English for Spanish Speakers Teachats Raseure Book [Camilla|Mayhew] Susannah|Reed|CAMBRIDGE UNIVERSITY PRESS ‘J Orense, 4 - 13°, 28020 Madd, Spain ‘Cambridge Unversity Pies s part of the University of Cambridge furthers the University’s mision by disseminating knowledge inthe pursuit of ‘education, learing and research atthe highest international ievls of excellence. www. cambridge.org Information on this title: www. cambridge org/9788483233757 © Cambridge University Press 2014 ts normally necessary for written permission for copying to be obtained ‘n advance from a publisher. The worksheets, role play cards, tests, and tapescripts at the back ofthis book are designed to be copied and distributed in class. Tre normal requirements are waived hore and i is not necessary to write to Cambridge University ress for permisson for an individual teacher to make copies for use within his or her own classroom. Only thase pages that carry the wording '@ Cambridge Univesity Press’ may be copied, Fast published 2014 Printed in Spain Legal deposit: M-1757-2014 ISBN 978-84-8323-375-7 Teacher's Resource Book 1 ISBN 978-84-8323-523-2 Pupi's Book 1 with anne activities ISBN 978-84-8323-525-6 Activily Book | ISBN 978-84-8323-409-9 Teacher's Book 1 ISBN 978-84-8323-502-7 Class Audio CDs 1 ISBN 978-84-8323-959-9 Fosters 1 ISBN 978-84-8323-394-8 Fasheards 1 ISBN 978-84-8323-483-9 Wordcards 1 Cambridge University Press has no responsiblity forthe persistence or accuracy (of URLS for external or third-party internet websites referred to 1 this publication, and does not guarantee that any content on such websites i, or will mein, accurate or appropriate. Information regarding prices, travel timetables, and other factual information given in this work is correct atthe time of fist printing but ‘Cambridge University Press does not guarantee the accuracy of such information thereafter Thanks and acknowledgements The publishers are grateful to the following contributor Lynne Rushton and Lucy Frino: freelance editors Oliver Design: concept design Pentacorbig and Dario Pérez: book design and page make-up Chefer and Abel Gantoff Soso: cover design Kite Recording Studio and Bendito Sonido: audio recordings The publishers and authors are grateful to the following illustrators: Marek Jogucki, David Semple, Martin Lowe, Red Jelly, Andy Parker, Martin Sonders (Beehive), Clive Goodyer, ‘Andrew Hennessey, José Antonio Rubio, Pedro Soto and Dario Pérez CatalénContents Introduction 4 Teacher’s notes and worksheets Welcome unit: Friends 6 Unit 1: At school 10 Unit 2: Let’s play! 15 Unit 3: Pet show 20 Unit 4: Lunchtime 25 Unit 5: Family 30 Unit 6: Get dressed! 35 Unit 7: The robot 40 Unit 8: At the beach 45 Introduction to the tests 50 Teacher’s notes, tapescripts and answer keys 51 Term tests Term 1 Listening (Standard) 57 Term 1 Pre-reading and writing 1 (Standard) 58 Term 1 Pre-reading and writing 2 (Standard) 59 Term 1 Speaking (Standard) 60 Term 1 Listening (High) 61 Term 1 Pre-reading and writing 1 (High) 62 Term 1 Pre-reading and writing 2 (High) 63 Term 1 Speaking (High) 64 Term 2 Listening (Standard) 65 Term 2 Reading (Standard) Term 2 Writing (Standard) Term 2 Speaking (Standard) Term 2 Listening (High) Term 2 Reading (High) Term 2 Writing (High) Term 2 Speaking (High) Term 3 Listening (Standard) Term 3 Reading (Standard) Term 3 Writing (Standard) Term 3 Speaking (Standard) Term 3 Listening (High) Term 3 Reading (High) Term 3 Writing (High) Term 3 Speaking (High) 66 67 68 69 70 "1 72 73 14 75 76 7 78 79 80 receIntroduction The Teacher's Resource Book contains photocopioble worksheets which provide extra language practice for those teachers and pupils using Quick Minds 1 There ore, in addition, term tests at two levels of difficulty What do the photocopiable worksheets provide? The photocopiable worksheets have been carefully designed to reinforce and provide extra practice of the work done in class. They focus on the language introduced in each unit of Level 1 of the course ond do not introduce or use any additional or unfamiliar Longuage. They also allow the teacher to extend ‘and personalise work on the bosic competences for lifelong learning introduced in the Pupil’s Book, as well os suggesting woys to further develop basic competences Each worksheet has accompanying teacher's notes swith suggestions for exploitation in the classroom, together with suggested Optionol follow-up activities. ‘There are four worksheets for use with each main unit in Level + Reinforcement worksheet 1: This worksheet focuses on the key vocabulary presented on the opening page ‘of each unit in the Pupil’s Book. The vocabulary area is identified at the foot of the worksheet and items ore listed in detail in the teacher's notes Reinforcement worksheet 2: This worksheet focuses on the language presented and practised in the first grammar lesson of each unit (on the second page of each unit in the Pupil’s Book). The torget language is Shown at the foot of the worksheet and detoiled in the teacher's notes. Reinforcement worksheet 3: This worksheet focuses con the language presented and practised in the second grammar lesson of each unit (on the fourth page of each unit in the Pupil’s Book). Once again, the target longuage is indicated on the worksheet ‘and is detciled in the teacher's notes. Extension worksheet 4: This worksheet is based either on the skills focus or on the CLIL focus of the corresponding Pupil’s 800k unit (pages seven and ‘eight in each unit of the Pupil’s Book) In addition, there are three worksheets provided for use with the Friends unit. How