You are on page 1of 28

Contents Young A chievers 2

Unit Vocabulary Grammar


Lesson 1 Colours Fruits and vegetables have got

0 Family members
Classroom objects
Farm animals
Sports and activities
Present continuous
Present simple: be
Furniture Ordinal numbers Demonstratives: this, that, these, those
Welcome! Rooms in the house Prepositions of place: in, on, under, behind, in front of
Ability: can/can’t
Questions: What, How many

Places in school: art room, assembly hall, canteen, classroom, computer lab, Present continuous:
1 gym, library, playground
Verbs: do, eat, listen, paint, play, read, sing, study, take, wash, watch, work,
Questions: Where, What
Prepositions of place: in
write Prepositions of time: on
Back to school
Days of the week Likes and dislikes: like, not like and interrogative
School subjects: Art, English, Maths, Music, P.E.

2 Chores: clean, feed the dog, lay the table, make the bed, take out the
rubbish, tidy the room, wash up, water the plants
There is, There are:
Questions: Where
Daily routine: get up, have breakfast, go to school, have lunch, have dinner, Prepositions of place: in, on, under, in front of, behind, next to
Life at home go to bed Imperatives: Tidy your room.
Places in the house: bathroom, bedroom, dining room, garage, garden, kitchen Present simple: be third person ‘s’

Language fun! Units 0-2


Food: apple, banana, beans, biscuits, bread, broccoli, cake, carrot, cereal, Likes and dislikes: like, not like and interrogative

3 hamburger, ice cream, juice, kiwi, lettuce, mashed potatoes, meat, milk,
Present simple: like third person ‘s’
Demonstratives: this, these
pasta, peach, peas, pineapple, pizza, rice, salad, spinach, steak, strawberries, Imperatives: Cut the fruit.
Meal time sweet corn, toast, tomato, yoghurt
Verbs: cut, eat, look, mix, serve, smell, taste, wash
Adjectives: bad, delicious, good

Animals: Ability: can and interrogative


4 giraffe, gorilla, hare, lion, lizard, monkey, octopus, owl, panda, parrot, polar
bear, shark, snake, tiger, tortoise, whale, zebra
have got:
Present simple: live third person ‘s’
Habitats: desert, forest, grasslands, ice, jungle, ocean
Animals on the
Verbs:
move
Animal body parts:
Animal food:

5 Seasonal clothes/objects: boots, coat, gloves, hat, jacket, jeans, jumper,


raincoat, sandals, scarf, shorts, sunglasses, swimsuit, umbrella
Questions: What + like, Whose
Present continuous:
Weather: cloudy, cold, hot, raining, snowing, sunny, windy Present simple
Changing seasons Colours: blue, brown, grey, green, red, orange, purple, yellow want:
Seasons and months of the year Possessive ’s

Language fun! Units 0-5


Adjectives: big, clean, dirty, empty, fast, full, new, old, slow, small Demonstratives: this, that

6 Vehicles: bus, car, lorry, motorbike, plane, train


Places in town:
be + adjectives
Prepositions of place: between, next to, opposite
Questions: Where
A day in town shop, supermarket, zoo Present continuous:
Jobs: Present simple: third person ‘s’
shop assistant, waitress

Camping activities: Questions: Where


7 playing football, playing volleyball, swimming
Camping:
Past simple: be
Prepositions of time: at, in, on
Parts of the day: morning, afternoon Present simple and past simple: before, now
Summer camp
Dates: ordinal numbers

Countries: Argentina, Brazil, Canada, China, Egypt, France, Germany, India, There is, There are
8 Ireland, Italy, Japan, New Zealand, Peru, Turkey
Hair adjectives: curly, dark, light, long, short, straight
Questions: How many, When, Where, What
any
Eye and hair colour: black, blond, blue, brown, green, red have got:
Around the world
Directions: go down, go straight on, go past, go to the end, it’s opposite, next on
the right, turn right, turn left

Language fun! Units 0-8

Listening Speaking Reading Writing


24
Contents
Phonics for Achieve!
Functions pronunciation Culture
Greetings and introductions
Describing people’s physical appearance
Describing where people are and what they are doing

Ask what someone is doing: What are you doing? I’m reading. Short vowel sounds CLIL: Musical instruments - cello, double
Ask where somebody is: Where’s Ted? He’s in the library.
Describing school activities during the week: On Monday we paint in the tambourine, trumpet, violin
art room.
Asking about likes and dislikes: Do you like...? Yes, I do. No, I don’t.

Describing houses: There is a garage. There isn’t a garden. Long a sound CLIL: Numbers 1-50
Locating people, animals and objects: The dog is under the table.
Describing routines and time: I get up at half past six. My collection: Describing your collection
Telling the time: She gets up at half past six.

Asking about likes and dislikes: Do you like...? Yes, I do. No, I don’t. Long e sound CLIL: Food pyramid
Describing food: This tastes delicious. Those smell good.
Reading and writing a recipe: Mix the fruit. Fruit salad: Write a recipe

Asking about animals’ abilities and body parts: Long i sound CLIL: Amazing animals
got scales.
Talking about animals’ habitat and diet: It lives in the ocean. It eats meat. Endangered animals: Describe an
endangered animal

Talking about the weather: What’s the weather like? It’s windy. Long o sound CLIL: Warm and cool colours
Describing what someone is wearing: He’s wearing a coat.
Talking about seasonal activities: We go swimming in the summer. Fun all year long: Celebrations throughout
Talking about wants: I don’t want my umbrella. the year
Identifying possessions: Whose gloves are these? They’re Mel’s gloves.

Describing vehicles: That train is fast. Long u sound CLIL: Giving directions – go straight on, turn
Asking where places are: Where’s the park? It’s next to the library. right, turn left
Talking about what people are doing: John isn’t shopping at the
Our town: Design a brochure
supermarket. He’s playing at the park.
Describing professions: A waitress serves food.
Giving directions: Turn right. It’s opposite the park.

Asking about past activities: Where were you on Wednesday in the afternoon? b or v CLIL: Let’s take care of the Earth
I was in the forest.
Comparing the past and the present: Before there was a library. Now there Save the Earth: Earth Day poster
is a cinema.
Describing positions in the past: Who was third? Andy was third.
Asking about birthdays: When’s your birthday? It’s the 14th of November.

Saying where people are from: She’s from France. h or j CLIL: The Chinese Moon Festival
Asking about quantity: How many students are there from Peru? Are there any
students from Canada? Celebrations: Describing celebrations
Describing appearance: He’s got short blond hair and light brown eyes.
Asking about celebrations: What do they do? They visit their relatives.
Giving directions: Turn right and it’s the next door on your left.

