172796 _ 000i-0xiv.

indd i 13/5/09 19:35:03

 Task-Based Learning
In this approach, learning is structur
ed around tasks
Star Players makes every and their successful completion. It
is important that
student the centre of the tasks are carefully constructed
, meaningful and
the learning process. It purposeful. Learners have to solve
a problem, which
recognizes that children means that they are cognitively and
linguistically
learn in different ways engaged. There are three phases in
task-based
and that they have learning: pre-task, during-task and
post-task. In the
different intelligences, learning styles post-task phase, learners display or
talk about the
and interests. outcome. Star Players provides num
erous tasks that
Star Players is designed to build on and are motivating and that give children
a real sense of
extend students’ knowledge and to help them to learn achievement.
through engaging and motivating activities. Students learn
best when they are cognitively and linguistically challenged
Story-Based Approach
and when activities are meaningful, purposeful and as the starting
A story-based approach uses stories
enjoyable. ls and activ ities. Language
point for planning materia
Star Players acknowledges the importance of exposing ners engage in
is taught through stories, and lear
students to natural language. Literature is an effective tool deve lop thei r und erstanding of
different tasks to
ies written for
that offers students opportunities to experience language them. Star Players uses engaging stor
in a way that mirrors how they learn their mother tongue. native speakers of the same age.
A story, poem or song can all reach within each student to
bring out a genuine response and help students grow and
respond at a deeper level. Students are the heroes of their The Communicative Approach
own lives, and stories help them to develop their own sense The basis of this approach is that lang
uage is
of self and values, as well as to sympathize and identify communication and that in the clas
sroom the focus
with others. should be on enabling learners to
communicate
successfully with each other. The com
municative
approach focuses on learners bein
g able to use the
language with both fluency and accu
racy.
Star Players offers many communicati
ve activities,
such as games and role plays.

Multiple Intelligences
. Research
We do not all learn in the same way
at leas t seve n diffe rent
shows that there are
sthe tic, mat hem atica l/log ical,
intelligences: kine
Star Players is based on the latest research into how children l, inte rper sona l, visu al/sp atia l, verbal
intrapersona
learn languages. and tasks are
and musical. In Star Players, activities
s of learning.
varied to cater to these different way
Topic and Content-Based Approa
ches
Language does not have any value
without a context Zone of Proximal Development
that is meaningful to learners. The
contexts or topics Learning takes place within the zon
best suited for young children are e of proximal
those that come development, or ZPD. The ZPD is the
from their own world and experien difference
ce, such as family, between what children can do alon
friends and pets. As children get olde e and what
r, they can work Extension
they can do when they are working
with topics that take them into the in a supportive
wider world – for environment with other children or
example, space, history or the Inte with their
rnet. teacher. The collaborative nature of
In a topic- or content-based approac tasks is a very
h, language important aspect of learning. Whe
is taught through themes that are n children work
interesting and together, they learn to share ideas,
involving and that are often linked listen to others
with other school and work as a team. They also lear
subjects. In this way, Star Players help n to be tolerant
s learners of others and to understand that each
reinforce what they have already lear person can
ned in other contribute and has value.
subjects and exposes them to new
content as well.

ii Lesson 1

172796 _ 000i-0xiv.indd ii 13/5/09 19:35:05

 Introduction

Course Features
iv & v
Tips and Tricks
vi & vii
Scope and Sequence
viii & ix
Word Lists
x, xi & xii
Diagnostic Test
xiii & xiv

Unit 1 A New Home T3

1
Unit 2 My Day T15B
2
Unit 3 Animal Magic T27B
3
Unit 4 Around Town T39B
4
Unit 5 All-Weather Fun T51B
5
Unit 6 Our Hobbies T63B
6
Unit 7 Big and Small T75B
7
Unit 8 World Festivals T87B
8

Extras

Review Pages
T15A, T27A, T39A, T51A, T63A, T75
A, T87A & T99A
Star Players Certificate
T99B
Project Pages
T100
Worksheets
T108
Assessment Pages
T116
Practice Book Answer Key
T132
CD Track Section
T141

iii

172796 _ 000i-0xiv.indd iii 13/5/09 19:35:07

 u r se
Co res
e a tu
F

Student’s Book contains

· topic-based units that develop all four skills
in a relevant context
· three original stories that expose students
to natural language
· engaging projects that build teamwork
· interactive student cutouts that promote dynamic
exchanges
· fun songs and chants that expose students
to rhythm
· games and hands-on activities
· holiday pages with crafts, games and songs
· language boxes that highlight new grammar points
· self-assessment activities that develop students’
awareness of their own learning process and style
· skills pages (levels 1–3)
· process writing pages (levels 4–6) to build students’
writing skills
· review sections to reinforce the target language

Class
C CD
· recordings of all
songs, chants and
listening material

Practice Book contains

· activities to reinforce the language and structures
taught in the Student’s Book
· two review pages per unit with listening activities

iv

172796 _ 000i-0xiv.indd iv 13/5/09 19:35:10

 Teacher’s Book contains
· a Scope and Sequence with the topic and language
focus of each unit
· a Tips and Tricks section with hints on how to use
all the components
· notes for developing the projects and additional
cross-curricular activities
· grammar teaching tips and grammar modules
for each unit
· word lists for each unit
· a photocopiable Diagnostic Test
· photocopiable Assessment pages for each unit
with listening activities
· photocopiable Worksheets for each unit to reinforce
the grammar
· a CD Track Section
· full answer keys for the Practice Book, Student’s
Book, Assessment pages and Worksheets
· a Star Players Certificate

Each unit contains

· a variety of games
· Multiple Intelligences activities
· one Values activity
· one Teaching Tip

Each lesson contains

· full teacher’s notes
· an Opening Box with the vocabulary and grammar of
the lesson and the materials and preparation needed
· Warm-ups, Wrap-ups, Extensions and ideas for extra
activities

Posters
· a full-colour interactive poster for each unit
· colourful poster cutouts for use with the posters
· extra poster cutouts for additional class activities

172796 _ 000i-0xiv.indd v 13/5/09 19:35:20

 Listening Activities

p s & There are many ways in which Star

Players helps your
Ti students to develop listening skills.
One of them is

i ck s through catchy songs and chants.

You will find that
Tr students love them and learn them
There are also listening activities thro
quickly.
ughout the
Student’s Book, Practice Book revie
w pages and, very
importantly, in the Assessment pag
es.
You can find the Student’s Book trac
ks in a separate
section called the CD Track Section
(pages T141–T148).
The tracks for the Practice Book revie
Literature Pages w pages and the
Assessment pages are also included
The main objective of the stories in in the Teacher’s
Star Players is to Book (pages T15A, T27A, T39A, T51
increase students’ exposure to natu A, T63A, T75A,
ral language, thus T87A and T99A).
providing students with a valuable
opportunity to
learn common fixed expressions and
high frequency Word Lists
vocabulary used by native speakers piable word lists
. Before students On pages x–xii, you will find photoco
read the literature in Star Players, ry for each Stud ent’s Book unit.
it is important to of the target vocabula
explain that they do not have to und distributed each
erstand every These lists can be photocopied and
word; instead, they should aim to
grasp the overall month to be used in various ways:
meaning and enjoy the reading proc
ess. · to create a picture dictionary
To check students’ understanding e new words
of the stories, · to write sentences to contextualiz
a Comprehension Check section is
provided in the · to write a story
Teacher’s Book with a series of que notebooks
stions. · to illustrate new vocabulary in
To further develop students' critical-t anti c groups
hinking skills, · to classify vocabulary into sem
challenging activities such as pred
icting, summarizing,
analysing and evaluating the story Process Writing
and its characters
have also been included. Students need to be taught how to
write, because it
is not a skill that comes naturally.
In levels 1–3, the
skills pages focus on developing this
skill. In levels 4–6,
Posters writing is taught by means of Proc
ess Writing.
uts, can be used to
Each poster, together with its cuto The key steps for teaching process
writing are:
w voca bula ry and grammar
present, practise and revie · setting a context or situation for
writing
exce llent tool to promote student
points. Posters are an · showing students a model
participation and cooperation. · brainstorming and exploring idea
s
material you can
Star Players posters are made of a · giving a clear purpose for writing
and an audience
tebo ard or wat er-b ased markers. The sequence for process writing is:
write on using whi
their corresponding
You can also attach the cutouts to · writing a first draft
adhesive
poster by using tape, Blu-Tack or any · checking work (either peers, the
teacher or both
to move cutouts
substance. This gives you the freedom can do this) and giving feedback
dam agin g them.
around and reuse them without · writing a final version
r corr esponding
Cutouts can either be used with thei
ers, som e poster ivities
poster or as flashcards. In Star Play
out the
Project Work and Hands-on Act
to be used with ect as well as
cutouts have been designed In every unit, there is a hands-on proj
. Proj ect work is a
poster. additional cross-curricular activities
cutouts should be tive and learn to share
To make the most of the posters, time when students can be crea
n and then stored in large It is imp orta nt to emphasise
prepared before the lesso ideas and work in teams.
the unit num ber. way of doin g thin gs and to
envelopes marked with that there is not just one
other’s work.
encourage students to respect each
that all students
Before starting a project, make sure
y mat eria ls to han d. You should
have got the necessar
all students
also demonstrate each step so that
wha t they have got to do and how to do it.
understand
and praise students’
At the end of each project, exhibit
parisons.
work equally, without making com

