1malpas Susannah Islands 2 Teacher S Book

2
TEACHER’S BOOK
A01_ISLA_TB2_02GLB_0200_PREL.indd 1 24/07/2012 16:57

2
Contents
Scope and sequence 3
Introduction 6
Methodology and skills 7
Components for the pupil 8
Components for the teacher 10
Evaluation 14
Tour of a unit 16
How to use Posters 26
How to use the Active Teach and the Digital
Activity Book 28
Online Island introduction 29
Online Island lesson plan 31
Online Island access code record 33
Lesson notes
Welcome 34
Unit 1 My toys 48
Unit 2 My family 72
Unit 3 Move your body 96
Unit 4 My face 120
Unit 5 Animals 144
Unit 6 Food 168
Unit 7 Clothes 192
Unit 8 Weather 216
Goodbye 240
Festivals 246
Reading and Writing Booklet Answer Key 256
Grammar Booklet Answer Key 256
Photocopiables notes 258
Test Booklet Answer Key 262
Games bank 265
How to use classroom language 270

Scope and sequence
Welcome
Vocabulary Quest item: treasure
Days of the week: Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday chest
Months of the year: January, February, March, April, May, June, July, August,
September, October, November, December
Structures
How are you? I’m fine, thank you.
What day is it today? It’s (Monday).
Do you like (Mondays)? Yes, I do. / No, I don’t.
When’s your birthday? It’s in August.
How old are you? I’m (eight).
Who’s = Who is.
1 My toys
Vocabulary CLIL: Social sciences
Toys: doll, car, ball, boat, train, bike, train, teddy bear, bike, kite (Transport)
Numbers 20 – 50: twenty, thirty, forty, fifty Wider World: Travelling
twenty-one, twenty-two, twenty-three, twenty-four, twenty-five, twenty-six, to school
twenty-seven, twenty-eight, twenty-nine (…) Values: Friendship is
CLIL: bus, motorbike, lorry, plane, helicopter important.
Phonics: ch, sh
Structures (chin, chop, dish, fish,
What’s this/that? It’s a (bike). It’s (red). much, rich, shell, ship)
What are these/those? They’re bikes. They’re (yellow). Quest item: present
How many (bikes) are there? There are (sixteen) bikes.
How do you go to school? I walk to school. / I go to school by (bus).
2 My family
My family: grandad, granny, uncle, aunt, son, daughter, cousin(s) (Families)
A home: house, flat, hall, kitchen, living room, bedroom, bathroom, attic Wider World: Family
CLIL: baby, children, parents, grandparents, young, old and home
Values: Spend time with
Structures
your relatives.
Who’s he/she? He’s/She’s my uncle/aunt.
Phonics: th, th
Who are they? They’re my cousins.
(bath, path, that, then,
Who’s = Who is thick, thin, this, with)
There’s a (bed). / There are (two sofas). Quest item: photo
Prepositions: in/on/under/next to/behind
There’s a (teddy bear) (in) the (bed).
How many (cousins) have you got? I’ve got (two) (cousins).

3 Move your body
Vocabulary CLIL: P.E. (exercises)
Body movements: shake your body, nod your head, move your legs, stamp your feet, Wider World: World
wave your arms, clap your hands, touch your toes, point your fingers sports
Actions: swim, climb, throw a ball, catch a ball, stand on your head, swing, do cartwheels, Values: Exercise
do the splits regularly.
CLIL: pull, push, kick, skip, footballer, gymnast, basketball player, ballet dancer, athlete Phonics: ng, nk
(ink, long, ping, pink, ring,
Structures
sing, sink, thank)
I can (wave my arms). / I can’t (touch my toes).
Quest item: key
He can (wave his arms). / He can’t (touch his toes).
She can (wave her arms). / She can’t (touch her toes).
Can’t = Can not
Can you (swim)? Yes, I can. / No, I can’t.
I can (swim). / I can’t (jump).
Can he/she (swim)? Yes, she/he can. / No, he/she can’t.
He/She can/can’t (swim).
Are you an (athlete)? / Can you run fast? Yes, I can. / No, I can’t.
4 My face
Vocabulary CLIL: Maths (Shapes)
My face: nose, eyes, hair, mouth, ears Wider World: Faces in
Adjectives: long, short, curly, straight, dark, blond, neat, messy art
CLIL: circle, triangle, square, rectangle, mosaic, statue, man, woman Values: Respect
differences.
Structures
Phonics: ai, ee
I haven’t got (small eyes). I’ve got (big eyes).
(feet, rain, see, sheep,
He/She has got /hasn’t got (a big nose).
snail, tail, wait, week)
Have you got (a small nose)? Yes, I have. / No, I haven’t.
Quest item: sunglasses
Has he/she got (a small nose)? Yes, he/she has. / No, he/she hasn’t.
I’ve got (curly hair). / My hair is (curly).
He/She’s got (long hair). / His/Her hair is (long).
5 Animals
Vocabulary CLIL: Science (Animals
Farm animals: cow, turkey, duck, goat, sheep, horse, hen that sleep in the day and
Wild animals: bat, crow, frog, lizard, skunk, owl, fox, rat at night)
CLIL: night, day, ostrich, ostrich egg, ostrich nest, ostrich chick Wider World: Life on a
farm
Structures
Values: Respect animals.
What’s this/that?
Phonics: igh, oa
It’s got (big eyes). It’s (black and white). It’s a (cow).
(boat, coat, goat, high,
What are these/those?
light, right, sigh, soap)
They’ve got (two legs). They’re (white). They’re (ducks).
Quest item: duck
It isn’t big. / It’s small. They aren’t big. / They’re small.
Is it small? Is it a (bat)? Yes, it is. / No, it isn’t.
Are the (bats) (big)? Yes, they are. / No, they aren’t.
6 Food
Vocabulary CLIL: Food science
Food: egg, salad, chicken, rice, fish, banana, pizza, apple, hot dog, burger (Recipes)
Food: pineapple, coconut, pasta, sweetcorn, toast, cereal, grapes, beans, pancakes, potatoes Wider World: Food
CLIL: cut, mix, cook, fry, croissants, chips around the world
Values: Eat healthy
Structures
food. Choose healthy
I like (chicken). / I don’t like (fish).
snacks.
He/She likes (chicken). / He/She doesn’t like (fish).
Phonics: oo, oo
Does he/she like chicken? Yes, he/she does. / No, he/she doesn’t.
(book, cook, food, foot,
There is some (milk). / There isn’t any (cheese).
look, moon, too, zoo)
There are some (apples). / There aren’t any (bananas).
Quest item: nuts
Is there any milk? Yes, there is. / No, there isn’t.
Are there any (apples)? Yes, there are. / No, there aren’t.
Do you like (croissants) (for breakfast)? No, I don’t. I like toast. What would you like for lunch?

7 Clothes
Clothes: T-shirt, dress, socks, skirt, shoes, trousers, hat, jacket (Jobs and uniforms)
Clothes: shirt, coat, jumper, glasses cap, boots, pyjamas, jeans, trainers, Wider World: Special
CLIL: firefighter, chef, nurse, police officer, helmet, chef’s hat, white dress, badge clothes
Values: Be polite.
Structures
Phonics: ar, ir, or, ur
I’m wearing a (purple) (skirt). / I’m not wearing (green) (trousers).
(car, corn, for, fur, girl,
Are you wearing (blue) (shoes)? Yes, I am. / No, I’m not.
shark, sir, surf)
What would you like? I’d like a (shirt), please. / I’d like some (boots), please.
Quest item: shoe
Would you like a blue shirt? Yes, I would. / No, I wouldn’t.
Would you like (brown) (boots)? Yes, I would. / No, I wouldn’t. I’d like red boots.
When do you wear special clothes?
What do you wear?
What are your favourite clothes?
8 Weather
Vocabulary CLIL: Science
Weather: sunny, snowy, cloudy, windy, rainy, stormy (Measuring temperature)
Activities: ride a bike, fly a kite, make a snowman, go for a walk, go to the beach, read a Wider World: Weather
book, take a photo, watch TV around the world
CLIL: freezing, cold, warm, hot Values: Share with
friends and family.
Structures
Phonics: ow, oy
What’s the weather like? It’s cloudy.
(boy, cow, cowboy, down,
Do you like cloudy days? Yes, I do. / No, I don’t.
joy, now, owl, toy)
I like cloudy days. / I don’t like cloudy days.
This kite is mine. / That kite is yours.
These books are his. / Those books are hers.
Which months are (hot and sunny ) in your country?
Goodbye
Vocabulary Quest items: treasure
Quest items: treasure chest, present, photo, key, sunglasses, duck, nuts, shoe, umbrella chest, present, photo,
key, sunglasses, duck,
Structures
nuts, shoe, umbrella
I’ve got a photo. / I haven’t got a duck.
Have you got a duck? Yes, I have. / No, I haven’t.
What would you like? I’d like a photo.
Would you like a shoe? Yes, I would. / No, I wouldn’t.
Festivals
Halloween: bat(s), moon, witch, pumpkin(s), sweets, monster, ghost
Christmas: sack, present(s), stocking(s), card(s), Christmas tree, star, Santa
Easter: rabbit, egg, chick, flower, Easter bunny
Summer fun: sandcastle, shell(s), bucket, spade, sand, sea, beach

Introduction
Islands is a multiple-level course for children learning Islands can be used as a blended learning course and
English as a foreign language in Primary schools. takes into account the current movement towards using
The level, content and pace make it suitable for use an increased amount of technology in the classroom
in primary schools with typically 5 or more lessons and also at home, as more and more families have home
of English per week. Islands offers best practice computers and want safe, effective, educational material
methodology in the classroom whilst also offering for their children.
teachers and pupils an innovative digital environment.
Islands motivates children by introducing them to a
The key course features are: group of characters in an Online World that mirrors the
Island in their English book. Pupils follow the characters
High level content – Islands’ vocabulary and on a quest through their book whilst listening to stories,
grammar syllabus has been developed in line with singing songs, communicating and playing games along
external exams topics, vocabulary and grammar to the way. Most importantly, pupils will enjoy themselves
help pupils who are preparing for external English and make their own discoveries in English. In Islands
exams for young learners (CYL, Trinity and KET learning is an adventure!
for Schools).
On Tropical Island, Princess Emily loses a treasure chest
with all her favourite things in it as she flies home to
Phonics/Literacy syllabus – Islands offers an
her castle. Her beloved pet parrot, Pippin, flies down to
integrated programme of phonics across the
fetch her things and gets lost as well. Two friends, Lindy
whole series
and Joe, find Pippin and set off on a quest with Lindy’s
grandad to return Pippin to Princess Emily. On the way,
CLIL and cultural references – Integrated within they also find the rest of her missing possessions.
each unit, this provides links to other school subjects
and offers the opportunity to study children’s lives
and cultures in other parts of the world.
Enriched digital offer – An Online World, the

Active Teach Interactive Whiteboard Software and
Digital Activity Book provide opportunities to enrich
pupils’ learning both in school and at home.

Methodology and skills LITERACY
Islands Level 2 builds on the reading and writing skills
Islands, methodology builds on the traditional ‘3Ps’
introduced in Level 1. Vocabulary labels, speech bubbles,
(Presentation, Practice, Production) approach. This is a
songs and chants, and reading texts are included in the
tried and tested approach favoured by many teachers
Pupil’s Book. Specific reading tasks such as matching,
in the Primary classroom. The lesson sequence is clear
drawing, colouring, text selection and answering
and easy to follow and works in a structured way. The
questions are included in the Activity Book.
Islands ‘5Ps’ approach adds also Personalisation and
Pronunciation.
Writing tasks include gap fill, copying and writing,
wordsearches and puzzles, writing sentences and
Presentation is the first stage. In each unit there
answering questions. Pupils are also guided to write
are two grammar points and three vocabulary
a short paragraph about themselves at the end of
presentations – two sets of key topic words and an
each unit, relating to the unit topic. Pupils are also
additional set of CLIL and culture related content.
encouraged to write single letters and common letter
The teacher demonstrates the key language (often
blends, and spell simple words in the phonics lessons.
in illustrated form or using gesture) while providing
a model (on Audio CD or Active Teach) for pupils to
The phonics lessons in Islands provide a comprehensive
hear the correct pronunciation. Teachers can use the
and complete phonics syllabus, designed to aid literacy.
flashcards and wordcards at this stage of the lesson.
In Level 2, pupils are introduced to and practise
common consonant and vowel blends in English. These
Practice is provided in the form of controlled and more
letter blends are then blended together with other letter
open activities using the presented language. Within
blends and simple sounds from Level 1 to form simple
each level skills are worked on from unit to unit and
words. Current methods for teaching literacy are used.
across the various components (with a focus on oral
skills in the Pupil’s Book and written skills in the Activity
Book) and then built up gradually from level to level.
Reading skills are further developed with a range of
texts increasing in length and variety to offer pupils
‘real’ reading opportunities.
Production activities encourage pupils to use

the language either to speak or write something.
These activities encourage pupils to become more
autonomous and to manipulate the language in order
to communicate.
Personalisation activities are also included in the

lesson structure to engage the pupils further with the
unit language and to help them with language recall. At
the end of each unit there is an opportunity for pupils’
self assessment.
Pronunciation of English sounds is a key literacy area

which is addressed in the phonics lessons (Lesson 6).
Islands Level 2 introduces and practises common
consonant and vowel blends in English.

Components for the pupil ACTIVITY BOOK
The Activity Book provides reinforcement and
PUPIL’S BOOK
consolidation of the language presented in the Pupil’s
The Pupil’s Book provides materials to present and Book. It contains controlled and freer practice, plus
practise the target language effectively. It introduces personalisation and further listening and reading texts.
new language in lively and engaging contexts. A wide It is organised as follows:
variety of practice tasks lead from controlled language • A Welcome unit of six lessons, for use after the
activities through to production and personalisation corresponding Pupils’ Book pages.
activities. Extensive further practice is provided in the • Eight units, each divided into ten lessons (as in the
Activity Book. Each unit includes listening, speaking, Pupil’s Book).
reading and writing activities, ensuring that pupils • A Goodbye unit of four lessons (as in the
develop their skills and are able to practise new Pupil’s Book).
language in a broad range of contexts. There is also • Four festival lessons at the back of the book for use
a high level of cross-curricular and cultural content, at Halloween, Christmas, Easter and in the summer.
so that language learning can be integrated into the • Unit review activities. These are linked to the
Primary curriculum (CLIL). Additionally, the Pupil’s Book Grammar summaries in the Pupil’s Book and can be
contains songs, chants, stories, games, listening and used for evaluation or additional practice.
reading texts, and communicative activities to ensure • A Picture Dictionary at the back of the book to help
lessons are varied, motivating and effective. The Pupil’s pupils review and remember the target language.
Book is organised as follows: • Pages of stickers, to be used with the
• A Welcome unit of six lessons. This introduces pupils Picture dictionary.
to the group of characters and the island, as well as
some key introductory language. It also introduces Full details of when to use the Activity Book are given in
the quest for the level. the teaching notes.
• Eight units, each divided into ten distinct lessons.
• A Goodbye unit of four lessons. This rounds up
the quest as well as offering plenty of recycling
opportunities.
• Four festival lessons at the back of the book for use
at Halloween, Christmas, Easter and in the summer. My toys 2
1
Look, read and circle.
(Wha ’s / Wha are) his?
• Cut-out activities for use in every unit. 1 Look and wri e.

I ’s a (ball / doll / eddy bear).
• A Grammar reference for pupils’ reference.

2 (Wha ’s / Wha are) ha ?
ball bike boa car doll ki e eddy bear rain
I ’s a (boa / bike / rain).
1 3
2 4
3 (Wha ’s / Wha are) hese?
They’re (ki e / ki es / boa s).
The Access code printed at the back of the book gives 5 6 7 8 4 (Wha ’s / Wha are) hose?
pupils and parents unique and safe access to Tropical They’re (bikes / bike / ball).
Island World via the internet. b

c
d
3
1
1:19 Lis en and wri e. Then draw and colour.
2 3
a I ’s a I ’s a I ’s a
I ’s a
.
.
ball .
.
Move your body I can wave my arms. I can’ ouch my oes.

e g
h
He can wave his arms.
She can wave her arms.
He can’ ouch his oes.
She can’ ouch her oes. I ’s a
.
I ’s a
I ’s a
I ’s a
I ’s a train . They’re . I ’s a .
. . .
can’ = can no
1 1:54 Lis en and poin . I ’s . They’re . I ’s .
wave your arms 8 Lesson 1 vocabulary ( oys) Lesson 2 grammar (Wha ’s his / ha ? I ’s a car.)
9
Unit 5
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nod your head
Animals (1)
poin your fingers
duck
move your legs sheep
goa
ouch your oes horse
hen
cow
clap your hands urkey
shake your body Animals (2)
s amp your fee 4 1:57 Lis en and number. Then say. Unit 1
2 Lis en and repea . a c
My birthday
1:55
b d
3 Lis en and play. Then lis en and chan . ba

1:56 crow
frog
skunk
I can wave my arms. He can wave his arms. 1

I can move my legs. He can move his legs.
I can nod
1:58 owl
I can s amp my fee . He can s amp his fee . Look for a key oday. lizard
my head. ra
I can clap my hands. He can clap his hands. A reasure ches , a presen , fox
Bu I can’ ouch my oes! Bu he can’ ouch his oes! a upho
ts o and a key!
You’re number 2! Unit 2 CLIL: Science
Cut-o
Find a key
Cu oday!
and play, Uni 5, page 52.
My family
30 Lesson 1 vocabulary (body movemen s) AB p.28 Lesson 2 grammar (I can / can’ ouch my oes.) AB p.29 31
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Proof stage: 4th Title: Islands PB2 Date: 2/3/12
Welcome uni
Personal ques os rich
ions: os rich egg
Wha ’s your name? os rich nes
How are you? I’m/My name’s Princess os rich chick
Emily.
When’s your bir
How old are you?
hday?
I’m fine, hank you.
I ’s/My bir hday
Unit 3
is in March.
My body (1) 108
Do you like Mondays I’m eigh . Pic ure dictionary
?
Yes, I do./No, I don’
Asking he day: . Z02_ISLA_ACB_02GLB_0071_
PD.indd 108
Wha day is i oday?
I ’s Monday.
14/05/2012 16:19
109
Uni 1
Iden ifying objec
s and colours:
Wha ’s his/ ha
?
Wha are hese/ I ’s a boa . I ’s blue.
hose?
They’re ki es. They’re
Asking abou quan purple.
i y:
How many bikes
are here?
There are six een
Talking abou how bikes.
you go o school:
How do you go
o school?
I go o school by
rain.
INS_ISLA_ACB_02GLB_0071_STIC.indd 2 14/05/2012 16:29
Uni 2 Proof stage: 1st Title: Island ACB2 Date: 17/2/2012
Iden ifying family

members:
Who’s he/she?
Who are hey? He’s/She’s my uncle/au
n.
They’re my cousins.
Asking abou loca
ion:
Where’s my granny?
She’s in he ba hroom.
Describing he
loca ion of objec
There’s a bed. There s in a room:
are wo sofas.
There’s a doll in/on/und
er/nex o/behind
he chair.
113
98 Grammar reference
Z01_ISLA_PUB_02GLB_0386_END.indd 113 02/04/2012 14:09

Z01_ISLA_PUB_02GLB_0386_
END.indd 98
Proof stage: 4th
Title: Islands PB2
8
Date: 2/3/12
02/04/2012 14:08

DIGITAL ACTIVITY BOOK
The Digital Activity Book is a version of the Activity Book
that contains all the activities from the printed book
with some additional interactive exercises and games.
It also has interactive versions of the flashcards, story
cards, picture dictionary and the songs and chants for
the relevant level of the course (with karaoke versions).
ONLINE ISLAND
Islands includes a unique Online World component. This
provides a safe, engaging, highly-motivating environment
where pupils meet the characters from the Pupil’s Book
plus a host of other exciting characters and follow them
on an adventure. Pupils encounter and practise target
language from the course in a stimulating environment.
They will engage in safe ‘closed-chat’ dialogues with
the characters they meet and follow instructions and
guidance to help them solve clues and puzzles, engaging
in supplementary language games along the way. It’s
a great way to make learning happen in an interactive
environment, and further consolidates and extends the
language-learning process. Most of all, pupils will enjoy
the experience of learning through play and will absorb
English without realising it!
A letter 1
READING AND WRITING BOOKLET Remember!
We start a letter with Dear. We use a capital letter
for the letter D and for the name.
The Reading and Writing Booklet includes three pages We end a letter with From or Love from.
6 Read. Then circle.
per unit to target these specific skills. The first page 1 dear / Dear Granny
2 love / Love from Pete
focuses on reading and comprehension with more

3 Dear sandra / Sandra
4 Love from ken / Ken
7 Think of a present. Then write a thank-you letter.
demanding texts than those offered in the CLIL and • Who is the letter to?
• What is the present?
Wider World pages of the Pupil’s Book. The second • Do you like it?
Dear ,
page offers reading and writing activities based on the Thank you for the .
revision of key vocabulary, and on the third page pupils I’ve got
have the opportunity to write texts which practice .
Love from
punctuation, syntax and structure. An answer key is
provided at the back of the Teacher’s Book. Details of My toys Writing 3
when to use this booklet are given in the teaching notes. M01_ISLA_RW_ESP_0187_BOOK.indd 3 01/05/2012 20:46
GRAMMAR BOOKLET My toys

What’s this? / What are these?
1
The Grammar Booklet offers three pages per unit to
1 Write questions and answers.
1 What’s this?
further practice the grammatical points covered in

It’s a boat.
the corresponding Pupil’s Book unit. An answer key is 2 What are these?
provided at the back of the Teacher’s Book. Details of They’re cars.
when to use this booklet are given in the teaching notes. 3
My toys 1
M01_ISLA_GB_ESP_0125_BOOK copy.indd 1 08/05/2012 20:38

Components for the teacher
TEACHER’S BOOK
The Teacher’s Book provides the following:
• An introduction highlighting the main features of the
course. It includes a ‘tour’ of a unit, describing how
the different features and components are woven into 3 Move your body
each unit. Advice is also provided for how to use the •
•
Objectives
•
•
digital components, the Digital Activity Book and the

•
Topics
Language • Values
• •
Online World effectively in class.

Vocabulary
• PE
•
Story and quest
•
• A summary map for each unit. As well as highlighting Structures

•
the linguistic content of the unit, this lists the cross-

Songs and chants
•
•
Revision •
curricular, cultural and phonological elements, as well

Socio-cultural aspects
•
•
•
Receptive language
as summarising how the eight basic competences have CLIL and Wider World language •
been integrated. Learning strategies

•
•
• Step-by-step lesson plans covering all the course

•
Phonics
•
ŋ ŋk
•
Cross-curricular contents
•
•
material. Each lesson is clearly structured into stages,

•
•
•
•
•
•
•
with activities included for starting and ending the

96
M03_ISLA_TB_02GLB_0200_U03.indd 96 23/07/2012 11:44
Proof stage: Title: Date:
lesson. There are further optional activities suggested

3
for fast finishers or extension work. The audioscript and Lesson 3
Lesson aims
•
Can you (swim)? (Yes, I can./

5
a
1:60 Lis en and repea .
b c d e
Activity Book Answer Key is provided at the end of

No, I can’t.)
Yes, I can No, I can’t.
Target language
KEY swim climb hrow a ball ca ch a ball s and on
your head
• g
each unit.
Receptive language h
Materials
• Teaching notes and answers for the Reading

do car wheels do he spli s
swing
Optional activity materials
Cut-out 3 (Pupil’s Book page 109)
• Ask and 6 1:61 Lis en and wri e. Then sing.
show.
Stand on your head.
Starting the lesson
and Writing Booklet, the Grammar Booklet, the

Can you stand on your head? Yes, I can
No, I can’t. Yes, I can
• Can you swim ? Can you ?
• Yes I can. No, I can’ .
• Can you swim? Can you climb?
No, I can’ .
Photocopiables and the Test Booklet. There is also a

Touch your legs Move
Snap! Matching pairs Yes, I can.
your feet Can you swim? Can you climb?
Pupil’s Book page 32 Yes, I can. No, I can’ .
Activity Book page 30
I can swim! Hurray! I can’ climb. Boo hoo!
Presentation Look and match.
page for recording your pupils’ test results.

4
• Can you ? Can you ?
• Yes, I can. No, I can’ .
Can you swing? Can you do he spli s?
Yes, I can. No, I can’ .
• A games bank providing procedure for all the games

Ending the lesson
5 1:60 Listen and repeat. Can you swing? Can you do he spli s?
• • Yes, I can.
Bingo No, I can’ .
I can swing! Hurray! Boo hoo!
I can’t do the splits. uts
Cut-o
•
suggested in the lesson notes. There is also a useful Song

32 Lesson 3 vocabulary (ac ion verbs)
p.107
AB p.30
summary of classroom language at the back of the book.

6 1:61 Listen and write. Then sing. M03_ISLA_PUB_02GLB_0386_U3.indd 32 02/04/2012 11:08
OPTIONAL ACTIVITIES
• Memory chain
Photocopiable 3.2
Can he/she (swim)?
I can swim. Read and do
He/She can swim. I can dance. Photocopiable 3.3
Reading and Writing Booklet
102 103
Access codes printed at the back of the book give the

teacher special access to Tropical Island World, Islands
Active Teach and the Digital Activity Book via the internet.
TEST BOOKLET
The Test Booklet contains initial placement tests,
progress tests for each unit and practice tests, testing 1 My toys Reading and writing A My toys
all four skills (reading, writing, listening, speaking) using 1 Read and circle. Then match.
2
a Blue and purple.
question types from external exams (CYL, Trinity and

1 What are (this / these)?
2 What’s (those / that)? b It’s a red ball.
3 What (is / are) your favourite colours? c There are six.
4 How many (bike / bikes) are there? d They’re dolls.
KET for Schools). Audio recordings are provided on the TEST BOOKL ET 2 Read and match. Then colour.
b
c
class Audio CDs, and teaching notes, an answer key and

a
29 1 What’s that? It’s a yellow car.
page to record test results are provided at the back of

2 What are those? They’re balls. There are six green balls.
3 How many kites are there? There are five blue kites.
Pearson Education Limited
Edinburgh Gate 4 What’s that? It’s the number twenty-nine. It’s black.
Harlow
Essex CM20 2JE
5 What’s this? It’s a brown lorry.
the Teacher’s Book.

England d 6 How many dolls are there? There are three purple dolls.
the world.
and Associated Companies throughout
www.islands.pearson.com e f
© Pearson Education Limited 2012
Written by Kerry Powell

may be
All rights reserved; no part of this publication
or transmitted in any
reproduced, stored in a retrieval system,
mechanical, photocopying,
form or by any means, electronic,
prior written permission of
recording, or otherwise without the
the Publishers. 3 Read. Choose words from the box. Then write.
First published 2012
ISBN: 978-1-4082-9022-4 toys motorbike twenty favourite
Printed in Slovakia by Neografia
Education Limited 2012 1 How many are there? 2 There are toys.
All illustrative artworks © Pearson
3 My toy is this toy. 4 It’s a black .
4 Draw and write.

31/05/2012 17:27
My favourite toy
CVR_ISLANDS_TESTBK_2GLB
_CVR.indd 1-2
1 My favourite toy is
.
2 It’s .
(colour)
3 It’s got
.
6 Islands – Test Booklet 2 © Pearson Education Ltd. 2012
M01_ISLA_TB_ESP_0224_U01.indb 6 5/30/12 9:49 PM
10

ONLINE WORLD
Teachers have special access to the Online World using
the Access code provided in the Teacher’s Book. This
takes them into Tropical Island World with the pupils,
and also gives access to an easy to use Progress Review
System (PRS) where the teacher can monitor the
progress of their pupils. There are step-by-step help
guides detailing all aspects of game play, plus log in and
classroom management through the PRS. These are
available both on screen and as a download to print.
Teachers will also find report cards showing each pupil’s
progress that they can print out for the class and parents.
Teachers will find further information on pages 29–33.
AUDIO CDs
The CDs contain all the chants, songs, stories and
listening comprehension activities. Karaoke versions of ssi
on
or
dist
ribu
tion
of any
data contained in this
disc
is pr
ohi
bite
d.
ISB
2
mi N:
ns 97
ra 8-
the songs and chants are available via the Active Teach.
,t 1-
ng 40
iri 82
,h
-9
g
in
00
nd
8-
le
8
n,
Isl
tio
an
CLASS AUDIO CDs
uc
ds
rod
a
rep
nd
d
©
rise
Pea
utho
rson
. Una
Educa
All rights reserved
2
tion Limited 2012

CLASS AUDIO CD 1
Susannah Malpas
M01_ISLA_CDC_L02GLB_0088_U01.indd 1 03/05/2012 15:51
M03_ISLA_CDC_L02GLB_0088_U03.indd 1 03/05/2012 15:52
ACTIVE TEACH
Islands Active Teach provides software for use on any
Islands 2
interactive whiteboard (IWB) with integrated tools,

and a ‘How to …’ video demonstration of use. It eases
classroom management as it contains direct links Islands Active Teach is full of exciting interactive activities and games
which will engage pupils and transform the classroom into a motivating,
immersive experience.
2
to all of the Pupil’s Book and Activity Book pages, ACTIVE TEACH
•
•
•
digitally transformed to create more opportunities for

•
ACTIVE TEACH
Designed for use on any Interactive Whiteboard.

Can also be used with just a
projector and computer.
interaction between the pupil, teacher and the material.

It includes ‘hide’ and ‘reveal’ answers, links to further
practice activities and games that recycle the language
of the unit and previous units, and links to audio and
www.islands.p earson.com
video content without the need for a separate CD or

M01_ISLA_AT_L02GLB_0064_CVR.indd 1
DVD player. It has stimulating and engaging digital

19/06/2012 09:54
board games with electronic spinners, flashcards and

posters. Digital story cards are also included with ‘hide’
and ‘reveal’ speech bubbles and a ‘make a story’ feature,
where pupils’ own stories can be made with their own
speech bubbles for use in the classroom.
On each level of Islands Active Teach there are four

animated story episodes. Each episode can be used to
reinforce and extend the language of the course, focusing
on the topics and language of two units. There are songs
presented by three young presenters, Sally, Jack and
Albert. And there are animated stories, showing further
adventures of the Tropical Island characters. Teachers
will find further information on pages 29–33.
11

PHOTOCOPIABLES 3 Move you r bod y
Then cu and play.
Then mime and guess.
Sixty-two pages of photocopiable material are offered via
✂
the Active Teach to give maximum flexibility and variety
throughout the teaching year. The material includes:
• A Welcome unit photocopiable for introducing
the Quest.
• Seven photocopiables for use in each unit. These
include games, puzzles and activities, vocabulary
Educa ion L d. 2012

cards, mini-story cards, phonics letter and wordcards,
as well as material for exploring the CLIL and cultural
© Pearson
Islands 2 Pho ocopiable
themes in the unit.
• Three photocopiables for use with the festival lessons. 3.1
vocabulary
• A template for a letter that can be written to parents.

08/06/2012 14:40
16
M03_ISLA_PHO_02GLB_0064_M03.indd
s L2 Date: 09/05/2012
Proof stage: 2nd Title: Islands Photocopiable
• A course certificate.
• A cover pupils can use for their portfolio.
FLASHCARDS
73
There are 157 flashcards at Level 2 illustrating the two
main target vocabulary sets and phonics sounds for 81
each unit. The Lesson plan and Games section in the
Teacher’s Book clearly explain how the flashcards can
be used to present, practise and consolidate language
through games and activities. © Pearson Educa ion Limi ed 2012
M04_ISLA_FLC_02_0118_FLC4.indd 73
26/04/2012 11:44
WORD CARDS
Limi ed 2012
© Pearson Educa ion
A set of wordcards matching the flashcards is provided

26/04/2012 11:44
ndd 81
M04_ISLA_FLC_02_0118_FLC4.i
at each level. The Lesson plan and Games sections in

the Teacher’s Book clearly explain how these can be
used to help with reading and literacy through games ki chen
and activities.
PHONICS CARDS
Within the flashcards and wordcards there are also sets
© Pearson Educa ion Limi ed 2012
M02_ISLA_FLC_02_0231_WOR2.indd 42
26/04/2012 12:11
h
to be used specifically with the Phonics lessons (Lesson 6
in each unit). The plan for each of these lessons in the
hick
Teacher’s Book clearly explains how these should be used © Pearson Educa ion Limi ed 2012
for presenting, practising and blending sounds for literacy. M02_ISLA_FLC_02_0231_WOR2.indd

48
26/04/2012 12:11
STORY CARDS
The story cards contain a frame from the Tropical Island My toys
Story card 1
story and teaching notes comprising ‘Before listening’ Before listening to the story
and ‘After listening’ activities plus the audioscript for the • Who’s this? [Lindy]
• What’s she looking at? [A present.]
• What do you think is inside the present? (L1) [Open discussion]
story frame. The story cards are on A4 cards, making
them easy to use even in large classes. LINDY What’s this?
After listening to the story

• What’s this? [A present.]
• What colour is it? Pointing to the present. [Yellow and red]
M01_ISLA_S _L02 LB_01 4_ 01.indd 1 06/03/2012 13:57
12 M01_ISLA_S _L02 LB_01 4_ 01.indd 2

06/03/2012 13:57

POSTERS 2
There are four posters to accompany each level of

Islands. The posters provide an additional resource for
the vocabulary, phonics, CLIL and cultural elements of Princess
Emily
each unit. There is also a generic poster at each level

which helps students with vocabulary they will need for Pippin
external exams. Teachers will find information on how

best to use posters on pages 26–27 and in the main
Joe
lesson notes.
Lindy
2 www.islands.pearson.com
Proof stage: 1st Title: Discovery Poster Level 2 Date: 9/11/11
ink ring sing sink ng nk

M01_ISLA_GLB_POS_0163.indd 1 ba h hick hin his h h 21/03/2012 13:09
fish rich shell ship ch sh
book foo look moon oo oo

boa goa ligh soap igh oa
snail rain ail wai fee ai ee
boy cow cowboy down ow oy

car girl shark surf ar ir ur
www.islands.pearson.com
21/03/2012 13:19
1
M02_ISLA_GLB_POS_0163.indd
Join us at the Great Teachers Primary Place

Find inspiring ideas for your primary classroom, discover
new techniques and solutions that work, connect with
other primary teachers, and share your own stories
and creativity.
The Great Teachers Primary Place is the place to go for

free classroom resources and countless activities for
primary teachers everywhere.
Go to www.pearsonelt.com/primaryplace and register

for membership.
Members of The Great Teachers Primary Place will

receive exclusive access to:
• Free articles on current trends in the primary classroom.
• Free reproducible activity sheets to download and use
in your classroom.
• Free Teacher Primary Packs filled with posters, story
cards, and games to use in your classroom.
• Exclusive access to professional development via print
materials and web conferences.
13

Evaluation
Islands provides three different ways of assessing Portfolio
pupils’ progress.
The Council of Europe promotes the use of a European
Language Portfolio as a means of encouraging language
1 Formative (or informal) evaluation
learning and of providing an internationally recognised
The teacher monitors pupils’ progress throughout
record of language achievement.
the unit as they carry out the activities in class. This
guide includes an Evaluation Chart (also available
Islands adapts the European Language Portfolio so that
in the Islands Active Teach) which the teacher can
pupils can keep a record of what they are learning in
use to evaluate pupils’ performance in the different
class in a way that is appropriate to their age and their
classroom activities.
stage of cognitive development.
2 Summative (or formal) evaluation The portfolio for Islands consists of a selection of the
Eight Progress Check lessons are provided at the end work which pupils have carried out throughout the year.
of each unit. It is the pupils themselves who decide which pieces of
In addition, the Test Booklet contains: a diagnostic work they want to include (for example, the ones they
test for the beginning of the school year, three think represent their best work). Pupils’ portfolios should
end-of-term tests which enable the teacher to preferably be kept in the classroom. Pupils can take
carry out a cumulative assessment if the teacher them home to show to their parents when they wish.
considers it necessary, and an end-of-year test. The
tests are classified as A and B to cater for mixed Pupils will need a box or a large folder to store the
ability classrooms. work which they have done throughout the year. They
should put their name on the portfolio cover (included
in the Photocopiables on the Active Teach), decorate it
3 Self assessment
as they wish, and stick it onto the outside of their box
At the end of each unit in the Pupil’s Book, pupils
or folder. Pupils can include some of the following in
evaluate their own participation in the different
their portfolio:
classroom activities. This helps them to become
aware of how they are progressing, and to start to • the Portfolio Project for each unit.
develop a realistic appreciation of their own skills, • the posters they have made, their projects, and
photocopiable worksheets, cards and other material
knowledge, and learning objectives.
that they have completed during the year.
• their end-of-unit and end-of-term tests.
14

Pupil’s evaluation
Unit Topic
Quarter Number of sessions/teaching hours
Objectives
Degree of achievement Notes/comments
Lesson 1 Low/Medium/High
Primary school work areas

Reading
Writing
Listening
Speaking
Material used in the classroom delivered to the family

Pupil’s Book
Activity Book
Photocopiables
Flashcards
Posters
Digital Activity Book
Active Teach
Other
Connections with tutor

Comments:
Unit evaluation liked most liked least

Teacher
Pupils
15

Tour of a unit
At Level 2, there is an introductory unit of six lessons (Welcome) followed by eight main teaching units, divided into ten
lessons each. Consolidation and round-up is then provided in a four-lesson Goodbye unit. The four Festival lessons can
be used at Halloween, Christmas, Easter and in the summer. There are cut-out activities at the back of the Pupil’s Book
to be used in each unit. There are also grammar summaries at the back of the Pupil’s Book.
As well as linguistic and skills practice, the Activity Book provides opportunities for self assessment and personalisation.
There are also Unit review activities at the back of the Activity Book, a Picture dictionary and stickers.
The eight main teaching units consist of ten lessons as follows:
Lesson 1 Pupils practice new vocabulary in the Activity Book.
Presentation and practice

of vocabulary with audio
support. grandad 32
Pupils listen to the key topic vocabulary in context, e.g.

a dialogue between the characters. They also listen and
repeat the new vocabulary and listen for it receptively in © Pearson Educa ion Limi ed 2012
the unit chant. The target vocabulary is highlighted and M02_ISLA_FLC_02_0231_WOR2.indd 32

26/04/2012 12:11
labelled in the main illustration.

26/04/2012 11:42
Flashcards and wordcards can be used to present new

words and practise them in a variety of games.
3 Move your body
Mime and guess. Then cu and play.
Move your body

✂
1 1:54 Lis en and poin .
wave your arms
nod your head

Islands 2 Pho ocopiable © Pearson Educa ion L d. 2012
move your legs 3.1

vocabulary
shake your body

s amp your fee
Extra practice of vocabulary is offered through the
2 1:55 Lis en and repea .
photocopiables available on the Active Teach.
lis en and chan .
3 1:56 Lis en and play. Then
.
He can wave his arms
I can wave my arms.
He can move his legs.
I can move my legs. his fee .
He can s amp
I can s amp my fee .
He can clap his hands.
I can clap my hands. ouch his oes!
oes! Bu he can’
Bu I can’ ouch my
AB p.28
(body moveme n s)
30 Lesson 1 vocabulary
13/04/2012 11:39
0386_U3.indd 30
M03_ISLA_PUB_02GLB_
16
Proof stage: 5th Title: Family Island TB1 Date: 18/04/12

Lesson 2
Presentation and practice of
grammar with audio support.
Move yo ur bo dy
Touc h your toes 3
1 Match the words.
1 2 3 4 5
point nod stamp clap touch
e your body
a b c d e
feet head hands toes fingers
2 Write sentences. Use the prompt

s.
1 Tom can’t touch his toes. (Tom / can’t / touch / toes)
2
(you / can / point / fingers)
3
(Sara / can’t / nod / head)
4
(I / can / clap / hands)
poin your fingers 5
(he / can’t / stamp / feet)
3 What can you do? Write senten

ces.
✔
✘
ouch your oes 1 I can touch my toes. 2 I can’t clap my hands.
clap your hands 3 4
say. 5
4 1:57 Lis en and number. Then 6
c d
a b
Move your body 7
M01_ISLA_GB_ESP_0125_BOOK
copy.indd
08/05/2012 20:38
1
1:58
I can nod Look for a key oday.

n,
Additional grammar practice is offered through the
my head. A reasure ches , a prese
a pho o and a key!
Find a key oday!
Grammar Booklet.
You’re number 2!
AB p.29 31
(I can / can’ ouch my oes.)
Lesson 2 grammar
13/04/2012 11:39
0386_U3.indd 31
M03_ISLA_PUB_02GLB_
The new structure is presented and practised in a

listening activity and there is further practice of
vocabulary. Pupils also find and circle the Quest item for
the unit in the main illustration and sing the Quest song.
The new grammar content for this lesson is summarised
in a Look! box on the Pupil’s Book page.
granny
The Activity Book provides written practice for the new
grammar structures.

33
26/04/2012 12:11
33
M02_ISLA_FLC_02_0231_WOR2.indd
M02_ISLA_FLC_02_0118_FLC2.indd
33
26/04/2012 11:42
Active Teach uses digital editions of the flashcards and

wordcards to reinforce the language.
17

Lesson 3 Written practice of both vocabulary sets is provided via
Presentation and practice the Activity Book activities and also on photocopiables
available on the Active Teach.
of vocabulary with audio
support. 63
do
e
car wheels
c d
a b
© Pearson Educa ion Limi ed 2012 © Pearson Educa ion Limi ed 2012
ca ch a ball s and on 26/04/2012 12:11
climb hrow a ball M03_ISLA_FLC_02_0231_WOR3.indd 63

swim your head

26/04/2012 11:43
g h
A second group of flashcards and wordcards is provided
swing
do car wheels
do he spli s for the new vocabulary set.
3
sing.
Lis en and wri e. Then
Move your body

6 1:61
Can you ?
Can you ? swi m No, I can’ . A boo k index
Yes I can. Can you climb?
Can you swim? No, I can’ . ple, can you
you do at school? For exam
Yes, I can. Can you climb? 1 What activities can
Can you swim? No, I can’ . swim? Can you climb?
Yes, I can. I can’ climb. Boo hoo!
I can swim! Hurray! ? book on exercise. Then
write.
? Can you 2 Read the index of this
Can you
No, I can’ .
Yes, I can.
Can you do he spli s?
Can you swing?
No, I can’ . Index
Yes, I can.
Can you do he spli s?
Can you swing? kick a ball .................
page 6
No, I can’ . catch a ball ............. page
11
Yes, I can. page 1
I can swing! Hurray!
Boo hoo! 3 shake your body .......
climb ...................... page
s
ut
Cut-o
page 23
14 stand on your head ...
do cartwheels ......... page
p.107 page 15
20 throw a ball ...............
do the splits ........... page
AB p.30 page 4
8 touch your toes .........
32 Lesson 3 vocabulary
(ac ion verbs) jump ....................... page
13/04/2012 11:39
386_U3.indd 32
21
M03_ISLA_PUB_02GLB_0
20
Pupils learn a set of target vocabulary, which is linked to page 6

ball’ on?
1 What page is ‘kick a
the unit topic. This may be additional words or it may be a 2 What is on page 3?
separate vocabulary set. The language of the unit is then 3 What page is ‘catch
a ball’ on?
4 What page is ‘do cartw

heels’ on?
presented and practised in a song. Karaoke versions of the 5 What is on page 15?
on?
6 What page is ‘jump’
songs are included in the audio files on the Active Teach. 7 What is on page 23?
ing 7
Move your body Read
01/05/2012 20:46
OK.indd 7
M01_ISLA_RW_ESP_0187_BO
Pupils can further practice the key vocabulary and

uts
grammar through the reading and comprehension tasks
Cut-o
Cu and play, Uni 3, page 32.

offered in the Reading and Writing Booklet.
Pupils can sing the karaoke version of the song and use
ouch
the song worksheet available on the Active Teach.
clap shake move
wave poin s amp nod
body head arms hands
fingers legs fee oes
109
Z01_ISLA_PUB_02GLB_0386_END.ind
d 109
19/04/2012 12:13
Pupils will make and use cut-outs of vocabulary as part

of this lesson.
18

Lesson 4
Presentation and practice of 3 Can you swim?
grammar with audio support.

4 Complete the questions. Then
look and answer.
Mum ✔ ✔ ✘ ✔ ✔
Dad ✔ ✔ ✔ ✘ ✘
Granny ✔ ✘ ✔ ✘ ✘
Grandad ✔ ✔ ✘ ✘ ✘
swim climb swing do stand on
. Then ask and answer. cartwheels
7 Look, read, and circle your head
1 Can Granny do cartwheels? No, she can’t.
2 Can you do he spli s? 2
1 Can you do car wheels? Grandad swing?
Yes, I can. 3 Mum Climb?
Yes, I can.
4 Dad Stand on his head?
No, I can’ .
No, I can’ . 5 Granny swim?
Can he do
3 Can you swim? 5 Write sentences with can’t.
car wheels?
Yes, I can. Yes, he can. 1 Grandad can’t stand on his head.
No, I can’ .
2 Granny
.
3 Mum
.
4 Dad
.
Then ask a friend. 5 I
8 Wri e (✓) or (✗) for you. .
do he s and on swing swim

do
spli s your head
car wheels
Me
My friend
8 Move your body

Then ask a friend.
9 Wri e abou yourself.
.
. I can’ M01_ISLA_GB_ESP_0125_BOOK
copy.indd 8
I can 08/05/2012 20:38
.
My friend can
He/She can’
. Additional grammar practice is offered through
AB p.31 33 the Grammar Booklet.
.)
(Can you jump? Yes, I can. / No I can’
Lesson 4 grammar
13/04/2012 11:39
0386_U3.indd 33
M03_ISLA_PUB_02GLB_
The new structure is presented with a task listening

activity and practised with a skills activity. Further
practice is included of all the vocabulary and grammar.
The new grammar content for this lesson is summarised
in a Look! box on the Pupil’s Book page.
The Activity Book provides further practice for pupils

of the new grammar structures with a literacy focus on
reading and writing.
19

Lesson 5 3 Move your body
Story and values.
Story card 1
Before listening to the story

• Where are the children going? [To the castle.]
• Who do you think this man is? (L1) [Open discussion]
AN Hello! My name’s Frank.
After listening to the story

ac ou .
Lis en o he s ory. Then
• Who’s the man? [Frank]
10 1:62 • What do you think Frank’s job is? [He’s an exercise instructor.]
2
1 Hello! My
name’s Frank.
Jump! Jump!
M03_ISLA_S _L02 LB_01 4_ 03.indd 1 06/03/2012 14:0
4
3 Jump! Shake
I’m hot! your body!
Touch your
toes!
06/03/2012 14:0
M03_ISLA_S _L02 LB_01 4_ 03.indd 2
Story cards provide visual and verbal prompts to

5
6
Exercise is
good for you.
reinforce the target language and structures.
Clap your hands! Oh, no.

3 Move your body
Stamp your feet! Pippin!
Touch your toes! Cu and order.
✂
lf doing Hello! My
Draw a picture of yourse family. name’s Frank.
Exercise regularly. exercise. Show it to your
AB p.32
values (exercis e regularly)

34 Lesson 5 s ory and
13/04/2012 11:39
d 34
M03_ISLA_PUB_02GLB_0386_U3.ind
The story is provided as a cartoon strip with speech Jump! Jump!
bubbles and audio support. It recycles vocabulary and I’m hot! Jump! Shake
your body!
structures from previous lessons and introduces some Touch your
toes!
new language.
The values topic for the unit is usually linked to the
story, and is summarised in the Values box on the
Exercise is
Pupil’s Book page. There is also a Home-School Link good for you.
suggestion linked to the values topic to encourage

parental involvement. Clap your hands!
Stamp your feet!
Touch your toes! Oh, no.
Pippin!
The Activity Book provides activities for both story 3.4 s ory
comprehension and for the values content of the lesson.

Photocopiables available on the Active Teach support
further work on the story.
3 Action verbs, exercise
3 Write a, i or o. Then match.

1 thr — w a on your head
2 st — nd b your hands
3 cl — mb c your legs
4 d— d a ball
5 cl — p e your feet
6 st — mp f a tree
7 k — ck g the splits
4 What can they do? Write. Use words from the box.
dance skip swim touch his toes
1 He can p . 2 She can’t .
3 He can’t . 4 She can .
8 Move your body Vocabulary
M01_ISLA_RW_ESP_0187_BOOK.indd 8 01/05/2012 20:46
Extra reading and writing practice activities focused

on the vocabulary are offered in the Reading and
Writing Booklet.
20

Lesson 6
Phonics with audio support.
ng
11 1:63 Lis en.
ring
1
ng
2
nk 65
12 1:64 Lis en, poin and say. 26/04/2012 12:11

M03_ISLA_FLC_02_0231_WOR3.indd 65
13 1:65 Lis en and blend he sounds.
1 s i ng sing 2 r i ng ring
3 p i ng ping 4 l o ng long
5 i nk ink 6 s i nk sink
7 p i nk pink 8 h a nk hank
14 Underline ng and nk. Read he words aloud. M03_ISLA_FLC_02_0118_FLC3.indd 65

26/04/2012 11:43
3 long
1 pink 2 sing
Additional phonics flashcards and wordcards provide
further support for phonics lessons.
4 sink 5 ring 6 ink
3 Move your body

Wri e ng or nk. Cu and ma ch. Then play.
✂
AB p.33 35
Lesson 6 phonics (ng, nk)
13/04/2012 11:40
M03_ISLA_PUB_02GLB_0386_U3.indd 35
Three or four key letter sounds are introduced in each

lesson. In Level 2 these cover some consonants and ha__ si__ lo__
dipthongs. Each phonics lesson is clearly structured,

with repeated activities and procedures that pupils will
quickly become familiar and comfortable with. Each
sound is presented individually, then blended into words,
using only the new letters or letters that have been

presented in previous phonics lessons.
si__ ri__ i__
3.5
8 Read he words. Circle he pic ures. phonics
ng nk
ink ring sing sink
A phonics photocopiable is provided on the Active Teach.
2
fish rich shell ship
ba h hick hin his
ch sh h
ink ring sing sink
h ng nk
9 1:66 Lis en and link he le ers.
ng c
g nk snail rain ail wai fee boa goa ligh soap
ai ee book foo look moon
igh oa oo oo
h FINISH
n sh
START
k m nk
ng
10 1:67 Lis en and wri e he words.

