparatives, remind the children of the
adjectives. Write them on the board: sunny, big, hot, windy, quiet, noisy, clean,
Materials cold. Point to each one in turn and elicit the meaning or a sample sentence
Teacher’s i-book from the class. For example, for sunny, ask: Is it sunny today? Explain that the
CD comparative form of adjectives ending in –y is –ier and write some examples on
the board:
sunny —> sunnier
i-activity
windy —> windier
Read Kim’s sample sentence and then elicit other sample sentences comparing
the village and the town. Chant each one with the class so that they have
the opportunity to practise the pronunciation of the comparative adjectives.
Write the following model on the board and ask the childen to work in pairs to
compare the village and the town: The village/town + is + sunnier/bigger/hotter
+ than + the + village/town.

Ask for four volunteers to read out the four sentences. Then ask the children
to write down whether each sentence is true or false. When they have finished,
ask for another four volunteers to read out the sentences, but this time the class
call out True or False.
Answers
1 True, 2 False, 3 True, 4 True
Finishing off
Play Comparative noughts and crosses:
Draw a 3 by 3 grid on the board and write a comparative adjective in each square:
sunnier bigger hotter
windier quieter noisier
cleaner colder smaller
Draw a zero and cross on the board and explain that you’re playing noughts
and crosses. Divide the class into two teams. Ask Team A to choose a square
and make a sentence using the comparative adjective in the square, for
example: The winter is windier than the summer. If the sentence is factually
correct and correctly constructed, the team win the square and can write a 0 or
a X in it. Then, Team B choose a square and have a turn.
242
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UNIT 6 LESSON 5
2.18
12 Listen and rea
My village in the mountains,

Is quieter than the town.
It’s smaller and it’s cleaner,
There are flowers all around.
The weather’s very different too,

It’s colder there at night.
It’s snowier and windier,
But I can fly my kite.
It’s hotter and it’s sunnier,

When we go to town.
But it’s bigger and it’s noisier,
With people all around.
10 Look and say in pairs.
3 The clouds get

heavy and it rain
When it’s cold,
it snows.
sunny big hot windy quiet noisy clean cold
u
Do yo
The town is sunnier
than the village. o w ?
sunny ➡ sunnier kn
noisy ➡ noisier
1 The village is cloudier than the town. 2 The town is cleaner than the village.
3 The town is noisier than the village. 4 The village is quieter than the town.
62 Comparatives (The town) is sunnier than (the village).
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LL Students develop their learning skills by learning and practising a chant about a village.
Rhyme, music and chants are a useful way of memorising functional language and gaining
confidence while practising in a group setting.
243
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13 Write the missing words in the chant. Listen and check. 3.12
16 Unscramble the
colder windier than noisier bigger smaller hotter
My village in the mountains is quieter It’s snowier and windier , but I can fly my
than the town. kite! It’s hotter and it’s sunnier,
It’s smaller and it’s cleaner, there are when we go to town.
flowers all around! The weather’s very different But it’s bigger and it’s
too, it’s colder there at night. noisier , with people all around!
14 Read and match.
big snowy noisier sunnier

windy bigger
hot noisy sunny windier snowier hotter
15 Look and complete with words from Activity 14.

a b
1
Tree B is bigger than tree A. 17 Listen and comp
2
Mountain A is snowier than mountain B.
3
Forest B is windier than forest A.
4
Boy A is hotter than boy B.
R
5
Island B is sunnier than island A.
6
Baby A is noisier than baby B.
50
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LC Students develop Linguistic competence by reading and listening to a chant and filling in
the gaps with the missing words. Written exercises help to consolidate language learning.
244
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Unit 6 - Lesson 5B

To practise the comparative Write the following adjectives on the board: cold, windy, noisy, big, small, hot. Ask
form of adjectives which end for volunteers to come to the board and write the comparative form next to each
in y. adjective. Make sure that they double the consonants g and t with big and hot.
Then remind them that they have to use than in sentences with comparatives. Give
Target language them some examples as a dictation: The Indian Ocean is smaller than the Atlantic.
Vocabulary:
noisier, snowier, windier 13 Write the missing words in the chant. Listen and check. 3.12
Say: Open your Activity Books at page 50 and look at Activity 13. Listen to the
Structures: chant and then write in the missing words. Ask the children to listen. Play the
The town is snowier than the CD and ask the children to join in with the chant. (They have already done this
village. in the Student’s Book.) Then ask them to complete the sentences. When they
The village is quieter than the have finished, correct the activity by playing the CD again. Play it once more so
town. that the children can read and chant the text.
14 Read and match.
Materials Ask the children to look at the two word bubbles. Explain that one has the
Teacher’s i-book adjective and the other, the comparative. Tell them to match the words together.
CD Go around the class checking the activity.
15 Look and complete with words from Activity 14.
Tell the children to look at Activity 15. Explain that they have to complete the
sentences using the comparatives from Activity 14. When they have finished,
ask for six volunteers to read out their answers.
Finishing off
Play Hangman with the children, making sentences using the unit vocabulary.
Write lines on the board representing each letter in the sentence:
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _.
(The city is noisier than the town.)
point for each time it appears. Repeat with more sentences.
Resources
Language
Reinforcement
Activity 1: Tell the children to look at the prices and then to write them in words below.
Activity 2: The children look at the statements and use the words in the box to complete them.
Activity 3: The children look at the pictures and then find the words in the wordsearch.
Consolidation
Activity 1: Tell the children to look at the prices and then write the prices in words below.
Activity 2: The children look at the table and then write comparisons about the two places below.
Activity 3: Tell the children to read the text and then to write comparisons.
Extension
Activity 1: The children read the sentences and then write the numbers in words below.
Activity 2: The children look at both pictures and then, using the words in the box, write comparisons
about the pictures.
245
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Unit 6 - Lesson 6A

To listen and read about the Ask the children to work in pairs or small groups and to think of all the uses
water cycle. that people have for water: cleaning the house, cooking, drinking, the toilet,
washing, watering plants, etc. Then ask: Where does the water in our houses
To learn some facts about
come from? and elicit ideas and comments.
water.

Target language
Say: Open your books at page 63. Ask the children to look at the picture of the
Vocabulary: water cycle as they listen to the CD. Play the recording. Then tell the children
evaporate, water vapour that they are going to listen to the recording again and that this time they
Structures: have to follow the texts in their books. Play it again. When they have finished
When it’s cold, it snows. listening, ask for five volunteers to read out the texts. Then play the CD again.
The rain and snow fall on the Ask for five different volunteers to read the texts but this time stop after each
land. one and read out the sentences again with a missing word in each sentence.
Ask the children to tell you the missing word. For example: When it’s hot and
sunny, the water in oceans, seas and lakes evaporates. (The missing word is
Materials rivers).
Teacher’s i-book
CD Do you know?
Ask the children to read the four sentences in the Do you know? section.
When they have finished, ask them to close their books and ask simple
i-activity comprehension questions: How much rain is there in the Atacama desert? How
much of the human body is water? etc. Ask the children to open their books
and check their answers.
Finishing off
Play Hangman. Write the following sequence of lines on the board:
_ _ _ _ _ _ _ _ _ _ _ _ _’_ _ _ _ _ _ _ _ _ _ _.
(Polar bears don’t drink water.)
Explain to the class that each line represents a letter. Divide the class into
three teams and ask them to take turns to guess a letter in the sentence. As
the teams guess letters, write them in the sentence on the corresponding
lines. If you wish you can have a points system: 1 point for each letter guessed
(2 points if the letter appears twice, and so on) + 1 extra point for guessing
the first letter of a word. The winner is the team with the most points once the
sentence has been completed.
246
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12 Listen and read.
2.19
1 When it’s hot and sunny, the water in

sun oceans, seas, rivers and lakes evaporates.
clouds
2 The water vapour

rises and makes
clouds in the sky.
mountains
river
lake
land
3 The clouds get
heavy and it rains.
When it’s cold,
it snows. ocean
4 The rain and snow fall on

the land. The water goes
into rivers or lakes. 5 Rivers take the water to
oceans and seas. Then, the
water cycle starts again.
u
Do yo
w ?
kno
In 75%
the 60% Polar of the
Atacama of the bears don’t Earth is
Desert in Chile, human body drink water. They covered in
there’s only one is water! get water from the water.
millimetre of rain a animals they eat.
village. year!
e town.
The water cycle Facts about water 63
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MST Students develop scientific knowledge by listening and reading about the water cycle and
learning some facts about water.
247
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16 Unscramble the words, then match.
a b c d
, but I can fly my

nd it’s sunnier,
d it’s e f g h
all around!
1 KELA Lake e 2 TERAW Water b
3 DULOC Cloud g 4 DLAN Land h
5 WSON Snow a 6 VERIR River f
7 IARN Rain c 8 DOCL Cold d
17 Listen and complete. Then, write the letter.

3.13
The W C ycle
ate
r
a
1 When it’s hot and sunny, the water in oceans, seas,
rivers and lakes evaporates. e
2 The water vapour rises and makes clouds in the sky. a
3 The clouds get heavy and it rains. When it’s cold , it snows. b
b
4 The rain and snow fall on the land . The water goes
into rivers or lakes . d
5 Rivers take the water to oceans and seas. Then the water
cycle starts again. c
c d e
51
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from a short CD recording. They match the pictures to the sentences.
248
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Unit 6 - Lesson 6B

To listen and read about the Remind the children about the water cycle. Ask them some simple questions:
water cycle. What makes water evaporate from oceans and lakes? What are clouds made
of? What happens when clouds get heavy? Why does it snow? What takes the
To learn some facts about
water back to the oceans and lakes?
water.
16 Unscramble the words, then match.

Target language
Say: Open your Activity Books at page 51. Look at Activity 16. Explain to the
Vocabulary: children that they have to rearrange the letters to form correct words and
cloud, cold, lake, land, rain, then match the words to the photos. When they have done that, ask for eight
river, snow, water volunteers to read out their words and another eight to tell you which is the
Structures: correct photo.
When it’s cold, it snows.
The rain and snow fall on the 17 Listen and complete. Then, write the letter. 3.13
land. Say: Look at Activity 17. Remind the children of the water cycle again and tell
them that they are going to listen to five sentences about it. Explain that they
Materials have to fill in the gaps and then write the letter for the correct picture for each
sentence. Tell them to listen carefully, and then play the CD. Play it again, this
Teacher’s i-book time pausing after each sentence to give the children time to write in the correct
CD word. When they have finished, ask for volunteers to read out the completed
sentences and say the letter of the correct picture. Play the CD again.
Finishing off
Ask the children to draw their own diagram of the water cycle and then label
it using simple sentences from Lesson 6 (Activity Book and Student’s Book).
When they have finished, display the posters in the classroom.
Resources
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Unit 6 - Lesson 7A

To read a text about nomads. Talk to the children about Asia. Ask them if they know any countries in Asia
and tell them to locate it on a map. Then ask them to find Mongolia and the
Gobi desert. Explain that they are going to read about nomads, people who
practise the th and f sounds.
travel from place to place with no fixed house.
Target language
13 Read and make notes.
Vocabulary:
deserts, ger, lakes, mountains, Tell the children to read the text. Ask volunteers to read sentences out loud. Ask
nomads some comprehension questions, for example: Is Mongolia bigger than Spain?
What animals do nomads have? What do they use to cook their food? The
Structures: children make notes under the six headings in their notebooks. Put the children
It’s bigger than Spain. into six groups and give each group one of the topics. The children share their
A nomad family lives in a big information in their group and then talk about their topic for the rest of the class.
tent.
Some nomads have solar 14 Listen and say a tongue twister. 2.20
panels. Tell the children that they are going to learn a tongue twister. Play the CD and
Materials board and show the children the tongue twister. Play the CD again and invite
the class to chant again. Then teach the children a clapping pattern to do in
Teacher’s i-book pairs along with the chant. The pairs face each other, clap hands as they say
CD the line and then clap hands with a partner at the end of each line. Do this very
Unit 6 poster slowly to begin with and faster as the children get more familiar with the chant
a map of the world and with clapping along.
Finishing off
with the sound f and the other to do the same with words starting with the
sound th. Give them two minutes and then go through their words. Award a
with the f Team saying the f words and the th Team saying the th words.
Resources
Phonics
Activity 2: The children listen and then circle the word they hear.
Activity 3: The children look at the pictures and read the words in the box and then match them.
Activity 4: Instruct the children to complete the sentences using th or f.
250
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Culture Review
UNIT 6 LESSON 7
13 Read and make notes. 1 Find the words
Nomadic life

Look at those trees
Where are we?
It’s noisier and hotte

Mongolia is a country in Asia. Only three A nomadic family lives in a big tent called a
million people live there. There are ger. The gers have a door and no windows.
mountains and lakes in Mongolia, and a At night, it’s cold in the desert, but it’s
big desert called the Gobi Desert. warm inside the ger. Nomadic people drink
The Gobi Desert is very cold and windy, milk from their goats and eat meat, noodles
but nomads live there. Nomads have goats, and cheese.
sheep, camels and horses and they move Life is changing for nomads. Some nomads
from place to place with their animals. have solar panels to make electricity. Most
nomads travel by horse, but some use
motorbikes now.
TOPICS
• Mongolia
Hurry up, Beep, push
• Weather in the Gobi Desert
the red button!
• Modern inventions NOTES
• A ger • Weather in the Gobi Des
ert
• Food and drink - very cold and windy
• Transport

2.20
Three fat, funny thieves 2 Write in order.

find four thousand fish.
The red button d
64 Nomadic life in Mongolia Comparing the f sound as in fat and the th sound as in thieves
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LC Students develop Linguistic competence and comprehension by focusing on the

pronunciation of the th and f sounds by learning a tongue twister. Accuracy and awareness
are developed by children through the repetition of the sound when chanting the text.
251
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Review
2.21
1 A big hill. 4 Similar to walk, but faster.

2 A word similar to why, when and where. 5 Another verb for leave.
3 Smoke and lava come out of this. 6 It’s red, it doesn’t work and it’s on Beep’s arm.
Beep and the children are on a 1 ... . What’s happening?

Look at those trees! I don’t know
Where are we? but it’s hot. 2 ... ’s that noise?
It’s noisier and hotter now and there’s smoke. There are lots of people running.
Quick, 4 ... ! Oh, no!

Hello, what’s happening? The volcano
is erupting!
It’s the 3 ... !
Hurry up, Beep, push The red 6 ...

the red button! doesn’t work!
Yes, let’s 5 ... !
OK!
To be continued...
2 Write in order.
The volcano is erupting.

Finn can hear a noise. Beep, Sally and Finn arrive on a mountain.
The red button doesn’t work. Finn says ‘push the red button.’ They can see some smoke.
Unit structure: comparatives Unit vocabulary: adjectives 65
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to discover words from clues.
252
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Unit 6 - Review

them to tell you the story out loud. Say: Remember, Beep, Sally and Finn were
in the aquarium. The glass on the shark’s tank broke. Beep had to repair the
unit.
glass with his laser eyes.
Target language
Vocabulary: Tell the children to look at the clues and guess the words. Tell the children to
mountain, smoke, trees, read the Beep cartoon and decide which of the words goes where. Play the
volcano; hotter, noisier CD and let the children check the missing words. Read out half a caption or
Structures: speech bubble and ask the children to complete it: Beep and the children
It’s noisier and hotter now and are … . It’s noisier and hotter now and … . There are lots of … . Oh no! The
there’s smoke. volcano ... ! Hurry up, Beep, push … ! The red button … ! Follow on by asking
The volcano is erupting! the class to read the cartoon aloud in pairs, with Child A saying the narrator’s,
the people’s and Finn’s parts and Child B saying Beep’s and Sally’s parts.
Materials Answers
Teacher’s i-book 1 mountain 4 run
CD 2 What 5 go
3 volcano 6 button
i-story cards 2 Write in order.

Tell the children to read the comic again. In pairs they read the sentences and
decide the correct order of events. Invite volunteers to read out their answers
i-activity
for the rest of the class to check.
Answers
i-poster
Beep, Sally and Finn arrive on a mountain.
Finn can hear a noise.
i-flashcards They can see some smoke.
The volcano is erupting.
Finn says ‘push the red button.’
The red button doesn’t work.
Finishing off
253
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Review
UNIT 6
3 Read. Then, copy the crossword and write. 2

1
? ? ? ? ?
6
Across
? ?
2 A flow of water that goes to the sea.
4 It’s high. There’s snow here and you can go skiing.
? ?
5 There are lots of trees and animals here.
? ?
Down 3
1 It’s a mountain. Sometimes it erupts 4 ? ? ? ? ? ? ? ? ?
and there’s fire and smoke.
3 It’s enormous. Sharks, whales
? ? ?
and orcas live here.
6 It’s very hot and dry. 5
? ? ? ? ? ? ?
There aren’t any trees.
?
4 Look at Unit 6 and answer.
1 How many people visit Teide every year? 4 The River Amazon is longer than the River Nile.
2 How old is Lake Superior? True or false?
3 Where is there only 1 millimetre of rain a year? 5 Where are Tenzin and Nima from?
6 How high is Mont Blanc?
etres.
Russia is 10.6 million square kilom Mount Teide is 3,718 metres high.
res deep. Tenerife is 2,034 square kilometre

s.
Lake Superior in Canada is 406 met
The River Thames is 344 kilometre

s long. etres long.
The River Ebro in Spain is 930 kilom
Mallorca is 3,640 square kilometre

s. rees Celsius.
In the Gobi Desert it can be 50 deg
degrees Celsius. deep.

In the Sahara Desert it can be 57 Lake Como in Italy is 410 metres
The USA is 6 million square kilometre

s. Mont Blanc is 4,810 metres high.
1 Mount Teide is higher than Mont Blanc. 4 The USA is bigger than Russia.
2 The Sahara Desert is hotter than the Gobi Desert. 5 Lake Como is deeper than Lake Superior.
3 The River Thames is longer than the River Ebro. 6 Mallorca is smaller than Tenerife.
66 Unit vocabulary: natural features, big numbers
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MST Students develop mathematical competence by using large numbers to talk about
geographical features. Numbers are an important part of daily life and need to be used in
everyday situations.
254
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Unit 6 - Review

To review the language of the Tell the children to remember all the different places they have looked at in the
unit. unit. Then ask them to think of which places they would like to visit. Put them
into groups to discuss their opinions
Target language
Vocabulary: 3 Read. Then, copy the crossword and write.
desert, forest, lake, mountain, Ask the children to read through the clues. In their notebooks they copy
ocean, river, volcano the crossword and write in the answers. Put them into pairs to check their
answers.
Structures:
How high is Mont Blanc? Answers
It’s a mountain. Across: 2 river 4 mountain 5 forest
Where is there only 1 mm of Down: 1 volcano 3 ocean 6 desert
rain a year?
4 Look at Unit 6 and answer.
Materials Put the children into four teams. Ask them to close their books and read out
the first question. Give them a moment to discuss the answer in their team
Teacher’s i-book
and then write their answers on the board. repeat with the other questions.
Then, let the teams use their books to research the correct answers. Go
i-poster through their answers and see how many they had correct from memory.

i-flashcards Ask for volunteers to read the sentences aloud. Ask some comprehension
questions to make sure the children have understood and then tell them to
read the six sentences and say whether they are true or false. When they have
Term Review game
finished, correct the activity orally by asking for volunteers to read out the
statements and the rest of the class to call out: True or False.
Term Review poster Answers
1 False 4 False
2 True 5 True
3 False 6 False
Finishing off
Keep the children in their four teams and ask each team to look back again at
the unit and write four new questions similar to those in Activity 4. The teams
take turns to ask the other groups their questions, without letting them look in
their books. The team with the most correct answers wins.
255
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Review
1 Look and label.
1 2 3 4 5
mountain island desert volcano river
2 Circle, then complete the sentences with the numbers.
d o n e f i v e h u n d re d t h re e e i g h t y t h o u s a n d n
Tw o t e n t h o u s a n d h u n d r e d s e v e n t y h u n d r e i n e h u n d re d
a 6,425 = Six thousand , four hundred and twenty - five .
b 10,186 = ten thousand, one hundred and eighty - six.