vi

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 Review and Evaluation Class Materials
Evaluating your students is an ongoing process that At the beginning of the school year
, put all the
helps you clearly see how much your students have materials that you will need for prac
tical activities into a
learned and assess their strengths and weaknesses. box and keep them in the classroo
m. Your box should
Diagnostic Test contain coloured pencils, scissors,
glue sticks, pencils
To help you in this process, Star Players provides and rubbers. Each student is expe
cted to bring the
you with a photocopiable Diagnostic Test. The same materials from home.
Diagnostic Test should be administered in the first Read the Materials and Preparation
sections in the
week of classes. It has been designed to help you opening boxes of the Teacher’s Boo
k before each
evaluate students’ general level and determine in lesson. These two sections will rem
ind you of the
which areas they need reinforcement. materials you need to make the mos
t of each lesson.
Before the first practical activity, clari
Assessment Pages fy the procedure
for using the materials. Always mak
Star Players also provides you with photocopiable e sure that students
clean up at the end of each activity
Assessment pages. These pages are designed to test and return all
materials to the box.
students’ progress upon completion of each unit.
Self-assessment Pages Cutouts
’ cutouts at the
Since it is also important for students to gain It is a good idea to collect students
awareness of their own strengths and weaknesses, and distr ibut e cutout pages only
beginning of the year
a lesson. Make sure
there are self-assessment activities at the end of when you are going to use them in
tly what they have
each Student’s Book unit (levels 1–3) and in the you demonstrate to students exac
Teacher’s Book (levels 4–6). got to do before they start cutting.
are used for several
Review Pages There are instances in which cutouts
e are reminder notes
Before evaluating your students, it is crucial to review different activities. In this case, ther
students keep their
the language you have taught. Both the Student’s in the Teacher’s Book to ensure that
ities.
Book and the Practice Book provide review pages. cutouts in envelopes for future activ
Worksheets
In addition, there are photocopiable Worksheets Pair and Group Work
in the Teacher’s Book that can be used to provide Young children may not be used to
working in pairs
additional grammar practice for each unit. and groups. The first few times they
do pair activities,
Grammar Modules and Teaching Tips keep the activities short and make
sure that you give
The Teacher’s Book contains useful pages that expand them clear instructions. As they get
used to doing
on the main grammar points taught in each unit pair and group activities, you can
begin to hand over
and provide teaching tips. Using these pages can responsibility to students. For exam
ple, for each pair,
help you in the review process. you can assign one student to be
the task monitor
(he/she makes sure that they do wha
t they are meant
to) and the other student to be the
Answer Key to Diagnostic Test language monitor
(he/she makes sure that they spea
1 1. boy, 2. cake, 3. desk, 4. hair, 5. wardrobe k English).
It is more fun and more interesting
2 From left to right, top to bottom: for students if
they do not always work with the
a, a, a, an, an, an same partner.
Decide before the lesson how you
· From top to bottom: They’re ants; It’s an eye; are going to
organise the pairs.
It’s a rubber; It’s a pencil; They’re notebooks;
They’re apples
4 From top to bottom: T, T, F, T, F Teaching Values
hing a language.
5 From left to right, top to bottom: 4, 3, 2, 5, 1 Being a teacher goes far beyond teac
lves teac hing a student
Being a teacher also invo
how to ada pt to diffe rent
universal values and
Play ers, we inclu de valu es activities to
situations. In Star
play in a student’s
remind teachers of the key role they
ities are desi gned
life. At the lower levels, these activ ve
the stud ents ’ nati
to be initiated and carried out in may
part icipa te. Eng lish
tongue so that they can fully
activities at the
be gradually integrated into these
higher levels of the serie s.

vii

172796 _ 000i-0xiv.indd vii 13/5/09 19:35:27

 p e &
Sco ence
u
Seq
Grammar
1
Verb to be: What’s your
name? I’m (Jack). How old
are you? What colour are
the (walls)?
There is/are: There is a
(clock). There isn’t a (mirror).
There are (two bedrooms).
Are there any (doughnuts)?
2
Verb to be: What time is
it? It’s (two) o’clock.
Present Simple: What
time do you (eat lunch)?
What do you eat for
(dinner)?He gets up at
(nine) o’clock. We have
(Maths) on (Mondays).
3
Present Simple: It lives (in
the jungle). It eats (meat).
What does it eat? Where
does it live? It hasn’t got
(wings). Does it (live) (in
the jungle)?
Verb to be: Is it (between
the rock and the crab)?
4
Demonstratives: This is
the (cinema). That is the
(hospital).
Present Simple: Where
do you work?(She) doesn’t
(work). I work (in a café).
She works (in a post office).
viii
172796 _ 000i-0xiv.indd viii
Present Simple: I like
(strawberries), but I don’t
like (chicken sandwiches).
Present Continuous
What’s (he) doing? (He’)s
dancing. (He)’s wearing (a
red jumper).
Prepositions: behind, in,
next to, on, under
Can: Can I (have a pencil)?
There is/are: How many
(meatballs) are there?
Can: It can (jump). It can’t
(sing). Can it (fly)?
Prepositions: at, behind,
between, during, in, on,
next to, under
Possessive: (Kim)’s house
is next to (Lizzy)’s house.
Imperatives: Don’t (throw
paper on the floor).
Present Continuous: They
are (having a party).
Prepositions of Place:
across the street from
between
Vocabulary
Things around a House:
bath, clock, mirror, plant,
rug, vase
Rooms/Parts of a House:
garden, dining room, floor,
garage, roof, walls
Clothes: jeans, suit, tie
Time: a.m., in the
afternoon/evening/
morning, o’clock, p.m.
Daily Routines: do
homework, eat breakfast/
dinner/lunch, get up, go to
bed, play computer games,
have a shower, watch TV
Animals: bat, camel,
cheetah, chimpanzee,
crab, crocodile, Emperor
penguin, gerbil, giraffe,
hippo, jaguar, jellyfish,
kiwi, lion, octopus, ostrich,
owl, panda, platypus,
scorpion, shark, starfish,
whale, zebra
Around Town: ambulance,
café, cinema, fire station,
hospital, library, museum,
police car, police station,
post office, restaurant,
sweet shop, ticket,
toy shop, train station
Family: aunt, cousin, dad,
granny, grandad, mum,
uncle
Food: doughnut, hot dog,
meat, rice, salad, strawberry
Other: binoculars, boat,
light, lighthouse, on/off,
round, skateboard, square
Food: cereal, grapes,
meatballs, mushrooms,
peas, toast
School Subjects: Art,
English, Maths, Music, P.E.
Numbers: 20–100
Feelings: cold, happy,
hungry, sad, scared
Animal Body Parts: beak,
feathers, fur, neck, tail,
teeth, wings
Animal Habitats: desert,
grasslands, jungle, sea
Action Verbs: fly, hunt,
talk, walk
Activities on the Farm:
collect, feed, milk, pick
plant, take care of sick
Professions: chef, clown,
dancer, doctor, farmer,
firefighter, gardener, nurse,
police officer, postman/
woman, sales person,
soldier, train driver, vet
13/5/09 19:35:28
 Grammar
5
Verb to be: What’s the
weather like? It’s (windy).
When’s your birthday? It’s
in (February).
Present Simple: When do
they (go to the park)? They
(go to the park) in (March).
The squirrel collects nuts.
Present Continuous:
Is (he) (flying a kite)?
6 Verb to be: Where is
my (helmet)? It’s in the
(bathroom). My favourite
day is (Monday). It’s (half
past ten).
How much…?: How much
is the (helmet)? How much
are the (rollerblades)? They
are (75) pounds.
Adverbs of Frequency
7 Present Simple: Have
you got (big teeth)? Yes,
I have./No, I haven’t. Has
it got (a big mouth)? Yes,
it has./No, it hasn’t. I have
got (long hair). She has got
(ten toes).
8 Verb to be: I’m from
(India). He’s/She’s from
(China).
Present Simple: What do
you wear? When do they
celebrate (Diwali)? Who
do they visit? We don’t
celebrate (Harvest Festival)
in (Brazil). They celebrate
(Harvest Festival) in (India).
172796 _ 000i-0xiv.indd ix
Are they (swimming)?
What’s (she) wearing?
Adverbs of Frequency:
always, never, sometimes
Possessive Pronouns:
It’s mine. It’s his. It’s hers.
It’s yours.
Possessive: Whose
(umbrella) is this?
It’s (Rachel)’s (umbrella).
Present Simple: What time
do you (get up)? I (get up)
at (half past seven). Does he
(play tennis)?
Let’s + infinitive: Let’s (go
to the park) on Saturday.
Present Continuous:
What is (he) doing? (He) is
(reading). (They) are (roller-
blading).
Questions with How:
How tall are you?
How long are your (arms)?
They’re (one metre) long.
Comparatives: I’m (taller)
than my (brother). The
(brown shoes) are (bigger)
than the (black shoes).
Adverbs of Frequency
Comparatives: A city is
bigger than a town.
Demonstratives &
Possessive Pronouns:
This/That (kite) is mine.
Those/These (boots) are his/
hers/yours.
Imperatives: Close your
eyes. Don’t make any noise.
Vocabulary
Clothes: raincoat, sandals
Months
Seasons: autumn, spring,
summer, winter
Weather: cloudy, cold,
cool, hot, rainy, snowy,
sunny, warm, windy
Equipment: cycling gloves,
dancing shoes, helmet,
music book, rollerbades,
swimsuit, tennis ball, tennis
racket, trainers
Hobbies and Activities:
do karate, horseriding,
skipping, playing basketball
Review of: adjectives;
parts of the body; clothes;
numbers; colours; animals
Adjectives: fast, long,
short, slow, strong, tall,
young
Parts of the Body: finger,
knee, toe, tooth/teeth
Countries
Festivals: Carnival,
Christmas, Harvest Festival,
New Year
Actions: bend your knees,
decorate, dress up, drop,
give presents, hop, laugh,
make noise, pick up, send
away, stay at home, sweep,
take, visit
Other: blow, bottom,
calendar, carry, change,
Christmas cards, fall down,
fall out, float, go by bus,
ground, grow, nuts, pick
up, river, season, sink, skip,
snowman, Spain, squirrel,
stay at home, think, trips,
turn over, weather
Other: bite, busy, buy,
carrots, catch thieves, cook,
cut, fisherman, fishing
net, go upstairs, idea,
market, money, ordinary,
poor, pound, price list, put
away, put on, sell, sports
shop, stomach, surprised,
together, until, watch, zoo
Transport: bus, helicopter,
motorbike, lorry, plane,
ship, train,
Other: advert, body,
centimetre, fall out, grass,
invention, metre, move,
pillow, pocket, show, think,
tooth fairy, touch, travel on
land, wheel
Places: beach, city,
mountain, temple
Other: bad luck, building,
candles, celebrate,
coin, dragon, fireworks,
float, grape, jewellery,
kilometres, look for, nest,
outside, pillow, rabbit hole,
relatives, remember, river,
scarf, squirrel, sweets,
thumb, tooth, toothbrush
ix
13/5/09 19:35:30
 la r y
c abu
Vo