4
car girl shark surf
p i ng
boy cow cowboy down
2 3 ar ir ur ow oy
1
11 1:68 Read aloud. Then lis en and check.
Dad can sing. The girl can sing.
33 www.islands.pearson.com
Lesson 6 phonics (ng, nk)
16/05/2012 14:35
M02_ISLA_GLB_POS_0163.indd 1
M03_ISLA_ACB_0 2GLB_0071_U03.indd 33
04/04/2012 17:18
Written practice is available in the Activity Book. The Phonics Poster presents the key phonics sounds for
each unit.
21

Lesson 7 2
CLIL (Cross-curricular content). P.E.
Social sciences
Transport (1) Jobs and uniforms (7)
helme chef’s ha Maths
Exercises (3) Shapes (4)
whi e
dress badge
bus mo orbike
firefigh er chef
circle
pull push nurse police officer

say.
15 1:69 Lis en and number. Then lorry plane
riangle
Families (2)
c d young old
a b
square
kick skip
helicop er baby children paren s grandparen s rec angle
1 Science Food science

Day and night (5) Measuring Recipes (6)
kick skip temperature (8)
pull push
freezing
cold
l
move. in smal
Work Show the
Lis en and number. Then
cu cook
.
16 1:70
groups exercise.
class an
warm
fry mix
ho
c day
nigh
b
a d www.islands.pearson.com
M03_ISLA_GLB_POS_0163.indd 1 22/03/2012 09:02
Jump. S amp
Clap your hands. your fee . Wave your arms.
h
e g The CLIL Poster presents cross-curricular vocabulary

and consolidates the key vocabulary seen in the unit.
1
Touch your oes. Shake your body.
Kick your legs.
Move your head.
k
l 3 Move your body
i j
Play Do or say.
1 2 3 4 5 6
Hop.
Skip. 37
Pull. Push.
Ask a Shake
AB p.34 Clap your Miss a
1 S and up. ques ion: Jump! your
es) hands. urn!
36 Lesson 7 P.E. (exercis
13/04/2012 11:40
car wheels head.
0386_U3.indd 36
M03_ISLA_PUB_02GLB_
An additional set of target language is presented 2

Wave your
hands.
S and
on your
head!
S amp
your fee .
You ge
hree
poin s.
Turn
round
You
lose wo
poin s.
through a cross-curricular topic in English. This lesson

also practises new and recycled language from previous 3
Miss a
urn!
Ask a
ques ion: Walk. Swim! Dance! Push!
ca ch
lessons. The material may be related to science, the
social sciences, maths, arts and crafts or music. In this 4
Poin
o your Hop! Pull!
Shake Kick your
You ge
hree
your body. fee .
way, a range of topics which the pupils are learning head. poin s.
about in other curricular subjects is revised and Move Nod your Poin o
Ask a Poin
5 ques ion: Climb. o your
developed. A Mini-project encourages further exploration your oes. head. your body.
hrow fingers.
of the CLIL topic and production of the unit language. Ask a You
Move Shake
6 ques ion: Run. Si down. lose wo
your legs. your fee .
spli s poin s.
3.6 CLIL
12 Look and wri e.
1
2
pull
A photocopiable is provided on the Active Teach which
kick
push
offers additional practice of CLIL vocabulary.
kick skip
3
4
13 Read and find. Then number.
Wave your arms.
2 Jump.
1
3 Clap your hands.
Touch your oes.

5
4
Skip.
6
1 Hop.
34 Lesson 7 P.E. (doing exercises)
M03_ISLA_ACB_02GLB_0071_U03.in
dd 34 35
16/05/2012 14:35
The Activity Book offers reading and writing practice of

new vocabulary.
22

Lesson 8 3 Move yo ur bo dy
Wider World (Cultural focus). Draw. Then circle and

wri e.
This is
.
Wider World
World sports
17 Read and wri e. He’s/She’s a
d .
a b c
He’s/She’s
years old.
He/She lives in
.
He/She can
and
Educa ion L d. 2012

.
foo baller gymnas baske ball player balle dancer
He/She likes
and
© Pearson
e
1 She can do he spli s and she can poin her oes. d .
His/Her favouri e
Islands 2 Pho ocopiable

2 He can kick a ball and he can run fas . is
.
3 He can swing and ouch his oes.
He’s/She’s grea !
4 She can run fas and she can jump.
a hle e
5 He can ca ch and hrow a ball. He can jump. 3.7
Wider World
18 Play a guessing game.
Can you hrow

Can you jump?
Yes, I can. A photocopiable is provided on the Active Teach which
a ball? No, I can’ . offers additional practice of cultural focus vocabulary.
Can you run
fas ?
out a
Are you an Write ab rson
a hle e? sports pe country.
ur
from yo
AB p.35 37
Lesson 8 wider world (world spor s)
13/04/2012 11:40
Pupils read a text that explores an element of

international culture linked to the unit topic. In the early
levels, this is often through the eyes of a child of their
own age. Vocabulary and language is recycled and there
is sometimes additional new language which is taught
in the context of the text. A Mini-project encourages
pupils to explore the cultural topic further and apply it
to themselves.
Wider World
14 Look and wri e.
balle dancer a hle e baske ball

players foo baller gymnas
1 2 3
She’s a foot baller. He’s a . She’s a .

4 5
He’s an . They’re
.
15 Read and answer. Yes, I can. No, I can’ .
1 Can you run fas ?
2 Can you kick a ball?
3 Can you ouch your oes?
4 Can you poin your oes?
5 Can you hrow a ball?
Lesson 8 wider world (world spor

s)
35
M03_ISLA_ACB_02GLB_0071_U03.
indd 35
16/05/2012 14:35
The Activity Book offers reading and writing practice of

new vocabulary.
23

Lesson 9
Review and consolidation. Unit Review
16 Look and wri e.
climb do he spli s hop skip swim swing

1 2 3
19 1:71
Lis en. Then play.
2
1 arms
hands
She can clim b . He can’ .

4 5 6
body
4 3
8
6 7
oes
arms
head 17 Wha can you do? Read and circle.
10 9 1 I (can / can’ ) do car wheels.

11 2 I (can / can’ ) swim.
fingers
3 I (can / can’ ) s and on my head.
4 I (can / can’ ) hop.
5 I (can / can’ ) do he spli s.
6 I (can / can’ ) run fas .
13 legs 7 I (can / can’ ) ca ch a ball.
12 8 I (can / can’ ) climb rees.
fee
36 Lesson 9 review and consolida
ion
M03_ISLA_ACB_02GLB_0071_U03
.indd 36
tu 16/05/2012 14:35
to
20 1:72 Lis en and do. AB p.106
AB p.36
The Activity Book provides reading and writing activities
38 Lesson 9 review and
consolid a ion
13/04/2012 11:41
to review the whole unit.
0386_U3.indd 38
M03_ISLA_PUB_02GLB_
Pupils practise the unit language through a fun language

game. There is also a TPR activity providing further A book index 3
practice of the unit language. Pupils are invited to look Remember!
at the Picture Dictionary in this lesson, which is at the We write words in an index in alphabetical order.
When the letters are the same, we look at the next letter.
back of the Activity Book. shake skip stamp
5 Write parts of the body.

a
Unit 3
My body (1)
My body
poin your
6 Write an index for a book about the body in alphabetical order.

nod your fingers clap your
head hands move your
shake your
body
wave your
ouch your
legs
Use words from Activity 5.
arms s amp
oes your fee
Index
My body (2)
a page 6
swim climb ca ch a ball s and on your

head
hrow a ball
swing do car wheels
do he spli s
Unit 1 CLIL: P.E.

My birthday
pull push Move your body Writing 9

kick skip
106 Pic ure dictionary
Z02_ISLA_ACB_02GLB_0071_PD 01/05/2012 20:46

M01_ISLA_RW_ESP_0187_BOOK.indd
.indd 106
Unit 2 16/05/2012 14:50
My family
Extra writing practice activities are offered in the
Reading and Writing Booklet.
Unit 3
My body (1)
INS_ISLA_ACB_02GLB_0071_STIC.indd 2 17/05/2012 11:56
Proof stage: 1st Title: Island ACB2 Date: 17/2/2012
24

Lesson 10
Self assessment and
evaluation.
21 Look and wri e.
1 2 3 4 5 6
Pippin the parrot appears on one of the Pupil’s Book

1 your oes! 4 your hands!
pages in each unit, holding a picture of an item from
your fingers! 5 your head!
2
your fee ! 6 your body!

Tropical Island World. (The location of this feature varies
3
from unit to unit.) Pupils have to find the item, click on
22 1:73 Lis en and ick (✓). it and complete the supplementary language activity
1 a b 2 a b based on the vocabulary of the unit. The lesson notes
in the Teacher’s Book give the precise location of each
online clue.
3 a b 4 a b
Welcome uni
I can alk abou exercise and movemen . Personal ques ions:

Wha ’s your name? I’m/My name’s Princess Emily.
How are you? I’m fine, hank you.
I can show how o exercise. When’s your bir hday?
How old are you?
I ’s/My bir hday is in March.
I’m eigh .
I can alk abou hings I can and can’ do.

Do you like Mondays? Yes, I do./No, I don’ .
Asking he day:
Wha day is i oday? I ’s Monday.
Uni 1
Iden ifying objec s and colours:
Wha ’s his/ ha ? I ’s a boa . I ’s blue.
39
Wha are hese/ hose? They’re ki es. They’re purple.
AB p.37 Asking abou quan i y:
Lesson 10 self assessmen How many bikes are here? There are six een bikes.
Talking abou how you go o school:

How do you go o school? I go o school by rain.
13/04/2012 11:41
Pupils complete a progress check activity in the Pupil’s

Uni 2
Iden ifying family members:
Who’s he/she? He’s/She’s my uncle/aun .
Who are hey? They’re my cousins.
Book. They are also invited to do a self assessment on

Asking abou loca ion:
Where’s my granny? She’s in he ba hroom.
Describing he loca ion of objec s in a room:

There’s a bed. There are wo sofas.
what they can now do after completing the unit. The

There’s a doll in/on/under/nex o/behind he chair.
98 Grammar reference
unit ends with a link to show teachers when to take Z01_ISLA_PUB_02GLB_0386_END.indd 98

19/04/2012 12:12
pupils to Family Island World. The key grammar points covered in the unit are provided
as a clear reference for pupils.
The Activity Book provides an opportunity for pupils
to personalise the language of the unit with a guided She can kick a ball 3
6 Look. Then unscramble and write.
drawing and writing activity.

In addition there is a Unit review which revises the key 1 ball / I / a / kick / can
unit contents.
2 can / I / the / splits / do
I can kick a ball.
3 can / head / stand / my / I / on 4 fast / run / can / I
5 high / can / jump / I
Move your body 9
M01_ISLA_GB_ESP_0125_BOOK copy.indd
08/05/2012 20:38
Additional grammar practice is offered in the Grammar

Booklet.
End of unit reading and writing and listening and

speaking tests are provided in the Test Booklet.
3 Move your body Reading and writing B 3 Move your body
3 Move your body Reading and writing A
Listening and speaking B
3 Move your body

1 Read and match. 1 4:16 Listen. and number.
1 Read and match.
1 move your
a fingers
aListening and speaking
b A
c Move your body
1 nod your a fingers
2 wave your legs
b 1 4:14 Listen. Then write the number.
2 shake your b body
3 clap your
c hands £ £ £
3 touch your c head
4 point your
d arms
a wave your arms
£ d clap your hands
d £ e f
4 point your d toes 2 Read and match.
b stamp your feet
£ e touch your toes
£
2
1 I can skip.
a b
c shake your body
£ f point your finger £
Read and match.
2 I can kick a ball. f £ £ £
a
b
c 3 I can pull. 2 4:15 Listen. Then write (✓) or (✗).
1 I can stand on my head. 4 I can push. 2 4:17 Listen. Then write (✓) or (✗).
2 I can do the splits. 5 I can throw a ball. d c
6 I can touch my toes. e climb swim do the splits stand on your head
3 I can swim.
4 I can climb. d f
e
5 I can swing. 3 Write. Then answer.
6 I can do cartwheels.
1 do / you / splits? / Can / the
3 Write. Then answer.

2 stamp / you / your / feet? / Can Bob climb catch a ball
1 climb? / you / Can take a photo do cartwheels
1 Mandy
3 touch / your / toes? / Can / you
2 you / swim? / Can 2 Tom
4 head? / your / on / stand / Can / you
3 you / a / ball? / kick / Can 3 Gail
Mel
4 Draw and write. 4 Nick
4 you / do / Can / cartwheels?
3 Look and tick (✓). Then talk.
4 Draw and write.
Activities 3 Look and tick (✓). Then talk.
What can you do?
What can’t you do? can do can’t on
Activities cartwheels
stand
my head
do the
climb take a catch a
swim splits photo
1 I can . ball
1 can
2 I can’t . 2 stand on my head
3 3 can’t
(can) climb
4
4 Can he / she … ?
do the splits
(can’t) Can you … ?
I can / can’t …
other
© Pearson Education Ltd. 2012
15
© Pearson Education Ltd. 2012
M01_ISLA_TB_ESP_0224_U01.indb 15 17
14 Islands – Test Booklet 2 © Pearson Education Ltd. 2012 Can you … ?
5/30/12 9:56 PM
CanM01_ISLA_TB_ESP_0224_U01.indb
he / she … ? I can / can’t …
17
5/30/12 9:57 PM
M01_ISLA_TB_ESP_0224_U01.indb 14 5/30/12 9:56 PM
25
16 Islands – Test Booklet 2 © Pearson Education Ltd. 2012
M01_ISLA_TB_ESP_0224_U01.indb 16
5/30/12 9:57 PM

How to use posters
Posters can play a key role in the English language Poster 1 Tropical Island Map
lesson as they are such a powerful visual tool. They can
be a valuable way to focus pupils’ attention, allowing
pupils to consolidate and extend the language already 2
learnt. In addition, the Islands posters help develop a
pupil’s speaking ability as they enable pupils to interact
with visually appealing characters, authentic ‘real-world’
photos and captivating scenes. The interactive posters Princess
Emily
provide even greater scope as the interactive elements

can be moved around and a wider variety of language Pippin
can therefore be practised.

Joe
General poster activities

Lindy
• Before displaying the poster for the first time, pupils

can anticipate and predict who and what they will Proof stage: 1st Title: Discovery Poster Level 2 Date: 9/11/11
see, within a topic area, and then see how many items M01_ISLA_GLB_POS_0163.indd 1 21/03/2012 13:09
they guessed correctly once the poster is visible.

• Pupils can create their own posters, based on a This is a visual representation of the Online World for
similar topic. Level 2. It can be used to check pupils’ progress through
• Using a large piece of paper placed over the top of the Tropical Island World, to check where they have located
poster (with a 5 cm hole cut out), pupils can be asked the items presented in each unit of the Pupil’s Book
to identify what they can see through the hole. in order to play the supplementary vocabulary game
• Through description, pupils can identify objects that and to stimulate language production. Pupils are taken
are being described orally, e.g. It’s orange. It’s a food. further into Tropical Island as they meet new characters
Yum, it’s tasty. in new settings not represented in the stories in the
• With a time limit, pupils can look at the posters and Pupils’ Book.
try to remember as much language and content as
possible and then in pairs, or led by the teacher, they The map shows the nine main areas which the pupils will
can try to recall the content through questions and pass through:
answers, e.g. Is there a flower? What colour is it? • The courtyard
• By pointing to an object and making a statement, • The castle
pupils can reply Yes or No if the information is correct • The manor house
or incorrect, e.g. This is my bedroom. • The mountain
• In teams or pairs, pupils can write down as many • The prison
words as possible for the items in each poster. • The farm
• The supermarket
• The circus tent
• The volcano
26

Poster 2 Phonics Poster 4 General topic
2 2
fish rich shell ship ba h hick hin his ink ring sing sink
Dd
h h ng nk
Cc
ch sh
Aa Bb Ee Ff Gg Hh Ii
A_06b
(style_A)
an balloon car dinosaur goat helicop er igloo

egg fea her
snail rain ail wai fee boa goa ligh soap book foo look moon
ai ee igh oa oo oo
Jj Kk Ll Mm Nn Oo Pp Qq Rr
jam key lemon map

noodles oc opus pancakes quiz robo
car girl shark surf boy cow cowboy down
ar ir ur ow oy
Ss T Uu Vv Ww Xx Yy Zz
sun iger umbrella ve yo-yo zebra

window ox
www.islands.pearson.com www.islands.pearson.com
M02_ISLA_GLB_POS_0163.indd 1 21/03/2012 13:19 M04_ISLA_GLB_POS_0163.indd 1 21/03/2012 13:49
The phonics poster shows a summary of all sounds This poster offers supporting information that can be
covered for the level, broken down unit by unit. useful throughout the year.
Poster 3 CLIL
2
Social sciences
Transport (1) Jobs and uniforms (7)
P.E. helme chef’s ha Maths
Exercises (3) Shapes (4)
whi e
dress badge
bus mo orbike
firefigh er chef
circle
pull push nurse police officer
lorry plane
riangle
Families (2)
young old
square
kick skip
helicop er baby children paren s grandparen s rec angle
Science Food science

Day and night (5) Measuring Recipes (6)
temperature (8)
freezing
cold
cu cook
warm
fry mix
ho
day
nigh
M03_ISLA_GLB_POS_0163.indd 1 22/03/2012 09:02
This poster offers a summary of all the CLIL content

areas offered within a level and represents key
CLIL vocabulary.
27

How to use the Active Teach
and the Digital Activity Book
New technologies in the The animated stories give the language of Islands a new
context. Sally, Jack and Albert provide a song and there
classroom is an animated story from Tropical Island. Each episode
also contains a Language Moment – a short focus on
The use of new technologies can considerably improve the one language point.
learning and teaching experience in the English classroom.
• Song
Islands Active Teach is a software package for computers
Pupils watch, listen and follow the actions. As they grow
and interactive whiteboards. Active Teach is very easy
more confident, they can join in with the song.
to use, and allows the teacher to get the most out of
the possibilities afforded by new technologies in the • Story
English classroom. Watch the animated story. Ask pupils (in L1) what
happened in the story. Watch again, stopping at key
points, and ask them about the language, the images
Active Teach includes:
or the story. Ask pupils to act out the story. Assign the
• interactive versions of both the Pupil’s Book and the roles of Zak and Millie to confident speakers and let
Activity Book which makes it possible to teach the other pupils play the other parts. Encourage them to say
material using an interactive whiteboard. In this way, as much of the dialogue as they can and prompt them
the teacher can monitor the attention and progress of where necessary.
the class at all times.
• Language Moments
• all the listening material in the course plus karaoke
These reinforce a common language point with short,
versions of the songs and chants (not on the class
humorous animation.
Audio CD) which can be easily accessed – either
directly from the Songs & Chants section on the menu
bar or by clicking on the pages of the interactive
•
Pupil’s Book.
digital versions of the flashcards and story cards
New technologies at home
which can be used with the interactive whiteboard
The Digital Activity Book is a version of the Activity
in a more flexible way than the physical cards; an
Book that contains all the activities from the printed
added advantage is that the recording can be played
book. An access code for this is supplied in the
at the same time as the cards are displayed on the
Activity Book.
interactive whiteboard.
• animated stories to reinforce the target language.
It has been designed to be used by pupils at home, so
• PDFs of all the posters for each level.
that parents can take part in their learning experience.
• a section of downloadable documents which
include editable versions of all the course tests and
The Digital Activity Book allows pupils to:
photocopiables for the supplementary activities
suggested in the teaching notes. • work interactively with their Activity Book.
• play at recognising words with the flashcard tool.
How to use the animated stories • listen to the stories in the unit.
• practise songs and chants.
Episode Target Language • play the board games.
• revise language with the Picture dictionary for
1 May, I have …? Please. Thank you. each unit.
Excuse me. I’m sorry; Colours; Family
2 big, small, kite, pull; I’m …, You’re …;
Body parts
3 I like + (jump) + ing; Actions; Animals
4 put on, take off, wear; Clothes; Weather
28

Online Island introduction
Young Learners and Technology
Research shows that appropriate use of computer Computer activities should be age-appropriate and
technology in education is beneficial for pupils (Clements foster instruction in ways that increase learning,
and Sarama, 2003; Waxman, Connell, and Gray, 2002; motivation, personal productivity, and creativity. For
Byrom and Bingham, 2001). Broadly speaking, pupils example, Perry (2009) noted that “Children three to five
can learn from computers and with computers. Pupils years old are natural ‘manipulators’ of the world – they
learn from computers when the computer assumes the learn through controlling the movement and interactions
role of a tutor, with the goal of imparting and increasing between objects in their world – dolls, blocks, toy cars,
basic knowledge and skills. Pupils learn with computers and their own bodies.” Children are naturally curious
when the computer serves in the role of a facilitating and willing to interact with computers, and they enjoy
tool, with the goal of developing critical thinking skills, their ability to control the type, pace, and repetition of
research skills, and the creative imagination (Ringstaff an activity. In some cases, children have even managed
and Kelley, 2002). to learn how to use a computer with no instruction
at all, through their own curiosity, fearlessness, and
persistence (Mitra, 1999).
Computers in the English language classroom

The decision to use computers in the language classroom, including the English language
classroom, requires the establishment of both technological goals and language-learning
goals. For young children, goals such as the following facilitate a path to focused learning.
Technology Objectives Language Objectives

To become familiar with the parts of a computer (screen, To use English to interact in the classroom and to
keyboard, mouse, cursor, printer and so on). communicate in social situations.
To become familiar with approved software programmes To use English to describe self, family, community,
for the classroom. and country.
To become familiar with operations (select, drag, save, To use learning strategies to increase
delete and so on). communicative competence.
To become familiar with finding, filing, tracking, and To develop the four skills: listening, speaking, reading,
organising information. and writing.
To share information and collaborate with others. To pronounce English words, phrases, and
sentences intelligibly.
To develop learner autonomy. To use appropriate register.
International Society for Technology in Education (2000). Teachers of English to Speakers of Other Languages, Inc.
National Educational Technology Standards for Students: (1997). ESL Standards for Pre-K–12 Students.
Connecting Curriculum and Technology.
References
Byrom, E., and Bingham, M. (2001). “Factors Influencing the Effective Mitra, S. (1999). “Hole in the wall – can kids learn computer literacy by
Use of Technology for Teaching and Learning: Lessons Learned from themselves?” Generation YES Blog. (Retrieved November 5, 2009, from
SEIR-TEC Intensive Site Schools,” 2nd Edition. Greensboro, NC: SERVE. the World Wide Web.)
Clements, D. H., and Sarama, J. (2003). “Strip Mining for Gold: Ringstaff, C., and Kelley, L. (2002). “The Learning Return on Our
Research and Policy in Educational Technology – A Response to ‘Fool’s Educational Technology Investment.” San Francisco, CA: WestEd.
Gold.’” Educational Technology Review, 11(1), 7–69.
Waxman, H. C., Connell, M. L., and Gray, J. (2002). “A Quantitative
Kneas, K. M., and Perry, B. D. (2009). “Using Technology in the Early Synthesis of Recent Research on the Effects of Teaching and Learning
Childhood Classroom.” Early Childhood Today. (Retrieved November 5, with Technology on Student Outcomes.” Naperville, IL: North Central
2009, from the World Wide Web.) Scholastic. Regional Educational Laboratory.
29

The Online World is an immersive world which Book, pupils learn via interactions with characters
accompanies the Islands series. It is a ground-breaking in the game. They are presented with real-world
digital product, combining the methodologies of tasks, giving them a sense of responsibility and
classroom-based ELT and games-based learning, and is active involvement which is extremely motivating.
a safe learning environment, suitable for young learners Learning takes place through listening and reading
which can be: comprehension of speech bubbles, and through
• used on individual computers at school or at home. exposure to the target lexical sets via speech bubbles,
• used in groups at school. chatroom dialogues, the Picture dictionary and
• used through the Active Teach IWB software. supplementary language games.
• Mastery. Striking the right balance between challenge
It provides immediate feedback on performance, and and achievability is a key component in any game. The
contains features that appeal to young learners, such Online World has been carefully designed to introduce
as colourful attractive visuals, clear audio providing the key skills needed to complete the task at the start
excellent pronunciation models, animation, and game- of each level, and then continue by slowly building
like activities, all of which play a part in pupil motivation. the complexity of the language pupils encounter. It is
It is carefully calibrated to appeal to children between important that pupils find the tasks within the game
the ages of 4 and 11. The target vocabulary and sufficiently challenging. Pupils with prior exposure to
grammar directly reinforce the syllabus of the course. digital games expect to fail at complex tasks several
Because tasks are intuitive and clear, and because times before achieving them. This makes the tasks
students receive immediate audio and visual feedback on more, not less, satisfying, once achieved. The model
their progress, the programme builds learner confidence of ‘try, fail, repeat, succeed’ is also important because
and independence. it gives repeated exposure to the target language,
ensuring that pupils comprehend the language before
The Online World was authored by a team of ELT they move on.
specialists and multimedia games developers and • Control. Pupils love immersive worlds because they
offers rich and engaging digital worlds which build on feel free within them. They can move their avatar
the language and aims contained within the books. around at their own speed and in their own chosen
The main emphasis is on expanding vocabulary while direction. They are also free to experiment and to
the pupils learn through playing language games and fail without censure or observation. This gives them
completing tasks. New language is introduced gradually confidence and motivation. The Online World has
and contextualised so that pupils feel confident and been designed to allow children sufficient freedom
motivated to complete each level. The key concepts to enjoy the game, but at the same time to carefully
which have guided the design are: channel them towards the learning outcomes and
• Immersion. The Online World takes pupils out of their to expose them gradually to the target language. A
classroom or home environment and immerses them carefully controlled gating system means they must
in a coherent and believable context. Engaging content achieve certain tasks before progressing into new
and beautiful design hold the pupils’ interest and parts of the game. A starred report card system
motivate them to continue with the game. Research motivates them to complete all the tasks within a
conducted with the Online World indicates that even scene, but gives them some freedom to determine
very young children are able to maintain concentration when and how they do this.
and enthusiasm for lengthy periods of time. • Reward. The Online World includes many of the most
• ‘Just in time’ learning. The starting point in the popular features of existing games, such as collectable
creation of the Online World is the syllabus on which items, customization, avatar design and ‘hidden’
the Pupil’s Books and course are based. Each scene rewards such as new characters who appear once
of the Online World maps to the corresponding certain tasks are complete, as well as audio and visual
Pupil’s Book unit in terms of learning aims, lexis and feedback on a task.
structures. At each stage, pupils are given just enough
information and new language to complete each task. Skills
In other words, tasks are scaffolded, just as they are in
The Online World is designed first and foremost to be a
the Pupil’s Book. At the same time, support materials
vocabulary booster. Although it could be completed in
such as the Online Picture dictionary are constantly
isolation, it is designed to complement and extend the
available, giving pupils the support they need and
language presented in the Pupil’s Book. Extra vocabulary
confidence that they can complete each task.
pertinent to the context of each level is presented and
• Stealth learning. One of the key concerns of the such items are included in the Picture dictionary to give
publishing team was that the Online World should
extra support.
be enjoyable, and that the learning should take
place almost without the pupils being aware of it.
Pupils interact with characters in the game by reading
Rather than mirroring the type of tasks in the Pupil’s
speech bubble text and hearing a corresponding audio
30

file. Listening and reading comprehension are key (a version of Hangman) and Spelldrop (a version
skills required in order to progress through the game. of Tetris). There are a number of picture matching
Children do not type or write anything, but for some games such as Photoshoot and Matchcard. There
tasks they use the mouse to manipulate text or tick is also a Quiz game with a multiple-choice or True/
boxes to create simple documents such as emails. False version. These language games sometimes form
a major task within a scene, but more often they
Children do not need to speak in order to complete are supplementary or reward activities which are
any tasks within the game, but in some tests we have designed to be completed after the main tasks.
observed children speaking spontaneously to the
characters on screen, either repeating what they said Progression through the game
or attempting to anticipate what they will say next.
The game is designed to encourage pupils to work
This type of outcome demonstrates the motivational
through each scene in a linear fashion, building their
and confidence-building aspects of immersive online
vocabulary and language comprehension as they do so.
environments.
Support includes visual, as well as verbal, clues, and the
Picture dictionary, which is available at all times in the
Task types
top right corner of the screen, and allows pupils to check
There is a large variety of different task types within the meaning of any unfamiliar vocabulary. Once they
the Online World. These can be broken down into the have completed all of the tasks in a scene, they are given
following types: a silver star in their progress chart. Upon completion
• Following instructions. A character within the of all of the supplementary activities and the tasks in a
World may tell the player to perform a task, such as scene, they are given a gold star.
finding people with certain skills or items. In order
to complete such a task, the player will need to Teacher support
comprehend the target language in each instruction,
We recognise that many teachers are likely to be
which may be a gerund (Find someone who likes
unfamiliar with this type of component and have
skateboarding.) or a noun (Please get me an apple.).
developed a series of help guides both online and as a
• Choosing the correct response. A character within download to be printed to help teachers gain confidence
the World may ask the pupil a question. They will then
in using the Online World in the classroom, assisting
be presented with a variety of answers to choose from.
pupils with queries about the tasks, or setting parts of
In order to complete the task, they need to understand
the game for home study.
the target language in both the question and answer,
and they most often have to explore the scene in order
In conjunction with this, we plan to develop video
to find the answer. For example, a character might ask
walkthroughs of each level, which teachers can fast
the player what another character is doing. The pupil
forward through to answer queries about specific
must then look through some binoculars to find out
sections of the game. These videos can also act as an
what activity the character in question is performing.
introduction to the game, or provide quick support for
To discourage pupils from clicking random answers,
teachers who can’t spare the time to work through the
answer selections can be randomised, or the pupil may
Online World themselves.
be forced to restart the whole task if they get three
answers in a row wrong.
All teachers will receive an individual PIN code to the
• Manipulating items within the game. These tasks Online World and, unlike the pupil version it will contain
add a physical aspect to the game. For example, the
a map, allowing them to skip backwards and forwards
pupil may have to collect certain items to fix a broken
between scenes.
machine. Once they have done this, a character may
direct them on how to use the machine. They must
For ease of classroom management we have included
comprehend the language and then manipulate their
a Progress Review System (PRS) where teachers can
avatar in the right way (for example, by jumping on a
register their classes and monitor their progress.
red lever instead of a blue lever).
Parents can also view pupils’ progress via the Report
• Traditional games. These can be accessed as multi- Card online.
player games in the chatroom, or at various points
in each scene as ‘hidden’ games which the child can
find by looking at a picture clue in their Pupil’s Book.
These include spelling games such as Hungry Shark
31

TROPICAL ISLAND WORLD
Lesson aims
Tropical Island World is set on a fun island where the • To distinguish between different family members
pupils visit a farm, a castle and some caves, among (mum, dad, parents, brother, sister, aunt, uncle,
other locations. It’s an island that is normally hot and cousin, granny, grandad) and to understand simple
sunny. However, Bob-a-Job, the villain, has created a descriptions of location (Where’s Lucy Lock-
special machine to turn the weather on Tropical Island Picker? She’s in the bedroom.)
cold and stormy. The main goal is to help the islanders • Receptive language: Here, take this umbrella to
find Bob-a-Job and his secret volcano lair and collect keep you dry. What are you looking for? Bob-a-Job
parts of a rainbow key which will turn off the weather wants the rainbow key. His friends are in this house.
machine, making the island hot and sunny again.
As they move around Tropical Island they will bump into • Carry this out as part of Lesson 9, after the pupils
have completed the Pupil’s Book and Activity Book
and be able to interact with characters they recognise
activities. Pupils should have already found the book/
from the books, such as Princess Emily and Joe.
online link item that Pippin is holding up on the
Pupil’s Book page at the end of Lesson 9 (bottle) and
The adventure begins with an introductory tutorial
will have therefore completed the supplementary
Scene Zero with a simple activity. The aim is to
language activity based on the vocabulary in this unit.
familiarise the pupil with the layout and computer
If not, the teacher can ‘walk’ the pupils through this
controls, and to provide some context for the following
now. The bottle is in the castle basement on a shelf.
scenes. This also contains the chatroom, where the
pupil can interact and play games with other pupils • Online: Using the IWB or a computer screen visible
to the class, go to Tropical Island World and access
such as Spell Drop, etc. The chatroom contains sample
Scene 2, the castle basement.
dialogue, matching the language aims of each unit at
this level. The pupils can return to the chatroom at any • Walk students through the first part of the quest.
Find and talk to the butler. He will ask you to help him
stage during the adventure to test their mastery of
complete his wordsearch. Ask the class to help you
the language.
select the correct family vocabulary looking at the
pictures of royal family members and find the words
The pupil then progresses to the first scene. Each
in the grid. Teach the new extended family vocabulary
scene contains one, two or three tasks (such as
(aunt, uncle, parents, cousin), by sketching an example
moving an object out of the way or finding the parts
family tree on the board to illustrate.
of a broken machine). Within each scene there are
some supplementary activities such as Match Card • Ask a pupil to take over the mouse to find the jigsaw
piece in this scene (apple).
or Hungry Shark to further test vocabulary. One of
the supplementary activities in each scene is flagged • When the wordsearch is complete, the butler will give
pupils an umbrella that they can hold or put down,
by an image in the Pupil’s Book, held by Pippin, the
located in the inventory bag top right of screen.
parrot. This is not linked in with the task and pupils
can complete this at any time. Players can move freely • Exit the basement and talk to the police officer
outside the manor house. She will give you a
through Scenes 1–3, but they cannot progress to Scenes
binoculars card which you must use to help her
4–6 until they have completed all the tasks from Scenes
identify the location of some burglars (Bob-a-Job’s
1–3. Progression to Scenes 7–8 is similarly dependent
friends/gang). Divide the class into four groups.
on the pupil having completed all the tasks in Scenes
Choose a pupil from each group to take over with the
4–6. The Level ends with an Exit Scene, which occurs
mouse, locating one of the burglars and calling out
automatically and doesn’t require interaction from
which room of the house they are in. To do this they
the pupil. The purpose of this scene is to ‘round off’
may need to move between the binoculars and the
the Level, and to reward the pupil for completing all
picture of Bob-a-Job’s friends/gang in the inventory
the tasks.
bag at the top right of the screen.
Tropical Island Unit 2 Lesson Plan • Ask a pupil to take over the mouse to find the jigsaw
piece in this scene (nuts).
Tropical Island World can be used safely by children at • Now talk to the delivery girl and ask her for a
home if they have a computer and internet access or newspaper. The newspaper will be delivered into the
the Tropical Island CD-ROM. If you wish to incorporate inventory bag as a card (top right of screen). Open the
Tropical Island World into your lessons, below is an card and read the news that you have just helped the
easy-to-follow lesson plan which shows how simple it is police to capture Bob-a-Job’s friends/gang.
to manage it in class. • Alternatively, once you have completed an example
online with the whole class, direct pupils to individual
or shared computers, or have them access the task at
home for homework.
• End the lesson as detailed in the main lesson notes.
32

Online Island access code record
Class:
Pupil’s name Access code
33

Welcome
Lesson 1
Lesson aims 1 1:02 Lis en and sing. 2 1:03 Lis en and poin .
To introduce the course characters
To present new structures
Target language
How are you? I’m fine, thank you.
Recycled language Hello. I’m Lindy.
Hello, I’m/My name’s (name). Wha ’s your name?
Is (Emily) happy or sad?

Materials
Audio CD; Tropical Island poster
Hello. I’m Joe.
Optional activity materials I ’s ime o play!
Paper for each pupil to make a name tag
3 1:04 Lis en and play. Then lis en and chan .
Starting the lesson Hello, Lindy. How are you? Hello, Joe. How are you?
• Greet pupils individually. Say Hello, I’m/My name’s I’m fine, hank you.
And how are you?
And how are you?
(name). Add some humour by changing your name
each time. Use famous people, cartoon characters
or just made-up funny names (e.g. Mr/Mrs
Wabababadingdong). Pupils may also wish to respond How are you?
with a made-up name. I’m fine, hank you.
Pupil’s Book pages 4–5 4 Lesson 1 grammar (How are you? I’m fine, hank you.) AB p.2
A01_ISLA_PUB_02GLB_0386_PREL.indd 4 02/04/2012 14:54
1 1:02 Listen and sing.

Chant
• Ask pupils (L1) what they think is happening in the
main illustration. Ask where they think the characters 3 Listen and play. Then listen and chant.
are and what they’re doing. Introduce the characters.
1:04
Point to each in turn and say This is Lindy, Joe, Emily • Play the chant on the recording (CD1:04) and ask
and Pippin. Ask what kind of bird Pippin is (a parrot). pupils to point to the characters on the page as they
Encourage pupils to repeat the names several times. hear them mentioned. Draw attention to the new
• Point to each of the characters in turn and ask structure How are you? I’m fine, thank you. Practise
Who’s this? (Lindy.) Divide the class into pairs. Pupils with individual pupils. Then play the chant again,
say a name (Joe) and their partner points to the encouraging pupils to clap along with the rhythm.
correct character. • Play the chant a third time. Pupils chant along with
• Play the song CD1:02. Pupils listen and point to each the words, following the text on the page. When
character as their name is mentioned. Play the song pupils are confident with the chant, divide the class
again and pupils sing along. You could also play the into four groups and allocate each group one of the
karaoke version of the song for pupils to sing along to. characters. Each group chants their own character’s
name and the rest of the class chant the greeting.
2 1:03 Listen and point. • You can also use the karaoke version of the chant.
Pupils can chant along, following the text in the book,
• Play CD1:03. Pupils find the characters as they hear or substituting their own name.
their voices or their names. Play the recording a
second time, pausing after each line so pupils can
repeat.
• Ask pupils Is Emily happy or sad? (Sad.) Ask them (L1)
why. (Because her parrot has flown away.)
34
A02_ISLA_TB_02GLB_0200_WU.indd 34 23/07/2012 11:29
Proof stage: 3rd Title: Islands TB2 Date: 8/6/2012

Ending the lesson
Hello. I’m Emily.
Wha ’s your name? • Invite two pupils to the front of the class. They say
Hello, I’m/My name’s (name). to each other. Pupils
continue in pairs saying Hello, I’m/My name’s (name).
(For Key, see p.46. For Audioscript, see p.47.)
Hello. I’m Pippin.

I ’s ime o play! OPTIONAL ACTIVITIES
Hello. I’m Name tags Pupils make their own name tags by
Princess Emily. writing Hello, my name’s (name). on squares of paper
Wha ’s your name?
or shapes you’ve cut out before the class. They can
also decorate their name tags. These name tags can
be placed on their desks at the start of the school
year, or alternatively, can be used to decorate their
pegs or lockers.
Welcome song Play the karaoke version of the
song from this lesson using pupils’ names rather
than the characters’ names. See Active Teach.
4 1:05 Lis en, poin and say.
NOTES
1:06 Ques ! Lis en and sing. Then find.
S and up, jump up, come on a ques ,
Come on a ques oday.
Turn around, si down, come on a ques ,
Look for a reasure ches oday.
A reasure ches !
Find a reasure ches oday!
Lesson 2 vocabulary (colours)

(colours revision) AB p.3 5
Look!
• Draw pupils’ attention to the Look box on Pupil’s Book
p.4. Read the sentences out. Pupils listen and repeat.
• Pupils then practise asking What’s your name? and
How are you? They can do this first in pairs, and then
by swapping places to ask as many pupils in the class
as possible. Alternatively, play some music and ask
pupils to stand up and walk around the classroom.
Stop the music. Pupils ask the questions to the pupil
nearest to them. Repeat several times.
1 Write. Then match.

• Pupils look at the characters and say their names.
They then write Hello in each speech bubble and
match it to the correct character picture.
2 Read and match.

• Pupils read and match the questions and answers.
35

Lesson 2
Lesson aims
To revise vocabulary (colours)
To introduce pupils to the Quest
1 1:02 Lis en and sing. 2 1:03 Lis en and poin .
Recycled language
Colours: red, orange, yellow, purple, blue, green, pink
Numbers: 1 to 20
Actions: stand up, jump up, sit down, turn around
Receptive language
Hello. I’m Lindy.
treasure chest Wha ’s your name?
Materials
Audio CD; Flashcards (Colours); Wordcards
(Colours); Photocopiable W.1
Optional activity materials Hello. I’m Joe.
Materials for colour collages I ’s ime o play!
Starting the lesson

Hello, Lindy. How are you? Hello, Joe. How are you?
• Ask individual pupils What’s your name? and How are I’m fine, hank you. I’m fine, hank you.
you? And how are you? And how are you?
• Revise numbers 1 to 20 by counting round the class in

a chain. Then incorporate numbers and actions into
an exercise routine, e.g. say 1 Stand up, 2 Sit down,
3 Clap your hands, etc. Pupils say and do the actions. How are you?
Pupil’s Book pages 4–5 4 Lesson 1 grammar (How are you? I’m fine, hank you.) AB p.2
Presentation A01_ISLA_PUB_02GLB_0386_PREL.indd 4 02/04/2012 14:54
• Use flashcards or classroom items to revise colours. Quest

Hold up different objects and ask What colour is it?
(Red.) Then give colour instructions: Find something 1:06 Quest! Listen and sing. Then find.
(red). Pupils hunt for (red) items. Ask different pupils
What’s your favourite colour? • Pupils look at the main illustration. Remind pupils
that Emily is sad. Explain that Emily is a princess who
is flying home to her castle. A treasure chest filled
4 Listen, point and say.
with her favourite things has fallen out of her hot-air
1:05
• Pupils look at the rainbow in the main illustration and balloon. Her naughty parrot, Pippin, flies down to
say what colours they can see. collect the items. Emily is sad that Pippin has left her
• Play CD1:05. Pupils listen and point to the colours in because he’s her only friend.
the rainbow. Pupils then listen and repeat What’s your • Teach treasure chest by drawing a picture on the
favourite colour? My favourite colour is blue. board. Ask pupils to circle it in the main illustration,
• Pupils ask each other about their favourite colour. and to guess what things were inside. Write pupils’
Pupils can circulate around the class to music (as suggestions on the board.
in Lesson 1). Alternatively, this can be organised as • Distribute photocopiable W.1. Tell pupils that this
a class survey, with pupils asking each other and shows the items that Princess Emily has lost. Pupils
recording their answers on a sheet of paper. can compare this list with their suggestions on the
board. Ask if they know the English words for any of
Practice the items, e.g. shoe, present and photo from Level 1.
You may choose to teach the words for the other
• Divide pupils into groups. Give each group a colour. items (key, duck, nuts, sunglasses, umbrella) at this point
Play the recording again. Pupils stand up when they
or let pupils learn these words in each unit. Tell pupils
hear their colour.
they are going to go on a Quest through the book to
• Ask pupils to take out their coloured pencils. Show the
help Princess Emily find her things and get Pippin back.
colour wordcards in turn and say the colour. Pupils
Pupils can stick this photocopiable inside the front
hold up the appropriate coloured pencil as the colour
cover of their Activity Book.
is mentioned.
36

Ending the lesson
Hello. I’m Emily.
Wha ’s your name? • Distribute the colour flashcards and wordcards to
different pupils. Call out the colours one by one.
Pupils with the colour flashcards come and stand at
the front of the class in the correct order. Pupils with
the matching wordcards then come and stand next to
Hello. I’m Pippin. them. Repeat the activity.
I ’s ime o play! (For Audioscript, see p.47.)
Hello. I’m
Princess Emily.
Wha ’s your name?
OPTIONAL ACTIVITIES
Make a colour collage Pupils cut out pictures from
magazines of things in different colours to make a
colour collage. They can choose one colour or a mix
of colours. Encourage them to label the colours used.
Team game – Colour treasure hunt See p.268.
TPR game – Teacher says See p.266.

4 1:05 Lis en, poin and say. NOTES
1:06 Ques ! Lis en and sing. Then find.

Look for a reasure ches oday.
A reasure ches !
Find a reasure ches oday!
Lesson 2 vocabulary (colours)

(colours revision) AB p.3 5
• Play the Quest song (CD1:06). Pupils mime the actions

and point to the treasure chest in the main illustration
every time they hear the word.
• Play the song again. Pupils sing along, following the
text in the Pupil’s Book.
• Pupils look at the main illustration again to find and
point to the other hidden Quest items.
3 Find and colour. Then write.

• Pupils colour the picture of Pippin, using the
numbered colour key. Pupils can do this individually
or in pairs, as a colour dictation, taking it in turns to
say Number 1 is red. etc. Pupils then write Pippin into
his speech bubble.
4 Read and write.

• Pupils read the question and complete the answer
with their own favourite colour. Answers will vary.
37

Lesson 3 • Ask several pupils What day is it today? Elicit the
answer each time (It’s Monday.).
Lesson aims • Distribute the days of the week wordcards to seven
To present and practise new vocabulary (days of pupils. Pupils come and stand at the front of the class
the week) in the correct order. Check the order is correct. Then
To present and practise new structures ask the class to close their eyes while two of the
pupils at the front swap places. Pupils open their eyes
Target language
again and have to name the days of the week that are
Days of the week: Monday, Tuesday, Wednesday,
now in the wrong order. Repeat with different pupils
Thursday, Friday, Saturday, Sunday
coming to the front.
What day is it today? It’s (Monday).
Say ‘Hurray’
Chant
Recycled language
Colours 6 1:08 Listen and point. Then chant and do.
Actions: clap your hands, stamp your feet, jump up
and down, hop up and down • Pupils look at the chant illustrations and name
the actions they can see. Then play the chant on
Is it (Friday)? Yes, it is./No, it isn’t.
the recording (CD1:08). Pupils listen and point to
Materials the children in the illustration as they hear their
Flashcards (Colours); a diary or weekly calendar; action mentioned.
handmade wordcards for days of the week; • Then play the chant on the recording again. Pupils
Audio CD listen and do the actions. Then play the chant again.
Pupils chant along, following the words in the
Pupil’s Book.
Materials for making day cards for the
weekly calendar • When pupils are familiar with the chant, divide the
class into two groups. One group chants the
question What day is it? The other chants the reply
and the action instruction. The first group then
Starting the lesson
performs the action. You can also use the karaoke
• Revise actions and colours with a game of Colour version of the chant.
associations. Hold up a colour flashcard and say the
name of the colour and an action, e.g. Red – clap your
hands. Pupils perform the action. Repeat until pupils are 5 Find and write.
familiar with the colours and actions. Then just hold
up the colour flashcards. Pupils try to remember the • Pupils solve the anagrams and write the days of the
correct action. This can also be played as a team game. week in the correct order.
• Note. Make a note of the colours and actions you
use to remember them! Include the new action Say 6 Complete. Then read and say.
‘Hurray’ into this game.
• Pupils complete their own verse of the chant, choosing
Pupil’s Book page 6 a day of the week and an action. Help as necessary.
Pupils can then read out their verses for the rest of
Presentation the class to learn and perform. You could use the
karaoke version of the chant for pupils to perform
• Use a diary or weekly calendar to introduce the idea their verses to.
of the days of the week. Say the days of the week in
order, making sure that pupils realise which day is
Ending the lesson
which. Then say the days of the week again, this time
holding up the wordcards as you do so. • Play a game of Guess my favourite day. Choose a day
of the week wordcard and hide it behind your back.
5 1:07 Listen and repeat. Ask What’s my favourite day? Revise Is it …? questions
and answers if necessary, e.g. Is it (Tuesday)? (Yes, it is./
• Pupils look at the days of the week in their books. Play No, it isn’t.) Pupils then ask until one of them guesses
CD1:07 and ask pupils to listen and point to the days
correctly. Pupils can also play this game in pairs.
as they are mentioned. Then play the recording again
for pupils to listen and repeat.
• Then play the recording a third time, pausing after the
first letter of each day for pupils to say the name of
the day before they hear it on the recording.
38

b c d
a
Monday Tuesday Wednesday Thursday
e g
Friday Saturday Sunday
6 1:08 Lis en and poin . Then chan and do.
Wha day is i oday?

I ’s Monday. I ’s Monday!
Clap your hands for Monday!
Wha day is i oday?

I ’s Tuesday. I ’s Tuesday!
S amp your fee for Tuesday!
Wha day is i oday?

I ’s Wednesday. I ’s Wednesday!
Jump up and down for Wednesda
y!
Wha day is i oday?

I ’s Thursday. I ’s Thursday!
Hop up and down for Thursday!
Wha day is i oday?