C 973 = nine hundred and seventy - three .
D 2,849 = two thousand , eight hundred and forty - nine .
3 Look and complete. Then, write for you. Child’s own answers
higher snowier bigger smaller sunnier longer
Scotland 1 Scotland is bigger than Wales.

Ben Nevis 1,344 m
2 London is sunnier than Cardiff.
Edinburgh
3 Ben Nevis is higher than Snowdon .
River Clyde 176 km
4 The River Thames is longer than the River Clyde .
England 5 Wales is smaller than England (model answer) .
6 Edinburgh is snowier than Cardiff (model answer)
Snowdon 1,085 m
.
Wales
London 7 My country is than Scotland.
Cardiff 8 The capital city is . It is
River Thames 346 km than Cardiff.
52
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LL Students develop their learning skills by going over natural features, large numbers and the
comparative. Lessons that focus on language consolidation help students to become more
256
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Unit 6 - Lesson 7B

To practise reading and writing. Put the poster on the board. Ask children to go to the poster, point to one of the
landscape words and give you an example: Mount Teide is a high mountain. The
Sahara is a desert. Continue until all the children have had a turn to speak.
the whole unit.
Target language 1 Look and label.

Say: Open your Activity Books at page 52. Look at Activity 1. Tell the children to
Vocabulary:
look at the pictures, and explain that they have to write labels for them on the
the numbers; desert, forest,
lines underneath. When they have finished, ask for volunteers to read out their
island, lake, mountain, ocean,
answers. Then ask for other volunteers to spell the words.
volcano; big, deep, high, hot,
long, small; bigger, higher,
2 Circle, then complete the sentences with the numbers.
longer, smaller, snowier, sunnier
Say: Look at Activity 2. Tell the children that they have to split the word snake
Structures: into numbers and then use them to write out the high numbers in the activity.
Scotland is bigger than Wales. When they have finished, ask for volunteers to read out their numbers.
London is sunnier than Cardiff.
Materials Ask the children to look at the Picture dictionary on page 74 of their Activity
Books. Say: Point to a small island and a deep lake. Encourage the class to
Teacher’s i-book
point quickly to the two pictures and check with the child next to them. Repeat
Unit 6 poster
with other words from the page. Tell the children to translate each word on the
Unit 6 flashcards
dictionary page. Play the CD and ask the children to look at the pictures, repeat
the words and translate them below.
3 Look and complete. Then, write for you.

Say: Now look at Activity 3. Tell the children to look at the map. Explain that
they are going to complete the sentences using the comparatives in the box
and then write two true sentences. When they have finished, ask for volunteers
to read out a sentence each.
Finishing off
Place the flashcards around the room. Name one of the features of a
landscape. Ask a child to point to the correct flashcard, to name it and then to
spell it. If they say it correctly then they choose the next card.
257
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Unit 6 - Evaluation
Beep on grammar
Unit 6 Test
Objective Unit 6
Long numbers
Name: Class:
To evaluate children’s 1 4,241

8,954
17,436
eight
seventeen thousand,
nine
four hundred and
fifty-four
thirty-six
understanding of target 34,588,000 2,671 two six seventy-one

2.22
193
language from the unit. 5,054,800
Ca n a d a 1,344 S c ot l a n d 3 Look, read and complete.

5,959 1 Look at the table and write the numbers.
fourteen two twelve

2
Target language KALE
VIRER
1 Mount Teide is a
2 Don’t get lost in the

.
.
three
ten
five
thousand,
five
six
nine
hundred and
forty-five
ninety-two
sixty-seven
Vocabulary:
NAMITOUNS 3 When the is frozen you can skate on it.
3,912 = three thousand, nine hundred and twelve
TRESFO 4 The Nile is in Egypt.
5,567 = five
thousand, five hundred and sixty-seven
desert, forest, island, lake, OCNAOLV 5 In winter, the tops of the
are white.

14,692 = fourteen thousand, six hundred and ninety-two
10,245 = ten thousand, two hundred and forty-five
mountain, ocean, river, volcano; 3 The deser t T he

mountains Mountains Hills 2 Look and complete.
big, deep, high, hot, long, HOT HIGH
small; bigger, cleaner, colder,

quieter

1 2
Teide Danube Empire State Building Everest
Scotland S pa i n France Ireland 3,718 metres 2,872 kilometres 443 metres 8,848 metres
Structures: COLD BIG

1 Teide is
eighteen
three thousand, seven
metres high.
hundred and
Madrid is bigger than the village. 3 4

2 The River Danube is two
and
thousand
seventy-two
, eight hundred
kilometres long.

4 Finish the sentences.
The village is quieter than the 1 Listen and match the numbers to the correct flag.
2.22
3 The Empire State Building is
forty-three metres high.
four hundred and
city.
2 Unscramble the letters to make words. Then, match and write them in the sentences.
3 Look and make true sentences using the word and pictures. 111 4 Everest is eight thousand , eight
hundred and forty-eight metres high.
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12
Materials Unit 6 Test

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Long numbers Comparatives

Teacher’s i-book Name:
8,954 eight
Class:
nine fifty-four
City and village life
CD 4 1
17,436 seventeen thousand, four hundred and thirty-six
2,671 two
Maria lives in Madrid, the capital city of Spain. Every six seventy-one The River Nile is longer the River Amazon.
Mount Everest is higher than Mont Blanc.
weekend she goes to the mountains and stays with her 2.32
Russia is bigger China.
grandmother in a little village. She loves going to the
mountains because it’s much quieter than the city.
Resource Book, pages The streets are cleaner too. 3 Look, read and complete.
1
Look at the table and write the
Her grandmother’s house is bigger than the flat that Maria numbers.
111 and 112 lives in so she keeps her bicycle in the village.
In summer Maria stays in the village for a week because
colder bigger hotter higher longer
her parents work. It is very sunny during the day but 12 ºC 26 ºC

colder at night.
colder
1 New York is than Miami.
1 Madrid is bigger3,912 =
/ smaller than the village. 2
Students develop 2 The streets in the village are cleaner
5,567 = / dirtier than the 23 ºC 16 ºC
LL city streets. 14,692 = fourteen thousand, six hundred and ninety-two

3 The village is quieter / noisier than the city. hotter
10,245 = ten thousand, two hundred and forty-five 2 Barcelona is than London.
4 Maria’s flat is bigger / smaller than her grandmother’s
house.
2 8,611 m 4,810 m
by participating in Look and complete.

5 In summer, the village is hotter / colder at night.
higher
3 K2 is than Mont Blanc.
an end of unit summative 5 I am very happy on Tongano Island! There is a lot to 120,536 km 12,100 km
explore. There is a 1 volcano in the middle
assessment procedure. of the island and you can see smoke on the top. There
is a 2 forest in the middle of the island and Everest 3 4 Saturn is bigger than Venus.
Clear assessment criteria and there you can swim in the 3

Beside the lake you can see the 4
lake.
house
8,848 metres
6,400 km 2,872 km
1 Teide is thousand, seven and

constructive feedback on where we are living. There is a 5 road that 5 The River Amazon is longer than the
metres high. River Danube.
goes through the forest to the ocean.
2 The River Danube is two , eight
small hot deep long big
kilometres long. 4 Finish the sentences. Child’s own answers

3 The Empire State Building is and 1 I am taller than .
metres high. 2 I am older .

5 Complete the text4 Everest is
with words from the box. , 3 A mouse is bigger .
112
and metres high. 4 The moon is smaller .
in learning to improve. 366729 _ 0097-0120.indd 112 11/06/12 8:13

13
436939 _ 0001-0016.indd 13 26/06/12 12:01
Transcript
Unit 6 Test. Activity 1. Listen and match the numbers to the correct flag. 2.22
Boy: My name is Craig and I’m from Scotland. I’m going Carla: Wow Craig, that was interesting. I’m Carla and
to tell you a few interesting facts about my country, I’m from Canada. Canada is much bigger than Scotland.
Scotland. Scotland is part of the United Kingdom. We We have a population of 34,588,000 people. Canada
have a population of 5,054,800 people. There are a lot is also a country with a lot of mountains. The highest
of mountains in Scotland but the highest is Ben Nevis. mountain is Mount Logan in the Yukon. It is 5,959
Ben Nevis is 1,344 metres high! There are also many metres high! The longest river is the River Mackenzie
beautiful rivers and lochs in Scotland. The longest river and it it 4,241 kilometres long. You must come and visit
is the River Tay and it is 193 kilometres long. some day.
258
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Introduction
7 A great day out!
To write simple descriptions. The use of the past tense can be challenging and seem tedious to some children
unless it is put in a natural, fun context. The vocabulary in this unit is related to fun
To learn and practise the activities so take advantage of it to stimulate their interest.
Simple Past of the verb to be.
To sing a song and a chant. Teaching tip
To read and understand a story It is said that when you know the story of another person it is impossible to
and a cartoon. hate them. See how well the children know each other by guessing what their
classmates did at the weekend or asking them things about their infancy, like
where they were born. As the children get to know the personal stories of
Target language their classmates there should be a more positive communicative attitude in
Vocabulary: the classroom.
aquarium, bowling alley,
film studio, gallery, palace,
planetarium, skating rink,
theme park
Structures:
How old were you?
I/He/She/It was...
What was your favourite toy?
Who was your favourite teacher?
Where were you at (five past six)?
I was at the (bowling alley).
Unit 7 A great day out!

Drawing-Collage Swans
aquarium
gallery
Joan Miró (1893 - 1983) Salvador Dalí (1904 - 1989)

Joan Miró was an artist from Barcelona. Salvador Dalí was from Spain. He also lived in
At school, his favourite subject was Art. France and the USA.
He was good at painting and drawing. Look at this He was one of the most important artists of the 20th
painting by Joan Miró, it’s called ‘Drawing-Collage’. century. His paintings are different because they are
not like real life, they are like dreams.
planetarium It is colourful. It is from 1933.
Do you like it? This painting is called ‘Swans’. The swans are the
birds, but can you see another animal?
bowling
alley Woman with a mirror
The cot
palace
skating
rink
Fernando Botero (1932 - )

Fernando Botero is an artist from Medellín, Berthe Morisot (1841 - 1895)
Colombia. Berthe Morisot was an impressionist painter. When
He started painting when he was 13. He had an you see a tree in the morning and then in the
exhibition when he was only 19! He is famous afternoon, it doesn’t look the same because of the
for doing sculptures and paintings of very large light. Impressionist painters were interested in light.
film people, like ‘Woman with a mirror’.
Can you make a sculpture?
Do you think ‘The cot’ was painted during the day
or the night?
studio
Still life with lemons Mummy
theme
park
2.31
Where was Sarah?

Where was Claire? Louise Bourgeois (1911 - 2010)
Louise Bourgeois was an artist from Paris.
Roy Lichtenstein (1923 - 1997)

Where were Blair and Mary? Roy Lichtenstein became interested in Art at school.
He was a pop artist from the USA. Pop art used
At school, her favourite subject was Maths, but she was
good at Art too.
They were at the aquarium! ideas and images from lots of different places. ‘Still
Look at this sculpture by Louise Bourgeois.
It’s called ‘Mummy’. It’s a big spider with a bag of eggs.
life with a lemon’ looks like a comic book.
The sharks were really scary. What can you see in the picture?
You can see one in Bilbao, next to the Guggenheim Museum.
Do you like it?
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366814 _ 0001-0016.indd 16 09/05/12 13:48
259
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Unit 7 - Lesson 1A

To introduce and learn names Put the poster on the board and put the flashcards face down on the board.
of places for leisure activities. Turn one over and identify the place. The children repeat with you. Ask for
a volunteer to go to the poster, find the places and read the words aloud.
To revise prepositions of place.
Continue until you have introduced all the words. Then describe one of the
To learn and sing a song. places and ask the children to guess which one it is, for example: It has got
lots of fish inside (aquarium). Divide the children into pairs and ask the class to
Target language prepare their own descriptions to try out on the rest of the class.
Vocabulary:
aquarium, bowling alley, 1 Listen and sing. 2.23
film studio, gallery, palace, Say: Open your books at page 67. Tell the class to look at the picture and ask
planetarium, skating rink, them what they can see (A bowling alley). Then tell them that they are going
theme park to hear a song about going out with the family. Play the CD and ask the class
Structures: to listen. Play it again and ask the class to follow the song in the book with
I love going out. their fingers. Play the recording again and encourage the children to join in the
We take lots of photos. singing with you. Play the CD a few more times until they are more confident.
Where’s the theme park? Then divide the class into groups and ask them to sing the song.
It’s next to the planetarium.
2 Look and ask in pairs.
Materials Review the prepositions next to, between and opposite before the children do
the activity in pairs. Stick the flashcards to the board in two rows representing
Teacher’s i-book the two sides of a street:
CD
Unit 7 poster aquarium palace theme park skating rink
Unit 7 flashcards
bowling alley film studio gallery planetarium
Revision
between, next to, opposite Write the prepositions next to, between and opposite on the board and review
them with the class, asking: Where’s the (palace)? Is the (gallery) opposite the
(film studio)? and so on. Then, ask the class to look at the scene in Activity 2,
i-activity and ask for volunteers to read out Ben and Kim’s speech bubbles. Elicit
possible answers with other prepositions: It’s opposite the gallery. It’s next to
the planetarium. Ask the children to work in pairs, taking turns to ask questions
i-poster about the places. Follow up with a quiz. Divide the class into teams and ask
questions about the scene: Where’s the bowling alley? Is the skating rink
i-flashcards opposite the gallery? etc., giving points to the team with the first child to give a
correct answer.
Finishing off
A quick survey. Stick the eight flashcards to the board and ask the children
to choose their favourite place. Say: Whose favourite place is the aquarium?
and ask those children to raise their hands. Count them and write the number
below the flashcard. Repeat with the other places and discover the class’s
favourite place.
260
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7 A great day out! LESSON 1
1 Listen and sing.

2.23
ily,
t with my fam e.
I love going ou photos of the things we se
of tarium,
We take lots um and the plane
th e a qu a ri
Here’s ’s me!
is is th e pa lace. Look, it
And th ,
s we like to go .
So many place io
and a film stud
A theme park ing to a gallery,
go
We really like alí!
k ! T ha t’ s a painting by D
L oo ay,
e r ph oto w it h my sister M
Here’s anoth ay.
sk a ti ng rink on Saturd t’s me!
At th e
e bo w lin g a lley. Yes, tha
And here’s th ith my family.
tw
I love going ou
1 2 3
4
5 6 7 8
Where’s the
theme park? It’s between the film studio
and the planetarium.
1 skating rink 5 aquarium
2 film studio 6 bowling alley
3 theme park 7 gallery
4 planetarium 8 palace
Places to visit Describing position It’s (between) the (gallery) and the (palace). 67
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LC Students develop language skills by identifying and recognising place names for leisure
activities.
261
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7 A great day out!
1 Look and write.
aquarium planetarium theme park film studio

skating rink bowling alley gallery palace
1 She's at a 5 She’s at a
bowling alley. skating rink.
2 He’s at a 6 He’s at a
planetarium. gallery.
3 She’s at a 7 She’s at a
palace. theme park.
4 He’s at a 8 He’s at an
film studio. aquarium.
1 2
I love going to the gallery . I love looking at the planets. I really
I can see my favourite paintings like going to the planetarium .
there.
4
3 My Dad takes me to the I love ocean animals. I sometimes
film studio . I want go to the aquarium
to be an actor. at the weekend.
53
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LC Students develop Linguistic competence by writing sentences next to the correct pictures.
Images that reinforce information in written texts help to build literacy skills of looking for
visual cues to aid comprehension.
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Unit 7 - Lesson 1B

To practise speaking and Show the flashcards one at a time and ask the children, as a group, to name
writing about places for leisure them. Then hold out the flashcards face down and ask a child to come to the
activities. front, choose a card and name it. Repeat with other children.
Target language 1 Look and write.

Vocabulary: Say: Open your Activity Books at page 53. Tell the children to read out the
aquarium, art gallery, bowling words in the box at the top of the page. Ask them to look at the pictures in
alley, film studio, palace, Activity 1, find the correct words and write a sentence beside the correct
planetarium, skating rink, theme picture. When they have finished, ask for eight volunteers to read out their
park answers.
Structures:
I love going out.
We take lots of photos. Say: Look at Activity 2. Tell the children that they have to complete the
Where’s the theme park? sentences. Tell them that they will be able to identify the different words from
It’s next to the planetarium. the contexts of the sentences. Ask them to write the words. When they have
finished, ask for four volunteers to read out their paragraphs so that the class
can correct the activity.
Materials
Teacher’s i-book Finishing off
Unit 7 flashcard
Write anagrams of the other leisure places on the board: theme park, skating
rink, bowling alley and palace. Ask the children to decipher the words and then
to write a sentence including one of them, using the sentences in Activity 2 as
a model.
Resources
Reading and Writing
Activity 1: The children read the text and the sentences and circle True or False. Then, they correct the false
sentences in their notebooks.
Activity 2: The children look at the pictures. They compare Maria now with when she was two, and describe the
difference in her daily routine.
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Unit 7 - Lesson 2A

To introduce the Simple Past of Present the Simple Past. Compare today (present) with yesterday (past),
the verb to be. contrasting where the children are now with where they were at the same time
yesterday: Today at 10 o’clock we are in our English class. Elicit: Yesterday
To identify a picture from a
at 10 o’clock I was (in my Maths class) (at the shops) etc. Write a sample
short description.
sentence on the board, underline the forms of the verb to be and point out or
elicit the use of was/were for talking about yesterday or past events. Invite the
Target language children to talk about where they are today and where they were yesterday.
Vocabulary:
aquarium, bowling alley, 3 Read and listen. 2.24
film studio, gallery, palace,
planetarium, skating rink, theme Say: Open your books at page 68. Tell the children that they are going to read
park; excited, scared about and listen to a recording of Anita and Kim. Explain that they are looking
at photos on the computer and talking about them. Point out that they will be
Structures: using the Simple Past because the photos are about events that happened in
How old were you? the past. Ask the children to listen carefully and play the CD. Play it again, and
I was eight. this time tell them to follow the text in their books. Ask the children to put their
I was at the bowling alley. books face down on the table. Read out a sentence using the Simple Past
It was hot and sunny. (I was really excited) from the dialogue. Tell the children to turn over their books
and find the sentence. Finally, play the CD again. When you have finished,
Materials divide the class into pairs and ask the children to read out the dialogue.
Teacher’s i-book 4 Look and read. Which sentence is in the dialogue?
CD
Ask the children to look at the grammar box in Activity 4 and ask them to try to
find which sentence is in the dialogue (How old were you?).
Revision
autumn, spring, summer, winter 5 Look and say in pairs.
Ask the class to look at the pictures, elicit the names of the four seasons
and write them on the board. Then ask for volunteers to read out the speech
i-activity bubbles, and write the model sentences on the board: It was (spring, summer,
autumn, winter). I was at a (palace, gallery, etc.). Invite volunteers to choose a
picture and describe the scene, imagining that they are the child in the picture.
Then ask the class to work in pairs and tell them to take turns describing
pictures for their partner to guess. Then allow them to swap partners and repeat
the activity several times.
Finishing off
Role play. Ask the children to work in pairs and write a short dialogue between
friends who are looking at some photos about a day out to one of the places.
The children can act out their dialogues to the rest of the class.
Resources
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UNIT 7 LESSON 2
3 Read and listen.
2.24
6 Listen and say
Anita and Kim are looking at photos on the computer.
Look at this photo. I was at a bowling

alley with my brother.
How old were you?
I was eight and my brother was ten.
I like this photo of the theme park.
Me too! I was really excited. Look at
my dad! He was scared.
Is this you at the beach?
Yes, I was with my mum.
Was it hot?
Yes, it was very hot and sunny.
It was summer.
Come on, let’s go and take
some photos!
7 Ask a friend.
Good idea!
I was at a bowling alley.