1
Things around Rooms/Parts of Clothes grandad Other
a House a House jeans mum binoculars
bath dining room suit uncle boat
clock floor tie light
mirror garage Food lighthouse
plant garden Family doughnut on/off
rug roof aunt hot dog round
vase walls cousin meat skateboard
dad rice square
granny salad
strawberry

2
Time go School Subjects sixty Actions
a.m. play Art seventy count
in the afternoon have a shower English eighty draw
in the evening watch TV Maths ninety do sums
in the morning Music one hundred jump
o’clock Food P.E. paint
p.m. cereal Adjectives play
grapes Numbers cold run
Daily Routines meatballs twenty happy
do homework mushrooms thirty hungry
eat peas forty sad
get up toast fifty scared

3
Action Verbs crab ostrich Body Parts grasslands
fly crocodile owl beak jungle
hunt Emperor penguin panda feathers sea
talk gerbil platypus fur
walk giraffe scorpion neck Other
hippo shark tail diver
Animals jaguar starfish teeth fruit
bat jellyfish whale wings insects
camel kiwi zebra oar
cheetah lion Habitats plants
chimpanzee octopus desert push

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 4
Around Town train Professions Other thieves
ambulance train station chef beautiful truck
café clown candle uniform
cinema Actions dancer catch
fire station collect doctor clean
fire engine feed farmer engine
hospital help firefighter farm
library look after gardener left
museum milk nurse lorry
police car pick police officer playroom
police station plant postman/woman put out
post office play salesperson right
restaurant say soldier robbers
sweet shop throw train driver sick
ticket walk vet sweets
toy shop write

5
Clothes September cold carry sink
raincoat October cool change skip
sandals November hot Christmas cards snowman
December rainy fall down Spain
Months snowy fall out squirrel
January Seasons sunny float stay at home
February autumn warm go by bus think
March spring windy ground trips
April summer grow turn over
May winter Other nuts weather
June blow pick up
July Weather bottom river
August cloudy calendar season

6
Equipment Hobbies and buy ordinary until
cycling gloves Activities carrots poor watch
dancing shoes do karate catch thieves pound zoo
helmet horse riding cook price list
music book playing basketball cut put away
rollerblades skipping fisherman put on
football fishing net sell
swimsuit go upstairs sports shop
Other
tennis ball idea stomach
bite
tennis racket market surprised
busy
trainers money together

xi

172796 _ 000i-0xiv.indd xi 13/5/09 19:35:34

 7
Adjectives toe Other think
fast tooth/teeth advert tooth fairy
long body touch
short Transport centimetre travel on land
slow bus fall out wheel
strong helicopter grass
tall lorry invention
young motorbike metre
plane move
Parts of the Body ship pillow
finger train pocket
knee show

8
Countries drop Other relatives
Brazil give presents bad luck remember
Canada hop building river
China laugh candles scarf
India make noise celebrate squirrel
Japan pick up coin sweets
Spain send away country thumb
stay at home dragon tooth
Festivals sweep fireworks toothbrush
Carnival take float tooth fairy
Christmas visit grape town
Harvest Festival jewellery
New Year Places kilometres
beach look for
Actions city nest
bend your knees mountain outside
decorate temple pillow
dress up rabbit hole

xii

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 Diagnostic Test Name:
1 Circle the odd one out. (5 points)
1. mother grandfather boy brother
2. rabbit cake snake turtle
3. desk biscuit pizza sandwich
4. bathroom kitchen hair bedroom
5. puppet doll teddy bear wardrobe
2 Circle a or an. (3 points)
a / an rubber a / an pencil a / an notebook

a / an apple a / an eye a / an ant

Complete the sentences. (6 points)

They’re It’s a It’s an

ants. pencil.

eye. notebooks.

rubber. apples.

3 Read and draw a ☺ or a . (3 points)

Food ☺
I like pizza and I like cheese.
I don’t like chicken.
I like apples and bananas.
I don’t like strawberries.
My favourite drink is cola.
© Santillana Educación, S.L./Richmond Publishing, 2009 Photocopiable xiii

172796 _ 000i-0xiv.indd xiii 13/5/09 19:35:38

 4 Look, read and write T (True) or F (False). (5 points)

There are three spiders. F

There are three trees.
There’s one frog.
There’s one butterfly.
There are six flowers.
There are two parrots.

5 Look, read and number the speech bubbles. (5 points)

I’m hiding. 6 I’m running. I’m flying a kite.

1 3 5

4 6 2

I’m reading. I’m eating. I’m climbing.

6 Read, colour and draw. (3 points)

This is Colin the Clown.
He has got a purple nose.
He has got black hair.
He has got big ears.

Total /30 points

xiv © Santillana Educación, S.L./Richmond Publishing, 2009 Photocopiable

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 1 A New Home
Verb to be Present Simple Things around a House
What’s your name? I like (strawberries), but I don’t bath, clock, mirror, plant, rug, vase
My name’s (Lizzy). like (chicken sandwiches). Rooms/Parts of a House
I’m (Jack). How old are Do you like (rice)? dining room, floor, garage, garden, roof, wall
you? I’m (seven). Yes, I do./No, I don’t.

Vo ca bula r y
Clothes
G ra mm a r

What colour are the Present Continuous jeans, suit, tie

(walls)? They’re (blue). What’s (he) doing?
Family
There is/are (He)’s dancing.
aunt, cousin, dad, granny, grandad, mum,
There is a (clock). What’s (he) wearing? (He)’s uncle
There isn’t a (mirror). wearing (a red jumper).
There are (two bedrooms).
Food
Prepositions doughnut, hot dog, meat, rice, salad, strawberry
Are there any (doughnuts)? behind, in, next to, on, under
Yes, there are./No, there Other
Where’s the (plant)? It’s (on)
aren’t. binoculars, boat, light, lighthouse, on/off,
(the table).
round, skateboard, square
Fun c tion s

- Introducing yourself - Asking about and describing houses and furniture

- Greeting others - Asking and talking about likes and dislikes
- Identifying parts of a house - Asking about and describing people and their clothes
- Asking about and describing the position of objects
- Asking about and describing the colour of objects

Value s Syllabus Star Proje c t Multiple Intelligence s

Learning Names (page T4) My House (page 100) Musical Intelligence (page T6)
Kinesthetic Intelligence (page T11)

T3

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 A New Home
1 Listen, point and repeat. 1

Hello! I’m Jack.

What’s your name? Hi! My name’s Lizzy.

How old are you? I’m eight. How about you?

I’m seven.

Max Lizzy Jack Karen Sammie Ben

Listen and match the names to the people. 2

4 Lesson 1

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 A New Home
1
Explain that Lizzy is introducing her family to Jack. The
Functional Language: My name’s (Lizzy). students’ task is to match each character to his/her name.
How old are you? I’m (seven). What’s her name? Play Track 2 twice and then correct as a class.
Her name’s (Lizzy).
Make a note.
Vocabulary: mum, dad; family members
Write the following on the board and ask students to
Materials: Paper, construction paper (1⁄2 sheet copy it into their notebooks:
per student), light-coloured construction paper, a What’s your name? My name’s .
stapler or tape, a ball. How old are you? I’m .
Preparation: Name Crowns: Cut light-coloured Students complete the sentences and draw a picture of
construction paper into 60 x 10 cm strips (1 per themselves next to them.
student). Then students answer the following questions and draw
family members beside them:
What’s her name? Her name’s .
What’s his name? His name’s .
Warm-up
Make name crowns. Draw and introduce your family.
Distribute the Name Crowns (see Preparation). Distribute paper (see Materials). Students draw a picture
Students cut out triangles along one edge of the of themselves with their immediate family (mum, dad,
strip. Then they write their name in big colourful brother, sister and pet).
letters in the middle of the strip and draw some Students mingle and show their pictures. Say Stop!
jewels for decoration. Help students to fasten the Students talk about their families with the student
crowns around their heads with staples or tape. closest to them:
Place the crowns at the front of the class. Invite a S1: This is my mum. S2: What’s her name?
volunteer to the front. The class chants Hello. What’s S1: Her name’s (Lilly).
your name? The student responds I’m (Laura). Place Say Go! Students mingle again.
the student’s crown on his/her head. Continue the Distribute halves of construction paper. Students glue
activity with other students. their family picture on the paper. Then they write about
themselves on the paper: This is me! My name’s Laura.
I’m seven. They draw a line to the picture of themselves.
1 Listen, point and repeat. 1 Students label all family members: This is my mum, and
Explain that the girl in the picture, Lizzy, is moving into so on. Display the pictures in a family portrait gallery.
a new house with her family, and she has met Jack, the
boy who lives next door.
Play Track 1. Students listen to Lizzy and Jack’s Wrap-up
conversation and point to the corresponding characters Values Syllabus
as they speak. Learning Names
Divide the class into two groups. One group reads out Explain that it is friendlier to use other students’
Lizzy’s part and the other reads out Jack’s. names and not just call them you, he or she.
Students sit in a circle on the floor. Go around
Let’s make friends. the circle giving each student a turn to introduce
Students put on their Name Crowns and work in pairs. themselves: My name’s (Anna).
Students practise the dialogue from their books using Then give a ball to a student. He/she rolls it to another
their own names and ages. student and asks What’s your name? That student says
Ask a few pairs to act out their dialogue in front of his/her name and then takes a turn rolling the ball.
the class.