can the worksheets be used? The worksheets have been developed following the main unit structure in the Pupil’s Book and Activity Book. They have been designed to provide flexibility and to cater for different needs: in different classes or at different moments of the year. These worksheets, can be used in a number of ways: The first three worksheets in each unit (reinforcement) have been designed to reinforce the core content (vocabulary ond grommar) presented on the first second and fourth pages of each unit of the Pupil’s Book. Pupils can either work on them individually cr as part of pir or closs activities. For individual work, the worksheets could be used by those pupils ‘who Finish class activities more quickly than others Alternatively, they can be set for homework. For pair or lass activities, the worksheets can be used when ‘additional practice is necessary, for revision, or os an alternative activity when there isa gap or change in your usual lesson routine. Suggestions on how to use the worksheets in different ways are included in the ‘accompanying teacher's notes. The fourth worksheet in each unit (extension) provides additional practice of material on the final two pages of a unit, which ore alternately, either CLIL or skils-bosed. This worksheet is usually intended to be used communicatively, for pair, small group or class activities. Suggestions on how to use this worksheet are also included in the accompanying teacher's notes. What activity types do the worksheets provide? The worksheets provide a ronge of games and tstening end speaking tasks ond, ot this level activities which require the pupils to practise pre- feading and pre-writing skils, such os matching ‘ond tracing; reading and writing single words ond, eventuoll, feeding and completing short sentences. In addition, many of the activities in both the worksheets and the tests introduce pupils to the tosk types required by the Cambridge English: Young Learners Tests, such os ‘Listen and colour’ and ‘Listen cond tick’. These are marked with this symbol © where they occur. ‘The Teacher's notes and Optional follow-up activities contain references to some well-known traditional games and activities. These include: Simon says! Coll out instructions for pupils to follow. If ‘you say an instruction with Simon says at the beginning oft, e.g. Simon says, open your book, pupils should do os you say. If they do not hear the instruction ‘Simon says at the beginning. e.g. Open your book, pupils should do nothing. If they follow an instruction wrongly, they are ‘out’ and have to sit down. Bingo Pupils choose three or four words or pictures from a vocabulary group or groups. e.g. clothes and colours, and either draw or make a list of them. Call ‘out words, or descriptions of the pictures, e.g. 0 blue skirt. When pupils hear you call out something that they have chosen, they cross it out. The first one to ‘ross out all the words or pictures they have chosen calls out Bingo!Spinners As an alternative to using dice in board ‘games, pupils can make and use a spinner (see poge +14), The spinner is made by drawing a circle and then dividing it into six equal segments by drawing lines. Pupils should then cut off the ‘arc’ of each segment on the outside of the circle s0 thot there is a straight tedge going across the widest part of each segment. They then write the numbers from one to six, one in each segment, Finally, « hole is made in the centre ‘and o pencil pushed through. Pupils con then spin the pencil with theie thumb ond first two fingers. ‘The number it rests on each time is used to play the game. How can the worksheets be used with mixed ability classes? Since the worksheets are photocopiable, teachers ‘can add or remove elements before making copies, {thus creating two or more different versions of the worksheet to distribute to different members of the floss, according to abilty. The teaching notes provide Suggestions on how to do this. For exemple, under the heoding Reinforcement, a writing task can be mode less challenging by adding words to be troced over before photocopying. In a similar woy, ¢ worksheet with pictures which practises pre-reading skills can be ‘adapted for stronger pupils or fost finishers by adding words before photocopying, thus turning it into an Extension “read and match’ activity All the worksheets are in both POF and Word format in the Test Generator, which is available ontine ond fon DVD-ROM, so you can also use these to adopt and personalise the activities. How do the worksheets help develop the basic competences? Wherever there is a genuine link between the worksheet material and one of the bosic competences, or lifelong learning, as outlined by the European ‘Commission, you will find « box hightighting this connection in the teaching notes. The box contains ideas for classroom activities which relate to the porticulor bosic competence and help pupils to link the noterial on the worksheet to their own lives and to the ‘world around them, For example, there is @ box entitled ‘social and civic competences for Worksheet 2 in Unit 8 ‘There is also @ ‘basic competence’ box like this in the notes for each of the four worksheets which proctise the Pupil’s Book CLIL material (Worksheet 4 in Units 4,3, 5 and 7). For example, for the worksheet based on colours (Unit 1, worksheet 4), there is a box called Basie competence in science and physical educotion. giving teachers ideas for ways to extend the topic to the changing colours in nature (see page 10). Basset Using the tests There are six tests in the Level 1 Teacher's