How old were you?
He/She was eleven.
Where were you?
It was winter.
Beep on Grammar, page 14. 8 Read and write
5 Look and say in pairs.
Ben Kim Mark Anita Ruth Colin
It was summer. I was at a theme park. Are you Ruth? Yes, I am!
68 The Past Simple of to be How old were you? I was (seven).
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IE Students develop initiative by using the past tense to talk about what they did when they
were younger.
265
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3 Read and circle the mistakes. 6 Write in order. C
This is me. I was at a planetarium. I was This is me. I was at a palace. I was with
with my dad. It was winter. It was sunny. my sister. It was spring. It was windy.
brother spring me skating rink was nine at with
7 Listen and circle

This is me . I was seven This is me. I was nine
years old. I was at years old. I was at a skating
the park with my grandad. rink with my brother .
It was spring . It was winter.
5 Look at the picture and write.
This is me.
Child’s own answer
8 Answer for you.
54
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LC Students develop competence in the language by finding the mistakes in a text and
choosing words to complete a text.
266
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Unit 7 - Lesson 2B

To practise the target language. Ask the children some questions using the Simple Past of to be. Say: Was
it sunny yesterday? Where were you at ten o’clock on Sunday? etc. Ask for
Target language volunteers to take over your role, repeating the questions with other children.
Vocabulary:
aquarium, art gallery, bowling 3 Read and circle the mistakes.
alley, film studio, palace, Tell the children to open their Activity Books at page 54 and to look at Activity 3.
planetarium, skating rink, Ask them to look at the pictures. Say: Look at picture 1. Was it sunny? Was she
theme park at the film studio? Where was she? Then explain to the children that they have
to read the sentences under the pictures and find which sentences are not true.
Structures:
When they have found the incorrect word, they have to circle it. When they have
I was with my sister.
finished, ask the class to tell you which words they have circled.
It was spring.
This is me.
Tell the children to look at Activity 4. Tell them they are going to use the words
Materials in the word box to complete the sentences. Ask them to look at the pictures to
Teacher’s i-book help them complete the sentences. When they have finished, ask for volunteers
5 Look at the picture and write.

Say: Look at Activity 5. Look at the picture. Ask the children what they can see
in the picture. Then tell them to write a short paragraph like those in Activity 4,
but this time making reference to the picture. When they have finished, ask for
volunteers to read out their paragraphs.
Finishing off
Give the children a short dictation: This is me. I was at the zoo. I was with my
brother. It was sunny. Then tell them to draw a picture to illustrate the text.
When they have finished, display the pictures and encourage the children to
comment on them.
Resources
267
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Unit 7 - Lesson 3A

To learn and practise the Remind the children of the Simple Past of the verb to be. Ask some questions: Do
Simple Past of the verb to be. you remember your first day at school? What colour was your school bag? What
was your favourite present on your sixth birthday? To give further practice, divide
To ask questions using the
the class into pairs and ask them to prepare two questions for the rest of the class.
Simple Past of the verb to be.
To read and write a short text 6 Listen and say True or False. 2.25
using the Simple Past of the
Ask the children to look at the pictures for a few minutes. Ask them what the
verb to be.
photos depict and elicit: Ben’s first carnival. Ben’s first day at school. Ben’s
holidays. Explain to the children that they are going to listen to Ben talking
Target language about these photos. Play the CD. Tell the children to answer true or false when
Vocabulary: they hear the description. Play the recording again. Check the children’s answers.
carnival, holidays, school Answers:
Structures: 1 True, 2 False, 3 False, 4 False, 5 True, 6 False, 7 False
What was your favourite toy? 7 Ask a friend.
My favourite toy was my bike. Begin by writing the category headings toys, foods and places on the board.
Elicit two examples of each and then ask the children to work in pairs and make
Materials a list of words below each heading. Stop the class after three minutes and ask
Teacher’s i-book the pairs with the most words for each heading to read their lists out. Invite
CD other children to suggest more words. Show the class a photo of you as a child.
children’s photos and objects Invite volunteers to ask you the questions in Activity 7. Ask the children some of
the questions. Then tell them to work in pairs and ask each other the questions.
Round up by asking a pair to come to the front of the class. Ask Child A to go to
i-activity the corridor, and ask Child B the questions about her/his partner to test her/his
memory. Then call Child A back into the classroom, and ask for a volunteer to
ask her/him the questions.
8 Read and write about you.
Ask the children to read the text When I was little. When they have finished, ask
them whether there was any vocabulary which they did not know. Then ask for
volunteers to read out a sentence each from the text. Ask comprehension questions.
Then choose a phrase or sentence from the text. For example: My favourite food
was spaghetti. Ask the children to read your lips, look at the text and find the phrase.
Finishing off
Ask the children to bring in photos of themselves or to bring in old toys and
other objects to make a display to go with their finished texts. Encourage the
children to look at the display and to talk about it with their friends.
Transcript
My first carnival I was happy.

1 Ben: Hello, I’m Ben. Look at my first carnival, I was a 5 Ben: My new schoolbag was blue.
pirate.
My holidays
2 Ben: My hat was black and my jacket was green.
6 Ben: On my holidays, I was at the beach with my
3 Ben: I was with my friend, Tony. He was a ghost.
brother.
My first day at school 7 Ben: It was cloudy. My T-shirt was red and my cap
4 Ben: On my first day at school, I was with my dad. was orange.
268
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2.25
7 Ask a friend.
My favourite toy 1 What was your favourite toy?

was this teddy. 2 What was your favourite colour?
3 Who was your first teacher?
4 What was your favourite food?
5 What was your favourite ice cream flavour?
6 What was your favourite place?
7 What was your favourite TV programme?
8 Read and write about you.
W h e n I wa s l i t t l e
By Megan
ite food was spaghetti and
When I was little, my favour
. My favourite toy was my
my favourite drink was milk
My favourite place was the
bike. It was red and white.
e was hide and seek.
Colin park and my favourite gam
cher and I was in the
At school, Naomi was my tea
ite book was a story about
Dolphins class. My favour
ject was Art.
elephants. My favourite sub
Talking about your life My favourite toy was (my teddy). 69
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IE Students develop initiative by talking about when they were little and finding out about their
partner’s childhood in order to boost their oral skills. Teachers must create conditions for oral
interaction through group and individual activities.
269
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6 Write in order. Circle True or False.
When I was little

My first carnival
1 favourite toy a My was car
My favourite toy was a car. True False
2 windy was It cold and
It was cold and windy. True False
3 a My was toy plane favourite
a palace. I was with My favourite toy was a plane. True False
ing. It was windy. 4 was jacket My white
My jacket was white. True False
5 superhero a I was
Adam
I was a superhero. True False
7 Listen and circle the five mistakes. Then, write the correct text below.
3.14
as
at a
h my .
winter. This is Miriam. She was at her first Christmas party.
She was five years old. She was a giant. Her cat
was black. It was cloudy and hot. Her favourite
food was spaghetti.
windy soup Jane Halloween witch six
This is Jane . She was at her first Halloween party. She was six years old. She was a witch. Her cat
was black. It was cloudy and windy. Her favourite food was soup.
.
8 Answer for you.
1 What was your favourite toy? My favourite toy was Child’s own answers
2 Who was your first teacher?
3 What was your favourite place?
55
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from a short CD recording. They spot and correct the mistakes in a text.
270
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Unit 7 - Lesson 3B

To practise the Simple Past of Ask for eight volunteers to come to the front of the class. Give each of them
the verb to be. a different flashcard and ask the children to look at them. Then ask one of
them: Were you at the aquarium yesterday? The child looks at the flashcard
Target language and answers: Yes, I was or No, I wasn’t. Then the same child asks another
of the volunteers a question. Repeat the exercise, but this time ask: Where
Vocabulary: were you yesterday? The child looks at the flashcard and answers: I was at
aquarium, bowling alley, the planetarium. Then the same child asks another of the volunteers the same
film studio, gallery, palace, question. Continue until all of the children have had a turn.
planetarium, skating rink, theme
park; carnival
6 Write in order. Circle True or False.
Structures:
What was your favourite toy? Say: Open your Activity Books at page 55. Look at the picture. Then tell the
My favourite toy was my bike. children to write the sentences in the correct order and say whether they are
true or false. When they have finished, ask for five volunteers to read out their
sentences and for another five to say whether they are true or false, so that the
Materials children can check their answers.
Teacher’s i-book
CD 7 Listen and circle the five mistakes. Then, write the correct text below.
Unit 7 flashcards 3.14
Explain to the children that they are going to listen to the CD and that they will
hear various differences from the text in their books. Tell them to listen and
circle the words which are incorrect. Play the CD. Play it again and this time tell
the children to listen for the words in the box. Ask them to write out the correct
text. When they have finished, play the CD again so that they can check their
work. Ask for volunteers to read out their texts.
8 Answer for you.

Ask the children to give true answers to the questions. When they have finished,
ask them to read out their answers.
Finishing off
Ask the class about their last birthday party. Then ask them to write a true text
about themselves, using Activity 7 as a model. When they have finished, ask
them to read out their texts.
Transcript
Listen and circle the five mistakes. Then, write the correct text below. 3.14
This is Jane. She was at her first Halloween party. She was six years old. She was a witch. Her cat was black.
It was cloudy and windy. Her favourite food was soup.
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Unit 7 - Lesson 4A
Objectives Robbery at the palace!

Find andUNIT
sa 7 LESSON 4
UNIT 7 LESSON 4
y!
2.26
To read and listen for The princess was in her bedroom. Fifteen minutes later, in the entrance hall, Later, Granny and Tina are leaving
Tina is visiting the palace with her granny.
comprehension. The ceremony starts
at twelve o’clock. Have
you got your tiara?
Target language Yes, thank you!
Vocabulary:
ceremony, medal, portrait,
thieves, throne, tiara
Structures: She was Queen She was Queen
Isabella.
Where were you at eleven
Isabella.
o’clock? 1
Ooh, look at those
portraits, Tina! 2 2
I was in the bedroom. Tina is bored. She finds a door. Granny and Tina find the The
Granny and Tina find the princess’s bedroom. princess’s
police bedroom.
look at the photos. The
Granny sits on the bed and Tina takes aGranny
photo. sits on the bed and Tina takes
It wasn’t a photo.
Granny and Tina.
Excuse me, you

Materials can’t come in here.
Teacher’s i-book
CD
Hey, Granny! Let’s
go this way!
i-story cards
Smile!
And this was King
Zog’s throne.
3 4 4
70 The Past Simple of to be TheWhere

The time: Past Simple of toatbe
were you quarter to e
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Getting started
Remind the class about the Present Continuous. Ask volunteers to perform
various actions (read, write, jump, walk, etc.) and ask: What are you doing?
What is he doing? What is she doing? What are they doing? The children
answer using the correct form of the Present Continuous. Repeat the process
with volunteers asking the questions and different children giving the answers.
Before you read

in the story (Tina, Tina’s granny, guide, male servant, female servant, policeman,
princess). Explain that Tina is visiting the palace with her granny. Then hold up
the clocks in the story and name the scene. Tell the class to work in pairs to find
the clocks and say which frame they are in.
272
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Find andUNIT
y!

y!
Later, Granny and Tina are leaving the palace. The princess’s tiara is missing.
Later, Granny and Tina are leaving the palace.
Tina, where were you

previous lessons. Afterwards a guided role play is
She was in the at quarter to eleven? done by students for speaking consolidation.
bedroom with that girl.
They’ve got the tiara. I was in the bedroom,
taking a photo of Granny.
Stop, thieves!
She was Queen

Isabella.
The tiara was

on the chair!
2 5 6
d the The
princess’s
police bedroom.
look at the photos. They find The police look at the photos. They find the thief.
the thief. The princess gives Granny and Tina medals for
bed and Tina takes
It wasn’t a photo.
Granny and Tina. It wasn’t Granny and Tina. finding the tiara.
What a great day out!
IT WAS THE DOG!
Let’s find the dog, the

4 ceremony starts soon. 7 8
TheWhere
The time: Past Simple of toatbe
were you The time: Where were you at quarter to eleven?
quarter to eleven? 71
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comprehension with questions: Where are Tina and her granny? What time is
it in scene 2? What time is the ceremony? Who was the woman in the portrait?
Where does Granny sit in the princess’s bedroom? What does Tina do? What
time is it when Tina takes the photo? etc. Write the main parts from the story on
the board: Tina, Tina’s granny, Guide, Male servant, Female servant, Princess,
Policeman, Narrator. Divide the class into groups of three and ask one to read
Tina’s part, one to read Tina’s granny’s part and the other to read the narrator’s,
the female servant’s, the princess’s, the male servant’s and the policeman’s
parts. The children act out the story.
Finishing off
Read out a sentence from the story and ask the children to correct it. T: The
ceremony starts at eleven o’clock. SS: No! The ceremony starts at twelve
o’clock! T: Tina is visiting the aquarium with her mother. SS: No! Tina is visiting
the palace with her granny! T: Tina is excited. She opens the door. SS: No! Tina
is bored. She finds a door! etc.
273
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The shipwreck!
Robbery at the palace!
9 Look at the story and number the sentences in order. 11 Unscramble the
3 Tina opens a door.

5 The princess gives Granny and Tina medals.
1 The princess is in her bedroom.
4 They see the dog taking the tiara.
2 They are looking at a painting of Queen Isabella.
10 Look at the story and write the times.
five past ten quarter past eleven

eleven o’clock quarter to eleven
quarter past ten half past ten
1 The princess was in her bedroom.

It was five past ten.
12 What do you th
2 They look at the picture of Queen Isabella.
It was quarter past ten.
3 Granny is on the princess’s bed.
It was quarter to eleven.
4 They talk to the police.
It was quarter past eleven.
5 Granny takes a photo of the throne.
It was half past ten.
6 They leave the palace.
It was eleven o’clock.
56
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LC Students develop Linguistic competence by revising the story from the previous lesson.
Comprehension is checked by ordering sentences chronologically. This activity helps
develop literacy skills and students’ self-confidence.
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Unit 7 - Lesson 4B

To focus on comprehension of Remind the class about the story by asking them questions about it: Is it four
the story in the unit. o’clock in scene 2? Are Tina and her granny visiting a film studio? etc. Then
ask them to open their Student’s Books at Lesson 4. Identify who is in the
story: Tina, Tina’s granny, guide, male servant, female servant, policeman,
the story.
princess, narrator. Divide the class into groups of three and ask one to read
Tina’s part, one to read Tina’s granny’s part and the other to read the narrator’s
Target language part. Read the story out loud.
Vocabulary:
ceremony, medal, portrait, 9 Look at the story and number the sentences in order.
thieves, throne, tiara
Ask the children to look at the sentences and to number them in the same
Structures: order as they appear in the Student’s Book. When they have finished, ask for
Where were you at eleven volunteers to read out the sentences in the correct order.
o’clock?
I was in the bedroom. 10 Look at the story and write the times.
Ask the class to read out the times in the box at the beginning of Activity 10.
Materials Then explain that they have to read the story, find the sentence and the clock in
the picture and write down the correct times. When they have finished, ask for
Teacher’s i-book
volunteers to read out their answers.
Resources
DVD
Pedro’s project
275
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11 Unscramble the words from the story, then write the letter.
a
d
1 t r o t a r i p c 4 r i m r o r f
portrait mirror
b e
2 a r i t a e 5 h o r n e t b
tiara throne
c f
3 dalem a 6 w o r d s d
medal sword
Which object is not in the story? What does the dog take?
sword tiara
I think this story is . (ok / interesting / funny)
I (want / don’t want) to visit a palace.

57
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LL Students develop their learning skills by spotting the mistakes when the teacher tells the
story. They recognise untrue information and offer the correct version. This activity helps to
activate long term memory skills.
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Unit 7 - Lesson 4C
Objectives 11 Unscramble the words from the story, then write the letter.
Tell the children to look at the pictures in Activity 11, and tell them that the
names of the objects have been written incorrectly. Tell them to unscramble the
letters so that the words are correctly written, and then to write the letter of the
To review key vocabulary from correct picture in the box. When they have finished, ask them to answer the two
the story. questions underneath. When they have done that, ask for six volunteers to read
out their words and for another two to answer the questions.
Target language
ceremony, medal, portrait, sentences to give their opinion about the story. When they have finished, ask for
thieves, throne, tiara volunteers to read out their texts.
Structures:
Where were you at eleven Finishing off
o’clock?
I was in the bedroom. Spot the mistakes. Tell the story again, including deliberate mistakes. Ask the
Materials
Teacher’s i-book
277
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Unit 7 - Lesson 5A

To listen to and say a chant. Draw a big clock face on the board, write PAST to the right of the clock and
TO to the left and then introduce the times by drawing different hands on
To learn and practise telling the
the clock showing five past, twenty past, etc., and drilling the times with
time.
the children. Then say a time and ask for volunteers to come and draw it on
To practise the difference the big clock. After this, do a time dictation. Give each of the children one
between an analogue clock photocopy of the numbered clock faces without hands. Say: On clock 1, it’s
and a digital clock. twenty-five to nine and ask them to draw hands on the clock. Continue with
other times.
Target language
Vocabulary: 10 Listen and say the chant. 2.27
aquarium, bowling alley, film Tell the children to look at the pictures and to tell you the different times that
studio, gallery, palace, they show. Ask them some questions about the pictures: What is she doing at
planetarium, skating rink, five to eight? etc. Ask the children to listen very carefully, and play the CD. Play
theme park it again and ask the children to follow it in their books. To practise the chant,
Structures: divide the class into two groups. Group A chants the questions and Group B
Where were you at five to eight? chants the answers. For variety, brainstorm different voices with the class:
I was at the cinema. whispers, deep voices, high voices, ghost voices, witch voices, etc. As a
follow-on, ask the children to work in pairs and make up their own couplets.
The couplets don’t need to rhyme. For example:
Materials
Where were you at ten to five?
Teacher’s i-book I was at the film studio.
CD Where were you at five past one?
photocopies of numbered I was in the park, in the sun.
clock faces without hands Invite pairs to the front, to chant their couplets for the class. Ask the class to
a couple of dice listen and chant them back.
i-activity 11 Play the game. Ask and answer in pairs.

