Learn With Us 3 Teachers Guide

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acknowledgements
Back cover photograph: Oxford University Press building/David Fisher
Cover illustrations by: Anja Boretzki/Good Illustration
Classroom Resource Pack flashcards
Illustrations by: Giovanni Abeille/The Organisation & Dave Williams/Bright
Agency
Classroom Resource Pack ABC Poster
Illustrations by: Andy Elkerton
Commissioned photography by: Graham Alder/MM Studios
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Teacher’s Guide 3
Syllabus 4 R Review 1 80
Components overview 10 3 I like cooking 82
Concept and characters 12 4 I love the weekend 93
Introduction to Learn with Us 13 R Review 2 104
Learning with Learn with Us 14 5 My school play 106
All about accessibility 20 6 I’m on a bike ride 117
Classroom language 25 R Review 3 128
Tour of unit and How to section 26 F Festivals 130
Further resources 49 Classroom Presentation Tool

(CPT) games information 136
S All about me 51
Ideas bank 141
1 I like animals 56
Flashcards 148
2 My school day 69
Wordlist 149
Letter to parents 151
3
Syllabus
Words Grammar Pronunciation
Core Present simple: I’m / He’s / She’s

S Adjectives: dangerous, friendly, (funny).
funny, furry, intelligent, lively, He / She isn’t (dangerous).
All about quiet, sporty

Favourite things: badges, a football
Present simple: Is he / she (friendly)?
Yes, he / she is.
me kit, a guinea pig, a sketch book No, he she isn’t.
Other Present simple (personal
page 2 information): What’s your name? How
Tom, Dad, Mum, Sam, Becky, pet,
sister, brother old are you? Have you got any brothers
Numbers 20–100 or sisters? Have you got a pet? Where
The alphabet do you live? How tall are you? What are
your favourite things?
Core Present simple: Are they (big)? Sound:
1 Animals in danger: dolphin, Yes, they are. /ə/
gorilla, hippo, panda, seal, tiger, No, they aren’t. Alan, Bella, Camilla,
I like tortoise, whale
Verbs: drink, eat, fight, play,
All about speaking: Which animals
do you like best?
gorilla, panda, Stella,
tiger
animals sleep, walk I like (squirrels) best.
Other Present simple: They (walk). They
page 4 don’t (fight).
Revision & extension: fish, giraffe,
leopard, monkey, parrot, turtle
CLIL: draw, lines, oval, rub out, shape
Core Present simple: What time is (Maths)? Sound:

2 School subjects: Art, English, (Maths) is at (nine) o’clock / half past /ɪ/
History, lunch, Maths, Music, PE, (ten). English, History,
My school Science
Geography: bell, bridge, mountains,
All about speaking: How do you get
to school? I go by scooter / bus / bike. I
interesting, is, it
day river, rope, village walk.

Other Present simple: She lives / doesn’t live
page 14 (in a village).
Revision & extension: desk,
dictionary, lunchbox, pen, He likes / doesn’t like (school).
pencil case, ruler
CLIL: helmet, left, reflective vest,
right, traffic, zebra crossing
4 Syllabus
Skills Values Culture and Project
cross-curricular
themes
Reading: reading dialogues about people’s personalities and
personal information
Listening: listening for specific information (identifying family
members and friends and adjectives to describe them, identifying
my favourite things)
Speaking: asking and answering questions about people’s
personalities; asking and answering about personal information
Writing: completing sentences using the present simple, writing
the character’s names, and spelling favourite things
Reading: reading and understanding a text about animals in You can be Animals in danger in Making and
danger and a story about animals; reading and using instructions very different the UK presenting
to draw animals; reading and enjoying a cartoon; reading and but still be Art: Drawing animals an animal
understanding instructions to carry out a project good friends! from instructions square
Listening: listening for specific information about animals
and their qualities and opinions about a project; listening to
and singing a song about animals in danger; listening to and
understanding a story and a cartoon
Speaking: asking and answering questions about animals;
describing animals; saying which animals you like; giving opinions
about a story, a cartoon and a project; saying a pronunciation
rhyme to practise the target sound /ə/; presenting a project about
animals in danger to an audience
Writing: core language at word and sentence level; writing about
animals at paragraph level
Reading: reading and understanding texts about getting to It’s good to Getting to school Making and
school, rules about how to be safe on the roads and a story about a say thank Social Science: Be safe presenting
difficult journey to school; reading and enjoying a cartoon; reading you. on the roads! a school day
and understanding instructions to carry out a project book
Listening: listening for specific information about school subjects,
times / days and opinions about a project; listening to and
singing a song about school subjects and times; listening to and
Speaking: describing your school day and making statements
about school subjects; asking and answering about times of school
subjects; asking and answering about getting to school; saying road
safety rules; giving opinions about a story, a cartoon and a project;
saying a pronunciation rhyme to practise the target sound /ɪ/;
presenting a project about your school day to an audience
school subjects and the school day at paragraph level
Syllabus 5
Core any / some: What have you got on Sound:

3 Food (1): cheese, olives, onions, your pizza? /iː/
peppers, pineapple, sweetcorn, Have you got any (pineapple)? cheese, eats, Lisa,
I’ve got some (pineapple).
I like tomatoes, tuna
Food (2): chicken, ketchup, lettuce, I haven’t got any (peppers).
Peter, pizza, please,
sweetcorn
cooking mayonnaise, sandwiches, spinach All about speaking: Would you like
Other some trifle?
page 26 Yes, please!
Revision & extension: apples, bananas,
No, thanks!
cherries, mango, melon, pizza,
strawberries Present simple: Does he / she like
(spinach)?
CLIL: add, cut, grams, half, ingredients,
Yes, he / she does.
put, tablespoon, teaspoon
No, he / she doesn’t.
Core Present simple: Do you (read Sound:

4 Free time activities: fly a kite, comics) at the weekend? -y as /i/
have a picnic, listen to music, play Yes, I do. Betty, funny, Gary,
No, I don’t.
I love the computer games, read comics, ride a
bike, swap cards, talk to friends All about speaking: What do you
lively
weekend Free time activity verbs: jump do at the weekend? I (play football).
high, play catch, play the drums, play Present simple: Can he / she (play
page 36 the guitar, play the piano, skateboard the guitar)?
Other Yes, he / she can.
Revision & extension: paint, play No, he / she can’t.
basketball, play chess, play football,
play tennis, take photos
CLIL: download, headphones,
information, search the internet,
swipe, (touch)screen
6 Syllabus
cross-curricular
themes
Reading: reading and understanding texts about Sunday lunch It’s good to Sunday lunch in Designing
in the UK, instructions to make a trifle and a story about making a try different the UK and
pizza; reading and enjoying a cartoon; reading and understanding foods! Don’t Social Science: Trifle presenting
instructions to carry out a project be fussy! in a glass a project
Listening: listening for specific information about food about a
preferences, Sunday lunch foods and opinions about a project; healthy
listening to and singing a song about pizza toppings; listening to sandwich
and understanding a story and a cartoon
Speaking: asking and answering questions about food preferences
and what’s on your pizza; saying what ingredients you need for a
recipe; giving opinions about a story, a cartoon and a project; saying
a pronunciation rhyme to practise the target sound /iː/; presenting a
project about a healthy sandwich to an audience
food at paragraph level
Reading: reading and understanding texts about weekend We all need Weekends in the UK Writing and
activities in the UK, tablets and being safe and a story about a little help ICT: Using a tablet presenting a
an amazing dog; reading and enjoying a cartoon; reading and sometimes. poem about
understanding instructions to carry out a project weekend
Listening: listening for specific information about weekend activities
activities and opinions about a project; listening to and singing a
song about the weekend; listening to and understanding a story
and a cartoon
Speaking: making suggestions and talking about your favourite
weekend activities; asking and answering questions about
weekend activities; talking about ability; giving opinions about a
story, a cartoon and a project; saying a pronunciation rhyme to
practice the target sound -y as /i/; presenting a poem about the
weekend to an audience
weekend activities at paragraph level
Syllabus 7
Core Present simple: Has he / she got Sound:

5 Appearance: a beard, a curly (wig), (glasses)? /w/
(big) ears, (blue) eyes, glasses, long Yes, he / she has. wand, wig, William,
No, he / she hasn’t.
My school (hair), short (hair), a wig
Actions: drop litter, pick up litter, All about speaking:
window, wizard, wow
play plant trees, save water, step on trees, Who’s your favourite character? My
favourite character is …
waste water
Other Present simple (singular / plural):
page 48
It’s made of (paper). They’re made of
Revision & extension: cloak, mask,
(plastic).
(big) feet, moustache, (big) nose,
ponytail Present continuous: What’s he /
she doing?
CLIL: cardboard, glass, paper, plastic,
He / She’s (wasting water).
recycle, rubbish, tin cans
He / She isn’t (saving water).
Core Present simple (singular / plural): Sound:

6 Places in town: bus stop, café, Is there (a cinema) near here? c as /s/
cinema, library, park, police station, Yes, there is. Celia, centre, cinema,
No, there isn’t.
I’m on a shops, sports centre
Objects: baseball cap, bone, Are there any (shops) near here?
city, cycling
bike ride footprints, magnifying glass, Yes, there are.

No, there aren’t.
phone, scarf
Other Prepositions: near / next to /
page 58
opposite
Revision & extension: bookshop,
bridge, farm, fire station, post office, All about speaking: What colour is
school, toy shop, traffic lights the (taxi)? What colour are the (buses)?
CLIL: compass (north, south, west, Directions: Where’s the (cinema)?
east), grid reference, key, map, symbol It’s in (B2).
Is the (café) north of the (cinema)?
Are the (shops) west of the (police
station)?
Present simple possessive:
Where’s my / your / his / her (scarf )?
Here’s my / your / his / her / Jack’s
(bone).
Review 1 Review: Adjectives, Animals, Verbs, School subjects, Times, Days of the week; Are they (intelligent)? Yes, they
Animaltrons are. She doesn’t walk to school. They play games. Maths is at nine o’clock. They’re (funny).
… at school! Read a story about the Animaltrons at school to review the vocabulary and grammar from the Starter Unit
and Units 1 and 2. Speaking in groups to act out the story. Working in groups to make a revision game.
Review 2 Review: Food, Free time activities, Action verbs; He / She can (skateboard). Can he / she (skateboard)? Yes, he /
Animaltrons she can. No, he / she can’t. He reads comics at the weekend. What have you got in your sandwich? I’ve got some …
… at the Read a story about the Animaltrons at the weekend to review the vocabulary and grammar from Units 3
weekend! and 4. Speaking in groups to act out the story. Working in groups to invent an animaltron character.
Review 3 Review: Appearance words, Places in town, Objects; She’s singing in a show. He’s planting trees. Is there a
Animaltrons (show) near here? The hospital is opposite the park. I’m wearing a (scarf ).
… and the Read a story about the Animaltrons acting in a show to review the vocabulary and grammar from Units 5
show! and 6. Speaking in groups to act out the story. Working in groups to perform a class show.
8 Syllabus
cross-curricular
themes
Reading: reading and understanding texts about dressing up Take care of Dressing up in the UK Designing
in the UK, ways to reuse and recycle rubbish and a story about a the world Social Science: Let’s and
careless giant who learns to be careful; reading and enjoying a around you. reuse rubbish! presenting
cartoon; reading and understanding instructions to carry out a a project
project about a giant
Listening: listening for specific information about appearance /
dressing up in a play and opinions about a project; listening to and
understanding a song about people’s appearance; listening to and
Speaking: asking and answering questions about dressing up and
appearance; talking about your favourite characters; saying what
things are made of; asking and answering questions about actions
using the present continuous; giving opinions about a story, a
cartoon and a project; saying a pronunciation rhyme to practise
the target sound /w/; presenting a project about a giant to an
audience
appearance and continuous actions at paragraph level
Reading: reading and understanding texts about Oxford, maps Look after All around Oxford Writing and
and directions and a detective story; reading and enjoying a your things! Social Science: Let’s presenting
cartoon; reading and understanding instructions to carry out a learn about maps a project
project about my
Listening: listening for specific information about places in town town
and opinions about a project; listening to and singing a song
about a town; listening to and understanding a story and a cartoon
Speaking: asking and answering questions about what’s in a town;
saying what your town is like; asking and answering questions
about where places are in town; giving opinions about a story, a
cartoon and a project; talking about other people’s possessions;
saying a pronunciation rhyme to practise the target sound c as
/s/; presenting a project about my town to an audience
places in town and where they are at paragraph level
Festival: Core: a friendship bracelet, hug, an olive branch, a peace Other: symbols, international, kind, mean, peace
Peace Day ribbon, a peace rock, a white dove; Imperatives: Be (kind)!
Don’t be (mean)!
Review: Months of the year
Festival: Core: broccoli, Christmas pudding, gravy, mince pies, peas, Other: Christmas dinner
It’s Christmas roast potatoes, roast turkey, sprouts
Review: Food; We eat (turkey), Do you like (broccoli)? Yes, I
like it. No, I don’t like it. Do you like (peas)? Yes, I like them. No,
I don’t like them.
Festival: Core: Ireland, the Irish flag, leprechaun, March 17th, pot of Other: fairy tale, very, year
St Patrick’s gold, rainbow, shamrock
Day Review: Colours, Adjectives
Syllabus 9
Components overview
Classroom Presentation Tool (CPT) • three Festival Units (Peace Day, Christmas and
Classroom Presentation Tool (CPT) with on-screen Class St Patrick’s Day)
Book, Activity Book, video and animations, interactive games • a digital version of the Class Book is also available
and embedded audio to facilitate dynamic classes.
The Classroom Presentation Tool contains: Activity Book with Online Practice
• an opening video featuring the main character
introducing the setting for the unit
• animated song videos
• a culture film introduced by the main character,
showing British children in their own environment, with
comprehension task
• an All about speaking video presenting the functional
language in Lesson 3
• a slideshow introducing the cross-curricular topic
• a fully animated story with real-action video introduction
• a video showing the main course character or his friend
presenting their version of the unit project • eight pages of practice activities for each unit, with a focus
• vocabulary games in Lessons 1 and 5 on reading and writing
• vocabulary and grammar games in Lessons 2 and 6 • follow-up practice to the Review Units
• a pronunciation game in Lesson 7 • All about grammar additional practice pages for the
• a grammar and vocabulary review game in Lesson 8 grammar presented in Lessons 2 and 6
• Class Book and Activity Book pages with answer • follow-up practice and cut-out activities for the Festival
key-reveal function, for easy reference and navigational Units (also provided in the Teacher’s Resource Material in
support in the classroom the Teacher’s Resource Centre)
• all audio tracks • six cut-out activities for the grammar speaking activity in
Lesson 6 of each unit
It also includes:
• a Starter Unit video introducing the main character and • follow-up cut-out activities for the projects in Lesson 9
his friends and family • a digital version of the Activity Book is also available
Class Book Online Practice

Online practice offers a blended approach to learning where
students can use online interactive activities to further
practise language and ideas taught in the Class Book.
• a clear syllabus summary showing the language learnt in

each unit
• a Starter Unit introducing the course character, Tom, and
his family and friends, as well as presenting and practising
adjectives to describe people, favourite things and asking
and answering about personal information
• six units of nine lessons providing the core teaching
material
• three Review Units, including a reading-for-pleasure story as
well as a project to engage and assess various competences
and to practically apply linguistic knowledge
10 Components overview
Teacher’s Pack
A comprehensive Teacher’s Guide
containing:
• a full syllabus overview
• an introductory section including
a components overview, a
summary of the course concept
and characters, an introduction
to the course, a breakdown of the
methodology behind the course,
and notes on current issues around accessibility in the
classroom, such as Competences for 21st century learning, • Standard and Challenge level tests: six unit tests and three
SEN, mixed-ability classes and multiple intelligences term tests
• a Tour of a unit section, presenting an overview of the • transcripts, answer keys and teaching notes for all
function of each lesson with a ‘How to’ section outlining worksheets and tests
the standard teaching steps and sequence of resources for • notes on evaluation and grids for assessing Competences
each of the nine lessons for 21st century learning and speaking
• suggestions for what to do if the CPT is not available
• a rapid route with suggestions for how to save time Classroom Resource Pack
• notes on further resources
Flashcards
• transcripts for each lesson
• flashcards for presenting the
• full answer keys for Class Book and Activity Book activities, core unit vocabulary – see
as well as explanatory teaching notes where appropriate page 148 for a full list of
• suggestions for optional starter and finisher activities flashcards
• culture notes
• references to Competences for 21st century learning Posters
• references to worksheets and tests in the Teacher’s • the numbers 1–9, 10–100 and
Resource Material in the Teacher’s Resource Centre personal information using
numbers presented on a large
• an Ideas bank with games, activities and ideas for how to poster format, with audio
exploit the extra resources (flashcards, mini wordcards,
storycards, posters, etc.). These include ideas for action • a large, colourful
and settling games, pronunciation practice games, as well poster illustrating
as ideas to exploit the animations, videos and posters. the alphabet, with
audio
• a list of the unit flashcards and wordcards
• useful classroom language and a wordlist
• a letter to parents, outlining what Learn with Us offers
Further resources
• Class Book and Activity Book Classroom Presentation
Tools (CPT)
• access to the Teacher’s Resource Centre and a range
of resources, including Standard and Challenge tests,
editable tests, Reinforcement and Extension worksheets,
and Culture and Festival worksheets
Class Audio
All tracks are provided on the Class Audio CDs and the CPT:
• recordings of all the songs, stories and listening activities,
as well as the tests listening tracks
• includes karaoke versions of the songs E-books
• Digital versions of the Class Book and Activity Book are
Teacher’s Resource Centre available for Levels 1–6
• complete access to students’ online practice
Downloadable Teacher’s Resource Material:
• mixed-ability vocabulary and grammar worksheets at
reinforcement and extension level for each of the core units,
plus Culture worksheets, song worksheets, mini picture
cards, wordcards and Extra vocabulary worksheets Components overview 11
Concept and characters
As every child grows up, his or her year is punctuated by • making a pizza at home (Unit 3)
routines, events and occasions – some are ordinary and • Tom and his friends’ weekend activities (Unit 4)
everyday such as getting to school or cooking, while others
• Tom’s school play (Unit 5)
are more momentous, such as visiting an exhibition or
putting on a show. It is these real-life situations and events, • a bike ride around town with Tom’s friends and Mum (Unit 6)
as experienced by real children, that are at the heart of Learn Tom accompanies the children throughout the unit,
with Us. grounding their learning in the real-life context and
encouraging them to immerse themselves in the language
All about Tom situation alongside our character.
All about Tom’s family and friends
Tom Dad Mum
In Learn with Us 3, children follow the real-life experiences of

Tom, a nine-year-old British schoolchild. Tom and his family
and friends inhabit a world the children can easily relate
to – at home, at school, on a bike ride or doing activities at
the weekend. In this way, children are motivated to learn
and use the language of real-life situations that are relevant
to them, while also being invited to draw comparisons
between the main character’s and their own experiences.
Learning alongside a real child in the UK will also raise their
curiosity about English, provide opportunities to learn about Lizzie Elvis
other cultures and encourage them to develop the skills and
competences shown by Tom and his friends.
In exploring Tom’s world, we also become familiar with his
The children are first introduced to Tom in the Starter family and friends, who often accompany him in different
Unit – his personality, his family and friends and things situations in the Class Book pictures and videos.
of importance to him – before his life is explored further
We meet Tom’s mum and dad, as well as his older sister,
through each unit. Each unit opens to a different event or a
Lizzie, and last but not least, his pet guinea pig, Elvis.
day in the life of Tom and his family and friends. Tom, along
with his friends and family, are introduced first on video as
real people before we enter their world on the page and see
the same character in illustrated form.
The context for the unit is always introduced via a short
video of Tom. This scene is then visualized in the large
picture shown on the opening Class Book pages. This
integration of video and pictures not only turns the ordinary,
everyday situations into the extraordinary, but is also
stimulating for the children, reflecting their own multimedia
interests and experience.
The real-life contexts for each unit in Learn with Us 3 are: Becky Sam
• Tom’s favourite things, and an introduction to Tom and his
We also come to know Becky and Sam, Tom’s friends from
family and friends (Starter Unit)
school, who are in the same class as him. Tom and Becky
• a visit to a photo exhibition about animals in danger (Unit 1) contribute to the end-of-unit project, providing a realistic
• Tom’s school day (Unit 2) and relatable video model for this important final outcome
of the unit.
12 Concept and characters

Introduction to Learn with Us
Learn with Us is a six-level course for children learning English projects, bringing each to life. In addition to these character-
from Primary 1 to Primary 6. It is a child-centred course that led videos, there are animated songs, as well as attractive
enables children of ALL abilities to learn by doing, to learn colour animations of all the unit stories, and a selection of
together, and to learn from each other. interactive games and other types of games.
Learn with Us provides an unprecedented amount of real-life The stories form an important feature of the course, with
video as part of the exciting digital and print resources that a rich variety across all six levels. They not only provide a
are designed to work independently and in combination, meaningful context for the language, but bring creativity and
allowing for maximum learner engagement and classroom imagination to the classroom, captivating and inspiring young
efficiency, whether your classroom has an interactive minds. The stories also provide a useful springboard into
whiteboard or not. linked activities, such as the values focus. In this way, children
At the heart of Learn with Us is real life. In each level of the form important connections between the values they see
course, the children follow the experiences of a British played out in the story and their own social development.
schoolchild, and share experiences and learning. This approach Learn with Us is underpinned by a sound competence-based
marks an important shift towards language for communication learning methodology, ensuring that the Competences for
by structuring language learning around real children in real 21st century learning are developed. Activity rubrics are often
situations. In this way, language presentation can be focused competence-based, and include thinking-skills activities and
on real-life situations and social interaction. challenges that require the children to work collaboratively
A new child is introduced at each level of the course to and stretch themselves cognitively. Likewise, a variety of
reflect the children’s own changing life experiences and activities which appeal to multiple intelligences, such as
interests. As the learners progress through the levels, they individual and collaborative project work, quizzes and games,
can share and compare ideas about themselves and their ensure every child remains challenged and active in their
lives to those of the characters, achieving a real sense of learning. Drawing on the real-world content of the course,
growing up together. critical-thinking and self-evaluation skills are also developed
by encouraging the children to be curious about and
The course is situation-based, with an event in the life of
question the world around them, while also reflecting on their
the child forming the starting point for each unit, e.g. a day
own interactions.
at school or going to a photo exhibition. The situation is
introduced by the central character via an accompanying Studying English with Learn with Us also naturally activates
video, and further enhanced by a bright and engaging curiosity about other cultures. By focusing on a day in the life
opening scene in the Class Book which showcases the core of a British child, the opening context for each unit is overtly
vocabulary. cultural, and is also enriched by video clips rooted in British
culture. The children are invited to explore and think about
The central character then accompanies the children as
the world presented to them, comparing the character’s life
they progress through each unit, using more videos to
to their own.
introduce stories, documentary-style culture videos and unit
The specific Culture lessons in each unit also vividly bring a
part of British culture to life. The children follow this lesson
with a cross-curricular topic linked to the theme of the unit,
Learn with Us allowing them to continually review and build on their
Bring learning together. Bring learning to life. language-learning. Making links to other subject areas in
this way extends the meaning and perspective of what the
children have learnt, and broadens
their horizons.
Learn with Us offers a wide range
of activities and materials that
acknowledge individual learning styles
and allow you to cater for mixed-
abilities within your class. Children are
encouraged to work at their own ability
level, with reinforcement and extension
resources and two levels of tests to
provide additional flexibility.
Introduction to Learn with Us 13

Learning with Learn with Us
Classroom Presentation Tool (CPT) Activity Book with Online Practice
The Classroom Presentation Tool (CPT) materials for The Activity Book with Online Practice has been designed to
Learn with Us are engaging and varied. They include unit- bring together all that the children have learnt in the lesson
introduction videos with Tom, song animations, culture films, beforehand, consolidating and reinforcing content and
cross-curricular slideshow presentations, story animations, language from the Class Book and CPT presentations and
pronunciation games, review games, and videos showing practice and practising listening, reading and writing skills.
Tom and his friends presenting the unit projects. There In lessons which aim to practise core vocabulary and
are also interactive practice games designed to be played grammar, the Activity Book serves to provide independent
during Lessons 1, 2, 5 and 6, providing further exposure to reading practice as well as listening practice, which gradually
core language and allowing for well-timed comprehension progresses to written production. In lessons which centre on
checking. There is a pronunciation game in Lesson 7 and other types of content, e.g. the unit story, culture and cross-
a useful review game in Lesson 8. curricular content, the Activity Book is an effective means of
The CPT also offers all the pages of the Class Book and checking concepts and understanding, and consolidating
Activity Book on screen, for easy reference and to aid what the children have learnt in the previous stages of the
classroom management, e.g. for helping the children to lesson.
navigate to the correct page in their own printed Class The Activity Book also affords the children the chance to
Book / Activity Book, and for quick and easy access to audio cumulatively review the vocabulary they have been learning
tracks or answer keys. and to input creatively and imaginatively themselves, by
The CPT is easy to navigate with the material clearly divided personalizing the content they have learnt. For example,
into units and lessons. in Lessons 3, the culture lessons combine language review
with the practice of everyday language. In Lessons 7, the
Class Book Let’s imagine feature allows children to personalize the unit
The Class Book lessons have been carefully staged to allow language creatively in a way most meaningful to each child.
smooth and natural progression: from the presentation Finally and importantly, it provides scaffolding to ensure
stage provided by the CPT material, flashcards or Class a successful and motivating outcome for the end-of-unit
Audio, to simple activities demonstrating active recognition project in Lesson 9.
of the language, then finally to practice of the language via
engaging activities such as games, role plays or listening and
speaking activities, supported by further practice games on
the CPT.
The rubrics in the Class Book are addressed to the child,
rather than the teacher, and include critical-thinking
challenges that allow the children to personally invest in
the material, as well as scaffolded communication games
and tasks that require the children to work cooperatively.
Likewise, at the end of each unit in the Class Book the
children create a project, which allows them not only to
consolidate their learning but to also work independently
and personalize the language they have encountered in the
unit in a way that is meaningful for them. In this way their
enthusiasm for speaking English is heightened.
14 Learning with Learn with Us

Skills off text on the CPT allows the children to focus on the oral
and aural before they focus on the written form. The ‘text off’
Listening and speaking and ‘text on’ option, available for many of the CPT materials,
The high-quality audio-visual material supplied on the CPT allows the teacher to choose the most suitable version
affords the children plenty of aural recognition before they according to the point at which the material is being used
are required to produce the language. The ideal combination and the progress the children have made.
of clear listening models of spoken English with strong visual The Class Book provides plenty of general reading skills
support means that the children are able to develop notable practice from which the children gain exposure to a variety
confidence as they hear words and phrases for the first time of different text types; in the culture and cross-curricular
and understand them without ambiguity. Equally, the clear lessons, the All about speaking dialogues and the unit stories
and easy-to-follow models provided on the Class Audio and cartoons. Furthermore, the three end-of-term review
allow for quick and accessible models that stimulate the stories in the Class Book bring together the language that
children’s accurate recognition of the language before they the children have learnt over two units in a fun, comic book-
are expected to produce it themselves. Listening skills and style story.
aural confidence are further developed through listening The printed flashcards in the Classroom Resource Pack and
to a range of motivating texts and stories with varied the mini wordcards in the Teacher’s Resource Centre can be
comprehension tasks in both the Class Book and the Activity used for optional review or further practice at word level,
Book with Online Practice. These also help to develop learner at any point during a unit. After exposure to new language
independence and to prepare the children for practical in the Class Book, the children move on to more independent
everyday tasks in English. reading and writing in the Activity Book. The approach
In Learn with Us 3, speaking practice is integrated into every to reading and writing in the Activity Book is carefully staged
lesson and builds swiftly and effectively from simple word- through the unit to move from word level to sentence level,
level production to sentence-level production integrating and on to short paragraphs. As a unit develops, the amount
new vocabulary with revised language. Spoken accuracy of guidance and scaffolding for writing tasks is graded to
of new language is developed through activities which encourage learner independence, for example, moving
encourage repetition following a model, provided by the from using words from a selection provided, or copying and
CPT and on the Class Audio CDs, as well as through songs, completing phrases, to freer and more personalized writing
chants, oral comprehension questions, All about speaking production in Lessons 7 and 9.
dialogues that practise functional language exchanges, The project preparation and writing tasks in Lessons 8 and 9
controlled practice games and personalization activities. are staged carefully to support all learners, challenging the
Learn with Us 3 also includes activities designed to actively more confident to stretch themselves, while supporting the
encourage the children to formulate and express their less confident to a successful writing outcome. The project
opinion in English, which systematically build throughout is the culmination of all the language learning and skills
the year. Previously learnt language is actively recycled in practice the children have had during the unit. The mix of
oral activities and the children are encouraged to use this reading comprehension and writing activities include tasks
language as they set up and carry out various tasks. This to help children plan and generate ideas, order and structure
wide range of motivating oral activities allows for extensive their writing, and successfully tie their ideas together raising
opportunity for repetition of core language within a clearly awareness of the cohesion of texts. Once the children have
defined framework in order to help children build their completed these stages, they are ready to produce their
confidence in speaking. own personalized written text at paragraph level, based
In addition, phonetic awareness and confidence is on the model, with the ultimate aim of presenting their
developed in pronunciation activities designed to raise work in project form to an audience. The writing tasks
awareness of and practise production of key sounds. include several motivating text types (describing an animal,
By the end of a unit, the wide range of graded speaking completing an illustrated timetable in booklet form, a
practice should support all learners to successfully present healthy sandwich recipe, a weekend poem, a description of
their end-of-unit project with confidence and to the best of a giant and a leaflet about where they live). The performance
their ability, and talk about their performance in the unit. outcome is also a motivating factor in helping the children
write more independently whilst bringing together all that
Further optional pronunciation and communication games they have learnt over the course of the unit.
are detailed in the Ideas bank on pages 141–147 of this
Teacher’s Guide. Learner training is seen as an important part of developing
writing skills and the unit Picture Dictionary encourages the
Reading and writing development of referencing skills and spelling, particular
Learn with Us 3 takes a systematic approach to both reading tools to help with writing. It should also be noted that, as a
and writing throughout the course. It is only once the further handy reference, Tom’s tips in Lesson 7 in the Activity
children have heard and spoken new words or structures Book focus on an aspect of writing or punctuation.
that they focus on reading the written form. Once the
children are familiar with reading new core language, they
move on to writing it.
On the CPT, new language is always presented alongside
images, so that meaning is clarified first. The option to turn
Learning with Learn with Us 15

Stories accompanying audio. A variety of activities in the Class Book
and Activity Book support consolidation of new vocabulary
and core concepts. The children also further develop learner
independence by being encouraged to evaluate the story and
say what they think about it. The children, as with previous
levels, have the opportunity to act out the story to recycle
the language of the unit in a fun and memorable way, while
allowing learners of all levels to join in with the performance.
In addition to the unit stories in Lesson 5, the children
read a cartoon story, Ruby, Nick and Me! in every Lesson 7.
These short cartoons consolidate both vocabulary sets and
the grammar that have been taught in the unit. Revision
The stories are central to each unit in Learn with Us 3. They
stories are also available in the form of a running cartoon in
depart from the real-life context and narrative as presented
the Review units and are also available as a scroll-through
by Tom and instead immerse the children in a fun and
story book on the CPT. At the end of every unit, a short
entertaining story that, while still linked to the theme of
‘Read and enjoy’ story called The adventures of Tom and
the unit, is also a completely new and exciting adventure,
friends is available for the children to read for pleasure at
with a different storyline and set of new characters in each
the end of every unit. Please see the relevant section of this
unit. A rich variety of different story genres are explored:
introduction for further information about these.
from traditional fables and fairy tales to true life stories and
adventure. All the stories have been specially chosen to
Values
appeal to the children’s imagination and diverse interests.
The unit stories in Lesson 5 play an important role with
regard to language development, as they not only present
the second vocabulary set and target grammar in context,
but they also revise previously learnt language (both core
and incidental). Hearing this recycled language in a rich
story narrative provides the children with an important
opportunity to practise recognizing larger language outputs,
i.e. the lexical ‘chunks’ that form the building blocks of
English that they will encounter time and time again.
The stories also provide the opportunity to develop listening
skills (via the CPT or the Class Audio CDs) and reading skills.
All story text is provided on the page, allowing the children
to follow while they listen and thereby boosting their
confidence and ability to recognize known words. There is a strong emphasis in Learn with Us on values and
The children’s first experience of the unit stories is via the developing the whole child. In Learn with Us 3, the values
CPT, where they can enjoy a beautiful, fully animated version focus is presented in Lesson 5 through the story, with
of the story, maximizing the story’s motivational potential as a focused ‘All about values’ feature clearly linked to the
well its function as a learning tool. Each story is first chosen content of the story. The children are encouraged to discuss
for us by our central character, Tom, smoothly embedding and relate the value to their own lives, raising awareness
the imaginary in the real-world context so central to Learn of the children’s own social growth as well as promoting
with Us, while also helping the children to transition into and self-esteem, positive attitudes, and tolerance and respect
build excitement about the new content. towards others.
Following the CPT presentation materials, the children are In the Activity Book follow-up task in Lesson 5, the children
invited to open their Class Book for a re-telling of the story, consolidate the value by writing it and do a personalization
this time in closer view, with full-colour story frames and task which helps internalize the value and make it more
relevant to their real life experience.

Songs and chants language learning around day-to-day situations naturally
Songs and chants form a natural part of childhood and inspires the children to compare the character’s world with
are therefore something immediately familiar to primary- their own. The details and conventions of British everyday
aged children. They are also an invaluable way of practising culture are brought to life in supporting video clips at the
and assimilating new language, as they naturally include start of each unit, helping to make British culture relevant
repetition, provide clear models for correct pronunciation and interesting to the children’s own lives. The mix of
and greatly aid memory through their use of rhythm. The documentary and drama footage which make up the unit
children will naturally participate in the rhythm and actions, culture films provide a motivating insight into British culture,
meaning they will be active and having fun while at the and the follow up pages in the Class Book and Activity Book
same time gaining valuable exposure to the language, all provide interest and the opportunity for cross-cultural
increasing the likelihood of retention. For this reason, songs comparison.
and chants are an integral part of Learn with Us, with the The children are encouraged to understand and reflect on
CPT providing an extra audio-visual dimension through an the differences and similarities between their own and other
animated song for the Lesson 2 songs. cultures in order to develop Competences for 21st century
Each unit of Learn with Us 3 contains one chant and one learning, in particular Social and civic competences and
song. They present and practise the new language of the Cultural awareness and expression.
lessons, and the songs cover a variety of musical genres The culture lesson also helps the children take a step
specifically designed to encompass the diverse range of towards integration into the culture of the language they
musical styles children enjoy in the real world. are learning by giving them useful expressions, in the form
The chant is used early on in each unit to practise the first of common everyday language, in the All about speaking
core vocabulary set with a revised structure. At this point, activity. A simple, high-frequency social exchange is
the children learn an action related to each new item of modelled by Tom and his friends in the All about speaking
vocabulary (and these actions are later reinforced in a video clip, so that the children can listen and repeat it
subsequent song). Connecting actions with vocabulary easily. These exchanges have also been chosen taking into
is a key feature of the Learn with Us chants and songs, consideration the language syllabi of the GESE Trinity and
using physical response to reinforce and demonstrate Cambridge English: Young Learners external exams, in which
understanding. In this way, by allowing the children to social English plays a key role.
listen to the chants or songs using actions only at first, their
understanding and ability to eventually reproduce the Evaluation
language they hear will be greatly enhanced. Evaluation in Primary should be an integral part of the
The song in Lesson 2 of each unit is supported with an teaching and learning process, and, above all, formative.
animation available on the CPT. This song introduces the Evaluation material is therefore provided as part of the Learn
target grammar as well as recycling the first core vocabulary with Us 3 course. The evaluation programme is carefully
set (with actions). designed to support continuous and systematic evaluation
of the children using a variety of tools.
Song worksheets are available in the Teacher’s Resource
Material in the Teacher’s Resource Centre and provide The Learn with Us 3 tests can be found in the Teacher’s
additional practice of the core vocabulary and target grammar Resource Material in the Teacher’s Resource Centre. They
presented in the Lesson 2 song. cover all the target language from the level and are divided
into six unit and three term tests. Importantly, the term tests
Culture are cumulative, with the language from Units 1 and 2 tested
in the Term 1 test, Units 1–4 in the Term 2 test, and Units
Authentic British
1–6 in the Term 3 test. In this way, long-term retention of
culture has been
the language the children have encountered throughout
brought to the
the duration of the course can be tested, aiming towards
forefront in Learn with
longer-term learning. Moreover, the activity types in the
Us and is regarded as
term tests have all been carefully designed to echo the latest
an essential part of
Cambridge Young Learners English test (Starters level). This
language learning.
can help the children start to familiarize themselves with the
From the very
test in a non-intimidating way, enhancing their confidence
beginning of each unit, the content is grounded in the real
with regard to sitting external exams.
world, immersing and inviting the children to participate
in the life of a British child. This approach to structuring

There are two levels of each of the unit and term tests: theme of the unit and complement
‘Standard’ and ‘Challenge’, allowing you to select the level the culture lesson that has come
appropriate to the ability of the different children in the class. before. This allows vital links to be
At both levels, all four skills are systematically tested across formed in the children’s language-
both the unit and term tests. To provide more flexibility in learning, as well as providing a
administration, speaking skills are assessed continuously and meaningful context for the topic
after every two units in the term tests. Grids are provided area via a ‘learning through meaning’
in the Evaluation section in the Teacher’s Resource Material approach.
to help with the continuous assessment of speaking using The content ranges from using
various unit activities and appropriate criteria for evaluation. quantities in a recipe, to using instructions to draw animals,
Clear and practical notes are provided to help with to reading a map, and the concept is always consolidated
administering the speaking sections of the term tests. The with clear illustrations and activities in the Class Book, with
tests are available as printable PDFs or editable documents further practice in the Activity Book. Within these lessons,
on the Teacher’s Resource Centre, so you can choose to the children will encounter new vocabulary specific to each
adapt the material to suit your class. Audio for the tests is topic, but the focus is on understanding the concept rather
available on the Class Audio. than retaining new language.
An additional opportunity for evaluation in Learn with Exciting visual and auditory presentation tools are used to
Us 3 comes in the Lesson 9 unit projects and the Review introduce and exploit the concept in every unit. An engaging
unit projects, establishing a more holistic approach to the slideshow-style presentation introducing the subject matter is
assessment of the children. The criteria for assessment of available on the CPT for easy-to-use, effective presentation of
the projects is matched to learning standards for this level the cross-curricular concept and new cross-curricular words,
and Competences for the 21st century. Opportunities for and this is reinforced in the Class Book with tasks developing
evaluation in these project lessons are identified in the reading, listening and speaking skills.
Class Book with a key symbol. Guidance notes and grids
for assessment of the projects can be found in the Collaborative learning
Teacher’s Resource Material and allow you to continuously
assess the children’s progress and provide them and their
parents / carers with feedback.
Allowing your children to evaluate and reflect on the
work that they have done is also an integral part of the
learning process, and links directly to the Learning to learn
competence. Studies have shown that children who are
given opportunities to reflect on their work tend to be better
engaged, have a more positive attitude towards learning,
and therefore absorb much more. For this reason, Learn
with Us 3 provides numerous opportunities for reflection,
allowing the children to think about what they are learning,
check what they know and record how they are progressing.
Similarly, the unit tests each contain an ‘All about my test’ Language-learning is a pre-eminently collaborative activity,
feature, allowing for self-reflection on how well the child has and it is for this reason that Learn with Us offers a wide
performed at the end of the unit. range of activities and materials that inspire the children
to experience English together by working collaboratively
Cross-curricular focus and build their communication skills. Children are
One core lesson in each unit of Learn with Us covers content encouraged to work together in a variety of communicative
from other subjects across the curriculum, providing the speaking activities, grammar practice activities and craft
opportunity to transfer useful, practical English language to activities, helping to develop the children’s social and civic
a range of different areas of the curriculum, including Social competence.
and Natural Science and Art. These lessons are linked to the

In Lesson 6 of each unit, the children are prompted to
make a craft using the cut-outs at the back of the Activity
Book. They then use this craft to play a game in pairs which
practises the story language and target grammar.
Think
Learn with Us encourages the development of thinking
and communication skillls through engaging collaborative
activities which promote truly meaningful communication.
The Think icon in the Class Book and Activity Book denotes
activities which encourage children to formulate and express
their own opinion. The language they need to do this is
clearly modelled and they are encouraged to share their
opinions with others. They are encouraged to respect each
other’s opinions, and are reminded of the need to take turns
in a conversation and appreciate that there is more than
one perspective on most things. As this features regularly, all
children will gain in confidence as the year progresses and
increase their ability to communicate effectively.
Likewise, the projects that appear in each of the Class
Book Review units are a particularly clear example of how
collaborative work not only facilitates appreciation of each
other’s ideas but also develops personal initiative. In these
social tasks, which are designed to allow participation at
all levels of ability, the children use the language they have
learnt to work collaboratively and communicate creatively
with their peers, the whole school, their parents / carers and
indeed with the wider community or school.
While the unit projects in Learn with Us 3 are more individual,
there is plenty of opportunity for children to collaborate in
the setting up stages, including pairwork to check they have
everything they need and in sharing ideas and information.
Parental involvement
English at home
The support and involvement of parents and family
members is a key motivating factor for children across all
subjects. The children will enjoy sharing what they have
learnt with their parents or carers, and for this reason, Learn
with Us uses a variety of approaches to help establish a vital
home–school link for the children.
The ‘English at home’ icon appears in several places
throughout the Class Book and Activity Book, clearly
signposting opportunities for children to share their learning
with their parents.
Establishing clear and transparent communication with
parents is also essential in developing a cooperative
relationship between home and school. It’s important to keep
parents informed about what their children are learning.

All about accessibility
Competences for 21st century learning they are clearly highlighted and explained throughout the
The Competences for 21st century learning describe teacher’s notes.
a range of skills, knowledge, attitudes and behaviours The lesson notes in this Teacher’s Pack provide information in
that will serve children for life and learning outside the how the syllabus maps to the Competences for 21st century
classroom. They go beyond the classroom, as they are learning, enabling you to track the children’s development
essential for personal development, social inclusion, active through the course. A more detailed explanation of how
Social and civic competences
citizenship and successful employment. learning a foreign language can develop the Competences
There are seven Competences for 21st century learning, for 21st century learning can also be found in the Learn with
defined as follows: Us 3 Teacher’s Resource Material in the Teacher’s Resource
Cultural awareness and expression
The methodology of the course ensures that the Centre, along with ideas and material for further exploitation
competences are developed methodically, and that of Competences for 21st century learning.
Learning to learn
Social and civic competence

Linguistic communication
Linguistic competence
The children will use and develop their linguistic This describes the range of social, interpersonal
competence in all the activities in Learn with Us.

Digital competence and intercultural skills and behaviours that equip Cultural awareness and expression
This encompasses effective communication and individuals to participate effectively in society. The
expression across the four skills of reading,Mathematical children practise this competence when
writing,competence and basic competences
Culturalthey
awareness do
and expression
Learning to learn
listening and speaking. in science and technology

activities that require participation, cooperation,
and respect for themselves and others, both in the
Social and civic competences classroom and in society, such as theLearning to learn
collaborative Linguistic communication
Sense of initiative and entrepreneurship
Cultural awareness and expression speaking tasks.
Linguistic communication
Digital competence
Learning to learn
Learning to learn
Digital competence
This encompasses the development of a positive Learning to learn
Digital competence Mathematical competence and basic
in science and technology
attitude towards learning, both inside andcommunication
Linguistic outside
This involves the confident use of ICT and develops
of the classroom, as well as the study skills to Mathematical competence and basic competences
Linguistic communication the skills to use IT safely and responsibly. The
in science and children
technology
help learners do this. The children also use this Sense of initiative and entrepreneurs
Digital competence use this competence whenever they employ digital

competence when they are asked to reflect on and
tools, such as when they use the interactive IWB
evaluate their progress. Sense of initiative and entrepreneurship
Digital competence
games, when they carry out searches online or use
Mathematical competence and basic competences
in science and technology technology to communicate in English.
in science and technology Social and civic
Sense of initiative and Sense of initiative and entrepreneurship
entrepreneurship
Social and civic competences Cultural aware
Like ‘Learning to learn’ this competence encourages a This encourages the creative expression of ideas,
positive attitude towards problem-solving and develops Cultural awareness and expression
experiences and emotions in different ways; for Learning to lear
values such as perseverance and self-esteem. The example, through music, performance and craft. The
children use this competence in activities that involve children also develop this competence when they learn
Learning to learn Linguistic comm
teamwork or individual initiative, for example decision- about the culture of English-speaking communities and
making skills, cooperating and negotiation, planning, reflect on their own culture, as they are encouraged to
organizing, and when completing the projects. do throughout the whole
Linguistic course.
communication Digital competen
Digital competence Mathematical c

in science and te
Mathematical competence and basic Mathematical competence and basic competences
competences in science and technology

in science and technology Sense of initiativ
This is the ability to apply mathematical, scientific and

technological thinking in order to identify questions and solve Sense of initiative and entrepreneurship
problems. The children practise this competence when they

do tasks that require them to interpret numbers or engage
with scientific content, such as in the Cross-curricular lessons.
20 All about accessibility

Special Educational Needs in the ELT classroom brains might be overloaded with information which they
cannot process and they need a short brain break. These
What is SEN?
children also need positive feedback on behaviour, so make
Special Educational Needs (SEN) is the term we use to sure that you notice when they are behaving appropriately.
refer to the requirements of a child who has a difficulty Many children with SEN and behavioural difficulties only get
or disability which makes learning harder for them than noticed negatively by the teacher.
for other children their age. Note that gifted and talented
children are also considered to have special needs as they Tip 4: Celebrate difference and diversity
require specialized, more challenging materials. The classroom and the world would be a boring place
if everyone was the same. You can use the differences
Strengths, not just weaknesses
between children to learn from and about each other.
Children make progress at different rates and vary widely
in how they learn most effectively. Although children with Tip 5: Teach in a multi-sensory way
special needs may have difficulties in some areas, there Children all learn in different ways. Some like to see
will also be areas of strength. Recognizing and utilizing information, some like to hear it and some like to get up,
these strengths is important to the children’s academic do and touch things. Children with SEN particularly need
development as well as their self-esteem. Your daily contact practice in all the senses because they find it difficult to learn
with these children will help you understand what works in traditional ways. Use a multi-sensory approach to present
best for each individual and choose the most appropriate and practise information in your lessons.
techniques. Tip 6: Plan ways to adapt your lesson plan
You can do it! You will sometimes need to adapt your lesson plans. This is
You might be worried about trying to include children called ‘differentiation’. Differentiation means planning and
with SEN in your class. It can feel like it requires specialist teaching to take account of all children in the class, whatever
knowledge and extra work for you, the teacher. This does their level. The children can make progress in their learning
not have to be the case. As a teacher you are used to dealing wherever they start from. All children should achieve the
with different personalities and abilities in your class – you same main aim, but they may do this in different ways.
are probably always adapting to widely differing needs Tip 7: Work on classroom management
from the children each day. Children with SEN are simply
part of this variety and challenge. In addition, the teaching Clear, consistent classroom management is very important for
techniques which help to support children with SEN are children with SEN. They often have problems understanding
good, practical techniques which will benefit all children. and following rules and instructions, so it is important to think
about the best way to do this. It is a good idea, for example, to
Top tips for creating an inclusive classroom give careful thought to your seating plan.
You do not need to be an expert on SEN to teach children Tip 8: Work cooperatively with adults and children
with SEN. You do need to want to work with these children
and to be prepared to learn from them. Teamwork is the best approach to teaching children with
SEN. It is particularly important to work with parents /
Tip 1: Be a role model carers, as they know their child best and will often have
Children will take their lead from their teacher. It is important helpful strategies to suggest. Other people who can help
to show that you respect and celebrate differences between you include school psychologists, counsellors, speech
people. For example, if you notice some children do not and language therapists, occupational therapists, SEN
want to work with a child, make sure you talk to those organizations and charities. Try to find out what’s available in
children privately about their behaviour and give praise and your local area and keep a list of useful contacts.
rewards to the children who are working well in teams. Tip 9: Work with children’s strengths
Tip 2: See the person not the label Try to find out what your child’s strengths and interests
It is very important to get to know each child individually are and include these in your teaching. Children who have
and to not label them according to their SEN. If you have problems reading can sometimes be good at drawing and
children who wear glasses in your classes, you do not acting instead. Children who find it hard to sit still might be
assume that they have all got the same personality. In the very good at organizing teams and roleplay. Children who
same way, you should not assume every child with SEN are struggling academically might be very kind and helpful.
is the same. Find out their interests and their strengths.
Remember also that the range of SEN is wide so take time Dyslexia: an example of SEN
to find out the level of a child’s difficulty. Do not assume, Dyslexia affects approximately 10% of the population, so
for example, that a visually impaired person cannot see each classroom may have two or three children with this
anything – they may have some sight. learning difficulty. Dyslexia is a neurological condition
Tip 3: Avoid judgements of behaviour that causes the brain to process and interpret information
differently, which makes language learning challenging. It
Do not label a child as lazy or not trying. Children with SEN
is not a sign of low intelligence or laziness, or the result of
are often trying hard and get criticized unfairly by teachers.
impaired hearing or vision.
They might seem to be daydreaming in class but their
All about accessibility 21

What problems do dyslexic children have? • Give children short instructions, perhaps one step
Dyslexia can manifest itself in a variety of ways, through at a time. Set realistic targets, so they gain a sense of
linguistic problems such as: accomplishment.
• slow reading speed • Children with dyslexia do not need an entirely different
set of materials from the rest of the class. Focus their
• difficulties with word recognition and spelling
attention on particular sections instead, or select from the
• a smaller range of vocabulary in the mother tongue Activity Book, or from the mixed-ability worksheets in the
Dyslexia is also apparent in non-linguistic problems, Teacher’s Resource Material.
such as: • Children with dyslexia may benefit from a more structured
• a more limited memory span approach to learning, with controlled oral practice, plenty
• difficulties with handwriting and motor skills of examples, and opportunities to plan their work. The
structured approach to lessons in Learn with Us and
• difficulties with time management and organization
the models and examples on the CPT videos and the
of work
Class Audio, for example, will support dyslexic children’s
• slowness in automating new skills communication skills.
These difficulties will vary in their severity or seriousness in • Allow children who need longer to process information to
different individuals, and some people will experience some, do what they can in class, and encourage them to finish at
but not all, of these problems. home if possible.
Children with dyslexia can become competent and skilled • Children with learning difficulties tend to respond well to
second-language users, especially when a supportive extensive practice and explicit explanation. You may find
school with a warm and positive classroom environment that doing language drills in class, focusing on a small set
fosters their confidence. Even small steps, such as ensuring of core vocabulary or one grammatical feature at a time,
that a child is sitting comfortably at their desk with a well- will be helpful. Remember that similar-sounding words
positioned writing surface, can have a positive impact. or words with a similar meaning may cause confusion, so
English: some areas of difficulty present them separately.
• Children with dyslexia may struggle with the spelling of • Encourage children to create mind maps or visual
words in English since the spelling rules and conventions representations of vocabulary in their vocabulary
can appear unpredictable; specific sounds are spelt notebooks, so they can review language regularly.
in many different ways, and certain letters can be
pronounced differently. Mixed-ability and multiple intelligences
• Children with dyslexia may find it more difficult to learn No two children in any class are the same. Children learn
abstract words than concrete nouns, and may find it easier at different speeds and have different styles of learning.
to learn nouns than verbs and adjectives. They may find it In every class, there will be a variety of interests, likes and
hard to distinguish between words with similar sounds or dislikes. In addition, some children may have different
that are close in meaning. cultural backgrounds from the rest of the group. Whatever
the extent of the diversity within a class, it is important to
• Speaking and listening skills seem to be affected less than
help all the children feel part of the group during the English
the literacy-based skills of reading and writing.
lesson. For this reason, Learn with Us offers strategies and
• Questions which require open-ended answers and materials to help teachers adapt their lessons to meet the
pronunciation activities may be difficult for children with needs of individual children.
dyslexia or other special educational needs.
• Children with dyslexia may struggle with the organization Mixed-ability and Learn with Us
of their work and their classroom equipment, and this Naturally, in classes where there is a wide range of abilities,
may impact on their learning. there will be times when children’s needs will be different.
Simple tips for helping a dyslexic child Some children will require extra support for even the basics
• Children with dyslexia learn better if vocabulary is taught and others will require reinforcement of what they have
in context, or anchored to an image. The anchoring of learnt, while the most able will benefit from extension and
language in the real-world context in Learn with Us will further practice. In a mixed-ability class, it is very important
help with this. that everyone can take part in activities, whatever their ability,
which can present a challenge for the teacher. This is why Learn
• Children with dyslexia often engage well with electronic with Us is carefully designed to offer graded and structured
or interactive devices, so the CPT games will help them activities to support all children’s language learning.
with learning and reviewing vocabulary at their own pace.
Learn with Us caters for mixed-ability children in a number of
• Multi-sensory and multi-channel formats, such as the different ways:
animations, games and videos on the CPT and reading
with audio in the Class Book, are well suited to children • The CPT, with its wealth of visual support, allows children
with dyslexia. to benefit from the many non-linguistic aspects of the
video presentations. Practically, it also provides one clear

focus in the classroom, allowing the class to work together • The Teacher’s Resource Material offers mixed-ability
but at a different pace. worksheets at extension and reinforcement level, which
• The receptive nature of many of the CPT games at this can be used when required with the children who
level mean that they allow even children with the lowest need them. The reinforcement activities can be used to
level of English to participate without feeling under consolidate learning, while the extension activities allow
pressure, because everyone joins in. more able children to expand on what they have learnt.
Children should be grouped together with others of a
• Systematic revision of all core language has been carefully
similar ability to work on worksheets that suit their level.
built into the course, with continual revision opportunities
provided within each unit, as well as opportunities for the • Also in the Teacher’s Resource Material are two levels of
recycling of language from previous units. For example, each of the unit and term tests: ‘Standard’, which matches
the Culture and Cross-curricular lessons regularly reinforce the reading and writing development of the Class Book,
previously presented vocabulary and structures in a new and ‘Challenge’, which follows the approach in the Activity
context, and the songs and chants which punctuate each Book and tests more reading and writing. This allows all
unit offer the chance for fun and meaningful revision of children to participate in testing to the best of their ability.
the unit vocabulary. • All the songs and chants are accompanied by clear
• In addition to the continual recycling within the main actions, as described in the relevant notes in this Teacher’s
units, an end-of-term review is provided through the Guide. This allows even children with the lowest level
dedicated Review units. These lessons draw together all of English to participate without feeling under pressure,
the core vocabulary and target grammar from two units because everyone joins in.
in a new setting, with a practical and tangible outcome in
the form of the project. Multiple intelligences and Learn with Us
• The recycling and revision of language from previous The theory of multiple intelligences, as first developed
years is also given great importance throughout Learn by American psychologist Howard Gardner, views
with Us. For example, in Learn with Us 3, the review activity intelligence as being multi-dimensional. Instead of thinking
in Lesson 3 of every core unit revises vocabulary from of intelligence as something connected to cognitive or
previous levels and units, making important links in the academic skills that you have more or less of, Gardner
children’s language learning journey. believes that it is more useful to think of humans as having
a range of eight different ‘intelligences’, and that we all have
• The optional extension and revision vocabulary activity
these intelligences in different strengths and combinations.
in Lesson 1 of each main unit provides an opportunity for
more able children to expand on what they have learnt. These eight intelligences are:
In this lesson, additional vocabulary items related to the • Verbal-linguistic: Being good with words and language,
unit have been included in the opening scene picture for reading and writing
optional extra input, and are supported by a worksheet • Logical-mathematical: Being good with numbers,
in the Teacher’s Resource Material. Maths, logical processes, patterns, relationships between
• The high frequency of collaborative tasks throughout the things and abstract concepts
Class Book and Activity Book encourages cooperation • Visual-spatial: Being good with pictures, diagrams, maps
amongst children: if you put a stronger child with a less and visual representations
able child, he / she can support this child. The child who
• Musical-rhythmic: Being good with music, noticing
needs more support also feels less under pressure in this
sounds and recognizing tunes
way. Similarly in group games and activities, every child
can feel supported by the group and can participate as • Bodily-kinaesthetic: Being good with physical skills,
much as he / she is able. sports, activities and tangible objects, dance, mime and
acting
• In Learn with Us, many activities in the units and others
in the Ideas bank of the Teacher’s Guide encourage • Interpersonal: Being good with other people; being
communication and co-operation, which in turn involve good at communication and social skills
everyone in the group. The teaching notes include many • Intrapersonal: Being reflective and insightful about your
activities to help you create a relaxed atmosphere so own psychology and internal life; being intuitive and
children of different abilities can integrate more easily. self-confident
• The Activity Book with Online Practice provides practice • Naturalistic: Being good at recognizing and
of the language introduced in the Class Book. Moreover, understanding aspects of the natural world around us,
it contains slightly higher-level reading and writing tasks e.g. animals, birds, plants
than those presented in the Class Book. There is also a In the context of the ELT primary classroom, this clearly
special Extra feature at the bottom of the Activity Book acknowledges that every child has different kinds of mental
pages, which suggests a further activity to allow for abilities, and responds in their own way to different stimuli.
extension of the lesson content. As teachers, we know that children each have their own
natural talents and multiple ways of learning. For example,
All about accessibility 23

some children may respond well to artistic or musical Lesson 2 Divide the class into two groups. Group A sings
activities, such as painting or singing, while others may be all of the song apart from the highlighted words, which only
more engaged when movement or logic are involved, such group B sings. Give each group instructions to sing quietly
as during dancing activities or number games. or loudly, or to gradually get louder or quieter as the song
It follows, then, that in order to keep our children engaged progresses. Then swap roles.
and involved during language learning, we need to include Lesson 3 Put the children into mixed-ability groups to do
a variety of tasks that activate different intelligences. the reading tasks. After reading and matching the texts and
Although we cannot teach directly to each individual child photos, put the class into two groups. Show them one of the
in our classes all the time, we can provide opportunities for photos and elicit any information each group can remember
diversity. When we allow for this diverse range of language about the text, without looking at their Class Books. See
activities that match our children’s intelligence strengths, we if together the two groups can remember all the main
multiply the opportunities for a ‘hook’ through which English information in each text.
can be acquired. Lesson 4 Ask two or three confident children to call out the
Likewise, it is clear that learning a foreign language at an new cross-curricular vocabulary for the rest of the class to
early age can positively help to develop and stimulate all of point to in the pictures and repeat.
a child’s intelligences. In the ELT primary classroom, all eight Lesson 5 Ask two or three confident children to come to
of Gardner’s intelligences can be quite clearly activated in the front of the class and mime one of the story frames. The
a number of ways through the language-learning process, rest of the class guess which frame they were miming.
allowing our children to build on their natural talents, while
Lesson 6 Ask one or two confident children to mime one of
also encouraging the development of their other abilities.
the pictures from the story at the top of the Class Book page.
Simply put, all intelligences can be learnt, and that is why
Encourage the rest of the class to say a sentence from the All
we must help our children to develop all their intelligences
about grammar table that matches what they have mimed.
through creating an attractive, encouraging and motivating
atmosphere in the ELT primary classroom. Lesson 7 Divide the class into two groups and listen to the
cartoon story again. Group A says / mimes / stands up or sits
This is why Learn with Us contains activities, tools and
down on all of Nick’s lines. Group B does the same for all of
different types of input carefully designed to serve all
Ruby’s lines.
children by reaching out to their multiple ways of learning.
Each lesson in Learn with Us 3 has been deliberately set out To have fun with pronunciation, ask the class to say the
to appeal to a wider range of intelligences, offering a variety rhyme in different ways – first slowly, then quickly, quietly,
of activities which cater at different times for children with then loudly (and vice versa), happily and in a sad way, etc.
different learning styles or intelligences. Lesson 8 After doing the ‘listen and match’ opinions
For example, a typical lesson may start with a warm-up activity in the Class Book, make the activity interactive by
matching game (verbal-linguistic and bodily-kinaesthetic), designating areas of the classroom as the ‘three opinions’.
followed by an introductory video on the CPT (visual-spatial), Children walk to the area which reflects their opinion and
followed by singing a song (musical-rhythmic) and finally say their opinion out loud.
a pairwork speaking activity (interpersonal and verbal- Lesson 9 When the children prepare, practise and present
linguistic). Follow-up tasks are provided in the Activity Book their project to each other, put them into mixed-ability
with Online Practice and in worksheets in the Teacher’s groups so that they bring out each other’s strengths and
Resource Material, allowing children to reflect on their support each other, but do consider how well they work
learning (intrapersonal) in a variety of ways. In this way, the together and get along outside the classroom. They need to
inherent diversity of the classroom is purposefully catered for feel comfortable working together to make the most of their
in each lesson. English and have fun.
Learn with Us taps into children’s natural talents, thus
allowing you to provide motivating educational experiences
which help develop the confidence and language skills your
children need to communicate both with their classmates
and with the English-speaking world.
Mixed-ability extra ideas

The following is a list of optional extra activities that can be
used in each lesson of every core unit to cater for mixed-
ability children.
Lesson 1 Place the Vocabulary Set 1 flashcards around
the room. Play the chant from the lesson again and ask the
children to point to the correct flashcard as they chant
the word.