• Listen and match the names to the people. 2

Say Point to the father. Repeat with the other pictures
for students to point. Explain to students that British
children often call their parents Mum and Dad.
Students think of different names for girls and boys that
they know in English.
Students read out the names in activity 1.
Students match the names Lizzy and Jack to the
children in the picture by drawing a line.
Extension
Game: Memory
Students stand up with their Name Crowns on. They
have got two minutes to meet other students, shake
hands and ask each other: How old are you?
Then ask a student to go to the front and tell the
class about someone he/she spoke to: Anna is seven
years old. Repeat with other students.

Lesson 1 T4

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 A New Home
1
Grammar: Verb to be: What colour is (the roof)?
It’s (blue). What colour are (the doors)? They’re (blue).
Vocabulary: garage, garden, roof, wall;
animals; colours
Materials: Six index cards, paper, a ball.
1
A : Lizzy’s House cutout.
Preparation: Word Cards: Write the following
words on index cards: roof, window, garage,
garden, door, wall.
Warm-up
Label the house.
Draw a house on the board with the following: a
door, a window, a roof, a garage and a garden.
Point to the house and ask What’s this? Elicit the
answer: It’s a house. Repeat with window, door, etc.
Ask a volunteer to go to the front. Say roof. The
student points to the roof. Repeat with other words.
Show the Word Card (see Preparation) with window,
say window and ask a volunteer to attach it to the
picture. Repeat with the other words.
1 Listen and colour the house. 3
Point to Jack’s house and ask questions about it: What
colour is the house/door/dog? Play Track 3. Students
listen to Jack talk about his house and colour the picture.
Check their work by asking What colour are the
windows? (They’re orange).
• Complete the sentences.
Write The roof is _____ and The flowers are ____ on
the board. Ask What colour is the roof? The student
who gives the correct answer (It’s grey) completes the
sentence on the board. Repeat with the second sentence.
2 Colour Lizzy’s house. 1
A
Ask students to cut out Lizzy’s house.
Students colour the flowers, dog, door and window
frames using colours of their choice.
Ask students about their houses: What colour is the
dog? What colour are the flowers?
Students work with a partner. They keep their coloured
cutouts to themselves and take turns asking each other
about Lizzy’s house: What colour are the (flowers)?
When students find an item they have coloured the same
colour, they give each other the thumbs up. When they
finish, they find a new partner and repeat the activity.
Make a note.
Write the following title and questions on the board
and ask students to copy them in their notebooks:
My Classroom
What colour are the windows?
What colour is the door?
T5 Lesson 2
172796 _ 0015-0040.indd 18
What colour is your desk?
Students answer the questions using It’s and They’re.
Provide more questions for students to answer. Students
draw their classroom.
Teaching Tip
Learning New Vocabulary
Students write and draw pictures of all new
vocabulary in their notebooks. The benefits of this are:
• It fosters independent learning, because it provides
students with a record of new words they can refer to.
• Students can show their notebooks to their parents
and share what they are learning in school.
Students can review the words by doing the following:
1. Cover and say: Cover the words, look at the
pictures and say the words.
2. Cover and spell: Cover the words, look at the
pictures and write the words.
3. Practise in pairs: Review spelling by asking a
partner How do you spell (desk)?
3 Do a colour dictation.
Students say what they might see in a garden.
Distribute paper (see Materials). Give students
instructions for drawing a picture of a garden using a
pencil. Say Draw two butterflies. Draw a cat, etc.
In pairs, students take turns asking What colour is the
(cat)? What colour are the (butterflies)? Students colour
the picture according to their partner’s responses.
Wrap-up
Name Race
Students stand in a circle. Put different-coloured
objects in the centre: school bags, pens, and so on.
Throw the ball to a student and ask What colour is
the (pen)? The student responds and then throws
the ball to another student and asks What colour are
the (school bags)?
Extension
Use your memory.
Divide the class into two teams.
Say My house has got a red door and invite a student
from team 1 to repeat your sentence and then add
an item: My house has a got red door and a blue
roof. Then invite a member of team 2 to add a
further item. The game continues in this way. The
first team to make a mistake loses.
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 A New Home

1 Listen and colour the house. 3

The roof is grey . The flowers are purple .

The windows are orange. The garage is red.
The door is orange . The walls are blue .

Complete the sentences.

What colour is the dog?
2 Colour Lizzy’s house. 1
A
It’s black.
What colour are the windows?
They’re orange.
3 Do a colour dictation.

What colour are

the butterflies?
They’re orange.

Lesson 2 5

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 A New Home

Where’s the skateboard? It’s under the bed.

1 Listen, match and chant. 4

Jack! Jack! Where’s my hat?

Your hat’s on the cat,

And the cat’s in the vase.
And the vase is on the chair,
And the chair’s on the desk.
And the desk’s on the rug,
And the rug’s on the floor!

2 Listen and place the cutouts. 5 1

B

Ask and answer about the cutouts.

6 Lesson 3

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Grammar: Verb to be: Where’s the (vase)? It’s (on)
(the desk).
Prepositions: on, in, under, next to, behind
Vocabulary: vase, floor, rug, computer, clock,
plant, skateboard; furniture; toys
1
Materials: 1 B : Object cutouts. Poster and
poster cutouts.
Warm-up
Poster Work 1
Display the poster. Ask volunteers to point to and
name the objects, animals or rooms on the poster.
Divide the class into two teams. Ask questions about
the poster: What colour is the (table)? What colour
are the (socks)? The first student to answer the
question wins a point for his/her team.
Attach and say. 1
Attach the poster cutouts to the board. Say the words
and ask students to repeat.
Turn the poster away from students and remove a
cutout. Students say which cutout is missing.
1 Listen, match and chant. 4
Students look at the picture and name the objects.
Explain that Lizzy is looking for her hat.
Play Track 4. Students match each line of the chant to
the corresponding part of the picture.
Divide the class into two groups: Lizzy and Jack. Play
the track again. Each group chants along with their
character. Ask students: Where’s the hat/cat?
Musical Intelligence
Make up a chant.
Draw a rug on the board and ask a student to draw
an object on the rug. Then another student draws an
object on top of that object, and so on, until there is a
tower of objects.
Draw a hat at the top of the tower and chant to the
class: Children, children, where’s my hat?
The class chants back: Your hat’s on the (chair).
Continue in this way, with the class adding a line each
time to describe the tower of objects.
Find the toys. 1
Display the poster. Place the mouse cutout on the rug.
Ask Where’s the mouse? Elicit It’s on the rug.
Ask a volunteer to place the mouse in a different
position and practise the prepositions in, on, under,
next to and behind in this way.
Divide the class into two teams. Mime playing with
one of the toys from the poster. The first student to
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A New Home
1
name the toy tries to find the toy in ten seconds. If the
student can do it, award a point to his/her team.
Make a note.
Students note the new vocabulary in their notebooks:
vase, floor, rug, computer, clock and plant. They draw
small pictures next to each word. Write the following on
the board for students to copy:
Where’s the mouse? 1. It’s on the wardrobe. 2. It’s
under the wardrobe. 3. It’s in the wardrobe. 4. It’s next
to the wardrobe. 5. It’s behind the wardrobe.
Students draw a picture of a wardrobe with five mice
on, under, in, next to and behind the wardrobe. They
number each mouse according to the sentences.
2 Listen and place the cutouts. 5 1
B
Present the clock and plant poster cutouts.
Students cut out the Object cutouts.
Name the cutouts one by one. Students hold them up.
Explain that Jack is helping Lizzy to organize her new
room. Students identify the objects in the picture. Write
the vocabulary on the board.
Play Track 5. Students listen and place the Object
cutouts in the correct positions in the picture.
Play the track again. Students check their answers.
Thumbs up
Say The ball is behind the chair. Students give you the
thumbs up if the statement is correct.
Divide the class into two teams. Teams take turns
making true/false statements for the other team.
• Ask and answer about the cutouts.
Divide the class into pairs. S1 places his/her cutouts
in different locations on the picture. S2 asks where
the objects are and places the cutouts in the
corresponding position in his/her book.
Students exchange roles and repeat the activity. They
glue their cutouts into their books wherever they choose.
Wrap-up
1
Write about your picture. B
Students write five sentences in their notebooks
about the Object cutouts: The robot is on the bed.
Ask a student to read one of his/her sentences out
loud. All students who have got the same sentence
stand up. Repeat several times.
Extension
Anagrams
Display the poster. Write anagrams of words from
the poster on the board. For example, alteb for table.
Students solve the anagrams. To check answers, ask
volunteers to point to the objects in the poster.
Lesson 3 T6
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 A New Home
1
Grammar: There is/isn’t/are/aren’t: There (isn’t)
a (mirror) in the house.
Vocabulary: dining room, mirror; rooms;
furniture; toys
Materials: Construction paper (1 sheet per group
of 3–4), paper, magazines and furniture catalogues.
1 Poster and poster cutouts.
Warm-up
Mime and guess the room. 1 outline of a house on the construction paper and divide
Display the poster and introduce dining room. Point
to each room in turn and ask What’s this room?
Mime sitting and eating dinner. Ask students What’s
the room? Elicit the answer: It’s the dining room.
Ask volunteers to go to the front of the class and
mime rooms.
1 Choose a description for the house.
Students look at the picture of the house. Ask How
many bathrooms are there? Ask questions about the
other rooms.
Point to the two descriptions and explain that one of
them applies to the house in the picture. Students read
the descriptions in pairs and decide which one best
describes the house. Correct as a class.
Talk about your home.
Tell students about your home: There’s a kitchen,
there are two bedrooms and so on.
Ask a volunteer to tell the class about his/her home.
• Write T (True) or F (False).
Display the mirror cutout, introduce the word and
ask students Have you got a mirror in your bedroom/
bathroom/living room?
Students look at the picture of the house in activity 1.
Make statements about it. Students respond True or
False. For example: There’s a clock in the bedroom
(False). There are two bathrooms (True).
Students read the four sentences about the house and
mark them T or F. Correct as a class.
Make a note.
On the board, draw a picture of a one-room house with
a table, a mirror and two chairs inside. Students copy
the picture and write down new vocabulary in their
notebooks.
There is .
There is .
There isn’t .
There are .
Students complete the sentences about the picture.
T7 Lesson 4
172796 _ 0015-0040.indd 22
Game: True or False?
Students look at the picture in activity 1 and try to
memorize as much as possible about it. Then they close
their books. Make a statement about the house: There
are two rugs in the living room. Students tell you if it is
True or False.
Ask volunteers to make statements about the house for
the rest of the class to respond.
Make a collage picture of a house.
Students work in groups of three or four. Distribute
construction paper, paper, magazines and furniture
catalogues (see Materials). Students draw a large
it into different rooms, which they label. They find
pictures of furniture in the catalogues or draw furniture
on the paper to cut out and glue into the different
rooms. Students write about their houses in their
notebooks using There is a (table). There isn’t a (TV).
There are (chairs).
Describe and guess.
Display the collage pictures and invite students to say
which houses they would like to live in. Students work in
their groups and choose one of the houses to describe.
Students say four sentences describing the house: For
example, There’s a skateboard in the wardrobe. There
isn’t a rug in the house.
Groups take turns describing a house for the class.
The other groups compete to see who can guess first
which house is being described.
Wrap-up
Draw a house.
Hand out paper. In pairs, students draw a square
and divide it into four. They label each section with
the name of a room in the house.
Students take turns describing where a piece of
furniture is located. For example, There’s a sofa in
the living room. The other student then draws it
in the correct room.
In this way, they gradually build up a picture of
a house.
Extension
Play a guessing game. 1
Display the poster with the cutouts attached.
Divide the class into two teams. Describe a piece of
furniture, a toy, an animal or an item of clothing: It
starts with F. It’s white. It’s in the kitchen. Award a
point to the team of the first student to guess the
object (the fridge). Ask a volunteer to go to the front
to describe the next object.
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 A New Home