I ’s Friday. I ’s Friday!
Say Hurray for Friday!
Hurray!
6 Lesson 3 vocabulary (Wha day is i oday? I ’s Monday. ) AB p.4
OPTIONAL ACTIVITIES
A weekly calendar Pupils work in seven groups, Flashcard game – Memory Use the days of the
each making a decorated day of the week card that week wordcards to play a game of Memory. See
will be used for a weekly calendar. Each lesson, ask p.265.
What day is it today? Pupils answer, then find and
attach the correct day card to the board.
39

Lesson 4 KEY 1 frown, 2 frown, 3 frown, 4 smile
Lesson aims
To revise structures from Level 1 • Play CD1:09 again. Pupils listen and repeat. They then
ask and answer the same questions in pairs, giving
To revise vocabulary from Lesson 3 and Level 1
their own replies.
Recycled language
Do you like (Mondays)? Yes, I do./No, I don’t. Skills
Days of the week; Animals; Food; Numbers
Receptive language
8 Ask and answer. Then tick (✓).
Who likes (Mondays)? • Pupils look at the pictures and say what they can see.
How many children like (hamsters)? They then ask and answer about the pictures in pairs,
using Do you like ...? and short answers Yes, I do./No, I
Materials
don’t. Pupils record their partner’s answers by writing
Flashcards from Level 1 (Animals, Food); handmade
a tick (✓) or cross (✗) next to each picture.
wordcards for days of the week; Audio CD
• At the end of the activity, results can be compared
Optional activity materials and made into a class survey. Write the nine items
A sponge or soft object from the skills activity on the board. Ask questions,
e.g. Who likes (hamsters)? Pupils put their hands up if
they have ticked the hamster picture for their partner
Starting the lesson and give their partner’s name. Write pupils’ names
next to the correct item on the board.
• Ask pupils What day is it today? Pupils can come and • Count the number of names to find out how popular
write or attach the correct day card to the board.
each item is. Ask How many children like hamsters?
• Ask pupils What’s my favourite day? See if they can
Pupils count the number of names next to ‘hamster’
remember from the game at the end of Lesson 3. When
and reply, e.g. Twenty!
someone guesses correctly, say Yes, I like (Saturdays).
Ask individual pupils Do you like Saturdays? Remind Activity Book page 5
pupils of the short answers Yes, I do./No, I don’t.
Pupil’s Book page 7
7 Write and circle.
• Pupils look at the pictures and name the animals they
Presentation can see (dogs, parrots, rabbits, snakes). Ask pupils (L1) if
they guess what is happening in the mini-story.
• Use the animal and food flashcards from Level 1 to • Pupils then read and complete the speech bubbles.
revise vocabulary. Attach the cards to the board
They complete the questions by choosing and writing
in a random order. Divide the class into two teams
the animal words. They choose the correct answer by
to play a category game. Call out one of the two
looking at the expression of the boy in the story.
categories, Animals or Food. A pupil from each team
comes to the board and collects and names an item 8 Read and write.
in that category, e.g. Animals – hamster. If they name
it correctly, they put the card into a pile for that • Pupils answer the questions with Yes, I do./No, I don’t.
category and get a point for their team. according to their own preferences. Answers will
vary.
Look!
Ending the lesson
• Read out the questions and answers in the Look box.
Pupils listen and repeat the questions and answers. • Pupils can use the flashcards to play a guessing game.
Pupils then ask their partner the same questions. They choose one card and hold it behind their back.
The rest of the class has to guess what it is by asking
7 1:09 Listen and draw. Then ask and answer. Do you like (dogs)? The pupil answers No, I don’t. until
someone guesses correctly, when they answer Yes, I
• Pupils look at the pictures. Revise vocabulary by do. That pupil then chooses a card.
asking questions: What day is it? (Monday.) What’s this?
(A cake, dog, cat.)
• Tell pupils they are going to listen to children talking
about what they like and don’t like. Play CD1:09.
Pupils listen and draw a happy smile or sad frown on
the face icon, depending on the answers given in the
recording. Check the activity.
40

7 1:09 Lis en and draw.
Mondays? Yes, I do.
Then ask and Do you like
answer. cake? No, I don’ .
1 2 3 4
Monday
8 Ask and answer. Then ick (✓).
Sa urdays salad hams ers
parro s Fridays frui
rabbi s vege ables Sundays
Do you like
Sa urdays? Yes, I do.
Lesson 4 grammar (Do you like Mondays? ) AB p.5 7
OPTIONAL ACTIVITIES
Flashcard game – Sponge throw See p.265. In this Make a questionnaire Pupils can make their own
version of the game, pupils make a question with Do Do you like questionnaire, using other English words
you like? and the item on the flashcard. For example, they know. They use their questionnaires to ask
if the sponge lands on the flashcard of a cat, the other pupils in the class, or they can take them home
question is Do you like cats? to ask their families.
41

Lesson 5 • Ask pupils to look at the calendar in the Pupil’s Book
again. Ask questions in English and L1 about the
Lesson aims different months, e.g. When is Christmas? When’s your
To present and practise new vocabulary (months of birthday? When is Easter? When is Halloween? What’s
the year) your favourite month? Do you like (August)? Pupils listen
To present and practise new structures and reply with the name of the month, or Yes, I do./
No, I don’t.
Target language
Months: January, February, March, April,
Practice
May, June, July, August, September, October,
November, December 10 Listen and match. Then say.
My birthday is in (March).
1:11
Recycled language • Pupils look at the children in the illustrations and

guess how old they are.
How old are you? I’m (seven).
• Play CD1:11. Pupils listen and draw lines from the
Receptive language children to their correct birthday month and age.
When’s (your birthday)? Check the activity.
Materials
KEY 1 March – six, 2 September – eight,
A calendar; handmade wordcards for the months of
3 August – seven, 4 February – nine
the year; Audio CD
Poster paper and card for the Make a calendar activity • Pupils then play a game in pairs. One chooses a child
and makes sentences about their birthday and age.
The other guesses which child it is. Pupils use the
speech bubbles on the page as a model.
Starting the lesson
• Pupils then tell each other when their birthday is and
• Ask pupils if they remember the names of the how old they are.
characters from Lesson 1. Then play the Welcome
song again (CD1:02).
• Revise numbers 1 to 20 by counting round the class 9 Find and circle the words.
in a chain. Then ask individual pupils How old are you?
Elicit the reply I’m (seven). This should be revision from • Pupils find and circle the month words in the word
Level 1, but remind pupils if they have forgotten. search.
Pupil’s Book page 8 10 Follow and write.
Presentation • Pupils follow the tangled lines to discover the
children’s birthday months and ages. They then
• Use a calendar to introduce the idea of the months complete the speech bubble for each child.
of the year. (Alternatively, use the illustration in the
Pupil’s Book.) Say the months of the year in order,
Ending the lesson
then repeat, holding up the wordcards as you do so.
• Use the months wordcards. Distribute these to twelve
9 1:10 Listen and repeat. Then listen pupils, and ask them to come and stand at the front
and chant. of the class in order. Repeat the months chant, asking
pupils at the front to hold up their wordcards as it is
• Pupils look at the calendar at the top of the Pupil’s chanted.
Book page. Play the first part of CD1:10. Pupils listen
and repeat the names of the months. Then play the • Then ask a pupil to stand up. Call out a month word,
e.g. July. The pupil standing up has to go and swap
months’ chant. Pupils listen and chant.
places with the pupil at the front of the class holding
• Pupils then work in pairs reading the months and
the July card. Repeat until all pupils have had a turn
pointing to the correct month on the calendar page.
being at the front.
42

9 1:10 Lis en and repea . Then lis en and chan .
a b c d e
g h i j k l
10 1:11 Lis en and ma ch. Then say.
My bir hday
is in March. Number 1!
I’m six.
8 Lesson 5 vocabulary (mon hs of he year) AB p.6
OPTIONAL ACTIVITIES
Make a class calendar Divide the class into twelve images for October. They then attach their pictures
groups. Ask each group to make a card for one to a poster-sized piece of paper or card to make a
month of the year. Pupils decorate their card with class calendar.
images to illustrate their month, e.g. Halloween Flashcard game – What’s missing? See p.265.
43

Lesson 6 KEY November, nine
Lesson aims
Skills
To present new structures
To consolidate language from the Welcome unit 12 Make a birthday chart for your class!
Target language Then ask and answer.
• Pupils complete the chart by asking each other
Recycled language When’s your birthday? They then write pupils’ names
How old are you? What’s your name? What’s your into the correct birthday month on the chart. This
favourite colour? Do you like (dogs)? What day is it can be organised in various ways. You can ask pupils
today? How are you today? to work in pairs or groups and then swap places,
continuing until they have asked enough other pupils.
Materials
Alternatively, pupils can stand up and mingle, asking
Slips of paper with the recycled questions written on
as many other pupils as possible and writing their
them (see above); a calendar; Audio CD
names on the chart as they do so.
Optional activity materials • When they have finished, ask How many birthdays in
Months of the year wordcards (August)? Pupils put up their hands. Count the number
of birthdays in the different months.
Starting the lesson
• Ask pupils What day is it today? Pupils write the day, 11 1:13 Read and match. Then listen and check.
or attach the correct day card to the board.
• Put the slips of paper you have prepared into a • Pupils read the questions and guess Lindy’s answers,
each time. Then play CD1:13. Pupils listen and check if
bag or box and use them to play a reading game.
they have chosen the correct answer each time.
Individual pupils choose and read a question out loud,
and choose another pupil to answer it. If that pupil • Play the recording again. Pupils listen and match the
questions and answers with a line. Check the activity
answers correctly, he/she comes to the front and
by asking individual pupils to read out the questions
chooses the next question. Continue the game until
and answers.
all pupils have had a turn and all the questions have
been asked. 12 Ask a friend and answer.
• Pupils ask a partner the questions and write their
answers in the speech bubbles provided. Answers will
Presentation
vary but check that they are grammatically correct.
• Use the calendar to revise the months of the year.
Then point to the month your birthday is in and say Ending the lesson
My birthday is in (March). Ask individual pupils When’s
your birthday? Encourage them to answer It’s in • Ask ten pupils to the front of the class. They put
themselves in order from youngest to oldest, by
(September). Then ask How old are you? (I’m eight).
asking each other How old are you? and When’s your
birthday? When they are ready, ask them to describe
Look!
their age and birthday month for the rest of the class
• Pupils read the questions and answers in the Look box to check, e.g. I’m seven. My birthday’s in January./I’m
while you read them out loud. Then read them again, seven. My birthday’s in March. Repeat with other
asking pupils to listen and repeat after you. Pupils groups of ten children.
then ask the same questions in pairs. • Note. Do not expect pupils to use ordinals for their
birthdays at this point, e.g. Eighteenth of March.
11 1:12 Listen and circle. Then ask and answer. If pupils are the same age and have the same birthday
month, they can either just stand next to each other
• Pupils look at the photo of the boy and girl. Tell or exchange their number in English or L1 to find the
them that they are going to listen and find out when
exact order.
the boy’s birthday is and how old he is. Read the
sentences in the speech bubbles aloud and ask pupils
to guess the answers.
• Play CD1:12. Pupils listen and circle the correct words
in the boy’s answers. Check the activity.
44

When’s your bir hday? I ’s in Augus .
How old are you? I’m eigh .
11 1:12 Lis en and circle. Then ask and answer.
When’s your
bir hday? I ’s in Oc ober /
November.
How old
are you? I’m eigh /
nine.
12 Make a bir hday char for your class! Then ask

and answer.
Lesson 6 grammar (When’s your bir hday? ) AB p.7 9
OPTIONAL ACTIVITIES
TPR game – Birthday children See p.266. months. Use it as a reference throughout the year
Class calendar If you made a calendar in Lesson 5, and celebrate the different pupils’ birthdays every
pupils can write their names into their birthday month.
45

Activity Book Answer Key
p.2, Activity 1
1 Hello. My name’s Lindy. – c
2 Hello. I’m Pippin. – d
3 Hello. I’m Joe. – b
4 Hello. My name’s Princess Emily. – a
p.2, Activity 2
1 b, 2 a
p.4, Activity 5
Monday, Tuesday, Wednesday, Thursday, Friday,
Saturday, Sunday
p.5, Activity 7
1 dogs / No, I don’t.
2 parrots / No, I don’t.
3 rabbits / No, I don’t.
4 snakes / Yes, I do.
p.6, Activity 9
e n m j u n e d l
b o a p r i l e j
a v y l g e o c a
u e j u l y c e n
g m a r c h m u
u b c s j l o b a
s e p e m b e r
r h p b d e r y
f e b r u a r y a
p.6, Activity 10
1 b – My birthday is in October. I’m eight.
2 c – My birthday is in January. I’m four.
3 a – My birthday is in July. I’m seven.
p.7, Activity 11
1 c, 2 f, 3 a, 4 d, 5 g, 6 e, 7 b
46

Audioscript Lesson 6 Activity 11 CD1:12
When’s your birthday? It’s in November.
Lesson 1 Activity 1 Song CD1:02
How old are you? I’m nine.
L = LINDY J = JOE E = EMILY P = PIPPIN
L Hello. I’m Lindy.
Hello. I’m Lindy.
Lesson 6 Activity 11 (AB) CD1:13
What’s your name?
What’s your name? My name’s Lindy.
J Hello. I’m Joe.
How old are you? I’m eight.
Hello. I’m Joe.
It’s time to play!
What’s your favourite colour? Blue.
E Hello. I’m Emily.
Do you like dogs? Yes, I do.
Hello. I’m Emily.
What day is it today? It’s Tuesday.
What’s your name?
How are you today? I’m fine, thank you!
P Hello. I’m Pippin.
Hello. I’m Pippin.
It’s time to play!
Lesson 1 Activity 3 CD1:03

L = LINDY J = JOE P = PIPPIN E = EMILY
L Hello, I’m Lindy. What’s your name?
J Hello, I’m Joe.
P My princess. Princess Emily!
E Pippin! Oh Pippin! Pippin! Pippin!

Look at the rainbow!
Purple, pink, blue, green, yellow, orange and red!
What’s your favourite colour?
My favourite colour is blue.
Quest song CD1:06

Stand up, jump up, come on a quest, come on a
quest today.Turn around, sit down, come on a quest,
look for a treasure chest today.
A treasure chest. Find a treasure chest today.

1 Do you like Mondays? No, I don’t.
2 Do you like cake? No, I don’t.
3 Do you like dogs? No, I don’t.
4 Do you like cats? Yes, I do.

1 My birthday is in March. I’m six.
2 My birthday is in September. I’m eight.
3 My birthday is in August. I’m seven.
4 My birthday is in February. I’m nine.
47

My toys
Objectives
• talk about toys • talk about transport
• talk about colours • say how you get to school
• count to fifty
Topics
• toys Values
Language • numbers • Friendship is important.
Vocabulary • transport
Toys: doll, car, ball, boat, train, teddy
bear, bike, kite
Numbers: 20 to 50 Story and quest
Structures • Unit opener: Lindy and
What’s this/that? It’s a (car). It’s (red). Joe play with their toys
What are these/those? They’re (kites). • Story episode: Pippin and
They’re (purple). the Princess Emily doll
How many (bikes) are there? • Quest item: a present
There are (sixteen bikes).
Revision
Colours Songs and chants
Numbers 1 to 20 • chant: What’s this?
What colour is it/are they? • Quest song: Look for a
It’s/They’re (blue). present.
Is it/Are these (teddy bears)? Yes, it • song: Come along and
is/they are. / No, it isn’t/they aren’t. count with me.
Receptive language
Come along and see.
Count with me.
Counting’s fun.
• learning about toys and
Let’s (count some more).
playing with others
CLIL and Wider World language • working in pairs and groups
CLIL (transport): bus, motorbike, • learning about friendship
lorry, plane, helicopter • learning about how other
Wider World (travelling to school): children travel to school
How do you go to school? I go to
school by (train)./I walk to school.
Learning strategies
Phonics • using previous knowledge
/tʃ/ /ʃ/, sh (chop, chin, rich, much, • asking and answering questions
ship, shell, fish, dish) • following instructions
• logical thinking: deducing information
from pictures and text
Cross-curricular contents • critical thinking: identifying and
• Arts and crafts: character puppets, drawing and colouring comparing
toys, making picture cards • understanding and identifying
• Music: songs and chant different toys and transport
• Maths: learning numbers from 20 to 50, creating simple • reflecting on learning and self-
number sums, using numbers to sequence, keeping a evaluation
counting chart for a transport survey • personalisation of language learnt
• Social science: learning about transport, travelling to school • recording new vocabulary in a
• Language skills: asking and answering questions, following picture dictionary
instructions, acting out a story, playing games
48

Basic competences
Linguistic communication: Use language as an Social and civic competence: Make and accept rules
instrument for communication (Lesson 1 to 10) for working together and codes of conduct (Lesson 1
Knowledge and interaction with the physical world: to 10); Learn about friendship (Lesson 5)
Identify objects around us (Lesson 1, 2, 5) Cultural and artistic competence: Develop and value
Mathematical competence: Count to fifty (Lesson 3); initiative, imagination and creativity (Lesson 5, 7, 8);
Use numbering to complete a task (Lesson 1 to 10) Raise awareness of cultural differences (Lesson 8)
Processing information and digital competence: Learning to learn: Reflect on what has been learnt
Use Active Teach; Use Tropical Island Online World and self-evaluate progress (Lesson 10)
(Lesson 1 to 10) Autonomy and personal initiative: Develop one’s own
criteria and social skills (Lesson 1 to 10)
Skills
Listening Speaking
• can understand a dialogue • can chant and sing the unit chant and songs
• can understand chants and songs • can identify objects, colours and numbers
• can follow instructions • can give instructions for others to follow
• can understand and respond to questions • can act out a story
• can understand a story • can pronounce ch and sh correctly
• can understand and identify objects or pictures • can use language to play a game
• can understand and identify numbers
Taking part in conversations
Reading • can ask and answer questions about objects and colours
• can read and understand captions of key words • can ask and answer about quantities
• can read and understand chant and song text • can ask and answer about travelling to school
• can read and understand speech bubbles
• can read and understand sentences Writing
• can follow speech bubbles in a picture story • can write key words
• can blend individual sounds and letters to create words • can write key words or phrases in a sentence
• can read and understand a cultural text about • can write guided sentences
travelling to school • can write a personalisation text
• can read and understand a personalisation text
Classroom ideas Take-home English

• Play flashcard and team games. • Letters for parents. When you begin Unit 1, complete
• Counting and guessing games with small items. and give pupils a copy of the Unit letter (Active
• Making up a new version of a story. Teach). This explains what pupils are going to learn
• Invent a new fantasy transport item. in this unit.
• Make a class poster about travelling to school. • Home-school link. Pupils tell their family about their
• Bring their own toys to class for a Show and tell activity. friends (Lesson 5).
• Suggested photocopiables: • Craft activities. Pupils can take home the transport
1.1 Make vocabulary cards for toys. survey they complete in Lesson 7, or the bar chart
1.2 Write the missing numbers and play bingo. they make in Lesson 8.
1.3 Write some simple sums for a friend. • Grammar Booklet and Reading and Writing Booklet.
1.4 Make a set of mini-story cards. Pupils take these home to show their parents.
1.5 Make a set of phonics picture and wordcards. • Portfolio. Encourage pupils to show their parents
1.6 Do a transport survey, or make transport cards. their portfolio when they finish Unit 1.
1.7 Make a bar chart.
Evaluation
• Pupil’s Book page 19 • Unit Review (Activity Book page 96)
• Activity Book page 17 • Picture Dictionary (Activity Book page 104)
• Grammar reference (Pupil’s Book page 98) • Test Booklet – Unit 1
49

My toys
Lesson 1 My toys
Lesson aims
1 Lis en and poin .
To present and practise new vocabulary (toys) 1:14
Target language
Toys: doll, car, ball, boat, train, teddy bear, bike, kite
Materials
Audio CD; Flashcards (Toys); Wordcards (Toys);
a coin or small piece of paper for each pupil
car boa
Optional activity materials doll
Active Teach; Photocopiable 1.1; small toys for the
memory game ball
Starting the lesson

2 Lis en and repea .
• Ask pupils to write the day and month on the board.
1:15
• Revise the character names by playing the song from 3 1:16 Lis en and play. Then lis en and chan .
the Welcome unit again (CD1:02). Pupils sing along.
Pupil’s Book pages 10–11 Wha ’s his? I ’s red. Wha are hese? They’re brown.
I ’s a car! They’re eddy bears!
• Ask pupils (L1) to remember what was happening in Wha ’s ha ? I ’s blue. Wha are hose? They’re purple.
the main illustration of the Welcome unit. (Emily was I ’s a boa ! They’re ki es.
in a hot air balloon. Her parrot Pippin went to find
the contents of the treasure chest that fell out of the
balloon. Lindy and Joe were there.) 10 Lesson 1 vocabulary ( oys) AB p.8
• Pupils describe (L1) what is happening in the picture M01_ISLA_PUB_02GLB_0386_U1.indd 10

02/04/2012 10:49
on pages 10 and 11. (Lindy and Joe are playing with

their toys. Pippin sees a present and is flying in to get • Play CD1:14. Pupils look at the illustration while you
a closer look.) Ask pupils (L1) what they think is inside play the recording. Then play the recording again
the present. and ask pupils to point to the toys as they hear
them described.
Presentation
2 Listen and repeat.
• Ask pupils (L1) what vocabulary they think they’re 1:15
going to learn in this unit (toys). Teach the new • Play CD1:15. Pupils listen and repeat the toy
vocabulary by holding up each toy flashcard and words, while pointing to the correct toys in the
asking What’s this? (It’s a doll.) Attach the flashcards main illustration.
to the board. Point to each one and say the toy words • Pupils can then play a game in pairs. One pupil
again. You can also revise colours by asking What turns away while his/her partner covers up one of
colour is it? Pupils reply (It’s blue.) Leave the flashcards the toys with a coin or small piece of paper. His/her
on the board. partner has to say which toy is covered up. Pupils
take turns, covering up more toys each time to make
1 1:14 Listen and point. it more difficult.
• Pupils look at the main illustration and say what toys Practice
they can see. Ask questions to elicit the answers, e.g.
What’s this? (It’s a car.) What are these? (They’re kites.) • Say the toy words again and ask pupils to point
to the toys in the main illustration and read the
captions.
50

1 Look and write.

ki e
• Pupils follow the lines to match the jigsaw pieces and
write the correct toy words each time.
Ending the lesson

• Ask pupils (L1) about the toys they play with at
home. Then ask pupils to stand up. Call out the
eddy bear
rain
toy words in turn. Pupils turn around if a toy is
mentioned that they’ve got at home or sit down if
boa they haven’t got the toy.
(For Key, see p.70. For Audioscript, see pp.70–71.)
bike
Wha ’s his/ ha ? I ’s a bike. I ’s red. OPTIONAL ACTIVITIES

Wha are hese/ hose? They’re bikes. They’re yellow. Photocopiable 1.1 Pupils can use photocopiable 1.1
to play Snap or Matching pairs. See Active Teach.
4 Lis en and number. Then ask and answer.
1:17
Flashcard game – Mix-matched flashcards
a b c d See p.265.
TPR game – Memory See p.266.
1
hese ha his hose NOTES
1:18
Wha ’s his? Look for a presen oday.

A reasure ches and a presen !
I ’s a ball.
Find a presen oday!
I ’s orange.
Lesson 2 grammar (Wha ’s his / ha ? I ’s a car.) AB p.9 11
M01_ISLA_PUB_02GLB_0386_U1.indd 11 02/04/2012 10:50
• Use the toy wordcards. Hold them up and read them

with the class. Then hold them up again. Individual
pupils read them out and come and stick them on
the board next to the correct picture flashcard.
Check with the rest of the class each time that the
wordcards have been positioned correctly. Then point
and read all the words again.
Chant
3 1:16 Listen and play. Then listen and chant.
• Pupils close their books. Play the chant (CD1:16) and
ask pupils to listen for the different toys they hear.
• Go round the class, allocating each pupil a toy
mentioned in the chant – car, boat, teddy bear and kite.
Play the recording again. Pupils stand up when they
hear their toy mentioned. Then go round the class
again, this time allocating toys (as above) and colours
(red, blue, brown, purple). Play the recording again.
Pupils stand up when they hear their toy or colour.
51

Lesson 2
Lesson aims
To present and practise the new structures
My toys
To find the Quest item for the unit and add it to the
Quest song 1 1:14 Lis en and poin .
Target language
What’s that? (It’s a bike.)
What are those? (They’re bikes.)
Materials
Flashcards (Toys); Wordcards (Toys); small
classroom objects; Audio CD car boa
doll
Grammar Booklet; Photocopiable 1.1
ball
Starting the lesson

• Use the flashcards and wordcards for toys to play 2 1:15 Lis en and repea .
a matching game. Distribute the cards to different
pupils and ask them to keep their cards secret. Say 3 1:16 Lis en and play. Then lis en and chan .
Go! Pupils walk around the classroom saying the toy

on their card or reading their toy word until they find Wha ’s his? I ’s red. Wha are hese? They’re brown.
I ’s a car! They’re eddy bears!
the pupil with the matching picture/word. Repeat the
activity with other pupils having the cards. Wha ’s ha ? I ’s blue. Wha are hose? They’re purple.
I ’s a boa ! They’re ki es.
Pupil’s Book pages 10–11
Presentation 10 Lesson 1 vocabulary ( oys) AB p.8
• Present and teach the difference between this and M01_ISLA_PUB_02GLB_0386_U1.indd 10

02/04/2012 10:49
that. Hold up the doll flashcard and ask What’s this?

Look!
(It’s a doll.) Then give the doll flashcard to a pupil in
the class to hold. Point to it and ask What’s that? (It’s • Pupils read the sentences in the Look box while you
a doll.) Repeat with other flashcards or classroom read them out. Then read them again, asking pupils to
objects. listen and repeat after you.
• Present the difference between these and those in • Pupils then ask and answer about different objects
the same way. Pick up two classroom objects, e.g. around the class in the same way.
pencils, and ask What are these? (They’re pencils.) Then
give the pencils to a pupil to hold. Point to them from Practice
a distance and ask What are those? (They’re pencils.)
Repeat, holding up or pointing to different sets of 4 1:17 Listen and number. Then ask
plural items around the classroom. and answer.
3 Listen and play. Then listen and chant. • Pupils look at the pictures and say what toys they can
see and what colour they are. Also ask pupils (L1) if
1:16
• Play the chant (CD1:16). Pupils clap along with the the toys are near or far away from the hands in the
rhythm. Then play the recording again. Pupils join in pictures.
with the words and make the noises that go with each • Play CD1:17. Pupils listen and number the pictures.
toy.
• Divide the class into two groups and play the KEY 1 c, 2 a, 3 d, 4 b
recording again. One chants the questions and the
other chants the answers. You can also use the
karaoke version of the chant (see Active Teach). • Pupils ask and answer about the pictures in pairs,
following the model on the recording and using the
• Ask about the colours of the toys in the chant, e.g.
speech bubbles on the page to help them.
What colour is the car? (It’s red.) What colour are the
kites? (They’re purple.)
52

3 1:19 Listen and write. Then draw and colour.
• Play CD1:19. Pupils listen and draw the toys described
in the recording. They then colour them in. Finally,
ki e
they write the correct toy word under each picture.
Ending the lesson

• Use the karaoke version of the chant (see Active
Teach), asking pupils to substitute their own toys or
objects and colours. Pupils can then act out their new
eddy bear
rain
chant, holding or pointing to the different objects they
have chosen.
boa (For Key, see p.70. For Audioscript, see pp.70–71.)
bike
OPTIONAL ACTIVITIES
Wha ’s his/ ha ? I ’s a bike. I ’s red. Team game – Find them See p.268.
Wha are hese/ hose? They’re bikes. They’re yellow. Grammar Booklet p.1. (for Key, see TB p.257.)
Photocopiable 1.1 Pupils can reuse photocopiable
4 Lis en and number. Then ask and answer.
1:17
1.1 to play a game of What’s this? See Active Teach.
a b c d
NOTES
1
hese ha his hose
1:18
Wha ’s his? Look for a presen oday.

A reasure ches and a presen !
I ’s a ball.
Find a presen oday!
I ’s orange.
Lesson 2 grammar (Wha ’s his / ha ? I ’s a car.) AB p.9 11
Quest
1:18 Quest item and song

• Ask pupils (L1) to remember the treasure chest from
the Welcome unit, and the items the characters have
to find for Emily. Ask pupils to guess which item could
be found here. Play the Quest song (CD1:18) so pupils
learn the name of the Quest item (a present).
• Pupils find and point to, or circle, the present in the
main illustration.
• Play the Quest song again while pupils follow in their
books and sing along. They do the actions and point
to the present in the main illustration as they do so.
2 Look, read and circle.

• Pupils look at the pictures and circle the correct words
or phrases in the questions and answers.
53

Lesson 3 Song
Lesson aims 6 1:21 Listen and write. Then sing.

To present and practise new vocabulary (numbers 20
to 50) • Pupils look at the picture and say the numbers they can
see.
To practise language with a song
• Play the song (CD1:21). Pupils listen and join in with in
Target language the counting. Then play the song again. Pupils listen and
Numbers 20 to 50 write in the missing numbers.
Materials • Play the song again. Pupils join in with the whole song,
following the text in their books.
Audio CD; handmade number wordcards (1 to 50);
Cut-out 1; collections of small objects, e.g. straws,
Practice
toothpicks, beans, etc. to practise counting
Optional activity materials • Call out combinations of tens and units, e.g. Twenty and
two. Pupils listen and say the correct number, Twenty-
Reading and Writing Booklet; Photocopiable 1.2;
two.
Photocopiable 1.3
• In small groups, pupils write their own last verse of the
song, using different combinations of tens and units.
They can then perform this to the karaoke version of the
Starting the lesson
song (see Active Teach). Pupils hold the matching tens
• Revise numbers 1 to 20. Write the numbers on the and units cards to show the class while they are singing.
board. Point to each number several times as you
count to twenty. Count to twenty again showing Cut-out 1 (Pupil’s Book page 105)
the appropriate number of pens or pencils, or other
small objects. Now hold up two pencils and ask How • Pupils cut out the number cards. They put them in two
piles in front of the class – a tens pile and a units pile.
many? Continue with the other numbers. Pupils play
Pupils work in pairs. One pupil choose a tens card, and
this game in pairs. Ask them to hold up or point to
the other a units card. They say the numbers on their
different numbers of objects and ask each other How
cards, e.g. Thirty and Five. They then say the correct
many?
number, Thirty-five.
Presentation 4 Read and match.
• Count round the class from 1 to 20, and then continue • Pupils match the numbered racing cars to the correct
from 21 to 50, encouraging pupils to say the numbers
number words.
with you.
5 Look and match. Then write.
5 1:20 Listen and repeat.
• Play CD1:20. Pupils listen and point to the numbers. • Pupils match the sums to the correct answers. They then
write the number word.
Then play the recording again, this time pausing for
pupils to listen and repeat.
Ending the lesson
• Practise by counting round the class in a chain from
1 to 50. When pupils are counting confidently, try • Divide pupils into pairs or small groups. Give each
counting down in a chain from 50 to 1. pair or group a collection of small items and ask them
• Ask pupils to look at the numbers on the Pupil’s Book to count out fifty of those items. They can then work
page again and read the captions under each number. together, counting out and displaying different numbers
Point out how the new numbers are written, and how of the items for their partner or other group members to
hyphens are used in the combination numbers (e.g. count and say.
twenty-one, thirty-five). (For Key, see p.70. For Audioscript, see pp.70–71.)
• Use the number wordcards. Distribute these to the
class, dividing them equally among the number of
pupils. Pupils stand up and read out their numbers in Pupils can now go online to Tropical Island and
order, starting with the pupil who has number 1 and find the teddy bear that Pippin is holding on the Pupil’s
ending with the pupil who has 50. Pupils can then Book page. (It is on the second window sill on the top
come and give you the number cards back in order floor inside the castle.) When pupils click on the teddy
from 1 to 50. bear, they are taken to a supplementary language
game based on the vocabulary in this unit. Use the
poster to talk about the different parts of the island.
54

10 20 30 40 50
en wen y hir y for y fif y
21 22 23 24 25
wen y-one wen y- wo wen y- hree wen y-four wen y-five
26 27 28 29
wen y-six wen y-seven wen y-eigh wen y-nine
6 1:21 Lis en and wri e. Then sing.
Come along and coun wi h me.

Coun ing’s fun. Come and see!
1, 2, 3, 4, 5, 6 , 7, 8, 9, 10,
11, 12, 13, 14, 15, 16, 17, , 19, 20,
21, 22, 23, 24, , 26, 27, 28, 29, 30,
31, 32, , 34, 35, 36, 37, 38, 39, 40,
41, 42, 43, 44, 45, 46, 47, 48, , 50.
Twen y and is wen y-one.

Come along. Coun ing’s fun!
Thir y and is hir y-four.
Come along. Le ’s coun some more!
uts
Cut-o
p.103
12 Lesson 3 vocabulary (numbers 1 – 50) AB p.10
OPTIONAL ACTIVITIES
Photocopiable 1.2 Pupils complete the number
sequence, then play a game of Bingo. See Active Teach.
Photocopiable 1.3 Pupils make some simple sums
for their partner. See Active Teach.
Reading and Writing Booklet p.1. (For Key, see TB
p.256.)
55

Lesson 4 • Pupils can then work in pairs. They take turns to ask
and answer about the numbers of toys, using the
Lesson aims examples in the speech bubbles.
Target language
Skills
How many bikes are there? 8 Look at Activity 7. Then write.
There are sixteen bikes.
Materials • Make sure pupils can use plurals correctly. Use the toy
flashcards to revise toy vocabulary and write these
Handmade tens and units cards; Audio CD;
words on the board. Then point to each word and ask
Flashcards (Toys)
pupils to call out the plural form, e.g. bike – bikes. This
Optional activity materials can be played as a game of Seesaw. One pupil stands
Photocopiable 1.2; Grammar Booklet up and calls out a target word from the board in the
singular, e.g. doll. He/She nominates another pupil to
stand up and call out the plural form, e.g. dolls. As this
Starting the lesson pupil does so, the original pupil sits down (mimicking
the motion of a seesaw). Continue until all the words
• Play a game of Changing places to revise numbers have been practised sufficiently.
to 50. Use the handmade tens and units cards from
Lesson 3. Distribute these to pupils in the class. Call • Pupils then read and write the answers to the
questions in Activity 8, referring back to the artwork
out a number, e.g. twenty-four. Pupils with the cards
in Activity 7.
20 and 4 stand up and change places. They also hand
their cards to two pupils who haven’t got cards.
KEY 1 There are twenty-one trains. 2 There are
Continue until all pupils have had a turn.
seventeen teddy bears. 3 There are twenty dolls.
Pupil’s Book page 13 4 There are thirty-one balls.
Presentation Activity Book page 11

• Look around the classroom and find different sets
of items for pupils to count (up to 50 only). Ask How 6 Look, count and write.
many windows are there? How many tables are there?
How many chairs are there? Pupils count and say. • Pupils look at the picture and count the different toys.
They then complete the questions and answers with
the correct toy and number words.
Look!
• Pupils read the examples in the Look box while you Ending the lesson
read them out. Then read them out again, pausing for
pupils to repeat the sentences after you. • Play a guessing game. Put a random number of
objects (e.g. pencils) into a bag. Make sure there are
• Pupils then practise the same language in pairs,
no more than 50. Ask How many pencils are there?
finding and asking about different items in the
Pupils guess and write down a number. Then ask a
classroom, as in the presentation activity.
pupil to come and count the number of pencils in the
bag. The pupil with the closest number written down
Practice
is the winner. Repeat with other objects in the bag.
This can also be played as a team game.
7 Count and circle. Then ask and answer.
(For Key, see p.70.)
• Ask about the pictures, e.g. Number 1. Are these teddy
bears? (No, they aren’t.) What colour are they? (Pupils
name the different colours.)
• Read the number captions under each picture
aloud. Check that pupils understand these by asking
individual pupils to write the correct figures on the
board. Then ask pupils to count the number of toys
in each picture and circle the correct word each time.
Check the activity as a class, by asking How many
(trains) are there?
KEY 1 twenty-one, 2 seventeen, 3 twenty, 4 thirty-one
56

7 Coun and circle.
How many bikes are here?
Then ask and answer.
There are six een bikes.
1 2
wen y-one / wen y- hree seven een / six een
3 4
wen y / hir y hir y-one / hir y- wo
How many rains There are

are here? wen y-one rains.
8 Look a Ac ivi y 7. Then wri e.

1 How many rains are here?
There are rains.
2 How many eddy bears are here?

There .
3 How many dolls are here?

There .
4 How many balls are here?

There .
Lesson 4 grammar (How many bikes are here? ) AB p.11 13
OPTIONAL ACTIVITIES
Photocopiable 1.2 Pupils reuse photocopiable
1.2 as the board for a game of Count and ask. See
Active Teach.
Pairwork game – Numbers in the air See p.267.
Grammar Booklet p.2. (For Key, see TB p.257.)
57

Lesson 5 • When pupils have a clear understanding of the story,
invite three pupils to the board to act it out. You may
Lesson aims wish to play the recording, pausing after each line for
To consolidate the unit language with a story pupils to repeat the lines. Alternatively, you could ask
To understand the value of friendship other pupils to read the lines while the three pupils
act it out, or ask them to say the lines from memory.
Receptive language
When acting out, encourage tone of voice and
Let’s go
expressions to match those in the pictures.
Materials • Read the audioscript on the back of the story cards
Audio CD; Tropical Island poster; Unit 1 Story cards in mixed order. Pupils follow in their books and say
the number of the frame from which you are reading.
Pupils continue in small groups or pairs.
Photocopiable 1.4;
Values
• Draw pupils’ attention to the values topic shown at
Starting the lesson the bottom of the page (Friendship is important.).
Have a discussion (L1) about making new friends. Ask
• Use the Tropical Island poster. Point to the characters pupils to describe situations in which they’ve met new
and ask What’s his/her name?
friends. Ask pupils what’s important in finding a friend
• Remind pupils (L1) that Princess Emily lost her treasure and how they like their friends to treat them. Discuss
chest containing her special things and her naughty
the importance of treating others with kindness.
parrot, Pippin, flew away. Emily is very sad because
she lost her only friend. Pippin then flew to the island Activity Book page 12
to collect Princess Emily’s belongings.
7 Look and circle.
• Pupils read the characters’ speech bubbles and circle
Story the correct words.
• Ask pupils to recall the picture on the opening spread 8 Look and tick (✓). Then write about yourself.
of Unit 1. Ask (L1) Where were Lindy and Joe? (On
the island.) What were they doing? (Playing with their • Point to the first pair of pictures. For a, ask Are these
toys.) What was Pippin looking at? (A present.) Ask two boys friends? (No.) For b, ask What about these
pupils to guess what might be inside the present. boys? Are they friends? (Yes.) Ask (L1) how pupils know
• Before pupils open their books, show the story cards (they are playing together). Repeat with the second
for Unit 1 in turn and ask the questions from the pair of pictures. Pupils then complete the sentences
‘Before reading the story’ section written on the back with the name of their own best friend and two things
of each card. they both like.
9 1:22 Listen to the story. Then act out. Ending the lesson
• Ask pupils to open their books and allow them a few • Hand out the story cards to six different pupils. Read
minutes to study the pictures from the story. Ask the sentences from the story. The pupil with the
pupils to guess what they think is going to happen. appropriate card stands up and shows it to the class.
• Play the story (CD1:22) and ask pupils to follow in Alternatively, read the sentences from the story in
their books. mixed order. Pupils stand up and show their card to the
• Play the recording again. Pause after each line and class when you read the sentences from his/her card.
ask pupils to repeat. (For Key, see p.70.)
• Check pupils’ understanding of the story by asking
the questions from the ‘After listening to the story’
section on the back of the story cards. Be sure that
pupils understand that Lindy and Joe are meeting
Pippin for the first time.
58

9 1:22 Lis en o he s ory. Then ac ou .
1 2
What’s this? It’s a doll. ?
Oh!
3 4
Look!
What’s this?
Awk!
5 6
Princess Emily!
you’re my friend!
Let’s go to
the Princess!
Hello, Pippin.
Tell your family about your friends.

Friendship is impor an .
14 Lesson 5 s ory and values (friendship is impor an ) AB p.12
OPTIONAL ACTIVITIES
Alternative story ending Ask pupils (L1) what Story cards Pupils make a set of story cards. See p.267.
they liked about the story. Ask pupils to think of Home-school link – friendship Encourage pupils to
a continuation and possible things the characters tell their families about friendships at school and how
say. Ask small groups to draw one more frame to they help their friends.
complete their ‘new’ story. Reading and Writing Booklet p.2. (For Key, see TB
Photocopiable 1.4 See Active Teach. p.256.)
59

Lesson 6 Practice
Lesson aims 12 1:25 Listen and blend the sounds.

To learn the sounds and letters ch, sh;
To practise reading and spelling sample words • With books closed, revise the concept of blending
sounds to read words. Use the phonics cards. Start
Target language with the word chop. Put the phonics card ch on the
chop, chin, rich, much, ship, shell, fish, dish board and sound out /tʃ/. Pupils repeat after you.
Then put the o letter card next to it and sound out
Materials
/D/. Pupils repeat. Then add the p card, sound out /p/
Alphabet poster; Audio CD; Active Teach; Phonics
and ask pupils to repeat. Now sound out /tʃ/ /D/ /p/
cards: (Level 1); Phonics cards: ch and sh; Wordcards:
a few times, pointing to the phonics cards as you do
chop, chin, rich, much, ship, shell, fish, dish
so, encouraging pupils to say and blend the sounds to
Optional activity materials form the word. Repeat with the other phonics words
Photocopiable 1.5; Phonics picture cards and letter on the Pupil’s Book page.
tiles made in Level 1 • Play CD1:25, while pupils follow in their books,
pointing to the different sound squares as they sound
out the words. Play the recording again, pausing for
Starting the lesson pupils to listen and sound out the words.
• Use the alphabet poster and phonics cards from Level • Attach the wordcards to the board in a different
order, e.g. fish, rich, ship, shell, chop, chin, dish, much.
1 to revise letter sounds and blends that pupils already
Pupils sound out the words. Then sound out the words
know. Spell out simple phonics words from Level 1 on
again for pupils to come and write them on the board.
the board, e.g. pat, man, dog, sock, rat, bell, wig and see
if pupils can sound them out and mime the word. 13 Underline ch and sh. Read the words aloud.
• With books closed, write the word shell on the board.
Sound out /ʃ/ and ask a pupil to come and underline
Presentation
the letters sh in the word. Ask another pupil to read
• Point to your chin and say /ʧ/, /ʧ/, /ʧ/, chin. Show the word out.
the picture of the cheetah on the phonics card and • Pupils open their books and find the same word on
say /ʧ/, /ʧ/, /ʧ/, cheetah. Look around the room for the page (number 1). They then underline the letter
anything else beginning with ch, or a pupil whose sounds and read the word aloud to their partner. Do
name begins with ch. All the time say /ʧ/, /ʧ/, /ʧ/. the same with the other sample words.
Ask pupils to repeat the sound. Then write the letters
ch on the board, or show pupils the letters on the
phonics card. Point to them and say /ʧ/. Pupils repeat. 9 Read the words. Circle the pictures.
• Follow the same approach for the letters sh and the
sound /ʃ/. Use the picture of the shark on the phonics • Pupils read the words in the word bank aloud.
card and draw a simple picture of a shell on the board They then find the correct details in the picture and
to provide examples of the sound. circle them.
10 1:23 Listen. 10 1:26 Listen and link the letters.

• Pupils open their books and look at the letter • Play CD1:26. Pupils listen and follow the sound trail,
combinations at the top of the page. Play CD1:23 a drawing a line from letter to letter.
couple of times, while pupils point to the letters.
11 1:27 Listen and write the words.
1:24
• Play recording CD1.27. Pupils listen and write the
• Play CD1:24, pausing for pupils to point to the words.
correct letter(s) and repeat.
12 1:28 Read aloud. Then listen and check.
• Pupils look and read the sentences aloud. Then play
CD1.28. Pupils listen and compare this version to their
own reading. Play the recording again for pupils to
listen and repeat. They then read the sentences again
in pairs, varying the speed from fast to slow.
60

10 1:23 Lis en.
1
ch 2
sh
1 ch o p chop 2 ch i n chin
3 r i ch rich 4 m u ch much
5 sh i p ship 6 sh e ll shell
7 f i sh fish 8 d i sh dish
13 Underline ch and sh. Read he words aloud.
1 shell 2 chop 3 rich
4 fish 5 chin 6 ship
Lesson 6 phonics (ch, sh) AB p.13 15
Ending the lesson OPTIONAL ACTIVITIES

• Play a game of Build the word (Phonics games). Photocopiable 1.5 See Active Teach.
See p.269. Phonics games – Phonics photcopiables Pupils
(For Key, see p.70. For Audioscript, see pp.70–71.) make a set of phonics picture and wordcards. See
p.269.
61

Lesson 7 15 Count. Then ask and answer.
Lesson aims • Pupils name the different transport items they can see
in the picture (car, lorry, plane, motorbike, bus). Then
To integrate cross-curricular content into the
ask pupils which transport items are missing (train,
English class
bike and helicopter).
Cross-curricular focus • Pupils find and count the number of each transport
Social science (transport) items in the picture. Allow them a few minutes to do
this. Then ask a pupil How many cars are there? (There
Target language
are five cars.)
bus, motorbike, lorry, plane, helicopter
• Pupils then check the other numbers in pairs, asking
Materials similar questions with How many? They use the
Active Teach; Flashcards (Toys); Audio CD; example in the speech bubbles to help them.
handmade flashcards of transport (photocopied from • Finally, check the activity as a class.
photocopiable 1.6); handmade wordcards (car, train,
bike, bus, motorbike, lorry, plane, helicopter) KEY There are five cars, three motorbikes, two
buses, one lorry and one plane.
Photocopiable 1.6; CLIL poster
Mini-project
Starting the lesson • Pupils count the different types of transport in the
street next to their school. Pupils could simply take
• Revise numbers 1 to 50. Write the numbers in turns to look out of the window and count the number
numerical form across the board. Count to 50,
of different transport types they can see. Alternatively,
pointing to each number. Now rub out one or more
ask for adult helpers to help you accompany pupils
of the numbers. Pupils say which number(s) you have
into the street for ten minutes, while pupils stand on
rubbed out.
the pavement and record the numbers of different
• Revise plural nouns by drawing some toys on the
transport items they see in that time.
board, or showing real toys or classroom objects in
various numbers. Ask How many (boats)? (Two boats.) • Note. Pupils could use photocopiable 1.6 to keep a
record of the different transport types they see. Pupils
Pupil’s Book page 16 tick the transport pictures each time they see that
item in the street and then find out the total for each
Presentation by counting up the ticks.
• Revise car, bike and train and teach the new words Activity Book page 14
bus, motorbike, lorry, plane and helicopter using the
handmade flashcards. Then play a game of What’s 13 Look and write. Then find and draw the
missing? Attach four transport cards to the board. missing word.
Call out three of the transport items. Pupils look and
say the item you didn’t mention. Repeat with other • Pupils complete the word puzzle, choosing the words
from the word bank, and using the pictures as clues.
combinations of cards.
When pupils have finished the puzzle, ask them to find
the hidden word written in the shaded vertical column
14 Listen and number.
(motorbike). Pupils draw a picture of a motorbike into
1:29
• Point to the illustrations and ask pupils to identify the the empty picture box (number 9).
modes of transport. Play CD1.29. Pupils listen and
number the pictures 1 to 5. Then play the recording 14 Look through your window. Count and write.
again for pupils to listen and repeat.
• If pupils have counted transport outside as part of
the mini-project activity, they can record the number
KEY 1 d, 2 a, 3 c, 4 b, 5 e
of different transport items here. Otherwise, ask
them to take turns to look through the window so
• Describe one of the transport pictures and ask pupils they can count and write the different items they see.
to guess which one it is, e.g. It’s big. It’s white. It’s Alternatively, this could be set for homework.
got (three) windows. Pupils ask Is it a plane? Repeat
describing the other pictures. Ending the lesson
• Play a transport mime game. Mime driving, riding
or sitting in one of the transport items. Pupils guess
which one it is. Pupils can also play this in pairs.
62

14 1:29 Lis en and number.
a b c d e
1
bus mo orbike lorry plane helicop er
15 Coun . Then ask and answer.
How many cars nt

e differe
are here? Count th n spor t
tra
There are types of eet.
r
in your st
five.
16 Lesson 7 social sciences ( ranspor ) AB p.14
OPTIONAL ACTIVITIES
Photocopiable 1.6 This can be used as a record card My dream transport Pupils invent their own
for the mini-project (see above). Alternatively, pupils transport combinations, e.g. a bus that can turn into
can cut up the transport cards and use them for a a boat. A bike that can fly. Who can come up with
game of Snap! or Matching pairs. See p.267. the most imaginative invention?
CLIL poster
63

Lesson 8 Practice
Lesson aims 17 Ask and answer.

To integrate cross-cultural content into the
English class • Pupils practise asking and answering how they go to
school. They can do this in pairs, swapping places until
Cross-cultural focus they have asked as many pupils as possible.
Travelling to school • Alternatively, ask pupils to find others who travel to
school in the same way. Pupils move around the class,
Target language
asking each other How do you go to school? When they
I go to school by (bus).
find someone who travels the same way as them, they
I walk to school.
move around together, finding other pupils. At the
Optional activity materials end of the activity, count the pupils in each group to
Photocopiable 1.7; CLIL poster find out which is the most popular way of travelling to
school.
Starting the lesson Mini-project

• Draw an item of transport on the board, pausing after • Pupils do a class survey about how they go to school.
each line for pupils to guess what you are drawing. Divide pupils into groups of ten. Pupils ask each other
They ask Is it a bus? (Yes, it is./No, it isn’t.) Repeat with How do you go to school? and use the chart on Activity
other items. Pupils can also take a turn doing the Book p.15, Activity 16 to record the answers.
drawings, or can play this game in pairs. • Ask each group How many children go to school by
(bus)? Pupils tell you the number in their group. Add
the numbers of children who go to school by bus
from different groups and write the total number on
Presentation
the board.
• Draw a picture of the mode of transport you use to • Pupils can then use photocopiable 1.7 to display
come to school, e.g. bus, car, train, bike. Ask pupils this information as a bar chart. (See optional
What’s this? (It’s a (bus).) Then draw a simple picture activities below.)
of yourself (e.g. your face at the window of the bus/
car). Ask Who’s this? Allow pupils’ guesses, then say
It’s me. I go to school by (bus). Pupils repeat. Then ask 15 Complete the pictures and match.
individual pupils How do you go to school? Encourage
them to answer I go to school by (bike). Preteach and • Pupils complete the transport pictures. They then read
practise the expression I walk to school. the speech bubbles under each picture and match
them to the correct transport item.
16 Read and match.
16 How do you go to school? Ask ten friends
• Pupils look at the pictures of the different children. and tick (✓).
Point to the different pictures and ask How old is
he/she? What’s his/her name? How does he/she go to • Pupils can use this chart as part of the mini-project
school? Ask pupils to guess. Tell pupils they are going (see above), or they can ask ten friends and record
to read and find out. their answers at this point in the lesson.
• Read number 1 and ask What’s her name? (Sam.) How
old is she? (She’s eight.) Then ask How does she go to Ending the lesson
school? (She walks to school.)
Ask pupils to match the text to the picture of the girl • Ask pupils how they travel to different places, How do
you go to your granny’s house? (By car.) How do you go
walking to school.
to America? (By plane.) etc.
• Continue with the other items, reading round the
class, or ask pupils to read and match the texts and
pictures in pairs.
• Check the activity by asking How does Sam go to
school? (She walks.) How does Ravi go to school? (By
bus.) etc.
KEY 1 b, 2 d, 3 e, 4 a, 5 c
64

Wider World
Travelling to school
16 Read and ma ch.

