rm pil oh) ag : n ithy oy ea, I English @® Workbook Frances Bates—Treloar Steve Thompson Marshall Cavendish UAE) eeircationLet's Start! The Move With English B Workbook correlates directly to the Pupil’s Book so that learners consolidate new language items with focused practice. It builds on the vocabulary and language structures acquired in the Pupil’s Book. Learners practise the skills of reading, listening, speaking and writi The Workbook provides many opportunities for pratice of the main learning points. This ensures that learning outcomes cre achieved. Crossreferences in the Pupil’s Book also guide learners to corresponding activities in the Workbook. 1g in meaningful and wider contexts. ‘Unit 11_what are you talking about? 2 Specking Point and say. The teacher/ parent note at the bottom of every page keeps parents involved in the learning process SL Wing Look atthe picture on page 70. Finish the sentences 1. Mrs Groans the woman he has got big indy og 2. Mis ld the woman, — 2. Sandy ithe gi 4 Timis the boby 5. Mr Mo ithe man (6, Mr Fl inthe mon 7, Ricks the boy 8, Miss Botlom isthe woman Whet work de they do? Look at the table and say.The writing activities focus on sentencelevel activities that place language in meaningful contexts. siesng CP ecw ers aS \ yegeitireretei leer ae en oe beret | a. Tcecndin wing by ee — coh 1 Tn cent ning i ptetecnee ‘stage The revision units ensure that learners approach assessments with confidence. The octivities correspond closely to the materials taught in the Pupil’s Book, making it easy for learners fo revise and consolidate what they have learntContents Unit 1 It's Uncle Chen here! 6 See Unit 3 Bill at the zoo 18 seein Vocabulary: Unit 5 What did you do yesterday? rae Revision Unit 1 42 Unit 8 We're not well 52... plecmuayee Unit 10 You must do that! Unit 12. What are you good at? 76. eee Word List a 86 ivSpeaking * Ordinal numbers Structures for asking and onswering ‘bout location + Vocabulary: nouns Prepositional phrases to talk about ‘the location of things + Simple post tense of the verb to be + Structures to ask and answer (questions + Vocabulary: nouns + Simple past tense Vocabulary: nouns Simple past tense + Structures to ask ond answer questions Simple past tense Toninfiitive Structures fo osk and answer questions Possessive pronouns Structures fo ask and answer questions Indirect objects + Vocabulary: nouns end verbs ‘Structures to ask and answer questions Ver’ complementation + Vocabulary: nouns + Modal verbs had to, could and couldn't + Tnterragative pronouns + Vocabulary: nouns + Adverbs of manner + Structures te ask and answer questions + Modal verbs must end mustn' + Structures to ask and answer ‘questions + Vocabulary: nouns + Relative pronouns who, that and which Relative pronouns who, which and that + Vocabulary: nouns + Structures to ask and answer ‘questions Reading Vocabulary: nouns ‘Structures for asking and answering about location Prepositional phrases + Simple past tense of the verb to be * Vocabulary: nouns * Vocabulary: neuns + Simple past tense + Vocabulary: nouns + Simple past tense To-infnitive + Structures to ask and answer questions * Vocabulary: nouns + Indirect objects + Possessive pronouns + Vocabulary: nouns and verbs + Simple past tense + Vocabulary: nouns ‘Modal verbs had to, could and couldn't + Interrogative pronouns + Vocabulary: nouns ‘Adverbs of manner Vocabulary: nouns Modal vers must and mustn't + Vocabulary: nouns + Relative pronouns who, that and which + Vocabulary: nouns + Structures to ask ond answer questions Writing * Vocabulary: nouns structures for asking ond answering about location Vocabulary: nouns ‘Simple post tense of the verb fo be + Vocabulary: nouns + Simple post tense + Simple past tense + Vocabulary: nouns + Simple post tense + Structures for asking and answering personal questions * Vocabulary: nouns ‘Simple post tense + Tovinfiitive + Structures for asking and answering about routines + Indirect objects + Possessive pronouns + Interrogative pronoun whose Vocabulary: nouns and verbs + Verb complementation Vocabulary: nouns * Model verbs had t0,couldane couldnt + When clauses Vocabulary: nouns + Adverbs of manner + Structure for asking and answering questions + Medal verbs must and mustn't * Vocabulary: nouns + Relative pronouns who, that and which + Vocabulary: nouns Structures to ask and answer questionsUnit 1 ts Uncle Chen here! Reading Read and write the letters. "Hello! Who's speaking please? )| Hello Aunt Minal How are you and Uncle Ben? Where are you phoning from, Aunt Mina? [ a. Yes. It’s bigger than our old house. b. Hello. It’s Aunt Mina. | c. We're fine. Thank you. d. 21 Market Road, Leeds | |e. I'm phoning from England. f. Leeds. We've got a house here. | ‘Teacher/parent note : This activity reinforces the structure How are you? and structures for asking and giving personal informatie. é Pupils read and write the letters.&p Reading Where’s May’s grandmother? Read and tick (/). May's grandmother isn’t at home. There’s a note from her. It says that Grandma is visiting Miss Ding. Miss Ding lives on the thirteenth floor. . May’s grandmother lives on the thirteenth floor lives on the seventeenth floor is looking for Miss Ding Grandmother isn’t at Miss Ding’s apartment. Miss Ding says she is talking to Mr Page. 03) He lives on the twentieth floor. Miss Ding has got a hat and scarf for Grandma Ss but Grandma isn’t home. N . May has to go to find Grandma. down the stairs up the stairs to Grandma's apartment The children are tired. They don’t want to walk so they wait for the elevator. The elevator doors open. “Grandma! You're here!” exclaimed May. wo . May's grandmother |__| was in the elevator is visiting Miss Ding |_| lives on the thirteenth floor Teacher/parent note : This activity reinforces ordinal numbers in the context of May looking for her grandmother in an partment Building, Pupils read the story and tick the correct phrases.Unit 1 t's Uncle Chen here! istening Listen and tick (/). 1, Where does Aunt Mina live? in a village in a town Y | ina city 2. How many floors are there in Aunt Mina’s home? one floor two floors three floors = 3. How many people live in Aunt Mina’s home? three four seven 4. Which of these things has Aunt Mina got in her home? a garden a garage stairs 5. Whatis there near Aunt Mina’s home? a bus station a hospital a library 6. Which of these rooms has Aunt Mina got in her home? abedroom a living room a kitchen ‘Teacher/parent note : In this activity, pupils practise using the new vocabulary in context and revise asking and answering é ‘wh questions. Pupils listen and tick according to the information providedfo Writing Look at the picture. Pretend to be Aunt Mina. Write a letter to Sam. floors bedroom basement garage balcony stairs supermarket city library living room ok Dear Sam, Thanks for your letter. I'm fine, thank you. Yes, T live in the city. There are Love, Aunt Mina Teacher/parent note : This activity lets pupils practise writing the vocabulary and structures in the context of giving personal information about the domestic environment and its surroundings. 