Daliya

and Sam
TEACHER'S BOOK

2
primary
Contents
más Savia project ..................................................................................................................................................................................... 4
Materials ................................................................................................................................................................................................................ 6
A walk through the unit........................................................................................................................................................................... 8
Unit 1 ........................................................................................................................................................................................................................ 18
Unit 2 ........................................................................................................................................................................................................................ 44
Unit 3 ........................................................................................................................................................................................................................ 70
Unit 4 ...................................................................................................................................................................................................................... 96
Unit 5 ........................................................................................................................................................................................................................ 122
Unit 6 ........................................................................................................................................................................................................................ 148
Más Savia
Project

What is más Savia?

Más Savia Project for Bilingual Education takes CLIL methodology one step
forward, by integrating content-based language instruction into specific
projects that pupils work on for the duration of a unit.
Each project reinforces the content of the syllabus. At the same time, pupils
develop their critical thinking skills organically. The final result is a school
community of social changemakers. The opening pages of each project
challenge pupils to answer a Big Question. This question is directly related to
the topic pupils will study that unit. The question is designed to encourage
lively debate on a subject that will illicit differing opinions. By thinking about
this question, pupils instinctively establish an association between the
syllabus content and their own life experiences (meaningful learning).
For example, in the first unit of Daliya and Sam 2, titled ‘Routines', pupils
learn about daily routines and food; in the flipped classroom section, they
make a food diary to raise awareness about the importance of routines and
healthy eating habits.

UNIT 1 CONTENTS: ‘Routines’

UNIT 1 FLIPPED CLASSROOM ACTIVITY: ‘Our food diary’

Big Question: Why do

we have routines?

4 más Savia project

Our más Savia Project for Bilingual Schools introduces the most effective
way for learners to achieve competence in the English Language, by
following a careful method of language scaffolding. This is applied to every
subject area.
In más Savia, new linguistic structures are only used in content subjects
when they have been previously taught in the subject of English Language.
The English language is introduced gradually, and by natural accumulation:
the language pupils have learnt in Infant Education serves as the foundation
for Primary. Then progressively, as pupils gain confidence in new structures
in English Language, these same structures are introduced into content
subjects, such as Natural Science or Social Science.
Content subjects form the basis of the topics covered in the language
integration. The structures worked on are also dictated by the content of
each project.

NATURAL AND ENGLISH

SOCIAL SCIENCE

NATURAL ENGLISH Unit 1

project 1
SCIENCE can Unit 2
vertebrates present simple
and invertebrates Unit 3
comparatives project 2
and superlatives Unit 4

Unit 5
project 3
Unit 6

In order to integrate language and content, units from the English books and
Natural and Social Science projects work in parallel.

content subjects
Natural science Music and arts & crafts
and social science

INTEGRATION

ENGLISH
pre-primary primary

más Savia project 5

Materials
Pupil’s materials
Pupil’s Book Teacher’s Book

Teacher’s materials
Flashcards, word cards and posters

6 Materials
más Savia web environment
Contents

Teacher’s resources

Materials 7
A walk through
the unit
Unit presentation
The Teacher’s Book gives ideas and original suggestions, and associates all the
resources from the project to the Pupil’s Book.

Title of the unit.

A description of the aims and

competences of the unit.

Place where we can find the

Teaching programme.

A motivating video-trailer
introduces each unit‘s content to
the students.

8 A walk through the unit

Map of resources
In this chart you can see the resources available for every section of the unit.
There are two types of resources: classroom materials and web resources.

Classroom Unit Más Savia web

materials contents environment

Web resources

Didactic resources

Interactive resources

Consult the Cooperative Learning

Guide and Learning to Think
Guide for innovative strategies to
motivate students.

A walk through the unit 9

 Introduction to the Unit
and Big Question
At the beginning of the unit, there is a warm-up picture and a listening
activity. This activity activates prior knowledge (key vocabulary), introduces
the topic of the unit and leads to the Big Question.

Learning goals of the unit and an

introductory video that motivates
pupils and supports the lesson
content.
Pupil's Book

This introduction serves as a link

between the Big Question and
pupils' own life experiences.

The pupils reflect on values

through the Big Question.

List of the learning outcomes and

materials needed to work in class.
Teacher's Book

Audioscript and Answer Key of all

the Pupil’s Book activities.

10 A walk through the unit

 Content pages: Listen & Say
Pupils will identify vocabulary and connect sounds to an image. Activities
can include tasks such as; listen and place a sticker, point and say, listen and
circle, listen, point and repeat, listen and order/number, listen and tick/cross.

In the Music Workshop, pupils

will create music and/or a musical
instrument related to the unit
topic and song.
Pupil's Book

An online interactive challenge.

Language and content is carefully
sequenced.

Key grammar is presented in a

meaningful context for the pupils,
using the main characters of the
book.

Pronunciation practice using

chants and gestures.
Teacher's Book

Teaching notes that will help to

develop the session and teaching
suggestions for each lesson to
work off book.

Links to the Natural Science Book

and Social Science Book.

A walk through the unit 11

 Content pages: Story
In this session pupils will be exposed to grammar structures and vocabulary
from the unit. The activities may include: reading comprehension, multiple
choice, gap fill, matching, etc. The pupils may read the story to themselves,
aloud in teams, individually, the teacher may read a part of it, or they may
listen to the audio version of the story as they read. Each story lesson follows
three steps: Let’s think, Let’s read, and Let’s check.

In the Let's think section, pupils

will find activities to make
predictions about the story.
Pupil's Book

In the last section, pupils will find

activities to check what they have
read.

Listening activities to practise

and consolidate the grammar
structures.

List of the learning outcomes and

materials you will need.
Teacher's Book

Teaching notes for developing the

session.

The audioscript and Answer Key

of all of the Pupil's Book activities.

12 A walk through the unit

 Content pages: Using English
Pupils put their new knowledge into practice as they use the key grammar in
short writing activities. They will first be guided to review the grammar from
the pupil’s book, grammar video and interactive activities.