1 2 3 4 5
My name’s My name’s My name’s My name’s My name’s

Sam. I’m Ravi. I’m nine. Chun. I’m Katy. I’m ten. Paolo. I’m
eight. I walk I go to school eight. I go I go to school nine. I go
to school. by bus with to school by car, with to school
my friends. by bike. my mum. by boat!
a b c d e
17 Ask and answer.
How do you go
o school?
I go o school
by rain.
he differ
ent o u go
rt How do y Do a
n spo o ol?
f tra to sch
vey.
street. class sur
Lesson 8 wider world ( ravelling o school) AB p.15 17
OPTIONAL ACTIVITIES
Photocopiable 1.7 See Active Teach. Pupils display Class poster Pupils can bring photos of themselves
the results of their travelling to school survey as a travelling to school to make a class poster. They
bar chart. Pupils can then put this bar chart in their write texts similar to those in the Pupil’s Book and
portfolio. stick these on a poster with their photos.
CLIL poster TPR game – True or false See p.266.
65

Lesson 9 4 a sequence of numbers. Pupils say and complete the
sequence (twenty-eight, twenty-nine, thirty, thirty-one,
Lesson aims thirty-two).
To review the unit language with a game • Play CD1:30 as an example of language pupils can use
To add to the Picture Dictionary in the game. Pupils listen and repeat.
Revision language • Pupils can play the game several times, changing
partners and groups.
Numbers 1 to 50, Days, Months, Toys and transport
What’s this/that? What are these/those?
TPR
It’s a/They’re bike(s).
Materials 19 1:31 Listen and point.
Handmade number cards 1 to 50; Audio CD; counters
and dice per pair of pupils; • Pupils will need to point to different colours around
the classroom (see the audioscript on page 71).
Picture Dictionary stickers for Unit 1; Flashcards
If necessary, stick flashcards around the room to
(Days, Months, Toys and transport)
increase the number of colours they can point to.
Optional activity materials • Play CD1:31 and ask pupils to follow the instructions.
CLIL poster; Reading and Writing Booklet Play the recording again until pupils are confident with
the routine. Challenge pupils to be the leader and call
out instructions for the rest of the class to follow.
Starting the lesson Activity Book page 16
• Play a game of Bingo. Pupils choose and write five
numbers from 1 to 50 on a piece of paper. Put the 17 Read and circle. Then colour.
handmade number cards into a small bag or box. Ask
individual pupils to take out a number card and read it • Pupils colour the dotted shapes to create a toy
silhouette. They then read and circle the correct toy
aloud. Pupils listen for the numbers they have written
word in the caption.
down. The first one to tick off all five numbers calls
out Bingo! 18 Look and circle. Then write.
• Pupils look at the pictures and circle the correct
questions. They then write the correct answers.
Game
19 Look at Activity 18. Count and write.
18 1:30 Listen. Then play.
• Say Let’s play a game! Point to various objects along the • Pupils read the questions and count the toys in
Activity 18. They then complete the sentences.
path of the game and ask What’s that? (It’s a kite.) What
colour is it? (It’s blue.) What numbers can you see? etc.
Picture Dictionary (Activity Book page 104)
• Divide pupils into groups of four and give each group a
dice and counters. • Write category headings on the board: Days of the
• Explain (L1) the game. Pairs of pupils take turns to week, Months of the year, Toys and transport. Use
roll the dice, then move along the board from START flashcards or call out words from each category,
to FINISH, completing different tasks for each square e.g. Monday, September, doll, lorry. Pupils attach the
(see below). Pairs receive a point for each task they flashcards or write the words under the correct
complete correctly and lose a point for every mistake. category heading.
The pair with the highest number of points at the end of • Pupils then turn to the picture dictionary section on
the game wins. p.104 of the Activity Book. They can complete the
• There are four different types of square: sticker activity in pairs. For each category, pupils take
1 a drawing of a toy with a hand pointing to it. Pairs turns to read a caption for their partner to find the
ask and answer about the toy. (What’s this/that? It’s a correct sticker. Pupils can then compare their picture
car. It’s blue.) dictionaries with others in the class.
2 multiple numbers of toys. Pupils ask and answer
about the number of the toys. (How many balls are Ending the lesson
there? There are fifteen balls.)
3 a square with a white toy and a sentence written in • Write words from the picture dictionary in a jumbled
form on the board. Ask volunteers to unscramble the
it. Pupils read the sentence, colour the toy and then
letters and write, then say, each word correctly. Pupils
describe it. (It’s a ball. It’s blue.)
can also do this in pairs.
66

18 1:30 Lis en. Then play.
14
15 13
46, X,
48, 49,
X 12
10
9 11
8
I ’s a rain.
I ’s brown.
7 6
5
They’re bikes.
They’re yellow.
4
1 2 28, 29,
3
X, X,
32
I ’s a ball.
I ’s blue.
tu
to
19 1:31 Lis en and poin . AB p.104
18 Lesson 9 review and consolida ion AB p.16
For the next lesson

OPTIONAL ACTIVITIES
• Ask pupils to bring in favourite toys for a Show and tell Flashcard game – Countdown See p.265.
activity. CLIL poster
p.256.)
67

Lesson 10 I can
Lesson aims • Read the three statements with pupils and ask them
to decide which of these things they can do, and
To complete a progress check
how good they are at doing them. Then they tick the
To provide an opportunity for self assessment
corresponding box(es).
To provide an opportunity for personalisation of the
language of the unit Activity Book page 17
Materials 20 Read and write. Then colour.
Flashcards (Toys and transport); Pupils’ toys from
home; Audio CD • Pupils look at the picture while you read the gap fill
text. Pupils then read the text again in pairs and
complete it, choosing the missing words from the word
Online world – Tropical Island; Grammar reference;
bank. Check by asking a pupil to read the text aloud.
Unit 1 Review; Test Booklet; Grammar Booklet
• Pupils then colour the teddy bear brown and the bike
red and black, to match the colours in the text.
Starting the lesson 21 Draw your favourite toys and write.
• Stick the flashcards (Toys and transport) on the • Pupils draw a picture of their own favourite toys. They
board. Stick a wordcard below each, but make some
can use the toys they brought to class to copy. Pupils
intentional mistakes. Teach the words right and wrong
then write a paragraph about their own toys, using
(L1 translation). Point to each in turn and ask Right
the text in Activity 20 as a model. Help as necessary.
or wrong? Invite pupils to the board to correct your
Pupils can then compare their drawings and text with
mistakes.
other pupils in the class.
Ending the lesson
20 Circle. Then colour.
• Pupils who have brought toys from home, can do a
• Pupils look at the pictures and say what they can Show and tell activity. Ask a confident pupil to come to
see. Pupils then read the questions and answers the front of the class. He/She shows his/her toy to the
under each picture and circle the correct words and class and describes it, e.g. It’s a teddy bear. His name’s
phrases. Check by asking pupils to read the questions Pepe. He’s seven years old. Pupils can also do this
and answers aloud. They then colour the toys in the activity in pairs or groups.
correct colour. • If pupils haven’t brought toys from home, they can
do the same activity using the drawings of their
KEY 1 What’s this? It’s a doll. It’s brown. favourite toy.
2 What are those? They’re trains. They’re red. (For Key, see p. 70. For Audioscript, see pp.70–71.)
OPTIONAL ACTIVITIES
21 Listen and write the numbers. Online world Pupils can now go online to Tropical
1:32
• Pupils look at the pictures and name the toys they can Island and enjoy the fun and games.
see and the colours. Ask questions, e.g. What’s this? Grammar reference (Pupil’s Book p.98) and
(It’s a car.) What colour is it? (It’s blue.) Is the ball purple? Unit 1 Review (Activity Book p.96) You may wish
(No, it isn’t. It’s orange.) to refer pupils to the grammar reference and review
• Play CD1.32. Pupils listen and write the numbers they activities for Unit 1 at this point. Pupils study the
hear. Check by asking individual pupils How many cars grammar reference tables in the Pupil’s Book. They
are there? (There are eleven cars.) then test their knowledge by completing the gap fill
story in the unit review of the Activity Book.
KEY a eleven cars, b twenty-three teddy bears, Test Booklet You may wish to give the Unit 1 test
c thirty bikes, d forty-five balls, e eight dolls, at this time.
f thirty-three boats, g sixteen trains, h fifty kites Grammar Booklet p.3. (For Key, see TB p.257.)
Portfolio activity Pupils can copy their drawings
and text from Activity Book p.17 Activity 21 onto a
piece of paper to add to their Portfolio.
Our favourite activity Ask pupils to choose their
favourite activity from Unit 1 and repeat it. If pupils
cannot agree on the activity, choose the most
popular one by asking pupils to put their hands up
for each activity and counting the show of hands.
68

20 Circle. Then colour.
1 2
Wha ’s his? / Wha are hese? Wha ’s ha ? / Wha are hose?

I ’s a doll. / They’re dolls. I ’s a rain. / They’re rains.
I ’s / They’re brown. I ’s / They’re red.
21 1:32 Lis en and wri e he numbers.
a b c d
11
e g h
I can alk abou oys.

I can coun o fif y.
tu
to
I can say how I go o school.
Lesson 10 self assessmen AB p.17 19
69

Activity Book Answer Key p.17, Activity 20
1 favourite, 2 teddy, 3 bike, 4 school
p.8, Activity 1
1 c – It’s a ball. 2 f – It’s a doll. 3 g – It’s a bike.
4 h – It’s a kite. 5 b – It’s a car. 6 a – It’s a boat. Audioscript
7 e – It’s a train. 8 d – It’s a teddy bear.
p.9, Activity 2 L = LINDY J = JOE
1 What’s, doll 2 What’s, boat 3 What are, kites
L Look! A train. Choo! Choo!
4 What are, bikes
J Oh. And a boat.
p.9, Activity 3 A ball!
1 Pupils draw a purple train and write the words Lindy! Look! It’s a bike.
train/purple into the caption. L What’s this, Joe?
2 Pupils draw three brown teddy bears and write the J It’s a car.
words teddy bears/brown into the caption. L Look, Joe! A doll.
3 Pupils draw a red car and write the words car/red J I love toys!
into the caption. L Me too!
p.10, Activity 4
25/twenty-five, 32/thirty-two, 46/forty-six,
Lesson 2 Activity 4 CD1.17
20/twenty, 50/fifty, 30/thirty, 40/forty,
1 What’s this? It’s a ball. It’s orange.
43/forty-three, 14/fourteen, 38/thirty-eight
2 What are these? They’re trains. They’re green.
p.10, Activity 5 3 What are those? They’re bikes. They’re yellow.
1d twenty-nine, 2c thirty-four, 3a forty-seven, 4 What’s that? It’s a doll. It’s pink.
4b thirty-one
p.11, Activity 6 Quest song CD1.18
1 How many bikes are there? There are thirty bikes.
Stand up, jump up, come on a quest, come on a quest
2 How many dolls are there? There are twenty-five dolls.
today. Turn around, sit down, come on a quest, look
3 How many boats are there? There are nineteen boats.
for a present today.
4 How many trains are there? There are sixteen trains.
A treasure chest and a present! Find a present today!
p.12, Activity 7
1 Princess Emily, 2 Lindy, 3 Pippin, 4 Joe
Lesson 2 Activity 2 (AB) CD1.19
p.12, Activity 8 1 What’s this? It’s a train. It’s purple.
1 b, 2 b
2 What are those? They’re teddy bears. They’re
p.13, Activity 10 three brown teddy bears.
ch, p, sh, ch, b, s 3 What’s this? It’s a car. It’s red.
p.13, Activity 11
1 chin, 2 dish, 3 chop, 4 much
Lesson 3 Activity 6 Song CD1.21
p.14, Activity 13 Come along and count with me,
1 helicopter, 2 boat, 3 lorry, 4 car, 5 bus, 6 train, Counting’s fun. Come and see!
7 bike, 8 plane 1, 2, 3, 4, 5, 6, 7, 8, 9, 10
The hidden word is motorbike. 11, 12, 13, 14, 15, 16, 17, 18, 19, 20,
21, 22, 23, 24, 25, 26, 27, 28, 29, 30,
p.15, Activity 15
31, 32, 33, 34, 35, 36, 37, 38, 39, 40,
1 b, 2 c, 3 a
41, 42, 43, 44, 45, 46, 47, 48, 49, 50
p.16, Activity 17 Twenty and one is twenty-one.
1 car, 2 train, 3 doll Come along. Counting’s fun!
Thirty and four is thirty-four.
p.16, Activity 18
Come along. Let’s count some more!
1 What’s this? It’s a boat.
2 What are these? They’re cars.
3 What’s that? It’s a bike.
4 What are those? They’re balls.
1 ch /tʃ/ /tʃ/ /tʃ/
p.16, Activity 19 2 sh /ʃ/ /ʃ/ /ʃ/
1 three, 2 There are five balls.
70

Lesson 6 Activity 11 CD1:24 Lesson 10 Activity 21 CD1:32
/ʃ/, /ʃ/ /tʃ/, /tʃ/ /ʃ/, /ʃ/ /tʃ/, /tʃ/ A How many cars are there?
/tʃ/, /tʃ/ /ʃ/, /ʃ/ There are eleven cars.
B How many teddy bears are there?
There are twenty-three teddy bears.
Lesson 6 Activity 12 CD1:25 C How many bikes are there?
1 /tʃ/ /ᴅ/ /p/ chop There are thirty bikes.
2 /tʃ/ /ɪ/ /n/ chin D How many balls are there?
3 /r/ /ɪ/ /tʃ/ rich There are forty-five balls.
4 /m/ /ᴧ/ /tʃ/ much E How many dolls are there?
5 /ʃ/ /ɪ/ /p/ ship There are eight dolls.
6 /ʃ/ /e/ /l/ shell F How many boats are there?
7 /f/ /ɪ/ /ʃ/ fish There are thirty-three boats.
8 /d/ /ɪ/ /ʃ/ dish G How many trains are there?
There are sixteen trains.
H How many kites are there?
Lesson 6 Activity 11 (AB) CD1:27 There are fifty kites. Pupils can now go online
1 chin 2 dish 3 chop 4 much to Tropical Island and find the teddy bear that
Pippin is holding on the Pupil’s Book page. It is on
the second window sill on the top floor inside the
Lesson 7 Activity 14 CD1:29 castle. Once pupils click on the teddy bear they
1 It’s a plane. are taken to a supplementary language game
2 It’s a bus. based on the vocabulary in this unit. Use Poster 1
3 It’s a lorry. to talk about the different parts of the island (see
4 It’s a motorbike. the notes on p.20).
5 It’s a helicopter.

GIRL 1 One! One ... What’s this?
BOY 1 It’s a doll. It’s pink.
BOY 2 Our turn! Five! One, two, three, four, five ...
What’s that?
GIRL 2 It’s a kite. It’s blue.

Point to something green.
Point to something red.
Point to something pink.
Point to something blue.
Point to something yellow.
Point to something orange.
Point to something black.
Point to something brown.
Point to something white.
Point to something grey.
Point to something purple.
71

2 My family
Objectives
• identify family members • describe items in a room
• identify rooms in the house • talk about family members
• ask and say where people or objects are
Language Topics
Vocabulary • family Values
Family: uncle, aunt, cousin, daughter, • home • Spend time with your
son, granny, grandad relatives.
Home: house, flat, hall, attic, kitchen,
living room, bedroom, bathroom
Structures Story and quest
Who’s he/she? He’s/She’s my (uncle/ • Unit opener: Joe meets
aunt). Lindy’s family
Who are they? They’re my (cousins). • Story episode: We meet
Where’s my (grandad/granny)? Princess Emily’s family
He’s/She’s in the (bathroom). • Quest item: a photo
There’s a (bed). There are (two sofas).
There’s a (teddy bear) in/on/under/
next to/behind the (chair). Songs and chants
Revision • chant: Who’s he?
brother, sister, mum, dad (Level 1) • Quest song: Look for
garden (Level 1) a photo.
old, young (Level 1) • song: Where’s my granny?
Receptive language
I love Princess Emily.
horrible
• talking about your family and other
CLIL and Wider World language people’s families
CLIL (family): baby, children, parents,
• working in pairs and groups
grandparents
• learning to share with others
Wider World (cousins): treehouse, I
• appreciating the time you spend
live ..., He/She lives ..., They live ...
with your family
• write a letter to a penpal
• learning about other children’s
Phonics homes and families
/ð/ /ө/ (this, that, then, with, thin,
bath, thick, path)
Learning strategies
• using previous knowledge
Cross-curricular contents • asking and answering questions
• Arts and crafts: making picture cards, making
• following instructions
family trees, drawing your family, designing a
• logical thinking: deducing information from pictures
treehouse home
and text
• Maths: using numbers to sequence
• critical thinking: identifying and comparing
• Music: songs and chant
• understanding and identifying different family
• PE and fitness: using actions in the song
members and rooms in a house
• Social science: identifying different family members
• reflecting on learning and self-evaluation
• Language skills: asking and answering questions,
• personalisation of language learnt
following instructions, acting out a story,
• recording new vocabulary in a picture dictionary
playing games
72

Basic competences
Knowledge and interaction with the physical world: to 10); Appreciate spending time with your relatives
Describe our home environment (Lesson 3, 4, 8, 10) (Lesson 5); Compare your family with that of other
Mathematical competence: Use numbering to people
complete a task (Lesson 1 to 10) Cultural and artistic competence: Develop and value
Processing information and digital competence: initiative, imagination and creativity (Lesson 5, 7, 8);
Use Active Teach; Use Tropical Island Online World Raise awareness of cultural differences (Lesson 8)
(Lesson 1 to 10) Learning to learn: Reflect on what has been learnt
and self-evaluate progress (Lesson 10)
Autonomy and personal initiative: Develop one’s own
Skills
Listening Speaking
• can understand chants and songs • can identify family and rooms or objects in a home
• can understand questions about family and home • can describe a room
• can follow instructions • can give instructions for others to follow
• can understand a story • can pronounce th correctly (voiced and unvoiced)
• can understand and identify people, objects and pictures • can use language to play a game
Reading Taking part in conversations

• can read and understand captions of key words • can ask and answer questions about family
• can read and understand chant and song text • can ask and answer questions about location
• can read and understand speech bubbles • can ask and answer questions about where people live
• can read and understand sentences. • can describe a room in a guessing game
• can follow speech bubbles in a picture story
• can blend individual sounds and letters to create words Writing
• can read and understand a cultural text about cousins • can write key words
• can read and understand a personalisation text • can write key words or phrases in a sentence
• can write guided sentences
• can write a personalisation text

• Play flashcard and team games. • Letters for parents. When you begin Unit 2, complete
• Draw a family tree. and give pupils a copy of the Unit letter (Active
• Draw family members for a partner to guess. Teach). This explains what pupils are going to learn
• Use the cut out for a pair dictation. in this unit.
• Invent some new characters for a story. • Home-school link. Arrange a visit to extended family
• Make a baby photo collage. members (Lesson 5).
• Write a text about their cousins. • Craft activities. Pupils can take home their family
• Suggested photocopiables: tree from Lesson 7, or the penpal letter or treehouse
2.1 Play a game of Noughts and crosses. design from Lesson 8.
2.2 Play a memory game. • Grammar Booklet and Reading and Writing Booklet.
2.3 Do a spot the difference activity. Pupils take these home to show their parents.
2.4 Make a set of mini-story cards. • Portfolio. Encourage pupils to show their parents
2.5 Make a set of phonics picture and wordcards. their portfolio when they finish Unit 2.
2.6 Do a read and match activity.
2.7 Write a letter to a penpal.
Evaluation
73

2 My family
Lesson 1 My family
Lesson aims
1 Lis en and poin .
To present and practise new vocabulary (family) 1:33
granny
Target language
Family: uncle, aunt, cousins, daughter, son
map
Materials
Active Teach; Audio CD; Flashcards (Family – Level 1
and Level 2); Wordcards (Family – Level 1 and Level 2)
grandad
Photocopiable 2.1
Starting the lesson

• Sing the hello song (CD1:02) from the Welcome unit. 2 1:34 Lis en and repea .
Divide the class into four groups and give each group
3 Lis en and play. Then lis en and chan .
a character (Lindy, Emily, Joe or Pippin). Groups sing 1:35
their part of the song.

Who’s he? He’s my grandad. Who’s she? She’s my aun .
Pupil’s Book pages 20–21 Who’s she? She’s my granny. Who are hey? They’re my cousins.
Who’s he? He’s my uncle. They’re my family. Hey, hey!
• Ask pupils (L1) what they remember about the Quest so
far. (Pippin wants to find Emily’s things and return them
to the castle. He has met Lindy and Joe.)
• Discuss (L1) the main illustration. Ask pupils whose 20 Lesson 1 vocabulary (family) AB p.18
family we can see (Lindy’s). Point to Lindy’s grandad M02_ISLA_PUB_02GLB_0386_U2.indd 20 02/04/2012 10:47
and ask Who’s he? Revise Grandad. Ask what he is
giving Lindy and teach the word map. Ask why pupils • Tell pupils This is my family. Point to the family
think he’s giving her a map. Explain that Lindy and Joe members pupils already know in English and elicit the
are enlisting her grandad’s help in finding the castle. words, This is my ... (mum). This is my ... (dad). etc. Then
He’s giving them a map to help them find their way. use the diagram to teach the new words. Point to the
uncle, aunt and cousins in turn and say This is my uncle.
Presentation This is my aunt. These are my cousins. Make sure pupils
understand the relationships, using English or L1, e.g.
• Draw a family tree on the board. Include two My uncle is my father’s brother. If you have children,
grandparents, a mum and dad, an uncle and aunt, a
teach son and daughter by adding them to your family
brother and sister and two cousins:
tree and saying This is my son. This is my daughter. If
you don’t have children, point to your parents again
grandad granny and say, e.g. This is my mum. I am her daughter. My
brother is her son. Use L1 if necessary.
1 1:33 Listen and point.

dad mum uncle aunt • Pupils look at the main illustration. Explain (L1) that
Lindy is staying with her grandparents. Ask pupils to
find and point to Lindy’s granny. Then ask pupils to
guess what Lindy’s family relationship is to the other
brother sister cousin cousin people in the picture. Point to each person and ask
Who’s he/she? Accept pupils’ guesses.
• Play CD1:33. Pupils listen and point to the different
family members. Check by asking Who’s he? He’s
Lindy’s uncle. Who’s she? She’s Lindy’s aunt.
74

2
1 Look and write.

• Pupils complete the sentences about the family
Who’s he/she? He’s/She’s my uncle/aun . relationships, choosing the correct words from the
Who are hey? They’re my cousins. word bank. Help as necessary, making sure they
Who’s = Who is
understand how each family member is related to
each other.
uncle aun daugh er
Ending the lesson
• Attach the flashcards to the board so that they form
a family tree (see diagram above). Say a sentence, e.g.
This is my cousin. Invite a pupil to come and touch the
correct family flashcard. This can also be played as a
team game.
son cousins
4 Lis en and number. Then say.

1:36
OPTIONAL ACTIVITIES
a b c d Photocopiable 2.1 Pupils use photocopiable 2.1
to play a game of Noughts and crosses. See Active
Teach.
1 Flashcard game – Pass the flashcards See p.265.
1:37
Who’s she? Look for a pho o oday.

A reasure ches , a presen and
She’s my a pho o! NOTES
granny. Find a pho o oday!
Lesson 2 grammar (Who’s he/she? ) AB p.19 21

• Play CD1:34. Pupils listen and repeat the family words,
while pointing to the correct people in the illustration.
Pupils also read the captions next to each family
member aloud.
Practice
• Show the wordcards (family) in turn and pupils read
the words. Now stick the flashcards (family) on the
board. Pupils stick the wordcards next to the correct
flashcards.
Chant
ask pupils to listen for any family members (grandad,
granny, uncle, aunt, cousins).
• Use the family flashcards and wordcards. Distribute
them to different pupils in the class. Play the recording
again. The pupils with the matching flashcards and
wordcards stand up and change places when they
hear their family member mentioned. Repeat with
other pupils holding the cards.
75

2
Lesson 2
Lesson aims
My family
granny
Target language
Who’s he? He’s my uncle.
Who’s she? She’s my aunt.
Who are they? They’re my cousins.
Materials
Active Teach; Audio CD; Flashcards (Family);
Wordcards (Family)
grandad
Starting the lesson

• Draw a family tree outline on the board (see the
diagram in Lesson 1). Draw blank boxes for each 3 1:35 Lis en and play. Then lis en and chan .
family member. Then use the flashcards for pupils to
create the family tree with you. Hold up the grandad Who’s he? He’s my grandad. Who’s she? She’s my aun .
and say This is the grandad. Invite a pupil to come and Who’s she? She’s my granny. Who are hey? They’re my cousins.
attach the grandad flashcard to the correct place on Who’s he? He’s my uncle. They’re my family. Hey, hey!
the family tree.
Presentation 20 Lesson 1 vocabulary (family) AB p.18
• Use the family tree to preteach questions with Who’s. M02_ISLA_PUB_02GLB_0386_U2.indd 20

02/04/2012 10:47
Point to the different flashcards and ask Who’s he?

(He’s the dad.) Who’s she? (She’s the aunt.) Who are they? Look!
They’re the cousins.
• Then tell pupils you are going to draw members • Pupils read the sentences in the Look box. Then read
the sentences again, asking pupils to listen and repeat.
of your family. Draw a simple picture, e.g. of your
brother and ask Who’s this? Pupils guess. When • Pupils then use the same language to ask and answer
in pairs. One of them asks the questions, the other
someone guesses correctly, say Yes, he’s my brother.
pretends he/she is Lindy and answers using He’s/She’s/
Repeat with other simple pictures.
They’re my (dad).
Practice
4 Listen and number. Then say.
• Tell pupils they are going to listen to the chant about 1:36
Lindy’s family. Play CD1:35. Pupils listen and point to • Pupils look at the pictures and identify the different
the different family members in the main illustration. family members, e.g. She’s Lindy’s granny.
• Play the chant again and encourage pupils to join in • Play CD1:36. Pupils listen and number the pictures.
with the words. When pupils are confident with the
chant, divide them into two groups. One group chants KEY 1 b, 2 c, 3 d, 4 a
the questions and the other chants the answers.
• You can also use the karaoke version of the chant (see
• Pupils then work in pairs, asking and answering about
Active Teach). Pupils chant along to the music, reading
the pictures, as if one of them is Lindy. Use the speech
the text in the Pupil’s Book.
bubbles at the bottom of the page to model the
language pupils will need for the activity.
76

2
Ending the lesson
• Play a game of Who’s this? Choose a flashcard and
hold it facing you so that pupils cannot see the
picture. Ask Who’s this? Pupils guess, asking Is it the
Who’s he/she? He’s/She’s my uncle/aun . (mum)? Answer No, it isn’t. until someone guesses
Who are hey? They’re my cousins. correctly. Then answer Yes, it is. and show them the
Who’s = Who is
card. Repeat with other family flashcards and with
pupils having a turn at choosing the cards. Pupils can
uncle aun daugh er also play this game in pairs, using the family pictures
from photocopiable 2.1.
OPTIONAL ACTIVITIES
Team game – Stop! See p.268.
Drawing game Pupils can draw members of their
family for their partners to guess.
cousins
son Grammar Booklet p.4. (For Key, see TB p.257.)
4 1:36 Lis en and number. Then say. Photocopiable 2.1 Pupils use photocopiable 2.1 to
make Lindy’s family tree. See Active Teach.
a b c d
NOTES
1
1:37
Who’s she? Look for a pho o oday.

A reasure ches , a presen and
She’s my a pho o!
granny. Find a pho o oday!
Lesson 2 grammar (Who’s he/she? ) AB p.19 21
Quest

• Remind pupils (L1) of the list of Emily’s belongings –
the Quest items (use photocopiable W.1 or Pupil’s
Book pp.4–5 to help them if necessary). Play the
Quest song (CD1:37). Ask pupils to listen for the item
they have to find in the illustration for this unit (the
photo of Pippin). Pupils find and circle the photo in
the main illustration (it’s in the bush on the left of the
illustration).
• Play the Quest song again, while pupils follow in their
books and sing.
2 Look, circle and write.

• Pupils look at the pictures and read the speech
bubbles. They then circle the correct words in the
questions and complete the answers. Check the
activity by asking pupils to read the speech bubbles
aloud in pairs.
77

2
Lesson 3 Song
Lesson aims • Use the family flashcards. Hold up a card and ask
Who’s this? It’s the uncle. Attach the flashcard to one
To present and practise house vocabulary
of the rooms in the house on the board, e.g. the living
room. Ask Where’s my uncle? Elicit the answer He’s in
Target language the living room. Repeat with other family flashcards.
hall, attic
Materials
6 1:39 Listen, write and find. Then sing.
Active Reading; Flashcards (Rooms in the • Pupils look at the pictures and name the rooms they
house – Level 1 and 2, Family); Audio CD; can see. Play the song (CD 1:39). Pupils listen and find
Wordcards (Rooms); Cut-out 2 the family members in the pictures. Then play the song
again, pausing as necessary, for pupils to write the
correct room words in the song text.
Wordcards (Family); Reading and Writing Booklet;
Photocopiable 2.2; Photocopiable 2.3 • Teach actions to go along with the sound effects in
the song, e.g. mime having a bath, sleeping, cooking
and dancing. Then play the song again and pupils
mime the actions as they sing.
Starting the lesson
• You could also play the karaoke version of the song
• Repeat the chant from Lesson 2 (CD1.35). (see Active Teach).
• Give the flashcards (family) to different pupils,
revising the words as you do so. Say I’m Lindy. Cut-out 2 (Pupil’s Book page 107)
Where’s my (brother)? Pupils point to the pupil with the
correct flashcard. • Pupils cut out the page and use it to play a game of
Where’s my granny?
Pupil’s Book page 22 • Working individually, and without showing their
partner, pupils choose and write one family member
Presentation word in each room of the house labelled My house on
the cut-out. Pupils then work in pairs. Each takes turns
• Use the rooms flashcards to revise kitchen, living room, asking questions to guess where the other pupil’s
bathroom, bedroom. Then teach the new words hall
family is, e.g. Where’s your uncle? Is he in the bathroom?
and attic. Attach the flashcards round the classroom.
(Yes, he is./No, he isn’t.) Pupils write their partner’s
Give individual pupils an instruction, e.g. Go to the hall.
family words into the house labelled My friend’s house
Pupils walk over to and touch the correct flashcard.
as they find them. The first pupil to find and write all
their partner’s family words is the winner.
• Pupils look at the pictures while you play CD1:38.
Then play the recording again. Pupils listen and 3 Look, read and write.
repeat. Pupils then read aloud the captions under the
pictures. • Pupils look at the pictures and answer the questions,
• Draw a large cross-section of a house on the board. completing the sentences with the correct room word
Use the room flashcards again. Hold up each card from the word bank. Check the activity by asking pairs
and ask Where’s this? It’s the bedroom. Attach the of pupils to read the questions and answers aloud.
flashcards into an appropriate place in the house
outline. You can also revise garden by drawing a few Ending the lesson
trees and flowers next to the house.
• Then use the room wordcards. Hold these up one by • Pupils make up their own verse of the song,
substituting the family and room words. Pupils then
one. Pupils read them aloud and attach them to the
teach their song verse to other members of the class.
correct room on the board.
They can also sing it to the karaoke version of the
• Ask pupils to close their eyes. Swap a couple of the
song (see Active Teach).
wordcards around. Pupils then open their eyes and tell
you which wordcards are in the wrong place. Leave
the house outline on the board.
78

a b c d
house fla hall ki chen

e g h
living room bedroom ba hroom a ic
6 1:39 Lis en, wri e and find. Then sing.
Where’s my granny? Where’s my granny?

She’s in he bathroom . Splash, splash, splash.
She’s in he . Splash, granny, splash!
Where’s my sis er? Where’s my sis er?
She’s in he . Snore, snore, snore.
Where’s my sis er? Where’s my sis er?
She’s in he . Snore, sis er, snore!
Where’s my grandad? Where’s my grandad?
He’s in he . Dance, dance, dance.
He’s in he . Dance, grandad, dance!
Where’s my bro her? Where’s my bro her?
He’s in he . Yum, yum, yum!
Where’s my bro her? Where’s my bro her?
He’s in he . Yum, yum, yum!
uts
Cut-o
p.105
22 Lesson 3 vocabulary ( he home) AB p.20
OPTIONAL ACTIVITIES
Changing places Use the room and family wordcards. to play a game of Where is it? See Active Teach.
Distribute these to different pupils. Make a sentence, Photocopiable 2.3 Pupils use photocopiable 2.3 to
e.g. Granny’s in the kitchen. Pupils with the granny and do a Spot the difference activity. See Active Teach.
kitchen wordcards stand up and swap places. Reading and Writing Booklet p.4. (For Key, see TB
Photocopiable 2.2 Pupils can use photocopiable 2.2 p.256.)
79

2
Lesson 4 Practice
Lesson aims 7 1:40 Listen and number. Then say.

To present and practise new structures
To revise structures from Level 1 • Ask questions about the pictures, e.g. Look at
picture a. How many teddy bears? (One.) Where’s the
Target language teddy bear? (It’s on the bed.)
next to, behind • Play CD1:40. Pupils listen and number the pictures.
Then play the recording again for pupils to listen and
Materials
check their answers.
Active Teach; Flashcards – Level 1 and 2 (Furniture,
Classroom objects, Toys); Audio CD;
KEY 1 a, 2 e, 3 b, 4 d, 5 c
classroom objects
Cut-out 2; Grammar Booklet • Play the recording again, pausing for pupils to repeat
the sentences.
• Pupils can then work in pairs, taking turns to describe
a picture for their partner to guess. Use the speech
Starting the lesson
bubbles to model the language they will need.
• Use flashcards and classroom objects to revise
furniture and classroom objects from Level 1 and toys Skills
from Level 2. Use these to play a game of Collect the
cards. Hold up any flashcard and ask a pupil What’s 8 Draw and write. Then play True or False.
this? If the pupil correctly identifies the card, he/she is
allowed to keep it. The pupil with the most flashcards • Pupils draw their own choice of toys or classroom
objects into the picture, placing them in, on, under,
at the end of the game is the winner.
next to and behind the objects in the bedroom.
Pupil’s Book page 23 • Pupils then use their pictures to play a game of True or
false in pairs. Encourage pupils to correct each other’s
Presentation false sentences.
• Revise There is/are and prepositions in, on and under Activity Book page 21
from Level 1. Take a pencil and ask What’s this? (It’s
a pencil.) How many pencils? (One.) Place the pencil on 4 Read and colour.
your desk. Say There’s a pencil on my desk. Then pick
up two pencils. Ask What are these? (They’re pencils.) • Pupils read the sentences and colour the cars in the
correct colours.
How many pencils? (Two.) Place these pencils under
your desk and elicit the sentence There are two pencils 5 Look at the picture again. Write True or
under the desk. Continue, picking up classroom objects
in the singular and plural, placing them in, on, or under
False.
objects and eliciting the sentences from pupils. • Pupils read the sentences and look at the picture in
• Teach the new prepositions next to and behind in the Activity 4 again. They then write True or False, in the
same way. spaces provided.
• Note. Fast finishers can write the correct version of
Look! the false sentences on a separate piece of paper.
• Pupils read the examples in the Look box while you Ending the lesson
read them out loud. Then read the examples again,
pausing for pupils to repeat the sentences after you. • Do a drawing dictation on the board. Say There’s a
• Play a game of True or false. Place two pencils on your table. There are two books on the table. There are two
desk and say There are two pencils on the desk. Pupils pens next to the books. There’s a doll. etc. Invite pupils
look and say True. Then place one book next to the individually or in pairs to come to the board and
pencils. Say There are two books next to the pencils. add to the picture, according to your instructions.
Pupils look and say False. Encourage pupils to correct Alternatively, pupils can come and arrange the objects
your false sentences, using the correct intonation, e.g. on your desk as you describe them.
False. There’s one book next to the pencils. (For Key, see p.94. For Audioscript, see pp.94–95.)
80

Then say. There’s a bed. There are wo sofas.
a b c d e
There’s Number 1!
a eddy on
he bed.
8 Draw and wri e. Then play True or False.
There’s a .
There are .
There’s a eddy bear nex o he chair. False!
Lesson 4 grammar (There’s a bed. There are wo sofas.) AB p.21 23
OPTIONAL ACTIVITIES
Cut-out 2 (Pupil’s Book p.107) Pupils can use Cut- Team game – Tick or cross See p.268.
out 2 again for a picture dictation. They take turns Grammar Booklet p.5. (For Key, see TB p.257.)
to dictate objects for each other to draw into their
house outlines, e.g. There’s a kite in the kitchen. There
are two books in the bedroom.
81

2
Lesson 5 • Call six pupils to the front of the class and give them
each one story card. Give them a few minutes to
Lesson aims arrange themselves in the correct order according to
To consolidate the unit language with a story the story. Play the story again to check pupils are in
To understand the value of spending time with the right order.
your relatives
Values
Receptive language
I love Princess Emily. • Draw pupils’ attention to the values topic shown
horrible at the bottom of the page. (Spend time with your
relatives.) Explain the meaning of this if necessary
Materials
and ask which of Princess Emily’s relatives we meet in
Active Teach; Audio CD; Unit 2 Story cards
the story (her mum, dad, sister, brother, granny and
Optional activity materials grandad). Ask (L1) if Emily enjoys spending time with
Photocopiable 2.4; Reading and Writing Booklet her relatives (No). Is this a good thing? (No.) How do
they think the story would change if Emily was happy?
• Discuss (L1) the importance of spending time with
Starting the lesson your family and extended family. How often do pupils
see their grandparents? How often do they see their
• Ask pupils to recall the story from the previous unit. aunts and uncles or cousins? Why is family important?
Ask what Lindy and Joe found (a present). What was
inside the present? (A doll that looked like Princess Activity Book page 22
Emily.) Who did Lindy and Joe meet? (Pippin.) Where
are Lindy, Joe and Pippin going now? (To the castle.) 6 Read and number.
Remind pupils that the characters are now on a Quest
to collect Princess Emily’s belongings and take them • Pupils look at the pictures of Emily’s family and say
who they are.
to her. Ask which Quest items they have found so far
(the present and the photo). • Pupils read the sentences in Emily’s speech bubble and
write the correct numbers next to each picture.
7 Read and circle.
Story
• Pupils read the questions and circle the correct
• Before pupils open their books, show the story cards answers. They can do this from memory. They check
for Unit 2 in turn and ask the questions from ‘Before their answers in pairs by looking back at the story in
reading the story’ on the back of each card. Teach the Pupil’s Book. Alternatively, they can look in the
the word horrible and the phrase I love ..., using L1 Pupil’s Book to help them answer the questions.
if necessary.
8 Read and write. Then draw your relatives.
9 Listen to the story. Then act out.
1:41
• Pupils answer the questions about their own extended
• Ask pupils to open their books and allow them a few families. They then draw a picture of some of their
minutes to study the pictures from the story. Ask relatives. Allow them to choose the relatives they
Who’s this? (Princess Emily.) Tell pupils that this story draw, but limit the number to no more than five.
takes place at Princess Emily’s castle. Ask pupils to
guess what they think happens in the story. Ending the lesson
• Play the story on the recording (CD1:41) and ask
• Do a story mime activity. Choose six words from the
pupils to follow in their books.
story, and assign each word an action, e.g. pretend to
ride a rocking horse for brother, read a book for sister,
the questions from ‘After listening to the story’
etc. Read the story again slowly and ask pupils to do
on the back of the story cards. Be sure that pupils
the actions when they hear the words.
understand that at the end, Princess Emily is upset
because Pippin is missing.
• When pupils have a clear understanding of the story,
invite seven pupils to the front of the class to act it
out. When acting out, encourage tone of voice and
expressions to match those in the pictures.
82

1 2 My mum and
Ah! I love dad! Huh!
Princess Emily.
Hello, Emily.
My horrible
3 brother … … and my 4
horrible sister.
Grandad and
Granny!
Family! Huh!
5 And how many 6
friends? One!
PIPPIN!
WHERE ARE
YOU?!
Spend ime wi h your rela ives. Write to a relative who lives far away.
24 Lesson 5 s ory and values (spend ime wi h your rela ives) AB p.22
OPTIONAL ACTIVITIES
New characters Pupils add new characters to the Photocopiable 2.4 See Active Teach.
story (e.g. some cousins). Decide what they are going Home-school link Pupils can ask their parents to help
to say, and after which frame of the original story them write to a member of their extended family.
they will appear. Pupils can then create story cards Pupils tell the rest of the class who they wrote to.
featuring their new characters. Read the story again, Reading and Writing Booklet p.5. (For Key, see TB
including the new scenes. p.256.)
83

2
Lesson 6 Practice

To revise previously learnt sounds and letters
To learn the sounds and letters th and th; • Play the sound blends on CD1:44, while pupils follow
in their books, pointing to the different sound squares
To practise reading and spelling sample words
as they sound out the words. Pause the recording as
Target language necessary. Play the recording again, pausing for pupils
this, that, then, with, thin, thick, bath, path to listen and sound out the words with the recording.
Materials • Write a word on the board, e.g. this. Underline each
phoneme in the word, e.g. th i s, as you ask pupils to
Alphabet poster (Level 1); Active Teach; Audio CD;
sound it out, th-i-s. Ask pupils to whisper the word
Phonics cards: (Level 1); Phonics cards: sh, ch, th;
to the pupil next to them. Ask for a volunteer to say
Wordcards: this, that, then, with, thin, thick,
the word out loud. Cheer if they got it right and then
bath, path
repeat the sounding out with the class. Repeat with
Optional activity materials the other words.
Photocopiable 2.5;
Phonics picture cards and letter tiles made in Level 1 13 Underline th. Read the words aloud.
• Use the wordcards. With books closed, attach the
wordcard bath to the board. Sound out /θ/ and ask
Starting the lesson
a pupil to come and point to the grapheme th in that
• Use the large phonics cards to review the sounds and word. Ask another pupil to read the word out. Then
letters from Level 1 and Unit 1. Show the cards in ask pupils to open their books. They find the same
random order and ask pupils to say the sounds. Start word on the page (number 1), underline the letter-
slowly and then increase the speed. sounds and then read the word aloud to their partner.
• Attach the phonics cards to the board. Say individual Do the same with the other sample words.
sounds and ask pupils to come and touch the correct
letters. Then blend out different words: rich, fish. Ask
pupils to come and put the letters in the correct order 9 Read the words. Circle the pictures.
and blend out the words.
Pupil’s Book page 25 • Pupils read the words in the word bank aloud. They then
find the correct details in the picture and circle them.
Presentation 10 1:45 Listen and link the letters.
• This is the first unit dealing with a single grapheme • Play CD1:45. Pupils listen and follow the sound trail,
representing two sounds. To introduce the new
drawing a line from letter to letter.
sounds, follow the procedure outlined in Unit 1 for
the voiced /ð/ set of words, but ask pupils to put 11 Listen and write the words.
their hands on their throats as they make the sound.
1:46
Then move on to the unvoiced /θ/ set of words. • Play recording CD1:46. Pupils listen and write the words.
Explain that the letters are the same, but the sound is
different. This time pupils should feel no vibration on 12 1:47 Read aloud. Then listen and check.
their throats as they make the /θ/ sound.
• Pupils read the sentences aloud. Then play CD1:47.
Pupils listen and compare this version to their own
10 Listen.
reading. Play the recording again for pupils to listen
1:42
• Ask pupils to open their books. Play CD1:42 a and repeat. Pupils then read the sentences again in
couple of times, while pupils point to the letter(s) pairs, varying the speed from fast to slow.
in their books.
Ending the lesson
1:43
• Play a game of Two scrambled words. Put the phonics
• Play CD1:43, pausing after each sound for pupils to cards for two words on the board in a jumbled order.
point to the correct letter(s) and repeat. Play the Sound out and say the first word. Ask a pupil to come
recording again if necessary. to the board and unscramble the cards to make the
word. Do the same with the second word. To increase
the challenge, use more words, or say the words
without sounding them out.
84

10 1:42 Lis en.
1
h 2
h
1 h i s his 2 h a ha
3 h e n hen 4 w i h wi h
5 h i n hin 6 h i ck hick
7 b a h ba h 8 p a h pa h
13 Underline h. Read he words aloud.
1 ba h 2 his 3 ha
4 pa h 5 hick 6 hin
Lesson 6 phonics ( h, h) AB p.23 25
For the next lesson OPTIONAL ACTIVITIES

• Pupils can bring in photos of different members of Photocopiable 2.5 See Active Teach.
their family – their grandparents, parents, brothers Phonics game – Parachute See p.269.
and sisters.
85

2
Lesson 7 Practice
Lesson aims 15 Label the family tree.

English class • Ask pupils What’s this? Teach the expression family
tree. Remind pupils of how a family tree is organised,
Cross-curricular focus with the older relatives, i.e. grandparents at the top,
Social science (families) and the youngest relatives – the new children – at
the bottom.
Target language
baby, children, parents, grandparents • Pupils label the family tree with the correct words.
Materials Mini-project
Active Teach; Flashcards (Family); CLIL poster;
Audio CD; pupils’ photos and paper for the mini- • Pupils make or draw their own family tree, using the
example on the Pupil’s Book page as a model. If they
project; Active Teach
have brought photos to class, they can use these to
Optional activity materials illustrate their family tree. Otherwise, they can draw
Photocopiable 2.6 and label the members of their family.
Starting the lesson 13 1:49 Listen and number. Then write.
• Ask (L1) how many pupils have a baby brother or • Play CD1:49. Pupils listen and number the pictures.
sister. Ask how many live with their grandparents.
They then label the pictures with the correct words,
Explain that we will learn about different family
choosing from the word bank.
members in this lesson.
• Arrange four of the family flashcards on the board in 14 Read and match.
mixed order (granny or grandad, mum or dad, sister
or brother and baby). Pupils arrange them in order • Pupils read the captions and match them to the
from youngest to oldest. correct pictures.
Ending the lesson
Presentation • Discuss (L1) some of the things that young people
are best at (e.g. running, computer games, being
• Use the cross-curricular poster to teach the new flexible, learning new things) and other things that
words baby, child, parent and grandparent. Ask pupils
older people such as grandparents are best at (e.g.
to repeat the words several times. Revise young and
cooking, listening, being patient, general knowledge).
old by pointing to the different people and asking
Talk about the advantages and disadvantages of being
questions Is the baby old? No, he isn’t. He’s young. Is the
older and younger.
grandad young? No, he isn’t. He’s old.
14 Listen and point. Then say.
1:48
For the next lesson
• Play CD1:48. Pupils listen and point to the photos as • Tell pupils they are going to learn about cousins in the
they hear them described. Then play the recording a
next lesson. Ask them to bring pictures of their own
second time for pupils listen and repeat.
cousins to class.
• Pupils can then ask and answer about the photos in
pairs: Who’s this? (It’s the baby.)
86

14 1:48 Lis en and poin . Then say.
young old
paren s
baby children grandparen s
15 Label he family ree.

grandparen s children paren s
amily
Draw a f
tree.
26 Lesson 7 social sciences (families) AB p.24
OPTIONAL ACTIVITIES
Baby photo collage Ask pupils to bring one baby Family tree Pupils use photos or draw pictures of
photo and one recent photo to class. Make a collage their own family to make their own family trees.
of the photos and display it in the classroom. Label it Photocopiable 2.6 See Active Teach.
‘Our Baby Pictures’. Be sure pupils have permission to Flashcard game – Guess the family member
use the photos in this way. See p.265
87

2
Lesson 8 • Pupils read the remaining texts and match them to
the correct pictures. Check the activity by asking
Lesson aims questions as before. For text 4, use the map or globe
To integrate cross-cultural content into the to show pupils where America is.
English class
KEY 1 c, 2 d, 3 a, 4 b
Cross-cultural focus
Cousins
Target language • Pupils can then work in pairs, describing a cousin for
the others to guess, e.g. He’s eight years old. He lives in
twin, treehouse
a treehouse. (Matt!)
He/She lives ...
They live ... • Ask pupils Where does Harry live? (Australia.) Where
does Matt live? (America.) Then ask (L1) if anyone has
Materials cousins who live in other countries. Ask pupils to say
Audio CD; pupils’ pictures of their cousins; map of where, and come and show the countries on the map
the world or globe; Photocopiable 2.7; Active Teach or globe.
Practice
Paper and materials for the treehouse and
portfolio activities 17 Ask and answer.
• Pupils ask and answer questions about their own
Starting the lesson cousins, using the examples in the Pupil's Book as a
guide. Alternatively, they can do this as a class survey
• Repeat the song from Lesson 3 (CD1:39). Pupils can activity, mingling in the class to ask as many pupils as
sing the song in groups, with each group singing one
possible and recording their replies.
verse and performing the actions for their family
member. You can also ask pupils to change the family
Mini-project
members and actions in one of the verses. Choose the
best new verses to sing as a class. You could use the • With permission from their families, pupils can write a
karaoke version of the song (see Active Teach). penpal letter to one of their classmate’s cousins. They
can use the template provided in photocopiable 2.7
or make up their own letter. Pupils can work in small
groups, sharing information about their cousins and
Presentation
helping each other with their letters. Pupils then take
• If pupils have brought photos to class, use these to the letters home to post to their cousins.
introduce the theme of cousins. Ask Who has got • Alternatively, pupils can write a letter to one of their
cousins? How many cousins have you got? Are they own cousins that they haven’t seen for a while. Or you
boys or girls? Use some of their photos to ask simple can find alternative penpal schemes on the internet.
questions What’s his name? How old is he? Then ask
Where does he/she live? Help pupils answer He/she lives
in a flat/in (name of a town). Tell pupils they are going 15 Look and write.
to read about some more cousins.
• Pupils look at the pictures and complete the speech
16 Read and match. bubbles with the correct words.
• Pupils open their books and look at the picture of 16 A treehouse home! Listen and number.
Amy. Read her speech bubble aloud and ask What’s
1:50
her name? (Amy.) How many cousins has she got? (Six.) • Tell pupils they are going to look inside Matt’s
• Pupils look at the pictures and find and count the six treehouse home. Pupils look at the picture and name
cousins. Say Point to the baby. Point to a boy cousin. the rooms they can see.
Point to a girl cousin. Use the picture of the twin • Play CD 1:50. Pupils listen and number the rooms.
cousins to teach the new word twins. Pupils can also describe the different rooms in the
• Read the first text aloud and ask pupils to find the treehouse home in pairs.
matching picture. Ask questions to check: Who is in the
photo? (Amy’s uncle, her aunt and her cousin.) How old is Ending the lesson
her cousin? (He’s a baby.) Where do they live? (Australia.)
If you have a map of the world, show pupils where • Play a memory game based on the information about
pupils’ cousins, e.g. Who has got a baby cousin? Who
Australia is.
has got a cousin in England? etc. Pupils try to remember
and reply with the correct names.
88

Wider World
Cousins My name’s
Amy. I’ve go six
16 Read and ma ch. cousins. They are
all differen .
1 2 3 4
This is my These are my These are my And this is
uncle and aunt cousins Ella and cousins Daisy my cousin Matt.
with my cousin, Jack. Ella is a and Louise. He’s eight years
Harry. Harry is girl and Jack They’re twins! old. He lives in
a baby. They live is a boy. They They live in a America. He lives
in Australia! are with their flat, but in this in a treehouse!
parents in this picture they are
picture. They in the garden.
live in a house.
a b c d
ily
w a fam
.
17 Ask and answer.
How many Where do

cousins have hey live?
you go ?
usin pen
Wha are heir
How old are Find a co a letter
e
hey? pal! Writ
names? /h er.
to him
Lesson 8 wider world (family and home) AB p.25 27
OPTIONAL ACTIVITIES
Design a treehouse Pupils design their own Portfolio activity – My cousins Pupils write about
treehouse home, using the pictures and information their own cousins using the Pupil’s Book texts as
from Activity Book Activity 16 as a guide. See who a model. They can use photos or drawings to
can come up with the most inventive treehouse. illustrate their texts. These can then be added to
their portfolios.
89

2
Lesson 9 TPR
Lesson aims 19 1:52 Listen and act.

To review the unit language with a game
To add to the Picture Dictionary • Play CD1:52. Pupils listen and follow the instructions,
doing or miming the actions. Play the recording a
Revision language couple of times. Alternatively, read the instructions,
family, rooms varying the speed and tone of your voice to add
Where’s my dad? He’s in the kitchen. variety. Pupils can also have a turn at giving the
instructions.
Materials
Audio CD; a dice and counters for each pair of pupils; Activity Book page 26
Flashcards (Family members, Rooms); Wordcards
(Family members, Rooms) 17 Read and write. Then match.
Optional activity materials • Pupils read and write the missing words in the
Reading and Writing Booklet questions and answers. They then match the text to
the correct pictures.
Starting the lesson 18 Read and draw.