Resource Book, one for each term at two different levels of difficulty (Standard and High). They assess language skills (Listening, Pre-reading and Pre-writing, Reading, Writing and Speaking) through task-based activities. ‘These worksheets can also be found in PDF and Word format, both online and on the DVD-ROM in the Test Generator, Introductory notes for the tests, teacher's notes, topescripts and answer keys can be found ot the back of this book from page 50 onwards. IntroductionFriends Worksheet 1: I’m Whisper. Using the worksheet © This matching activity establishes the moin characters in the book and practises greetings: ’m (Misty). Hi (Misty). © Pupils match the sithouettes with the pictures of the characters. The first one has been done for them os.0n example. They then draw in any details and colour the sithouettes. © Pupils then work in pairs to practise greetings. Pupil Apoints to one character and says, e.g. I'm (Misty). Pupil B says Hi, (Misty). They then swop. Extension: Pupil A asks What's your name? Pupil 8 answers, using the first person, e.g, I'm (Misty). Pupil A says Hi, (Misty) KEY: 1c Whisper, 2d Thunder, 30 Misty, 4b Flash Optional follow-up activity: Play o name game. Give each pupil in the class the name of a main character to remember (Whisper, Thunder. Flash or Misty). Coll cout one of the nomes, e.g. Whisper. All the pupils with this name stand up. Ask individual pupils Whot's your name? They reply with I’m (Whisper). Soy Hi, (Whisper) Worksheet 2: I’m 3. Using the worksheet © This counting and matching activity practises How old are you? I'm... and revises numbers. © Pupils match the children with the correct cake by looking at the numbers on their hats, counting the candles and drawing lines. Pupils can then check their work in pairs. For each child on the worksheet, Pupil A points and asks How old are you? Pupil B replies with the correct age, e.g. 'm 3. They then swap roles, © Pupils drow candles for themselves on the cake at the bottom of the worksheet according to how old they are, Go round the class, Pupils hold up their worksheet andsay.eg.r'm6. KEY: Activity %:2b, 3e, 4d, 5a; Activity 2: Answers will vary. Optional follow-up activity: Proctise numbers by ploying © number clapping gome in ciass. Clap a number of times, e.g. three. Pupils listen ond clap the same number of times, then say the number. Make this harder or easier by varying the speed ond rhythm of your clapping. You can also call out numbers or hold. Up the ‘number’ flashcards for pupils to make their own clapping potterns to. Worksheet 3: Colour Bingo Using the worksheet (/ © This Bingo activity practises the colours red, blue, green, orange, purple, yellow and brown. Pupils will need coloured pencils in these colours. It also revises numbers 1 to 7 © Read the following sentences and give pupils time to.colourin each circle as you say them. They con compore their work in pairs by pointing and saying, e.g. Number 1 is blue. TEACHER'S SCRIPT Number 1 is blue. Number 2 is yellow. Number 3s green. Number 4 is orange. Number § is brown. Number 6 is red. Number 7's purple. ‘© Pupils then colour each balloon on the bingo card in a different colour oftheir choice, in any order. © Play Bingo (see page 4). Make sentences using numbers and colours, e.g. Number 1 is red. Pupils whose first balloon is red put tick in the box next to it. Repeat using different numbers and colours until one pupil has ticked all their balloons. They coll out Bingo! Optional follow-up activity: Pupils cut out the pictures in the bingo card and use them to make o set of colour cords. They then use these to play 6 matching game in groups. Pupils take turns to choose one of their cards ‘ond say, e.g. a purple balloon. Other pupils hold up their cords with a purple balloon on them. (You can lso play this os c whole class gome, using the colour flashcards.) Pupils can also make sentences combining numbers and colours. e.g. Number 3 is purple. This time, only pupils who have coloured balloon number 3 in purple con hold it up. Mathematical competence Say a number and a colour, e.g. 3 blue, then point to three blue things in the classroom, Repeat with different numbers and colours, with volunteers pointing to things in the clossroom. Pupils toke ‘urns to play the same gome in pairs. Pupil A says c number and a colour, Pupil B points to the relevant number of objects in that colour. Extension: Say another number and « colour, e.g. 2 red, but this time point to three red things. Pupils correct you by soying, e.g. No, 3 red. Pupils ‘work in pairs with Pupil A saying numbers and colours and pointing, while Pupil 8 listens and corrects if necessary. Then pupils swap roles.Worksheet 1: I’m Whisper. / Name: ©. Match and draw lines. On | a | =, eat Point and say. | 7 I'm Misty, | Gpuee) | Greetings: I'm Whisper, Thunder, Misty, FlashCare asa Worksheet 2: I’m 3. / Name: G. Count and match.[reinroncemeNt ) Worksheet 3: Colour Bingo ] Name: ©. Listen and colour. FOOQQQDE? © Choose colours and colour the balloons. Then play Bingo. 