Key grammar is presented in a

meaningful context for the pupils,
using the main characters of the
book.
Pupil's Book

Reference to Culture video which

introduces a curiosity related to
an English speaking country.

Reference to Craft activity which

provides an opportunity for
processing unit vocabulary in a
new context.
Teacher's Book

The Teacher’s Book includes the

learning outcomes, the materials
needed and teaching notes to
develop an effective lesson plan.

A walk through the unit 13

 Content pages: Reading & Writing
Pupils will have the opportunity to practice their reading comprehension
skills and some specific grammar points learnt during the unit in the context
of a written activity. The key grammar structures and the unit vocabulary
will appear in the reading task. In some cases, the writing activity will be
supported by a wordbank.

Pupils will use the reading as a

template for the writing task.
Pupil's Book

The reading is complemented by

reading comprehension activities.
Teacher's Book

14 A walk through the unit

 Content pages: Flipped classroom
This session will involve presenting the concept of the flipped classroom
activity and activating the Big Question through the pupil’s book. Pupils will
have the opportunity to develop their critical thinking, digital skills and oral
communication and presentation skills.

A reference to different weblinks

related to the topic. Flipped
classroom activities encourage
pupils to look up information
Pupil's Book

online.

Final task linked to the

controversial issue to resume the
conclusions of the Big Question.
This activity helps pupils reach a
conclusion to the Big Question,
as a group.

Self evaluation activity to

assess their own presentation
and what they have learned in
this section.

List of the learning outcomes and

Teacher's Book

materials needed to work in class.

Links to the Natural Science Book

and Social Science Book.

A walk through the unit 15

 Content pages: Exam practice
The exam practice will prepare pupils for the external exams through
specific exam tips, focussing on one or two parts of the exam in each unit.

Activities and tips to prepare for

the external exams.
Pupil's Book

In this case, the writing activity is

supported by a wordbank.
Teacher's Book

The Teacher’s Book includes the

learning outcomes, the materials
and the teaching notes that will
help to develop the session.

16 A walk through the unit

 Content pages: Review
The goal of this section is to review unit contents and provide an
opportunity to develop study, self-evaluation and coaching skills. Pupils will
have the opportunity to recall and record the target language in context
of the Big Question, using mind maps (spider diagrams), flowcharts,
infographics, colour coding, venn diagrams, etc.

Reference to the self evaluation

interactive activity online.

The Review includes activities that

collect all the unit key contents.
Pupil's Book

Reference to the interactive board

game.

The Coach yourself section relates

directly to the learning goals that
appear on the introduction pages.
Pupils assess their progress and
what they learned during the unit.
Teacher's Book

Answer Key of all the Review

activities.

Links to the Natural Science Book

and Social Science Book.

A walk through the unit 17

 1 Routines
Participate in oral interactions
and identify different foods. Use
vocabulary to describe eating
habits.

Converse using vocabulary related

to ‘Food’.

Talk about our day-to-day life.

Read, understand and act out a

short story.

Read, understand, listen to and

sing a song.

Talk and become aware of the

importance of daily routines.

Practice pronouncing words with

the sound /L/.

Practice listening to and reading Pupil∫ will be

words with the sound/L/.
able to
Understand the importance of
daily routines.

Learn basic social interaction

skills in English, and use these in
classroom activities.

Identify customs and

characteristics of daily life specific
to English speaking countries and
cultures, recognizing cultural
differences.

Show a receptive and respectful

attitude to people who speak other
languages and have a different
culture to their own.

You’ll find the teaching programme at

smMasSavia.com, in the teacher’s
resources section.

18 Unit 1
 You’ll find all the resources at smMasSavia.com

WEB RESOURCES
CLASSROOM MATERIAL
1 Routines DIDACTIC RESOURCES
AND TASKS TO BE ASSIGNED
INTERACTIVE RESOURCES*

• Flashcards and word • Classroom planning. Teaching • Trailer (video)

cards 1. Opening programme. • Audio. Track 1

• Flashcards and word • Phonics (activity)

cards • Let’smake music in the
• Poster. Routines 2. Listen and Say kitchen! (song)
• Grammar 1 (video; activity)
• Audio. Tracks 2, 3 and 4

3. Music workshop

• Flashcards and word • Audio. Track 5

cards 4. Story

• Flashcards and word • Grammar 2 (video; activity)

cards 5. Using English • Spelling (activity)
• Poster. Routines

• Culture (web link)

6. Culture
• Culture (video)

7. Craft

8. Reading and writing

9. Flipped classroom • Flipped classroom (web link)

• Challenge (activity)
10. Exam practice
• Audio. Track 6

• Poster. Routines • Classroom planning. Board game • Self evaluation (activity)

11. Check what you questions
• Board game have learnt • Board game (activity)
• Assessment. Activity and rubrics

*Teacher’s exclusive resources in black. Pupil’s resources in blue.

Unit 1 19
 1 Comic

Audioscript
1
GIRL: Wow! What a sunny day!
BOY: Look, there are Mr Baker and Riley.
G: Oh yes. Yuck! Mr Baker wants cake for breakfast!
B: Urgh, yes! [laughs] Look at Riley’s face.
G: Look, Daliya has got pancakes.
B: And Sam has got toast with butter and jam.
G: Look at the fruit. Mmm! I want some.
B: And look at the menu, there’s seafood!
G: I would like seafood for lunch, but not for breakfast!
B: I would like chickpeas for lunch.
G: Or the sausage and a fried egg with rice.
B: Yuck. No thank you.
G: Well, I’m really hungry now. Let’s go and eat!
B: Good idea! Can we have a burger?
G: For breakfast? No!