• Use family and room flashcards to revise family • Pupils draw the items into the picture. Alternatively, if
members and rooms in the house. Attach the rooms you don’t have time for pupils to draw, they can draw
flashcards round the classroom. Hold up a family lines from the small pictures of each item to their
flashcard and ask, e.g. Where’s my mum? Ask a pupil chosen location in the bedroom.
to choose a place and reply, e.g. She’s in the kitchen.
Another pupil in the class comes and attaches the Picture Dictionary (Activity Book page 105)
mum flashcard to the kitchen flashcard.
• Alternatively, you could do this activity using the • Use the flashcards for the unit to revise the new
vocabulary. Write the two vocabulary category
family and room wordcards to give pupils practice in
headings on the board (my family and my house).
reading the words.
Ask pupils to say in which category each new word
Pupil’s Book page 28 belongs and attach the flashcards to the board.
• Pupils then turn to picture dictionary section on p.105
Game of the Activity Book. They can complete the sticker
activity in pairs. They take turns to read a caption for
18 1:51 Listen. Then play. the other to find the correct sticker. When they have
finished, pupils compare their picture dictionaries with
• Divide the class into pairs and give each pair a dice others in the class.
and counters.
• Explain (L1) the rules of the game. Pupils begin at START Ending the lesson
and move through Lindy’s treehouse. When they land
on a character, their partner asks Where’s the (mum)? • Divide the class into two teams. Call out a category,
The other pupil answers She’s in the living room/garden. e.g. family, toys, colours, numbers, words with the
The winner is the first pupil who gets to the FINISH /ð/ or /Ɵ/sound, etc. Teams take turns saying words
first. from these categories. Give each team one point for
• Alternatively, make the game more competitive. Each each correct answer. Alternatively, pupils write the
pupil gets one point for asking the correct question words on the board or on a sheet of paper rather
and one point for giving the correct answer. Pupils can than calling them out.
keep the score on a piece of paper. The pupil with the (For Key, see p.94. For Audioscript, see pp.94–95.)
most points at the end of the game wins.
• Play CD1:51 as an example of the language pupils
may find helpful while playing the game. Pairs then Pupils can now go online to Tropical Island and
play the game. Monitor each pair to help with find the blue bottle that Pippin is holding on the
pronunciation. Pupil's Book page. (It is the smallest blue bottle on
the top shelf in the basement of the castle.) When
pupils click on the blue bottle, they are taken to
a supplementary language game based on the
vocabulary in this unit.
90

15 14
13
12
10 11
9
He’s in he ki chen.
7
5
6 4
Where’s dad?
1 2 3
tu
to
AB p.105
dad mum bro her grandad granny cousin
19 1:52 Lis en and ac .
OPTIONAL ACTIVITIES
Flashcard game – Correct order See p.265.
Reading and Writing Booklet p.6. (For Key, see
TB p.256.)
91

2
Lesson 10 I can
and personalisation of the language of the unit
Materials
Flashcards; Audio CD 19 Read and write.
Online world – Tropical Island; Active Teach; • Pupils look at the picture, while you read the gap
fill text. Pupils then read the text again in pairs and
Grammar reference; Unit 2 Review; Test Booklet;
choose and write the correct words into the sentences.
Grammar Booklet
Check by asking pupils to read the text aloud.
20 Draw some of your relatives. Then write.

Starting the lesson
• Ask pupils (L1) to recall all the new words they’ve • Pupils draw a picture of some of their own relatives
and write about them. They use the text in Activity 19
learnt in this unit. Ask which activity or lesson they
as a model. Help as necessary. Pupils can then
found most interesting. Ask what they found easy and
compare their drawings and text with other pupils in
what was difficult.
the class.
• Flip through the family flashcards, room flashcards,
colour flashcards, numbers, etc. Pupils call out the
Ending the lesson
words as quickly as possible.
Pupil’s Book page 29 • Divide the class into two teams. Ask each team
questions in turn and give a point for each correct
answer. Hold up various flashcards and ask Who/
20 Listen and tick (✓).
What’s this? Point to things around the room and ask
1:53
• Play CD1:53. Pupils look at the pairs of pictures and tick What colour is it? Hold up pencils in different numbers
the one they hear being described. Play the recording and ask How many? Hold up various wordcards and
again if necessary. Pupils can then ask and answer pupils read the words, etc.
about the pictures in pairs. (For Key, see p.94. For Audioscript, see pp.94–95.)
KEY 1 b, 2 a, 3 b, 4 a, 5 b, 6 b
OPTIONAL ACTIVITIES
Online world Pupils can now go online to Tropical
Island and enjoy the fun and games.
21 Read and draw.
Active Teach. Pupils can watch the animated story,
• Pupils read the sentences and draw the items in Episode 1.
the correct place in the picture. Pupils can do this Grammar reference (Pupil’s Book p.98) and
individually, or in pairs, taking turns to read the Unit 2 Review (Activity Book p.97) You may wish
sentences for their partner to draw. Ask pupils to to refer pupils to the grammar reference and review
check their drawings in pairs. activities for Unit 2 at this point. Pupils study the
grammar reference tables in the Pupil’s Book. They
then test their knowledge by completing the gap fill
Test Booklet You may wish to give the Unit 2 test
at this time.
favourite activity from Unit 2 and repeat it.
92

20 1:53 Lis en and ick (✓).
1 a b 2 a b 3 a b
4 a b 5 a b 6 a b
21 Read and draw.
There’s a doll on he
chair.
There are wo balls

under he chair.
There’s a bike nex o

he chair.
tu
to
AB p.105
I can alk abou my family.

I can say where people are.
I can describe a room.
93

2
Activity Book Answer Key Audioscript
p.18, Activity 1 Lesson 1 Activity 1 CD1:33
1 uncle, 2 aunt, 3 cousin, 4 grandad, 5 granny, 6 son, L = LINDY G = GRANDAD U = UNCLE
7 daughter A = AUNT Al = ALICE B = BEN Gr = GRANNY
L Joe, this is my family.
p.19, Activity 2 This is my grandad. Hello, Grandad!
1 Who’s she? She’s my aunt.
G Hello, Lindy. Hello, Joe.
2 Who’s she? She’s my cousin.
U I’m Lindy’s uncle.
3 Who’s she? She’s my daughter.
A And I’m Lindy’s aunt.
4 Who’s he? He’s my uncle.
This is my daughter, Alice.
p.20, Activity 3 Al Hello.
1 attic, 2 living room, 3 She’s/kitchen, 4 She’s/hall, A And this is Ben. He’s my son.
5 He’s/flat, 6 He’s/bedroom B Hello!
Al and B We’re Lindy’s cousins.
p.21, Activity 4 Gr Yoohoo! I’m Granny.
1 The car on the bed should be coloured red.
Look, Lindy. Grandad’s got a map! It’s a
2 The car behind the rucksack should be
map to the castle!
coloured purple.
3 The car under the chair should be coloured blue.
4 The car on the desk should be coloured yellow.
5 The car in the rucksack should be coloured green.
1 Who’s she? She’s Alice. She’s Lindy’s cousin.
p.21, Activity 5 2 Who are they? They’re Lindy’s uncle and aunt.
1 True. 3 Who’s he? He’s Lindy’s grandad.
2 False. (There’s one desk.) 4 Who’s she? She’s Lindy’s granny.
3 False. (There are five cars.)
4 True.
Quest song CD1:37
p.22, Activity 6 Stand up, jump up, come on a quest, come on a quest
1 a, 2 e, 3 b, 4 d 5 c
p.22, Activity 7 for a photo today.
1 No, she isn’t. A treasure chest, a present and a photo! Find a
2 They’re in the castle. photo today.
3 They’re in the garden.
p.23, Activity 10 Lesson 3 Activity 6 Song CD1:39

th, z, r, th, s, th
p.23, Activity 11 She’s in the bathroom. Splash, splash, splash.
1 this, 2 thin, 3 path, 4 that Where’s my granny? Where’s my granny?
She’s in the bathroom. Splash, granny, splash!
p.24, Activity 13
1 c parents, 2 d grandparents, 3 a baby, 4 b children Where’s my sister? Where’s my sister?
She’s in the bedroom. Snore, snore, snore.
p.24, Activity 14
Where’s my sister? Where’s my sister?
1 He’s young.
She’s in the bedroom. Snore, sister, snore!
2 They’re old.
3 She’s young. Where’s my grandad? Where’s my grandad?
4 They’re young. He’s in the living room. Dance, dance, dance.
p.25, Activity 15
He’s in the living room. Dance, grandad, dance!
1 girl, 2 boy, 3 twins
Where’s my brother? Where’s my brother?
p.25, Activity 16
He’s in the kitchen. Yum, yum, yum.
1 living room, 2 kitchen, 3 bedroom,
Where’s my brother? Where’s my brother?
4 (parents’) bedroom
He’s in the kitchen. Yum, yum, yum!
p.26, Activity 17
1 She’s – picture c, 2 She’s – picture a,
3 Where’s – picture b
p.27, Activity 19
1 aunt, 2 these 3 garden, 4 two, 5 twins
94

2
Lesson 4 Activity 7 CD1:40 Lesson 8 Activity 16 (AB) CD1:50
1 There’s a teddy bear on the bed. My name’s Matt. I’m Amy’s cousin! I live in a
2 There’s a teddy bear next to the ball. treehouse! Come and see.
3 There are two teddy bears under the chair. 1 This is the living room. There are two chairs.
4 There’s a teddy bear behind the kite. There’s a table and a lamp.
5 There are two teddy bears in the backpack. 2 This is the kitchen. It’s in the living room.
3 This is my bedroom. There are two beds. One for
me and one for my friends.
Lesson 6 Activity 10 CD1:42 4 And this is my parents’ bedroom. There’s a bed
1 th /ð/ /ð/ /ð/ and two tables. There are two lamps.
2 th /ө/ /ө/ /ө/ I love my treehouse!

/ө/, /ө/ /ð/, /ð/ /ð/, /ð/ /ө/, /ө/ BOY Five ... One, two, three, four, five ... Where’s
/ð/, /ð/ /ө/, /ө/ the dad?
GIRL He’s in the kitchen.

1 /ð/ / ɪ/ /s/ this Lesson 9 Activity 19 CD1:52
2 /ð/ /æ/ /t/ that Stand up.
3 /ð/ /e/ /n/ then Splash in the bath.
4 /w/ /ɪ/ /ð/ with Sit down.
5 /ө/ / ɪ/ /n/ thin Snore in bed.
6 /ө/ / ɪ/ /k/ thick Stand up.
7 /b/ /ɑ:/ /ө/ bath Jump up.
8 /p/ /ɑ:/ /ө/ path Turn around.
Sit down.
Stand up.
Lesson 6 Activity 11 (AB) CD1:46 Dance.
1 this 2 thin 3 path 4 that Sit down.

This is my family. Look at the baby. She’s my sister. 1 I’ve got two brothers.
She’s young. This is me and my brother. We’re 2 Who’s she? She’s my aunt.
children. Look at my mum and dad. They’re my 3 Who’s he? He’s my uncle.
parents. Look at my granny and grandad. They’re my 4 They’re twins.
grandparents. They’re old. I love my family. 5 Where’s your mum? She’s in the attic.
6 Where are your parents? They’re in the house.

1 These are my parents.
2 These are my grandparents.
3 This is my baby.
4 These are my children. I’ve got a boy and a girl.
95

3 Move your body
Objectives
• identify parts of the body • ask and answer about ability
• use action verbs and imperatives • identify sports occupations and abilities
• describe ability
Topics
Language • body Values
Vocabulary • actions • Exercise regularly.
Verbs of movement: shake your body, • PE
nod your head, stamp your feet, wave • world sports
your arms, clap your hands, move your Story and quest
legs, touch your toes, point your fingers • Unit opener: Lindy, Joe
Action verbs: swim, climb, throw a and Grandad join a
ball, catch a ball, stand on your head, beach party
swing, do cartwheels, do the splits • Story episode: Pippin
Structures gives an exercise class
Imperatives: Touch your toes. • Quest item: a key
I can/can’t (jump). He/She can/
can’t (jump).
Can you jump? Yes, I can./No, I can’t. Songs and chants
Can he/she (jump)? Yes, he/she can./ • chant: I can wave my arms.
No, he/she can’t. • Quest song: Look for a key.
Revision • song: Can you swim?
Parts of the body (Level 1)
Imperatives and instructions
My name’s (Frank). Socio-cultural aspects
Adjectives of feeling (Level 1) • working in pairs and groups
Occupations (Level 1) • working as a class to do
I’ve got (eight arms). (Level 1) an exercise routine
• appreciating your
Receptive language
abilities and those of
Exercise is good for you.
other people
CLIL and Wider World language • understanding that
CLIL (PE): push, pull, kick, skip exercise is good for you
Wider World (world sports): • learning about popular
footballer, gymnast, basketball player, sports round the world
ballet dancer, athlete
Are you an (athlete)?/Are you
a (gymnast)?
Yes, I am./No, I’m not. Learning strategies
• asking and answering questions
Phonics
• logical thinking: deducing information from
/ŋ/, /ŋk/ (sing, ring, ping, long, ink, sink, pink, thank)
pictures and text, playing a guessing game, using
a process of elimination to guess an answer
yourself with others
• Arts and crafts: making picture cards, drawing a
• learning through movement
picture of yourself doing exercise
• predicting the outcome of a story
• Language skills: asking and answering questions,
following instructions, acting out a story,
playing games
96

Basic competences
Knowledge and interaction with the physical world: to 10); Understand different people’s abilities (Lesson
Understand how we move our bodies to interact with 3, 4, 8); Exercise regularly as a group (Lesson 7)
the world around us (Lesson 1 to 5, 7) Cultural and artistic competence: Develop and value
Mathematical competence: Use numbering to initiative, imagination and creativity (Lessons 5, 7, 8);
complete a task (Lesson 1 to 10) Raise awareness of cultural differences (Lesson 8)
Skills
Listening Speaking
• can understand chants and songs • can identify parts of the body
• can understand parts of the body • can give instructions using action verbs
• can understand and demonstrate actions • can describe personal ability and that of others
• can follow instructions • can act out a story
• can understand and respond to questions • can pronounce ng and nk correctly
• can understand a story • can use language to play a game
Reading Taking part in conversations

• can read and understand captions of key words • can ask and answer questions about ability
• can read and understand chant and song text • can ask and answer questions to play a guessing game
• can read and understand speech bubbles
• can read and understand sentences Writing
• can follow speech bubbles in a picture story • can write key words
• can blend individual sounds and letters to create words • can write key words or phrases in a sentence
• can read and understand a cultural text about different • can write guided sentences
sports occupations • can write a personalisation text

• Play flashcard and team games. • Letters for parents. When you begin Unit 3, give
• Make labels for parts of the body on sticky notes. pupils a copy of the Unit letter (Active Teach). This
• Make up dance routines for a dance party. explains what pupils are going to learn in this unit.
• Keep a healthy lifestyle diary. • Home-school link. Pupils show their family how they do
• Have an ‘Exercise is good for you’ day. exercise (Lesson 5). Pupils can also teach their family
• Play a game of Find someone who. their dance or exercise routines made up in class.
• Research famous sports personalities. • Craft activities. Pupils take home the drawing of
• Suggested photocopiables: themselves doing exercise (Lesson 5). They can also
3.1 Make a set of action cards. take home their piece of writing about a sports
3.2 Play a game of Read and do. personality they do with photocopiable 3.6.
3.3 Play a board game. • Grammar Booklet and Reading and Writing Booklet.
3.6 Play a game of Do or say. their portfolio when they finish Unit 3.
3.7 Write about a famous sports personality.
Evaluation
97

3 Move your body
Lesson 1 Move your body
Lesson aims
1 Lis en and poin .
To present and practise new vocabulary (action verbs) 1:54
To revise parts of the body (Level 1) wave your arms
Target language nod your head

Action verbs: shake your body, nod your head, stamp
your feet, wave your arms, clap your hands, move
your legs, touch your toes, point your fingers
Materials
Active Teach; music CD; Audio CD; Wordcards
move your legs
(Action verbs); paper or large coin
shake your body
Photocopiable 3.1; sticky notes
s amp your fee
Starting the lesson
3 Lis en and play. Then lis en and chan .
• Revise parts of the body. Say fingers. Pupils move
1:56
their fingers. Continue with other body parts. Use the

I can wave my arms. He can wave his arms.
music CD you have brought to class. Play the music I can move my legs. He can move his legs.
and call out parts of the body. Pupils move the part I can s amp my fee . He can s amp his fee .
you’ve mentioned to the rhythm of the music. I can clap my hands. He can clap his hands.
Bu I can’ ouch my oes! Bu he can’ ouch his oes!
• Ask questions about the main illustration. Where’s 30 Lesson 1 vocabulary (body movemen s) AB p.28
Pippin? Who’s this? What has Grandad got? Remind M03_ISLA_PUB_02GLB_0386_U3.indd 30 02/04/2012 11:07
pupils of the story so far. Explain that Lindy, Joe and
Pippin are on their way to the castle now. Grandad 1 Listen and point.
has joined them and is using the map to guide them.
1:54
They have come across some other children enjoying • Pupils look at the main illustration again and describe
a beach party and have decided to join in the fun. the different actions they can see the characters
doing. Play CD1:54. Pupils listen and point to the
Presentation characters as they hear the actions.
• Revise actions from Unit 2 and parts of the body 2 Listen and repeat.
from Level 1 by playing a game of Teacher says.
1:55
Give instructions for pupils to follow. If you use the • Play CD1:55. Pupils listen and repeat the action
expression Teacher says, e.g. Teacher says ‘Stand up!’, phrases, while pointing to the correct characters
pupils obey the instruction. If you give an instruction in the illustration. Pupils then look and read the
without Teacher says, e.g. Touch your head. pupils do captions aloud.
nothing. • Pupils can then play a game in pairs. One pupil mimes
• When pupils are familiar with the game, incorporate an action. The other says the action and points to the
the new action verbs into your instructions. character in the illustration who is doing it.
Demonstrate the meaning of each new action verb as
you do so.
98

3
Ending the lesson
ody I can wave my arms.

I can’ ouch my oes.

• Play a game of Teacher says, this time inviting different
pupils to play the role of the teacher.
She can wave her arms. She can’ ouch her oes.
can’ = can no
OPTIONAL ACTIVITIES
Photocopiable 3.1 See Active Teach.
Sticky-note labelling Write the parts of the body
on sticky notes. Ask one pupil to come to the front
of the class. Pupils stick the sticky notes on the
poin your fingers appropriate part of the body
Team game – Balloon See p.268.
A dance party! Have a dance party in the
classroom. Play some music and create some
ouch your oes interesting moves to teach the class. Call out
clap your hands
actions while you’re dancing (move your arms, shake
your body, etc).
4 1:57 Lis en and number. Then say.
a b c d
NOTES
1
1:58
I can nod Look for a key oday.
my head. A reasure ches , a presen ,
a pho o and a key!
You’re number 2! Find a key oday!
Lesson 2 grammar (I can / can’ ouch my oes.) AB p.29 31
Practice
• Use the action wordcards. Hold up each action phrase
and ask a pupil to read it. The other pupils listen and
carry out the action.
• Use the cards to play a game of Pass the actions (see
p.265).
Chant
ask pupils to listen for any actions they hear in the
chant. Then play the chant again. Pupils listen and do
the actions. They can do them silently, or they can
start to join in with the action words only.
1 Look and write.

• Pupils look at the pictures and complete the captions
with the correct action words from the word bank.
99

3
Lesson 2
Lesson aims
Move your body
Target language wave your arms

I can/can’t touch my toes.
He/She can/can’t touch his/her toes. nod your head
Materials
Active Teach; Audio CD
Wordcards (Action verbs); Grammar Booklet;
move your legs
Photocopiable 3.1
shake your body

Starting the lesson s amp your fee
• Revise parts of the body and actions with an 2 1:55 Lis en and repea .
instructions game. Ask pupils to stand up and touch
or move parts of their body from head to toe, e.g. 3 1:56 Lis en and play. Then lis en and chan .
Nod your head. Wave your arms. Clap your hands. Point
your fingers. Move your legs. Stamp your feet. Touch I can wave my arms. He can wave his arms.
your toes. Repeat the sequence in the same order until I can move my legs. He can move his legs.
I can s amp my fee . He can s amp his fee .
pupils are familiar with it. Then repeat the sequence, I can clap my hands. He can clap his hands.
but leave out some of the actions. Pupils tell you the Bu I can’ ouch my oes! Bu he can’ ouch his oes!
actions that are missing and perform them.
Pupil’s Book pages 30–31 30 Lesson 1 vocabulary (body movemen s) AB p.28
Presentation Proof stage: 4th Title: Islands PB2 Date: 2/3/12
Look!
• Teach I/He/She can. Stamp your feet and say Look!
I can stamp my feet. Then clap your hands and say • Pupils read the sentences in the Look box while you
I can clap my hands. Give an instruction for pupils to read the sentences out loud. Then read them out
follow, e.g. Stamp your feet. Point to a boy and say He again, asking pupils to listen and repeat.
can stamp his feet. Then point to a girl and say She can • Pupils then work in mixed groups of boys and girls (if
stamp her feet. Repeat with other actions. (Note. In possible). They take turns to show each other what
single sex classes, use a picture to illustrate he or she.) they can and can’t do, using I can/can’t ... They then
• Then teach I/He/She can’t. Try to touch your toes and report back to the class using He/She can/can’t ...
fail. Shake your head and laugh, saying I can’t touch
my toes. Give the instruction Touch your toes. Point to Practice
a boy who can’t touch his toes and say
He can’t touch his toes. Then point to a girl and say She 4 1:57 Listen and number. Then say.
can’t touch her toes.
• Pupils look at the pictures and describe the action each
character can do. Then play CD1:57. Pupils listen and
3 Listen and play. Then listen and chant.
point to the pictures. Play the recording again. Pupils
1:56
• Play the chant (CD1:56). Pupils listen and do the listen and number the pictures.
actions.
• Then play the chant again. Pupils listen and follow the KEY 1 d, 2 b, 3 a, 4 c
words in the Pupil’s Book. Then play the chant again.
Pupils listen and chant along with the recording.
• When pupils are confident with the chant, divide
them into two groups. With a mixed class, the boys
can chant the first verse, and the girls can chant the
second. You can also use the karaoke version of the
chant if you wish.
100

3
ody I can wave my arms.

I can’ ouch my oes.

2 Read and circle.
• Pupils look at the pictures and circle the correct words
She can wave her arms. She can’ ouch her oes.
can’ = can no
in the captions underneath.
3 1:59 Listen and number.

• Play CD1:59. Pupils listen and number the pictures.
Ending the lesson
poin your fingers
• Pupils can make up their own version of the chant,
substituting the action verbs. They practise their chant
in pairs or groups. Choose a couple of groups to act
out their version of the chant for the rest of the class,
ouch your oes
using the karaoke version.
clap your hands (For Key, see p.118. For Audioscript, see pp.118–119.)
a b c d OPTIONAL ACTIVITIES
Flashcard game – Choose a card
See p.265.
Grammar Booklet p.7 (For Key, see TB p.257.)
1 Photocopiable 3.1 Pupils can use the cards from
I can nod
1:58 photocopiable 3.1 to play a game of Matching pairs.
Look for a key oday.
my head. A reasure ches , a presen ,
See Active Teach.
a pho o and a key!
You’re number 2! Find a key oday!
Lesson 2 grammar (I can / can’ ouch my oes.) AB p.29 31 NOTES

• Pupils then take it in turns to play a guessing game.

One pretends to be a character in the pictures and
says I can (clap my hands). The other guesses who they
are. Use the model dialogue in the speech bubble as
an example.
Quest

• Ask pupils to recall which of Princess Emily’s things
they’ve collected so far (the present and the photo).
Explain that they are now going to find the third
Quest item. Ask them to look at the main illustration
and guess what it is. Then play the Quest song
(CD1:58) so pupils learn the name of the Quest item
(a key). Ask pupils (L1) to guess what the key might be
for. Accept all guesses.
• Play the Quest song on the recording again, while
pupils follow in their books and sing.
101

3
Lesson 3 • Play the song on the recording (CD1:61). Pupils listen
and write the missing words as they hear them
Lesson aims described in the song. Draw pupils’ attention to the
To present and practise new vocabulary (actions) questions in the song, e.g. Can you (swim)? (Yes, I can./
To practise language with a song No, I can’t.) Practise the questions by asking individual
pupils and eliciting the answers Yes, I can./No, I can’t.
Target language
Swim, climb, throw a ball, catch a ball, stand on your
KEY swim, climb, swing, do the splits
head, swing, do cartwheels, do the splits
Can you climb? Yes, I can./No, I can’t.
Receptive language • Play the song again, while pupils follow the text
in their books as they sing along. When pupils are
Can he/she swim? Yes./No.
confident with the song, divide them into two groups,
Materials with one group singing the questions, and the other
Active Teach; Audio CD; Flashcards (Actions); singing the answers. You could also use the karaoke
Cut-out 3 version of the song. (See Active Teach.)
Photocopiable 3.2; Photocopiable 3.3; Reading and
Writing Booklet • Use the action flashcards to play a game of Ask and
show. Show an action card and ask pupils to tell you the
action on it, e.g. Stand on your head. Then ask a pupil
Starting the lesson Can you stand on your head? The pupil replies Yes, I can./
No, I can’t. If the reply is Yes, I can, he/she then has to
• Ask pupils to vote on which song/chant from the perform that action to show the class.
previous units is his/her favourite. Choose a class
favourite and play it once or twice to get them moving! • Pupils use the cut-out to make a set of action cards.
They can use these cards to play the same game in
• Do a TPR activity using verbs pupils know from Level
pairs, or they can combine their cards to play a game
1 or Level 2. Try different variations with the actions
of Snap! or Matching pairs (see p.267). If they find
using parts of the body, e.g. Touch your legs or Move
matching cards, they have to make a sentence or a
your feet.
question with them.
Presentation 4 Look and match.
• Use the action flashcards to teach the new • Pupils complete the action phrases with the missing
vocabulary. Hold up each card and say the word or
letters. They then draw lines to match the action
phrase. Then hold up the cards and ask pupils to mime
pictures with the correct phrases.
the actions. Pupils do the mime and say the words.
Ending the lesson
• Pupils look at the photos and say the actions they • Pupils can use their cut-outs again to play a game of
Bingo. Ask pupils to choose four of their action cards
can see. Play CD1:60. Pupils listen and point to the
and put them on the table in front of them. Make
photos. Then play the recording again. Pupils listen
sentences about the actions, e.g. I can’t do the splits. If
and repeat.
pupils have the action card for ‘do the splits’ in front
• Call out the action words again in a random order.
of them, they turn it face down. The first pupil to turn
Pupils point to the correct picture and do the mime
all their cards face down is the winner.
for that action.
Song
6 1:61 Listen and write. Then sing.
• Pupils look at the children in the pictures and say the
actions they can see. Point to the different children
and ask Can he/she (swim)? Elicit yes or no answers at
this stage.
102

a b c d e
swim climb hrow a ball ca ch a ball s and on

your head
g
h
do car wheels do he spli s

swing
Can you swim

? Can you ?
Yes I can. No, I can’ .
Can you swim? Can you climb?
Can you swim? Can you climb?
I can swim! Hurray! I can’ climb. Boo hoo!
Can you ? Can you ?

I can swing! Hurray! Boo hoo!
uts
Cut-o
p.107
32 Lesson 3 vocabulary (ac ion verbs) AB p.30
OPTIONAL ACTIVITIES
Memory chain Pupils sit or stand in a circle. One have been said.
pupil starts by saying an action they can do, e.g. Photocopiable 3.2 Pupils play matching games or
I can swim. The next pupil adds to the chain, e.g. Read and do. See Active Teach.
He/She can swim. I can dance. Pupils continue round Photocopiable 3.3 Pupils play a board game.
the circle, remembering all the actions that have See Active Teach.
gone before and adding their own. Continue until Reading and Writing Booklet p.7. (For Key, see
someone forgets the sequence or all the actions TB p.256.
103

3
Lesson 4 • Pupils then ask and answer about the pictures in
pairs, using Can he? or Can she? questions. Use the
Lesson aims
speech bubbles to model the language they will need
for the activity.
Target language
Can he/she swim? Yes, he/she can. Skills
Materials
Flashcards (Actions); Wordcards (Actions);
8 Write (✓) or (✗) for you. Then ask a friend.
Audio CD • Without showing the answers to classmates, pupils
complete the questionnaire for themselves, writing a
tick (✓) or a cross (✗) in the chart according to what
Cut-out 3; Grammar Booklet
they can or can’t do.
• They then work in pairs, taking turns to ask and
answer the questions, e.g. Can you (do cartwheels)?
Starting the lesson
No, I can’t. Pupils record their partner’s answers with
• Use the flashcards and wordcards for actions. Hand ticks or crosses. Demonstrate the activity first with
out the flashcards and wordcards to pupils in the a confident pupil and then help as necessary when
class. Pupils with the wordcards take turns to stand up pupils are working in their pairs.
and read their word out. The pupil with the matching
flashcard stands up, shows their picture card and then 9 Write about yourself. Then ask a friend.
swaps places with the pupil with the word card. Repeat
with the other cards. Then do the activity again, with • Pupils use the information from the chart in Activity 8
to complete the sentences about themselves and their
different pupils holding the cards if necessary.
partner. Invite individual pupils to come and read their
Pupil’s Book page 33 sentences to the rest of the class.
Presentation
• Use the action flashcards. Hold the flashcards face 5 Look, write and circle.
down and ask a pupil to pick one and say the action
on the card, e.g. Do the splits. Ask that same pupil • Pupils look at the pictures and complete the questions
with the correct action verbs, choosing from the
Can you (do the splits)? The pupil answers Yes, I can./
word bank. They then look at and circle the correct
No, I can’t. If the answer is Yes, I can, the pupil
answers, depending on whether the children can or
demonstrates the action.
can’t do the action.
• Then ask the class Can he/she do the splits? Model
and practise the answer Yes, he/she can. or No, he/she
Ending the lesson
can’t.
• Play a game of What can you do? Attach the action
Look! flashcards or wordcards to the board. Ask pupils to
choose two actions each – one that they can do and
• Pupils read the examples in the Look box while you one that they can’t do. Pupils then mime actions for
read them out loud. Then read them out again,
the rest of the class to guess, e.g. She can jump. She
pausing for pupils to repeat the sentences.
can’t stand on her head.
• Pupils can then use the action flashcards to practise
the same language. Ask a pupil to choose a card and
ask the class Can he/she swim? The class answers in
short answers, using he or she correctly.
Pupils can now go online to Tropical Island
and find the two coins that Pippin is holding on the
Practice
Pupil's Book page. (They are near the exit at the
very end of the caves.) When pupils click on the
7 Look, read, and circle. Then ask and answer.
coins, they are taken to a supplementary language
• Pupils look at the pictures and say what the different game based on the vocabulary in this unit.
children can do.
• Pupils then read the questions and answers next to
the pictures and circle the correct answers each time.
KEY 1 Yes, I can. 2 Yes, I can. 3 No, I can’t.
104

Can you swim? Yes, I can. / No, I can’ .
Can he/she swim? Yes, he/she can. / No, he/she can’ .
7 Look, read, and circle. Then ask and answer.
1 Can you do car wheels? 2 Can you do he spli s?
Yes, I can. Yes, I can.
No, I can’ . No, I can’ .
3 Can you swim? Can he do

car wheels?
Yes, I can.
Yes, he can.
No, I can’ .
8 Wri e (✓) or (✗) for you. Then ask a friend.
do do he s and on
swing swim
car wheels spli s your head
Me
My friend
9 Wri e abou yourself. Then ask a friend.
I can . I can’ .
My friend can .
He/She can’ .
Lesson 4 grammar (Can you jump? Yes, I can. / No I can’ .) AB p.31 33
OPTIONAL ACTIVITIES
Cut-out 3 Pupils can use their action cards to play a Flashcard game – Basketball See p.265.
game of Memory in pairs. Pupils put one set of cards Grammar Booklet p.8. (For Key, see TB p.257.)
out between them. They take turns to close their eyes
while their partner removes a card. They then have to
open their eyes and remember the missing card.
105

3
Lesson 5 Values
Lesson aims • Draw pupils’ attention to the values topic (Exercise

regularly.) Ask (L1) which types of exercise pupils
To consolidate the unit language with a story
enjoy. Ask which parts of their body they use when
To understand the value of exercising regularly
they exercise. Discuss (L1) the benefits of exercising
Receptive language regularly and the importance of exercise in our lives.
Exercise is good for you! Discuss how we feel when we don’t exercise and how
this affects our bodies. Talk about things we can do in
Materials
our daily routines to help keep us fit (e.g. walk or go
to school by bike).
Photocopiable 3.4; Reading and Writing Booklet
6 Read. Then circle the speaker.
Starting the lesson • Pupils read the speech bubbles from the story. They
then circle the correct speaker for each of the speech
• Recall (L1) the story from Unit 2. Who was the bubbles, Frank or Pippin.
main character in the story? (Princess Emily.) Who
else did we meet in the story? (Emily’s family.) 7 Write (✓) exercise or (✗) not exercise.
Who did Princess Emily call out for at the end of
the story? (Pippin.) • Pupils look at the pictures and decide which ones show
• Remind pupils (L1) that Lindy, Joe, Lindy’s grandad and people exercising regularly and which ones show them
Pippin have now set out on their Quest to find Princess taking no exercise. They write a tick (✓) in the pictures
Emily’s castle. Ask pupils where the characters were in showing regular exercise and a cross (✗) in the pictures
Lesson 1 of this unit (at a beach party). showing no exercise. Teach the additional vocabulary
shown in the pictures as you wish (walk with a dog,
play on the computer, sunbathe, watch TV, walk, play
football, ride a bike). However, it is important pupils
Story
understand which pictures show a healthy lifestyle.
• Before pupils open their books, show the story cards
for Unit 3 in turn and ask the questions from the Ending the lesson
‘Before reading the story’ section written on the
back of each card. Revise the action jump and the • Stick the story cards on the board in jumbled order.
Pupils order them by writing a number from 1 to 6
expression I’m hot. Explain the meaning (L1) of the
below each card. Play the story recording again
expression Exercise is good for you!
(CD1:62) for pupils to check their answers.
10 1:62 Listen to the story. Then act out.
• Pupils open their books. Allow them a few minutes to
look at the story pictures. Ask questions about the
characters, Who’s this? What’s his name? Can Lindy
touch her toes? etc.
• Play the story (CD1:62) and ask pupils to follow in
their books.
the questions from the ‘After listening to the story’
section on the back of the story cards. Be sure that
pupils understand that naughty Pippin was pretending
to be Frank.
• Play the story recording again, pausing for pupils to
repeat the sentences.
• When pupils are confident with the story, invite four
or more pupils to the front of the class to act it out.
They can act it out from memory, or by reading from
the Pupil’s Book. Encourage them to use tone of voice
and expressions to match those in the pictures.
106

1 2
Hello! My
name’s Frank.
Jump! Jump!
3 4
Jump! Shake
I’m hot! your body!
Touch your
toes!
5 6
Exercise is
good for you.
Clap your hands!

Stamp your feet!
Oh, no.
Touch your toes!
Pippin!
Draw a picture of yourself doing

Exercise regularly. exercise. Show it to your family.
34 Lesson 5 s ory and values (exercise regularly) AB p.32
OPTIONAL ACTIVITIES exercise they do for a day or for a week. Pupils then
Story frames Write numbers 1 to 6 (for each story bring their diaries to class and talk about them.
frame). Write the story speech bubbles on individual Photocopiable 3.4 See Active Teach.
pieces of paper and put them in a small box or bag. Home-school link Pupils think about the exercise
Ask pupils to choose a piece of paper and read the they most enjoy doing. They draw a picture of
text to the class. Pupils stick the piece of paper next to themselves doing this activity and take it home to
the correct story frame on the board and say the name show their families.
of the character who says it. Reading and Writing Booklet p.8. (For Key, see
Healthy lifestyle diary Pupils keep a diary of all the TB p.256. 107

3
Lesson 6 Practice

To learn the sounds and letters ng, and nk; • Play the sound blends on CD1:65, while pupils follow
sing, ring, ping, long, ink, sink, pink, thank to listen and sound out the words with the recording.
Materials • Use the wordcards. Put the word sing on the board.
Then sound out s-i-ng while tapping your finger under
Active Teach; Audio CD;
each letter. Encourage pupils to repeat. Finally blend
Phonics cards: (Level 1);
and say the word, s-i-ng, sing a few times, asking pupils
Phonics cards: ch, sh, th, ng, nk;
to join in with you. Repeat with the rest of the words.
Wordcards: sing, ring, ping, long, ink, sink, pink, thank
• Pupils then work in pairs taking turns to sound out
Optional activity materials the words for the other one to find and point to on
Photocopiable 3.5; Phonics envelopes with the the page.
picture cards and letter tiles pupils made in Level 1
14 Underline ng and nk. Read the words aloud.
Starting the lesson • With books closed, write long on the board. Sound
out /ŋ/ and ask a pupil to come and underline the
• Use the large phonics cards to review the sounds and grapheme ng in that word. Ask another pupil to read
letters from Units 1 and 2. Show the cards in random the word out. Pupils then open their books. They find
order and ask pupils to say the sounds. Start slowly the same word on the page (number 3), underline the
and then increase the speed. letter-sounds and then read the word aloud to their
• Attach the phonics cards to the board. Say individual partner. Do the same with the other sample words.
letters. Then blend out different words: chop, shell,
path, this. Ask pupils to come and put the letters in the 8 Read the words. Circle the pictures.
correct order and blend out the words.
Pupil’s Book page 35 • Pupils read the words in the word bank aloud.
They then find the correct details in the picture
and circle them.
Presentation
9 Listen and link the letters.
11 1:63 Listen. 1:66
• Use the procedure outlined in Unit 1, Lesson 6 to • Play CD1:66. Pupils listen and follow the sound trail,
introduce the new sounds ng (/ŋ/) and nk (/ŋk/).
• Explain that these sounds are found at the end of 10 Listen and write the words.
words. (Note. Although nk is two phonemes, for
1:67
simplicity, we are treating it as one.) • Play recording CD1:67. Pupils listen and write the
• Pupils open their books. Play CD1:63 a couple of words.
times, while pupils point to the letter(s) in their books.
1:64
• Pupils look and read the sentences aloud. Then play
• Play CD1:64, pausing after each sound for pupils to CD1:68. Pupils listen and compare this version to their
point to the correct letter(s) and repeat. Repeat as own reading. Play the recording again for pupils to
necessary. listen and repeat. They then read the sentences again
Ending the lesson

• Play a game to practise spelling the sample words.
Put the phonics cards on the board and divide the
class into groups of three. First, ask pupils to make
a word from any of the sounds on the board and
write it down. Teams then take turns to read one of
their words for the other teams to write correctly.
108

11 1:63 Lis en.
1
ng 2
nk
1 s i ng sing 2 r i ng ring
3 p i ng ping 4 l o ng long
5 i nk ink 6 s i nk sink
7 p i nk pink 8 h a nk hank
14 Underline ng and nk. Read he words aloud.
1 pink 2 sing 3 long
4 sink 5 ring 6 ink
Oh, no.
Pippin!
Lesson 6 phonics (ng, nk) AB p.33 35
Go through all the words together at the end of the

OPTIONAL ACTIVITIES
activity, using the cards on the board.
Phonics game – Five lives See p.269.
109

3
Lesson 7 • Play CD1:70. Pupils listen and number the pictures.
Then play the recording again. Pupils listen and do the
Lesson aims actions. Repeat as many times as necessary until pupils
To integrate cross-curricular content into the are familiar with the routine. Then try reading the
English class audioscript in a different order to make a new routine.
Cross-curricular focus
KEY 1 e, 2 c, 3 i, 4 g, 5 a, 6 b, 7 k, 8 h, 9 d, 10 f, 11 j, 12 l
P.E. (physical exercise)
Target language
pull, push, kick, skip • Pupils can then work in pairs, taking turns to mime
actions for their partner to guess and point to the
Materials correct photo on the page.
Active Teach; Wordcards (Actions); CLIL poster;
pictures of people exercising; Audio CD; mini
wordcards for the matching game (see end of 12 Look and write.
lesson activity)
Optional activity materials • Pupils label the pictures with the correct verbs,
choosing from the word bank.
Skipping ropes; music CDs; Photocopiable 3.6
13 Read and find. Then number.
Starting the lesson • Pupils read the words and phrases, and find the
matching children in the picture. They then write the
• Play a game of Pass the actions. See p.265. number of the children next to the correct words
• You could also revise adjectives of feeling from Level 1. or phrases.
Call out mixed instructions, e.g. You’re tired. Clap your
hands. Pupils clap their hands in a very tired way.
Mini-project
• Pupils work in small groups to make up an exercise
routine for the rest of the class to try out. Encourage
Presentation
them to write numbers 1 to 12, and then write an
• Play a game of Teacher says (see p.266), using actions action verb for each number, as in Activity 16 of the
pupils know from Level 1 and Level 2. Then add the Pupil’s Book. Pupils can use any verbs they know
new verbs pull, push, kick and skip. Demonstrate the in English.
meaning of these new verbs first. • Invite groups to the front of the class to demonstrate
• Use the cross-curricular poster, or pictures of people and teach their exercise routines to the rest of the
exercising, to introduce the theme. Make sentences class. They can also take their routines home to teach
about the people in the poster, e.g. She can skip. Invite their family, or add them to their portfolios.
pupils to come to the front and point to the correct
people in the poster. Ending the lesson
15 Listen and number. Then say. • Prepare some mini wordcards for a matching game.
On eight slips of paper, write an action verb, i.e. touch,
1:69
• Pupils look at the pictures and say the actions they wave, clap, point, shake, stamp, move, nod. On eight
can see. Ask questions, e.g. Look at picture d. Can she more slips of paper, write a part of the body, i.e. body,
skip? (Yes, she can.) Look at picture a. Are they girls or head, arms, hands, fingers, legs, feet, toes. Put these
boys? (Girls.) cards in two piles – one for verbs and one for parts of
• Play CD1:69. Pupils listen and number the pictures. the body.
• Ask a pupil to choose a card from each pile. He/She
KEY 1 c, 2 d, 3 a, 4 b reads the words and makes a question, e.g. Point, head
– Can you point to your head? If the combination makes
sense, pupils respond Yes, I can. and do the action. If
Practice the combination doesn’t make sense, e.g. Can you clap
your body? pupils say No, I can’t.
16 1:70 Listen and number. Then move. (For Key, see p.118. For Audioscript, see pp.118–119.)
• Pupils look at the photos and say the actions they can
see. Then read the captions aloud. Pupils point to the For the next lesson
photos and act out the actions.
• Ask pupils to find and bring in a photo or picture of
their favourite sports person.
110

a b c d
1
pull push kick skip
16 Lis en and number. Then move. small

Work in ow the
1:70
. S h
groups
a n exercise.
b c class
a
d
Clap your hands. Jump. S amp

your fee . Wave your arms.
h
e
g
1
Move your head. Kick your legs. Touch your oes. Shake your body.
k
i j l
Pull. Hop.
Push. Skip.
36 Lesson 7 P.E. (exercises) AB p.34
OPTIONAL ACTIVITIES
‘Exercise is good for you’ day Have an ‘Exercise is TPR game – Number groups See p. 266.
good for you’ day. Make stations in the classroom Photocopiable 3.6 Pupils play a game of Do or say.
or in the school garden if possible. One station could See Active Teach.
contain skipping ropes, another could have music for
dancing, etc. Invite other classes to join in.
111

3
Lesson 8 • Read the first sentence and ask questions to check
comprehension, Is it a man or a woman? (A woman.)
Lesson aims Can she do the splits? (Yes, she can.) Can she point her
To integrate cross-cultural content into the toes? (Yes, she can.) Then ask What’s her job? Pupils find
English class the correct picture and reply (She’s a ballet dancer.).
Repeat with the other sentences and photos.
World sports • Pupils then read the sentences again in pairs and
match them to the pictures.
Target language
footballer, gymnast, basketball player, ballet KEY 1 d, 2 a, 3 b, 4 e, 5 c
dancer, athlete
What’s his job? (He’s a footballer.)
Practice
Materials
Active Teach; Flashcards (Occupations – Level 1); 18 Play a guessing game.
CLIL poster or pictures of a famous athlete,
footballer, ballet dancer, gymnast and basketball • Pupils play a guessing game in pairs. They take turns
player; pictures of sports people that pupils have pretending to be a sports person from the Pupil’s Book
brought to class; handmade wordcards (sports page. Their partner has to guess who they are by
people); Photocopiable 3.7 asking questions, e.g. Can you jump? Can you catch a
ball? Use the speech bubbles on the page to model the
activity.
A globe, or world map; an A4 activity book or file
Mini-project
Starting the lesson • Ask pupils (L1) which of the sports in the pictures they
like watching. Do they know the names of any famous
• Revise occupations from Level 1, using flashcards. footballers, basketball players, ballet dancers, etc? If
Hold up the flashcards to revise vocabulary first,
possible, use the pictures they have brought to class
asking What’s his/her job? Is he an artist? (No, he’s a
again to show examples.
teacher.) Then play a game of Picture charades (see
p.265). • Pupils can choose a famous personality from their
own country to write about. They can use the
Pupil’s Book page 37 template provided in photocopiable 3.7, or they can
write their own text, based on the examples in the
Presentation Pupil’s Book. They can use the pictures they brought
to class to illustrate their text. This can then be added
• If pupils have brought pictures of sports personalities to their portfolio.
to class, use them to introduce the theme. Hold up the
pictures and ask questions What’s his name? How old is Activity Book page 35
she? Can she run fast? Can he kick a ball? If possible, use
these pictures to teach the new words footballer, ballet 14 Look and write.
dancer, athlete, gymnast and basketball player. Hold
up pictures and ask What’s his job? (He’s a footballer.) • Pupils complete the captions, choosing the sports
profession words from the word bank.
Otherwise, use the cross-curricular poster or pictures
you have brought to class to teach these new words. 15 Read and answer.
You may also like to teach additional vocabulary,
based on the pictures that pupils have brought, e.g. • Pupils answer the questions, based on their own
tennis player. This will make the learning experience capabilities. Read and check their comprehension of
more relevant to them. the questions first. Pupils can also do this as a pair
activity, taking it in turns to ask the questions and
17 Read and write. write their partner’s answers. Answers will vary.
• Pupils look at the pictures. Ask questions to get them Ending the lesson
thinking about the different sports professions, e.g.
Look at picture d. Is she a teacher? (No, she’s a ballet • Play a game of True or false. Make sentences about
dancer.) What can she do? Can she do the splits? (Yes, she things you can and can’t do. Include some things that
can.) Can she point her toes? (Yes, she can.) Can she kick are true and some that are false, e.g. I can dance.
a ball? (No./Don’t know.) I can touch my toes. I can do cartwheels. I can kick a
ball. I can run fast. I can do the splits. Pupils listen and
112

Wider World
World sports
17 Read and wri e.
a b c d
foo baller gymnas baske ball player balle dancer
e
1 She can do he spli s and she can poin her oes. d
2 He can kick a ball and he can run fas .
3 He can swing and ouch his oes.
4 She can run fas and she can jump.

a hle e
5 He can ca ch and hrow a ball. He can jump.
18 Play a guessing game.
Can you jump?