2 Viskd-Miodk Tesehers Resour fockinsli =10 At school Worksheet 1: Classroom objects Using the worksheet © This drawing activity practises the vocabulary for clossroom objects bag, book, rubber, desk, pen, pencit, ruler, pencil case, notebook. * Pupils complete the drawings by tracing round the outlines. * They then work in poirs to practise the words. Pupil says on item, e.g. pen. Pupil 8 soys the corresponding number, e.g. (number) 5 KEY: 1 bag, 2 book, 3 rubber, 4 desk, 5 pen, 6 pencil Truler, 8 notebook, 9 pencil case Extension: Write the words for the nine items around the pictures in random order. then photocopy the worksheet. Fast finishers can read the words and. match them with the pictures by drawing lines. Optional follow-up activity: Pupils work in pairs and use the worksheet for a calour dictation. They take tums to choose o colour for each object, dictate it to their partner, e.g. a red pencil case or pencil case ~ red. Both pupils colour tin that colour, while hiding their worksheets from each other. At the end they compare. their worksheets. Worksheet 2: What's this? Is it a... Using the worksheet © This colouring activity practises classroom objects ‘ond What's this? Is ita... and Yes, itis. /No, it isnt © Pupils colour the dotted areas in each picture puzzle to find out what the classroom object is. They then 2 & 4 O 5 9 9 * e 2 : w 6 3 ry 7 [8] 21/4 10] O x o © @. Cover the picture. Then say. Vocabulary: Toys 16 Quick Minds Teacher's Resource Book Level 1 © Cambridge University Press 2014 PHOTOCOPIABLE; Worksheet 2: What’s your favourite toy?/ Name: © Listen and number. ©G_ Point to a boy or girl in the picture. Ask and answer. Hello. How are you? ) I'm fine. Thanks. ) re your favourite toy? (My favourite toy’s mr) Grammar 4: Greetings; What's your favourite toy? RTT © cambridge University Press2014 Quick Minds Teacher's Resource Book Level? 1GEEEED Worksheet 3: It’s a short ruler. / Name: Find six differences. 1 (It’s a short ruler.) 2 (it's a long ruler.GD Worksheet 4: My favourite toy / Name: Ask and tick (/). Then count and write the number. What's your favourite toy? It'sa bike. ) y \ Skills: Speaking and listening Deen 2 Combvkine UnivesivPree2014 «ss ule Minis "Teachers Neuere Recklal] |20 Pet show Worksheet 1: Animals Using the worksheet © This matching activity practises animal vocabulary dog, elephant, cat. spider, frog, lizard, rat, duck. © Pupils match the animals and silhouettes. Then they trace the words. © Pupils then work in smal groups and practise talking about their favourite animals. KEY: 2d, 3g, 40. 5b, 6h, 7f, Be Optional follow-up activity: Pupils work in pairs or small groups. One pupil mimes an animal from the worksheet ‘or mokes an animal sound for the others to guess. Worksheet 2: in / on / under Using the worksheet © © This listening, colouring ond reading activity proctises the prepositions in, on, under ond revises classroom objects ond toy vocabulary. Pupils will need coloured pencils in ed, blue, green, purple. orange and brown, © Read out the sentences below in any order. Pupils colour the spiders in the picture oppropriatety. ‘TEACHER'S SCRIPT AA blue spider is in the pencil case. A brown spider is under the train. A green spider is on the book, An orange spider is under the desk. A purple spider is in the bag, ‘A red spider is on the ball. © Pupils look at the picture again and circle the correct preposition in, on or under for the position of each ity 1: See script above: Activity 2:b in, ‘under, din, e under, fon Extension: In pairs, pupils play a game using the colouredt-in picture. Pupil A says, e.g. It's under the desk Pupil B looks at the picture ond replies, e.g. The orange spider. Optional follow-up activity: Do a class treasure hunt, Before the class, hide obout ten small objects or flashcards around the classroom, on your desk, etc. Write the names of these objects on the board for pupils. to copy into their notebooks. They then have to search for the objects, When they find one, they put a tick next to the name of the object. Check in whole class. Ask volunteers to get each object. Before they pick it up, they must say a sentence, e.g. it's on the book. Worksheet 3:1 like ... Using the worksheet © This listening and speoking activity practises I like ‘and I don't like and animal plurals. © Read out the sentences in the Teacher's script. Pupils draw a hoppy or sad face according to whether the sentence is I like or I don't like. Pet show ‘TEACHER'S SCRIPT 1 I don't tike spiders. 2 I don't like dogs. 3 I like cats. 4 like lizards. 5 I don't like elephants, 6 I like ducks. 71 ike frogs. BI don't like rats. Pupils then work in pairs and make sentences in the first person. Pupil A says, e.g. Number 1. Pupil B looks at Activity 1 ond says I don't like spiders. Pupil B says Number 2, and so on. KEY: 28,30, 40, 5@,60,70,8@ Optional follow-up activity: On the right of o piece of poper, pupils draw a list of six simple pictures, e.g. a kite, a toy plane, etc. and happy or sad faces on the left. They show their pictures to « partner and make sentences, J like kites, etc. Elicit sentences in whole class Worksheet 4: Animal camouflage Using the worksheet © This boord game practises animal vocabulary snake, elephant. rot. frog, spider, crocodile, giratte, butterfly, lizard, duck, © Pupils play in poirs. They each choose an animat cord from the bottom of the worksheet. They will need o dice or spinner (see page 5) and counters. © Pupils toke turns to throw the dice or spin the spinner and move around the boord. Demonstrate how to ploy. If pupils land on a square with an conimal on their cord, they have to moke a sentence bout the animal, e.g. It's @ duck. / The duck isin the water, /It's a small duck and cross the animal off their cord. When they land on o square with {an animal not on their card, they do nothing. Play continues round the board. The first pupil to cross out all their onimalsis the winner. Optional follow-up activity: Write some anagrams ‘on the board, e.g. ogd, leepthan, cudk. Pupils work in Poirs to guess and write the words. Ask pupils to come ‘ond write @ word on