Draw a clock face on the board again and draw in the hands at twenty to eight.
Then draw a digital clock face beside it and write in 7:40. Use the clock faces
from the Time dictation and ask the children to write the times using a digital
format. Make sure they can all do this before beginning Activity 11. Explain
the game to the children. Ask for volunteers to read out the dialogue and then
explain that they have to throw two dice, add up the numbers and use that
square for their dialogues. Explain what miss a turn means. The children play
the game. Go around the classroom listening to them so that you can correct
any mistakes they may make.
Finishing off
Draw a TV schedule on the board:
TV programmes
5:55
6:25
7:10
Ask the children to name their favourite programmes for the different times.
Then divide the class into teams and ask them questions about the timetable
for points: What time is (Sponge Bob) on?
278
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UNIT 7 LESSON 5
2.27
12 Listen and rea
Where were you at five to eight?

I was at the cinema with my friend Kate.
Where were you at half past three?

I was with my granny at the gallery.
Where were you at ten to one?

At the bowling alley with my friend Ron.
Where were you at ten past two?

I was at the theme park. How about you?
11 Play the game. Ask and answer in pairs.
1 8:20 2 3:55 3 11:10 4 4:25
8 6:30 7 6 1:05 5 7:40

Miss a
turn!
9 2:00 10 10:15 11 9:10 12 3:40
13 Ask a friend.
Where were you at

twenty past eight?
I was at the bowling alley.
72 Places to visit The Past Simple of to be Telling the time
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LL Students develop their learning skills by learning and practising a chant about times and
leisure activities. Rhyme, music and chants are a useful way of memorising functional
language and gaining confidence while practising in a group setting.
279
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13 Look and write the times. 16 Look at Activity
quarter eight 3 11 12 1
twenty-five four 10 2 It’s half past
9 3
ten past twelve eight.
It's 8 4
twenty to nine 7 6 5
five four 4 11 12 1
half eleven 10 2 It’s quarter
9 3
8 4 to eleven.
1 11 12 1
7 6 5
10 2 It’s twenty-five 5
9 3 11 12 1
8 4 past nine. 10 2 It’s ten past
7 6 5 9 3
8 4 twelve.
7 6 5
2 11 12 1 6 11 12 1
10 2 It’s five 10 2 It’s twenty
9 3 9 3
8 4 to four. 8 4 to four.
7 6 5 7 6 5
14 Listen and write the letter. 3.15
17 Read and comp

1 4 Henry
c d a b
aquarium palace
2 5
b c d
f gallery bowling alley
6
3
e e f
a bed skating rink
15 Look at Activity 14 and write.
1 I was at a gallery at twenty-five to two.

2 I was at a skating rink at half past three .
3 I was at an aquarium at five o’clock.
4 I was at a bowling alley at ten past six.
5 I was at a palace at quarter to eight.
6 I was in bed at twenty past nine.
58
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MST Students develop mathematical competence by telling the time and practising timetables
on analogue and digital clocks. Students gain real competence with both clocks and the
maths involved in reading them. This helps them to consolidate their concept of time.
280
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Unit 7 - Lesson 5B

To practise telling the time. Remind the children of how to tell the time. Put a few quick examples on the
board and ask the children to read them out.
Target language
Vocabulary: 13 Look and write the times.
aquarium, bowling alley, film Say: Open your Activity Books at page 58 and look at Activity 13. Look at the
studio, gallery, palace, pictures of the clocks. Ask the class to choose the correct time from the boxes
planetarium, skating rink, on the left and to write it next to the clock. When they have done this, ask for
theme park six volunteers to read out their answers.
Structures:
14 Listen and write the letter. 3.15
I was at an art gallery at twenty-
five to two. Say: Look at Activity 14. Tell the children that they are going to listen to Henry
I was at a palace at a quarter to telling us where he has been during the day and at what time. Explain that
eight. they have to put the correct place against each time. Play the CD. The children
listen. Play the recording again and this time the children write the letters in the
boxes. Call out the times and ask for volunteers to say the correct letter.
Materials
Teacher’s i-book 15 Look at Activity 14 and write.
CD Tell the children to write six sentences using the information in Activity 14.
When they have finished, ask questions like those on the CD for the children to
answer: Where were you at twenty-five to ten?
Finishing off
Ask the children to think about where they were last Saturday. Write five
different times on the board and ask the children to write sentences saying
where they were at each of the times.
Transcript
Listen and write the letter. 3.15
Woman: Hi, Harry! Harry: At ten past six, I was at a bowling alley.
Harry: Hello! Woman: Do you like bowling?
Woman: Harry, where were you at twenty-five to two? Harry: Yes, I like bowling, but I’m not very good at it.
Harry: Twenty-five to two? I was at a gallery. Woman: Where were you at quarter to eight?
Woman: And where were you at half past three? Harry: I was at a palace. I was with my mum and dad.
Harry: I was at a skating rink. Woman: Where were you at twenty past nine?
Woman: Oh! Do you like skating? Harry: I was in bed at twenty past nine.
Harry: Yes, I do, it’s fantastic. Woman: In bed?
Woman: Good! Where were you at five o’clock? Harry: Yes, I was very tired!
Harry: I was at an aquarium with my friends. Woman: OK, thanks Harry, bye!
Woman: Oh yes, aquariums are interesting places. Harry: Bye!
Where were you at ten past six?
Resources
Language
281
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Unit 7 - Lesson 6A

To listen and read about Ask the children to work in pairs or small groups and to write down any names
modern art. of artists that they know. Then write the names on the board and place them
in a timeline for the children. Explain that they are going to read about four
To ask questions about art.
modern artists. Ask them general questions about modern art. Explain that
an important aspect of contemporary abstract art is that the artist does not
Target language paint a subject, such as a landscape or a religious scene. The canvas or the
Vocabulary: sculpture is the expression of a mood, or even the artist’s thoughts.
colourful, unusual; rectangle
Structures:
Do you like Art? Ask the children to look at the pictures of the artists and their work as they
Is there a gallery in your town listen to the CD. Play the recording. Then tell the children that they are going
or city? to listen to it again, and that this time they will have to follow the texts in their
books. When they have finished, ask for four volunteers to read them out.
Then play the CD again. Ask the children to study the texts again for three
Materials minutes and to try to remember as much as possible. Then ask them to close
Teacher’s i-book their books, and write the names of the artists on the board: Pablo Picasso,
CD Piet Mondrian, Georgia O’Keeffe, Eduardo Chillida. Divide the class into teams
paper and give out paper and a pen to each team. Ask a question about the artists
and give the teams ten seconds to write their answers on the paper. All teams
with correct answers win a point. (Possible questions: What was Picasso’s first
i-activity word? Whose favourite place was the desert? What were the five colours in
Mondrian’s paintings? etc).
Now, listen and say True or False. 2.29
Tell the children they are going to listen to some statements about the text and
they have to decide whether they are true or false. Play the CD a few times and
then go through the answers with the children.
Answers
1 False 5 True
2 False 6 True
3 True 7 True
4 False 8 False
13 Ask a friend.
Ask the children to read the four questions in Activity 13. Divide the class into
pairs and ask them to read the questions out to their friend and to write down
their answers.
Finishing off
Use the internet and reference books to find out about other artists.
Transcript
Now, listen and say True or False. 2.29
1 Piet Mondrian was from the USA. 6 Piet Mondrian’s paintings only have five colours.
2 Georgia O’Keeffe was an only child. 7 Eduardo Chillida’s sculpture is on rocks next to the
3 Pablo Picasso’s father was an artist, too. sea in Spain.
4 Eduardo Chillida’s favourite sport was basketball. 8 When he was a baby, Pablo Picasso’s first word was
5 Georgia O’Keeffe’s favourite place was the desert. paper.
282
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12 Listen and read.
2.28
Welcome to the gallery.

Here are some famous artists
from the twentieth century.
Pablo Picasso (1881 – 1973)
Pablo Picasso was from Spain. When he was
a baby, his first word was pencil. He was
famous for his colourful and unusual pictures
of people. His father was an artist, too.
Piet Mondrian (1872 – 1944)

Piet Mondrian was from Holland. He
was from a family of artists. His father
was an Art teacher. His paintings only
have five colours: black, white, yellow,
red and blue. They’ve got a lot of
black lines and coloured rectangles.
4:25
Georgia O’Keeffe (1887 – 1986)
Georgia O’Keeffe was from the USA. She
was from a big family. At school, her favourite
subject was Art. Her favourite place was the
desert. Her paintings show the deserts and
mountains of the USA.
7:40
Eduardo Chillida (1924 – 2002)

Eduardo Chillida was from Spain. When he was
young, his favourite sport was football. He was
a famous football player and an artist. Look at
this sculpture by Chillida. It’s made of metal.
3:40
It isn’t in a gallery. It’s on rocks next to the sea
in San Sebastian, in Spain.
13 Ask a friend. • Now, listen and say True or False.

2.29
3 Do you like
2 Is there a gallery the paintings and
t the bowling alley. in your town or city? sculpture on 4 Do you know
1 Do you like the names of more
this page?
Art? artists?
Learning about art and famous artists 73
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CAE Students develop cultural awareness by learning more about famous 20th century artists
such as Picasso, Mondrian, O’Keeffe and Chillida.
283
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16 Look at Activity 12 in the Student's Book. Write the name.
It’s half past

eight.
It’s quarter
to eleven. Piet Mondrian Eduardo Chillida Georgia O'Keefe Pablo Picasso
1 He was famous for his colourful pictures of people. Pablo Picasso

It’s ten past 2 He was a famous football player and an artist. Eduardo Chillida
twelve. 3 His father was an art teacher. Piet Mondrian
4 Art was her favourite subject at school. Georgia O’Keefe
It’s twenty 5 His sculpture is on rocks next to the sea. Eduardo Chillida
to four. 6 He was from Holland. Piet Mondrian
7 Her favourite place was the desert. Georgia O’Keefe
8 When he was a baby, his first word was “pencil”. Pablo Picasso
palace blue Maths artist metres sculpture France spider school
Joan Miró (1893-1983)

Joan Miró was an artist from Barcelona. At school ,
skating rink his favourite subject was Art. He was good at painting and
drawing. Look at this sculpture by Joan Miró, it’s called
'The woman and the bird'. It’s in a park in Barcelona. It’s
twenty-two metres tall and it’s red, yellow and blue .
Louise Bourgeois (1911-2010)
. Louise Bourgeois was an artist from Paris in France .

o’clock. At school, her favourite subject was Maths , but she was
en past six. good at Art too.
to eight. Look at this sculpture by Louise Bourgeois. It’s called 'Mummy'.
nine. It’s a big spider with a bag of eggs. It’s ten metres tall.
59
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SCC Students develop and consolidate their social skills (making decisions, dividing tasks,
respecting others, etc.) while working in groups.
284
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Unit 7 - Lesson 6B

To read and write about Write the names of the four artists on the board: Mondrian, Chillida, O’Keeffe
modern art. and Picasso. Ask the children general questions, such as: Was Mondrian from
Spain? Was Picasso’s father an art teacher? Do you like Miró’s paintings? Is
Target language O’Keefe a sculptress? etc.
Vocabulary:
colourful, unusual; rectangle; 16 Look at Activity 12 in the Student’s Book. Write the name.
artist, sculpture Explain to the children that they have to obtain the information they need to do
Structures: Activity 16 from page 67 in their Student’s Books. Tell them that they are going
Joan Miró was an artist from to read some sentences about these four artists, and that they have to identify
Barcelona. which artist each sentence relates to. Tell the children to work in their Activity
Was Mondrian from Spain? Books and to keep their Student’s Books open for reference. When they have
finished, ask for eight volunteers to read out their sentences.
Materials 17 Read and complete.

Teacher’s i-book Say: Look at Activity 17. Explain to the children that they have to complete the
sentences about Joan Miró and Louise Bourgeois, using the words in the word box.
When they have finished, ask for volunteers to read out the completed sentences.
Finishing off
Divide the class into pairs. Ask the children to write down six questions about
two of the artists that they have been studying. Tell them to refer to their Activity
Books and their Student’s Books to do this. Go around the classroom checking
the children’s work and listening to their questions and answers.
Resources
285
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Unit 7 - Lesson 7A

To read a text about children’s Ask the children about their last school trip and where they went. Ask them
school trips. what type of places they like to visit. Ask them how often they have trips. Ask
them what are some good places to visit in the local area.
practise the air sound.
14 Read and say the name.
Tell the children to read the texts. Ask volunteers to read it out a sentence at a
Target language
time. Put the children into pairs and let them read through the sentences. They
Vocabulary: say the name of the child for each one. Go through the questions and ask the
art galleries, rooftop farm, children to say the answers. The rest of the class check their own answers.
science museum, trip
Answers
Structures: 1 Audrey
The museum is amazing. 2 Maeve
We were there yesterday with 3 Ken
our teacher. 4 Audrey
There are lots of famous art
galleries in Paris. 15 Listen and say a tongue twister. 2.30
You can do experiments.
I want to start a garden. Tell the children that they are going to learn a tongue twister. Play the CD and
Materials the class to chant again. Then teach the children a clapping pattern to do in
Teacher’s i-book pairs along with the chant. The pairs face each other, clap hands as they say
CD the line and then clap hands with their partner at the end of each line. Do this
Unit 7 poster very slowly to begin with, and faster as the children get more familiar with the
chant and with clapping along.
Finishing off
Practise saying the tongue twister in different ways: slowly, quickly, in a deep
voice, or pretending to chew gum as you speak.
Resources
Phonics
Activity 2: The children listen and then circle the word they hear.
Activity 3: Tell the children to look at the words in the box and to circle the words that have the sound air.
Activity 4: The children look at the sentences and then write the word it is describing underneath. Then, they match
the words to the pictures.
286
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Culture Review
UNIT 7 LESSON 7
14 Read and say the name. 1 Make words an
bro
School trips
azing
Hi! I’m Audrey. I’m
from London. Our school goes on
three trips every year. Last week
my class were at the Science Museum.
The museum is amazing. You can do
experiments with electricity.
Hello! I’m Maeve. I live

in Dublin. Dublin is a big city but
there’s a rooftop farm here! We were there
yesterday with our teacher. You can learn a lot
about how plants grow. There were some tomato
plants. I live in a flat but we have a balcony
and I want to start a garden there.
Hi! My name is Ken

and I come from Paris. There are
lots of famous art galleries in Paris
but the Louvre is my favourite. I was
there with my school last month. You can
see the Mona Lisa by Leonardo da Vinci
there. It is a very famous painting but
I don’t really like it.
1 ... was at the Science Museum last week. 2 ... wants to start a garden.
3 ... doesn’t like the Mona Lisa. 4 ... has three school trips each year.

2.30
Where was Sarah? 2 Read and write

Where was Claire?
Where were Blair and Mary?
They were at the aquarium.
The sharks were really scary.
74 School trips Phonics sound air as in where, Sarah and Blair
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LC Students develop Linguistic competence and comprehension by focusing on the

pronunciation of the air sound by learning a tongue twister. Accuracy and awareness are
developed by children through the repetition of the sound when chanting the text.
287
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Review
2.31
bro vol stu com am wor Wa

azing cano ken it king dio puters broken
ALL of my buttons Beep and the children are in a film 2 ... !

Listen! The 1 ...
are broken!
isn’t making any noise.
What are you doing?
The robot film is in
the next studio!
STOP!
We can’t go home, Beep is fixing all of his buttons.

our robot is broken. Can we use your
3 ... to fix him?
What an
robot!
4 ... Yes, our dad
is an inventor.
e is Ken
ris. There are
galleries in Paris
y favourite. I was Oh, all right then!
ast month. You can
Leonardo da Vinci Now, all of my buttons Now, let’s go home!
mous painting but are 5 ... again.
y like it.
Wow! You’ve got
another control panel!
ach year.
This is fantastic!
Action! 6 ... , don’t go!
2 Read and write out the false sentence.
1 All of Beep’s buttons are broken. Finn is 2 Beep is fixing his buttons. Sally tells the man
looking at Beep. The volcano is very noisy. about her dad. The man thinks Beep
3 The director doesn’t want to film Beep. All of is amazing.
Beep’s buttons are working. Beep has a new 4 Sally wants to go home. The director doesn’t
control panel. want them to go. The red button isn’t working.
The Present Continuous Functional language: Let’s go home! 75
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LC Students consolidate language skills. They apply their previous knowledge to make words
and decide where to use them.
288
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Unit 7 - Review

them to tell you the story. Say: Remember, Beep, Sally and Finn were on a
mountain. It got noisier and hotter. There were lots of people running. The
unit.
volcano was erupting. They pushed the red button but it didn’t work.
Target language
1 Make words and complete the story. Then, listen and check. 2.31
Vocabulary:
aquarium, bowling alley, Tell the children to look at the half words and try to make full words. Let them
film studio, gallery, palace, read the story and ask them to suggest what the missing words are. Play the
planetarium, skating rink, theme CD and instruct the children to read and listen to the cartoon. Read out half a
park caption or speech bubble and ask the children to complete it: All of my buttons
… . Listen! The volcano isn’t … . Beep and the children are … . The robot film
Structures: is in ... . We can’t go home, our … . Can we use your computers … ? Now, all
They were at the aquarium. of my buttons ... . Now, let’s go ... ! Follow on by asking the class to read the
The sharks were really scary. cartoon aloud in pairs, with Child A saying the narrator’s, the director’s and
Finn’s parts and Child B saying Beep’s and Sally’s parts.
Materials Answers
Teacher’s i-book 1 Volcano 4 amazing
CD 2 studio 5 working
3 computers 6 Wait
i-story cards 2 Read and write out the false sentence.
Tell the children to read the comic again. In pairs they read each sentence and
i-activity decide which one is false. They then write it out correctly. The pairs share their
answers with the rest of the class.
Answers
i-poster
1 The volcano isn’t making any noise.
2 Finn tells the man about his dad.
i-flashcards 3 The director wants to film Beep.
4 The red button is working.
Finishing off
289
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Review
UNIT 7
3 Read and find three mistakes. 4 Look and write about Raquel’s photo.
This is me.
My name’s Raquel. In this
I was four years old.
photo, I was six years old.
I was at a bowling alley with my
I was at an…
sister. It was winter. It was cold
and rainy. My favourite toy
was a teddy.
5 Look and say the times.
1 2 3
4 5 6
6 Read and say the place.
Where is it?
1 It’s a very big house. Kings and queens live here. 5 There are lots of cameras and lights.
2 You can see paintings and sculptures here. Actors work here.
3 There are dolphins, octopuses and jellyfish, 6 There are lots of different rides here.
but it isn’t the ocean. It’s exciting.
4 It’s a good place to learn about the moon, 7 There are bowls and skittles here.
planets and stars. 8 It’s cold. You can go skating on the ice.
76 Unit structures: to be in the past and the time Unit vocabulary: places to visit
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MST Students develop their maths skills by practising telling the time.
290
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Unit 7 - Review

To review the language of the Review the Simple Past with the children. Ask them: What day was it
unit. yesterday? What month was it last month? How old were you last year?
Target language 3 Read and find three mistakes.