Yes, I can.
Can you hrow
a ball?
No, I can’ .
Can you run
fas ?
Are you an out a
Write ab son
r
a hle e? sports pe country.
o m yo ur
fr
Lesson 8 wider world (world spor s) AB p.35 37
tell you if the sentences are true or false. If possible,

OPTIONAL ACTIVITIES
demonstrate any activities that pupils don’t believe
Class book or file Pupils’ drawings and text about
you can do!
their favourite sports personalities can be made
into a class book or file.
113

3
Lesson 9 TPR
Lesson aims 20 1:72 Listen and do.

To add to the Picture Dictionary • Play CD1:72. Pupils listen and do the actions. You
can also vary the order of commands and the speed
Revision language of delivery by reading the commands from the
Parts of the body, Actions audioscript yourself.
Imperatives • Pupils then take turns at giving instructions to the class.
Can you/he/she swim? Yes, I/he/she can. They then continue the activity in pairs or small groups.
I’ve got (eight arms). (Level 1)
Materials
Audio CD; Flashcards (Actions); Wordcards (Action 16 Look and write.
verbs); slips of paper for the Find someone who
game; dice • Pupils look at the pictures and complete the sentences
with the correct words and phrases from the word
Optional activity materials bank. For questions 3 to 6, pupils write the complete
Reading and Writing Booklet sentences, using He/She can/can’t.
17 What can you do? Read and circle.

Starting the lesson
• Pupils read the sentences, and circle can or can’t
• Revise actions and parts of the body. Call out an according to what they can do themselves. Answers
action (e.g. jump). Pupils say which part of the body will vary.
they use to perform the activity (legs). • Pupils can then work in pairs, reading their sentences
• Play the recording from Lesson 7 (CD1:70) to remind and comparing what they can or can’t do.
pupils of the actions. Now call pupils to the board to
lead the class in a TPR activity using these actions. Picture Dictionary (Activity Book page 106)
Pupils say an action (e.g. Move your head.) and the
class repeats. • Use the flashcards (actions) and wordcards (action
verbs) to revise the new vocabulary. Put some of
Pupil’s Book page 38 the flashcards on the board. Ask different pupils
to come and attach the correct wordcards next to
Game the flashcards. Check that the class agrees with the
answers before continuing. Repeat until all pupils have
19 1:71 Listen. Then play. had a turn.
• Direct pupils’ attention to the game board. Point to • Pupils then turn to picture dictionary section on p.106
of the Activity Book. They can complete the sticker
each picture and ask pupils to identify the body part,
read the word and say the action, e.g. 1 hands, Clap
the other to find the correct sticker. When they have
your hands.
• Divide pupils into groups of two pairs. Give each
others in the class.
group a dice and explain the game to the class. Pairs
take turns to roll the dice and move the correct
Ending the lesson
number of squares on the board. When pupils land on
a square with a body part, he/she describes the body • Play a game of Find someone who. Prepare slips of
parts, e.g. 1 Hands. I’ve got two hands. Then his/her paper (one per pupil) with the following types of
partner asks him/her to do the action the character sentence on them: Find someone who can do the splits.
on the square is doing, e.g. Clap your hands. If the Find someone who can hop. Distribute the slips of paper
pupil lands on a square with a question mark and a so that each pupil has one. Pupils then have to stand
tick (✓) or cross (✗), he/she asks his/her partner if the up and find someone in the class who can do the
character can do the activity, e.g. 4 Can he run? (No, he action on their slip of paper. They do this by asking
can’t.) The first pair to reach FINISH wins. the question Can you do the splits? They write the
• Play CD1:71 to give pupils a model of the language name of the first person who answers Yes, I can. on
they need to play the game. their slip of paper.
• Ask and answer about all the pictures in turn, • Repeat the game if you wish, with pupils swapping
checking pupils’ language before letting them get on their slips of paper.
with the game in groups. Circulate to check they are (For Key, see p.118. For Audioscript, see pp.118–119.)
using language correctly. Pupils can then play the
game again with new groups and partners.
114

1 2
hands arms
4 body
3
5
6 8
7
oes
arms
head
11 10
9
fingers
12 13
legs
fee
tu
to
20 1:72 Lis en and do.

AB p.106
OPTIONAL ACTIVITIES
Team game – Read and act See p.268.
p.256.)
TPR game – Pass the ball See p.267.
115

3
Lesson 10 I can
to decide which of the things they can do and how
good they are at doing them. Then they tick the
Materials 18 Look and read. Then write can or can’t.
Audio CD; Flashcards (Actions)
Optional activity materials • Pupils look at the pictures and say what the child can
and can’t do, e.g. He can dance. He can’t hop.
Unit 3 Review; Test Booklet; Grammar Booklet • Pupils then complete the sentences, based on the
answers in the questionnaire. Pupils can work
individually or in pairs. Help as necessary.
Starting the lesson 19 Look and (✓) or (✗). Then write about
• Give each pupil an actions flashcard. Call out three to yourself or a friend.
five actions. Pupils with the corresponding cards go
up to the front of the classroom and stand in a line. • Pupils either complete the questionnaire about
themselves, or about a friend, asking Can you?
Ask them to stand in the same order as the actions
questions and recording their answers with ticks (✓)
were called and mime the actions on their cards. Ask
or crosses (✗).
the rest of the class if the pupils are standing in the
correct order and if the actions are correct. Continue • Pupils then write a short paragraph about themselves
(in the first person), or about their friend (in the third
with a different group until all pupils have had a
person), depending on whose answers are in the
chance to come to the front.
questionnaire. They use the text in Activity 18 as
Pupil’s Book page 39 a model.
21 Look and write. Ending the lesson

• Pupils look at the pictures and say the actions. Then • Play a drawing game. Divide the class into teams.
read the gap fill sentences and ask pupils to raise or Ask a team member from each team come up to
point to the correct part of the body. the board. Show the team members at the board a
• Pupils can work in pairs, completing the sentences picture card (actions). Make sure the class cannot see
with the correct verb. the card. The pupils at the board draw the action. The
first team to guess the action wins a point. Repeat
with other team members.
KEY 1 Touch your toes! 2 Point your fingers!
3 Stamp your feet! 4 Clap your hands!
5 Nod your head! 6 Shake your body!
22 1:73 Listen and tick (✓).

• Pupils look at the pictures and say the actions they
can see. Ask questions about the pictures, e.g. Look at
picture 1a. Can she stand on her head? (Yes, she can.)
• Play CD1:73. Pupils listen and tick (✓) the picture in
each pair that matches the recording.
• Check by reading out each question from the
audioscript and asking pupils to give the answer they
heard on the recording.
KEY 1 b, 2 b, 3 b, 4 a
116

21 Look and wri e.
1 2 3 4 5 6
1 your oes! 4 your hands!
2 your fingers! 5 your head!
3 your fee ! 6 your body!
1 a b 2 a b
3 a b 4 a b
I can alk abou exercise and movemen .

I can show how o exercise.
I can alk abou hings I can and can’ do.
OPTIONAL ACTIVITIES
Online world Pupils can now go online to Tropical their knowledge by completing the gap fill story in
Island and enjoy the fun and games. the unit review of the Activity Book.
Grammar reference (Pupil’s Book p.99) and Unit 3 Test Booklet You may wish to give the Unit 3 test
Review (Activity Book p.98) You may wish to refer at this time.
pupils to the grammar reference and review activities Grammar Booklet p.9. (For Key, see TB p.257.)
for Unit 3 at this point. Pupils study the grammar Our favourite activity Ask pupils to choose their
reference tables in the Pupil’s Book. They then test favourite activity from Unit 3 and repeat it.
117

3
1 Shake, 2 Wave, 3 Nod, 4 Touch, 5 Stamp, 6 Point,
G = GRANDAD J = JOE L = LINDY
7 Clap, 8 Move
F = FRANK D = DANCERS
p.29, Activity 2 G Come on. This way.
1 She, body J Look! A party!
2 can’t, my G Come on!
3 can, his L Wait, Grandad!
4 can, my F Ten toes. Touch your toes!
D Touch your toes!
p.29, Activity 3 F Move your legs, then stamp your feet!
1 d, 2 c, 3 a, 4 b
D Stamp! Stamp!
p.30, Activity 4 F Two hands! Clap your hands!
1 swing, 2 swim, 3 do the splits, 4 stand on your head, D Clap your hands!
5 throw a ball, 6 do cartwheels, 7 climb, 8 catch a ball F Two arms. Wave your arms! Ten fingers. Point
your fingers!
p.31, Activity 5 D Wave your arms and point your fingers!
1 Can he do the splits? Yes, he can.
F Now nod your head!
2 Can you climb? Yes, I can.
D Nod your head!
3 Can he do cartwheels? No, he can't.
F And shake your body!
4 Can you swim? No, I can’t.
D Shake! Shake!
p.32, Activity 6 G Come on. Let’s go!
1 Pippin
2 Pippin
3 Frank Lesson 2 Activity 4 CD1:57
4 Pippin 1 Touch your toes. She can touch her toes.
5 Pippin 2 Nod your head. He can nod his head.
3 Clap your hands. She can clap her hands.
p.32, Activity 7 4 Wave your arms. She can wave her arms.
1 ✓, 2 ✓, 3 ✗, 4 ✗, 5 ✗, 6 ✓, 7 ✓, 8 ✓
p.33, Activity 9
g, n, nk, ng, m, nk Quest song CD1:58
p.33, Activity 10
1 ping, 2 long, 3 pink, 4 thank
for a key today.
p.34, Activity 12 A treasure chest, a present, a photo and a key!
1 kick, 2 pull, 3 skip, 4 push Find a key today!
p.34, Activity 13
1 Hop. 2 Clap your hands. 3 Skip. 4 Touch your toes.
5 Jump. 6 Wave your arms.
1 She can touch her toes.
p.35, Activity 14 2 I can wave my arms. Come on, wave your arms
1 footballer, 2 ballet dancer, 3 gymnast, 4 athlete, with me.
5 basketball players 3 I can stamp my feet. Come on, stamp your feet
with me!
p.36, Activity 16 4 I can’t touch my toes.
1 She can climb.
2 He can’t hop.
3 He can skip.
4 She can’t swim.
5 She can’t swing.
6 He can do the splits.
p.37, Activity 18
1 can, 2 can, 3 can’t, 4 can, 5 can't, 6 can’t
118

3
Lesson 3 Activity 6 Song CD1:61 Lesson 7 Activity 16 CD1:70
Can you swim? Yes, I can. 1 Move your head.
Can you swim? Yes, I can. 2 Stamp your feet.
Can you swim? Yes, I can. 3 Pull, pull, pull.
I can swim! Hurray! 4 Touch your toes.
5 Clap your hands.
Can you climb? No, I can’t.
6 Jump, jump, jump.
7 Hop, hop, hop.
8 Shake your body.
I can’t climb. Boo hoo!
9 Wave your arms.
Can you swing? Yes, I can. 10 Kick your legs.
Can you swing? Yes, I can. 11 Push, push, push.
Can you swing? Yes, I can. 12 Skip, skip, skip.
I can swing! Hurray!
Can you do the splits? No, I can’t.
BOY 1 Two! One, two ... I’ve got eight arms.
GIRL 1 Wave your arms.
I can’t do the splits. Boo hoo!
BOY 2 Our turn! Five! One, two, three, four, five ...
Can she dance?
GIRL 2 No, she can’t.
1 ng /ŋ/ /ŋ/ /ŋ/
2 nk /ŋk/ /ŋk/ /ŋk/
Touch your toes.
Wave your arms.
Shake your body.
/ŋk/, /ŋk/ /ŋk/, /ŋk/ /ɡ/, /ɡ/
Move your legs.
/ɡ/, /ɡ/ /ŋk/, /ŋk/ /ɡ/, /ɡ/
Stamp your feet.
Clap your hands.
Nod your head.
Point your finger.
1 /s/ /ɪ/ /ŋ/ sing
Kick your legs.
2 /r/ /ɪ/ /ŋ/ ring
Skip.
3 /p/ /ɪ/ /ŋ/ ping
Push.
4 /l/ /ᴅ/ /ŋ/ long
Pull.
5 /ɪ/ /ŋk/ ink
Jump.
6 /s/ /ɪ/ /ŋk/ sink
Dance.
7 /p/ /ɪ/ /ŋk/ pink
Hop.
8 /ө/ /æ/ /ŋk/ thank
Swim.
Climb.
1 ping 2 long 3 pink 4 thank
1 Can she stand on her head? No, she can’t.
2 Can you swing? Yes, I can.
3 Can he swim? Yes, he can.
1 They can kick a ball.
4 Can you do cartwheels? No, I can’t.
2 She can skip.
3 Come on girls, pull! Pull, girls, pull!
4 Come on boys, push! Push, boys, push!
119

4 My face
Objectives
• identify parts of the face • identify and talk about shapes
• use adjectives to describe hair • talk about different representations of the face
• talk about possession in art
Topics
• parts of the body:
Language Values
face, eyes, ears,
Vocabulary • Respect differences.
nose, mouth, hair
The face: eyes, ears, nose, mouth, hair • shapes
Adjectives describing hair: curly, • faces in art (portraits)
straight, dark, blond, neat, messy Story and quest
Structures • Unit opener: Emily’s
I haven’t got (small eyes). portrait
He/She hasn’t got a (big nose). • Story episode: Emily
My hair is (curly). reports Pippin as missing
His/Her hair is (long). • Quest item: sunglasses
Revision
I’ve/He’s/She’s got ... (Level 1)
Have you got ...? Yes, I have./ Songs and chants
No, I haven’t. (Level 1) • chant: I haven’t got
Has he/she got ...? Yes, he/she has./ small eyes.
No, he/she hasn’t. (Level 1) • Quest song: Look for
Numbers sunglasses.
How many? • song: Who is it?
CLIL and Wider World language
CLIL (shapes): circle, triangle, square,
rectangle Socio-cultural aspects
Wider World (faces in art): statue, • identifying and talking
mosaic, (painting, mask – revision about our faces
Level 1) • understanding and
respecting our differences
in appearance
Phonics • working in pairs and groups
/eɪ/, /iː/ (tail, rain, snail, wait, see, feet, • learning about different
week, sheep) artwork styles from
around the world
• Arts and crafts: making picture cards, drawing Learning strategies
faces, making a cut and play face, making a • using previous knowledge
shapes picture, making an abstract style portrait, • asking and answering questions
researching portraits from around the world • following instructions
• Music: songs and chant • logical thinking: deducing information from
• Maths: using numbers to sequence, learning pictures and text, playing a guessing game, using
about shapes the process of elimination to reach an answer
• Social science: describing people, finding out • critical thinking: identifying and comparing
about different art styles from around the world • using art and craft
• Language skills: giving information, following • predicting the outcome of a story
instructions, acting out a story, playing games • reflecting on learning and self-evaluation
120

Basic competences
instrument for communication (Lesson 1 to 10) for working together and codes of conduct (Lesson
Knowledge and interaction with the physical world: 1 to 10); Describe people and respect differences in
Give a physical description of self and others (Lesson appearance (Lesson 1 to 5, 8)
1 to 5); Understand shapes in the world around us Cultural and artistic competence: Develop and value
(Lesson 7); Learn how we represent ourselves in initiative, imagination and creativity (Lesson 5, 7, 8); Use
different forms of art (Lesson 1, 2, 8) shapes to make pictures (Lesson 7); Raise awareness
Mathematical competence: Use numbering to of different artwork styles (Lesson 8); Make a collage
complete a task (Lesson 1 to 10); Identify and use Learning to learn: Reflect on what has been learnt
shapes (Lesson 7) and self-evaluate progress (Lesson 10)
Processing information and digital competence: Autonomy and personal initiative: Develop one’s own
Use Active Teach; Use Tropical Island Online World criteria and social skills (Lesson 1 to 10)
(Lesson 1 to 10)
Skills
Listening Speaking
• can understand chants and songs • can identify parts of the face
• can understand and identify parts of the face • can describe facial features and style of hair
• can understand adjectives describing hair • can give instructions for others to follow
• can follow instructions • can act out a story
• can understand and respond to questions
THUMBNAIL TO BE PLACED
• can pronounce ai and ee correctly
• can understand a story • can use language to play a game
• can understand and identify shapes
• can understand and identify different types of portrait Taking part in conversations
• can describe self and others using have got
Reading • can ask and answer using have got
• can read and understand captions of key words • can give and follow instructions from others
• can read and understand chant and song text
• can read and understand speech bubbles Writing
• can read and understand sentences • can write key words
• can identify a picture from a written description • can write key words or phrases in a sentence
• can follow speech bubbles in a picture story • can write guided sentences
• can blend individual sounds and letters to create words • can write a personalisation text
• can read and understand a cultural text about
portraits from around the world

• Do a jigsaw face activity. pupils a copy of the Unit letter (Active Teach). This
• Make sock puppets. explains what pupils are going to learn in this unit.
• Take part in a penpal scheme. • Home-school link. Pupils find pictures or photos of
• Look for and record shapes found inside the people from different nationalities and talk to their
classroom and in the world around us. families about them (Lesson 5).
• Prepare a mini PowerPoint presentation. • Craft activities. Pupils can take home their sock
• Suggested photocopiables: puppets, their shapes pictures or face collages and
4.1 Read and draw what’s missing. the African-style mask they made.
4.2 Make a set of adjectives cards. • Music. Pupils can teach their parents the songs and
4.3 Complete speech bubbles in a story. rhymes from the unit.
4.4 Make a set of mini-story cards. • Grammar Booklet and Reading and Writing Booklet.
4.5 Make a set of phonics picture and wordcards. Pupils take these home to show their parents.
4.6 Make a set of shapes word and picture cards. • Portfolio. Encourage pupils to show their parents
4.7 Make an African-style mask. their portfolio when they finish Unit 4.
Evaluation
121

4 My face
Lesson 1 My face
Lesson aims
1 Lis en and poin .
To present and practise new vocabulary (parts of 2:01
the face)
Target language
face, eyes, ears, nose, mouth, hair
eyes
Materials nose
Active Teach; Audio CD; Wordcards (Parts of
the face)
Optional activity materials hair
ears
Photocopiable 4.1; four pieces of paper for each pupil
to play Bingo mou h
Starting the lesson 2 2:02 Lis en and repea .
• Draw a monster with a multiple number of body parts 3 2:03 Lis en and play. Then lis en and chan .
on the board. Say some true sentences about the
monster (e.g. I’ve got four arms.) and then some false I haven’ go small eyes. She hasn’ go a big nose.
ones. Pupils wave their arms if the sentence correctly I’ve go big eyes. She’s go a small nose!
describes the monster and stamp their feet if it is She hasn’ go small eyes. I haven’ go shor hair.
She’s go big eyes. I’ve go long hair!
incorrect.
• Ask pupils (L1) what they remember from the Quest I haven’ go a big nose.
I’ve go a small nose!
She hasn’ go shor hair.
She’s go long hair!
so far. Remind them that Lindy, Joe, Pippin and
Grandad just passed a party on the beach and are 40 Lesson 1 vocabulary ( he face) AB p.3 8
getting closer to the castle. M04_ISLA_PUB_02GLB_0386_U4.indd 40 02/04/2012 10:34


Presentation
• Ask pupils to look at the main illustration while you
• Ask questions (L1) about the illustration. Ask which play CD2:01.
character they can see (Princess Emily). Ask Where’s • Then play the recording again. Pupils listen and point
Princess Emily? (She’s in the garden.) Point to the to each part of the face as it is mentioned.
empty cage and ask pupils who they think the cage • Ask Is Emily happy? (No, she isn’t.) Ask pupils why
belongs to (it’s Pippin’s cage). Focus on the differences (she doesn’t like her portrait).
between Emily’s appearance and the artist’s portrait
of her. Ask if they think Emily is going to be pleased 2 2:02 Listen and repeat.
with the portrait.
• Ask (L1) what pupils think they are going to learn in •Play CD2:02. Pupils listen and repeat the words,
while pointing to their own facial features. Then play
this unit (parts of the face). Indicate your face and say
CD2:02 again. Pupils listen and read the vocabulary
This is my face.
labels on the main illustration.
• Teach the parts of the face. Touch various parts of
• Pupils then read the labels in pairs. They take turns
your face and say Touch your (ears). Continue with
to each read a label. Their partner points to the label
eyes, hair, mouth and nose. Then begin again but make
and touches the corresponding part of his/her face.
intentional mistakes, e.g. touch your nose, but say
Touch your mouth. Ask pupils to correct your mistakes.
Practice
• Divide the class into two teams. Stick the wordcards
(face) on the board. Call two pupils to the board
to draw the correct picture below each word. The
pupil who draws the fastest/best wins a point for
his/her team.
122

4
Ending the lesson
• Divide the class into pairs. Tell pupils to pretend they
are looking into a mirror. Say Touch your nose. Pupils
touch his/her partner’s nose.
I haven’ go small eyes. I’ve go He/She hasn’ go a big nose.
big eyes. He’s/She’s go a small nose. (For Key, see p.142. For Audioscript, see pp.142–143.)
Have you go a small nose? Yes, I have. / No, I haven’ .
Has he/she go a small nose? Yes, he/she has. / No, he/she hasn’ . OPTIONAL ACTIVITIES
Photocopiable 4.1 Pupils read and draw the
missing facial features. See Active Teach.
Drawing game – Alternative Bingo See p.266.
Flashcard game – What’s missing? See p.265.
NOTES
4 2:04 Lis en and draw. Then draw yourself and say.
girl me
I haven’ go small
eyes. I’ve go big eyes.
2:05
Have you go
Look for sunglasses oday. long hair?
A reasure ches , a presen ,
a pho o, a key and sunglasses!
Yes, I have.
Find sunglasses oday!
Lesson 2 grammar (I haven’ go big eyes. He/She hasn’ go a big nose.) AB p.39 41
Chant
ask pupils to listen for any facial features they hear
in the chant. Then play the chant again. This time ask
pupils to point to the correct part of their face when
they hear it mentioned in the chant.
• Allocate each pupil a different facial feature from the
chant. Then play the chant again, pausing after each
line. Pupils who hear their facial feature in that line
stand up and change places.
1 Look and write.

• Pupils label the parts of the face, choosing and
copying from the word bank.
123

4
Lesson 2
Lesson aims
My face
Target language
I haven’t got small eyes. I’ve got big eyes.
He/She hasn’t got a big nose. He/She’s got
a small nose. eyes
Have you got a small nose? Yes, I have./ nose
No, I haven’t.
Has he/she got a small nose?/ Yes, he/she has./
No, he/she hasn’t.
hair
ears
Materials
Audio CD; Flashcards (Facial features) mou h

Blindfold and cardboard cut-outs for the game;
Grammar Booklet 2:02
Starting the lesson I haven’ go small eyes. She hasn’ go a big nose.
I’ve go big eyes. She’s go a small nose!
• Remind pupils of the parts of the body. Say Touch your She hasn’ go small eyes. I haven’ go shor hair.
(feet). Pupils touch the correct part of their bodies as She’s go big eyes. I’ve go long hair!
you say the words. Pupils can also do this in pairs. I haven’ go a big nose. She hasn’ go shor hair.
• Show the flashcards (face) in turn. Either say the I’ve go a small nose! She’s go long hair!
correct word or one that does not correspond with 40 Lesson 1 vocabulary ( he face) AB p.3 8
the picture. For example, show the eye flashcard and

say A nose. Pupils say Right or Wrong. M04_ISLA_PUB_02GLB_0386_U4.indd 40
02/04/2012 10:34
Pupil’s Book pages 40–41 Look!
Presentation • Pupils read the sentences in the Look box while you
read the sentences out loud. Then read the sentences
• Revise big/small and long/short. Draw two faces again, asking pupils to listen and repeat after you.
on the board with hair and eyes only. One face has • Say similar sentences about Princess Emily, the artist
got long hair and big eyes; the other has got short and the painting for pupils to listen and say who they
hair and small eyes. Point to the eyes and elicit big are, e.g. He hasn’t got long hair. He’s got short hair.
eyes/small eyes. Do the same with long/short hair. (The artist.) Pupils can then do this activity in pairs.
Continue by drawing the remaining facial features
saying, big ears/small ears as you draw. Practice
• Now point to the features individually and say He
hasn’t got (small) eyes. He’s got (big eyes). Make sure 4 2:04 Listen and draw. Then draw yourself
pupils understand the use of the negative sentence. and say.
Repeat with the other facial features on the drawings.
• Pupils look at the outline of the face on the left,
labelled girl. Play CD2:04. Pupils listen and draw the
3 Listen and play. Then listen and chant.
facial features. Check by asking a pupil to describe the
2:03
• Remind pupils that Emily is very angry because the face using She’s got ...
painting doesn’t look like her. Play the chant (CD2:03).
Pupils point to the features in the painting and on KEY Check that pupils have drawn big eyes, a small
Emily as they listen. Play the recording again for pupils nose, a small mouth, big ears and black hair.
to join in with the words.
• You can also use the karaoke version of the chant.
• Pupils then choose facial features for the face labelled
me and dictate them for a partner to draw. Use the
speech bubbles on the page as a model.
124

4
3 Look, read and circle.
• Pupils read the questions and look at the pictures.
They then circle the correct answer to each question.
I haven’ go small eyes. I’ve go He/She hasn’ go a big nose.
big eyes. He’s/She’s go a small nose.
Ending the lesson
Have you go a small nose? Yes, I have. / No, I haven’ .
Has he/she go a small nose? Yes, he/she has. / No, he/she hasn’ . • Draw a large face on the board with eyes, nose, etc.
Make sentences about the face using big/small/long/
short. Say He/She’s got big eyes. Pupils say Right or
Wrong. Alternatively, ask pupils to draw a silly face on
a piece of paper and label the parts of the face.
OPTIONAL ACTIVITIES
Drawing game – Stick the nose on the face
See p.266.
4 2:04 Lis en and draw. Then draw yourself and say.
girl me
NOTES
I haven’ go small
eyes. I’ve go big eyes.
2:05
Have you go
Look for sunglasses oday. long hair?
A reasure ches , a presen ,
a pho o, a key and sunglasses!
Yes, I have.
Find sunglasses oday!
Lesson 2 grammar (I haven’ go big eyes. He/She hasn’ go a big nose.) AB p.39 41
Quest

• Ask which of Princess Emily’s things pupils found in
the first three units (the present, the photo and the
key). Ask them to look at the main illustration and
guess what the fourth Quest item is. Then play the
Quest song (CD2:05) for pupils to listen and learn
sunglasses.
• Pupils find the sunglasses in the main illustration
and circle them. (They are on top of the wall above
the artist.)
2 Read. Then look and write 1 or 2.

• Pupils look at the pictures and read the sentences.
They decide which picture each sentence describes
and write 1 or 2 in the boxes provided.
125

4
Lesson 3 Song
Lesson aims 6 2:07 Listen, find and write. Then sing.

To present and practise new vocabulary (adjectives
describing hair) • Ask pupils (L1) what they see in the picture (a puppet
theatre with three puppets, performing the story
Hansel and Gretel). Point and ask about the different
Target language puppets, e.g. Has he got dark hair? (Yes, he has.)
long, short, curly, straight, dark, blond, neat, messy • Play CD2:07. Pause after each verse for pupils to
find the picture of puppet being described. Play
Materials
the recording again, pausing for pupils to write the
Active Teach; Flashcards (Adjectives describing hair);
missing adjectives into the song.
Wordcards (Adjectives describing hair);
Audio CD • Then play the recording again. Pupils sing along,
following the text in their books. They can also point
Optional activity materials to their own facial features, while they are singing.
Materials for making a sock puppet; Reading and When pupils are confident with the song, you can
Writing Booklet; Photocopiable 4.2; Photocopiable 4.3 divide them into three groups, to sing a verse each.
You could also play the karaoke version of the song
for pupils to sing along to. (See Active Teach.)
Starting the lesson • Describe the characters in the song. Say He’s got brown
eyes. Pupils guess who you’re describing each time.
• Play a drawing game. Use the board or large sheets of
paper. Volunteer two or three pairs of pupils. Dictate
a face for the pupils to draw and colour as quickly as
possible. Say, e.g. He’s/She’s got small eyes. They’re • Pupils cut out the eyes, ears, noses and mouths.
green. He’s/She’s got big ears. He’s/She’s got long hair. Say It’s a (big) (nose). and pupils show you the correct
The winner is the first pair that completes the drawing picture.
correctly. • Pupils then work in pairs. One describes two faces
to their partner, e.g. He’s got green eyes, etc. The
partner listens and positions the features to match.
Pupils then check the descriptions and faces.
Presentation
• Remind pupils of the adjectives they already know
to describe hair. Ask Who’s got short hair? Who’s 4 Read and circle.
got long hair? Pupils put their hands up. Then use the
adjectives flashcards to teach the new vocabulary. • Pupils look at the pictures and circle the correct
Hold up each card and say the word. Then hold up the adjectives in the sentences.
cards again. Pupils who have got that kind of hair put
up their hands. 5 2:08 Listen and tick (✓). Then draw.
5 Listen and repeat. • Pupils listen to the boy describing his sister and tick
(✓) the type of eyes, nose and hair they hear him
2:06
• Pupils look at the pictures and read the captions at describe (CD2:08). Pupils then draw the correct
the top of the page while you play CD2:06. Then play features onto the face outline.
the recording again. Pupils listen and repeat.
• Attach the adjectives flashcards to the board. Then Ending the lesson
hold up the adjectives wordcards one by one. Ask
pupils to read them, then come and attach them on • Pupils can write another verse for the song as a class
or in groups. They can draw a picture of the new
the board next to the correct flashcard.
character/puppet their verse is based on. Sing the
• You can then use the flashcards and wordcards to play
song again, adding the new verse(s). You could use the
a matching game. Distribute the cards to different
karaoke version of the song for this.
pupils in the class. Pupils have to mingle to find their
matching pair.
126

a b c d
long shor curly s raigh

e g h
dark blond nea messy
6 2:07 Lis en, find and wri e. Then sing.
Who is i ? Who can i be? He’s go brown eyes,

Who is i ? Lis en o me! And a small nose,
She’s go blue eyes, He’s go a big mou h,
And a small nose, And ,
She’s go small ears, hair.
And long , Who is i ? Who can i be?
hair. Who is i ? Lis en o me!
Who is i ? Who can i be? She’s go green eyes,
Who is i ? Lis en o me! And a big nose,
She’s go big ears,
And ,
hair.
uts
Cut-o
p.109
42 Lesson 3 vocabulary (adjec ives) AB p.40
OPTIONAL ACTIVITIES Photocopiable 4.2 Pupils make a set of adjective

Sock puppets Pupils make their own sock puppets cards. See Active Teach.
or masks using old socks, paper plates, wool, Photocopiable 4.3 Pupils complete a puppet play
buttons, colourful paper, glitter, etc. They describe based on the traditional story of Hansel and Gretel.
their puppets or masks to the class, e.g. This is See Active Teach.
(name). She’s got long hair and blue eyes. Reading and Writing Booklet p.10. (For Key, see
Flashcard game – Face race See p.265. TB p.256.)
127

4
Lesson 4 • Pupils can then play a guessing game in pairs. Use the
speech bubble to model the language they will need.
Lesson aims Pupils take turns to describe one of the children for
To present and practise the new structures their partner to guess.
Target language
Skills
My/His/Her hair is curly.
Materials 8 Look, write, and circle.
Flashcards (Parts of the body and face, Adjectives);
Audio CD • Pupils look at the pictures. Ask Who are they?
(A family.) Ask pupils to describe each person’s hair,
Optional activity materials e.g. Grandad: his hair is short and grey. Encourage
Slips of paper for the reading game; Grammar Booklet pupils to use the personal pronouns his and her.
• Pupils complete the sentences with the correct names
and circle the correct pronoun.
Starting the lesson • Check by asking, e.g. Who is it? (1 It’s Grandad.
His hair is straight and grey.) Pupils can then ask and
• Play the recording of the song from Lesson 3 (CD2:07). answer the same questions in pairs.
Pupils point to the correct parts of their own faces as
they hear them on the recording.
KEY 1 It’s Grandad. His hair is straight and grey.
• Put the flashcards (Parts of the body and face,
2 It’s Aunt Jane. Her hair is dark and curly.
Adjectives) in a bag. Play some music and ask pupils
3 It’s Tom. His hair is short and curly.
to pass the bag around while music is playing. Stop
4 It’s Emma. Her hair is long and straight.
the music. The pupil who is holding the bag picks out a
card and identifies the picture. Repeat several times.
6 Listen and circle. Then look and write.
Presentation 2:10
• Describe your own hair, e.g. I’ve got (long, dark) hair. • Ask questions about the pictures, e.g. Is Granny’s hair
long? (No, it isn’t.)
True or false? Pupils answer True. Then say Yes, my
hair is long and dark. Then point to a boy in the class • Play CD2:10. Pupils listen and circle the correct words.
They then look at the pictures again and choose and
and elicit He’s got (short, curly) hair. If pupils describe
write the correct character’s name in the sentence.
his hair correctly, confirm their description by saying,
Yes, his hair is short and curly. Repeat with a girl in 7 Look at Activity 6 and write.
the class to revise She’s got ... and introduce Her
hair is ... • Pupils complete the first four pairs of sentences
with the correct adjectives from Activity 6. Read
Look! the example sentences for Granny. Make sure pupils
understand the two different structures used and the
• Pupils read the examples in the Look box while you use of and or a comma in the sentence (Granny’s hair
read the sentences out loud. Then read them again,
is short and curly./Granny has got short, curly hair.)
pausing for pupils to repeat. Pupils can then describe
their own hair and that of other pupils in the class. • Pupils then complete the fifth pair of sentences about
their own hair. Answers will vary.
Practice Ending the lesson
7 2:09 Listen and number. Then say. • Play a game of Can I cross the river? See p.268.
• Pupils look at the four children. Point to each picture
and say, e.g. Look at picture a. Has he got long hair?
(No, he hasn’t.)
Pupils can now go online to Tropical Island and
find the chair that Pippin is holding on the Pupil’s
Play the recording again if necessary.
Book page. (It is next to the desk in the reception
area of the prison.) When pupils click on the chair,
KEY 1 c, 2 d, 3 a, 4 b
they are taken to a supplementary language game
based on the vocabulary in this unit.
• Play the recording again, pausing for pupils to repeat
the sentences.
128

I’ve go curly My hair is
7 2:09 Lis en and number. hair. curly.
Then say.
He’s/She’s go His/Her hair
a b
long hair. is long.
He’s go messy hair.

His nose is small.
c d
8 Look, wri e, and circle.
Grandad Emma Tom Aun Jane

1 Who is i ?
I ’s Grandad . ( His / Her ) hair is s raigh
and grey.
2 Who is i ?
I ’s . ( His / Her ) hair is dark and curly.
3 Who is i ?
I ’s . ( His / Her ) hair is shor and curly.
uts 4 Who is i ?
Cut-o
I ’s . ( His / Her ) hair is long and s raigh .

p.109
Lesson 4 grammar (My hair is curly.) AB p.41 43
OPTIONAL ACTIVITIES
Reading game Write sentences on slips of paper, Pupils then take turns to pick a sentence, read it and
using He’s/She’s got or His/Her is and adjectives give it to a pupil who it describes. With stronger
to describe hair, e.g. She’s got long hair. His hair classes, ask pupils to write the sentences.
is short and dark. These sentences should describe Grammar Booklet p.11. (For Key, see TB p.257.)
pupils in the class. Put the slips of paper into a bag.
129

4
Lesson 5 Values
Lesson aims • Draw pupils’ attention to the values topic shown at

the bottom of the page (Respect differences.) Use the
photos you have brought to class to introduce this
To understand the value of respecting differences
theme. Display the photos on the board and say
Recycled language We are all different. But we are all friends. We need
Parts of the body, Colours to respect differences.
big/small • Pupils can then describe how they are the same and
He’s got ... different from other pupils in the class, e.g. I’ve got
He’s ... dark hair and brown eyes. My hair is dark. My friend
has got blond hair. His eyes are blue.
Materials
Active Teach; Audio CD; Unit 4 Story cards; • Note. Make sure this topic is handled sensitively. Use
hair and eye colour as the main vehicle for contrast,
photos and pictures of people from different races
and make sure that no pupil will be singled out in
and nationalities
particular by this comparison. Emphasise the fact that
Optional activity materials we are all equal despite our differences.
8 Read and circle. Then colour.

Starting the lesson
• Remind pupils of the story from Unit 3. Ask pupils • Pupils read the sentences and circle the correct words
that describe Pippin’s features. Pupils then colour the
(L1) which new character was introduced in the
picture of Pippin in the poster. They can do this from
story (Frank, the exercise instructor). What were the
memory, or by checking in the Pupil’s Book.
children doing in the story? (An exercise routine.) Who
was really calling out the actions? (Pippin.) 9 2:12 Listen and number.
Story Ending the lesson
• Before pupils open their books, show the story cards • Divide the class into six groups. Give each group one
for Unit 4 in turn and ask the questions from the
word from the story (eyes, head, mouth, nose, red and
‘Before reading the story’ section written on the back
blue). Play the story recording (CD2:11). Pupils stand
of each card.
and wave their arms when their word is mentioned.
Alternatively, create actions to go with each word,
e.g. moving the head for the word head; opening and
2:11
• Pupils look at the story pictures in the book. Ask closing the mouth for the word mouth, etc. Pupils do
questions about the pictures. Who’s this? Teach the the actions in groups or as a class when they hear the
word police officer by pointing to the pictures and words.
asking Who are they? (Police officers.) How many (For Key, see p.142. For Audioscript, see pp.142–143.)
police officers can you see?
• Play the story on the recording (CD2:11) and ask
OPTIONAL ACTIVITIES
pupils to follow in their books.
Hidden text Cover the sentences written inside the
• Check pupils’ understanding of the story by asking the
speech bubbles on the story cards and stick them
questions from the ‘After reading the story’ section
on the board. Divide the class into groups and give
on the back of the story cards. Be sure that pupils
each group a piece of paper. Challenge groups
understand that Emily is asking the police to help find
to write the text for each speech bubble without
Pippin.
looking at their books. Now uncover the real text.
• Play the recording again, pausing after each line for
Pupils check to see how well they’ve done.
pupils to repeat the words of each character.
• Invite three or more pupils to the front of the class to
Home-school link Pupils find photos and pictures of
act out the story. Pupils can read the lines while other
people from different nationalities, and talk to their
pupils act them out, or ask pupils to say the lines from
family about them.
memory. When acting out, encourage pupils to use
tone of voice and expressions to match those in the
pictures.
130

1 2 … and a big
He’s got big
eyes … head.
He’s got a small

3 mouth and a 4 And he’s red
big nose. and blue.
Red and
5 blue? 6
HE’S MY
PARROT!
Eh?
Respec differences. Talk to your family about

differences.
44 Lesson 5 s ory and values (respec differences) AB p.42

A penpal scheme Encourage pupils to find a
penpal from a different country and start a
correspondence. There are numerous penpal
schemes you can research on the internet.
TB p.256.)
131

4
Lesson 6 Practice

To learn the sounds and letters ai and ee; • Play the sound blends on CD2:15, while pupils follow in
their books, pointing to the different sound squares as
they sound out the words. Play the recording again,
Target language pausing for pupils to listen and sound out the words
tail, rain, snail, wait, see, feet, week, sheep with the recording.
Materials • Pupils then work in pairs taking turns to sound out
the words for each other to find and point to on
the page.
Phonics cards: ch, sh, th, ng, nk, ai, ee; 13 Underline ai and ee. Read the words aloud.
Wordcards: tail, rain, snail, wait, see, feet, week, sheep
Optional activity materials • With books closed, attach one of the wordcards to the
board, e.g. snail. Ask a pupil to read the word out. Ask
Photocopiable 4.5; Phonics envelopes with the
another pupil to come and point to the target letter
picture cards and letter tiles pupils made in Level 1
sounds in that word. Then ask pupils to open their
books. They find the same word on the page
(number 3), underline the letters ai and then read the
Starting the lesson
word aloud to their partner. Do the same with the
• Use the large phonics cards to review the sounds and other sample words.
letters from Units 1 to 3. Show the cards in random
order and ask pupils to say the sounds. Start slowly
and then increase the speed. 10 Read the words. Circle the pictures.
• Attach the phonics cards to the board. Say individual
sounds and ask pupils to come and touch the correct • Pupils read the words in the word bank aloud. They then
letters. Then blend out different words: pink, long, find the correct details in the picture and circle them.
rich, bath, ship. Ask pupils to come and put the letters
in the correct order and blend out the words. 11 2:16 Listen and link the letters.
Pupil’s Book page 45 • Play CD2:16. Pupils listen and follow the sound trail,
Presentation
10 Listen.
2:13
• Play CD2:17. Pupils listen and write the words.
• Use the procedure outlined in Unit 1, Lesson 6 to
introduce the new letters and sounds ai (/eɪ/) and ee 13 2:18 Read aloud. Then listen and check.
(/iː/).
• Explain that these sounds are usually found in the • Pupils look and read the sentences aloud. Then play
CD2:18. Pupils listen and compare this version to their
middle of words.
• Ask pupils to open their books and look at the letters
at the top of the page. Play CD2:13 a couple of times,
while pupils point to the letters in their books.
Ending the lesson
11 2:14 Listen, point and say.
• Play CD2:14, pausing after each sound for pupils to • Play a game of Two too many. See p.269.
point to the correct letter(s) and repeat. Repeat as
necessary.
For the next lesson
• Explain (L1) that the next lesson will be about shapes.
Ask pupils to bring in coloured paper or card to use
for craft activities. This can include old birthday or
Christmas cards, old magazines, etc.
132

10 2:13 Lis en.
1
ai 2
ee
1 ai l ail 2 r ai n rain
3 sn ai l snail 4 w ai wai
5 s ee see 6 f ee fee
7 w ee k week 8 sh ee p sheep
13 Underline ai and ee. Read he words aloud.
1 fee 2 rain 3 snail
4 sheep 5 ail 6 week
Lesson 6 phonics (ai, ee) AB p.43 45
OPTIONAL ACTIVITIES
Phonics game – Whispers See p.269.
133

4
Lesson 7 • Pupils work in pairs. They count the shapes in each
photo and write the number in the boxes. Check
Lesson aims the activity by asking, e.g. Look at the pizza. How
To integrate cross-curricular content into the many circles?
English class
KEY 1 sixteen circles (and one for the pizza base)
Cross-curricular focus
2 one triangle, two squares, two rectangles
Maths (shapes)
3 three triangles, four squares, one rectangle,
Target language one circle
circle, triangle, square, rectangle, shapes
Materials Activity Book page 44
Active Teach; Flashcards (Toys); Cross-curricular
poster; Audio CD; coloured paper and card for mini- 14 Count and write.
project (including any brought in by pupils)
• Pupils count the shapes in the figure and write the
Optional activity materials correct number below each shape. Pupils compare
Photocopiable 4.6 their answers in pairs. Check the activity by asking
questions, e.g. How many squares can you see?
Starting the lesson 15 2:20 Listen, look at Activity 14 and circle.

• Hand out several flashcards (toys) from Unit 1. • Play CD2:20. Pupils listen to the sentences describing
Go around the class asking What have you got? the figure and circle yes or no, depending on whether
(I’ve got a boat.) Now ask pupils to hide his/her card. the sentences are true or false.
Ask the class to recall which card each pupil has got. • Pupils can also correct any of the false sentences.
Ask Who’s got the (boat)?
16 Draw. Use the shapes in Activity 14.
Then write.
Presentation • Pupils draw their own simple shapes picture, using
circles, triangles, squares or rectangles. They then
• Use the cross-curricular poster or draw a circle, a label the picture.
triangle, a square and a rectangle on the board. Point
and say This is a (circle). Pupils repeat. Ask pupils to
Mini-project
guess what the lesson is going to be about and teach
the word shapes. • Pupils make a shapes collage, using coloured shapes
cut from the coloured paper, card or magazines they
14 2:19 Listen and point. Then say. have brought to class. Divide the class into groups and
give each group a poster-sized piece of paper, scissors,
• Pupils look at the photos of the girl. Ask questions, e.g. glue and paper or card. Encourage pupils to cut shapes
Look at her picture. What is it? (A face.) How many
in different sizes and colours. Pupils then work together
triangles has she got? (Two.) What colour is the
to create their collages. When they have finished, they
rectangle? (Purple.)
can have a look at the ones made by other groups.
• Play CD2:19. Pupils listen and point to the photos
Pupils ask each other, e.g. What is it? How many circles
as they are mentioned. Then call out the different
can you see? What colour is this triangle? etc. These
shapes. Pupils say the number of the photo the shape
collages can be displayed on the classroom wall.
is first found in.
• Play the recording again. Pupils listen and repeat. • Alternatively, pupils can work individually, making
smaller shapes pictures on a piece of A4 paper. They
• Write the shape words on the board. Ask pupils to
can label these and add them to their portfolio.
draw the correct shape next to each word. Then say
the words while pupils make the correct shape with
Ending the lesson
their fingers.
• Allow pupils some time to find shapes around the
Practice classroom. These could be a rectangular board,
square windows, round clocks, etc. Ask them to
15 Count and write. keep a list (using pictures rather than words) of the
things they find. To expand the activity, take the class
• Ask pupils to look at the photos and identify the outside and look for shapes in nature.
shapes they can see, e.g. Look at the pizza. What
(shapes) can you see? (Circles.)
134

1 2 3
circle riangle square
4 5 I ’s a face.
rec angle
15 Coun and wri e.
circles riangles riangles

squares squares
rec angles rec angle
h
icture wit
Make a p hapes,
s
different olours. circle
s an d c
size
46 Lesson 7 ma hs (shapes) AB p.44
OPTIONAL ACTIVITIES
Coloured shapes Cut out shapes of different sizes got a big (square)? Invite pupils to the board to
from coloured paper in various colours. Hand out make a face using the shapes.
the shapes to different pupils. Pupils say what Photocopiable 4.6 Pupils play a game of Find the
they’ve got: I’ve got a big (circle)./I’ve got a (red) matching shape. See Active Teach.
triangle. Now ask Who’s got a red (circle)? Who’s Team game – Name the shape See p.268.
135

4
Lesson 8 Practice
Lesson aims 17 Make a face collage!

English class • Ask pupils to look at the pictures. Tell pupils they are
going to make a face collage. Point to the pictures
Cross-cultural focus showing them how to make the collage and read the
Faces in art captions.
Target language • Pupils then make the collage in pairs or groups.
They cut out different facial features from magazine
mosaic, statue, man, woman
pictures of people and stick them together to make a
cut, stick, write
distorted face, as if from an abstract painting. Pupils
Materials can then write a description of their face.
Active Teach; postcards or portraits downloaded
from the internet; CLIL poster; a world map or globe; Mini-project
magazine pictures of faces for the collage
• Pupils can find out and write about more examples
Optional activity materials of portraits from around the world. They can either
Pictures cut into pieces for the jigsaw activity; choose from the pictures you have brought to class,
Photocopiable 4.7 or they can find their own pictures for homework and
bring them to class. They choose and write about one
picture, using the example texts in the Pupil’s Book.
Starting the lesson • They can then stick their picture and text onto a
sheet of paper to add to their portfolio, or the sheets
• Play the chant from Lesson 1 (CD2:03). Pupils touch can be collated together to make a class art file.
the part of his/her face as it is mentioned.
Alternatively, pupils can combine their pictures and
Pupil’s Book page 47 texts to make a class poster.
Presentation
• Use postcards, pictures and the cross-curricular 17 Read and circle.
poster to introduce the theme of faces in art. Include
a variety of types of portraiture from around the • Pupils look at the pictures and circle the correct words
in the captions.
world, e.g. paintings, drawings, mosaic, sculpture,
masks. Revise painting, drawing, sculpture, collage, 18 Colour and write. Then make a mosaic.
mask and teach the new words mosaic and statue.
Also teach man and woman. Ask questions, e.g. Is it • In picture 1, pupils colour in the dotted mosaic tiles to
a painting? Who is it? Is it a man or a woman? What form a picture of a parrot. They then write this word
colour is her hair? Is it long? etc. See if pupils can into the caption.
name any famous artists. • In picture 2, pupils create a mosaic picture, by
• Note. If you do not have postcards or pictures, use colouring in their own choice of tiles.
the photos in the Pupil’s Book.
Ending the lesson
16 Read and write the number.
• Play a game of Guess the portrait. Attach pupils’
• Pupils look at the photos. Ask, e.g. What’s number 1? pictures and text from the mini-project to the board,
(It’s a painting.) Is it a man or a woman? (It’s a woman.) and number them. (Alternatively, use any portraits you
• Read each text (a–d) aloud. Pupils guess which have brought to class.) Describe one of the portraits,
artwork each one is describing. e.g. It’s a man. He’s got red hair and blue eyes.
• Pupils then read the texts again in pairs and match He’s got a hat. Pupils say the number of the correct
them to the correct photos. portrait. Pupils can also play this game in pairs.
KEY 1 d, 2 b, 3 a, 4 c
• If you have a world map or globe, show pupils where

Africa is. You could also show them where Easter
Island is (where the statue is from). Ask (L1) who
has heard of Picasso and which country he was from
(Spain). Pupils can find Spain on the map or globe.
136

Wider World
Faces in art
16 Read and wri e he number.
1 2 3 4
a c
This is a mosaic. It’s a woman. She’s
This is a statue of a head. You can see
got short, dark hair. She’s got big
two eyes, a nose and a mouth. You
eyes and a red mouth. Her eyes are
can see an ear. The statue is brown.
brown.
b d
This is a mask. It’s from Africa. It’s This is a painting of a woman. She’s
red, black and white. It’s a man. He’s got long, brown hair. She’s got big
got big eyes and a big mouth. You can brown eyes. She’s got two ears. Her
see his teeth! mouth is small.
1
ut
write abo
Find and ples of art
m
17 Make a face collage! more exa d the world.
A KE
M
ro m aro un
f
1 2 3 4
cu s ick wri e
Lesson 8 wider world (faces in ar ) AB p.45 47
OPTIONAL ACTIVITIES
PowerPoint presentation If you have access Team game – Jigsaw faces See p.268.
to computers, and the correct software, pupils Photocopiable 4.7 Pupils use the template to create
can present the mini-project as a PowerPoint an African-style mask. See Active Teach.
presentation. They scan their chosen pictures and
input the text onto a computer.
137

4
Lesson 9 TPR

To add to the Picture Dictionary • Play a miming game with the actions from Unit 3.
Finish by saying, Touch your eyes. Stick the shapes
Revision language around the room. Say Point to a circle. Pupils point to
Parts of the face, Adjectives, Shapes the circle shape or a circular object in the classroom.
It’s a (nose.) Continue with the other shapes.
He’s/She’s got (long hair). • Play CD2:22. Pupils listen and follow the instructions
His/Her ears are big. with you. Repeat as necessary.
Materials • Invite a volunteer to the board. Play the recording
again and ask the pupil to occasionally make some
Audio CD; a dice and counters per pair of pupils;
mistakes, e.g. touch eyes instead of ears. The rest of
Flashcards (Parts of the body, Adjectives describing
the class claps when he/she does the action correctly
hair); Cut-out shapes; Wordcards (Numbers 1 to 5)
and stamps their feet when he/she makes a mistake.
Optional activity materials Continue with other volunteers.
19 Read and write.