Interactive practice Grammar presentation Audiovisual material


25
Unit
Grammar
3 Overview
Vocabulary Pronunciation Recycled language
t Likes and dislikes: like, t Food: apple, banana, t Phonics: long e sound t this, these
not like, and interrogative beans, biscuits, bread,
t Present simple: like, third broccoli, cake, carrots,
person ‘s’ cherries, cheese, chips,
t Demonstratives: this, eggs, fish, grapefruit, ham,
these hamburgers, honey, ice
t Imperatives cream, lettuce, mashed
potatoes, milk, pasta,
peaches, peas, pineapple,
rice, salad, spinach, steak,
strawberries, sweet corn,
tomatoes, yoghurt
t Food groups: dairy,
fats and oils, fruit and
vegetables, grains, meat,
fish, eggs and beans

Language objectives
Grammar Functions
t To practise the Present simple using like in all t To express likes and dislikes
persons t To describe what people like to eat
t To use singular and plural demonstratives correctly: t To describe food using sensory verbs
this, these t To categorise food into groups
t To describe personal taste
t To describe healthy food
Vocabulary Pronunciation
t To identify and name food t To highlight and practise the long e sound
t To differentiate between alternative spellings of the long e
sound

Skills objectives
Speaking Reading
t To sing along to a song to reinforce target language t To read and follow a simple story
t To ask and answer questions about likes t To demonstrate comprehension of vocabulary
t To answer questions t To understand text to place the stickers correctly
t To use the present simple with sensory verbs to describe t To read a poem and recognise there is a rhythm
food t To interpret a chart
t To identify and produce long e sounds t To understand key language in order to complete an activity
t To name food groups t To understand and follow a narrative
t To demonstrate comprehension
Listening Writing
t To identify food t To copy and write key vocabulary: food
t To understand key language in order to complete an activity t To create a food pyramid with target vocabulary
t To identify food in a story t To write about someone’s food preferences
t To follow the narrative of a story

114
Assessment criteria Go digital!
t Check children are able to identify, understand
Teacher’s i-book i-book
and produce likes and dislikes, present simple,
demonstratives and imperatives. Use the Richmond i-tools to complete the activities with
t Check children are able to identify, understand the children on the IWB.
and produce food, verbs and adjectives.
Activities in Lead-in and i-book provide a digital alternative to
t Check children are able to ask about likes and introduce the children
Speaking to the lesson. See lessons 2, 4, 9 and
dislikes, describe food and read and write a
Review of this unit.
recipe.
Activities with + beside the rubric offer an additional
interactive activity to reinforce the activity content. See lessons
Materials 1, 3, 7 and 8 of this unit.
t Teacher’s i-book
t Student’s Book 2 CD 1 Provides a visual grammar presentation.
t Teacher’s Resource Book 2 See lessons 2, 3, 4 and 7 of this unit.
Language worksheet Unit 3, pages 10-12: Lesson 7
Reading worksheet Unit 3, page 38: Lesson 6 Provides extra interactive practice which can be used for
Writing worksheet Unit 3, page 50: Lesson 4 Fast finishers or as a Wrap up activity. Alternatively, it can
Speaking worksheet Unit 3, page 62: Lesson 8 be used as homework. See lessons 1, 2, 3, 4, 6, 7 and 8
Listening worksheet Unit 3, page 72: Lesson 3 of this unit.
Test Unit 3, pages 110-115: Unit 3 Review
Audiovisual material is provided in lesson 10 of this unit.
t Flashcards Unit 3
t Poster Units 3 The unit review pages also offer additional Speaking activities
t Extra to reinforce the unit content. See Review of this unit.
Realia: different food Paint
cut into pieces for the CD of music Use the Vocabulary Game Generator to create your own
children to smell and taste Bean bags interactive games to review the key vocabulary from the unit
Paper Chalk at any time.
Old magazines or food A soft ball
fliers from supermarkets Continuous paper Use the Interactive Routines Poster at the beginning of
Glue Plastic bowls, spoons, each lesson.
Envelopes knives
Card Cutting boards
Different fruit-flavoured Recipe books or recipes
jelly crystals or drink from magazines For suggestions on how to exploit the course
powder resources see our Activity Bank, pages 18-23

Key competences
LC Linguistic competence SCC Social and civic competence
Children develop listening, speaking, reading and Children learn basic social interaction patterns and
writing skills. They learn some basic language social conventions to help them become competent
for asking about likes and dislikes. Children learn citizens, such as working in pairs, playing games
to describe food and to read and write a recipe. and acting out stories.
Children learn grammar, vocabulary and phonics
CAE Cultural awareness and expression
for pronunciation.
Children develop drawing and colouring skills and
MST Mathematical competence and basic creativity. Children enjoy saying a chant, singing a
competences in Science and Technology song and performing craft tasks (a family album).
Children develop and apply mathematical Children learn about recipes: fruit salad.
thinking to explain the natural world. Children Competence in learning to learn
LL
learn about the food pyramid (CLIL). Children develop strategies to improve the learning
process like observing, linking, matching, etc.
DC Digital competence
Children become familiar with the use of IE Sense of initiative and entrepreneurship
technology as a tool to reinforce language Children show initiative revising the content
acquisition. Children use the video and interactive of the unit in the review section and making
whiteboard material. decisions regarding the craft activities. 115
Lesson 1
Unit 3 Meal time
MST
1 1.34 Read and listen.
*0(-,#'!
1 2 #+-#,+ (*%-'"
",1+ (*%-'" "#$'+/,(*'
*#'#+-#,+

('1,%#$"#$'+/,(*'(**#
3 *0(-*#+" *#+"'(&(*
4 #+-#,+ (*%-'"

LC
!" %*%%0+#$
$'(/$'(/
LL 2 1.35 Listen and chant. 3 Look and write.
1 I like broccoli 5
I like broccoli.
$ )#'))%
I like steak.
2 I don’t like spinach, 6
+,$ +)#'"
But I love cake.
3 I like pineapple. 7
+,*/**#+ !*) *-#,
I like cherries.
I don’t like grapefruit,
4 "**#+ *((%# 8
But I love strawberries.
DC
More
36 practice

Key competence Continuous assessment


MST Encourage the children to understand the importance of Reflect with the children on the disadvantages
eating properly and having a healthy diet. Try to develop of eating too many biscuits and sweets.
in them a critical but positive attitude to food.