Vocabulary: Ask for two volunteers to read out the text for Activity 1. Ask the children to find
aquarium, bowling alley, film the mistakes. When they have finished ask them how many mistakes they’ve
studio, ice rink, museum, found. Then ask for volunteers to tell you what the mistakes are.
palace, planetarium, theme
Answers
park
1 at a bowling alley / sledging
Structures: 2 rainy / snowy
I was four years old. 3 teddy / plane
It was winter.
It’s ten to two. 4 Look and write about Raquel’s photo.
You can see paintings and Tell them to look at the photo carefully and then to write about it. Ask for
sculptures here. volunteers to read out what they have written.
Materials 5 Look and say the times.

Teacher’s i-book Tell the children to look at the six clocks. Call out a time and tell the children to
say which clock it is. Then, say the number of a clock and ask volunteers to say
the time. Finally, put the children into pairs to say the time on the clocks to each
i-poster other.
6 Read and say the place.

i-flashcards
Read out one of the descriptions and tell the children to name the place. Then,
ask the children to read the eight sentences and to write down the names of the
places described. Check the answers all together.
Answers
1 palace 5 film studio
2 gallery 6 them park
3 aquarium 7 bowling alley
4 planetarium 8 skating rink
Finishing off
Let the children look at the speech bubble in Activity 3. Tell them to write a
similar description about themselves and to draw the corresponding photo.
They can share their work in small groups
291
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Review
1 Circle the odd one out and write the letter.
1 fish shell crab boat b a b
2 cloud planet star galaxy c
3 queen actor throne tiara d c d
4 camera actor telescope director a
2 Look and write.
Jan’s busy day out.

This is Jan. He was at the skating rink at ten o’clock. At twelve o’clock he
was at the restaurant. After lunch he was
at the bowling alley. At three o’clock he was
at the gallery . What a busy day!
3 Look at Activity 2 and complete the sentences.
1
Where were you
I was at the aquarium . on Tuesday?
2
I was at the theme park.
3
I was at the bowling alley.
60
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LL Students develop learning techniques by reviewing the vocabulary and structures learned in
the unit. Lessons that focus on language consolidation help students to become more fluent
and comfortable with the language.
292
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Unit 7 - Lesson 7B

object and tell you something about it, for example: This is an aquarium. You
can see ocean animals in an aquarium. Continue until all the children have had
the whole unit.
a turn to speak. Revise the time quickly using the past tense of to be. Ask:
Where were you on Sunday at 10 o’clock? Ask the children to ask each other
Target language similar questions.
Vocabulary:
aquarium, bowling alley, 1 Circle the odd one out and write the letter.
film studio, gallery, palace, Say: Open your Activity Books at page 60. Look at Activity 1. Tell the children to
planetarium, skating rink, theme look at the pictures and to choose which of the words is the odd one out. They
park have to circle the word and then write the letter corresponding to the place in
Structures: the box provided. When they have finished, ask for volunteers to read out their
Where were you on Tuesday? answers.
I was at the aquarium. 2 Look and write.
Say: Look at Activity 2. Tell the children to look at the clocks and the pictures.
Materials Explain that they have to find out what Jan has been doing during the day and
Teacher’s i-book complete the sentences. When they have finished, ask for volunteers to read
Unit 7 poster out their answers.
Unit 7 flashcards Picture dictionary 3.23
Books. Say: Point to the planetarium and It’s a quarter to eight. Encourage the
class to point quickly to the two pictures and check with the child next to them.
Repeat with other words from the page. Tell the children to trace each word on
the dictionary page. Play the CD and ask the children to look at the pictures,
repeat the words and translate them below.
Say: Now look at Activity 3. Tell the children to look at the photos to complete
the sentences. When they have finished, ask for volounteers to read out a
sentence each.
Finishing off
Place the flashcards around the room. Name one of the places. Ask a child
to point to the correct flashcard, to name it and to spell it. If they name it
correctly, they then choose the next card.
293
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Unit 7 - Evaluation
Beep on grammar
Unit 7
Past simple: was/were
1 a b c I was at a gallery.
He/She
It
was
was
twelve.
hot and sunny.
How old
Where
were you?
1 Write in order. Look at the picture and circle T (True) or F (False).

Target language 1 at / film studio / Hugo / the / was 3 Look and write the times.
Hugo was at the film studio. T F
Vocabulary: 2
MARIO’S SUPER CRUISE ACTIVITIES a On Monday, Mario at the beach.
2 sister / with / was / He / his
He was with his sister. T F
aquarium, bowling alley, MONDAY BEACH

TUESDAY PARTY ON BOARD
b On Tuesday, he at school.
c On Wednesday, Mario and his parents

3 winter / was / It
It was winter. T F
film studio, gallery, palace, WEDNESDAY VISIT PALACE WITH MUM

AND DAD
at the palace.
d On Thursday, Mario and the Kids Club

4 sunny / It / cold / was / and
It was cold and sunny.
T F
planetarium, skating rink, THURSDAY VISIT FILM STUDIO WITH
KID’S CLUB
at the skating rink.
Hugo
2
theme park
e On Friday, he at the
FRIDAY VISIT PLANETARIUM Read and complete the dialogue.
planetarium.
old aquarium Was summer granny were

3 When I was little
Structures: Look at this old photo! It’s me when I was 4.
I was at school. My favourite food was
Gina: Look! This is me.
Adam: Where were you?
4 Look and complete the sentence
What was your favourite toy? watermelon. My favourite toy was my teddy.
It was yellow. My favourite place was the beach.
Gina: I was at the aquarium . I was with my
granny .
My jacket wasn’t green. My favourite colour was blue. My best friend
at school was Lucy.
Adam: How old were you?
Gina: I was seven. It was my birthday.
By Jenny
Adam: Was it cold?
1 Listen and number the photos.
2.32
Gina Gina: No, it was hot. It was summer .
Materials
2 Look and write was/wasn’t/were/weren’t in the spaces.
3 Read the paragraph. Then, write 5 sentences about you in your notebook. 113
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14
Teacher’s i-book
CD
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Unit 7 Test
Past simple: was/were The time: ten past…
photocopies of Teacher’s Name: Class:
Resource Book, pages 4 Mary How old

Where
were 1
you?
113 and 114 2.44
1 It’s twenty to four. It’s five to six. It’s ten past six. It’s twenty-five past
eleven.
2
3 1 Write in order. Look at the picture and circle T (True) or F (False).
LL Students develop 4 1 at / film studio / Hugo / the / was 3 Look and write the times.

T F
5 2 sister / with / was / He / his
1 John was ... the skating rink. 4 What ... your favourite toy? 2
by participating in

a) in b) on c) at T F
a) was b) does c) do
3 winter / was / It
2 My jacket ... green. 5 ... was your favourite teacher?

a) not b) wasn’t c) weren’t T F
a) What b) How c) Who
4 sunny / It / cold / was / and
3 I like astronomy. I love going to the .... 6 When the weather is sunny, it is ....
1 It’s twenty past four. 2 It’s ten to eleven.
assessment procedure. Clear

a) theme park b) planetarium c) aquarium a) windy b) cold
T F
c) hot
3
assessment criteria and 6 2
1 don’t / palace / visit / want / I / the / to

Read and complete the dialogue.
constructive feedback on 3 It’s five past one. 4 It’s twenty-five to two.

2 toy / was / My / a / car / favourite / red
4
mistakes and knowledge of 3 aquarium / sometimes / go / We / to / at / the / weekend / the

Look and complete the sentences.
9:20 2:40 11:35 5:05 3:10 8:55


4 come / Do / want / the / bowling / you / to / alley / ? / to

gallery bowling alley planetarium aquarium palace film studio
the test play an important role 1 At twenty to three, Katy

was at the bowling alley. .
5 at / was / rink / with / sister / I / the / my / skating 2 At ten past three, Katy was at the palace. .
in learning to improve. 3 At twenty past nine, Katy was at the gallery.

4 At five to nine , Katy was at the film studio.
.
4 Write where Mary was at the times shown. 6 Unscramble the words to make sentences.
5 Circle the correct answer. 5 At five past five , Katy was at the aquarium.
114 6 At twenty-five to twelve , Katy was at the planetarium.
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15
436939 _ 0001-0016.indd 15 26/06/12 12:01
Transcript
Unit 7 Test. Activity 1. Listen and number the photos. 2.32
Teacher: Right, class! Have you all brought photos of a Girl 1: Look, Miss! Here you can see me with my older
special day out? brother, Mark, and my parents at the Warner Brothers
Boy: Yes Miss, can I go first? theme park. It was a very sunny day.
Teacher: Yes, you can. Girl 2: I’m at the bowling alley with my dad and my
Same boy: Look! This is me and my dad. We were at the brothers. It was winter and the bowling alley was lovely
aquarium. It was a great day. and warm!
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Introduction
8 Adventure Island
To listen to and follow Dr Gardner’s theory of multiple intelligence highlights that we all learn in
directions. different ways. In language teaching we usually give preference to linguistic
intelligence, which is good for children who are word smart. But this is not so
To give simple directions. effective for children who learn through spatial intelligence, musical intelligence
To sing a song and a chant. or bodily-kinesthetic intelligence. They may be classed as slow learners when
all they need is the possibility of learning through a different sense. Teachers
should try to present the lessons in a wide variety of ways using music, art
and a cartoon.
activities, role play and field trips so that each child has the opportunity to learn
in ways harmonious with their unique minds.
Target language
Vocabulary: Teaching tip
bay, bridge, cave, cliff, path, One way to help children to learn vocabulary who are classed as having
swamp, town, waterfall, waves; bodily-kinesthetic intelligence and spatial intelligence is to accompany the
go along, go over, go around, presentation of new words and phrases with gestures. This would help them
go through, go under; east, to remember and assimilate the language in a fun, dynamic way and make the
north, south, west students more alert. It is also especially good for days when the children are
lacking in motivation.
Structures:
Go through the town and over
the bridge. Unit 8 Adventure Island
Go through the village and go
along the path.
waterfall
cave
swamp
path
cliff bay
bridge
town
2.43
Kim climbs a cliff,

dives in the river,
finds a fish,
it’s time for dinner!
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295
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Unit 8 - Lesson 1A

To introduce and learn the Ask the children to suggest different places to go on holiday: the mountains,
target vocabulary. the beach, a city, the countryside. Ask for volunteers to say which is their
favourite place and why they like it. Then ask the children to vote for their
To practise the alphabet and
favourite type of holiday. Put the poster on the board and put the flashcards
spelling.
back to front on the board. Turn one over and identify the place. The children
To learn to sing a song. repeat with you. Ask for a volunteer to go to the poster, find the places and
read the words aloud. Continue until you have introduced all the words. Then
Target language ask the children to identify the places. Say: It begins with the letter p (path). It
has five letters and has a w and a p. (swamp). Divide the children into pairs and
Vocabulary: ask the class to prepare their own riddles to try out on the rest of the class.
bay, bridge, cave, cliff,
lighthouse, path, swamp, town,
waterfall, waves 1 Listen and sing. 2.33
Structure: Say: Open your books at page 77. Ask the class to look at the picture and ask
How do you spell swamp? them what they can see (an island, Anita, Mark, Kim and Ben, a lighthouse,
etc). Then tell them that they are going to hear a song about going out with the
family. Play the CD and ask the class to listen. Play the recording again and
Materials ask the class to follow the song in the book with their fingers. Play it again and
Teacher’s i-book encourage children to join in the singing with you. Repeat the song until they are
CD more confident. Then divide the class into groups and ask them to sing the song.
Unit 8 poster
Unit 8 flashcards 2 Look and ask in pairs.
Begin by reviewing the alphabet in different ways: chant it together, play
Revision Alphabet bingo, start to slowly write a letter on the board or trace one in the air
with your finger and ask the children to name it. Drill the vocabulary and then
between, next to, opposite ask the children about the photos: What’s number (3)? etc. Ask for volunteers
to read Ben and Anita’s speech bubbles. Repeat the exchange again with other
i-activity volunteers, asking them to choose different features. Then ask the children
to work in pairs, taking turns to ask each other questions: How do you spell
(path)? Can you see a (path) in the photo?
i-poster
Finishing off
i-flashcards Ask the children to choose something from one of the pictures on the page.
It can be something in the island picture next to the song or one of the words
in Activity 2. They say: I spy with my little eye, something beginning with l, and
elicit guesses from their classmates (lighthouse).
Resources
296
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8 Adventure Island LESSON 1
1 Listen and sing.

2.33
Adventure Island, lost at sea,

Is such a brilliant place to be.
Is there treasure buried there?
Can we find it if we dare?
Anita, Mark, Kim and Ben,

Are on the island, once again.
They want to go to Black Beard’s Bay,
But nobody can find the way.
There’s the path out of town,

But there’s danger all around!
The Cliffs of Death, a waterfall,
A scary bridge, look out! Don’t fall!
Around the swamp and through the caves,

Then we hear the ocean waves.
If there’s treasure buried there,
We can find it! But beware!
1 2 3 4
5 6 7 8
How do you
spell ‘swamp’?
1 bay 5 bridge S-W-A-M-P.
2 path 6 swamp
Can you see a
3 cliff 7 cave
swamp in the picture
4 waterfall 8 town
in Activity 1? No, I can’t.
Geographical features Spelling 77
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SCC Students develop Social competence by playing I spy in class. Guessing games are a
wonderful way of using English in a relaxed and fun environment.
297
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8 Adventure Island
1 Find and circle.
L T P O I J K U H M T
Z O S P Q D W P C F E
R W G T H Y J B A Y U
A N A X S V D B V T F
N G M T H L U K E Y H
J T H R E B G E F W F
C D Q S A R G S W R E
T L R Y T I F W Z A X
S C I D V D F A V B G
G N H F M G J M L K L
E T R Y F E D P J L K
2 Complete the sentences with There is or There isn’t.
1 There isn’t a cave. 2 There is a swamp.

3 There is a waterfall. 4 There isn’t a cliff.
5 There is a bay. 6 There isn’t a bridge.
7 There isn’t a path. 8 There is a town.
61
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LC Students develop Linguistic competence by finding new vocabulary in a wordsearch

puzzle. This type of activity helps students to recognise and learn words and their spelling
in an enjoyable way.
298
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Unit 8 - Lesson 1B

To practise the target Show the flashcards one at a time and ask the children, as a group, to name
vocabulary. them. Then hold out the flashcards face down and ask a child to come to the
front, choose a card and name it. Repeat with other children.
Target language
Vocabulary: 1 Find and circle.
bay, bridge, cave, cliff, path, Say: Open your Activity Books at page 61. Tell the children to look at the photos
swamp, town, waterfall, waves in their Activity Books and tell them that they have to find the words in the
Structures: wordsearch. Give them time to complete the activity and then ask them to say
There is a bridge. and spell the words they have found.
There isn’t a cave.
2 Complete the sentences with There is or There isn’t.
Say: Look at the map in Activity 2. Tell the children to look at the map carefully.
Materials Then explain that they have to use There is or There isn’t to complete the
Teacher’s i-book sentences. When they have finished, ask for eight volunteers to read out their
Unit 8 flashcards sentences.
Finishing off
Put the flashcards on the board. Ask the children to draw and label an island
using five of the features on the flashcards. When they have finished, divide the
class into pairs and tell them to ask each other questions using the structure: Is
there a (lake) on your island?
Resources
Reading and Writing
Activity 1: The children have to read the text and then answer the questions below.
Activity 2: The children have to draw an island and give it a name. They add features and describe it in their
notebooks. They can use the words in the box to help them.
299
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Unit 8 - Lesson 2A

To introduce the Simple Past of Present the Simple Past. Compare today (present) with yesterday (past),
the verb to be. contrasting where the children are now with where they were at the same
time yesterday: Today, it’s 10 o’clock and I am in my English class. Yesterday,
To identify a picture from a
at 10 o’clock I was (in my Maths class) (at the shops), etc. Write a sample
short description.
sentence on the board, underline the forms of to be and point out or elicit the
use of was/were for talking about past events. Invite the children to talk about
Target language where they are today and where they were yesterday. Then review the unit
Vocabulary: vocabulary with the flashcards: put a flashcard behind a book, slowly start to
bay, bridge, cave, cliff, pull it out to reveal the picture and elicit the word from the children. Then stick
lighthouse, path, swamp, town, the flashcards to the board in a row and chant them in order several times.
waterfall Remove a flashcard and chant them again, pointing to the space where the
missing flashcard was, then remove another and chant again.
Structures:
The children are having
breakfast. 3 Listen and read part 1 of the adventure. 2.34
She wants to go trekking. Say: Open your books at page 78. Tell the children that they are going to read
Go through the town and over about and listen to a recording about Anita, Mark, Ben and Kim. Explain that
the bridge. they are on holiday on Adventure Island. Tell the children to listen carefully, and
play the CD. Play it again, and this time tell the children to follow the text in their
Materials books. Ask them to read the text in pairs, taking turns to read one sentence
each. Write comprehension questions on the board with the words in the wrong
Teacher’s i-book order. Ask the children to write the questions in the correct order and to answer
CD them. For example: volcano / there / on / the / a / island / Is / ?
Unit 8 flashcards
Revision Tell the children that they are now going to listen to a recording of Anita, Ben,
autumn, spring, summer, winter Mark and Kim talking. Ask the children to listen carefully, and play the CD.
Play it again, and this time tell the children to follow the text in their books. Ask
the children to put their books face down on the table. Read out a sentence
i-activity (I can’t see a name, but there are lots of papers here.) from the dialogue. Tell
the children to turn over their books and find the sentence. Finally play the CD
again. When you have finished, divide the class into pairs and ask the children
i-flashcards
to read out the dialogue.
Finishing off
Mime a sentence from the text and ask the children to find and say the
sentence you’re miming. For example, mime eating breakfast for the sentence:
On the first day, the children are having breakfast in a cafe. The first child to
find the sentence has the next turn.
Resources
300
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UNIT 8 LESSON 2
3 Listen and read part 1 of the adventure.
2.34
5 Listen and say
Anita, Mark, Ben and Kim are on holiday on Adventure

Island. It’s a beautiful and exciting place with caves,
waterfalls, swamps and a volcano.
On the first day, the children are having breakfast in a
café. They’re making plans for the holidays. Anita likes
volcanos. She wants to go trekking. Mark likes water
sports. He wants to go surfing. Ben likes relaxing.
He wants to go to the beach. Kim likes adventures.
She wants to explore the island and look for treasure.
There’s a man and a woman having breakfast in the
café too. When they finish eating, they get up and go.
But look! Their bag is under the table. Kim is curious.
Where are the man and woman going? And what is
in the bag?
4 Listen and read.

2.35
6 Look at the ma
Where are the man and woman now?
I don’t know. Let’s look in the bag
for a name or a phone number.
I can’t see a name, but there are lots
of papers in here.
Look! This one says Top Secret.
And look at this map of the island!
Who are those people?
I think they’re spies…
or treasure hunters!
Mark, what do the papers say?
I think they’re instructions for
finding treasure!
That’s impossible! There isn’t any
And there are some instructions here. treasure. That’s only in stories.
They say Go through the town and
Yes, there is! Come on, let’s take the map
over the bridge.
and papers. We can find the treasure!
Then they say Go around the
Good idea, let’s go!
swamp, along the cliff and under
the waterfall. Wait! I’m coming too!
7 Give directions
78 Holiday activities Giving directions Geographical features
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CAE Students develop cultural expression through playing a mime game. They must act out an
action and the rest of the class guesses what it is. This activity helps to develop student’s
communicative competence.
301
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3 Look at Activity 3 in the Student’s Book and write True (T) or False (F). 5 Look and write.
1 There’s a volcano on Adventure Island. T

2 There’s a desert on Adventure Island. F
3 The children are having breakfast in a café. T
4 Kim sees a bag under a chair. T
5 The children find a phone number in the bag. F
6 There’s a map of the island in the bag. T
7 Kim thinks the man and woman are T

spies or treasure-hunters.
8 Mark thinks treasure is only in stories. F
4 Look at Activity 3 in the Student's Book and complete the character profiles. 6 Listen and numb
adventures to explore the island

She likes the volcano to go trekking
He wants relaxing to go surfing
water sports to go to the beach
Anita Mark
1 She likes the volcano. 3 He likes water sports.