the board. The class act out the animal, Pupils then make their own anagrams. Basic competences in s Ce eceaaerr Ask pupils what animols they see in different places, e.g. in the street, in the garden. at the zoo, on holiday. Talk about which animals are difficult to see and why (they ore small, they hide, they Use camouflage). Ask them to share their animal experiences.Worksheet 1: Animals / Name: GG. Match. Then trace the words. OJ) a aS ] N eM aE TTY S @ xe lis) GW. Ask and answer. What's your favourite animal? It’s a\an ah Vocabulary: Animalsx= | Worksheet 2: in / on / under / Name: GL. Listen and colour the spiders. GA Where are the spiders? Look and circle. Spider ar im Gn) under Spidend im om under Spidew & un on under Spideve im on under Spideve in on umder Spidev$ im on umderWorksheet 3: | like ... / Name: G__ Listen and draw © or ©, GW Look and say. (Number.) (don't tke spiders. ) vo SHEEN: Grammar 2:1 like/T don't like ...[EXTENSION] " Worksheet 4: Animal camouflage / Name: Play the camouflage game. Cross off the words.Lunchtime Worksheet 1: Food Using the worksheet © This wordsearch activity practises food vocabulary cheese, cake, sandwich, carrot, sausage, peas, banana, opple, pizza. chicken © Pupils trace the words under the pictures. Then they use the pictures and the labels to help them find the hidden words in the wordsearch (they run horizontally and vertically) Key, ofalulo e =i pliele ee rb alel [e elle ~ He) a slaln[djwlile|h| [o 1 elalalrfo o[hlvle|hle|m| | Optional follow-up activity: Do a drawing dictation, Draw the foods on the board, or pin up the oppropriate flashcards, ond check their names. Then say some foods you like and don't like and your fovourite food, e.g. I like sandwiches and I like chicken. Tike opples and bananas, too, My favourite food is pizza. 1 don't lke peas. Pupils listen and draw the things you say you like on a piece of paper. They don't draw any items you don't like. Pupils can also do this octivity in pairs Worksheet 2: I’ve got / I haven't got... Using the worksheet © This reading ond speaking activity practises I've got /Thaven't got and revises food vocabulary. © Pupils look at the picture of the boy and put a tick ora cross next to the foods in the table according to what he has. Then, in pairs, they make sentences in the first person, e.g, I haven't got o sausage. © Pupils read the poern and draw peas and carrots on the gir’s plote. Read the poem aloud, then practise itin whole class. Pupils say itn pairs. KEY: Activity 1: sausage X, sandwich v, coke v; banana x, chicken X: Activity 2: Pupils draw carrots ‘and peos on the plate. Optional follow-up activity: Pupils drow two blank plates with two or three secret food ites on the first plate. Then they work in pairs. taking turns to describe the plates for their partner to draw. using I've get... and without showing their original pictures to each other. Finally, they compare pictures. Worksheet 3: Have you got any Using the worksheet © This speaking activity practises the question Have you got any... , the short answers Yes, I have. No, I haven't and food vocabulary. © Pupils work in pairs and play a guessing game. Pupil A secretly chooses a fridge. Pupil B asks questions, e.g. Have you got any chicken?. etc. Pupil A responds Yes. Ihave or No, I haven't. Pupil 8 guesses which fridge Pupil has chosen. Then they swap roles. Extension: Toking the fridges in random order, prepare lists of the food iterns in each fridge, either on individual cords or on 0 worksheet. Give each list o letter from o-f, Pupils read the lists and match them with the pictures of the fridges on Worksheet 3. Very strong pupils con write the lists themselves instead of matching them. Optional follow-up activity: Pupils play a memory gome. Say «fridge number and give pupils time to look and remember the contents. Pupil A takes the worksheet and says the names of different items of food, e.g. chicken, peas. From memory, Pupil B responds, according to what was in the picture e.g. I've got chicken or I haven't got peas. Pupils swap roles. Worksheet 4: Food shopping Using the worksheet © This reading and writing activity practises food vocabulary pizza, carrots. cake, apples. chicken, bananas, sausages, sandwich and peas. «© Pupils trace the words in the shopping lists. Then they match the shopping lists with the boskets and ‘write the letter next to each basket. «© Finally, from the list they have not used (b), they draw the items in the empty basket. KEY: Activity 2: 2a, 34, 4b; Activity 3: Pupils draw ‘apples. chicken and cake in basket 4 Reinforcement: Trace over some items on the lists before photocopying the worksheet, so that pupils hove to write fewer words. Extension: Pupils odd cnother item to each list and draw the new food next to the baskets Optional follow-up activity: Pupils talk about which food in the boskets they like and don't lke, e.g. I like pizza. I don't like chicken. iundaies 226 | Worksheet 1: Food / Name: GW. Trace the words. Ga Find the words and circle. Look > and ¥. K A\ rio elalqglel|mip tle iin G}alofo|pfe! el ein zizlalajolk a}& le viviklvielp e | a |\e © elelole ef{nr|u t[olalplple alaln wlite|hlol}o alnjwleleje|hlultlp elala ef/blelplelu li lele ti}olkilelnm}ae Vocabulary: Food ‘Quick Minds Teacher's Resource Book Level 1 © Cambridge University Press 2014 idrlheledattindWorksheet 2: I’ve got... / | haven’t got ia Name: © Look and tick (.’) or cross (x). Then say. (haven't got a sausage. ) EG. Say the poem. PHOTOCOPIABLE. © Cambridge University Press 2014 Quick Minds Teacher's Resource Book Level1 27GED Worksheet 3: Have you got any ~i/ Name: Ask questions and guess. Gove you got any carrots?) Yes, I have. ) No,1 haven't. ) Cs it number 1? (res, itis.) (No, itisn't, r ee 3 ] | 2 || Grammar 2: Have you got any ... ? 