Classroom language
Using English for classroom routines is an excellent way to Whose turn is it?
introduce and recycle important natural language. If English It’s your turn.
is used for organizing activities, giving instructions, playing Ready, steady, go!
games and for giving support and praise, children will
You’re out.
develop a passive understanding of the expressions, and be
able to produce many of them by the end of the year. Here Never mind. Better luck next time!
are some useful phrases. It’s a draw.
X is the winner.
Organizing in the classroom Shuffle the cards.
Choose a card.
Sit down.
Turn the card over.
Stand up.
No cheating.
Open your book at page …
Look at the pictures / words on page …
Doing arts & crafts activities
Close your book, please.
Come here, please. Draw a …
Give / Bring it to me. Colour the …
Hands up. Cut out the …
Point to the / a … Stick the …
Put it here / there. Fold the paper / card like this.
Wait. Take out your scissors / glue / crayons.
Just a minute. Let’s put the posters / work on the wall.
Say it with me. Write your names on your posters / work.
Repeat. Watch what I’m doing.
Listen to me.
Stop now. Ending an activity / lesson
Tell me. Finish your turn.
Hold up / Show me a … Stop and look at me, please.
All together. It’s time to stop now.
Let’s sing a song / read a story / play a game. Put your things away, please.
We’ve got five more minutes.
Giving support and praise Line up by the door.
Well done. Put your pencils down now, please.
Yes, that’s right. Goodbye everyone / children.
Not quite. Try again! See you tomorrow.
That’s very good.
That’s a lovely picture! Classroom phrases for children
Good try. Can I have the scissors / glue, please?
That’s nice / lovely. Here you are.
I like your drawing. I don’t know.
Give yourselves a clap. It’s my / your turn.
That’s fantastic. Sorry.
Thank you.
Carrying out activities Yes / No.
Guess. / Can you guess? Finished.
Get into pairs / groups / teams. Can I go to the toilet, please?
Work alone.
Is that right?
Stand in a circle / line.
Take turns.
Classroom language 25
Tour of a unit
Lesson 1 Vocabulary
Teaching tip
Objectives Select an additional flashcard and / or wordcard
Become familiar with Tom’s everyday context for the Listen to and repeat a dialogue using the new game to supplement the presentation of the
unit. vocabulary and the revised structure. vocabulary set and activities on the page, if you
Listen, identify and say Vocabulary Set 1. Do a speaking activity with the new vocabulary and feel the class needs more practice. See the Ideas
Participate in a chant using the new vocabulary and a the revised structure. bank on pages 141–147.
revised structure. Read and write the new vocabulary.
Core vocabulary is CPT Class Book

contextualized in the main
character’s world.
Flashcards are found as printed cards in the

Classroom Resource pack, as an optional way of
presenting and practising the new vocabulary.
The main character, Tom,
introduces the unit theme in
a short, live-action film.
The children explore the Tom’s question encourages
main image to find the the children to talk about
Set 1 vocabulary items. themselves and personalize
the topic of the unit.
Audio can be launched
from the CPT or the Class The star learner question supports your
Audio CDs. mixed-ability class by highlighting optional
extra revision and extension vocabulary. Extra
practice activities can be found in the Teacher’s
Resource Material in the Teacher’s Resource
Activity 2 provides an opportunity Activities 4 and 5 provide supported Centre.
to hear and say the vocabulary Activity 3 is a memorable and speaking practice of the vocabulary On the CPT a game practises the
set and a revised structure. enjoyable chant with optional set and the revised structure. vocabulary set.
The review language is actions which provides oral
highlighted in the review tab. practice of the vocabulary set
and a revised structure. Mixed-ability See extra ideas on pages 22–24.
26
Activity Book Other useful resources
In the Classroom Resource Pack:
Set 1 flashcards
Activity 1 provides Alphabet poster
reading practice of
In the Teacher’s Resource Material:
the vocabulary set
Set 1 mini picture cards and wordcards
at word level.
Extra vocabulary worksheet
Answer keys are included

in the CPT.
Activity 2 provides Completing the Picture Dictionary builds

writing practice of the Learning to learn competence by
the vocabulary set encouraging children’s referencing and
at word level. spelling skills and learner autonomy.
How to teach Lesson 1
Optional CPT ➜ Class Book ➜ CPT ➜ Activity Book Optional

Starting the lesson 1 Play the unit introduction 3 Ask children to study the main image as 8 Play the vocabulary 9 Ask the children Ending the lesson
Follow the suggestions film. you play the audio. They listen, point to and game. to complete Follow the suggestions
in the lesson notes for repeat the vocabulary and revised structure. activities 1 and in the lesson notes for
each unit. Classroom Resource Pack 4 Teach the vocabulary actions. Play the chant No CPT today? 2 to practise each unit.
encouraging children to join in with actions Play a game from reading and
2 Use the flashcards from the the Ideas bank on
and words. writing the core
Classroom Resource Pack pages 141–147.
5 Listen to the model dialogue then set up vocabulary.
to present the vocabulary
the speaking game and monitor while 10 Ask the children
and teach the actions using
children play. to complete
the lesson notes and Class
6 Ask the children Tom’s question to the first section
Audio CDs.
personalize the topic of the unit. of the Picture
7 Optional: Ask the children the star learner Dictionary.
question and encourage them to look at the
two pages to locate the extra vocabulary words.
27
Lesson 2 Song, Grammar & Communication
Objectives Teaching tip

Participate in and understand a song with a new grammar structure and the Set 1 vocabulary. Work through the All about grammar
Review the Set 1 vocabulary by matching words and pictures. box and elicit or give children lots of
Listen to and say the new grammar and play a speaking game using a simple grammar table and model dialogue. additional examples to illustrate the
Understand the new grammar structure and the Lesson 1 vocabulary in a listening activity to identify specific information. grammar point. Use the language in
Read and write the new grammar structure. the song for additional examples.
CPT Class Book
Activity 3 provides an alternative to the

kinaesthetic actions activity: the matching
activity allows children to interact with the text
of the song and the pictures on the page and
accommodates different learner styles.
The animated song reviews

the vocabulary from Lesson 1
The grammar table highlights the
and presents the grammar
new target grammar. The LOOK! feature
for this lesson.
reminds the class of additional points such
as contractions and use of pronouns.
Singing the song and doing

the related actions helps
children internalize the
vocabulary and grammar. On the CPT a game practises the
Lesson 2 target grammar with the
Activities 4 and 5 provide fun and Lesson 1 vocabulary.
memorable speaking practice of the
target grammar and core vocabulary. Mixed-ability See extra ideas on pages 22–24.
28
Activity Book
Other useful resources
A variety of listening, Lesson 2 Reinforcement and Extension
reading and writing activities worksheets
provide practice of the Song worksheet
new grammar with the Speaking assessment grid
vocabulary from Lesson 1.
Grammar pages at
the back of the Activity
Book provide extra
consolidation activities.

Starting the 1 Play the song animation. 2 Play the song again and encourage the 5 Play the vocabulary 6 Ask the children to Ending the
lesson children to point to the items on the page. and grammar complete the Activity lesson
No CPT today? Teach the extra song actions, then play practice game. Book activities to
Follow the Follow the
Play the song, holding up the song to prompt the children to do practise listening,
suggestions in suggestions in
the flashcards from the the song and actions and sing along. No CPT today? reading and writing of
the lesson notes the lesson notes
Classroom Resource Pack Play a flashcard the core grammar.
for each unit. 3 Ask the children to match the words in for each unit.
and encourage children game from the 7 Ask the children to
to join in with the actions bold to the pictures on the Class Book Ideas bank on pages complete the first
they have learnt in page. 141–147 to practise section of the All about
Lesson 1, using the 4 Focus on the All about grammar box. Play the target grammar. grammar page.
Class Audio CD. the Class Audio CD to practise the model
language. Ask children to ask and answer
in pairs using the model as a guide.
29
Lesson 3 Culture & Communication

Understand the main ideas in a video and reading text about an aspect of British culture, Encourage the children to look for key words in the reading texts
practising integrated skills in a real-life context. that help identify the relationship with the photos. When feeding
Listen and understand the All about speaking conversation using useful, everyday language. back answers, elicit the words that helped children match the
Exchange personal opinions and act out the All about speaking conversation. photos to the texts. Remind the class that they don’t have to
Reflect on the differences and similarities on the topic in their country. understand every single word.
CPT Class Book
The culture film is introduced by

Tom and recycles and extends In Activities 4 and 5, children watch and listen
language from Lessons 1 and 2 to Tom and his friends having a conversation
in a real-world context. and then practise the useful everyday
Each film presents a motivating language exchange with their friends and
glimpse into an element of personalize it, providing an opportunity for
British culture, chosen to be of real and meaningful communication.
interest to your students.
The target everyday language

Activity 2 activates the children’s is highlighted on the page for
language and raises interest before children to refer to if needed.
they read in Activity 3. These
activities cater to mixed ability by
allowing interaction with the page at
the child’s own level whilst recycling The culture question encourages children
language from previous lessons. to make comparisons between their own
culture and the UK. Mixed-ability See extra ideas on pages 22–24.
30
Activity Book
Activities 1 and 2 provide
integrated skills practice Other useful resources
as children listen to, read In the Teacher’s Resource Material:
and write language revised Culture worksheet
from previous units and Speaking assessment grid
levels in the context of the
culture lesson.
The written response to

Tom’s question consolidates This Extra feature suggests
the All about speaking a further activity for fast
exchange. finishers.
Optional CPT ➜ Class Book ➜ CPT ➜ Class Book ➜ Activity Book

Starting the lesson 1 Set the gist task and watch the film. 3 Ask the 5 Play the All about 6 Ask the 8 Ask the children to do Activities
Follow the suggestions 2 Watch the film again and ask children children to speaking video children to 1 and 2 for further listening,
in the lesson notes for to answer the comprehension say what they conversation for act out the reading and writing practice of
each unit. questions at the end of the film. can see in the children to listen conversation previously learnt language.
photos. and repeat. 7 Discuss the 9 Ask the children to write their
No CPT today? 4 Ask the cross-cultural answer to Tom’s question
Use the photos on the Class Book children to No CPT today? question with to consolidate the All about
page to present the culture topic. Ask read the texts Play the the class. speaking language.
the children what they can see using silently and Class Audio CD
language they know from earlier match the for children to
lessons. Ask them questions about photos and listen and repeat
the photos, where the people are, texts. the dialogue. Optional
what they have got, etc. Encourage
them to compare the photos of the Ending the lesson
UK with life in their own country. Follow the suggestions in the lesson
31 notes for each unit.
Lesson 4 Cross-curricular

Learn about another area of the curriculum. Highlight the new cross-curricular
Review known vocabulary related to the topic. vocabulary by pointing to or zooming
Listen, identify and say the new cross-curricular vocabulary. in on the items during the slideshow.
Read, listen to and understand a text.
Read and write the new cross-curricular vocabulary.
CPT Class Book
Activity 2 in the Class

Book consolidates the CPT
presentation and develops
listening and reading skills.
The cross-curricular slideshow

on the CPT presents the
concept of the cross-curricular
lesson and presents six to eight
new words.
The star learner question here offers

an optional extension activity using
the cross-curricular language in a
meaningful context.
Activity 3 checks comprehension of the Activity 4 provides further skills

main concepts of the cross-curricular practice as well as practise of the
theme and the new vocabulary set. cross-curricular concepts.
Mixed-ability See extra ideas on pages 22–24.
32
Activity Book
Teaching tip
Cross-curricular lessons suit mixed-ability classes as the
These activities check concepts are accessible to all children whatever their ability in
comprehension of the English. They also provide a rich and varied context for learning
concepts and provide English which is motivating to children. Encourage them to
reading and writing explore areas they are interested in and consider using the
practice of the cross- cross-curricular themes as a basis for project work.
curricular language
and theme.
This activity allows the children

to personalize the cross-
curricular content. In Units
2–5 a motivating chant allows
children to further internalize the
The ‘English at home’ themes and makes them directly
icon suggests ways for relevant to children’s lives.
children to share their
learning at home.
Optional CPT ➜ Class Book ➜ Activity Book Optional

Starting the lesson 1 Play the cross-curricular 2 Play the audio and ask the 5 Ask the children to complete the Ending the lesson
Follow the suggestions slideshow. children to read the text and Activity Book activities. Follow the suggestions
in the lesson notes for answer the question. 6 Ask any fast finishers to complete in the lesson notes for
No CPT today?
each unit. 3 Ask the children to read the Extra activity. each unit.
Use the photos or pictures on
the text again and do the
the Class Book page to present
comprehension task. Check
the cross-curricular topic and
their understanding of the
introduce the vocabulary
target vocabulary.
set. Use the transcript in the
4 Optional: Ask the children the
teaching notes to talk through
star learner question.
the visuals.
33
Lesson 5 Story & Vocabulary

Listen to and understand a story presenting Read and do a story comprehension task. Use the story pictures in the Class Book to identify the new
Vocabulary Set 2 and a new grammar structure. Discuss a value related to the story. vocabulary after the children watch the story animation or
Listen, identify and say the new vocabulary. Listen to and give an opinion about the story. before they listen to the Class Audio. When children watch
Review the vocabulary and grammar from Read and write the new vocabulary. others acting out the story, encourage them to do the
Lessons 1 and 2. actions when they hear that word in the story.
CPT Class Book In Activity 3, the children listen

to the story audio and follow the
pictures in their Class Book. The
story consolidates the language
from previous lessons and presents
Vocabulary Set 2 and grammar 2.
On the CPT the story is brought to life in an
animation with a real-action video introduction. In Activity 4, the children answer
a post-story activity to check
comprehension and review
vocabulary from previous lessons.
In Activity 5, the children evaluate the

story for themselves in this speaking
activity designed to practise the
Learning to learn competence. They
learn functional expressions while
Flashcards in the Classroom Resource Pack can be developing thinking, speaking and
used to present and practise the new vocabulary listening skills.
set and optional actions taught. The animated story
presents the new vocabulary in a clear context, The value of the story relates to
allowing presentation with the flashcards after the children’s own social growth
watching. and is inspired by the theme of
the story.
Activity 2 provides an opportunity to hear and
say the new vocabulary set and presents the The option to act out the story can provide On the CPT a
written form. a means to internalize the language in a fun, game practises
memorable and inclusive way. the vocabulary set.
34
Activity Book
This activity provides In the Classroom Resource Pack:
a general summary Set 2 flashcards
of the story, checking In the Teacher’s Resource Material:
comprehension and Set 2 mini picture cards and wordcards
providing exposure to the
written form of the new Children further internalize
and revised vocabulary. the value by writing and
personalizing it. They draw
a picture of how it relates
Children express to their lives and write what
it shows. An optional spelling chant
their opinion on the reinforces the Alphabet over
story, building on their the course of the year, and
Learning to learn a vocabulary and spelling
competence. Children complete the activity reinforces study
Picture Dictionary for skills and builds the Learning
Vocabulary Set 2. to learn competence.
Optional CPT ➜ Class Book ➜ CPT ➜ Activity Book

Starting the lesson 1 Play the story animation and 3 Play the audio for children to listen, point to and 9 Play the 10 Ask the children to complete the
Follow the suggestions ask the children questions repeat the vocabulary. Teach the actions using the vocabulary Activity Book activities to practise
in the lesson notes for about the story in their own flashcards. practice game. listening, reading and writing of
each unit. language. 4 Play the story audio for the children to listen, guided the new and revised vocabulary
by the gist task. Ask them to look at the pictures in No CPT today? and to consolidate the story value.
Classroom Resource Pack the Class Book. Play a flashcard 11 Ask the children to complete the
5 Focus on the value. Discuss with the class why the game from the second section of the Picture
2 Play the Class Book story Ideas bank on
value is important. Dictionary.
audio on the Class Audio CD. pages 141–147
6 Ask the children to complete the post-story activity.
Use the flashcards from the to practise
7 Ask the children to evaluate the story by listening
Classroom Resource Pack to the target
present the vocabulary and
and repeating the phrases and then saying the one
grammar.
Optional
that reflects their opinion.
teach the actions. Ending the lesson
8 Act out the story. Encourage the children to join in
Follow the suggestions in the lesson notes
35 with as much as they can.
for each unit.
Lesson 6 Story, Grammar & Communication

Review the story and vocabulary from the unit. Make a cut-out and play a game to practise the new It is very motivating for children to
Listen to and understand the new grammar in the grammar and vocabulary. practise the grammar through a game
context of the story and a new context. Read and write the new grammar. with material that they have made
Say the new grammar using a simple grammar table. themselves. Encourage them to take
their cut-outs home and demonstrate
the language with their family.
CPT Class Book

Matching pictures to audio
helps children internalize
the new vocabulary and This activity provides a clear model of
grammar and checks the new grammar in the grammar table
comprehension before and enables children to internalize its
children move on to using structure and meaning.
the grammar.
A speaking activity provides

controlled and meaningful
personalised speaking practice of
the target grammar.
Cut-outs in the Activity Book provide
a kinaesthetic activity with controlled
practice of the new grammar and
a collaborative game. The activity
further encourages the children to On the CPT, a game practises the
develop their communication skills Lesson 6 target grammar with the
and social and civic competence by Lesson 5 vocabulary.
working together, and also makes
their learning more memorable.
36
Activity Book
A variety of listening, In the Classroom Resource Pack:
reading and writing Set 2 flashcards
activities provide practice In the Teacher’s Resource Material:
of the new grammar Lesson 6 Reinforcement and Extension worksheets
with the vocabulary from Speaking assessment grid
Lesson 5.
Grammar pages at
A personalization activity the back of the Activity
makes the grammar Book provide extra
more memorable. consolidation activities.
Optional CPT ➜ Class Book ➜ CPT ➜ Class Book ➜ Activity Book

Starting the 1 Watch the story animation 3 Review the story using the Class 6 Play the vocabulary 7 Ask children to complete 8 Ask the children
lesson again to review the story. Book and Class Audio CD. and grammar the cut-out and play the to complete the
Follow the 4 Play the audio for the children practice game. Class Audio CD to practise Activity Book
suggestions in No CPT today? to number the pictures. the language needed for the activities.
the lesson notes Review the story using the 5 Focus on the All about No CPT today? collaborative communication
for each unit. Class Book and Class Audio grammar box. Read through Play a flashcard
CD. Use the flashcards activity. They then play the
the sentences and ask the game from the
from the Classroom children to make them true Ideas bank on pages game with a friend using the Optional
Resource Pack to review according to the story. Play the 141–147 to practise model language as a guide.
Ending the lesson
the vocabulary and actions audio to check answers and the new target
using the lesson notes. Follow the suggestions
repeat the sentences. Check grammar.
in the lesson notes for
understanding of the structure.
each unit.
Then ask the children to make
true sentences for them.
37
Lesson 7 Integrated skills & Communication
Teaching tip
Objectives
A different and fresh context in which to read and
Review the unit language and develop reading, Develop pronunciation awareness by identifying hear the language and see how much they have
writing, listening and speaking skills through and practising a sound by listening to and learnt is very motivating for children. The humour
the following: reading a short pronunciation rhyme. and continuous characters in the cartoons will help
Read and understand a cartoon. Review and personalize the language from the keep the children’s interest. Make predictions about
Give your opinion of the cartoon and act it out. unit in a reading and a writing activity. the cartoon before reading using the two questions,
or simply by looking at the pictures.
The cartoon consolidates both

the vocabulary and the grammar CPT Class Book
from the unit. In Activity 1, there
are always two follow-up questions
asking for specific information,
further developing children’s Activity 4 provides opportunities for active
reading skills. production of the target sound using previously
taught vocabulary. A fun rhyme allows the
children to practise the target sound in a
In Activity 2, children are invited meaningful context. The written form of the
to think about and to express sound and the phoneme are clearly highlighted.
their opinion about the cartoon
building on the language they
have learnt previously.
In Activity 3, children act out

the story to further consolidate
the unit language in a new On the CPT, the children practise listening to and
context. identifying the target sound in a controlled way
via an interactive pronunciation game.
The ‘English at home’

icon suggests ways for
children to share their
learning at home.
38
Activity 1 reviews the key Activity Book
language of the unit in the
context of the cartoon.
Speaking assessment grid (Acting out
Activities 2 and 3 encourage the cartoon and Pronunciation rhyme)
the children to use their Tom highlights an
creativity and imagination aspect of writing
to review the language they or punctuation that
have learnt and to have fun will further develop
with it. Reading and writing children’s writing skills.
skills are incorporated with
a fun, personalized writing
task and drawing activity.
A listening activity focusing
on the target sound allows
This Extra feature children to further identify
suggests a further the target sound.
activity for fast
finishers.
Optional Class Book ➜ CPT ➜ Activity Book Optional

Starting the 1 Read the two questions and then 5 Practise the target sound with 6 Ask the children to complete the Ending the
lesson read and listen to the cartoon the pronunciation game. Activity Book activities. lesson
Follow the about Ruby, Nick and Me! and Follow the
answer. No CPT today?
suggestions in suggestions in
2 Ask the children what they think Ask the children to say the rhyme
the lesson notes the lesson notes
about the cartoon and to say quietly, loudly, slowly, quickly.
for each unit. for each unit.
their opinion. Use the Class Book Audio track.
3 Act out the cartoon. Play a pronunciation game
4 Focus on the pronunciation box. from the Ideas bank on
Play the rhyme for the children pages 141–147.
to listen to. Then play it again for
them to repeat.
39
Lesson 8 Language review & Communication
Teaching tip
Objectives Speaking is a challenging skill because it takes time to produce the
Review the unit language and develop reading, writing, listening and language on the spot and children can worry about making mistakes.
speaking skills through the following: Word prompts with the target vocabulary and grammar help give
Listen to and understand a project presentation. children some support and guidance when talking. Before talking
Listen to and identify opinion language and use it to evaluate a project. about the project in pairs or groups, make sure all the children are
Prepare and plan a unit project. familiar enough with the project to be able to use the words; watch
the video as well as playing the Class Audio if needed. Encourage
children to look back at these word prompts when they come to
prepare their project presentation. It will help them to think about key
information and guide them in structuring their presentation.
CPT Class Book
In Activity 1, Tom or his friend In Activity 2, the children are given

Becky presents his / her vocabulary and grammar prompts to
project, providing a realistic help them talk about the project Tom
and relatable model for the or Becky have shown them, allowing
children’s own project and them to review the unit language in
encouraging children to review context. Children can communicate
the language they have learnt in at their own level of ability whilst
the unit. Watch the live-action reviewing the unit language.
film on the CPT or listen to the
Class Audio CD. Activity 3 gives children clear models
of the functional language they have
learnt to enable them to express their
opinion and listen to others’ opinions
in Activity 4.
On the CPT, the children further consolidate their

learning after the Class Book activities by practising
all the core vocabulary and target grammar of the Mixed-ability See extra ideas on pages 22–24.
unit in a fun and interactive review game.
40
Activity Book
These activities prepare

children to create a unit Teaching tip
project and focus on The Lesson 8 and 9 project is an opportunity for
reading and writing skills. By children of all abilities to showcase what they know.
looking at how Tom and his Encourage more confident children to do independent
friends have prepared and research for their project using the internet or other
planned for their project, reference materials. All children will benefit from
children have a clear model the structured thinking and planning tasks and the
and structure to follow, opportunities to share ideas and information.
from thinking about ideas
to gathering information You could also consider recording the projects to show
and planning and structuring parents and other classes and the children themselves
their writing. and give the children an even greater sense of
achievement.
This reading and writing
practice supports the Remember that the unit projects offer a way to evaluate
spoken output of the the Competences for 21st century learning, too.
project in Lesson 9.

Starting the lesson 1 Play the project 2 Play the audio of the project 5 Play the grammar and 6 Ask the children Ending the lesson
Follow the suggestions video. and answer the question. vocabulary review game. to complete the Follow the suggestions
in the lesson notes for 3 Read the language prompts. Activity Book in the lesson notes for
No CPT today? No CPT today?
each unit. Ask the children to use them activities to each unit.
Play the Class Play a flashcard game
to talk about the project. from the Ideas bank prepare for their
Audio CD.
4 Ask the children to listen on pages 141–147 to unit project.
and match the expressions practise vocabulary
to the children and then use and grammar.
them to give their opinion
of the project.
41
Lesson 9 Think, do & review

Review the vocabulary and grammar from the unit by producing a personalized unit project. In this lesson, take the opportunity to go back
Practise listening, writing and speaking skills in creating the project and presenting it to the class. through the unit with the class, identifying
some of the different kinds of activities they
have done and what they have learnt. Ask
them to say which activities they liked best
and to evaluate their performance in them.
Thinking about what they liked and how they
did will help them to develop the Learning to
The materials learn competence.
CPT Class Book children will need are
clearly listed in a
visual form here.
The first stage of the lesson
prepares the children for
completing their own personalized
projects by focusing on what
materials they need. The language
is modelled on the audio; in Unit 1
both the questions and the The children read and follow the written
answers and Unit 2 onwards, the and visual instructions which are split up
questions only. into four clear stages. The project in each
unit encourages the children to work both
collaboratively and autonomously as they
The children are encouraged work towards the various unit project
to practise presenting their presentations. They refer to the planning
project either individually or in stage in their Activity Books from Lesson 8.
small groups and to memorize
it before presenting it to the The final stage of the project is the spoken
whole class. presentation to the class/group, giving each
child a real sense of achievement.
This Learning Check activity

provides an opportunity to
evaluate children against the
learning standards for this level
and the Competences for 21st Mixed-ability See extra ideas on pages 22–24.
century learning.
42
Unit test (Standard or Challenge)
Competences for 21st century
learning project assessment grids
Optional Class Book Optional

Starting the lesson 1 Play the audio for the children to listen and repeat and then ask and Ending the lesson
Follow the suggestions answer about the materials. Follow the suggestions
in the lesson notes for 2 Read the instructions for the project and work through the stages, in the lesson notes for
each unit. encouraging the children to refer to the planning stage in Lesson 8. each unit.
3 Present the projects formally and ask the children to rate their project.
43
Learn with Us 3 posters
There are two posters provided with Learn with Us 3, intended to be hung up in the class and Numbers poster
referred to whenever you wish to review the language, or as general support for the class. The children will already be familiar with most of the numbers from 1–100 from previous
Audio tracks to accompany both posters can be found on the Class Audio CDs. Additional levels of Learn with Us. In Learn with Us 3, numbers are reviewed in the Starter Unit when
ideas for using the posters in the class can be found in the Ideas bank on page 146. children ask and answer about personal information (age, height, address, how many brothers
and sisters you’ve got) and numbers will be continually present throughout the course.
Alphabet poster
The Learn with Us Alphabet poster is designed to be hung up in the classroom to remind The Numbers poster is designed to be hung up in the classroom to review the numbers
the class of, and review, the letters of the alphabet. and to provide support in answering everyday questions using numbers.
It lists the letters of the alphabet in lower case and capitals and each letter is illustrated On the poster, the numbers 1–9 are listed in numerals and word form. The numbers in
with a picture of an item of vocabulary beginning with that letter. All the items are tens from 10–90 are listed, and the numbers 100, 1,000 and 100,000 presented in numeral
recycled words from previous levels of the course. The words are also listed on the poster. and word form, too.
Two audio tracks accompany the poster and can be found on the Class Audio CD: the On the poster, Tom uses various numbers to give the class personal information about him
Alphabet chant and the Spelling chant. Both can be used to introduce or review the letters and his family: his age, his lucky number, his mum and dad’s ages, his height, etc.
and spelling. From the Starter Unit onwards in Lesson 5, refer the children to the poster when An audio track accompanies the poster, providing a model for how to say the numbers.
they complete the Picture Dictionary. Both can be used before children write the words. The poster and audio can be used at any time throughout the course to review the
The poster and chants can also be used whenever you want to review spelling or the numbers or as support when using activities in the Class Book or from the Ideas bank.
pronunciation of the letters of the alphabet in English. It can be used alongside games
from the Ideas bank and as an aid for mixed-ability classes and children who may need
44 support in the spelling of words.
Review lessons
Objectives
Review and practise vocabulary and grammar from the
term.
Term test 1, 2 or 3 (Standard or Challenge)
Develop listening, speaking, reading and writing skills.
Produce a group project that relies on prior knowledge Competences for 21st century learning
of the previous two units’ language. collaborative project assessment grids
CPT Class Book Activity Book

The reading-for-
pleasure story
reviews the core
vocabulary and
target grammar
from the previous
two units in a
new context.
The children are

encouraged to act
out the story to
provide further
collaborative
speaking practice
of the language
from the previous
two units. The communicative group project This Learning Check activity The children practise reading, writing and listening
requires the children to recycle their provides an opportunity skills to review the core grammar and vocabulary
Two games on the CPT understanding of the language from the to evaluate against the from preceding units in their Activity Books.
consolidate learning from previous units in a practical way, as well learning standards for this
the previous two units. as engaging various competences. level and Competences for
21st century learning.
45
Festival lessons
Objectives
Festival Revision and Extension
Listen, identify and say the Festival vocabulary. Sing a song. worksheets
Develop an awareness of British culture Make a Festival cut-out. Song worksheets
and traditions. Read and write the new vocabulary.
Class Book
The festival is always brought to Peace Day Christmas St Patrick’s Day
life through Tom’s eyes as we join
him and his friends and family Class Book Class Book Class Book
while they celebrate the festival. The children practise the
new festival vocabulary in a
The Class Book presents the fun and memorable song.
written and spoken festival words Singing the song helps
for children to listen to, repeat children internalize the
and match. language.
A speaking activity
activates and consolidates
the festival language.
Activity Book Activity Book Activity Book Activity Book

The Activity Book activities provide
reading and writing practice of the
festival vocabulary.
There is also a follow-up cut-out

activity to help consolidate the
festival language and theme.
The children use the cut-outs to
participate in a communication
activity practising the festival
vocabulary or to create a special Flashcards are available
festival-related item they can in the Teacher’s Resource
share at home. Material in the Teacher’s
Resource Centre.
46
Rapid route
Outlined here is advice for teachers with reduced timetables as well as reduce the length of a unit by omitting one lesson
and teachers who may sometimes need to shorten lessons. entirely, whilst still ensuring plenty of practice of the unit
You will find suggested reduced lesson structures in the ‘Tour language and a suitable balance of activities.
of a unit’ below, as well as lots of useful time-saving tips.
Use the guidance provided here and your Teacher’s Guide to
These have been carefully considered to ensure your class
plan your reduced lessons. And remember that if you ever
gets the most out of Learn with Us, even with limited time.
feel your class requires a bit more practice, you can easily
The reduced lesson structure applies to the main units in add some of the omitted lesson stages back into your unit
the Class Book only; it is recommended that you teach the structure or take advantage of the CPT games and resources
Starter Unit in full, and that the Activity Book is assigned for to reinforce the content when needed.
the children to complete at home. The suggestions listed
here will show you how to reduce the content of each lesson
The plan below outlines the stages for each of the existing lessons, but with a
Tour of a unit few suggested omissions and time-saving recommendations ( ✔ ). Note that the
original Lesson 4 (cross-curricular) can be omitted completely.
Lesson 1: Vocabulary Starting the lesson routine ✔ In all lessons you can cut down the amount of time spent on this
CPT, Classroom Resource Pack routine by doing the Starting the lesson routines, but omitting
1 Unit introduction film the warmer that is also suggested in the teaching notes.
2 Flashcards
Class Book
3 Listening activity To save time, listen to and say the chant without
4 Chant activity pre-teaching the actions.
5 Dialogue listening and pairwork
game
6 Tom’s question
7 Optional: Star learner question
CPT
8 Vocabulary game Cut down the amount of time spent on this routine in all
Ending the lesson routine ✔ lessons by doing the Goodbye routine only.
Lesson 2: Song, Grammar Starting the lesson routine ✔

& Communication To save time, you can omit the song animation and sing the
CPT song using the Class Audio CD and Class Book pages (or vice
1 Song animation ✔ versa).
Class Book
2 Song activity ✔ To save time, listen to and sing the song without pre-teaching
3 Match the words and pictures ✔ the actions.
4 All about grammar activities
CPT To save time, do this activity as you sing the song. Encourage
5 Vocabulary and grammar game the children to point to each word and then the picture on the
Ending the lesson routine ✔ page as they sing the song.
Lesson 3: Culture Starting the lesson routine ✔

& Communication To save time, you can omit the video and listen using the Class
CPT Audio CD and Class Book pages (or vice versa).
1 Culture film
Class Book Lesson 4: Cross-curricular
2 Speaking activity To save time, you can omit this lesson from each
3 Reading and matching activity unit entirely. If you wish, you could try to integrate
4 All about speaking conversation video ✔ some of the content into your other classes in the
5 Acting out the conversation relevant curriculum area; for example, you could
6 Let’s compare culture question use content from the Unit 1 lesson about drawing
Ending the lesson routine ✔ animals in one of your Art lessons.
Lesson 5: Story & Starting the lesson routine ✔

Vocabulary CPT, Classroom Resource Pack
1 Story animation ✔ To save time, choose before class whether you would like your
[CB1 pp10-11] 2 Flashcards class to watch the story animation on the CPT or listen to the story
Class Book using the Class Audio CD. Have the CPT loaded or the correct track
3 Listen, point and repeat activity selected before the lesson to maximize teaching time in class.
4 Story activity ✔
5 ‘All about values’ activity You could save this optional activity for a rainy day or for another
6 Story follow-up activity lesson when you have more time. You can even bring in some
7 Story evaluation activity props and take the class to another area in the school which
8 Act out the story activity ✔ has more space to act out the story, allowing the children a
Ending the lesson routine ✔ greater sense of involvement.
47
Time-saving tips
Routines Your class will soon pick up on the routine and, once it is
Even if you have less time for English, for level 3 it is still familiar to them, you will quickly be able to make the most of
important to have a set routine for your lessons, and to your English time together.
establish this routine with your class from the start. A well- Maximizing your time
conducted routine helps you organize your lessons and
There are lots of other things you can do before, during and
makes the children aware of what you want them to do
after your lessons to maximize teaching time in class.
and how you expect them to behave.
Cut-outs Prepare the cut-outs in advance of Lessons 6
In Learn with Us 3, the lessons in each unit are designed and 9, as outlined in the timesaver suggestion.
to follow a familiar structure and set of routines. It is Multimedia At the start of each lesson, ensure the CPT or
recommended, therefore, that any time-saving amends Class Audio CD is ready to use, and the resource or track
made to a lesson structure in Unit 1 are also carried you need for the lesson is loaded and ready to play.
through to the lessons in the units that follow. The starting CPT Remember that you can use the CPT for quick and
and ending the lesson routines for Learn with Us 3 have easy-to-follow navigational support in the classroom
also been designed to be flexible, and so timesaver by displaying the Class Book pages on your IWB, as well
suggestions have been provided in this reduced lesson as using it as a way to quickly check answers as a whole
planner for how these can be shortened when needed. class using the answer-key reveal function.
Lesson 6: Story, Starting the lesson routine ✔

Grammar & Communication
CPT, Classroom Resource Pack
1 Story animation Review the story using the Class Book only.
2 Flashcards
Class Book
3 Listening activity Prepare the cut-outs before class so that the children
4 All about grammar activities have more time in the lesson for speaking practice.
5 Cut-out activity ✔ Preparing one unit for the whole class should take you
6 Listening and speaking activity about 15–20 minutes.
CPT
7 Vocabulary and grammar game
Ending the lesson routine ✔
Lesson 7: Integrated Starting the lesson routine ✔

skills & Communication You could save this activity for a rainy day or for another
Class Book lesson when you have more time.
1 Cartoon audio activity
2 Cartoon evaluation activity As the pronunciation lesson in each unit focuses on a key
3 Act out the cartoon activity sound which relates to the vocabulary of the unit, to save
4 Pronunciation activities time, you can focus on this sound as and when it appears
CPT throughout the unit. You can then choose to omit all of the
5 Pronunciation game activities that follow.
Lesson 8: Language Starting the lesson routine ✔

review & Communication To save time, choose before class whether you would
CPT like your class to watch the story animation on the
1 Project video CPT or listen to the story using the Class Audio CDs.
Class Book Have the CPT loaded or the correct track selected
2 Project audio before the lesson to maximize teaching time in class.
3 Speaking activities
4 Project evaluation activities Do these activities as a class or omit these altogether.
5 Prepare your project
CPT
6 Grammar and vocabulary review game
Lesson 9: Think, do Starting the lesson routine ✔

& review Class Book Do the ask and answer project preparation activity as
1 Listening and speaking activity a class, or omit these activities completely and do the
2 Project activity project.
48
Using Graded Readers
with
Using graded Readers in the Primary classroom is an effective way to engage children of all abilities and learning needs.
By motivating children to read for pleasure, you give them the opportunity to learn without the fear of failure.
Our graded Readers are available at a number of different levels and across a broad range of topics, both fiction and
non-fiction, so each child will be able to find a book suitable for them from our award-winning collections:
• Dolphin Readers
• Classic Tales
• Oxford Read and Discover
• Oxford Read and Imagine
• Dominoes
Convenient bookmark shaped Reading Guides, offer a simple way to select titles that correspond
to each unit of Learn with Us.
Download the full set of Reading Guides from www.oup.com/elt/recommendedreaders
Reading Guides Reading Guides Reading Guides Reading Guides Reading Guides Reading Guides
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49
Supplementary Material
The most trusted materials for learners of English
Oxford Children’s Picture Dictionary Get Ready for … 2nd edition
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850 words and 40 topics.
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Into the Classroom is a series of
Teaching English short, practical guides focused on
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Teaching English to Young Learners is a course for all teachers

of primary age students. It aims to provide teachers with
the knowledge and skills needed to support young learners
through the delivery of engaging and motivating lessons.
50
Starter All about me
Lesson 1: Vocabulary SONG ACTIONS: Hello song

Hi. Hello – wave
Language
How are you? – hold out both hands, palms up, and shrug
Core: dangerous, friendly, funny, furry, intelligent, lively,
It’s good to see you – do a thumbs up on ‘good’, point to
quiet, sporty
your eyes and then forward at the children on ‘you’
Revised: Family members; Pets; Numbers; I’m (Tom). This
I’m fine – point to yourself and do a thumbs up
is (Dad). This is my friend (Becky). I’m / He’s / She’s (friendly).
Is he / she (funny)? Yes, he / she is. No, he / she isn’t. thank you – bow
SONG ACTIONS: Weather song
Starting the lesson (optional) w 4.24 4.26 What's the weather like? – hold your hands palms up as if
• Introduce yourself to the class, saying Hello! I’m … and asking a question
pointing to yourself. Look around the room and ask two or It’s windy – blow and sway your hands from side to side
three children What’s your name? Encourage them to reply It’s sunny – hold your hands together and open and shut
with Hello! I’m … Continue and ask every child their name. your fingers like the sun shining
• Do any of the Starting the lesson routines below. It’s rainy – wiggle your fingers down through the air
like rain
Starting the lesson routines
It's snowy – tap the air in front of you with your forefingers
• Lesson objectives: Tell the class the objectives for as if they are dots of snow
the lesson today and write them on the top left of the
It’s cloudy – use your finger to draw a puffy cloud
board, e.g. Family, friends and words to describe them,
Asking and answering questions. At the end of the It's cold – shiver and hug yourself
lesson, go through and tick off the objectives you have
• Talk about family and friends in the children’s own
achieved and congratulate the class.
language. Ask the children How many people are in your
• Classroom activities: Ask the class what type of family? Who are they? What are they like? How old is your
activities they think they will do in the lesson today (sister)? Who are your best friends? What are they like?
(reading, listening, speaking, writing, drawing, singing,
etc). Take four or five ideas and write them on the top COMPETENCES FOR 21ST CENTURY LEARNING:
left of the board. At the end of the lesson, go through Learning to learn
them as a class and tick off those they did. Introducing the children to the characters of the course
• Hello song w 4.24 Weather song w 4.26: Play the and the types of activities they will do throughout the
Hello and Weather songs from the Learn with Us year will help motivate them to learn English more
1 and 2 Class Audio CD and do the actions (see below effectively.
for transcript and actions). Encourage the children to
join in with the actions and the words.
Transcript
Hi. Hello.
Unit introduction: 1 Watch.
How are you? • Tell the class that they are going to watch a video and meet
It’s good to see you. the characters for Learn with Us 3. Ask What are their names?
Hi. Hello. Who do you think you will meet? Accept any ideas from the
I’m fine, thank you. class. Watch the video and check their predictions.
It’s good to see you, too. • Watch the video again. Pause and check comprehension
in the children’s own language or English, e.g. Who’s this?
Transcript (Tom) How old is he? (8) What’s Tom’s sister’s name? (Lizzie)
What’s the weather, what’s the weather, What sports does she do? (dancing and football) Where’s
What’s the weather like today? Tom’s dad? (in the living room) Who is funny? (Tom’s dad)
Is it windy? Is it sunny? Is it cloudy today? What is Mum’s job? (a teacher) What is she like? (intelligent)
What’s the weather like today? What are his friend’s names? (Becky and Sam) Has he got a
Is it cold? Is it snowy? pet? (Yes, a guinea pig!)
Or is it rainy and grey?
What’s the weather, what’s the weather, Transcript
What’s the weather like today? Tom Hi, my name’s Tom. What’s your name? I’m 8. How old
are you? This is my house. I live at 25 Lime Avenue. Come on.
Let’s meet my family!
Lizzie Hi, Tom.
Tom Hi, Lizzie.
Tom This is my sister, Lizzie.
Starter 51
Lizzie Hello! Class Book page 2
Tom Where are you going?
Lizzie I’m going to dance class and then football. See you later! 2 Listen and point. w 1.01
Tom She’s very sporty! Come on, let’s meet my parents. Dad’s • Focus the children on the Class Book pages and the
in the living room. Let’s be quiet! photos of the characters.
Dad Boo! • Play the audio. Children listen and point to each character.
Tom My dad’s very funny!
Dad Hi! Transcript
Tom My mum’s in the kitchen. She’s a teacher. She’s very 1 Hello! I’m Tom. I'm 8!
intelligent. Hi, Mum! 2 This is my mum. She’s friendly and intelligent.
Mum Hi, Tom! Hello! 3 This is my dad. He’s funny.
Tom What are you doing? 4 This is my big sister, Lizzie. Lizzie’s sporty and she’s quiet.
Mum I’m working. 5 These are my friends, Becky and Sam. They’re funny and
Tom OK. I’m going upstairs. See you later! friendly and very lively!
Mum See you later! 6 This is my pet, Elvis. He’s furry and very funny. He’s small
Tom This is my bedroom. It’s top secret, but you can come and he’s very lively. He isn’t dangerous!
in! This is my room. I love my bedroom! My favourite things
ANSWERS
are here. These are my badges. I’ve got 43! This is my
1 Tom 2 Mum 3 Dad 4 Lizzie
sketchbook and coloured pencils. I like drawing. I love Crystal
5 Becky and Sam 6 Elvis
Palace Football Club and this is my football kit. What are
your favourite things? Look! I’m a hundred and thirty three 3 Listen and say the name. w 1.02
centimetres tall. How tall are you? • Read the words in the word bank together as a class and
Mum Tom! Your friends are here! do the actions (see above).
Tom Great! Coming! Let’s go. Hi, Becky. Hi, Sam.
Sam Hi, Tom!
• Children listen and name the character being described.
Becky Hello! Transcript
Tom These are my friends, Becky and Sam. Let’s play in the 1 He isn’t dangerous. He’s friendly and furry, and he’s small.
garden. He’s my pet.
Becky OK. 2 She’s a girl. She’s friendly and funny.
Sam Great! 3 He’s a boy. He’s friendly and lively.
Mum Here Tom! Time to feed Elvis! 4 She’s intelligent. She’s a teacher.
Tom OK. This is Elvis. He’s my guinea pig. Today he’s quiet. 5 He’s funny.
Sometimes he’s very lively! 6 She likes football. She’s quiet and sporty.
Becky He is very furry!
Sam Is he dangerous? ANSWERS
Tom No, he isn’t! He’s very friendly. 1 Elvis 2 Becky 3 Sam 4 Mum 5 Dad 6 Lizzie
Sam Yes, he is very friendly! He isn’t dangerous. 4 Listen and repeat. Point and say. w 1.03
Dad Wash your hands everyone! • Children listen and repeat the sentences they hear. They
Lizzie Time for a drink! point to the correct character on pages 2–3 and say the
Everyone Thanks! sentence describing them.
Tom Bye for now!
Transcript
Vocabulary presentation: flashcards (optional) He isn’t dangerous.
• Show the flashcards from the Classroom Resource Pack She’s friendly.
one by one to introduce the new vocabulary. Repeat He’s furry.
several times, encouraging the children to remember the She’s funny.
words. Teach actions for each word. She’s quiet.
• Play Jumping the line on page 140 of the Ideas bank. He’s lively.
She’s sporty.
VOCABULARY ACTIONS: She’s intelligent.
dangerous – hold your fingers to your mouth as if biting
your nails and look scared 5 Listen and repeat. Point. Ask and answer. w 1.04
friendly – smile and wave • Explain that the boy and girl in the picture are talking
about Tom’s family and friends. Play the audio for the
funny – exaggerate a laugh and hold your stomach
children to listen and repeat.
furry – use one hand to stroke the fur on your other hand
• Put children into pairs. They take turns pointing to a
intelligent – point to your head with your index finger and character on pages 2–3 and ask and answer, e.g. Is she
then move it away from your head to indicate an idea sporty? Yes, she is.
lively – wave your hands and move your body to Note: This dialogue and others in the Starter unit contain
demonstrate being full of energy language revised from previous levels.
quiet – hold your finger to you lips to mime ‘shh’
sporty – do a star jump Star question (optional)
• Ask the children the question at the bottom of page 2. Put
them into pairs to take turns describing different family
52 Starter
members, e.g. Mum is funny and sporty. Dad is quiet and Further practice
friendly. Teacher's Resource Material: Starter Unit Set 1 mini picture cards
and wordcards.
Classroom Presentation Tool
Grammar and vocabulary review: game Lesson 2: Song, Grammar &
• See instructions for Cloudburst on page 140. Communication
Activity Book page 2 Language
Core: Adjectives; Numbers; badges, a football kit, a guinea
1 Match. Read and number. pig, a sketch book
• Children match pictures 1–6 to the course characters. Revised: What’s your name? My name’s … ; How old are
They read the sentences below and write the number of you? I’m (nine). Have you got any brothers or sisters? I’ve got
the person next to the correct description. (two brothers). Have you got a pet? I’ve got a (guinea pig). /
ANSWERS I haven’t got a pet. Where do you live? I live in … ; How tall
1 Dad – He’s funny. 2 Mum – She’s intelligent. are you? I’m … centimetres tall. What are your favourite
3 Lizzie – She’s sporty. 4 Becky – She’s lively. things? How do you spell … ?
5 Sam – He’s friendly. 6 Tom – Hello, I’m Tom!
2 Read and write is or isn’t. Think of someone in Starting the lesson (optional) w 4.24 4.26
your family, a friend or a pet. Draw, circle and write. • Do the Starting the lesson routines on page 51.
• Children read and complete the text about Elvis with is • Play Missing Letters on page 143 of the Ideas bank to revise
or isn’t. the adjectives.
• Ask children to think of a person in their family, a friend or a
pet they have. They draw them in the space provided and CPT, Classroom Resource Pack
write their name. They circle the correct pronoun, He / She, Video review
and complete the description with two adjectives.
• Ask the children what they remember about Tom and his
ANSWERS family and friends, e.g. Who’s in Tom’s family? (Lizzie, Mum
1 He is funny and furry. He is lively, too. He isn’t and Dad) What’s his dad like? (funny) What’s his mum like?
dangerous! (intelligent) What’s Lizzie like? (sporty) Who is furry and lively?
(Elvis) What are Tom’s favourite things? (badges, drawing in his
Picture Dictionary page 61 (optional) sketchbook, Crystal Palace Football Club and his football kit)
• Ask children to turn to page 61 of their Activity Books • Watch the video again to confirm answers. Ask children to
and complete the top section of the Starter Unit Picture
call out the adjectives describing each character.
Dictionary. They use the word bank to write the correct
words below the pictures. Vocabulary presentation: flashcards (optional)
• Tell children that they will complete their Picture • Show the flashcards one by one to introduce the new
Dictionary throughout the course. They can complete vocabulary. Repeat several times, encouraging the
it independently or work in pairs and then check their children to remember the words. Teach actions for
answers in the Class Book or on the CPT. each word.
Ending the lesson (optional) w 1.10 4.25 VOCABULARY ACTIONS:
• Play Mime it on page 144 of the Ideas bank to review the guinea pig – show your front teeth and hold your hands
adjectives. Play in two teams. like paws just below your chin
• Watch the video again. sketch book – hold up one hand as the sketch pad and
• Do the Goodbye routine. pretend to sketch on it with the other
badges – make a circle with your thumb and index finger
Ending the lesson routine and hold it (a badge) to your chest
• Goodbye routine w 4.25: Play the Goodbye song from football kit – pretend to kick a football and then point to
Learn with Us 1 and 2 Class Audio CD and do the actions your clothes
(see below for transcript and actions). Encourage the
children to join in with the actions and the words. Class Book page 3
Transcript
Goodbye. Bye. Bye. 1 Listen and point. w 1.05
I have to run. • Play the audio for children to listen and point to the
Goodbye. Bye. Bye. photos of Tom’s favourite things.
I hope you had fun.
Transcript
SONG ACTIONS: Goodbye song Hi, everyone. These are my favourite things. Look! Can you see
Elvis? He’s my guinea pig. He’s small and furry and very lively!
Goodbye. Bye, bye. – wave
And this is my sketch book and pencils – I like drawing.
I have to run – walk or run on the spot
I hope you had fun – clap your hands
Starter 53
Look at my badges! I’ve got lots of badges. 4 Ask and answer the questions in the song.
I love football! This is my Crystal Palace football kit. It’s red • Point to the two children at the bottom of the page and
and blue. I love Crystal Palace. explain that they are asking and answering the questions
from the song.
OPTION:
Play the audio again. Children do the actions for Tom’s • Refer children to the All about me box to review the
favourite things when they hear them. answers to the questions. Read each answer and elicit the
correct question from the song (My name’s … , What’s your
name?). Then ask the questions from the song again and
2 Listen and repeat. w 1.06 write answers from the class on the board.
• Children listen and repeat the words. Play the audio again. • Put children into pairs to take turns asking and answering
the questions. Monitor, help and praise throughout. Put
Transcript
the children in new pairs and repeat if you have time.
badges, a sketch book, a guinea pig, a football kit
3 Listen and sing. w 1.07 Classroom Presentation Tool (CPT)