2 She wants to go trekking. 4 He wants to go surfing. 7 Look at Activity
Ben Kim
5 He likes relaxing. 7 She likes adventures.
6 He wants to go to the beach. 8 She wants to explore the island.
62
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R
LL Students develop their learning skills by participating in class and being corrected by
the teacher. Learning to identify, accept and improve one’s mistakes is an imperative for
becoming a more effective learner.
302
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Unit 8 - Lesson 2B

To practise the target language. Ask the children if they can remember the conversation between Anita, Mark,
Ben and Kim from their Student’s Book. Ask for volunteers to tell you anything
Target language they can remember from the activity.
Vocabulary:
bay, bridge, cave, cliff, path, 3 Look at Activity 3 in the Student’s Book and write True (T) or False (F).
swamp, town, waterfall Say: Open your Activity Books at page 62 and your Student’s Books at page 78.
Tell the children to read the sentences in the Activity Book and then to compare
Structures:
them with those in their Student’s Book so that they can write down whether they
There’s a volcano on the island.
are true or false. Give them time to complete the activity and then ask for eight
The children are having
volunteers to read out the sentences for the rest of the class to say: True or False.
breakfast.
She likes adventures.
4 Look at Activity 3 in the Student’s Book and complete the character
She wants to go trekking.
profiles.
Ask the children to look again at Activity 3 on page 78 of their Student’s Book.
Materials Tell them that they are going to write about Anita, Mark, Ben and Kim, using the
Teacher’s i-book words in the three boxes and the information from their Student’s Book. When
they have finished, ask for eight volunteers to read out their answers.
Finishing off
Divide the class into pairs. Tell them they are going to ask each other
questions about Anita, Mark, Ben and Kim. Tell them to use the character
profiles which they wrote in Activity 4. Go around the class, listening to the
children and correcting their questions or answers when necessary.
Resources
303
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Unit 8 - Lesson 3A

To learn how to give and follow Introduce the prepositions along, around, through, over and under. Give
directions. instructions to the children so that they become familiar with them. Say: David,
go to the door. Open the door. Now go through the door. María, go under the
Target language table; and so on. When the children are familiar with the prepositions, ask for
volunteers to give the instructions.
Vocabulary:
go along, go over, go around,
go through, go under 5 Listen and say. 2.36
Ask the children to look at Activity 5 on page 79 of their Student’s Book. Ask
Structures:
them to look at the pictures for a few minutes. Explain to the children that they
Go through the village and go
are going to hear some instructions and that they will have to repeat them. Then,
along the path.
ask them to listen to the CD and to follow the text in their books. Play the CD
Go around the swamp.
again, this time the children repeat the sentence in the pause. Ask them to stand
up and say: We’re going on a walk to explore Adventure Island. Say: Go around
Materials the swamp, look out for the crocodiles! and mime walking carefully around a
Teacher’s i-book swamp. Say: Go along the path and mime walking along the path. Say: Go over
CD the bridge. It’s very dangerous, and mime walking over a rickety bridge while
holding on to the sides, and so on. Invite volunteers to make suggestions, too.
i-activity 6 Look at the map. Listen and follow the directions. 2.37
Ask the children to look at the map in their Student’s Book. Identify the different
features: bay, bridge, cliff, path, swamp, village, volcano, waterfall. Explain to
the children that they are going to listen to directions and that they have to
follow them on the map. Play the first set of directions on the CD. Play them
again, and this time the children follow them on the map with their fingers. Then
they tell you where they are. Do the same with the rest of the recording.
Answers
1 by the lighthouse, 2 the bay, 3 by the castle
7 Give directions in pairs.

Ask the children to make up a set of directions and divide the class into pairs.
They give each other directions and follow them on the map.
Finishing off
Ask the children to describe their route from home to school (real or imaginary):
I go along Green Road, I go under the bridge, I go through the park, etc.
Transcript
Look at the map. Listen and follow the directions. 2.37
1 Go through the village and go along the path until you come to the volcano. Go around the volcano and over the
bridge. Continue along the path. Where are you?
2 Go through the village and go along the path on the right. Go around the swamp and then go along the cliff. Go
under the waterfall first and then go through the cave. What can you see now?
3 Go through the village and go along the path on the left. Go over the bridge. Then, go through the forest. Go
around the bay and then go around the swamp. Where are you now?
304
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5 Listen and say.
2.36
Go through the forest.
Go over the bridge.
Go under the waterfall.
Go along the path.
6 Look at the map. Listen and follow the directions.

2.37
A
d
v
e
n
t I
u s
r l
e a
ible! There isn’t any
’s only in stories. n
on, let’s take the map
d
an find the treasure!
t’s go!
o!
7 Give directions in pairs.
Giving directions (Go around) (the swamp). 79
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IE Students develop their initiative by describing their route from home to school.
305
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5 Look and write.
along
under
go through
over
around go under go around
go over go through go along
6 Listen and number the boxes.

3.16
2 3
5
1
4
7 Look at Activity 6 and complete. Then write.
Go through the town, go around the volcano.

Go along the path, go through the forest. There’s the
castle!
Go through the town. Go around the volcano,

go along the path, go around the swamp.
. There’s the beach!

63
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from a short CD recording. They listen and number the boxes.
306
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Unit 8 - Lesson 3B

To practise giving and following Write the following on the board: on the left-hand side, the verb go. On the
directions. right-hand side, along, around, through, over and under. Put the poster on
the board. Ask for a volunteer to come to the front of the class and to give
Target language instructions using the poster. When you have finished, ask: Where are you?
Ask the volunteer to give instructions to another child. Continue with other
Vocabulary: volunteers.
go along, go around, go
through, go over, go under
5 Look and write.
Structures:
Go through the town. Read out the prepositions with the children and then ask them to look at the
Go around the volcano. pictures. Explain that they have to write the correct preposition under each
picture. When they have finished, ask for volunteers to tell you their answers.
Materials 6 Listen and number the boxes. 3.16

Teacher’s i-book Tell the children to look at Activity 6. Explain that they are going to listen to the
CD CD and follow the instructions that they hear. When the instructions finish, they
Unit 8 poster have to number the correct box. Make sure they understand where the starting
point is for each set of instructions, tell them to listen carefully and then play the
CD. Play it again, pausing after each set of instructions to give the children time
to write in the correct number. When they have finished, play the CD again so
that the children can check their answers.
7 Look at Activity 6 and complete. Then write.

Ask them to identify each place on the map in Activity 6. Then tell them to
complete the instructions. When they have finished, ask for volunteers to read
out their answers so that the rest of the class can correct the activity.
Finishing off
Divide the class into pairs. Ask each child to prepare a set of instructions for
their partner. When they have finished, tell them to read out their instructions
for their partner and then to ask where their partner is. Then reverse the roles.
Transcript
Listen and number the boxes. 3.16
1 Go through the town, go around the volcano, go over the bridge.

2 Go through the forest, go around the bay, go along the cliff.
3 Go through the town, go around the volcano, go along the path, go around the swamp.
4 Go through the forest, go over the bridge.
5 Go through the town, go around the volcano, go along the path, go through the forest.
6 Go through the town and go along the cliff.
307
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Unit 8 - Lesson 4A
Objectives The secret of Blackbeard’s Bay!

Find andUNIT
sa 8 LESSON 4
UNIT 8 LESSON 4
To enjoy a story.
y!
2.38
To read and listen for The children are at the cave. Kim is looking The children have got torches. They can The children have got torches. They can see bats
see bats
sleeping in the caves.
at the map. sleeping in the caves.
comprehension.
Hellooo!
Target language H – e – l – l – o – o o o... Look at the stalagmites
Vocabulary:
and stalactites.
secret, shovel, stalactites,

stalagmites We can’t escape!
Structures:
We have to go north.
The children are at the cave. It’s through the caves.
The children follow the map. 1

They’re beautiful.
2 2
There’s no treasure here. The children follow the map and arrive at The
The children are digging a big hole. Anita’s gotchildren
the are digging It’s
a big hole.
night Anita’s
time, got moon
but the the is sh
Blackbeard’s Bay, but where is the treasure? map now. map now.
I think the treasure is

Materials buried under that palm tree. Ow! My hands hurt.
Teacher’s i-book We’ve got the shovels.

Let’s start digging.
CD
Unit 8 flashcards
i-flashcards
There’s no treasure
here. Let’s try next to
that rock.
4
i-story cards 3 4
80 Geographical features Geographical

Prepositions: It’s throughfeatures
the caves / un
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Getting started
name of each place. Then stick them to the left-hand side of the board, with
the pictures facing the board. Next, repeat with the word cards and stick them
back to front to the right-hand side of the board. Divide the class into two
teams. Ask for a volunteer from Team A to turn over a flashcard and a word
card and to name the places. If they match, the team wins the pair. If not, turn
them over again. Next, a volunteer from Team B has a turn. The winner is the
team to win the most pairs.
Before you read

is in the story (Mark, Anita, Kim, Ben, man, woman). Remind the children that
Anita, Mark, Kim and Ben are on holiday on Adventure Island. Then hold up
these objects and say the words. Tell the class to work in pairs to find the
objects and say them out loud.
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Find andUNIT
y!

y!
got torches. They can see bats Blackbeard and his friend are not spies or
ves. treasure hunters. They’re conservationists. previous lessons. Afterwards a guided role play is
Stop! Don’t dig there!
Oh, no! It’s Blackbeard
and his friend!
We can’t escape! We can’t escape!

There is something
buried here but it’s not
pirates’ treasure!
When it gets dark,

we can see. Let’s wait!
2 5 6
igging It’s
a big hole.
night Anita’s
time, got moon
but the the is shining. It’s night time, but the moon is shining. The next day at the café...
Oh, look! They’re The turtles are in danger.

baby turtles! The turtles always hatch in We want to protect them.
July, when the moon is full.
So don’t tell anyone about the
secret of Blackbeard’s Bay.
Don’t worry! The

secret is safe with us!
Oh, they’re beautiful!
4 7 8
Geographical
Prepositions: It’s throughfeatures palm tree. It’s through the caves / under the palm tree.
the caves / under the Prepositions: 81
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comprehension with questions: Where are the children? Do they have to go
north or south? Where does Kim think the treasure is buried? etc. Write the
main parts from the story on the board: Mark, Anita, Kim, Ben, Man, Woman,
Narrator. Divide the class into groups of seven and ask the children to read one
part each. The children act out the story.
Finishing off
Read out a sentence from the story and ask the children to correct it.
T: We have to go south. It’s next to the cave. SS: No! We have to go north.
It’s through the cave! T: I think the treasure is buried behind that rock. SS: No!
I think the treasure is buried under that palm tree! T: Ow! My head hurts.
SS: No! Ow! My hands hurt! etc.
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The Secret
shipwreck!
of Blackbeard’s Bay!
8 Look at the story and number the sentences in order. 11 Solve the cross
2 The children arrive at the bay.

5
The turtles are hatching.
4 Blackbeard and his friend arrive.

1
The children are in the caves.
3
Kim and Mark are digging.
9 You are Kim. Answer the questions. Child’s own answers
1 What do you want to do on the island?

2 What can you see in the caves?

3 What is the secret of Blackbeard’s Bay?

10 Correct the underlined word and write the sentences.

1 Anita thinks the stalagmites are boring.
Anita thinks the stalagmites are beautiful. 12 What do you th
2 The turtles hatch in May.
The turtles hatch in July.
3 Ben really likes digging.
Ben doesn’t like digging.
4 The children go south through the caves.
The children go north through the caves.
5 Kim thinks the treasure is buried under a rock.
Kim thinks the treasure is buried under a palm tree.
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MST Students develop mathematical competence by numbering the sentences in chronological

order. Using numbers to order and organise thoughts helps to develop this competence.
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Unit 8 - Lesson 4B

To focus on comprehension of Ask the class questions about the story to check what they can remember:
the story in the unit. Where are the children? Do they go west? Is the treasure buried in the cave? etc.
seven volunteers (Mark, Anita, Kim, Ben, Man, Woman, Narrator). They read the
the story.
story out loud.
Target language
Vocabulary:
cave, rock, secret, shovel, Ask the children to look at the sentences and to number them in the same
stalactites, stalagmites order as they appear in the Student’s Book. When they have finished, ask for
volunteers to read out the sentences in the correct order.
Structures:
The children are in the caves. 9 You are Kim. Answer the questions.
Anita thinks the stalagmites are Ask the class to look at the questions in Activity 9 and tell them to pretend
beautiful. that they are Kim to give the answers. Tell them that they have to refer to the
story, find the answers and write them down. When they have finished, ask for
Materials volunteers to read out their answers.
Teacher’s i-book
10 Correct the underlined word and write the sentences.
Say: Look at Activity 10. Explain that the underlined word is incorrect. Tell the
children to read the story and find the correct word. Tell them to write out the
sentence again, but this time using the correct word. When they have finished,
ask for five volunteers to read out their answers.
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11 Solve the crossword. 1
S
Down H
O
2
V B
1
2 E A
3 4 5 6
S S T A L A G M I T E
T U O
7
P A L M T R E E O
L T N
3
A L
8
G E G G
T
I
T
5
E
6 Across
4 7 8
Name one more object from the story.

I think this story is . (sad / interesting /

entertaining / exciting)
I want / don’t want to learn more about turtles.
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MST Students develop mathematical competence by using numbers to match words and images
and counting the number of letters for each word in order to complete a crossword. The
association between numbers and spelling can help children to improve memorisation
strategies for vocabulary.
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Unit 8 - Lesson 4C
Objectives 11 Solve the crossword.

Tell the children to look at the crossword in Activity 11. Remind them that there
are down clues and across clues. Explain that they have to write the words
using the picture clues. Then ask them to complete the crossword. When they
To review key vocabulary from have finished, call out the clues. Say: What’s one down? The children call out
the story. their answers. Then ask the children to look at the story again and name one
more object. Ask each child to call out his/her object when they have finished.
Target language
cave, rock, secret, shovel, sentences to give their opinion about the story. When they have finished, ask for
stalactites, stalagmites volunteers to read out their texts.
Materials Finishing off

Teacher’s i-book Spot the mistakes. Tell the story again, including deliberate mistakes. Ask the
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Unit 8 - Lesson 5A

To listen to and say a chant. Put the poster on the board and show the children the wind rose. Teach the
children North, South, East and West. Practise by using the poster and saying:
To practise giving directions.
I am at the bay and I want to go to the bridge. In which direction must I go?
To practise using prepositions. North, south, east or west? Continue with other examples and then ask for
To read and write a postcard. volunteers to take over your role.

Vocabulary: Say: Open your books at page 82. Look at the map in Activity 9. Tell the children
east, north, south, west that they are going to learn a chant using North, South, East and West. Ask
Structures: them to listen very carefully, and play the CD. Play it again and ask the children
Start at the castle. to follow it in their books. To practise the chant, divide the class into three
Go four squares south. groups. Group A chants the first verse, Group B chants the second verse and
It’s behind the waterfall. Group C chants the third verse. For variety, brainstorm different voices with
the class: whispers, deep voices, high voices, ghost voices, witch voices, etc.
Change the roles so that each group chants a different verse. Finally, ask the
Materials children to say the chant all together.
Teacher’s i-book
CD 10 Find treasure in pairs.
Unit 8 poster Ask for two volunteers to read out the mini-dialogue while the rest of the class
Unit 8 flashcards follows the instructions on the grid on page 82. When they have finished, divide
the class into pairs and ask the children to write a short route using North,
South, East and West. They can use the example in their books as a model.
i-activity Then they give their classmate instructions for how to find the treasure.
i-poster 11 Read. Then, write a postcard to a friend.

Ask the children to look at Activity 11. Tell them to read the postcard to
themselves. When they have finished, ask for volunteers to read it aloud. Ask
i-flashcards comprehension questions: Who is writing the postcard? Who is he writing to?
Where is Andy? Is he having a good time? What is he wearing? etc. When you
have finished, tell the children to write a postcard to a friend. This activity allows
for personalisation because the children can write the postcard about a place
which they like, and can include their favourite holiday activities and foods. Ask
for volunteers to come to the front of the class to read out their postcards.
Finishing off
Divide the class into two teams. Stick the flashcards to the board so that
some can be north, some south, some east and some west. Chant them in
order several times. Remove a flashcard and chant them again, pointing to
the space where the missing flashcard was, and ask: What was to the north
of the bridge? The team that answers first gets a point. Then remove another
and chant again, stopping at the empty space so that one team can ask the
question and the other team can answer it.
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UNIT 8 LESSON 5
2.39
12 Listen and rea
North
North, south, east, west,
Looking for a treasure chest. West
North or south – we don’t know, East
East or west – which way to go?
Here’s the map. Can you see? South
Read the clues and follow me!
10 Find treasure in pairs.
Start at the castle.