28 Quick Minds Teacher's Resource Book Level 1 © Combridge University Press 2014 PHOTOCOPIABLEWorksheet 4: Food shopping / Gs sTrace the words. ©. Read and match. ©. Draw the food in basket 4. Skills: Reading and writing RTS Combridce University Pree 2014 Quik Afinede30 Family Worksheet 1: Family Using the worksheet © This reading and writing activity practises family members mum, dad, brother sister, grandma, grandpa, uncle, aunt and cousin. © Pupils draw tines to match the words with the forily members in the picture. Then in pairs, they take tus to soy 0 family word for their partner to point. © Pupils then look ot the pictures of the three other family members and trace the word labels. KEY: 1b, 20, 3e, 4f, 5d, 6c Extension 1: Pupils work in pairs and play a memory game. Pupil A points to a sequence of people, e.g mum, dad, sister. Pupil B then says the words. Extension 2: Before photocopying the worksheet, erase with correction fluid everything except the first letter from the labels in the second group of pictures, Pupils complete the words for the family members, Optional follow-up activity: Pupil A spells a word out loud, e.g, M-U-M and Pupil B says the word, e.g. mur. Pupils swap roles. Alternatively, write words on the board as anagrams for pupils to solve. Worksheet 2: Is that your ... ? Using the worksheet * This reading ond listening activity practises family members mum, dad, brother, sister, grandma, grandpa. uncle, unt and the tanguage Is that your 2. Yes, iti, No, itis’t I's my. © Pupils look atthe pictures and guess which word matches the picture. Then read out the following script. Pupil listen and circle the correct words TEACHER'S SCRIPT 1 Is that your dad? No, itisn’t, It's my uncle. 2 Is that your brother? Yes, its. 3 Is that your grandma? Yes, itis. 4 Is that your sister? No, it isn’t. It’s my aunt. 5 Is that your grandma? No, it isn’t. It's my grandpa. 6 Is that your mum? Yas, itis.” © Pupils work in pairs. They rola dice or spin a spinner (see page 5) and ask questions about the corresponding picture, e.g, Four. Is that your sister? Encourage pupils to ask questions using both correct ‘ond incorrect options to practise both Yes, itis and No, it isn't, KEY: 2 brother, 3 grandma, 4 ount, 5 grandpa, 6 mum Extension: Before photocopying the worksheet, erase the word options with correction fluid. Pupils listen and write the correct words instead of circling. Optional follow-up activity: Remind pupils that we use this for objects close by ond that for objects further away. Pupils work in pairs and ask ond answer questions using this and that about objects in the classroom, e.g. Is this/that your book? Family Worksheet 3: Who's that? Using the worksheet © This speaking activity practises Who's thot?, That's my .... What's his/her name?, His/Her name's... and family members mum, dad, brother, sister, grandma, grandpa. ‘© Pupils work in pairs and take turns to point and ask the questions in the speech bubbles. Tell pupils to use names of people in their families or invent names. © Pupil A then mimes an action from the picture and ‘asks Who's that? Pupil B guesses That's Reinforcement: Review family member vocabulary os ‘© class before the pairwork by giving instructions, e.g Point to Mum for pupils to point to the picture or a flashcard on the board. Extension: Pupils repeat the miming activity from memory. Optional follow-up activity: Draw stick people on the board to represent your own fomily Elicit the family ‘members and tell the class their names. Mime an activity ‘ond osk Who's that? Pupils guess which person in your family doesslikes the activity. Pupils do the activity about their own forilies in pairs or small groups. Worksheet 4: It's hot. Using the worksheet © This craft activity practises weather vocabulary hot, sunny, cold, snowing, raining, cloudy. © Pupils trace the weather words in the circle * Pupils cut the two shapes out. Then they make the weather wheel by fixing the ‘What's the weather Uke?’ shape over the circle with a butterfly clip, When they turn the top shape, the different weather types will appear one by one. ‘© Pupils con keep this weather wheel to show the weather for each day and proctise What's the weather like (today)? It's Optional follow-up activity: Mime getting up in the ‘morning and looking out of the window. Mime how you feel about the weather and putting on the correct clothes for the day. Pupils guess the weather e.g. Its hot! Pupils do similar mimes for their partner to guess. Basic competences in science Coek Couns ert Bring a world map to class or draw a basic outline ‘on the board. Point to Spain and ask What's the weather like? Introduce the idea of seasons and how the two hemispheres have opposite seasons. Find out what pupils know about the weather in English-speoking countries (Australia, Englond, Scotland, the USA) in different seasons.GW. Read and draw lines. Then point and say. al qrandma, 2 sister 3 brother 4 mum (Vocabulary: Family) PHOTOCOPIABLE © Combriige University Press 2014 Guidtiiindetonharstesouetockiowdi 3GEE Worksheet 2: Is that your . / Name: G._ Look at the pictures. Listen and circle. 1 2 3 Ns dad, brother 4 5 6 GW Ask and answer. Is that your sister? No, it Re Grammar 1: This/That; Is that your... ? 