9Unit 1 ffs Uncle Chen here! @ Speaking Ask and answer. Draw your home. Talk about it. co Teocher/parent note : The first activity reinforces upstairs and downstairs Pupils eok at the picture and ask and answer 10 ‘questions about where each character is hiding. They then draw a picture of their homes and talk about it0 NNriting Look at the picture on page 10. Write sentences. Is Max in the bedroom? Bill is in the kitchen. He's next to the table. Where is May? Is she in the living room? Yes, she is. She's under the bed! Is Mary downstairs in the living room? Teacher/parent note : This activity reinforces asking and answering wh- ond yes/no questions as well as vocabulary covered in the unit. Pupils look at the picture on page 10 and write sentences. NUnit 2 This is a picture of our old school @ Listening Where are they? Listen and write the names. Look at the picture again. Read and tick (/) or cross (x). 1. The school has three floors. 2. The school has got a big playground with trees and flowers. — 3. There is a sports field for football and hockey. _ 4. The principal's office is on the ground floor. ee 5. The canteen is between the library and the stairs. —__ 6. There are classrooms only on the second floor. — ‘Teacher/parent note :This activity revises parts of a school and prepositional phrases to describe location. First, pupils listen and write the names according to the information provided. They then lock at Pupil’ Book page 12 and 12 decide if the sentences are true or false,f Writing Look at the picture of the old school. May is asking Mr Lee about the old school. Write sentences. 1. Moy: Was there a playground in the old school? Mr Lee: Yes. there was a playground in the old school. 2. May: Where was the canteen? Mr Lee: 3.May: How many classrooms are on the ground floor? Mr Lee: 4. May: Was the principal's office next to the teachers’ room? Mr Lee: 5. May: Mr Lee: There were two floors in the old school. Teacher/parent note : In this activity, pupils practise using the past tense of be to ask and answer questions about the old ‘school. They lock ot Pups Book page 13 and then write sentences. 13Unit 2 This is a picture of our old schoo! ©) Speaking What happened in the classroom? Look, point and say. In the morning In the morning, the chairs =a care Venere under the.tabees| In the morning, the bookcase was next to the wall. Teacher/parent note : Tn this activity, pupils look ot the pictures and talk about what the classroom was like in the morning 44, Writing Where were the things in the morning? Look at page 14 again. Complete the sentences. 1. The computer was ext tothe book, 2. The chairs were 3. The rubbish bin-Was4_ ZN CN NNN A. The books*were {10 CN NN” FS 5. The teacher's table was 6. The bookcase was Look at the pictures of the old school and the new school on Pupil’s Book pages 14 — 15. What are the differences? Write sentences. 1, There were fewer classrooms in the old school. Teacher/parent note : In the first activity, pupils look at page 14 and complete the sentences. They then look at Pupts Book. pages 14 — 15 and write the differences between the new school and the old school 5Unit. 2 This is @ picture of our old schoo! &p Reading Read about what Sam did yesterday. year Diary, Yesterday morning, I was at school but my mother oe was at the market. After school, my brother and I were at the cinema. There was a film about monsters. - Bill and May were at the cinema too. They were al afraid of the monsters. I wasn't afraid of the funny monsters. In the evening, my mother and I went to the —) park for a walk. Then at night, my brother, my mother and I were at Aunt Lila’s house. We were happy but, oy very tired. It was a great day! 2 Now tick (/) or cross (%). 1. Yesterday morning, Sam was at school. vv 2. Sam’s brother was at the market. — 3. After school, Sam and his brother were at the cinema. — 4. There was a movie about Bill and May. — 5. Yesterday evening, Sam and his mother were at the park. ao 6. Bill and May weren't afraid of the monsters. ——— 7. Yesterday night, Sam and his brother were at Aunt Lila’s house. = —__ 8. Sam, his mother and his brother were happy but very tired. __ ‘Teocher/porent note This activity lets pupils practise reading a text with the past affirmative and negative forms of be 1s well as prepositional phrases. Pupils read the statements about the text and decide if they are true. 16 or false,f Writing Where were they yesterday? Write =" sentences. 1. 2. 5 ’ . Ep 4. Sg 2 t Bill Sue Miss Sun Pex 1, Sam was in the principal's of fice. ‘Teacher/parent note : This activity consolidates the new structures covered in the unit, Pupils identify where the people were yesterday and practise writing sentences 7Unit 3 Bill at the zoo &®@ Reading Read and write the words. @ a s Dear Harry, Lost week, I was on (1) holiday, with my family. | had a lot of fun. | was very excited because it was my first time on a (2) There were a lot of things to see and do in America. | liked the (3) ______ they were very high and beautiful. | liked the zoo best There were kangaroos, lions, tigers and many other different (ee (5) ee eG hesec animals: The (6) ______ were scary but the (7) were friendly. | liked the (8) ______________ best! They were eating leaves. One of them looked at me. It had a white face and black circles around its eyes. I think pandas are beautiful animals, : 4 Teacher/porent note : In this activity, pupils practise using vocabulary related to animals and simple post tense. They read the 18 letter and fll n the gops.4 Writing What did they do yesterday morning? Write complete sentences. Sam walked to the toy store. He looked at the boats, cars and planes. a. Teacher/porent nate : This activity reinforces using the past tense of walk and look at to describe past events. Pupils look at ‘the pictures and write complete sentences 9Unit 3. Billatthe 00 @ Listening What did Bill do at the zoo? Listen and write the numbers. ae || soe = ‘Teacher/parent note : In this activity, pupils practise listening to dialogues in the past tense, They listen ond number the pictures 20 ‘ccording to the information provided.C2 Speaking Look at the pictures. Say what they did last evening. & er ® eke oe ‘Mr Lee watched Clover and Rover enjoyed an football on TV. playing with the ball. What did you do last evening? Ask and answer. What did you do y last evening? Gi; T walked to the park. Sue and sy Mary were at the park too. a ‘Teacher/parent note : The first activity lets pupils practise using the past tene to talk about the pictures. Pupils then ask and ‘nswer questions about what they did yesterday evening, 2Unit 3. Bill atthe zoo of Writing Look at the pictures on page 21. Write the sentences. 