1 Choose a description for the house.

1
In my house, there are
two bedrooms. There
is a kitchen and a dining
room, but there isn’t a
living room.
2
In my house, there is a bedroom
and
a big dining room. There is a kitc
hen
and a living room. There are two
bathrooms and there is a garden
.

Write T (True) or F (False).

1. There are two vases on the table. F
There is a clock on
2. There are two plants in the house. T the fridge.
3. There isn’t a mirror in the house. F There isn’t a mirror.
There are two bedrooms.
4. There’s a lamp next to the bed. F
Lesson 4 7

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 A New Home

1 Listen and mark (✓or ✗) the food. 6

Are there any doughnuts? Yes, there are.

✔ ✔ ✘ ✘ ✔ ✘ ✔

2 Draw five food items from the list.

biscuits
strawberries
crisps
doughnuts
cakes
hot dogs
bananas
sandwiches
oranges
eggs
Are there any eggs?
Yes, there are.
No, there aren’t.
Ask a friend and mark (✓or ✗) the list.
8
Lesson 5

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Grammar: There is/are: Are there any
(doughnuts)? Yes, there are./No, there aren’t.
Vocabulary: hot dog, doughnut, strawberry; food
Materials: A large sheet of construction paper,
felt-tip pens, pens, a tablecloth or piece of fabric,
food magazines.
Preparation: Alphabet: Write the alphabet
in a column down one side of a large sheet of
construction paper.
Cut out some pictures of food from magazines or
draw food items on some flashcards.
Warm-up
Make a food alphabet.
Attach the Alphabet (see Preparation) to the board.
Tell students that they are going to make a food
alphabet poster.
As they call out the names of foods they know in
English, write the words next to the corresponding
letters. For example, A: apple, B: banana, C: cake,
and so on.
There will be some letters that students cannot
think of a food for, but these can be filled in later.
Alternatively, if you have got picture dictionaries,
students could race to find foods beginning with the
remaining letters. It will be impossible to find foods
for some letters, such as X.
Leave the poster displayed on the wall.
Can you guess?
Explain that Lizzy’s family is having a house-warming
party. They have invited family and friends to visit them
in their new house. Lizzy’s mum and dad have prepared
some party food. It is on the table in the garden.
Students guess what food there is on the table: There
are cakes. There are sandwiches. Make a list on the
board. Leave the list on the board for later.
Draw a doughnnut, a strawberry and a hot dog on the
board. Teach these new words.
1 Listen and mark (✓ or ) the food. 6 been removed, teams count how many they have
Students look at the picture in activity 1. Explain that
Jack and Lizzy are looking to see what food there is on
the table.
Play Track 6. Students listen to the conversation and
mark the boxes below the food with a tick or a cross.
Play the track again. Students check their answers.
Talk about the food.
Students look at the sentences from the Can you guess?
activity. Ask a volunteer about one of the sentences:
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A New Home
1
Are there any (hot dogs)? He/she responds Yes, there
are./No, there aren’t and then goes to the front to mark
the corresponding sentence on the board with a tick or
a cross.
2 Draw five food items from the list
Mime eating one of the foods on the list and ask
students What am I eating? They respond It’s a
(banana). [Note: In Level 1, students were introduced to
the word strawberries. Point out the singular form
to them here].
Students work in groups of three. One student mimes
eating one of the foods from the list and the others guess.
The first student to guess correctly takes the next turn.
Students choose five foods from the list and draw them
in the cupboard in their book.
• Ask a friend and mark (✔ or ) the list.
Students work in pairs. They take turns guessing what
is in their partner’s cupboard: Are there any (bananas)?
Students put a tick or a cross in the box next to each
food as they go down the list. The first student to guess
all of his/her partner’s foods is the winner.
Make a note.
Students draw a shopping basket with food items in
their notebooks under the title My Shopping Basket.
Students write sentences about the food items they
have drawn in their basket and questions for other
students.
There is ___________ in my basket.
There isn’t ______________ in my basket.
There are ______________ in my basket.
Are there any bananas in your basket?
Are there any strawberries in your basket?
Wrap-up
Guessing Game
Place the food pictures or flashcards on the table
and cover them with a tablecloth (see Materials).
Divide the class into teams. Teams take turns
guessing what food is on the table, asking Are there
any (apples)? If they guess correctly, give them the
corresponding picture. Once all of the pictures have
got to find out who wins.
Extension
Guess the word.
Divide the class into two teams. Start to write a food
word on the board, letter by letter, and ask What’s the
word? The first team to guess correctly wins a point.
The team wins a second point if they can tell you the
rest of the letters needed to complete the spelling.
Lesson 5 T8
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 A New Home
1
Grammar: Present Simple: I like (pizza), but I don’t
like (cakes). Do you like (chocolate)? Yes, I do./No,
I don’t.
Vocabulary: rice, salad, meat; food
Materials: Paper, A4-sized construction paper
(1 sheet per student), coins or game markers (4 per
student). D1 : Pizza cutout.
Preparation: Bingo Cards: Divide a sheet of paper
into 16 squares and draw a food from the unit in
each square. Make a copy for each group.
Warm-up
Find the words.
On the board, write the following word chain:
pizzacakericeapplesaladbiscuitsmeatchocolatebread.
Students take turns circling a food word.
1 Read and label the food.
Students look at the pictures and name the foods.
Divide students into pairs. S1 closes his/her book and
tries to remember all 12 foods that appear in
activity 1. S2 prompts S1 with mime or clues for any
foods he/she cannot remember.
Explain that the text shows the words of a song. Read
out the lines of the song one by one and ask the class
to repeat them back to you.
Read out the beginning of a line. Students find the
line and tell you how it ends. For example, say I like
chocolate, and students reply and ice cream.
Students label the pictures of the food using the words
of the song as a guide.
• Listen to the song and sing. 7 the food in their fridge. Then S2 takes the next card
Play Track 7. Students listen to the song.
Play the track again. Students sing the song and
accompany it with actions: rubbing their stomach
for I like and wagging their finger for I don’t like.
Students listen again and mark the food in activity 1
with a tick or a cross according to whether the boy
likes them. Check answers as a class.
I like fish, but I don’t like cake.
Review the alphabet with the class by chanting it or
looking at the food alphabet poster from lesson 5.
Ask the class to call out food words and write them on
the board.
Point to the words fish and cake and say I like fish, but
I don’t like cake. Then point to salad and meat and say
I like salad, but I don’t like meat. Explain that all the
foods you like have got a letter in common (the letter S).
Students work in small groups and take turns playing
the game with different letters.
T9 Lesson 6
172796 _ 0015-0040.indd 26
Make a note.
Students draw a picture of themselves with a speech
bubble in their notebooks. They use the model texts in
activity 1 to help them to write about what foods they
like and dislike. They draw pictures of the foods they
mention with a tick or a cross next to each food.
2 Listen and mark (✔ or ) the table. 8
Explain that Lizzy and Jack are talking about food.
Play Track 8. Students listen to their conversation and
mark the foods with a tick or a cross.
• Complete the table about yourself.
Students look at the third line of the table, marked ‘Me.’
They show with a tick or a cross which foods they like
and don’t like.
• Ask a friend and complete the table.
Students work in pairs, interviewing their partner about
foods he/she likes and doesn’t like by asking Do you like
meat? Students answer with Yes, I do./No, I don’t. They
place a tick or a cross in each box of the grid.
Wrap-up
Make and play bingo.
Distribute construction paper (see Materials).
Students draw the inside of a fridge with four
shelves. They draw a different food on each shelf.
Students work in small groups. Hand out Bingo
Cards (see Preparation) and game markers to each
group. Students cut the pictures out and place them
in a pile face down in the middle.
S1 takes the top card from the pile and asks Are
there any (strawberries) in your fridge? Each student
replies Yes, there are./No, there aren’t. Students who
have replied affirmatively place a game marker over
and asks the players about the food on that card,
and so on. The winner is the first student to cover
all four foods in his/her fridge.
Extension
1
Game: Pizza Time D
Students cut out the Pizza cutout and colour it in,
adding their favourite pizza toppings. Then they cut
their pizzas into quarters. Students think of a name
for their pizza and write it on the label. For example,
Tomato Pizza or Sara’s Favourite.
Students turn the four quarters of their pizza over
and write a food word on each quarter.
Call out a food word. Students who have got that
word on one of their quarters turn it over to show
the pizza slice. Keep calling out words. The winner
is the first student to turn all four quarters over to
complete the pizza and call out PIZZA TIME!
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 A New Home