Starting the lesson
• Use the flashcards and shapes to revise vocabulary. • Pupils look at the picture of the girl clown and read
the questions. They write the answers Yes, she has./
Say What’s this? (Hold up mouth.) Is it a mouth?
No, she hasn’t.
(Yes, it is.) Look at his/her hair. Is it short? (Yes, it is.)
Invite pupils to ask the questions. 20 Draw. Then read and write.
• Draw a face on the board with the facial features in
various sizes. Call on volunteers to label the picture • Pupils complete the drawings of the children’s
with a long nose, small eyes, etc. hairstyles. They then read the descriptions of the
children and write who it is each time.
Game
• Write the three category headings on the board
18 2:21 Listen. Then play. (My face, My hair and Maths). Hold up the flashcards
for the unit and the shapes. Pupils say the word and
• Choose one of the people on the game board and attach the flashcards to the board under the correct
describe his/her facial features, e.g. She’s got long
heading.
hair. Pupils find the correct person and say one more
sentence to describe him/her. (She’s got brown hair.) • Pupils then turn to the picture dictionary section
on p.107 of the Activity Book. They can complete
Repeat with a different person from the board.
the sticker activity in pairs, taking turns to read
• Then ask questions about the shapes and facial
the captions and find the stickers. Pupils can then
features on the board. What colour’s the triangle? (It’s
compare their picture dictionaries with others in
blue.) What’s this? It’s (a nose.)
the class.
• Explain the game. Pupils place their counters in the
square marked START. They use a dice and move along
Ending the lesson
the board from top to bottom right. When a pupil
lands on a part of the face or a shape, they name it, • Put the face flashcards in a pile on a table next to
e.g. It’s an ear./It’s a (blue) triangle. When they land the wordcards (numbers 1 to 5). Draw a large face
on a picture of a person, they describe their face and on the board. Invite a pupil to choose one flashcard
hair, e.g. He’s/She’s got short hair. Her eyes are big. and one number card. They draw the number of facial
Pupils move back one square for incorrect answers. features indicated on the cards (e.g. if a pupil chooses
The first pupil to land in the FINISH square wins.
a number 3 and the eyes flashcard, they draw three
• Play CD2:21 to model the language pupils will need.
eyes on the face).
They can also use the model language in the speech
bubbles. Pupils then play the game in pairs. Help as
necessary. Fast finishers can play the game again with
different partners.
138

I ’s a nose. She’s go long hair. His ears are big.
1 2 3
7 6 5 4
8 9 10 11
15 14 13 12
16 17 18
tu
to

AB p.107
OPTIONAL ACTIVITIES
Read and draw Write sentences on the board Photocopiable 4.6 Reuse photocopiable 4.6 to play
describing a face, e.g. She’s got big eyes. She’s got a a game of Shapes sequences. See Active Teach.
small nose. Pupils draw the face either on the board Reading and Writing Booklet p.12. (For Key, see
or on blank paper. TB p.256.)
139

4
Lesson 10 Activity Book page 47
Lesson aims 21 Read and circle.

To provide an opportunity for self assessment • Pupils look at the picture of the two friends and read
their names. Read the text aloud. Pupils think about
which word fits best in the sentence. Pupils then read
language of the unit
the text again in pairs and complete it by circling the
Materials correct words. Check by asking a pupil to read the
Audio CD; pictures of cartoon characters pupils know text aloud.
Optional activity materials 22 Draw yourself and a friend and write.
Online world – Tropical Island; Active Teach;
Grammar reference; Unit 4 Review; • Pupils draw a picture of themselves and one of their
Test Booklet; Grammar Booklet friends. They then write about themselves and a
friend using the text in Activity 21 as a model. Help
as necessary. Pupils can then compare their drawings
Starting the lesson and text with other pupils in the class.
• Divide the class into two teams. Call out vocabulary Ending the lesson
categories such as Face, Toys, Family, Adjectives
describing hair, Colours and Numbers. Team 1 says a • Stick up four pictures of cartoon characters that
word from that category, then Team 2 says another pupils are familiar with around the classroom (two
word. Pupils go back and forth until they’ve run out of male and two female). Say a sentence about one of
words to say. The team that said the last word wins the pictures, e.g. He’s got big eyes. Pupils touch the
a point. picture that matches that description. Encourage
stronger pupils to make up his/her own sentences to
say to the class.
20 Listen and tick (✓). • Note. If you don’t have pictures of cartoon
characters, use flashcards for this game.
2:23
• Pupils work in pairs. They look at each pair of pictures (For Key, see p.142. For Audioscript, see pp.142–143.)
and identify the differences, e.g. Number 1a. He’s got
big ears. 1b He’s got small ears.
OPTIONAL ACTIVITIES
• Play CD2:23. Pupils listen and tick (✓) the box next
to the picture they hear described. Play the recording
again for pupils to listen and check their answers.
Active Teach Pupils can watch the animated story,
Pupils can then compare their answers in pairs, asking
Episode 2.
and answering about any pictures they haven’t ticked
Grammar reference (Pupil’s Book p.99) and
yet.
Unit 4 Review (Activity Book p.99) You may wish
• Play the recording a final time, before checking by
to refer pupils to the grammar reference and review
calling out the numbers. Pupils reply by saying the
activities for Unit 4 at this point. Pupils study the
correct picture and a sentence about the person in it,
e.g. 1a. He’s got big ears.
KEY 1 a, 2 a, 3 a, 4 b, 5 a, 6 b, 7 b, 8 b
at this time.
I can
• Read the two statements with pupils and ask them favourite activity from Unit 4 and repeat it.
140

1 a b 2 a b
3 a b 4 a b
5 a b 6 a b
7 a b 8 a b
I can alk abou faces.

I can name and find shapes.
141

4
1 His, 2 dark, 3 big, 4 small, 5 big,
p.38, Activity 1 6 short, 7 dark, 8 messy, 9 small, 10 big
1 face, 2 hair, 3 eyes, 4 mouth, 5 nose, 6 ears
p.39, Activity 2
a 2, b 2, c 1, d 1, e 1, f 2
Audioscript
1 Yes, I have. 2 No, I haven’t. 3 Yes, she has. A = ARTIST E = EMILY
4 No, he hasn’t. A Red. Yes, yes. And yellow. Some pink.
Ah! It’s finished!
p.40, Activity 4 Look, Princess Emily! It’s lovely!
1 long, 2 messy, 3 short, 4 neat, 5 dark, 6 curly
E What?! Look at my face!
p.40, Activity 5 I’ve got small eyes!
Pupils should tick big eyes, small nose and long, I’ve got a big nose!
straight hair. Make sure they then use these features I’ve got big ears!
in their drawing. I’ve got a small mouth!
And look at my hair! It’s red!
p.41, Activity 6 A Oh, dear ...
1 straight/messy It’s Ruth.
2 neat/blond It’s Max.
3 short/curly It’s Granny.
4 messy/curly It’s Uncle Ed.
I haven’t got small eyes. I’ve got big eyes.
p.41, Activity 7 I haven’t got a big nose. I’ve got a small nose.
1 Granny’s hair is short and curly. Granny has got I haven’t got a big mouth. I’ve got a small mouth.
short, curly hair. I haven’t got small ears. I’ve got big ears.
2 Ruth’s hair is straight and messy. Ruth has got I haven’t got brown hair. I’ve got black hair.
straight, messy hair.
3 Max’s hair is neat and blond. Max has got neat,
blond hair. Quest song CD2:05
4 Uncle Ed’s hair is messy and curly. Uncle Ed has Stand up, jump up, come on a quest, come on a quest
got messy, curly hair. today. Turn around, sit down, come on a quest, look
5 Answers will vary. for sunglasses today.
A treasure chest, a present, a photo, a key and
p.42, Activity 8
sunglasses! Find sunglasses today!
1 big, 2 big, 3 small, 4 big, 5 red and blue,
6 Princess Emily’s
p. 42, Activity 9 Lesson 3 Activity 6 Song CD2:07

1 c, 2 a, 3 d, 4 b Who is it? Who can it be? Who is it? Listen to me!
She’s got blue eyes, and a small nose, she’s got small
p.43, Activity 11
ears, and long, long hair.
a, ee, e, ai, i, ai
Who is it? Who can it be? Who is it? Listen to me!
p.43, Activity 12
He’s got brown eyes, and a small nose, he’s got a big
1 see, 2 feet, 3 week, 4 sheep
mouth, and short, short hair.
p.44, Activity 14 Who is it? Who can it be? Who is it? Listen to me!
1 square, 7 rectangles, 3 circles, 7 triangles
She’s got green eyes, and a big nose, she’s got big
p.44, Activity 15 ears, and short, short hair.
1 Yes, 2 No, 3 No, 4 Yes
p.45, Activity 17 Lesson 3 Activity 5 (AB) CD2:08

1 mask/woman 2 mosaic/man
My sister has got big eyes and a small nose. She
p.45, Activity 18 hasn’t got a big nose.
1 It’s a parrot. Has she got short hair?
No, she hasn’t. She’s got long hair. And she hasn’t
p.46, Activity 19
got curly hair. She’s got straight hair.
1 Yes, she has. 2 No, she hasn’t. 3 No, she hasn’t.
4 Yes, she has.
p.46, Activity 20
142 1 It’s Nick. 2 It’s Ruth. 3 It’s Gigi.

4
1 I’ve got dark hair. My eyes are big. 1 see 2 feet 3 week 4 sheep
She’s got dark hair. Her eyes are big.
2 I’ve got big ears. My hair is curly.
He’s got big ears. His hair is curly. Lesson 7 Activity 14 CD2:19
3 I’ve got blond hair and blue eyes. My hair is messy. 1 I’ve got a big, blue circle.
He’s got blond hair and blue eyes. His hair is messy. 2 I’ve got a small, red triangle. It’s an eye!
4 I’ve got a small mouth. I’ve got long, curly hair. 3 I’ve got a small, yellow square. It’s a nose!
She’s got a small mouth. She’s got long, curly hair. 4 I’ve got a purple rectangle. It’s a mouth!
5 It’s a face!

1 I’ve got long, straight hair. My hair is messy. Lesson 7 Activity 15 (AB) CD2:20
Who am I? 1 Has he got three circles?
2 I’ve got neat, blond hair. My hair is short and 2 Has he got two squares?
straight. Who am I? 3 Has he got eight triangles?
3 I’ve got short, curly hair. My hair is dark. 4 Has he got seven rectangles?
Who am I?
4 I’ve got messy, long hair. My hair is curly.
Who am I? Lesson 9 Activity 18 CD2:21
BOY Two! One, two ... Her nose is big. Her hair is
long. She’s got a big nose and long hair!
Lesson 5 Activity 9 (AB) CD2:12 GIRL My turn!
1 This is my friend Kelly. Kelly’s got long, curly hair.
Her hair is blond.
2 This is my friend Jody. She’s got long, dark hair. Lesson 9 Activity 19 CD2:22
Jody’s hair is curly. Touch your eyes. Touch your mouth.
3 This is my friend Rex. He’s got big eyes and short, Touch your nose. Point to a triangle.
curly hair. His hair is dark. Touch your face. Point to a square.
4 This is my friend Ken. He’s got short, straight hair. Touch your ears. Point to a circle.
His hair is dark. Touch your hair. Point to a rectangle.

1 ai /eɪ/ /eɪ/ /eɪ/ 1 I’ve got big ears.
2 ee /iː/ /iː/ /iː/ 2 Have you got a small mouth? No, I haven’t.
I’ve got a big mouth!
3 Has he got curly hair? Yes, he has.
Lesson 4 Activity 11 CD2:14 4 Has she got short, grey hair? No, she hasn’t.
/eɪ/, /eɪ/ /iː/, /iː/ /eɪ/, /eɪ/ She’s got long, blond hair.
/eɪ/, /eɪ/ /iː/, /iː/ /iː/, /iː/ 5 I haven’t got small eyes. I’ve got big eyes.
My nose is big. Who am I?
6 He hasn’t got neat hair. His hair is messy.
Lesson 6 Activity 12 CD2:15 It’s dark. Who is it?
1 /t/ /eɪ/ /l/ tail 7 Mary hasn’t got a triangle. She’s got a square.
2 /r/ /eɪ/ /n/ rain Her square’s blue.
3 /sn/ /eɪ/ /l/ snail 8 Tim’s got two shapes. His shapes are circles.
4 /w/ /eɪ/ /t/ wait
5 /s/ /iː/ see
6 /f/ /iː/ /t/ feet
7 /w/ /iː/ /k/ week
8 /ʃ/ /iː/ /p/ sheep
143

5 Animals
Objectives
• identify and describe animals • learn about nocturnal and diurnal animals
• ask and answer about animals • learn about an unusual farm
Topics
Language • animals Values
Vocabulary • nocturnal and diurnal • Respect animals.
Farm animals: cow, goat, hen, turkey, animals
duck, sheep, horse • life on an ostrich farm
Wild animals: bat, crow, frog, lizard, Story and quest
skunk, owl, fox, rat • Unit opener: The
Structures characters borrow a
It’s got (big eyes). It’s (black and horse from a farm
white). It’s a (cow). • Story episode: Pippin
They’ve got (two legs). They’re plays a trick
(white). They’re (ducks). • Quest item: a duck
It isn’t (big). It’s (small).
Is it (small)?/Is it a (bat)? Yes, it is./
No, it isn’t. Songs and chants
They aren’t (big). They’re (small). • chant: What’s this?
Are the (bats big)? Yes, they are./No, • Quest song: Look for a
they aren’t. duck.
Revision • song: Animal crazy
Colours, Adjectives
What’s this/that? What are these/
those? It’s a .../They’re ... (Level 1) Socio-cultural aspects
• identifying and talking
about animals
CLIL animals that sleep in the day
(diurnal) or at night (nocturnal):
• learning to share with
awake, asleep, day, night
others
Wider World (life on a farm): ostrich,
• learning about how to
ostrich egg, ostrich chick
respect animals
• learning about life on
a farm
Phonics
/aɪ/, /ɘʊ/ (high, sigh, light, right, boat,
coat, soap, goat) Learning strategies
• Arts and crafts: making picture cards, making
pictures and text, playing a guessing game,
an animal poster, making a class booklet
using a process of elimination to find answers
• using art and craft
• Science: nocturnal and diurnal animals
• Language skills: giving information, asking and
answering questions, following instructions,
acting out a story, playing games
144

Basic competences
Knowledge and interaction with the physical world: to 10); Learn about how to respect animals (Lesson 5)
Learn about animals (Lesson 1 to 10); Understand which Cultural and artistic competence: Develop and value
animals sleep in the day or at night (Lesson 7); Learn initiative, imagination and creativity (Lesson 5, 7, 8)
about a farm (Lesson 8) Learning to learn: Reflect on what has been learnt
Mathematical competence: Use numbering to and self-evaluate progress (Lesson 10)
complete a task (Lesson 1 to 10) Autonomy and personal initiative: Develop one’s own
Processing information and digital competence: criteria and social skills (Lesson 1 to 10)
Use Active Teach; Use Tropical Island Online World
Skills
Listening Speaking
• can understand chants and songs • can identify and describe animals
• can understand and identify animals • can give instructions for others to follow
• can understand descriptions of animals • can act out a story
• can follow instructions • can pronounce igh and oa correctly
• can understand and respond to questions • can use language to play a game
• can understand a story THUMBNAIL TO BE PLACED
Taking part in conversations
Reading • can ask and answer about animals
• can read and understand captions of key words • can describe and guess animals correctly
• can read and understand speech bubbles Writing
• can read and understand sentences • can write key words
• can identify a picture from a written description • can write key words or phrases in a sentence
• can follow speech bubbles in a picture story • can write guided sentences
• can blend individual sounds and letters to create words • can write a personalisation text
• can read and understand a cultural text about life on
a farm

• Play animal mime and guessing games. pupils a copy of the Unit letter (Active Teach). This
• Make a farm scene. explains what pupils are going to learn in this unit.
• Play animal bingo. • Home-school link. Pupils draw their favourite animal
• Make a night-time drawing. and describe it to their family (Lesson 5).
• Suggested photocopiables: • Craft activities. Pupils can take home animal
5.1 Do an animal information gap activity. drawings, their animal factfiles or the ostrich egg
5.2 Do an animal wordsearch. and chick.
5.3 Play a game. • Grammar Booklet and Reading and Writing Booklet.
5.6 Make animal factfiles. their portfolio when they finish Unit 5.
5.7 Make an ostrich egg and chick.
Evaluation
145

5 Animals
Lesson 1 Animals
Lesson aims
1 Lis en and poin .
To present and practise new vocabulary (animals) 2:24
Target language cow

sheep
cow, sheep, turkey, goat, duck, horse, hen
Materials
Active Teach; Audio CD; small pieces of paper or
coins; Flashcards (Animals); Wordcards (Animals) urkey goa

Photocopiable 5.1
Starting the lesson

• Ask pupils to recall what they’ve learnt so far. duck
Name different categories (e.g. colours, numbers,
family, parts of the body and face). Pupils call out 2:25
words in these categories. Then ask pupils to look 3 Lis en and play. Then lis en and chan .
2:26
through Unit 5 and guess what the topic of the unit is

(Animals). Wha ’s his? Wha ’s his? Wha are hese? Wha are hese?
• Remind pupils (L1) of the Quest so far. Where did we I ’s go a big nose. They’ve go wo legs.
last see Lindy and Joe? (They were at a beach party.) I ’s big and grey. They’re small and brown.
I ’s a horse! Yes! They’re hens! Yes!
Who’s with them? (Pippin and Grandad.) Where are
they going? (To the castle.)
50 Lesson 1 vocabulary (animals) AB p.48

Presentation
• Play the recording again. Pupils listen and repeat.
• Pupils look at the main illustration. Ask Where are Encourage them to join in with the animal noises
they? (They’re at a farm.) Point to the farmer and ask as well.
Who’s he? (He’s a farmer.) Ask pupils (L1) what they
think is happening in the main illustration. Explain (L1) 2 2:25 Listen and repeat.
that the farmer is giving Grandad and the children a
horse to help them get to the castle faster. • Play CD2:25. Pupils listen and repeat the words, while
pointing to the animals in the main illustration.
• Present the new vocabulary with the animal
• Pupils then play a game in pairs. First they say all the
flashcards. Show the cards in turn and say the words.
animal words together. Then one pupil turns away
Stick the flashcards on the board, then point to each
while his/her partner covers up an animal with a piece
one and say the animal word. Pupils find the animals
of paper. The other pupil has to say which animal
in the main illustration.
is covered up. They take turns, covering up more
pictures each time to make it more difficult.
• Play CD2:24. Pupils listen and point to the different Practice
animals as they are mentioned. Then play the
recording again. Pupils listen and tell you the animal • Stick the wordcards (animals) on the board. Point to
each in turn and pupils read the words aloud. Then
that isn’t mentioned (the turkey).
stick the animal flashcards next to the wordcards one
• Ask questions about the different animals in the
by one. Make intentional mistakes (e.g. stick the cow
picture, e.g. What colour is the horse? Is it big?
flashcard next to the horse wordcard). Pupils put their
How many hens can you see? What colour are they?
hands up when you make a mistake and come and
What are these/those?
correct it by moving the cards around.
146

5
Ending the lesson
I ’s go big eyes.
• Play a guessing game. Choose an animal flashcard
Wha ’s his/ ha ?
I ’s black and whi e. I ’s a cow. and hide it behind your back. Pupils guess by asking
They’ve go wo legs.
Is it a (cow)? When pupils guess correctly, they can
Wha are hese/ hose?
They’re whi e. They’re ducks. have a turn at hiding a card. You can also revise
animals from Level 1 in this game if you choose.
one sheep
wo sheep OPTIONAL ACTIVITIES
Photocopiable 5.1 Pupils do an information gap
activity. See Active Teach.
Flashcard game – Farm sounds See p.265.
Animal game Pupils mime animals for their
horse
partners or the class to guess. Partners try to guess
which animal it is, asking Is it (a cow)?
hen
4 2:27 Lis en and number. Then ask and answer. NOTES
a b c d e
1
2:28
Wha ’s his?
Look for a duck oday.
I ’s go long legs.
A reasure ches , a presen , I ’s black and whi e.
a pho o, a key, sunglasses and
a duck!
Find a duck oday! I ’s a cow.
Lesson 2 grammar ( I ’s go big eyes. I ’s black and whi e.) AB p.49 51
Chant
ask pupils to listen for any animals. Then play the
chant again. This time pause the recording, for pupils
to call out the correct animal each time.
• Divide the class into two groups. Group 1 are horses,
and Group 2 are hens. Group 2 start by chanting the
first verse, while group 1 mime being horses. Then
Group 1 chant the second verse while Group 2 mime
being hens.
1 Look and write.

• Pupils find the numbered animals in the picture and
complete the numbered labels with the correct animal
words, choosing from the word bank. Check the
activity by saying the numbers and asking pupils to
say the animal word.
147

5
Lesson 2
Lesson aims
Animals
Target language
sheep
It’s got (big eyes). cow
They’ve got (two legs).

Materials
Active Teach; Audio CD; Flashcards (Animals) goa
urkey
Materials for the Make a farm activity; slips of
paper for the reading race; Grammar Booklet;
Photocopiable 5.1
Starting the lesson duck
• Divide pupils into two teams and ask them to stand in 2 2:25 Lis en and repea .
two lines. Whisper an animal word to the first pupil in
each line. He/she whispers the word to the next pupil, 3 2:26 Lis en and play. Then lis en and chan .
and so on. The last pupil in each line draws the animal
on the board. Continue with another word. Wha ’s his? Wha ’s his? Wha are hese? Wha are hese?
I ’s go a big nose. They’ve go wo legs.
Pupil’s Book pages 50–51 I ’s big and grey. They’re small and brown.
I ’s a horse! Yes! They’re hens! Yes!
Presentation
• With books closed, ask which animals pupils can

remember seeing on the farm and what colour they are. M05_ISLA_PUB_02GLB_0386_U5.indd 50
02/04/2012 10:22
Pupils then open their books and check their answers.

• Point to the different animals and ask What’s this/that? • Pupils can then use the same language in pairs,
taking turns to point and ask about the animals in
(It’s a horse.) What are these/those? (They’re hens.) Say,
the main illustration.
e.g. Look at the horse. Has it got a big nose? (Yes, it has.)
How many legs has it got? (Four.) Look at the hens. What
Practice
colour are they? (Brown.)
How many legs have they got? (Two.) Revise wings and 4 Listen and number. Then ask
tail by including them in the questions, e.g. Have the
2:27
and answer.
sheep got wings? (No, they haven’t.) Has the horse got a
tail? (Yes, it has.) • Pupils look at the pictures and say what animals they
can see. Ask, e.g. What’s this/that? What are these/
3 2:26 Listen and play. Then listen and chant. those? What colour is it/are they? How many legs has it/
have they got?
• Play the chant (CD2:26). Pupils listen and point to the • Play CD2:27. Pupils listen and number the pictures.
animals in the illustration.
• Play the recording again. Pupils listen and chant and
KEY 1 c, 2 d, 3 a, 4 b, 5 e
make the animal noises.
• When pupils are confident with the chant, you can use
the karaoke version. • Pupils can then work in pairs, taking turns to describe
an animal for their partner to guess.
Look!
• Pupils read the sentences in the Look box while you
read the questions and answers out loud. Then read
them out again. Pupils listen and repeat.
148

5
3 Look at Activity 2. Read, write and colour.
I ’s go big eyes.
• Pupils read the descriptions and decide which animal
Wha ’s his/ ha ?
I ’s black and whi e. I ’s a cow. from Activity 2 each one refers to. They then write
They’ve go wo legs.
the animal word in the space provided. Make sure
Wha are hese/ hose?
They’re whi e. They’re ducks. that pupils are using the singular or plural form of the
nouns correctly.
• Pupils can then colour in the animals in Activity 2.
one sheep
wo sheep
Ending the lesson
• Pupils write their own verse of the chant, in pairs.
They can then chant their new verses for the rest
of the class. You can use the karaoke version of the
chant for this activity.
horse
OPTIONAL ACTIVITIES
hen
Farm scene Divide the class into groups. Pupils
4 2:27 Lis en and number. Then ask and answer. draw a farm scene with a barn, trees, etc. on
a c e
a large sheet of paper. They can draw or stick
b d
magazine cut-outs of farm animals in the scene.
1 Label the pictures My farm.
Team game – Reading race See p.268.
2:28
Look for a duck oday.

Wha ’s his? Grammar Booklet p.13. (For Key, see TB p.257.)
I ’s go long legs.
A reasure ches , a presen , I ’s black and whi e. Photocopiable 5.1 Pupils can use Photocopiable 5.1
a pho o, a key, sunglasses and
a duck!
again to play a game of Animal Bingo. See Active
Find a duck oday! I ’s a cow. Teach.
Lesson 2 grammar ( I ’s go big eyes. I ’s black and whi e.) AB p.49 51

NOTES
Quest

• Ask pupils which Quest items they’ve found so far.
Play the Quest song on the recording (CD2:28). Pupils
listen for the item they have to find in the illustration
for this unit (the toy duck). Pupils then find and circle
the toy duck in the illustration. (It is on the duck pond
with a real duck!)

• Pupils look at and name the animals. Ask questions,
e.g. Is the duck big? How many legs has the goat got?
• Play CD2:29, pausing after each description for pupils
to say the animals. Then play the recording again for
pupils to listen and number the pictures.
149

5
Lesson 3 • Play the song on the recording (CD2:31). Pupils listen
and point to the animals. They can also join in with
Lesson aims the animal noises. Then play the recording again.
To present and practise new vocabulary (animals) Pupils listen and write the missing animal words.
KEY frog, skunks, bat, crows
Target language
bat, crow, frog, lizard, skunk, owl, fox, rat
Materials • Play the song again. You can also use the karaoke
version (see Active Teach). Pupils sing along, following
Active Teach; Audio CD; Flashcards (Animals);
the text in the book.
Wordcards (Animals); Cut-out 5
Optional activity materials Cut-out 5 (Pupil’s Book page 113)
Reading and Writing Booklet; Photocopiable 5.2;
Photocopiable 5.3 • Pupils cut out the cards. In pairs, pupils use their cards
to play a game of Matching pairs (see p.267). When
pupils are finding the cards, encourage them to use
What’s this/that? What are these/those? When they find
Starting the lesson
two cards the same, they describe them, e.g. I’ve got
• Ask volunteers to mime an animal. Stick the flashcards two bats. They’re small. At the end of the game, pupils
(animals) on the board as each animal is guessed. describe what their partner has got, e.g. He’s got two
Describe one of the animals using It’s big/small. It’s fat owls.
(yellow). Pupils guess the animal. Then hand out the
flashcards to seven pupils. Pupils guess which animal
each pupil has got by asking Is it (big)? Is it (white)? 4 Look and write.
• Pupils label the animals in the picture, choosing the
correct words from the word bank.
Presentation
• Use the animal flashcards to teach the new 5 Read, match and write.
vocabulary (bat, crow, skunk, owl, fox,) and revise
(frog, lizard, rat ). Then make sentences, combining • Pupils read the descriptions and match them to the
correct pictures. They then write the correct animal
adjectives and animals, e.g. It’s a big bat. Mime
words in the space provided.
flapping about the classroom like a big bat. Pupils
copy your actions. Repeat with different combinations
Ending the lesson
of adjectives and animals. Include big/small and fat/
thin in the sentences. • Play the recording of the song again (CD 2:31). Write
the words frog, skunk, bat and crow on the board
5 2:30 Listen and repeat. and ask pupils to number them in the order they’re
mentioned in the song. You could also divide the class
• Pupils look at the pictures at the top of the page into two groups. One group sings while the other
while you play CD2:30. Then play the recording again.
group mimes the correct animal for each verse.
Pupils listen and repeat.
• Attach the animal flashcards to the board. Then hold
up the animal wordcards one by one. Ask pupils to
read them, then come and attach them on the board
next to the correct flashcard. Pupils can now go online to Tropical Island
• Draw pupils’ attention to the Tip box, showing the and find the silver bucket that Pippin is holding on
irregular plural fox and foxes. the Pupil’s Book page. (It is next to the barn door,
between the hay and the animal wash.) When
Song pupils click on the silver bucket, they are taken
to a supplementary language game based on the
6 2:31 Listen and write. Then sing. vocabulary in this unit.
• Pupils look at the pictures and name the animals. Say
a sentence about one of the animals. Pupils guess
which one it is, e.g. It’s black and white. (A skunk.)
150

a b c d
ba crow frog lizard
e g h
one fox
wo foxes
skunk owl fox ra
Chorus:
I’m Max. And I’m Maisie.
We’re animal crazy! Wha are hese?
Wha are hese?
Wha ’s his? They’re black and whi e.
Wha ’s his? They’ve go a ail.
I ’s small and green. They’re .
I ’s go big eyes.
I ’s a frog .
Wha are hose?

Wha are hose?
Wha ’s ha ? They’re hin and black.
Wha ’s ha ? They’ve go wo legs.
I ’s small and brown. They’re .
I ’s go wo wings.
I ’s a .
uts
Cut-o
p.111
OPTIONAL ACTIVITIES
Cut-out 5 Pupils can use cut-out 5 again to play a Photocopiable 5.2 See Active Teach.
game of What animal am I? Attach an animal card to Photocopiable 5.3 See Active Teach.
a pupil’s back, so they can’t see it, but the rest of the Reading and Writing Booklet p.13 (For Key, see
class can. They have to guess which animal they are by TB p.256.)
asking questions, e.g. Am I big? Have I got wings? etc.
151

5
Lesson 4 • Pupils ask and answer about the pictures in pairs. If
necessary, play the recording again for them to listen
Lesson aims and repeat sentences from the activity as a model.
Target language
Skills
It isn’t big. They aren’t big. 8 Draw. Then ask and answer.
Materials
Flashcards (Animals); Audio CD; slips of paper • This is an information gap activity. Pupils work in
pairs, Pupil A and Pupil B. Without showing his/her
Optional activity materials partner, Pupil A chooses and draws a picture of a
Cut-out 5; Grammar Booklet single animal in the box marked A. Pupil B draws a
picture of two animals in the box marked B.
• Pupil A then describes his/her picture and answers
Starting the lesson questions from Pupil B who draws the same picture
in box A, e.g. It isn’t big. It’s small. It’s got two legs. It’s
• Play the song from Lesson 3 (CD2:31) again. Pupils brown. Is it a duck? (No, it isn’t.) Is it a hen? (Yes, it is.) Is
sing and act out the animals.
it fat? (No, it isn’t. It’s thin.) They then swap roles. Pupil
• Divide pupils into groups and ask them to think of all B describes his/her animals in the plural, e.g. They
the animals they can name in English. Give them two
aren’t big. They’re small. etc.
to three minutes to write down the words. Ask a pupil
from each group to list the group’s animals. The group • Pupils compare their pictures at the end of the activity.
with the most words is the winner. Activity Book page 51
Pupil’s Book page 53 6 Read and circle the mistakes. Then write.
Presentation • Pupils look at the pictures and read the captions. They
circle the word that is incorrect each time. Pupils then
• Hold up an animal flashcard, e.g. a horse. Ask write the correct words into the sentences.
questions about it, e.g. Is it small? (No, it isn’t.) Is it big?
(Yes, it is.) Then say It isn’t small. It’s big. Make sure 7 Look at Activity 6 and write the answers.
pupils understand the negative sentence. Then draw a
picture of two small animals, e.g. rats, on the board. • Pupils read the questions and look at the animals in
Ask Are they big? (No, they aren’t.) Are they small? (Yes, Activity 6 again. They then answer the questions,
they are.) Say They aren’t big. They’re small. choosing from the word bank.
Look! Ending the lesson

• Pupils read the examples in the Look box while you • Play a variation of Animal bingo (see p.267). Elicit
read them out loud. Then read them again, pausing animal names and write them on the board. Ask
for pupils to repeat. pupils to choose and draw one of the animals. They
• Distribute the animal flashcards to different pupils then write the name of the animal on a separate slip
in the class. The others have to guess what animal of paper. Collect in all the slips of paper and put them
they have by using the same language and asking into a bag. Ask pupils to stand up. One pupil takes
questions, e.g. Is it big? Is it fat? Is it green? a slip of paper out of the bag and reads the animal
word aloud. Pupils who have drawn a picture of that
Practice animal sit down. Continue until there is only one slip
of paper left in the bag. The pupils who have drawn
7 2:32 Listen and number. Then ask that animal (and are still standing up) are the winners.
and answer. (For Key, see p.166. For Audioscript, see pp.166–167.)
• Pupils look at the pictures of the different animals.
Ask, e.g. Is this a skunk? (No, it isn’t. It’s a fox.) Is it a big
fox? What colour is it?
• Play CD2:32, pausing for pupils to number the pictures.
Then play the recording again for pupils to listen and
check their answers.
KEY 1 b, 2 e, 3 a, 4 c, 5 f, 6 d
152

I isn’ big. I ’s small. They aren’ big. They’re small.
Is i small? Is i a ba ? Yes, i is. / No, i isn’ .
Are he ba s big? Yes, hey are. / No, hey aren’ .
7 2:32 Lis en and number. Is i a fox?

Then ask and answer. Yes, i is.
one fox
wo foxes a b c
1
d e
8 Draw. Then ask and answer.
a b
Is i a/an …? Is i …? Are hey …? Are he …?
Lesson 4 grammar ( I isn’ big. They aren’ big.) AB p.51 53
OPTIONAL ACTIVITIES
Cut-out 5 Pupils can use cut-out 5 to play a
game of Animal snap. See p.267.
Team games – Yes or no? See p.268.
153

5
Lesson 5 Values
Lesson aims • Draw pupils’ attention to the values topic. (Respect

animals.) Explain (L1) the meaning of this. Ask pupils
to say the names of farm animals in their country
To understand the value of respecting animals
(e.g. cows, hens, goats, etc.). Discuss ways that we
Receptive language benefit from farm animals and things that we get from
bad them, e.g. milk, eggs, meat. Discuss the importance
of respecting animals and caring for them properly,
Materials
e.g. grooming them, cleaning their living areas, and
making sure they have enough food and water.
8 Match. Then circle the animal in the story.
Starting the lesson • Pupils look at the pictures and name the farm
animals. They then match the farm animals to the
• Ask questions (L1) about the story from Unit 4. Who noises they make. Finally, pupils circle the animal who
were the main characters in the story? (Princess Emily
was making the noises in the story (Pippin).
and two police officers.) Who did Emily want the
police officers to find? (Pippin.) Is Princess Emily happy 9 Read and circle.
at the end of the story? (No, she’s sad.)
Pupil’s Book page 54 • Pupils read and circle the correct words.
10 Look and match.
Story
• Before pupils open their books, show the story cards • Pupils look and match the farm animals with the
products they give us or activities we can do with them.
Teach the new word wool. You can also teach the word
saddle. Ask pupils which of these products they eat or
of each card. Preteach the word bad, using a thumbs
use at home. Ask if any pupils can ride a horse or have
down gesture and L1 translation.
horse-riding lessons.
2:33
Ending the lesson
• Pupils look at the story pictures in the book. Ask some • Divide the class into six groups and give each group
questions about the pictures. Who’s this? (Lindy and
a story card. Read the story from the Pupil’s Book.
Joe.) Are they happy? (No.) (Are they scared?) (Yes.) Ask
Pupils stand up when you read the lines from their
pupils (L1) to predict what happens in the story.
cards. Then call pupils to the board with their cards
• Play the story on the recording (CD2:33). Pupils follow
and challenge them to tell the story from memory.
in their books.
• Play the recording again, pausing after each line for
pupils to repeat the words of each character.
• Check pupils’ understanding of the story by asking OPTIONAL ACTIVITIES
the questions from the ‘After listening to the story’ Story memory Pupils work in pairs. They look at the
section on the back of the story cards. Be sure that story scenes for one minute and try to remember
pupils understand that that Pippin was imitating as much as they can. Then ask them to close their
different animals to play a trick on Lindy and Joe. books. Ask for pairs to come to the front. Call out
• When pupils have a clear understanding of the story, a story frame number. Pupils tell you what they can
invite three pupils to the board to act it out, plus an remember, e.g. Number 2. Lindy and Joe. Is it a duck?
extra pupil to be a tree for Pippin to hide behind. You Quack! It isn’t a duck. It’s got four legs.
can play the recording for pupils to repeat or ask TPR game – Guess the object See p.267.
them to say the lines from memory. When acting out, Photocopiable 5.4 See Active Teach.
encourage tone of voice and expressions to match Home-school link Pupils draw their favourite
those in the pictures. animal and describe it to their family. They can talk
about the animal’s size and colour.
TB p.256.)
154

1 Look! What It’s a big 2 Is it a

is it? animal.
duck?
Quack!
No, it’s got

four legs.
3 Is it a cow?
4
Is it a sheep?
Baa! What is it?
Moo!
It’s a …
No. It’s
got wings.
5 parrot! 6 I’m a
sheep!
AWK!
You’re a bad,
bad parrot!
Respec animals. Describe your favourite animal to your family.

Talk about the colours and size.
54 Lesson 5 s ory and values (respec animals) AB p.52
155

5
Lesson 6 Practice

To learn the sounds and letters igh and oa; • Play the sound blends on CD2:36, while pupils follow
high, sigh, light, right, boat, coat, soap, goat to listen and sound out the words with the recording.
Materials • Use the wordcards. Give a wordcard to a pupil in the
class and ask them to sound it out. The other pupils
then guess the word. The pupil then shows the others
the wordcard for them to check. Repeat by giving
Phonics cards: ch, sh, th, ng, nk, ai, ee, igh, oa;
other wordcards to different pupils in the class.
Wordcards: high, sigh, light, right, boat, coat,
soap, goat • Pupils can then repeat the blending out activity in
pairs. One pupil chooses and blends out a word for
Optional activity materials the other to say and point to on the Pupil’s Book page.
Photocopiable 5.5; Phonics envelopes They then swap roles.
13 Underline igh and oa. Read the words aloud.

Starting the lesson
• With books closed, write one of the sample words on
• Use the large phonics cards to review the sounds and the board, e.g. boat. Sound out /ǝʊ/ and ask a pupil to
letters from Units 1 to 4. Show the cards in random come and underline the grapheme oa in the word. Ask
order and ask pupils to say the sounds. Start slowly another pupil to read the word out. Then ask pupils
and then increase the speed. to open their books. They find the same word on the
• Attach the phonics cards to the board. Say individual page (number 1), underline the letters oa and then
sounds and ask pupils to come and touch the correct read the word aloud to their partner. Do the same
letters. Then blend out different words: feet, tail, sing, with the other sample words.
thick, dish. Ask pupils to come and put the letters in
the correct order and blend out the words.
Pupil’s Book page 55 11 Read the words. Circle the pictures.
Presentation • Pupils read the words in the word bank aloud. They then
10 Listen.
2:34
12 2:37 Listen and link the letters.
• Use the procedure outlined in Unit 1, Lesson 6 to • Play CD2:37. Pupils listen and follow the sound trail,
introduce the new letters and sounds igh (/aɪ/) and oa
(/əʊ/).
• Explain that these sounds are usually found in the 13 Listen and write the words.
middle of words.
2:38
• Ask pupils to open their books and look at the letters • Play CD2:38. Pupils listen and write the words.
at the top of the page. Play CD2:34 a couple of times,
while pupils point to the letters in their books. 14 2:39 Read aloud. Then listen and check.
11 Listen, point and say. • Pupils look and read the sentences aloud. Then play
2:35
• Play CD2:35, pausing after each sound for pupils to own reading. Play the recording again for pupils to
point to the correct letter(s) and repeat. Play the listen and repeat. They then read the sentences again
recording as often as necessary. in pairs, varying the speed from fast to slow.
Ending the lesson

• Play a game of Word telephone line to practise the new
sounds and words from the lesson (see p.269).
156

10 2:34 Lis en.
1
igh 2
oa
1 h igh high 2 s igh sigh
3 l igh ligh 4 r igh righ
5 b oa boa 6 c oa coa
7 s oa p soap 8 g oa goa
13 Underline igh and oa. Read he words aloud.
1 boa 2 high 3 goa
4 ligh 5 soap 6 coa
Lesson 6 phonics (igh, oa) AB p.53 55
For the next lesson OPTIONAL ACTIVITIES

• Ask pupils to bring in pictures of their favourite Phonics game – Five lives Play the game
animals from home.
to practise the sounds and words learnt so far.
See p.269.
157

5
Lesson 7 • Pupils can then look again at the animal flashcards and
pictures they’ve brought to class. They say whether
Lesson aims each animal is asleep/awake in the day or at night.
English class Practice
Cross-curricular focus 15 Read and find. Then write.
Science – Animals that sleep in the day or at night
Target language • Pupils read the texts, then match them to the correct
photos by writing the animal names in the sentences.
night/day
It’s awake/asleep in the day/at night.
KEY 1 It’s a bat. 2 It’s an owl. 3 It’s a cow.
Materials 4 It’s a horse.
Active Teach; Audio CD; Flashcards (Animals);
Cross-curricular poster; pictures of favourite animals
pupils have brought to class (optional); materials for 16 Choose an animal. Describe it.
the poster activity
• Pupils work in pairs. Each pupil chooses an animal and
Optional activity materials describes it to their partner. They can use the texts in
Black paper for the drawing activity; Activity 15 as a model.
Photocopiable 5.6
15 Look and read. Then write and circle.

Starting the lesson
• Use the flashcards and the cross-curricular poster to • Pupils look at the animals and complete the captions
by writing the correct animal in the sentences. They
revise animals. Choose several cards and stick them
then circle asleep or awake, according to whether the
on the board. Then write the matching words next
animals are nocturnal or diurnal.
to them, leaving out a letter in each word. Pupils
complete the words. 16 Draw the animals from Activity 15.
• If pupils have pictures of their favourite animals,
they can show them to the class. Teach new animal • Pupils draw the animals into the correct day or night
vocabulary as necessary. picture, depending on when the animals are awake.
Mini-project
Presentation • Pupils make an animal poster in groups. Pupils divide
a piece of poster paper into two and draw a sun and
• Teach day and night. Divide the board into two halves moon at the top of each half to represent day and
and draw a sun on one side of the board and a moon
night. They can then draw or stick their pictures of
on the other. Point to the sun and say It’s day. Then
animals into the correct half of the poster. They label
point to the moon and say It’s night. Ask pupils (L1)
the animals, either just with the animal names or with
which animals they have seen or heard at night, e.g.
descriptions similar to those in the Pupil’s Book.
bats, foxes, owls. Use the flashcards and any animal
pictures you or pupils have brought to class. Sort the • Alternatively, pupils could choose one diurnal animal
and one nocturnal animal, and draw and write about
animals into groups of day (diurnal) animals and night
them on a piece of paper, which can be included in
(nocturnal) animals by attaching the flashcards and
their portfolio.
pictures into the correct half of the board.
Ending the lesson
14 2:40 Listen and point. Then say.
• Pupils open their books and look at the photos. Say • Play a game of Odd one out. Show pictures of four
different animals. Pupils decide which is the odd one
Point to the day. Point to the night. Then ask Which
out and why. For example, show pictures of a duck, an
animals can you see in the day? (Cow, horse, duck.) Which
owl, a goat and a parrot. Pupils say, e.g. The goat. It
animals can you see at night? (Bat, fox, owl.)
has four legs. Pupils can also play in small groups.
• Play CD2:40. Pupils listen and point to the animals.
Then draw pupils’ attention to the expressions
It’s awake at night/in the day. It’s asleep at night/in the
day. Play the recording again for pupils to listen and
repeat.
• Check by asking questions, e.g. Is a cow asleep in the
day? (No, it’s awake.)
158

day 1
nigh
4
3
2
5
6
15 Read and find. Then wri e.
I ’s black and brown. 2

1 I ’s go wo legs and a big head.
I ’s go wo wings.
I ’s awake a nigh .
I ’s awake a nigh .
I ’s asleep in he day.
I ’s asleep in he day.
I ’s an .
I ’s a .
4
I ’s brown.
3 I ’s big.
I ’s black and whi e. day.
I ’s awake in he
I ’s awake in he day. .
I ’s asleep a nigh
I ’s asleep a nigh .
.
. I ’s a
I ’s a
animal
16 Choose an animal. Describe i . Make an
poster.
56 Lesson 7 science (animals ha sleep in he day or nigh ) AB p.54
OPTIONAL ACTIVITIES
Night drawings Pupils work in groups of four or the animals. They may also write a short sentence
five. Give each group a large sheet of black drawing about each one, e.g. It’s got big eyes.
paper. Have Pupils draw a moon, stars, etc. to make Photocopiable 5.6 Pupils make animal factfiles.
this a night scene. Ask them to draw or stick images See Active Teach.
of nocturnal animals in their night scene and label
159

5
Lesson 8 • Pupils then read the remaining texts individually or in
pairs and match them to the correct photos.
Lesson aims
To integrate cross-cultural content into the KEY 1 c, 2 a, 3 d, 4 b
English class
Cross-cultural focus • Ask some more questions, e.g. What colour is the
Life on an ostrich farm father ostrich? What colour is the mother? What colour
are the chicks? Make sure that pupils realise that father
Target language
and mother are more formal words for mum and dad.
ostrich, fly, father, mother
I live ... 18 What farm animals are there in your
They’ve got ...
country? Look and circle.
They can/can’t ...
Materials • Pupils find and circle the animals that are farmed
in their own country. They can work individually or
Active Teach; Flashcards (Animals); Cross-curricular
in pairs.
poster; world map or globe
• Pupils report back to the rest of the class on the
Optional activity materials animals they circled.
Photocopiable 5.7
Mini-project
Starting the lesson • Pupils find out about more about animals that are
farmed in their country. They can research one
• Use the animal flashcards to play a description game. animal, or one farm and list all the different animals
Choose an animal flashcard and make sentences that are kept there. Pupils draw or find pictures of the
about the animal for pupils to guess. Use sentences different animals and write about them. They then
with colours and adjectives, sentences with have got, combine their information to make a class booklet.
and sentences with can and can’t, e.g. It’s small and • Alternatively, if you have access to a computer suite,
green. It’s got four legs. It can jump. It can’t sing. Pupils pupils prepare their information in the form of a
guess (It’s a frog.). Preteach the new verb fly as part PowerPoint presentation.
of this game. After a while, pupils can take turns to
describe an animal.
Pupil’s Book page 57 17 Look and match.
Presentation • Pupils look at the eggs and chicks, and match them to
the correct adult bird – a hen or an ostrich. (They do
• Attach all the animal flashcards to the board. Ask this by comparing the relative sizes of the eggs and
pupils Which animals live on a farm? (Horse, cow, duck, chicks.)
etc.) Then ask pupils to tell you which are wild animals
(fox, bat, crow, etc.). 18 Read and write True or False.
• Use the CLIL poster to teach the new word ostrich and
• Pupils read the sentences and write True or False. They
revise egg and chick (from Level 1). Ask pupils (L1) if
can do this from memory, or by referring back to the
they think ostriches are a farm animal or a wild animal
texts in the Pupil’s Book.
and tell them they are farmed in some countries.
19 Correct the false sentences.
17 Read and match.
• Tell pupils they are going to read about life on an • Pupils look at the sentences they marked false again.
They then write the correct version, checking their
ostrich farm. Ask them (L1) to guess which countries
facts in the texts in the Pupil’s Book.
might have ostrich farms. Show them South Africa on
the world map or globe. Pupils then open their books
Ending the lesson
and tell you what they can see in the photos. Point
to the photo of the girl and explain that she is a girl • Play a game of Animal noises. Make an animal noise,
who lives on the farm. Pupils are going to read about e.g. moo like a cow, and ask pupils to guess what
her life. you are. Pupils can then play in pairs. You could also
• Read the first text aloud. Pupils point to the picture of call out animal names and ask pupils to make the
the girl. Ask questions, e.g. What’s her name? (Grace.) corresponding noises.
Where does she live? (On an ostrich farm.) (For Key, see p.166.)
160

Wider World
Life on a farm
17 Read and ma ch.
a b c d
1 2 3 4
My name’s Ostriches are big These are These are
Grace. I live in birds. They’ve ostrich eggs. ostrich chicks.
South Africa. got big bodies They are very They are
I live on an and long legs. big. How many funny. What
ostrich farm! They can run eggs can you colour are
fast but they see? they?
can’t fly. The
father is black.
What colour is
the mother?
18 Wha farm animals are here in your coun ry?