• Revise the vocabulary actions from Lesson 1 and teach
Grammar and vocabulary review: game
the new song actions.
• Play the song again. The children join in first with the
• See instructions for Three in a row on page 138.
actions and then with the words as much as possible.
Activity Book page 3
SONG ACTIONS:
1 Listen and write Tom, Becky or Sam. w 1.08
All about me, all about you – point to yourself for ‘me’ and
then forwards on ‘you’ • Children listen to the conversation and write the correct
character’s name below each picture.
All about our friends … – lock both index fingers together
on ‘friends’ Transcript
… and family – wave the fingers on both hands Tom What are your favourite things, Becky?
All about home and school, too – place your fingertips Becky My favourite things are my skates. I like skating! And
together to make a pointed roof for ‘home’ and open your my scooter and my guitar. I like playing my guitar.
arms wide, pointing to the class around you, for ‘school’ Becky What are your favourite things, Tom?
All about us – clap three times and open your arms Tom My favourite things are my football kit, my sketch book
outward and back to the body and my badges!
What’s your name? – shrug and use both index fingers and Tom What are your favourite things, Sam?
thumbs to draw an imaginary name plate Sam I love my bike. It’s cool! And I love playing basketball.
And I love dinosaurs! I love my book about dinosaurs.
How old are you? – shrug and place one hand on your
head as Tom does in the video ANSWERS
Have you got any brothers and sisters? – shrug and do the 1 Tom 2 Becky 3 Sam
actions for brother and sister: on one hand, point to your 2 Review. Find and circle. Write.
little finger (brother), point to your ring finger (sister)
• Tell children this activity contains vocabulary from last
Have you got a pet? – shrug and pretend to pat an animal year and items that they have learnt in the class today. Ask
Where do you live? – shrug and form the shape of a house them to say what they can see.
with a roof and two sides • Children write the correct word from the word bank below
What are your favourite things? – shrug and hold two each picture, then find the words in the word search.
thumbs up for ‘favourite’
ANSWERS
How tall are you? – shrug and use one hand to
1 football kit 2 sketch book 3 badges 4 skates
demonstrate height in the air
5 scooter 6 guitar 7 book 8 bike 9 basketball
Learn with Us Numbers poster Picture Dictionary (optional) page 61

• Use the Learn with Us Numbers poster to review numbers • Ask children to turn to page 61 of their Activity Books and
and support the class in talking about height and ages. complete the bottom section of the Starter unit Picture
• Read the sentences about Tom on the poster. Dictionary. They use the word bank to write the correct
words below the pictures.
Listen and repeat. w 4.23 • They can complete it independently or work in pairs and
then check their answers in the Class Book or on the CPT.
Transcript
one, two, three, four, five, six, seven, eight, nine COMPETENCES FOR 21ST CENTURY LEARNING:
ten, twenty, thirty, forty, fifty, sixty, seventy, eighty, ninety Learning to learn
one hundred, one thousand, one million Compiling a picture dictionary helps children consolidate
the meaning of words, as well as building dictionary and
referencing skills.
54 Starter
Spelling and alphabet (optional) page 61 All about grammar page 68
The grammar pages give extra practice of the grammatical
Learn with Us Alphabet poster form covered in Lessons 2 (and Lessons 6 in the core units).
• Use the Learn with Us Alphabet poster to review the letters
of the alphabet and introduce the Spelling and alphabet 1 Read, circle and complete.
section. • Look at the grammar box together and check
understanding of the affirmative and negative forms.
Listen and repeat. w 4.22
• Children look at the pictures 1–3 and circle the correct
Transcript pronoun. They complete sentences 4–6 with the missing
A for apple. B for bus. C for cow. D for dolphin. E for eggs. words. Children work in pairs or independently.
F for football. G for guinea pig. H for horse. I for insect. ANSWERS
J for jelly. K for kite. L for lorry. M for mouse. N for nine. 1 I’m 2 It’s 3 She’s 4 She’s 5 He’s 6 isn’t
O for oranges. P for pink. Q for queen. R for rabbit. S for
sandwiches. T for taxi. U for umbrella. V for violin. W for wig. 2 Look and complete. Match.
X for x-ray. Y for yellow. Z for zebra. • Look at the grammar box and check understanding of the
questions and short answers. Point out the inversion of is
1 Listen and chant. w 4.14 and he / she and remind children of the contraction in the
• Play the Spelling and alphabet chant. Encourage the negative form isn’t.
children to join in as they become familiar with the words. • Children look at the pictures and complete the questions,
Over the year, this will become a familiar part of their then match them to the correct answers.
classroom spelling routine. Tell children they will work on
the alphabet and their spelling throughout the course. ANSWERS
1 Is she friendly? No, she isn’t. 2 Is he lively? No, he isn’t.
Transcript 3 Is he sporty? Yes, he is. 4 Is she intelligent? Yes, she is.
How do you spell it? How do you spell it?
La, la, la, la. La, la, la, la. Ending the lesson (optional) w 1.07 4.25
Spell it for me! Spell it, please! • Close the lesson by singing the song again.
La, la, la, la. La, la, la, la. • Do the Goodbye routine on page 53.
Let’s spell together. Let’s choose the right letter.
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z. NOTE: For presentation and practice of numbers up to 100
and the alphabet, the following resources are available:
2 Listen and spell. w 4.15 In the Teacher’s Resource Material in the Teacher's
• Review the spelling of the adjectives and / or the favourite Resource Centre:
things words. In pairs, children look at the word, cover it, • Reinforcement and extension section, Starter unit;
then say it to their partner. Numbers and Alphabet worksheets
• Explain to the children that they are going to do a short In the Classroom Resource Pack:
spelling quiz. Ask How do you spell (badges)? Encourage all
• Alphabet poster; Numbers poster
attempts at spelling the word.
• Play the audio, pausing before the answer to allow Further practice
children to write the word in their notebooks. Then play Teacher's Resource Material: Starter unit Lesson 2 Reinforcement
the answers. You can choose to do as many words as and Extension worksheets; Starter unit Song worksheet.
you wish. Karaoke version of song available on CD4 track 27.
• Put children into pairs to practise spelling, asking How do
you spell (friendly)?
Transcript
1 How do you spell funny? f-u-n-n-y
2 How do you spell furry? f-u-r-r-y
3 How do you spell lively? l-i-v-e-l-y
4 How do you spell sporty? s-p-o-r-t-y
5 How do you spell friendly? f-r-i-e-n-d-l-y
6 How do you spell dangerous? d-a-n-g-e-r-o-u-s
3 Write the words in your language.

• Ask children to write a translation of the words in their own
language. Encourage the class to do this in their notebooks
and keep a record of the words in English and their own
language. Alternatively, create a Vocabulary notebook
where children can record the vocabulary they learn.
English at home
• Encourage the children to share the words and their
translations with their families.
Starter 55
Unit 1 I like animals
Lesson 1: Vocabulary 3 Let’s chant. w 1.10

• Use the flashcards to elicit the words and teach the
Language actions for the chant.
Core: dolphin, gorilla, hippo, panda, seal, tiger,
VOCABULARY ACTIONS:
tortoise, whale
tiger – bend your fingers like claws and snarl
Revised: Is it a … ? Yes, it is. No, it isn’t. My favourite … is …
whale – hold one arm in front of you horizontally, to
Other: in danger; fish, giraffe, leopard, monkey, parrot, turtle
represent the ocean. Keep the other hand in a fist and
raise it above and below the water line with fingers
Starting the lesson (optional) w 4.24 4.26 splaying as if a whale’s blowhole squirting water.
• Do the Starting the lesson routines on page 51. gorilla – beat your fists on your chest
• Put the children into pairs and set a timer for two minutes. hippo – place your hands flat, palms together. Tuck the
Tell the class to make a list of as many animals as they can three middle fingers on each hand in, leaving just your
in English. When the time is up, elicit the names of the little fingers and thumbs pointing out and touching.
animals they know. Open and close both hands like a mouth (with four teeth
• Talk about animals in danger around the world in the protruding)
children’s own language. Ask the children why they think seal – make your hands and arms into flippers and clap
some animals are in danger and what they can do to them together in front of you.
help them. panda – cross your arms on your body and tuck in your
fingers to make paws. Scratch yourself with your paws.
CPT, Classroom Resource Pack dolphin – hold one arm in front of you horizontally, to
Unit introduction: 1 Watch. represent the ocean, and use the other hand to mime a
dolphin jumping in and out of the water
• Watch the video. Ask the children questions about the
clip, in the children’s own language, e.g. Who’s this? (Tom) tortoise – do a thumbs up with one hand, then flatten the
Who is he going out with? (Mum, Sam and Becky) What are thumb. Cup your other hand and place it over the top to
they going to see? (Photos of animals in danger). make a shell. Wiggle your thumb like a tortoise moving
its head.
Transcript
Tom Hi, everyone. I’m going to see a photo display with • Children listen to the chant and do the actions. Repeat
Mum, Sam and Becky. We’re going to look at lots of photos and encourage the children to say the words as they do
of animals in danger. I love animals! Do you like animals? the actions.
Mum Great, you’ve got your bag and coat! Hi, Becky. Hi, Sam.
Transcript
Becky and Sam Hi.
Is it a tiger, tiger, tiger?
Tom Let’s go!
Is it a whale, whale, whale?
Vocabulary presentation: flashcards (optional) Is it a gorilla, gorilla, gorilla?
Is it a hippo, hippo, hippo?
• Show the flashcards one by one to introduce the new
Is it a seal, seal, seal?
vocabulary. Repeat several times, encouraging the
Is it a panda, panda, panda?
children to remember the words. Teach actions for each
Is it a dolphin, dolphin, dolphin?
word (see below).
Is it a tortoise, tortoise, tortoise?
Class Book page 4 OPTION:
Divide the class into two teams: sea creatures and land
2 Listen, point and repeat. w 1.09
creatures. Ask the class to tell you which animals go into
• Focus the children on the Class Book pages and the photo which category. Play the chant again. Ask the sea group
display of animals in danger. to chant and act the sea creatures and the land group to
• Play the audio for children to listen, point and repeat. chant and act the land creatures.
Transcript COMPETENCES FOR 21ST CENTURY LEARNING:
1 It’s a gorilla. 2 It’s a hippo. 3 It’s a dolphin. Learning to learn
4 It’s a seal. 5 It’s a tortoise. 6 It’s a whale. Using actions and music are kinaesthetic and auditory
7 It’s a tiger. 8 It’s a panda. approaches to teaching language. Using a variety of
teaching approaches will help children with different
learning styles learn and recall the vocabulary.
56 Unit 1
4 Listen and repeat. w 1.11 2 Complete the badges. Write and draw.
• Point to the activity and explain that the boy and girl • Children write the correct animal in danger, draw the
are playing a game and asking and answering questions animals along the dotted lines and colour them in to
about animals. complete the badges.
• Play the audio for children to listen and repeat. ANSWERS
Note: This dialogue contains review language to support 1 gorilla 2 hippo 3 dolphin 4 tortoise 5 tiger
children to play the game in Activity 5. 6 seal 7 whale 8 panda
5 Mime. Ask and answer. Picture Dictionary (optional) page 62

• Tell the class they are going to play the game. Mime an • See notes on page 53.
animal. Encourage the class to ask you questions using
ANSWERS
the dialogue in Activity 4 to find out which animal it is.
(l–r) a tiger, a dolphin, a seal, a gorilla
• In pairs, children take turns miming an animal from the (l–r) a tortoise, a panda, a whale, a hippo
lesson for their partner to guess.
Ending the lesson (optional) w 1.10 4.25
Tom’s question
• Close the lesson by doing the chant and actions again.
• Point to Tom’s question and read it aloud. Say My favourite • Do the Goodbye routine on page 53.
animal in danger is a … Ask the question around the class
encouraging children to use the structure. Further practice
• If you have more time, use this as an opportunity to do Teacher's Resource Material: Unit 1 Set 1 mini picture cards and
a class survey, getting the children to ask the question wordcards; Unit 1 Lesson 1 Extra vocabulary worksheet.
and record answers in groups. This work can be further
exploited by displaying the answers in graph or
diagram form.
Lesson 2: Song, Grammar &
Communication
Star question (optional)
• Ask the children the question at the bottom of page 4. Language
Tell them to look at pages 4 and 5 and find the hidden Core: Are they (big)? Yes, they are. No, they aren’t; animals in
revision and extension words (animals). If the children danger
know the words, play a guessing game: choose one of Other: forests, oceans, safe, savannahs, save
the items and ask the class to guess which item you are
thinking of. If they don’t know the words, say the words
Starting the lesson (optional) w 4.24 4.26
and ask the children to repeat.
• Do the Starting the lesson routines on page 51.
ANSWERS
• Play Categories on page 141 of the Ideas bank to revise
a fish, a parrot, a turtle, a monkey, a leopard, a giraffe
the animals in danger. Group the animals into habitats –
CULTURE NOTE: Reintroducing animals in the UK forests, the ocean, or savannah.
Many animals that used to live naturally in Britain, such
as wolves, wild boar and bison, have died out because
Classroom Presentation Tool (CPT)
of hunting. Beavers – furry mammals that build dams in Grammar presentation and vocabulary
rivers – died out in the late eighteenth century, but they consolidation: song animation 1 Watch.
have been reintroduced very successfully into Scotland
and parts of England. Their re-established habitat allows
• Watch the song animation. Explain that the song is about
animals in danger. Use the vocabulary actions the children
many other species of animals, birds and insects to
learnt in Lesson 1 and teach the additional song actions
survive, too.
(see below).
Classroom Presentation Tool (CPT) Class Book page 5

Vocabulary practice: game 2 Listen, point and sing. w 1.12
• See instructions for Conveyor belt on page 136. • Play the song while the children point to the animals on
the page.
Activity Book page 4 • Revise the vocabulary actions the children learnt in
Lesson 1 and teach the new song actions.
1 Read and number. • Play the song again. The children join in first with the
ANSWERS actions and then with the words as much as possible.
(l–r) 8 a dolphin 7 a gorilla 2 a hippo 1 a panda
(l–r) 5 a seal 3 a tiger 6 a tortoise 4 a whale
Unit 1 57
SONG ACTIONS: 2 A Can you see those animals?
B No, I can’t. Are they seals?
in danger – hold your arms in a cross in front of your face
A No, they aren’t.
savannahs – hold one arm horizontally in front to make B Are they whales?
the ground. Sit your other hand on the ‘ground’ and A Yes, they are. I love whales!
wiggle your fingers like long grass moving B Me, too!
oceans – move one hand up and down like big waves 3 A Oh, look. They’re black and white and furry!
forests – bend both arms up in front of you and B Oh, I love them!
sway them from side to side like trees A Me, too. Pandas are my favourite animals!
save – wrap your arms around yourself in a bug hug ANSWERS
No – shake your head 1 tigers 2 whales 3 pandas
Yes – nod your head
2 Complete the questions. Look and answer
COMPETENCES FOR 21ST CENTURY LEARNING: Yes, they are or No, they aren’t.
Linguistic competence ANSWERS
Learning new language through song and music enables 1 Are they big? Yes, they are. 2 Are they furry? No, they
children to learn and recall new grammar in meaningful aren’t. 3 Are they small? No, they aren’t. 4 Are they
and useful chunks. grey? Yes, they are.
3 Join the dots. Look and write two questions. Ask

3 Match the words and pictures.
and answer with your friend.
• Children match the highlighted words in the song to the
photos on pages 4–5 by saying the animal name and the
• Children join the dots and say what animal they have
drawn (whales).
correct number. Do this as a whole class or in pairs.
• Elicit questions they could ask about the whales from
ANSWERS the class. Children write two questions about whales:
tigers 7, hippos 2, tortoise 5, seals 4, whales 6, dolphins 3, one with an affirmative answer and one with a negative
gorillas 1, pandas 8 answer.
4 Listen and repeat. w 1.13
• Point to the two children at the bottom of the page and
All about grammar page 69
play the audio for the class to listen. Ask the class what 1 Look. Order the words. Write.
animals they were talking about (pandas). Elicit what • Review with the class how we form questions, and
colour they are. affirmative and negative answers, using the present
• Refer children to the All about grammar box. Check their simple plural of be. Clarify in the children’s own language
understanding of how to form questions and short if needed.
answers for the plural form of the verb be. Compare it the • Children order the questions and answers and check
singular form of be they used in Lesson 1. Focus on the in pairs.
Look! box and remind the class how we use contractions.
• Play the audio again for children to listen and repeat. ANSWERS
1 Are they dangerous? Yes, they are. 2 Are they small?
5 Play Guess. Ask and answer. No, they aren’t. 3 Are they dangerous? No, they aren’t.
• Tell the children they are going to play a guessing game 4 Are they friendly? Yes, they are.
like the two children at the bottom of the page. Put
children into pairs. Ask them to take turns asking and
answering questions to guess animals from pages 4–5. • Close the lesson by singing the song again.
Monitor and help throughout. • Do the Goodbye routine on page 53.
ASSESSMENT OPPORTUNITIES:
Classroom Presentation Tool (CPT) The Lesson 2 pairwork activity (Class Book Activity 5)
Vocabulary and Grammar practice: game is an opportunity to assess the children’s speaking
development. Assessment grid and notes in the
• See instructions for Multiple choice on page 139.
Teacher’s Resource Material.
Activity Book page 5 Further practice
1 Listen and tick f. w 1.14 Teacher's Resource Material: Unit 1 Lesson 2 Reinforcement and
Extension worksheets; Lesson 2 song worksheet. Karaoke
Transcript version of song available on CD4 track 28.
1 A There are some new animals at the zoo.
B Are they animals in danger?
A Yes, they are
B Are they gorillas?
A No, they aren’t. They’re your favourites.
B Wow, tigers!
58 Unit 1
Lesson 3: Culture & Class Book page 6
Communication 2 Look and say what you see.
• Children look at the photos of animals in danger in the UK
Language and say any words they know to describe them (They are
Core: hedgehogs, spines, squirrels, wildcats; Which animal small, red, furry, lively, angry).
do you like best? I like (squirrels) best.
Revised: furry, kitten, lively, mummy, small; They are / 3 Read and match. Say the number and the letter.
aren’t … ; Can you … ? • Encourage the class to read texts A–C silently, or read
Other: They eat (nuts and fruit). They’ve got … them together as a class. Then match them to photos 1–3.
• Ask the class about each text, What words does it use to
Starting the lesson (optional) w 4.24 4.26 1.12 describe the animal? (small, furry, have spines)
• Do the Starting the lesson routines on page 51. ANSWERS
• Sing the song from Lesson 2 again. 1 C 2 A 3 B
Classroom Presentation Tool (CPT) CPT / Class Book page 6

Culture presentation: 1 Watch. 4 Watch. Listen and repeat. w 1.15
• First viewing: Watch Tom’s introduction to the culture film • Explain to the class that they are going to watch or listen
and ask the children to tell you what the video is about to Tom, Becky and Sam talking about which animal in
(animals in danger). Make some predictions about Tom’s danger they like best. Make predictions as a class about
question What animals do you see? which animal each child chooses.
• Watch the culture film, stopping before the • Watch the video or listen to the audio and check their
comprehension questions, for children to children check predictions.
their predictions. Ask the class what animals they see • Watch or listen again and pause for children to listen and
(squirrels, wildcats hedgehogs) and to tell you what they repeat the conversation.
know about these animals (Squirrels are furry, etc).
Transcript
• Second viewing: Watch the video again and answer the
Tom Which animals do you like best?
comprehension task at the end of the film.
Becky I like squirrels best.
Transcript Sam I like wild cats best.
Introduction: Tom I like gorillas best!
Tom Hi, everyone. Do you like animals? I love animals! This is
5 Act out the conversation.
a film about animals in danger in the UK. Let’s watch it
together. What animals do you see? • When children are using the language confidently, put
Culture film: them into pairs or small groups. They take turns to act out
Look, this is not a pet cat. It's a Scottish wildcat. It's brown the conversation by asking and answering the question
and grey. It's furry. It can run and it can jump. It eats small as one of the characters. Refer them to the question and
animals. It's in danger. There are only 35 wildcats in Scotland. answer in the All about speaking box.
This is a red squirrel. It's in danger. It's small and it's furry. It’s Note: All about speaking introduces functional language and
got a big, furry, red tail. It eats nuts, fruit and flowers. It's very helps the children practise it in a meaningful, natural and
lively. Look, it can jump! It lives in trees. It can climb very communicative way.
high. Red squirrels are in danger from grey squirrels. They are
COMPETENCES FOR 21ST CENTURY LEARNING:
in danger from people, too.
This is a British hedgehog. It's small. It lives in gardens in the
Learning about animals and animal habitats in other
UK. It's got 5,000 spines on its body. Ouch! It's looking for
countries not only helps broaden children’s understanding
food. It eats insects, nuts and fruit. Hedgehogs are in danger
of the natural world, but encourages them to think about
from traffic and people and pets. What animals are in danger
how their world is the same or different.
in your region?
CULTURE NOTE: Helping animals in danger Let’s compare culture

in the UK • Discuss the culture question in English and in the
There are many ways to help animals in danger. In the UK, children’s own language if needed. What animals are in
many organizations work to protect and look after animals danger in your region? Where do they live? Why do you think
and their habitat. There are sanctuaries where people they are in danger? How can people help?
create natural habitats for animals to live in, or they help
animals if they are sick so they can return to the wild. Activity Book page 6
Many charities have staff who work for free. You can visit
these places and see the animals, or even help out! 1 Listen and match. w 1.16
Transcript
Betty My name’s Betty. I like lots of animals, but my favourite
animal in danger is the panda. It’s very cute and furry and it’s
black and white. Pandas are great!
Unit 1 59
Sue My name is Sue. My favourite animal in danger is the Classroom Presentation Tool (CPT)
hippo. They are very big and they can be dangerous. Hippos
are very good swimmers. Cross-curricular presentation: slideshow 1 Watch.
Ravi Hi! My name is Ravi. I like tortoises best. They are very • Tell the children they are going to learn how to draw
funny and intelligent! animals in danger. Clarify the meaning of rub out before
Ben Hello. I’m Ben. I like tigers best. you watch.
ANSWERS • Pause after each slide to discuss what shapes they see
1 Betty 2 Sue 3 Ben 4 Ravi (ovals, lines, circles). Discuss the meaning of these words in
Note: All the words in the Review activities are revised from the children’s own language.
previous units or levels.
Transcript
2 Review. Read and complete. Let’s learn to draw animals in danger. Let’s draw a panda!
Use a pencil. Draw a small oval for the head. Draw a big
• Children use the jumbled letters to complete the
oval for the body. Now, draw two circles on the head for
descriptions with a word from the word bank.
ears and four circles at the bottom for feet. Draw lines to
ANSWERS make the legs. Then rub out the extra lines. Now, you have a
1 black 2 furry 3 dangerous 4 gorillas 5 red panda shape. Draw the panda face like this. Add a nose, eyes
6 lively 7 funny 8 squirrels and mouth. Colour your panda’s legs, ears and eyes black.
Colour his body white. You can use this shape to draw other
3 Answer Tom’s question. Write. animals. Here’s a gorilla. Move his ears, change his face, add
• Ask Tom’s question to the class. Children write their toes and make him big and black!
answer in the space provided.
Extra Class Book page 7

• Fast finishers ask Tom’s question to three friends. They 2 Read and listen. What animals can
write their answers in their notebooks. Encourage children you see? w 1.17
to write full sentences if they are able to, e.g. Anna likes • Play the audio for children to follow the words in
pandas best. their books.
Ending the lesson (optional) w 4.25 • Ask the children to read the text again and answer with a
• Play Secret word on page 144 of the Ideas bank. partner. Discuss the answer as a class.
• Do the Goodbye routine on page 53. Transcript
See Class Book page 7 for transcript.
The All about speaking activities (Class Book Activities ANSWER
4 and 5) are an opportunity to assess the children’s a panda and a gorilla
speaking development. Assessment grid and notes
3 Read and say True or False. Correct the false
in the Teacher’s Resource Material.
sentences.
Further practice • Read sentences 1–5 and check the meaning of any words
Teacher's Resource Material: Unit 1 Culture worksheet. the class don’t know. Allow the children time to read the
sentences and text again.
• Put children into pairs. They read aloud each statement
Lesson 4: Cross-curricular (Art) and decide if it is True or False. If it’s false, they reword the
sentence using the correct word. Monitor throughout and
Language encourage the children to point to the part of the text
Core: draw, lines, oval, rub out, shape with the correct information.
Other: animals in danger; ears, eyes, mouth, nose, pen, • Feedback answers together as a class.
pencil, toes
ANSWERS
1 False – You use a pencil to draw your animals.
Starting the lesson (optional) w 4.24 4.26 2 False – You start a panda with a small oval and a
• Do the Starting the lesson routines on page 51. big oval.
• Ask around the class What do you like to draw? When do 3 False – You draw circles for ears.
you draw? What do you draw with? 4 False – Next, you draw legs.
• Talk about drawing animals in the children’s own 5 True
language. Ask the children if they can draw a tiger or a
4 Draw a panda in your notebook.
hippo. Is it easy or difficult? What shapes do they need to
draw them? • Children read the instructions again and use them to draw
their own panda in their notebooks.
60 Unit 1
COMPETENCES FOR 21ST CENTURY LEARNING: CPT, Classroom Resource Pack
Vocabulary and grammar review and presentation:
Learning how to draw through instruction develops
story animation
children’s drawing skills and allows them a practical and
functional application of the language they are learning. 1 Watch.
This can be motivating, rewarding and fun!
• Tell the children they’re going to watch a story animation
with Tom. Pause after Tom’s introduction and ask What
Star question (optional) animals are in the story? (a hippo and a tortoise).
• Ask the children the question. Which animals do they • With books closed, watch the story. Ask What happens in
think they could draw? Accept ideas from the class. If the the story? (A baby hippo loses his family in a tsunami and
class don’t agree, ask them to tell you why. makes friends with a very old hippo at a nature park.)
Activity Book page 7 Transcript

Introduction
1 Look and read. What animals can you draw with Tom Hi, everyone. Do you like stories? I love stories. Here’s
these instructions? a story called Owen and Mzee. This is a story about a
• Children look at the pictures, read the instructions and hippo and a tortoise. Let’s see what happens.
name the animals they can draw. • See Class Book pages 8–9 for story transcript.
ANSWERS Vocabulary presentation: flashcards (optional)
a whale and a dolphin
2 Complete the poster. Draw your favourite sea vocabulary. Repeat several times, encouraging the
animals and write. children to remember the words.
• Elicit the children’s favourite sea animals. Ask them to • Teach actions for each word and encourage children to do
draw two or three sea animals using the instructions in the actions and say the words.
Activity 1 to help them. Monitor and ask questions about VOCABULARY ACTIONS:
the animals as they draw. (Is it a dolphin? What colour are
eat – hold one hand to your mouth as if feeding yourself
they? Are they big?)
drink – hold your thumb out like a spout and tip it up into
• Children complete the sentence with the name of the sea your mouth as if drinking
animals.
fight – hold up two fists as if fighting
• Put children into pairs to show and tell their partner.
play – skip on the spot happily
They can read the sentences and describe the animal, or
describe how to draw it. sleep – hold the palms of your hands together and rest
your head on them, close your eyes
English at home walk – walk on the spot in an exaggerated way
• Encourage the children to draw another animal at home
to show and tell their family.
Class Book pages 8–9
Ending the lesson (optional) w 4.25
• Play Line by line on page 144 of the Ideas bank.
• Ask the children to look at the six words in the box. Read
• Do the Goodbye routine on page 53. each one and ask the class to find it in the story artwork.
• Play the audio for the children to listen, point and repeat.
Lesson 5: Story & Vocabulary • Use the flashcards to teach actions for each word (see
above) and encourage children to do the actions and say
Language the words.
Core: drink, eat, fight, play, sleep, walk
Revised: friendly, happy, hippo, lively, old, sad, tortoise OPTION:
Other: best friends, lost, Nature Park, quiet, river, terrible, Call out the words again in a random order for the class to
tsunami listen, point to and repeat. Go slower, then faster.
Starting the lesson (optional) w 4.24 4.26 3 Listen and read. w 1.19
• Do the Starting the lesson routines on page 51. • Play the story audio for the children to read and follow in
their Class Books.
• Play Sharkman on page 144 of the Ideas bank to revise the
animals in danger. • Check comprehension: How does Owen lose his family?
(In a terrible tsunami), Who finds him? (Two men), Who
looks after him in the nature park? (Dr Paula), Who does he
make friends with there? (Mzee – a tortoise), What do they
do together? (They walk, eat, play, sleep and drink together –
they don’t fight), How are the different? (Mzee is friendly, quiet
and old. Owen is lively and young.)
Unit 1 61
ALL ABOUT VALUES: You can be very different but still be 2 Think. What do you think about the story?
good friends! Colour. Learn to learn
Remind the children of who makes friends in the story. How • Ask children to think about the story and rate it by
are they different? What do they like to do together? How colouring in the appropriate stars. Ask children to tell a
does it make them feel to have a friend? Talk to the children partner.
in their own language about being friends with people who
Note: The story evaluation activity forms part of the Self
are different from them and why it’s important.
Evaluation strand of Learn with Us 3. Asking children to think
COMPETENCES FOR 21ST CENTURY LEARNING: about their own opinions, explain them and listen to others
Social and civic competence helps them to become better learners by building self-
Talking about the importance of making friends with awareness and thinking skills.
different types of people will encourage and enable
3 Read and complete the value. Draw yourself and
children to make new friends and appreciate diversity and
your friend.
difference.
• Ask the class to look at the picture of Mzee and Owen and
to tell you the value: You can be very different but still be
4 Read and say. Who in the story … good friends. Children complete the value with the words.
• Children read each question and read the story again to • Children draw a picture of themselves and their best
find the answers. Do this as a pair activity then feedback friend and write the names to complete the sentence.
answers as a class, or work through it as a whole class if
children need more support. Picture Dictionary page 62 (optional)
ANSWERS • See notes on page 53.
is lively – Owen, is a hippo – Owen, is happy – Owen, ANSWERS
Mzee, Dr Paula, is a tortoise – Mzee, is old – Mzee, (l–r) walk, eat, play, sleep
are friendly – Mzee, Owen, the men who find Owen, Dr (l–r) fight, drink
Paula
Spelling and alphabet (optional) page 62
5 Think. What do you think about the story? Listen w 4.14 4.16
and repeat. Tell your friends. w 1.20 • See notes on page 55.
• Point to the children at the bottom of the page and
explain that they are giving their opinions about the story. Transcript
Play the audio for children to listen and repeat. 1 How do you spell hippo? H-i-p-p-o
• Put children into pairs to ask and answer What do you 2 How do you spell panda? P-a-n-d-a
think about the story? I think it’s (great). Change pairs and 3 How do you spell tiger? T-i-g-e-r
repeat. 4 How do you spell gorilla? G-o-r-i-l-l-a
5 How do you spell tortoise? T-o-r-t-o-i-s-e
OPTION: Act out the story 6 How do you spell dolphin? D-o-l-p-h-i-n
To extend this lesson and allow the children to use the
language, act out the story. Put children into small groups Ending the lesson (optional) w 1.19 4.25
of three or four children. They can each have one role or • Play Who is it? on page 146 of the Ideas bank.
one child can take two roles. • Do the Goodbye routine on page 53.
Play the audio for children to read and act out at their
desks in groups as they listen. Then, ask children to stand Further practice
up and find a space in the room to act out the story again Teacher's Resource Material: Unit 1 Set 2 mini picture cards and
in their groups using their Class Books to help them. wordcards.
Ask two or three confident groups of children to act out
the story for the whole class. Lesson 6: Story, Grammar &
Communication
Language
Vocabulary practice: game Core: They (eat) together. They don’t (eat) together.
• See instructions for Snap! on page 137. Revised: drink, eat, fight, play, sleep, walk; Animals in
danger; Are they (tigers)? Yes, they are. No, they aren’t.
Activity Book page 8 Other: forests, ocean, savannahs;
1 Read the story again. Complete.
• Children complete the summary of the story using the Starting the lesson (optional) w 4.24 4.26 1.19
words in the word bank. • Do the Starting the lesson routines on page 51.
ANSWERS • Play Board Pelmanism on page 144 of the Ideas bank.
1 hippo 2 tortoise 3 play 4 walk 5 eat
6 drink 7 sleep 8 fight
62 Unit 1
CPT, Classroom Resource Pack OPTION:
Story review and grammar presentation In a less confident class, before children work in pairs,
write each sentence on the board as a class and then ask
• Ask the children what they remember from the story: children to copy these into their notebooks.
Who’s in the story? Where do the friends meet? What do they
do together?
• Watch the story again to confirm answers. 3 Make true sentences about you and your friends.
• Ask children to write down the names of two of their
Vocabulary review: flashcards (optional) friends from class or another class. They tell a partner what
• Show the flashcards one by one to remind children of the their friends do and don’t do together (They play. They
new vocabulary. Repeat several times, encouraging the don’t sleep.)
children to say the words and do the actions.
OPTION:
Class Book page 10 Children draw their two friends. In a less confident class
they write four or five sentences about them before they
1 Listen and say the number. w 1.21 talk. In a more confident class, they can write after they
• Review the story. Ask the class to look at the pictures of speak.
Owen and Mzee and say what actions they can see.
• Children listen and say the number of the picture being Classroom Presentation Tool (CPT)
described.
Vocabulary and grammar practice: game
Transcript • See instructions for Cloudburst on page 140.
They sleep together.
They don’t fight. 4 Make the animal cards. AB page 95
They play together. • Show the class a completed set of animal cards and tell
They eat and drink together. them they will make their own cards to play a game.
They walk together.
• Ask children to turn to page 95 in their Activity Books and
ANSWERS to cut out the animal cards along the dashed lines. Ask
2, 4, 3, 5, 1 the class what they will need to make the cards (scissors).
Monitor and help where needed.
Linguistic competence 5 Listen and repeat. Play the game. w 1.23
Making connections between pictures and new structures • Point to the two children playing with their cards. Play
helps children understand and retain the meaning the audio. Ask What animal is she describing? (a tiger).
of language. This will enable them to start using the What does it eat? (meat) Where does it live? (forests and
language in a natural way. savannahs).
• Play the audio again and ask the class to repeat the lines.
2 Read and make true sentences about Owen and • Put the children into pairs or small groups of three or four.
Mzee. Listen, check and repeat. w 1.22 Ask them to place their cards face down in front of them.
• Look at the All about grammar box as a class. Explain that They take turns turning over a card and describing it for
the plus symbol means affirmative and that the minus the rest of the group to guess.
symbol means negative. • Monitor, help and praise throughout.
• Refer children to the pronouns in the Look! box, clarify
their meaning, and point out that the form of the verb is Activity Book page 9
always the same for these pronouns.
• Read the first sentence in the grammar box They play / 1 Listen and number. w 1.24
don’t play. Point to picture 3 in Activity 1 and elicit the
Transcript
correct statement from the class (They play).
1 Meet Sheba and Shelly. They are tigers in our zoo. They
• Put children into pairs. Ask them to look at the sentences are very good friends. They eat together and they drink
in the grammar box and to choose the affirmative or the together.
negative form to make them true about Owen and Mzee. 2 They play together, too. They like playing with balls.
• Play the audio for the children to listen, check and repeat. 3 They swim, too!
4 They don’t fight. They sleep together—sometimes for
Transcript 18 hours a day!
They play together.
They walk together ANSWERS
They don’t fight. A 4 B 2 C 3 D 1
They sleep together.
They drink together.
They eat together.
Unit 1 63
2 Order and write. Then look and number. Lesson 7: Integrated skills &
• Children order the words and punctuation to write
sentences about the dog and cat in the pictures below. Communication
• Children match each sentence to a picture by numbering Language
pictures A–E 1–5.
Revised: Animals in danger; angry, boring, funny, happy,
ANSWERS sad; Are they (big)? Yes, they are. No, they aren’t. They live (in
1 They play together. B forests).
2 They don’t sleep together. C Core sound: /ə/ Alan, Bella, Camilla, gorilla, panda,
3 They don’t eat together. A Stella, tiger
4 They don’t walk together. E Other: My panda’s name is Alan, My tiger’s name is Bella,
5 They don’t fight. D My gorilla’s called Camilla, And my hippo’s name is Stella!
3 Write two sentences about you and your friend.
Tell your friends. Starting the lesson (optional) w 4.24 4.26
• Check the meaning of subject pronouns we and they in • Do the Starting the lesson routines on page 51.
the Look! box. Children write one affirmative and one • Play High five on page 142 of the Ideas bank to review
negative sentence about what they do (We play together. the unit vocabulary. Choose an animal in danger and an
We don’t fight.) adjective.
• Put children into pairs to tell a partner. Repeat 2–3 times
with new pairs if you have time. Class Book page 11
All about grammar page 69 1 Listen and read the cartoon. Answer. w 1.25
• Tell the children they are going to read a cartoon about
2 Look and complete.
the characters Ruby, Nick and Me. Point out the characters
• Remind the class how we form affirmative and negative Ruby and Nick. Then ask them who Me is (the cat).
sentences using verbs in the present simple. Clarify in the
• Read the two questions as a class and check
children’s own language if needed.
understanding.
• Children look at the pictures and complete sentences 1–4
• Children listen and read the cartoon and answer the
using They and the correct form of the verb.
questions. Check in pairs before feeding back as a class.
ANSWERS
ANSWERS
1 They eat fish. 2 They don’t eat sausages.
a All the animals b angry
3 They drink water. 4 They don’t drink milkshake.
3 Write about what you eat and drink.
Learning to Learn
• Children write two affirmative and two negative Recycling the unit language in a fun cartoon enables
sentences using the verbs eat and drink. children to review and consolidate the language in
another context. It also allows them to clearly see their
progress.
• Close the lesson by singing the song from Lesson 2 again.
• Do the Goodbye routine on page 53.
2 Think. Say.
ASSESSMENT OPPORTUNITIES: • Ask What do you think about the cartoon? Read the
The Lesson 6 pairwork activity (Class Book Activity 5) Think sentence I think the cartoon is funny / OK / boring.
is an opportunity to assess the children’s speaking Ask children to give their opinion using the adjectives.
development. Assessment grid and notes in the Encourage them to explain what they liked or didn’t like
Teacher’s Resource Material. about it and who their favourite character is. You could
carry out a class vote.
Further practice
Teacher's Resource Material: Unit 1 Reinforcement and Extension
3 Act out the cartoon.
worksheets. • Put children into groups of three. Ask them to each
choose a character from the cartoon. Play the audio again
for children to read aloud.
• Children stand up and act out the cartoon in their groups
using actions and facial expressions. Monitor and help
throughout.
OPTION:
Ask two or three confident groups to act out the cartoon
for the rest of the class.
64 Unit 1
4 Listen and read. Listen and repeat. w 1.26 4 Listen and circle the words with the /ə/ sound.
• Refer children to the pronunciation box. Point to the Listen, check and say. w 1.27
phoneme and say it. Show children the rhyme about toys • Children listen and circle the words with the /ə/ sound in
and explain that this sound is highlighted in red in the them. Ask children to check their ideas in pairs.
words. Point out that any vowel in English can have the • Children listen again and say the words.
sound /ə/.
ANSWERS
• Play the audio for children to listen and read the rhyme
gorilla, tiger, panda, brother, sister
silently. Then play it again for children to repeat the rhyme.
• Ask the class to say the words with the highlighted letters Extra
again as a class. • Ask fast finishers to write other words with the /ə/ sound
in their notebooks. They can look back in their Class Book
OPTION:
for ideas.
Divide the class into two teams and ask them to stand
on opposite sides of the class. They take turns saying the Ending the lesson (optional) w 4.25
rhyme to each other across the classroom, first as a shout • Play Mime it on page 144 of the Ideas bank to review the
then as a whisper. pronunciation of the unit vocabulary.
English at home
• Encourage the children to say the rhyme to their family. ASSESSMENT OPPORTUNITIES:
Acting out the cartoon and reciting the rhyme (Class
Book Activities 3 and 4) are opportunities to assess the
children's speaking development. Assessment grid and
Pronunciation: game notes in the Teacher’s Resource Material.
• See instructions for Sounds match on page 137.
Activity Book page 10 Lesson 8: Language review &

1 Remember and complete.
Communication
• Children complete the lines from the cartoon using the Language
correct pronoun and verb. Revised: Animals in danger; They are (big). They aren’t
ANSWERS (furry). They (eat grass). They don’t (drink water). I think it’s
1 they 2 they are. They are (OK / good / great).
Note: The Let’s imagine feature encourages the children
to review the language of the unit in a creative and Starting the lesson (optional) w 4.24 4.26
imaginative way. Encourage children to be creative and • Do the Starting the lesson routines on page 51.
use their imagination as much as possible to complete the
• Play Jumbled letter game on page 144 of the Ideas bank.
tasks. Personalizing the task in this way will motivate them
to use a wider range of language and make the task more
memorable and meaningful.
CPT / Class Book page 12
2 Look, read and answer. 1 Watch Tom’s project. What’s it about? w 1.28
• Children look at the picture, read the information and • Tell the children they are going to watch a video or listen
to the audio about Tom’s project on animals in danger.
write the answers to the two questions in their notebook.
Ask What animal do you think his project is about? Take
ANSWERS ideas from the class.
Ali and Penny. Yes, they are. • Children watch or listen to find out.
Tom’s tip Transcript
• Look at Tom’s tip together. Ask the class to find examples Tom Hello, everyone. This is my project about animals in
of but in the text in Activity 2. Elicit what two different danger. Gorillas are my favourite animals in danger. They live
ideas are in each sentence (play together / don’t eat in forests in Africa. They are black and grey and furry. They
together, fight / are good friends). Explain that in the first aren’t small, they are big. They eat leaves, but they don’t
example, the two ideas are different. One is affirmative drink water. I love gorillas!
and one is negative. In the second example, the two
ANSWER
ideas are contrary to each other – if you fight you aren’t
animals in danger / gorillas
normally friends.
Note: Gorillas get most of their water from the leaves that
• Check the children understand but in their own language.
they eat, so they rarely drink water.
3 Draw and write about two more animal friends.
• Children draw two animals of their choice. They choose a
name for each and complete the sentences about these
two animals, using their names and what they do and
don’t do together.
Unit 1 65
2 Talk about Tom’s project. Use these words. 2 Choose an animal. Plan and write about your
• Put children into pairs. Tell them to think about Tom’s animal.
project and talk about it using the words. See what they • Children choose a different animal in danger to write
can remember from the video / audio before feeding back about. Encourage children to look back at Unit 1 to help
as a class. Monitor and help throughout. them find words and information they need to complete
their plan or use other reference materials or the Internet.
OPTION:
• Once you have checked their plan, ask children to write
In a less confident class, talk about Tom’s project together about their animal in danger by completing the sentences
as a class using the words given. Then ask children to talk below. Monitor and help throughout.
about the project again in pairs.
OPTION:
COMPETENCES FOR 21ST CENTURY LEARNING: In a less confident class, put children into pairs to plan and
Linguistic competence write about the same animal.
Providing key vocabulary and grammar prompts for
a speaking activity supports and guides children. This
is essential scaffolding that will develop children’s
speaking skill. • Play I spy on page 143 of the Ideas bank.
3 Listen and match. Say the letter and the
name. w 1.29 Lesson 9: Think, do & review
• Point to the children in the photo and read their names.
Read the three comments about Tom’s project on the left. Language
Tell the children to match the descriptions A–C to the Revised: Animals in danger; drink, eat, fight, play, sleep,
children. walk; They are (big). They aren’t (furry). They (eat grass). They
don’t (drink water). … are my favourite animal in danger.
Transcript
Adult Well children, what do you think about Tom’s project?
Kate I’m Kate. I like his drawing of gorillas! I think it’s good. Starting the lesson (optional) w 4.24 4.26 1.28
Tavoy I’m Tavoy! I think it’s OK, but I like tigers best! • Do the Starting the lesson routines on pages 51.
Aisha My name’s Aisha. I love gorillas, too. I think it’s great! • Play Describe it on page 144 of the Ideas bank.
ANSWERS • Watch or listen to Tom’s project again for children to
A Aisha B Kate C Tavoy familiarize themselves with the project.
4 Think. What do you think about Tom’s project? Class Book page 13
Tell your friends.
• Ask the class the question. Elicit answers from 2–3 1 Have you got everything? Listen and repeat. Ask
confident children using the expressions in Activity 3. Put and answer. w 1.30
children into pairs. They take turns asking and answering • Tell the class that today they will complete an animal
to give their own opinion. square, like Tom’s project. They are going to choose an
animal in danger. Show the children a completed animal
5 Prepare your project. AB page 11 square.
• See Activity Book notes below. • Look at the materials you need at the top of page 13. Ask
the class What do we need to make our project? Play the
Classroom Presentation Tool (CPT) audio for children to listen and repeat.
• Put children into pairs to ask and answer about the
Grammar and vocabulary review: game materials they need.
Transcript
Activity Book page 11 Adult Have you got some paper?
Boy Yes, I have.
1 Look and read. Complete Tom’s project plan Girl No, I haven’t.
about animals in danger. Adult Have you got a pen?
• Refer the children to Tom’s project plan. Look at each Girl Yes, I have.
category and ask questions about the information listed, Boy No, I haven’t.
e.g. Where do gorillas live? (Forests) What words does Tom Adult Have you got a pencil?
use to describe gorillas? (black, grey, furry, big). Boy Yes, I have.
• Children use the information in the plan to complete the Girl No, I haven’t.
sentences about gorillas. Adult Have you got some scissors?
Girl Yes, I have.
ANSWERS Boy No, I haven’t.
1 Gorillas 2 forests 3 black, grey, furry 4 big Adult Have you got some coloured pencils?
5 leaves / grass, drink Boy Yes, I have.
Girl No, I haven’t.
66 Unit 1
2 Make an animal square. Read and do.
• Children work individually to create their own project.
Make sure each child has the materials they need. Read
and look at the photos and use a completed animal
square to demonstrate the task. Work through the stages
together as a class:
• Stage 1: Ask children to cut and fold their paper to make a
square. They fold each corner to the centre of the square
to make four corner sections.
• Stage 2: Tell the children to decide on an animal. In a less
confident class, put children who have chosen the same
animal into groups to discuss what information they
know about this animal. Encourage them to look back at
their Activity Book plans. They can also look at Lessons 3
and 6 for support and ideas (It is furry. They eat meat. etc.).
Children draw a picture of the animal on the other side of
their square. Encourage them to use the art instructions in
Lesson 4.
• Stage 3: Children should try to memorize their projects
and practise presenting their animal square within small
groups. Remind the class to respect one another’s ideas
and to use English. Monitor, praise and help throughout.
• Stage 4: Invite children to the front to present to the
whole class, as they have practised above.
OPTION:
If you’re short of time, ask four or five children to present
their books today. In later lessons, ask another five or six
children to present their project, so each child presents
throughout the year.

Using language from the unit to create a personal project
gives children an opportunity to be creative, focus on
their interests and work autonomously.
3 Rate your project. Tell your friends.

• Remind the class of the three expressions of opinion in
Lesson 8. Put children into groups of 3–4 to share their
opinions about their projects.
English at home
• Children take their projects home to show and tell to their
family.