1 Read and label the food.

I Like Salad!
I like salad, rice and apples, apples
chocolate
I like biscuits, meat and cheese.
But I don’t like chicken sandwiches,
No sandwiches for me!
sandwiches biscuits
I like pizza, cake and lemons,
I like chocolate and ice cream.
But I don’t like chicken sandwiches,
ice cream No sandwiches for me!
cheese

meat rice salad pizza

lemons cake
Listen to the song and sing. 7

2 Listen and mark (✓or ✗) the table. 8

Lizzy ✔ ✔ ✗ ✔ ✗
Jack ✗ ✔ ✔ ✗ ✔
Me
My Friend

Complete the table about yourself.

Ask a friend and complete the table.

I like rice, but I don’t like cheese. Do you like meat? Yes, I do. / No, I don’t.

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 A New Home

What’s he wearing? He’s wearing a blue suit.

1 Listen and number the people. 9

1. uncle 2. aunt 3. cousin 4. granny 5. grandad 6. dad

Look! It’s Uncle David!

What’s he wearing?
He’s wearing a red
T-shirt and jeans.

2
5
3 4

6
1

Game: Who is it?

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Grammar: Present Continuous: What’s she
• Game: Who is it?
wearing? She’s wearing a (purple dress).
Vocabulary: jeans, suit, tie, aunt, uncle, cousin,
granny, grandad; family members; clothes
Materials: Magazines, large sheets of construction
paper (1 per group), paper.
1 Poster and poster cutouts.
Preparation: Name Labels: Cut 8 cm x 3 cm strips
from paper (1 per student).
Warm-up
Listen and move.
Write the heading Clothes on the board. Ask
students to draw a picture of themselves wearing
casual clothes in their notebooks. Write the clothes
they draw on the board.
Ask the class to stand up. Say Jump three times
if you are wearing black shoes and indicate that
students wearing black shoes in their pictures should
follow your instructions. Ask volunteers to give
instructions: Touch your ears if you are wearing a
white T-shirt.
Game: True or False? 1
Display the poster. Students look at the washing line on
the boat. Elicit the words for the clothes on the poster.
Introduce suit, tie and jeans and write them on the board.
Say a number. Students count along the line of clothes
and tell you what item of clothing is in that position on
the washing line.
Mime putting on an article of clothing, for example,
a hat. Say I’m wearing a jumper and students say if
it is True or False.
Divide the class into two teams. Students from each
team take turns miming putting on an item of clothing
and saying a sentence. The other team say True or False.
1 Listen and number the people. 9 Divide the class into teams. Write the following
Draw a simple family tree on the board with smiling
faces of your relatives. Introduce the new family
vocabulary: uncle, aunt, cousin, granny and grandad.
Explain to students who the people are: This is my
uncle. His name’s Chris.
Explain that friends and family are at the party at Lizzy’s
house. Lizzy and Jack are watching them from the house.
Play Track 9. Students listen and number the people in
the picture from 1 to 6.
Read the family names in the box with the class.
Students label the people in the picture.
Play Track 9 again. Students listen and check their
answers.
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A New Home
1
Students work in pairs. They take turns thinking of one
of the people in the picture.
S1 asks What’s this person wearing? S2 answers This
person is wearing a red jumper and jeans. S1 tries to
identify the person: It’s Uncle David!
Make a note.
Distribute magazines (see Materials). Students cut out
pictures of ordinary or famous people wearing different
outfits. Students glue them into their notebooks and
write questions and answers about them: What’s (she)
wearing? (She)’s wearing a (red dress).
Students note and draw small pictures of the new
vocabulary in their notebooks: tie, suit, jeans, uncle,
aunt, cousin, granny, grandad.
Make a party scene.
Students work in groups of five or six. Distribute
magazines and a large sheet of construction paper.
Each student cuts out a picture of a person from a
magazine and glues it onto the paper. They make a
party scene by adding drawings or magazine pictures of
food, balloons and decorations.
Distribute Name Labels (see Preparation). Students think
of a name for their person, write it on their Name Label
and glue it to the scene. One student thinks of a person
in the scene and the others in the group ask him/her
questions to find out who it is: What’s he/she wearing?
Hand out paper. Each student writes a description of a
person in the party scene. Provide an example for them
to follow on the board: She’s wearing a green shirt, a
blue skirt and red shoes.
Students display their pictures around the room and
hand in their descriptions.
Redistribute the descriptions randomly to each student
within the groups. Students race to read the description
and match it to the correct picture.
Wrap-up
An Anagram Race
anagrams of clothes words on the board, one by
one. Teams race to guess the solution to each one:
tisu eit nejas trish sheso tah ruejpm
rseotrus skosc [suit tie jeans shirt shoes hat
jumper trousers socks]
Extension
Draw a family tree.
Hand out paper to students.
Students draw a family tree with pictures and labels
of their relatives. Students present their family trees
to a partner: This is my aunt. Her name’s Claudia.
Lesson 7 T10
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 A New Home
1
Grammar: Present Continuous: What’s (she)
2 Act out a party scene.
doing? (She)’s (dancing).
Vocabulary: action verbs; family members
Materials: Large sheets of white paper (1 per
student), paper. C1 : Relative cutouts.
Warm-up
Freeze!
Students stand up. Say and mime an action from
Level 1 (running, drinking, eating, sleeping, jumping,
reading, flying a kite, driving a car, playing football/
the guitar, riding a bike, singing and so on).
Students mime the action until you clap your hands
and they freeze. Anyone who moves is out of the
game and helps you to catch others.
1 Read and place the cutouts. 1
C
Explain that this is a photo of Jack’s family having a
party, and Jack has written a description of it at school.
Students cut out the cutouts of the heads of Aunt
Maggie, Granny, Mum, Cousin Lucy and Aunt Kim.
Review the names of the people by saying Hold up
Aunt Maggie, Hold up Granny and so on. Check that
students are holding up the right person each time.
Students read Jack’s description and place the cutouts in
the correct position.
Check students’ work by making statements about
Jack’s relatives. Students give you a thumbs up if you
are right and a thumbs down if you are wrong: Cousin
Lucy’s playing football (thumbs down). Cousin Lucy’s
sleeping (thumbs up).
• Game: What’s Mum doing?
Students work in pairs. S1 moves the heads of the
people around in his/her book without letting S2 see.
S2 asks What’s Mum doing? S1 replies according to his/
her picture. S2 places the cutout in the correct location
in his/her book.
Students compare pictures to check that they have
understood correctly. Then they exchange roles.
Make a note.
Students draw relatives doing actions in their
notebooks.
Students write questions and answers next to each
drawing: What’s (Dad) doing? (He’s) (reading a book).
Glue the cutouts and write about them.
Students glue the cutouts in place and write sentences
in their notebooks to describe what the people are
doing: Aunt Maggie is sleeping.
T11 Lesson 8
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Students look at the photos in their books.
Read the text in the speech bubbles with the class. Point
to the remaining children and ask What’s he/she doing?
Divide the class into groups of four. Groups assign
a family member to each student.
Students write the name of their family member on
a sheet of paper (see Materials), like Grandad or
Uncle (Sam).
Tell groups that they are going to act out a party scene.
Each member thinks of a party action and mimes it.
Invite a group to the front to act out their party scene.
Students attach the family name labels to the board.
Invite a volunteer to go to the front and take one of
the labels from the board. He/she asks a question about
that family member: What’s (Uncle Paul) doing? The
students in the group chorus the answer: He’s (playing
the guitar). The volunteer gives the label to the correct
person in the scene.
Wrap-up
Kinesthetic Intelligence
Game: True or False?
Mime one of the following actions, reviewed from
Level 1: reading, riding, driving, eating, running,
flying, swimming, drinking, playing, dancing,
singing, sleeping.
As you do the action, say what you are doing. This
may be True or False.
In teams, students decide whether the sentence is
True or False. Now ask teams to take turns miming
actions and making True or False statements for the
other team/s to guess.
Extension
Make pictogram posters.
Draw a picture on the board of a plate of food with
a knife and fork and write Eating around the edge of
the plate. Hand out a large sheet of white paper to
each student. Students draw pictures of the action
words they know and incorporate the words into the
picture.
For example, they could draw a kangaroo jumping
and write Jumping along the kangaroo’s tail, or they
could draw a long fish and write the word Swimming
along the fish’s body.
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 A New Home

1
1 Read and place the cutouts. C

Here is a photo of a family party! Mum is reading a story. Aunt Maggie

is dancing with Grandad. Granny is drinking water. My cousin Lucy is
sleeping and Aunt Kim is playing with a ball with Dad. I’m eating some cake.

