Ana María Barragán • Paola Danesi

Teacher’s Book

Contents
Hop into English – welcome to a fun ride! 2
Unit 2 30

Components overview 2
Integration 1 39

Pupil’s Book and Activity Book Unit 3 42

unit walkthrough 3 Unit 4 52
Teacher’s Book unit walkthrough 7 Integration 2 61
Planificación anual 9 Unit 5 64
Teaching notes: Unit 6 74
Hello! 14 Integration 3 83
Unit 1 20 Diamond Quest Game 86
Hop into English – welcome to a fun ride!
Hop into English is a six-level series for primary Teacher’s Resource Centre
level that accompanies pupils through the different
The Teacher’s Resource Centre contains the digital
stages of their learning process. The series grows
version of the Teacher’s Book and downloadable
together with children, both in its look and in the
audio files. It also offers extra resources such as
type of activities each level proposes.
the photocopiable activities suggested as extra
activities in the Teacher’s Book, worksheets, unit
tests, mid-course and end-of-course tests, cards
Components overview templates and other resources. From the home
page, both pupils and teachers can also access the
Pupil’s Book and Activity Book Build Your Own Story tool (an online tool that allows
The Pupil’s Book consists of: pupils to create their own comic strips with the
• a Hello! Unit, which revises/presents basic characters of the series).
language such as numbers, colours and greetings, To access the Teacher’s Resource Centre, go to
as well as the main characters; www.macmillan.com.ar/hopintoenglish and register
• six core units; using the free code on the inside front cover of the
• three ‘Integration’ sections (one every two units); Teacher’s Book.
• a final game, called ‘Diamond Quest’ game;
• a ‘Mini-dictionary’ with a pictorial reference of all
the new vocabulary presented in each unit.
The Activity Book is integrated at the back of the
book and provides extra practice for each unit. The
book also includes a set of cut-outs to be used in
the ‘Make and play’ activities proposed in Lesson 6
of each unit.

Teacher’s Pack
The Teacher’s Pack consists of the Teacher’s Book
and the Audio CD with all key dialogues, stories and
songs from the Pupil’s Book and Activity Book.

Digital Pupil’s Book

Both the Pupil’s Book and the Teacher’s Book
bring a free access code for the Digital Pupil’s
Book – an enriched pdf version with embedded
audio, animations of all the stories and cross-
references to the Activity Book. For information
on how to access and download the Digital Pupil’s
Book, visit digital.macmillan.com.ar.

2
Pupil’s Book and Activity Book unit walkthrough

Vocabulary is presented in Lessons 1 and 3 through a scene that contextualizes

the topic of the unit and usually features the main characters.

The vocabulary presentation in Lesson 1 is followed by a song. Through this song

pupils repeat and internalize in an entertaining way the sounds of the new words
and the language structures to be covered in the unit.

The main language point of the unit is

presented in a dialogue between the main
characters. This situation provides context
for the presentation and the language
point is then systematized in the ‘Hop into
Grammar’ box.
Follow-up activities, including listening and
speaking, reinforce the language being
taught and recycle already known language,
when possible.

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 The ‘Let’s read!’ section provides varied text-types that integrate the
language taught in the unit in a new context. These texts also expand
the vocabulary of the unit and are followed by activities that help pupils
develop their reading comprehension skills.

The ‘Think!’
questions help
pupils develop
their thinking
and social skills.

The ‘Your turn!’ section consolidates the language taught in the unit and at the
same time gives pupils the chance to train their speaking and writing skills:
• the ‘Make and play’ activities provide further game-type language practice by
using the cut-outs at the back of the book, and engage pupils in meaningful
communicative situations.
• the ‘Read. Then draw and write’ activities provide a model text that pupils can
then complete with their own information. In this way, they start developing
their writing skills slowly and gently.

4
 All the episodes are animated
and available both on the
Digital Pupil’s Book and at the
Teacher’s Resource Centre.

In Levels 1 & 2, the ‘Diamond Quest’ section

includes episodes of an adventure comic strip
featuring two new characters – Casey and
Ronnie. This comic strip, together with the
activities in ‘Diamond Quest fun’, consolidate
the language learnt in the unit in a fun way.

5
 The ‘Integration’ sections consolidate in a new
context the language taught in the previous two
units.

The ‘Diamond Quest Game’ integrates

the language learnt throughout the
whole book. See page 87 for instructions
on how to play
the game. A ‘Mini-dictionary’ at the end of the
book serves as pictorial reference of
all the new words in each unit.

6
 The Activity Book section provides further practice of the
language taught in the unit through varied activity-types..

The ‘Let’s revise!’ section functions as a progress check and also gradually
introduces pupils to the use of self-assessment tools.

7
Teacher’s Book unit walkthrough
Each lesson starts with a quick summary of the new language (vocabulary
and grammar), the functions and the values dealt with.
NI
T • Have pictures ready to put up on display and
U
2 Animal watch
Lesson 1
Vocabulary: Revision: football, basketball,
skateboard, helmet, bike. New: parrot, monkey,
elephant, frog, snake, fish, tiger, zebra, tree.
Functions: Identifying animals. Asking where an
animal is.
Lesson starters
• Sing the ‘Hello’ song.
Let’s have fun!
Memory game: Place several pictures on the board.
All the pictures show elements from Unit 1: football,
bike, helmet, basketball. Pupils watch the pictures
for some time. Cover them. Pupils memorize all
the items on the board. In pairs, they act out short
dialogues, eg: Is it a helmet? (Yes, it is./No, it isn’t.)
Scrambled letters: Write some words with their
letters scrambled on the board. In pairs or groups
of 3, pupils make up the words. The first pair or
group to write all the words correctly is the winner.
If you wish, with more advanced groups, make them
generate sentences using the words discovered.
1 14
• Have pupils open their books at page 18. Tell
them to look at the animals in Activity 1 and
identify the ones they know.
30
Each unit includes suggestions of extra photocopiable activities at
the Teacher’s Resource Centre and games to carry out throughout the
unit, as well as useful teaching tips to make the most of your lessons.
? Lesson 6
• Ask pupils why they think animals hide.
• In L1 pupils discuss the question in groups and
then report to the class.
tip Critical thinking skills are essential in life:
they help us analyze information, evaluate
elements, make decisions, solve problems at work,
school, home etc. Lessons should include tasks
that engage pupils into critical thinking by pushing
them to think deeper about a topic, to evaluate
evidence, make judgements and draw conclusions.
Pair and group work are ideal scenarios to work
on critical thinking skills as pupils have to discuss,
listen, explain and justify their positions.
Lesson wrap-up
• Give out copies of the activity the ‘Photocopiable
activities’ section (go to the Teacher’s Resource
Centre). Pair up pupils and tell them to find five
differences. Pupils examine Picture A and B and
find the differences between them. Walk around
and monitor. If necessary, provide some help.
Then check as a whole class.
Answers: In Picture A the snake is under the tree. In Picture B
the snake is in the tree. In Picture A the lion is behind the tree. In
Picture B the lion is behind the elephant. In Picture A the parrot is
on the rock. In Picture B the parrot is on the elephant. In Picture
A the rabbit is big. In Picture B the rabbit is small. In Picture A the
monkey is on the tree. In Picture B the monkey is under the tree.
• Sing the ‘Goodbye’ song.
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introduce the ones pupils do not know. For each
animal, show the picture, mime the typical action
the animal does and imitate, if possible, the sound
usually made by the animal. Pupils imitate you.
Follow the same steps with the other animals.
• Call an animal. The class imitates the movement
and makes the sound – if applicable.
tip When teaching young learners, it is
important to use a multi-sensory approach to
introduce new vocabulary. Especially with this
area of vocabulary – animals – it is advisable
to introduce the words by showing pictures,
miming the animals’ movements and producing
the sound they make. The more channels we
use, the more connections pupils make so the
are more chances that the new vocabulary will
be memorized more easily.
• Distribute pictures of animals to different pupils.
Call out an animal. The pupils who have the
picture hold it up.
• Focus pupils’ attention on the picture in Activity
1. Call out some animals. They point to the
corresponding animals in their books.
• Play track 14 and have pupils listen and copy
the word from the box next to the corresponding
number.
d Audioscript/Answers
1 a parrot 5 a snake
2 a monkey 6 a fish
3 an elephant 7 a tiger
4 a frog 8 a zebra
• Play the track again and stop after the first animal
is mentioned. Repeat with the other animals.
• Give pupils time to check with a friend. Then,
check as a whole class.
• Play the track again for pupils to repeat what
they hear. Pay special attention to pronunciation
in this stage.
2 15
• Focus pupils’ attention to the animals on the
picture in Activity 2. Pupils identify the animals.
• Repeat the question several times, Where’s the
(parrot)? and pupils point to the corresponding
animal.
• Play track 15 and have pupils listen to the
Lesson starters
• Sing the ‘Hello’ song.
• Revise the movement chant introduced in
Lesson 4. You may divide the class into groups
and hold a chant competition.
Let’s have fun!
The same and different: Give out copies of the
activity the ‘Photocopiable activities’ section (go to
the Teacher’s Resource Centre). Pair up pupils and
invite them to colour the different animals shown.
In pairs, they then examine the pairs of animals
and discuss what they have in common and what is
different. NB: Some of the answers may be based
on pupils’ choice of colours.
Possible answers: Owls can fly. Parrots can fly. / Owls can hide
in trees. Parrots can’t hide in trees. / Owls are brown. Parrots
are blue, red and green. etc
8 AB, p81
• Have pupils identify the animals in the pictures.
• Pair up pupils and have them write sentences
Detailed notes about the
activities in the Activity
using the pictures following the example given.
• Walk around and monitor.
• Correct as a whole class.
Answers: 2 Tigers can hunt. 3 Monkeys can climb. 4 Zebras Book are included where
can run.
1
they are considered most
• Have pupils go to the ‘cut-outs section’ at back of
the book and cut out the scene and the animals.
suited.
Before, you may ask them to paste the cut-out
page on poster board.
• Ask them to identify the elements in the scene:
a tree, a house and a rock; and to identify the
animals they have: a snake, a lizard, a parrot and
a monkey.
• Pair up pupils and explain the task: each pupil
places the animals in the possible places in the
37

Planificación anual 1 textos trabajados.
NAP
Cada una de las unidades que componen la
siguiente planificación anual de Lengua Extranjera
Inglés, para el tercer año del primer ciclo de
escolaridad primaria en Argentina se caracteriza por
abarcar y reflotar cíclicamente los NAP –Núcleos de
Aprendizaje Prioritarios– previstos para el NIVEL
I de las Lenguas Extranjeras en el DOCUMENTO
del Consejo Federal de Educación aprobado por
RESOLUCIÓN CFE N° 181/12. Dado que todas
las unidades contribuyen a desarrollarlos, se
transcriben éstos a continuación.
Cada unidad de esta planificación apunta a lo siguiente:
EN RELACIÓN CON LA COMPRENSIÓN ORAL
• La aproximación a la comprensión de que un texto
oral puede abordarse aunque no se conozca el
significado de todas las palabras que lo constituyen,
y de que el sentido de un texto no depende
exclusivamente de las palabras que lo conforman.
• La comprensión de consignas orales en lengua
extranjera apoyándose en el lenguaje gestual u
otros soportes.
• La escucha de diferentes textos orales expresados
por el/la docente o provenientes de fuentes
diversas (grabaciones de audio y video, entre
otras). Esto supone:
❚❚ el inicio en la identificación de la situación
comunicativa, los interlocutores y el tema
abordado, es decir, de elementos relacionados
con el contexto de enunciación;
❚❚ la adecuación del tipo de escucha –global o
focalizada– a la tarea comunicativa a realizar,
con la ayuda del/la docente.
• La formulación de anticipaciones e hipótesis
sobre el sentido de los textos a partir de palabras
o expresiones relacionadas con el tema, del
tono de voz de quien habla, entre otras pistas
temáticas, lingüístico-discursivas, paraverbales y
no verbales.
• La escucha global de textos orales breves
ficcionales del universo infantil –historietas,
canciones, poesías, trabalenguas– con el apoyo de
material rico en imágenes y de propuestas lúdicas.
1  This plan presents several foci: you should feel free to use this plan as a springboard to make your own selection and develop your own yearly plan
according to the needs and demands in your context.
• La apreciación del ritmo y la musicalidad en los
• El inicio en la reflexión sobre algunas
características de la oralidad como, por ejemplo,
la entonación en preguntas y exclamaciones,
entre otras.
EN RELACIÓN CON LA LECTURA
• La lectura de consignas acompañadas de íconos
como referencia principal.
• La formulación de anticipaciones e hipótesis en
relación con el sentido del texto y el paratexto,
antes y durante el proceso de lectura, a partir de
ilustraciones, títulos y otras pistas temáticas y
lingüístico-discursivas.
• La lectura de textos breves y simples, por ejemplo,
títulos, numeración de actividades y páginas,
carteles, listados, con ilustraciones y otros tipos
de apoyo visual.
• La aproximación a la lectura como posibilidad de
disfrutar, emocionarse, conocer otros mundos
posibles y reflexionar sobre el propio, y como
recurso para buscar información o realizar una
tarea.
• El inicio en la reflexión sobre algunas características
de los géneros discursivos trabajados.
EN RELACIÓN CON LA PRODUCCIÓN ORAL
• La participación asidua en intercambios propios del
contexto escolar (saludar, pedir permiso, entre otros).
• La producción de textos orales (interacciones
espontáneas y pautadas, diálogos breves).
• La reproducción de rimas, canciones,
trabalenguas, poesías, entre otros.
• La participación en dramatizaciones, juegos y otras
instancias lúdicas que impliquen interacción oral.
EN RELACIÓN CON LA ESCRITURA
• La escritura gradual y progresiva de textos breves,
en soporte físico (carteles, afiches, epígrafes para
una foto o ilustración, diccionarios ilustrados,
entre otros). Esto supone:
❚❚ la frecuentación de ejemplos de textos que
puedan servir de modelos a partir de los cuales
trabajar la propia escritura;
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 ❚❚ la reflexión, guiada por el/la docente, sobre a crear espacios de reflexión y articulación entre
los propósitos y características de los textos la lengua que se aprende y la de escolarización,
trabajados. como, por ejemplo, fonemas propios de la lengua
extranjera que se aprende.
• La escritura por medio del dictado al/a la docente
–práctica conocida como “el docente presta la
mano”, frecuente en aulas del primer ciclo–. EN RELACIÓN CON LA REFLEXIÓN INTERCULTURAL
• El reconocimiento de la vinculación entre la
• La sensibilización hacia la presencia de diversas
lectura y la escritura como modo de favorecer el
lenguas y variedades lingüísticas que circulan en
proceso de aprender a escribir.
la comunidad.
• La socialización –dentro y fuera del aula– de los
• El inicio en la percepción de particularidades
textos escritos mediante la elaboración individual
culturales a partir del encuentro con otra(s)
y/o grupal de carteleras.
cultura(s), considerando sus formas de
organización de la vida cotidiana: la escuela, el
EN RELACIÓN CON LA REFLEXIÓN SOBRE LA juego, las celebraciones, entre otras.
LENGUA QUE SE APRENDE
• La sensibilización ante diferentes formas de
prejuicio en las relaciones interculturales para
• El inicio en la reflexión, con la ayuda del/la
poder avanzar en su superación.
docente, sobre algunos aspectos fundamentales
del funcionamiento de la lengua extranjera que • La valoración de la práctica del diálogo para
se aprende, por ejemplo: la entonación como construir conocimiento y favorecer la participación
portadora de sentidos; la relación entre ortografía y la convivencia.
y pronunciación.
• El reconocimiento de algunas similitudes y
diferencias en relación con el español, apuntando

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 QUEHACERES
Todas las unidades proponen actividades de emparejamiento, coloreado, secuenciación lógica-matemática, reconstrucción de la secuencia narrativa, identificación, recor-
tado, marcación con tilde, cruz o círculo, reporte, trazado de caligrafía, completamiento de imágenes con pegatinas, repetición coral, actividades musicales y cinestésicas.

TIEMPO AREAS DE PRÁCTICAS/USO DEL

UNIDAD EXPONENTES LINGÜÍSTICOS VARIEDAD TEXTUAL HABILIDADES SOCIALES
ESTIMADO EXPERIENCIA LENGUAJE

Hello! Entre 8 y La vida cotidiana: Presentarse. Saludos: Hello, I’m (Hassan). Imágenes. Saludar a todos.
10 horas el entorno Saludar. Presentaciones: What’s your name? My name’s (Natalie). How old Escenas.
cátedra. personal y social. Intercambiar are you? I’m (eight). Canción. Respetar turnos.
información sobre el Útiles escolares: brush, glue, marker, notebook, pen, pencil, Diálogos. Solicitar la palabra
nombre y la edad. pencil case, rubber, ruler, school bag, scissors, sharpener. Lista en orden levantando la mano.
Identificar colores. Mobiliario del aula: bin, board, clock, cupboard. alfabético – Respetar reglas de
Identificar cantidad. be: singular: It’s a (blue) marker.; plural: They are (red) markers.; diccionario juego.
Secuenciar. forma interrogativa y respuestas cortas: Is it a (pen)? Yes, it is./ ilustrado.
Identificar útiles No, it isn’t. Are they (blue)? Yes, they are./No, they aren’t. Participar en juegos
escolares. Colores: black, blue, brown, green, grey, light blue, orange, pink, de a pares.
purple, red, yellow, white.
Interacción cotidiana en Números 1–10.
el aula. Verbos de instrucción para consignas de trabajo en clase.

1 Entre 8 y La vida cotidiana Identificar juegos y Juegos y deportes: play basketball/football/hockey, ride a bike, Imágenes. Ser buenos amigos.
Time for 10 horas y actividades deportes. rollerblade, swim. Escenas.
cátedra. del tiempo libre: Describir incapacidad y Objetos relacionados con juegos y deportes: basketball, bike, Canción. Respetar turnos.
sport los juegos y los capacidad para realizar football, helmet, rolleblades, skateboard. Diálogos. Solicitar la palabra
deportes. un deporte. old, new. Cuento. levantando la mano.
Expresar y preguntar Can you help me? Can you paint it? Historieta. Respetar reglas de
El mundo sobre posesión. nice, horse, diamond. Lista en orden juego.
de fantasía: Come on! Watch out! Are you OK? alfabético –
personajes de Interacción cotidiana en can: forma afirmativa: I can (play hockey).; forma negativa: I can’t diccionario Participar en juegos
ficción. el aula. (ride a bike).; forma interrogativa y respuestas cortas: Can you ilustrado. de a pares.
(play football)? Yes, I can./No, I can’t.
Proceder acorde a las have got: forma afirmativa: I’ve got a (blue) (helmet).; forma
consignas. interrogativa y respuestas cortas: Have you got a (bike)?
Yes, I have./No, I haven’t.
Verbos de instrucción para consignas de trabajo en clase.

11
12
TIEMPO AREAS DE PRÁCTICAS/USO DEL
UNIDAD EXPONENTES LINGÜÍSTICOS VARIEDAD TEXTUAL HABILIDADES SOCIALES
ESTIMADO EXPERIENCIA LENGUAJE

2 Entre 8 y La vida cotidiana Reconocer y nombrar los Animales silvestres: elephant, fish, frog, lizard, monkey, parrot, IImágenes. Proteger a los
Animal watch 10 horas y el mundo que animales silvestres. snake, tiger, zebra. Escenas. animales.
cátedra. nos rodea: los Preguntar sobre la Preposiciones de lugar: behind, in, on, under. Canción.
animales. ubicación de animales. Acciones de movimiento: climb, crawl, fly, hunt, jump, run, swim. Diálogos. Respetar turnos.
Expresar las habilidades Adjetivos calificativos: big, long, small (de tamaño) Artículo. Solicitar la palabra
El mundo de los animales. tree, house, rock; hide, lion, polar bear, rabbit, owl, grass, snow; Historieta. levantando la mano.
de fantasía: magic, map, rock, Let’s go! Quick! Lista en orden Respetar reglas de
personajes de Interacción cotidiana en be (para preguntar sobre ubicación): Where’s the (elephant)? alfabético – juego.
ficción. el aula. It’s (behind) the (tree). Is the (monkey) (on) the (tree)? Yes, it is./ diccionario
No, it isn’t. ilustrado. Participar en juegos
Proceder acorde a las can: (Fish) can’t (fly). They can (swim). de a pares.
consignas. Verbos de instrucción para consignas de trabajo en clase.

Integration 1: At the eco-park (Unidades 1 & 2)

3 Entre 8 y La vida cotidiana: Identificar los alimentos. Alimentos: bread, cheese, fruit, meat, salad, vegetables; burgers, Imágenes. Ser amables al
Lunchtime 10 horas los alimentos. Expresar gusto o chips, chocolate/vanilla ice cream, pasta, pizza. Escenas. solicitar algo –decir
cátedra. disgusto por los wet, hungry, bananas. Canción. por favor.
El mundo de alimentos. like: forma afirmativa: I like (salad).; form negativa: I don’t like Diálogos. Dar las gracias.
fantasía: la Solicitar algún alimento. (meat).; forma interrogativa y respuestas cortas: Do you like Fábula.
personificación de (salad)? Yes, I do./No, I don’t. Historieta. Respetar turnos.
animales. Interacción cotidiana en Can I have a (burger), please? Yes. Here you are. Lista en orden Solicitar la palabra
el aula. My favourite food is… alfabético – levantando la mano.
El mundo Verbos de instrucción para consignas de trabajo en clase. diccionario Respetar reglas de
de fantasía: Proceder acorde a las ilustrado. juego.
personajes de consignas.
ficción. Participar en juegos
de a pares.

4 Entre 8 y La vida cotidiana: Reconocer y nombrar PPrendas de vestir: singular: belt, dress, hat, jacket, jumper, Imágenes. Ayudar a los amigos.
The clothes 10 horas las prendas de distintos tipos de T-shirt, skirt, scarf; plural: boots, jeans, sandals, socks, shoes, Escenas.
cátedra. vestir. prendas de vestir. trainers. Canción. Respetar turnos.
box Describir lo que una clothes box, birthday party, special clothes, pirate, dog, clown, Diálogos. Solicitar la palabra
El mundo persona lleva puesto. superhero, elf, table, paint tubes, mask. Cuento. levantando la mano.
de fantasía: I need… Guess the colour! Are you sure? Historieta. Respetar reglas de
personajes de Interacción cotidiana en Pronombres personales: He/She Lista en orden juego.
ficción. el aula. Present continuous (solo ‘wearing’): He’s wearing (a hat). alfabético –
She’s wearing (shoes). She isn’t wearing (a scarf ). I’m wearing diccionario Participar en juegos
Proceder acorde a las (white) (trainers). ilustrado. de a pares.
consignas. be (revisión): Are they (blue)? Yes, they are./No, they aren’t.
Verbos de instrucción para consignas de trabajo en clase.

Integration 2: At the picnic (Unidades 3 & 4)

 TIEMPO AREAS DE PRÁCTICAS/USO DEL
UNIDAD EXPONENTES LINGÜÍSTICOS VARIEDAD TEXTUAL HABILIDADES SOCIALES
ESTIMADO EXPERIENCIA LENGUAJE

5 Entre 8 y La vida cotidiana: Identificar partes del Partes del cuerpo: arms, body, feet, fingers, hands, head, legs, Imágenes. Respetar turnos.
Machines 10 horas las partes del cuerpo. toes. Escenas. Solicitar la palabra
cátedra. cuerpo. Describir las partes del Partes de la cara: eyes, nose, mouth, ears, hair, neck. Canción. levantando la mano.
cuerpo de un robot. intelligent, listen to/understand instructions, stand up, sit down, Diálogos. Respetar reglas de
El mundo speak, walk, play with a ball, dance to music, express emotions. Artículo. juego.
de fantasía: Interacción cotidiana en I love games. Come with me! Who’s…? That isn’t… You’re a smart Historieta.
personajes de el aula. girl. It’s for you! Lista en orden Participar en juegos
ficción. Pronombres personales: He/She alfabético – de a pares.
Proceder acorde a las has got: forma afirmativa: She’s got (a nose).; forma negativa: diccionario
consignas. She hasn’t got (toes).; forma interrogativa y respuestas cortas: ilustrado.
Has he got (two heads)? Yes, he has./No, he hasn’t.
Verbos de instrucción para consignas de trabajo en clase.

6 Entre 8 y La vida cotidiana Identificar actividades Actividades típicas de la playa: go fishing/snorkelling, look for Imágenes. Respetar las reglas en
On the beach 10 horas y actividades del que se pueden realizar shells/treasure, make a sandcastle, play frisbee. Escenas. la playa.
cátedra. tiempo libre: la en la playa. Objetos de playa: bucket, fishing rod, flippers, frisbee, snorkel, Canción.
playa. Expresar preferencias. spade. Diálogos. Respetar turnos.
Expresar deseos de the weather, the sea, flag, dangerous, calm, the beach. Historietas. Solicitar la palabra
El mundo hacer algo. Let’s look for more! Lista en orden levantando la mano.
de fantasía: Expresar y preguntar want to: forma afirmativa: I want to (play frisbee).; forma negativa: alfabético – Respetar reglas de
personajes de sobre posesión de I don’t want to (go snorkelling).; forma interrogativa y respuestas diccionario juego.
ficción. distintos elementos. cortas: Do you want to (look for shells)? Yes, I do./No, I don’t. ilustrado.
have got (revisión): Have you got (a spade)? Yes, I have./ Participar en juegos
Interacción cotidiana en No, I haven’t. de a pares.
el aula. Verbos de instrucción para consignas de trabajo en clase.

Proceder acorde a las

consignas.