20

Learning outcomes
Pupils will be able to:
• activate previous knowledge on the topic of food.
• identify certain foods.
• talk about what they eat.
Teacher’s resources
• Trailer video.
• Flashcards: Let’s understand: 1, 3, 4, 9, 10, 12.
• Flashcards: Let’s practise: 2, 5, 6, 7, 8, 11.
• Audio.
• Trailer video.
Let’s get started
• Introductions. Stand with pupils in a circle. Say to everyone: Hello,
my name's Laura, what's your name? Turning to the pupil to your
left, repeat: Hello, my name's Laura, what's your name? The pupil
next to you introduces him/herself and asks the next pupil their
name. Continue until you have gone around the circle once.
• Ask the pupils questions to introduce the topic of the class:
What’s your favourite food? (pizza, cake); Do you like vegetables?
(Yes, I do/No, I don’t); Would you like ice cream for breakfast?
(Yes, I would/No, I wouldn’t).
Let’s understand
• Stand at the front of the classroom and drill the flashcards. Hold
up each flashcard and say each word getting the students to
repeat them. If you like, you can use a silly voice, shout, whisper
etc. and get the students to copy you. This makes this part more
fun for them.
• Now do the same, but this time when you get to a flashcard, tell
a lie. Maybe lie and say the word “TEACHER” or “BUS” then wait
to see if anyone repeats the word. If they do, make a funny face,
saying teacher? The aim is for the pupils to only repeat the words
you say if they are true., and correct the mistakes. As this is early
on in the unit, make the liar words unrelated to the topic of
food and as simple and silly as possible.
• Say you are going to play a conversation and ask students to
listen for food words. After, ask the class for the words.
Natural Science
• All about my vital functions: nutrition.
Me and my school
Materials
• Blu-tac
Let’s practise
• Draw a grid on the board with six squares (e.g. 2x3) and stick the
vocabulary flashcards in the squares with the blu-tac. Get the
students to sit where they can see the cards.
• Point to the first flashcard and say the word. Get pupils to repeat
it. Do the same with the second flashcard; pupils to repeat it. Do
this with all the flashcards once, then do it again, faster. Repeat as
necessary depending on the level.
• Pupils close their eyes. Now remove one of the flashcards from
the grid. Point to the remaining flashcards; the pupils say the
words. Now point to the place where the missing flashcard is.
See if any of them can remember the name of the missing food.
• Point to the remaining flashcards and say the words again as a
refresher, including the space with the missing card, correcting
pronunciation. Then remove another flashcard from the grid and
repeat the process until all the cards have been removed. Pupils
repeat all six words without the flashcards.
Wrap up
• Brainstorm questions about food on the board. E.g. Do you like
chips? What food do you like? What food don’t you like? What
would you like for breakfast/lunch/dinner/ Make sure pupils can
respond accurately.
• Put them in pairs so they can interview each other. Float from
pair to pair listening, praising and correcting as necessary.
Social Science
• All about space and weather.
21
 1 Listen and say

Audioscript Answer key

2 MR BAKER: Daliya, what do you usually have for breakfast? 2 1) Daliya – jam, toast, pancakes
DALIYA: Well, I always have jam. On weekdays I have some toast. 2) Sam – fruit, toast, butter, fried egg
Toast with jam.
MB: Yummy Daliya, that sounds nice. What do you eat at the
weekend?
D: At the weekend I eat pancakes! Pancakes with lots of jam!
[PAUSE 00’03”]
MB: Sam, what do you usually have for breakfast?
SAM: I eat fruit every day. On weekdays I have toast. I have butter
on my toast.
MB: That’s nice Sam!
S: At the weekend I have fruit and fried eggs on toast with butter.
MB: Wow! That’s a big breakfast!

3 /L/l/l/lunch

22
 Me and my school

Learning outcomes Materials

Pupils will be able to: • Chalk/board pen.
• Identify vocabulary.
• Say what the speakers eat as part of a routine.
• Comfortably pronounce the sound /l/.
Teacher’s resources
• Unit poster.
• Audio.
• Flashcards.

Let’s get started Let’s practise

• Split the pupils into two or three groups and line them up facing • Put pupils into small groups. Write the name of your shop on
the unit poster on the board. Whisper the name of some food the board, and the word “OPEN”. Students line up outside of
into the ear of the first pupil in each team. Encourage them to your shop.
whisper the food into the pupil’s ear behind them and so on Teacher to first group: COME IN! What would you like?
until each team reaches the last pupil in the line.
Pupils [point to food, e.g. toast]: We would like toast, please.
• Encourage these last pupils to run to the poster, find the food, Teacher: Here you go. Thanks. NEXT! What would you like? This
point to it, and shout the name of the food out.
continues until all groups have some food, and the flashcards are
• Do this a couple of times with them until they understand the finished.
process. Then make it more competitive by keeping scores on
the board.
• Now tell the class you are going to ask for the food back.
• Take points away if pupils talk louder than a whisper when • The group with the toast runs back to the shop and puts the
food back on the desk, saying the word. Do this with all the food
passing the words along the line.
the pupils have bought.
• Keep energy levels high by hurrying the pupils along when
Let’s understand returning the flashcards to your table.
• Ask the class: What do you usually have for breakfast? After
some discussion, ask: What do Daliya and Sam usually have for Wrap up
breakfast? Play the audio.
• Introduce words to help classify the vocabulary, depending on • Ask the question: What is/would be your perfect breakfast?
Lunch? Dinner? Students must use at least three words. Make
the level. E.g. Hot, cold, sweet, meat, healthy, unhealthy, delicious,
sure they use ‘a/an,’ ‘some’, ‘lots of’ when describing.
disgusting. Write them on the board.
• In pairs or groups, tell students to classify the food according to • Pupil: My perfect breakfast is/would be a piece of toast and jam,
some eggs and lots of orange juice.
the words introduced. They can do this verbally or write lists.
• When they have finished, ask a group: What foods are hot?
The group explains. Ask the next group: What foods are cold?
Continue until you have checked all of the words on the board.
Make sure to ask if the class agrees with each group’s answers.

Natural Science Social Science

• All about my vital functions: nutrition. • All about space and weather.

23
 3 Phonics OFF BOO
K

Learning outcomes Materials

Pupils will be able to: • Chalk/whiteboard marker.
• Pronounce the sound /l/ with ease. • 1 blank sheet of A4 paper.
Teacher’s resources
• Phoneme card: ‘l’
• Phonics flashcard and word card: ‘lunch’.
• Audio.
• Phonics interactive activity.