• Select a game to play from the Ideas bank on pages
141–147.
The children are now ready to do the Unit 1 test. See
the evaluation section in the Teacher’s Resource Centre.
The unit project is an opportunity to assess the

Competences for 21st century learning. Assessment grid
and notes in the Teacher’s Resource Material.
Unit 1 67
68 Unit 1
Unit 2 My school day
Lesson 1: Vocabulary VOCABULARY ACTIONS:

Maths – count on your fingers
Language
English – mime writing using one hand as a pencil and the
Core: Art, English, History, lunch, Maths, Music, PE, Science other as paper
Revised: Days of the week; Times; We’ve got / haven’t History – point behind you to show the ‘past’
got … ; My favourite subject is …
Science – hold two imaginary beakers and pour one into
Other: school subjects, desk, dictionary, lunchbox, pen, the other
pencil case, ruler
Music – mime playing a guitar, the drums or a piano
lunch – mime eating by holding your fingers to your mouth
PE – run on the spot
Art – pretend to dip your paint brush into paint and paint
• Play Question chain on page 142 of the Ideas bank to
review Unit 1 vocabulary. • Children listen to the chant and do the actions. Repeat
• Talk about the school day in the children’s own language. and encourage the children to say the words as they do
Ask the children what subjects they do each day and what the actions.
other activities they do at school.
Transcript
We’ve got Maths, Maths, Maths.
We’ve got English, English, English.
Unit introduction: 1 Watch. We’ve got History, History, History.
• Watch the video. Ask the children questions about the We’ve got Science, Science, Science.
clip, in the children’s own language: Who’s this? (Tom) We’ve got Music, Music, Music.
Where’s he going? (To school) Do you like school? We’ve got lunch, lunch, lunch.
We’ve got PE, PE, PE.
Transcript We’ve got Art, Art, Art.
Tom Today is Tuesday! And it’s half past eight. It’s time for
OPTION:
school. I like school! Do you like school?
Mum Let’s go, Tom. Divide the class into two teams, A and B. Sing the chant
Tom Bye! again with group A singing the first line and group B
singing the next line. Who’s the loudest?
Vocabulary presentation: flashcards (optional)
• Show the flashcards one by one to introduce the new 4 Listen and repeat. w 1.33
vocabulary. Repeat several times, encouraging the • Review the days of the week. Explain that the children in
children to remember the words. Teach actions for each the picture are playing a game to find out what school
word (see below). subjects they’ve got on different days.
• Play the audio for children to listen and repeat.
Class Book page 14
5 Say the days of the week and your school
2 Listen, point and repeat. w 1.31 subjects.
• Focus the children on the Class Book pages and the • Tell the class they are going to play the game. Say a day
pictures of Tom’s school day.
of the week and encourage the children to tell you what
• Play the audio for children to listen, point and repeat. subjects they’ve got on that day. Refer the class to the
language in the Review box, saying We’ve got …
Transcript
1 Maths 2 English 3 Music 4 History 5 lunch • In pairs, children take turns saying a day of the week for
6 PE 7 Science 8 Art their partner to say which subjects they study that day.
Alternatively, they can name the school subjects for their
3 Let’s chant. w 1.32 partner to guess the day of the week. Monitor, help and
• Use flashcards to elicit the words and teach the actions for praise throughout.
the chant.
This speaking activity enables children to personalize the
language they are learning, which will help them to use it
in context both in and out of the classroom.
Unit 2 69
Tom’s question Lesson 2: Song, Grammar &
• Point to Tom’s question and read it aloud. Say My
favourite subject is English! Ask the question around the Communication
class encouraging the children to use the structure.
Language
Alternatively, do a class survey.
Core: What time is (Maths)? (Maths) is at (two) o’clock,
Star question (optional) (Maths) is at half past (ten); School subjects
• Ask the children the question at the bottom of page 14. Revised: Numbers
Tell them to look at pages 14 and 15 and find the revision
and extension words hidden in the illustration (school Starting the lesson (optional) w 4.24 4.26
items). If the children know the words, play a guessing • Do the Starting the lesson routines on page 51.
game: choose one of the items and ask the class to guess
which item you are thinking of. If they don’t know the
• Play Flashcard sequence on page 143 of the Ideas bank.
words, say the words and ask the children to repeat.
ANSWERS
pen, calculator, board, dictionary, lunch, paint, paintbrush, Grammar presentation and vocabulary
magnifying glass, desk consolidation: song animation 1 Watch.
• Watch the song animation. Use the vocabulary actions the
CULTURE NOTE: The school day in the UK children learnt in Lesson 1 and teach the additional song
The primary school day in the UK is from 8.45 am to 3 pm. actions (see below).
Many schools start the day with an assembly, where the
teachers share any notices for the day with children such Class Book page 15
as sports achievements, or award certificates, or discuss the
month’s school value. Children study Maths and English 2 Listen, point and sing. w 1.34
every day, then have other lessons on different days • Play the song while the children point to the school
throughout the week. Some children have a hot lunch subjects on the page.
provided by the school, others bring a packed lunch.
• Revise the vocabulary actions which the children learnt in
Lesson 1. Then teach the new song actions.
Classroom Presentation Tool (CPT) • Play the song. The children join in first with the actions
and then with the words as much as possible.
Vocabulary practice: game
• See instructions for Small image matching on page 136. SONG ACTIONS:
I like school – do a ‘thumbs up’
Activity Book page 12 What time is … ? – point to an imaginary watch on
your wrist
1 Read and number. o’clock – make your thumb and index finger into an O
ANSWERS shape and tap your wrist
(l–r) 8 Music 3 Art 4 Maths 7 lunch you and me – point back and forth to another and then
(l–r) 2 PE 5 Science 1 English 6 History yourself
Yippee! – jump in the air with your arms up
2 Find and circle. Write.
I’m hungry – rub your tummy
• Children find the school subject words in the word search.
They write the word next to the correct picture when they I’m happy – smile widely
find it.
ANSWERS
1 Music 2 Art 3 lunch 4 Maths 5 History • Children match the highlighted words in the song to the
6 Science 7 English 8 PE pictures on page 14–15. Do this as a whole class or pair
activity.
Picture Dictionary page 63 (optional) ANSWERS
• See instructions on page 53. Maths 1, English 2, Music 3, lunch 5, PE 6, Science 7, Art 8
ANSWERS
(l–r) Art, PE, Science, English
(l–r) History, Maths, Music, lunch Learning to learn
Providing a conversational model gives children the
Ending the lesson (optional) w 1.10 4.25 scaffolding they need, enabling different abilities to learn
• Close the lesson by doing the chant and actions again. and use the language. It also allows provides children with
a clear pronunciation model.
Further practice 4 Listen and repeat. w 1.35
Teacher's Resource Material: Unit 2 Set 1 mini picture cards and
wordcards; Unit 2 Lesson 1 Extra vocabulary worksheet.
• Point to the two children at the bottom of the page and
play the audio for the class to listen. Ask the class what
70 Unit 2
subjects they are talking about (Maths and English). Elicit ANSWERS
the times. 1 What time is Music? Music is at nine o’clock.
• Refer children to the All about grammar box and the 2 What time is English? English is art half past ten.
question and the answer we use to ask about time. Focus 3 What time is Maths? Maths is at half past eleven.
on the Look! box and remind the class how we say half 4 What time is PE? PE is at one o’clock.
past. Remind the class also that we can write the time in 5 What time is Science? Science is at half past two.
both figures and words. You might like to also highlight
the way we use the 24-hour clock in figures but not in
words in English. • Close the lesson by singing the song again.
• Play the audio again for children to listen and repeat. • Do the Goodbye routine on page 53.
5 Ask and answer about Tom’s school day. ASSESSMENT OPPORTUNITIES:

The Lesson 2 pairwork activity (Class Book Activity 5)
• Point to the timeline on pages 14–15. Put children into
is an opportunity to assess the children’s speaking
pairs. Ask them to take turns asking and answering
questions about Tom’s school day using the pictures and
the timeline. Monitor and help throughout.
Further practice
Classroom Presentation Tool (CPT) Teacher's Resource Material: Unit 2 Lesson 2 Reinforcement and
Vocabulary and Grammar practice: game Extension worksheets; Lesson 2 song worksheet. Karaoke version
of song available on CD4 track 29.
• See instructions for Chase the cheese on page 138.
Activity Book page 13 Lesson 3: Culture &

1 Listen and write the time. w 1.36 Communication
Transcript Language
A Hi, Sam! Core: How do you get to school? I go by scooter / bus / bike
B Hi, Anna! / car, I walk.
A It’s Tuesday. Have we got English today? Revised: brother, dad, friends, hat, jacket, mum, school,
B Yes! English is at ten o’clock. We’ve got Science today, too. sister
A Oh, great! I like Science! What time is Science?
Other: bike shed, cross the road, home time, lollipop lady,
B Science is at eleven o’clock.
traffic; What time do you start / finish school?
A Oh, yes, and lunch is at half past twelve.
B What about Music? What time is Music?
A Music is at half past one. And then Art is at half past two. Starting the lesson (optional) w 4.24 4.26 1.34
B And what about Maths? What time is Maths? • Do the Starting the lesson routines on page 51.
A Maths is at nine o’clock. • Sing the song from Lesson 2 again.
B Oh, no! It’s nine o’clock now! Quick! Let’s go!
ANSWERS Classroom Presentation Tool (CPT)
Maths 9.00, English 10.00, Science 11.00, lunch 12.30,
Music 1.30, Art 2.30
Culture presentation: 1 Watch.
• First viewing: Watch Tom’s introduction to the culture film
2 Look and complete the questions. Write the and ask what the video is about (getting to school in the
answers. UK). Make some predictions about Tom’s question How do
• Children look at pictures 1–3 and complete the questions they get to school?
with the correct subject. They use the clocks in each • Watch the culture film, stopping before the
picture to write the correct time in the answer. comprehension questions, for children to check their
predictions. Ask the class how the children get to school
ANSWERS
(walk, by bike) and to tell you anything they can about the
1 What time is History? History is at ten o’clock.
children
2 What time is lunch? Lunch is at half past twelve.
3 What time is PE? PE is at two o’clock. • Second viewing: Watch the video again and answer the
3 Write three questions. Ask your friend. Complete
the answers. Transcript
Introduction:
• Children complete questions 1–3 with a school subject.
Tom Hi, everyone. Do you like school? I love school! This is a
They ask a partner and write their partner’s answers.
film about how children get to school in the UK. Let’s watch
All about grammar page 70 it together. How do they get to school?
1 Look and complete. Write the answers. Culture film:
It’s time for school. Look at these children. How do they get
• Review with the class how we ask and answer about time. to school? They come to school in different ways. Some
Children complete the questions and answers in pairs.
children come by car – it’s busy! These children walk to
Unit 2 71
school with their mums and dads and families. Look at these out the conversation and then answering for themselves.
children. They come to school by bike and scooter. They Refer them to the All about speaking box for support.
put their bikes and scooters in the bike shed. Can you see Note: All about speaking introduces functional language and
all the bikes in the bike shed? Which bike do you like best? helps the children practise it in a meaningful, natural and
There are lots of scooters, too! This is a lollipop lady at communicative way.
another school. She stops the traffic and helps children
cross the road. COMPETENCES FOR 21ST CENTURY LEARNING:
It’s nine o’clock and it’s time for lessons. They’ve got Science Cultural awareness and expression
at nine o’clock. They’re working with magnets! It’s ten o’clock. Acting out conversations allows children to express
It’s time for snacks now. They have an apple or a carrot and themselves creatively. It also enables them to use the
a drink. Now, they’ve got Geography. They’re learning about language in a contextualised and meaningful way.
bridges. They write in their books. It’s nearly lunchtime. After
lunch they’ve got ICT. Let’s compare culture
They’re working with computers. She’s got a tablet. She can
• Discuss the culture question in English and in the
swipe the screen. She’s reading. Now it’s time for Music in the
children’s own language if needed. What time do you start
garden. They’re making a rhythm and singing. Music is fun!
/ finish school? Is it the same as in the UK?
It’s nearly home time. They’re getting ready. It’s three o’clock.
It’s home time! Children collect their bikes and scooters from
the bike shed. They go home by bike and by scooter and by
car. And they walk! How do you get to and from school? 1 Listen and number. w 1.38
CULTURE NOTE: Getting to school in the UK Transcript
As well as walking, or going by bus or by car to school, 1 A Hi. What’s your name?
children in cities in the UK often travel by tram or on the B Hi, I’m Jake.
underground. Lots of children use bikes or scooters to A How do you get to school, Jake?
get to school, too. In rural areas, where there are fewer B I live near school. I go to school by scooter with my
children and they live further away from the school, a mum and my sister.
school bus collects children from their home. 2 A Hi. What’s your name?
B Hi, I’m Holly.
A How do you get to school, Holly?
Class Book page 16 B I live near school and I walk with my dad and my
2 Look and say what you see. brother.
3 A Hi. What’s your name?
• Children look at the photos of children going to school B Hi, I’m Marie.
in the UK and say any words they know to describe what
A How do you get to school, Marie?
they see and how they get to school. Elicit the times next
B I go to school by bus.
to each photo.
4 A Hi. What’s your name?
3 Read and match. Say the number and the letter. B My name’s Peter.
A How do you get to school?
• Children read texts A–C silently or as a class and then
B I go to school by bike.
match them to photos 1–3.
• Ask the class about each text What words does it use to talk ANSWERS
about getting to school? (1 walk – with their sister, brother, 1 C 2 A 3 D 4 B
friends)
2 Review. Read and complete.
ANSWERS
ANSWERS
1 B 2 A 3 C
1 bike 2 English 3 subject 4 nine 5 car
6 favourite 7 Science 8 eleven
CPT / Class Book page 16
3 Answer Tom’s question. Write.
4 Watch. Listen and repeat. w 1.37
• Ask Tom’s question to the class. Children write their
• Make predictions about how Tom, Becky and Sam get to answer in the space provided.
school. See notes on page 59.
Extra
Transcript
Tom How do you get to school?
• Fast finishers ask Tom’s question to three friends. They
write their answers in their notebooks (Sam – I walk to
Becky I go by scooter.
school.)
Sam I go by bus
Tom I walk. How do you get to school? Ending the lesson (optional) w 4.25
5 Act out the conversation. • Play Simon says on page 143 of the Ideas bank. Make
sentences, e.g. I go to school by car. Children mime the
• When children are using the language confidently, put
means of transport if Simon says it.
them into pairs or small groups. They take turns acting
72 Unit 2
On a bike, wear a helmet and a reflective vest. Use lights
when it's dark.
The All about speaking activities (Class Book Activities
4 and 5) are an opportunity to assess the children’s 3 Do the road safety quiz. Look, read and say.
speaking development. Assessment grid and notes in the
• Put children into pairs. They read the road safety quiz
together, saying the words for the pictures.
Further practice ANSWERS
Teacher's Resource Material: Unit 2 Culture worksheet. 1 traffic lights, zebra crossing, lollipop man/woman
2 stop, look left, look right, and listen.
3 bike, a helmet, a reflective vest and lights.
Lesson 4: Cross-curricular (Social
Science) Social and civic competence
Road safety is an essential life skill, informing children how
Language
to keep themselves and others safe. This will help them to
Core: helmet, left, reflective vest, right, traffic, zebra crossing grow into responsible and positive members of society.
Revised: listen, run, stop, walk
Other: cross, dangerous, lights, rules, safe Star question (optional)
• Ask the class the question. Put children into pairs to ask
Starting the lesson (optional) w 4.24 4.26 and answer again. Take ideas from the class.
• Ask around the class What are the rules when we cross the Activity Book page 15
road? What rules do we have for cycling on the road?
• Talk about road safety in the children’s own language. 1 Read and complete.
Ask the children what we need to keep us safe on the ANSWERS
road and when crossing the road. 1 traffic lights 2 zebra crossing 3 lollipop lady 4 left
5 right 6 helmet 7 reflective vest
Classroom Presentation Tool (CPT) OPTION:
Cross-curricular presentation: slideshow 1 Watch. To challenge the children, ask them to try and complete
• Tell the children they are going to learn about road safety. the rules without looking at the word pool. They then look
Pause after each slide to discuss what they see. at the word pool to check their ideas and spelling.
Transcript 2 Look and tick f or cross g the children that are

Hi! I’m Super-road safety and I’m going to tell you about the
safe or not safe.
rules of the road. Traffic can be dangerous. Follow these rules
and be safe. • Put children into pairs to check and explain to each other
When you are walking you need to: Find a safe place to cross why they are safe or not safe.
away from parked cars. You can cross safely at the traffic 3 Listen and say the road safety rap. Draw pictures
lights, at the zebra crossing or with the lollipop lady or man. to decorate. w 1.40
Don’t cross between parked cars!
Stop! Look left and right. Listen. Walk across the road. Don’t
• Play the rap and point to the parts of the body. Encourage
the children to join in with the actions and words.
run! Wait for the green man at traffic lights.
When you are on your bike: Wear a helmet and a reflective • Children decorate the page around the rap with pictures
vest. Use lights when it’s dark. to show good road safety.
English at home
Class Book page 17
• Encourage the children to say the rap at home to their
2 Read and listen. How can you be safe on the family.
roads? w 1.39
• Play the audio for children to follow the words in their
books.
• Play Secret word on page 144 of the Ideas bank using
vocabulary from Lessons 3 and 4.
• Ask the children to read the text again and answer with a
partner. Discuss the answers as a class.
Transcript
See Class Book page 17 for transcript.
ANSWERS
When walking, find a safe place to cross away from parked
cars, at the traffic lights, at the zebra crossing or with the
lollipop lady or man. Stop! Look left and right. Listen! Walk
across the road. Don't run!
Unit 2 73
Lesson 5: Story & Vocabulary COMPETENCES FOR 21ST CENTURY LEARNING:
Language Learning new language in the context of a story helps
Core: bell, bridge, mountains, river, rope, village children understand its meaning and recall the language
Revised: School subjects; cross, dangerous, fast, happy, more easily later.
money, thank you, walk; I like / don’t like … ; There’s a …
Other: camera crew, China, crossing, journey, television 2 Listen and read. w 1.42
• Play the story audio for the children to read and follow in
Starting the lesson (optional) w 4.24 4.26 1.34 their Class Books.
• Do the Starting the lesson routines on page 51. • Check comprehension: Lin lives in a village in China (true),
• Play Musical cards on page 142 of the Ideas bank to revise She likes Science best (false – she likes English and Maths),
the school subjects. Play the song from Lesson 2 or use School starts at 9 o’clock (false – 7:30), The river is safe
some pop music the children will enjoy. (false – it’s fast and dangerous), Lin doesn’t like crossing
the river by rope (true), People see the story on TV and
CPT, Classroom Resource Pack laugh (false – they give money for a bridge), Lin says thank
you for the bridge by making a cake (false – she ties a bell
Vocabulary and grammar review and presentation: to the bridge).
story animation ALL ABOUT VALUES: It’s good to say thank you.
Remind the children of who needs help in the story. Why do
1 Watch.
people help Lin and her school friends? What do people do
• Tell the children they’re going to watch a story animation to help? How do Lin and her friends say thank you? Talk to
with Tom. Pause after Tom’s introduction and ask What’s the children in their own language about saying thank you
the story about? (a girl called Lin and her dangerous to those who help you when you are in need and why it’s
journey to school). important.
• With books closed, watch the story. Ask Why is Lin’s journey
to school dangerous? (She has to cross a river on a rope). 4 Read and say the correct words.
• Children read the story again and circle the correct word.
Transcript Do this as a pair activity then feedback answers as a class,
Introduction or work through it as a whole lass if children need more
Tom Hi, everyone. Do you like stories? I love stories. Here’s a support.
story called Lin’s dangerous crossing. This is a story about a
girl called Lin and her dangerous journey to school. Let’s see ANSWER
what happens. 1 village 2 rope 3 bridge 4 bridge
• See Class Book pages 18–19 for story transcript. OPTION:
Vocabulary presentation: flashcards (optional) To develop the children’s skill in reading for specific
information, ask them to guess which word in the
sentence is correct before they read the story again to
check. Remind them that it’s ok if their predictions were
children to remember the words.
incorrect, as their final answers will be correct.
• Teach actions for each word and encourage children to do
the actions and say the words.
5 Think. What do you think about the story? Listen
VOCABULARY ACTIONS: and repeat. Tell your friends. w 1.43
bell – pretend to ring a bell by your ear • See notes on page 62.
bridge – hold your arm out in front of you horizontally from
the elbow and walk your index and middle fingers along it OPTION: Act out the story
See notes on page 62.
mountains – hold your arms up above your head to form a
triangular mountain
river – use one hand to trace a twisting river along your Classroom Presentation Tool (CPT)
other hand
rope – hold out your index fingers on both hands, link them Vocabulary practice: game
together, then pull them apart • See instructions for Pelmanism on page 137.
village – place the fingertips of both hands together in the
shape of a triangular roof to indicate a house. Do the action Activity Book page 16
three times to show a village
ANSWERS
Class Book pages 18–19 1 village 2 mountains 3 river 4 school 5 rope
6 bridge 7 happy 8 bell
• See notes on page 61.
74 Unit 2
2 Think. What do you think about the story? • Watch the story again to confirm answers.
Colour. Learn to learn
Vocabulary review: flashcards (optional)
• Ask children to think about the story and rate it by
colouring in the stars. Ask children to tell their partner. • Show the flashcards one by one to remind children of the
new vocabulary. Repeat several times, encouraging the
3 Read and complete the value. Draw and write a children to say the words and do the actions.
thank you note.
• Ask the class to look at the picture of Lin and her friend Class Book page 20
and to tell you the value. It’s good to say thank you.
Children complete the value with the words.
1 Listen and say the number. w 1.44
• Children think of a person who has helped them or given
• Review the story. Ask the class to look at the pictures of
Lin going to school and say where she is and what they
them something recently. They write that person’s name
can see.
next to Dear and complete the thank you sentence. They
draw a picture and write their own name next to From. • Children listen and say the number of the picture being
described.
Picture Dictionary page 63 (optional)
• See notes on page 53. Transcript
Lin ties a bell to the bridge to say thank you.
ANSWERS She lives in a village in the mountains in China.
(l–r) mountains, a village, a bridge, a rope She likes school.
(l–r) a river, a bell Now Lin doesn’t cross the river on a rope. She walks to
school on the bridge!
Spelling and alphabet page 63 (optional) w 4.14 4.17 Lin crosses a dangerous river on a rope. She doesn’t like it.
ANSWERS
Transcript 5, 3, 2, 4, 1
1 How do you spell Art? A-r-t
2 How do you spell History? H-i-s-t-o-r-y 2 Read and make true sentences about Lin. Listen,
3 How do you spell Music? M-u-s-i-c check and repeat. w 1.45
4 How do you spell Maths? M-a-t-h-s • Look at the All about grammar box as a class. Remind
5 How do you spell English? E-n-g-l-i-s-h children that the plus symbol means affirmative and
6 How do you spell Science? S-c-i-e-n-c-e the minus symbol means negative. Point out the
difference between the pronouns He and She. Ask Is Lin
Ending the lesson (optional) w 4.25 a boy or a girl? Point out the ‘s’ and ‘es’ endings on the
• Play Find your partner on page 142 of the Ideas bank. affirmative form of the verb. Refer the class to the Look!
• Do the Goodbye routine on page 53. box and explain that when speaking we usually use the
contraction.
Further practice • Put children into pairs. Ask them to look at the sentences
in the grammar box and to choose the affirmative or the
wordcards.
negative form to make them true for Lin. Refer them to
the pictures in Activity 1 for support.
Lesson 6: Story, Grammar & • Play the audio for the children to listen, check and repeat.
Communication Transcript
Lin lives in a village in China.
Language She likes school.
Core: He / She lives in a village. He / She doesn’t live in a She crosses a dangerous river on a rope.
village. She doesn’t like the rope.
Revised: bell, bridge, mountains, river, rope, village, live, like, Now she walks to school on the new bridge.
cross, walk, tie, school She ties a bell to the bridge to say thank you.
3 Make sentences about Lin’s brother.

• Refer the class back to the story and ask the children to
• Do the Starting the lesson routines on page 51. find Lin’s brother. Ask Do we use He or She for Lin’s brother?
• Play Missing letters on page 143 of the Ideas bank to • Ask children to make true sentences about Lin’s brother
review the Unit 2 vocabulary.
from the grammar box. If the answer isn’t given in the
story, tell them to imagine what it could be.
ANSWERS
Story review and grammar presentation He lives in a village in China.
• Ask the children what they remember from the story: He likes / doesn’t like school.
Who’s in the story? Where does she live? How does she get to He crosses a dangerous river on a rope.
school? Is it dangerous or safe? How do the people help her? He likes / doesn’t like the rope.
How does she say thank you?
Unit 2 75
He walks to school on the new bridge now. 3 Write two sentences about a friend. Tell your
He ties / doesn’t tie a bell to the bridge to say thank you. friends. Guess who!
OPTION:
• Check the meaning of subject pronouns he and she using
the Look! box.
Children make sentences about two friends (one boy and
one girl) using the prompts in the grammar box. In a more
• Children secretly choose a friend from class and write one
affirmative sentence and one negative sentence about
confident class, encourage children to use additional
what he / she does (She walks to school. She doesn’t like
verbs they know (eat, drink, fight, play, sleep, etc).
Science.)
• Put children into pairs. They read their sentences and their
Classroom Presentation Tool (CPT) partner tries to guess who it is. Re-pair and play the game
again.
Vocabulary and Grammar practice: game
See instructions for Cloudburst on page 140. All about grammar page 70
2 Look, read and circle. Complete.
4 Make the mini storycards. AB page 93 • Children look at the two pictures and complete the
• Ask children to turn to page 93 in their Activity Books and sentences using the correct form of the verbs.
to cut out the mini storycards along the dashed lines.
ANSWERS
• Ask the class what they will need to make the cards 1 He lives in a village. She doesn’t live in a village.
(scissors and colouring pencils). Monitor and help where 2 He doesn’t walk to school. She walks to school.
needed. 3 He doesn’t cross the road. She crosses the road.
Using cut-out mini storycards to retell a story gives
children an opportunity to demonstrate their own • Do the Goodbye routine on page 53.
creativity and is a motivating way to reproduce the story
language.
5 Listen and repeat. Tell the story. w 1.46 development. Assessment grid and notes in the
• Point to the two children with their storycards. Play the Teacher’s Resource Material.
audio. Explain that the two children are retelling the story.
Play the audio again and ask the class to repeat the lines. Further practice
• Put the children into pairs. Ask them to take turns to re-tell Teacher's Resource Material: Unit 2 Reinforcement and Extension
the story using the mini storycards. Remind children to worksheets.
use the grammar they have just learnt (likes / doesn’t like).
Monitor, help and praise throughout.
• If you have time, put children into new pairs and ask them
Lesson 7: Integrated skills &
to tell the story again. Communication
Revised: School subjects; angry, boring, funny, happy, sad;
1 Listen and number. w 1.47 He doesn’t walk to school. He gets the bus at half past eight.
Core sound: /ɪ/ English, History, interesting, it, is
Transcript
1 This is Alfie. He lives near school. He walks to school. He Other: Is English interesting? Yes, it is!
doesn’t go by bike.
2 He doesn’t cross the road near parked cars. He crosses the Starting the lesson (optional) w 4.24 4.26
road safely with the lollipop lady. • Do the Starting the lesson routines on page 51.
3 Alfie gets to school at half past eight. School starts at nine • Play Word chains on page 143 of the Ideas bank to review
o’clock. He likes school. the unit vocabulary.
4 He likes lots of subjects at school, but he doesn’t like
Maths. Class Book page 21
ANSWERS
1 D 2 C 3 A 4 B 1 Listen and read the cartoon. Answer. w 1.48
• Tell the children they are going to read another cartoon
2 Order and write. Then look and number. about the characters Ruby, Nick and Me. Read the two
ANSWERS questions as a class and check understanding.
1 She lives in a village. (E) • Children listen and read the cartoon and answer the
2 She crosses the road. (A) questions. Check in pairs before feeding back as a class.
3 He doesn’t like PE. (B) ANSWERS
4 He walks to school. (D) a by bus b happy
5 She doesn't walk to school. (C)
76 Unit 2
2 Think. Say. Tom’s tip
• Ask What do you think of the cartoon? Ask the children to • Look at Tom’s tip together. Ask the class to find the two
give their own opinion. Encourage them to explain what connecting words in the text in Activity 2. Explain to the
they liked or didn’t like about it and who their favourite class that we use these types of words when we describe
character is. You could also carry out a class vote. a sequence of events and we want to put them in order.
• Check the children understand First and Then in their
own language. Elicit any other sequencing words they
Sense of initiative and entrepreneurship may know.
Engaging children in expressing their opinions and asking
other children for their opinions fosters their own sense 3 Draw and write about how your friend gets to
of worth and teaches them to listen to and value other’s school.
opinions. • Children draw a picture showing how their friend gets
to school. They complete the sentences with the friend’s
3 Act out the cartoon. name, where they live and how they travel to school.
• Put children into groups of three. Ask them to each
OPTION:
for children to read aloud. Encourage the children to use their creativity. Before they
write, put children into pairs to talk about how they get
• Children stand up and act out the cartoon again in their
to school and allow them to be as imaginative as they like
groups using actions and facial expressions. Monitor and
and invent details.
help throughout.
4 Listen and read. Listen and repeat. w 1.49 4 Listen and circle the words with the /ɪ/ sound.
phoneme and say it. Show children the rhyme and explain • Children listen and circle the words with the /ɪ/ sound in
that this sound is highlighted in green in the words. Point them. Ask children to check their ideas in pairs.
out the letters corresponding to the sound in the rhyme • Children listen again and say the words.
(the letter i and the letter e in English). Explain that both
these letters can make this same sound. ANSWERS
• Play the audio for children to listen and read the rhyme village, lives, this, sister, swims
silently. Then play it again for children to repeat the rhyme. Extra
• Ask the class to say the words with the highlighted letters
• Ask fast finishers to write other words with the /ɪ/ sound
again as a class.
in their notebooks. They can look back in their Class Book
OPTION: for ideas.
Work with the class to practise the two sounds /ɪ/ and Ending the lesson (optional) w 4.25
/iː/. Write the phoneme /ɪ/ on the board and say it. Then • Play I hear with my little ear on page 146 of the Ideas bank
write the phoneme /iː/ next to it and say that. Repeat one to review the pronunciation of the unit vocabulary.
and then the other, exaggerating the difference in sound
and position of your lips, jaw and mouth. Ask the class to
copy you. ASSESSMENT OPPORTUNITIES:
English at home Book Activities 3 and 4) are opportunities to assess the
• Encourage the children to say the rhyme to their family. children’s speaking development. Assessment grid and
notes in the Teacher’s Resource Material.
Pronunciation: game Lesson 8: Language review &
Communication
1 Remember and complete. Revised: School subjects; Times; What time is English?
(English) is at two o’clock. Today is (Tuesday). I think it’s (OK/
• Children complete the lines from the cartoon using the
good/great).
correct form of the verb.
ANSWERS
1 climbs 2 gets
2 Look, read and answer. • Play Kim’s game on page 144 of the Ideas bank to review
• Children look at the picture, read the information and the unit vocabulary.
write the answers to the two questions in their notebook.
ANSWERS
Amina. She walks, gets a bus and a train.
Unit 2 77
CPT / Class Book page 22 Activity Book page 19
1 Watch Becky’s project. What time is English? 1 Look and read. Complete Becky’s school day
w 1.51 project plan.
• Tell the children they are going to watch a video or listen • Refer the children to Becky’s project plan: the subjects and
to the audio about Becky’s project on her school day. Ask the times. Ask questions to discuss the plan layout, e.g.
What time do you think English is? Take ideas from the class. What time is English? English is at nine o’clock.
• Children watch or listen to find out. • Children use the information in the plan to complete the
sentences about her school day using the words in the
Transcript word bank.
Becky Hello, everyone. This is my school day project.
Today is Tuesday. English is at nine o’clock. Maths is at ten ANSWERS
o’clock. Music is at eleven o’clock. Lunch is at twelve o’clock. 1 English 2 Maths 3 Music 4 lunch 5 Science
Science is at half past twelve. PE is at half past one. Art is at 6 PE 7 Art
half past two. 2 Tick f a day. Plan and write about your school
ANSWER day.
English is at nine o’clock. • Children choose a school day to write about and tick
the day of the week and complete the heading: Today is
2 Talk about Becky’s project. Use the words. (Wednesday). Encourage children to draw a timeline in
• Put children into pairs. Tell them to think about Becky’s their notebooks and write what subjects they’ve got at
project and talk about it using the words. See what they different times on that day.
can remember from the video / audio before feeding back
• Monitor and check their plans, then tell children to
as a class. Monitor and help throughout.
complete the sentences in Activity 2.
3 Listen and match. Say the letter and the name. Ending the lesson (optional) w 4.25
w 1.52
• Play Bingo! on page 145 of the Ideas bank with a range of
• Point to the children in the photo and read their names. vocabulary from the unit.
Read the three comments about Becky’s project on the
left. Tell the children to match the descriptions A–C to the
children.
Transcript
Lesson 9: Think, do & review
Adult Well children, what do you think about Becky’s Language
project?
Revised: School subjects; bell, bridge, mountains, river,
Tavoy I’m Tavoy. I think it’s OK.
rope, village; What time is (Maths)? (Maths) is at (two)
Aisha I’m Aisha. I like it. I think it’s good.
o’clock, (Maths) is at half past (ten), He / She lives in a village.
Kai My name’s Kai. Her school day is very interesting. I think
He / She doesn’t live in a village.
it’s great!
ANSWERS
Starting the lesson (optional) w 4.24 4.26 1.51
A Kai B Aisha C Tavoy
4 Think. What do you think about Becky’s project? • Play Hit the card on page 141 of the Ideas bank. When the
Tell your friends. children successfully hit the correct card, ask What time is
• Ask the class the question. Elicit answers from two or three (Maths)? (ten o’clock)
confident children using the expressions in Activity 3. Put • Watch or listen to Becky’s project again for children to
children into pairs. They take turns asking and answering familiarize themselves with the project.
to give their own opinion.
Class Book page 23
5 Prepare your project. AB page 19
• See Activity Book notes below. 1 Have you got everything? Listen and answer. Ask
and answer. w 1.53
• Tell the class that today they will complete a school day
Autonomy and personal initiative book, like Becky’s project. Show the children a completed
In preparing their projects, the children are learning book.
important skills in working independently. Developing
this independence in learning is something children will
• Look at the materials you need at the top of page 23.
Ask the class What do we need to make our project? Play the
be able to use in later life and in all subjects.
audio for children to listen and answer the questions.
• Put children into pairs to ask and answer again about the
Classroom Presentation Tool (CPT) materials they need.
Grammar and vocabulary review: game Transcript

• See instructions for Gap-fill on page 138. Have you got your project template?
Have you got a pencil?
78 Unit 2
Have you got some scissors?
Have you got some coloured pencils?
Have you got some glue?
2 Make a school day book. Read and do.

and look at the photos and use a completed school day
book to demonstrate the task. Work through the stages
together as a class:
• Stage 1: Ask children to turn to page 91 in their Activity
Books and cut out and stick together their school
day book.
• Stage 2: Children choose a day of the week to write
about. They write the day of the week on the cover and
the school subjects and times on each page. Encourage
them to look back at their Activity Book plans. They
draw pictures for each subject or stick pictures from a
magazine.
and practise presenting their school day within small
groups. Remind the class to listen to each other and to
use English. Monitor, praise and help throughout.

Learning to learn
This type of kinaesthetic and visual activity will benefit
all children, particularly those who favour these learning
styles. Once children understand that they learn well in
one particular way, they can use this learning strategy in
other areas.

Lesson 8. Put children into groups of three or four to share
their opinions about their projects.
English at home
family.

141–147.
The children are now ready to do the Unit 2 test and
Term test 1. See the evaluation section in the Teacher’s
Resource Material. If you would like your class to have
more practice before doing the Term test, consider doing
it after the Review unit.

Unit 2 79
Review 1 Animaltrons … at school!
• Ask the class what characters they need for the story.
Learning outcomes
(Animaltrons, school children) Then allow them to choose
To revise and practise language from the Starter Unit and which character(s) they will play. If the class does not
Units 1 and 2 divide exactly, some children can take two roles.
To work together to make and play a revision game • Ask children to stand up and find a space in the room to
practise acting out the story in their groups. Set a time
Language reviewed limit of ten minutes.
Adjectives; Animals; School subjects; Time; drink, eat, • Go around the class and encourage them to add
fight, play, walk; They're (funny). He (walks to school). actions and facial expressions. Monitor, help and praise
throughout.
Competences for 21st century learning • Ask some groups to act out the story for the whole class.
Sense of initiative and entrepreneurship COMPETENCES FOR 21ST CENTURY LEARNING:
It is recommended that this unit is taught over two lessons, Acting out the story allows children to express themselves
depending on your timetable. It can be taught before or artistically. The vocabulary and grammar of the previous
after the Term 1 test. units is activated more easily in the context of the story,
making it fun and memorable.
Lesson 1 OPTION: Pronunciation race
Starting the lesson (optional) w 4.24 4.26 Put children into pairs. Write a sound on the board for the
children to find in the story. /ɪ/ is reviewed here. Set a time
• Do the Starting the lesson routines on page 51. limit of one minute. Children find as many words with
• Play a flashcard game from the Ideas bank on pages the /ɪ/ sound in them as they can. They can write them
141–143 to review the vocabulary from the Starter unit on a piece of paper or simply point to them in their Class
and Units 1–2. Book. Feedback ideas from the class. See how many they
got correct (visit, children, is, intelligent, hippo, pencil case,
Storybook presentation: Animaltrons … at school!
English, in, drink, It’s, History).
• Tell the class that they are going to read a story about
some funny animal aliens called Animaltrons. Ask Where
do they come from? (Space.) What animals do you think you Classroom Presentation Tool (CPT)
will see? Accept all ideas.
• Choose the ‘Listen only’ option in the Review 1 storybook. Review game
Click through the story, frame by frame, asking the • See instructions for Picture race on page 139.
children What can you see? Check their predictions about
the animals in the story. Activity Book page 20
• Ask the children in their own language what they think
1 Look and match.
happens in the story.
• Children match the Animaltron characters to their names.
Class Book page 24 ANSWERS
1 Seal Master 2 Tortoise 3 Tiger 4 Gorilla 5 Panda
1 Listen and read. w 1.54
• Tell children to look at the pictures and say the animals, 2 Answer the questions. Circle. Then write.
objects and school subjects they can see. • Children answer the questions by looking at the picture
• Play the story audio for children to read and follow in their of the Animaltrons. They circle the answers in 1–2 and
Class Books. Ask Who are the animaltrons? (Seal Master, write the answers in 3–5. Children can work in pairs or
Panda, Tortoise, Tiger and Gorilla.) independently.
• Play the story audio again. Check comprehension by asking ANSWERS
questions, e.g. Picture 2: How do the children get to school? 1 Yes, they are. 2 No, they aren’t. 3 Yes, they are.
(He walks. She rides her bike.) Picture 3: What time is Maths? 4 Are they lively? Yes, they are. 5 Are they quiet? No,
(Nine o’clock.) Picture 4: What lessons can you see? (English, they aren’t.
PE.) Picture 6: Who fights? (The children) Picture 8: What are
the children on earth like? (They are funny and friendly.) 3 Look, read and tick f or cross g.
• Children look at the picture. They tick the sentence if it’s
2 Act out the story. true and cross if it isn’t.
• Put children into groups of six to eight. Mix more ANSWERS
confident and less confident children together, consider
1 f 2 g 3 f 4 g 5 f 6 g
friendship groups and those who work well together.
80 Review 1
Ending the lesson (optional) w 4.25 • Stage 5: Children take turns flipping a coin to move their
• Play Easy or hard on page 141 of the Ideas bank to review counter one or two spaces. They say the word they land
the Starter–Unit 2 vocabulary. Play as a team game and on. If it’s correct, they stay there, if it’s incorrect, they
award points. move back. Play then moves to the next child. In a more
• Do the Goodbye routine on page 53. confident class, let children play another group’s game.

Lesson 2 Sense of initiative and entrepreneurship
Creating their own revision game allows children to
Starting the lesson (optional) w 4.24 4.26 play with the language and gives them a useful revision
• Do the Starting the lesson routines on page 51. technique that they can use to improve not only their
• Play Racing lists on page 143 of the Ideas bank to review English, but other areas of study.
vocabulary from Starter–Unit 2.
1 Write the words.
Revision game • Children complete the school subject words using the
• See instructions for Basketball on page 139. letters and spaces to help them.
Story review: Animaltrons … at school! (optional) ANSWERS
• Scroll through the review storybook. Choose the ‘Listen 1 Maths 2 Science 3 English 4 Art
and read’ option. 5 History 6 Music
• Go through the frames one by one and ask the children 2 Listen and match. Write. w 1.55
what they remember from the story, e.g. Who’s this? (Tiger, • Ask children to look at the pictures and say the times and
Seal Master, etc.) Are they dangerous? (No, they aren’t. They’re school subjects that they see.
friendly.)
• Play the audio for children to listen and match.
• Watch the story again to confirm answers. Ask children to
say what they can see as they watch.
• Children then write the questions and answers.
• To provide a game element, play Spot it! on page 146 of Transcript
the Ideas bank. Tiger What time is Maths, Panda?
Panda Yawn! Maths is at nine o’clock.
Class Book page 25 Tiger What time is Science, Gorilla?
The revision projects provide an opportunity for children to Gorilla Umm, Science is at half past two. I like Science.
work collaboratively to fulfil a task with a communicative Tiger What time is Art, Tortoise?
outcome, whilst revising language learnt over the term. They Tortoise Art is at half past ten. Yeah!
also provide the opportunity for the teacher to evaluate the Seal Master What time is Music, Tiger?
Competences for 21st century learning. Tiger Music? Music? Oh, yes. Music is at two o’clock.
ANSWERS
Project: Make a revision game
1 C What time is Maths? Maths is at nine o’clock.
• Explain to the children that they are going to create a 2 A What time is Art? Art is at half past ten.
game to help them review English words. Read and look 3 D What time is Music? Music is at two o’clock.
at the photos and use a completed game to demonstrate 4 B What time is Science? Science is at half past two.
the task. Work through the stages together as a class.
• Stage 1: Divide children into groups of four to six. Look at 3 Read and circle. Then complete.
the materials they need and make sure each group has • Children look at the pictures and circle or write the correct
everything. answer.
• Stage 2: Encourage the children to think of four words ANSWERS
each from Units 1 and 2. They can look at their Picture 1 She walks to school. 2 She doesn’t like Science.
Dictionaries or the Class Book, or you can give support 3 She eats lunch with Gorilla. 4 She doesn’t drink milk.
with the flashcards and mini wordcards.
• Stage 3: Show children how to cut their paper into a Ending the lesson (optional) w 1.07 1.12 1.34 4.25
square. They divide it into four sections to make a grid. Set • Close the lesson by singing a song from the Starter unit or
a time limit for children to make, draw or cut out and stick Units 1–2.
pictures of their four words. • Do the Goodbye routine on page 53.
• Stage 4: Children assemble the game by sticking their four
squares together onto a larger piece of paper or card to ASSESSMENT OPPORTUNITIES:
make a game grid. As a group, they number the squares The review project is an opportunity to assess the
1–16 and write Start and Finish. Encourage the class to use Competences for 21st century learning. Assessment grid
English as much as possible, e.g. Let’s have (Maths), I know! and notes in the Teacher’s Resource Material.
How do you spell / say … ? I like your (hippo!).
Review 1 81
Unit 3 I like cooking
Lesson 1: Vocabulary OPTION:

Call out the food in a different order for the children to
Language listen, point and repeat. Then ask confident children to
Core: cheese, olives, onions, peppers, pineapple, sweetcorn, take turns calling out food for the rest of the class to listen,
tomatoes, tuna point and repeat.
Revised: Do you like …? Yes. I do / No, I don’t. My favourite
food is … 3 Let’s chant. w 2.02
Other: apples, bananas, cherries, mango, melon, pizza, • Use the flashcards to elicit the words and teach the
strawberries actions for the chant.
Starting the lesson (optional) w 4.24 4.26 VOCABULARY ACTIONS:

• Do the Starting the lesson routines on page 51. cheese – mime sprinkling grated cheese
• Talk about food in the children’s own language. Ask What olives – mime eating an olive with your fingers and spit
food do you like? Do you cook at home? What do you like the olive stone into your closed fist
cooking? Do you like pizza? What do you like on your pizza? tuna – mime opening a tin of tuna
pineapple – make the fingers of one hand into the spiky
CPT, Classroom Resource Pack stalk of the pineapple on top of your other balled up hand
onions – mime chopping onions and pretend to cry
peppers – make one hand into a fist and poke your index
• Watch the video. Ask the children questions about the finger from the other hand inside it to make the stalk
clip, in the children’s own language: Who’s this? (Tom)
tomatoes – pretend to hold a tomato in each
Who’s he with? (Dad and Lizzie) What’s he doing? (Making
cupped hand
pizzas) Do you like pizza?
sweetcorn – mime eating corn on the cob with two hands
Transcript
Tom Hi, everyone! I’m cooking with Dad and Lizzie. We’re • Children listen to the chant and do the actions. Repeat
making pizzas. Do you like pizza? I love pizza. and encourage the children to say the words as they do
Dad Lizzie, Tom, have we got everything? the actions.
Tom Hmm. Let’s see. What have we got?
Transcript
COMPETENCES FOR 21ST CENTURY LEARNING: Do you like cheese, cheese, cheese?
Linguistic competence Do you like olives, olives, olives?
Using video with a real-life context immerses children in Do you like tuna, tuna, tuna?
the context of the language in an engaging way, enabling Do you like pineapple, pineapple, pineapple?
them to later use the language more naturally and with Do you like onions, onions, onions?
purpose. Do you like peppers, peppers, peppers?
Do you like tomatoes, tomatoes, tomatoes?
Do you like sweetcorn, sweetcorn, sweetcorn?
• Show the flashcards one by one to introduce the new OPTION:
vocabulary. Repeat several times, encouraging the Divide the class into two teams, A and B. Group A sings
children to remember the words. Teach actions for each the chant while group B acts it out. Then Group B sings
word (see below). the chant and Group A acts it out.
Class Book page 26 4 Listen and repeat. w 2.03

2 Listen, point and repeat. w 2.01 • Point to the activity and explain that the boy and girl are
talking about food and asking and answering about what
• Play the audio for children to listen, point and repeat.
they like and don’t like.
Transcript • Play the audio for children to listen and repeat.
1 onions 2 tomatoes 3 olives 4 sweetcorn
5 cheese 6 pineapple 7 peppers 8 tuna 5 Ask and answer.
• Put the children into pairs to ask and answer about food
from the lesson. Re-pair children and repeat if time.
82 Unit 3
• Point to Tom’s question and read it aloud. Say My favourite
food is … ! Ask the question around the class, encouraging Communication
the children to use the structure. They may choose a food
Language
not mentioned in the lesson. Alternatively, do a class
survey. Core: What have you got (on your pizza)? Have you got
any (pineapple)? I’ve got some (pineapple), I haven’t got any
Star question (optional) (peppers); Food words
• Ask the children the question at the bottom of page 26. Other: making / eating pizza
Tell them to look at pages 26 and 27 and find the hidden
revision and extension words (foods). If the children know Starting the lesson (optional) w 4.24 4.26
the revision and extension words, play a guessing game: • Do the Starting the lesson routines on page 51.
choose one of the items and ask the class to guess which
item you are thinking of. If they don't know the words, say
• Play Slow reveal on page 142 of the Ideas bank. Ask the
class Do you like (peppers)? as they guess each food.
the words and ask the children to repeat.
bananas, cherries, strawberries, apples, melon, mango,
oranges Grammar presentation and vocabulary
consolidation: song animation 1 Watch.
CULTURE NOTE: Food in the UK • Watch the song animation. Explain that the song is about
Cooking and eating out are very popular pastimes in the food we put on a pizza. Use the vocabulary actions the
UK. Typical British food includes roast meats, sausages, children learnt in Lesson 1 and teach the additional song
pies, fish and chips and many delicious cakes and desserts. actions (see below).
But food from all around the world is readily available.
Pizza (from Italy), paella (from Spain), goulash (from Class Book page 27
Hungary), stir fries (from China) and curry (from India) are
all very popular. Yum! 2 Listen, point and sing. w 2.04
• Play the song while the children point to the food on
the page.
• Revise the vocabulary actions the children learnt in Lesson
Vocabulary practice: game 1 and teach the new song actions.
• See instructions for Conveyor belt on page 136. • Play the song again. The children join in first with the
actions and then with the words as much as possible.
Activity Book page 22 SONG ACTIONS:
1 Read and number. What have you got … ? – hold your palms up as a question
ANSWERS
and shrug
(l–r) 3 onions 6 tuna 8 pineapple 1 peppers pizza – draw a circle in front of you with your index finger
(l–r) 2 cheese 5 olives 7 sweetcorn 1 tomatoes Tell me, please – point to your lips, hold hands as if
pleading
2 Look and write. Find the secret word. Have you got … ? – hold your palms up as a question
• Children look at the pictures and write the food words in and shrug
the puzzle. I’ve got some … – point to yourself with your index finger
ANSWERS But I haven’t got any … – shake your head and wave your
1 olives 2 tuna 3 onions 4 cheese 5 sweetcorn index fingers in a ‘no’ gesture
6 pineapple 7 tomatoes 6 peppers I don’t like … – shake your head and frown
Secret word: lunchtime
Do you? – point to the class
Picture Dictionary page 64 (optional) Making pizza is so much fun – pretend to sprinkle grated
• See instructions on page 53. cheese and put things on a pizza
Eating pizza yum, yum, yum! – mime eating and rub
ANSWERS
your tummy
(l–r) cheese, tomatoes, tuna, sweetcorn
(l–r) onions, peppers, olives, pineapple
Ending the lesson (optional) w 2.02 4.25 • Children match the highlighted words in the song to the
• Close the lesson by doing the chant and actions again. food on pages 26–27. Do this as a whole class or in pairs.
• Do the Goodbye routine on page 53. ANSWERS
Further practice tomatoes 2, cheese 5, onions 1, tuna 8, pineapple 6,
Teacher's Resource Material: Unit 3 Set 1 mini picture cards and olives 3, sweetcorn 4, peppers 7
Unit 3 83
4 Listen and repeat. w 2.05 • Put children into pairs to take turns asking and answering
• Point to the two children at the bottom of the page and using the lesson structure.
play the audio for the class to listen. Ask What has he got
on his pizza? (tuna).
1 Look and complete.
• Refer children to the All about grammar box. Check their
understanding of the two questions. Highlight how we
• Review with the class how we form affirmative and
negative sentences using some and any.
answer the two questions. Focus the children’s attention
on the affirmative and negative answers. Ask When do • Children complete sentences1–3.
we use ‘some’? (Affirmative answers), When do we use ‘any’? ANSWERS
(Negative answers and questions) 1 I’ve got some pineapple. I haven’t got any cheese.
• Play the audio again for children to listen and repeat. 2 I’ve got some sausages. I haven’t got any spinach.
3 I’ve got some cheese in my sandwiches, but I haven't
5 Invent a pizza! Ask and answer. got any lettuce.
• Tell children to think about their favourite pizza. They
decide on three or four things they would like on it. Ending the lesson (optional) w 2.04 4.25
• Put children into pairs. Ask them to take turns asking and • Close the lesson by singing the song again.
answering questions about their pizza. Monitor, help and • Do the Goodbye routine on page 53.
praise throughout.
COMPETENCES FOR 21ST CENTURY LEARNING: The Lesson 2 pairwork activity (Class Book Activity 5)
Learning to learn is an opportunity to assess the children’s speaking
Providing opportunities for children to personalize development. Assessment grid and notes in the
the language they learn enables them to become Teacher’s Resource Material.
better learners as they are more inclined to recall the
language later. Further practice
Teacher's Resource Material: Unit 3 Lesson 2 Reinforcement and
Extension worksheets; Lesson 2 song worksheet. Karaoke version
Classroom Presentation Tool (CPT) of song available on CD4 track 30.
• See instructions for Sentence spin on page 139. Lesson 3: Culture &
Activity Book page 23 Communication
1 Listen and number. w 2.06 Language
Core: cake, cream, custard, fruit, jelly, roast (beef), Sunday
Transcript lunch, trifle; Would you like some trifle? Yes, please! No, thanks!
1 A What have you got on your pizza? Revised: Days of the week; Time; carrots, chocolate,
B I’ve got some tuna, tomatoes, cheese, sweetcorn and strawberries
green peppers on my pizza. Other: carrots, broccoli, gravy, meal, pasta, peas, potatoes,
2 A What have you got on your pizza? pudding, vegetables, vegetarian; We’ve got some / haven’t
B I’ve got some tuna, tomatoes, cheese and olives on my got any …
pizza.
3 A What have you got on your pizza?
B I haven’t got any olives. I don’t like olives. I’ve got some Starting the lesson (optional) w 4.24 4.26 2.04
tomatoes, cheese and onions on my pizza. • Do the Starting the lesson routines on page 51.
4 A What have you got on your pizza? • Sing the song from Lesson 2 again.
B I’ve got some tuna, tomatoes, cheese and pineapple on
my pizza. I haven’t got any onions. Classroom Presentation Tool (CPT)
ANSWERS
Culture presentation: 1 Watch.
A 4 B 3 C 1 D 2
• First viewing: Watch Tom’s introduction to the culture film
2 Look at Activity 1 and complete. and ask the children to tell you what the video is about (a
• Children look at pictures A–D in Activity 1 and complete family meal together). Make some predictions about Tom’s
the sentences with some or any. question Would you like to see what we eat?
ANSWERS
• Watch the culture film, stopping before the
comprehension questions, for children to children check
1 some, any 2 some, any 3 ‘ve got some, haven’t
their predictions.
got any 4 ‘ve got some, haven’t got any
• Ask the class what Tom and his family eat for Sunday
3 Draw a pizza and write. Ask your friend. lunch (roast beef, potatoes, carrots, broccoli, peas, trifle) and
• Children draw a pizza with three or four toppings, then to tell you anything they know about the food.
complete the affirmative and negative sentences. • Second viewing: Watch the video again and answer the
84 Unit 3
Transcript Transcript
Introduction Tom Would you like some trifle?
Tom Hi, everyone. This is a film about me and my family. Becky Yes, please.
We’re having a meal together. Would you like to see what we Sam No, thanks.
eat? Let’s watch it together. Tom Would you like some trifle?
Culture film
Tom Today, it’s Sunday. We have a big lunch on Sunday. I’m 5 Act out the conversation.
helping Dad in the kitchen. We’re having roast beef, roast • Put the children into pairs or small groups. They take turns
potatoes, carrots, broccoli, peas and gravy. Mum doesn’t acting out the conversation by asking and answering the
eat meat. She’s a vegetarian. She’s having pasta with onion, question as one of the characters. Then they act out the
pepper, broccoli and tomato. conversation again, answering for themselves. Refer them
Tom What have you got in your trifle, Lizzie? to the All about speaking box for support.
Trifle is a traditional pudding in the UK. Note: All about speaking introduces functional language and
Lizzie I’ve got cake and jelly, custard, cream and strawberries helps the children practise it in a meaningful, natural and
and chocolate! communicative way.
Tom Mmm! Delicious! I like trifle and I love strawberries!
Lizzie Tom! Let’s compare culture
Dad OK, we’re nearly ready! • Discuss the culture question in English and in the
Tom Mmm, I’m hungry! … Great! I love Sunday lunch! … children’s own language if needed. What is a traditional
Mmm! That was delicious! Now it’s time for pudding. meal in your country? What is your favourite traditional meal?
Mum Would you like some trifle, Tom? Why? Is it the same as in the UK?
Tom Oh, yes, please! It’s delicious! We love Sunday lunch!
OPTION:
CULTURE NOTE: Sunday lunch in the UK Place the food flashcards around the room. Put the
Sunday lunch (roast beef, chicken, pork or lamb) is served children into pairs and ask them to stand next to a
with lots of vegetables, roast potatoes and gravy. Beef is flashcard. They take turns to ask and answer Would you
often served with ‘Yorkshire pudding’. This isn’t a dessert – like some (olives)? Yes, please or No, thanks. Say Change!
it’s made of flour, egg and milk and is baked in the oven. The pairs move to the next picture. If you have a large
Favourite puddings include sticky toffee pudding and class, add additional foods for the children to ask and
bread and butter pudding with custard. Trifle is a very old answer about.
English dessert and has been around in its modern form
since the 18th century. It was originally a way of using up COMPETENCES FOR 21ST CENTURY LEARNING:
stale cake. It’s often eaten at Christmas, but is popular any Cultural awareness and expression
time of the year and with Sunday lunch. Encouraging children to think about their own culture
in connection with another develops their cultural
awareness. It also provides children with a useful learning
Class Book page 28 skill, as they are better able to compare and contrast
different aspects of society.
2 Look and say what you see.
• Children look at the photos of Tom’s family and their
Sunday lunch and say what they can see, and any words Activity Book page 24
they know to describe them (Tom, Dad, carrots, broccoli,
green, delicious, etc). 1 Listen and tick f or cross g. w 2.08
• Children listen and tick if the answer is Yes, please or cross
3 Read and match. Say the number and the letter. for No, thank you.
• Encourage the class to read texts A–C silently, or read
them together as a class. Then match them to photos 1–3. Transcript
1 A Would you like some sweetcorn?
• Ask the class about each text, What food words does it
B Yes, please. I love sweet corn!
mention? (pasta, onions, etc)
2 A Would you like some trifle?
ANSWERS B No, thank you. I don’t like trifle very much.
1 A, 2 C, 3 B 3 A Would you like some roast chicken?
B Yes, please. I like roast chicken.
(CPT) / Class Book page 28 4 A Would you like some broccoli?
B Yes, please. Broccoli is my favourite vegetable!
4 Watch. Listen and repeat. w 2.07
ANSWERS
• Ask the class if they think Becky and Sam like trifle. Watch 1 f 2 g 3 f 4 f
the video or listen to the audio and ask the class what
they are talking about (who wants trifle). 2 Review. Read and complete.
• Watch or listen again and pause for children to listen and
ANSWERS
repeat the conversation.
1 ham 2 cheese 3 salad 4 milkshake 5 carrots
6 broccoli 7 grapes 8 strawberries
Unit 3 85
3 Answer Tom’s question. Write. Class Book page 29
answer in the space provided. 2 Read and listen. What do you need for trifle in a
glass? w 2.09
Extra • Play the audio for children to follow the words in their
• Fast finishers ask Tom’s question to three friends. They books. Point to the Look! box and refer children to how
write their answers in their notebooks. (1 Marcos – Yes, we abbreviate grams (g) and the difference between a
please.) teaspoon and a tablespoon.
Ending the lesson (optional) w 4.25 partner. Discuss the answer as a class.
• Play Categories on page 141 of the Ideas bank. Group the
Lessons 1 and 3 foods into fruit, vegetables and meat, Transcript
healthy and unhealthy. See Class Book page 29 for transcript
• Do the Goodbye routine on page 53. ANSWER
a glass, cake, jelly, custard, cream, strawberries and
chocolate chips
The All about speaking activities (Class Book Activities
4 and 5) are an opportunity to assess the children’s 3 Read again and say the quantities for the
speaking development. Assessment grid and notes in ingredients.
the Teacher’s Resource Material. • Point to the pictures and say the food again as a class.
• Put children into pairs. They read the text again and say
Further practice the quantities of each food to their partner. (You need 50
Teacher's Resource Material: Unit 3 Culture worksheet.
grams of cake).
ANSWERS
Lesson 4: Cross-curricular (Social 50g cake, 3 tablespoons jelly, 4 tablespoons custard,
Science) 2 tablespoons cream, 25g strawberries, 1 teaspoon
chocolate chips
Language
Core: add, cut, grams, half, ingredients, put, tablespoon,
teaspoon
in science and technology
Revised: cake, cream, custard, jelly, strawberries, trifle Using measurements through a recipe teaches children
Other: chocolate chips, glass, ingredients, quantities, recipe; useful mathematical expressions and concepts and helps
Enjoy! them to develop their mathematical skills in a real-life
context.
• Do the Starting the lesson routines on page 51. Star question (optional)
• Ask the class What’s your favourite dessert? Do you make it • Ask the class what they think about trifle. Ask if they
at home? What has it got in it? think it sounds easy to make. Then ask the star question.
• Talk about cooking in the children’s own language. Put children into pairs to ask and answer. Encourage the
Ask the children how we measure ingredients (grams, children to try to make a trifle at home.
teaspoons etc.) and what utensils we use to cook (bowl,
cup, teaspoon, etc). Activity Book page 25
1 Match the quantities and the ingredients.
• Children draw a line matching the measurements to the
Cross-curricular presentation: slideshow 1 Watch. pictures and food words. Encourage them to do it from
• Tell the children they are going to learn how to make a memory.
trifle. Pause after each slide to discuss what they see. ANSWERS
25 g strawberries, 1 teaspoon chocolate chips,
Transcript 2 tablespoons cream, 3 tablespoons jelly, 4 tablespoons
Do you like cooking? Let’s learn to make a trifle in a glass. custard, 50g cake
What do we need? Well, let’s look at the ingredients!
We need 50 grams cake, 3 tablespoons jelly, cut up, 2 Read and order the recipe instructions.
4 tablespoons custard, 2 tablespoons cream, 25 grams Complete.
strawberries, 1 teaspoon chocolate chips. How do we • Children read and order the recipe instructions by writing
make it? First, cut up the cake. Put it in a glass. Add half the 1–4 next to each picture. Then they complete the recipe
strawberries and then the jelly. Next, add the custard and the using the words in the word bank.
cream. Put the other half of the strawberries on top, and a
teaspoon of chocolate chips. Enjoy! ANSWERS
4, 2, 1, 3
1 Cut, Put 2 half 3 add 4 teaspoon
86 Unit 3
3 Listen and say the trifle rap. Draw pictures to Vocabulary presentation: flashcards (optional)
decorate. w 2.10 • Show the flashcards one by one to introduce the new
• Play the rap. Encourage the children to join in with the vocabulary. Repeat several times, encouraging the
words. children to remember the words.
• Children decorate the page around the rap with pictures • Teach actions for each word and encourage children to do
to show the ingredients for a trifle. the actions and say the words.
English at home VOCABULARY ACTIONS:

• Encourage the children to say the rap at home to their chicken – bend your arms like wings by your side, flap
family. them and move your head forwards and backwards
ketchup – make a ball with one hand and smack it with
Ending the lesson (optional) w 4.25 the flat of the other as if getting ketchup out of the bottle
• Play What have you got on your pizza? Draw a large circle lettuce – hold an imaginary lettuce and pick off leaves
on the board and invite a child to the front to draw a
mayonnaise – hold an imaginary bottle and squeeze it
topping on the pizza. Ask What have you got on your
pizza? They answer I’ve got some (tuna). Repeat with sandwiches – hold an imaginary sandwich and eat it
other children until the pizza is full. Then ask around the spinach – hold your arms up to sign ‘strong’
class Have you got any (tuna) on your pizza? and elicit the
answers. Encourage the class to be as creative as they like
with the toppings.
• Do the Goodbye routine on page 53. 1 Listen, point and repeat. w 2.11
Lesson 5: Story & Vocabulary OPTION:
Ask confident children to call out the words for the rest of
Language
the class to listen, point and repeat.
Core: chicken, ketchup, lettuce, mayonnaise, sandwiches,
spinach
Revised: Food words; lunch; Does he like … ? Yes, he does.
No, he doesn’t. It’s one o’clock, Have you got any … ? I’ve got • Play the story audio for the children to read and follow in
some … their Class Books.
Other: fussy • Check comprehension, asking Who is making lunch? (Lola’s
Dad) What time is lunch? (One o’clock) Who is coming? (Finn),
Does Finn like ketchup? (Yes) Does he like spinach? (No) Does
Starting the lesson (optional) w 4.24 4.26 he like mayonnaise? (No) Does he like sandwiches? (No) Is
• Do the Starting the lesson routines on page 51. Finn hungry? (Yes) What food does he like? (He likes pizza.)
• Play Silent words on page 144 of the Ideas bank. ALL ABOUT VALUES: It’s good to try different foods!
Don’t be fussy! Remind the children of who is fussy in the
CPT, Classroom Resource Pack story. What food doesn’t he like? What food does he like?
Vocabulary and grammar review and presentation: What happens when he tries the new food? He loves it! Talk
story animation to the children in their own language about trying new food
that you might not usually like and why it’s important.
1 Watch.
• Tell the children they’re going to watch a story animation Social and civic competence
with Tom. Pause after Tom’s introduction and ask Who is
Discussing a value such as the importance of trying
the story about? (a boy called Finn). Ask the class what they
different foods, in the context of a story, helps children to
think fussy means.
give meaning to it, understand it from others’ points of
• With books closed, watch the story. Ask the class What view and apply it to their own lives.
food does Finn like? (Pizza!)
Transcript 4 Read and say the food words in the order they
Introduction appear in the story.
Tom Hi, everyone. Do you like stories? I love stories. Here’s • Put children into pairs. They read the text again and say
a story called Fussy Finn. This is a funny story about a boy the food words in the order that they appear in the story.
called Finn and all the food he doesn’t like. Let’s see what • Write 1–12 on the board and feedback answers or ask
happens. children to come and write the words.
• See Class Book pages 30–31 for story transcript. ANSWERS
1 sausages 2 ketchup 3 chicken 4 spinach 5 tuna
6 mayonnaise 7 lettuce 8 cheese 9 tomato
10 onion 11 sandwiches 12 pizza
Unit 3 87
5 Think. What do you think about the story? Listen Lesson 6: Story, Grammar &
and repeat. Tell your friends. w 2.13
• See notes on page 62. Communication
OPTION: Act out the story Language
See notes on page 62. Core: Does he / she like (spinach)? Yes he / she does.
No, he / she doesn’t.
Revised: Food words
Vocabulary practice: game Starting the lesson (optional) w 4.24 4.26
• See instructions for Picture reveal on page 137. • Do the Starting the lesson routines on page 51.
• Play Flashing a card on page 142 of the Ideas bank.
ANSWERS Story review and grammar presentation
1 lunch 2 ketchup 3 chicken 4 spinach • Ask the children what they remember from the story:
5 mayonnaise 6 lettuce 7 sandwiches 8 pizza Who is in the story? Who’s making lunch? What food doesn’t
Finn like? What food does he like? How does Dad feel making
2 Think. What do you think about the story? lunch? How does Finn feel when he tries something new?
Colour. Learn to learn • Watch the story again to confirm answers.
• Ask children to think about the story and rate it by
colouring in the stars. Ask children to tell their partner. Vocabulary review: flashcards (optional)
• Show the flashcards one by one to remind children of the
3 Read and complete the value. Draw three foods new vocabulary. Repeat several times, encouraging the
you want to try. children to say the words and do the actions.
• Ask the class to look at the picture of Finn and to tell you
the value, It’s good to try different foods! Don’t be fussy! Class Book page 32
Children complete the value with the words.
• Children draw and label one or two new foods they would 1 Listen and say the number. w 2.14
like to try. • Review the story. Ask the class to look at the pictures of
Finn and Lola and say what food they can see. Ask How do
Picture Dictionary page 64 (optional) Finn and Lola feel in each picture?
• See notes on page 53. • Children listen and say the number of the picture being
ANSWERS described.
(l–r) sandwiches, lettuce, mayonnaise, spinach
Transcript
(l–r) ketchup, chicken
1 Does she like pizza? Yes, she does.
Spelling and alphabet page 64 (optional) 2 He doesn’t like sausages, but he likes ketchup.
w 4.14 4.18 3 Does he like pizza? Yes, he does! He loves pizza!
4 Does he like cheese, tomato, mayonnaise and lettuce
• See notes on page 55. sandwiches? No, he doesn’t.
Transcript 5 Does Finn like chicken and spinach? No, he doesn’t.
1 How do you spell cheese? c-h-e-e-s-e ANSWERS
2 How do you spell pepper? p-e-p-p-e-r 5, 3, 4, 2, 1
3 How do you spell olives? o-l-i-v-e-s
4 How do you spell sweetcorn? s-w-e-e-t-c-o-r-n 2 Read and answer the questions about Finn and
5 How do you spell onions? o-n-i-o-n-s Lola. Listen, check and repeat. w 2.15
6 How do you spell tomatoes? t-o-m-a-t-o-e-s • Look at the All about grammar box as a class. Explain how
we form questions and affirmative and negative answers.
Ending the lesson (optional) w 4.25 Write He likes spinach on the board and then write the
• Play Whispers on page 144 of the Ideas bank. question Does he like spinach? Point out how we invert
• Do the Goodbye routine on page 53. does and he and the change in the verb form.
Further practice • Refer children to the Look! box and remind the class
Teacher's Resource Material: Unit 3 Set 2 mini picture cards and when we use he and she. Elicit the questions and answers
wordcards. using she.
• Put children into pairs. Ask them to look at the questions
and in the grammar box and to choose the correct
answers for Finn. Refer them to the pictures in Activity 1
for support.
• Play the audio for the children to listen, check and repeat.
88 Unit 3
Transcript B H ow funny! Does she like sausage, lettuce and pepper
Does he like spinach? No, he doesn’t. sandwiches?
Does he like sandwiches? No, he doesn’t. A Yes, she does.
Does he like ketchup? Yes, he does. B Oh. What about pizza? Does she like cheese and tomato
Does he like mayonnaise? No, he doesn’t. pizza?
Does he like chicken? No, he doesn’t. A No, she doesn’t! She doesn’t like cheese.
Does he like lettuce? No, he doesn’t. B She doesn’t like cheese!
Does she like pizza? Yes, she does. A No, but she likes ketchup sandwiches.
Note: You might like to point out to children that when we B Yuk! Does she like tuna sandwiches?
talk about food we like we use the plural (sandwiches, onions, A No, she doesn’t.
tomatoes, peppers). In a more confident class, explain that the B Does she like tomato, onion and olive pizza?
other food words don’t have a plural form with ‘(e)s’. A Yes, she does. But no cheese!
ANSWERS
3 Ask and answer about your friends. 1 h 2 h 3 k 4 h 5 k 6 h
• Ask children to think of two friends from their class or
another class. Put children into pairs to ask and answer about 2 Compete the questions. Look at Activity 1.
their friends using does questions and answers. (Does Anna Answer Yes, she does or No, she doesn’t.
like pizza? Yes, she does. Does she like spinach? No, she doesn’t.) • Children complete the questions. They refer to Activity 1
to write the correct answers.
Classroom Presentation Tool (CPT) ANSWERS
Vocabulary and Grammar practice: game 1 Does Patti like / Yes, she does.
2 Does, like / No, she doesn’t.
• See instructions for Chase the cheese on page 138.
3 Does, like / Yes, she does.
4 Make the Pizza game. AB page 89 4 Does she like onion and olive pizza? Yes, she does.
• Ask the class to turn to page 89 in their Activity Books. Tell 5 Does she like tuna sandwiches? No, she doesn’t.
them to cut out the pizza and the food along the dashed 3 Write two questions. Ask your friend. Write their
lines. They can choose to make a pizza for the boy or the
answers.
girl. They stick food onto the pizza that the child they have
chosen likes. • Remind the class of the contraction of does and not in the
Look! box. Children complete the questions with one or
• Ask the class what they will need to make the cards
two foods.
(scissors and glue). Monitor and help where needed.
• Put children into pairs to ask and answer. They listen and
COMPETENCES FOR 21ST CENTURY LEARNING: write the answers below the questions.
Playing a game in pairs gives children the opportunity to All about grammar page 71
collaborate with their peers and reproduce language in a 2 Match and write.
fun and engaging activity. • Children match the questions to the pictures and write
the short answers. They complete questions 4 and 5 using
the pictures to choose he or she.
5 Listen and repeat. Play the game. w 2.16
• Point to the two children playing the Pizza game. Play ANSWERS
the audio. Explain that the two children are asking and 1 Does he like spinach? No, he doesn’t
answering about what food the person they have chosen 2 Does she like olives? Yes, she does.
likes on their pizza. Play the audio again and ask the class 3 Does he like sweetcorn? Yes, he does.
to repeat the lines. 4 Does she like pepper? No, she doesn’t.
5 Does he like tomatoes? No, he doesn’t.
• Put the children into pairs. Ask them to take turns asking
and answering about the food. Remind them to use the Ending the lesson (optional) w 2.04 4.25
grammar they have just learnt (Does he like … ? Yes, he
does. No, he doesn’t). Monitor, help and praise throughout.
• If you have time, put children into new pairs to play again.
Activity Book page 27 The Lesson 6 pairwork activity (Class Book Activity 5)
1 Listen and draw h or k. w 2.17
• Children listen and draw a smile for likes and a frown for Teacher’s Resource Material.
doesn’t like next to each picture.
Transcript Further practice

A My friend Patti likes lots of strange things. Teacher's Resource Material: Unit 3 Reinforcement and Extension
B Really? worksheets.
A Yes, she likes mayonnaise sandwiches!
Unit 3 89
Lesson 7: Integrated skills & • Ask the class to say the words with the highlighted letters
again as a class.
Communication • Write the words Lisa and interesting on the board. Remind
the class that last time they learnt the sound /ɪ/ and this
Language
time they have the sound /iː/. Both words are spelt with
Revised: Food words; lunch; Would you like some (pizza)? the same letter i, but it has a different sound. Remind
Yes, please. Do you like (spinach)? Yes, I do. No, I don’t. the class that in English the letter and the sound do not
Core sound: /iː/ eats, cheese, Lisa, Peter, pizza, please, always correspond. Repeat one word and then the other,
sweetcorn reiterating the difference in sound and position of your
Other: Lisa eats pizza with sweetcorn and cheese. Would lips, jaw and mouth. Ask the class to copy you.
you like some, Peter? Oh, yes, please!
OPTION:
Say the rhyme again as a class and ask the children to
Starting the lesson (optional) w 4.24 4.26 stand up each time they say the /iː/ sound.
• Play Match it on page 143 of the Ideas bank. Each time a English at home
child matches a wordcard to a flashcard, ask Does he / she
like (spinach)? and tell the child to nod or shake his / her
• Encourage the children to say the rhyme to their family.
head. The class replies accordingly, Yes, he / she does or No,
he / she doesn’t. Classroom Presentation Tool (CPT)
Pronunciation: game
Class Book page 33 • See instructions for Sounds match on page 137.
1 Listen and read the cartoon. Answer. w 2.18
• Tell the children they are going to read another cartoon Activity Book page 28
about the characters Ruby, Nick and Me. Read the two
questions as a class and check understanding.
• Children complete the lines from the cartoon using the
• Children listen and read the cartoon and answer the
correct form of the verb and pronoun.
ANSWERS
ANSWERS
1 like 2 I don’t
a lettuce sandwiches with cheese and tomatoes
b angry 2 Read, draw and answer.
COMPETENCES FOR 21ST CENTURY LEARNING: • Children read the information about Oliver and draw the
Linguistic competence pizza with the toppings he likes. They say the foods he
Skills in listening for gist and listening for specific likes and doesn’t like.
information are focused on through the cartoon story. ANSWER
Asking children to read the questions before they He likes pizza with olives, tomatoes, sweetcorn, cheese,
listen and read focuses the task and gives children an onions, pepper and tuna. He doesn’t like sausages,
opportunity to refine both these skills. pineapple, mayonnaise or spinach.
Tom’s tip
2 Think. Say.
• Look at Tom’s tip together. Ask the class to find or and
• Ask What do you think of the cartoon? Ask the children to and in the text. Explain to the class that we use or with
give their own opinion. Encourage them to explain what a negative, I don’t like cheese or onions. We use and to
they liked or didn’t like about it and who their favourite connect items in an affirmative sentence, I like cheese and
character is. You could also carry out a class vote. onions.
3 Act out the cartoon. 3 Draw and write about your friend’s pizza.
• Put children into groups of three. Ask them to each • Children draw a friend and a pizza with three toppings
choose a character from the cartoon. Play the audio again he or she likes. They complete the sentences about their
for children to read aloud. friend, writing their name, the three foods he / she likes
• Children stand up and act out the cartoon again in their and two foods he / she doesn’t like.
groups using actions and facial expressions. Monitor and • Encourage the children to use their imagination to think
help throughout. of interesting descriptions for their friend’s pizza.
4 Listen and read. Listen and repeat. w 2.19 4 Listen and circle the words with the /iː/ sound.
phoneme and say it. Show children the rhyme about Lisa
• Children listen and circle the words with the /iː/ sound in
and explain that this sound is highlighted in orange in the
them. Ask children to check their ideas in pairs.
words.
• Children listen again and say the words.
silently. Then play it again for children to repeat the rhyme. ANSWERS
he, pizza, she, sleep, eat, cheese
90 Unit 3
Extra Transcript
• Ask fast finishers to write other words with the /iː/ sound Adult Well children, what do you think about Tom’s project?
in their notebooks. Aisha I’m Aisha. I like his drawing. But I don’t like his
sandwich. I think it’s OK.
Ending the lesson (optional) w 4.25 Kai I’m Kai. I like it. I think it’s good.
• Play Bingo! on page 145 of the Ideas bank with words with Tavoy My name’s Tavoy. I like all the food in his sandwich.
an /iː/ sound. I think it’s great.
A Tavoy B Kai C Aisha
Acting out the cartoon and reciting the rhyme (Class 4 Think. What do you think about Tom’s project?
Book Activities 3 and 4) are opportunities to assess the Tell your friends.
children’s speaking development. Assessment grid and • Ask the class the question. Elicit answers from two or three
notes in the Teacher’s Resource Material. confident children using the expressions in Activity 3. Put
children into pairs. They take turns asking and answering
Lesson 8: Language review &
5 Prepare your project. AB page 29
Communication • See Activity Book notes below.
Language
Revised: Food words; I’ve got some (olives). I haven’t got
any (peppers). Does he / she like (pineapple)? Yes, he / she Grammar and vocabulary review: game
does. No, he doesn’t. He likes / doesn’t like … , I like / don’t
like …
• Do the Starting the lesson routines on page 51. 1 Look and read. Complete Tom’s healthy
• Play What’s missing? on page 144 of the Ideas bank with sandwich plan.
the mini wordcards and picture cards. • Refer the children to Tom’s project plan. Ask questions
What’s the project about? (A healthy sandwich) What has he
CPT / Class Book page 34 done? (drawn a picture and listed the food). What’s he got in
his sandwich? Is it healthy? Do you like it?
1 Watch Tom’s project. What’s in his sandwich? • Children complete the paragraph about Tom’s sandwich
w 2.21 using the words in the word bank.
• Tell the children they are going to watch a video or listen ANSWERS
to the audio about Tom’s sandwich project. Ask What’s in 1 lettuce 2 cheese 3 tomatoes 4 ham
his sandwich? Take ideas from the class. 5 peppers 6 sweetcorn 7 mayonnaise
• Children watch or listen to find out.
Transcript Learning to learn
Tom Hello, everyone. This is my sandwich project. First, By breaking down the stages of a project, the task of
I’ve got some lettuce in my sandwich. Then, I’ve got writing a paragraph in English is much less daunting. This
some cheese and tomatoes and ham. I haven’t got any is a useful learning tool in written communication and
peppers in my sandwich. I don’t like peppers. Next, I’ve got one which children can use in other areas of study.
some sweetcorn in my sandwich. And last, I’ve got some
mayonnaise. Mmm. Delicious!
2 Invent a healthy sandwich. Plan and write about
ANSWERS your sandwich.
lettuce, cheese, tomatoes, ham, sweetcorn, mayonnaise • Children write a list of six foods they would like in a
sandwich. Encourage them to look back at Unit 3 to help
2 Talk about Tom’s project. Use these words.
them find food items they like. They should also write one
• Put children into pairs. Tell them to look at Tom’s project food that they don’t like.
and talk about it using the words. See what they can
remember from the video / audio before feeding back as
• They use this information to complete the paragraph
about their sandwich. Monitor and help throughout.
a class. Monitor and help throughout.
3 Listen and match. Say the letter and the Ending the lesson (optional) w 4.25
name. w 2.22 • Play Sharkman on page 144 of the Ideas bank using food
words or a range of vocabulary from the course so far.
• Point to the children in the photo and read their names.
Read the three comments about Tom’s project on the left. • Do the Goodbye routine on page 53.
Tell the children to match the descriptions A–C to the
children.
Unit 3 91
Lesson 9: Think, do & review Ending the lesson (optional) w 2.12 4.25
Language 141–147.
Revised: Food words; I’ve got some (chicken). I haven’t got • Do the Goodbye routine on page 53.
any (tomatoes). I like / don’t like (cheese). Does he / she like
(mayonnaise)? Yes, he / she does. No, he / she doesn’t. ASSESSMENT OPPORTUNITIES:
The children are now ready to do the Unit 3 test. See
the evaluation section in the Teacher’s Resource Material.
• Play Dictadraw on page 145 of the Ideas bank and draw a
Competences for 21st century learning. Assessment
sandwich with a range of fillings.
grid and notes in the Teacher’s Resource Material.
• Watch or listen to Tom’s project again for children to
familiarize themselves with the project.
Class Book page 35

1 Have you got everything? Listen and answer.
Ask and answer. w 2.23
• Tell the class that today they will complete their healthy
sandwich project, like Tom’s.
• Look at the materials you need at the top of page 35. Ask
• Put children into pairs to ask and answer again.
Transcript
Have you got some paper?
Have you got a pen?
2 Design a sandwich. Read and do.

and look at the photos. Work through the stages together
as a class:
• Stage 1: Ask children to think of things they can put in a
healthy sandwich. Encourage them to look back at their
Activity Book plans. Children draw and colour their own
sandwich. Monitor and ask questions, Have you got any
(olives)? What have you got in your sandwich? Do you like
(cheese)?
• Stage 2: Children write about their sandwich. Encourage
them to look back at their Activity Book plans for support.
and practise presenting their sandwich within small

English at home
family.
92 Unit 3
Unit 4 I love the weekend
Lesson 1: Vocabulary COMPETENCES FOR 21ST CENTURY LEARNING:

Language Teaching new language in chunks (e.g. verb and noun
Core: fly a kite, have a picnic, listen to music, play computer collocations) helps children to expand their vocabulary.
games, read comics, ride a bike, swap cards, talk to friends It also presents language naturally, so the occurrence of
Revised: Let’s … linking and weak sounds are made familiar to the children
Other: the weekend, paint, play basketball, play chess, play from the outset.
football, play tennis, take photos, the weekend
3 Let’s chant. w 2.25
Starting the lesson (optional) w 4.24 4.26 • Use the flashcards to elicit the words and teach the
• Do the Starting the lesson routines on page 51. actions for the chant.
• Write The weekend on the board and elicit the two days of VOCABULARY ACTIONS:
the week that make up the weekend (Saturday, Sunday).
fly a kite – hold one hand up as the kite, and use the other
Talk about activities the children do at the weekend in
to hold the string and ‘fly’ the kite
the children’s own language. Ask What do you do at the
weekend? Who do you do it with? Do you see friends or play computer games – mime holding a video console
family? with both hands and clicking on buttons
talk to friends – hold up out both hands and open and
CPT, Classroom Resource Pack close the fingers as if they are two heads talking to
each other
Unit introduction: 1 Watch. have a picnic – mime picking up and eating different food
• Watch the video. Ask the children questions about the with alternating hands
clip, in the children’s own language: Who’s this? (Tom) ride a bike – pretend to hold the handle bars of a bike and
Where is he going? (Out to play) Why? (It’s the weekend!) move one leg as if pedalling
listen to music – cup your ears as pretend headphones and
Transcript
nod your head
Tom: Hi, everyone! It’s the weekend. I love the weekend.
What do you do at the weekend? We’re going out to play. read comics – mime holding up a comic, turning
See you later! the pages
swap cards – pretend to hold cards in both hands and
Vocabulary presentation: flashcards (optional) then offer a ‘card’
vocabulary. Repeat several times, encouraging the • Children listen to the chant and do the actions. Repeat
children to remember the words. Teach actions for each and encourage the children to say the words as they do
word (see below). the actions.
Transcript
Class Book page 36 Let’s fly a kite, kite, kite.
Let’s play computer games, computer games, computer
games.
• Focus the children on the Class Book pages and the Let’s talk to friends, friends, friends.
weekend activities. Let’s have a picnic, picnic, picnic.
• Play the audio for children to listen, point and repeat. Let’s ride a bike, bike, bike.
Let’s listen to music, music, music.
Transcript
Let’s read comics, comics, comics.
1 play computer games 2 read comics 3 ride a bike
Let’s swap cards, cards, cards.
4 talk to friends 5 fly a kite 6 swap cards
7 listen to music 8 have a picnic 4 Listen and repeat. w 2.26
OPTION: • Explain that the boy and girl are suggesting activities they
can do together.
Call out a verb, e.g. ride. The children replay with the
correct noun to complete the collocation, e.g. a bike. • Play the audio for children to listen and repeat.
5 Mime and say.

• In pairs, children take turns suggesting an activity from
the lesson, miming it as they do so. Monitor, help and
praise throughout.
Unit 4 93
• Point to Tom’s question and read it aloud. Ask the question
around the class encouraging the children to reply using Communication
the correct collocation (Ride a bike!) Alternatively, do a Language
class survey.
Core: Do you (read comics) at the weekend? Yes, I do. No, I
Star question (optional) don’t; Weekend activities
• Ask the children the question at the bottom of page 36. Revised: I (fly a kite) at the weekend.
Tell them to look at pages 36 and 37 and find the hidden
revision and extension words (free-time activities). If the Starting the lesson (optional) w 4.24 4.26
children know the revision and extension words, play a • Do the Starting the lesson routines on page 51.
guessing game: choose one of the items and ask the class • Play Simon says on page 143 of the Ideas bank to revise
to guess which item you are thinking of. If they don’t know weekend activities.
the words, say the words and ask the children to repeat.
play chess, take photos, paint, play football, play tennis,
Grammar presentation and vocabulary
play basketball
consolidation: song animation 1 Watch.
CULTURE NOTE: Weekends in the UK • Watch the song animation. Explain that the song is
In the UK, children don’t usually go to school at the about weekend activities. Use the vocabulary actions the
weekend and many parents don’t work at the weekend. children learnt in Lesson 1 and teach the additional song
There are lots of things to do. Families go shopping or do actions (see below).
sport. Sometimes, they visit historical homes and have a
picnic there or ride a bike through the grounds. Walking Class Book page 37
and hiking are popular weekend activities and there
are thousands of walking trails all around the country.
2 Listen, point and sing. w 2.27
Children also have play dates, sleepovers and birthday • Play the song while the children point to the activities on
parties so they can spend time with their friends! the page.
• Revise the vocabulary actions the children learnt in
Classroom Presentation Tool (CPT) • Play the song again. The children join in first with the
Vocabulary practice: game actions and then with the words as much as possible.
• See instructions for Small image matching on page 136. SONG ACTIONS:
weekends – hold up seven fingers, then wiggle the two
Activity Book page 30 fingers on the one hand
1 Read and number. … are great – do a high five in the air
Do you … ? – shrug your shoulders with arms and
ANSWERS
palms up
2 ride a bike 6 have a picnic 1 read comics 7 fly a kite
Oh, yes, I do. – do a ‘thumbs up’ with both hands
5 listen to music 8 talk to friends 4 swap cards
3 play computer games Oh, no, I don’t. – wave a finger in the air and shake
your head
2 Find and write.
ANSWERS 3 Match the words and pictures.
1 swap cards 2 listen to music 3 read comics • Children match the highlighted words in the song to
4 ride a bike 5 play computer games 6 fly a kite the pictures on pages 36–37. Do this as a whole class or
7 talk to friends 8 have a picnic in pairs.
Picture Dictionary page 65 (optional) ANSWERS

fly a kite 5, have a picnic 8, play computer games 1,
listen to music 7, ride a bike 3, talk to friends 4,
ANSWERS swap cards 6, read comics 2
(l–r) fly a kite, ride a bike, swap cards, have a picnic
(l–r) play computer games, read comics, talk to friends, COMPETENCES FOR 21ST CENTURY LEARNING:
listen to music Learning to learn
Presenting language visually helps children to remember
Ending the lesson (optional) w 2.25 4.25 and recall it in future lessons. It also provides an
• Close the lesson by doing the chant and actions again. opportunity for children to link the written form of words
• Do the Goodbye routine on page 52. with their spoken sounds.
Further practice
94 Unit 4
4 Listen and repeat. w 2.28 3 Write three questions. Ask your friend.
• Point to the two children at the bottom of the page and • Children write three questions using a weekend activity
play the audio for the class to listen. Ask the class what the from the lesson.
girl does at the weekend (she reads comics). • Put children into pairs. They take turns asking and
• Refer children to the All about grammar box. Check answering the questions.
children’s understanding of how to form questions and
Yes / No answers in the present simple. Compare with the All about grammar page 72
third person form they saw in Unit 3. Remind the children 1 Look and write.
that don’t = do not. • Review with the class how we form Do you questions and
• Play the audio again for children to listen and repeat. Yes / No answers.
• Children complete the answers using the picture as a
5 Ask and answer about your weekend. guide.
• Tell the children they are going to talk to a partner about ANSWERS
what they do at weekends. Put children into pairs. Ask
1 Yes, I do. 2 Yes, I do. 3 Yes, I do. 4 Do you
them to take turns asking and answering questions about
weekend activities from pages 36–37. Monitor and help Ending the lesson (optional) w 2.27 4.25
throughout. • Close the lesson by singing the song again.
• See instructions for Chase the cheese on page 138. is an opportunity to assess the children’s speaking
Activity Book page 31 Teacher’s Resource Material.
1 Listen and tick f or cross g. w 2.29
Further practice
• Children listen and put a tick or a cross in each box Teacher's Resource Material: Unit 4 Lesson 2 Reinforcement and
according to the conversation. Extension worksheets; Lesson 2 song worksheet. Karaoke
Transcript version of song available on CD4 track 31.
1 A Hello, Billy! Great! It’s the weekend! Do you fly a kite at
the weekend? Lesson 3: Culture &
B Y es, I do … if it’s windy. What about you? Do you swap
cards at the weekend? Communication
A No, I don’t.
Language
2 A Hi, Sean! Do you read comics at the weekend?
B Yes, I do. I like comics. Core: Weekend activities; What do you do at the weekend?
A Do you listen to music at the weekend? I (ride my bike).
B Yes, I do. I love it! Revised: Days of the week; dance, jump, scooter; This is …
A Turn it down!! Other: football kit, helmet, matches, park, team, training,
3 A Hi, Clare! I love weekends! urban dance
B Me, too! Do you play computer games at the weekend?
A N o, I don’t. I don’t like computer games. I ride my bike at Starting the lesson (optional) w 4.24 4.26 2.27
the weekend. It’s great! See you! • Do the Starting the lesson routines on page 51.
4 A Hello, David. How are you? • Sing the song from Lesson 2 again.
B I’m very happy. It’s the weekend!
A What do you do at the weekend? Do you talk to Classroom Presentation Tool (CPT)
friends?
B Y es, I do. And if it’s sunny, I have a picnic with my Culture presentation: 1 Watch.
friends. Come on! You can come, too! • First viewing: Watch Tom’s introduction to the culture film
A Great, thanks. and ask the children to tell you what the video is about
ANSWERS (weekend activities in the UK). Make some predictions about
1 f g 2 f f 3 g f 4 f f Tom’s question What activities do these children do?
2 Read and complete the questions. Answer Yes, comprehension questions, for children to check their
I do or No, I don’t. predictions (ride a bike, skip, ride a scooter, climb trees, swing)
• Children read and complete the questions and answer for and to tell you if they do these activities too.
themselves. • Second viewing: Watch the video again and answer the
ANSWERS comprehension task at the end of the film.
1 Do 2 Do 3 Do 4 Do you 5 Do you 6 Do you
Children’s own answers.
Unit 4 95
Transcript CPT / Class Book page 38
Introduction
Tom Hi, everyone. Do you like the weekend? I love the 4 Watch. Listen and repeat. w 2.30
weekend! This is a film about some of the things children • Make predictions about what activities Tom, Becky and
in the UK do at the weekend. Let’s watch it together. What Sam do at the weekend. See notes on page 59.
activities do these children do?
Culture film Transcript
It’s the weekend. It’s Saturday morning. Some children go to Tom What do you do at the weekend?
the park with their mum and dad. Becky I play football. I talk to friends. I ride my bike and I read.
He’s got a bike. Sam I swap cards and I talk to friends. Sometimes I play
She’s got a skipping rope. computer games.
She can jump! Tom What do you do at the weekend?
Look! She’s got a scooter. It’s pink and silver.
This is the story tree. Now they are reading a book. Do you
5 Act out the conversation.
read at the weekend? • When children are using the language confidently, put
They are playing in the park. They can climb. They can climb them into pairs or small groups. They take turns asking
and jump. And now they are in the swing. It looks fun. and answering the question, first as one of the children
They play golf at the weekend, too! Oh, no! Well done! and then answering for themselves. Refer them to the All
Other children do different things. This is Keira. She goes to about speaking box for support.
dance club at the weekend She does Urban dance with her Note: All about speaking introduces functional language and
dance group on Saturday morning. They are called Messy helps the children practise it in a meaningful, natural and
Jam. This is Joe. He goes to dance club, too. He can dance communicative way.
really well. Now they are practising. Wow, they can all dance
really well. Can you dance? Let’s compare culture
Some children play football. These children are in a team. • Discuss the culture question in English and in the
They play football matches every Sunday. Look at their children’s own language if needed. What is a popular
football kit. It’s black and red and pink and black. weekend activity in your country? Do you do it at the
Do you play sport at the weekend? What do you do at the weekend? What’s your favourite weekend activity? Why? Is it
weekend? the same as in the UK?
CULTURE NOTE: Clubs for children in the UK OPTION:
Music and dance clubs are very popular for children at the Conduct a class survey to find out what weekend
weekend. Children also sing in choirs or play instruments activities are the most popular. This could be done in small
in an orchestra. Sports like gymnastics, cycling and groups or as a class.
athletics have increased in popularity due to the success
of teams at the Olympics. The weekend activities you do Activity Book page 32
today are not only fun, they could be your future!
1 Listen and number. w 2.31
Class Book page 38 Transcript
1 A What do you do at the weekend?
2 Look and say what you see. B I do lots of things. On Saturday, I go to dance club. I do
• Children look at the photos of children enjoying different urban dance. I love it!
weekend activities and say any words they know to 2 A What do you do at the weekend?
describe them (dancing, cap, football, kit, goal, bike, park, B At the weekend, I play in my garden or in the park with
scooter). my family and friends. I like hide-and-seek. It’s my
favourite game.
3 Read and match. Say the number and the letter.
3 A What do you do at the weekend?
• Children read texts A–C silently or as a class and then B On Saturdays and Sundays I play football. I’m in a team.
match them to photos 1–3. 4 A What do you do at the weekend?
• Ask the class about each text. Ask What other words does B I ride my bike at the weekend.
it use to talk about each photo? (matches, training, helmet, C And I ride my scooter, too.
urban dance club, etc.)
ANSWERS
ANSWERS 1 D 2 C 3 B 4 A
1 C 2 A 3 B
2 Review. Read and complete.
ANSWERS
1 play football 2 play tennis 3 read books 4 garden
Asking questions and checking understanding of a text is
5 ride a bike 6 scooter 7 skipping 8 skating
a very important aspect in developing children’s reading
skills. It reinforces what children have understood and 3 Answer Tom’s question. Write.
opens up their understanding of the language in the text
even further.
96 Unit 4
Extra Class Book page 39
• Fast finishers ask Tom’s question to three friends. They
write their answers in their notebooks. (1 Sara – ride a bike, 2 Read and listen. Which words can you see in the
play tennis) pictures? w 2.32
• Play the audio for children to follow the words in
Ending the lesson (optional) w 4.25 their books.
• Play Musical statues on page 145 of the Ideas bank. Instead • Ask the children to read the text again and point to the
of dancing, get the children to mime different activities photos to show what the highlighted words refer to. Ask
from the unit. them which words they can’t point to in the photos and
• Do the Goodbye routine on page 53. discuss the meaning of these words.
ASSESSMENT OPPORTUNITIES: Transcript
The All about speaking activities (Class Book Activities See Class Book page 39 for transcript
4 and 5) are an opportunity to assess the children’s
speaking development. Assessment grid and notes
in the Teacher’s Resource Material. Digital competence
Discussing technology, the internet and rules associated
Further practice with using tablets develops children’s ICT knowledge and
Teacher's Resource Material: Unit 4 Culture worksheet. lays the foundation for them to use the technology safely
in the future.
Lesson 4: Cross-curricular (ICT) 3 Read, look and choose the best answer.
• Check the children understand the meaning of safe and
Language dangerous. Read the three safety rules together as a class.
Core: download, headphones, information, search the Put children into pairs. They read the safety rules again
internet, swipe, (touch)screen and choose the correct answer. Check answers as a class.
Revised: dangerous, finger, safe, tablet ANSWERS
50 cm, safe, Ask
• Do the Starting the lesson routines on page 51. Star question (optional)
• Play Line by line on page 144 of the Ideas bank and draw a • Ask the class the question. Put children into pairs to
tablet. Teach the word tablet to the class. discuss in their own language or in English. Feedback and
• Ask the class Have you got a tablet at home? Do you play discuss ideas from the class.
on it? What do you do on it? Talk about using tablets in the SUGGESTED ANSWERS
children’s own language and in English. Don’t use websites you don’t know. Don’t download
films and music illegally. Turn your tablet off when you’ve
Classroom Presentation Tool (CPT) finished using it. Store it in a safe place.
Cross-curricular presentation: slideshow 1 Watch. Activity Book page 33

• Tell the children they are going to watch a video about
using tablets. Pause after each slide to discuss what 1 Label the pictures.
they see. ANSWERS
Transcript 1 tablet 2 touchscreen 3 download 4 headphones
These children are using tablets. He’s got some headphones. 5 swipe 6 the internet
He’s listening to music on his tablet. He can watch films, too. 2 Read and complete. Tick f or cross g the pictures
This tablet is touch screen. She can swipe the screen with that are safe or not safe.
her finger!
He’s doing his homework with his tablet. He can search the
• Children look at the pictures and complete the rules with
the correct word, then tick or cross if they are safe or not.
internet for information. He can download information.
How can you be safe on your tablet? ANSWERS
Keep your eyes 50 centimetres from the screen. 1 tablet g 2 internet f 3 download f
One or two hours on your tablet is safe. More than that can
hurt your eyes or your neck and shoulders. 3 Listen and say the tablet rap. Draw pictures to
Remember! Ask your parents before you search the internet decorate. w 2.33
or download information or visit websites. Don’t give out • Play the rap. Encourage the children to join in with
your name or address. the words.
• Children decorate the page around the rap with pictures
to show good tablet safety.
English at home
• Encourage the children to say the rap at home to their
family.
Unit 4 97
Ending the lesson (optional) w 4.25 Class Book pages 40–41
• Play Word shapes on page 144 of the Ideas bank, using the
lesson vocabulary. 1 Listen, point and repeat. w 2.34
• Do the Goodbye routine on page 53. • See notes on page 61.
Lesson 5: Story & Vocabulary • Play the story audio for the children to read and follow in
their Class Books.
Language • Check comprehension with true / false statements: Mia,
Core: jump high, play catch, play the drums, play the guitar, Max and Bruno live in the city (False – they live on a farm.)
play the piano, skateboard Max can run fast and jump high (True) Max can sing (False
Revised: farm, lively, sad; He can (run). Can he (sing)? No, he – Max can’t sing.) Max can skateboard. (True) Max saves Mia
can’t. Yes, he can. and has an accident. (False – Max saves Bruno) Max can’t
Other: accident, determined, hurt, wheelchair; Look out! walk after the accident. (True) Dad makes Max a wheelchair.
(True) Max can walk now. (True)
Starting the lesson (optional) w 4.24 4.26 ALL ABOUT VALUES: We all need a little help sometimes.
• Do the Starting the lesson routines on page 51. Remind the children of who needs help in the story. How
• Play Whispers on page 144 of the Ideas bank to revise does Max get help? What can he do after he has help? Is
weekend activity words. Ask the class Can you (fly a kite)? he happy again? Talk to the children in their own language
after each round. about needing and asking for help and why it’s important.

CPT, Classroom Resource Pack Social and civic competence
Children may face different types of adversity in their lives
Vocabulary and grammar review and presentation:
and it’s important for them to see that life may change,
story animation but it can always get better again with the help of others.
1 Watch. Appreciating this will develop their empathy for other
children who may have difficulties in life.
• Tell the children they’re going to watch a story animation
with Tom. Pause after Tom’s introduction and ask Who is
the story about? (a dog called Max) 4 Read and say Mia, Max, Bruno or Dad.
• With books closed, watch the story. Ask What happens Who can …
to Amazing Max, the dog? (He saves Bruno, but he has an • Children read each question and read the story again to
accident. Then he learns to live a full life.) find the answers. Do this as a pair activity then feedback
answers as a class, or work through it as a whole class if
Transcript children need more support.
Introduction
ANSWERS
Tom Hi, everyone. Do you like stories? I love stories. Here’s
play the piano – Mia, play catch – Max, play the
a story called Amazing Max. This is a story about a very
drums – Dad, skateboard – Max, sing – Bruno, play the
intelligent and lively dog called Max. Let’s see what happens.
guitar – Bruno, jump high – Max, make a wheelchair – Dad
• See Class Book pages 40–41 for story transcript.
Vocabulary presentation: flashcards (optional) and repeat. Tell your friends. w 2.36
• Show the flashcards one by one to introduce the new • Ask the children to listen to the three children’s opinions
of the story and repeat.
• Put children into pairs to ask and answer What do you
• Teach actions for each word and encourage children to do
think of the story? Change pairs and repeat.
OPTION: Act out the story
VOCABULARY ACTIONS:
See notes on page 62.
jump high – jump high
play catch – pretend to catch an imaginary ball with
both hands Classroom Presentation Tool (CPT)
play the drums – hold imaginary drum sticks and play
the drums
• See instructions for Snap! on page 137.
play the guitar – hold and strum an imaginary guitar
play the piano – use your fingers to pretend to play Activity Book page 34
the piano
skateboard – pretend to stand and balance using your 1 Read the story again. Complete.
arms on a skateboard ANSWERS
1 run fast 2 jump high 3 play the piano
4 play the drums 5 play the guitar 6 skateboard
7 play catch 8 sing
98 Unit 4
2 Think. What do you think about the story? guitar? Who can jump high and catch? Can Max sing? What
Colour. Learn to learn. happens to Max? How does Dad help him?
• Children think about the story, rate it by colouring in the • Watch the story again to confirm answers.
appropriate stars and tell their partner.
Vocabulary review: flashcards (optional)
3 Read and complete the value. Offer to help your • Show the flashcards to remind children of the new
friend. Draw and write a note. vocabulary. Repeat several times, encouraging the
• Ask the class to look at the picture of Max, Dad and Mia children to say the words and do the actions.
and to tell you the value, We all need a little help sometimes.
Children complete the value. Class Book page 42
• Children think of a friend who they would like to help and
complete the sentence with an offer to help (I can help
1 Listen and say the number. w 2.37
you with your homework.) They then draw a picture. Put • Review the story. Ask the class to look at the pictures of
children into pairs to show their partner. Mia, Bruno, Max and Dad and say what activities they can
see. Ask Can Max sing? (No) Can Bruno play the guitar? (Yes)
Picture Dictionary page 65 (optional) • Children listen and say the number of the picture being
• See notes on page 53. described.
ANSWERS Transcript
(l–r) play the drums, play the piano, jump high, skateboard Can Max play catch? Yes, he can.
(l–r) play catch, play the guitar Can Dad play the drums? Yes, he can.
Can Mia play the piano? Yes, she can.
Spelling and alphabet page 65 (optional)
Can Bruno play the guitar? Yes, he can. Can Max sing?
w 4.14 4.19
No, he can’t.
• See notes on page 55. Can Max jump high? No, he can’t. Max can’t jump high now.
Transcript ANSWERS
1 How do you spell have a picnic? H-a-v-e a p-i-c-n-i-c 4, 3, 5, 1, 2
2 How do you spell fly a kite? F-l y a k-i-t-e
3 How do you spell swap cards? S-w-a-p c-a-r-d-s 2 Read and answer the questions. Listen, check
4 How do you spell listen to music? L-i-s-t-e-n t-o m-u-s-i-c and repeat. w 2.38
5 How do you spell ride a bike? R-i-d-e a b-i-k-e • Look at the All about grammar box as a class. Look at how
6 How do you spell talk to friends? T-a-l-k t-o f-r-i-e-n-d-s we form questions and affirmative / negative answers for
can. Draw attention to the inversion of can and the subject
Ending the lesson (optional) w 4.25 pronoun, comparing the question form with a statement.
• Play Teacher’s mistake on page 144 of the Ideas bank. Remind children of the difference between he and she
• Do the Goodbye routine on page 53. and the contraction of can and not (can’t) in the negative
short answer.
Further practice
Teacher's Resource Material: Unit 4 Set 2 mini picture cards
• Put children into pairs. Ask them to look at the sentences
in the grammar box and to choose the correct short
and wordcards.
answers. Refer them to the pictures in Activity 1 for
support.
Lesson 6: Story, Grammar & • Play the audio for the children to listen, check and repeat.
Communication Transcript
Can Max play the guitar? No, he can’t.
Language
Can Mia play the piano? Yes, she can.
Core: Can he / she (skateboard)? Yes, he / she can. No, he / Can Max play catch? Yes, he can.
she can’t. Can Dad play the drums? Yes, he can.
Revised: jump high, play catch, play the drums, play the Can Dad skateboard? No, he can’t.
guitar, play the piano, skateboard Can Bruno jump high? No, he can’t.
Starting the lesson (optional) w 4.24 4.26 3 Ask and answer the questions about your
friends.
• Ask children to think of two of their friends from their class
• Play The washing line game on page 144 of the Ideas bank or another class. Put children into pairs to ask and answer
to review the Lesson 5 activities.
about their friends using can questions and answers. (Can
Peter play the guitar? No, he can’t. Can he play the drums? Yes,
CPT, Classroom Resource Pack he can.)
Story review and grammar presentation
• Ask the children what they remember from the story:
Who is in the story? Who can play piano? Who can play
Unit 4 99
Classroom Presentation Tool (CPT) 4 Can Joe play catch? Yes, he can.
5 Can Emma ride a bike? No, she can’t.
Vocabulary and Grammar practice: game 6 Can Lily fly a kite? Yes, she can.
• See instructions for Multiple choice on page 139.
3 Write four questions and answers about a boy
4 Make the game. AB page 87 and a girl in the class. Tell your friend. Guess who!
• Ask the class to turn to page 87 in their Activity Books. Tell • Children secretly choose one boy and one girl in the
the children to cut out the table and activity cards along class. They complete the questions and answers about
the dashed lines. those children.
• Ask the class what they will need to make the game • Put children into pairs. They read their questions and
(scissors). Monitor and help where needed. answers for their partner to listen and guess who it is.
5 Listen and repeat. Play the game. w 2.39 All about grammar page 72
• Play the audio. Explain that the two children are asking 2 Look and write.
and answering about what each child can and can’t do. • Children look at the information in the table about the by
Play the audio again and ask the class to repeat the lines. and the girl. They complete questions 5 and 6 and then
• Put the children into pairs. They place a screen between write the short answers.
them to hide their cards from their partner. One child ANSWERS
places their activity cards next to the five children in 1 Can she play the piano? No, she can’t.
the table denoting what they can do. Their partner asks 2 Can he play the drums? No, he can’t.
questions using Can to find out what activities each 3 Can she skateboard? Yes, she can.
child can do. They place their activity cards on their table 4 Can he play catch? Yes, he can.
to match their partner. Once finished, they remove the 5 Can she play the drums? Yes, she can. / Can she play
screen and check that they are the same. The children catch? No, she can’t.
then swap. Monitor, help and praise throughout. 6 Can he skateboard? No, he can’t. / Can he play the
• If you have time, put children into new pairs to play again. piano? Yes, he can.
COMPETENCES FOR 21ST CENTURY LEARNING: Ending the lesson (optional) w 2.27 4.25
Linguistic competence • Close the lesson by singing the song from Lesson 2 again.
Playing a speaking game to review the structure and • Do the Goodbye routine on page 53.
vocabulary from the lesson is a fun and kinaesthetic way
to help children remember the language. This will enable ASSESSMENT OPPORTUNITIES:
them to recall the language again in the future. The Lesson 6 pairwork activity (Class Book Activity 5)
Activity Book page 35 development. Assessment grid and notes in the
1 Listen and write the names. w 2.40
• Read the names of the children as a class to check Further practice
pronunciation. Children listen and write the names next Teacher's Resource Material: Unit 4 Reinforcement and
to the activities. Pause the audio to allow children time to Extension worksheets.
write if needed.
Transcript Lesson 7: Integrated skills &

Look at these children! Alex can play the guitar. Communication
Can you see Nico and Rob? Nico can play the piano and Rob
can play the drums. Can you see Emma and Tim? Emma can Language
skateboard and Tim can ride a bike. Look at all the children in Revised: Weekend activities; I / He / She can (climb trees).
the park. Joe and Maria can play catch. Can you see Lily? Lily Core sound: y as /i/ Betty, funny, Gary, lively
can fly a kite. Wow, look at Lucia. She can jump really high!
Other: Gary and Betty can play the guitar. Are they funny
ANSWERS and lively? Oh, yes, they are!
1 Alex 2 Nico 3 Rob 4 Tim 5 Emma
6 Joe and Maria 7 Lily 8 Lucia
2 Look at Activity 1. Complete the questions. • Do the Starting the lesson routines on page 51.
Answer Yes, he / she can or No, he / she can’t. • Play Board pelmanism on page 144 of the Ideas bank.
• Remind the class of the contraction of can and not in
the Look! box at the bottom of the page before they write Class Book page 43
their answers.
1 Listen and read the cartoon. Answer. w 2.41
ANSWERS
• Tell the children they are going to read another cartoon
1 Can Alex play the guitar? Yes, he can.
2 Can Nico play the drums? No, he can’t.
questions as a class and check understanding.
3 Can Lucia jump really high? Yes, she can.
100 Unit 4
• Children listen and read the cartoon and answer the 2 Look, read and answer.
ANSWERS
ANSWERS Frankie can play the guitar. He can run fast, jump high and
a climb trees, run really fast and jump high (and on the ride a bike.
garage) b angry
Tom’s tip
2 Think. Say. • Look at Tom’s tip together. Ask the class to find the
• Ask What do you think of the cartoon? Ask the children to adverbs in the text in Activity 2 and tell you what actions
give their own opinion. Encourage them to explain what they describe.
they liked or didn’t like about it and who their favourite • Check the children understand the meaning of the
character is. You could also carry out a class vote. adverbs in their own language. Elicit any other adverbs
the children may know (well, badly, loudly) and match
3 Act out the cartoon.
them to the weekend activities from the unit.
• Put children into groups of three. Ask them to each
choose a character from the cartoon. Play the audio again 3 Draw and write about your friend.
for children to read aloud. • Children draw a friend doing an activity. They complete
• Children stand up and act out the cartoon again in their the sentences about their friend, with their name, 2–3
groups using actions and facial expressions. Monitor and things he / she can do and can’t do.
help throughout. • Encourage children to use their imagination to think of
interesting descriptions for their friend and to use adverbs
OPTION: where they can to make the text more interesting.
for the rest of the class. 4 Listen and circle the words with ‘y’ as the /i/
sound. Listen, check and say. w 2.43
4 Listen and read. Listen and repeat. w 2.42 ANSWERS
• Write the phoneme /i/ on the board and review the sound funny, History, family, lively, Gary
with the class. Remind them we make the sound with lips
open and a wide smile. Remind the class that in Unit 3 Extra
they learnt this sound with the words Lisa, Peter, please, • Ask fast finishers to write other words with ‘y’ as the /i/
etc. Today they will look at words with the sound /i/ spelt sound in their notebooks.
with a letter y. Explain that this sound is often spelt with a
y at the end of a word. Ending the lesson (optional) w 4.25
• Play the audio for children to listen and read the rhyme • Play Stop! on page 142 of the Ideas bank, asking children
silently. Then play it again for children to repeat the rhyme. to shout stop as you flick through flashcards when they
say and hear an /i/ sound at the end of the word.
again as a class. • Do the Goodbye routine on page 53.
COMPETENCES FOR 21ST CENTURY LEARNING: ASSESSMENT OPPORTUNITIES:

Linguistic competence Acting out the cartoon and reciting the rhyme (Class
Associating a phoneme with a specific spelling, y in Book Activities 3 and 4) are opportunities to assess the
this case, will help children to recognize and say the children’s speaking development. Assessment grid and
sound correctly when they come across it in the future. notes in the Teacher’s Resource Material.
This will improve their spoken communication. This
reference to spelling will also help to develop their written
communication. Lesson 8: Language review &
Communication
English at home
• Encourage the children to say the rhyme to their family. Language
Revised: Weekend activities; What do you do at the
Classroom Presentation Tool (CPT) weekend? On Saturday, I (ride my bike). Do you (play tennis)?
Yes, I do. No, I don’t.
Pronunciation: game Other: What about you?
1 Remember and complete. • Play Word race on page 145 of the Ideas bank to review
ANSWERS
unit vocabulary.
1 can 2 climb trees
Unit 4 101
CPT / Class Book page 44 Activity Book page 37
1 Watch Becky’s project. What does she do on 1 Look and read. Complete Becky’s weekend poem
Saturday? w 2.44 project plan.
• Watch the video or listen to the audio about Becky’s • Refer the children to Becky’s project plan for her poem.
project on the weekend. Ask What do you think she does on Ask questions to discuss the structure How many activities
Saturday? Take ideas from the class. does she talk about for Saturday and Sunday? How many
• Children watch or listen to find out. questions does she ask? (One) What follows that? (An activity
she doesn’t do.)
Transcript • Children refer to the pictures to complete the
Becky Hi, everyone. This is my weekend poem project. weekend poem.
My Weekend Poem:
What do you do at the weekend? ANSWERS
On Saturday, I ride my bike and run. 1 ride my bike 2 run 3 talk to friends 4 read
On Sunday, I talk to friends and read comics. comics 5 play basketball 6 play computer games
Do you play basketball at the weekend? 2 Circle five activities you do and one activity
Yes, I do!
you don’t do at the weekend. Plan and write your
But I don’t play computer games.
weekend poem.
What about you?
• Children think about their weekend. Encourage children
ANSWER to look back at Unit 4 to help them think about activities
She rides her bike and runs. they do. Then they circle five activities they do and one
they don’t do from the artwork, or they can choose an
2 Talk about Becky’s project. Use these words.
additional activity if they prefer.
• Put children into pairs. Tell them to think about Becky’s • They use this information to complete their weekend
project and talk about it using the words. See what they
poem. Monitor and help throughout.
can remember from the video / audio before feeding back
as a class. Monitor and help throughout. COMPETENCES FOR 21ST CENTURY LEARNING:
Encouraging the children to write a personalized poem
name. w 2.45
helps them to recycle the language of the unit and
• Read the three comments about Becky’s project on the develop their communication in another writing genre.
left. Tell the children to match the descriptions A–C to the
three children.
Transcript • Play Categories on page 141 of the Ideas bank to review
Adult Well children, what do you think about Becky’s language from Units 1–4.
project? • Do the Goodbye routine on page 53.
Aisha I’m Aisha. I like her drawings. I think it’s good.
Kai I’m Kai. I think it’s OK.
Tavoy My name’s Tavoy. I play basketball at the weekend, too! Lesson 9: Think, do & review
I think it’s great.
Language
ANSWERS
Revised: Weekend activities; What do you do at the
A Tavoy B Aisha C Kai
weekend? On Saturday I (play the guitar). Do you (play
4 Think. What do you think about Becky’s project? tennis)? Yes, I do. No, I don’t
Tell your friends.
• Ask the class the question. Elicit answers from two or three Starting the lesson (optional) w 4.24 4.26 2.44
confident children using the expressions in Activity 3. Put • Do the Starting the lesson routines on page 51.
children into pairs. They take turns asking and answering • Play Mime it on page 144 of the Ideas bank.
to give their own opinion. • Watch or listen to Becky’s project again for children to
5 Prepare your project. AB page 37. familiarize themselves with the project.
• See Activity Book notes below.
Class Book page 45
Classroom Presentation Tool (CPT) 1 Have you got everything? Listen and answer.
• Tell the class that today they will complete their weekend
• See instructions for Three in a row on page 138. poem, like Becky’s.
• Put children into pairs to ask and answer again.
102 Unit 4
Transcript
Have you got a poem template?
Have you got some magazines?