Integration 3: On holiday (Unidades 5 a 6)

13

Hello!
Lesson 1
Vocabulary: Hello; name; numbers 1–10
Grammar: I’m… What’s your name? How old are you?
Functions: Greeting. Introducing oneself. Asking
someone’s name and age.
Lesson starters 50
• Come into the classroom and say, Hello, children!
• Play track 50. Have pupils listen to the ‘Hello’
song. Repeat the song and do the actions.
Let’s have fun!
Imitate the teacher: Invite pupils to imitate what
you say. Say, Hello in a very loud/in a very low voice.
Say, Hello twice, three, four times. Have them repeat
what you say. Introduce yourself. Say Hello, I’m...
Then move around the class and shake hands with
different pupils while you repeat the greeting and
the introduction. Encourage them to answer by
saying, Hello. I’m…
Toss the ball: Use a small ball. Have pupils stand in
a circle. Toss the ball to a pupil and say, Hello. I’m…
The pupil catches the ball and says, Hello. I’m… and
tosses the ball to another pupil who repeats the
same steps. Tell the class you can also say, Hello.
My name’s… when you introduce yourself. Walk
around the class and introduce yourself to different
pupils by repeating the new exponent. Encourage
them to repeat this line aloud as a whole class.
Then you can ask only the boys or only the girls or
only half the class to say the line.
1
• Have pupils open their books at page 2 and
focus their attention on the scene.
• Explain that the numbers one to ten are on the
scene and that one has already been circled.
Invite them to find the rest of the numbers and
write them next to the corresponding word. If you
wish, have pupils work in pairs. Check as a whole
class.
2 02

Encourage the class to say hello back to you. • Ask pupils to predict what is happening in the
scene. In L1, they describe what they imagine
d Audioscript
Stand up. Stop.
the children are doing and saying.
Stand up straight. Shake your left leg. • Play track 02. Point to the children as they speak.
Shake your right arm. Stop. Pupils confirm or correct their predictions.
Stop. Sit down.
Shake your left arm. Breathe in. • Play the track again and stop at the end of
Stop. Breathe out. Hassan’s lines.
Shake your right leg. Shhhh!
• Encourage pupils to repeat his lines and Bobby’s
answers too.
tip Pupils at this stage learn through
• Introduce ‘How old are you?’ Replay the
imitation primarily. Repetition by you is vital as
answer in the track: ‘I’m nine’. Encourage the
it provides the quality model pupils need. So
class to repeat the line, first chorally and then
repeat and repeat the chunks you want pupils to
individually.
acquire. You should also expose them to songs
and chants. To add fun, you can always say • Ask pupils how old they are. They say their age.
ordinary things in a singsong way. Remember: • Play Vicky’s and Natalie’s lines again. Encourage
the more times pupils hear a line, the more pupils to repeat them.
chances they have to copy and imitate you.

14
• Play the whole dialogue again.
Vocabulary: Hello; name; eight, nine
3 Grammar: I’m… What’s your name? How old are
• Say the names of the children aloud. Pupils point you?
to the picture of the child you mention. Functions: Greeting. Introducing oneself. Asking
• Read the speech bubbles below the pictures. someone’s name and age.
Explain the matching task.
• Check as a whole class. Lesson starter
Answers: 1 My name’s Hassan. 2 I’m Natalie. 3 I’m Bobby. • Greet the class and sing the ‘Hello’ song. Encourage
4 My name’s Vicky. the class to repeat the lines and to do a simple
choreography by doing the actions in the song.
Let’s have fun!
1 03
New identity: You need sticky labels and
background music. Tell pupils to imagine they are • Have pupils open their books at page 3 and look
new in the school and that they can choose a new at the scene in Activity 1.
name and a new age which they write onto the • Ask them to say the names of the characters
label. They stick the labels on their lapels. Play and to elicit what they are saying to each other.
background music while pupils move around. When Explain they have to choose one of the two
the music stops, they introduce themselves to three options in the sentences.
pupils by saying, Hello! I’m (new name). I’m (new
• Play track 03. Have pupils work individually.
age) / Hello! My name’s (new name). I’m (new age).
• Ask them to compare their work with a partner.
Lesson wrap-up 53
• Check as a whole class.
• Introduce the ‘Goodbye’ song. Play track 53
twice. Then have pupils sing along. d Audioscript/Answers
Natalie: What’s your name? Hassan: I’m eight.
d Audioscript Hassan: I’m Hassan. Natalie: My name’s Natalie.
It’s time to stop. Natalie: How old are you? I’m nine.
It’s time to go.
We say goodbye, goodbye, bye bye! • Play the track again. Stop after each line for
pupils to imitate the characters.

GRAMMAR Let pupils read the sentences

and ask them what they can say to introduce
themselves. Pupils repeat the lines in the box.
Follow the same steps for the age.

• Pair up pupils and give them some rehearsal

time to act out the scene.
• Move around and monitor their work.
• Call some volunteers to the front to perform.

2
• Ask pupils to identify the characters in the scene
in Activity 2.
• Read the lines aloud.
• Pupils work in pairs to complete the missing
Lesson 2
parts. They can refer to the ‘Hop into grammar’
box for help.

Answers: 1 name’s; 2 I’m; 3 I’m

15
 introduced (see the ‘Photocopiable activities’
Extra activity Pair up pupils and invite them to
section at the Teacher’s Resource Centre).
act out the scene. Walk around and monitor. Help
when necessary. • Pupils cut out the objects and place them on
their desks.
3 • Stick pictures of the new objects on the board.
• Read the questions in Activity 3 aloud and elicit • Point to each picture on the board and say, pen.
answers orally. Pupils repeat pointing to the corresponding
picture on their desk.
• Give pupils time to answer the two questions.
• Call one word and pupils hold up the
• Check as a whole class.
corresponding picture. Then call a pupil to the
Lesson wrap-up front and say, Point to the bin. Then say, Point to
• Sing the ‘Goodbye’ song. the bin and the clock. The rest of the class does
the same with their own pictures.
• Have pupils open their books at page 4 and ask
them to describe what they see in the scene in
Activity 1.
• Explain the task and play track 04. Pupils listen
and number the objects.
• Play the track again and stop after each item to
check the numbering.
• Say a number and pupils say the word.
d Audioscript/Answers
1 a school bag 6 a clock
2 a notebook 7 a board
3 a pen 8 a bin
4 glue 9 a cupboard
5 scissors

Let’s have fun!

Lesson 3
Vocabulary: pen, pencil, glue, scissors,
notebook, school bag, clock, bin, board,
cupboard
Functions: Identifying classroom objects.
Memory game: Give pupils time to look at the scene
in Activity 1. Ask them to close their books. Call a
number and pupils say the object. The one who
remembers five numbers-objects gets a happy face
on his/her hand.
2 05

Revising numbers 1–10.
Lesson starters
• Sing the ‘Hello’ song.
• Introduce a numbers chant. A very well-known
option is:
One banana, two bananas, three bananas, four,
Five bananas, six bananas, seven bananas, more,
Eight bananas, nine bananas, ten bananas stop!
1 04
• Give out photocopies of the objects to be
• Draw pupils’ attention to the school bag Natalie
is holding in Activity 2. Ask them to identify what
they see in the school bag.
• Draw pupils’ attention to the classroom. Ask
them to identify what they see in the classroom.
• Play track 05. Pupils follow the ‘In the classroom’
song in their books.
• Play the track again. Elicit repetition of each line,
paying special attention to the pronunciation of
some words like ‘board’, ‘floor’ and ‘cupboard’.
• Play the song again and now encourage singing
along. Praise pupils’ effort.

16
Lesson wrap-up
• Ask pupils to choose one object and to
impersonate it and say, Hello! I’m the clock. This
type of task fosters creativity and is suitable for
kinaesthetic pupils as it involves using your body
to show objects.
• Sing the ‘Goodbye’ song.
Lesson 4
Vocabulary: revision of school and classroom
objects from Lesson 3
Grammar: What’s this in English? Is it a…? Yes, it
is./No, it isn’t.
Functions: Guessing what something is.
Confirming. Correcting
Lesson starters
• Sing the ‘Hello’ song.
• Sing the numbers chant from the previous lesson.
Let’s have fun!
Memotest: Have pupils use the pictures from the
photocopiable activity again and work in pairs so
they have two sets of pictures. They put the two
sets face down. The rules are simple: one pupil
picks up two pictures and identifies the objects.
If the objects are the same on both cards, he/she
keeps them. If the objects are different, he/she
returns the cards to the same place and position.
The game finishes when all the cards are paired
and removed from the table. The winner is the pupil
who collects more cards.
1
• Have pupils open their books at page 5 and draw
their attention to the pictures. Say one word
aloud and pupils point to the object.
• Read the mini-dialogue presented. Encourage
pupils to repeat the lines.
• Give the class time to rehearse the dialogue.
Then pair up pupils and invite them to act out the
dialogue using the pictures on the book.
• Walk around and monitor. Help when necessary.
2
• Start drawing a pen on the board and stop
halfway. Ask, What’s this?
• Pupils shout answers. Take one and frame a
complete question, Is it a pencil? Repeat it
several times and encourage pupils to repeat
after you.
• Continue the drawing. Ask the question again and
this time add the negative answer, No, it isn’t.
Repeat it and encourage pupils to imitate you.
• Finish the drawing and ask, Is it a pen? and use
the affirmative answer, Yes, it is.
• Repeat with other drawings.
• Draw pupils’ attention to the dialogue in Activity 2.
Read it out. Highlight the rising intonation for
Yes/No questions.
• Have pupils read the dialogue in pairs.
GRAMMAR Draw pupils’ attention to
the box and elicit the rule from them.
Write some other exponents on the board
for class discussion.
Let’s have fun!
Feely bag: Ask a pupil to leave the classroom. Put a
school object in a bag. Ask the pupil to come in and
give the bag to him/her. By feeling the bag, he/she
must guess which object it is. The pupil asks, Is it a
(pencil)? The class uses the affirmative or negative
short answer.
Lesson wrap-up
• Sing the ‘Goodbye’ song.
17

Lesson 5
Vocabulary: marker, sharpener, pencil case,
ruler
Grammar: It is…/They are…
Functions: Identifying objects. Discriminating
singular and plural forms.
Lesson starters
• Sing the ‘Hello’ song.
Let’s have fun!
Miming game: One pupil mimes one of the objects
from Lesson 4 and his/her classmates guess the
object chosen. They ask, Is it a…? The pupil answers,
Yes, it is. or No, it isn’t. At this stage, introduce new
words. Stick pictures on the board. Say a word aloud
and ask pupils to show you the real object from their
school bags. Pupils show the objects and repeat the
new words. Pay special attention to the pronunciation
of some of the new words, eg: sharpener.
1 Repeat the same steps with plural nouns. Pupils
• Divide the board into two parts. Ask a pupil to
draw a pen on the left side of the board. Have
another pupil draw a pencil. Continue in this way
until you have several objects on the left side.
• Move to the right side and ask some other pupils
to draw two, three, four or five of the same
objects shown on the left side.
18
• Ask pupils to discuss in small groups what
difference they find between the left side and the
right side of the board. They may conclude by
saying in L1, On the left side, there is one of each
of the objects. On the right side, there are more.
Allow L1.
• Have pupils open their books at page 6.
GRAMMAR Guide pupils with leading
questions so that they can infer the difference
between nouns in the singular and nouns in
the plural forms. Then highlight the difference
in the sentences. Write some sentences on
the board for class discussion.
• Draw their attention to Activity 1 and explain the
task. Pupils read and circle ‘a’ or ‘b’.
• Do number 1 and 2 as a whole class. Ask why the
sentences are different.
• Pupils work individually and then they check with
a partner.
• Check answers as a whole class.
Answers: 1 a; 2 b; 3 b; 4 a; 5 b; 6 a; 7 b; 8 b
2
• Draw pupils’ attention to the pictures in Activity 2
and explain the task.
• Introduce ‘I know’ for pupils to frame affirmative
sentences: I know, it is a… or I know, they are…
Answers: 1 They’re pencils. 2 It’s a ruler. 3 It’s a sharpener.
4 It’s a pen. 5 They’re pencil cases. 6 They’re markers.
Lesson wrap-up
Let’s have fun!
Blindfold game: Blindfold a pupil and put one
pencil in his/her hands. The pupil guesses what
object it is and says, I know, it is a (notebook).
say, I know, they are (rulers).
• Sing the ‘Goodbye’ song.
 • Walk around and monitor.
• Invite some pairs to act out in front of the class.
• Correct only when they have finished acting out.

GRAMMAR Guide pupils with questions

so that they can infer the rule. Check the rule
aloud. Write some other exponents on the
board for class discussion.

• Ask pupils to put on your desk three pencils,

three pens, three rulers, three books, etc. Cover
them but not completely.
• Point to the pencils and ask, Are they pencils?
• Pupils look and say, Yes, they are. or No, they
aren’t.

Lesson 6 2
• Play the game as a whole class first. Ask pupils
Vocabulary: Revision: school and classroom to say what elements they see in the picture in
objects; New: hot, cold, raining, snowing. Activity 2.
Grammar: Are they…? Yes, they are./No, they • Teach any object they don’t know or remember.
aren’t.
• Choose one item and the class has to guess.
Functions: Identifying objects in the plural. Then have them play the game in pairs.
Guessing. Confirming.
• Tell pupils to consider the number of objects and
their colours.
Lesson starters 51
Lesson wrap-up
• Sing the ‘Hello’ song.
• Bring pictures of hot, cold, rainy and snowy day. Let’s have fun!
Introduce the ‘What’s the weather like today?’ Unfinished drawings: Have pupils work in pairs:
song. Play track 51 twice. Then have pupils sing a pupil draws part of a school object (all the
along. drawings must show more than one of the same
d Audioscript object) and another pupil asks while he/she draws,
What’s the weather like? What’s the weather like today? eg: P1: Are they (rulers)? P2 answers either Yes, they
Is it hot? Is it raining? are. or No, they aren’t. They then swap roles.
Is it cold? Is it snowing?
What’s the weather like? What’s the weather like, today? • Sing the ‘Goodbye’ song.

1
• Have pupils open their books at page 7 and ask
them to describe what they see in the scene in
Activity 1.
• Read out the dialogue.
• Invite pupils to read out the dialogue. Remind
them the meaning and use of ‘Here’.
• Pair up pupils and have them act out the dialogue
using the objects in the picture Natalie is holding.

19
 NI
T
U
1 Time for sport
Lesson 1
Vocabulary: play football, play hockey, play
basketball, swim, rollerblade, ride a bike
Grammar: passive use of ‘can’ and ‘can’t’
Functions: Revision: greetings, introducing
oneself, asking someone’s name and age.
New: identifying sports.
Lesson starters
• Sing the ‘Hello’ song.
• Bring in a puppet. Take it out of a bag and
introduce it to the class. Make the puppet say his/
her name, greet the pupils in the class and ask
them their names, eg: Hello, I’m…/My name is…
What’s your name? Repeat this several times.
tip Pupils really enjoy using puppets. You
may use glove puppets or pop-up puppets.
You can tell pupils that the puppet only speaks
English. You can use it for general warm-up
chat, giving instructions, introducing language
or practising language. The use of a class
puppet helps create a positive atmosphere
in the classroom. It is a funny and friendly
presence that can motivate the most reticent
pupil to speak.
20
Let’s have fun!
Ball game: Pupils stand in a circle. They pass a soft
ball round while music plays. When the music stops,
the pupil with the ball introduces himself/herself,
eg: Hello, I’m…/My name is… Provide an example
first. Repeat this several times.
1 06
• Have pupils open their books at page 8.
Hold up your book and point to the scene. To
contextualize it ask, How many children can
you see? (Nine.) Where are they? (At the club or
sports centre.)
• Say, Look! They are playing different sports. Stick
a picture on the board showing one of the sports
in the scene in Activity 1. Mime each sport and
say the word. Repeat with all the sports. Then
have pupils join in. They should associate the
movement with the word.
Let’s have fun!
Mime and say game: Point to one picture on the
board as you say the action and pupils mime it.
Then you mime the action and they say the word.
• Play track 06 once. Pupils listen and write the
number for each sport in the scene. Stop after
the first sport and show them that they have to
write the number 1 there. Then go on with the
rest of the track.
d Audioscript/Answers
1 play football 4 rollerblade
2 swim 5 play basketball
3 ride a bike 6 play hockey
• Ask pupils to share their answers with their
partners. Check as a whole class. Play the track
once more and ask pupils to repeat the words
after each sport is mentioned.
Let’s have fun!
Magic eyes: Stick a set of pictures showing the
sports presented in a row on the board. Point to the
each picture and pupils say the words. Remove the
pictures one by one. Point to where they were and
pupils repeat the names as if they were still there.
2 07
• Focus pupils’ attention on the picture of the two
children. They are Vicky and Bobby. Say, Look at
Vicky, is she happy? (Yes.) Look at Bobby, is he
happy? (No.) Why not? Allow L1 for the answer.
 Say, Bobby isn’t happy because he is with his leg
in plaster, so he can’t do any sports.
• Play track 07 once and pupils listen to and read
the ‘Let’s play sports!’ song. Check predictions.
• Play the track again. Sing along. Encourage
pupils to sing along with you.
• Divide the class into two groups. One sings
Vicky’s part and the other sings Bobby’s part.
Then switch roles.
Lesson wrap-up
Let’s have fun!
Guessing game: Divide pupils into groups of four
or five. They choose one sport and they mime it.
The rest of the class guesses which sport they are
miming.
• Sing the ‘Goodbye’ song.
Lesson 2
Vocabulary: Revision: play football, play hockey,
play basketball, swim, rollerblade, ride a bike
Grammar: I can play football. I can’t swim.
Functions: Talking about ability and lack of ability.
Lesson starters
• Sing the ‘Hello’ song.
Let’s have fun!
What’s missing? Stick pictures showing the sports
pupils learnt on the board. Pupils identify the sports
and say the words. Then ask them to close their eyes.
Remove one of the pictures. Pupils open their eyes
and name the missing picture. Repeat several times.
1
• Have pupils open their books at page 9. Draw
their attention to Activity 1. Ask them to look at
the pictures showing different sports and try to
remember the order of the pictures. Allot some
minutes.
• Pair up pupils. Explain that one of them will say a
number and the other will say the action without
looking at the pictures. Then they can switch roles.
• Provide one or two examples first. Then pupils
can play several times.
tip Playing games in the English classroom
develops not only language skills but also
pupils’ social skills such as the ability to
cooperate, to listen to others, to take turns,
to respect the rules of the game, to compete
without being aggressive as well as to learn
to be a ‘good loser’. In addition to this, games
have an important role in developing pupils’
concentration and memory skills.
1 AB, p75
• Pair up pupils. Ask them to look at the pictures
and complete the crossword puzzle. Focus their
attention on the example. Tell them that when
they finish, they will discover the secret word
hidden in the puzzle. Call volunteers to provide
the answers.
Answers: 1 play basketball; 2 play hockey; 3 rollerblade;
4 ride a bike; 5 play football; 6 swim. Secret word: sports
21
Extra activity Sing the ‘Let’s play sports!’ song. When you say, Freeze! the pupil with the ball picks
Pupils can sing and mime the sports. up a picture from the pile and says whether he/
she can or can’t do that activity. Provide an example
first.
2 08
• Sing the ‘Goodbye’ song.
• Tell pupils that they will listen to Hassan talking
about the sports he can and can’t do. Explain to
them that they should put a tick for the action he
can do or a cross for the one he can’t do.
• Choose one of the exponents as an example.
• Play track 08 twice. Pupils share their answers
with a partner. Then call volunteers to provide
the answers.
d Audioscript
Natalie: N – Hassan: H
N: Hassan, can you play N: Can you rollerblade?
football? H: No, I can’t.
H: Yes, I can. N: Can you play basketball?
N: Can you swim? H: Yes, I can. It’s my
H: No, I can’t. I can’t swim. favourite sport.
N: Can you play hockey? N: Can you ride a bike?
H: Yes, I can. H: Yes, I can.
Answers: . football, hockey stick, basketball, bike;
' swimming pool, rollerblades
Lesson 3
GRAMMAR Take some examples from the
Vocabulary: Revision: play football, play hockey,
listening activity. Say, Remember what Hassan
play basketball, swim, rollerblade, ride a bike
says? Write two exponents on the board, eg:
‘I can play football but I can’t swim.’ Ask Grammar: Revision: I can play football. I can’t
pupils what we mean when we say, I can play swim. New: Can you..? Yes, I can/ No, I can’t.
football. and what we mean when we say, Functions: Revision: talking about ability and lack
I can’t swim. Allow L1 in their answers. If they of ability. New: asking and answering about ability.
fail to provide a correct answer, help them
with some leading questions.
Lesson starters
3 • Sing the ‘Hello’ song.
• Have pupils look at the pictures, the ticks and • Sing the ‘Let’s play sports!’ song.
the crosses in Activity 2. Tell them to complete
Hassan’s sentences. Let’s have fun!
• Focus their attention on the example given. Tell Sport statues: Ask pupils to walk around the
them to work in pairs. classroom while you play some music. When the
music stops, they freeze showing a sport they can
• Call volunteers to provide the answers.
do. Choose some pupils to say, I can (swim). Provide
Answers: 1 can; 2 can’t; 3 can; 4 can’t; 5 can; 6 can an example first. Then repeat the game but this time
pupils freeze showing a sport they can’t do. Repeat
Lesson wrap-up the procedure.

Let’s have fun!

Freeze ball game: Pupils stand in a circle. Place
pictures showing different sports face down in
the middle of the circle. Pupils pass a soft ball.

22

2 AB, p75
• Pair up pupils. Tell them to read and match the
sentences with the pictures. Invite them to read
out the exponents given. Set a time limit. Then
call volunteers to provide the answers.
Answers: 1 d, 2 b, 3 c, 4 f, 5 e, 6 a
3 AB, p76
• Focus pupils’ attention on the picture of Vicky
and ask, Who is this girl? (Vicky) Let’s see what
sports Vicky can or can’t do.
• Pair up pupils. Tell them to look at the table
with information about Vicky and complete the
sentences.
• Invite them to read the example first. Once they
have finished, pupils read their sentences.
Answers: 2 can; 3 play; 4 can rollerblade; 5 can’t play;
6 can ride
1 09
• Have pupils open their books at page 10.
Hold up your book and point to the picture in
Activity 1. To contextualize the scene ask, How
many children can you see? (Three.) Where are
they? (In the park/sports centre.) Point to the
woman and ask, Who is she? (The PE teacher.)
Point to the girl and ask, Who is she? (Natalie.)
What are they talking about? (Sports.) Allow L1
for some of the answers.
• Play track 09 to check pupils’ predictions.
• Play the track again. Pupils listen and read.
• Divide the class into two groups. One group is
the teacher and the other group is Natalie.
Pupils listen and repeat the dialogue.
• Pair up pupils. Tell them to act out the dialogue.
Allow some minutes for rehearsal. Then invite
some pairs to dramatize the dialogue. Correct
once they have finished their acting out.
tip Acting out provides opportunities for
multi-sensory, kinaesthetic responses to
dialogues and stories. Pupils learn by doing.
They use mime, gestures and imitation to
show their understanding. This helps pupils
to connect actions, words and meanings and
memorize language in a natural and enjoyable
way. Thus, it caters for different learning style.
GRAMMAR Write some of Natalie’s
questions on the board. Read the questions
out. Ask, What does Natalie say when she
asks these questions? Allow L1. Help them
with leading questions. Highlight the form,
‘Can you…?’ and how Mrs Crisp gives short
answers, Yes, I can./ No, I can’t.
Let’s have fun!
Guessing game: Invite a pupil to be the speaker.
Whisper a sport he/she can do. The rest of the class
asks Yes/No questions to guess the sport, eg: Can
you swim? The pupil at the front answers, Yes, I can.
or No, I can’t. The pupil who guesses correctly is
the next speaker. After one or two rounds with the
whole class, pupils can then play the game in pairs.
2
• Explain the task. Pupils read information
about the Mrs Crisp and decide whether that
information is right or not according to the
dialogue in Activity 1.
• Provide an example first.
• Choose volunteers to provide the answers.
Answers: 1 Yes; 2 Yes; 3 No; 4 Yes
3
• Pair up pupils. Tell them to focus their attention
on the pictures provided.
• Tell them to ask each other questions taking into
account the pictures.
• Provide an example first. You may write the
23
 beginning of the question and the answers on
the board as useful language.
• Walk around and monitor. Help when necessary.
Lesson wrap-up
Let’s have fun!
Bottle game: Pupils sit or stand in a circle. Spin an
empty plastic bottle. When the bottle stops, the
pupil facing the top of the bottle asks a question to
the pupil sitting opposite him/her. This second pupil
answers the question, eg: Can you (swim)? Yes, I can./
No, I can’t. Repeat several times.
• Sing the ‘Goodbye’ song.
Lesson 4
Vocabulary: Revision: play football, play hockey,
play basketball, swim, rollerblade, ride a bike;
New: bike, basketball, rollerblades, football,
helmet, skateboard.
Grammar: Revision: I can play football. I can’t
swim. Can you..? Yes, I can./No, I can’t.
New: I’ve got…
Functions: Revision: talking about ability and
lack of ability; asking and answering about
ability. New: talking about possession.
Lesson starters
• Sing the ‘Hello’ song.
• Take out the class puppet of a bag and make
it ask, Can you...? of different pupils. You may
give the puppet to one of them and he/she can
24
make the puppet ask the questions of some
classmates.
Extra activity Class survey: Give out copies
of the questionnaire grid in the ‘Photocopiable
activities’ section at the Teacher’s Resource Centre
and explain how to fill it in. Invite pupils to walk
around the classroom asking four classmates the
questions, eg: Can you play football? They write the
name of the classmate and register their answers by
putting a tick if the answer is ‘Yes’ or a cross if the
answer is ‘No’. Provide one or two examples first.
Then play some music. Tell pupils to go back to their
seats when the music stops. Then they form groups
of four, share their answers and report to the class.
Walk around and monitor.
tip Class surveys are a good way of getting
pupils to use the language they are leaning
more naturally. It is a good kinaesthetic activity
that provides variety and caters for different
learning styles.
4 AB, p76
• Pair up pupils. Explain that they have to put the
words in order to form questions. Then they have
to look at page 10 and answer the questions
using the information on that page.
• Choose some pupils to write the questions and
the answers on the board for class correction.
Answers: 1 Can you rollerblade? No, I can’t. 2 Can you play
football? Yes, I can. 3 Can you play basketball? Yes, I can.
1 10
• Have pupils open their books at page 11. Hold up
your book and point to the picture in Activity 1. To
contextualize the scene ask, Who can you see in
the picture? (Hassan and Natalie.) What are they
 doing? (Looking at some objects we use or wear Lesson wrap-up
to do sports.) Allow L1 to answer this question.
Let’s have fun!
• Play track 10. Pupils listen and point to the
objects as they are mentioned. Dice game: Stick pictures of the different objects on
the faces of a large size dice. Divide the class into
• Play the track again. Invite pupils to repeat each
two teams. Pupils take turns to throw the dice, look
word.
at the object they get and then make a sentence, eg:
• Pay special attention to the pronunciation of I’ve got (a blue helmet). Provide an example first.
some of the new exponents. Repeat this several times.
• Sing the ‘Goodbye’ song.
Let’s have fun!
Memory game: Stick pictures showing the different
objects on the board. Write a number below each
picture. Ask pupils to look at the pictures and their
corresponding numbers for 1 minute. Then take out
a picture, say a number and they say the word.