LC Songs are a good way to learn vocabulary and grammar Monitor the activity and sing with children.
structures in a natural and fun way.

LL Learning words in categories makes them easier to learn Encourage children to write a notebook with
and retain and this is even better if children associate the the vocabulary.
words of the same family with pictures.
116
Unit 3
Lesson 1
Language objectives 2 1.35 Children listen and chant.
Vocabulary Values: Give each child a piece of paper and get them to write
t biscuits, broccoli, cake, cherries, grapefruit, pineapple, their own version of the chant. Write the following outline on
rice, spinach, steak, strawberries, sweet corn the board:
I like .
I like .
Skills objectives I don’t like ,
Speaking But I love .
t Sing along to a song to reinforce target language
The children can decorate it and then read it out in a small
Listening group or for the whole class.
t Identify food
i-book
Touch + to open the karaoke activity. Play the complete
Reading chant to demonstrate the activity. Then play the activity chant.
t Read and follow a simple story Children chant and say the missing words as they are highlighted.
Writing Children personalise the chant: open the Richmond i-tools and
t Copy the key vocabulary ask individual children to fill in the gaps according to their likes.
Write the children’s name on the top on the screen to increase
motivation. Then cover the pictures with the shade and play
Materials the activity chant. Children sing the personalised chant together.
t Teacher’s i-book
t Student’s Book 2 CD 1 3 Children look and write.
t Poster Unit 3 Optional extra: The children choose four of the food items from
the chant and in small groups say if they like them or don’t like
t Paper
them.

Warmer Wrap up
Display the Unit 3 Poster (or open the i-poster on Call out the name of a food from either the song or the story.
the Teacher’s i-book). Invite children to come out, Tell the children to stand up if they like it, stay seated if they
point to and name any item of food they know. Write don’t like it or stand up and wave their hands if they love it.
the words as they say them. Then brainstorm a list of
other foods the children know and add them to the list.
Children look, choose the correct option and drag it
If necessary, you can draw simple pictures next to the
to the correct place. Ask children to cross out the wrong
words.
answers using the Richmond i-tools.
Lead-in
Let the children look at the story on page 36. Ask Initial evaluation
questions about the pictures: Where are the children? Display the Unit 3 Poster (or open the i-poster on the
Is it time for lunch? Elicit the name of the foods pictured Teacher’s i-book). Ask children to point to and name
and write a list on the board, providing vocabulary as something they like to eat and something they don’t like.
needed: chicken, sweet corn, biscuits, rice.

1 1.34 Children read and listen. At home


Values: Talk with the children about why Trish feels
sick. Ask why Toby doesn’t feel sick. Discuss why it is t Activity Book 2 page 36
not a good idea to eat only biscuits for lunch. Elicit what t Optional extra: Children write what they have for dinner.
a healthy lunch should include and write on the board
several possible menus for a proper lunch.
i-book
Open the i-story by touching the first picture.
Read and listen to the story with the children.

117
Unit 3
Lesson 2
LC
1 Read and match.
1 2 3

%#$ #+"%(.)+ %(. #+"%#$)+ %(.&+")(,,(+


'**(,+('1, '&+")(,,(+ %#$ #+"'**(,+
%#$&+")(,,(+ ('1,%#$**(,+ ('1,%#$)+

  

Grammar
Do you like salad?
LL Yes, I do. / No, I don’t.
2 1.36 Listen and complete.
✔
+(✗
(('1,
Do you like…?
"&-*!*+ +% "#)+ +/,(*' !!+ )#'))%
Owen      
Child’s own answers

LL

3 Complete the chart for you.


SCC

4 Ask a classmate and complete the chart for him or her.


DC More
practice 37

Key competence Continuous assessment.


LC Children become more competent in the Check that all the children are reading
comprehension of simple messages when they competently.
read simple texts.

LL Completing charts makes children reason Assess the activity by asking the likes and dislikes
mathematically, following a line of enquiry, of the people in the chart.
structuring information and making generalisations.

SCC Pairwork activities help children to work together, Monitor the children while they do the task.
understanding the codes of conduct in the
classroom in order to participate in an effective
118 and constructive way.
Unit 3
Lesson 2
Language objectives 1 Children read and match.
Grammar Optional extra: Give each child a piece of paper and show
t Present simple with like: questions and short them how to fold it into thirds. They write I like… at the top
answers, 1st and 2nd persons of the left-hand column, I love… in the middle column and I
don’t like… in the right-hand column. Ask them to look through
Vocabulary magazines for pictures of food. They cut out the pictures and
t carrots, chips, eggs, fish, hamburgers, mashed glue each one in the corresponding column.
potatoes, peas, pineapple, salad, sweet corn
Functions Visual grammar presentation
t Expressing likes and dislikes
2 1.36 Children listen and complete.
Optional extra: As a class read the first question chorally:
Skills objectives Do you like hamburgers? The children that do call out: Yes, I do
Speaking and then the ones who do not call out: No, I don’t. Repeat
t Ask and answer questions about likes with the other food items from the chart.
Listening
t Understand key language in order to complete
3 Children complete the chart for themselves.
Optional extra: The children read out their personal tastes
an activity
in small groups.
Reading
t Demonstrate comprehension of vocabulary 4 Children ask a classmate and complete the chart
for him or her.
Optional extra: Give each child some old magazines and an
Materials envelope. They find a photo of a food item they know and like,
t Teacher’s i-book cut it out and put it in the envelope. Divide the class into pairs.
t Student’s Book 2 CD 1 The children then try to guess what the other child has chosen.
t Flashcards Unit 3 Wrap up
t Old magazines Say an item of food you like and ask a child if they like it: I like (salad).
(Dan), do you like (salad)? The child answers and then repeats
t Paper
the procedure with a different food item. Continue around the class.
t Glue
t Envelopes Children listen and choose the correct answer (happy
or sad). Children use the Richmond i-tools to write the words
Warmer under the pictures.
Hold up the unit 3 Flashcards one by one and elicit
the words. Teach any new vocabulary. Put the flashcards Continuous assessment
on one side of the board and the word cards on the other.
Invite volunteers to match the pictures with the words. Ask each child to tell you something they love, like and do
not like.
i-book
Open the i-flashcards. Show them one by one
and elicit the words or listen to the audio provided.
Then show the written words. Teach any new At home
vocabulary.
Use the Vocabulary Game Generator to play Match it! t Activity Book 2 page 37
See page 19 for interactive games descriptions and ideas.