32 Quick Minds Teacher's Resource Book Level 1 © Combricge University Press 2014 PHOTOCOPIABLEWorksheet 3: Who’s that? / Name: G Point and ask. Who's that? That's my grandma. ) V HEE (What's her name? a Her name's... Ss % Zz ede ‘K ae S2S SS S 2 i 7 SSE SSRs (ASS 29 a Gee aS ICS UW. Mime and guess. Grammar 2: Who's that? What's his/her name? PHOTOCOPIABLE © Combridge University Press 2016 Quick Minds Teacher's Resource Book Level1 33.: GED [S Rr 4: It’s hot. / Name: Trace the words. Then make a weather wheel. Science: Holiday weather 34 Quick thindis Teacher's Resource Book Level 1 © Cambridge University Press 2014 lmorken setts3 Get dressed! Worksheet 1: Clothes Using the worksheet « This reading and tracing activity practises clothes vocabulary T-shirt, skirt, jeans, trousers, sweater, shoes, cap, socks, shorts, jacket and is/are and I've {g0t. It also revises colours. Pupils will need coloured Pencils in red, yellow, blue, green, purple, orange ‘and brown. ® Pupils read the sentences and colour the clathes on the frst washing line. * Pupils trace the words ond colour the clothes on the second washing line os they wish, They work in pairs to talk about their finished picture. Pupil A nomes €n article of elothing ond Pupil 8 makes a sentence bout it, beginning with Ive got. KEY: Activity 1:1 red T-shirt, 2 yellow skirt, 3 green jacket. 4 purple jeans, 5 brown shoes: Aetivity 2: Answers will vory Extension 1: Pupils moke their own gop-fil exercise for o partner. Betore photocopying the worksheet, erase the colour words inthe sentences in Activity 1 tnd replace them with lines for writing, Pupils colour the clothes on the first line as they wish, then pass the worksheet to « partner to complete the sentences with the correct colour words. Extension 2: Erase the labels from Activity 2 with correction fluid before photocopying the worksheet Stronger pupils can write the labels instead of tracing. Optional follow-up activity: Pupils work in pairs and play a guessing game. Pupil A chooses another pupil in the class and describes histher clothes as if he/she was thot pupil, eg. I've got a green skirt or My skirt és green, etc. Pupil B has to guess who they ore. Then they swap roles, Worksheet 2: Do you like my... ? Using the worksheet © This tracing and reading activity practises clothes vocabulory, Do you like my... ? and the short answers Yes, Ido and No, Fdon't. © Pupils look ot the picture story and trace the words in the mother's speech bubbles. They look at the boy's face ond circle either Yes, I do or No, I don't. © Pupils then practise the dialogue in pairs and act it out for the class. KEY: 2.No, I don't. 3No, Idon't. 4 No, [don't 5Yes.1do, Optional follow-up activity: Write clothes vocabulary fon the board. Give each pupil three small pieces of Paper. On each one, they write an item of clothing that they like ond pin them to their own clothes. The class sitin a circle. One pupil stands in the centre and says, €9. Do you like jeans? All the pupils who have the word ‘jeans’ on them stand up, shout Yes, Ido! and hove to change seats. The pupitin the centre runs quickly toa seat, The lost pupil left standing takes their place in the Centre and asks another question. Worksheet 3: Are you wearing a cap? Using the worksheet * These speaking activities practise clothes vocobulory. I'm wearing a... .Are you wearing a ... ?and the short answers Yes. Iam and No, I'm not. They also revise colours. * Each pupil works alone and draws his/her face and hair on the outline character, He/She rolls the dice ‘and, using the ‘clothes’ dice code, makes a relevant sentence, e.g. ifthe dice lands on one spot) I'm wearing © cap. The pupil throws the dice again and, using the ‘colours’ dice code says. e.g. (if the dice lands on three spots) It's a yellow cap. He/She draws and colours this clothing item on the picture. Pupils continue until you say Stop, * Pupils then work in pairs and, without showing their pictures, ask and answer questions about them, e.g, Are you wearing a T-shirt? No, I’m not./Yes, Lam, 1's blue, They finally show each other their pictures. Extension 1: Pupils work with o new partner and describe their completed picture for their partner to draw. Extension 2: Pupils write sentences about their picture. Optional follow-up activity: Pupils use the coloured: in Pictures to play a game of Bingo (see page 4). Call out combinations of clothes and colours, e.g. a blue skirt, red jeans, etc. Pupils tick the clothes items when they heor descriptions that match theie picture. The fist pupit to tick all their clothes items calls out Bingo! Worksheet 4: Yes or no? Using the worksheet (/ * This reading and speaking activity practises Im wearing ..., Are you wearing... ? Yes, Iam. No, Im ‘not. clothes vocabulary and colours, * Pupils read and tick or cross the sentences according to whatis in the picture of the boy. They compare ‘answers in pairs. Then they take turns to read the sentences and say Yes or No. © Pupils secretly colour the picture. Then they work in Pairs ond ask questions about each other's pictures to guess the colours, e.g. Are you wearing eronge socks? Yes, !am!/No, I'm not! KEY: Activity 1.24.34.44,54,67 Reinforcement: Copy the worksheet again. Dictate sentences about the boy’s clothes, e.g. 7m wearing blue Jeans. Pupils colour accordingly Extension: Pupils work in poirs and stand back-to-back. They take turns to make o true or false statement about their clothes. e.g. I'm wearing a blue sweater. From memory, their partner has to say Yes ar No. Optional follow-up activity: Pupils write a name for the boy at the top of the worksheet in big letters. In groups of four or five, they put their coloured:-in pictures face up on the table. Pupil A describes a picture, e.g. ’m wearing red cop and a brown jacket. The others listen ond ‘Guess which boy itis, e.g, Are you (Peter)?Worksheet 1: Clothes Name: GL Read and colour the clothes. Trousers. ) I've got red trousers. Vocabulary: Clothes 36 Quick Minds Teacher's Resource Book Level 1 © Cambridge University Press 2014 PHOTOCOPIABLE[atinroncemens) _ Worksheet 2: Do you like my ... ?