1. Miss Sun looked at clothes in a shop yesterday evening. Teacher/parent note : The activity gives pupils practise in forming sentences using the regular past tense. They look ot the pictures on page 21 again and write the sentences. 22What did they do yesterday? Look at the pictures. Write the correct sentences. 1. May helped her mother. May didn't help her mother. She helped her father. 2. Sue and Mary watched a film about sharks. 4, Max and Bill played tennis. 5. The zoo-keeper washed the lion. Teacher/parent note : This activity reinforces vocabulary covered in the unit as well as writing the past tense of verbs in the affirmative and negative. Pupils ook at the pictures, read the statements and write the correct sentences 23Unit 4 A storm's coming &p Reading Read Sue’s diary. we sailed to Coco Island last saturday. When we arrived at the island, it was sunny and warm. We climbed to the top of Black Mountain. It was fun! It rained when we walked down the mountain. It was windy too. We waited in a cave for the storm to stop. We were tired and hungry. Mr Lee phoned Miss Finn. iss Finn arrived in her car. We waited at a café with Miss Finn and then the rain stopped. We saw a rainbow in the sky. It was beautiful! we thanked Miss Finn for her help and sailed home. Teacher/parent note : This activity rein bul ity reinforces vocabulary for talking about the weather - Tisch lary for talking about the weather and the simple past tence. Pupils readRead page 24 again. Tick (/) or cross (X). 1. Mr Lee and the children walked to Coco Island. x 2. There was a storm when they arrived at Coco Island. 3. They enjoyed climbing to the top of Black Mountain. 4. It rained when they walked down the mountain. 5. They had a lot of fun in the cave, 6. They were ina cave when the rain stopped. 7. They saw a rainbow when they were at the café. 8. They sailed home with Miss Finn. @ Listening What was the weather like? Listen and write the numbers. Teacher/parent note : In the first octivity, pupils read statements about the text on page 24 and decide if they are true or false. They then listen and write the numbers eccording to the information provided, 25Unit 4 storm's coming Sf Writing Look at the pictures. Write sentences. Sam Miss Sun: Sam g Miss Sun: Sam Miss Sun: Sam: Miss Sun: Sam : Sam Miss Sun: Miss Sun: What was the weather like when you arrived at Coco Island? : The weather was sunny and warm. What did you do at Coco Island? : Yes, we enjoyed climbing up Black Mountain. Where did you wait for the rain to stop? Who did Mr Lee phone? How did you get home from Coco Island ? ‘Teacher/parent note : Tn this activity, pupils review simple past tense ond revise asking and answering wh- questions, They look 26 at the pictures and write sentences.CO Speaking Last week, Miss Sun and the children helped Mr Lee at his apartment. What did they do? Look, point and say. Last week, Miss Sun and the children were at Mr Lee's apartment. — | What did they do? — _May cleaned the windows. ‘Teacher/parent note : In this activity. pupils revise vocabulary for talking about parts of an apartment and simple past tense. They look at the picture and talk about what the characters did in Mr Lee's apartment (t 27Unit 4A storms coming 4 Writing Look at the pictures. Read and write sentences. Yr. Vv 1. Miss Sun : What was the weather like yesterday? Ly The Weatherman: There was a storm. It was windy. 2. Miss Sun : What was the weather like last Monday? The Weatherman: 3. Miss Sun : Was it cloudy this morning? The Weatherman: 7a es Now fill in the weather chart. Tick (V). Last Monday | Yesterday | This morning wi ‘Teacher/parent note : These activities consolidate the vecabulary intreduced in the unit, Pupils lock at the pictures and answer 28 the questions. They then fil in the weather chartRead Pex’s weather report. consolidates the vocabulary a then write theirUnit 5 what did you do yesterday? & Reading The circus is in town! Read and tick (’) or cross (%). Circus Bozilla! HAVE YOU GOT YOUR TICKETS? 1. The circus is called Circus Bozilla v 2. You can buy tickets on the phone. 3. The circus starts at 7 in the morning, 4. The circus is next to the cinema. 5. The circus is in town for three days. 6. There are clowns and animals at the circus. 7. Acchild pays less for a ticket to the circus. —_—_ Teacher/parent note : This activity introduces pupils te reading posters. They read the poster and decide if the statements about it are true or false. 30f Writing Read and write the words. Use the words in the box to help you. oS wakes up circus eats gets dressed drinks gets up Sa *% _ On Wednesday mornings, Mojo (1) wakes up late. First, he (2) _____ and goes to the bathroom to have a bath. He always (3) ____ his teeth too. Then, he (4) He always (5) his favourite pink shirt on Wednesdays. After that, he (6) some coffee and (7) ___ his breakfast. At the (8) _______, Mojo practises throwing balls. Then, he practises riding on a cycle that has only one wheel! Now ask and answer. & @ ‘Teacher/parent note : The frst activity lets pupils practise writing about routines. They read and write the words. They then ask ‘and answer questions about Mojo's routines on Wednesdays, 31Unit 5 What did you do yesterday? @ Listening Listen and tick (/) or cross (X). 1. Sam saw Mojo the clown at the circus. 2. Sam wants to be a clown when he grows up. 3. Mojo invited Sam to be a clown for a day. 4. Mojo helped Sam to get dressed. 5. First, Sam put on a yellow shirt and a red bow tie. Then, he put on a pair of black trousers. 6. Mojo showed Sam how to ride a unicycle. 7. Aunicycle is like a bicycle but it has only one wheel. ~o . Sam didn’t ride the unicycle at the circus show. 4 9. After the show, Sam took off the make-up and ( got undressed. Now talk about what you did yesterday. { Iwoke up late because ) T was tired. [ Twent to the park to play — DS ball with my dogs. 4 ‘Teacher/parent note : In the first activity. pupils practise simple past tense. They listen and tick or cross according to the 32 information provided. Pupils then talk about what they did the day before&p Reading Read Sue’s letter. Write the numbers. Hi Molly, It was my sister, Mary’s birthday yesterday! First, | woke up very early in the morning and got dressed. When Mary got up, she had a shower and put on her best dress. Then, | made her breakfast. We went to the cinema to watch a film about pandas in China. Then, we went to the cafe for lunch and ice-cream. We had a lot of fun! After that, we went to the circus! Mary loved the clowns a lot. After that, we were very tired but happy. We had dinner with our parents. It was a fun day! Here's a picture | drew of the clowns at the circus. Love, Sue Sue and Mary had dinner with their parents. Sue made Mary breakfast. They went to the circus. r | Sue woke up early in the morning and got dressed. E They watched a film about pandas in China | Mary had a shower and put on her best dress after she got up. [_ | Now ask and answer. 