Game: What’s Mum doing?

What’s Mum doing?
She’s reading a story.
2 Act out a party scene.
What’s Granny doing?

She’s playing the guitar.

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 A New Home

1
Episode 1

This is Jake and this is his

house. He lives in a lighthouse
with his dad! Toby is Jake’s
cousin. He is visiting Jake today.

2 3

Jake is showing Toby the

lighthouse. This is the kitchen. It’s This is the bathroom. The
big and round. The table is round bathroom is round! The mirror is
and the window is round, too. round and the rug is round, too.

1 Read and circle the correct word. 10

1. Jake lives with his dad / mum.
2. The kitchen is square / round.
3. The window / door is round, too.
4. There isn’t a shower / bath in the bathroom.
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Grammar: Present Simple: What’s round?
The (kitchen) is round.
Present Continuous: What’s (she) doing?
(She)’s (reading).
Vocabulary: lighthouse, boat, round, square,
on/off, bath; rooms; furniture; food
Materials: Paper, magazines, tape.
1
E : Shape cutouts.
Warm-up
Say the lighthouse rhyme.
Show students the picture of the lighthouse. Ask
them if they know what a lighthouse is for. Explain
that, at night, its light flashes on and off to tell the
boats that they are near dangerous rocks.
Teach students the following rhyme:
On, off, on, off,
The lighthouse flashes on and off.
On, off, on, off,
It tells the boats there are big rocks.
Students hold their hands up, opening them when
they say on and closing them when they say off.
Listen and follow the story. 10
Students look at the pictures on page 12. Point to and
explain the meaning of the title The Rescue. In pairs,
students name the objects they know: boy, kitchen, etc.
Point to Jake and explain that the lighthouse is where
he lives. Ask students to think about what it would be
like to live in a lighthouse. Explain that Jake lives in the
lighthouse with his dad, so they can turn on the light
and listen for boats.
Point to Toby and explain that Toby is visiting Jake.
Play Track 10. Students listen and follow the story.
How many round things can you find?
Point to the kitchen in the story. Say The kitchen is
round. Draw a circle on the board.
Students work in pairs to find and mark other things in
the pictures that are round. Then students count how
many things they have found. Ask students to tell you
the names of the round things (sun, ball, window, table,
chairs, oranges, etc.). Make a list on the board.
1 Read and circle the correct word.
Draw and label pictures of a shower and a bath on the
board and introduce the words. Ask students Is there
a shower in your bathroom? Is there a bath in your
bathroom? Ask students What’s your favourite? Elicit
opinions and then have a class vote.
Students read the story again. They read the sentences
and circle the correct word in each sentence.
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A New Home
1
Comprehension Check
Ask students the following questions about the story:
Picture 1: What’s his name? Where does he live? Who
does he live with? (Point to Jake.)
What’s his name? Who is he visiting?
(Point to Toby.)
Picture 2: What room is this? Is there a table? How
many chairs are there? What food can you
see? (Point to the kitchen.)
Picture 3: What room is this? Is there a bath? Is there
a shower? (Point to the bathroom.)
1
Round or Square E
Draw some circles and squares on the board. Point to
a square and introduce the word. Students point out
round and square objects in the classroom.
Point to one of the circles on the board and ask What’s
round? Add details to the circles to make pictures of the
objects students call out. Repeat with square objects
(for example, a window, a box, a television).
Distribute paper and magazines (see Materials).
Students find or draw pictures of round and square
objects. Students cut out their pictures. Students glue
the pictures to the plate or inside the photo frame.
Display all cutouts in class.
Wrap-up
Make a note.
Students copy the following from the board into
their notebooks:
In the kitchen In the bathroom
Write the words shower, fridge, oven, banana, toilet,
mirror, bath and apple on the board. Students copy
them under the corresponding heading, using the
illustrations from the story to help them.
Extension
A Running Race in Teams
Hand out paper. Give students two minutes to draw
a picture of a boy or girl doing an action (singing,
running, reading a book, and so on). Give each
student some tape and ask them to attach their
drawings to the walls around the classroom.
Divide the class into two teams and ask a student
from each team to the front. Think of one of the
pictures on display, but do not tell students which
one. Tell the two students that you are thinking of
a girl. Invite them to ask you What’s she doing? Say
She’s (reading). Students race to find and touch the
picture you are thinking of. The first student to touch
the correct picture wins a point for his/her team.
Repeat with different students.
Lesson 9 T12
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 A New Home
1
In pairs, students show each other their lighthouses and
Grammar: There is/are: Is there a (mirror) in the ask each other about the furniture: Is there a (mirror) in
(bathroom)? Yes, there is./No, there isn’t. the (bathroom)? When students have found five things
Vocabulary: binoculars, light; furniture; rooms in common, they shake hands and then move on to a
new partner.
Materials: Lighthouse materials: Cardboard tubes
Display the lighthouses and accompanying cross sections
(1 per student), red, white, black, green and blue
in class.
paint, paintbrushes, yellow and orange crepe paper
or tissue paper. Paper, a music CD, a large sheet
of paper.
Preparation: Word Search: Prepare a blank 10 x
10 grid and make a copy for each student

Warm-up
Find and point.
Students look at the pictures on page 13.
Call out the names of the objects that students
know and ask them to find and point to them in
the pictures (bed, chair, table, books, light, sea, TV).
Point to the binoculars and teach the word.

11 Guess what it is.

Listen and follow the story.
Explain that the lighthouse is small, so the living room
and the bedroom are in one room.
Play Track 11. Students listen and read along.
1 Read and write T (True) or F (False).
Students read the sentences and look at the pictures.
They mark the sentences T or F.
Check the answers as a class.
Comprehension Check
Ask the following questions:
Picture 4: Is this the bedroom?
Is this the living room? Is there a sofa? What
colour are the binoculars? Where is the TV?
Picture 5: What’s this? (Point to the light.)
Picture 6: What’s Jake doing?
Hang a large sheet of paper on the wall. Ask students
to guess what Toby can see through the binoculars.
Make a list of their guesses with their names on the
paper. Keep it up on the wall until you read the next
episode, when you can see if anyone was right.
Wrap-up
Make your own word search.
Distribute the Word Search (see Preparation).
Students choose five words from the story and write
them in the grid, one letter in each square.
Students fill in the other squares with random letters.
Students exchange their finished Word Searches
with someone else in the class. They find and circle
the hidden words.

Make a lighthouse.
Distribute the Lighthouse materials (see Materials).
Students paint their tube with stripes and add a door
and round windows so that it resembles a lighthouse.
Students add some crepe paper or tissue paper rolled
into a ball at the top, to represent the light.
Draw a cross section of a lighthouse on the board.
Divide it into rooms and label them dining room,
bedroom and so on. Students suggest one or two
pieces of furniture for each room.
Hand out paper. Students draw similar cross sections of
their lighthouses with furniture in each room. They label
the rooms and the furniture.
Extension
Body Furniture
Play some music. Students stand up and walk around
the room. When you stop the music, students get
into pairs. Call out chair. Pairs work together to make
the shape of a chair with their bodies. Point out and
praise those that have made a good chair shape.
Repeat the activity, calling out a different type of
furniture each time you stop the music

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 A New Home
4 5

Wow! Your house is incredible.

This is the living room and the bedroom.

There are two beds, a sofa and a TV.
Look! There are some big binoculars next to
the window.
Jake and Toby are at the
6 top of the lighthouse! This
is the light. It’s very big!

Look, Toby! What is it?

Jake and Toby go back to the living room. Jake wants to look at
the sea. He takes the binoculars and looks through the window.

1 Read and write T (True) or F (False). 11

1. There is an armchair in the living room. F
2. The binoculars are next to the window. T
3. Jake and his dad are at the top of the lighthouse. F
4. Jake is looking through the binoculars. T
Lesson 10 13

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 A New Home

1 Read about MiniLand and circle Yes or No.

1. There are twenty houses in MiniLand. Yes / No
2. There is one big kitchen in the castle. Yes / No
3. There are some blue cars. Yes / No
4. The girl is riding a bike. Yes / No

Welcome to MiniLand. There are

30 houses! There’s also a big cas
In the castle, there are lots of be tle.
drooms, living rooms and bathroo
There is also one big kitchen and ms.
a big dining room.
There are toy cars, too! They are
purple, orange and green.
Look! A girl is driving a car.
Enjoy MiniLand!