Learning to learn
Establishing a routine and repetition of key functional
language will help children retain this language and use it
autonomously in the classroom.
3 Create a weekend poem. Read and do.

as a class:
• Stage 1: Ask children to turn to page 85 in their Activity
Books and cut out the template. Ask children to think
about the activities they do at the weekend. Encourage
them to look back at their Activity Book plans. They write
their poem in the template. Monitor and help where
needed.
• Stage 2: Children draw pictures or find pictures in
magazines or print them off the internet to decorate
their poem.
• Stage 3: Children should try to memorize their poems and
practise presenting them clearly and slowly within small

English at home
• Children take their projects home to show and tell to
their family.

141–147.
The children are now ready to do the Unit 4 test and
Term test 2. See the evaluation section in the Teacher’s
Resource Material. If you would like your class to have
more practice before doing the Term test, consider doing
it after the Review unit.

Unit 4 103
Animaltrons … at
Review 2
the weekend!
Gorilla worried? (Tiger can’t ride a bike.) Picture 5: Why is Panda
Learning outcomes
worried? (Tiger can’t ride a bike or fly a kite.) Picture 7:
To revise and practise language from Units 3 and 4 Has Tortoise got onions in his sandwich? (No.) What has he
To work together to invent an animaltron character got? (He’s got some cheese and tomatoes.)
Language reviewed 2 Act out the story.

Animals; Activities; Food; He / She can … , He / She can't … • Put children into groups of six to eight. Mix more
confident and less confident children together, consider
Competences for 21st century learning friendship groups and those who work well together.
Linguistic competence • Ask the class what characters they need for the story.
Social skills and civic competence (Animaltrons, children) Then allow them to choose which
character(s) they will play. If the class does not divide
It is recommended that this unit is taught over two lessons, exactly, some children can take two roles.
depending on your timetable. It can be taught before or • Ask children to stand up and find a space in the room to
after the Term 2 test. practise acting out the story in their groups. Set a time
limit of ten minutes. Play the audio for children to act out
as they listen. Then they act out using their Class Book only.
Lesson 1 • Go around the class and encourage them to add actions
Starting the lesson (optional) w 4.24 4.26 and facial expressions. Monitor and praise throughout.
• Do the Starting the lesson routines on page 51. • Ask some of the groups to act out the story for the whole
• Play a flashcard game from the Ideas bank on pages class. Choose different groups to the last review lesson.
141–143 to review vocabulary from Units 3–4.
Classroom Presentation Tool (CPT) 1 Find and write seven food words. Write the
Review game secret word.
• See instructions for Picture race on page 139. • Children circle the food words then write them in the
spaces below. The secret word is spelt with the letters in
Storybook presentation: Animaltrons … at the between the words in the wordsnake.
weekend! ANSWERS
• Tell the class that they are going to read another story 1 olives 2 sweetcorn 3 tuna 4 pineapple
about the Animaltrons and their weekend adventure. Ask 5 cheese 6 pepper 7 onions Secret word tomatoes
Who are the Animaltrons? (Seal Master, Panda, Tortoise, Tiger
and Gorilla.) Where do they come from? (Space.) 2 Listen and tick f or cross g. w 2.48
• Choose the ‘Listen only’ option in the Review 2 storybook. • Children listen to four conversations. They tick or cross the
Click through the story, frame by frame, asking the food that each Animaltron likes or doesn’t like.
children What can you see? Ask children in their own
language what they think happens. Transcript
1 A Look. It’s Tiger. Does she like cheese?
COMPETENCES FOR 21ST CENTURY LEARNING: B No, she doesn’t.
Linguistic competence A Does she like pineapple?
Encouraging children to predict what they will encounter B Yes, she does.
in a story allows them to read more effectively and 2 A There’s Tortoise! Does he like red peppers?
understand the overall meaning of the text. B Yes, he does.
A Does he like sweetcorn?
B No, he doesn’t.
Class Book page 46 3 A Look! It’s Gorilla. Does he like mayonnaise?
B No, he doesn’t.
A Does he like ketchup?
• Tell children to look at the pictures and say the animals, B No, he doesn’t.
activities and food they can see. 4 A That’s Panda. Does she like lettuce?
• Play the story audio for children to read and follow in their B Yes, she does.
Class Books. Ask What do the Animaltrons want to find out? A Does she like onions?
(What children do at the weekend.) B Yes, she does.
• Play the story audio again. Check comprehension by asking ANSWERS
questions, e.g. Picture 2: Can Tiger ride a bike? (No, she can’t.) 1 cheese g pineapple f 2 peppers f sweetcorn g
Picture 3: Can the boy read? (Yes, he can.) Picture 4: Why is 3 mayonnaise g ketchup g 4 lettuce f onions f
104 Review 2
3 Look and write I’ve got some or I haven’t got any. COMPETENCES FOR 21ST CENTURY LEARNING:
• Children look at the picture and write the food they have Social skills and civic competence
or haven’t got. They can check in pairs. Project work helps children to interact in a natural and
ANSWERS social way. They use language from the course to discuss
On my pizza I’ve got some cheese and I’ve got some ideas, problems and solutions. This also develops their
tomatoes. I haven’t got any onions and I haven’t got any speaking skills.
pineapple. I’ve got some olives! I haven’t got any tuna.
Ending the lesson (optional) w 4.25 Activity Book page 39

• Play Bend down, stand up on page 142 of the Ideas bank 1 Order the letters. Write the words.
to review the Units 3–4 vocabulary. Use Have you got any
(tuna)? and Can you (fly a kite)?
• Children order and write the words next to the correct verb.
1 kite 2 music 3 picnic 4 cards 5 bike 6 comics
Lesson 2 2 Listen and match. w 2.49

• Ask children to look at the pictures and say the children’s
Starting the lesson (optional) w 4.24 4.26 names and the activities.
• Do the Starting the lesson routines on page 51. • Play the audio. Children match the activities to each child.
• Play Racing lists on page 143 of the Ideas bank to review
the Units 3–4 vocabulary. Transcript
SM Hello, Tom. Do you talk to your friends at the weekend?
Classroom Presentation Tool (CPT) Tom Yes, I do!
SM And do you fly a kite?
Review game Tom Yes, I do. My kite is red and blue.
• See instructions for Basketball on page 139. SM Hello, May. Do you play computer games at the weekend?
May No, I don’t.
Story review: Animaltrons … at the weekend! SM Do you play the guitar?
• Scroll through the review storybook. Choose the ‘Listen and May Yes, I do!
read’ option. Go through the frames and ask the children SM Hello, Evie.
what they remember, e.g. Who’s this? (Panda, Tiger.) Evie Hello, Seal Master.
• Watch the story again to confirm answers. SM What do you do at the weekend?
Evie I play computer games.
• Play Remember the film on page 146 of the Ideas bank.
SM Do you ride a bike?
Evie No, I don’t.
Class Book page 47 SM Hi, Sam. Do you ride a bike at the weekend?
Project: Invent an animaltron Sam Yes, sometimes.
SM Do you read comics?
• Explain that the children are going to invent their own
Sam Yes, I do!
animaltron! Read and look at the photos and use a
completed animaltron to demonstrate the task. Work ANSWERS
through the stages as a class. Tom – talk to friends (A), fly a kite (C), May – play guitar (B),
• Stage 1: Divide children into groups of four to six. Make Evie – play computer games (D), Sam – ride a bike (F), read
sure each group has all the materials they will need. comics (E)
• Stage 2: Encourage children to work in their groups 3 Look and write.
to choose an animal they would all like to turn into an
• Children look and complete the questions and answers.
animaltron. They can look in their Class Books for ideas or
through nature magazines. Encourage them to use English ANSWERS
as much as possible to discuss ideas, e.g. Which animal do 1 No, he can’t. 2 Yes, he can. 3 Yes, she can.
you like best? I like … , Me too! I don’t like … , Let’s have … . 4 Can he play the drums? No, he can’t. 5 Can she play
• Stage 3: Ask children to think about what their animaltron the piano? No, she can’t.
looks like, what powers it has, what it can do and what it
Ending the lesson (optional) w 2.04 2.27 4.25
likes to eat. Then ask them to tell their group and ask and
answer using the model questions. Encourage them to • Close the lesson by singing a song from Units 3 or 4.
listen to each other’s ideas. They choose the ideas they • Do the Goodbye routine on page 53.
like the best. If you like, ask each group to choose one
person to write down the final ideas in note form. Set a
time limit for children to talk about their ideas. The review project is an opportunity to assess the
• Stage 4: Children create a poster about their animaltron by
sticking, or drawing and colouring, five to six pictures on
card or paper. They write a sentence about each picture,
e.g. She’s a whaletron. She’s blue. She can fly.
• Stage 5: Invite children to the front to present their poster
to the class. Ask the rest of the class to ask questions about
the animaltron, e.g. Can she skate? Does she like©tomatoes? Review 2 105
Copyright Oxford University Press
Unit 5 My school play
Lesson 1: Vocabulary VOCABULARY ACTIONS:

a beard – use one hand to mime smoothing a beard on
Language your chin
Core: a beard, a curly (wig), (big) ears, (blue) eyes, glasses, curly (hair) – use your index fingers to draw ‘curls’ in the air
long (hair), short (hair), a wig coming from your head
Revised: I’m wearing (a curly wig), I’ve got (long hair). glasses – make a circular shape with your index finger and
I haven’t got (glasses). thumb on both hands and hold them to your eyes like
Other: cloak, mask, (big) feet, moustache, (big) nose, glasses
ponytail; What do you look like? long (hair) – use both hands to show long hair coming from
the top of your head down to chest height
Starting the lesson (optional) w 4.24 4.26 a wig – pretend to pull on a wig and smooth down hair
• Do the Starting the lesson routines on page 51. (big) ears – cup both ears with your hands to show ‘big ears’
• Talk about school plays in the children’s own language. short (hair) – use both hands to mark the cut-off point of
Ask Have you ever done a school play? What did you short hair just below your ears
perform? When? Who came to see it? Do you like being in (blue) eyes – point to your eyes
school plays? Why or why not?
• Children listen to the chant and do the actions. Repeat
CPT, Classroom Resource Pack and encourage the children to say the words as they do
the actions.
• Watch the video. Ask the children questions about the Transcript
clip, in the children’s own language: Who’s this? (Tom) I’ve got a beard, beard, beard.
What’s he doing today? (A school play) What has he got? I’ve got curly hair, curly hair, curly hair.
( A costume) Do you do a school play? I’m wearing glasses, glasses, glasses.
I’ve got long (hair), long (hair), long (hair).
Transcript I’ve got a wig, a wig, a wig.
Tom Hi, everyone! Today is the school play. Here is my I’ve got (big) ears, (big) ears, (big) ears.
costume. Do you do a school play? I’ve got short (hair), short (hair), short (hair).
Mum Hurry up, Tom – it’s time to go. Don’t forget your I’ve got (blue) eyes, (blue) eyes, (blue) eyes.
costume!
OPTION:
Vocabulary presentation: flashcards (optional) Ask the class to sing the chant at normal volume. Then ask
• Show the flashcards one by one to introduce the new them to shout it, then whisper it.
children to remember the words. Teach actions for each 4 Listen and repeat. w 3.03
word (see below).
• Explain that the boy and girl are secretly describing
someone in the picture.
Class Book page 48
• Focus the children on the Class Book pages and the Linguistic competence
physical appearance descriptions. Re-introducing a known structure in a new context
• Play the audio for children to listen, point and repeat. alongside new vocabulary enables children to extend
their range of use of the structure and better retain the
Transcript
new vocabulary. It also helps to give the new vocabulary
1 a wig 2 (big) ears 3 a beard 4 long (hair)
meaning.
5 short (hair) 6 glasses 7 a curly (wig) 8 (blue) eyes
OPTION: 5 Play Who am I?
Call out an appearance description (long hair, brown eyes, • Read the names of the children together as a class.
short hair). Children listen and stand up when they hear a In pairs, children take turns describing a child from
description of themselves. pages 48–49 for their partner to guess who it is. Monitor,
help and praise throughout.
3 Let’s chant. w 3.02 • In a less confident class, allow the children to mime the
• Use the flashcards to elicit the words and teach the descriptions to their partner.
actions for the chant.
106 Unit 5
OPTION: Further practice
Ask children to describe a person in their class, or bring a
collection of pictures of famous people for the children to
describe and guess.
Lesson 2: Song, Grammar &
Tom’s question Communication
• Point to Tom’s question and read it aloud. Ask the question
around the class, encouraging the children to reply using Language
the correct appearance words. Alternatively, do a class Core: Has he / she got (glasses)? Yes, he / she has. No, he /
survey. she hasn’t; Appearance words
Star question (optional) Other: guess, person
• Ask the children the question at the bottom of page 48.
Tell them to look at pages 48 and 49 and find the hidden Starting the lesson (optional) w 4.24 4.26
revision and extension words (appearance words) and tell • Do the Starting the lesson routines on page 51.
you what they can see. If the children know the revision • Play Dictadraw on page 145 of the Ideas bank to revise
and extension words, play a guessing game: choose one appearance words.
of the items and ask the class to guess which item you are
thinking of. If they don’t know the words, say the words Classroom Presentation Tool (CPT)
ANSWERS Grammar presentation and vocabulary
mask, cloak, (big) feet, (big) nose, moustache, ponytail consolidation: song animation 1 Watch.
CULTURE NOTE: School plays in the UK children learnt in Lesson 1 and teach the additional song
Children across the UK often put on plays at school. The actions (see below).
most common type of play is a nativity at Christmas.
Often these are traditional, but sometimes schools do a Class Book page 49
modern version or even a musical version. Children also
do classic stage plays and musicals like Bugsy Malone and 2 Listen, point and sing. w 3.04
West Side Story. This involves creating a set and wearing • Play the song while the children point to the children in
costumes. If the performance is really good the audience the picture on the page.
gives the children a standing ovation! • Revise the vocabulary actions the children learnt in
Lesson 1. Then teach the new song actions.
Classroom Presentation Tool (CPT) • Play the song. The children join in first with the actions
and then with the words as much as possible.
Vocabulary practice: game SONG ACTIONS:
• See instructions for Pelmanism on page 137. Can you see? – shade your eyes with one hand and look
around left and right
Activity Book page 40 Who is it? Who can it be? – hold both palms up flat and
1 Read and number. shrug your shoulders
No, he / she hasn’t – shake your head and point to a boy / girl
ANSWERS
(l–r) 4, 6, 5, 3 Yes, he / she has – nod and point to a boy / girl
(l–r) 8, 7, 1, 2 I know – point to your chest and then your forehead with
an index finger
2 Order the letters. Write the words.
ANSWERS COMPETENCES FOR 21ST CENTURY LEARNING:
1 short 2 curly 3 wig 4 eyes 5 long Learning to learn
6 beard 7 ears 8 glasses Songs are a fun and motivating part of the English
classroom. They allow children to learn the target
Picture Dictionary (optional) page 66 language easily, therefore catering well to a mixed-ability
• See notes on page 53. classroom. They build confidence in children and allow
them to express themselves in English in a way in which
ANSWERS perhaps they might find harder simply speaking.
(l–r) a beard, long, glasses, wig
(l–r) ears, curly, eyes, short
Ending the lesson (optional) w 3.02 4.25 • Children match the highlighted words in the song to the
• Close the lesson by doing the chant and actions again. pictures on page 48–49. Do this as a whole class or pair
• Do the Goodbye routine on page 53. activity.
ANSWERS
blue eyes 8, short hair 5, glasses 6, long hair 4, a beard 3,
big ears 2, curly wig 1 and 7 Unit 5 107
4 Listen and repeat. w 3.05 ANSWERS
• Point to the two children at the bottom of the page and 1 No, she hasn’t. 2 No, he hasn’t. 3 Has he got big
play the audio for the class to listen. Ask the class which ears? Yes, he has. 4 Has he got a long beard? No, he
child they are describing (Sam). Elicit the appearance hasn’t. 5 Has she got a curly wig? Yes, she has.
words to describe Sam. 6 Has she got glasses? No, she hasn’t.
• Refer children to the All about grammar box. Check 3 Draw a fancy dress costume. Write three
children’s understanding of how to form questions and questions. Ask your friend.
Yes / No answers for themselves using Have you got
(long hair)? Then point out how we form questions and
• Children draw a boy or girl wearing a fancy dress costume
that includes some of the descriptions from the lesson.
answers for he / she. If necessary, remind children that,
They complete the questions and then ask and answer in
unlike talking about food in Unit 3, when we talk about
pairs. They can write a cross or tick next to each question
appearance we don’t use some or any. Focus on the LOOK!
depending on their partner’s answer.
box to highlight the placement of the adjective before
the noun. All about grammar page 73
• Play the audio again for children to listen and repeat. 1 Look and write.
5 Ask and answer about the children in the picture. • Review how we form questions and Yes / No answers.
Remind children hasn’t = has + not. Clarify in the children’s
• Tell the children they are going to play a guessing game. own language if needed. Children complete the questions
Put them into pairs. Ask them to take turns asking and and answers using the picture as a guide.
answering questions about the appearance of the
children in the picture on pages 48–49. Monitor and help ANSWERS
throughout. 1 Yes, he has. 2 No, he hasn’t. 3 Has he got big ears?
4 No, she hasn’t. 5 Yes, she has. 6 Has she got straight
Classroom Presentation Tool (CPT) hair?
Vocabulary and Grammar practice: game Ending the lesson (optional) w 3.04 4.25
• See instructions for Chase the cheese on page 138. • Close the lesson by singing the song again.
Activity Book page 41 ASSESSMENT OPPORTUNITIES:
1 Listen and write the names. w 3.06 The Lesson 2 pairwork activity (Class Book Activity 5)
• Read the names of the children in the box and elicit is an opportunity to assess the children’s speaking
descriptions of the children in the pictures before playing development. Assessment grid and notes in the
the audio. Teacher’s Resource Material.
Transcript Further practice

A It’s the school play! Look at all our friends! Can you see Teacher's Resource Material: Unit 5 Lesson 2 Reinforcement and
Sophie? Extension worksheets; Lesson 2 song worksheet. Karaoke version
B No, I can’t. Has she got glasses? of song available on CD4 track 32.
A Yes, she has. She’s wearing funny glasses. Look!
B Oh, yes! What about Jack? Where’s Jack? Has he got big
ears? Lesson 3: Culture &
A No, he hasn’t. That’s Harry. Harry’s got big ears. He’s a Communication
rabbit.
B Oh, how funny! But what about Jack? Has he got a long Language
beard? Core: Appearance words; Who’s your favourite character?
A Yes, he has. My favourite character’s …
B Oh, yes, Jack’s a wizard! So where’s Peter? Revised: He / She ’s got (glasses). I’ve got (big ears). He /
A Peter’s got a short black beard. He’s wearing a black hat, too. She ’s wearing (a pink wig). I’m …
B Oh, yes. And what about Evie? Has she got a short wig?
Other: dress up, colourful, costumes, characters, fancy dress
A No, she hasn’t. That’s Maya. Maya’s got a short wig. It’s
party, pop star, World Book Day
funny!
B Has Evie got a curly wig?
A Yes, she has. She looks great! Starting the lesson (optional) w 4.24 4.26 3.04
ANSWERS
1 Sophie 2 Jack 3 Harry 4 Peter 5 Maya 6 Evie • Sing the song from Lesson 2 again.
2 Look at Activity 1. Complete the questions. Classroom Presentation Tool (CPT)

Answer Yes, he / she has or No, he / she hasn’t.
• Children complete the questions and answers using the Culture presentation: 1 Watch.
information in the pictures in Activity 1. • First viewing: Watch Tom’s introduction to the culture film
and ask the children to tell you what the video is about
(Dressing up in the UK). Talk about when the children dress
108 Unit 5
up and make some predictions about Tom’s question 3 Read and match. Say the number and the letter.
When do children dress up in the UK? • Encourage the class to read texts A–C silently, or read
• Watch the culture film, stopping before the them together as a class. Then match them to photos 1–3.
comprehension questions, for children to check their • Ask the class about each text, What other words does it use
predictions. Ask the class to tell you anything they can to talk about the photo?
about the children / characters in the video (Winnie the
Witch, Robin Hood, a giant). ANSWERS
1 C 2 A 3 B
• Second viewing: Watch the video again and answer the
Classroom Presentation Tool (CPT) / Class
Transcript Book page 50
Introduction
Tom Hi, everyone. Do you like dressing up? When do you 4 Watch. Listen and repeat. w 3.07
dress up in your country? This is a film about children • Make predictions about which characters Tom, Becky and
dressing up in the UK. Let’s watch it together. When do Sam like to dress up as. See notes on page 59.
children dress up in the UK? When do you dress up?
Culture film Transcript
Tom Hi, everyone. Today is World Book Day. We dress up as Tom Who’s your favourite character?
our favourite characters from books and we go to school. Becky My favourite character is Winnie the Witch.
Who are you, Becky? Sam My favourite character is Robin Hood.
Becky I’m Winnie the Witch! 5 Act out the conversation.
Tom She’s got a big black hat and a long black wig. She’s
wearing a blue dress and a purple jacket. She’s got red and
• When children are using the language confidently, put
them into pairs or small groups. They take turns acting out
black socks.
the conversation by asking and answering the question,
Tom Who are you, Sam?
first as one of the children and then answering for
Sam I’m Robin Hood.
themselves. Refer them to the All about speaking box for
Tom He’s got a beard and short brown hair. He’s got a green
support.
hat. He’s wearing a white shirt and boots and trousers.
Sam Who are you, Tom? Note: All about speaking introduces functional language and
Tom I’m the Careless Giant! I’ve got a beard and a curly wig. helps the children practise it in a meaningful, natural and
I’ve got big ears and I’ve got very big feet. communicative way.
Look, Holly has got an invitation to a fancy dress party. She’s
Let’s compare culture
going to dress up. Look, they’re going to the fancy dress
shop. Here it is. Look at all the costumes. Where’s Oscar? He’s • Discuss the culture question in English and in the
dressing up. He’s a Roman. Now, he’s a magician. And now children’s own language if needed. When do you wear
he’s a pirate. He’s got a long black wig. fancy dress in your country? Where do you dress up? Do you
Look at Holly. She’s a duck. Now, she’s a clown. Now, she’s like dressing up? Why or why not? Is it the same as in the UK?
wearing a fairy costume. And now, she’s Robin Hood. Now, COMPETENCES FOR 21ST CENTURY LEARNING:
she’s a pop star. It's time for the party. They look great. Holly's Cultural awareness and expression
got a short pink wig and funny glasses. Oscar’s got a beard Introducing a culture topic through real children helps
and a moustache. It's fun to dress up! pupils engage with the topic and think about how other
This is Cowley Carnival. People dress up at Carnival time. children’s lives are similar or different to their own. Giving
Look, they haven’t got wigs or beards! But they’ve got children an opportunity to discuss this is an important
colourful costumes. These people are playing instruments. stage in developing respect and understanding of others
They are dancing, too. He can play the trumpet and she can and in learning the language.
play the saxophone. Look at the children. They’ve got robot
costumes. They’re made of plastic and paper and card. It’s OPTION:
fun to dress up for Carnival!
Choose a popular book character in your country and
CULTURE NOTE: Dressing up in the UK design a costume for them as a class.
Children in the UK don’t just dress up to put on plays.
World Book Day in a national dress up day when children Activity Book page 42
come to school dressed up as their favourite book
character – some costumes are so amazing they make it 1 Listen and match. w 3.08
onto the news. Children also dress up at school for charity • Children listen and match the names to the pictures and
appeals such as Comic Relief’s Red Nose Day and for then the occasion for which the children are dressing up.
topic-based class work, for example a History project.
Transcript
Erica Hi. My name is Erica and I’m wearing a costume for a
Class Book page 50 fancy dress party. I’m wearing ears and face paint. I’m a black
cat. I love fancy dress parties!
2 Look and say what you see.
Jake Hi. My name is Jake. We can dress up at school today
• Children look at the photos of children dressed up and say because it’s World Book Day. Can you see me? I’m wearing
any words they know to describe them (glasses, pink wig, glasses. I’m a book!
long hair, big ears, hairy feet, etc.)
Unit 5 109
Will Hi. My name is Will. We’re dressing up for Carnival! This Transcript
is me and my brother. I’m wearing the curly wig and funny People make a lot of rubbish. We use plastic bottles, glass
glasses! bottles, cardboard, paper and tin cans. This makes lots of
ANSWERS rubbish. We burn this rubbish or we put it in the ground.
1 B Fancy dress party, 2 C World Book Day, This makes gas, and this gas makes the planet hot! It’s bad
3 A Carnival for the planet. What can we do to help the planet? We can
recycle our rubbish. We can put our plastic, glass, cardboard,
2 Review. Read and complete. paper and tin cans in the recycling box. Or we can use them
to make different things. Reuse means we make different
ANSWERS
things from our rubbish.
1 curly 2 glasses 3 shoes 4 feet 5 mask 6 cloak
Look at these dressing up costumes. They reuse rubbish.
7 boots 8 socks
This robot is made of cardboard and silver paper. This hat is
3 Answer Tom’s question. Write. made of newspaper. These shoes are made of cardboard and
• Ask Tom’s question to the class. Children write their plastic bags. Do you reuse and recycle?
Class Book page 51
Extra
• Fast finishers ask Tom’s question to three friends. They 2 Read and listen. Why is rubbish bad for the
write their answers in their notebooks. (1 Thomas – Harry planet? How can we help? w 3.09
Potter) • Play the audio for children to follow the words in
their books.
Ending the lesson (optional) w 4.25 • Clarify the meaning of any difficult words (burn, ground,
• Play Musical cards on page 142 of the Ideas bank. gas, etc). Ask the children to read the text again and
• Do the Goodbye routine on page 53. answer with a partner. Discuss the answer as a class.
ASSESSMENT OPPORTUNITIES: Transcript

The All about speaking activities (Class Book Activities See Class Book page 51 for transcript.
4 and 5) are an opportunity to assess the children’s ANSWERS
speaking development. Assessment grid and notes When we burn rubbish or put it the ground, it makes gas.
in the Teacher’s Resource Material. Gas makes the planet hot. We can help by recycling or
reusing our rubbish.
Further practice
Teacher's Resource Material: Unit 5 Culture worksheet. COMPETENCES FOR 21ST CENTURY LEARNING:
Basic competences in science and technology
Discussing problems and solutions related to rubbish in
Lesson 4: Cross-curricular (Social our world develops the children’s understanding of the
Science) environment around them. This is an important life skill
as the children grow and can be extended to other areas
Language of study.
Core: cardboard, glass, paper, plastic, recycle, rubbish, tin
cans; It’s made of (paper). They’re made of (plastic). 3 Read and say.
Revised: costumes, bad, hot, reuse; We can … • Refer children to the sentences It’s made of … and They’re
Other: burn, gas, ground, planet made of … and clarify when we use It’s and They’re
(singular and plural). Point to each photo and identify if
they are singular or plural items.
• the correct singular or plural form and chose the correct
• Do the Starting the lesson routines on page 51. material. Feedback answers as a class.
• Play Feely bag on page 144 of the Ideas bank, using some
clean rubbish such as plastic bottles and newspaper. Tell ANSWERS
the children this is all rubbish and talk about what each They’re made of glass.
object is made of in the children’s own language. It’s made of tin cans. (A tin can telephone)
It’s made of cardboard. (A desk tidy)
• Talk about rubbish and what sort of things the children
throw away at home and at school. Ask the class if they OPTION:
know where their rubbish goes. Do they throw away a lot
Point to objects you can see around the class and elicit
of things?
what they are made of from the class.
Star question (optional)
Cross-curricular presentation: slideshow 1 Watch. • Discuss the question with the class. Put children into pairs
• Tell the children they are going to watch a video about to discuss in their own language or in English. Feedback
rubbish and recycling. ideas from the class.
• Pause after each slide to discuss what they can see.
110 Unit 5
Activity Book page 43 who is a bit careless of the world around him. Let’s see what
happens.
1 Read and match. • See Class Book pages 52–53 for story transcript.
ANSWERS
1 cardboard 2 tin cans 3 glass 4 plastic 5 paper
2 Read and complete. vocabulary. Repeat several times, encouraging the
ANSWERS
1 beard 2 paper 3 curly 4 cardboard 5 pot • Teach actions for each word and encourage children to do
6 tin can the actions and say the words.
3 Listen and say the recycle rap. Draw pictures to VOCABULARY ACTIONS:
decorate. w 3.10 plant trees – mime placing small seeds in the ground
• Play the rap. Encourage the children to join in with step on trees – stomp up and down on the spot
the words. waste water – throw one arm out and then the other as if
• Children decorate the page around the rap. throwing something away
save water – scoop your arms back in as if trying to save
English at home something in your arms
• Encourage the children to say the rap at home to their drop litter – throw something sharply on the floor with
family. one hand
Ending the lesson (optional) w 4.25 pick up litter – pick up something off the floor
• Play Categories on page 141 of the Ideas bank using
rubbish objects from the warmer activity. Class Book pages 52–53
Lesson 5: Story & Vocabulary
Language • Play the story audio for the children to read and follow in
Core: drop litter, pick up litter, plant trees, save water, step their Class Books.
on trees, waste water • Check comprehension by asking questions: How do the
Revised: Appearance words; bad, drink, eat, flowers, people in the village feel about the giant? (Scared) Why is he
mouth, sad, scared; I haven’t got any (friends). He’s got (big careless? (He steps on trees, wastes water, and drops litter)
feet). I’m thirsty. How does the careless giant feel about no one liking him?
Other: careful, careless, cry, giant, mess; Go away! Hide! He’s (He’s sad.) What do Harry and Susie tell the giant to do? (Be
stepping on the trees. Take care. careful.) What does he do to help? (Picks up litter, saves water,
plants trees and flowers.) Are they all happy in the end? (Yes!)
Starting the lesson (optional) w 4.25 4.26 ALL ABOUT VALUES: Take care of the world around you
• Do the Starting the lesson routines on page 51. Remind the children of who takes care of the world around
• Play Lightning flashcards on page 143 of the Ideas bank to them in the end of the story. How does he take care of
revise the materials words from Lesson 4. the world? How does that make the villagers feel? How
does it make him feel? Are they all happy in the end? Talk
CPT, Classroom Resource Pack to the children in their own language about taking care
of the world around them, what they can do and why it’s
Vocabulary and grammar review and presentation: important.
story animation
1 Watch. Social and civic competence
• Tell the children they’re going to watch a story animation Looking after our environment is crucial so we leave the
with Tom. Pause after Tom’s introduction and check world a better place for our children and grandchildren
children understand what careless and giant mean. Ask in the future. It’s important for children to understand
them how they think the giant is careless. that if they all do their little bit, the world will be a safer,
• With books closed, watch the story. Ask What happens in cleaner place.
the story? (The giant scares the villagers, then changes his
ways and they love him.) 4 Look and read. What does the giant do? Say the
words in order. Point and say careless or careful.
Transcript • Children read the story again and point to and identify the
Introduction things in the pictures that the giant does. They say if it’s
Tom Hi, everyone. Do you like stories? I love stories. Here’s careful or careless. Do this as a pair activity then feedback
a story called The careless giant. This is a story about a giant answers as a class, or work through it as a whole class if
children need more support.
Unit 5 111
ANSWER
careless, careful, careful, careless, careful, careless
Lesson 6: Story, Grammar &
Communication
and repeat. Tell your friends. w 3.13 Language
• See notes on page 62. Core: What’s he / she doing? He’s / She’s (saving water). He /
She isn’t (wasting water).
Revised: drop litter, pick up litter, plant trees, save water,
See notes on page 62. step on trees, waste water
Classroom Presentation Tool (CPT) Starting the lesson (optional) w 4.24 4.26
• Play Mime it on page 144 of the Ideas bank to review
• See instructions for Picture reveal on page 137. vocabulary from Lesson 5.
Activity Book page 44 CPT, Classroom Resource Pack

1 Read the story again. Complete. Story review and grammar presentation
ANSWERS • Ask the children what they remember from the story:
1 giant 2 stepping on trees 3 wasting water Who is in the story? What does the careless giant do? How do
4 dropping litter 5 picking up litter 6 saving water the villagers feel? How does the careless giant feel? What
7 planting trees 8 careful careful things does he do? How does everyone feel at the end
of the story?
2 Think. What do you think about the story?
Colour. Learn to learn. • Watch the story again to confirm answers.
• Children think about the story, rate it by colouring in the Vocabulary review: flashcards (optional)
appropriate stars and tell their partner. • Show the flashcards one by one to remind children of the
3 Read and complete the value. Draw yourself
taking care of something.
• Ask the class to look at the picture of the careless giant Class Book page 54
and to tell you the value, Take care of the world around you.
Children complete the value. 1 Listen and say the number. w 3.14
• Children think about something they take care of (a • Review the story. Ask the class to look at the pictures of
personal item or the world) and draw a picture. They the careless giant and Susie and say what activities they
complete the sentence to say what they are taking care of. can see.
Picture Dictionary (optional) page 66 • Children listen and say the number of the picture being
described.
ANSWERS Transcript
(l–r) waste water, save water, step on flowers, plant trees Oh, look at Susie! She isn’t stepping on trees and flowers.
(l–r) pick up litter, drop litter She’s planting trees.
Oh, no! Look at the giant! He isn’t saving water. He’s wasting
Spelling and alphabet (optional) page 66 water.
w 4.14 4.20 Oh, no! Look at the giant! He isn’t picking up litter. He’s
• See notes on page 55. dropping litter.
Oh, no! Look at the giant! He’s stepping on trees and flowers.
Transcript Oh, look at the giant! He’s saving water. He isn’t
1 How do you spell wig? W-i-g wasting water.
2 How do you spell curly? C-u-r-l-y
ANSWERS
3 How do you spell glasses? G-l-a-s-s-e-s
5, 3, 4, 2, 1
4 How do you spell ears? E-a-r-s
5 How do you spell short? S-h-o-r-t 2 Look at Activity 1. Read and make questions and
6 How do you spell eyes? E-y-e-s answers. Listen, check and repeat. w 3.15
Ending the lesson (optional) w 4.25 • Look at the All about grammar box as a class and highlight
how we form the question, and affirmative / negative
• Play Missing words on page 145 of the Ideas bank using
statements for the present continuous. Draw attention to
the story audio.
the inversion of is and he / she and the -ing ending of the
• Do the Goodbye routine on page 53. verbs. Note the double last letter in dropping and stepping.
Further practice • Refer children to the LOOK! box and draw their attention
Teacher's Resource Material: Unit 5 Set 2 mini picture cards and to the contractions.
wordcards.
112 Unit 5
• Put children into pairs. Ask them to take turns pointing to 2 What’s Amy doing? She’s very careless. She’s stepping on
a picture in Activity 1 and asking the question and saying the flowers!
the correct answer. They can use both an affirmative and a 3 Can you see Carla? Carla is very careful. She’s saving water.
negative answer where appropriate. 4 And what’s Anna doing? She’s wasting water. Look!
• Play the audio for the children to listen, check and repeat. 5 Oh, dear! Nick’s dropping litter! What a mess!
6 Can you see Ed? What’s he doing? There he is. Ed’s
Transcript planting flowers.
What’s he doing? He isn’t wasting water. He’s saving water.
ANSWERS
What’s he doing? He’s stepping on the trees and flowers.
1 He’s picking up litter. 2 She’s stepping on the flowers.
What’s he doing? He’s wasting water. He isn’t saving water.
3 She’s saving water. 4 She’s wasting water.
What’s he doing? He’s dropping litter. He isn’t picking up litter.
5 He’s dropping litter. 6 He’s planting flowers.
What’s she doing? She’s planting trees.
2 Look at Activity 1. Complete the sentences.
Answer the questions.
Learning to learn
Encouraging children to analyse a grammar structure and • Children complete the sentences 1–3 referring to the
then use it in a controlled speaking activity, gives them pictures of activities above. They then write answers for
a useful study skill. It also provides support for less able 4–5 using the pictures on the left. Ask children to check
children and helps give them confidence when speaking. their answers in pairs and feed back from the class.
ANSWERS
3 Mime. Ask and answer with your friends. 1 is picking up 2 is stepping on 3 is saving
4 She’s wasting water. 5 He’s dropping litter
• Put children into pairs or small groups. One child mimes
6 He’s planting flowers.
an action from the story, the others ask What’s he / she
doing? and answer accordingly He’s / She’s (picking up litter). 3 Write sentences about four children in your class.
Tell your friend. Guess who!
Classroom Presentation Tool (CPT) • Remind the class of the contractions in the LOOK! box.
Vocabulary and Grammar practice: game • Children secretly choose two boys and two girls in the
• See instructions for Sentence spin on page 139. class to write present continuous sentences about. (She’s
talking to Juan.) Monitor and help throughout.
4 Make the mini-cards. AB page 83 • Put children into pairs to tell their partner. They try and
• Ask the class to turn to page 83 in their Activity Books and guess who they are talking about.
cut out the mini-cards along the dashed lines.
• Ask the class what they will need to make the cards
(Scissors). Monitor and help where needed.
2 Find, number and write.
• Children look the picture and read the prompts to
5 Listen and repeat. Play the game. w 3.16 number the sentences. They then write complete
• Play the audio. Explain that the two children are playing a sentences using the prompts provided.
matching game by picking up two mini-cards and saying ANSWERS
what they can see. Play the audio again and ask the class 1 He’s stepping on flowers. He isn’t planting flowers
to repeat the lines. 2 He’s dropping litter. He isn’t picking up litter.
• Put the children into pairs to play Board Pelmanism on 3 She’s wasting water. She’s isn’t saving water.
page 144 of the Ideas bank. If the second card they pick 4 She’s picking up litter. She isn’t dropping litter.
up doesn’t match the first, they contrast it to the first card 5 He’s saving water. He isn’t wasting water
by saying what he / she isn’t doing. Monitor, help and 6 She’s planting flowers. She isn’t stepping on flowers.
praise throughout.
• If you have time, put children into new pairs to play again. Ending the lesson (optional) w 3.04 4.25
Transcript • Do the Goodbye routine on page 53.
A He’s planting trees. He isn’t planting trees. He’s dropping
litter! No pair! ASSESSMENT OPPORTUNITIES:
B What’s she doing? She’s picking up litter. She’s picking up The Lesson 6 pairwork activity (Class Book Activity 5)
litter! I’ve got a pair! is an opportunity to assess the children’s speaking
Activity Book page 45 Teacher’s Resource Material.
1 Listen and number. w 3.17 Further practice

• Elicit the correct sentence when feeding back answers Teacher's Resource Material: Unit 5 Reinforcement and Extension
from the class. worksheets.
Transcript
Look at all the children in the garden. What are they doing?
1 Lucas is picking up litter.
Unit 5 113
Lesson 7: Integrated skills & English at home
• Encourage the children to say the rhyme to their family.
Communication
Language Sense of initiative and entrepreneurship
Revised: Appearance words; He’s got (a beard). He’s Encouraging the children to say the poem at home and
coming (to see me). share their learning enables them to reflect on what they
Core sound: /w/ wand, wig, William, window, wizard, wow have learnt. This, in turn, helps them to build confidence
Other: Who’s that at the window with a wand and a wig? as they see their own language improve.
It’s William the Wizard? Wow! Yes, it is!
• Do the Starting the lesson routines on page 51. Pronunciation: game
• Play Memory chain on page 144 of the Ideas bank to • See instructions for Sounds match on page 137.
review appearance words and He’s / She’s got … .
Class Book page 55 1 Remember and complete.
1 Listen and read the cartoon. Answer. w 3.18 ANSWERS
• Tell the children they are going to read another cartoon 1 hair 2 beard
questions as a class and check understanding. 2 Look, read and answer.
• Children listen and read the cartoon and answer the ANSWERS
questions. Check in pairs before feeding back as a class. The boy is speaking.
He’s wearing a long curly wig, a short black beard and
ANSWERS
glasses. He’s wearing clothes with big flowers.
a No, he isn’t a wizard. He dressed up for Halloween.
b angry Let’s imagine
2 Think. Say. • This will help them to use a range of language,
developing their language learning ability.
• Ask What do you think of the cartoon? Ask the children to
give their own opinion. Encourage them to explain what Tom’s tip
they liked or didn’t like about it and who their favourite
• Look at Tom’s tip together. Ask the class to find the adjectives
character is. You could also carry out a class vote.
in the text in Activity 2 and tell you what words they describe.
3 Act out the cartoon. • Remind children that the order of the adjectives is
• Put children into groups of three. Ask them to each important: length, style, colour (A long, curly, black wig).
3 Draw and write about your favourite fancy dress.
• Children draw a picture of themselves wearing fancy dress.
• Children stand up and act out the cartoon again in their
They describe three or four things that they are wearing.
help throughout. • Encourage children to use their imagination to think of
interesting descriptions for their fancy dress.
4 Listen and read. Listen and repeat. w 3.19
4 Listen and circle the words with the /w/ sound.
• Write the phoneme /w/ on the board and say the sound.
Listen, check and say. w 3.20
Ask children to think about where their lips are as they
say it. Elicit some words beginning with /w/ from the class ANSWERS
and write them on the board. Say the words, repeatedly, weekend, wear, what, waste, whale
to drill the sound.
Extra
• Refer children to the pronunciation box. Show children
the rhyme about William the wizard and explain that this • Ask fast finishers to write other words with the /w/ sound
sound is highlighted in purple in the words. in their notebooks.
• Play the audio for children to listen and read the rhyme Ending the lesson (optional) w 4.25
silently. Then play it again for children to repeat the rhyme. • Play Make a rhyme on page 146 of the Ideas bank using
• Ask the class to say the words with the highlighted letters words with the /w/ sound.
again as a class. • Do the Goodbye routine on page 53.
OPTION: ASSESSMENT OPPORTUNITIES:
Say the rhyme again as a class and ask the children to clap Acting out the cartoon and reciting the rhyme (Class
each time they say the /w/ sound. Book Activities 3 and 4) are opportunities to assess the
children’s speaking development. Assessment grid and
114 Unit 5
Lesson 8: Language review & 5 Prepare your project. AB page 47
• See Activity Book notes below.
Communication
Language Classroom Presentation Tool (CPT)
Revised: Appearance words; drop litter, pick up litter, plant Grammar and vocabulary review: game
trees, save water, step on trees, waste water; He’s got a (black • See instructions for Three in a row on page 138.
beard). She hasn’t got (a wig). He’s picking (up litter).
Other: giant Activity Book page 47
Starting the lesson (optional) w 4.24 4.26 1 Look and read. Complete the giant descriptions.
• Do the Starting the lesson routines on page 51. Which one is Tom’s giant?
• Play Bingo! on page 145 of the Ideas bank to review the • Refer the children to the two projects and ask the class to
unit vocabulary. describe the two giants in the pictures. Encourage them
to use adjectives where they can.
Classroom Presentation Tool (CPT) / Class • They complete the texts with the words.
Book page 56 ANSWERS
1 long 2 wig 3 beard 4 glasses 5 friendly
1 Watch Tom’s project. What’s Tom’s giant’s 6 beard 7 ears / eyes 8 eyes / ears 9 short
name? w 3.21 10 careless
• Watch the video or listen to the audio about Tom’s project
about a character he’s created. Ask What do you think Tom’s 2 Complete the mindmap. Plan and write about
giant’s name is? Take ideas from the class. your giant.
• Children watch or listen to find out. • Look at the mind map together and explain that this is a
useful way of collecting ideas for a writing project before
Transcript you write.
Tom Hi, everyone. This is my giant project. This is my giant, • Children think about their giant character. They write
Gerry. He’s very big. He’s got long, curly hair. He hasn’t got his / her name in the centre of the mindmap, then add
a wig. He’s got a black beard and he’s got glasses. Gerry is a ideas about appearance and what he / she is doing into
friendly giant. Here he is, picking up litter in the village. I like the map.
Gerry! • Monitor and check their plans, then tell children to write
ANSWER complete sentences using the information in the mind
Gerry map in the space on the right.
2 Talk about Tom’s project. Use these words. COMPETENCES FOR 21ST CENTURY LEARNING:
• Put children into pairs. Tell them to think about Tom’s Learning to learn
project and talk about it using the words. See what they Mindmaps are a visual way of enabling children to plan
can remember from the video / audio before feeding back writing and speaking tasks. They are an essential learning
as a class. Monitor and help throughout. tool that can be used in other areas of study.
3 Listen and match. Say the letter and the Ending the lesson (optional) w 4.25
name. w 3.22
• Play Flashcard sequence on page 143 of the Ideas bank
• Read the three comments about Tom’s project on the left. using flashcards from Units 1–5.
Tell the children to match the descriptions A–C to the
three children.
Transcript
Adult Well children, what do you think about Tom’s project?
Lesson 9: Think, do & review
Kate I’m Kate. Gerry is a friendly giant. I like it. I think it’s Language
good. Revised: Appearance words; drop litter, pick up litter, plant
Kai I’m Kai! I quite like it. I think it’s OK. trees, save water, step on trees, waste water; Has he got a
Aisha My name’s Aisha. What a fantastic project! I think it’s beard? Yes, he has. No, he hasn’t. He’s got a (black beard). She
great! hasn’t got (a wig). He’s picking (up litter).
ANSWERS Other: giant
A Aisha B Kate C Kai
4 Think. What do you think about Tom’s project? Starting the lesson (optional) w 4.24 4.26 3.21
Tell your friends. • Do the Starting the lesson routines on page 51.
• Ask the class the question. Elicit answers from two or three • Play Describe and draw on page 145 of the Ideas bank.
confident children using the expressions in Activity 3. Put • Watch or listen to Tom’s project again for children to
children into pairs. They take turns asking and answering familiarize themselves with the project.
Unit 5 115
Class Book page 57
1 Have you got everything? Listen and answer. Ask
and answer. w 3.23
• Tell the class that today they will complete their giant
project, like Tom’s.
materials they need.
Transcript
3 Design a giant. Read and do.

as a class:
• Stage 1: Children think about their giant and draw it and
colour it in.
• Stage 2: Children think about what their giant is like. They
write sentences about him. Encourage them to look back
at their Activity Book plans. They can also look at Lessons
1, 3 and 6 for support and ideas.
and practise presenting their giant within small groups.
Remind the class to respect one another’s ideas and to

English at home
family.

• Select a game to play from the Ideas bank on
pages 141–147.
The children are now ready to do the Unit 5 test. See the
evaluation section in the Teacher’s Resource Material.

116 Unit 5
Unit 6 I’m on a bike ride
Lesson 1: Vocabulary 3 Let’s chant. w 3.25

• Use the flashcards to elicit the words and teach the
Language actions for the chant.
Core: bus stop, café, cinema, library, park, police station,
VOCABULARY ACTIONS:
shops, sports centre
bus stop – put your hand out as if stopping a bus
Revised: Can you see (the cinema)? Yes, it’s / they’re here.
I like (the park). café – hold one hand out like a saucer and pretend to lift a
cup to your mouth with the other
Other: bike ride, bookshop, bridge, farm, fire station, post
office, school, toy shop, traffic lights cinema – draw a large rectangle in front of you and fold
your arms as if watching a film
library – pretend to take a book off the shelf, open it and
read it
park – mime swinging on a swing
• Talk about places around your town in the children’s own
police station – look serious, stand to attention with your
language. Ask What places are there in our town? What
hands in imaginary lapels and rock back and forth on
shops have we got? Where do you like going with your family?
your heels
How do you get around town – by bike, by bus or walk?
shops – pretend to pay for something handing
CPT, Classroom Resource Pack over money
sports centre – pretend to flex your biceps then run on
Unit introduction: 1 Watch. the spot
• Watch the video. Ask the children questions about the
clip, in the children’s own language: Who’s this? (Tom) • Children listen to the chant and do the actions. Repeat
What’s he doing today? (going on a bike ride) Where? (to the and encourage the children to say the words as they do
centre of town) What’s he got? (a helmet and a reflective vest). the actions.
Transcript Transcript
Tom Hi, everyone! It’s a lovely day today! We’re going on a Can you see the bus stop, the bus stop, the bus stop?
bike ride to the centre of town. I’ve got my helmet and my Can you see the café, the café, the café?
reflective vest – look! Do you like riding your bike? I love Can you see the cinema, the cinema, the cinema?
riding my bike! Come on, let’s go! Can you see the library, the library, the library?
Can you see the park, the park, the park?
Vocabulary presentation: flashcards (optional) Can you see the police station, the police station, the police
• Show the flashcards one by one to introduce the new station?
vocabulary. Repeat several times, encouraging the Can you see the shops, shops, shops?
children to remember the words. Teach actions for each Can you see the sports centre, sports centre, sports centre?
word (see below). OPTION:
Divide the class into two teams. They take turns singing
Class Book page 58 each line from the chant to see who can sing the clearest
2 Listen, point and repeat. w 3.24 and best.
• Focus the children on the Class Book pages and the
picture of Tom’s town. 4 Listen and repeat. w 3.26
• Play the audio for children to listen, point and repeat. • Explain that the boy and girl are talking about Tom’s town.
Transcript
1 a park 2 a cinema 3 a bus stop 4 a café 5 a sports 5 Ask and answer. Point.
centre 6 a library 7 shops 8 a police station • Put the children into pairs to ask and answer about the
places in Tom’s town. When they answer they point to the
OPTION:
place in the picture. Re-pair children and repeat if time.
Ask confident children to take turns calling out places in Monitor, help and praise throughout.
town for the rest of the class to listen, point and repeat.
OPTION:
COMPETENCES FOR 21ST CENTURY LEARNING: Bring a local town map to school for the class to ask and
Linguistic competence answer about.
Learning new words using audio, pictures and pointing
helps children to remember and recall the language in later
lessons. This approach using multiple learning styles helps all
types of language learners develop their communicative skill.
Unit 6 117
• Point to Tom’s question and read it aloud. Say (I like the
park). Ask the question around the class encouraging Communication
the children to reply using the correct town words.
Language
Alternatively, do a class survey.
Core: Places in town; near, next to, opposite; Is there a
Star question (optional) (cinema) near here? Yes, there is. No, there isn’t. Are there any
• Ask the children the question at the bottom of page 58. (shops) near here? Yes, there are. No, there aren’t.
Tell them to look at page 58 and 59 and find the hidden
revision and extension words (places in town) and tell you Starting the lesson (optional) w 4.24 4.26
what they can see. If the children know the revision and • Do the Starting the lesson routines on page 51.
extension words, play a guessing game: choose one of • Play Slow reveal on page 142 of the Ideas bank.
the items and ask the class to guess which item you are
thinking of. If they don't know the words, say the words
ANSWERS Grammar presentation and vocabulary
school, farm, bridge, fire station, traffic lights, post office consolidation: song animation 1 Watch.
CULTURE NOTE: Cities, towns and villages children learnt in Lesson 1 and teach the additional song
in the UK actions (see below).
In the UK, there are large international cities like London,
Manchester and Edinburgh, filled with shops and cafés Class Book page 59
with gifts and food from all around the world. There are
also very tiny villages which may only have a post office 2 Listen, point and sing. w 3.27
and a small shop. Wherever you live or visit, there are lots • Play the song while the children point to the place in
of green spaces for people to walk and enjoy nature. town on the page.
• Revise the vocabulary actions which the children learnt in
• Play the song again. The children join in first with the
Vocabulary practice: game actions and then with the words as much as possible.
• See instructions for Conveyor belt on page 136. SONG ACTIONS:
near – hold one hand out in front of you with the back of
Activity Book page 48 your hand facing the audience. Move your other hand,
1 Read and number. palm face forward, towards it
opposite – hold both index fingers in front of you with the
ANSWERS
tips pointing to each other to show ‘opposite’
a cinema 7, a bus stop 5, a park 3, a café 1,
a sports centre 6, a library 2, shops 8, a police station 4 next to – hold both index fingers side by side together
Yes, there is – nod and do a ‘thumbs up’
2 Look and write the words. There are lots of places – do sign for ‘many’ holding out
ANSWERS both hands with the backs facing forwards and opening
1 bus stop 2 sports centre 3 shops 4 cinema and shutting fingers
5 library 6 police station 7 park 8 café town – place the fingertips of both hands together in
the shape of a triangular roof to indicate a house. Do the
Picture Dictionary page 67 (optional) action four times to show a town
• See notes on page 53. Come and see – beckon then point to your eyes
ANSWERS Explore my town with me – beckon, then shade your eyes
(l–r) a bus stop, a park, shops, a library with one hand and then the other hand as if searching
(l–r) a sports centre, a cinema, a police station, a café
Ending the lesson (optional) w 3.25 4.25 Transcript

Is there a bus stop near here?
• Close the lesson by doing the chant and actions again.
Yes, there is. It’s opposite the café
• Do the Goodbye routine on page 53. Is there a cinema near here?
Further practice Yes, there is. It’s opposite the park.
Teacher's Resource Material: Unit 6 Set 1 mini picture cards and There are lots of places in my town,
wordcards; Unit 6 Lesson 1 Extra vocabulary worksheet. Come and see.
Come and explore my town with me.
Is there a library near here?
Yes, there is. It’s next to the sports centre.
Are there any shops near here?
Yes, there are. They’re near the police station.
118 Unit 6
3 Match the words and pictures. A Thank you. Is there a cinema in your town?
• Children match the highlighted words in the song to the B Yes, it’s next to the bus stop, opposite the sports centre.
pictures on page 58–59. Do this as a whole class or pair A Wonderful! Thank you for all your help!
activity. ANSWERS
ANSWERS 1 café 2 cinema 3 police station 4 shops
bus stop 3, café 4, cinema 2, park 1, library 6,
2 Look at Activity 1. Complete the questions.
sports centre 5, shops 7, police station 8
ANSWERS
4 Listen and repeat. w 3.28 1 a park 2 shops 3 Is there a police station near here?
• Point to the two children at the bottom of the page and 4 Is there a bus stop near here?
play the audio for the class to listen. Ask the class which
places in town they are describing (Cinema and shops). 3 Draw a street. Write four questions. Ask your
• Refer children to the All about grammar box. Check friend.
children’s understanding of how to form questions and • Children imagine a street in a town and draw and write
yes / no answers in the singular and plural. Remind them three places on it. They can include shops as one place.
that we use any in plural questions. Check understanding • They write four questions to ask their partner. (Is there a … ?)
of the prepositions below. • In pairs, children take turns asking and answering their
• Play the audio again for children to listen and repeat. questions. (Are there any shops? No, there aren’t. Is there a
park? Yes, there is.)
5 Ask and answer about Tom’s town.
• Tell the children they are going to ask and answer All about grammar page 74
questions with a partner about the Tom’s town. Put 1 Look and complete. Write the answers.
children into pairs. Ask them to take turns asking and • Review how we form singular and plural questions and
answering questions about Tom’s town. Remind them Yes / No answers. Remind children isn’t = is + not and aren’t
to use the prepositions to describe where the places are. = are + not.
Monitor and help throughout. ANSWERS
OPTION: 1 Yes, there is. 2 Is there a cinema? Yes, there is.
3 Are there any shops? Yes, there are. 4 Is there a sports
In a less confident class, do one or two examples together
centre? No, there isn’t.
first and allow the children just to answer Yes or No
without describing where the places are. Alternatively, Ending the lesson (optional) w 3.27 4.25
point to each of the places in town in the picture first
• Close the lesson by singing the song again.
and describe where they are, to help children familiarize
themselves with the prepositions (Bus stop? opposite • Do the Goodbye routine on page 53.
the café). ASSESSMENT OPPORTUNITIES:
development. Assessment grid and notes in the Teacher’s
Using the new vocabulary and grammar in a personalized
Resource Material.
context helps children to give it meaning. This also helps
them to remember and recall the language in later
lessons and outside the classroom.
Further practice
Teacher's Resource Material: Unit 6 Lesson 2 Reinforcement and
Extension worksheets; Lesson 2 song worksheet. Karaoke version
Classroom Presentation Tool (CPT) of song available on CD4 track 33.