2 11

• Pupils listen to Kate, Kevin and Annie and circle

the correct picture.
• Play track 11 twice.
• Pupils share their answers with a partner.
• Call volunteers to provide the correct answers. Lesson 5
d Audioscript/Answers
Kate: I’ve got a bike. It’s red.
Values: Being good friends. Helping our friends.
Kevin: I’ve got a football. It’s red and green.
Annie: I’ve got rollerblades. They are purple.
Lesson starters

GRAMMAR Take some examples from the
listening activity. Say, Remember what Kate
says? ‘I’ve got a red bike.’ And Kevin? ‘I’ve got
a red and green football.’ And Annie? ‘I’ve got
purple rollerblades.’ What do they mean when
they say, ‘I’ve got’? Allow L1 for the answers.
We use ‘I’ve got’ to express possession.
Write some exponents on the board for class
discussion.
3
• Ask pupils to look at the picture in Activity 3.
• Sing the ‘Hello’ song.
Let’s have fun!
Flyswatters game: Stick pictures showing the
objects learnt on the board. Divide the class into two
teams. Call a pupil from each team to the front. Give
a flyswatter to each pupil. Make a sentence, eg: I’ve
got a blue helmet. Pupils run to the word and slam
it with their flyswatter and repeat the sentence. The
pupil who does it first and correctly scores a point
for his/her team. Repeat several times.
1 12

• Pair them up and tell them to complete the
speech bubble.
• Ask some pupils to read the answers.
Answers: 1 football; 2 helmet; 3 bike
• Tell pupils that they are going to read a story
about three friends: Joe, Tony and Mandy.
• Have them open their books at page 12 and look
at the pictures. Say, Look at picture 1: Where are
they boys? (In the park.) What have they got?
(Skateboards.) What’s the problem with Joe’s
skateboard? (One of the wheels has come out.)
Allow L1 for some of the answers.

25
• Say, Look at picture 2: What has Mandy got in
her hands? (A helmet.) What’s the problem with
it? (It’s old.) Allow L1 for this answer.
?
• Divide pupils into small groups. Explain the
• Say, Look at picture 3: Are Mandy and Joe
question Mrs Crisp is asking them and invite
happy or sad? (Happy.) Why? (Because Tony has
them to share their opinion with their classmates
repaired the skateboard and the helmet.) Allow
and justify their answers.
L1. Pre-teach the word ‘repair’.
• Ask different groups their opinions. Allow L1 for
• Say, Look at picture 4: Is Tony happy? (Yes.) Why?
their justifications.
(Because he receives a present.) What has he got
now? (A new football.) • Conclude that if we want to be good friends we
should help our friends whenever they need it.
• Play track 12 once. Pupils listen and read. Check
predictions. Lesson wrap-up

tip When we ask pupils to read a text, it is Let’s have fun!

vital to set the scene and to work on predictions Pass the secret: Pupils sit or stand in a circle.
first. We may do this by working on the title Take the class puppet from the bag. It whispers a
or the picture/s that come with the text. It is sentence, eg: I’ve got a blue bike. to one pupil who
also important to pre-teach any vocabulary then whispers the sentence to the pupil next to him/
items that we know will be essential to the her clockwise and so on round the circle. The last
understanding of the text. pupil writes the sentence on the board and reads it.
Repeat several times.
• Sing the ‘Goodbye’ song.
2
• Play the track again. Tell pupils to pay attention
to the colours of the skateboard and the helmet.
• Pair up pupils. Ask them to colour the skateboard
and the helmet according to the information in
the story.
• Pupils share their answers.
• Check as a whole class.

Answers: old skateboard: brown; new skateboard: green and

yellow / old helmet: grey; new helmet: pink

3
• Tell pupils to look at the picture in Activity 3 and
ask, Who are the children? (Joe and Mandy.)
• Pair up pupils and ask them to complete the
speech bubbles or circle the correct options
using the information in the story. Lesson 6
• Provide an example first. Lesson starters

• Once they have finished, call for volunteers to
read the answers.
Answers: Joe: 1 skateboard, 2 yellow; Mandy: 3 ’ve, 4 pink, 5 can
• Sing the ‘Hello’ song.
Let’s have fun!
Stand up if...: Say, Stand up if you’ve got a football
at home. All pupils who have got a football at home
stand up. Continue with the other sports objects.

26

5 AB, p77
• Pair up pupils. Tell them to look at the picture
taken at a sports centre.
• They count the objects and write the
corresponding numbers.
• Call for volunteers to read the answers.
Answers: 1 3 helmets: 2 3 basketballs; 3 1 bike;
4 2 skateboards; 5 6 rollerblades; 6 4 footballs
6 AB, p77
• Tell pupils to look at the picture and ask, Who is
she? (Natalie.) Can she rollerblade? (Yes, she can.)
• In pairs pupils write the words in order to make
sentences about Natalie. Provide an example first.
• Choose some pupils to write the answers on the
board.
Answers: 1 I’ve got rollerblades. 2 I’ve got a black helmet.
3 I’ve got a basketball.
1
GRAMMAR Ask pupils to imagine they want
to ask Natalie about the objects seh has. We
can ask, Have you got a bike? Or Have you got
a football? She can answer, Yes, I have. or No,
I haven’t. Write some more exponents on the
board for class discussion.
Let’s have fun!
Guess what I’ve got in the bag: Put a picture of one
the objects taught in a bag. Call a volunteer to the
front. Show him/her the ‘object’ in the bag. Explain
to the rest of the class that they have to guess the
object by asking, Have you got...? If pupils guess the
object before asking 6 questions, they score a point;
if not, you score a point.
• Have pupils go to the ‘cut-outs section’ at the
back of the book and cut out the domino pieces.
Before, you may ask them to paste the cut-out
page on poster board. Once they have cut out all
the pieces, pair them up.
• Tell them to play with only one set. They place
all the dominoes face down on their desks on a
draw pile. Each player takes 7 domino pieces
and places them face down.
• The first player lays down any of their dominoes
on the table face up and asks, Have you got (a
skateboard)? taking into account the pictures at
both ends of the domino.
• The other player answers, Yes, I have. and
matches his/her domino to the end of the trail,
or he/she says, No, I haven’t. and takes a
domino piece from the draw pile. The first player
to get rid of all of his/her domino pieces wins.
• Provide several examples or ask pupils to have a
look at page 14 in their books before playing.
• Walk around and monitor. Help when necessary.
tip When you introduce a new game, always
hold a trial run before starting and explain to
pupils that the first round is just for practice.
Remember that sometimes pupils need time to
get used to new games. Once they have learnt
how the game works, you will not have any
difficulties and everybody will enjoy the game.
2
• Focus pupils’ attention on the paragraph written
by a boy in Activity 2. Call for one volunteer to
read aloud.
• Explain that the boy wants to know what they
have. So they complete the sentences with
information about themselves and make a
drawing accordingly.
• Provide an example first. You may complete the
sentences yourself on the board with information
about you and draw.
27
• Walk around and help.
• Invite some pupils to read their paragraphs and
show their drawings. Always praise their work.
Lesson wrap-up
• Sing the ‘Goodbye’ song.
13 Diamond Quest The adventure begins
Lesson starters
• Sing the ‘Hello’ song.
Extra activity Follow the lines and complete
the sentences. Pair up pupils. Give out copies of the
activity in the ‘Photocopiable activities’ section at
the Teacher’s Resource Centre. Tell them to follow
the lines and then complete the sentences. Set a
time limit. Pupils read out the sentences.
• Have pupils open their books at page 15 and
focus their attention on the first picture where
Ronnie and Casey are introduced.
• Say, Look! We are going to listen to and read
a story about two children: Ronnie and Casey.
Ask, Where are they? (In the forest.) Are they
friends? (No.)
• Play track 13. Pupils listen and read. Check their
predictions. You can also have pupils watch an
animated video of the story at the Teacher’s
Resource Centre or on the Digital Pupil’s Book.
• Write the following questions on the board:
Can Ronnie ride a bike? (No, he can’t.)
What’s the problem with Casey? (She falls down.)
What have they got at the end? (A magic
diamond.)
• Read the questions as a whole class to check
understanding.
28
• Pair up pupils. Play the track again and they
answer the questions on the board and then
provide the answers.
• In pairs, pupils act out different parts of the
dialogue. After some minutes of rehearsal,
call for volunteers to act out the chosen parts.
• Draw pupils’ attention to the title ‘Diamond Quest’
(explain the meaning of ‘quest’ – a search for
something). Ask them to imagine why the story is
called ‘Diamond Quest’. Tell the class that in each
unit they will get more information about Ronnie
and Casey’s quest.
Diamond Quest fun
1
• Pair up pupils. They match the speech bubbles
with the corresponding child – Ronnie or Casey.
Then they provide the answers.
Answers: Ronnie: I’ve got a horse. I haven’t got a helmet.
I’ve got a magic diamond. Casey: I can ride a bike. I can’t ride
a horse. I’ve got a helmet.
2
• In pairs, pupils write the words in order to make
questions and answer them. Tell them to pay
attention to the colours to write the words in the
correct place.
• Provide an example first. Then volunteers can say
the answers.
Answers: Have you got a helmet? Yes, I have. Can you ride
a horse? No, I can’t.
Lesson wrap-up
Let’s have fun!
Human Bingo: Divide the class into groups of four.
Give out each pupil a word connected with the unit,
eg: helmet, rollerblades, bike, football, basketball,
skateboard and put the corresponding pictures
in a bag. All the members of the group are sitting.
Call a volunteer to draw out a card from the bag.
When he/she draws out the picture, eg: of a bike,
all the pupils in the different groups with the word
‘bike’ stand up. Follow the same procedure with the
other cards. The first group to have all its members
standing calls out, Bingo! and has to make
sentences with those words to win.
• Sing the ‘Goodbye’ song.
• Once you have finished checking, draw pupils’
attention to the top right corner of the page.
Explain what the faces represent:
This unit is super good. I am happy!
This unit is all right. I am OK.
This unit is not good. I am not happy.
To help pupils decide, tell them to go back to
page 8 and leaf through the unit.
tip Pupils need visual support. So, when
it comes to their own learning and, as most of
the work done in class is oral, it is important
to highlight their progress by showing them
how much they know. Simply take a couple of
minutes to review all the work covered in a unit,
pupils will be pleasantly surprised and, at the
same time, proud of their work.

Let’s revise! AB, p78

• Ask pupils to open their books at page 78 and
explain that the activities on this page will help
them revise what they have learnt in Unit 1. Have
them do the activities individually and then
check as a whole class. Tell them they can refer
to the ‘Mini-dictionary’ on page 99 to check any
new words from the unit they don’t remember.

Answers:
1 1 swim; 2 play basketball; 3 I can rollerblade.
2 1 you / No, I can’t. 2 Can, ride / Yes, I can.
3 1 helmet; 2 ’ve got; 3 ’ve got, skateboard
Pupils colour accordingly.
4 1 Have you got rollerblades? 2 Have you got a football?
3 Can you play hockey?
Pupils’ own answers

29
U
NI
T • Have pictures ready to put up on display and
2 Animal watch
Lesson 1
Vocabulary: Revision: football, basketball,
skateboard, helmet, bike. New: parrot, monkey,
elephant, frog, snake, fish, tiger, zebra, tree.
Functions: Identifying animals. Asking where an
animal is.
Lesson starters
• Sing the ‘Hello’ song.
Let’s have fun!
Memory game: Place several pictures on the board.
All the pictures show elements from Unit 1: football,
bike, helmet, basketball. Pupils watch the pictures
for some time. Cover them. Pupils memorize all
the items on the board. In pairs, they act out short
dialogues, eg: Is it a helmet? (Yes, it is./No, it isn’t.)
Scrambled letters: Write some words with their
letters scrambled on the board. In pairs or groups
of 3, pupils make up the words. The first pair or
group to write all the words correctly is the winner.
If you wish, with more advanced groups, make them
generate sentences using the words discovered.
1 14
• Have pupils open their books at page 18. Tell
them to look at the animals in Activity 1 and
identify the ones they know.
30
introduce the ones pupils do not know. For each
animal, show the picture, mime the typical action
the animal does and imitate, if possible, the sound
usually made by the animal. Pupils imitate you.
Follow the same steps with the other animals.
• Call an animal. The class imitates the movement
and makes the sound – if applicable.
tip When teaching young learners, it is
important to use a multi-sensory approach to
introduce new vocabulary. Especially with this
area of vocabulary – animals – it is advisable
to introduce the words by showing pictures,
miming the animals’ movements and producing
the sound they make. The more channels we
use, the more connections pupils make so the
are more chances that the new vocabulary will
be memorized more easily.
• Distribute pictures of animals to different pupils.
Call out an animal. The pupils who have the
picture hold it up.
• Focus pupils’ attention on the picture in Activity
1. Call out some animals. They point to the
corresponding animals in their books.
• Play track 14 and have pupils listen and copy
the word from the box next to the corresponding
number.
d Audioscript/Answers
1 a parrot 5 a snake
2 a monkey 6 a fish
3 an elephant 7 a tiger
4 a frog 8 a zebra
• Play the track again and stop after the first animal
is mentioned. Repeat with the other animals.
• Give pupils time to check with a friend. Then,
check as a whole class.
• Play the track again for pupils to repeat what
they hear. Pay special attention to pronunciation
in this stage.
2 15
• Focus pupils’ attention to the animals on the
picture in Activity 2. Pupils identify the animals.
• Repeat the question several times, Where’s the
(parrot)? and pupils point to the corresponding
animal.
• Play track 15 and have pupils listen to the
 ‘Where’s the elephant?’ song and point to the
animals mentioned.
• Play the first three lines: ‘Where’s (the elephant)?
I can’t see. It’s over there.’ Help pupils understand
the idea through miming and body language.
If they fail to understand, use L1 to highlight
meaning.
• Play the track again and encourage pupils
to repeat. Check pronunciation as well as
intonation.
• Play the track once more and have pupils sing
along. Sing with them.
• Do not focus on the use and meaning of the
prepositions yet.
1 AB, p79
• Have pupils look at the pictures and the words.
They match them.
• Pair up pupils and have them check their answers.
• Check as a whole class.
Answers: 1 a frog; 2 a parrot; 3 a zebra; 4 a tiger; 5 a fish;
6 an elephant; 7 a snake; 8 a monkey
2 AB, p79
• Pair up pupils and ask them to write the words
of the animals in Activity 1 in the corresponding
place in the crossword. Walk around and monitor.
• Have pupils read out their answers.
Answers: 1 frog; 2 parrot; 3 zebra; 4 tiger; 5 fish; 6 elephant;
7 snake; 8 monkey
Lesson wrap-up
Let’s have fun!
Chinese whispers: Whisper the name of an animal.
Pupils watch your mouth movements very carefully
and guess which animal you are saying.
• Sing the ‘Goodbye’ song.
Lesson 2
Vocabulary: Revision: parrot, monkey, elephant,
frog, snake, fish, tiger, zebra. New: lizard,
house, in, on, under, behind.
Grammar: Where is (the elephant)?
Functions: Identifying animals. Asking and
saying where an animal is.
Lesson starters
• Sing the ‘Hello’ song.
Let’s have fun!
Memotest: Give out copies of the Memotest cards in
the ‘Photocopiable activities’ section at the Teacher’s
Resource Centre. Pair up pupils and give each pair
two sets. Each pair plays Memotest using the cards.
They put the two sets of cards face down. The rules
are simple: a pupil picks up two and identifies the
animals. If the animals are the same on both cards,
he/she keeps them. If the animals are different, he/
she returns the cards to the same place and position.
The game finishes when all the cards are paired and
removed from the table. The winner is the pupil who
collects more cards.
31
• Introduce the concept of ‘in’, ‘on’ and ‘under’ by Kim: Yes, it is. Kim: No, it isn’t.
using a box and a toy. Vicky: Where’s the elephant? Vicky: Is it in the tree?
Is it on the tree? Kim: No, it isn’t.
• Give different examples using your hands. To Kim: No, it isn’t. Vicky: Is it under the tree?
show the concept of ‘in’ (cup one hand and place Vicky: Is it behind the tree? Kim: Yes, it is.
the fingers of the other hand inside the cup). To Answers: lizard: on the tree ', behind the tree ',
show the concept of ‘on’, place one hand flat and in the tree ., under the tree '; elephant: on the tree ',
place the fingers of the other hand on the back behind the tree ', in the tree ', under the tree .
of the hand. To show the concept of ‘under’ place
one hand flat and place the other hand under the
GRAMMAR Focus on the question and
first hand. Then say, in, on and under and pupils
the answer in the box. Copy three questions
show the three positions with their hands. Add
starting with ‘Where’s…’ from the previous
‘behind’ by pointing with your hands to your back.
listening activity on the board. Ask pupils when
• Chant as a whole class, in, on, under, behind you use the ‘Where…’ question (when you want
while you mime the positions. to know the place where something is).

1 3
• Have pupils open their books at page 19. Draw their
• Ask pupils to complete the questions and
attention to the ‘Look!’ box on the right corner.
answers in the mini-dialogue in Activity 3.
• Say, The monkey is in the box. and pupils point
• Check as a whole class.
to the corresponding picture. Repeat with all the
positions. Answers: 1 in; 2 Where’s, elephant
• Focus pupils’ attention on the mini-dialogue
between the children. Focus on the question.
Elicit the same questions with different animals.
• Read the mini-dialogue again – it corresponds to
picture 1.
• Pair up pupils. Give them time to practise the
questions and answers for the other pictures.
• Walk around and monitor. Help when necessary.
• Encourage pupils to act out the mini-dialogue in
front of the class.
3 AB, p80
• Have pupils look at the picture in Activity 3. Ask
2 16 questions for them to identify the animals in it.
• Focus pupils’ attention on the signs with the • Pupils read the questions and answer them
names of the animals. accordingly.
• Have them read out the possible places: on, • Pair them up and ask them to check their answers.
behind, in, under the tree. • Check as a whole class.
• Explain the activity. Play track 16 and stop when
Answers: 1 It’s under the house. 2 It’s behind the house.
the example is mentioned. 3 It’s on the house. 4 It’s under the tree. 5 It’s in the tree.
• Play the track again and have pupils tick or cross
the other options. Lesson wrap-up
• Pupils check their work with another pupil.
Let’s have fun!
• Check as a whole class.
Guess where it is!: Bring a small box. Place it on a
d Audioscript desk. Use a toy animal or a school object to play
Vicky: Where’s the lizard? Is Kim: No, it isn’t. the game. Show the different positions the toy or
it on the tree? Vicky: Is it under the tree? school object can be in connection with the box: in,
Kim: No, it isn’t. Kim: No, it isn’t.
on, under or behind. Blindfold a pupil. Place the toy
Vicky: Is it behind the tree? Vicky: Is it in the tree?

32
or object in, on, under or behind the box. Then ask,
Where is the (X)? The pupil answers. The pupil who
answers three questions correctly is the winner.
• Sing the ‘Goodbye’ song.
Lesson 3
Vocabulary: Revision: parrot, monkey, elephant,
frog, snake, fish, tiger, zebra, lizard. New: rock,
head
Grammar: Where is (the lizard)? Is (the monkey)
on the tree? Yes, it is./No, it isn’t.
Functions: Identifying animals. Asking where an
animal is. Giving a short affirmative or negative
answer. Saying where an animal is.
Lesson starters
• Sing the ‘Hello’ song.
Let’s have fun!
Physical line up: Prepare cards with words that make
up grammatically correct sentences, eg: under /
monkey / The / is / the / tree. Pupils work in groups of
four or five and find the correct order to the words.
Then they stand up and hold up the words so that
everybody can read the sentence. This is a good
instance to practise sentence structure.
1 17
• Have pupils open their books at page 20. Draw
their attention to the picture in Activity 1.
• Ask them to describe what they see and to
imagine what Hassan and Kim are talking about.
• Play track 17. Have pupils confirm or correct their
predictions.
• Play the track again. Pupils follow in their books.
• Play Hassan’s questions. Encourage the class
to repeat them. Then play Kim’s answers. Pupils
imitate her.
• Play the track once more and give pupils time to
practise the lines. Move around and monitor their
work. Help with pronunciation and intonation.
• Encourage the class to act out the scene.
2
• Have pupils read and circle the correct option.
• Give them time to check their work with a partner.
• Correct as a whole class.
Answers: 1 lizard; 2 isn’t; 3 isn’t; 4 on
GRAMMAR Ask pupils to read the question
and the possible answers in the box. Write
a similar example on the board: Is the lizard
under the rock? No, it isn’t. Is the lizard on the
girl’s head? Yes, it is. Ask pupils to compare
the example in the box and the one on the
board. Ask pupils to point out any similarities.
Let them discuss the question in groups.
Have them discover the rule for negative and
affirmative answers on their own.
tip It is important to let pupils discover
grammar rules, especially with simple items. With
this technique known as ‘guided discovery’, the
teacher guides pupils through questions in order
to help them notice a structure and frame their own
hypothesis. This technique is more meaningful to
pupils than the traditional explanation of the rule
by the teacher’s lecture style.
3
• Pair up pupils. Using the pictures and cues
in Activity 3, have them ask and answer the
corresponding Yes/No questions.
• Walk around and monitor.
Answers: 1 Is the monkey behind the tree? No, it isn’t. 2 Is the
monkey in the tree? No, it isn’t. 3 Is the monkey under the tree?
No, it isn’t.
33
4 AB, p80
• Have pupils open their books at page 80. Tell
them to write the words in Activity 4 in order.
• Check the sentences in pairs.
• Correct as a whole class. Once the correction
is over, invite pupils to give the answers to the
questions looking at the picture in Activity 3.
• Check as a whole class.
Answers: 1 Is the tiger under the house? No, it isn’t. 2 Is the
parrot on the house? Yes, it is.
5 AB, p80
• Invite pupils to read the four questions aloud to
clarify meaning.
• Have them look at the picture and answer the
four Yes/No questions.
• Correct as a whole class.
Answers: 1 No, it isn’t. 2 Yes, it is. 3 Yes, it is. 4 No, it isn’t.
Lesson wrap-up
Let’s have fun!
Guessing game: Have pupils play in pairs. Each
pupil draws a monkey in/on/under/behind a tree
and does not show his/her drawing to the partner.
Through questions they find out where the partner’s
monkey is. The first one to guess is the winner.
34
Lesson 4
Vocabulary: Review: parrot, monkey, elephant,
frog, snake, fish, tiger, zebra, lizard. New: crawl,
fly, jump, climb, run, walk, hunt.
Grammar: can/can’t
Functions: Describing animals’ abilities.
Lesson starters
• Sing the ‘Hello’ song.
Let’s have fun!
Roll the dice and say: Have a big soft dice ready.
On each side of the dice place the following pictures:
a monkey on a tree, an elephant behind a tree, a
lizard in a tree, a zebra under a tree, a parrot in a
tree, a snake under a tree. Then divide the class into
two groups. Write two columns on the board, one for
Group 1 and the other for Group 2. A member from
one group rolls the dice and describes the picture
he/she gets. The pupil writes a tick on the board.
A member of the other group does the same. The
game finishes when one of the groups is able to tick
all six items. If a group gets a side already ticked off,
the group misses a turn.
1 18
• Have pupils open their books at page 21. Ask
them to identify the animals they see in the
picture in Activity 1.
• Say the name of an animal and the class imitates
the movements made by the animal.
• Introduce the chant below. Say the lines and
have pictures of the verbs ready. Point to the
 pictures as you say the chant. Encourage the other animals and give the corresponding
pupils to repeat the chant while they do the affirmative and negative sentences. Then check
corresponding movements: as a whole class.
Crawl, crawl, crawl. Run, run, run.
Walk, walk, walk. Hunt, hunt, hunt. Answers: 2 Frogs can’t run. They can jump. 3 Monkeys can’t fly.
Jump, jump high. Jump, jump high. They can climb. 4 Snakes can’t jump. They can hunt. 5 Parrots
Swim and fly! Swim and fly! can’t swim. They can fly.

• Play track 18 and point to the actions mentioned.

d Audioscript
1 fly 5 crawl
2 run 6 jump
3 climb 7 swim
4 hunt

• Play the track again. Stop and encourage pupils

to repeat the action. Pay special attention to
pronunciation at this stage, especially to the
words ‘climb’ with a final silent letter and ‘jump’
with a strong initial sound. 6 AB, p81
• Say one of the actions and pupils say the • Invite pupils to identify the animals in the pictures.
corresponding number, eg: fly, Pupils reply, 1. • Pair up pupils and have them find the actions in
Do the same with the other actions. the wordsearch connected to the animals given.
• Say a number and have pupils say the action. Pupils write the actions. Then check as a whole
class.
Let’s have fun!
Answers: Across: hunt, fly, run, swim, crawl; Down: jump, climb.
We are animals! Tell pupils to pretend they are 1 fly; 2 climb; 3 crawl; 4 jump; 5 hunt; 6 swim; 7 run
animals. Introduce yourself as if you were one of
the animals in the picture in Activity 1. Imitate the
usual movements made by the animal and say, I’m
a parrot. I can fly. Encourage pupils to imitate you.
Repeat the same lines with the other animals.
7 AB, p81
2
• Revise the notions of ‘can’ and ‘can’t. Provide
• Ask pupils to identify the animals they see in the some examples.
pictures in Activity 2.
• Have pupils fill in the sentences and check the
• Ask them to read the actions in the different lines. result with their classmates.
• Tell them they have to tick the action the animals • Correct as a whole class.
can do and cross the action the animals can’t do.
Do number 1 as a whole class. Answers: 1 can’t, can; 2 can’t, can; 3 can, can’t; 4 can, can’t

• Give pupils time to work on their own. They then

check their work with a classmate.
• Check as a whole class.
Answers: 1 fly ', swim .; 2 run ', jump .; 3 climb .,
fly .; 4 hunt ., jump '; 5 swim ', fly .
3 contains wrong information, pupils do not repeat
• Point to the first item in Activity 2 and say, Fish
can’t fly. Fish can swim.
• Have pupils work in pairs. Tell them to look at
Lesson wrap-up
Let’s have fun!
Clever robots: Have pupils play this game in which
they are ‘clever robots’, who only repeat correct
information. Say, Fish can swim. If the information
is correct, pupils repeat the line. If the sentence
it and remain silent. Other examples: Lions can fly.
(incorrect) Elephants can walk. (correct) Snakes can
walk. (incorrect) and so on.
• Sing the ‘Goodbye’ song.