2. "Gaeee Fo Teacher/parent note : These activities review simple past tense. Pupils read Sue's letter ond then write the numbers, They then ‘ask and answer about what she did 33Unit 5 What did you do yesterday? @ Speaking Why do you think they went to these places? Ask and answer. Te 2. | Where did Sam go? L Sam went to the park. » (Why c did Sam go to the park? ) | Sam went to the park to play ero) Teacher/parent note : This activity reviews past tense and fo + infinitive, Pupils look at the pictures and talk about where the people were and why they went there. 34fo Writing Look at the pictures on page 34 again. Write sentences. Use the words in the box to help you. library banana tree school field café swimming pool circus park clothes shop tree 1, Sam went to the park to play football. Teacher/parent note : This activity consolidates the vocabulary ond structures covered in the unit. Pupils look at the pictures on page 34 and write sentences about what the characters did 35Unit 6 That sweater is mine! @ Listening Whose clothes are these? Listen and tick () or cross (X). of aes 1. Bill's sweater is green and Sam's jacket is yellow. vv 2. The red woolly hat is Sue's —_ 3. The blue trousers and shoes are Bills. _ 4, The black coat and yellow jacket are Sam’s. —__ 5. May’s shoes are smelly. — 6. May’s scarf is pink but Sue’s scarf is yellow. — 7. These were Max and Pex’s orange and blue scarves. _— Teacher/parent note : This activity reinforces postessive pronouns to indicate ownership, Pupils listen and tick or cross according to the information provided, 36Sf Writing Look at the pictures. Write questions and answers. Use the words in the box to help you. - - Whose things mine yours his theirs ours hers are those? 1, Pex: Whose rubbish is this? Sam: _Lt's his. Pex: 3. Max: Whose books are those? Pex: 4, Pex: Whose kites are these? Sue and May: BP 5. Pex: Whose car is this? Mr Lee: 6. Bill: Whose football is this? Sam: Teacher/parent note : In this activity, pupils look at the pictures and write the correct questions and answers about the ‘ownership of things. 37Unit 6 That sweater is mine! &®@ Reading Read Sue’s diary. Then write yes or no. Dear Diary, They made a mistake at the clothes shop! May, Bill, Sam and I were there yesterday. We wanted new jackets because ours were old. I got a brown jacket but May got a pink one. Bill got a black jacket and Sam got a green one. Then we looked at T-shirts. They had pictures of animals on them. I liked the T-shirt with the pandas best. May got a yellow T-shirt with zebras on it but Bill and Sam got the ones with monkeys on them. After that, we went home. I opened my bag and looked inside. Thad Bill's jacket and he had mine! Sam had my T-shirt and I had his! My friends had my clothes and I had theirs. I laughed. It was a funny mistake. 1. May, Bill, Sam and Sue were at the clothes shop because they wanted to get new jackets. a 2. They looked at T-shirts. Then, they looked at animals. 3. May got a yellow T-shirt with monkeys on it. 4. The children went home after shopping. 5. Sue had Sam’s T-shirt and he had hers. Pretend to be Sue and Bill. Say what happened. T went to the clothes store to buy a new jacket because mine was old. i I got a black jacket but at home, I found yours! Teacher/porent note : These activities revise possessive pronouns. First, pupils read Sue's diary ond then decide if the 38 statements are true or false, They then pretend fo be Sue or BilLf Writing Look at the pictures. Write the correct questions with Shall |. Use the words in the box to help you. abottle of water dishes __ food a cup of tea story classroom ~ Shall T tidy the classroom? Teacher/parent note : This activity reinforces the use of Shall? to make offers, Pupils look at the pictures and write the correct questions 39Unit 6 That sweater is mine! a) Speaking Look, point and say. Sam Now ask and answer. ‘Teacher/parent note : In this activity, pupils practise using verbs that take indirect objects. Pupils look at the pictures and talk 40 ‘about them. They then ask and answer questions about what each character is doing,2 Writing Now look at the pictures on page 40 again. Write questions with Shall |. 1. Bill: Shall T bring you your food? 2. Sam: 3. May: 4. Mr Lee: 5. Pex: Now practise asking and answering questions using Shall |. , S Teacher/parent note : This activity consolidates vocabulary and structures covered in the unit. Pupils lok at the pictures on page 40 ond write Shal..? questions 4Revision Unit 1 &p Reading Read and write yes or no. 1. First, Ogg woke up late on Monday morning. es 2. His friends Egg and Agg were with him in the bedroom. 3. It was a sunny morning 4. Then, he went to the bathroom and took a shower. 5. He didn’t take his hat off in the shower. 6. After his shower, Ogg went to the living room. 7. Ogg had some bread and milk for breakfast. ‘Teacher/parent note : Ih this activity, pupils revise vocabulary for talking about routines. They look at the pictures and decide 42 if the sentences are true or false.@ Listening Listen and write the letters. 1. Daisy lives in a b but Jane lives in a city. a) village b) town ) city 2. Daisy lives in ________. She lives on the eighteenth floor. a) an apartment —b) a house c) acave 3. Jane lives in a flat. She lives on the _____ floor. a) eleventh b) fourteenth c) seventeenth 4, _______ people live in Daisy's home. a) One to three —b) Four to six c) Seven 5. Daisy has got_________ bedrooms in her home. 4) three b) five c) seven or more 6. Jane hasn‘t got___in her home. a) a garden b) a lift c) stairs d)abasement —_ e) a balcony 7. Daisy’s gota _____near her home. a) park b] supermarket) cinema d) café e) library 8. Jane’s got a _______ near her home. a) bus station b) bank c) swimming pool d) clothes shop _e) hospital Teacher/parent note : This activity gives pupils prectice in vocabulary cbout where one lives. Pupils listen and write the letters according 19 the information provided. 43Revision Unit 1 ©) Speaking Look and tell the story. Use the words in the box to help you. orrive photo Teacher/parent note : This a 44 aunt wake up have breakfast havea bath piano zoo lookat — cup of tea getdressed go Sam woke up early last Saturday. Please come in, Aunt Mina. ty lets pupils practise vocabulary for talking about routines ond the simple past tense, They look at the pictures end tell a story.f Writing Read. Write the words. Use the words in the box to help you. May: Hi, Sue. Where {T) Sawere”— you on Saturday morning? | (2) eee sec, you at the swimming pool. Sue: |(3)_________ at Coco Island. May: Coco Island? (4) _________ were you at Coco Island? Sue: My aunt visited us so we took her there. She (5) _______ only here for two days. She's from India, May: Oh! (6) _____is she? Sue: She’s fine, thanks. She (7) _________ herself very much. At Coco Island, we (8) ________ a picnic by the beach. My aunt (9) ____ home yesterday. May: Are you going to visit her? Sue: Yes, I've got her address. First, | (10) _______ to write her a letter. 