• See instructions for Chase the cheese on page 138. Lesson 3: Culture &
Communication
Language
1 Listen and write the places. w 3.29 Core: Places in town; What colour is (the taxi)? What colour
• Children listen to the conversation and write the name are (the buses)? It’s (black). They’re (red).
of the places in town. Pause after each place to allow Revised: Colours; boat, bus; Is there a (bookshop) near
children time to think and write. here? Yes, there is. There are (two rivers). There is (a lot of
traffic).
Transcript
A Hi! Can you help me? Is there a police station near here? Other: bookshop, bridge, buildings, open top, river, take
B Yes, there is. It’s next to the park. And it’s opposite the photos, taxi, tourist, traffic, university; It’s over there.
library.
A Oh, great. Thank you. And are there any shops near here? Starting the lesson (optional) w 4.24 4.26 3.27
B Yes, there are. They’re next to the sports centre. • Do the Starting the lesson routines on page 51.
A That’s great! Is there a café near here? • Sing the song from Lesson 2 again.
B Yes, there is. It’s next to the library.
Unit 6 119
Classroom Presentation Tool (CPT) 3 Read and match. Say the number and the letter.
• Encourage the class to read texts A–D silently, or read
Culture presentation: 1 Watch. them together as a class. Then match them to photos 1–4.
• First viewing: Watch Tom’s introduction to the culture film • Ask the class about each text. Ask What other words does
and ask the children to tell you what the video is about it use to talk about the photo? (tourist bus, old buildings, red
(Oxford). Talk about what places the children think they and green boats, etc)
will see and make some predictions about Tom’s question
Is it similar or different to your town? ANSWERS
1 D 2 A 3 C 4 B
comprehension questions, for children to check their COMPETENCES FOR 21ST CENTURY LEARNING:
predictions. Ask the class to tell you anything they can Learning to learn
about Oxford (city, bridge, bikes, river, bus, taxi, boats, shop, Asking children to think about the words they used to
street, etc). decide which photo matches each text will help them
• Second viewing: Watch the video again and answer the see that they can understand a text by a few words alone.
comprehension task at the end of the film. They don’t need to feel intimidated by large texts they
don’t think they can understand. This is an important
Transcript language learning technique that they can use as they
Introduction progress in English.
Tom Hi, everyone. What’s your town like? Would you like to
see a town in the UK? This is a film about some children in
Oxford. Let’s watch it together. What places do you see? Is it Classroom Presentation Tool (CPT) /
similar or different to your town? Class Book page 60
Culture film
We live in the city of Oxford. Do you want to see our city? 4 Watch. Listen and repeat. w 3.30
We’re at the bus stop. We’re going to the centre by bus. The • Make predictions about what colour the buses and taxis
bus is coming. It’s big and red. It’s a double decker! Come on! are where characters Tom, Becky and Sam live. See notes
We’re here! We’re in the city centre. There are lots of buses. on page 59.
What colour are the buses? There’s a green bus! And there’s a
blue bus, too! Come on! Transcript
Oxford is an old city. Look at that tower. It’s part of the Tom What colour are the buses?
university. Oxford’s got lots of very old buildings. That Becky They’re red.
building is a library. Look at this bridge. It connects two Tom What colour is the taxi?
buildings in the university. It’s very beautiful. This is the river Sam It’s black.
– it’s the river Cherwell. Oxford has two rivers, the Thames Tom What colour are the buses in your town?
and the Cherwell. Can you see the coloured boats? We call
them punts. What colour are the boats? 5 Act out the conversation.
Are there any shops near here? Yes, look there are lots of • When children are using the language confidently, put
shops in the centre. Look at all the bikes. In Oxford, lots of them into pairs or small groups. They take turns asking
people ride bikes. Look at that bike! It’s got one wheel! and answering the question. Refer them to the All about
Look! There’s a tourist bus. It’s red and yellow. It’s got an open speaking box for support.
top. You can see the buildings and take photos. Note: All about speaking introduces functional language and
Can you see that black car? It’s a taxi. There’s a pink and helps the children practise it in a meaningful, natural and
yellow taxi, too. communicative way.
Who’s that next to the café? He’s the Town Crier. He’s saying
'Oyez, Oyez, Oyez!' This means ‘Listen!’ His job is to give Let’s compare culture
important information about the city. • Discuss the culture question in English and in the
children’s own language if needed. What is your town like?
CULTURE NOTE: Living in Oxford Is it old or new? Is it beautiful? Why? Are there many shops?
Oxford is a very old city. The name means the place where What colour are the taxis? What do you like about it?
farmers and their cows (oxen) used to cross the river (or
ford). Teaching at Oxford began nearly 1,000 years ago in Activity Book page 50
1096, and there are now two big universities in the city.
Oxford is also a culturally diverse city. Tapas restaurants 1 Listen and number. w 3.31
are next to French bistros, and Indian curry restaurants are • Children listen to people talking about places in town.
opposite fish and chip shops. It’s a fun place to live. They write numbers 1–6 next to each place in the order
they hear them. Children check in pairs.
Class Book page 60 Transcript

1 There’s a lot of traffic in town. There are lots of cars, buses
2 Look and say what you see. and taxis. And lots of bikes, too. Be careful!
• Children look at the photos of Oxford and say any words 2 A Hello. Can I help you?
they know to describe them (shops, bikes, boats, pink taxi). B Oh, yes, please. Is there a library near here?
120 Unit 6
A Yes, there is. It’s a very old building near the park. It’s Classroom Presentation Tool (CPT)
opposite the police station.
B Oh, thank you very much. Cross-curricular presentation: slideshow 1 Watch.
3 There are lots of old buildings in the town. Look at this • Tell the children they are going to watch a video about a
bridge over the river. It’s very old and very beautiful. map of a town.
4 A Excuse me. Is there a bookshop near here? • Pause after each slide to discuss what they see.
B A bookshop? Yes, there is. It’s next to the café.
A Oh, great. Thank you. Transcript
5 There are lots of buses in town. This is a tourist bus. Lots Look at this map of a town. A map is a plan of a place. Maps
of people are getting on the bus. They can see all the old can have numbers and letters or just numbers. On a map,
buildings from the top of the bus. Look! A man is taking the numbers and letters show us the position of different
a photo. places. The numbers and letters are called grid references.
6 There are lots of boats on the river. You can go on a boat Where’s the cinema? Look for the grid references. It's in B2.
and take a picnic! It’s fun! F4 is the sports centre.
ANSWERS A symbol is a picture on a map and shows places. The list of
1 D 2 C 3 F 4 A 5 B 6 E symbols is the key. Can you see the key? To read a map, you
need to know the points of a compass: North, East, South
2 Review. Read and complete. and West. North is at the top of a map.
ANSWERS
1 village 2 café 3 library 4 yellow 5 beach Class Book page 61
6 shops 7 swimming pool 8 green 2 Read and listen. What places can you see on the
3 Answer Tom’s question. Write. map? w 3.32
• Ask Tom’s question to the class. Children write their • Play the audio for children to follow the words in
answer in the space provided. their books.
Extra partner. Discuss the answers as a class.
• Fast finishers ask Tom’s question to three friends. They • Check understanding of the words in bold in English or in
write their answers in their notebooks. (1 Ben – red) the children’s own language. Ask Where’s the key? What’s
on it? (Symbols) Where’s the compass? What does it show?
Ending the lesson (optional) w 4.25 (north, south, east, west) How do we use the letters and
• Play Hidden pictures on page 143 of the Ideas bank. numbers on the map? What are these called? (Grid references)
Transcript
ASSESSMENT OPPORTUNITIES: See Class Book page 62 for transcript
The All about speaking activities (Class Book Activities 4 ANSWERS
and 5) are an opportunity to assess the children’s speaking a cinema, a library, a bus stop, a park, a sports centre,
development. Assessment grid and notes in the Teacher’s a café, shops, a police station
Resource Material.
3 Read and answer.
Further practice • Ask the class Where’s the cinema? Children call out the
Teacher's Resource Material: Unit 6 Culture worksheet. number and letter co-ordinates (B2) Ask Is it north or
south of the library? (South) Is it west or east of the sports
Lesson 4: Cross-curricular (Social centre? (West)
• Children read questions 1–4 and use the map to answer.
Science) Children check answers in pairs before feeding back
together as a class.
Language
ANSWERS
Core: compass (north, south, west, east), grid reference, key,
map, symbol; Where’s the (cinema)? It’s in B2. What’s in (A3)? 1 A4 2 south 3 west 4 F4 sports centre, A4 park,
Is the café (north) of (the cinema)? Are the shops (west) of A6 shops, C5 café, D3 bus stop
the (police station)? COMPETENCES FOR 21st CENTURY LEARNING:
Revised: Places in town Mathematical competence
Using numbers, letters and symbols to read maps
Starting the lesson (optional) w 4.24 4.26 develops the children’s mathematical skills. It is also an
• Do the Starting the lesson routines on page 51. important life skill. This kinaesthetic activity provides
a physical element to language learning, making it
• Write the words North, South, East and West on the board
memorable.
and check understanding. Play Listen and find on page 142
of the Ideas bank, using the compass points to direct pairs
of children. 4 Ask and answer.
• Talk about maps in the children’s own language and in • Put children into pairs. They look at the map and take
English: Do you use maps? When do you use them? What turns asking and answering using grid references.
can you see on a map?
Unit 6 121
Star question (optional) • With books closed, watch the story. Ask Who are the
• Ask the class the question. Put children into pairs to characters in the story? (Sandy, Danny, Martha, Jack the dog,
discuss in their own language or in English. Feedback Fifi the cat)
from the class. To extend this activity, bring a large map to
Transcript
class, or one per pair, for children to ask and answer about.
Tom: Hi, everyone. Do you like stories? I love stories. Here’s
a story called Super detectives. This is a story about some
Activity Book page 51 children, a very intelligent dog and a thief. Let’s see what
1 Complete the compass and the key. happens.
• Children complete the points of the compass. They then • See Class Book pages 62–63 for story transcript.
write the places next to each symbol on the key. Vocabulary presentation: flashcards (optional)
ANSWERS • Show the flashcards one by one to introduce the new
village, bridge, school, mountains, river, beach vocabulary. Repeat several times, encouraging the
2 Look at Activity 1. Write a grid reference for
the places. • Teach actions for each word and encourage children to do
ANSWERS
1 E6 and F6 2 B5 and D5 3 A2 and E2 4 E1 VOCABULARY ACTIONS:
5 D3, D4, D5 and E5 6 C3 baseball cap – tip up an imaginary cap on your head
bone – pretend to hold and chew on a bone like a dog
3 Listen and say the compass rap. Draw pictures to
footprints – press one foot down into the floor and lift it
decorate. w 3.33
back up and look down at an imaginary imprint
• Play the rap and point to the points of the compass.
magnifying glass – hold an imaginary one and use it to
Encourage the children to join in with the words.
look around you
• Children decorate the page around the rap with pictures
phone – pretend to talk on phone
to help them remember the points of a compass.
scarf – put an imaginary scarf around our neck and wrap
English at home one end over one shoulder
• Encourage the children to say the rap at home to
their family.
• Play Teacher’s mistake on page 144 of the Ideas bank. Draw
a street on the board and place the flashcards along it.
Make correct and incorrect statements about the places. 2 Listen and read. w 3.35
(The cinema is opposite the shop. No, it’s next to the shop!)
• Play the story audio for the children to read and follow in
• Do the Goodbye routine on page 53. their Class Books.
• Read the names of the story characters at the top of the
Lesson 5: Story & Vocabulary page, then check comprehension by making true or
false statements: Martha loses her scarf. (True) Danny loses
Language his phone. (False – his baseball cap) Sandy loses her phone.
Core: baseball cap, bone, footprints, magnifying glass, (True.) The baby loses his drink. (False – his teddy) Martha uses
phone, scarf a magnifying glass to follow the footprints. (True) Jack doesn’t
Revised: Places in town; cat, dog, teddy, toy, Where’s my know who took the things. (False – He’s seen the cat, but no
(scarf )? Here’s my (scarf ). What colour is it? one is listening.) Jack took the things. (False – Fifi the cat did.)
Other: look after, mystery, solve, stealing, thief; Be quiet! COMPETENCES FOR 21ST CENTURY LEARNING:
Starting the lesson (optional) w 4.24 4.26 Using numbers, letters and symbols to read maps
• Do the Starting the lesson routines on page 51. develops the children’s mathematical skills. It is also an
important life skill. This kinaesthetic activity provides
• Play Stop! on page 142 of the Ideas bank.
a physical element to language learning, making it
memorable.
Vocabulary and grammar review and presentation: ALL ABOUT VALUES: Look after your things!
story animation Remind the children who loses their things in the story. How
do they feel when they lose things? Who finds them? How
1 Watch. do they feel when they find them? What happens if they
• Tell the children they’re going to watch a story animation can’t find them? Talk to the children in their own language
with Tom. Pause after Tom’s introduction and ask What about looking after their things and why it's important.
type of story is it? (a mystery, detective story) Check the class
understand mystery, detective, solve and thief.
122 Unit 6
4 Read and match. Say the character and 7 How do you spell police station? p-o-l-i-c-e s-t-a-t-i-on
the objects. 8 How do you spell park? p-a-r-k
• Children read the story again and match the objects to
the character. Check children are clear who each character
is. Do this as a pair activity or individually, then feedback • Play Musical cards on page 142 of the Ideas bank.
answers as a class. • Do the Goodbye routine on page 53.
ANSWERS Further practice
1 E 2 D 3 B 4 C 5 C 6 A Teacher's Resource Material: Unit 6 Set 2 mini picture cards and
wordcards.
and repeat. Tell your friends. w 3.36
• See notes on page 62. Lesson 6: Story, Grammar &
Communication
See notes on page 62. Language
Core: Where’s my (scarf )? Where’s his (bone)? Here’s your /
Classroom Presentation Tool (CPT) my / his / her / Sandy’s (phone).
Revised: baseball cap, bone, footprints, magnifying glass,
Vocabulary practice: game phone, scarf
• See instructions for Snap! on page 137.
Activity Book page 52 • Do the Starting the lesson routines on page 51.
1 Read the story again. Complete. • Play What’s missing? on page 144 of the Ideas bank to
review vocabulary from Lesson 5.
ANSWERS
1 things 2 scarf 3 baseball cap 4 phone
5 bone 6 teddy 7 magnifying glass 8 footprints
9 café 10 tree Story review and grammar presentation
2 Think. What do you think about the story? • Ask the children what they remember from the story:
Colour. Learn to learn. Who is in the story? What things do they lose? Who has got a
magnifying glass? What do they follow? Does Jack know who
• Children think about the story, rate it by colouring in the the thief is? Who steals the things?
appropriate stars and tell their partner.
• Watch the story again to confirm answers.
3 Read and complete the value. Draw yourself
looking after your things. Vocabulary review: flaschards (optional)
• Ask the class to look at the picture of Jack and to tell you • Show the flashcards one by one to remind children of the
the value, Look after your things! Children complete the
value with the words.
• Children think about the things they look after. They draw
a picture of how they look after it / them and complete
Class Book page 64
the sentence. 1 Listen and say the number. w 3.37
Picture Dictionary page 67 (optional) • Review the story. Ask the class to look at the pictures of
the objects from the story and say what they can see.
• Children listen and say the number of the picture being
ANSWERS described.
(l–r) a bone, a scarf, footprints, a magnifying glass,
a phone Transcript
(l–r) footprints, a baseball cap Adult Is this Martha’s scarf?
Danny Yes. Martha! Here’s your scarf.
Spelling and alphabet page 67 (optional) Danny Where’s my baseball cap? Oh, it’s here.
w 4.14 4.21 Adult Is this Jack’s bone?
• See notes on page 55. Danny Yes, it’s his bone.
Adult Is this Martha’s magnifying glass?
Transcript Danny Yes, it’s her magnifying glass.
1 How do you spell library? l-i-b-r-a-r-y Danny Here’s Sandy’s phone.
2 How do you spell shops? s-h-o-p-s Danny Here’s the baby’s teddy.
3 How do you spell cinema? c-i-n-e-m-a
4 How do you spell cafe? c-a-f-e ANSWERS
5 How do you spell bus stop? b-u-s s-t-o-p 5, 3, 6, 2, 1, 4
6 How do you spell sports centre? s-p-o-r-t-s c-e-n-t-r-e
Unit 6 123
2 Read and make true sentences. Listen, check and A Can you see Jenny’s cards?
repeat. w 3.38 B Yes, I can see her cards. There they are, on the table next
• Look at the All about grammar box as a class. Read the first to the teddy.
sentence and write Jack’s bone and his bone on the board. A And can you see her phone?
Ask the class who his refers to (Jack). Explain that the ’s B Yes, there’s Jenny’s phone on the chair.
and his show possession. The bone belongs to Jack. Ask A Can you see Jake’s guitar?
When do we use her, your and my? Check the class are clear B Yes, there’s his guitar behind the chair.
about the difference. A And can you see his scarf?
B Yes, there’s Jake’s scarf. It’s black and white. It’s on the chair,
• Put children into pairs. Ask them to read the sentences in
near the door.
the box and choose the correct word.
A Can you see Jake’s magnifying glass?
• Play the audio for the children to listen, check and repeat. B Yes, there’s his magnifying glass under the table.
Transcript A What about Jenny’s baseball cap?
Here’s Jack’s bone. It’s his bone. B Yes, there’s her baseball cap in the box.
Here’s Martha’s scarf. It’s her scarf. ANSWERS
Here’s the baby’s teddy. 1 her 2 her 3 his 4 his 5 her 6 his
Here’s Sandy’s phone. It’s her phone.
Here’s Danny’s baseball cap. 2 Look at Activity 1. Write his / her or
Look, Martha. There’s your magnifying glass. Jake’s / Jenny’s.
• Children look at the picture and their answers in Activity 1
3 Make true sentences about things in your class. to complete the sentences.
• Children write three or four sentences about things they ANSWERS
have got or can see in their class. (It’s my pencil. It’s Ana’s
1 His scarf 2 His magnifying glass 3 Her baseball cap
book. Here’s Nacho’s bag.)
4 Her phone 5 Jake’s guitar 6 Jenny’s cards
• Put children into pairs or small groups to read their
sentences to a partner. Monitor, help and praise 3 Think of a boy and a girl in your class. Write
throughout. about their things. Tell your friend. Guess who!
• Remind the class when we use his and her in the
Look! box.
Learning to learn
By personalizing the grammar from the unit, children will • Children secretly choose a boy and a girl in the class to
be able to give it meaning and understand its use. They write two sentences about. (Her bag is under the chair. Her
will also be able to recall and use the language in later scarf is blue.) Monitor and help throughout.
lessons and outside the classroom. • Put children into pairs to tell their partner. They try to
guess who they are talking about.
Classroom Presentation Tool (CPT) All about grammar page 74

2 Write my, your, his or her.
Vocabulary and grammar practice: game • Remind the class how we use the pronouns my, your, his
• See instructions for Cloudburst on page 140. and her. Children look at the pictures and complete the
conversations.
4 Make the mini-cards. AB page 81
• Ask the class to turn to page 81 in their Activity Books and ANSWERS
cut out the mini-cards along the dashed lines. 1 my 2 your 3 her 4 his
• Ask the class what they will need to make the cards 3 Look again and write.
(scissors). Monitor and help where needed.
• Children write the name and the possessive ’s for each
5 Listen and repeat. Play the game. w 3.39 object, referring to Activity 2 for the answers.
• Play the audio. Explain that the two children are playing a ANSWERS
matching game by picking up two mini-cards and saying Joe’s, Tim’s, Joe’s, Eve’s
what they can see. Play the audio again and ask the class
to repeat the lines. Ending the lesson (optional) w 3.27 4.25
• Put the children into pairs to play Board Pelmanism on • Close the lesson by singing the song again.
page 144 of the Ideas bank. Remind them to use the • Do the Goodbye routine on page 53.
language as in the model.
• If you have time, put children into new pairs to play again. The Lesson 6 pairwork activity (Class Book Activity 5)
Activity Book page 53 development. Assessment grid and notes in the Teacher’s
Resource Material.
1 Listen and write his or her. w 3.40
• Children listen and write his or her next to the objects 1–6. Further practice
Transcript Teacher's Resource Material: Unit 6 Reinforcement and Extension
This is Jenny and Jake’s house. Can you find their things? worksheets.
124 Unit 6
Lesson 7: Integrated skills & • Elicit some words with /s/ sounds in them from the class
and write them on the board. Say the words repeatedly to
Communication drill the sound.
Language
silently. Then play it again for children to repeat the rhyme.
Revised: baseball cap, bone, footprints, magnifying glass,
phone, scarf; Where’s my / your / his / her (baseball cap)?
again as a class.
Here’s my / your / his / her / (baseball cap).
Core sound: /s/ Celia, centre, cinema, city, cycling English at home
Other: Celia’s cycling in the city near the sports centre and • Encourage the children to say the rhyme to their family.
the cinema. Celia’s cycling in the city. Cycle, Celia! Cycle!
Pronunciation: game
• Play Over-under on page 142 of the Ideas bank. Each time
a child passes the flashcard on they must say It’s (Juan’s)
scarf! or It’s his / her scarf!
Class Book page 65
ANSWERS
1 Listen and read the cartoon. Answer. w 3.41 1 baseball cap 2 school bag
• Tell the children they are going to read the final cartoon 2 Look, read and answer.
questions as a class and check understanding. ANSWERS
• Children listen and read the cartoon and answer the Becky is tidy.
questions. Check in pairs before feeding back as a class. Her school bag is next to the chair. Her comics are on the
table. Her teddy is on the bed. Her scarf is near her teddy.
ANSWERS
a He’s wearing it! b happy Tom’s tip
• Look at Tom’s tip together. Ask the class to find the
2 Think. Say. example of the adjective with very in the text in Activity 2.
• Ask What do you think of the cartoon? Ask the children to • Elicit some other adjectives that can be used with very
give their own opinion. Encourage them to explain what from the class (hot, windy, happy, sad, tired, big, old,
they liked or didn’t like about it and who their favourite hungry, etc).
character is. You could also carry out a class vote.
3 Draw and write about your friend’s, your
3 Act out the cartoon. brother’s or your sister’s bedroom.
• Put children into groups of three. Ask them to each • Children draw a picture of a bedroom. It can be a friend’s
or their brother or sister’s. They describe where three or
four objects are in the room. Encourage them to use very
• Children stand up and act out the cartoon again in their + adjective once in the text.
• Encourage children to use their imagination to think of
help throughout.
interesting descriptions for the bedrooms.
OPTION:
4 Listen and circle the words with ‘c’ as the /s/
sound. Listen, check and say. w 3.43
for the rest of the class.
• Children listen and circle the words which have the /s/
COMPETENCES FOR 21ST CENTURY LEARNING: sound in them. Ask children to check their ideas in pairs.
Cultural awareness and expression • Children listen again and say the words.
Acting out the cartoon allows children to express ANSWERS
themselves creatively whilst also reviewing the language pencil, dance, cinema, recycle, lettuce
of the previous lessons.
Extra
4 Listen and read. Listen and repeat. w 3.42 • Ask fast finishers to write other words the letter ‘c’ as /s/ in
• Refer children to the pronunciation box. Point to the their notebooks.
phoneme and say it. Show children the rhyme about Celia Ending the lesson (optional) w 4.25
cycling and explain that this sound is highlighted in blue
in the words. Ask the children what letter is highlighted
• Play Silent words on page 144 of the Ideas bank.
(the letter c) and explain that, as well as the letter s, in • Do the Goodbye routine on page 53.
these words the letter c is pronounced /s/.
Unit 6 125
ANSWERS
A Kai B Kate C Aisha
Book Activities 3 and 4) are opportunities to assess the 4 Think. What do you think about Becky’s project?
children’s speaking development. Assessment grid and Tell your friends.
• Ask the class the question. Elicit answers from two or three
confident children using the expressions in Activity 3. Put
children into pairs. They take turns asking and answering
Lesson 8: Language review & to give their own opinion.
Communication 5 Prepare for your project. AB page 55
Language • See Activity Book notes below.
Revised: Places around town; near, next to, opposite;
There’s a (park) in my town. There are some (shops) near (the Classroom Presentation Tool (CPT)
library). Is there a (café)? Yes, there is. No, there isn’t. Are there
any (shops)? Yes, there are. No, there aren’t.
• See instructions for Gap-fill on page 138.
Starting the lesson (optional) w 4.24 4.26 Activity Book page 55
• Play Noughts and crosses on page 141 of the Ideas bank to 1 Look and read. Complete Becky’s town
review unit vocabulary. project plan.
ANSWERS
Classroom Presentation Tool (CPT) / 1 small 2 park 3 café 4 police station 5 shops
Class Book page 66 6 library 7 sports centre 8 bus stop
1 Watch Becky’s project. What’s the name of her 2 Write the words in the table. Tick f the places in
town? w 3.44 your town or add others.
• Watch the video or listen to the audio about Becky’s • Look at the categories together and explain that this is a
project about her town. Ask What’s the name of Becky’s useful way of collecting ideas for a writing project before
town? Take ideas from the class. you write. Go through the three categories in the table.
• Children watch or listen to find out. • Children complete the table with the words in the word
bank. They can add any additional words under each
Transcript category for their town.
Becky Hi, everyone. This is my town project. I live in Didford.
My town is small. There’s a park in my town. There’s a café in COMPETENCES FOR 21ST CENTURY LEARNING:
the park and there’s a police station opposite the park. There Learning to learn
are some shops behind the police station. Is there a library Categorizing vocabulary is a useful planning tool for
near the police station? Yes, there is. There’s a sports centre children to plan writing tasks. It focuses them on the
next to the library and there’s a bus stop near the library. vocabulary they have learnt and allows them to create
Welcome to Didford! texts with a wider range of vocabulary.
ANSWER
Didford 3 Plan and write about your town.
• Refer children to the Look! box and review the meaning
2 Talk about Becky’s town project. Use these and use of the four prepositions.
words.
• Children use the words from the categories in Activity 2 to
• Put children into pairs. Tell them to think about Becky’s complete the sentences about their town.
project and talk about it using the words. See what they
can remember from the video / audio before feeding back Ending the lesson (optional) w 4.25
as a class. Monitor and help throughout. • Play Memory chain on page 144 of the Ideas bank, using
the structure There’s a (park) in my town.
name. w 3.45 • Do the Goodbye routine on page 53.
• Read the three comments about Becky’s project on the
left. Tell the children to match the descriptions A–C to the Lesson 9: Think, do & review
three children.
Language
Transcript Revised: Places around town; baseball cap, bone,
Adult Well children, what do you think about Becky’s footprints, magnifying glass, phone, scarf, near, next to,
project? opposite; There’s a (park) in my town. There are some (shops)
Kate It’s interesting. I like it. I think it’s good. near (the library). Is there a (café)? Yes, there is. No, there isn’t.
Kai I’m Kai! What a fantastic project! I think it’s great! Are there any (shops)? Yes, there are. No, there aren’t.
Aisha My name’s Aisha. I quite like it. I think it’s OK.
126 Unit 6
Starting the lesson (optional) w 4.24 4.26 3.44 ASSESSMENT OPPORTUNITIES:
• Do the Starting the lesson routines on page 51. The children are now ready to do the Unit 6 test and
• Play Describe it on page 144 of the Ideas bank to review Term test 3. See the evaluation section in the Teacher’s
words from the unit. Resource Material. If you would like your class to have
• Watch or listen to Becky’s project again for children to more practice before doing the Term test, consider doing
familiarize themselves with the project. it after the Review unit.
Class Book page 67 The unit project is an opportunity to assess the

1 Have you got everything? Listen and answer.
• Tell the class that today they will complete their project
about their town, like Becky’s.
materials they need.
Transcript
Have you got some magazines?
2 Read and do.

as a class:
• Stage 1: Ask children to talk about what places there are
in their town / city / village. They draw, or find and cut out
pictures from magazines, to decorate their town project
with. If they like, they could create a simple map.
• Stage 2: Children write about their town. Encourage them
to look back at their Activity Book plans. They can also look
at Lessons 3 and 8 for support and ideas (There’s a library
and a park, etc). Encourage them to use adjectives and
prepositions in their work.
and practise presenting their town within small groups.
Remind the class to respect one another’s ideas and to

English at home
• Children take their projects home to show and tell to
their family.

• Select a game to play from the Ideas bank on
pages 141–147.
Unit 6 127
Review 3 Animaltrons … and the show!
Learning outcomes COMPETENCES FOR 21ST CENTURY LEARNING:

To revise and practise language from Units 5 and 6 Linguistic competence
To work together to perform a show Using vocabulary children have already been taught in a
meaningful story lets them read for specific information
Language reviewed and builds their confidence in their linguistic skills.
Appearance words; Environment words; Places in town;
near, next to, opposite 2 Act out the story.
Competences for 21st century learning • Put children into groups of six to eight, one for each
Linguistic competence character in the story. Mix more confident and less
confident children together, consider friendship groups
and those who work well together.
It is recommended that this unit is taught over two lessons, • Ask the class what characters they need for the story.
depending on your timetable. It can be taught before or (Animaltrons, people in the town, people in the hospital.)
after the Term 3 test. Then allow them to choose which character(s) they will
play. Encourage them to choose a different character
than last time. If the class does not divide exactly, some
Lesson 1 children can take two roles.
Starting the lesson (optional) w 4.24 4.26 • Ask children to stand up and find a space in the room to
practise acting out the story in their groups. Set a time
limit of ten minutes. Play the audio for children to act
• Play a flashcard game from the Ideas bank on out as they listen. Then they act out using their Class
pages 141–143 to review the vocabulary from Units 5–6. Book only.
• Go around the class and encourage them to add actions
Classroom Presentation Tool (CPT) and facial expressions. Monitor and praise throughout.
Review game • Ask some of the groups to act out the story for the whole
• See instructions for Picture race on page 139. class. Choose different groups to the last review lesson.
Storybook presentation: Animaltrons … and OPTION: Verb race

the show! Put children into pairs. Set a time limit of one minute.
Children find as many action verbs in the story as they
• Tell the class that they are going to read another story can. Do an example as a class first. Then say Go! They write
about the Animaltrons. Ask What do they want to find out
the verbs on a piece of paper or point to them in their
about? (Shows) What type of show do you think you will see?
Class Book. Say Stop! after one minute. Feedback ideas
Accept all ideas.
from the class. See how many they got correct.
• Choose the ‘Listen only’ option in the Review 3 storybook.
Click through the story, frame by frame, asking the
children What can you see? Check their predictions about Activity Book page 56
the animals in the story.
• Ask the children in their own language what they think 1 Match and write the words.
happens in the story. • Children match the two halves of the appearance words.
Then they write them on the lines in the picture.
Class Book page 68 ANSWERS
1 curly 2 ears 3 beard 4 straight 5 glasses
1 Listen and read. w 3.47 6 wig
• Tell children to look at the pictures and say the clothes,
places and activities they can see. 2 Look and read. Circle and write.
• Play the story audio for children to read and follow in their • Children look at the three pictures to complete the
Class Books. Ask Do the Animaltrons like shows? (Yes!) questions and answers.
• Play the story audio again. Check comprehension by ANSWERS
asking questions, e.g. Picture 1: What is she doing on the 1 she got, Yes, she has. / she got, No, she hasn’t.
video? (She’s singing.) Picture 2: Where is the show? (In the 2 he got, Yes, he has. / he got, No, he hasn’t
park.) Where is the park? (Near the café.) Picture 3: What 3 Has she got a beard? Yes, she has. / Has she got long
is the woman doing? (Picking up litter.) Picture 4: What is hair? No, she hasn’t.
the boy wearing? (He’s wearing glasses.) Picture 5: What is
Tortoise wearing? (He’s wearing a wig.) Picture 7: Why are 3 Look and complete.
they in the hospital and not the park? (It’s raining.) What are • Children look at the picture and complete the sentences
they doing? (They're singing, dancing and playing the guitar.) in the present continuous using the activities in the
word bank.
128 Review 3
ANSWERS posters on the walls around the room, or around school if
1 He’s picking up litter. He isn’t dropping litter. you’d like to perform the show for everyone.
2 She’s stepping on flowers. She isn’t planting flowers. • Stage 5: Perform your show! This could be to another class
3 He’s saving water. He isn’t wasting water. or in front of the whole school, if you’d like to show how
much the children’s English has improved over the year.
Ending the lesson (optional) w 4.25 Have as much fun with it as possible. If you have time,
• Play Bingo! on page 145 of the Ideas bank to review the decorate the stage, create costumes, etc. Take photos of
Unit 5–6 vocabulary. the performance to display along with the show posters
• Do the Goodbye routine on page 53. on the walls around the room.

Lesson 2 Sense of initiative and entrepreneurship
Planning and preparing a show gives children a chance to
Starting the lesson (optional) w 4.24 4.26 take responsibility for particular tasks. Each member of the
• Do the Starting the lesson routines on page 51. group is able to participate in and assess the type of act
• Play Jumping the line on page 141 of the Ideas bank to they choose to do.
review the Units 5–6 vocabulary.
Classroom Presentation Tool (CPT) Activity Book page 57

Review game 1 Look and write the words.
• See instructions for Basketball on page 139. • Children use the pictures to complete the puzzle.
ANSWERS
Story review: Animaltrons … and the show! Across:
• Scroll through the review storybook. Choose the 1 shop 3 library 4 bone 5 café
‘Listen and read’ option. Down:
• Go through the frames one by one and ask the children 1 scarf 2 cinema
what they remember from the story, e.g. Who’s this? (Seal
Master, Tortoise, Gorilla.) Are they at the sports centre? (No.) 2 Read and write. Listen and check. w 3.48
• Watch the story again to confirm answers. Ask children to • Children look at the pictures and complete the
say what they can see as they watch. conversations with a word from the word bank.
• Play What happens next? on page 146 of the Ideas bank. • Play the audio for children to listen and check.
Transcript
Class Book page 69 1 Gorilla Where’s my scarf?
Project: Perform a show Tiger It’s next to the bike.
2 Panda Is there a sports centre near here?
• For this project you will need a box of costumes (wigs, Tortoise Yes, there is. It’s near the bus stop.
make up, dresses, glasses, etc), and some children’s
3 Tiger Is that Seal Master’s rabbit?
musical instruments.
Gorilla Yes, it’s his favourite toy.
• Explain to the children that they are going to perform 4 Tiger Where’s his bone?
a show together. Read and look at the photos. Work Panda It’s next to the flower.
through the stages together as a class: 5 Tiger What colour is her phone?
• Stage 1: Discuss ideas for the show as a class, for example Gorilla It’s orange and brown.
sing a song, say a poem, say a chant, act out a story, write 6 Tortoise There’s the police station.
and say a rap.
ANSWERS
• Stage 2: Put children into groups of five. They talk together 1 scarf, next to 2 Is there, near 3 his 4 bone
to discuss what they’d like to perform. Encourage them to 5 phone 6 police station
use English when they can, e.g. I can sing a song. I can play
the guitar, I can act out a story. Remind children to listen Ending the lesson (optional) w 3.04 3.27 4.25
to and respect one another’s ideas. Encourage children • Close the lesson by singing a song from Units 5 or 6.
to look back through their Class Book to choose a poem,
play, song, etc. They choose an act to do together as a
group. Monitor and check each group has something ASSESSMENT OPPORTUNITIES:
different to perform. Ask each group for their act and write The review project is an opportunity to assess the
in on the board. Competences for 21st century learning. Assessment grid
• Stage 3: Children practise their act together as a group. and notes in the Teacher’s Resource Material.
• Stage 4: Groups then create posters for the show. They
write the acts that will be performing and the order that
they will be in. You could also add times, a date, a place.
Make sure each child in the group has a role in making the
poster, such as writing, drawing or colouring. Display the
Review 3 129
Peace Day
Lesson 1 Transcript
International Peace Day is on 21st September. National Peace
Language Day is on 30th January. Look at these symbols of peace.
Core: a friendship bracelet, hug, an olive branch, a peace 1 Look! A white dove is a symbol of peace.
ribbon, a peace rock, a white dove 2 An olive branch is a symbol of peace, too.
3 You can wear a peace ribbon on Peace Day.
Revised: Months of the year; We’ve got …
4 Hug your friends on Peace Day.
Other: symbols, international, kind, mean, peace 5 Paint a peace rock on Peace Day.
6 You can wear a friendship bracelet on Peace Day, too.
• Do the Starting the lesson routines on page 51. 2 Listen and repeat. w 4.02
• Write the words Peace Day on the board. Talk about Peace • Focus children on the words in the word bank. Play the
Day in the children’s own language. Ask Do you know what audio for children to listen and repeat.
Peace Day is? Do we have a peace day in our country? What Transcript
things do you associate with Peace Day? a white dove, hug, a peace ribbon, a friendship bracelet,
a peace rock, an olive branch
CULTURE NOTE: Peace Day in the UK
International Peace Day was founded by the United 3 Say the number and the word.
Nations and is recognized by all countries who are part • Put children into pairs. Ask them to take turns pointing to
of the union. It is a day for peace everywhere, and in a picture for their partner to say the number and Peace
countries in conflict, people stop fighting to allow help, Day word.
food and water into those areas and to the people that
need it. In the UK, children are asked to help one another ANSWERS
in their own schools by standing up to bullying and being 1 a dove 2 an olive branch 3 a peace ribbon
kind to everyone. 4 hug 5 a peace rock 6 a friendship bracelet
4 Listen and sing. w 4.03

Teacher's Resource Material • Revise the vocabulary actions and teach the new song
actions.
Vocabulary presentation: mini flashcards (optional) • The children join in, first with the actions and then with
• Show the mini flashcards one by one to introduce the the words as much as possible.
new vocabulary. Repeat several times, encouraging
the children to remember the words. Teach actions for SONG ACTIONS:
each word. We’ve got the whole world – hold your arms out wide then
bring together to form a large circle ‘world’
VOCABULARY ACTIONS:
… in our hands – hold your hands up and wiggle your
a white dove – interlock your thumbs and flap your hands fingers
like a dove’s wings
Be kind! – use your hands to draw a big smile on your face
hug – wrap your arms around yourself for a big hug and smile
a peace ribbon – make a peace sign by holding up the Don’t be mean – wag your index finger as if telling
index and middle fingers on one hand, palm face forward someone off
a friendship bracelet – wrap your fingers around one wrist
to form a bracelet
5 Remember and say your favourite lines from
a peace rock – make the peace sign with your right hand the song.
and hold your left hand in a fist like a rock
• In pairs, children take turns saying their favourite line from
an olive branch – pretend to hold an olive branch in your the song to their partner. Change partners and repeat.
hand and wave it about Monitor, help and praise throughout.

Class Book page 70 Social and civic competence
1 Read, listen and point. w 4.01 Thinking about others who are facing difficulties and are
in situations of conflict reminds children how important
• Focus the children on the Class Book page and the
it is to look after each other and love one another. It also
pictures. Play the audio for children to listen, point and
gives children the opportunity to think about what we
repeat.
can do to help (even if only in a small way) and to see that
we all have a responsibility to try to create peace where
we can.
130 Peace Day

Activity Book page 58 Lesson 2
1 Find and circle the peace words. What’s the Language
missing word? Core: a friendship bracelet, hug, an olive branch, a peace
• Children find and circle the peace words in the word ribbon, a peace rock, a white dove; Be (kind)! Don’t be
snake. (mean)! Wear a … , See the … , Paint a …
• Ask children which word from the vocabulary set is
missing.
ANSWERS • Do the Starting the lesson routines on page 51.
hug, friendship bracelet, peace ribbon, dove, olive branch
• Play What’s missing? on page 144 of the Ideas bank to
Missing word: peace rock
review the Peace Day words.
2 Write. Listen and check. w 4.04 • Sing the song from Lesson 1 and do the actions.
• Children complete the sentences using the letter clues
and pictures. Then listen and check. Teacher's Resource Material
Transcript Vocabulary practice: mini flashcards (optional)
Hug your friends on Peace Day. • Show the mini flashcards one by one to review the
Wear a peace ribbon on Peace Day. new vocabulary. Repeat several times, encouraging the
See the white dove on Peace Day. children to say the words. Encourage the children to join
Wear a friendship bracelet on Peace Day. in with the actions they learnt in Lesson 1.
Paint a peace rock on Peace Day.
See the olive branch on Peace Day. Classroom Presentation Tool (CPT)
Be kind! Don’t be mean!
ANSWERS
peace, dove, bracelet, rock, olive • See instructions for Jigsaw on page 137.
Ending the lesson (optional) w 4.03 4.25 Activity Book page 75
Make a dove.
• Tell the class that today they will make a peace dove.
Show the children a completed dove. Ask them what they
will need to make it (scissors and glue).
• Ask children to turn to page 75 in their Activity Books
and cut out and stick together their dove. Monitor and
help throughout. Show them how to add the wings to
the body.
• Children complete their dove by writing their favourite
line from the Peace Day song on it.

Further practice
Teacher's Resource Material: Peace Day Revision and Extension
worksheets; Peace Day song worksheet.
Peace Day 131

It’s Christmas
Lesson 1 Class Book page 71
Language 1 Listen and point. Match the number and the
Core: broccoli, Christmas pudding, gravy, mince pies, peas, word. w 4.05
roast potatoes, roast turkey, sprouts • Focus the children on the Class Book page and the picture
Revised: We eat (turkey). Do you like (broccoli)? Yes, I like it. of Tom’s Christmas dinner. Play the audio once through
No, I don’t like it. Do you like (peas)? Yes, I like them. No, I don’t and point to each food item with the class.
like them. • Play the audio again for children to listen and point to the
Other: Christmas dinner food words.
• Children match the numbered pictures to the words in
the word bank. Ask children to check their answers in pairs
Starting the lesson (optional) w 4.24 4.26 before you feed back.
• Talk to the children about Christmas in the children’s Transcript
own language. Ask When do we celebrate Christmas in Tom It’s Christmas day. What do we eat on Christmas day?
our country? Is it the same as in the UK? What do you eat at Dad, Lizzie and I have roast turkey. It’s delicious. Mum doesn’t
Christmas time? What do you like eating at Christmas? eat turkey – she’s vegetarian. We eat vegetables, too. There’s
broccoli, peas, sprouts and roast potatoes. I love roast
CULTURE NOTE: Christmas Dinner in the UK potatoes! We have gravy, too. And for pudding, we have
Christmas dinner is the large meal people in the UK eat on Christmas pudding and mince pies. Delicious!
Christmas Day, 25th December. Families open presents on ANSWERS
Christmas morning and then help to make a large meal. 1 turkey 2 gravy 3 mince pies 4 Christmas pudding
Most people eat this meal at midday or early afternoon. 5 broccoli 6 peas 7 roast potatoes 8 sprouts
Turkey is most common, but some families also eat goose,
beef, lamb or duck. It’s usually quite a feast! People also 2 Listen, point and repeat. w 4.06
pull Christmas crackers at the table and get paper hats to • Focus children on the words in the word bank. Play the
wear and funny jokes to tell. It’s a time to celebrate! audio for children to listen, point again and repeat.
Transcript
Teacher's Resource Material 1 roast turkey 2 gravy 3 mince pies
4 Christmas pudding 5 broccoli 6 peas
Vocabulary presentation: mini flashcards (optional)
7 roast potatoes 8 sprouts
• Show the mini flashcards one by one to introduce the
new vocabulary. Repeat several times, encouraging 3 Listen and sing. w 4.07
the children to remember the words. Teach actions for • Revise the vocabulary actions and teach the new song
each word. actions.
VOCABULARY ACTIONS: • The children join in, first with the actions and then with
the words as much as possible.
broccoli – wave the fingers on both hands in the air
Christmas pudding – with one hand, mould the round SONG ACTIONS:
shape of a Christmas pudding What do we do / eat … – shrug and hold your palms up as
gravy – mime lifting and pouring from a jug if asking a question
mince pies – use a finger to draw small circles on an … on Christmas Day? – clap your hands to the beat
imaginary plate in front of you
peas – use a finger to make small dots on an imaginary 4 Listen and repeat. w 4.08
plate in front of you
• Point to the two children in the photos and explain that
roast potatoes – mime cutting up a potato with a knife they are asking and answering about which Christmas
and fork food they like and don’t like.
roast turkey – mime carving a slice of meat • Play the audio for children to listen and repeat.
sprouts – mime sticking a fork into a sprout and eating it • Point out to the class that we can use it and them when
we reply, saying I like it or I like them. Remind the class that
the food words with (e)s on the end are plural, so we use
them, e.g. peas – I like them / I don’t like them.
132 It’s Christmas

5 Ask and answer about Christmas dinner. Lesson 2
• Tell the children they are going to play the guessing
game. Put children into pairs. Ask them to take turns Language
asking and answering questions about the Christmas Core: broccoli, Christmas pudding, gravy, mince pies, peas,
food. Monitor and help throughout. Change pairs and roast potatoes, roast turkey, sprouts
repeat. Other: Merry Christmas and a happy New Year!
Cultural awareness and expression Starting the lesson (optional) w 4.24 4.26 4.07
Learning about food from other countries and comparing • Do the Starting the lesson routines on page 51.
it to their own teaches children to respect the different • Play Kim’s game on page 144 of the Ideas bank to review
ways of life they may encounter. It also teaches them to the Christmas dinner words.
see that these differences make us interesting. • Sing the song from Lesson 1 and do the actions.
Activity Book page 59 Teacher's Resource Material

1 Look and write the words. Vocabulary practice: mini flashcards (optional)
• Children use the pictures to complete the crossword with • Show the mini flashcards one by one to review the
the words in the word bank. new vocabulary. Repeat several times, encouraging the
children to remember the words. Encourage the children
ANSWERS
to join in with actions.
1 broccoli 2 Christmas pudding 3 mince pies
4 gravy 5 potatoes 6 peas 7 turkey 8 sprouts
2 Write the words of the song. Listen and
check. w 4.07
• See instructions for Jigsaw on page 137.
• Children complete the song lyrics using the letter clues.
Then listen and check.
ANSWERS
1 turkey 2 sprouts 3 gravy 4 broccoli 5 peas Make a pop-up card.
6 potatoes 7 Christmas pudding 8 mince pies • Tell the class that today they will make a pop-up
Christmas card. Show the children a completed card. Ask
Ending the lesson (optional) w 4.07 4.25 them what they will need to make it (scissors, coloured
• Close the lesson by singing the song again. pencils and pens).
• Do the Goodbye routine on page 53. • Ask children to turn to page 77 in their Activity Books and
cut out, colour and decorate their card. Make sure they
do not cut through the fold line for the pop-up. They
complete the card by folding the ‘table’. Monitor and help
throughout.
• Write several messages in English on the board, e.g. Merry
Christmas and a Happy New Year! Encourage the children
to write a message to their family and friends.
Children take their cards home to give to their family.

Making and decorating a Christmas card is a fun seasonal
activity that engages children’s creativity. It also provides
a wonderful opportunity to immerse children in a typical
Christmas tradition in the UK of card giving.