L
Let’s get started Children say: lunch. Show the word card ‘lunch’.
• Show the flashcard ‘lunch’ and ask: What’s this? • Repeat for the words ‘milk’ and ‘chocolate’. Note the /ch/ sound
and silent letter ‘e’ for the word chocolate.
• Children say: lunch.
• Repeat the word lunch, then say the sound l, while holding Let’s practise
the ‘l’ phoneme card in your other hand. Say the word lunch
again, emphasising and prolonging the phoneme sound l at the • On the board, draw a picture of an image starting with the
beginning of the word: celebrity sound (e.g. lemon) and write the letter L. Students
• Example: “lunch - the sound is l - lll lunch” have to shout out the word. The first person to answer correctly
chooses a different word, and continues. You may need to help
• Repeat l - lll lunch - l them think of simple words.
• Children repeat l - lunch.
• “Today’s Celebrity Sound is l” Wrap up
• Place the phoneme card ‘l’ on the board.
• Repeat for the words ‘milk’ and ‘chocolate’. Draw them on the • Hold up the phoneme card L. Ask: What’s this? Children name
the card.
board, or use pictures from magazines.
• Finish by singing the ‘L’ chant.
Let’s understand • Students can also invent gestures to go with the chant.
• Write the word ‘l u n ch’ on the board, leaving a gap between
each letter (keep the letters ‘ch’ together as they are one sound).
Point to each sound separately and drill. Children repeat.
• Hold the blank sheet of A4 paper over the board to hide all the
letters. Slowly move the paper to reveal the ‘l’. Ask: What is this
sound? Children say: l. Move the paper across to show the next
letter ‘u’. Ask: What is this sound? The children say: u. Then drill
the sounds lu together. Children repeat. Move the paper across
to show the ‘n’. Ask: What is this sound? Children say: n. Then
drill the sounds lun together. Children repeat. Point to the
letters ‘ch’. Explain/remind these two letters make one sound
(/ch/) . Drill the sounds for ‘l-u-n-ch’. Ask: What word is this?

Natural Science Social Science

• All about my vital functions: nutrition. • All about space and weather.

24
 K Music workshop
OFF BOO

Learning outcomes Materials

Pupils will be able to: • Kitchen objects/utensils that
• Review and use key vocabulary relating to the topic. can be used to make noises. E.g:
• Experiment making different sounds with objects from the kitchen. • Scrubbing brush.
• Cutlery (metal/wooden/plastic).
Teacher’s resources • Aluminium foil.
• Song. • Pots/pans/frying pan.
• Flashcards. • Chopping boards.
• Empty bottles. Storage
containers.
• Empty ketchup bottles / coffee
tins etc.

Let’s get started
• Tell the children about this activity in advance, so they can bring
in kitchen utensils/objects from home.
• Bring in a variety of kitchen things too. A frying pan, cake tin and
plate are particularly useful for eliciting the unit vocabulary.
Let’s understand
• Show different kitchen objects and utensils and ask questions to
elicit and revise the unit vocabulary. E.g. Hold up the frying pan
and ask: What food can we make in this? Possible answers could
be: a fried egg, pancakes, burgers, sausages etc. A knife could be
used to elicit butter and jam, the cake tin to elicit cake, etc.
• In pairs: encourage children to tell each other what food they
can make/eat with their objects.
• Make sure everybody has a kitchen object item to use as an
instrument. Let them experiment for a while and discover the
different ways they can make sounds.
• Use the unit flashcards to briefly revise the vocabulary.
• Then, hold up a flashcard. Children shout out the word, and
the children who have a utensil which can be used to make or
eat that food item should pretend to use their utensil. E.g. The
teacher holds up the ‘butter’ flashcard. Children who have a
plate can pretend to spread the butter on a piece of bread.
• Now, give a flashcard to each child depending on class size.
• Listen to the unit song and when each child hears the
vocabulary item on their flashcard in the song, they start playing
along.
• By the end everybody should be playing.

Let’s practise Wrap up

• Show some of the different sounds that can be made with the • Listen to the unit song. This time all the children play along with
their kitchen instruments from the beginning. They can also sing
kitchen items. This could include beating/drumming with a
along.
whisk or spoon, drumming with their hands on different objects,
scrunching/shaking aluminum foil, scraping a scrubbing brush
on a saucepan, etc.

Natural Science Social Science

• All about my vital functions: nutrition. • All about space and weather.

25
 1 Song

Audioscript
4 Yeah! Let’s have a party, let’s have some fun!
Lots of food for everyone!
We have some sausages and lots of rice.
Here’s a big chocolate cake! Ooh! Very nice.
We have some burgers and lots of seafood too.
And chickpeas because they’re good for you!
(X2)
Party time!

Answer key
3
Burger - 4
Sausages – 1 (example)
Cake - 3
Chickpeas - 6
Seafood - 5
Rice - 2

26

Learning outcomes
Pupils will be able to:
• Review vocabulary.
• Put vocabulary in order through listening skills.
Teacher’s resources
• Flashcards/word cards for song: 1, 3, 4, 9, 10, 12.
• Flashcards/word cards for grammar video 1: All.
• Audio.
• Grammar video 1.
Let’s get started
• Point to each of the images in turn and say the words together,
checking pronunciation. Play the song.
• Explain they have to number the items in the order they hear
them. Play the song to number the vocabulary. Lead this activity
or let the students do it in pairs. Play the song a third time to
check answers.
Let’s understand
• Tell children they are going to get ready for the party in the song,
and that they need to write the shopping list to prepare.
• Ask children to remember the order of the food. Play the song
again if necesarry.
• Say: Let’s have a party, let’s buy some...? Children answer: sausages.
Stick the ‘sausage’ flashcard on the board.
• Say: Let’s have a party, let’s buy some sausages and lots of...?
Children answer: rice. Stick the ‘rice’ flashcard on the board.
• Once the flashcards are in order on the board as a prompt,
students work in pairs to sing and create gestures for the lyrics
together. There are two voices in the song and so the students
can take different voices.
Natural Science
• All about my vital functions: nutrition.
Me and my school
Materials
• Blu-tac
Let’s practise
• Read through the Ninja Grammar box. Then, lay the flashcards
down face up on a table near the board. Play grammar video.
• On the board, draw a circle with ‘A/AN’ in it and a circle with
‘SOME’ written in it beside it.
• As a class, decide if an object is countable or uncountable. When
you have decided on each item, blu tack the flashcard into the
correct circle. When you’ve finished, chant the answers.
• Take all the flashcards off the board and split the class into four
teams. Tell the first group they have to agree on two things they
would like for breakfast and put them in the correct circle.
• They repeat, using an article or no article. E.g. For breakfast we
would like toast and jam!
• Bring the next group up and do the same. Then replace the
word breakfast with lunch and get the next two groups to come
up and do the same task.
Wrap up
• Put up the song flashcards around the room, out of order.
• Students listen to the song and point to the flashcards for the
words when they hear them.
Social Science
• All about space and weather.
27
 1 Story