2 Make a poster about your favourite place.

14 Lesson 11

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Grammar: Present Simple: I (play football) and
(eat ice cream). Verb to be: My favourite place is the
(sea).There is/are: There are (birds) and (fish).
Vocabulary: rooms; colours
Materials: Large sheets of white paper (1 per
student).
1 Poster and poster cutouts.
A New Home
1
Students make their own poster of a favourite place
and write some captions for the poster with There is a/
an (beach). There are some (trees).
Guess the place.
Students take turns going to the front of the class with
their poster. They turn their poster so the class cannot
see it. The other students ask questions to guess what
place they have drawn: Are there any animals? Are
there any trees?

Warm-up
Visualize a favourite place and tell a friend.
Tell students about a place you like to go for a
day trip.
Students close their eyes for 30 seconds and think
about their favourite place for a trip. Ask them to
think about the animals, people and things they see,
the smells and so on. Students tell the class about
their favourite place. For example: My favourite
place is the sea. There are birds and fish. I swim with
my mum and dad. I play football and eat ice cream.
Wrap-up
Display the posters and vote.
Give each poster a number and display them around
the classroom. Students look at and read the
posters. Students write the number of their favourite
poster on a piece of paper. Collect the papers and
tell the class which poster was voted the winner.
Extension
Game: I Spy 1

Display the unit poster.

1 Read about MiniLand and circle Yes or No. Look at the poster, point to your eye and say I spy
Explain that there is a place called MiniLand where with my little eye something beginning with S.
things like houses and cars are small and where children Invite students to guess which word you are thinking
can play. of (sofa).
Students look at the illustration. Ask questions: What The first student to guess correctly takes the next
colour are the houses? Is there a train? Are there any cars? turn, and so on.
Point to the text and read it out loud. Students point to
it, follow it and then read it after you.
Students read the sentences above the illustration in the
book and circle the answers. Check as a class and ask
students to correct the No statements.

Stop me when I make a mistake.

Read out the Visit MiniLand text to the class. Warn
students beforehand that you are going to make
mistakes and that they should shout Stop! when they
hear you get something wrong. Start reading: Welcome
to MiniLand. There are 40 houses. Students shout Stop!
They correct you: There are 30 houses. Keep reading
and make more mistakes.

2 Make a poster about your favourite place.

Students think of a place they would like to go for a day
trip (a real or imaginary place).
Students look at the example in the Student’s Book.
Read the sentences together. Students match the
sentences to the corresponding things in the picture by
drawing a line.
Hand out large sheets of white paper (see Materials).

Lesson 11 T14

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 A New Home
1
For example, if they do not think that they have learned
Grammar: Review of Present Simple, Present very much, they colour in three or four stripes. If they
Continuous and prepositions. think that they have learned a lot, they colour in nine or
Vocabulary: Key vocabulary from the unit. ten stripes.
Check each student’s response at some point and try to
Materials: Paper, a stapler.
talk to those students who have coloured in only a few
1 Poster and poster cutouts.
stripes to find out why. Give them some extra support.

Wrap-up
Warm-up
Play Noughts and Crosses.
Unit 1 Quiz 1
Draw a 3 x 3 grid on the board and write one of the
Ask students to remember and call out new words
following letters in each square on the grid:
they have learned for food, family, clothes, rooms
a, b, c, e, i, m, p, r, s
and furniture.
Divide the class into two teams. The first team
Display the poster and cutouts. Divide the class into
chooses a letter and then names a food that begins
three teams. Ask questions about the poster and
with that letter.
award points for correct answers:
If the answer is correct, draw an O around the letter.
Where’s the (cooker)? It’s in the (kitchen).
Now the other team does the same. Draw an X in
Where’s the (mouse)? It’s on/in/under...
the box if their answer is correct.
What colour are the (jeans)? They’re (blue).
The first team to have a horizontal, vertical or
Are there any (spiders)? No, there aren’t.
diagonal row of Xs or Os is the winner.

1 Read and draw a face next to each food item.

Students look at the boy in the picture and read about
what he likes and doesn’t like. Extension
Students draw smiling faces in the circles next the Make an Amazing Family Book.
foods the boy likes and sad faces next to the foods he Draw a stick figure on the board of your granny
doesn’t like. scoring a goal in a football game and your cousin
Correct as a class by saying He likes (hot dogs). Students riding a bike up a very steep mountain. Ask students:
give you thumbs up for Yes and a thumbs down for No. What’s my granny/cousin doing? Elicit the answers.
Students work in pairs and ask each another about the Hand out paper and ask each student to draw
foods in the picture: Do you like (salad)? pictures of two of their relatives doing something
amazing or funny, such as swimming in the sea with
• Look and complete the questions and answers.
a whale, eating an enormous pizza or driving a flashy
Place objects around the classroom and ask students
sports car.
about their position: Where’s the book? Students
Students write captions for their pictures: This is my
answer with It’s on/in/under/next to the (table).
granny. She’s playing football. Staple the pictures
Students read and complete the questions and answers
together to make a class book. Read it with students
with the correct word.
and display it in class.
2 Look and circle the correct words.
Students look at the picture and tell you what they
can see. Point to the girl and her aunt in turn and ask
What’s she wearing? What’s she doing? Students read
the text and circle the correct word. Correct as a class.

3 Colour the scarf.

Show students the scarf.
Tell them to think about what they have learned. Ask a
few questions, such as Can you talk about your family
in English? Can you talk about your house in English?
Can you say what you are wearing in English?
Students colour in a number of stripes, from one to ten,
to reflect how much they feel they know.

T15 Lesson 12

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 A New Home

1 Read and draw a face next to each food item.

I like = r I don’t like = t

I like hot dogs and biscuits,

but I don’t like salad.
I like doughnuts and bananas,
but I don’t like crisps.

Look and complete the questions and answers.

1. Where’s the plant ? It’s next to the vase.
2. Where’s the cat? It’s on the chair.
3. Where’s the skateboard? It’s under the chair.
2 Look and circle the correct words.

This is my uncle / aunt. She’s

riding a bike / drinking water.
She’s wearing jeans / shorts and
a brown / purple T-shirt.

3 Colour the scarf.

AW15.3: Dibujo de una bufanda larga, en contorno,
dividida en 10 secciones (como rayas). Los alumnos van
a colorear las secciones.
171mm

Lesson 12 15

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 A New Home
1
Assessment 1
Grammar Module: Are there any… ? Track 13
In this unit, we use the interrogative form of there Listen and colour.
are. There are is used to talk about a quantity of GIRL: What colour is the rug?
plural nouns. To form the interrogative, we invert BEN: The rug? It’s orange.
the position of the verb to be (are) and there. GIRL: And what colour is the clock?
BEN: It’s blue.
We add the word any before plural objects.
GIRL: And the table? What colour is the table?
Are there any sandwiches? BEN: It’s yellow.
Are there any doughnuts? GIRL: And what colour is the wardrobe?
We reply to Are there any …? questions with the BEN: It’s brown.
short answers Yes, there are and No, there aren’t.
Assessment 1
Track 14
Listen and match.
GIRL: Ben?
Grammar Module: Present Continuous BEN: Yes.
(3rd person / Wh- questions) GIRL: Where’s the skateboard?
In this unit, we use questions in the Present BEN: It’s under the table.
Continuous to ask about actions in progress at GIRL: And where’s the robot?
BEN: It’s next to the chair.
the moment of speaking.
GIRL: And where’s the ball?
We also use it to ask about the clothes that people BEN: It’s in the wardrobe.
are wearing. GIRL: Where’s the car?
Wh- question + verb to be + subject + (verb + -ing)? BEN: It’s on the rug.
What’s Dad doing?
What’s Granny wearing? Assessment 1
Answer Key
2 From left to right: clock; suit; strawberry; salad;
doughnut; jeans
Grammar Teaching Tip: Present Continuous 3 1. True; 2. False; 3. False; 4. True; 5. False; 6. True;
Students often enjoy playing mime games to practise 7. True; 8. False
Present Continuous questions. By means of these 4 1. He’s sleeping. 2. She’s reading. 3. She’s eating.
games, they grasp the concept of an action being 4. He’s drinking. 5. She’s playing.
performed at the moment of speaking. 5 Joel [2]; Rachel [4]; Sally [1]; Chris [3]
Ask some volunteers to each mime a different
action. Ask the rest of the class about them: Worksheet 1
Answer Key
What’s Julia doing?
1 1. It’s next to the computer. 2. It’s under the table.
Present Continuous questions about clothes can be
3. It’s on the rug. 4. It’s behind the clock. 5. It’s in
practised with a memory game. Ask two or three
the school bag.
volunteers to the front of the class and ask the class
2 1. is; 2. are; 3. are; 4. is
to remember all they can about the volunteers’
• 1. No, there aren’t. 2. Yes, there are. 3. Yes, there are.
clothes. Ask the volunteers to step outside the
4. No, there aren’t.
classroom and ask the class about their clothes:
What’s David wearing?

Practice Book
Unit 1 Track 12
Listen and number.
NARRATOR:
Number the children 1, 2, 3, 4.
Number one. He’s wearing blue and white trousers and a blue
shirt. His hat is white.
Number two. She’s wearing a red dress and a big, yellow hat.
Number three. She’s wearing pink shorts and a purple T-shirt.
Her shoes are big.
Number four. He’s wearing a big, green jumper, orange
trousers and brown boots.
Now listen again and colour the clothes.

T15A Review Page

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