Lead-in Student’s Book CD 1


Hold up a unit 3 Flashcard and say: Look, a (pineapple).
1.36
I (love) (pineapple)! (Claudia), do you like (pineapple)?
Encourage them to say Yes, I do or No, I don’t. Owen, do you like hamburgers? No, I don’t.
Do you like salad? Yes, I do.
i-book
Open the i-flashcards. Show one flashcard and Do you like chips? Yes, I do.
say: Look, a (pineapple). I (love) (pineapple)! (Claudia), Do you like sweet corn? No, I don’t.
do you like (pineapple)? Encourage them to say Yes, Do you like eggs? No, I don’t.
I do or No, I don’t. Then open the i-poster. Children Do you like pineapple? Yes, I do.
drag the words to the correct place. Ask children to
circle other food they know using the Richmond
i-tools. Write the words they say.
119
Unit 3
Lesson 3
CAE
1 Read the poem and stick.
Picky Pete
#$0,(+'1,%#$ #+"(*)+(+'1,%#$&#%$(*0(!"-*,(*"+
(+'1,%#$"&-*!*+(*)(,,(+(+'1,%#$%,,-(*,(&,(+
(/",(+#$0,%#$ ", (((+", %#$+#+-#,+'
#*&''0,"#'!+/,
Doesn’t like Likes

LC Grammar
2 Look and circle true (T) or false (F). He likes biscuits. He doesn’t like cheese.
They like ham. They don’t like milk.

1. He likes peas. T/F 4. They like ham. T/F


2. She likes cheese. T/F 5. She doesn’t like milk. T/F
3. They don’t like peas. T/F 6. He doesn’t like bananas. T/F
DC
More
38 practice

Key competence Continuous assessment


CAE Reading poems increases children’s familiarity Check children stick the stickers in the right box.
with a wide range of texts and literary
expressions, developing pleasure in reading
and encouraging them to relate what they
read in the poem to their own experiences.

LC Explicit knowledge of grammar is very Make children copy the grammar box to
important, as it gives children a more interiorise the structures and look at their work.
conscious control of the language.

120
Unit 3
Lesson 3
Language objectives 2 Children look and circle true (T) or false (F).
Grammar Optional extra: Write the following on the board:
t Present simple with like: affirmative and negative, She likes ice cream.
3rd person singular and plural They like ice cream.
Encourage the children to notice and explain the difference
Vocabulary between the two sentences. Next to the first sentence, draw a girl
t biscuits, cheese, fish, ham, hamburgers, ice cream, with a happy face next to an ice cream cone. Next to the second
lettuce, milk, peas, tomatoes, yoghurt
sentence, draw two girls with a happy face next to an ice cream
Functions cone. Underline the verbs in each sentence. Explain that when
t Describing what people like to eat we are using he or she, we add an s to the verb. Elicit other pairs
of similar sentences and write them on the board with simple
pictures.
Skills objectives Repeat the procedure with He doesn’t like yoghurt. /
Reading They don’t like yoghurt.
t Demonstrate understanding by placing stickers
t Read a poem and recognise there is a rhythm Wrap up
t Interpret a chart Draw a 3 by 3 grid on the board and in each space write one
of the following: like, likes, doesn’t like, don’t like.
Divide the class into two teams: X and O. The teams take turns
Materials to choose a square. In order to win the square, they must make a
t Teacher’s i-book correct sentence using the verb in the square. When a team wins
t Teacher’s Resource Book 2 a square, one member draws an X or an O in it. The first team to
win three squares in a row wins the game.
Warmer
Ask a student a question about food: (Susana), do you Children order the words. Use the shade from
like eggs? When the child answers, repeat the answer the Richmond i-tools to cover the letters and ask children
in the third person: She likes eggs. Repeat with other to write the words.
children and food items.
Lead-in
Continuous assessment
Write the word picky on the board. Explain that Teacher’s Resource Book 2: Listening worksheet Unit 3
picky means that a person has very narrow tastes. Optional extra: Say several sentences and ask the children
For example, people who are picky might not like to quickly draw pictures to represent their meaning:
vegetables, or they might only like things that are They like pizza. He likes fish. They don’t like cherries.
coloured pink. (Clarify that picky is not limited only She doesn’t like bananas.
to specific tastes in eating.) The children then make up and illustrate four sentences of
their own.
1 Children read the poem and stick.
Optional extra: Write a big letter s on the board. Elicit all
the names of food the children can remember that begin At home
with that letter, for example: steak, spinach, strawberries,
t Activity Book 2 page 38
salad, sweet corn. Repeat the activity with p and c
(pineapple, peas, potato, pizza; cheese, cherries, chicken, t Optional extra: Children write about the likes and dislikes
chips, carrots, cake). of a member of their family.

i-book
Touch + to open the activity. Play What’s this?
Children have to guess the picture. Divide the class in
groups. Open the clock in the Richmond i-tools to make
it more challenging for the children. Children look at
the picture and guess what food it is. Use the clue until
they are able to get it right. When children have a guess
they raise their hands. Stop the clock. If the answer is
correct, give one point to the team. If it’s not correct,
restart the clock.

Visual grammar presentation

121
Unit 3
Lesson 4
LL
1 Read and write the names.
Mary and Cary are twins. They eat dinner
*,(*"+ together. Mary likes bread. Cary doesn’t like
(*,(&,(+ bread. She likes salad. Mary doesn’t like salad.
#+-#,+' They both like pasta. They don’t like cheese.

1 2

*0 *0
LC
2 Read again and complete.
 
* )+, +%

 
+% "+ *

Grammar
LC Does she like ham?
3 Read and answer. Do they like salad?

++"(+(+"(+'1,+,"0((,"0('1,

1. Does Cary like salad? ++"(+

2. Do Mary and Cary like pasta? +,"0(

3. Does Cary like bread? (+"(+'1,


4. Do Mary and Cary like cheese? (,"0('1,
DC
More
practice 39

Key competence Continuous assessment


LL To develop in the learning process, children Ask which foods Mary and Cary like/dislike to check
need to improve their thinking strategies like comprehension.
observing, comparing and deducting, as they do
in this activity.
LC Ask children to provide reasoned justifications
Completing this activity develops good reading
for their answers.
comprehension as well as linguistic knowledge,
particularly of vocabulary and grammar.