Audioscript 5.
N: Sam is hungry at lunch time.
5 1.
GIRL: You’re eating a lot Sam! You’re eating fast!
NARRATOR: Sam wakes up late for school.
S: I’m so hungry!
SAM’S MUM: Sam! Wake up!
D: Sam! Don’t eat a sausage and cake together! YUCK!
SAM: Oh no!
6.
2. N: Sam feels sick in the afternoon.
N: There is no time for breakfast. S: I’m sorry, Daliya. I can’t help. I feel sick.
SM: Sam, would you like a fried egg or jam on toast? D: Tut! Thanks Sam…
S: I can’t eat now. I’m late!
3.
Answer key
N: Sam misses the bus. 1 Sam brushing his teeth - 4
DALIYA: Sam! Sam eating at the table - 3
Sam washing his hands - 1
S: How can I get to school...? I can ride my bike!
Sam asleep in bed - 5
4.
Sam laying the table - 2
N: Sam arrives at school, late. 2 Images of Sam looking: sad, nervous, angry, happy, scared,
TEACHER: You’re late! surprised.
If students can justify their answer, there’s no correct / wrong
S: I’m sorry everyone. answer in each panel.

28
 Me and my school

Learning outcomes Materials

Pupils will be able to: • A4 sheet of paper
• Recognise relelvant vocabulary and grammar. • Pencils
• Use the vocabulary and grammar to talk about their daily routines. • Rubber
• Identify emotions in others. • Optional: Colouring pencils/
pens
Teacher’s resources
• Audio.

Let’s get started Let’s practise

• Ask: What do you do at dinnertime? Illicit all possible activities.
• Students order the pictures in Activity 1. Check answers.
Let’s understand
• Encourage pupils to look at the comic panels and guess what
happens in the story. This is a good time to ask the pupils what
they think is going to happen in the story and to elicit the key
vocabulary.
• Play the audio.
• Ask questions to check understanding of the story. E.g. Is Sam
happy in the first picture? Why not? Does Sam eat breakfast? Why
not? Why is his mum frustrated? Why is Daliya sad? How does
Sam get to school? Is he on time? Is the teacher happy with him?
Why not? Why is he so hungry? Describe the last picture. What is
the problem in the last picture?
• Ask: What do you do before school? Illicit all possible activites. in a
class discussion. Write them on the board.
• Students choose the activities they do every day, and put them
in order.
• Give students a piece of paper. Tell them to make a comic, like
the one in the Pupil’s Book, and tell the story of their mornings.
Optional: colour their comic.
• Ask: What do you do on Saturdays? Repeat activity orally.
Wrap up
• Use the images to elicit emotions vocabulary.
• Students work in pairs or groups, and point to Sam in the comic,
saying how they think he feels in each panel.
• If they are able, students should talk about why he feels that way.
• Ask a group: How does Sam feel in the first picture? Check all
pictures with the groups.

Natural Science Social Science

• All about my vital functions: interaction. • All about space and weather.

29
 1 Using English

Answer key
1 1) some toast / some jam
2) some ice cream / some cake
3) a sausage / an egg
4) some pancakes / some butter
5) a pineapple / some fruit

2 1) and (example)
2) but
3) or
4) and

30

Learning outcomes
Pupils will be able to:
• Understand and use ‘a’, ‘an’, and ‘some’ more fully.
• Understand and use ‘and’, ‘but’ and ‘or’.
Teacher’s resources
• Ninja Grammar videos 1 and 2.
• Grammar interactive 2.
• Flashcards.
Let’s get started
• Write the words, ‘a’, ‘an’, and ‘some’ on the board.
• Say: I have a carrot (Mime holding a carrot). How many carrots
do I have? Children respond: One. Circle the ‘a’ on the board.
• Repeat with ‘an apple’. Circle the ‘an’.
• Say: I have some pizza. How many pizzas do I have? Children will
have different answers. After discussion, say: I don’t have one
pizza! Maybe I have one slice or six slices. ‘Some’ is a quantity that
we don’t know exactly. It is UNcountable.
• Play the Ninja Grammar video from P9 again.
Let’s understand
• Do Activity 1.
• Play Hot Seat Taboo! Split the class into four teams, sitting in
front of the board. Put a ‘hot seat’ in front of each group, facing
the team, so that students sitting cannot see the board. Choose
a pupil from each group to sit in the hot seat. Tell students you
are going to write something on the board and they must mime
or describe this word to their teammate in the hotseat, using ‘a’,
‘an’, or ‘some’ correctly. They cannot say the word (the word is
taboo).The first hot seater to say ‘a’, ‘an’, or ‘some’ with the food
item is the winner.
• Keep scores on the board and make sure everyone has a turn.
• Suggestions for the board: A fried egg/some rice/a sausage/a
burger/some chickpeas/some jam/some toast and butter/a
pancake/some cake/some fruit/some fried eggs/a banana.
Natural Science
• All about my vital functions: nutrition.
Me and my school
Materials
• Five pieces of chalk/five board
pens
Let’s practise
• Write ‘but’, ‘and’ and ‘or’ on the board.
• Look at the next Ninja Grammar box. Get three volunteers to
read the examples.
• Play the second Ninja Grammar video. Answer any questions.
• Do Activity 2.
• Play the interactive game.
Wrap up
• Sit in a circle with students. Tell them you are going to play a
memory game. Hold up the first flashcard and say: Mr Baker goes
to the shop. He buys a fried egg. Lay the flashcard in the middle of
the circle then get the pupil next to you to repeat it.
• Then hold up the next card and encourage the pupil to say, AND
a pancake! Lay the card next to the first one. Get the next pupil
to repeat the sentence: Mr Baker goes to the shop. He buys a fried
egg and a pancake. Then hold up the next card and encourage
the pupil to say: AND some fruit! Lay the card next to the other
two. Get the next pupil in the circle to repeat the sentence, “Mr
Baker goes to the shop. He buys a fried egg and a pancake and
some fruit.”
• Continue around the circle. When you run out of flashcards
turn one of the flashcards over (so the students can only see the
back), and repeat the long sentence. Repeat until it’s too hard to
remember, or until all the cards are face down and they can say
the whole sequence. Keep it fun and dynamic by getting pupils
to speak in funny voices (like monsters or aliens!)
Social Science
• All about space and weather.
31
 1 Vocabulary