1. are was were 2. am not didn’t wasn’t 3. amgoing go was 4. When Where — Why 5. is was were 6. What Why How 7. enjoyed liked looked at 8. had have has | 9. is going go went | 10. wanted want wanting | Teocher/parent note : In this activity, pupils review the simple past tense, They read the dialogue and fill n the gops. 45Unit 7 Going places &p Reading Where did Ogg go? Read. Then tick (/) or cross (X). Ogg was very bored. He had nothing to do so he sailed in a boat to Coco Island. He wanted to visit Miss Finn. A nice farmer took Ogg to Miss Finn’s house in his lorry but she was not at home. He waited outside her house but he got hungry so he caught a bus to the café. He ate thirteen burgers and drank five glasses of banana juice. After that, he went to Black Mountain by car. He flew up Black Mountain in a plane but he got hungry again so he ran down the mountain to the café. Ogg was still bored so he swam back home. He opened the door. “Surprise! Happy Birthday, Ogg!” shouted his friends. “Where did you go?” asked Egg and Agg. Ogg laughed. 1. Ogg sailed in a boat to Coco Island to visit Miss Finn. 2. He caught a bus to Miss Finn's house. 3. A farmer took Ogg to the café in his lorry. JL JLIIs 4. Ogg goes to Black Mountain by car. 5. Ogg flew up Black Mountain in a helicopter. 6. Ogg sailed in a boat back home. LIL ‘Teacher/parent note : This activity reinforces vocabulary for talking about the different modes of tronspert and the 46 corresponding verbs, Pupls read the passage and decide if the statements are true or false.4 Writing Sue is on a holiday. Write the words. — 2 Go SF De | | | plane taxi train lorry Sue and her mother visited Uncle Chen in San Francisco. First, they flew there ina (1) plane. They wanted to take a bus but they did know where the (2) _______ station was. They wanted to take a taxi to Uncle Chen’s house. There were many people waiting to take a (3) __________. They waited and at last they got one. When they got to Beech Street, they saw a big field but no building. They looked at the address again. Sue laughed. Uncle Chen lives in a building on Beach Street, not Beech Street! It was a funny mistake. There weren't any taxis so they took the train. They took the (4) ___________ to Ports Station. Then, a nice old man took them to Beach Street in his (5) ______________. Sue and her mother sat with the chickens and ducks in the back of the lorry. Sue had a lot of fun but her mother was afraid of the ducks! After they arrived at Uncle Chen's apartment, Uncle Chen took them by (6) to the café for lunch because Sue was very hungry. Teacher/parent note : In this activity, pupils review the different modes of transportation and the corresponding verbs, They read the passage and fill n the blanks a7Unit. 7 Going places rei Listening Listen and draw lines. Then write the words. White Beach Great Lake ) Speaking Pp: Ask and answer. ‘Teacher/parent note : In this activity, pupils listen and draw lines according to the information provided, 48Talk about a holiday you had. How did you get there? I flew in a plane. I went to the beach. I had lots of fun! ) T took a bus to Malaysia. Then, I took | a boat to a small beautiful island. ‘Teacher/parent note : In this activity, pupils look at the picture on pages 48 — 49 and ask and answer about how the characters {get to Coco Island. They then talk about a holiday they had and how they get there. 49Unit 7 Going places @® Speaking What do the children usually do? Talk about it. Use like, enjoy, love, want and hate. Sam Sue Bill May Swimming Drawing Walking in the mountains Cleaning the bedroom Playing tennis Reading in the library Watching movies at the cinema ie MR NOR ERP eS Sam enjoys swimming. May hates drawing because she doesn't draw well. Now talk about what you like and don’t like doing at the weekend. T like playing tennis with my sister. T like riding my bicycle in the park. ‘Teocher/parent note : These activities consolidate the vocabulary and structures covered in this unit. In the first activity, pupils look at ‘the Table and talk about what the children like and dislike doing at the weekend. They then talk about what they 50 like and don't like to do at the weekend,fo Writing Look at the table on page 50 again. Write sentences. 1, Sam enjoys swimming at the weekend. 2. 7. 8. How did the children get to the different places last weekend? Look at table and talk about it. Teacher/parent note : Pupils look at the table and write sentences. They then look at the table and talk about how the characters got to the different places at the weekend, 51; Unit 8 We're not well 4 NNriting What's wrong? Look at the pictures and write sentences. earache headache broken arm stomachache toothache —cough Monday May: On Monday, May had a broken arm. She couldn't play tennis. orn Bill : 23 Wednesday Thursday Sam_ Friday = \ Teacher/parent note : This activity reinforces vocabulary for talking about health and the structures could and couldn't Pupils look at the pictures and write sentences, 52CO Speaking Look at the pictures. Ask and answer. Use the questions in the box to help you. Why didn’t Max go to the picnic? | Why didn’t May come to the party? | Why didn’t Miss Sun come to school yesterday? Why didn’t Robot wash the car? Why didn’t Sue sing? Why didn’t Bill play hockey? Teacher/porent note : In this activity, pupils practise vocabulary for talking about health and the structures could and could’ ‘They look at the pictures and write the answers to the questions, 53Unit 8 We're not well @ Listening What could Mr Lee’s robot do? Listen and tick () or cross (x). Teacher/parent note : This activity reinforces when clauses ond reviews the structures could, couldn't end had to. Pupils listen and tick er crass according to the information provided 54 9 P4 Niriting Look at the pictures. Write sentences. 1 2. 3. A n )) 1, _Robot could empty the rubbish bin. Now talk about what you couldn’t do when you weren’t well. 2 Teacher/porent note : This activity reinforces when clauses. Pupils ook ot the pictures and write sentences T couldn't my bicycle when : T had a broken leg. 55Unit 8 We're not well &9 Reading Fog . Ogg Aga Read and answer the questions. Last Saturday, Egg, Agg and Ogg had to go to school. It was Sports Day! They had to do a lot of sports. First, Egg had to run and Agg and Ogg had to swim. Then, they had to ride on horses. After lunch, Agg had to carry heavy boxes and Ogg and Egg had to climb the high wall. After that, Ogg and Agg had to play football and Egg had to play baseball. In the evening, they had to hop, skip and jump but Egg couldn’t skip. Then, they went home. They were happy but tired. The next day, Ogg wanted to go to the park but he had to go to his grandmother's house. Egg had to go to the supermarket to buy cheese for his mother. Agg had to visit the zoo with his classmates so he had to wake up early. 