122
Unit 3
Lesson 4
Language objectives 1 Children read and write the names.
Optional extra: The children make a list for both Mary and Cary
Grammar
with the food that they like.
t Present simple with like: questions and short
answers, 3rd person singular and plural
Vocabulary
2 Children read again and complete.
Optional extra: The children compare their answers with a
t bread, cheese, pasta, salad partner. A pair of children then draws the diagram on the board
Functions for the others to check.
t Describing what people like to eat
Visual grammar presentation

Skills objectives 3 Children read and answer.


Speaking Optional extra: Divide the class into pairs and distribute paper.
t Answer questions The children make a Venn diagram about their tastes. Walk
around the class as children are working, providing help as
Reading needed. When children finish, they can present the information
t Understand key language in order to complete to the rest of the class.
an activity
Writing Wrap up
t Copy key language Display the unit 3 Poster (or open the i-Poster on the Teacher’s
i-book). On the board write a chart with the following headings:
Sweet foods, Drinks, Fruit, Vegetables. Invite children out to point
Materials to an item of food, name it and say where it belongs on the
t Teacher’s i-book chart. If they are correct, write the word in the corresponding
t Teacher’s Resource Book 2 column.
t Poster Unit 3
t Paper Children listen, read and choose the correct option. Ask
children to draw the food they hear using the Richmond i-tools.
Warmer
Display the Unit 3 Poster (or open the i-poster on the Continuous assessment
Teacher’s i-book). Divide the class into two teams. Teacher’s Resource Book 2: Writing worksheet Unit 3
Invite one member of each team out. Say a food item Optional extra: Draw a Venn diagram on the board for two
and the children try to find it. The first one to find it imaginary children. Ask the children questions about the
wins a point for their team. children using Does he/she like...? and Do they like...?

Lead-in
Draw a Venn diagram on the board. Ask two children At home
to come out and write each name on one of the circles.
Ascertain food which they both like and write it in the t Activity Book 2 page 39
overlapping segment, and food only one likes and write
it in their part of the circle.
i-book
Open the lead-in activity. Children listen and
drag the pictures to classify the food (I like, I don’t like,
she doesn’t like…). Children use the Richmond i-tools
to write the words under the pictures. Oral activity:
encourage children to say what food from the screen
they like or don’t like.

123
Unit 3
Lesson 5 Mother’s Day surprise!
1 2

Today is Mother’s Day. Tina and Mark


want to cook a special dinner for their ‘Let’s think of everything that Mum likes
mum. They ask their dad for help. to eat,’ says Dad. ‘We can make a list
and then buy all the ingredients.’
3
4

‘She likes pasta, yoghurt, pineapple,


carrots, spinach, honey... and she loves
Dad, Tina and Mark buy everything
broccoli!’ says Tina. ‘She doesn’t like
Mum likes. They go to the market for
fish or cake. She likes lettuce, cheese,
the fruit and vegetables and then to the
peas and strawberries,’ says Mark.
SCC supermarket for the other ingredients.

1 1.37 Read and listen. 2 Tick (✔) the food Mum likes.
SCC

  

    
40

Key competence Continuous assessment


SCC Discuss the picture and point out how Encourage children to express their feelings and
enjoyable it is to celebrate important days like think about the importance of the people that look
Mother’s Day to show affection and love to after them.
our mums or carers. Talk about values such as
selflessness and unconditional love, generosity,
dedication, etc.

124
Unit 3
Lesson 5
Language objectives Fast finishers
Children read the story to themselves quietly.
Vocabulary
t broccoli, cake, carrots, cheese, fish, honey, lettuce, Wrap up
pasta, peas, pineapple, spinach, strawberries, yoghurt Tell the children that they are Mum and you are going to ask
questions about the food. Say: Mum, do you like (cake)? The first
child to put up their hands and answer correctly wins a point.
Skills objectives
Listening Continuous assessment
t Identify food in a story
Name a food item from the story and ask the children:
t Follow the narrative of a story Does Tina and Mark’s mum like it?
Reading
t Understand and follow a narrative
t Demonstrate comprehension
At home
t Activity Book 2 page 40
Materials t Optional extra: Children draw a picture of their favourite
dish.
t Teacher’s i-book
t Student’s Book 2 CD 1

Warmer
Write the phrase Mother’s Day on the board. Ask
the children if they know when it is and if they ever
do anything special for their mum. Ask them if they
have ever helped to prepare any food at home.

Lead-in
Ask the children to think of all the food their mum
or dad likes or doesn’t like and to tell the person sitting
next to them.

1 1.37 Children read and listen to the story


(1-8).
Optional extra: Play the track again and ask
comprehension questions: What do the children want to
do? What does Dad make a list of? Where do they buy the
fruit from?
i-book
Open the i-story by touching the first picture.
Read and listen to the story with the children.

2 Children tick (✓) the food Mum likes.


Optional extra: Children put a tick or a cross for each
food item for themselves. In pairs they tell their partner
which food they like and which they do not like.

125
Unit 3
Lesson 6
5 6

They wash their hands before preparing


the food. Dad cooks the pasta, broccoli Mark washes the lettuce, spinach and
and peas with lots of cheese on top. tomatoes and then he peels the carrots.
Then he puts it in the oven. He makes a big salad. ‘This looks
delicious,’ he says.
7
8

Mum finally gets home. ‘Surprise!


Tina makes a fruit salad for dessert.
Happy Mother’s Day!’ they all shout.
She cuts up the strawberries and Dad
Mum is very happy, ‘Look at all my
helps her with the pineapple. Then she
favourite food, I love it! Thank you!’
puts yoghurt and honey on top.
LC

1 1.38 Read and listen.

LC 2 Read and match.


1. Does Mum like pasta?  No, she doesn’t.
2. Does Tina make a cake?  Yes, she does.
3. Does Dad help Tina?  No, he doesn’t.
4. Does Mark put cheese in the salad? Yes, she does.
5. Does Mum like the surprise?  Yes, he does.
DC
More
practice 41

Key competence Continuous assessment


LC Stories are good for developing skills like Ask children if they celebrate Mother’s Day
language comprehension and communication. and what they do.
Remind children that they do not need to
understand every word at first but they will
learn to guess and predict meanings that they
have not learnt yet.

126
Unit 3
Lesson 6
Language objectives Wrap up
Write the dishes that appear in the story as headings on
Vocabulary the board: Pasta, Salad, Fruit salad. Ask the children to tell you
t broccoli, cake, carrots, cheese, fish, honey, lettuce, which ingredients belong in which dish. As they say them, write
pasta, peas, pineapple, spinach, strawberries, yoghurt them under the correct column.