Answer key
3 1) Cake (example)
2) Seafood
3) Rice
4) Chickpeas
5) Sausages
6) Burger
4

32
 Me and my school

Learning outcomes
Pupils will be able to:
• Identify the relelvant vocabulary.
• Confidently spell the vocabulary.
Teacher’s resources
• Song.
• Flashcards for Let’s get started: 1, 3, 4, 9, 10, 12.
• Poster.
• Flashcards for Wrap up: all.
• Interactive spelling activity.

Let’s get started Let’s practise

• Stick the flashcards up around the room on different parts of the
wall, keeping lots of space between them. Tell the pupils you are
going to play the song about food and they are going to listen
and dance to it. Play the unit song for about 10 seconds then
stop the song after an item of food is mentioned. Ask the pupils
what the last food they heard was (play the track from the
beginning again if they need to hear it again). Once they guess
correctly, shout: GO! They run as fast as they can to the flashcard
on the wall. Once all pupils are standing at the correct flashcard,
get them to return to the middle of the room again and repeat
the process. When they get the hang of it, they should be able
to run to the correct flashcard as soon as you stop the song.
Let’s understand
• Do Activity 3.
• Stick the poster on the board and draw a score chart next to it.
Split the class into two or three teams and get each team to line
up in front of the poster.
• Point to some food on the poster and try to encourage the first
two pupils in the line to say the word. The first pupil to say it
wins a point for their team. Mark the points down and get them
to run to the back of the line. Repeat the process as necessary.
• Do Activity 4.
• Play the interactive game.
Wrap up
• Stick the flashcards up on different walls in the classroom or
in different parts of the playground. Get the pupils to stand in
front of you and say: I spy with my little eye something beginning
with… T. The idea is the students must run around and try and
find the flashcard picture for TOAST. Once they find the correct
flashcard, they must shout the word out to win. When two
words start with the same letter say the first two letters: I spy
with my little eye something beginning with S and A…
• For lower levels, place the corresponding word card underneath
each flashcard. For higher levels, students do their own “I spy…”
sentence for the rest of the group.

Natural Science Social Science

• All about my vital functions: nutrition. • All about space and weather.

33
 3 Culture OFF BOO
K

Learning outcomes Materials

Pupils will be able to: • A4 sheets of paper and pencils,
• Talk about food and eating habits in England. and other foreign countries one each per student.
• Rubbers to share.
Teacher’s resources • Colouring pencils.
• Culture video (Sunday roast).

Let’s get started Let’s practise

• Ask the class: What do you normally eat on Sundays? Do you
normally have a big breakfast, big lunch or big dinner?
• After some discussion, ask them about countries around the
world, like India, China, France, Argentina.. Finally, ask: What
about in England?
Let’s understand
• Show them a big picture of a Sunday roast. Ask them what all
the different foods are.
• Make a list on the board.
• Play the Sunday Roast video. Remind students to look out for
the foods on the board.
• Ask: What foods did you see? What type of meats can be in a
Sunday roast? (Chicken, beef, lamb, pork) What vegetables?
(Roast potatoes, parsnips, carrots, boiled peas, brocolli, brussel
sprouts) What is stuffing? (bread, onion and herbs that you put
inside the chicken) Can you have stuffing with beef, pork or lamb?
(Of course not!) What ingredients go in Yorkshire puddings? (flour,
eggs and milk) What is gravy? (Meat sauce) Why do people relax
after a Sunday roast? (Because they eat a lot!) Why do people in
England have a big, hot lunch? (Because it’s often very cold!)
Wrap up
• Play the video again.
• Ask: What food looks delicious? What food looks disgusting?
• Give each student a pencil and piece of paper. Tell them to draw
their perfect Sunday roast. What type of meat do they like?
Which vegetables? Do they want Yorkshire puddings and gravy?
When they have finished they should colour their picture.
• Display the finished pictures on the wall.

Natural Science Social Science

• All about my vital functions: nutrition. • All about space and weather.

34
 K Craft
OFF BOO

Learning outcomes Materials

Pupils will be able to: • Images of food.
• Review and use key vocabulary in a creative, meaningful way. • Cardboard.
• Dried chickpeas.
• Glue.
• Pencils.
• Rubbers.
• Pens
• Poster paints (témpera).
• Paintbrushes.
• Water for cleaning brushes.