1. Where did Egg, Agg and Ogg have to go last Saturday? They had to go to school. 2. What did Egg have to do before he rode a horse? 3. What two things did Agg have to do after lunch? 4. Why didn’t Ogg go to the park? 5. Why did Egg have to go to the supermarket? 6. Why did Agg have to wake up early the next day? Teocher/parent note : This octvity reinforces the structures Why didn't. ond had to. Pupils read the text and answer questions 56 about it.C2 Speaking Look at the pictures. Why didn’t they do these things? Ask and answer. Use the questions in the box to help you. Why didn’t you buy bananas, Max? | Why didn’t you go shopping, Mr Lee? Why didn’t you go to the library, Sue? | Why didn’t you make a cup of tea, Robot? | Why didn't you clean your room, Sam? | Why didn’t you do your homework, May? Why didn’t you draw the picture, Mary? | Why didn’t you come to school yesterday, Miss Sun? _ Mary Robot May Miss Sun ‘Teacher/parent note : This activity consolidates the vocabulary and structures covered in the unit, Pupils ask and answer using the structures couldn't and hod to. 57Unit 9 Quickly but quietly ... Gp Reading Read and tick (/) or cross (x). 2 Dear Diary, The big race is tomorrow! Im very tired because I ran a lot today. Mr Lee soys I run very quickly. That's great! 1 want to run well tomorrow too. Sue has a broken leg so she can’t run in the big race. She usually runs well but she can’t run tomorrow. She has to walk slowly because she doesn't want to hurt her leg again. Mr Lee wanted her to sit quietly while we ran but she didn’t want to do that. She wasn't very happy. She was bored so she listened to the radio and sang loudly. Mr Lee was very angry. He shouted at her. We were all afraid : because Mr Lee is usually very friendlyl ay Then our principal Mr Payton came into the gym and told Mr ~~ Lee that Sue won first prize in the town’s painting competition. Everyone was very happy for Sue. Mr Lee was still angry with Sue but he had to smile too! ee 1. May ran well in the big race. 2. Sue broke her leg in the gym today. 3. Sue doesn’t want to hurt her leg again so she has to walk slowly. 4. Sue likes to sit quietly when she can’t run. 5. Mr Lee usually scolds the children. 6. Mr Lee was angry with Sue because she was noisy. — 7. Mr Lee told Mr Payton that Sue won first prize. Teacher/parent note : This activity reinforces the use of adverbs ond the ability Yo narrate past events, The pupils read May's 58 diary entry and then decide if the statements about it are true or false,Read Sue’s letter. Write the words. Use the words in the box to help you. loudly quickly carefully well slowly quietly Dear Molly, How are you? Yesterday was Sports Day at our school. Bill played tennis with Mr Lee. Mr Lee is good at tennis but Bill played (1)_Wel!_ and he won! My broken leg is better now, thank you. | couldn't run in the race yesterday but | can walk (2) ______. It doesn’t hurt very much. Just now, my naughty little sister Mary walked into my room (3) ________ and surprised me. | didn’t hear her at all! Why can't Mary be quiet all the time? Last night, she was singing (4) _____in her bedroom. | couldn't sleep for a long time. | felt very tired when | woke up this morning. | usually finish my homework (5) ___ but I've got a terrible headache now. Mr Lee says | must do my work (6) and not make any silly mistakes. Write back soon! Love, nS Sue i S (<4 ae NTE - > nomvemel Teacher/parent note : In his octivty, pupils review edverbs in the context of a letter, They read Sue's letter to Mlly and fil in ‘the gops in the text. 59Unit 9 Quickly but quietty a Listening Listen and draw lines. + slowl 1 De Sam badly 2. \) My loudly Sue 3. © well May 7 quietly 4, ‘ a carefully 5. . + quickly Max ‘Teacher/parent note : In this activity. pypils listen to conversations and draw lines to match the pictures with the adverbs that 60 best describe the actions the characters have to doLf Writing Look at the pictures on page 60. Choose two pictures and write sentences. Sam __ has to be careful when he plays football. He has to play carefully because he doesn't want to hurt his knee again. The doctor said he can't run quickly too. has to because — has to because Teacher/parent note : In this activity, pupils choose two pictures from page 60 and complete sentences about what the characters have 10 do, 61Unit 9 Quickly but quietly. CO Speaking Talk about the picture. Where are they? What are they doing? Use the words in the box to help you. loudly happily hungrily well slowly quietly carefully EF SS It's a cold day. It's snowing. The wind is blowing loudly. Read the questions. Write the words. What is the weather like? What is in the picture? 4 aaa What are the children doing? Who do you think the house belongs to? Teacher/parent note : This activity consolidates the vacabulary and structures introduced in the unit. Pupils look at the picture 62 and talk about it. They then answer some questions as preparation for the next activityof Writing Look at the picture and questions on page 62. What do you think happened before this? Write a short story. Wirt Sats Thc How did they PO CEs Coes ital) a Ca) cea Cirle cura) MEK DTA) PRTC Now read your friend’s story. What do you think happened after that? Use the questions in the box to help you. What did the children do with the things? Did anyone see the children? Did they tell anyone about what they found? ‘Teacher/poret note : These etvitis give further practice on the weobular and structures introduced inthe unit Pupils Ike the pictus cn puge 62 ond write a short story with the help of gucing questions They hen ‘ead each other's stercs end ey what they tink happens ext inthe Sor. 63Unit 10 You must do that! &9 Reading What are the rules? Read. Sue is teaching Mary to play tennis. Sue wrote a list of what Mary must or mustn't do when playing tennis. 1. You must play in a tennis court. 2. You mustn't kick the tennis ball. > 3. You mustn’t bounce the tennis ball. A. You must hit the tennis ball with a racket. 5. You mustn't throw the ball. 6. You must hit the ball over the net. 7. You mustn’t hit the ball outside the court. 8. You mustn't touch the ball. 9. You must wear sports shoes. Talk about the rules. 