35

Lesson 5
Values: Respecting animal habitats.
Lesson starters
• Pupils sing the ‘Hello’ song.
• Revise the movement chant introduced in Lesson
4. You may divide the class into groups.
1 19
• Use pictures to introduce ‘lion’, ‘owl’, ‘rabbit’ and
‘polar bear’. Name the animals as you point to
the pictures. Encourage pupils to repeat the new
words and to imitate the movements made by
each animal at the same time. Then ask the class
to say which colour the animals are.
• Use other pictures to introduce ‘snow’, ‘grass’
and ‘leaves’. Ask questions about their colours.
• Tell the class that when animals are in problems
they hide (explain the meaning in L1) in nature.
Ask the class to imagine where the animals
shown can hide naturally.
• Have pupils open their books at page 22. Ask
them to look at the pictures and to compare
them with their predictions.
• Play track 19 and have pupils follow in their books.
• Tell them to confirm or change their predictions.
If you wish, ask comprehension questions to
check pupils’ understanding.
2 • Let pupils check answers with another pair.
• Read out question number 1 in Activity 2 and give
pupils time to discuss the answer in pairs. Elicit
an appropriate answer.
• Follow the same procedure with the rest of the
questions.
36
• Check orally. Then give pupils time to answer in
writing.
Answers: 1 It can hide in trees. 2 It can hide in grass. 3 No, they
aren’t. 4 It’s green and brown.
Let’s have fun!
Animal riddles: Pair up pupils and have them
choose an animal and prepare a simple riddle
about it saying what the animal can and can’t do.
They read the riddle aloud and the rest of the class
should guess which animal they are talking about,
eg: They can jump. They can’t fly. (frogs) They can
run. They can hide in the snow. (polar bears)
tip Young learners love playing games and
they consolidate new grammar and vocabulary
in a more natural manner than when doing
written practice. It is important not to miss
the opportunity to add some extra language
practice in the game. Instead of accepting the
name of the animal as an answer, encourage
pupils to be more specific, eg: They are polar
bears. They can also walk and swim.
3
• Focus pupils’ attention on the beginning of the
sentences in Activity 3. Read out the possible
endings.
• Pair up pupils and have them match the beginnings
with the endings. Then check as a whole class.
Answers: 1 b; 2 d; 3 a; 4 c
4
• Focus pupils’ attention on the picture on the right.
Pair them up and have them name all the things
they can see in the picture.
• Focus on the words in the box. Read them aloud
and read the text too.
• Tell pupils to work in pairs to fill in the blanks
with an appropriate word from the box.
• Encourage them to read the lines aloud. Then
check as a whole class.
• Ask pupils what a sea dragon is. Show different
pictures of sea dragons.
Answers: 1 water; 2 yellow; 3 plants; 4 small
 ? Lesson 6
• Ask pupils why they think animals hide.
• In L1 pupils discuss the question in groups and
then report to the class.
tip Critical thinking skills are essential in life:
they help us analyze information, evaluate
elements, make decisions, solve problems at work,
school, home etc. Lessons should include tasks
that engage pupils into critical thinking by pushing
them to think deeper about a topic, to evaluate
evidence, make judgements and draw conclusions.
Pair and group work are ideal scenarios to work
on critical thinking skills as pupils have to discuss,
listen, explain and justify their positions.
Lesson wrap-up
Extra activity Find five differences. Give out
copies of the activity in the ‘Photocopiable activities’
section at the Teacher’s Resource Centre. Pair up
pupils and tell them to find five differences. Pupils
examine Picture A and B and find the differences
between them. Walk around and monitor. If necessary,
provide some help. Then check as a whole class.
Answers: In Picture A, the frog is under the tree. In Picture B, the
frog is in the tree. In Picture A, the lion is behind the tree. In Picture
B, the lion is under the tree. In Picture A, the parrot is on the rock.
In Picture B, the parrot is on the lion. In Picture A, the snake is in
the rock. In Picture B, the snake is on the rock. In Picture A, the
monkey is in the tree. In Picture B, the monkey is on the tree.
• Sing the ‘Goodbye’ song.
Lesson starters
• Sing the ‘Hello’ song.
• Revise the movement chant introduced in
Lesson 4. You may divide the class into groups
and hold a chant competition.
Extra activity The same and different: Give
out copies of the activity in the ‘Photocopiable
activities’ section at the Teacher’s Resource Centre.
Pair up pupils and invite them to colour the different
animals shown. In pairs, they then examine the
pairs of animals and discuss what they have in
common and what is different. NB: Some of the
answers may be based on pupils’ choice of colours.
Sample answers: Owls can fly. Parrots can fly. / Owls can hide
in trees. Parrots can’t hide in trees. / Owls are brown. Parrots
are blue, red and green. etc
8 AB, p81
• Have pupils identify the animals in the pictures.
• Pair up pupils and have them write sentences
using the pictures following the example given.
• Walk around and monitor.
• Correct as a whole class.
Answers: 2 Tigers can hunt. 3 Monkeys can climb. 4 Zebras
can run.
1
• Have pupils go to the ‘cut-outs section’ at back of
the book and cut out the scene and the animals.
Before, you may ask them to paste the cut-out
page on poster board.
• Ask them to identify the elements in the scene:
a tree, a house and a rock; and to identify the
animals they have: a snake, a lizard, a parrot and
a monkey.
• Pair up pupils and explain the task: each pupil
places the animals in the possible places in the
scene. Pupil 1 asks Pupil 2 Yes/No questions (as
in the model on page 24) in order to find where
37
 the animals are, eg: Is the parrot behind the
rock? Is the snake on the rock? The first one to
find all four animals is the winner.
2 Simon says, then pupils do what you say. Give an
• Focus pupils’ attention on the text on the left.
Ask pupils to identify the animal in the box.
• Elicit what tigers can do, what colour they are, etc.
• Have pupils read the text to confirm their
predictions and invite them to say aloud one line
from the text.
• For the second part of the activtiy, pupils have
to draw their favourite animal in the box and
complete the lines in the framework.
• Pupils share their work with the class. Then ask
pupils to name what their favourite animals are.
Lesson wrap-up
• Sing the ‘Goodbye’ song.
20 Diamond Quest A quick escape
Vocabulary: Revision: frog, lizard, snake, tree,
leaves, diamond, climb, swim, rock, a magic
diamond. New: map, secret.
Grammar: Revision: can/can’t; verb be
(interrogative and short answers)
Functions: Describing what colour animals are.
Describing abilities. Asking if an animal is in/on/
under/behind a place. Suggesting, encouraging,
expressing surprise, effort or tiredness.
Lesson starters
• Sing the ‘Hello’ song.
38
Let’s have fun!
Simon says: Play the game to recycle the verbs
pupils know. Give an order and start by saying,
order but do not say, Simon says and pupils are
supposed to stay still and do nothing. Possible
orders: jump like a frog; walk to the door; climb
a tree; crawl like a snake, etc.
Extra activity Let’s act! A visit to the eco-park:
Pupils can work in groups of three or four. Each group
chooses an animal from the unit. In each group there
are two or three eco-park guides and the other pupils
act out one of the animals they choose. Write some
words on the board to be used as prompts: rock,
grass, fly, swim, walk, run, hunt, tree, brown, etc. The
guides imagine some visitors are at the eco-park and
they describe what the animals can do and can’t do,
what colour they are, if they are on a rock, behind a
tree, etc, eg: Lions can walk and run. Lions can’t fly.
Look! It is on the rock. Lions are brown. They can hide
in the grass. Walk around and monitor. Help when
necessary. Accept the fact that in most cases pupils
will produce just an exponent.
• Have pupils open their books at page 25. Point
to Casey and Ronnie and ask the class if they
remember the characters’ names.
• Ask them to have a look at the pictures and
predict what the children are doing there.
• Ask pupils to identify the animals they can see.
Then tell them to look for the diamond and say
where it is.
• Play track 20. You can also have pupils watch
an animated video of the story at the Teacher’s
Resource Centre or on the Digital Pupil’s Book.
Pupils confirm or correct their predictions.
• Ask, Where is the snake? Where is the frog?
Where is the diamond? If pupils fail to answer
correctly, help them with Yes/No questions.
• Ask the class why the children climb a rock in frame
4 and why they jump into the water in the last one.
• Play the track again. Pupils follow in their books.
If you wish, invite some pupils to read part of the
story. Ask comprehension questions to check
understanding.
Extra activity Acting out: Have pupils work in
groups and act out different frames of the story.
By working in a group they are able to focus on one or
two frames only. In this way they can all participate as
they have to remember only the lines in their frames.
Walk around and monitor their work. Invite some of
the groups to act out their scene for the class.
Diamond Quest fun
1
• Focus pupils’ attention on the pictures in Activity 1.
• Have them read each question and the two
possible answers. They tick the correct answer.
• Tell pupils to work individually and then they check
with a classmate. Then check as a whole class.
Answers: 1 It’s behind the frog. 2 It’s under the leaves. 3 They’re
on the rock. 4 They’re in the water.
2 • Ask pupils to open their books at page 82 and
• Ask pupils to identify the people and the
children, animals and objects in Activity 2.
• Pupils then follow the lines and frame questions.
Then they complete each of the answers 1–4.
Have some pupils write the answers on the board
for class correction.
Answers: Can Casey and Ronnie climb a rock? Yes, they can.
Is the snake in the tree? No, it isn’t. Is the diamond behind the
frog? Yes, it is. Is the diamond blue? No, it isn’t.
Lesson wrap-up
Let’s have fun!
Guess the animal behind the curtain: You need
a bed sheet or a piece of cloth. A pupil mimes the
movement of an animal behind the sheet or cloth.
The rest of the class has to guess which animal
it is. Play the game with one, two or three pupils
behind the sheet/cloth. Then pupils ask questions
accordingly, eg: Is it a rabbit? (one pupil miming);
Are they lions? (more than one miming).
Odd one out: Write the following information on the
board: 1 owls / parrots / fish; 2 elephants / tigers /
snakes; 3 lions / polar bears / owls. Pair up pupils
and have them find the odd one out in each series.
Invite them to justify their choice.
Possible answers: 1 Fish – because they can’t fly. 2 Snakes –
because they can’t walk. 3 Owls – because they can fly.
• Sing the ‘Goodbye’ song.
Let’s revise! AB, p82
remind them that the activities on this page will
help them revise what they have learnt in Unit 2.
Have them do the activities individually and then
check as a whole class. Tell them they can refer
to the ‘Mini-dictionary’ on page 99 to check any
new words from the unit they don’t remember.
Answers:
1 Pupils colour accordingly.
2 1 No, it isn’t. 2 No, it isn’t. 3 Yes, it is. 4 Yes, it is.
3 1 Fish can’t fly. They can swim. 2 Parrots can’t run. They
can fly. 3 Tigers can’t crawl. They can hunt. 4 Frogs can’t run.
They can jump. 5 Lizards can’t fly. They can crawl. 6 Monkeys
can’t hunt. They can climb.
• Once you have finished checking, draw pupils’
attention to the top right corner of the page.
Have them colour the face corresponding to
how they feel about this unit. To help pupils
decide, tell them to go back to page 18 and
leaf through the unit.
39

Integration 1 – At the eco-park
Lesson starter
• Sing the ‘Hello’ song.
1 of the dice: a football, a bike, rollerblades,
Pre-task
• Prepare cards with a football, a basketball, a
volleyball, rollerblades and a bike and slips of
paper with these phrases: play football, play
volleyball, play basketball, rollerblade, ride a bike.
• Place the cards on the left side of the board and
the phrases on the right. Ask pupils to match
the objects on the cards with the corresponding
phrase.
• Once all the cards and phrases are correctly
matched on the board, point to one and say,
I can (play volleyball).
• Accompany the line with clear body language
and facial gestures. Repeat the same steps for
an action/ability that you cannot do. Point to the
card and phrase and say, I can’t rollerblade.
• Encourage pupils to come to the front and say what
they can or can’t do imitating what you have done.
Task
• Have pupils open their books at page 28 and ask
them to describe the scene in Activity 1. Focus on
the characters’ facial expressions. Ask, Why does
Natalie look so unhappy? Accept several answers.
• Explain the task and do one together. Guide
pupils with questions.
• Give them time to complete the other two by
themselves. Then pupils check with a partner.
• Check as a whole class.
40
Answers: 1 can; 2 can; 3 can’t
• Ask pupils to choose one character and imitate
him/her.
Post-task
• Which hat? Prepare two hats or caps: one hat/cap
has a slip of paper attached to the front that reads
‘I can’. The other hat has a slip that reads ‘I can’t’.
Have several pictures (play football, play hockey,
ride a bike, etc) on your desk face down. Pupils
come to the front, pick one and, according to
whether they can or can’t do the action described
on it, they put on the corresponding hat and say,
I can (play football). or I can’t (ride a bike).
2
Pre-task 1
• Get a big soft dice and stick pictures on each side
a volleyball, a basketball, a hockey stick.
• Pupils sit in a circle. One pupil tosses the dice
and makes a ‘Have you got…?’ question using the
picture he/she gets on the dice. The pupil next to
him/her answers, Yes, I have. or No, I haven’t.
• The activity continues until the circle is complete.
Pre-task 2
• Get a ball. Toss the ball to a pupil and ask, Can
you (play football)? The pupil catches the ball,
answers by either saying, Yes, I can. or No, I
can’t. and tosses the ball back to you.
• Once you have asked all pupils, repeat the
activity but this time pupils ask and you answer.
Task
• Draw pupils’ attention to the scene in Activity 2
and ask pupils to describe what they see.
• Read the given questions and, focusing on the
scene, elicit the corresponding answers.
• Give pupils time to do the second mini-dialogue
by themselves.
• Check as a whole class.
Answers: 1 No, I haven’t. 2 No, I can’t. 3 Yes, I can. 4 Yes, I have.
Post-task
• Ask pupils to choose one of the mini-dialogues
and to act it out.
• Encourage them to create a similar mini-dialogue
using new information.
• Pupils act out their dialogues.
3 Pre-task
Pre-task 1
• Ask pupils to draw a tree and a house on the board.
• Use pictures of animals they know and place
them in/on/under/behind the tree or the house.
• Ask pupils to describe where the animals are.
• Give them time to look at the board for some
seconds.
Pre-task 2
• Prepare several questions similar to the ones in
Activity 3.
• Write each word in slips of paper/cards. Put
the slips/cards in an envelope. Divide the class
in groups or four or five. Give each group an
envelope. Pupils order the question and then give
the corresponding answer based on what they see
on the board. Model one with the whole class.
Task
• Draw pupils’ attention to the scene in Activity 3.
• Ask pupils to describe what they see.
• Do one together orally. Have pupils order the first
question and then provide the answer.
• Give pupils time to complete the lines by
themselves and then check with a partner.
• Check orally.
Answers: Is the tiger in the tree? No, it isn’t. 2 Is it behind the
tree? Yes, it is.
Post-task
• One star for three correct answers: Use the
picture you made on the board in the Pre-task.
Ask pupils to examine it for some seconds.
Then ask pupils to close their eyes. Call a pupil,
blindfold him/her and check his/her memory.
Use similar questions to the one presented in
Activity 3, eg: Is the elephant behind the house?
If the child can answer three questions correctly,
he/she gets a star for good memory. If you wish,
you can exploit the picture on the board with
some other exponents like colour and size.
4
• Ask a pupil to come to the front and draw a big
tree on the left.
• Ask another pupil to come to the front and draw
a house on the right.
• Have some pictures of animals on the table.
• Say where the animals are, eg: The tiger is under
the tree. or The elephant is in the house. or The
monkey is on the house.
• Pupils answer by sticking the pictures in the
corresponding places.
Task
• Ask pupils to describe what they see in the scene
in Activity 4. Draw their attention to Natalie. Ask
them why they think she has got binoculars.
• Tell them they are going to help Natalie and Vicky
by saying where the animals are.
• Call out one animal, eg: elephant. Ask the class
where the elephant is.
• Repeat with all the animals.
• Draw their attention to the difference between
‘The elephant is…’ and ‘The parrots are...’
• Complete one line as a whole class. Give pupils
time to complete the other lines by themselves.
• Check as a whole class.
Answers: 1 under; 2 behind; 3 on; 4 in
Post-task
• Memory game: Ask pupils to look at the scene
in Activity 4 for some seconds. Call out an animal
and pupils say where it is without looking at the
visual. Encourage the class to say where all the
animals are by drawing the information from
their memories.
Lesson wrap-up
• Sing the ‘Goodbye’ song.
41
U
NI
T • Tell pupils to point to or touch the food items
3 Lunchtime
Lesson 1
Vocabulary: meat, vegetables, fruit, salad,
bread, cheese, cake
Functions: Identifying food items.
Lesson starters
• Sing the ‘Hello’ song.
Let’s have fun!
Dice game: Divide the class into two groups. Use a
large-size dice. Stick a number on each face of the
dice. Each number will stand for different things: 1=
mention three animals, 2= mention two sports, 3=
say two sports you can do, 4= say a sport you can’t
do, 5= say two objects you have got, 6= choose.
Group 1 throws the dice and group 2 has to generate
the answers and the other way round. The group
that generates most correct answers is the winner.
1 21
• Have pupils open their books at page 30.
To contextualize the scene ask, How many
children can you see? (Four.) Who are they?
(pointing to Bobby, Hassan and Natalie.) Where
are they? (At a school fair.)
• Stick pictures on the board showing the food
items presented in the scene. Say the name of
each item as you stick it.
42
that you mention.
• Have pupils look at the picture on page 30 again.
You say one food item and they point to it in their
books. Repeat with all the food items.
• Play track 21 once and have pupils write the
number for each food item. Stop after the first
one and show them that they have to write a
number 1 there. Then go on with the rest of the
track. Ask pupils to share their answers with their
partners. Then call some to provide the answers.
d Audioscript/Answers
1 meat 5 fruit
2 vegetables 6 cheese
3 salad 7 cake
4 bread
• Play the track again and ask pupils to repeat the
words after each food item is mentioned.
Let’s have fun!
The puppet says...: Take out a puppet from a bag.
Divide the class into two groups. Tell them that the
puppet will say a number and they will say the word
that corresponds to that number. The first pupil to
say the correct word, will score a point for his/her
team. Play several times.
tip With young learners, it is necessary
to teach concrete vocabulary items which
relate to the ‘here and now’ of their personal
experience and environment. Children need to
be given lots of opportunities to use the new
vocabulary and to recycle vocabulary regularly
and systematically in different contexts and
situations.
2 22
• Focus pupils’ attention on the picture of Vicky
and Hassan. Ask, Who are they? (Vicky and
Hassan.) What are they doing? (Talking about/
Thinking of food or the food they like.) Allow
L1 for the answer.
• Play track 22 once and ask pupils to listen to and
read the ‘I like…’ song. Check predictions.
• Play the track again. Sing along. Encourage
pupils to sing along with you.
• Divide pupils into two groups. One of them will
sing Vicky’s part and the other group will sing
Hassan’s words. Then switch roles.

tip Children really enjoy learning and
singing songs. Songs can be used to introduce
new language or to consolidate and recycle
structures or vocabulary pupils are already
familiar with. They also help to improve pupils’
pronunciation, stress and rhythm. Remember,
then, to include suitable songs in your lessons.
Lesson wrap-up
Let’s have fun!
Pass the pictures: Tell pupils to stand in a circle.
Give each pupil a card with a food item. Play some
music. While the music is playing, pupils pass the
cards around the circle (in one direction only). When
the music stops, you say one food item. The pupils
with those cards in their hands have to show the
card and say the word. Play several times.
• Sing the ‘Goodbye’ song.
Lesson 2
Vocabulary: Revision: meat, vegetables, fruit,
salad, bread, cheese, cake
Grammar: I like/don’t like…
Functions: Expressing likes and dislikes.
Lesson starters
• Sing the ‘Hello’ song.
Let’s have fun!
Draw and guess: Draw an incomplete food item
on the board and invite pupils to guess what it is.
Repeat with all the food items. If you wish, have
some pupils draw on the board.
• Sing the ‘I like…’ song.
1
• Have pupils open their books at page 19. Draw
their attention to Activity 1. Ask them to look at
the pictures showing different food items and try
to remember the order of the pictures. Allot some
minutes. Then have them close their books and
pair up pupils. Explain that one of them will say
a number and the other will say the food item
corresponding to that number without looking at
the pictures. Then they switch roles.
• Provide one or two examples first. Then pupils
can play several times.
• Walk around and monitor.
1 AB, p83
• Pair up pupils. Ask them to look at the pictures in
Activity 1 and match them with the corresponding
words.
• Provide an example. Set a time limit.
• Call volunteers to provide the answers.
Answers: 1 salad; 2 meat; 3 vegetables; 4 bread; 5 cake; 6 fruit;
7 cheese
2 23
• Ask pupils to look at the table in Activity 2. Tell
them they will listen to Bobby and Natalie talking
about what they like and they don’t like.
• Explain they have to draw a happy face for the
things they like and a sad face for the things they
don’t like.
• Focus pupils’ attention on the examples in the book.
• Play track 23 twice without any interruption.
• Play the track again for pupils to check.
43
d Audioscript
Man: M – Bobby: B – Natalie: N
M: Do you like cheese?
B: Yes, I do.
M: Do you like meat?
B: Yes, I do.
M: Do you like vegetables?
B: No, I don’t.
M: Do you like fruit?
B: Yes, I do. I love fruit.
M: Do you like salad?
B: No, I don’t.
M: Do you like cheese?
N: Yes, I do.
M: Do you like meat?
N: Yes, I do.
M: Do you like vegetables?
N: Yes, I do.
M: Do you like fruit?
N: No, I don’t.
M: Do you like salad?
N: No, I don’t.

GRAMMAR Take some examples from the

listening activity. Say, Remember what Bobby
says? Write two sentences on the board, eg:
Mmm... I like cheese but yuck... I don’t like salad
(make gestures). You may draw the happy and
sad faces next to each exponent. Ask pupils
what we mean when we say, I like cheese. and Lesson 3
what we mean when we say, I don’t like salad.
Allow L1 in their answers. Write some other Vocabulary: Revision: meat, vegetables, fruit,
exponent on the board for class discussion. Ask salad, bread, cheese, cake
pupils to provide their own sentences with the Grammar: Revision: I like/don’t like… New: Do
foods they like or dislike. you like…? Yes, I do./No, I don’t.
Functions: Expressing likes and dislikes. Asking
3 about what the interlocutor likes.
• Ask pupils to look at the pictures in Activity 2
together with the happy and sad faces and
Lesson starters
complete the sentences about Natalie. Focus
their attention on the examples given by Bobby. • Sing the ‘Hello’ song.
Tell them to work in pairs. Allot some time. Then
call volunteers to provide the answers. Let’s have fun!
Dice game: Use a large-size dice. Stick a picture of
Answers: 1 I like cheese. 2 I like meat. 3 I like vegetables.
4 I don’t like fruit. 5 I don’t like salad. a food item on each face of the dice. Pupils throw
the dice and say, I like/don’t like (meat). Provide an
• If you wish, have some pupils pretend they are example first. Play several times.
Bobby and Natalie and say what they like and
what they don’t like.
Lesson wrap-up

Let’s have fun!

Freeze ball game: Pupils stand in a circle. Place
pictures showing various food items face down
in the middle of the circle. Pupils pass a soft ball.
When you say, Freeze! the pupil with the ball picks
up a picture from the pile and says, I like/don’t like
(salad). (ie the food item on the picture). Provide an
example first.
• Sing the ‘Goodbye’ song.
2 AB, p83
• Pair up pupils. Have them look at the letters
written on the plate and invite them to find the
food items hidden. Then they write them on the
shopping list. Do one as an example and have
them focus their attention on the example given.
The first pair to finish, calls out, Ready!

44
• Call volunteers to provide the answers.
3 AB, p84
• Focus pupils’ attention on the pictures of the
children with the food.
• Explain that they have to complete the speech
bubbles with ‘like’ or ‘don’t like’ following the
expressions on the characters’ faces.
• Provide an example first.
• Set a time limit. Then call for volunteers to
provide the answers.
Answers: 1 don’t like; 2 like; 3 like; 4 don’t like; 5 like; 6 like
1 24
• Hold up your book and point to the scene on page
32. To contextualize it, ask, How many children can
you see? (One.) What’s his name? (Bobby.) Where
is he? (At a school fair.) Point to the man and ask,
Who is he? (The assistant at the school fair.) What
are they talking about? (Bobby is asking for his
food.) Allow L1 to answer some of the answers.
• Play track 24 to check pupils’ predictions.
• Play the track again. Have pupils listen and read.
• Divide the class into two groups. One group
will be the assistant and the other group will be
Bobby. Play the track again. Have them listen and
repeat the dialogue.
• Pair up pupils. Invite them to act out the dialogue.
Allow some minutes for rehearsal. After the allotted
time, ask some pairs to dramatize the dialogue.
2 so as to be used as clues to take the most of the
• Explain the activity. Pupils read the dialogue in
Activity 1 again. Then they have to write a tick
next to the food Bobby likes.
• Provide an example first.
• Set a time limit. Then choose volunteers to
provide the answers.
Answer: . 3
GRAMMAR Say, Remember what the
assistant asks Bobby? Write some of the
assistant’s questions on the board. Read the
questions. Ask, What is the assistant doing
when he asks these questions? Allow L1. Make
them notice how we answer: Yes, I do. or No,
I don’t. Focus both on form and meaning.
Write some other exponents on the board,
highlight the auxiliary form ‘do’ and have
some class discussion. Ask leading questions
so that pupils can discover the whereabouts
of the interrogative form on their own.
Let’s have fun!
Musical pictures: Have music ready to play. Divide
the class into two groups and have them stand in
circles. Put a set of pictures face down on a desk.
A pupil from each group takes a picture but does not
turn it face up. He/She passes the picture face down
to the next pupil as the music plays. When the music
stops, the pupil holding the card shows it to the next
pupil and asks, Do you like (bread)? The pupil looks
at the picture and answers, Yes, I do. or No, I don’t.
tip When setting up games in class, make sure
you know how the game works before getting
pupils to play it. Give clear instructions and
demonstrate and model playing the game before
you start. Stop the game while pupils are still ‘on
task’ and before they begin to lose interest.
3
• Pair up pupils. Have them ask each other questions
using the pictures in Activity 3. First, one pupil asks
and the other answers. Then they switch roles.
• Provide an example first. You may write the
beginning of the question and the answers on
the board as useful language.
• Place some other pictures with food on the board
activity.
• Walk around and monitor. Provide help when
necessary.
• Set a time limit. Then call some pairs to act out
their dialogues.
45
Lesson wrap-up
Let’s have fun!
Throw the ball and ask: Pupils stand in a circle.
You throw a soft ball or a paper ball to one of the
pupils while you ask, Do you like cheese? The one
who catches the ball answers, Yes, I do. or No, I don’t.
Then he/she throws the ball to another pupil and asks
him/her a question. Play several times.
• Sing the ‘Goodbye’ song.
Lesson 4
Vocabulary: Revision: meat, vegetables, fruit,
salad, bread, cheese, cake. New: pasta, pizza,
hamburgers, chips, vanilla ice cream, chocolate
ice cream.
Grammar: Revision: I like/don’t like… Do you
like…? Yes, I do./No, I don’t. New: Can I have…,
please?
Functions: Expressing likes and dislikes. Asking
about what the interlocutor likes. Making a
request.
Lesson starters
• Sing the ‘Hello’ song.
Let’s have fun!
Stand up if...: Say, Stand up if you like fruit. All
pupils who like fruit stand up. Then you can say,
Stand up if you don’t like vegetables. All pupils who
don’t like vegetables stand up. Continue with the
other food items.
46
tip Young learners are naturally curious and
active. They love moving around, exploring
their environment and interacting with others.
Remember to include activities in which the
kinaesthetic intelligence is involved for the sake
of variety and to cater for the different learning
styles.
• Sing the ‘I like…’ song.
4 AB, p84
• Ask pupils to look at the pictures and tell you the
names of the children (Natalie and Hassan).
• Pair up pupils. Explain that they have to write the
words in order to make questions and answers
to know about what Hassan likes. Provide an
example first.
• Choose some pupils to write the answers on the
board for class discussion.
Answers: 1 Do you like vegetables? 2 Yes, I do. 3 Do you like
cheese? 4 No, I don’t.
5 AB, p85
• Invite pupils to walk around the classroom and
asking two classmates the questions suggested
in the activity, eg: Do you like cheese? They write
the name of the classmates and register their
answers by drawing a happy face if the answer is
‘Yes’ and a sad face if the answer is ‘No’.
• Provide one or two examples first. Then play
some music. Tell pupils that when the music
stops, they should go back to their seats.
• They can then join groups of four and share their
answers. Set a time limit. After the allotted time,
they will say which one is the most popular food.
Walk around and monitor. If you wish, you may
 invite pupils to write some of the answers on the exponents on the board for pupils to copy into
board for class discussion. their notebooks and for class discussion.