Further practice
Teacher's Resource Material: It’s Christmas Revision and Extension
worksheets; It's Christmas song worksheet.
It’s Christmas 133

St Patrick’s Day
Lesson 1 Class Book page 72
Language 1 Listen and point. Match the number and the
Core: Ireland, the Irish flag, a leprechaun, March 17 , a pot
th word. w 4.09
of gold, a rainbow, shamrocks • Focus the children on the Class Book page and the
Revised: Colours; I’m wearing (a shamrock). It’s (a pictures. Play the audio once through and point to each
leprechaun). They’re (shamrocks). He’s (very old). He’s got (a item with the class.
pot of gold). How do you spell … ? • Play the audio again for children to listen and point to
Other: fairy tale the items.
• Children match the numbered pictures to the words in
the word bank. Ask children to check their answers in pairs
Starting the lesson (optional) w 4.24 4.26 before you feed back.
• Talk to the children in their own language about different Transcript
Saints day celebrations in their country. Ask Which days St. Patrick’s Day is celebrated in Ireland on March 17th. The
do we celebrate and how? What do we associate with these Irish flag is green, white and orange. People often wear
days? Then talk about Saint Patrick’s Day. Ask the children shamrocks on St. Patrick’s Day. Can you see the green leaves?
if they know the celebration. Ask When is it? Which country Shamrocks are lucky! A leprechaun is a fairy tale character.
does it come from? What symbols do you associate with it? He’s a little man. He’s got a pot of gold at the end of the
rainbow.
CULTURE NOTE: Saint Patrick’s Day ANSWERS
Patrick is the patron Saint of Ireland. Originally a Catholic 1 a leprechaun 2 shamrocks 3 a pot of gold
festival, today it is a celebration of Irish communities 4 Ireland 5 the Irish flag 6 March 17th 7 a rainbow
across the world. Families and friends come together to
celebrate with food, singing and all things green! It’s a 2 Listen, point and repeat. w 4.10
national holiday in Ireland and Northern Ireland, but it’s • Focus children on the words in the word bank. Play the
also celebrated internationally. It’s the most celebrated audio for children to listen, point again and repeat.
Saint’s day around the world! In Chicago, USA, they
colour the river green. There are parades in places such Transcript
as Moscow and Buenos Aires and week-long festivals in 1 a leprechaun 2 shamrocks 3 a pot of gold
Liverpool and Manchester. It is also a feast day in the UK, 4 Ireland
5 the Irish flag 6 March 17th 7 a rainbow
and a large parade is held in Trafalgar Square, in London.
3 Listen and sing. w 4.11
• Revise the vocabulary actions and teach the new song
Teacher's Resource Material actions.
Vocabulary presentation: mini flashcards (optional) • The children join in, first with the actions and then with
the words as much as possible.
• Show the mini flashcards one by one to introduce the
new vocabulary. Repeat several times, encouraging SONG ACTIONS:
the children to remember the words. Teach actions for I’m wearing a shamrock – do the shamrock action and hold
each word. it on your chest
VOCABULARY ACTIONS: I’m wearing green – point to yourself from head to toe
Ireland – do a jig on the spot orange, white and green – point to the colour flashcards
the Irish flag – pretend to hold the pole of a flag and wave Can you see … ? – shade your eyes with one hand and look
it above you around
a leprechaun – pretend to lift a top hat off your head once a year – hold up one finger
and bow little man – hold your hand next to you to indicate his
March 17th – use one hand as a desk calendar and turn height
over three sheets to reach March very, very old – hunch over and smile
a pot of gold – use both hands to hold a very heavy
imaginary pot 4 Listen and repeat. w 4.12
a rainbow – sweep one hand from left to right in an arc • Point to the two children in the photos and explain that
above you like a rainbow they are doing the St Patrick’s Day spelling challenge!
shamrocks – hold three fingers up on one hand and • Play the audio for children to listen and repeat.
wiggle your fingers like leaves
134 St Patrick’s Day

5 Play the St Patrick’s Day spelling challenge! Lesson 2
• Tell the children they are going to do the St Patrick’s Day
spelling challenge. Put children into pairs. Ask them to Language
take turns asking and answering how you spell the St Core: Ireland, the Irish flag, a leprechaun, March 17th, a pot
Patrick’s Day words. Monitor and help throughout. Change of gold, a rainbow, shamrocks; How do you spell … ?
pairs and repeat. Revised: It’s a … , They’re …
Linguistic competence Starting the lesson (optional) w 4.24 4.26 4.11
Practice of using English letters to spell new words will • Do the Starting the lesson routines on page 51.
help children to interact with native English speakers. This • Play Memory chain on page 144 of the Ideas bank to
will improve their spoken communication. review the St Patrick’s Day words.
• Sing the song from Lesson 1 and do the actions.
Teacher's Resource Material
1 Find and circle the St Patrick’s Day words.
• Children find the St Patrick’s Day words from the word Vocabulary practice: mini flashcards (optional)
bank in the wordsearch. • Show the mini flashcards one by one to review the
2 Read and complete. Listen and check. w 4.13 children to remember the words. Encourage the children
• Children use the picture prompts to complete the to join in with actions.
sentences. Play the audio for them to listen and check.
Transcript
1 This is Ireland. St Patrick’s Day is on March 17th. Vocabulary practice: game
2 The Irish flag is green, white and orange. • See instructions for Jigsaw on page 137.
3 A leprechaun is a little man.
4 A leprechaun has got a pot of gold at the end of the Activity Book page 79
rainbow.
5 People often wear a shamrock on St Patrick’s Day. Make a mini-book.
ANSWERS • Tell the class that today they will make a St Patrick’s Day
1 Ireland, March 17th 2 Irish flag 3 leprechaun mini-book. Show the children a completed mini-book.
4 pot of gold, rainbow 5 shamrock Ask them what they will need to make it (scissors, coloured
pencils and pens, a pencil).
Ending the lesson (optional) w 4.11 4.25 • Ask children to turn to page 79 in their Activity Books and
• Close the lesson by singing the song again. cut out the mini-book from the page. Show children how
• Do the Goodbye routine on page 53. to cut along the central cut line and fold the mini-book
along the dotted lines. Monitor and help throughout. Ask
questions about each picture, e.g. What’s this? Encourage
children to answer you using It’s a … / They’re … .
• They complete their St Patrick’s Day mini-book by writing
the correct words under each picture. If they need help
with the spelling of words, encourage them to ask you or
a classmate using How do you spell … ?

Further practice
Teacher's Resource Material: St Patrick’s Day Revision and Extension
worksheets; St Patrick's Day song worksheet.
St Patrick’s Day 135

CPT games information
Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6
Lesson 1 Conveyor belt Small image Conveyor belt Small image Pelmanism Conveyor belt
matching matching
Lesson 2 Multiple choice Chase the Sentence spin Chase the Chase the Chase the
cheese cheese cheese cheese
Lesson 3
Lesson 4
Lesson 5 Snap! Pelmanism Picture reveal Snap! Picture reveal Snap!
Lesson 6 Cloudburst Multiple choice Chase the Multiple choice Sentence spin Cloudburst
cheese
Lesson 7 Sounds match Sounds match Sounds match Sounds match Sounds match Sounds match
Lesson 8 Three in a row Gap-fill Three in a row Three in a row Three in a row Gap-fill
Lesson 9
Starter Review 1 Review 2 Review 3 Peace Day Christmas St Patrick's Day

Flashcards Storybook Storybook Storybook Flashcards Flashcards Flashcards
Conveyor belt Picture race Picture race Picture race Jigsaw Jigsaw Jigsaw
Cloudburst Basketball Basketball Basketball
Picture reveal
Three in a row
Conveyor belt • After a correct match, a player presses the Start button
• This is a two-player game to practise listening to, again for the game to continue. The game continues as
identifying and saying new vocabulary (as well as above until all the audio words have been matched with
providing exposure to the written form of the words). an image or until one team has lost all their stars.
• Divide the class into an even number of teams to play Small image matching
the game. Two teams can play the game at a time. Ask a
member of each of the first two teams to delete the text
• This game provides speaking practice of core vocabulary
and / or listening practice of core grammar.
‘Player 1’ and ‘Player 2’ and type in their names or team
names, or type them in for the children. • When the game opens, the children will see small colour
pictures on the left and silhouette images of the same
• When the game begins, the children will see a scene
objects on the right. The aim is for the children to match
which includes a space or ‘window’ where images
each object with its silhouette.
of the items of vocabulary will appear one by one in
random order. • Point to a colour picture and ask a child to tell you what it
is. Then click the picture. When the name of the object is
• To begin the game, ask one of the players to press the
played on the audio, encourage the children to repeat it
Start button. Items will begin to appear in the ‘window’,
chorally. Then point to the silhouettes one by one saying
one at a time. At the same time, the children will hear an
This one? for the children to tell you Yes or No according to
item of vocabulary on the audio. The players must race
the matching image. Click the image they tell you to click.
to try to press their Match button when the item that
appears in the ‘window’ matches the word on the audio. • On correct selection, the word will be heard, e.g. Fly a kite!
On incorrect selection, the incorrect sound effect will be
• If the player does not match the audio and the picture
heard and another attempt can be made.
correctly, the incorrect sound effect is heard and the
game pauses for a moment before continuing. The player • As an alternative, play in teams, encouraging one member
that pressed Match incorrectly also loses a star. of each team to come to the front at a time. Tell the team
member which item to select. If they select the correct
• If a player matches the audio and the picture correctly,
item, they can go on to match it with the corresponding
a correct sound effect is heard, the audio replays the word
silhouette. If they select the wrong item, they return to
for the child to repeat, and the written word appears
their seat and a member of the other team must identify
on the screen. As a reward, he / she also gains a star for
the object they selected and then find the matching
the team.
136 Classroom Presentation Tool (CPT) games information

silhouette. If the wrong silhouette is selected, no points Picture reveal
are scored and the next team member comes out to • This game practises core vocabulary and provides
make the next match. Award points for correct answers. exposure to the written form.
• Repeat until all the colour pictures have been matched • When the game opens, the children will see a timer bar
with their silhouette. and a blurred picture.
Snap! • Choose a child to come to the front of the class and play
the game.
• This is a two-player game to practise vocabulary and
grammar. • Ask the child to select the ‘Start’ button. A number of
mixed up letter tiles will appear on the screen and empty
• Choose two children, or two teams, to play the game.
boxes will be seen below the picture. The timer will also
Ask the children to type in their names, or team names,
start and the blurred effect on the picture slowly begins
over ‘Player 1’ and ‘Player 2’, or type them in for the
to clear.
children.
• The player must try to order the letters to make the word
• Two piles of cards will be shown, on the left and right
before the timer runs out. The image, which little by little
of the screen, and a space between them where two
comes into focus, provides a clue to the word.
cards – one from each pile – will appear face up. Below
these are two player areas, each with a coloured button • The player clicks a letter tile and then an empty box to
reading Snap!, the player / team names and scores. The place letters in the word.
two players, or teams, compete to be the first to select the • If a letter is incorrectly placed, the incorrect audio sound
Snap! button when the cards turned up on the left and effect will be heard, and the letter stays in its original
right match. position.
• Select the Start button to start the game and the timer • If a letter is correctly placed, the correct sound effect will
will start. be heard. The letter then appears in place in the word and
• If playing in teams, line up the teams and explain that they the letter tile disappears from its original position.
get one turn each and then they must go to the back of • The player continues, as above, until all the letters have
the line so the next team mate can have a turn. been placed to make the word. The word is then heard
on the audio and the full image revealed in focus. If the
Pelmanism player runs out of time, the word and picture are revealed,
• This is a one- or two-player game to practise new and the game continues.
vocabulary and grammar. Choose ‘One player’ or • Ask another child to come to the front to select the ‘Next’
‘Two player’ when you open the game. You may find the button and order the new word as described above.
one-player format useful for demonstrating the game, but The game continues until all the words have been found.
in most classroom situations, the two-player format will
probably be preferred. Jigsaw
• Choose two children, or two teams, to play the game. • This game can be used to present or practise festival
Ask the children to type in their names, or team names, vocabulary.
over ‘Player 1’ and ‘Player 2’, or type them in for the • When the game opens, an empty frame for a jigsaw will
children. appear in the middle of the screen, with jigsaw pieces
• Various cards, face down, will be shown on the screen. around it.
Above these are two player areas, each with the team • Invite individual children to come up to the board to
names and scores. The two teams compete to match pairs click on a jigsaw piece and then a section in the jigsaw
of cards. frame where they think it belongs. If the child matches
• Line up the teams and explain that they get one turn each the correct jigsaw piece to the correct section, it will stay
and then they must go to the back of the line, so the next in place.
team mate can have a turn. • Alternatively, you can use this game to encourage
• The first team player chooses any card and clicks it. speaking practice of numbers and colours. Ask individual
The card will turn over to reveal a picture or text. The children to tell you the number of a jigsaw piece and then
phrase matching the card is played on the audio. The the colour of the section of the jigsaw frame where the
same player then chooses another card. The selected card piece belongs, e.g. Five. Purple.
turns over to reveal a picture or text. The phrase matching • The finished jigsaw presents a vocabulary item for the
the card is played on the audio. If the two cards match festival. Ask the children questions about the picture,
(either picture to picture or picture to text), the correct e.g. What colour is the … ? Do you like … ?
sound effect will be heard, and the correct audio will be
heard. The successful team wins a point. Sounds match
• If the two cards don’t match, the incorrect sound effect • This game raises awareness of and revises the sounds in
will be heard and both cards will turn back face down. English which are focused on in the unit.
• Each team should take one turn at a time to turn over • When the game opens, small images representing words
pairs of cards. Continue until all the matching pairs have with different sounds appear on the left-hand side of the
been found. Check the scores and say Well done! to the screen. A letter or letters with a drop zone for matching
winning and losing teams. also appears on the right.
Classroom Presentation Tool (CPT) games information 137

• Click on the audio icon and encourage the whole class to number of words (within pieces of cheese) and obstacles
repeat the word they hear. Ask individual children to come (unfriendly cats) appear positioned within the maze. The
up to the board one at a time. Encourage them to find all timer will also start.
the images of words which contain the sound (there may • The player must use the arrow buttons to move the
only be one). mouse around the maze, one square at a time. The mouse
• If the child decides a word contains the sound, they must ‘eat’ the pieces of cheese in the correct order, i.e. in
should select the image and then click one of the empty the order that the words shown on the pieces of cheese
drop zones on the right. If they select the word correctly, form correct phrases (often questions and answers). This
the item will appear in the drop zone. If it is incorrect, the must be done before the timer runs out. The phrases are
item will remain on the left and the incorrect sound effect prompted by the image shown in the picture frame next
will be heard. Children can then try again. to the maze.
• Continue until all the words that contain the sound have • If the player moves the mouse onto a word in the wrong
been found. The ‘Next’ button will then become active. order, an incorrect sound effect is heard and the word
Invite another child to the front and play the game again. remains on the cheese in the maze.
• If the player moves the mouse onto a word in the correct
Three in a row order, the correct sound effect is heard. The mouse then
• This is a two-player game to practise the core vocabulary eats the cheese and the word disappears from the maze
and grammar from the unit. and appears in the text box.
• Divide the class into an even number of teams to play the • The player must avoid moving the mouse onto a square
game. Two teams can play the game at one time. with a cat, as this will cause the cat to hiss and time to
• Ask one child from each team to come to the front and be lost.
type in their names, or team names, over ‘Player 1’ and • The game continues, as above, until all the words appear
‘Player 2’, or type them in for the children. in the correct order in the text box. A sound effect is
• When the game opens, a grid with nine spaces will appear then heard to indicate that the full phrase is correct. If
in the middle of the screen. On either side of the grid, the player runs out of time before the end of the game,
there are two player areas, each with the team name and a ‘Game over’ pop-up appears.
a coloured icon. The two teams compete to place three • When all the words in a question have been found, the
of their icons in the grid in a row (horizontally, vertically or player is prompted to press the ‘Start’ button and play the
diagonally). The teams must answer a question correctly game again in the same way, this time to find the answer.
to place an icon. • When both a question and an answer have been found,
• Line up the teams and explain that they get one turn each they are played on the audio for the player to repeat.
and then they must go to the back of the line, so the next • The game then continues with a new image and phrase
team mate can have a turn. Select the ‘Start’ button to to find, once the ‘Next’ button is selected.
begin the game.
• The game can be easily adapted into a team game, with
• The first team selects a square in the grid. An audio or text one member of a team at a time coming to the front
clue and pictorial or text answers appear in the question to select words with the help of his / her team mates.
area on the screen. The team listens to the audio clue or Encourage the team mates to suggest the next word, and
read the text clue and then selects the picture or text that give instructions, e.g. Up! Down! Left! Right!
matches the clue or answers the question. Encourage
the team members to talk together to check their answer Gap-fill game
before making their selection. • This is a game to practise the core vocabulary and
• If the answer is incorrect, then the team cannot place an grammar from the unit.
icon in the grid and the second team has a turn. If the • When the game opens, the children will see an image on
answer is correct, the team’s icon appears in the selected the left and text with gaps on the right. Below these are
square in the grid. The game continues until one team has five balloons to signify lives, and a word bank. The children
placed three icons in a row, and therefore won, or until must choose the correct word to fill each gap without
each square in the grid contains an icon and neither team losing all their lives.
can win.
• Ask a child to come to the front to choose and select the
Chase the cheese word which is missing from the first gap and then click on
the gap.
• This game practises the core grammar from the unit.
The game focuses particularly on the word order of • If the word is incorrect, the incorrect sound effect is heard
structures in preparation for the children’s own writing. and the gap remains empty. A balloon also pops to signify
that a life has been lost. If the word is correct, a correct
• Choose a child to come to the front of the class to play
sound effect is heard.
the game.
• When the game opens, the children see an empty maze
• Ask different children to come up to the front to select
words until all the gaps are filled. Once the text is
and a mouse. Next to this is an empty picture frame with
complete, an audio button will appear which will allow
a space below it for text to appear in. Below this are some
you to play the whole text on the audio. Encourage the
arrow buttons.
children to listen and follow the text.
• Ask the child to press the ‘Start’ button. When the game
starts, a picture will appear in the picture frame, and a

• Select the ‘Next’ button to bring up the next image and Picture race
text with gaps and continue as described above until all of • This game reviews the vocabulary for the preceding units.
the gaps in the text have been successfully filled. • When the game opens, a frame with a number of small,
Multiple choice jumbled images will appear in the middle of the screen.
The children must race against the clock to find all
• This is a two-player game to practise the core vocabulary instances of a given image in the frame.
and grammar from the unit.
• The game can be played in two versions; with text and
• Divide the class into an even number of teams to play the with audio. In the audio version, the children listen to a
game. Two teams can play the game at one time.
word and then find all instances of it in the main frame.
• When the game starts, the children will see an image In the text version, the children read a word and then find
on the left and a question with possible answers on the all instances of it in the main frame.
right. Boxes for ‘Player 1’ and ‘Player 2’ appear at the top
• The number of stars next to the clue reveals how many
of the screen. Ask the class to decide which answer they
times the image appears in the frame. Every time the
think is correct, based on the picture, and to select the
children successfully find an image, one of the stars will
corresponding button.
light up.
• If the answer is incorrect, the incorrect sound effect is
• Divide the class into two teams and line them up at the
heard. Ask the children to guess again and select the
board. The first team plays to complete the game first,
corresponding button.
taking it in turns to find the examples of each word. Award
• If the answer is correct, a correct sound effect is heard and the team points if they complete the game and beat the
the next question will appear. timer. The second team then has their turn. Congratulate
• Continue in this way until all the questions have been the winning team at the end.
answered. • Alternatively, you could divide the class into small teams
of two or three children. One child from a team selects the
Sentence spin
‘Start’ button (and the audio button if the audio version
• This is a two-player game to practise the core vocabulary is being played). Then the whole team races to find all
and grammar from the unit. instances of the item on the screen. Once the team has
• Divide the class into an even number of teams to play the found them, they sit back down and another team plays
game. Two teams can play the game at one time. the game. Continue until all the items have been found.
• Ask one child from each team to come to the front and
type in their names, or team names, over ‘Player 1’ and Basketball
‘Player 2’, or type them in for the children. • This is a two-player game to review core vocabulary from
• When the game opens, a picture will appear with the preceding units.
sentence spaces below it. On either side of the picture, • Divide the class into an even number of teams to play
there are two player areas, each with the team name. The the game. Two teams can play the game at a time. Ask a
two teams compete to correctly complete the sentence member of each of the first two teams to delete the text
based on the picture. ‘Player 1’ and ‘Player 2’ and type in their names or team
• Line up the teams and explain that they get one turn each names, or type them in for the children.
and then they must go to the back of the line, so the next • When the game opens, the children will see an image of a
team mate can have a turn. Select the ‘Start’ button to basketball court with basketballs. Above this is an empty
begin the game. image box, as well as two player areas for each team and
• The answer options rotate at random and slow to a a timer bar.
stop. The first team clicks the up / down arrows to scroll • Ask the first player to select the ‘Start’ button. An image
through the options to select the part of the sentence for will then appear in the image box, words will appear on
each space. Once all sentence parts have been selected, the basketballs and the timer will start. The player must
the team selects the ‘Check’ button to check their answers. select the basketball with the word that matches the
Encourage the team members to talk together before image shown.
making their selections. • If the answer is incorrect, the incorrect sound effect is
• If the answer is incorrect, then the team cannot complete heard. An animation of a basketball being thrown at a
the sentence and the second team has a turn. If the hoop and missing the shot is also played. Another image
answer is correct, the corresponding audio plays and the and new words then appear, and the same player has to
team gets a star. The game continues until all screens have try to select the correct match again.
been completed. • If the answer is correct, a correct sound effect is heard,
followed by the word on the audio. An animation of the
Storybook basketball being thrown through the hoop is shown and
• The storybook presents the Animaltrons story in a scroll- the player also receives a star for his / her team.
through story book format. • The player continues to find as many correct matches as
• This is a review of the grammar and vocabulary for the possible before the timer runs out on their turn. When the
preceding units presented as a story. timer runs out, it is the other team’s turn.
• The story can be read in three ways: with both audio and • The team with the most stars at the end of the game is
text (Listen and read), audio only (Listen only) or text only the winner.
(Read only).
Classroom Presentation Tool (CPT) games information 139

Cloudburst
• This is a game to practise core grammar from each unit.
The game focuses on the word order of structures in
preparation for the children’s own writing.
• When the game opens, the children see a mainly blank
screen with some small balloons to signify lives. Next to
this is an empty picture frame with a space below it for
text to appear in.
• Choose a child to come to the front of the class to play
the game.
• Ask the child to press the 'Start' button. When the game
starts, a picture will appear in the picture frame and a
number of clouds containing words will appear on screen.
The timer will also start.
• The player must select the words in the clouds in the
correct order to make phrases. This must be done before
the timer runs out. The phrases are prompted by the
image shown in the image box.
• If the player selects a word in the wrong order, an
incorrect sound effect is heard and a balloon pops to
show that the player has lost a life. The word cloud
remains on the screen.
• If the player selects a word in the correct order, a sound
effect to indicate that the action was correct is heard.
The word cloud disappears and the word appears in the
text box.
• Encourage the child to continue or ask another child to
come and take his / her place. The game continues as
above until all the words appear in the correct order in
the text box. A sound effect is then heard to indicate that
the full phrase is correct. If the player loses all of his / her
balloon lives before the end of the game, a 'Game over'
pop-up appears.
• When the correct answer has been found, it is played on
the audio for the player to repeat.
• The player can then continue the game with a new image
and phrase to find by selecting the 'Next' button.
• The game can be easily adapted to a team game, with
one member of a team at a time coming to the front
to select words with the help of his / her team mates.
Encourage the team mates to suggest the next word.

Ideas bank
Mini picture card and wordcard games Easy or hard
• All the ideas marked with a * below are great games that • You need at least 20 cards to play. Divide the cards into
the children can play in pairs or in small groups with their two piles, one Easy and one Hard pile, face down. Divide
mini picture cards or wordcards in Lessons 1 and 5. the class into two or four teams. Ask the first team if they
would like an easy or a hard card. Tell them they will win
Flashcard and mini wordcard activities 2 points for an easy card or 5 points for a hard one. The
• Mini wordcards are supplied in the Teacher's Resource game continues with the teams choosing whether they
Material in the Teacher's Resource Centre. These can be want to name an easy or a hard card.
printed, and enlarged if necessary, for use with these
Hit the card
activities.
• You will need a small ball or a soft toy to throw for this
Basketball game. Place the flashcards / wordcards you want to
• Use an empty wastepaper bin as a ‘basket’ for this game. review on the board so the class can see them. Ask four
You will also need a soft ball or a bean bag. or five children to come out to the front of the class. Hand
the first child the ball or soft toy. Call out a word. The child
• Divide the class into two teams. Show a flashcard to a
throws the ball and tries to hit the correct word. Repeat
child from one team. If they answer with the correct word
with the other children.
then they can take a shot at the basket. If the ball lands in
the basket then that team wins 2 points. If the ball hits the Flashlight flashcards
basket but doesn’t go inside then the team wins
• As above but play in two teams using two flashlights.
1 point. The other team then take a turn to name a
Cover each flashlight with a different coloured cellophane
flashcard and shoot a basket. The team with the most
so you know which team finds it first. Children from each
points is the winner.
team take turns to point the flashlight on the card you say.
Catch me if you can
Jumping the line
• Sit the children in a circle. After reviewing one set or • Draw an imaginary line dividing the room and place a
multiple sets of flashcards such as animals or food, place
chair to show the boundary of the line. Designate one side
the cards in a pile in the middle of the circle. Take the
as ‘true’ and the other side as ‘false’. Line up the children
top card and show it to everyone. This card becomes the
along the line. Now hold up a flashcard and say a word.
‘magic’ card. Have one child walk around the outside of
If the children think you said the word that matches the
the circle saying the words from the set(s) of flashcards
flashcard, they should jump to the ‘true’ side, otherwise
while touching each child in the circle on the head. When
they should jump to the ‘false’ side. If any children jump to
the magic word is said, the child whose head is touched
the wrong side of the line, just quickly correct them saying
at that time, stand ups and races around the circle chasing
the word and getting everyone to repeat.
the child who touched them. The first one to get back and
sit in the empty space in the circle remains seated and Lucky dip
chooses the next magic word. The child standing begins • Sit the children in a circle. Put enough flashcards in a bag
again, e.g. gorilla, hippo … until he / she says the magic or box so that there is one per child. Let the children come
word and is chased around the circle. out one by one and take a flashcard. Once all the children
Categories have a flashcard, see if they can say the word on it. When
all the children are sure of their word, start in one part of
• To review the vocabulary from a number of different the circle and encourage them to lift up their flashcard
topics, bring along flashcards and / or wordcards from
and say what’s on it. The children do this all the way
two or three different units. Write the headings of each
around the circle, back to the beginning.
unit topic on the board. Hand out flashcards to random
children or pairs of children. Each comes to the front and Noughts and crosses *
places the flashcard or wordcard in the correct category. • Draw a noughts and crosses grid with three columns
Ask the class to watch and move any they think are in across and three rows down on the board. Make the
the wrong place. Read them aloud as a class to check. squares big enough to fit a flashcard. Choose nine
To extend the activity, hand out the flashcards, but ask flashcards of words you want to review and attach them
children to write the corresponding word in the correct face down, one in each of the squares. Number each
category. square or give each square a letter of the alphabet to
Cross the river make it easier for the children to choose a square. Divide
the children into two teams noughts (O) and crosses (X).
• Place flashcards spaced out on the floor in a winding The teams take it in turns to choose one of the squares.
pattern. Tell the children that each flashcard represents a
Turn over the flashcard and see if the team can say what’s
stepping stone along the river. The children must say the
on the flashcard. If they can, they win the square and write
word on the flashcard in order to step over it and move
a O or a X depending on which team were playing. The
forward along the river!
winning team is the one that gets three in a row.
Ideas bank 141

Slow reveal Snap! *
• Hold a piece of A4 paper over a flashcard or a wordcard • Divide the class into two teams. One team has flashcards
so it is completely hidden from the class. Slowly move the and the other has wordcards. Each team deals a card.
paper, revealing the card. Children shout out guesses until If they match, they say Snap! You can turn this into a
one guesses correctly. The child, or their team, are the competition by saying that the first team to say Snap! gets
winner. a point.
Over-under Musical cards

• Line up the children in two teams. Give the two children • Place the flashcards or wordcards around the classroom
at the front a flashcard each. When you say Go!, the child and play some music. Tell the children to walk around the
in front says the word and passes the flashcard over his / room. When you stop the music and name a card, they
her head to the child behind. The next child says the word must go to the card you named.
and passes the card under his / her legs, the next child
over, then under, etc. The last child in the line races to the Find your partner
front, gives you the flashcard and says the word. The first • Hand out a set of flashcards and wordcards to individuals
team to do so gets a point. or pairs of children. Ask the children to go around the
classroom looking for the child or pair that has the
Question chain corresponding wordcard or flashcard.
• Sit the children in a circle. Choose a lexical set, e.g. animals
/ food / school words. Start by showing the children a Bend down, stand up
flashcard and asking the child on your right a question • Choose eight children to come out to the front and stand
about the flashcard, e.g. Do you like cheese / seals / Maths? them in a line facing the board. Place a flashcard above
That child must answer the question and ask the next each child’s head. Say Bend down! Stand up! encouraging
child the same question. Go round the circle, then change the children to bend down and then stand up quickly. Say
the flashcard and the question. Can you see my … ? and the child in front of that flashcard
must bend down and stand up very quickly. Repeat,
Roll the dice saying the words in a random order. Play with another
• Split the class into two to four teams. Show a flashcard of eight children. You could challenge the children face away
one of the words you are covering to a child in one of the from the cards as they listen and bend down, stand up.
groups. If the child can say the word, they throw a dice.
If they throw a 1 they get 10 points, 2 = 20 points, 3 = 30 Great!
points, and so on up to 60 points. If the child needs help • Play as above, but say Great! instead of Bend down, stand
from their group, the group just gets 5 points. Repeat the up. Show the eight what to do, encouraging them to hold
procedure, showing another flashcard to a child from a both hands in the air and do a ‘thumbs up’ with both.
different group and so on.
High five *
TV quiz show • Choose a flashcard from a set and hold it to your chest.
• Tell the children that in this game they have to say as Say I’ve got a … but don’t name the item. Children guess
many words as they can in one minute. Choose a topic, by saying or acting out the possible word. When a child
e.g. food (Unit 3). Ask for two or three volunteers. One of guesses correctly, give them a ‘high-five’ and that child
them stays in the room and the others go outside and comes out to be teacher. Play again.
stand just outside the door where they cannot hear what
is going on inside the classroom. Ask a child to be the Listen and find
timekeeper. The child in the classroom must say as many • Place flashcards on the walls around the room or on the
words as possible for types of food. The rest of the class floor. Call out a word for the children to point to, or walk to
counts aloud how many words the child says, and you and touch. Ask confident children to take turns being the
make a list. If the child repeats a word, they are out. Then teacher and calling out words for their classmates.
one by one, the other volunteers come into the room and
name foods in the same way. The winner is the child who Stop! *
says the most words in a minute. • Select a set of flashcards or wordcards. Tell the children
to look out for a particular word. When they see it they
Sticky note reveal should shout Stop! Flick through the cards until they stop
• Completely cover a flashcard or a wordcard with a you at the correct word.
number of sticky notes. Children ask questions to guess
what it is. If you answer Yes, take off a sticky note. If you Flashing a card *
answer No, then leave it as is. The child or team who • Hold a flashcard or wordcard facing you so that the
guesses what it is, is the winner. children can’t see it. Turn the card quickly so the children
see it for a second. The first person to tell you what was on
it is the winner.
142 Ideas bank

Yes or No * Lightning flashcards
• Hold up a flashcard or wordcard so everyone can see it. • Divide the class into two teams. Ask one child from each
Either correctly or incorrectly name what is on the card. team to stand up with their backs to you. Choose a
The children must say Yes or No depending on whether flashcard and show the class. Count back, 3, 2, 1! The two
you gave the correct or incorrect name. children turn around and the first child to say what they
see wins their group a point.
Hidden pictures
• Hide a set of flashcards around the class. Hand out the Settling games
corresponding wordcards to groups or pairs of children.
They must find the corresponding flashcard. When they Hello
find the matching pair, they say the word. • Say Hello, I’m (your name), then throw or roll a soft ball
to a child. The child introduces themselves in the same
Opposites way, then passes the ball to another child. Continue until
• Say a word in a sentence, e.g. It’s an old bike. The children everyone has had a turn. You can also play this game with
must repeat the sentence, but this time they say the numbers or the numbers flashcards. They must say their
opposite, e.g. It’s a new bike. age or how tall they are instead of their own name.
Actions games Let’s count

• Use this activity when you want to draw children’s
Traffic lights attention back to you. Say a number. The children count
• You will need enough space in the classroom for the up to that number and then turn to the person next to
children to move around. Divide the class into groups, them and say Hello!
for example, different types of toys or animals. Use a red
and green flashcard, or pieces of coloured paper, and Match it
explain that when you hold up a green flashcard and say • Place a set of flashcards on the board as the children say
Go! the children must move around. When you hold up a the words. Hand out the wordcards to random children, or
red flashcard and say Stop! they must stop. Give different pairs of children, and ask them to come to the front of the
instructions for different groups, e.g. Gorillas go! Hippos, class, placing the wordcard next to the correct flashcard.
stop! Play the other way round and place the wordcards on the
board and match the flashcards to them.
Traffic lights with wordcards or flashcards
• As above, but when you say Go! the children move Missing letters
towards the wordcard or flashcard that corresponds with • Write a word from the vocabulary set on the board,
what they are pretending to be. replacing some of the letters with dashes. Ask the class
if anyone can remember the word. If so, invite them to
Please! come to the board and complete the word using the
• Explain to the children that you are going to give them correct letters. Repeat with another words form the
some instructions, but they must only do what you say vocabulary set.
if you say please. For example, say Stand up! The children
should not stand up. Then say Stand up, please! The Racing lists
children must stand up. Once the children are confident • Choose six topics you want to revise from Level 3 or from
with the game they can take turns giving orders. other levels, e.g. animals, school, food, colours, clothes,
toys. Write the topics on the board and number them
Simon says from 1 to 6. Put the children into pairs. Roll a dice and
• As above, but the children only copy the action when tell them the number. They have two or three minutes to
you say Simon Says. For example, say Simon says run. The write a list of words from the topic that corresponds to the
children run. Say Simon says jump. The children jump. Say number you rolled on the dice. Once they have finished,
Sit down. The children should not sit down. tell the children to check their lists for any spelling
mistakes and count the number of words in their list. The
I spy pair with the most words writes their list on the board and
• Put flashcards around the classroom. Say to the children, the others tick them off their list. Ask the class if they have
e.g. I spy with my little eye something … blue! They must any more words that were not in this pair’s list.
guess which flashcard you are referring to and walk
towards it. Reveal the correct word and play again. Word chains
• Put children into small groups of three or four. Write a
Flashcard sequence starter word on the board, e.g. Maths. Teams take turns to
• Hand out the flashcards (either one unit or a mixture of add a word to the beginning or end of the word, either
units) to various children. Call out a sequence and ask ending with the ‘m’ or starting with a ‘s’ from Maths,
the children to stand in the correct order. The children e.g. ‘farm’, and ‘sporty’. They can call it out or come to the
not holding flashcards can direct the other children. front and write it up. Underline each word as you do so
Alternatively, play the game with wordcards. they are easier to read and recall. How long can they make
the word chain?
Ideas bank 143

Memory games Secret word
• Give each child a small piece of paper. They choose a
Kim’s game * word in secret and write it down on their paper. Choose a
• Display a set of flashcards, or wordcards on the board. Ask child to come to the front of the class and the remaining
the children to close their eyes. Remove one card. When children try to guess which word they wrote down. At
the children open their eyes again, ask them to guess the end, the child shows their piece of paper with the
which card isn’t there. Place it back on the board. secret word.
What’s missing? * What’s next?
• As Kim’s game, but do not replace the card when the • Select three flashcards which create a series, for example
children have guessed it, so the cards are slowly removed numbers, food or animals and what they can do. Place
from the board. two of the cards on the board and ask the class What’s
next? The first child to guess correctly is the winner.
Board pelmanism *
• Mix up the flashcards and wordcards. Spread them Silent words
face down on the board or floor. Take turns to pick up • Choose a flashcard or wordcard in secret, making sure
two cards. If they are the same, keep them face up and the class can’t see. Mouth a word to the children in a very
children say the word. If they are different, place them face exaggerated way, without saying the word out loud. Use
down again. Continue until all the pairs are found. gestures to help if necessary. Once the children have
guessed the word correctly, reveal the card.
Teacher’s mistake
• Show the children a flashcard and say a sentence Feely bag
incorrectly. The children correct you as a class. Play as a • Place items in a bag, e.g. toy animals or classroom objects.
class or divide the class into teams. As an alternative, you Ask the children to take turns to feel in the bag and guess
could try this game with the wordcards to encourage what it is. Ask What is it?
children’s reading skills and develop their listening skills.
Describe it
Memory chain • Describe an item without saying what it is. The children
• One child says a word in a sentence, e.g. I’ve got a train set. must listen and identify the item. If it is an item they are
The next child repeats that word and adds another e.g. I’ve likely to have, e.g. curly hair, glasses, they can stand up as
got a train set and a scooter. Use flashcards on the board to they say it.
help the children remember the chain.
Air drawing
Guessing games • Trace the shape of an object in the air with your finger.
The children must guess what it is.
Jumbled letter game
• Write the unit vocabulary on the board but in jumbled Line by line
form. Write a number next to each word. Put children into • Draw an object one line at a time. Ask the class to guess
pairs or threes. Ask them to read the jumbled letters and what it is after each line. The first child to guess is the
work out which words they are. Tell them the topic you winner.
are reviewing to provide support. Groups then come to
the front and write one of the words next to the jumbled Word shapes
letters on the board, or call out answers from their desks. • Draw the outline of a word on the board to clearly show
the general shape the letters of the word make, without
Whispers actually drawing the letters. Ask the class to guess what
• Sit the children in two lines facing the board. Put a set the word is. The class may shout out letters they think are
of flashcards or wordcards on the board. Whisper either in the word to help them.
a word or a short sentence to the children at the back
of each line. They must whisper it to the child in front of Sharkman
them until it reaches the front child. They stand up and • Choose a word for the children to spell and draw the
touch the correct flashcard and say the word. Did they correct number of lines for each letter. Draw a five-step
hear the correct word? staircase toward a wobbly line sea. Draw a triangle in it to
represent a shark fin. Draw a stickman at the top of the
Mime it stairs. The children call out letters to guess the word. If it
• Explain to the children that you are going to mime is correct, write it in the correct place. If it is not, write the
something – an action / activity / animal, a feeling or a letter on the side of the board and move the stickman
state – and they must guess what it is. Mime first for the down one step towards the shark. They must try to guess
class, then ask confident children to mime for the class, before they fall in the sea!
or play the game in small groups. The first child to guess
correctly is the winner. The washing line game
• Play this game with any vocabulary set you want to revise.
Draw a simple washing line on the board. Show the
children the flashcards and elicit the words. Shuffle the
144 Ideas bank

flashcards, stick them face down on the washing line and words. When the children hear their word, they cross it
number each one from 1 to 8. The children take it in turns out. The first child to cross out all nine words shouts Bingo!
to guess what each card is, saying a number and a word.
Dictadraw
Guess • Draw two or three pictures before class, for example a boy
• One child in a pair, small group or at the front of the with glasses and long curly hair and particular clothes.
class secretly chooses an animal. The other children ask Describe the image to the class. The children listen and
questions to guess which animal they have chosen. Are draw what they hear. Is their picture the same as the
they big? Yes, they are. Are the brown? No, they aren’t. The first original picture?
group or child to guess wins a point.
Word race
Games using audio • Divide the class into teams. Show teams a flashcard and
say Go! One child from each team races to the board and
Missing words writes the word. The first child to get to the board and
• Sing a verse of a song or chant the children know well, correctly write the word wins a point for their team.
but leave a key word out. The children try to remember
the missing word. You can also play this game with Describe and draw
vocabulary, story or song animation and mute the sound • Put children into pairs. They draw a picture of something
at appropriate points, asking the children to tell you the you’d like them to draw, e.g. a giant, focusing on its
missing word. appearance, e.g. long hair, big ears, blue eyes. They then
describe their picture to their partner who listens and
Join the song draws what they hear. They compare their pictures when
• Divide the class into groups and choose a song. Give each finished to check that they are the same.
group a section of the song to remember. Play the song.
When a group hears their part, they should join in and Word searches
stand up. Continue until everyone is singing and standing. • The children create word searches with known words
for another child to do. Tell them to choose eight words,
Musical chairs say the ones from a unit. Give the children a grid for the
• Sit each child on a chair in a circle or line. Play one of the children to write the words across and down. They then fill
songs. The children walk around the chairs whilst the in the other squares in the grid with other letters.
music is playing. Remove one of the chairs. Pause the
music. The children should find a chair to sit on. The child Poster activities
who doesn’t find a seat is out. Repeat the game until there
is only one chair and one child left. He / She is the winner! Festivals
• Make flashcards or wordcards for the festivals vocabulary
Pass the parcel (Peace Day, Christmas and St Patrick’s Day) or other
• Before the lesson, wrap all the flashcards (or objects) in festivals throughout the year, e.g. Carnival. Use these
layers of paper – one layer for each card. Sit the children in in the flashcard and wordcard pockets on the poster,
a circle. Explain that you will play a song. When you pause eliciting e.g. It’s Christmas at the beginning of the lesson.
the music, the child holding the parcel can take one sheet
of paper off. He / She says the flashcard or object word Getting it wrong
to the class. Continue to play until all the flashcards or • Once the children know the days of the week and the
objects have been unwrapped. weather well, put the wrong cards in the poster, e.g. put
Thursday in the day pocket when it isn't Thursday and the
Musical statues rainy wordcard and flashcard in the weather pocket when
• Ask the children to stand up in the middle of the class. it isn't raining. Elicit the correct day or weather from the
Explain that you will play a song and they should dance. class, e.g. Today is Monday! It’s sunny!
When you pause the music, they should stand as still as a
statue. Any children caught moving are out. Repeat until Choose an activity
you have one child left who is the winner! • To give the children an element of choice at the
beginning or end of the lesson, or as a reward for good
Intros round behaviour or an impressive piece of work, allow a child to
• Play the first few bars of a song the children are familiar choose an activity. Use the classroom activity cards and let
with and they must guess which song it is. They can that child put one up on the poster, e.g. if they would like
continue singing it. Play the song and check. to sing a song they can say Song! and then specify which
song they would like to sing from the ones they know.
Pencil games
What we did today
Bingo! • The classroom activity cards can be used at the end of a
• Children each draw a 3 x 3 grid of nine squares. They class to recap what the children have done that day. Either
write one word in each square connected with the unit say or elicit the class activities, e.g. Today we did a cross-
vocabulary you want to review. Call out more than nine curricular activity. Then we listened to the story. Then we did
Ideas bank 145

a Class Book activity. Put the corresponding classroom letter is the correct way around. The children guess which
activity cards in the poster as you do so. letter it is and say the sound.
Animation and film activities Blending circle

• Sit the children in a circle. Give the first child a wordcard
Flashcard story guess or a flashcard. The child says the first sound of the word,
• Ask the children to guess which characters and which e.g. r. The second child must add the next sound, e.g. r-e.
items of vocabulary are in the story animation. Put their The last child completes the word, e.g. r-e-d, red! Repeat
ideas on the board, or stick the corresponding flashcards with more words.
or wordcards on the board. Then watch the story together
and see if they were correct. Post boxes
• Write initial sounds on the font of three or four A4
Remember the film envelopes, e.g. t, p, s and n. Hand out a wordcard and
• After the film or animation, put a selection of flashcards a flashcard to pairs of children. They walk around the
or wordcards on the board. Ask the children to remember room and post the flashcards into the correct envelope
which of these items or characters were in the film. Make according to the sound the words start with. Once
a note of their answers then watch the film again to check finished, open the envelopes and show the cards. Say the
their ideas. words as a class. Are they all correct? To extend this activity,
write phonemes on the envelopes, e.g. /ə/ or /i:/.
Who is it?
• Say a line from the story. The children must try to Make a rhyme
remember who said it and say the character’s name. • Write an initial sound on the board, e.g. b. Ask the class to
Check the answers by watching the film. call out words that start with the sound, e.g. bear, big, ball,
bounce. Make a rhyme with the words as a class, e.g. The
What happens next? bear bounces the big ball!
• Play a film to your class, pausing it occasionally. Ask the
children to guess what happens next, or what word Quick class surveys
comes next. • To find out what children think or to gather their
responses when time is limited, e.g. Tom’s question or
Spot it! predicting the order items are heard in an audio, do a
• Divide the class into groups. Give each group a flashcard quick class survey. Ask the question and ask the children
of an item that is in the film. Tell them to stand up with to put up their hands. Count and make a record of the
the flashcard when they see it in the film. responses and come back to the same question another
time to review the language.
Pronunciation games
Poster activities
I hear with my little ear
• Display objects or flashcards. Then say I hear with my little Alphabet poster
ear, something beginning with ‘p’. The children must guess • Put up the poster on the board and say the letters in the
which flashcard or object you are referring to. alphabet. Say them first without the children repeating
them, then again encouraging the children to join in.
First sounds Once you have done this a number of times, explain to
• Say an initial sound, e.g. s. The children say words that start the children that they are going to make a set of alphabet
with that sound. flashcards. Hand out photocopies of the letter outlines
in the Classroom Resource Pack (CRP) for each child to
What’s the word? colour. Encourage the children to think of a word that
• Hand out wordcards to the children. Put the starts with that letter and for them to draw the picture of
corresponding flashcards in a pile at the front of the that word on the flashcard. Mini cards of the alphabet are
class. Choose one flashcard in secret and write the initial also available in the CRP.
letter on the board, but without saying what the word is.
Anyone whose wordcard starts with the same letter calls Vocabulary brainstorm
out his or her word. Write the second letter. Continue • Point to the Alphabet poster and elicit the alphabet with
until it is clear which word you are writing. Get the class to the children. Divide the class into teams, then point to one
say the word and the child with the matching wordcard of the letters on the poster. Choose a letter the children
comes to the front of the class. know a number of words for, e.g. ‘s’. Point to that letter and
encourage the children to repeat it three times. Then tell
Silent sounds behind you the teams they must think of all the words they know that
• Draw a letter on a child’s back with your finger. They guess start with that letter and write them down. Ask how many
which letter it is and say the sound. Put the children into words they have got. The team with the most words reads
pairs to play. theirs out and you write them on the board. Add any
extra words from the other teams to the list on the board.
Air writing Finally, ask the children to check the spellings of words in
• Trace the shape of a letter in the air with your finger. Make their lists against the words you wrote on the board.
sure you’re standing the same way as the class so the
146 Ideas bank

I’m thinking of a letter
• Point to the Alphabet poster and say I’m thinking of a
letter … When a child guesses the correct one, ask them
to come to the front and choose a letter and tell you.
They then copy what you did, saying, I’m thinking of a
letter … and elicit letters until someone else guesses the
correct one.
I’m thinking of a number

• Play as above, but using the Numbers poster, e.g. I’m
thinking of a number …
I’m thinking of a word

• Think of a word the children know. It may be one you are
working on or a word you want to review. Point to the
Alphabet poster and say, I’m thinking of a word. It starts
with ‘p’. Elicit words until one of the children guesses the
correct one. Then ask this child to come to the front and
choose a word and tell you. They then copy what you
did, saying I’m thinking of a word. It starts with … and elicit
words until someone else guesses the correct one.
Ideas bank 147

Flashcards
Starter Unit (set 1) Unit 2 (set 1) Unit 4 (set 2) Festivals
dangerous Art jump high (Mini flashcards in
friendly English play catch Teacher's Resource
funny History play the drums Material only)
furry lunch play the guitar Peace Day
intelligent Maths play the piano friendship bracelet
lively Music skateboard hug
quiet PE olive branch
Unit 5 (set 1)
sporty Science peace ribbon
beard
Starter Unit (set 2) Unit 2 (set 2) curly (wig) peace rock
Tom bell (big) ears white dove
Becky bridge (blue) eyes Christmas
Sam mountains glasses broccoli
Lizzie river long (hair) Christmas pudding
rope short (hair) gravy
Starter Unit (set 3)
village wig mince pies
badges
football kit Unit 3 (set 1) Unit 5 (set 2) peas
guinea pig cheese drop litter roast potatoes
sketch book olives pick up litter roast turkey
onions plant trees sprouts
Starter Unit (set 4)
peppers save water St Patrick’s Day
twenty
pineapple step on trees Ireland
thirty
sweetcorn waste water the Irish flag
forty
tomatoes leprechaun
fifty Unit 6 (set 1)
tuna March 17th
sixty bus stop
seventy Unit 3 (set 2) café pot of gold
eighty chicken cinema rainbow
ninety ketchup library shamrocks
a / one hundred lettuce park
mayonnaise police station
Unit 1 (set 1)
sandwiches shops
dolphin
spinach sports centre
gorilla
hippo Unit 4 (set 1) Unit 6 (set 2)
panda fly a kite baseball cap
seal have a picnic bone
tiger listen to music footprints
tortoise play computer games magnifying glass
whale read comics phone
ride a bike scarf
Unit 1 (set 2)
swap cards
drink
talk to friends
eat
fight
play
sleep
walk
148 Flashcards
Wordlist
Words in bold highlight main course vocabulary. The number or letters after each word denotes
the unit in which it is first encountered.
accident (4) favourite (SU) left (6) plan (6)

add (3) fifty (SU) leprechaun (F) plant trees (5)
Art (2) fight (1) lettuce (3) plastic (5)
find (5) library (6) play catch (4)
baby (6) fly a kite (4) lines (1) play computer games (4)
badges (SU) football kit (SU) listen to music (4) play the drums (4)
baseball cap (6) footprints (6) live (1) play the guitar (4)
beard (5) forests (1) lively (SU) play the piano (4)
bell (2) forty (SU) lollipop lady (2) play (1)
bike shed (2) friendly (SU) long (5) poem (4)
bone (6) friendship bracelet (F) look after police station (6)
boring (1) fruit (1) lunch (2) pot of gold (F)
break time (2) funny (SU) pudding (F)
bridge (2) furry (SU) magnifying glass (6) put (3)
broccoli (F) fussy (3) map (6)
bus stop (6) March 17th (F) quiet (1)
give (2) Maths (2)
café (6) glass (6) mayonnaise (3) rainbow (F)
camera (crew)(2) glasses (5) mince pies (F) read comics (4)
cardboard (6) gorilla (1) mountains (2) recycle (6)
careful (6) grams (3) Music (2) reflective vest (2)
careless (6) gravy (F) reuse (6)
carnival (F) grid reference (6) ninety (SU) ride a bike (4)
cheese (3) guinea pig (SU) north (6) right (6)
chicken (3) nuts (1) river (2)
Christmas (F) half (3) roast potatoes (F)
Christmas pudding (F) have a picnic (4) oceans (1) roast turkey (F)
cinema (6) headphones olive branch (F) rope (2)
compass (6) helmet (2) olives (3) rub out (1)
curly (5) hippo (1) onions (3) rubbish (1)
History (2) oval (1)
dangerous (SU) home time sandwiches (3)
determined (4) hospital (RU) panda (1) savannahs (1)
detectives (6) hug (F) paper (RU) save water (5)
dolphin (1) hundred (SU) park (6) scarf (6)
download hurt (4) PE (2) Science (2)
draw (1) Peace Day (F) Scotland (1)
drink (1) intelligent (SU) peace ribbon (F) seal (1)
drop litter (5) Ireland (F) peace rock (F) search the internet (4)
Irish flag (F) peas (3) seventy (SU)
ears (5) peppers (3) shamrocks (F)
east (6) jump high (4) perform (R) shape (1)
eat (1) phone (6) shoes (5)
eighty (SU) ketchup (3) pick up litter (5) shops (6)
English (2) key (6) pineapple (3) short (5)
eyes (5)
Wordlist 149
show (6)
sixty (SU)
skateboard (4)
sketch book (1)
sleep (1)
south (6)
spinach (3)
spines (1)
sports centre (6)
sporty (SU)
sprouts (F)
St Patrick’s Day (F)
step on trees (5)
swap cards (4)
sweetcorn (3)
swipe (4)
symbol (6)
tablespoon (3)
talk to friends (4)
tall (SU))
teaspoon (3)
teddy (6)
television (2)
thirty (SU)
tiger (1)
tin cans (5)
tomatoes (3)
tortoise (1)
touchscreen (4)
tourist (6)
traffic (2)
training (football) (4)
trifle (3)
tuna (3)
twenty (SU)
typical (3)
vet (4)
village (2)
walk (1)
waste water (5)
west (6)
whale (1)
white dove (F)
wig (5)
window (5)
wizard (5)
yum! (3)
zebra crossing (2)
150 Wordlist
Letter to parents
Dear parents and carers,
This year your child will be learning English using Learn with Us 3, where he or she will be able to
delve into the life of our main character, Tom, with his family, his school friends Becky and Sam and
his guinea pig, Elvis!
We follow Tom visiting a photo exhibition, at school and making pizza with his family. We see him
playing in the park, acting in a school play and cycling to town. Following a real child’s life creates a
motivating and meaningful context for learning essential words, structures and skills in English.
Learn with Us 3 offers stories and interesting real-life culture films and charming animated stories,
introduced by Tom, which will enrich your child’s learning and his or her understanding of British
culture, values and citizenship, and the wider world. Learn with Us 3 also provides a wealth of extra
material such as videos, chants, songs, cut-outs, projects and interactive games.
Learn with Us 3 has a strong focus on developing your child’s communication skills and confidence
in speaking English through frequent collaborative speaking activities. Children are regularly
encouraged to give their opinion in English and and nine projects over the year give them lots of
opportunities to use English in a personalized and meaningful way. Literacy skills continue to be
developed through fun unit and revision stories and other interesting reading texts, for example,
in the Culture pages. Get involved by reading or watching them together. Encourage your child to
tell you about his or her learning and compare similarities and differences in culture.
Learn with Us 3 recognizes that your support and encouragement are important to your child’s
success and provides plenty of ways for you to join in actively with your child’s learning, even if you
don’t speak English.
Encourage your child to sing you the songs and chants he or she learns in class, ask him or her
to tell you about the children they have met in Learn with Us 3 in the real-life and animated films
and stories, and share his or her experiences. Try to look at his or her work regularly and ask about
favourite activities in each unit. Always give lots of praise for your child’s efforts. Encourage your
child to look back at his or her work and see what has been done well, what he or she is proud of
and also what can be improved.
Please do not hesitate to ask me anything about your child’s progress this year.
Welcome to Learn with Us!
Yours sincerely,
English teacher
PHOTOCOPIABLE © Oxford University Press Letter to Parents 151

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H ER’S GU

isbn: 978 0 19 490880 1 Teacher’s Guide

© Copyright Oxford University Press

Components overview 10 3 I like cooking 82

Concept and characters 12 4 I love the weekend 93

Introduction to Learn with Us 13 R Review 2 104

Learning with Learn with Us 14 5 My school play 106

All about accessibility 20 6 I’m on a bike ride 117

Classroom language 25 R Review 3 128

Tour of unit and How to section 26 F Festivals 130

Further resources 49 Classroom Presentation Tool

Letter to parents 151

Words Grammar Pronunciation

Core Present simple: I’m / He’s / She’s

All about quiet, sporty

Core Present simple: What time is (Maths)? Sound:

day river, rope, village walk.

Core any / some: What have you got on Sound:

Core Present simple: Do you (read Sound:

Core Present simple: Has he / she got Sound:

Core Present simple (singular / plural): Sound:

bike ride footprints, magnifying glass, Yes, there are.

Class Book Online Practice

• a clear syllabus summary showing the language learnt in

All about Tom’s family and friends

Tom Dad Mum

In Learn with Us 3, children follow the real-life experiences of

12 Concept and characters

Introduction to Learn with Us 13

14 Learning with Learn with Us

Learning with Learn with Us 15

16 Learning with Learn with Us

Learning with Learn with Us 17

18 Learning with Learn with Us

Learning with Learn with Us 19

Social and civic competence

competence in all the activities in Learn with Us.

listening and speaking. in science and technology

Digital competence use this competence whenever they employ digital

Sense of initiative and Sense of initiative and entrepreneurship

Digital competence Mathematical c

Mathematical competence and basic Mathematical competence and basic competences

competences in science and technology

This is the ability to apply mathematical, scientific and

problems. The children practise this competence when they

20 All about accessibility

All about accessibility 21

22 All about accessibility

All about accessibility 23

Mixed-ability extra ideas

24 All about accessibility

Core vocabulary is CPT Class Book

Flashcards are found as printed cards in the

Answer keys are included

Activity 2 provides Completing the Picture Dictionary builds

How to teach Lesson 1

Optional CPT ➜ Class Book ➜ CPT ➜ Activity Book Optional

Objectives Teaching tip

CPT Class Book

Activity 3 provides an alternative to the

The animated song reviews

Singing the song and doing

How to teach Lesson 2

Components overview 10 3 I like cooking 82

Concept and characters 12 4 I love the weekend 93

Introduction to Learn with Us 13 R Review 2 104

Learning with Learn with Us 14 5 My school play 106

All about accessibility 20 6 I’m on a bike ride 117

Classroom language 25 R Review 3 128

Tour of unit and How to section 26 F Festivals 130

Further resources 49 Classroom Presentation Tool

Letter to parents 151