64Look at the pictures and write what they mustn’t do when they play tennis. You mustn't kick the ball. CO Speaking Talk about what you must or mustn’t do when playing tennis. Now talk about the rules of your favourite sport. Teacher/parent note : These activities reinforce the use of must and mustn't. Pupils read the rules of temnis on page 64. They then look ot the pictures, and write and talk about what they must or mustrit do in tennis. They then talk about the rules of their favourite sport 5Unit 10 You must do that! &@ Reading Read and write must or mustn’t. Last weekend, the children taught Mary to play Rackball. She was excited. Sue told Mary she (1) _must »s listen to the rules or she can’t play the game. “We (2) play < | the game in a sports field,” said Bill. “What (3) we do to win the game?” asked Mary. “We (4)_____ get the balll into the other team’s net,” answered Sam | >We (5) use tennis rackets and footballs. We kick the ball to our team-mates but when we want to get the ball into the net, we (6) use the racket to push the ball into the net,” explained Bill. * Are there things that we (7) do?” asked Mary. “Yes, / we (8) throw or bounce the ball,” answered Sue. “Players (9) follow the rules. Mr Lee is the umpire and he gets “Y everyone to play by the rules,” added May. ‘Teacher/parent note : In this activity, pupils revise using must nd mustn't to express obligation. They read and fill n the (9005 with mus? or musta’ 66a Listening Listen and draw lines. 1. 2s 3. . Sue May i . # Sam Teacher/parent note : In this activity, pupils review must and mustn'tin terms of rules at a camp. They listen and draw lines ‘eccording tothe information provided. 67Unit 10 You must do that! © Speaking Look at the table. What must they do? We must do many things —_| when we get home. Sam May v v v v v v v v v Now, ask and answer. What do you think they mustn’t do at home? Say with a friend. | What must you do? = “ Tmust do my homework because | Thave to go to school tomorrow. § We mustn't play football A in the living room. ( We mustn't draw on the walls. Teacher/parent note : Tn the first activity, pupils look at the table and then ask and answer cbout what the characters must do 68 ‘They then talk about what the characters mustnt do at home.ft Writing What must and mustn’t you do at home? Fill in the table. Now write sentences about what you must or mustn’t do. 1, Lmust walk the dog every morning. 2, % 8. ‘Teacher/parent note : These ectivities consolidate the structures must and mustn't to talk about obligation. Tn the first activity, pupils fill in the table about what they must or mustn't do. They then write sentences about it. 69Unit 11 what are you talking about? - ©) Speaking Point and say. These are my friends. They're very interesting people. & Tell me about them, Aunt Mina! ee QP Rick Miss Becks Mrs Green is the woman who is wearing a green dress and an orange scarf. ‘Teacher/parent note : This activity reinforces the relative proneun who, Pupils talk about the people in the picture using the relative pronoun who. 70Sf Writing Look at the picture on page 70. Finish the sentences. 1. Mrs Green is the woman Who has got a big friendly dog. 2. Mrs Field is the woman 3. Sandy is the girl 4, Tim is the baby 5. Mr Mo is the man 6. Mr Flo is the man 7. Rick is the boy 8. Miss Becks is the woman What work do they do? Look at the table and say. Teacher/parent note : Inthe first activity, pupils look at the pictures on page 70 again and write sentences. They then look at the table and talk about what the characters do for work 7Unit 11 What are you talking about? a Listening Look at the drawings. Listen and draw lines. Joan Mary ‘Teocher/parent note : In this activity, pupils review vocabulary to talk about different parts of the body using the relative 72 pronouns that/uhich, They listen and draw lines according to the information provided.? Reading Read. Which mon do you think * this is? Point. Yesterday afternoon, Mary and Vicky went to a café which was new. They saw a man who looked like Mojo the clown 7 | ane ae and another man who looked strangely like Mr Lee. There + (°o* Ike Mojo was a woman who had hairy arms and legs! Then, they saw ce ‘a man sitting quietly with an animal which had a tail. The man had one eye that was green and another that was blue. The animal was a cat which had green eyes. Suddenly, the cat said, “I want a glass of milk.” It looked at the girls, who were surprised but excited. Then the cat laughed. The ia, ter — girls smiled and waved goodbye to the cat. ea ae Talk about the story. Yesterday afternoon, Mary and Vicky went to a café which was new. What is the best title for this story? Tick (V). A day with Mojo An unusual afternoon The man with funny eyes Teacher/parent note : In these activities, pupils revise the relative pronouns who and that/which, They read o text and then talk about i. Pupils then pick the best title for the story. 73unit 11 @ Speaking Look at the picture. Talk about it. 9 who is wearing pink! Vicky is the girl who is standing next to Mary! and lary covered in the unit, Pupils k chO WNriting Look at the picture on page 74. Write sentences. 1, Mary's the girl who is wearing a pink dress and standing next to Vicky. Now draw your own parade and talk about it with your partner. ‘Teacher/parent note : Tn the frst activity, pupils look at the picture ond write sentences using the relative pronouns who and that/which, They then draw a picture of their own parade and talk about it. 75Unit 12 whatare you good at? &p Reading What's in the box? Read. Sue: I’m having a lot of fun painting the picture of the puppy for Miss Sun’s birthday. I hope she likes it. Bill: Me too! I'm writing her a story. Sam: — (walks into the room) Hey! Look what I’ve got. Bill: What's inside the box? It looks like something that is broken. Sam: _ | don't know what's inside. Mr Lee asked me to take itto his P jin" 2° YS" classroom. * the box? Sue: (opens box) What do you think it is? It looks very unusual. | think it’s Mr Lee’s new robot. He made a new one last week. May: — | don’t think it’s a robot. | think it’s a toy train. Sam: No, it doesn’t look like a toy train. | think it’s a computer. a é 10 you want to A special computer to make robots! Tee Bill: It could be a computer but it has funny arms. It could be * Why? Why not? a funny radio. Sue: — Arradio with arms? | think it’s a robot. Mr Lee told me about it yesterday. Do you think it is Miss Sun’s present? Mr Lee: (walks into the classroom) No, it isn’t. They're parts of an old robot. |’m using it to make a new robot. | need a robot to tell the temperature. Deiat kind of robot would you like? What would you like your robot to do? Teacher/parent note : This activity reinforces the structures I think its/ know i's... Pupils read the dialogue and then ask ond % answer the questions whilst readingSpeaking Draw an unusual animal. Ask and answer. ‘Teacher/parent note : Tn this activity, pupils draw something unusuel. They then ask their partners to guess what it is using the ‘structures What do you think its? and I think it's 7Unit 12 What are you good at? Reading Read Sue’s letter. Then tick ( /) or cross (X). Dear Molly, How are you? I'm excited because we're doing a play. We know it’s Miss Sun's birthday on Friday and we wanted to do something nice for her. Bill wrote a play and it’s very funny. Bill's good at writing plays. We have a lot of fun practising for the play. Mary and Sam are good at acting but Mary is always laughing so it's very difficult to practise. May sings all the songs for the play because she’s good at singing. I'm drawing the farm for the play. It’s my biggest drawing ever. We practise for the play every day. We go to the café after school and then we go to the gym to practise. Miss Sun's my favourite teacher. She's good at making cakes and dancing. I want to be good at dancing too. The play is in the afternoon at Mr Lee's apartment. We want it to be a big surprise! Love, sue Miss Sun’s birthday is on Friday. vv N . It’s difficult to practise for the play because Mary always laughs when they are practising. —__ wo . Mary and Sam are in the play because they're not good at acting. 