1 25
• Have pupils turn to page 33. Hold up your book
and point to the scene. To contextualize it, ask,
Who can you see in the picture? (Vicky, Bobby,
Hassan and Natalie.) What are they doing?
(They are waiting to ask for their food.) Allow
L1 to answer this question.
• Play track 25. Tell pupils to listen and point to
the food items as they are mentioned.
3
• Ask pupils to look at the pictures in Activity 3.
• Pair pupils up. Tell them to complete the speech
bubbles.
• Have them check their answers with other pairs.
Then ask some of them to provide the answers.
Answers: 1 Can, have; 2 Can, have

• Play the track again. Tell pupils to repeat each word.

• Pay special attention to pronunciation at
this stage. Highlight the pronunciation of
‘hamburgers’ and the short /I/ sound in ‘pizza’
and ‘chips’.
Let’s have fun!
Memory game: Stick pictures on the board showing
the food items presented in the scene. Write a
number below each picture. Ask pupils to look at
the pictures and their corresponding numbers for a
minute. After the allotted time, turn the pictures face
down. You say a number and they tell you the word.
Lesson wrap-up
• Pair up pupils. Tell them to look at the scene on
page 33. One of them will be the assistant and
the other one of the children, who has to choose
one food item and ask for it saying, Can I have...,
please? and the assistant answers, Yes. Here you
are. Then they exchange roles. Walk around and
monitor.
• Sing the ‘Goodbye’ song.

2 26

• Focus pupils’ attention on the children in Activity 2.

• Play track 26 twice. Tell them to listen to Vicky
and Natalie. They should listen and circle the
correct picture.
• Have pupils share their answers with a partner.
• Call volunteers to provide the correct answers.
d Audioscript/Answers Lesson 5
Assistant: Hello, Vicky. What do you want to eat today?
Vicky: Can I have pizza?
Values: Being friendly; respecting differences.
Assistant: Hello, Natalie. What do you want to eat today?
Natalie: Can I have pasta?
Assistant: Here you are.
Lesson starters

GRAMMAR Take some examples from the • Sing the ‘Hello’ song.
previous listening activity. Say, Remember
Extra activity Put the letters in order and write.
what Vicky says? Can I have pizza? And Natalie?
Pair up pupils and give out copies of the activity
Can I have pasta? What do they mean when
in the ‘Photocopiable activities’ section at the
they say, Can I have...? Allow L1 to answer.
Teacher’s Resource Centre. Invite them to read the
Explain that we use ‘Can I have...?’ to request
scrambled letters and put them in order to write
food (in this context) or any other object you
the names of the food items. Provide an example
need. Make them notice that we answer ‘Yes.
first. Ask for volunteers to write the answers on the
Here you are.’ If you wish, write some other
board. Once the activity has been checked, the pairs
engage in short dialogues using the formula ‘Can

47
I have…, please?’ with the corresponding answer
‘Yes. Here you are.’ Walk around and monitor.
Answers: cake, burger, fruit, vegetables, cheese, pizza
1 27
• Tell pupils that they are going to read a fable that
is a story with a message, a moral.
• Have pupils open their books at page 34. Tell
them to look at the pictures.
• Pre-teach some of the new vocabulary in the
story, eg: fox, stork, soup. Use pictures for the
presentation.
• Ask the following questions (allow L1 for the
answers if necessary):
Picture 1: What animals can you see? Where are
they? (In the forest.) What are they talking about?
Picture 2: What is the fox doing? (Cooking.)
Picture 3: Is Mr Fox happy? (Yes.) Is Mrs Stork
happy? (No.) Can she eat the soup? (No, she
can’t.) Why not? (Because of her long beak.)
Picture 4: Is Mr Fox happy? (No.) Is Mrs Stork
happy? (Yes.) Can Mr Fox eat the soup? (No, he
can’t.) Why not? (Because the bowl is very tall.)
• Play track 27 once. Ask pupils to listen, read and
also check their predictions.
2 of the stork. They read and dramatize the story. Set
• Play the track 27. Ask pupils to listen and read
again.
• Divide pupils into groups of 3 or 4. Explain that
they have to read the sentences and put them in
order according to the information in the story.
• Focus pupils’ attention on the example.
• Ask them to share their answers.
tip Remember to vary group dynamics in your
lessons. Ask pupils to work in pairs and vary how
the pairs are formed. You may have pupils work
with the person to the right, left, in front or behind.
When they work in groups, you may number
pupils according to the number of pupils you want
in each group. When all pupils have a number,
those with the same number get together. Be sure
to indicate where each group needs to stand or sit.
?
• Divide pupils into small groups. Explain the
question and ask pupils to share their opinions
with their classmates and justify their answers.
• Set a time limit.
• Ask different groups to share their opinions.
Allow L1 for their justifications.
• Conclude that we shouldn’t do to others what we
don’t want others to do to us. And that we should
be considerate of each other’s differences.
Lesson wrap-up
Let’s have fun!
Let’s dramatize the story!: Pair up pupils. One of
them plays the role of the fox and the other the role
a time limit. Then call for volunteers to act out the
story. To make the activity safer, invite pupils to
choose only one of the scenes to act out.
• Sing the ‘Goodbye’ song.

Answers: 2 a; 3 e; 4 d; 5 b

3
• Pair up pupils and ask them to read and circle
the correct option according to the information in
the story.
• Provide an example first.
• Set a time limit. Then call for volunteers to read
the answers.

Answers: 1 is; 2 can; 3 have; 4 can’t

48
Lesson 6
Lesson starters
• Sing the ‘Hello’ song.
• Pair up pupils and give out pictures of the
different food items learnt in the unit. Engage
pupils in short dialogues asking for and providing
the food requested, eg: Can I have pizza, please?
Yes. Here you are. Walk around and monitor.
6 AB, p85
• Pair up pupils. Tell them to look at the pictures
and complete the words.
• Provide an example first.
• Set a time limit. Then call for volunteers to read
the answers.
Answers: 1 pizza; 2 pasta; 3 burgers; 4 chips; 5 vanilla and
chocolate ice cream
• If your pupils already know how to spell the
alphabet, ask them to spell out each word
discovered. If you want to go on practising this
type of exercise, write some other exponents
on the board like the ones on page 85. As an
alternative, you may spell out the word and
pupils point or touch the food mentioned.
7 AB, p85
• Have pupils look at the picture in Activity 7.
• Point to the girl and ask, Who is she? (Natalie.)
Point to the boy and ask, Who is he? (Hassan.)
• Pair up pupils. Explain that they have to
complete the speech bubbles. Provide an
example first.
• Set a time limit and then choose some pupils to
read the dialogue out.
Answers: 1 Can; 2 I have, please
1
• Have pupils go to the ‘cut-outs section’ at the
back of the book and cut out the food picture
cards and the Bingo grid. Before, you may ask
them to paste the cut-out page on poster board.
• Once they have cut out all the pieces, pair up
pupils. Pupil A puts his/her set of picture cards in
a bag and pupil B chooses 6 pictures and places
them on the grid. Pupil A draws one card at a time
from the bag and says the food item; pupil B looks
at the items chosed and answers whether he/she
has them or not.
tip When pupils work in pairs or groups, it
is very important that you circulate among the
class to better monitor them. In this way, you
will be able to check how well all pupils are
doing and give support to those who need it.
Extra activity You can have pupils play another
game with the cut-outs. Pair them up and have them
choose 6 picture cards and place them on the grid
secretly. The idea is that their partner can’t see the
pictures. Pupil A asks, Can I have pizza, please? If
pupil B doesn’t have the pizza card, he/she says,
No, I haven’t got pizza. If he/she has got the pizza
card, he/she says, Yes. Here you are. and gives it
to pupil A who says, Thank you. and puts it on the
desk. Pupil B has the next turn asking the question.
The game ends when pupils have discovered all of
each other’s cards.
2
• Focus pupils’ attention on the text on the left.
Ask them to identify the food item in the box.
• Call for one volunteer to read aloud.
• Explain that they have to complete the sentences
on the right with information about themselves
and make a drawing accordingly.
• Provide an example first. You may complete the
sentences yourself on the board with information
about you and draw.
• Set a time limit. Walk around and monitor.
Provide help when needed.
49
• Invite some pupils to read out their paragraphs the water? (Because they saw a snake and they
and show their drawings. jumped into the river.) Allow L1 for their answers.
Lesson wrap-up • Ask, Where are they now? (In the forest.) What’s
the problem with them? (They are wet and hungry.)
Let’s have fun!
• Play track 28. Tell pupils to listen and read. Then
Mime game: Call a pupil and whisper a food item to they check their predictions.
him/her. He/She mimes the word for the rest of the
• You can also have pupils watch an animated
class to guess. The rest of the class should ask,
video of the story at the Teacher’s Resource
Do you like (pasta)? The pupil at the front answers,
Centre or on the Digital Pupil’s Book. You can find
Yes, I do./No, I don’t.
ideas on how to work with the animations at the
• Sing the ‘Goodbye’ song. Teacher’s Resource Centre.
• Write the following questions on the board:
Can Casey swim now? (Yes, she can.)
What’s the problem with Casey? (She is hungry.)
Does Casey like bananas? (No, she doesn’t.)
Has Ronnie got cake or ice cream? (No, he
hasn’t.)
Can Ronnie make ice cream with his magic
diamonds? (No, he can’t.)
• Read the questions all together to check
understanding.
• Pair up pupils. Play the track again and have them
answer the questions. Set a time limit. After the
28 Diamond Quest Food hunt allotted time, pupils provide the answers.

Extra activity Acting out: Ask the pairs to choose

Vocabulary: Revision: fruit, cake, ice cream, one or two story frames for dramatization. One pupil
chocolate; New: You can do it. Well done! wet, will play the role of Ronnie and the other the role
hungry, bananas, Yuck!, make ice cream, do magic. of Casey. After some minutes of rehearsal, call for
Grammar: Revision: I like/don’t like… Do you like? volunteers to act out the part of the dialogue chosen.
Yes, I do./No, I don’t. I’ve got…
Functions: Expressing effort or tiredness. Expressing
states. Expressing likes and dislikes. Expressing
what you can do. Asking what you can do.

Lesson starters
• Sing the ‘Hello’ song.

Extra activity Look and complete. Pair up

pupils and give out copies of the activity in the
‘Photocopiable activities’ section at the Teacher’s
Resource Centre. Ask pupils to look at the pictures
of the boy and the girl and the food they like and
don’t like. Tell them they should complete the speech
bubbles according to the information provided. Set
a time limit. Pupils complete and read the sentences.

• Have pupils to open their books at page 37. Focus

their attention on the first frame and ask, Who Diamond Quest fun
are they? (Ronnie and Casey.) Why are they in

50
1
• Focus pupils’ attention on the pictures in Activity 1.
• Pair them up. Explain that they have to circle
Casey’s favourite food according to the information
in the story.
• Set a time limit. Then pupils provide the answers.

Answers: Cake and ice cream.

2
• Tell pupils they have to write the words in order
to make questions and sentences. Explain that
they need to pay attention to the colours.
• Provide an example first.
• Set a time limit. Then volunteers can read the
answers.
Answers: 1 Do you like bananas? 2 I don’t like fruit. 3 I like
chocolate cake. 4 Can I have ice cream? 5 I can’t make ice cream.
Lesson wrap-up
Let’s have fun!
Flyswatters game: Stick pictures showing some
food items on the board. Divide pupils into two
teams. Call a pupil from each team to the front.
Give a flyswatter to each pupil. Then say, eg: I like/
don’t like fruit. Pupils run to the corresponding
picture and slam it with their flyswatter and repeat
what you have just said. The pupil who does it
first and correctly, scores a point for his/her team.
Repeat several times.
• Sing the ‘Goodbye’ song.
Let’s revise! AB, p86
• Ask pupils to open their books at page 86 and
remind them that the activities on this page will
help them revise what they have learnt in Unit 3.
Have them do the activities individually and then
check as a whole class. Tell them they can refer
to the ‘Mini-dictionary’ on page 99 to check any
new words from the unit they don’t remember.
Answers:
1 1 fruit; 2 I like meat. 3 I don’t like cheese. 4 I don’t like pizza.
5 I like (vanilla) ice cream. 6 favourite food is pasta
2 1 Do; 2 don’t; 3 Do you like; 4 Yes, I do
3 1 I have a burger; 2 Can I have salad, please?
• Once you have finished checking, draw pupils’
attention to the top right corner of the page. Have
them colour the face corresponding to how they
feel about this unit. To help pupils decide, tell them
to go back to page 30 and leaf through the unit.

51
U
NI
T • Bring a bag with the following items: a hat,
4 The clothes box
Lesson 1
Vocabulary: Revision: colours: red, blue, green,
brown, white, black, yellow; New: hat, T-shirt,
scarf, jumper, skirt, shoes, socks, jeans.
Functions: Identifying clothes. Identifying what
someone is wearing.
Lesson starters
• Sing the ‘Hello’ song.
• Review colours. Put up visuals of colours on the
board and ask pupils to come and touch or point
to the colour you mention. Ask the class to close
their eyes. Remove one of the visuals. Ask the
class to open their eyes and to say the missing
colour. Write the names of the colours of the
visuals on the board and ask pupils to come to
the front and match the name with the colour.
Extra activity Ask questions about some school
objects in the classroom. Have pupils identify the
object and the corresponding colour.
1 29
• Have pupils open their books at page 40 and
look at the scene in Activity 1. In L1, they describe
what they see.
• Ask the class to point to something blue, red,
black, etc.
52
a T-shirt, a jumper, a skirt, a scarf, a jacket.
• Take one item, show it and say, A (hat). Pupils
mime the action of putting on a hat and repeat
the word. Follow the same steps with all the
items in the bag.
• Use a separate bag with the following items:
shoes, socks, jeans.
• Follow the same steps as above: show one of
the items and say the word. Mime the action
of putting on the item and the class mimes the
action and repeats the word.
Let’s have fun!
Blindfold and guess: Put all the clothing items back
into the bag. Blindfold a pupil and ask him/her to
draw one item from the bag. He/She guesses which
item it is.
• Draw pupils’ attention back to the scene. Call out
an item of clothing and the class points to it. Ask
them what colour each item is.
• Play track 29 non-stop and have pupils number
the items mentioned.
d Audioscript/Answers
1 a scarf 5 a skirt
2 socks 6 shoes
3 a jumper 7 jeans
4 a T-shirt 8 a hat
• Play the track again. This time you may stop after
each item to check the order as a whole class.
• Play the track again and this time pupils
listen and repeat. Pay special attention to the
pronunciation of words beginning with the
sounds /sk/ as in ‘skirt’ and ‘scarf’.
Extra activity Call out items of clothing and
pupils say which number they are. Then say the
number and the class should say which item of
clothing it is.
2 30
• Draw pupils’ attention to the picture in Activity 2.
• Ask them to identify the clothes they can see and
the characters: Vicky and Bobby.
• Play track 30 once for pupils to listen to and read
‘The clothes box’ song.
• Call out an item of clothing and have pupils
say who is wearing it, eg: T-shirt (Bobby); scarf
(Vicky).
• Play the track again. Stop at the end of each
sentence. Read aloud the sentence, mime the
action to clarify meaning and encourage the
class to read after you.
• Play the track again. Encourage the class to sing
along. Praise their effort.

Lesson 2
1 AB, p87
• Ask pupils to describe what they see in the scene Vocabulary: Revision: colours; hat, T-shirt, scarf,
in Activity 1. jumper, skirt, shoes, socks, jeans

• Call out items of clothing and pupils say which Grammar: He/She is wearing…
number that item is. Functions: Describing what people are wearing.
Answers: Vicky is wearing: a jumper (5), a scarf (4), a skirt (1),
shoes (3). Bobby is wearing: a hat (6), a T-shirt (2), jeans (7),
socks (8).
Lesson starters
• Sing the ‘Hello’ song.
Lesson wrap-up
Extra activity Complete each series and colour.
Let’s have fun! Pair up pupils and give out copies of the activity
Memotest: Pair up pupils and give out copies of in the ‘Photocopiable activities’ section at the
the activity in the ‘Photocopiable activities’ section Teacher’s Resource Centre. Pupils study the patterns
at the Teacher’s Resource Centre. Each pupil has in each line and they draw the missing item/s to
a set of cards. They put the two sets of cards face complete each series. Walk around and monitor.
down on a desk, shuffled up. A pupil picks up two Once pupils have finished, invite them to show what
and identifies the items of clothing. If the items are they have done and to identify the missing items of
the same on both cards, he/she keeps them. If the clothing in each series.
items are different, he/she returns the cards to the
same place and position. The game finishes when
all the cards are paired and removed from the table.
The winner is the pupil who collects more cards.
• Sing the ‘Goodbye’ song.

2 AB, p87
• Pupils look at the items hanging from the clothes
line.
• Each item has scrambled letters. They reorganize
the letters to make up words.
• Check as a whole class.

53
Answers: 2 skirt; 3 socks; 4 scarf; 5 jeans; 6 hat; 7 shoes; • Check as a whole class.
8 jumper
Answers: 2 She’s wearing a T-shirt. 3 She’s wearing a skirt.
4 She’s wearing socks. 6 He’s wearing a scarf. 7 He’s wearing
1 jeans. 8 He’s wearing shoes.

• Ask pupils to describe what they see in the

pictures in Activity 1.
• Ask them to identify the colour of each item.
Then play the memory game.
• Pair up pupils. Pupil A chooses one item and
pupil B has to guess which one it is by asking
questions as in the example.
NB: The word ‘sweaters’ that appears in the
example will be changed to ‘jumpers’ the first
time the book is reprinted. 3 AB, p88
2 31
• Focus pupils’ attention on the clothes Bobby is
wearing.
• Draw pupils’ attention to the two Hassan and
• Elicit which clothes they can see.
Natalie.
• Tell pupils to read the sentences and colour
• Ask pupils to identify the clothes around them.
Bobby’s clothes.
• Play track 31 non-stop. Tell pupils to listen and
• Walk around and monitor. Praise their work.
match the clothes to the person who is wearing
them. Lesson wrap-up
• Do number 1 as a whole class. • Guessing game: Choose a pupil in the class
and describe something he/she is wearing, eg:
• Play the track again and stop after each item is
Someone is wearing a green jumper. The class
mentioned.
has to look around and guess who the pupil is.
• Pupils work individually and then check their
• Sing the ‘Goodbye’ song.
work with a partner.
• Check as a whole class.
d Audioscript/Answers
Natalie is wearing a hat. She’s wearing a T-shirt. She’s wearing
a skirt. She’s wearing socks.
Hassan is wearing a jumper. He’s wearing a scarf. He’s wearing
jeans. He’s wearing shoes.

GRAMMAR Draw pupils’ attention to the

box. Read the sentences aloud. Ask pupils to
say what the sentences have in common: He/
She is wearing + item of clothing. Elicit one
more example about Natalie and one more
example about Hassan. Focus on form and
meaning. Write some other exponents on the
board for class discussion.

3
• Draw pupils’ attention to Activity 2 and have Lesson 3
them write complete sentences about Natalie
and Hassan using the pictures in Activity 2. Read
out the example.

54

Vocabulary: Revision: colours; hat, T-shirt, scarf,
jumper, skirt, shoes, socks, jeans; New: funny.
Grammar: Revision: He/She is wearing… New:
He/She isn’t wearing…
Functions: Describing clothes people are wearing.
Lesson starters
• Sing the ‘Hello’ song.
• Put up on the board a picture of a girl wearing a
skirt, a T-shirt, a hat, a jumper, socks and shoes.
Ask the class to describe what she is wearing.
Give them time to look at the picture carefully.
Cover it and encourage pupils to remember what
the girl is wearing. Unveil the picture to check
their answers. Follow the same steps with a
picture of a boy.
1 32
• Have pupils open their books at page 42. Point
to the scene and ask the class who the children
are (Vicky, Natalie and Hassan.)
• Ask pupils to identify what clothes they can see.
• Play track 32 non-stop.
• Call out items of clothing and pupils give a full
sentence saying who is wearing it and what
colour it is, eg: T-shirt (Hassan is wearing a
T-shirt. The T-shirt is orange.)
• Pair up pupils and invite them to act out some
part of the scene.
• Walk around and monitor. Help only when
necessary.
Extra activity Ask pupils to have a careful look
at the scene in Activity 1 and conduct a true and
false oral activity. Say, Scruffy is wearing a jumper.
Pupils will clap if what you say is true or stamp their
feet if what you say is false.
2
• Draw pupils’ attention to Hassan and Natalie and
the list of items presented.
• Have pupils read the items of clothing and decide
who is wearing it by writing ‘N’ for ‘Natalie’ or ‘H’
for ‘Hassan’.
GRAMMAR Have pupils read the sentences
in the box. Compare affirmative and negative
forms. Ask leading questions so that pupils
discover the difference in meaning and in
form. Write some other exponents on the
board for class discussion.
• Go back to the scene in Activity 1.
• Draw pupils’ attention to Natalie’s feet and
Hassan’s feet.
• Elicit what Natalie is wearing on her feet and
what Hassan is wearing on his feet.
• Compare affirmative and negative forms: Natalie
is wearing socks. She isn’t wearing shoes. /
Hassan is wearing shoes. He isn’t wearing socks.
tip As stated in Unit 2, sometimes when
a new structure appears, it is advisable to
try a more inductive approach as it helps
pupils discover the rules of language use by
themselves. In an inductive approach, pupils are
guided through clear examples and teacher’s
questions to work out the rules (rule-discovery).
This type of approach is a good option when the
new structure is not too complicated and does
not present many exceptions to the rule. This
type of approach is more learner-centred as they
are more active in the learning process.
3
• Read aloud the items of clothing in the boxes.
• Draw pupils’ attention to Vicky and what she is
wearing in the scene in Activity 1.
• Encourage the class to say what she is or isn’t
wearing.
• Check orally as a whole class.
Answers: She isn’t wearing a scarf. She’s wearing a skirt. She
isn’t wearing jeans. She’s wearing socks. She’s wearing shoes.
4 AB, p88
• Focus pupils’ attention on the picture of Natalie.
55
• Ask the class what clothes she is wearing. Then
ask them to mention an item she isn’t wearing.
• Have pupils complete the gaps describing what
she is wearing and what she isn’t wearing.
Answers: 1 a T-shirt; 2 wearing a skirt; 3 ’s wearing shoes; 4 hat;
5 isn’t; 6 She isn’t wearing
Lesson wrap-up
Let’s have fun!
Guessing game: Go back to the scene on page 40,
Activity 1. Choose a child from the scene and say
something he/she is wearing and something he/she
is not wearing, eg: The child is wearing a scarf.
The child isn’t wearing a T-shirt. (Vicky.) Pupils have
to guess who the child is.
• Sing the ‘Goodbye’ song.
Lesson 4
Vocabulary: Revision: colours. New: dress, jacket,
belt, boots, sandals, trainers; doll, pirate, elf.
Grammar: I’m wearing…
Functions: Describing what people are wearing.
Identifying characters.
Lesson starters
• Sing the ‘Hello’ song.
Extra activity What are they wearing? Match.
Then colour and complete. Give out copies of the
activity in the ‘Photocopiable activities’ section at
the Teacher’s Resource Centre. Pupils look at the
pictures and read the incomplete sentences. They
56
have to match the pictures to the sentences. Then
invite them to colour the pictures and to complete
the sentences accordingly. Check as a whole class.
1 33
• Have pupils open their books at page 43. Use
pictures or realia to introduce the new words.
Also introduce ‘elf9, ‘pirate’ and ‘doll’.
• Point to each picture or item and repeat the
word. Encourage pupils to repeat after you. Pay
special attention to pronunciation at this stage.
• Draw pupils’ attention to the scene.
• Call out one of the words ‘elf’, ‘pirate’ or ‘doll’
and have pupils point to the corresponding
character in the scene.
• Play track 33 twice. Tell pupils to listen to the
track and number the items they hear. Then
check as a whole class.
d Audioscript/Answers
1 boots 4 trainers
2 a dress 5 a jacket
3 a belt 6 sandals
5 AB, p89
• Draw pupils’ attention to the picture of the three
elves.
• Elicit the same item of clothing the three are
wearing (A hat).
• Focus pupils’ attention on elf 1 and ask pupils
what clothes this elf is wearing. Follow the same
steps with the other two elves.
• Have pupils write the words for each item of
clothing.
• Walk around and monitor. Help when necessary.
Then check as a whole class.
Answers: 1 belt; 2 trainers; 3 dress; 4 sandals; 5 jacket; 6 boots
2
• Ask pupils to look at the dressed-up characters
and identify them (Bobby is the elf. Hassan is the
pirate. Vicky is the doll.)
• Invite pupils to read the speech bubbles and meaning. Write some other examples on the
complete the gaps. They then match each board for class discussion.
description to one of the characters.
• Complete the first blank as a whole class. 3
• Give pupils time to work individually and then in • Ask questions to some pupils so that they can
pairs. answer, I’m wearing…
• Check as a whole class. Lesson wrap-up

Answers: 1 dress, sandals (c); 2 jacket, boots (b); 3 T-shirt, Extra activity Find and write. Give out copies of
trainers/jeans (a) the activity in the ‘Photocopiable activities’ section
at the Teacher’s Resource Centre. Ask pupils to
Let’s have fun! discover the words in the wordsearch and write
them next to each picture. Tell them the pictures will
Guessing game: Choose a character from in Activity
help them find the words. Check as a whole class.
2 and describe what he/she is wearing. The class
has to guess which character you’re describing, eg: • Sing the ‘Goodbye’ song.
He is wearing a hat and he is wearing boots. Pupils
say, Hassan/The pirate.
A fashion parade: Ask pupils to bring different items
of clothing to the class. Put them in a bag and have
pupils choose an item from the bag and put it on.
Organize a fashion parade; choose one of the aisles
as parade catwalk. Pupils sit on the floor to watch
the parade. If you wish, play some background
music to accompany the activity. Choose some
pupils who should describe what each child on the
catwalk is wearing. Make it fun!