/ Name: Trace the words. Circle the answers. Then say. Dag NS ee Yeo, | de. /No, | dont) Le Ces, Ider / Ne, Ident) Grammar 1: Do you like my ... ? Beuclan nia © Cambridge University Press 2014 Quick Minds Teacher's Resource Book Level? 37.Worksheet 3: Are you wearing a cap? / Name: GW Draw your face on the Picture. Then throw the dice to dress and colour the picture, as I'm wearing ) c Se a cap, \I ESQ @ v It’s a yellow ) on C3) Clothes Colours OOD Off Ge gum STP BH Gut Gene BOQ) GR Byes B town G@ Ask and answer. Then show your picture, (Are you wearing acap? (Yes, Tam. It's yellow. aa BEE EEE eee reper ts eee Grammar 2: Are you wearing ...? 8 Quick Minds Teacher's Re: seiritewed 4 ‘WitWorksheet 4: Yes or no? Name: GW Read and tick (V) or cross (x), Then say. iF i Fs ON iF i I'm wearing a cap. ) Cen 2 Colour the picture. Talk to a friend and guess. Are you wearing orange socks?40 The robot Worksheet 1: The body Using the worksheet © This wordsearch practises vocabulary for parts of the body head, hand, arm, fingers, knee, leg, foot and toes. © Pupils find the hidden words, using the words in the ‘word pool to help them. Then they label the robot. KEY: Activity 1: hlalald tlelolt i he k[nlele tl Tel [el o e d t ef [al e fo] [olo]a|mlg KEY: Activity 2:2 hand, 3 knee, 4 foot. 5 fingers, 6 arm, 7 eg, 8 toes Optional follow-up activity: Ploy a game of How many ... Ask three or four volunteers in the class to stand up. Call out combinations of numbers and body parts, e.g. three heads, six arms, eight fingers. Pupils arrange themselves in different combinations to show that number of body ports, e.g. lean their heads together, hold up six arms, ete. Worksheet 2:1 can... Using the worksheet © This reading and writing activity practises ean /I can't... and skip. touch my toes, stand on one leg. © Pupils look at the chart to see what the characters can ond can't do. They complete the speech bubbles, choosing can or can't each time. © Pupils then play @ memory game in pairs. Pupil A reads out one of the speech bubbles while Pupil 8 Uistens without looking at the worksheet. Pupil B guesses the character, e.g. I con skip. I can touch my toes. I can't stand on one leg. (You're Flash!) KEY: Thunder: can /can't /ean: Flash: can /con /can't; Whisper: can't/can /can Optional follow-up activity: Give pupils instructions, e.g Touch your toes with your arm, Stand on your hands. et. to see which ones pupils con ochievel Pupils say, €., 1 can /can't touch my toes with my arm, accordingly. Worksheet 3: Can you... ? Using the worksheet © This board game practises actions jump, skip, touch your (toes). stand on one leg, kick « ball, the question Can you.... ?and short answers Yes, I can. No, I can't Pupils will need counters and a coin to play the game. ‘The robot © Pupils play in pairs, They each choose a robot and, look ot the chart to see what they can and can't do. ‘They put their counters on the Start square. © Pupil A throws a coin: if it's theods' they move forward two squares: ifit's ‘tails they move forward one square. Pupil 8 looks at the square A has landed on and asks the oppropriate question, ‘e.g. Can you kick a ball? Pupil A checks the robot chart to see if their robot can do the action. He! She answers Yes. I can, of No, I can't accordingly. If the answer is Yes I can, Pupil A has another turn. If the answer is No, I can’t it's the end of their turn. If pupils land on a sleeping robot they miss a turn. © The winner is the first robot to reach the finishing tine Reinforcement: Before starting the game, draw the two robot heads on the board, Point to a head and. «sk, e.g. Can you skip? Pupils look at the chart and ‘answer Yes, I can or No, Ican't accordingly. Extension: Pupils work in pairs. Pupil A makes a sentence, e.g. I can't jump. Pupil 8 points to the correct robot(s) at the top of the chort. Optional follow-up activity: Write all the Can you... ? questions on stips of paper. Fold up the papers and put them into a bag. Pupils take turns to choose a question ‘ond read it out loud. They nominate another pupil to ‘answer and demonstrate the activity if they say they can do it, Worksheet 4: Animal skeletons Using the worksheet © This craft and reading activity practises animal vocabulary duck, crocodile, rat ond frog. Italso revises adjectives, I've got and parts of the body. © Pupils make onimal X-ray pictures by cutting out the ‘animals at the bottom of the worksheet and sticking them over the correct skeletons. Then ask pupils to hold them up to the light. The skeletons appear as if by magic! © Pupils then circle the correct words on the fact cards to complete the description of each animol. KEY: 11d small con't. 2 big /legs, 3.4 small/ can't, 4csmall /can Optional follow-up activity: Pupils work in pairs or small groups and play a guessing game. One pupil thinks of on animal for the others to guess by asking questions, e.g. How many legs hove you got? Can you Jump? Are you green? Are you a cat? UES tase eat} and technology With the whole class, make a list of things thot enimols can do that humans can't, e.g. swim for « long time under water, fly. Then consider what humans can do that onimals can't