Go four squares south.
Go one square west.
Where’s the
treasure? It’s behind the
waterfall.
13 Read about ba
11 Read. Then, write a postcard to a friend.
Hi Micky,
with my family. I’m having a
I’m on holiday at the beach
sunny here. I wear shorts
fantastic time. It’s hot and
In the morning, I swim in the
and a T-shirt every day.
. In the afternoon, I read
ocean and go snorkelling
my sister. There’s a high
books and go cycling with
cliff and a lighthouse here.
See you soon! 14 Listen and say
82 Compass points Giving directions Holiday activities
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MST Students develop understanding of the cardinal points. They transfer knowledge about the
real world in their first language to English.
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13 Look at the map. Read and answer. 15 Read and comp
1 Start at the volcano. Go two squares East. Go two squares South. Where’s the treasure?
It’s in the castle. 16 Write the quest
2 Start at the lighthouse. Go four squares South. Go four squares West. Where’s the treasure?
It’s in the cave.
3 Start at the lake. Go two squares East. Go two squares South. Go one square West.
Where’s the treasure? It’s in the forest.
4 Start at the town. Go two squares North. Go three squares East. Go two squares North.
Where’s the treasure? It’s in the lighthouse.
14 Read the mail. Find and correct the mistakes.
Hi Erica,
17 Write in order.
I’m on holiday in the mountains with my big sister. brother
It’s cold and sunny here. cloudy I wear a jumper and a skirt every day.
trousers I go trekking in the mornings.
cycling We eat bananas and sandwiches
for our lunch. apples There’s a big
lake and a volcano here. waterfall
See you soon!
Jenny
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IE Students develop their initiative by imagining they are on holiday with a member of their
family and writing an email to a friend. Then they read out loud their emails to the rest of the
class.
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Unit 8 - Lesson 5B

To practise giving directions. Put the poster on the board and point out the wind rose. Remind the children
of North, South, East and West. Ask for a volunteer and give directions: Go
To practise using prepositions.
three steps north, four steps east, one step south and five steps west. Ask the
To read and write an email. volunteer to take over your role and give directions to other children. Continue
until all the children have had a go.
Target language
Vocabulary: 13 Look at the map. Read and answer.
east, north, south, west Say: Open your Activity Books at page 66 and look at Activity 13. Look at
Structures: the map. Identify the different places on the map. Tell the children to follow
Start at the castle. the instructions in the sentences below and to write down the location of the
Go four squares south. treasure in each case. Walk around the class correcting the children’s work.
It’s behind the waterfall.
14 Read the mail. Find and correct the mistakes.
Say: Look at Activity 14. Tell the children to look at the picture and to correct the
Materials mistakes in the email. Show them the example. Explain that they have to circle
Teacher’s i-book the mistake and then write the correct word. When they have finished, ask for
Unit 8 poster volunteers to read out their corrections.
Finishing off
Ask the children to imagine that they are on holiday with a member of their
family. Tell them to write an email to a friend. Ask them to use the email in
Activity 14 as a model. When they have finished, ask the children to read out
their emails.
Resources
Language
Reinforcement
Activity 1: Tell the children to look at the picture and then label it using the boxes.
Activity 2: The children read the paragraph and then use the words in the box to complete it.
Activity 3: Instruct the children to look at the pictures and to then label them using the words and numbers above.
Consolidation
Activity 1: The children read the directions and follow them on the map. They then write where they are.
Activity 2: Tell the children to read the story and look at the pictures. They then have to put the story in order by
writing the numbers in the boxes.
Extension
Activity 1: The children read the sentences and then draw on the map.
Activity 2: The children use the space provided to write instructions to find their buried treasure.
Activity 3: Tell the children to look at the pictures and to read the sentences. Then, they match the sentences with
the pictures and write their own ending to the story in their notebooks.
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Unit 8 - Lesson 6A

To listen about bats and caves. Ask the children if they know how caves are formed. Explain that caves are
formed in limestone. Rain absorbs carbon dioxide from the atmosphere which
To read facts about bats.
makes it acidic. The water reacts chemically with limestone and slowly a
larger and larger space will form. Ask the children what animals live in caves
Target language (bats, bears, tigers, insects, etc).
Vocabulary:
floor, minerals, roof, stalactite, 12 Listen and read. 2.40
stalagmite Ask the children to look at the picture of the cave as they listen to the CD. Play
Structures: the recording. Then tell the children that they are going to listen to it again,
Do bats live in caves? and that this time they have to follow the texts in their books. When they have
Stalactites hang from the roofs finished, ask for three volunteers to read the texts out. Then play it again. Ask
of caves. the children to study the texts again for three minutes, and to remember as
much as possible. Then ask them to close their books. Divide the class into
teams and give out paper to each team. Write the following sentences on
Materials the board: ________ hang from the _____ of ______. _______ passes _______
Teacher’s i-book the cave and leaves _______ on the cave roof. Over ________ of years, the
CD minerals grow ______ and _______ a stalactite. Ask the teams to the complete
paper the sentences. When they have finished ask them to read out their completed
sentences
i-activity 13 Read about bats.

Ask the children to read the four texts about bats to themselves. When they
have finished, ask for volunteers to read out one sentence each. Then ask the
children to read the texts again. Ask comprehension questions: Do bats always
live in caves? Do bats live in groups? How many bats can live in the same cave?
What other places do bats live in? etc.
14 Listen and say True or False. 2.41

Explain to the children that they are now going to listen to eight statements
about the things they have learned in Lesson 6. They have to say whether they
are true or false. Play the CD. The children listen. Play the recording again, this
time pausing after each statement to allow the children time to say whether the
statement is true or false.
Answers
1 False, 2 False, 3 True, 4 True, 5 False, 6 True, 7 True, 8 False
Finishing off
Use the internet and reference books to find out about troglodytes.
Transcript
1 Stalactites grow from the floors of caves. 5 Bats usually sleep at night and wake up in the day.
2 Stalactites and stalagmites form over millions of years. 6 Some big bats eat small animals.
3 Sometimes stalactites and stalagmites join and make 7 When they fly, bats make sounds that echo from the
a column. cave walls. This helps them find their way.
4 Bats live in caves, forests and deserts. 8 Bats haven’t got eyes.
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12 Listen and read.
2.40
cave roof Stalactites

Stalactites hang from the roofs
of caves. Water passes through
the cave and leaves minerals on
the cave roof. Over thousands
of years, the minerals grow
down and form a stalactite.
Stalagmites
Stalagmites grow from the
floor of caves. Water falls
from the roof and leaves
cave floor minerals on the cave floor.
Over thousands of years, the
Columns minerals grow up and form a
Sometimes stalactites and stalagmites join and make a column. stalagmite.
It’s behind the

waterfall.
13 Read about bats.
Do When do bats sleep?

Bats bats live Bats usually sleep in the day
They some in ca
liv time ves? and wake up at night. They
thous e in big g s live in ca
ands roups ves. use their claws to
.
cave! of bats liv Sometim sleep upside down.
They e in th es,
and d live in for e same
esert e
s too sts
.
Wha
Bats eat t do bats eat? What is echolocation?
fru
big bats it and insects. S When they fly through a cave, bats make
e o
Bats eat at small animals me sounds. The sounds echo from the cave
a lot. Th too.
their bod ey c
y weight an eat half walls. The echoes help the bats find their
in one d way. This is called echolocation. Bats
ay!
have got eyes too but they can’t
see in the caves when it’s dark.

2.41
Learning about caves and bats 83
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MST Students develop and consolidate competence in science by learning more about
stalactites, stalagmites and bats.
319
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roofs minerals Water down thousands floors
Stalactites
Stalactites hang from the roofs of caves. Water
passes through the cave and leaves minerals on
the cave roof. Over thousands of years, the minerals
grow down and form a stalactite.
Stalagmites
Stalagmites grow from the floors of caves. Water falls from the roof and leaves minerals
on the cave floor. Over thousands of years, the minerals grow up and form a stalagmite.
treasure?
16 Write the questions in order and answer.
the treasure?
1 live bats do Where
West. Where do bats live ? Bats live in caves, forests and deserts .
2 do sleep When bats
es North.
When do bats sleep ? Bats usually sleep in the day .
3 insects Do bats eat
Do bats eat insects ? Yes, bats eat insects .
4 bats eyes got Have
Have bats got eyes ? Yes, bats have got eyes .
17 Write in order.
The sounds echo from the cave walls. The bat makes sounds.
The bat hears the echoes and finds its way. A bat flies through a cave.
Echolocation
1 A bat flies through a cave.
2 The bat makes sounds.
3 The sounds echo from the cave walls.
4 The bat hears the echoes and finds its way.
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LC Students develop Linguistic competence by reading a short text about stalactites and
stalagmites and filling in the gaps with the missing words. Written exercises help to consolidate
language learning.
320
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Unit 8 - Lesson 6B

To read and write about bats Remind the children of what they learned in the Student’s Book about caves and
and caves. bats. Ask them some general questions: Do stalactites grow up from the floor
or down from the roof? Do stalagmites and stalactites grow quickly? Do bats
Target language hibernate? Where do bats hibernate? and so on.
Vocabulary:
stalactites, stalagmites; bats, 15 Read and complete.
insects
Say: Open your Activity Books at page 67. Look at Activity 15. Explain to the
Structures: children that they have to complete the texts about stalagmites and stalactites
Where do bats live? using the words at the top of the page. When they have done that, ask for six
Do bats eat insects? volunteers to read out the sentences.
Materials 16 Write the questions in order and answer.

Say: Look at Activity 16. Explain to the children that they have to work out the
Teacher’s i-book
correct order of the words in the questions and then answer them. When they
have finished, ask for four volunteers to read out their questions, and for four
other volunteers to answer them.
17 Write in order.
Ask the children to look at Activity 17. Explain that the sentences in the box
are not in the correct order. Tell them that they have to write down the four
sentences in the correct order to explain echolocation. When they have
finished, ask for four volunteers to read their sentences.
Finishing off
Write the word S-T-A-L-A-C-T-I-T-E on the board. Divide the class into pairs
and ask them to find as many animals as they can whose names begin
with each letter: snake, tiger, ant, lion, antelope, cat, turtle, impala, tortoise,
elephant… When they have finished, ask them to read out the names of their
animals and to count up how many each pair has, to see who has won.
Resources
DVD
Activity 1: The children watch the DVD and then tick what is described in the DVD.
Activity 2: Tell the children to read the sentences and then number them in the correct chronological order.
Activity 3: The children have to look at the words below the boxes and draw them in the box. Then, they match
the words with the sentences.
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Unit 8 - Lesson 7A

To read a text about diving. Tell the children what diving is and ask them how many of them can dive. Ask
them if they can dive from a board.
practise the i and ie sounds.
Tell the children to read about Kim the diver. Ask volunteers to read out the
Target language
interview. Ask them some comprehension questions, for example: What award
Vocabulary did Kim win? Is diving a sport in the Olympics? Who are Kim’s heroes?
cliff, coach, diving, diving The children then read and complete the sentences in their notebooks. Ask
board, gymnastics, swimming volunteers to read out their answers.
Structures: Answers
I go to a diving club twice a 1 swimming
week. 2 three metre
I dive from the 3 metre diving 3 seconds
board. 4 cliffs
I always watch it on TV.

Materials
Tell the children that they are going to learn a tongue twister. Play the CD and
Teacher’s i-book encourage the children to repeat each line in the pauses. Put the poster on the
CD board and show the children the tongue twister. Play the CD again and invite
Unit 8 poster the class to chant again. Then, teach the children a clapping pattern to do in
the line and then clap hands with their partner at the end of each line. Do this
very slowly to begin with and faster as the children get more familiar with the
chant and with clapping along.
Finishing off
Divide the class into two groups. Ask one group to write down words
containing the i sound and the other to do the same with words containing
the ie sound. Give them two minutes and then go through their words. Award
a point to the team with the most words. Then say the tongue twister together
with the i team saying the i words and the ie team saying the ie words.
Resources
Phonics
Activity 3: The children have to unscramble the letters and then write the words below. Then, they match the words
to the pictures.
Activity 4: Tell the children to read the sentences and then circle the i sounds and underline the ai sounds.
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Culture Review
UNIT 8 LESSON 7
15 Read and complete. 1 Find the words
Kim the diver!

Congratulations on your Young Diver of the
Year award, Kim.
Thank you. I’m very happy with the award.
Is diving your only sport? It’s OK! This

Kim is our 1 ... .
No, I do gymnastics and swimming too,
but my favourite sport is diving.
How often do you dive?
I go to a diving club twice a week.
Have you got a coach?

3 ... unties the profes
Yes, I have. It’s important to have a coach. When you dive, you
are only in the air for one or two seconds. My coach watches me
and helps me get better.
How high are the diving boards?
The diving boards are one metre, three metres, five metres and
ten metres. I dive from the three-metre diving board.
Is diving in the Olympic Games?
Yes, it is. I always watch it on TV!
Who are your heroes?
My heroes are the cliff divers in Mexico.

They dive from cliffs into the ocean. The cliffs are 30 metres high!
1 Kim likes diving, ... and gymnastics. 2 Kim dives from the ... diving board.
3 Divers are in the air for one or two ... . 4 Her heroes dive from ... into the ocean.

2.42
Kim climbs a cliff, 2 Correct the mis

Dives in the river,
Finds a big fish,
It’s time for dinner!
84 A diving champion Comparing the i sound as in Kim and ie sound as in climbs
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LC Students develop Linguistic competence by reading and understanding a short interview

about a diver.
323
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Review
2.43
1 A building you live in. 4 You measure this with a clock.

2 What does a red traffic light mean? 5 Affirmative!
3 The name of this book. 6 The children’s father’s profession.
Oh, no! Where What’s

are we now? Heeelp! happening? I’ve got your Time
Key! You can’t 2 ...
me now, Rubik!
It’s OK! This
is our 1 ... .
It’s Dad! Quick!

3 ... unties the professor.
Doctor Kronik is an expert
historian. I think he wants to
Who was he? travel through time with my
4 ... Key and steal treasure.
We’ve got
to stop him!
That was
Doctor Kronik.
I can travel in time too. The 6 ... can follow Beep and help with
I want to stop Doctor Kronik. We’re
his computers.
going too! Let’s go!
ing board.
nto the ocean.
5 ... !
Good luck! To be continued...
2 Correct the mistakes.
1 Beep, Sally and Finn arrive at the children’s school. 4 Doctor Kronik is an expert scientist.
2 Doctor Kronik takes the professor’s computer. 5 Sally and Finn don’t want to go with Beep.
3 Sally unties the professor. 6 The professor can help with his mobile phone.
Passive presentation of the Past Simple: to be Who was he? 85
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LC Students consolidate their language skills in all four areas. They apply their previous knowledge
to find words from clues given.
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Unit 8 - Review

Remember, Beep, Sally and Finn were on a volcano. The volcano was erupting
and all Beep’s buttons were broken. But they were in a film studio. They used
unit.
a computer to repair Beep’s buttons.
Target language
Vocabulary: 1 Find the words for the story. Then, listen and check. 2.43
expert, key Tell the children to look at the Beep cartoon. Give them a minute to guess the
Structures: words from the clues and write them into their notebooks. Tell the children to
What’s happening? read the Beep cartoon and decide which of the words goes where. Play the
We’ve got to stop him! CD and instruct the children to read and listen to the cartoon. Read out half a
caption or speech bubble and ask the children to complete it: Oh, no! Where … ?
It’s OK! This … . I’ve got your … ! You can’t … . Doctor Kronik is … .
Materials I think he wants to … . The professor can follow Beep and … . Follow on by
Teacher’s i-book asking the class to read the cartoon aloud in pairs, with Child A saying the
CD narrator’s, the professor’s, and Finn’s parts and Student B saying Beep’s, Sally’s
and Doctor Kronik’s parts.
i-story cards Answers

1 house 4 time
2 stop 5 Yes
i-activity 3 Beep 6 professor
2 Correct the mistakes.

i-poster
Tell the children to read the comic again. In pairs they read the sentences, find
the mistake and write the correction in their notebooks. Ask volunteers to read
i-flashcards out the answers to check.
Answers
1 Beep, Sally and Finn arrive at the children’s house.
2 Doctor Kronik takes the professor’s Time Key.
3 Beep unties the professor.
4 Doctor Kronik is an expert historian.
5 Sally and Finn want to go with Beep.
6 The professor can help with his computers.
Finishing off
325
686058 _ 0295-0330.indd 325 09/06/15 16:44

Review
UNIT 8
3 Look and write.
1
3
2
4 Look at Unit 8 and answer. DIRECTO

R
Look 1 page 77. What can you see in picture 5?

at... 2 page 78. Who says treasure is only in stories?
3 page 79. Is there a path around the castle?
4 page 82. Start at the cave. Go five squares south. Go four squares east.
Where’s the treasure?
5 page 83. What do bats eat?
6 page 85. What does Doctor Kronik steal from the professor?
5 Look and read. Say in pairs.
beach Go along the path.

Where are you?
castle
lighthouse
café
86 Unit vocabulary: geographical features
551474 _ 0077-0086.indd 86 18/02/15 09:06
LC Students develop language skills by recognising and naming objects.
326
686058 _ 0295-0330.indd 326 09/06/15 16:45

Unit 8 - Review

To review the language of the Play a game of Memory. Display the flashcards and word cards on the board
unit. in random order. Then turn them all back to front. Invite a volunteer to come
and turn over two cards. If they correspond, remove the cards, if not turn them
Target language over again. Continue until all the cards have been taken.
Vocabulary:
beach, bridge, café, castle, 3 Look and write.
cliff, cave, lake, lighthouse,
path, swamp, waterfall; along, Tell the children to look at the picture. Put them in pairs to name the landscape
around, over, through, under features. They write the words in their notebooks. Ask volunteers to read out
their list of answers.
Structure:
Go along the path 4 Look at Unit 8 and answer.
Tell the children to look at the questions. Explain that they have to find the
Materials answers to the questions by looking back through the unit. Divide the class into
pairs. When they have finished, ask for volunteers to read out their answers.
Teacher’s i-book
Unit 8 flashcards
5 Look and read. Say in pairs.
Divide the class into pairs. Get them to read the speech bubble and to answer
i-poster the question. The children then do the activity themselves. One of them uses
the flow chart to give instructions and the other says where they are. Invite
volunteer pairs to demonstrate their decriptions.
i-flashcards
Finishing off
Term Review game Give the children a piece of paper each and ask them to draw a map with as
many of the landscape features on as possible. They can then label the words
and show the rest of the class their maps.
Term Review poster
327
686058 _ 0295-0330.indd 327 09/06/15 16:45

Review
1 Look and label.
1 2 3 4
waterfall bridge cliff cave
2 Look and write.
under along through the swamp the path the town

Go
around over the bridge the waterfall
Start at the Go along Go through Go around

cliff . the path. the town. the swamp.
Go over the Go under the Finish at the

bridge. waterfall. cave .
Go north along the path . You see a bay . Go around the bay

and go south . When you see the swamp go E east . When you
S
see a big river, go W west . Finally you see the town .

68
381208 _ 0061-0068.indd 68 22/03/12 8:51
LL Students develop their learning skills by reviewing the vocabulary and structures learned
in the unit. Lessons that focus on language consolidation help students to become more
328
686058 _ 0295-0330.indd 328 09/06/15 16:45

Unit 8 - Lesson 7B

To practise reading and writing. Put the poster on the board. Write north, south, east and west on the board. Ask
children to go to the poster, point to a place and tell you its name: I am at the
bridge. Say: How do I get to the bay? The child gives you directions using north,
the whole unit.
south, east and west. Continue until all the children have had a turn to speak.
Target language
1 Look and label.
Vocabulary:
bay, bridge, cave, cliff, path, Say: Open your Activity Books at page 68. Look at Activity 1. Tell the children to
swamp, town, waterfall; along, look at the pictures and explain that they have to use the photos as clues to write
around, over, through, under; down the name of the place. When they have finished, ask for volunteers to read
east, north, south, west out their answers.
Structures: 2 Look and write.

Go under the waterfall. Say: Look at Activity 2. Tell the children to look at the boxes, and explain that
Go around the bay and go they have to use the words to complete the directions. When they have finished,
south. ask for volunteers to read out their answers.
Materials Picture dictionary 3.24

Teacher’s i-book Ask the children to look at the Picture dictionary on page 76 of their Activity Books.
Unit 8 poster Say: Point to cave and point to go over. Encourage the class to point quickly to the
Unit 8 flashcards two pictures and to check with the child next to them. Repeat with other words
from the page. Tell the children to translate each word on the dictionary page. Play
the CD and ask them to look at the pictures, repeat the words and translate them
below.

Say: Now look at Activity 3. Tell the children to work out the missing words by
looking at the picture clues, and explain that they have to complete the directions.
When they have finished, ask for volunteers to read out their directions.
Finishing off
Place the flashcards around the room. Name one of them. Ask a child to point
to the correct flashcard, to name it and to spell it. If they do it correctly then
they choose the next card.
329
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Unit 8 - Evaluation
Beep on grammar
Unit 8
Go + preposition
1
through the forest.

over the bridge.
along the path.
around the swamp.
Target language
Vocabulary: 2 go over go along go under go through go around
bay, bridge, cave, cliff, path, 1 2 3 4 5
swamp, town, waterfall, waves;

go along, go over, go around, 3 To:
go through, go under; north, About: Holidays!