Lesson 5
Values: Being friendly. Helping others be happy.

Lesson starters
• Sing the ‘Hello’ song.

Extra activity Complete the clothes line. Pair

6 AB, p89
• Ask pupils to identify the characters in Activity 6
(Vicky, Hassan and Natalie).
• Elicit the clothes each is wearing.
• Read the first description and encourage pupils
to complete the gaps. Ask them to colour the
picture accordingly. Follow the same steps with
the other two pictures.
up pupils and give out copies of the activity in the
‘Photocopiable activities’ section at the Teacher’s
Resource Centre. Have pairs look at the items of
clothing hanging on the clothes line and complete
the words. Once they have finished, they read the
words aloud.

Answers: 1 wearing, ’m wearing; 2 wearing, ’m wearing;

3 wearing, ’m wearing
7 AB, p89
• Ask pupils to look at the clothes they are wearing
GRAMMAR Focus pupils’ attention on today.
the sentence in the box. Highlight form and

57
• Elicit some items of clothing. Write these words
on the board. Also write on the board: I’m
wearing…
• Encourage pupils to stand up and describe the
clothes they are wearing.
• Give them time to complete the lines.
1 34
• Have pupils open their books at page 44. Tell
them to look at the story for some seconds.
• Ask questions to help them see what happens
in the story: Where are the children? What is
happening? What can you see on the table? What
clothes are the children wearing? Why? Are all
the children happy? What can you see under the
table? How does the story finish?
• Use pictures to introduce the words ‘clown’ and
‘superhero’. Do the same with ‘mask’, ‘markers’
and ‘paint tubes’.
• Encourage pupils to repeat the words after you.
Let’s have fun!
Mime and guess: Call two or three pupils to the
front and tell them to mime a pirate, a clown, an elf,
a superhero, etc. Pupils mime the characters and
the rest of the class has to guess which character
they are miming.
• Draw pupils’ attention back to the story.
• Call out different characters. Pupils find them in
the story.
• Play track 34 non-stop.
• Focus on Harry. Have pupils identify which one
he is and what clothes he is wearing.
• Ask the class to point to the children wearing
special clothes. Ask the class if these children
are happy.
• Play the track again for the first two boxes.
Encourage pupils to read these parts.
• Focus on the boy under the table. Ask the class if
the boy is happy.
• Play the next part of the track – the third box and
the dialogue between the children. Reconstruct
the dialogue by eliciting the lines from the class.
• Follow Jimmy until the end of the story. Ask the
class if Jimmy is happy eventually. Elicit why he
isn’t sad any longer.
58
• Play the track again for the last box. Focus on
these sentences: I’ve got an idea! We’ve got
markers and paint tubes! Let’s make a mask for
Jimmy! Through leading questions, ask for the
implication of these last lines and stress the fact
of being helpful.
• Play the whole track once more.
• Divide the class into groups. Have them practise
reading the story – you’ll need voices in off (for
the texts in the boxes) and pupils to impersonate
the characters.
• Move around and monitor their work.
• Encourage pupils to act out the dialogue.
2
• Have pupils look at the characters in Activity 2.
Elicit what characters they see.
• Have them match the names of the children with
the pictures.
• Do number one as a whole class: Harry is a pirate.
• Give pupils time to go back to the story to
remember the children’s names.
• Pupils check with a partner. Then check as a
whole class.
Answers: 1 Patty; 2 Harry; 3 Carla; 4 Nico; 5 Alex
• Ask the class to say which character is missing.
Elicit the kid’s name and his character, Jimmy is
a tiger.
3
• Draw pupils’ attention to the first scene of the
story on page 44.
• Say aloud sentences describing the clothes
the children are wearing. The class listens and
says who is wearing the item you mention, eg:
The child is wearing brown boots. (Harry – the
pirate.) The child is wearing a red T-shirt. (Alex
– the elf.) The child is wearing a green T-shirt.
(Nico – the superhero.) The child is wearing a red
and green hat. (Alex – the elf.)
• Focus pupils’ attention on Activity 3. Ask them to
complete the sentences.
• Give pupils time to work in pairs. Then a pair
checks their work with another pair.
• Check as a whole class.
Answers: 1 Nico; 2 Alex; 3 Patty; 4 Nico
4 on the board wearing various items of clothing.
• Have pupils choose the correct option in each
case in this activity.
• Do number 1 as a whole class. Give pupils time to
complete the rest of the activity.
• Check as a whole class.
Answers: 1 is; 2 isn’t; 3 belt; 4 socks; 5 mask
? Before, you may ask them to paste the cut-out
• Focus on the question at the end of the page.
• Let pupils express their views in L1 and highlight
the importance of friendship and of helping
friends to feel happy.
Lesson wrap-up
Let’s have fun!
Graffiti time: Have pupils write sentences about
friends to put up on the classroom walls, eg: Friends
are important. I am happy with my friends. Friends
make me happy. If your pupils find this a bit difficult,
write some key words on the board as clues. Have
pupils work individually or in groups.
• Sing the ‘Goodbye’ song.
Lesson 6
Lesson starters
• Sing the ‘Hello’ song.
Let’s have fun!
Flyswatters game: Put up pictures of boys and girls
Have pupils use flyswatters or a roll of paper to hit
the picture you describe, eg: She is wearing a yellow
T-shirt. He is wearing a red hat. etc. If you wish,
invite pupils to generate the sentences themselves,
describing the items of clothing.
1
• Have pupils go to the ‘cut-outs section’ at the
back of the book and cut out the avatar cards.
page on poster board.
• Pair up pupils. One pupil chooses one of the
avatars and describes him/her for the other pupil
to guess, eg: Pupil A: My avatar is wearing a
green hat. Pupil B: Is this your avatar? (pointing
to one card) Pupil A answers, Yes. or No.
accordingly and may add more details to help
Pupil B guess correctly.
• Walk around and monitor. Help if necessary.
2
• Focus pupils’ attention on the first text. Ask them
to look at the girl in the box and describe what
she’s wearing.
• Read the text aloud. Have pupils colour the
picture.
• Ask pupils to choose a friend. Have them draw
him/her in the box. Then they complete the
lines about him/her describing what he/she is
wearing and saying what he/she isn’t wearing.
• Brainstorm options for the blanks. Elicit possible
answers aloud.
• Give pupils time to complete the task. They share
their work with the class.
Lesson wrap-up
• Ask pupils to draw and colour in their notebooks
their favourite T-shirt and their favourite trainers.
Then write on the board My favourite T-shirt
is… and My favourite trainers are… and draw
pupils’ attention to the difference between both
sentence beginnings. Have them copy these
sentence beginnings below the corresponding
drawing in their notebooks and complete the
sentences accordingly. Then ask them to move
around the classroom and show their work to
their classmates. Finally, put up their work on
display.
• Sing the ‘Goodbye’ song.
59

35 Diamond Quest A new friend
Vocabulary: Revision: elf, diamond, tree, hat, T-shirt,
horse, purple, green, yellow. New: need, sure.
Grammar: Revision: He’s wearing… I’ve got…
Teacher’s Resource Centre or on the Digital Pupil’s
Book. You can find ideas on how to work with the
animations at the Teacher’s Resource Centre.
• Have pupils confirm or correct their predictions.
• Play the beginning of the story again, up to
‘This is the tree.’ Tell pupils that Ronnie needs
three diamonds of the same colour. The quest
continues and they use a map to locate the
diamonds. Elicit the horse’s name and the girl’s
name.
• Play the second part of the story again. Elicit
what they see in the tree and the name of the elf.
Ask pupils where the diamond finally is. (Under
the elf’s hat.)
• Ask, On what condition will the elf hand in the
diamond? Casey mentions one colour. Which one?

Functions: Describing the clothes someone is • Play the track again to round off.
wearing. Saying where something is.
Extra activity Acting out: Have pupils work in
groups of 3 and ask them to choose one or two
Lesson starters story frames for dramatization. One pupil will play
• Sing the ‘Hello’ song. the role of Ronnie, another one the role of Casey
and the other the role of Pick, the elf. After some
Let’s have fun! minutes of rehearsal, call for volunteers to act out
the part of the dialogue chosen.
Where is the diamond?: Draw a tree or a house
on the board. Ask a pupil to come to the front with
his/her back to the board. Draw a diamond in, on
or under the tree or house. The pupil has to guess
where the diamond is. Each pupil has two chances,
eg: The diamond is in the house.

tip In this type of activity, it is important to

keep an agile and lively pace. This is possible
when the sentences run smoothly. Brainstorm
options before the beginning of the activity. If
questions flow, more pupils are able to come
to the front to participate and pupils have more
fun and there is more engagement.

• Have pupils to open their books at page 37. Draw

their attention to the story and its title.
• Ask pupils to say what they think happens in this
episode.
• Draw pupils’ attention to the map and to the children
Diamond Quest fun
on horseback. Ask why the children have a map and
where they think they are going on horseback.
1
• Tell pupils that they have to write sentences
• Draw pupils’ attention to the character of the elf.
about the children, the elf and the diamond.
Ask them to describe the clothes he is wearing.
• Ask them to look at the pictures and describe
• Play track 35 non-stop. You can also have pupils
what they see.
watch an animated video of the story at the

60
• Elicit sentence 1 orally. Ask a pupil to write it on
the board for class discussion.
• Give pupils time to write sentences 2 and 3 alone.
• Check as a whole class.
Answers: 1 Ronnie and Casey are on the horse. 2 Pick is in the
tree. 3 The diamond is under the hat.
2 create the right atmosphere. Then you ask pupils
• Present the character. Elicit his name (Pick).
• Ask pupils to go back to the story to check the
colour of his clothes. Ask them to colour them
accordingly.
• Have them finish the activity by completing the
description. Elicit possible answers to finish the
lines. Then check as a whole class.
3 (when they read/revise their own productions).
tip Visualization is a useful technique to
recycle vocabulary. You write a short text in which
you review the language you are interested in.
Then you ask the class to close their eyes and to
visualize what you describe. Make sure you build
up a scenario with as many details as possible.
You may also play background music to help
to open their eyes and to say a sentence or two
about their visualizations. You can also add some
follow up tasks in which pupils draw and describe
their pictures or write one sentence about their
picture. The integration of the four main skills is
almost complete: listening (when they listen to
your text), speaking (when they describe what
they see in their visualization), writing (when they
write a sentence about the visualization), reading

• Draw pupils’ attention to the diamond on Pick’s

Lesson wrap-up
hand. Ask them what colour they think it is. Have
pupils colour the diamond accordingly. Let’s have fun!
Extra activity Visualization moment: Tell the True or false?: Invite pupils to open their books
class they are going to pretend they meet an elf again on page 45. Write a few sentences on the
in the school and the elf has a diamond. Use a board for them to discuss whether they are true or
visualization technique – follow these steps: ask false, eg: The children are at school. Casey is on her
pupils to close their eyes and to imagine (visualize) bike. The elf is under the horse.
what you are going to describe: One day you are • Sing the ‘Goodbye’ song.
at school. You go to the library and there you see a
green person. An elf at school! Oh! His name is Tony.
He is happy to be at school. He is wearing a yellow
T-shirt and a yellow hat. He has got a diamond on
his head. The diamond is… Ask pupils to open their
eyes and to say what colour the diamond they have
visualized is. Ask them to draw a diamond in their
notebooks and to colour it the same colour they
have seen it in the visualization.

61

Let’s revise! AB, p90
• Ask pupils to open their books at page 90 and
remind them that the activities on this page will
help them revise what they have learnt in Unit 4.
Have them do the activities individually and then
check as a whole class. Tell them they can refer
to the ‘Mini-dictionary’ on page 100 to check any
new words from the unit they don’t remember.
Answers:
1 1 ’s wearing; 2 isn’t wearing; 3 isn’t wearing; 4 ’s wearing;
5 isn’t wearing; 6 ’s wearing; 7 isn’t wearing; 8 ’s wearing
2 1 wearing; 2 ’m wearing; 3 ’m wearing a belt; 4 ’m wearing
jeans; 5 ’m wearing trainers.
• Once you have finished checking, draw pupils’
attention to the top right corner of the page.
Have them colour the face corresponding to how
they feel about this unit. To help pupils decide,
tell them to go back to page 40 and leaf through
the unit.
62
Integration 2 – At a picnic
Lesson starters
• Sing the ‘Hello’ song. If you wish, hold a singing
competition for fun.
Let’s have fun!
Give me two: Use a soft ball to play this game. You
toss the ball to a pupil and call out a category, eg:
Colours. The pupil catches the ball and says two
colours. Then he/she returns the ball to you. Go on
playing until all the pupils have given their answers.
Possible categories to be taken into account: clothes,
food, colours, numbers, English names etc.
1
Pre-task
• Prepare slips of paper with food items seen in
Unit 3, eg: salad, bread, cheese, etc.
• Divide the class into two teams.
• Call a representative from one team to pick one
slip and make a sentence using that word chosen.
If it is correct, the team scores a point. Repeat the
procedure with the other team. Play several times.
Task
• Have pupils open their books at page 50 and
draw their attention to the main scene.
• Ask, Who are the children in the picture? Where
are they? Can you see any animals in the picture?
What are they doing? Can you mention the food
in the picture?
• Explain that they have to complete each
character’s speech bubble using the pictures
before the lines. Provide an example first.
• Pair up pupils. Set a time limit and then call
volunteers to read the sentences.
Answers: Vicky: I don’t like meat. Bobby: I don’t like pasta.
I like pizza. My favourite food is fruit. Natalie: I like meat and
bread. I love hamburgers/burgers. Hassan: I don’t like bread.
My favourite food is cheese and pasta.
Extra activity Write the same sentences in
Activity 1 on slips of paper. Put the slips in a bag
and then have some pupils take a slip, read out the
sentence on it and identify the child who has said it,
eg: I don’t like pasta. (Bobby.)
Post-task
• Have pupils stand in a circle. They pass a soft or
paper ball round the circle while you play some
music. When the music stops, the pupil holding
the ball says what his/her favourite food is.
Repeat this several times.
2
Pre-task
• Write the following questions on one side of the
board and the answers on the other side:
Can I have a burger, please? Yes, I do.
Do you like salad? Yes. Here you are.
Do you like ice cream? No, I don’t.
• In pairs, have pupils match questions and
answers. Then each pair prepares a new set of
questions and answers for another pair to solve.
Walk around and monitor.
Task
• Draw pupils’ attention to the scene in Activity 2.
• Ask, Who are the children in the picture? Where
are they? What are they doing? Do they look
happy or unhappy? Ask them to justify this
answer. Accept L1 in their answers.
• Explain that they have to put the words in order and
replace the pictures with words. Then they have to
answer the questions. Provide an example first.
• Pair up pupils. Set a time limit and then call
some volunteers to read the questions and
answers. If you wish, write some other scrambled
up sentences on the board to be solved.
Answers: 1 Can I have a banana; 2 Do you like fruit; 3 No, I don’t.
4 Do you like cake; 5 Yes, I do.
Post-task
• Pair up pupils. One of them will play the role of
Bobby and the other the role of Natalie. Allow
some time for rehearsal.
• After the allotted time, call for volunteers to act
out the dialogue.
3
Pre-task
• Say, eg: Stand up if you are wearing jeans. All
pupils who are wearing jeans stand up. Continue
with some other items of clothing your pupils
might be wearing today.
Task
• Draw pupils’ attention to the scene in Activity 1.
• Explain that they have to look at the picture and
complete the sentences. Provide an example
first.
• Pair up pupils. Set a time limit. After the allotted
time, call volunteers to read the sentences.
• Pupils may write them on the board for class
discussion.
Answers: 2 ’s wearing, black belt; 3 ’s wearing purple sandals;
4 isn’t wearing, purple hat; ’s wearing, white T-shirt; 6 isn’t
wearing, red jacket
Post-task
• Ask pupils to look at the scene in Activity 1 for 2
minutes and to remember all the details in it.
• Call out the name of one of the characters for
pupils to say what he/she is wearing, without
looking at the scene.
• Encourage the class to say what each child is
wearing and the colour of that item of clothing by
drawing the information from memory. If you wish,
divide the class into teams and hold a memory
competition. The team which provides more
accurate answers is the winner.
Lesson wrap-up
• Draw three boxes on the board and write a word
in it: two words belong to one category and the
other one belongs to another category, eg: salad,
jeans, burger. Pair up pupils. Tell them to find
the odd one out and justify their choice. Other
possible options: hat, shoes, pencil (odd one
out: pencil); blue, yellow, two (odd one out: two);
football, bike, basketball (odd one out: bike).
• Sing the ‘Goodbye’ song.
63
U
NI
T body on the board. Say the name of the part of
5 Machines
Lesson 1
Vocabulary: body, hands, head, legs, feet, arms,
toes, fingers
Functions: Describing people/robots.
Lesson starters
• Sing the ‘Hello’ song.
Let’s have fun!
Dice game: Divide the class into two groups. Use a
large-size dice. Stick a number on each face of the
dice. Each number will stand for different things:
1 = mention three items of clothing, 2 = say what
you are wearing, 3 = say your favourite colour,
4 = mention an item of clothing you wear when it is
cold, 5= mention an item of clothing you wear when
it is hot, 6 = choose. Group 1 throws the dice and
group 2 has to generate the answers and then they
play the other way round. The group that generates
most correct answers is the winner.
1 36
• Have pupils open their books at page 52.
Hold up your book and point to the scene. To
contextualize, ask (pointing to the man), Who
is he? (An inventor.) Where is he? (At his office/
workshop.) What is he doing? (Making a robot.)
Allow L1 for some of the answers.
• Stick pictures showing the different parts of the
64
the body as you stick it.
• Call pupils to the front. Tell them to point to or
touch the parts of the body that you mention.
• Ask pupils to look at the scene on page 52 again.
You say one part of the body and they point to it
in their books. Repeat with the other parts of the
body.
• Play track 36 once and ask pupils to listen and
number the part of the body mentioned. Stop
after the first word and show them that they have
to write a number 1 there. Then go on with the
rest of the track.
d Audioscript/Answers
1 a head 5 legs
2 arms 6 feet
3 a body 7 fingers
4 hands 8 toes
• Ask pupils to share their answers with their
partners. After some minutes call some pupils to
provide the answers.
• Play the track again and ask pupils to repeat the
words after each part of the body is mentioned.
Pay special attention to pronunciation at this
stage, especially to ‘toes’.
Let’s have fun!
The puppet says...: Take out a puppet from a bag.
Divide pupils into two groups. Tell them that the
puppet will say a number and they will say the word
that corresponds to that number. Invite them to put
up their hands. The first pupil to say the correct word
scores a point for his/her team. Play several times.
tip Encourage pupils to participate all the
time. Explain to them that participating is fun
and that they shouldn’t worry if they make
mistakes because we learn from our mistakes.
Correcting our pupils’ performance is necessary
but we need to be very careful when doing so
because a child who is constantly corrected
inappropriately can lose confidence and the
interest to participate in class.
2 37
• Focus pupils’ attention on the picture in Activity 2.
Ask, Who are they? (The inventor and Rodney,
the robot.) What are they doing? (The inventor is
high fiving his robot Rodney. He is talking about
 the parts of the body that Rodney has got or
hasn’t got.) Allow L1 for the answer.
• Play track 37 once and ask pupils to listen to
and read the ‘Rodney, the robot’ song. Check
predictions.
• Play the track again. Sing along. Encourage
pupils to sing along with you. Praise their effort.
• Ask, What hasn’t Rodney got? (A nose.)
Lesson wrap-up
Let’s have fun!
Simon says…: Pupils stand up in a circle. Explain to
them that you will give them instructions, eg: Touch
your head. and that they should do as you say only
when the instruction is preceded by the words ‘Simon
says’. Provide an example first. If a pupil follows the
instruction but you haven’t said, Simon says, he/she
must sit down. The last pupil standing wins.
• Say the ‘Goodbye’ song.
Lesson 2
Vocabulary: Revision: head, arms, body, hands,
legs, feet, fingers, toes
Grammar: He’s got/hasn’t got…
Functions: Describing people/robots.
Lesson starters
• Sing the ‘Hello’ song.
• Sing the ‘Rodney, the robot’ song. If you wish,
divide the class into two groups and hold a
singing competition. Invite some pupils to mime
the robot’s movements while singing.
Let’s have fun!
What’s missing? Stick pictures showing different parts
of the body on the board. The class tries to memorize
them. Then ask pupils to close their eyes while you
remove a picture and ask, What’s missing?
1
• Have pupils open their books at page 53. Ask
them to look at the picture of the robot on page 52
and try to remember the colours of the different
parts of Rodney’s body. Allot some minutes. Then
pair up pupils. Explain that one of them will say a
word, eg: legs and the other one will say the colour
corresponding to that part of the body without
looking at the picture. Then they switch roles.
• Provide one or two examples first. Pupils play
several times.
1 AB, p91
• Pair up pupils. Ask them to look at the pictures
and match them with the corresponding words
by writing the numbers. Provide an example first.
Set a time limit.
• Call volunteers to provide the answers.
Answers: 1 a body; 2 a head; 3 arms; 4 hands; 5 legs; 6 fingers;
7 feet; 8 toes
2 38
• Tell pupils that they will listen to Hassan and
Natalie talking about their robots.
• Explain they have to write a number for each
body part.
• Play track 38 once. Allot some time for them to
do the activity.
• Play the track again for them to check.
• Call for volunteers to write the answers on the board.
65
• As an extension to the activity, play the track
again and stop after each question so that pupils
can answer accordingly.
d Audioscript
Man: M – Hassan: H – Natalie: N
M: Has your robot got a
nose?
H: Yes, he has. He’s got a
nose.
M: Has your robot got
hands?
H: Yes, he has. He’s got two
hands.
M: Has your robot got
fingers?
H: Yes, he has. He’s got
seven fingers.
M: Has your robot got feet?
H: Yes, he has. He’s got
three feet.
M: Has your robot got toes?
Ha: No, he hasn’t. He hasn’t
got toes.
M: Has your robot got a
nose?
N: No, she hasn’t. She
hasn’t got a nose.
M: Has your robot got
hands?
N: Yes, she has. She’s got
three hands.
M: Has your robot got
fingers?
N: Yes, she has. She’s got
eight fingers.
M: Has your robot got feet?
N: Yes, she has. She’s got
four feet.
M: Has your robot got toes?
N: No, she hasn’t. She
hasn’t got toes.
• Explain that they have to write sentences about
Natalie’s robot with the information in Activity 2.
• Focus their attention on the example given.
• Tell them to work in pairs. Allot some minutes
and then call volunteers to write the sentences
on the board.
Answers: 1 three hands. 2 She hasn’t got a nose. 3 She’s got
eight fingers. 4 She’s got four feet. 5 She hasn’t got toes.
Lesson wrap-up
Extra activity Read and match. Pair up pupils and
give out copies of the activity in the ‘Photocopiable
activities’ section at the Teacher’s Resource Centre.
Ask them to look at the pictures of the robots and read
the descriptions carefully. Tell them to match each
description with the corresponding robot. Set a time
limit. After the allotted time, they provide the answers.
• Say the ‘Goodbye’ song.