Skills objectives Sequencing: children listen to the story and drag


the numbers to the correct picture. Alternatively, use
Listening the Richmond i-tools to circle the correct picture or to write
t Follow the narrative of a story the numbers.
Reading
t Understand and follow a narrative Continuous assessment
t Demonstrate comprehension
Teacher’s Resource Book 2: Reading worksheet Unit 3

Materials At home
t Teacher’s i-book
t Teacher’s Resource Book 2 t Activity Book 2 page 41
t Student’s Book 2 CD 1 t Optional extra: Children draw their favourite food.

Warmer
Write the title of the story on the board: Mother’s Day
surprise. Ask children what they remember about the
story. Elicit the names of the characters and the setting
of the story.
Lead-in
In pairs, ask children to remember and list the food
mentioned in the story.

1 1.38 Children read and listen to the story


(1-8).
Optional extra: Read and listen to the story again, but
pause at different points for children to say the next
word in the story.
i-book
Open the i-story on the Teacher’s i-book by
touching the first picture. Read and listen to the story
with the children again.

2 Children read and match.


Optional extra: Write the names of all the ingredients
on small pieces of paper. Distribute them among
the children. Call out one of the dishes, for example,
fruit salad, and ask all the people holding one of the
ingredients to come out to the front. Review them
together to see if you have the right ingredients for
the dish.

127
Unit 3
Lesson 7 2
LL
1 Read and stick.
"+"&-*!*+
1 2
+&%%%##(-+

"+#+-#,+
%(($!((
"#+&#%$
3 4
+&%%+
"#++%,+,+
%##(-+

LC Grammar
2 Read, complete and number. This rice looks delicious.
These biscuits smell good.
"+ "#+ 
"+

1. cherries taste delicious.

2. "#+ juice looks good.

3. "+ biscuits smell good. 



4. "#+ bread looks bad.

LC
3 Pop out, colour and make dinner.
",1+ (*#''* ""&+&%%+!((

&'+/,(*' %+)++,"+/,(*'
DC
More
42 practice

Key competence Continuous assessment


LL The stickers activity requires children to process Check children stick the stickers in the right box.
explicit information and reasoning to match
images and words. It will help them to associate
and remember the meanings of grammar and
vocabulary.
LC Reading and writing activities at this stage help Check the spelling and the grammar.
children to understand and memorise and will
encourage them to write with more confidence.

128
Unit 3
Lesson 7
Language objectives 1 Children read and stick.
Grammar Optional extra: Show the children the real food and give each
t Present simple with senses: looks, smells, tastes child something. Ask them to tell the class how it smells, looks
and tastes.
t Adjectives: bad, good, delicious
t Demonstrative adjectives: this, these i-book
Touch + to open the activity. Memory game: individual
Vocabulary children come to the IWB to find the pairs. The rest of
t biscuits, bread, cherries, ham, hamburgers, juice, milk, the children help by using the number references on the back
salad, sweet corn of the cards.
Functions
t Describing food using sensory verbs Visual grammar presentation

2 Children read, complete and number.


Skills objectives Optional extra: Divide the class into groups and give each
group a large piece of card. Tell them to draw a large piece
Reading
of fruit on their card (depending on the flavours of jelly/drink
t Show understanding of key vocabulary by placing
powder available).
stickers
The children paint their fruit and then, while the paint is wet,
Speaking sprinkle the appropriate flavoured powder to give the picture a
t Use the Present simple with sensory verbs unique smell. Display the smelling fruit pictures in the classroom.
to describe food The children can then say: This (strawberry) smells (good).

Materials 3 Children pop out, colour and make dinner.


Optional extra: Divide the class into groups of four.
t Teacher’s i-book Tell them to push their desks together to form a table.
t Teacher’s Resource Book 2 The children put their popouts in the middle, pass the food
t Flashcards Unit 3 around and discuss how their food tastes, smells and looks. Invite
t Different food cut into pieces for the children a few groups to act out the role-play for the rest of the class.
to smell and taste, such as fresh bread, fruit,
biscuits, etc. Wrap up
t Card The children stand in a circle. Distribute unit 3 Flashcards or real
food. Play some music and the children pass the items around
t Glue the circle. Pause the music. The children holding something say
t Different fruit-flavoured jelly crystals or drink a sentence with this or these.
powder (for example, strawberry, orange, lemon)
t Paint Use the Vocabulary Game Generator to review the key
i-book

vocabulary covered in the lesson.


t CD of music See page 22 for interactive games descriptions and ideas.

Attention to diversity Children read and match the sentences with the pictures.
If you bring in real food for children to smell and
taste, be careful to check for any food allergies Continuous assessment
beforehand.
Teacher’s Resource Book 2: Language worksheet Unit 3
Warmer
Draw a face on the board and write the words taste, At home
smell and look. Discuss that we taste with our mouths,
smell with our noses and look at with our eyes. Point to t Activity Book 2 page 42
each of the features as you talk about these senses.

Lead-in
On the board write: This cherry smells good and
These cherries smell good. Ask children if they can see
the difference between the two sentences. Draw one
cherry next to the first sentence and several next to
the second.
129
Unit 3

LC
1 1.39
Phonics
Listen and number.
Lesson 8

 I like to eat… 

1. I like to eat, I like to eat lots of


pizza, beans and peaches.
2. I like to eat, I like to eat lots of
meat and peas and cheese.
 3. I like to eat, I like to eat lots of
of 
sweets and green ice cream.
m.
4. I like to eat, I like to eat…
Uh oh!
oh! I can’t see my feet!

LC
2 1.40 Listen and sing.
LL
3 1.41 Listen and match.

1 2 3 4 5 6

feet green beans


"+/,(*' meat peas peach
DC
More
phonics 43

Key competence Continuous assessment


LC Children explore the patterns and sounds of Ask children to repeat words with the long e sound.
language through songs and rhymes and link
the spelling, sound and meaning of words.

LL Listen-and-match activities help children to Ask children to pronounce the words aloud.
practise observation and concentration when they
listen attentively to spoken language and show
understanding to match the items they hear.