1 Start at the lighthouse. Go over the bridge. Go around the lake. Go one square North.
south, east, west Hi Diana, Go through the small town. Where are you? (I’m at) the beach.

1 2
I’m on holiday at the with my family. It is hot and every day. 2 Start at the palace. Go North along the cliff. Go around the swamp. Go under the waterfall.
There 3 a lighthouse here and a 4 bay where I 5 Go one square West. Where are you? (I’m at) the volcano.
Structures: snorkelling. It’s great! 3 Start at the beach. Go through the small town.
Go three squares South. Where are you? The big town!
. Go around the lake.
See you soon,
Are bats mammals? Sally

2 Look and write the route. Model answer
Where do bats live? go is beach beautiful sunny
2.44
The lighthouse to the hotel.
1 Listen and number the places. 3 Complete the text with words from the box. Go one square South. Go over the bridge. Go under the waterfall.
2 Match the prepositions to the pictures.
115 Go two squares South.
Materials 366729 _ 0097-0120.indd 115 11/06/12 8:13

16
Teacher’s i-book Unit 8 Test

436939 _ 0001-0016.indd 16 26/06/12 12:01
CD Name: Class:
photocopies of Teacher’s 4 Bat Facts 1

Resource Book, pages Bats are mammals. They are the only mammals that can fly.
There are nearly 1,000 species of bats in the world. Bats eat
2.45
115 and 116 fruit and insects and are a natural form of insect control.
Bats generally live in caves or under bridges. They use
echolocation to help them fly in the dark. Bats make sounds
as they fly through caves. These sounds echo from the cave walls. The bats hear
the echo and this helps them to find their way. The biggest bat in the world is
called the flying fox (or fruit bat). They have a wingspan of 152 cm.
LL Children develop They live on the islands of the Malay Indonesia archipelago.
Linguistic competence 1 Are bats mammals?

2
by participating in 2 How many species of bats are there in the world?


3 What do bats eat?

4 Where do bats live?
assessment procedure.
5 What is the name of the biggest bat in the world?
Assessment and positive
feedback on improvement
5 1 How do you go snorkelling? 4 Go the bridge.
a) many b) more c) often a) through b) in c) over
plays an important role in 2 When you on holiday? 5 Go the forest.
children being able to see

a) were b) do c) was a) through b) over c) under
3 Paul at school today. 6 The turtles in July.
their own progress and a) weren’t b) wasn’t c) doesn’t a) hatches b) hatch c) watch
evaluate their mistakes. 116

4 Answer the questions. 5 Circle and write the correct answer.
366729 _ 0097-0120.indd 116 11/06/12 8:13
Transcript
Unit 8 Test. Activity 1. Listen and number the places. 2.44
Go into the park. Go under Fantasy Castle. Go west past the zoo. It’s beside the river.
Go east past Fantasy Castle. Go over the bridge. Go along the river and it’s in the north.
Go under Fantasy Castle. Go through the zoo. It’s between Wild West Prarie and the river.
Go west, past Fantasy Castle. Go north past the superwheel. Go over the bridge.
330
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End of year Test
Objective End of year Tes
t
End of year Test
End of year Test
End of year Test
Name: Name:
Class: Class:
To evaluate children’s progress

Class: Class:
True False
3
1 you / sports / When / usual
ly / do / play / ?
Name:
7 AS) 1
The Dubai Tower, and the
Dubai. The Taipei Tower, Taiwan.
Name: First you need to mix the (GUR The Shanghai World

1 Diandra like
s Spain. True False 5 5 (TEBTUR)
2 . Then add two (SGGE) Financial Centre, China.
1 d Barcelona.
erts in Bilbao an
2 you / time / get / usually / Let’s make
throughout the year.

What / do / up / ? ) 4 825m
2 She is
doing conc True False 3 and mix well. Add the (UORFL 509m
terday. chocolate , about 490m
s in London yes
5
2.45
3 Diandra wa True False to the mixture. Now add som e (ILKM)
3 homework / your / When / biscuits! 6 and
ts up at 9: 30. False do / do / y ou / usually / ? TCHEOCLO)
4 She ge True 100ml. Finally, break up the (A
er hotel. bake them in
s breakfast at h True False ut of the mixture and
5 She ha mix it in. Make round shapes o
the park. 4 often / cinema / go / Do / 1 How tall is the Duba
ast she goes to True False
to / you / the / ? i Tower?
6 After breakf the oven for fifteen minutes. 2 Where is
r room. the Taipei Tower?
he pr actise s dancing in he True False
7 S . 3 How tall is the Shan
Target language
ghai World Financial Centre?
esn’t sleep in the afternoon False
True 4 Which is taller, the T
8 She do
adrid tonight. 4 Diandra 6 6 aipei Tower or the Dubai towe
r?
s a concert in M
9 Diandra ha 1
8 A great day out
ers, This summer I was at the Terra
ve got two broth Mitica Theme Park with my m
x, in England. I’ 2
vocabulary and structures from

um and dad. Terra Mitica is in
h. I’m from Esse ten years old. Benidorm, Spain. It has five a
Hi, I’m Sara in December. I’m ncient themes from – Egypt,
2 . My birthday is dog
Mediterranean Islands. There Rome, Greece, Iberia and the
Mark and John got a pet. It’s a are a lot of rides and shows.
n eyes. I’ve ee The Syncope is a ride in the
ir and brow 3 cience. In my fr it’s great. The Magnus Colosu
I’ve got black ha t at s choo l is S s is a rollercoaster in the Roma Greek area,
avourite subjec n area. You can see gladiators
Units 1 – 8
too. There is also a pirate ship
called Rex. My f ainting pictures
. on a river. fight
g football and p When you want something to
time I like playin 4 eat you can go to a restauran
and Italian food. ‘El Pincho’ h t like Via Apia, which has got p
as got fast food. izzas

It is a great day out for all the
family.
rah from? ht.
1 Where is Sa
© Santillana
1 Where is Terra M on the rig
got? 5 et. It’s just past the skating rink itica?
rothers has she Main Stre
1 Go over the bridge. Go along
2 How many b
birthday?
w© Santillana Educación
3 When is her
Educación S.L.,
w© Santillana Educación
2 What are the themes in the
6 park? t the
4 How old is s
he? ark. Go through the park, pas
Main Street. Go left into the p

Materials
© Santillana
a pe t? 2 Go over the bridge. Go along

5 Has she got t? 3 Where is the Magnus Colo
avourite subjec permarket.

sus?
2012 PHOTOC
6 What is her f 7 fountain. It’s next to the su
Educación S.L.,
osite the park.

Main Street. It’s opp4 Name two resta

3 Go over the bridge. Go along urants in Terra Mitica.

the book shop.
OPIABLE
8
2012 PHOTOC
Teacher’s i-book
4
the baker’s.
E
5
3 Unscramble the words to
make questions. Then answer
117for you.
OPIABLE
E
4 complete the recipe. 7
E
2.45
Write what Peter does and Look and answer the questions.
True or False. 118 at what time. Unscramble the letters and 1198
E
CD
you. 5 Read and answer the questions.
1 Listen and circle ions. Then, write about 6 Write the places. Then,
write the directions.
120
quest
2 Answer the 11/06/12
8:13
366729 _ 0097-0120.indd 11/06/12 8:13

118
366729 _ 0097-0120.indd
120
11/06/12 119
8:13 366729 _ 0097-0120.indd
117
0097-0120.indd
366729 _ 11/06/12 8:13
Resource Book, pages 1 Listen and circle True or False. 2.45

117 – 120 The children listen to the CD and read the sentences. Then they circle True or False.
2 Answer the questions. Then, write about you.
The children read the text and answer the questions. Then they write about
themselves.
3 Unscramble the words to make questions. Then answer for you.
The children have to unscramble the sentences to make questions. Then they
answer for themselves.
4 Write what Peter does and at what time.
Tell the children to look at the pictures and to write what Peter does and at what time.
5 Unscramble the letters and complete the recipe.
The children read the text. Then, they unscramble the words and write the
instructions.
6 Write the places. Then, write the directions.
The children look at the map and write the places. Then they write directions.
7 Look and answer the questions.
The children look at the pictures and information and then answer the questions.
8 Read and answer the questions.
The children read the text and then answer the questions below.
Transcript
End of year Test. Activity 1. Listen and circle True or False. 2.45
Reporter: It’s me, Jane Davis again reporting for Beep Diandra: I get up late, at about half past eleven
news. Today I am interviewing Diandra, the pop singer because I’m tired after the concert. Then I have
that everybody is talking about. Hi, Diandra! Are you breakfast at the hotel at twelve o’clock. I practise
having a good time in Spain? dancing in my room and then I go shopping and I have
Diandra: Yes, I am. I love Spain. my lunch.
Reporter: Where were you yesterday? Reporter: Do you like Spanish food?
Diandra: Yesterday I was in England, in London. Diandra: Yes, I love paella. I eat it every day.
Reporter: Who is with you? Reporter: Do you sleep in the afternoon?
Diandra: I have got three dogs and a cat and they are Diandra: Yes, I do. I need to be prepared for the
with me. concert at night.
Reporter: Why are you visiting Spain? Reporter: Where is your concert tonight?
Diandra: I’m doing some concerts here, in Madrid and Diandra: It’s in Barcelona. I’m going to sing all my hits.
Barcelona. Reporter: Well, Diandra, it’s been great talking to you
Reporter: Tell me about your daily life. and good luck in your concerts here in Spain.
Diandra: Thank you, and all my fans.
331
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Festivals - Pancake Day

To learn about Pancake Day. Ask the children if they know what a pancake is. Ask them if they have eaten
them and what they had with it. Ask them if they know the ingredients for
Target language pancakes. Explain that in the UK there is a special day when people eat
pancakes, called Pancake Day.
Vocabulary:
bacon, batter, butter, eggs,
flour, lemon, milk, pancake, 1 Read and say the country.
sugar Let the children read through the texts. Ask volunteers to read out each
Structures: paragraph. Put the children in pairs to find out which country the sentences
You mix all these together. belong to. Ask volunteers to read out their answers. The rest of the class can
They eat pancakes with sugar check their answers. Ask the children to suggest what special food day they
and lemon. would like to see.
There are special restaurants Answers
that make them. 1 France 4 The USA
They’re really delicious. 2 The UK 5 The UK
Banana pancakes are very 3 France 6 The USA
popular in the USA.
Finishing off
Put the children into pairs and tell them each to write a sentence about
pancakes that is either true or false. The children all close their books and
the pairs take turns to read out their sentence. The rest of the class then say
whether it is true or false.
332
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Festivals
Pancake Day
1 Read and say the country.
Pancake Day is a festival that happens in into the pan and cook it. Then you toss the
February or March in the UK. It’s a special pancake. This means throwing the pancake
day when people all over the country make in the air and catching it. It’s fun! People eat
pancakes. The ingredients are flour, milk, eggs pancakes with sugar and lemon. In some
and butter. You mix all these together. This is towns there are pancake races. People run
called batter. Then you spoon some batter through the streets tossing pancakes.
In France, pancakes are called crêpes. There isn’t a special

Pancake Day in France but people eat them all the time.
There are special restaurants that make them and you can
even buy them at street stalls. They’re really delicious and
people have them with lots of different flavours.
In the USA, lots of people eat pancakes for

breakfast. They’re smaller than pancakes
in the UK but they’re delicious too! Banana
pancakes are very popular in the USA.
But pancakes aren’t always sweet. Some
people have them with bacon and eggs!
1 There are special restaurants for pancakes.

2 People eat them with lemon and sugar.
3 You can buy them in the street.
4 People eat them for breakfast. What’s your
5 There are pancake races. favourite pancake?
6 People eat them with bacon.
87
551474 _ 0087-0088.indd 87 18/02/15 10:58
CAE Students become aware of how a food, the pancake, can be different in different cultures.
333
686058 _ 0331-0336.indd 333 09/06/15 16:44

Festivals - Friendship Day

To learn about Friendship Day Ask the children about friends. Ask them: What makes a good friend? Why do
in India and Paraguay. you like your friends? What makes a friend special?
Target language 1 Read and answer the questions.

Vocabulary: Tell the children to read about Friendship Day. Invite volunteers to read aloud.
bracelets, cards, emails, text Put the children into pairs to find the answers to the questions. The children
messages share their answers with the rest of the class. Still in their pairs, ask them to
Structures: write two more questions for the text. Volunteers read out their questions for the
Children make cards. other children to answer.
The bracelets are very Answers
colourful. 1 In August. 4 Children’s own answers
They have parties and play 2 They make cards. 5 Children’s own answers
secret friend. 3 They play Secret friend. 6 Children’s own answers
Materials 2 Make a class friendship chain.

paper Ask the children to look at the illustrations which show how to make the paper
scissors chain. Give each of them the materials and tell them to make a chain. They
then think of four people in the class, perhaps not their best friends, and think
of something nice to say about each. They write the name of each person and
something special about them. Display the chains.
Finishing off
Sit the children in a circle. Name a child and tell them something you like about
them. Tell that child to then say something about another child in the circle.
Keep going until everyone has had a chance to speak and be spoken about.
Reinforce the idea that we can all be friends even if we are not all best friends.
334
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Festivals
Friendship Day
1 Read and answer the questions.
In India , Friendship Day is in August.

Children make cards and give them to their friends.
The cards say ‘Happy Friendship Day’ and
‘Thank you for being a friend’.
Children give friendship bracelets to their friends too.
The bracelets are very colourful. Some children send
text messages and emails to friends too.
In Paraguay, Friendship Day is in July. 1 People write their names on a piece of paper.
People say ‘Happy Friendship Day’ or ‘Feliz 2 The names go in a bag. Everyone takes a
Día del Amigo’ in Spanish. They have parties name and buys a present for that person.
and play Secret friend. 3 On Friendship Day, the presents go in a bag.
...How do you play Secret friend? Then, everyone takes their present from the
bag. But who is it from? Your secret friend!
1 When is Friendship Day in India? 4 Is there a special Friendship Day in your country?
2 In India, what do children make for their friends? 5 Do you like the idea of a special Friendship Day?
3 What do they do in Paraguay? 6 Why or why not?
2 Make a class friendship chain.
Susi Jake Tracy
You’re a good You’re a great You make me

fo
ot
fr
la
ba
ie
ug
lle
nd
h.
r.
.
88
551474 _ 0087-0088.indd 88 18/02/15 10:58
CAE Students become aware of Friendship Day and how people celebrate it in India and
Paraguay.
335
686058 _ 0331-0336.indd 335 09/06/15 16:44

Associated Reader
PRIMARY
The Cup Final

Brendan Dunne
beep
PRIMARY
The Cup Final

Brendan Dunne
beep
reader
5
5
reader CD
©S m
ant .co
illan delt
a Educa mon
ción, S.L. 2012. www.rich
reader
03/02/12 13:08
Cian Magenta Amarillo Negro Troquel
reader reader CD
5
beep
25/01/12 9:43
cards
utions
5
i-book
5
©S m
ant .co
illan delt
a Educa mon
5
366895_serig_i_book_5.indd 1 23/01/12 16:23
activity generator
©S m
ant .co
illan delt
a Educa mon
23/01/12 16:18
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ons i-book
activity generator
an Magenta Amarillo Negro

15/02/12 18:47
336
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Richmond Publishing ®
58 St Aldates
Oxford OX1 1ST
United Kingdom
© Brendan Dunne, Robin Newton

© Santillana Educación, S.L. 2015
Writer: Paul House
Publishing Director: María Lera

Managing Editor: Miranda Friel
Editorial Team: Jackie Cresswell, Eve Hampton, Emilie Kerton,
Ellie Koster, Idoia Llama, Grace Lloyd, Elsa Rivera Albacete,
Silvia Ruiz Calvo, Susana Sánchez González, Andrea Turner
Digital Managing Editor: Virginia Santidrián Ruiz
Consultants: Stephanie Maria Curran, Ainhoa García Pérez,

Felipe Javier Ramírez Lajarín, Paloma López Gracia, Robin White,
Jennifer Ramsay
Music and Recordings: Riera Sound, Suena Estudio

Song Lyrics: Brendan Dunne and Robin Newton
Art Director: José Crespo

Art Coordination: Rosa Marín, Javier Tejeda
Cover Design: Manuel Estrada
Design: Colart Design S.C.
Photo Researcher: Amparo Rodríguez

Technical Director: Jorge Mira Fernández
Technical Coordination: Rocío Lominchar Romero
Layout: Marina Gómez Mut, Novimago, S.L
Printed in Spain
ISBN: 978-84-668-2314-2
DL: M-6048-2015
CP: 686058
All rights reserved.

No part of this work may be reproduced, stored in a retrieval
system or transmitted in any form, electronic, mechanical,
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If you need to photocopy or scan any fragment of this work,
contact CEDRO (Centro Español de Derechos Reprográficos,
www.cedro.org).
Acknowledgement:
The publishers would like to thank Benetton España for lending
some of the clothes used by the children on the covers.
Every effort has been made to trace the holders of

copyright, but if any omissions can be rectified, the
publishers will be pleased to make the necessary
arrangements.
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teacher’s book

686058 _ 0001-0028.indd 1 10/06/15 08:22

2 Kids can cook p. 17

7 A great day out! p. 67

Festivals p. 87 batter, flavour, pan, pancake, race

er, I tidy my room. After-school activities Taking care of dogs speaking

Have we got any sugar? Biscuits How flour is made writing

How many, When, What... The Paralympics Learning about the

Do they live alone? Cleaning the beach The life cycle of a

She’s drinking water. Nomadic life The water cycle

8/02/15 12:11 551474 _ 0001-0028.indd

Creating the right conditions Speaking / Communication

Learning is most successful when it is enjoyable. Songs,

In Primary years 1 and 2, new language is taught

New language is introduced in Lessons 2, 3 and 6 of

686058 _ 0001-0028.indd 4 10/06/15 08:22

Learning about other countries and cultures will broaden

(YLE) Young Learner / Trinity Exam

686058 _ 0001-0028.indd 5 10/06/15 08:22

and say the

a welcome unit and eight main teaching

units. The units in turn are divided into

Are you Kim?

Hello! 3 Look and match.

Activity Book and Audio CD 1 Write in order. Then, look

the additional support is divided into a 1 songs

welcome unit, eight main units as well as

a ludic section. The work can be done in 2 in3 My

class or set as homework.

The accompanying CD provides the audios

for the listening activities in the Activity 7 only

Book and the Picture dictionary,

as well as the songs and stories

from the Student’s Book.

Then, write sentences.

1 Complete the questio

I eat junk food

structures in the Student’s the children to read.

Book in simple tables for The story features the

the children’s reference. same characters as their

The tables are followed Student’s Book. There are

2 Complete for you.

by short exercises to worksheets provided in the

the grammar point. This is This work can be done in

an adaptable component class or set as homework.

that can be reviewed at The audio is available to

any time you consider download at

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The spiral bound guide contains interleaved Student’s Book reproductions,

complete step-by-step teaching notes plus extra suggestions for exploiting

Competences. A valuable Activity Bank offers suggestions of how to make

anticipate difficulties when preparing for the lessons.

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All of the Posters are double sided. They

present the key vocabulary in the unit

new grammar points from each unit. The

drink juice? Twice a week

Flashcards and Word cards

and Word cards in lessons to 1

help with the presentation of g

Unit 3 Reading and writin

suggestions for games using the

1 IS GOOD FOR YOU