GRAMMAR Take some examples from the

listening activity. Say, Remember what Hassan
says about his robot? Write some sentences on
the board, eg: My robot has got a head. He’s got
one nose. He hasn’t got toes. Ask pupils what
we mean when we say, He’s got a nose. and
what we mean when we say, He hasn’t got toes.
We are describing the robots. Allow L1 in their
answers. Make them aware of the fact that we
can say, My robot has got... or My robot’s got...;
He has got… or He’s got… Write some other
exponents on the board to highlight full and
contracted forms and meaning.

tip Bear in mind that young learners usually

learn chunks of language, which combine
vocabulary and grammar structures in a holistic
way. In other words, they do not analyze the Lesson 3
grammar structure into its components. They
learn, for example, ‘He has got’ as a single item. Vocabulary: Revision: head, arms, body, hands,
It is vital to give pupils exposure to the language legs, feet, fingers, toes
in meaningful contexts and to make them aware
Grammar: Has he/she got…? Yes, he/she has./
of the meaning and function of that structure.
No, he/she hasn’t.
Functions: Asking about physical description.
3
• Ask pupils to look at the picture of Hassan’s
Lesson starters
robot in Activity 2.
• Sing the ‘Hello’ song.
• Call different pupils to read the sentences.
• Sing the ‘Rodney, the robot’ song.
• Ask them to underline the expression ‘has got’
or’ ‘’s got’.
66
Let’s have fun!
Robot dice: Pupils use a dice to draw a robot. Draw
two outlines of a robot’s body on the board. Divide
the class into two teams. Use a large-size dice with
numbers. Write the following on the board: 1 = head,
2 = arms, 3 = legs, 4 =hands, 5 = feet, 6 = fingers.
Call one representative from each team to throw the
dice and start drawing the robot according to the
numbers they’ve got. The first group to complete the
picture wins. Ask each team to describe their robots,
eg: My robot has got three legs.
tip Practising vocabulary through games,
songs, rhymes, drama, art and craft activities
provides pupils with opportunities to use
and manipulate the language in different and
meaningful contexts. This helps them to store
the new words into their long-term memory.
2 AB, p91
• Pair up pupils. Ask them to look at the crossword
puzzle. Tell them to look at the pictures and write
the words in the puzzle.
• Provide an example. The first pair to finish calls
out, Ready!
• After the allotted time, call volunteers to write
the answers on the board.
Answers: 1 head; 2 arms; 3 hands; 4 nose; 5 fingers; 6 feet;
7 legs; 8 body; 9 toes
3 AB, p92
• Focus pupils’ attention on the picture of Roger,
the robot.
• Explain that they have to complete the sentences
using ’s got or hasn’t got to describe Roger.
• Focus their attention on the example.
• Set a time limit and then call for volunteers to
read the answers.
Answers: 1 hasn’t got; 2 ’s got; 3 hasn’t got; 4 ’s got; 5 hasn’t got;
6 ’s got; 7 hasn’t got
1 39
• Have pupils open their books at page 54 and tell
them to look at the scene. To contextualize it ask,
Who are they? (The inventor and Rodney the robot.)
What are they doing? (Talking about the new robot.)
Allow L1 to answer some of the questions.
• Play track 39 to check pupils’ predictions.
• Play the track again. Pupils listen and read.
• At this stage, ask some leading questions to
check understanding.
• Divide the class into two groups. One group
will be the inventor and the other group will be
Rodney. They listen and repeat the dialogue.
• Pair up pupils. Invite them to choose a part of the
dialogue and act it out. Allow some minutes for
rehearsal. After the allotted time, ask some pairs
to dramatize the dialogue.
2
• Ask pupils to focus their attention on Activity 2.
• Explain the task. They read the dialogue in
Activity 1 again. Then they have to circle the
correct answer according to the information in
the previous activity. Provide an example first.
• Set a time limit and then choose volunteers to
provide the answers.
Answers: 1 has got; 2 has got; 3 hasn’t got; 4 hasn’t got;
5 hasn’t got; 6 has got
GRAMMAR Ask pupils to look at the way
Rodney asks about Rita, the new robot.
Make them read the questions. Write some
of these questions on the board: Has she
got fingers? Has she got toes? Now, tell them
to look at the answers to these questions.
Write them on the board too: Yes, she has.
No, she hasn’t. Make them notice how we
ask and how we answer: When do we ask
these questions? When we want to ask about
67
 someone’s physical description. Allow L1 for
their answers. If you wish, write some other
exponents on the board for class discussion.
Remember to focus on form and meaning.

3
• Pair up pupils. Tell them that they will have to
ask each other questions about Rodney, the
robot. Make them aware that they have the
pictures of the different parts of the body as
cues. First, one pupil asks and the other answers.
Then they switch roles.
• Provide an example first. You may write the
beginning of the question and the answers on
the board as useful language.
• Set a time limit and then call some pairs to act
out their dialogues. Lesson 4
Answers: Has Rodney got nine fingers? (No, he hasn’t. He’s got Vocabulary: hair, eyes, nose, ears, mouth, neck
ten.) Has he got one nose? (No, he hasn’t.) Has he got eight
toes? (No, he hasn’t. He’s got ten.) Has he got two feet? Grammar: Revision: He’s/She’s got/hasn’t got… Has
(Yes, he has.) he/she got…? Yes, he/she has. No, he/she hasn’t.

Lesson wrap-up
Let’s have fun!
Guess the robot: Stick a picture of Rodney, Rita,
Roger and Hassan’s robot (from page 53) on the
board. Call one volunteer. Tell him/her to choose
one robot and tell you which one he/she has
chosen. It’s a secret. Explain that the rest of the
class will ask questions to guess the chosen robot.
The pupil who guesses correctly has the next turn.
Play several times.
• Sing the ‘Goodbye’ song.
NB: Ask pupils to bring magazines, scissors and
glue for next class.
Lesson starters
• Sing the ‘Hello’ song.
Let’s have fun!
Unscramble the word: Divide the class into two
groups. Call one volunteer from each group. Divide
the board into two parts and write two scrambled up
words, eg: dahe (head). Pupils discover the words.
The first pupil to do so gets a point for his/her team.
Repeat several times.
• Sing the ‘Rodney, the robot’ song.

4 AB, p92
• Ask pupils to look at the picture and tell you the
names of the children (Bobby and Vicky).
• Pair up pupils. Explain that they have to write
the words in order to make questions and then

68
 answer them by looking at the picture. Provide • Read the description of Rita, the robot as a whole
an example first. class.
• Set a time limit and then choose some pupils to • Pair pupils up. Tell them to complete the
write the questions and answers on the board. sentences to describe Rita, the car.

Answers: 1 Has your robot got legs? 2 Yes, she has. 3 Has your • Focus their attention on the example.
robot got fingers? 4 No, she hasn’t. 5 Has your robot got toes? • Set a time limit and then ask some pupils to say
6 Yes, she has.
the answers.

1 40
Answers: 2 has got; 3 hasn’t got; 4 has got; 5 hasn’t got

• Have pupils open their books at page 55 and ask Lesson wrap-up
them to have a look at the scene. To contextualize
it, ask, Who can you see in the picture? (Vicky, Let’s have fun!
Bobby, Hassan and Natalie.) What are they doing? Let’s make a collage: Divide the class into groups
(They are looking at Rita, the robot.) Allow L1 to of 4. Give out large pieces of poster paper to each
answer this question. group. Pupils create their own faces with cut-outs
• Hold up your book and show Rita’s face. Point to from the magazines they have brought. Set a time
the different parts of her face. limit. After the allotted time, each group shows their
faces to their classmates and describe the faces
• Play track 40. Tell pupils to listen and number the
to them, eg: Our face has got big eyes/hasn’t got a
different parts of the face as they are mentioned.
mouth.
After the first one, stop and provide an example.
• Sing the ‘Goodbye’ song.
• Play the track again. Tell pupils to repeat each
word. Pay special attention to the pronunciation
of the word ‘eyes’.
d Audioscript
1 eyes 4 ears
2 neck 5 nose
3 mouth 6 hair

Let’s have fun!

I say, you say: Focus pupils’ attention on the scene in
Activity 1. Explain that if you say a number, they have
to say the word corresponding to that number but if
you say the word, they have to say the number. Play
several times.
Lesson 5
tip Remember that for every vocabulary area
Lesson starters
or new language to be presented, the Internet
• Sing the ‘Hello’ song.
can provide you with sites full of games and
activities as well as video clips with songs, Let’s have fun!
chants and stories. Surf the net and choose the
sites which are more suitable to the level and Human Bingo: Divide the class into groups of 4.
age of your pupils. Make a point of including Give out each pupil a card or slip of paper with a
technology in your lessons. word connected with parts of the face, eg: eyes. All
the members of the group are sitting. Call a volunteer
to draw cards with body parts from a bag. When he/
2 she draws the word card, eg: eyes, all the pupils in
the different groups with the word ‘eyes’ stand up.
• Ask pupils to look at the pictures in Activity 2.
Follow the same procedure with the other cards. The
Explain that Rita, the robot can transform herself
first group to have all its members standing calls out,
into a car.

69
Bingo! And they are to make sentences with those
words chosen, eg: Rita has got two eyes.
1 41
• Ask pupils to read the title: ‘Animal robots’. Then
invite them to have a look at the pictures and to
predict what they are going to read about. Allow
L1 in their answers.
• Play track 41 once. Ask pupils to listen and read.
Check predictions.
• Focus on some vocabulary revision if necessary.
• After their reading, ask some leading questions
to check understanding, eg: Has the robot dog
got big ears? (No, it hasn’t. It’s got small ears.)
Can it speak? (No, it can’t.) What can it do?
(It can listen to instructions, walk and play with
a ball.) Has the robot cat got short legs? (Yes, it
has.) Can it climb a tree? (No, it can’t.) What can it
do? (It can dance to music and express emotions.)
2 classmates what animal it is and what things the
• Play track 41 again. Ask pupils to listen and read
again.
• Set a time limit.
• Ask different groups to share their opinions.
Allow L1 for their justifications if necessary.
• You can write some useful language on the board
for them to use: I like the... because it can... I like
the... because it has got...
tip Speaking activities which are
personalized and offer choice tend to increase
pupils’ willingness to participate. It is important
to give clear instructions, to provide some
useful language and to demonstrate yourself
before they start with the activity.
Lesson wrap-up
Let’s have fun!
My favourite animal robot: Pupils create and
draw their own animal robots in their notebooks.
Set a time limit. Ask different pupils to tell their
robot can/can’t do, and describe the robot orally.
• Say the ‘Goodbye’ song.

• Divide pupils into groups of 3 or 4. Ask them to

turn to page 57, Activity 2. Ask them to read the
sentences and circle the correct option according
to the information in the articles.
• Provide an example first.
• Set a time limit and then ask pupils to share their
answers.

Answers: 1 are; 2 small; 3 can’t; 4 dog; 5 can’t; 6 are

3
• Pair up pupils and ask them to read and match
the sentences with the pictures following the
information in the articles on the previous page.
• Provide an example first.
• Set a time limit and then call for volunteers to Lesson 6
read the answers.
Lesson starters
Answers: 1 It can dance. It can jump. It has got a small body.
2 It can play with a ball. It can understand instructions.
• Sing the ‘Hello’ song.

?
• Divide pupils into small groups. Explain the
question and ask pupils to share their opinions
with their classmates and justify their answers.

70

5 AB, p93
• Pair up pupils. Tell them to look at the picture of
Rita’s face and complete the words.
• Provide an example first.
• Set a time limit and then call for volunteers to
read the answers.
Answers: 1 eyes; 2 nose; 3 mouth; 4 ears; 5 hair; 6 neck
6 AB, p93
• Ask pupils to look at the pictures of the two
robots in Activity 6.
• Pair up pupils. Have them circle the correct
option according to the pictures. Provide an
example first.
• Set a time limit and then choose some pupils to
write the answers on the board.
Answers: 1 has; 2 has; 3 fingers; 4 has; 5 has; 6 hasn’t;
7 hasn’t; 8 fingers
1
• Have pupils go to the ‘cut-outs section’ at the
back of the book and cut out the pictures of the
robots. Before, you may ask them to paste the
cut-out page on poster board.
• Pair up pupils. Pupil A chooses one robot from
the picture cards and keeps it secret. Pupil B
guesses which robot pupil A has chosen by asking
questions, eg: Has your robot got a nose? Pupil B
should look at his/her picture cards very carefully.
Then pupil B has the next turn choosing the robot
and pupil A asking the questions and guessing.
• Walk around and monitor, giving help when
needed.
2
• Focus the pupils’ attention on the first
description of the robot.
• Call for one volunteer to read aloud.
• Explain that pupils should create and draw their
own robots.
• After that they should complete the description.
• Provide an example first. You may draw your
robot and complete the sentences yourself to
write a description of your robot.
• Set a time limit and then invite some pupils to
read their paragraphs and show their drawings.
tip You may ask pupils to do this task on a
separate sheet of paper so that later on you can
put their productions on display either on the
classroom walls or around the school. This gives
pupils pride in their work, and other groups at
school can come in contact with English too.
Lesson wrap-up
Let’s have fun!
Don’t follow the leader!: Say, head and touch your
nose. Pupils should listen to the word and touch the
correct part of the body: their head. If they touch
the incorrect part of the body, they sit down and
miss a turn. Play several times.
• Sing the ‘Goodbye’ song.
42 Diamond Quest Solve the riddle
71
 Vocabulary: Revision: colours, favourite, rock,
diamond, hands, fingers, nose, arms, feet, toes, big.
New: love games, come with me, smart girl, easy.
Grammar: Revision: He’s/She’s got/hasn’t got… Has
he/she got…? Yes, he/she has./No, he/she hasn’t.
Functions: Asking for location. Asking for
preferences. Describing. Expressing a mistake.

Lesson starters
• Sing the ‘Hello’ song.

Extra activity Look and write. Then answer

about Rita, the robot. Pair up pupils and give
out copies of the activity in the ‘Photocopiable
activities’ section at the Teacher’s Resource Centre.
Ask them to look at the picture of Rita, the robot,
carefully and answer the questions. Provide an
example first. Set a time limit. Invite pupils read the
answers.
• Explain the title and ask pupils why they think
the episode has got this title. Then focus their
attention on the first picture and ask, Who are
they? (Ronnie and Casey.) Who is with them? (Pick.)
What has Pick got under his hat? (The diamond.)
Allow L1 for their answers, if necessary.
• Ask, Where is Pick now? (In the rock.) How many
monsters can you see? (Three.)
• Play track 41. You can also have pupils watch
an animated video of the story at the Teacher’s
Resource Centre or on the Digital Pupil’s Book.
You can find ideas on how to work with the
animations at the Teacher’s Resource Centre.
• Pupils listen and read. Check their predictions.
• Write the following questions on the board:
What is Casey’s favourite colour? (Purple.) Does
Pick like playing games? (Yes, he does.) Where
is the diamond? (Under Thor’s hand.) Has Thor
got a nose? (No, he hasn’t.) Has Casey got the
diamond in the end? (Yes, she has.)
Diamond Quest fun
1
• Pair up pupils. Explain that they have to decide
who Thor is by ticking the correct picture.
• Set a time limit. Pupils provide the answers.
Answer: Picture 2
2
• Focus pupils’ attention on Activity 2.
• Explain that they have to solve the riddles and
write the names in the blanks.
• Read the first riddle and solve it as a whole class
as an example.
• Pair up pupils. Tell them to solve the rest of the
riddles. Set a time limit. Then check as a whole
class.
Answers: 1 Pick; 2 Thor; 3 Diamond; 4 Casey; 5 Ronnie
3
• Focus pupils’ attention on Activity 3.

• Read the questions as a whole class to check
understanding.
• Pair up pupils. Play the track again and have
them answer the questions. Set a time limit.
• Check the answers as a whole class.
• Explain that they have to look at the two pictures
carefully, find the differences and complete the
sentences. Provide an example first.
• Pair up pupils. Set a time limit and invite pupils
to read the answers.
Answers: 2 hasn’t got, has got; 3 has got eight, has got five;
4 has got six, hasn’t got

72
 • Once you have finished checking, draw pupils’
tip ‘Find the differences’ is a fun activity attention to the top right corner of the page.
which helps to develop pupils’ critical thinking Have them colour the face corresponding to how
skills. To find the differences, pupils have to they feel about this unit. To help pupils decide,
think, focus, compare, evaluate, learn to see tell them to go back to page 52 and leaf through
details etc. They have to exercise different skills the unit.
in order to come up with a solution.

Lesson wrap-up
• Dramatize: Divide the class into groups of 3.
One pupil will play the role of Ronnie, another
one the role of Casey and the last one the role
of Pick. After some minutes of rehearsal, call for
volunteers to act out the dialogue.
• Sing the ‘Goodbye’ song.

Let’s revise! AB, p94

• Ask pupils to open their books at page 94 and
remind them that the activities on this page will
help them revise what they have learnt in Unit 4.
Have them do the activities individually and then
check as a whole class. Tell them they can refer
to the ‘Mini-dictionary’ on page 100 to check any
new words from the unit they don’t remember.

Answers:
1 1 ’s got; 2 hasn’t got; 3 ’s got; 4 hasn’t got; 5 ’s got;
6 hasn’t got
2 1 Has Wanda got a small mouth? No, she hasn’t, 2 Has she
got two eyes? Yes, she has. 3 Has she got big ears? No, she
hasn’t. 4 Has she got short hair? Yes, she has. 5 Has she got
a long neck? Yes, she has.

73
U
NI
T • Ask the class to point to the activities as you
6 On the beach
Lesson 1
Vocabulary: make a sandcastle, go fishing, go
snorkeling, play frisbee, look for shells, look for
treasure
Functions: Identifying beach activities.
Lesson starters
• Sing the ‘Hello’ song.
Let’s have fun!
Unscramble the word: Write scrambled up words
for the parts of the body and face on the board.
Divide the class into groups of 4. The first group to
guess and write correctly all the words is the winner,
eg: eetf (feet); neos (nose); edha (head); grsfine
(fingers).
1 43
• Have pupils open their books at page 62 and ask
them look at the scene in Activity 1.
• Ask, Where are the children? (On the beach.)
What are they doing there? (Playing.)
• Stick pictures on the board showing the different
activities presented in the scene. Say the name of
the activity as you stick it.
• Point to an activity and say the name of the activity.
74
mention them.
• Call pupils to the front. Tell them to point to or
touch the different activities that you mention.
• Ask pupils to look at the scene again. Call one
activity and pupils point to it in their books.
• Play track 43 once and pupils write the number
for each activity. Stop after the first activity is
mentioned and show them that they have to
write a number 1 there. Complete the activity. Ask
pupils to share their answers with their partners.
• After some minutes, call some pupils to provide
the answers.
d Audioscript/Answers
1 make a sandcastle 4 look for treasure
2 play frisbee 5 go fishing
3 look for shells 6 go snorkeling
• Play the track again and ask pupils to repeat
the words after each activity is mentioned.
Pay attention to some of the new words, like
‘sandcastle’, which may cause problems later on.
Let’s have fun!
Play the puppet says...: Use a puppet. Tell the class
they have to mime the activity the puppet mentions,
eg: make a sandcastle, play frisbee, go snorkelling.
2 44
• Focus pupils’ attention on the picture in Activity 2.
Ask, Why are the children so unhappy? (Because
it is raining.) Where are the children now? (On the
beach.) What do you think they want to do? (point
to the objects they are carrying) (They want to
play.) Allow L1 for the answers.
• Play track 44 once and have pupils listen to the
‘I want to…’ song only to check their predictions.
• Play the track again and ask pupils to listen and
read.
• Invite them to repeat each line, paying special
attention to pronunciation and intonation.
• Play the track once more. Sing along. Encourage
pupils to sing along with you.
• Introduce the idea of ‘want to’ incidentally, only if
pupils are interested in getting to know this.

1 AB, p95
• Focus pupils’ attention on the pictures in Activity 1.
• Call out some beach activities and pupils point to
the corresponding picture.
• Read out phrases on the page. Explain the
activity and give time for pupils to complete it.
• Check as a whole class.
Answers: 1 make a sandcastle; 2 go fishing; 3 go snorkelling;
4 play frisbee; 5 look for shells; 6 look for treasure
Lesson wrap-up
Let’s have fun!
Photos on the beach: Divide the class into groups
of 5. They have to pose as if they were on the beach.
In the photo, each pupil is doing one of the beach
activities seen in the unit. Call a group to come to
the front to pose their photo. Point to each pupil in
the group and the class says which beach activity
each pupil has chosen.
• Sing the ‘Goodbye’ song.
Lesson 2
Vocabulary: Revision: make a sandcastle, go
fishing, go snorkeling, play frisbee, look for
shells, look for treasure
Grammar: I want/don’t want to…
Functions: Expressing desire to do something or
lack of desire to do something.
Lesson starters
• Sing the ‘Hello’ song.
Let’s have fun!
Beach dice: Use a large-size dice and on each
side stick a picture of one of the beach activities
presented in Lesson 1. Divide the class into two
groups. Make a list of the beach activities on the
board. A member from each group comes to the
front, rolls the dice and says the activity he/she
gets. They continue in this way. The group to tick
first the six activities on the dice is the winner.
1
• Have pupils open their books at page 63. Ask
them to look at the pictures and the numbers each
activity has. Pupils have to remember the activity
and its number. Allot some minutes. Then pair
up pupils. Explain that one of them will say an
activity, eg: Play frisbee. and the other pupil says
the number corresponding to that activity without
looking at the book. Then they can switch roles.
• Alternatively, pupils can say the number for the
other one to say the activity, eg: P1: Number 4!
P2: Go fishing.
2 AB, p95
• Pair up pupils. Ask them to read the phrases
below the wordsearch and find the missing
words in the wordsearch.
• Allot some minutes.
• Check as a whole class.
75
2 45 GRAMMAR Read aloud the sentences. Ask
pupils what difference they find between the
• Tell the class to imagine the following scenario:
sentences. Give them time to compare and
I live near a beach and I want to go to the beach at
to find the rule by themselves. Ask leading
the weekend. Have pictures of the beach activities
questions to help them find form, meaning
ready and draw two columns on the board: a
and function. Check their conclusions. Write
column with tick and a column with a cross.
some other exponents on the board for class
• Pick one pictures and say, I want to make a discussion.
sandcastle. Place the activity in the column with
the tick. Repeat with another activity. Show with
your face that you are happy with this plan.
3
• Pupils write the corresponding sentence for each
• Pick another activity and show with your tone of
picture in Activity 2.
voice and your unhappy face, I don’t want to play
frisbee. Place this activity in the column with the • Encourage the class to read number 1 as a whole
cross. Repeat the same step with another activity. class and to find the other two pictures that
show activities Rick wants to do (pictures 3 and
• Draw pupils’ attention to the boy in Activity 2. Tell
6). Give pupils time to complete the sentences
them he mentions the activities he wants to do
based on the model in number 1 or in the ‘Hop
(.) and the ones he does not want to do (').
into Grammar’ box.
• The class listens and puts a tick or a cross for
• Check as a whole class. Then draw pupils’
each activity.
attention to sentence 2 which is incomplete. Ask
• Ask them to identify the activity in number 1 the class to complete it. Check as a whole class.
(play frisbee) and to predict whether it takes a
• Elicit which other two pictures show activities
tick or a cross.
Rick does not want to do (pictures 4 and 5).
• Play track 45 and stop after the first item is
• Give pupils time to complete these sentences
mentioned. Check predictions.
using the model in sentence 2 or in the ‘Hop into
• Play the rest of the track non-stop. Grammar’ box. Check as a whole class.
• Play the track again from the beginning.
tip Whenever a new structure is presented,
• Allow pupils to check their answers with a partner.
it is important to provide clear examples and
• Check as a whole class. a well-planned sequence in the presentation
d Audioscript
and practice stages. It is important to expose
Narrator: N – Rick: R pupils to many instances of the new language
1 N: Do you want to play introduced. The more they hear it in meaningful
frisbee? 4 N: Do you want to scenarios, the more clarity they have regarding
R: Yes, I do. make a sandcastle? its function and possible uses. However, we
2 N: Do you want to go R: No, I don’t.
would like to highlight the importance of
snorkelling? 5 N: Do you want to look
R: No, I don’t. I can’t for shells.
more natural and spontaneous use of the new
swim. R: No, I don’t. language in the daily teaching. It is this natural
3 N: Do you want to go 6 N: Do you want to use of the language which adds information and
fishing? look for treasure? meaning to pupils. Therefore, make a point of
R: Yes, I do. I love fish! R: Yes, I do. using the structure over and over again in every
day routine to add extra exposure to the more
• Draw pupils’ attention to number 1. Rick says, I planned presentation and practice stages.
want to play frisbee. Encourage pupils to repeat
after you.
Lesson wrap-up
• Elicit which beach activity has a tick. Tell the
• Use the dice from Lesson 1 with the beach
class that Rick also says, I want to go fishing.
activities on each side. Have pupils come to the
Pupils repeat the line.
front, roll the dice, check the activity they get and
• Ask the class to imagine Rick’s sentence for say, I want to (go snorkelling). or I don’t want
picture 6.

76
 to (look for treasure). ie: following the activity
shown on the picture on the dice.
• Sing the ‘Goodbye’ song.
Lesson 3
Vocabulary: Revision: make a sandcastle, go
fishing, go snorkeling, play frisbee, look for
shells, look for treasure. New: amazing.
Grammar: Revision: I want/don’t want to…
New: Do you want to…? Yes, I do./No, I don’t.
Functions: Expressing desire to do something
or lack of desire to do something. Asking about
desire to do something.
Lesson starters
• Sing the ‘Hello’ song.
Let’s have fun!
We go fishing!: Prepare a fishing rod with a magnet
at the end of the line and stick a magnet to pictures
of the beach activities. Say, Let’s pretend we go
fishing. Each pupil comes and ‘fishes’ an activity
and says (showing the picture chosen), eg: I want to
play frisbee. or I don’t want to play frisbee.
• Sing the ‘I want to…’ song.
3 AB, p96
• Pair up pupils.
Draw their attention to the
pictures in Activity 3 and check the children’s
expressions in each picture.
• Explain the activity.
• Do number 1 and 2 as a whole class.
• Give pupils time to complete the activity and
then check as a whole class.
Answers: 1 don’t want to; 2 don’t want to; 3 want to; 4 don’t
want to; 5 want to; 6 want to
1 46
• Have pupils open their books at page 64 and
focus their attention on the scene.
• Ask, Who are they? (Vicky and Hassan.) Where
are they? (On the beach.) What can they do with
the objects they have? (Go snorkelling, look for
shells or make a sandcastle.)
• Point to the red flag and ask, Is it a good idea to go
snorkelling in that kind of weather? (Of course not!)
• Point to the sub-scene and focus on Vicky’s
happy face and the picture of making a
sandcastle. Elicit from pupils what they think
Vicky and Hassan are finally going to do together.
• Play track 46 non-stop. Check predictions.
• Focus on Hassan’s lines and Vicky’s answers.
Elicit which activity she wants to do. Pupils
answer and play again her lines.
• Encourage pupils to imitate her answer following
Hassan’s questions.
• Focus on the word ‘amazing’. Give further
examples. Encourage pupils to repeat the word
after you.
• Play the track again. Now focus on Hassan’s
questions. Encourage pupils to repeat them.
• Write on the board a question and the possible
answers, Yes, I do and No, I don’t.
77
 in the third question, they get 1 point. They get
GRAMMAR Invite pupils to read the no points in the next questions. The winner is the
exponents in the box. Have them focus on the group with the highest score.
interrogative form of the structure being taught.
• Sing the ‘Goodbye’ song.
Highlight form and meaning. Write some other
questions on the board for class discussion.
Proceed in the same way with both answers,
in the affirmative and interrogative forms.
Give pupils time to find the rule by themselves.
Walk around and ask questions, the answers of
which should be Yes, I do. or No, I don’t.

• Play the track again. Read the lines aloud. Pupils

read aloud too.
• Give pupils time to rehearse the dialogue.
Monitor their work.
• Encourage them to act out the scene.