4. Bill wrote the play because he’s good at writing plays. ——— 5. The children practise for the play in the gym. _ 6. Sue wants to dance well. Teacher/parent note : This activity reinforces the structure be good at... Pupils read Sue's letter and then decide if the statements are true or fase. 784 Writing Read page 78 again. Write the answers. Why is Sue excited? Sue is excited because they're doing a play for Miss Sun. Nv . Why did the children want to do something special for Miss Sun? o . Why did Mary sing all the songs for the play? BR . Why did the children have to practise for the play every day? a . What is Miss Sun good at? 6. Why does Sue want it to be a surprise? Teacher/parent note : In this activity, pupils read the letter on page 78 again and write the correct answers 79Unit 12 What are you good at? @ Listening Listen and tick (/). Bill Sam | May | Sue | Mary Aeting Reading stories Dancing Singing Making music Playing tennis Making people laugh Writing plays eT. Now look at the table. Ask and answer. What's Bill good at? Bill's good at writing plays. His 6) play “Sunshine and Cloudy Days” was very funny. What are you good at? Ask and answer. What are you good at? I'm good at sleeping! ‘Teacher/parent note : In the first activity, pupils listen and tick according to the information provided, They then ask and answer wihthe structures Whats she/he god of? ond She/Hes good ar Innes atehy, ppl sk and 80 trswercbout what they re god at4 Writing What are you good at? Write sentences. Use the words in the box to help you. dancing skipping playing tennis helping in the kitchen | swimming running riding the bicycle playing football | acting making cakes taking care of pets | 4 d nk 1. 2 3. 4. 5: 6. e Soon eee 5 se epee ts SS What do you want to be good at? Ask and answer. What do you want to be good at? T want to be good at making cakes because I love eating them! ‘Teacher/parent note : In this octivity, pupils consolidate the structures ond vocabulary covered in the unit. They write sentences: and then ask and answer about what they want to be good at and why. alRevision Unit 2 Gp Reading Look at the pictures. Read and write the letters. a. You must be careful when you cross the road. b. You mustn’t play with your food! c. You must be quiet in the library. d. You mustn't feed the monkeys. e. You must throw rubbish in the rubbish bin. f. You mustn't dance on the table! Teacher/porent note + This activity reviews the structures mustand mustn't Pupils lock at the pictures and write the correct let tere, a 82@ Listening Listen and write yes or no. 1. Sue, Sam and Bill are excited because they enjoy seeing different plants and animals in the jungle. yes 2. May thinks it’s a great idea to walk in the jungle. 3. Bill wants to take pictures of all the animals because he wants to show them to his brother. 4, The crocodile is sitting by the river. 5. The crocodile is waiting quietly for a small animal. 6. They have a picnic by the river when the crocodile swims away. 7. Atfirst, May doesn’t go swimming in the river with her friends. 8. When the rain stops, they pack their bags and take the bus home. Miss Sun and the children are in the jungle. Teacher/parent note : This activity reinforces the vocabulary and structures covered in Units 7 — 12. Pupils listen and write yes or no accerding to the information provided 83Revision Unit 2 Speaking Look at the pictures. Talk about them. Sue was very tired. She got into bed. fd) the vecabulary and structures covered in Units 7 — 12, They look at the Teacher/parent note + In this activity, pupils revise 1 nd talk about them, 84 pictures aSf Writing Look at the pictures on page 84 again. Write a story. Use the words in the box to help you. | get undressed dream headache | invite doctor tea party | wake up get into bed duck | stomachache sleepy excited mK + Sue was very tired. She got into bed Teacher/parent note : This activity reinforces pupils’ ability to write narratives, They look at the pictures on poge 84 and 85Play the game and make an interesting story! £ 2 86How to play The teacher picks a pupil who chooses a picture from the board. The pupil then makes a sentence with it. The next pupil picks a different picture and continues the story. Each picture can only be selected once. At the end of the game, the pupil who thinks up the most interesting or funniest sentence will read the story aloud to the class. a) 87Write the words. My name is | have finished Now I can talk and write about: things that happened in the past how | do things what | must or mustn't do what people are good at doing Well done, You are now ready for{© 2006 Marshall Cavendish International (Singapore) Private Limited Marshall Cavendish Education ‘A member of Times Publishing Limited Times Centre, 1 New industrial Road, Singapore 526196 Customer Service Hotline: (65) 6213 9106 E-mail ylg@sg.marshallcavendlsh.com ‘Website: www younglearnersgo.com First published 2008 All rights reserved. No part of this publication may be reproduced, stored in 2 retrieval system or transmitted, in any form or by any means, electronic, ‘mechanical, photocopying, recording or otherwise, without the prior permission of the copyright owner. 'S8N 0-462-00835-5, ISBN 978.0-462-00835.5 Printed in Singapore by Times Graphics Pte LidYoung Learners Go! is c six-level course for young learners. It is presented in three stages that correlate with the Starters, Movers and Flyers levels in the Cambridge Young Leamers English Tests. It encourages learners to develop ownership of English by providing a solid foundation and positive experiences in learning English. * Multiple intelligences are activated through specially crafted activities. * Spiral progression systematically builds language proficiency. * Immediate and focused practice through direct correlation of the Workbook to the Pupil's Book. * New language items are highlighted. ‘* Revision units consolidate learning and help prepare for assessments, '* Lesson plans in the Teacher’s Guide integrate the Pupil’s Book and Workbook and offer lead-in, follow-up and closing activities. Cee aro ecg