Let’s get started Let’s practise

• Show the children some pictures of food from this unit (the
flashcards will be ok, but different pictures are useful so that
students don’t only associate the word with the particuar image
they are used to).
• Ask an individual child: What’s your favourite food? After they
have answered, get them to ask a classmate. The next classmate
responds. Continue until everyone has asked and answered, with
the last child asking you. Here they can practice using countable
and uncountable nouns.
• Show the children the chickpeas and ask what they are called.
Explain that they are going to make a collage of their favourite
food using chickpeas.
• Introduce the questions: What is it? What are the ingredients?
When do you normally eat it? Write these on the board.
• Put children into pairs. They now interview eachother.
Wrap up
• Presentations: children present their collages to the rest of the
class. E.g. This is a burger. It is my favourite food. The ingredients
are beef and bread. It also has some lettuce, tomato and lots of
cheese in it. I normally eat burgers for lunch or dinner.

Let’s understand
• Children draw an outline of their chosen food on a piece of
cardboard. They then draw the detail of the food inside the
outline. Make sure they don’t make this interior details too
complicated.
• They then cover the food drawing with glue, stick the chickpeas
on and leave it to dry.
• Encourage the children to talk about food they like as they are
making their collages.
• When the collages are dry, they can paint them with poster
paint.
• To finish, the children draw a plate or bowl around their
chickpea work of art.

Natural Science Social Science

• All about my vital functions: nutrition. • All about space and weather.

35
 1 Reading and writing

Answer key
1 1)✗; 2)✓; 3)✗; 4)✓; 5)✗; 6)✓.
2 Starter: seafood and toast.
Main: sausages and chickpeas or sausages and rice.
Dessert: Fruit or cake.

36

Learning outcomes
Pupils will be able to:
• Develop reading, writing and speaking skills.
• Use key grammar and vocabulary in a meaningful context.
• Review and practise the use of can for permission and positive and negative
imperatives.
Teacher’s Resources
• Flashcards and word cards, shuffled.
Let’s get started
• Play Snap! Tell pupils you are going to hold up a flashcard
and a word card. If the flashcard and word card don’t match,
encourage the pupils to say, “NO!” When you have a match,
encourage the students to jump up and shout, “YES!” as loud
as they can. The first pupil to stand up and shout yes wins the
round. Continue with this. If you can find a way (maybe behind a
book) to change the order of the cards as you go, this will make
it more fun for them!
Let’s understand
• Elicit the key vocabulary in Activity 1. Half the class read the
text while the other students mime eating the food, then teams
swap.
• Do Activity 1. Check answers.
Let’s practise
• Pretend you are a waiter. Choose a student and ask: Welcome to
my restaurant! What would you like? Student responds: I’d like...
stating their personal choices from the menu in Activity 1. After
a few examples with different students, choose another student
to be the waiter and repeat. Encourage them to be theatrical!
• Elicit the vocabulary in Activity 2. Check answers.
• Choose a student to be the waiter, and repeat the previous
activity with this Activity 2 menu.
Natural Science
• All about my vital functions: nutrition.
Me and my school
Materials
• Four pieces of paper.
• Four pens.
Wrap up
• Split the class into four teams. Put four tables on one side of the
room, far from the board. Give each team a piece of paper with
a four letter food word written on it. Give each group a pen.
• The first pupil runs to the board, writes the first letter of the
word on it, and runs back to the table. The next pupil takes the
pen and continues. Once the complete word is written on the
board, the pupils must all stand round the table and shout the
word to win the round. They must not move the sheet of paper
from the table at any point, or shout out the letter to their
teammates.
• Make the first round a practice turn at walking pace, so that
pupils really understand what they have to do.
• Move on to the five letter words and repeat.
• Four letter words: meal, rice, cake, milk.
• Five letter words: fruit, toast, chips, lunch.
• Six letter words: butter, burger, dinner, banana.
• Seven letter words: pancake, sausage, seafood, chicken.
Social Science
• All about space and weather.
37
 1 Flipped classroom OFF BOO
K

Answer key
1 Picture 1: Eat breakfast; picture 2: wake up early; Picture 3:
brush your teeth.
2 Picture 1: has breakfast but it is not healthy; pictures 2 and 3:
don’t have breakfast.
They feel: hyperactive (because of the sugar in chocolate); tired;
angry/sad.
Breakfast is important for balanced energy and mood.

38

Learning outcomes
Pupils will be able to:
• Use key vocabulary in a meaningful context.
• Develop listening, speaking, reading and writing skills.
• Develop critical thinking skills.
• Use self-evaluation.
Teacher’s resources
• Flipped clasroom web links.
Let’s get started
• Ask: What do you do in the morning? What are these children
doing?
• Read out the routines in Activity 1 (wake up early, eat breakfast,
brush your teeth) while students point to the pictures.
• Read the text in Activity 1 then ask: Are routines important?
Why?
• Ask the questions in Activity 2. Encourage class discussion.
Let’s understand
• Ask: What do you normally have for breakfast? Encourage class
discussion.
• Talk about why breakfast is an important routine, and how it
helps them. (Look at the pictures in Activity 2 for ideas.)
• Ask pupils the Big Question: Why do we have routines?
• Tell pupils you are gong to watch a video. http://www.e-sm.net/
msavingle2priud01_02
• repeat the video and encourage pupils to sing along.
• Board the questions: What does the boy in the song do in the
morning? What does he eat for breakfast? How does a healthy
breakfast routine help him? Why do we have routines?
• Play the video again.
• In pairs, pupils tell each other what they often have for breakfast.
• Talk about why breakfast is an important routine, and how it
helps them. (Look at the pictures in part 2 for ideas.)
Natural Science
• All about my vital functions: nutrition.
Me and my school
Materials
• Large piece of paper for diary.
• Coloured pens or pencils.
• Glue.
• Scissors.
• Images of food.
• Ask children the big question: Why do we have routines?
• Listen to the song again and encourage the children to sing
along.
• Ask the class to brainstorm some different things we can have
for breakfast. Write ideas up on the board.
• Go to the web page http://www.e-sm.net/msavingle2priud01_03
• Tell the children to write down the foods they see as they watch
the video. Then check the answers.
Let’s practise
• Task: Make a food diary. From now to the next flipped
classroom session, children will keep a food diary of what they
eat for breakfast, lunch, dinner and snacks. Show them the food
diary example on P19 and explain what they have to do. Ask
them to bring in pictures of food. Tell pupils to think about
their food routines: are they healthy or unhealthy? How do their
food routines help them? Tell them to find facts on at least
two websites to support their conclusions. Encourage them to
consider the big question.
Wrap up
• Each pupil presents their food diary to the class.
• Do Activity 3. Read the sentences out loud, while pupils circle
the appropriate face.
Social Science
• All about space and weather.
39
 1 Exam practice