2
• Explain that the activity is based on the dialogue
in Activity 1.
• Pupils tick the activities Vicky wants to do.
• Check as a whole class. Lesson 4
Answers: . 1, 4
Vocabulary: Revision: make a sandcastle, go
fishing, go snorkeling, play frisbee, look for
3 shells, look for treasure; New: a spade, a bucket,
flippers, a fishing rod, a snorkel.
• Draw pupils’ attention to the pictures in the
speech bubbles. Grammar: Revision: Have you got …? Yes I have./
No, I haven’t. Do you want to…? Yes, I do./
• Tell them to say which beach activities they
No, I don’t.
represent.
Functions: Asking about possession. Expressing
• Explain the activity. Pair up pupils and tell them
desire to do something or lack of desire to do
to have mini-dialogues similar to the one in the
something.
‘Hop into Grammar’ box.
• Encourage pairs to act out their dialogues in
front of the class. Lesson starters

Lesson wrap-up • Sing the ‘Hello’ song.

Let’s have fun! Let’s have fun!

Guess what I want to do: Divide the class into two
groups. Tell them to imagine they are on the beach
and there is only one thing they want to do. A pupil
from group A comes to the front and a pupil from
group B whispers a beach activity to him/her. The
rest of group A has to guess which activity it is.
They ask, Do you want to play frisbee? Do you want
to look for shells? etc. The pupil in front says, Yes,
I do./No, I don’t. If they guess in the first question,
the group gets 5 points. If they guess in the second
question, the group gets 3 points. If they guess
Physical line-up: Prepare slips of paper with some
words written on them, eg: I / want / to / play / frisbee /
I / don’t / want to / go / fishing / do / you / want to /
look for / shells / ? Put all the slips that make up a
sentence in an envelope. Divide the class into groups
of 4 or 5 pupils. Distribute the envelopes. Pupils
organize the sentence and then show the order with
a physical line-up, ie: they line up and hold up their
word to show the correct sentence order.
• Sing the ‘I want to…’ song. You may hold a
singing competition if you wish.

78

4 AB, p96
• Pair up pupils. Ask them to look at the words in
each case. Tell them that they have to order the
words in the questions and in the answers.
• Set a time limit. After the allotted time, call
volunteers to read the sentences aloud.
Answers: 1 Do you want to play frisbee? 2 No, I don’t. 3 Do you
want to go snorkelling? 4 Yes, I do.
1 47
• Have pupils open their books at page 65 and tell
them that when you go to the beach you need
some of the items shown in the scene in Activity 1.
• Place the following pictures on the board: a
snorkel mask, a spade, a bucket, a frisbee, a
fishing rod.
• Point to each picture and say the word. Pupils
repeat after you.
Let’s have fun!
Lip reading: Mouth one of the words very carefully.
Pupils look at you and try and guess which item you
are saying.
• Focus on the scene on page 65 again. Explain the
activity.
• Play track 47 non-stop once and have pupils
number the objects mentioned.
• Ask pupils to pair up and compare their work
with a partner.
• Check as a whole class.
d Audioscript
1 a snorkel 4 a frisbee
2 a spade 5 a fishing rod
3 a bucket 6 flippers
• Play the track again and invite pupils to repeat
the words. Pay attention to pronunciation.
5 AB, p97
• Pair up pupils. Tell them to fill in the gaps with
the missing letters.
• Each pair then checks their work with another
pair.
• Ask volunteers to come and write the words on
the board to check spelling.
Answers: 1 snorkel; 2 spade; 3 bucket; 4 fishing rod; 5 flippers;
6 frisbee
Let’s have fun!
Ball game: Toss a ball to the class and ask, Do you
want to go fishing? Remind the class of the two
possible answers: Yes, I do./No, I don’t. Repeat the
procedure with different questions. Now tell the class
that if you want to go fishing, you need a fishing rod.
Ask, Have you got a fishing rod? Remind pupils of the
two possible answers, Yes, I have. or No, I haven’t.
Practise ‘have you got’ questions with the ball as
described before.
2
• Draw pupils’ attention to the mini-dialogues in
Activity 2.
• Complete number 1 as a whole class. Check and
read aloud.
• Follow the same steps with number 2.
• Give pupils time to complete the other mini-
dialogues.
• Encourage them to read them aloud.
• Invite them to come to the front and act one out.
Answers: 2 Do, want; 3 Have, got; 4 Do, want; 5 you got; 6 have;
7 you want; 8 do
3
• Go back to Unit 1, page 11, Activity 1.
• Ask pupils to identify the objects they see: a
football, a skateboard, rollerblades, a bike.
• Encourage the class to have similar dialogues
79
 to the one presented in Activity 2 but this time
using the items from Unit 1.
• Model one example with a pupil.
• Walk around and monitor.
• Encourage pupils to act out their new mini-dialogues.
6 AB, p97
• Pair up pupils and explain the activity.
• Focus on the situation. Read out the options in the
box and the incomplete questions and answers.
• Give pupils time to complete the activity. Then
check as a whole class.
Answers: 1 Have you got; 2 Yes, I have. 3 Do you want;
4 Yes, I do.
Lesson wrap-up
Let’s have fun!
Miming game: Choose a pupil to come to the front
and whisper an object to him/her. He/She mimes
the object and the rest of the class has to guess
which object it is by asking, Have you got a (spade)?
Repeat with several pupils.
• Sing the ‘Goodbye’ song.
80
Lesson 5
Lesson starter
• Sing the ‘Hello’ song. You can introduce one with
the new vocabulary in the unit, eg:
Have you got a spade? Let’s look for shells
Have you got a ball? Let’s play football.
Have you got a bike? Let’s go for a ride!
Extra activity Look and complete. Pair up
pupils and give out copies of the activity in the
‘Photocopiable activities’ section at the Teacher’s
Resource Centre. Pupils look at the pictures and
complete the issing words in each sentence. Pairs
then compare results.
1 48
• Have pupils open their books at page 66. Invite
them to look at all the scenes of the story and to
predict what they think happens in it. Allow L1 for
their answers.
• Point to the red flag and ask them what that flag
means on the beach.
• Draw two flags on the board: a red flag and a
light blue flag, and show pictures of calm sea
and rough and choppy sea. Ask pupils to say
which flag represents the different conditions of
the sea.
• Ask pupils to imagine what happens to Larry in
scene 6 (He can’t stand up).
• Play track 48 to check pupils’ predictions.
• Play the track again. Pupils listen and follow in
their books.
• Play the track again and stop at the end of every
scene. Encourage pupils to read as a whole class.
Focus on the use of ‘I’ve got a new…’ in scene 2.
• Divide the class into groups of 3 and have them
practise reading the lines. Monitor their work.
• Call on some trios to read aloud the whole
dialogue.
2
• Pair up pupils. Explain the activity.
• Read the sentences aloud and give them time to
order the sentences following the story on page 66.
• Check as a whole class.
Answers: a 3; b 2; c 1; d 4
3 tip Pupils love talking about themselves
• Draw pupils’ attention to the red flag in the story. and sharing information about their lives. The
• Explain this activity: pupils have to complete the sentence ‘I’ve got a new…’ has a lot of potential,
lifeguard’s lines with the words given in the box. as they are always eager to show their new
things, toys, school objects etc. This task gives
• Allow pupils to work in pairs.
pupils extra practice in the new language and at
• Check answers as a whole class. the same time strengthens their relationships.
Answers: 1 swim; 2 flag; 3 red; 4 dangerous
Lesson wrap-up
• Encourage pupils to read the lines aloud. Give • Sing the ‘Goodbye’ song.
them time to rehearse the lines and encourage
them to be the lifeguard at the beach warning
people about the dangerous conditions of the sea.
If possible, have a whistle at hand and some pupils
may pretend to go into the sea. Put up a red flag
on the board. Choose a pupil to be the lifeguard.
He/She blows the whistle to stop pupils from
going into the sea. The lifeguard says his/her lines.

4
• Explain to the class that there are different flag
colours to give different information about the
conditions in the sea.
• Elicit which colours and meanings they know.
• Pupils read the information given and colour the
flags accordingly.
• Walk around and monitor.

Answers: 1 light blue; 2 yellow and black; 3 red and black; 4 red Lesson 6
Vocabulary: Revision: make a sandcastle, go

? fishing, go snorkeling, play frisbee, look for

• Tell pupils that Vicky poses the following question:
Do you respect the flag? Ask, What may happen if
you do not respect the flag? If you wish, some write
language on the board to help pupils come to a
conclusion.
• Pupils give their answers. Accept most of them
in L1.
Extra activity In the story on page 66,
Larry says, I’ve got a new snorkel. I want to go
snorkelling. Give out copies of the activity in the
‘Photocopiable activities’ section at the Teacher’s
Resource Centre. Ask pupils to draw something new
they have got or wish to have and complete the
sentences below the frame.
shells, look for treasure; a spade, a bucket,
flippers, a fishing rod, a snorkel
Grammar: Revision: Have you got …? Yes I have./
No, I haven’t. Do you want to…? Yes, I do./No, I don’t.
Functions: Asking about desire to do an activity.
Asking about possession.
Lesson starters
• Sing the ‘Hello’ song.
Let’s have fun!
Who said what? Part 1: Ask pupils to open their
books on page 66. Play track 48 again. Explain the
game: write the three names of the characters on
the board – the lifeguard, Amy and Larry. Prepare
speech bubbles with lines from the story. Pupils
come to the front, pick up a speech bubble, read the
line and put it under the corresponding character on

81
the board, eg: I want to swim to that rock. I’ve got
a new snorkel. (Larry) Check answers and put the
speech bubbles on display for a game at the end of
the lesson.
1
• Have pupils go to the ‘cut-outs section’ at the
back of the book and cut out the cards. Before,
you may ask them to paste the cut-out page on
poster board.
• Pair up pupils and invite them to play a game.
They have to put the pictures face down. They
pick up a card and have dialogues similar to the
one on the book.
• Read the mini-dialogue aloud before they start
the activity on their own.
• Encourage pupils to act out their dialogues.
• Walk around and monitor their work.
2
• Draw pupils’ attention to the drawing next to the
text.
• Ask them to identify the objects they know.
• Read the text aloud. Focus on the model they
have to complete. Elicit possible objects to draw
and write about. Elicit possible actions with
those objects.
• Model one complete text.
• Move around and monitor their work.
• Encourage pupils to read their texts aloud.
Lesson wrap-up
Let’s have fun!
Who said what? Part 2: Read the speech bubbles
on display (from ‘Let’s have fun!’ above). Call a pupil
to the front. He/She chooses a speech bubble and
mimes his/her part. The rest of the class has to
guess if the pupil is Larry, Amy or the lifeguard and
what he/she is saying.
• Sing the ‘Goodbye’ song.
82
49 Diamond Quest The secret word
Vocabulary: Revision: diamond; New: baby tiger,
discover, quick, look for more
Grammar: You’ve got… Do you want…? Here’s a…
for you. can/can’t
Functions: Asking about desire to do an activity.
Asking about possession.
Lesson starters
• Sing the ‘Hello’ song or say the chant with the
new vocabulary from Lesson 5.
Extra activity Find your pair. Get enough copies
of the cards in the ‘Photocopiable activities’ section
at the Teacher’s Resource Centre so that there is a
card per pupil. Distribute the cards among pupils.
They have to move around the classroom. The aim
of the game is to find their pair. They stop the other
pupils and ask as follows: P1: Have you got a fishing
rod? P2: Yes, I have. P1: Have you got a bucket? P2:
No, I haven’t. P1: Sorry. It is not you. Goodbye! Then
pupil 1 moves around to ask somebody else the same
questions until he/she finds his/her pair.
• Read out the title of the episode. Ask the class
what a secret word is. Allow answers in L1.
• Remind pupils the names of the boy, the girl and
the elf in the story.
• Ask pupils to have a look at the pictures. Ask
these questions:
Frame 1 What has Casey got for Ronney?
(A yellow diamond.)
Frame 2 How many diamonds has Ronnie got?
(Two yellow diamonds.)
Frame 5 What animal is in trouble? (A baby tiger.)
Do they stop to help it? (No.)
Frame 6 Where do they go? (To the beach.)
Frame 8 Where is the diamond? (Under a shell.)
Frame 9 How many diamonds has Ronnie got
 now? (Three yellow diamonds.)
Frame 10 What is the secret word? (‘Help’.)
Frame 12 Who do they help? (The baby tiger.)
Frame 14 How are they feeling? (Very happy.)
• Play track 49 non-stop. You can also have pupils
watch an animated video of the story at the
Teacher’s Resource Centre or on the Digital Pupil’s
Book. You can find ideas on how to work with the
animations at the Teacher’s Resource Centre.
• Check predictions. Remind the class which the
secret word was.
• Play the track for some of the scenes again and
encourage pupils to imitate the characters in the
story as much as possible.
• Have some pictures ready to have similar mini-
dialogues, eg: Do you want a yellow diamond?
Go to the beach and look for shells. Ask the class
to imitate the elf. Can you help the baby tiger?
I can’t climb that tree. Encourage pupils to
imitate Casey.
Extra activity Acting out: Play the complete
track again. Divide the class into groups. They
choose one scene to act out. When they have their
scene ready, they get together with other groups
and act out the episode.
Diamond Quest fun
1 The children have got three yellow diamonds. Words
• Ask pupils to identify the characters in the pictures
in Activity 1.
• Pupils complete the line in each speech bubble
and then match the bubbles to the corresponding
character.
• Do number 1 as a whole class.
• Give pupils time to work individually. Then pupils
check their work with another partner.
• Check as a whole class.
Answers: 1 yellow; 2 climb; 3 baby tiger; 4 shells; 5 can; 6 three /
Ronnie: 2, 5; Casey: 3, 6; Pick: 1, 4
Let’s have fun!
Who says what?: Prepare slips of paper with
sentences from the episode. A pupil comes to the
front, reads the line and then says it to the class
imitating the character who says it in the story. The
rest of the class has to guess who he/she is imitating.
Some line options: This diamond is for you. / You’ve
got two diamonds. / I need three diamonds. / Do you
want a yellow diamond? / Go to the beach and look
for shells. / Can you help that tiger? / I can’t climb that
tree. / Let’s go to the beach. / Let’s look for shells.
2
• Remind the class that the children have four
diamonds.
• Elicit what colours the diamonds are and where
they are.
• Pupils discuss in mini-groups. Then they
complete the activity.
• Check as a whole class.
Answers: Diamond 1: It’s yellow. It’s on a rock. (episode 1)
Diamond 2: It’s purple. It’s behind a frog. (episode 2) Diamond 3:
It’s yellow. It’s under Pick’s hat. (episode 5). Diamond 4: It’s
yellow. It’s under the shell. (episode 6)
Lesson wrap-up
Let’s have fun!
Words within words: Say a phrase/sentence about
the unit and encourage pupils to find words inside
the phrase/sentence. They have to use all the letters
given. They cannot add any other word to the phrase/
sentece. Pair up pupils and have them find as many
words as they can. Walk around and monitor; eg:
within words: in, he, on, two, one etc.
• Sing the ‘Goodbye’ song.
83

Let’s revise! AB, p98
• Ask pupils to open their books at page 98 and
remind them that the activities on this page will
help them revise what they have learnt in Unit 6.
Have them do the activities individually and then
check as a whole class. Tell them they can refer
to the ‘Mini-dictionary’ on page 100 to check any
new words from the unit they don’t remember.
Answers:
1 1 fishing; 2 I want to go snorkelling. 3 want to play frisbee;
4 I don’t want to look for treasure.
2 1 Do you want to look for shells? Yes, I do. 2 Do you want to
make a sandcastle? No, I don’t.
3 1 Have; 2 Yes, I have. 3 Have, got, bucket/frisbee; 4 Have,
got; 5 No, I haven’t. 6 Have, got, frisbee/bucket
• Once you have finished checking, draw pupils’
attention to the top right corner of the page.
Have them colour the face corresponding to how
they feel about this unit. To help pupils decide,
tell them to go back to page 62 and leaf through
the unit.
84
Integration 3 – On holiday
Lesson starter
• Sing the ‘Hello’ song. If you wish, hold a singing
competition for fun.
Let’s have fun!
Memotest: Stick pictures of parts of the body and the
corresponding word cards on the board in random
order. Ask pupils to look at the pictures and the
words for a minute and remember where they are.
Then turn the pictures face down. Divide pupils into
groups. Ask a representative of one of the groups to
choose two cards (a picture card and a word card).
If they match, the group scores a point. If not, the
cards are placed face down again. Play several times.
1
Pre-task
• Unscramble the words: Divide the board into
two parts and the class into two teams. Call
representatives of the two teams to the front.
Write a scrambled up word, connected with
parts of the body, on each part of the board.
Pupils should unscramble the letters, discover
the word and make a sentence with it, eg: irha
(hair) I’ve got long hair.
Task
• Have pupils open their books at page 72. Draw
their attention to the scene in Activity 1. Explain
that the children are on holiday.
• Ask, Who are the children in the picture? Where
are they? What are they doing? Explain the word
‘museum’, if necessary.
• Explain that they have to look at the scene and
complete the sentences using ‘has got’ or ‘hasn’t
got’. Provide an example first.
• Pair up pupils. Set a time limit and then call
volunteers to read the sentences aloud.
Answers: 2 hasn’t got, 3 has got; 4 hasn’t got
Post-task
• Choose and describe: Divide pupils in groups of 4.
Ask them to choose one of the three women robots
in the scene and to describe her without saying
which one it is. The other groups have to guess
which robot they are talking about. Provide some
useful language on the board, eg: Our robot has
got/hasn’t got… She…
2 are they? What are they doing? Do they look
Pre-task
• Guessing game: Choose a robot from Unit 5 and
keep it secret. Call a volunteer to the front. Show
him/her the robot. The rest of the class will have
to ask questions to guess which robot it is, eg:
Has he/she got arms? The pupil at the front says,
Yes, he/she has. or No, he/she hasn’t.
Task
• Draw pupils’ attention to Natalie and Vicky.
• Ask pupils to identify them.
• Explain that they have to put the words in the
speech bubbles in order and complete the
questions and answers. Provide an example first.
• Pair up pupils. Set a time limit and then call
volunteers to read the questions and answers.
Answers: 1 Has she got long hair? 2 she has; 3 Has she got big
eyes? 4 she has.; 5 Has she got a nose? 6 she hasn’t; 7 She’s got
Post-task
• Pair up pupils and have them draw their favourite
robot on a big sheet of paper.
• Once they have finished their drawing, invite
some of the pairs to describe their robot to the
class.
• Have pupils choose the best robot drawn and
then hang them up around the class to be used
on some other occasion.
3
Task
• Ask pupils to look at the scene in Activity 1 and
tick Natalie’s favourite robot, following the
information she has given in Activity 2.
Answer: Number 2
4
Pre-task
• Stand up if…: Tell pupils to imagine that they
are on holiday on the beach. Say, Stand up if you
want to look for shells. All pupils who want to
look for shells stand up. Continue with the other
beach activitites.
Task
• Draw pupils’ attention to the scene in this activity.
• Ask, Who are the children in the picture? Where
happy or unhappy?
• Explain that they have to look at the picture and
complete the sentences with ‘want to’ or ‘don’t
want to’. Provide an example first.
• Pair up pupils. Set a time limit and then call
volunteers to read the sentences aloud. Have some
pupils write the exponents on the board for class
discussion.
Answers: 1 look for shells; 2 want to go snorkeling; 3 don’t want
to make a sandcastle; 4 want to go fishing
Post-task
• Think and say: Tell pupils that they are on the
beach. They have to choose their favourite
activity to do there. Give them some minutes to
think. After the allotted time, call volunteers to
stand up and say, I want to (look for treasure).
5
Pre-task
• Match the questions and the answers: Write
some questions referring to activities on the
beach on slips of papers. Give them out to pupils.
Write the same number of corresponding answers
on slips of papers and give them out too. Pupils
with the questions walk around and look for the
pupil that has the answer to his/her question.
When they pair up, they read out their exponents,
eg: Do you want to make a sandcastle? Yes, I do. /
Have you got a spade? Yes, I have. etc.
Task
• Draw pupils’ attention to the pictures in Activity 5.
• Ask, Who are the children in the picture? Where are
they? What are they doing? What is Bobby pointing
at in the first picture? Does he look happy?
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• Explain that they have to complete the questions
with ‘Do you want…?’ or ‘Have you got…?’ and
answer them. Provide an example first.
• Pair up pupils. Set a time limit and then call
volunteers to read out the questions and answers.
Answers: 1 Have you got; 2 Do you want; 3 Have you got;
4 I have; 5 Do you want; 6 I do
Post-task
• Dramatization: Pair up pupils. One of them plays
the role of Bobby and the other the role of Natalie.
Allow some time for rehearsal. After the allotted
time, call for volunteers to act out the dialogue.
Lesson wrap-up
Let’s have fun!
Musical statues: Pupils move around the classroom
while you play background music. When the music
stops, they freeze. They pretend they are on the
beach and perform one of the activities they want to
do there. Call volunteers to say which activity they
want to do.
• Sing the ‘Goodbye’ song.

Extra activity Write some true and some false

statements on slips of paper. Put them in a bag.
Have a pupil take one and read it out. The rest have
to remain silent if the statement is true or clap their
hands if it is false. They have to correct the false
statements.

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Diamond Quest Game
• The Diamond Quest Game is a final revision
game that can be played after having finished
the book.
• To be able to play the game, pupils will need a
set of the photocopiable question cards and a
score sheet (see the ‘Photocopiable activities’
section at the Teacher’s Resource Centre).
• Ask pupils to open their books at page 74.
Ask them what they can see (a board game).
Ask which characters are on the board (Ronnie,
Casey and Pick).
• Tell pupils that the game revises the language
from all the units of Hop into English 1.
• Give out photocopies of the question cards and
ask pupils to read the questions to check that
they understand them. Allow them to do this in
groups and to help each other. Monitor and help
them when necessary.
• Have pupils cut out the questions and make sure
that each one writes their initials on the back of
each card.
tip It is important for the pupils to have a
set of question cards each so that they have the
opportunity to play the game at home.
• Explain that before playing the game, you are
going to go round the board once as a whole class,
to make sure that everyone knows what to do.
• Hold up your book open at the game board page
and point to the ‘Start’ sign. Say, Start here.
Check comprehension. Throw a dice and enter
the main circuit.
• Do a complete circuit of the board, nominating
pupils to read out the instruction in each square.
Check comprehension each time.
• Confirm the rules of the game as you go round
the board: Each team puts their counter on
‘Start’. Teams take turns to throw the dice and
move their counters. When a team lands on a
square, the opposing team picks up and reads
a card for the playing team to answer. If they
answer correctly, the playing team colours
the corresponding number of diamonds on
their score sheet (according to the number of
diamonds on each card). Point out that if they
land on the red squares, the miss a turn, while
if they land on the green squares, they throw
the dice again without having a card picked up
for them. The teal squares are shortcuts that
allow the to move faster along the board; again,
they move on without having a card picked up
for them. The winner is the team that reaches
the ‘Finish’ line first, with the highest score (by
reaching the ‘Finish’ line they get three extra
diamonds from Ronnie).
• Have pupils play in groups of 4, to make two
teams of 2, or in pairs if you prefer. They place
one set of cards face down on the desk and play
with one game board.
tip Make sure that linguistically confident
pupils are paired with less confident pupils.
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 Hop into English 1 – Audio CD
01 Title / Copyright line
02 Hello!, page 2, Lesson 1, Activity 2
03 Hello!, page 3, Lesson 2, Activity 1
04 Hello!, page 4, Lesson 3, Activity 1
05 Hello!, page 4, Lesson 3, Activity 2,
‘In the classroom’ song
06 Unit 1, page 8, Lesson 1, Activity 1
07 Unit 1, page 8, Lesson 1, Activity 2,
‘Let’s play sports!’ song
08 Unit 1, page 9, Lesson 2, Activity 2
09 Unit 1, page 10, Lesson 3, Activity 1
10 Unit 1, page 11, Lesson 4, Activity 1
11 Unit 1, page 11, Lesson 4, Activity 2
12 Unit 1, page 12, Lesson 5, Let’s read!
13 Unit 1, pages 15 and 16, Diamond Quest,
The adventure begins
14 Unit 2, page 18, Lesson 1, Activity 1
15 Unit 2, page 18, Lesson 1, Activity 2,
‘Where’s the elephant?’ song
16 Unit 2, page 19, Lesson 2, Activity 2
17 Unit 2, page 20, Lesson 3, Activity 1
18 Unit 2, page 21, Lesson 4, Activity 1
19 Unit 2, page 22, Lesson 5, Let’s read!
20 Unit 2, pages 25 and 26, Diamond Quest,
A quick escape’
21 Unit 3, page 30, Lesson 1, Activity 1
22 Unit 3, page 30, Lesson 1, Activity 2,
‘I like…’ song
23 Unit 3, page 31, Lesson 2, Activity 2
24 Unit 3, page 32, Lesson 3, Activity 1
25 Unit 3, page 33, Lesson 4, Activity 1
26 Unit 3, page 33, Lesson 4, Activity 2
27 Unit 3, page 34, Lesson 5, Let’s read!
28 Unit 3, pages 37 and 38, Diamond Quest,
Food hunt
29 Unit 4, page 40, Lesson 1, Activity 1
30 Unit 4, page 40, Lesson 1, Activity 2,
‘The clothes box’ song
31 Unit 4, page 41, Lesson 2, Activity 2
32 Unit 4, page 42, Lesson 3, Activity 1
33 Unit 4, page 43, Lesson 4, Activity 1
34 Unit 4, page 44, Lesson 5, Let’s read!
35 Unit 4, pages 47 and 48, Diamond Quest,
A new friend
36 Unit 5, page 52, Lesson 1, Activity 1
37 Unit 5, page 52, Lesson 1, Activity 2,
‘Rodney, the robot’ song
38 Unit 5, page 53, Lesson 2, Activity 2
39 Unit 5, page 54, Lesson 3, Activity 1
40 Unit 5, page 55, Lesson 4, Activity 1
41 Unit 5, page 56, Lesson 5, Let’s read!
42 Unit 5, pages 59 and 60, Diamond Quest,
Solve the riddle
43 Unit 6, page 62, Lesson 1, Activity 1
44 Unit 6, page 62, Lesson 1, Activity 2,
‘I want to…’ song
45 Unit 6, page 63, Lesson 2, Activity 2
46 Unit 6, page 64, Lesson 3, Activity 1
47 Unit 6, page 65, Lesson 4, Activity 1
48 Unit 6, page 66, Lesson 5, Let’s read!
49 Unit 6, pages 69 and 70, Diamond Quest,
The secret word
Routine songs
50 ‘Hello’ song
51 ‘What’s the weather like today?’ song
52 ‘Goodbye’ song