130
Unit 3
Lesson 8
Language objectives 3 1.41 Children listen and match.
Optional extra: Write the words Feet and Meat as column
Vocabulary
headings on the board. Ask volunteers to come out and write
t beans, cheese, eat, green, ice cream, meat, peaches,
a word in one of the columns.
peas, sweets
Pronunciation Wrap up
t Phonics: long e sound Draw a large bull’s eye on the floor with chalk. In each circle
include different letters: ea, ee, e.
Skills objectives Divide the class into teams. Give a child a bean bag and ask
them to throw it. If it lands on the bull’s eye, they say a word
Speaking
with those letters. If they say a correct word, they win a point
t Identify and produce long e sounds
for their team.
Listening
t Differentiate between alternative spellings
for the long e sound Children listen and choose the correct sound. Ask
children to write the words on the IWB using the Richmond
i-tools so they associate the sound with the letter.
Materials
t Teacher’s i-book Continuous assessment
t Teacher’s Resource Book 2 Teacher’s Resource Book 2: Speaking worksheet 3
t Student’s Book 2 CD 1 Optional extra: Ask the children to copy four words with
t Bean bags the long e sound and ee spelling and four with the ea spelling
in their notebooks.
t Chalk

Warmer At home
Write the letter e on the board. Remind children of
the short sound. Elicit some examples of the short t Activity Book 2 page 43
e sound: red, leg.

Lead-in
Tell children that the e letter can also say its name
and make a long e sound using the letters ee or ea.
Give some examples for the children to say together:
green, feet, eat, pea. Elicit more examples from the
children. Write the word pizza on the board and say
that this word also has the long e sound.

1 1.39 Children listen and number.


Optional extra: Read out each line of the poem but
stop for the children to say the words with the long
e sound in each line.

2 1.40 Children listen and sing.


Optional extra: Children repeat the song chorally and
individually, trying to imitate the correct pronunciation.

i-book
Touch + to open the karaoke activity. Play
the complete song to demonstrate the activity. Then
play the activity song. Children sing and say the words
as they appear on the screen. Encourage correct
pronunciation.When the song has ended, open the
Richmond i-tools and ask the children to fill in the gaps
with words they remember. Listen to the complete song
to validate.

131
Unit 3

MST
Lesson 9

1 Look and match.


Achieve! C LI L

getables
1 Food pyramid Ve
Grains 4

ts & oils
Fa
5
2 F r ui t s

at, fis
3 lk & dair 6 Mes & be h,
Mi gg
a
y

ns
e

MST
2 Look and colour.
1 2 3 4

5 6 7 8

LL
3 Make a food pyramid poster.
44

Key competence Continuous assessment


MST Science teaching involves enabling children Ask children how balanced their diet is according
to look more closely at the natural and human to the pyramid.
world around them. In this context, you can
describe the importance for humans of eating
the right amounts of different types of food
to be healthy.
LL Children should be able to apply and describe If possible, get the children to explain their
what they have learnt, but they should also be posters.
familiar with, and use science terminology to
talk about the food pyramid.
132
Unit 3
Lesson 9
Language objectives 1 Children look and match.
Optional extra: Name an item of food and ask the children
Vocabulary
to tell you which category it belongs to.
t beans, dairy, eggs, fats, fish, fruits, grains, meat, milk,
oils, vegetables
Functions 2 Children look and colour.
Divide the class into pairs. The children look back through
t Categorising food into groups
the unit for other examples of foods that belong to these
categories and write lists in their notebooks. Elicit lists and
Skills objectives write them on the board.

Speaking 3 Children make a food pyramid poster.


t Name food groups Children can also make one large class poster. Make an outline
Writing of a food pyramid on a large piece of continuous paper. Divide
t Create a food pyramid with target vocabulary the pyramid into six sections and code them by colour, following
the example of the pyramid in the Student’s Book. Write a key
to the side of the pyramid which indicates the name of the food
Materials category for each coloured section. Give out paper and ask
t Teacher’s i-book the children to draw, label and cut out one food that goes in
each category. They then come up one at a time and show
t A soft ball the class their foods as they tape them in the corresponding
t Continuous paper section of the food pyramid.
t Paper
Wrap up
Warmer Give each child a piece of paper and show them how to divide
Ask the children to stand up. Toss a soft ball to a child it into six sections and label them with the names of the food
and ask them to name a food item. They then toss groups. At home, ask them to keep a food journal for a couple
the ball to another child to name another food item, of days and write down everything they eat each day in
and so on. Write a running list on the board of all the corresponding category. They can share and discuss their
the food words that children remember. journals at school.

Lead-in Continuous assessment


Let the children look at the food pyramid and draw their
attention to the size of the coloured blocks. Explain that Ask children to write a list with 5 foods you should have
the size corresponds to the importance in our diet. Ask often and 3 you shouldn’t.
which sections are biggest (grains, vegetables, fruits, milk
& dairy) and which are the smallest (meats, fats & oils).
Clarify that to ensure a balanced diet, it is important
At home
to eat more daily servings of the foods in the categories t Activity Book 2 page 44
at the bottom of the pyramid and less servings of foods
t Optional extra: Children complete a food journal.
in the other two categories.
i-book
Open the lead-in activity. Explain how important
it is to have a healthy diet. Open the Richmond i-tools
and cover the bottom of the screen with the shade.
Point to individual food in each picture and ask children
to say the words (carrots, watermelon, cheese…).
Introduce any new vocabulary. Use the Richmond
i-tools to write the words beside each picture. Remove
the shade and introduce the food categories (vegetables,
grains…). Ask children to drag the categories to
the correct pictures.

133
Unit 3

LC
1 Look and write.
Fruit salad Lesson 10
Culture

))%+ ''+ (/% !*)+ $#/#+ )"+ )#'))% +,*/**#+

1 2 3 4

+,*/**#+ ))%+ )"+ ''+

5 6 7 8

!*)+ (/% )#'))% $#/#+


CAE
2 Read and number.  
1. Wash your hands.
2. Wash the fruit.
3. Cut the fruit.  
4. Mix the fruit in a bowl.
5. Serve and eat!
MST
3 Write a recipe.
0 *-#,+%

Child’s own writing

45

Key competence Continuous assessment


LC Explicit knowledge of vocabulary is very Say the number and ask the children to say
important, as it gives children more conscious the right word.
control and choice in the language.
CAE Children learn to read and write for different Ask children to read the sentences aloud.
purposes, different contexts and use different
registers and vocabulary.
MST Writing activities at this age make children more Check vocabulary and grammar usage.
competent in applying grammar rules and
the vocabulary they have learnt.