Audioscript 4.
M: Now, can you see the girl next to the birthday boy?
6 1. G: She has got a present in her hands.
Girl: It’s the boy’s birthday. He’s got lots of presents. M: Yes! What colour would you like to use for that present?
Man: Yes! Would you like to colour the presents? G: Red, please!
G: Yes, please! M: Great!
M: Okay. Can you see the present next to the birthday cake?
G: Yes.
M: Colour that present blue, please. Answer key
Narrator: Can you see the blue present? This is an example. Now, 1 1) Present next to birthday cake – blue (example); 2) Present
you listen and colour. dog is standing on – orange; 3) Present in front of the mother
2. – pink; 4) Present in girl’s hands – red.
M: Can you see the dog?
G: Oh yes! I can see the dog. It’s standing on a present! 2 1) eggs; 2) sausage; 3) toast; 4) butter.
M: Would you like to colour that present orange?
G: Yes! Not used: chickpeas; cakes.

3.
M: What is the mum doing?
G She’s taking a photo. Oh, there’s a present next to her.
M: That’s right! Have you got a pink pencil?
G: Yes.
M: Okay. Colour it pink.

40

Learning outcomes
Pupils will be able to:
• Develop their listening, speaking, reading and writing skills for the Cambridge
Starters exam.
• Review of colour vocabulary and prepositions of place.
Teacher’s resources
• Unit poster.
• Flashcards.
• Audio.8
Let’s get started
• Use the unit poster to revise food vocabulary, colours and
prepositions of place.
• Point to different foods in the poster and ask students: What
food is this? Practice countable and uncountable nouns here.
• Then point to some colours and ask: What colour is this?
• Then point to people or objects in the poster and ask: Where
is the (burger)? They should use prepositions of place in their
answers.
• Students then ask each other the same questions in pairs.
Let’s understand
• Point to the picture in Activity 1. Ask: Where are the people? Put
students into pairs so they can discuss what the scene.
• Explain they are going to hear a conversation between a girl and
a man. they must colour the same things as the girl.
• Play the audio and do Activity 1. Play at least twice.
• Ask the class what colour the four presents are, and what the
different people are doing.
Natural Science
• All about my vital functions: nutrition.
Me and my school
Materials
• Coloured pencils: blue, orange,
pink, red.
Let’s practise
• Review the vocabulary and grammar using the unit flashcards.
• Put the flashcards face up on the table. Ask one child to
volunteer. The rest of the class tell the volunteer which foods
are countable and uncountable and the volunteer puts the
countable nouns on the left and the uncountable nouns on
the right. Corrects any mistakes. Encourage children to use
conjunctions while discussing the nouns. E.g. ‘Fried egg’ is
countable, and ‘burger’ is countable, but ‘toast’ is uncountable.
• Do Activity 2. Check answers with students.
Wrap up
• Act out! Encourage students to read the text aloud. Half the
class read the text, and the other half shout out the words they
have written.
• Another variation is: half of the class read the text aloud while
the other half mime what is being read. Then groups switch.
Social Science
• All about space and weather.
41
 1 Review

Answer key
1 Countable: a fried egg; pancake; toast; a burger; a sausage; a
cake.
Uncountable: jam; butter; seafood; fruit; rice; chickpeas.
(It is possible that some students have a different, but correct
answers. E.g. we use ‘some’ with ‘toast’, but it is countable if we
say ‘pieces of toast’. The same applies to fruit and cake.)
2 A fried egg; some jam; some pancakes; some toast; a burger; a
sausage; a cake; some jam; some butter; some seafood; some
fruit; some rice; some chickpeas.

42

Learning outcomes
Pupils will be able to:
• Review unit structures.
• Use key vocabulary and grammar in a meaningful context.
Teacher’s resources
• Flashcards / word cards: All.
• Song.
• Boardgame.
• Ninja Grammar videos 1 and 2.
Let’s get started
• Play Food Tennis! Split the class into two teams and get them
to stand in two separate circles. Tell them that when you play
the music, they must start throwing the ball to members of
their team. Give them some time to play throw and catch in
their teams, then stop the music. When the music stops, the
two students from each group holding the ball play Food
Tennis. One pupil shouts out the name of some food then the
other student must immediately shout out another food. it
doesnt matter what they say, as long as it’s food. The first pupil
to hesitate or repeat a word loses. The other pupil gets a point.
Then, start the music again and repeat.
Let’s understand
• Rewatch the Ninja Grammar video 1.
• Do Activity 1 orally, before students write their own answers. Ask
for examples of countable nouns, and when they have finished
listing, ask for the uncountable nouns.
• Students do Activity 1 individually. Check answers.
Natural Science
• All about my vital functions: nutrition.
Me and my school
Materials
• Two soft balls.
Let’s practise
• In Activity 2, students should decide whether to use ‘a’ or ‘some’.
Give them time to do the activity individually, then go through
the answers with them.
• Rewatch Ninja Grammar video 2. Activity 3 is a free, paired
speaking activity. Drill this activity with the class before students
do the activity in pairs.
• Make sure they use ‘and’ and ‘or’. ‘But’ can be used if they use
the negative. E.g. I would some fish, but I wouldn’t like sushi.
• Activity 4: play the boardgame.
Wrap up
• Choose one student and ask: What would you like for your
starter? They respond, then this person chooses another student
and asks: What would you like for your main? Work through the
four sections on the menu in Activity 3, going around the class.
• Ask: What would you like for breakfast? Lunch? Dinner? A snack?
Repeat the process going round the class.
• Do Activity 5. Read the sentences aloud while students circle the
appropriate face.
Social Science
• All about space and weather.
43
Notes
Notes