134
Unit 3
Lesson 10
Language objectives 2 Children read and number.
Optional extra: Make a real fruit salad. Divide the class into
Vocabulary small groups. Make sure children wash their hands first of all.
t apples, bananas, bowl, grapes, kiwis, peaches, Provide a cutting board, a plastic knife and some fruit to each
pineapple, strawberries; cut, eat, mix, serve, wash
group. The children take turns cutting up fruit and putting it in
a large bowl. Pass out plastic bowls and spoons and let them
Skills objectives serve themselves the fruit salad. Comment on their food by
saying: Mmm, that looks delicious!
Reading
t Recognise and select key vocabulary 3 Children write a recipe.
Writing Optional extra: Children describe their ideal fruit salad.
t Write ingredients for a recipe
i-book
Watch the video Campfire cooking. Complete
the comprehension activity with the children.
Materials
t Teacher’s i-book Wrap up
t Fruit Give the children paper and paint, and use any leftover fruit
to make fruit print paintings.
t Plastic bowls, spoons, knives
t Cutting boards Continuous assessment
t Recipe books or recipes from magazines
Dictate the following sentences:
t Paint 1 This peach looks delicious.
t Paper 2 These strawberries taste bad.
3 This pineapple smells good.
The children write the sentences in their notebooks.
Attention to diversity Write them on the board for children to check their spelling.
If you bring in fruit for children to make a fruit salad, Then ask them to draw pictures to illustrate the meaning
be careful to check for any food allergies beforehand. of each sentence.

Warmer
Write the heading Fruit on the board. Call on volunteers At home
to come up and draw different fruits on the board at
t Activity Book 2 page 45
the same time. Then go over the pictures with the class,
encouraging children to name each piece of fruit as you t Optional extra: Children write a recipe for a favourite dish.
write the corresponding word under the picture.

Lead-in
Divide the class into groups and assign each group
a fruit. Give commands, for example: Apples, jump!
Kiwis, dance!

1 Children look and write.


Optional extra: Hand out the recipes and let children
see how they always have a list of ingredients followed
by the instructions. Encourage them to share their
cooking experiences.

135
LL Unit3 Review
LL
1 Complete the questions. 2 1.42 Listen and answer.
1. Do you like  *((%# ?
+ ( .

2. Do you like  !!+ ?


( ('1, .

3. Do you like + )#'" ?


(('1,

4. Do you like  '+ ?


+(

LL
3 Ask two classmates and complete the chart.
= love = like = don’t like

Name

Child’s own answers

(0(-%#$0(!"-*,  +(%(.0(!"-*,

(0(-%#$)+ (('1,

46

Key competence Continuous assessment


LL This lesson provides a comprehensive review Check whether some children are making more
of all four language skills: listening, speaking, progress in one skill than in the others.
reading and writing, as well as vocabulary and
grammar. It also allows teachers to continuously
assess the children’s progress.

136
Unit 3
Review
Language objectives i-book
Open the i-poster. Children listen and find the food on
Grammar the poster. Ask children to use the Richmond i-tools to organise
t Present simple with like: affirmative, negative, the food into categories: circle the vegetables in green, the fruits
interrogative; all persons in red, etc.

Vocabulary 1 Children complete the questions.


t Food Optional extra: Play food Pictionary. Tell the children to look
Functions through the unit and choose a food they would like to draw.
t Expressing likes and dislikes Divide the class into two teams. Invite a child to the board and
ask them to draw the food item for the rest of the class to guess.
t Describing personal taste The first child to correctly guess wins a point for their team.
t Describing healthy food
2 1.42 Children listen and answer.
Skills objectives Optional extra: The children answer the questions for
themselves as well.
Listening
t Review the target vocabulary and grammar
t Demonstrate comprehension
3 Children ask two classmates and complete the
chart.
Speaking Optional extra: The children make their own questionnaire with
t Ask about food likes their own favourite food items named along the top. They then
Reading ask two or three classmates if they like the same food as they do.
t Demonstrate comprehension i-book
Open the Speaking activity. Show the pictures to the
Writing children and ask them to describe what they can see. Then read
t Write about someone’s food preferences the questions provided and encourage children to answer using
full sentences.
Divide the class in groups. Open My Notes and ask one of
Materials the groups to use the Richmond i-tools to write or draw a new
t Teacher’s i-book menu with the food they like. Another group has to describe
the menu to the rest of the class.
t Teacher’s Resource Book 2
t Student’s Book 2 CD 1 Student’s Book CD 1
t Poster Unit 3
t A soft ball 1.42

1 Do you like broccoli? Yes, I do.


Warmer 2 Do you like eggs? No, I don’t.
Toss a ball to a child as you say fruit. Encourage them 3 Do you like spinach? No, I don’t.
to name a piece of fruit and toss the ball to a classmate, 4 Do like you beans? Yes, I do.
who in turn names another piece of fruit, and so on.
When a child repeats the name of a fruit or cannot think
of anything, change the category to vegetables, grains
or dairy.
i-book
Use the Vocabulary Game Generator to review
the key vocabulary covered in the unit.
See page 22 for interactive games descriptions and ideas.
Lead-in
Display the unit 3 Poster. Call out food words and
ask children to come and point to the items in
the picture. Review the chant that children learnt
in Lesson 1, Track 1.35.

137
Unit3 Review
IE
4 Write about your classmates’ likes and dislikes.
  
         

Child’s own writing

IE
5 Read and circle true (T) or false (F).
It’s important to eat different food to keep your body healthy. Eat lots
of fruit and vegetables every day like apples, bananas, spinach and
lettuce. You also need to eat meat, fish, eggs or beans to make you
strong. Grains like bread, rice or pasta give you energy. Milk, cheese
and yoghurt are good for your bones. Don’t eat lots of sweet things
like cake, chocolate or biscuits because they’re not good for you.

1. It’s good to eat fruit every day. T/F


2. Eggs are bad for you. T/F
3. Bread and rice are grains. T/F
4. Yoghurt is good for your bones. T/F
5. Biscuits are good for you. T/F
47

Key competence Continuous assessment


IE The review lessons develop a positive personal Check and correct children’s work.
attitude towards independent learning and
make the children aware of their own capacities,
limitations and achievements. Children learn
about their common mistakes and how to work
in order to improve them.

138
Unit 3
Review
4 Children write about their classmates’
likes and dislikes.
Optional extra: Children write two sentences about
themselves and draw the food.

5 Children read and circle true (T) or false (F).


Optional extra: The children label all the food they
know in the photo.

Wrap up
Divide the board into two and on one side write
Good for you and on the other write Bad for you.
Brainstorm with the children all the food items they
know and together decide which side of the board
to write them on.

Initial
Final evaluation
evaluation
Teacher’s Resource Book 2: Test Unit 3

At home
t Activity Book 2 pages 46-47

139