Look and circle.
a b c d e
g
h
rm
about fa
Find out your country.
animals in ss booklet.
la
Make a c
Lesson 8 wider world (life on a farm) AB p.55 57
OPTIONAL ACTIVITIES
Writing a blog Tell pupils that Grace has written Photocopiable 5.7 Pupils make an ostrich egg card
about her life on a blog. Ask pupils (L1) if they have that opens to reveal a chick. See Active Teach.
read or written a blog before. Find and show them Flashcard game – Animal farm See p.265.
examples on the internet. You can then set up your
own class or school blog.
161

5
Lesson 9 TPR
Lesson aims 20 2:42 Listen and act.

To add to the Picture Dictionary • Remind pupils how animal noises are said in English and
compare any differences to how they are said in L1.
Revision language • Play CD2:42. Pupils listen and act out each animal as
Animals, Colours, Adjectives, Parts of the body instructed. Demonstrate some mimes with them and
Is it ...? Yes, it is./No, it isn’t. help them with any animal noises they are unsure of.
Materials • Play the recording again. You could also read the
audioscript so that you can vary the speed and tone
Audio CD; Flashcards (Animals)
of the instructions. Pupils can also think of other
Optional activity materials animals and noises for the rest of the class to make.
20 Listen, tick (✓) and colour.

Starting the lesson 2:43
• Write the animal names on the board with the letters • Pupils look and name the animals in each pair of
pictures. Play CD 2:43. Pupils listen and tick (✓) the
in mixed order. Pupils write the letters in the correct
picture they hear being described each time. Play the
order and stick the correct animal flashcard next to
recording as many times as necessary. Pupils then
the word.
colour in the animals they have ticked, according to
• Hide an animal flashcard behind your back and pupils the colours on the recording.
try to guess what it is by asking Is it big? Is it brown? Is
it a horse? Pupils play the game in small groups. 21 Look, read, and write.
• Pupils read the questions, look for the numbered
animals in the picture and answer the questions.
Game
They can work individually or in pairs.
19 Listen. Then play.
2:41
• Point to various animals on the game board and ask, • Use the flashcards for the unit to revise the new
e.g. What’s this? Is it a (hen)? Is it white?
vocabulary (animals). Write the category headings on
• Divide pupils into pairs. Explain the game. Pupils use the board – Farm animals and Wild animals. Ask pupils
a dice and a counter to move along the board in their
to say which category each new word belongs to and
own book. They should hide their board so that their
attach the cards to the board.
partner doesn’t see what squares they land on. One
pupil rolls the dice and moves the counter the correct • Pupils then turn to picture dictionary section on p.108
number of spaces along the path. His/Her partner
guesses the animal they landed on by asking questions
(Is it brown? Is it fat? Is it a hen?). They can ask as
many questions as they want if they don’t mention an
animal, but only one question using an animal word.
If they guess correctly, they then have a go. If they
Ending the lesson
guess incorrectly, they lose a turn.
• Play CD2:41 for an idea of the language pupils will • Invite pupils to the board. Begin the game by saying
need for the game. Pupils listen and repeat. On my farm there’s a duck. The second pupil says the
• Pupils then play the game. Help as necessary. same sentence and adds another animal.
Fast finishers can play the game again with (For Key, see p.166. For Audioscript, see pp.166–167.)
different partners.
162

Is i brown? Yes, i is.
7
8
6
Is i fa ? Yes, i is.
9
10
11
4
14
12 3
Is i a hen? 13 Yes, i is.
2
1
tu
to

AB p.108
OPTIONAL ACTIVITIES
Drawing game – Line by line See p.266.
Flashcard game – Who’s the fastest? See p.265.
TB p.256.)
163

5
Lesson 10 • Divide pupils into pairs. Pupils can then think up new
descriptions for the animals they haven’t ticked. They
Lesson aims
write these down. Pupils then swap partners. They
read out their description to their new partner for
them to guess the animal.
I can
Materials
Paper; Audio CD; Flashcards from all previous units • Read the three statements with pupils and ask them
Optional activity materials how good they are at doing them. Then they tick the
Online world – Tropical Island; Grammar reference; corresponding box(es).
22 Read and write.

Starting the lesson
• Write several sentences on the board as headings. • Pupils look at the picture of the horse, while you read
the gap fill text aloud. Pupils then read the text again
Write It’s got two legs. It’s got four legs. It’s brown. It’s
in pairs and complete it by choosing and writing the
white. It’s black. It’s big. It’s small. It’s fat. It’s thin. It can
correct words each time. Check by asking a pupil to
fly. It can jump. Divide pupils into groups and give each
read the text aloud.
group a sheet of blank paper. Pupils copy the sentence
headings onto the paper and list the relevant animals 23 Draw your favourite animal and write.
below each heading. Award points for each animal
listed and choose a winning group. • Pupils draw their favourite animal. They then write
about it, using the example text in Activity 22 as a
model. Help as necessary. Pupils can then compare
their drawings and text with other pupils in the class.
• Pupils look at the pictures and identify the animals Ending the lesson
they see there. Point and ask What’s this? (It’s a bat.)
What are these? (They’re goats.) It is big? Are they • Play a game of Memory. Stick two flashcards from
each unit on the board, face down. Pupils turn over
brown? Pupils continue the activity in pairs, asking and
two cards saying the word as the card is turned
answering about all the pictures.
over. The aim is to match two cards from the same
• Play CD2:44. Pupils listen and point to the picture they
category (e.g. a duck and a horse/mum and dad).
hear described each time. Then play the recording
Cards that don’t match are turned over again. After
again for pupils to listen and number the pictures.
all cards are face up, choose different cards and play
• Play the recording again if necessary for pupils to
again.
check their answers. Then check the activity by asking
more questions, e.g. Number 1 – Are they goats? (Yes,
they are.)
OPTIONAL ACTIVITIES
KEY 1 f, 2 a, 3 c, 4 e, 5 b, 6 d Online world Pupils can now go online to Tropical
Grammar reference (Pupil’s Book p.100) and
22 2:45 Listen and tick (✓). Unit 5 review (Activity Book p.100) You may wish
to refer pupils to the grammar reference and review
• Pupils look at the pairs of pictures and describe the activities for Unit 5 at this point. Pupils study the
animals they can see, e.g. It’s a red hen. It’s a brown
owl. Play CD2:45. Pupils listen and point to the correct
animal in each pair. Then play the recording again.
Pupils listen and tick (✓) the correct animal in
each pair.
at this time.
Grammar Booklet p.15. (For Key, see p.257.)
KEY 1 b, 2 a, 3 a, 4 b
164

a b c
d e
1 a b 2 a b
3 a b 4 a b
I can alk abou wha animals look like.

I can alk abou when animals are awake.
I can ask and answer ques ions abou animals.
165

5
1 white, 2 four, 3 tail, 4 big, 5 awake, 6 asleep, 7 fox,
p.48, Activity 1 8 horse
1 goat, 2 sheep, 3 cow, 4 horse, 5 hen, 6 duck, 7 turkey
p.49, Activity 2 Audioscript

1 d, 2 a, 3 c, 4 b
p.49, Activity 3 J = JOE L = LINDY P = PIPPIN F = FARMER
1 sheep, 2 duck, 3 goat, 4 horses
G = GRANDAD
p.50, Activity 4 J Lindy! It’s a farm.
1 bat, 2 crow, 3 owl, 4 skunk, 5 lizard, 6 frog, 7 rat, 8 fox L Look at the animals.
J Look, Lindy! It’s a cow. It’s black and white.
p.50, Activity 5 L And look! It’s a goat.
1 b – fox, 2 c – frogs, 3 a – crows
J It’s a duck.
p.51, Activity 6 L Look at the hen.
1 big/small 2 goats/foxes 3 duck/hen 4 thin/fat J Awww, a lovely sheep!
P What’s this?
p.51, Activity 7 L It’s a grey horse.
1 No, it isn’t. 2 Yes, they are. 3.Yes, it is.
F This is MY horse. Here you are. It’s for you.
4 No, they aren’t.
G Oh, thank you.
p.52, Activity 8
1 horse – Neigh! 2 duck – Quack! 3 cow – Moo!
4 sheep – Baa! 5 hen – Cluck! Lesson 2 Activity 4 CD2:27
1 What’s this? It’s got long legs. It’s black and white.
p.52, Activity 9 It’s a cow! Yes. That’s right.
Pippin is a parrot. He is red and blue. He has got
2 What are those? They’ve got short legs.
wings. He’s got two legs.
They’re white. They’re sheep. Yes. That’s right.
p.52, Activity 10 3 What’s this? It’s got small ears. It’s black.
1 c (milk), 2 d (eggs), 3 a (wool), 4 b (horse-riding) It’s a horse! No, it isn’t. It’s a goat.
4 What’s that? It’s got big wings. It’s grey.
p.53, Activity 12 It’s a duck! No, it isn’t. It’s a turkey.
oa, i, igh, o, oa, a
5 What are these? They’re brown. They’ve got
p.53, Activity 13 two legs. They’re hens. Yes. That’s right.
1 sigh, 2 high, 3 right, 4 coat
p.54, Activity 15 Quest song CD2:28

1 fox/asleep, 2 cow/asleep, 3 owl/awake,
4 bat/asleep, 5 duck/awake
p.54, Activity 16 for a duck today.
day: cow, duck A treasure chest, a present, a photo, a key,
night: fox, bat, owl sunglasses and a duck! Find a duck today!
p.55, Activity 17
1 b/c, 2 a/d
p.55, Activity 18 1 What are these? They’ve got fat bodies and
1 true, 2 false, 3 true, 4 false, 5 true, 6 false, 7 true black legs. They’re sheep.
2 What’s this? It’s got a big mouth and two big feet.
p.55, Activity 19 It’s a duck.
Ostriches are big. They aren’t small.
3 What’s that? It’s got a thin body and big ears.
They’ve got long legs. The father ostrich is black.
It’s a goat.
p.56, Activity 20 4 What are those? They’re big and black and they’ve
1 a fish = green and blue got long tails. They’re horses.
2 b owl = brown, owl’s eyes = yellow
3 a fox = brown
Lesson 3 Activity 6 Song CD2:31
p.56, Activity 21 I’m Max. And I’m Maisie. We’re animal crazy!
1 Yes, it is. 2 No, they aren’t. (They’re black.)
What’s this? What’s this?
3 No, it isn’t. It’s an owl. 4 No, they aren’t.
It’s small and green. It’s got big eyes. It’s a frog.
They’re hens.
(Croak! Croak!)
166

What are these? What are these?
5
They’re black and white. They’ve got a tail. They’re Lesson 9 Activity 19 CD2:41
skunks. (Argh! Argh!) BOY One! One ... Is it brown?
GIRL Yes, it is.
What’s that? What’s that?
BOY Is it fat?
It’s small and brown. It’s got two wings. It’s a bat.
GIRL Yes, it is.
(Flap! Flap!)
BOY Is it a hen?
What are those? What are those? GIRL Yes, it is.
They’re thin and black. They’ve got two legs. They’re
crows. (Caw! Caw!)
Are you a sheep? Yes, you are! Baa!
Lesson 4 Activity 7 CD2:32 Are you a horse? Yes, you are! Neigh!
1 They aren’t thin. They’re fat. Are they brown? Are you a cow? Yes, you are! Moo!
Yes, they are. Are they owls? Yes, they are. Are you a goat? Yes, you are! Maa!
2 They’re black. Are they small? Yes, they are. Are you a duck? Yes, you are! Quack!
Are they bats? Yes, they are. Are you a turkey? Yes, you are! Gobble!
3 It isn’t small. It’s big. It’s brown. Is it a fox? Yes, it is. Are you a hen? Yes, you are! Cluck!
4 It isn’t big. It’s small. It’s got a long tail. Is it a rat? Are you a rat? Yes, you are! Squeak!
Yes, it is. Are you a frog? Yes, you are! Ribbit!
5 They’re green. Are they small? Yes, they are. Are you an owl? Yes, you are! Towhit! Towhoo!
Are they lizards? Yes, they are.
6 It isn’t thin. It’s fat. Is it brown? No, it isn’t.
It’s green. Is it a frog? Yes, it is. Lesson 9 Activity 20 (AB) CD2:43
1 I haven’t got legs and I haven’t got wings. I’ve got
big eyes. I can’t climb, but I can swim! I’m green
Lesson 6 Activity 10 CD2:34 and blue.
1 igh /aɪ/ /aɪ/ /aɪ/ 2 I’ve got two legs and two wings. I’m brown. I’ve
2 oa /ǝʊ/ /ǝʊ/ /ǝʊ/ got big, yellow eyes. I’m asleep in the day and
awake at night.
3 I’ve got four legs and I’m big. I’m black and white.
Lesson 6 Activity 11 CD2:35 I’ve got big eyes and big ears. I haven’t got a big
/aɪ/, /aɪ/ /ǝʊ/, /ǝʊ/ /aɪ/, /aɪ/ tail.
/ǝʊ/, /ǝʊ/ /ǝʊ/, /ǝʊ/ /aɪ/, /aɪ/ 4 I’ve got four legs. I’ve got big ears and small,
black eyes. I am awake at night and asleep in the
day. I’m brown.
Lesson 6 Activity 12 CD 2:36
1 /h/ /aɪ/ hig 5 /b/ /ǝʊ/ /t/ boat
2 /s/ /aɪ/ sigh 6 /k/ /ǝʊ/ /t/ coat Lesson 10 Activity 21 CD2:44
3 /l/ /aɪ/ /t/ light 7 /s/ /ǝʊ/ /p/ soap 1 Are the hens fat? No, they aren’t.
4 /r/ /aɪ/ /t/ right 8 /g/ /ǝʊ/ /t/ goat 2 What are those? They’re white and brown.
They’re goats.
3 Is it fat? Yes, it is. Is it a duck? Yes, it is.
Lesson 6 Activity 13 (AB) CD2:38 4 Is it a horse? No, it isn’t. It’s a cow.
1 sigh 2 high 3 right 4 coat 5 Is it small and grey? Yes, it is. Is it a bat? Yes, it is.
6 Are they white? Yes, they are.
Are they sheep? Yes, they are.
1 Moo! It’s a cow. It’s awake in the day.
It’s asleep at night. Lesson 10 Activity 22 CD2:45
2 Neigh! It’s a horse. It’s awake in the day. 1 It’s got two wings and a big head. It’s got two
It’s asleep at night. legs and big eyes. It isn’t a hen.
3 Quack! It’s a duck. It’s awake in the day. 2 It’s got two legs and two wings. It’s yellow.
It’s asleep at night. It can swim.
4 Squeak! It’s a bat. It’s awake at night. 3 It’s brown. It’s got four legs. It’s got a big tail and
It’s asleep in the day. a long nose. It isn’t a cow.
5 Bark! It’s a fox. It’s awake at night. 4 It’s got four legs. It’s got a long neck and a long
It’s asleep in the day. nose. It’s big!
6 Hoot! It’s an owl. It’s awake at night.
It’s asleep in the day.
167

6 Food
Objectives
• identify food • describe food using some and any
• describe food likes and dislikes • talk about meal times
• ask and answer about food likes and dislikes • learn some simple recipes
Topics
Language • food Values
Vocabulary • meal times • Eat healthy food. Choose
Food: egg, rice, apple, fish, pizza, • recipes healthy snacks.
banana, hot dog, burger, pineapple, • food around the world
coconut, pasta, sweetcorn, toast,
cereal, grapes, beans, pancakes, Story and quest
potatoes • Unit opener: The
Meal times: breakfast, lunch, dinner characters stop at a café
Structures • Story episode: Princess
He/She likes (chicken). He/She doesn’t Emily’s birthday
like (fish). • Quest item: a packet of
Does he/she like (chicken)? Yes, he/ nuts
she does. / No, he/she doesn’t.
There’s some (milk). There isn’t any
(cheese). Songs and chants
There are some (apples). There aren’t • chant: I like chicken.
any (bananas). • Quest song: Look for nuts.
Is there any (milk)? Yes, there is./No, • song: I eat breakfast …
there isn’t.
Are there any (apples)? Yes, there
are./No, there aren’t. Socio-cultural aspects
Revision • identifying and talking about food
I like (chicken). I don’t like (fish). and mealtimes
(Level 1) • working in pairs and groups
Do you like (fish)? Yes, I do./No, I • learning to prepare food
don’t. • learning about other people’s food
CLIL and Wider World language and meal preferences
CLIL (recipes): cut, mix, fry, cook
Wider World (food around the world):
croissants Learning strategies
Phonics • following instructions
/u/, /ːʊ/ (zoo, too, food, moon, book, • logical thinking: deducing information
foot, look, cook) from pictures and text, playing a guessing
game, using a process of elimination to
guess an answer
Cross-curricular contents • critical thinking: identifying and comparing
• Arts and crafts: making a food questionnaire, making • using art and craft
picture cards, making a recipe, making a menu • predicting the outcome of a story
• Music: songs and chant • reflecting on learning and self-evaluation
• Maths: using numbers to sequence • personalisation of language learnt
• Social science: learning about mealtimes and healthy • recording new vocabulary in a picture
food, understanding each other’s food preferences dictionary
answering questions, following instructions, acting out
a story, playing games
168

Basic competences
Knowledge and interaction with the physical world: to 10); Learn how food is prepared (Lesson 7)
Learn about the food we eat (Lesson 1 to 5, 7, 8) Cultural and artistic competence: Develop and value
Mathematical competence: Use numbering to initiative, imagination and creativity (Lesson 5, 7, 8);
complete a task (Lesson 1 to 10) Raise awareness of cultural differences (Lesson 8)
Skills
Listening Speaking
• can understand chants and songs • can identify food
• can understand and identify food • can describe likes and dislikes with foods
• can understand expressions of likes and dislikes with food • can describe meal times
• can understand and respond to questions • can describe food that is and isn’t available
• can understand a story • can describe a recipe
THUMBNAIL TO BE act
• can PLACED
out a story
Reading • can pronounce oo correctly (voiced and unvoiced)
• can read and understand captions of key words • can use language to play a game
• can read and understand speech bubbles Taking part in conversations
• can read and understand sentences • can ask and answer about foods you like and dislike
• can follow speech bubbles in a picture story • can ask and answer about mealtimes
• can blend individual sounds and letters to create words • can ask and answer about food that is and isn’t available
• can read and understand a cultural text about food • can give instructions for others to follow
around the world • can ask and answer about favourite food
Writing
• can write key words
• can write key words or phrases in a sentence

• Do a food categorising activity. pupils a copy of the Unit letter (Active Teach). This
• Learn the Happy Birthday song. explains what pupils are going to learn in this unit.
• Do a roleplay to practise good table manners. • Home-school link. Pupils talk to their family about
• Do some cookery in class. healthy snacks. They make and bring a healthy snack
• Draw your favourite meal. to class (or draw a picture of one they have eaten at
• Suggested photocopiables: home). (Lesson 5)
6.1 Make a set of food picture cards. • Craft activities. Pupils can take home their recipe
6.2 Make more food picture cards. cards and menus. (Lesson 7 and 8)
6.3 Play meal-time lotto. • Grammar Booklet and Reading and Writing Booklet.
6.6 Make a recipe card. their portfolio when they finish Unit 6.
6.7 Make a restaurant menu.
Evaluation
169

6 Food
Lesson 1 Food
Lesson aims
1 Lis en and poin .
To present and practise new vocabulary (food) 2:46
Target language
apple, egg, salad, chicken, rice, fish, banana, pizza,
hot dog, burger
Materials
Active Teach; Audio CD; Flashcards (Food – Level 1
and 2); Wordcards (Food); a small piece of paper for
each pupil
Optional activity materials egg salad chicken rice fish banana
Photocopiable 6.1

Starting the lesson
Lis en and play. Then lis en and chan .
• Revise all vocabulary learnt so far. Say a word 3 2:48
(e.g. cow). Pupils say as many words as possible from I like chicken. He likes chicken.
the same category (e.g. horse, sheep, etc). Do this as I don’ like fish. He doesn’ like fish.
a team game and award points for correct answers. I like eggs. She likes eggs.
Then ask pupils to look through Unit 6 and guess what I don’ like bananas. She doesn’ like bananas.
the topic of the unit is (Food). Revise food vocabulary Does he like chicken? Yes, he does!
from Level 1 using flashcards. Does she like bananas? No, she doesn’ !
• Ask pupils (L1) what they remember from the Quest so

far. Remind them the characters just passed through 60 Lesson 1 vocabulary (food) AB p.58
a farm and are getting ever closer to the castle. Ask M06_ISLA_PUB_02GLB_0386_U6.indd 60 02/04/2012 10:13
which animal the farmer gave Grandad (a horse).
Pupil’s Book pages 60–61 • Ask questions about the different food in the picture,
e.g. What has Lindy got? (Eggs and salad.) What has Joe
got? (Chicken.) What colour is the apple? (Red.)
Presentation
• Pupils look at the main illustration. Ask (L1) where the 2 2:47 Listen and repeat.
characters are now (in a café). Who can pupils see in
the picture? Ask pupils to point to any foods in the • Play CD2:47. Pupils listen and repeat the words,
while pointing to the captioned foods in the main
picture they remember from Level 1 (chicken, fish, salad
illustration. Ask individual pupils to point to and read
and fruit).
the captions aloud.
• Teach the new food vocabulary using the flashcards
• Pupils then play a game in pairs. First they say all the
(Level 2). Show the cards in turn and say the words.
food words together. Then one pupil looks away while
Stick the flashcards on the board, then point to each
his/her partner covers up one food item with a piece
one and say the food word. Pupils find the food items
of paper. Their partner has to say which food item is
in the main illustration.
covered up.
• Remind pupils of the structure I like/I don’t like (food).
Ask pupils to name food on the board that they like
Practice
and don’t like.
• Use the food wordcards. Hold these up and read
1 2:46 Listen and point. them with the class. Then hold up the cards again.
Individual pupils read them out and come and stick
• Play CD2:46. Pupils listen and point to the food as it is them on the board next to the correct flashcard.
mentioned. Then play the recording again. Pupils listen
Check with the rest of the class each time that the
and tell you the foods that aren’t mentioned (hot dog
wordcards have been positioned correctly. Then point
and burger).
to and read all the words again.
170

6
Ending the lesson
I like chicken. I don’ like fish. • Revise Do you like ...? with a guessing game. Choose
He/She likes chicken. He/She doesn’ like fish. a food flashcard and hide it behind your back. Pupils
apple
Does he/she like Yes, he/she does. guess by asking Do you like (fish)? Reply No, I don’t.
chicken / fish? No, he/she doesn’ . until pupils guess the card correctly, when you reply
Yes, I do. Pupils can then have a turn at hiding a card.
pizza
OPTIONAL ACTIVITIES
Drawing game – Food sequences See p.266.
Photocopiable 6.1 Pupils make a set of food cards.
See Active Teach.
banana ho dog burger

NOTES
a b c d
1
2:50
Look for nu s oday.

A reasure ches , a presen , a pho o, a key, She likes
apples.
sunglasses, a duck and nu s!
Find nu s oday!
Lesson 2 grammar (He/She likes chicken.) AB p.59 61
Chant
ask pupils to listen and put their hands up when they
hear a food word in the chant. Pause the recording
each time and ask pupils to say the food.
• Go round the class, allocating a food word (chicken,
fish, egg, or banana) to each pupil. Play the recording
again. Pupils stand up when they hear their food
word. They can also mime eating it.
1 Look and write. Then draw.

• Pupils look at Grandad’s list and name the foods they
can see. They label the foods, choosing the words
from the word bank.
• Pupils then draw the foods Grandad likes onto his
plate (choosing the foods with a tick next to them).
Check by asking a pupil to pretend to be Grandad and
say I like ...
171

6
Lesson 2
Lesson aims
Food
Target language
He/She likes chicken.
He/She doesn’t like fish.
Does he/she like chicken? Yes, he/she does. /
No, he/she doesn’t.
Materials
Active Teach; Audio CD; Flashcards (Food)
Optional activity materials egg salad chicken rice fish banana
Starting the lesson 2 2:47 Lis en and repea .
• Show the flashcards (food) in turn and ask for each Is 3 2:48 Lis en and play. Then lis en and chan .
it an (apple)? Then divide the class into groups and give
each group a food flashcard. Call out a food, then an I like chicken. He likes chicken.
I don’ like fish. He doesn’ like fish.
action, e.g. Apples – clap your hands! Bananas – touch
your toes. The group with the corresponding food I like eggs. She likes eggs.
I don’ like bananas. She doesn’ like bananas.
flashcard does the action.
Does he like chicken? Yes, he does!
Pupil’s Book page 60–61 Does she like bananas? No, she doesn’ !
Presentation 60 Lesson 1 vocabulary (food) AB p.58
• Ask pupils to name different foods they like and they M06_ISLA_PUB_02GLB_0386_U6.indd 60
02/04/2012 10:13
don’t like, e.g. I like (chicken). I don’t like (rice).

Look!
• With books closed, test pupils’ memories from
Lesson 1. Ask What does Lindy like? Elicit eggs and • Pupils read the sentences in the Look box while you
salad. Then say She likes eggs and salad. Pupils can read them out loud. Then read the sentences again,
open their books to check. Repeat with Joe, Grandad, asking pupils to listen and repeat.
and Pippin, using He likes (chicken). • Pupils use the same language in pairs, asking about
• Point to Grandad again and ask Does he like fish? Elicit their own food likes and dislikes, as well as those of
Yes, he does. Repeat with questions about Joe and the characters in the main illustration.
Lindy, to elicit Yes, he/she does. Then point to Grandad
again. Ask Does he like bananas? Elicit No, he doesn’t. Practice
Repeat with other foods we know Grandad doesn’t
like (from Activity Book p.58, Activity 1). 4 2:49 Listen and number. Then say.
3 Listen and play. Then listen and chant. • Pupils name the characters and the food they can see.
Ask, e.g. Does Lindy like apples? Elicit Yes, she does.
2:48
• Play the recording of the chant (CD2:48). Pupils Repeat for the other pictures.
listen and point to the different foods in the main • Play CD2:49. Pupils listen and point to the pictures.
illustration. Then play the recording again. Pupils Then play the recording again, for pupils to listen and
listen and repeat. number the pictures.
• Divide the class into two groups and play the
recording again. One group chants the sentences with KEY 1 b, 2 a, 3 d, 4 c
I like/don’t like and the questions. The other chants the
echo with He/She likes/doesn’t like and the answers.
You can also use the karaoke version of the chant. • Pupils can then play a guessing game in pairs. One
makes a sentence about a picture for the other to
(See Active Teach.)
guess which one it is. They can use the speech bubble
on the page as a model.
172

6
4 Read and answer.
I like chicken. I don’ like fish. • Pupils read the questions and answer Yes, I do./No, I
He/She likes chicken. He/She doesn’ like fish. don’t. depending on their own preferences.
apple
Does he/she like Yes, he/she does.
chicken / fish? No, he/she doesn’ . Ending the lesson
pizza • Create actions for the chant. Mime eating a chicken
drumstick or peeling a banana, thumbs up for like,
shake your head for don’t like, etc. Play CD2:48 again.
Pupils chant and do the actions.
OPTIONAL ACTIVITIES
Memory game Play a chain game. The first pupil
banana ho dog burger says I like (apples). The second repeats the sentence
and adds another word I like apples and bananas.
The third repeats the first two items and adds
4 2:49 Lis en and number. Then say. one more word I like apples, bananas and chicken.
Continue until someone forgets. Pupils can also add
a b c d
sentences with I like/I don’t like, e.g.
I like apples and bananas. I don’t like chicken.
1 Grammar Booklet p.16. (For Key, see TB p.257.)
Photocopiable 6.1 Pupils can use photocopiable 6.1
again. See Active Teach.
2:50
Look for nu s oday.

A reasure ches , a presen , a pho o, a key, She likes
apples.
sunglasses, a duck and nu s!
Find nu s oday! NOTES
Lesson 2 grammar (He/She likes chicken.) AB p.59 61
Quest

• Ask pupils which Quest items they’ve found so far.
Play the Quest song on the recording (CD2:50). Pupils
for this unit (the nuts). Pupils then find and circle the
packet of nuts in the illustration. (It is lying under the
table on Pupil’s Book p.60.)
2 Look and write.

• Pupils look at the pictures and complete the captions,
choosing the food words from the word bank.
3 Look at Activity 2. Read and match.

• Pupils match the questions and answers, using the
information from Activity 2.
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6
Lesson 3 • Use the pictures on the board to ask, e.g. Do you like
(pineapple) for breakfast? Pupils reply Yes, I do./No,
Lesson aims I don’t.
To present and practise new vocabulary (food and
meal times) 6 2:52 Listen and write. Then sing.
• Play the song (CD2:52). Pupils listen and point to the
Target language foods as they hear them mentioned. Alternatively,
pineapple, coconut, pasta, sweetcorn, toast, cereal, they could mime the different foods they hear. Then
grapes, beans, pancakes, potatoes play the recording again, pausing for pupils to write
breakfast, lunch, dinner the missing food words in the song.
I like (toast) for (breakfast).
KEY grapes, pineapple, coconut, cereal, fish, toast,
Materials
pancakes, sweetcorn, pasta, rice
Active Teach; Audio CD; Flashcards (Food);
Wordcards (Food); Cut-out 6
Optional activity materials • Play the recording again. Pupils listen and sing. They
can also mime the different foods as they sing. You
Photocopiable 6.2; Photocopiable 6.3; Reading and
can also use the karaoke version of the song (see
Writing Booklet
Active Teach). Pupils sing along, following the text in
the book or substituting some of the food words.
Starting the lesson Cut-out 6 (Pupil’s Book page 115)
• Use the food flashcards and wordcards. Stick the apple • Pupils cut out the food questionnaire. They complete
wordcard on the board, but don’t say the word. Show
the questions by writing the correct food each time.
each of the food flashcards quickly. When pupils see
Pupils then work in pairs, asking each other the
the apple, they call out Food! Ask one pupil to name the
questions from their questionnaire and circling their
food (It’s an apple.). Continue with other food words.
partner’s answers.
Pupil’s Book page 62 • They can report back to the class with their partner’s
preferences, using the third person, e.g. Ana likes
Presentation cheese. She doesn’t like pizza.
• Use the flashcards to teach the new food vocabulary. Activity Book page 60
Hold up the flashcards, then attach them to the board.
Say one of the words, e.g. pineapple. Pupils volunteer 5 Look and match.
to come and touch the correct picture on the board.
Leave the flashcards on the board. • Pupils draw a line to match the food pictures with the
correct words.
5 Listen and repeat.
2:51
6 Look and write. Then read and number.
• Pupils look at the pictures while you play CD2:51. Then • Pupils look at the pictures and label them breakfast,
play the recording again. Pupils listen and repeat. Ask
lunch, or dinner, depending on the situations shown in
individual pupils to read the captions aloud.
each picture.
• Hold up the food wordcards. Pupils read each one,
• Pupils then read the speech bubbles and write the
then come and attach them on the board next to the
number of the correct picture in each one.
correct flashcard.
• Pupils close their eyes. Swap a couple of the
Ending the lesson
wordcards around. Pupils open their eyes and say the
wordcards that are now in the wrong place. Pupils can • Put the food wordcards in a bag. Pupils pass the bag
then come and reposition the wordcards correctly. around while some music is playing. Stop the music.
The pupil with the bag picks out a card and makes a
Song sentence with the food item on it, e.g. I like beans for
lunch./I don’t like cereal for breakfast. Play the music
• Preteach breakfast, lunch and dinner. Divide the board again and repeat.
into three sections and write these words at the top of
each section. Ask What do you eat for breakfast? Use
L1 as necessary. Then ask individual pupils to come
and choose flashcards of food they eat for breakfast
and attach them in the correct section on the board.
Repeat for lunch and dinner.
174

a b c d e
pineapple coconu pas a swee corn oas

g h i j
cereal grapes beans pancakes po a oes
I ea breakfas , I ea lunch, I ea dinner.

How abou you? (×2)
I like grapes and , oo.
I like . How abou you?
I like . My favouri e dish!
Bu I don’ like !

How abou you? (×2)
I like and , oo.
I like . How abou you?
I like . I ’s very nice,
Bu I don’ like !

How abou you? (×2)
uts
Cut-o
p.113
62 Lesson 3 vocabulary (food and meal imes) AB p.60
OPTIONAL ACTIVITIES
Pupils can now go online to Tropical Island and Mime game In groups, pupils act out eating
find the table that Pippin is holding on the Pupil’s something and show whether they like or dislike it.
Book page. (It is immediately to the left of the The other members of the group guess the sentence,
door inside the pizza restaurant.) When pupils click e.g. I like apples.
on the table, they are taken to a supplementary Photocopiable 6.2 See Active Teach.
language game based on the vocabulary in this unit. Photocopiable 6.3 See Active Teach.
TB p.256.) 175

6
Lesson 4 Look!
Lesson aims • Pupils read the examples in the Look box while you
read the sentences out loud. Then read them again,
pausing for pupils to repeat. Pupils can then ask and
Target language answer about the food pictures on the board in pairs.
There’s some milk. There isn’t any cheese.
There are some bananas. There aren’t any apples. Practice
Is there any milk? Yes, there is./No, there isn’t.
Are there any apples? Yes, there are./No, there aren’t. 7 2:53 Listen and number.
Materials • Pupils look at the pictures and tell you what food they
Active Teach; Flashcards (Food); Audio CD can see. Encourage them to use There’s/There are some
... There isn’t/There aren’t any ...
Photocopiables 6.1 and 6.2; Grammar Booklet • Play CD2:53. Pupils listen and number the pictures.
KEY 1 b, 2 a, 3 d, 4 c
Starting the lesson

• Draw simple food sequences on the board, e.g. apple, • Pupils can then work in pairs. One pupil describes a
picture for the other to guess.
apple, banana, apple, apple ...? Pupils guess what comes
next (banana). Ask a pupil to draw the banana into the 8 Ask and answer.
sequence. Ask How many apples are there? (Four.) How
many bananas are there? (Two.) Repeat with other food • Pupils ask and answer about the pictures in Activity 7,
sequences. using the speech bubbles as a model.
Skills
Presentation 9 Draw and say.
• Hold up different classroom objects to revise There is • Pupils look at the pictures and name the foods they can
and There are from Level 1, e.g. There’s one book. There
see. Without showing their partner, pupils then choose
are three pencils.
and copy some of the foods into fridge a.
• Divide the board into two halves. Use food flashcards
• Pupils then work in pairs, describing their fridges and
to elicit apple, banana, rice and pasta. Draw bowls of
asking questions to guess the contents of each other’s
rice and pasta on the left-hand side of the board and
fridges. They draw their partner’s foods into fridge b.
two apples and three bananas on the right-hand side
of the board. Label your drawings rice, pasta, apples, • Pupils then compare their fridges and check they have
drawn the items correctly.
bananas. Help pupils to understand that one set of
food is countable (apples, bananas) and the other Activity Book page 61
set is uncountable (rice, pasta). Count the apples and
bananas with them to make this clear, e.g. One, two. 7 Look and write.
How many apples? (Two.)
• Introduce some and any. Point to the rice and pasta • Pupils choose and write the uncountable foods into
basket 1 and the countable foods into basket 2. Check
and say There’s some rice. There’s some pasta. Then
by asking them to make sentences with There’s/There
point to the apples and bananas and say There are
are some ...
some apples. There are some bananas. Make sure pupils
understand you are using There is for the uncountable 8 Look at Activity 7. Read and write
foods and There are for the countable ones. Then draw
the answers.
a picture of a pizza into the uncountable half of the
board and a picture of five beans into the countable • Pupils answer the questions, checking back to the foods
side. Draw a cross over the pizza and the beans, shake illustrated in Activity 7. They choose and copy the
your head and say, There isn’t any pizza. There aren’t answers from the word bank.
any beans.
• Ask questions about the foods on the board, e.g.
Is there any pasta? (Yes, there is.) Is there any pizza?
(No, there isn’t.) Are there any apples? (Yes, there are.)
Are there any beans? (No, there aren’t.) Leave the
pictures on the board.
176

There’s some milk. There isn’ any cheese.
There are some apples. There aren’ any bananas.
Is here any milk? Yes, here is. / No, here isn’ .
Are here any apples? Yes, here are. / No, here aren’ .
a b c d
1
8 Ask and answer.
Is here Yes, Are here No, here

any milk? here is. any apples? aren’ .
9 Draw and say.
a b
Is here Yes,
any pizza? here is.
Lesson 4 grammar (There’s some milk. There isn’ any cheese.) AB p.61 63

Ending the lesson OPTIONAL ACTIVITIES
• Play a memory game. Use flashcards or put a Photocopiable 6.1 and 6.2 Pupils categorise their
selection of classroom objects, small toys and food food cards into countable and uncountable items.
items on a table. Allow pupils to look for one minute, Grammar Booklet p.17. (For Key, see TB p.257.)
then cover the table with a cloth. Ask questions, e.g.
Are there any books? (Yes, there are.) Is there any milk?
(No, there isn’t.) (For Key, see p.190. For Audioscript,
see pp.190–191.)
177

6
Lesson 5 Values
Lesson aims • Draw pupils’ attention to the values topic shown at

the bottom of the page (Eat healthy food. Choose
healthy snacks.). Explain (L1) the meaning of healthy
To understand the value of eating healthy food and
if necessary and talk about the importance of eating
choosing healthy snacks
healthy foods. Ask pupils (L1) which of the foods in
Materials the story are healthy foods (apple and fish). You could
Active Teach; Audio CD; Unit 6 Story cards also point out (L1) that some foods, e.g. pizza, are
quite healthy, but only in moderation. (Eating a lot of
pizza isn’t healthy as cheese is high in fat.)
• Use the food flashcards again. Pupils can sort them
into healthy and unhealthy foods.
Starting the lesson Activity Book page 62
• Ask questions (L1) about the story from Unit 5. Which 9 Read and tick (✓).
characters were in the story? (Lindy, Joe and Pippin.)
Who was hiding in the story? (Pippin.) Why did Lindy • Pupils read the sentences about the story and tick
call Pippin a bad parrot? (He was imitating other (✓) yes or no, depending on whether the sentences
animals.) are true or false. Pupils can either do this from
memory, or by checking back in the Pupil’s Book.
10 Look and circle the healthy food and
Story snacks.
• Before pupils open their books, show the story cards • Pupils look and name the foods. Make sure they can
remember yoghurt, lemonade and chocolate.
of each card.
Ending the lesson
10 2:54 Listen to the story. Then act out. • Invite six pupils to the board. Give them each a frame
from the story. Read out a random line from the
• Pupils look at the story pictures in the book. Ask some story and the pupil with the correct frame holds it
questions. Who’s this? (Princess Emily.) Where is she?
up. Alternatively, pupils can work in teams, using the
(In the castle.) (Can you see her family?) (Yes.) Is Emily
mini-story cards (photocopiable 6.4). The first team to
happy? (No.) Ask pupils (L1) to predict what happens in
hold up the correct card wins a point.
the story.
• Play the story on the recording (CD2:54) while pupils • Then ask pupils to come to the front of the class and
attach the story cards to the board in the correct order.
follow in their books. Then play the recording again,
pausing after each line. Encourage pupils to repeat the
words of each character.
• Check pupils’ understanding of the story by asking the OPTIONAL ACTIVITIES
‘After reading the story’ questions from the back of Birthday wishes Find a pupil in the class who had a
the story cards. Be sure that pupils understand that birthday in the last week. Teach pupils the ‘Happy
Princess Emily is miserable because she misses Pippin. Birthday’ song and sing it together.
• When pupils have a clear understanding of the story, Table manners Discuss manners at the dinner
invite seven or eight pupils to the front of the class table. Choose a volunteer to help you act out
to act it out. You can play the recording for pupils proper manners. Use simple sentences such as
to repeat or ask them to say the lines from memory. Fish, please. Thank you. Use an imaginary napkin to
When acting out, encourage tone of voice and wipe your mouth and use an imaginary fork and
expressions to match those in the pictures. knife to cut your food. Then act out an example of
bad manners. Snatch things from the pupil’s hand
without saying please, wipe your mouth on an
imaginary tablecloth or your sleeve, etc. Ask pupils
to decide which behaviour is good/bad and what
you should do to improve bad manners.
178

Happy birthday, 1 2 Huh! I don’t

Princess Emily … like apples!
An apple?
3 4
I don’t I don’t like
Fish? like fish. pizza …
I like fish. I like pizza!
5 I don’t 6
like cake!
I like parrots.
Where is my
parrot?
Ea heal hy food.
Choose heal hy snacks. Talk about healthy snacks at home.
64 Lesson 5 s ory and values (heal hy food and snacks) AB p.62

Home-school link Pupils talk to their parents about
healthy snacks. Pupils can make a healthy snack at
home and bring it to class. Alternatively, they draw
a picture of a healthy snack they have eaten and
bring this to class.
TB p.256.)
179

6
Lesson 6 Practice

To learn the sounds and letters oo and oo; • Play the sound blends (CD2:57). Pupils sound out the
words while pointing to the different sound squares
in their books. Play the recording again, pausing as
Target language necessary.
zoo, too, food, moon, book, foot, look, cook • Repeat this activity, using the phonics cards. Hold up
the first phonics card for a sample word, e.g. zoo. Elicit
Materials
the first sound /z/. Then repeat for /uː/. Then attach
the phonics cards to the board in order and encourage
pupils to blend the sounds together. Repeat with the
Phonics cards: ch, sh, th, ng, nk, ai, ee, igh, oa, oo, oo;
other sample words.
Wordcards: zoo, too, food, moon, book, foot,
look, cook 14 Underline oo. Read the words aloud.
Photocopiable 6.5; • Pupils can work individually. They should hide the
illustrations with a ruler or notebook. Once they have
Phonics envelopes
underlined the graphemes and read the line of words
aloud, they can reveal the illustrations. Continue with
the second line. Follow up as a whole group asking for
Starting the lesson
volunteers to read the words aloud.
• Use the large phonics cards to review the sounds and Activity Book page 63
order and ask pupils to say the sounds. Start slowly 11 Read the words. Circle the pictures.
and then increase the speed.
• Attach the phonics cards to the board. Say individual • Pupils read the words in the word bank aloud. They then
sounds and ask pupils to come and touch the correct find the correct details in the picture and circle them.
letters. Then blend out different words: boat, high, feet,
rain, long, sink, then, chin, dish. Ask pupils to come and 12 2:58 Listen and link the letters.
put the letters in the correct order and blend out the
words. • Play CD2:58. Pupils listen and follow the sound trail,
Presentation
11 Listen.
2:55
• As with Unit 2, this unit deals with a single grapheme • Pupils look and read the sentences aloud. Then play
representing two sounds. To introduce the new letter
sounds, follow the procedure outlined in Unit 1,
Lesson 6 for the long /uː/ set of words, but also ask
pupils to put their hands against their mouths as they
make the sound. Better still, they could use a mirror
so they can see the ‘o’ shape of their lips. Then move
Ending the lesson
on to the short /ʊ/ set of words, explaining that the
letters are the same, but the sound is shorter. • Play a game of Build a wall to practise spelling the new
• Ask pupils to open their books. Play CD2:55 a couple sample words. See p.269.
of times, while pupils point to the letters on the page. (For Key, see p.190. For Audioscript, see pp.190–191.)
12 2:56 Listen, point and say. For the next lesson

• Play CD2:56, pausing after each sound for pupils to • Explain (L1) that in the next lesson pupils are going
point to the correct letter(s) and repeat. Repeat as to talk about recipes. Ask pupils to bring something
necessary. associated with their favourite food or recipe from
home to the next class, e.g. a drawing of their
favourite meal, a piece of pasta, a photocopy from a
recipe book.
180

11 2:55 Lis en.
1
oo 2
oo
1 z oo zoo 2 oo oo
3 f oo d food 4 m oo n moon
5 b oo k book 6 f oo foo
7 l oo k look 8 c oo k cook
14 Underline oo. Read he words aloud.
1 moon 2 cook 3 zoo
4 foo 5 book 6 food
Lesson 6 phonics (oo, oo) AB p.63 65
OPTIONAL ACTIVITIES
Photocopiable 6.5 See page Active Teach.
Phonics game – Two too many Play the game to
practise the sounds and words learnt so far.
See p.269.
181

6
Lesson 7 Practice
Lesson aims 16 2:62 Look and write. Then listen and check.
English class • Pupils look at recipe B and say the foods they can see.
Pupils then read the captions and guess the missing
Cross-curricular focus verbs. Play CD2:62. Pupils listen and check their
Food science (recipes) answers, then write the missing words into the recipe.
Target language
KEY 1 Cut, 2 Fry, 3 Cook, 4 Mix
recipe, cut, mix, fry, cook
Materials
Active Teach; Audio CD; a recipe book (ideally 17 Choose a recipe. Ask and answer.
one aimed at children); pupils' pictures or items
associated with their favourite foods • Pupils work in pairs. Pupil A chooses a recipe. Pupil
B guesses which one by asking questions about the
Optional activity materials ingredients. Pupils use the speech bubbles on the page
Photocopiable 6.6 as a model.
Mini-project
Starting the lesson
• Ask pupils which meal times the recipes on the Pupil’s
• Write breakfast, lunch and dinner on the board. Invite Book pages are suitable for (lunch or dinner). Ask
a pupil to stick a food flashcard under each word. pupils if they are healthy recipes (yes).
The rest of the class looks at the board and tries to • Working in pairs or small groups, pupils can then
remember the food items for each meal. Then remove make their own menu for a breakfast, lunch or dinner.
the cards and ask questions, e.g. Does he like apples for They choose a meal, list some appropriate foods,
dinner? Yes, he does./No, he doesn’t. etc. Repeat with then write and illustrate their menu on a piece of
other pupils and different food items. paper. Compare the menus. Whose menu is the most
delicious? Whose is the healthiest? These menus can
then be added to their portfolios.
• Use a recipe book to introduce the theme of cooking 15 Look and write.
and recipes. Show pupils the illustrations in the book
and ask, e.g. What’s this? It’s a (chocolate) cake. Then • Pupils label the pictures, choosing the words from the
show pupils one of your favourite recipes and say, e.g. word bank.
This is my favourite recipe. Chicken and pasta salad. I like
chicken and pasta. 16 Recipes. Read and order.
• Ask pupils What’s your favourite food? If pupils have
• Pupils read the three stages for each recipe and
brought pictures or items relating to their favourite
complete the instructions with the missing words.
meals, they can show these to the class and talk
about them. Pupils can also do this in pairs. Tell
Ending the lesson
pupils that they are going to read about some more
favourite recipes. • Read out the instructions for one of the recipes from
the lesson, without saying the title. Pupils mime doing
15 2:61 A recipe. Listen and read. the different actions in the recipe, then tell you the
recipe title. Alternatively, mime the actions for pupils
• Pupils look at recipe A. Read the title Fried vegetables to guess first, and then name the recipe.
and rice and ask What food is in the recipe? (Vegetables
and rice.) Use the pictures and mime to preteach the
cookery words cut, mix, fry and cook.
• Play CD2:61. Pupils listen and read the recipe. Then
play the recording again. Pupils listen and mime the
different actions from the recipe (cut, mix, fry and
cook). Then play the recording again for pupils to
listen and repeat.
182

15 2:61 A recipe. Lis en and read.
A Fried vegetables and rice Recipe card

Cu Mix Fry Cook
1 2 3 4
Cut some vegetables. Mix the vegetables in Fry the vegetables. Cook some rice
a pan. in a pan.
I like vege ables

and rice!
enu for
Make a m lunch
t,
breakfas
or d in n e r.
16 2:62 Look and wri e. Then lis en and check.
B Chicken and pasta Recipe card

1 2 3 4
Cut some vegetables the chicken and some pasta the pasta with
and some chicken. vegetables. in a pan. the chicken and vegetables.
17 Choose a recipe. Ask and answer.

Are here any Is here I ’s
vege ables? any rice? recipe A! W
Yes, here Yes, favou
are. here is.
66 Lesson 7 food science (recipes) AB p.64
OPTIONAL ACTIVITIES
Cookery If you have access to cooking facilities,
you could try cooking one of the recipes from
the lesson.
183

6
Lesson 8 • Ask additional questions, e.g. Who likes toast for
breakfast? (Number 1.) Who doesn’t like vegetables?
Lesson aims (Number 5.) Pupils refer to the text or answer
To integrate cross-cultural content into the from memory.
English class • Pupils can read the speech bubbles again and decide
which of the meals is the most healthy. Which of the
meals do they like the best?
Food from around the world
Target language Practice
croissants
What do you like for (breakfast)? 19 Ask and answer. Then talk about your friend.
Optional activity materials • Pupils ask and answer about their own food
Flashcards (Food – Levels 1 and 2); Audio CD; pupils’ preferences. They use the speech bubbles on the page
pictures or items relating to their favourite meals as a model.
from the previous lesson; a world map or globe • Pupils then report back to the class on what they have
found out about their partner.
Photocopiable 6.7; Grammar Booklet
Mini-project
• Pupils can find out about food from different countries
Starting the lesson around the world. They choose a country and
research two traditional dishes from it. Pupils can
• Cut a hole in a piece of paper and hold it over one research their chosen countries on the internet, using
of the food flashcards so pupils can only see a part
the computer suite if you have one, or doing this at
of the flashcard. Pupils guess which food it is. (Is it
home and bringing the information to class.
an apple?) Continue with other flashcards.
• Pupils can then combine their information to make a
Pupil’s Book page 67 world recipe book. They can either do this simply by
drawing and labelling foods from different countries,
Presentation or they can write recipes for their chosen foods, using
the vocabulary from Lesson 7.
• Ask different pupils What do you like for breakfast?
Write or draw their suggestions on the board. Teach Activity Book page 65
the new word croissant and add a picture of this to
the board. Repeat for lunch and dinner. Then point to 17 2:63 Listen and circle.
pupils’ suggestions and say We like (croissants, fruit,
yoghurt, cereal, bread) for (breakfast). Ask pupils (L1) if • Play the recording (CD 2:63). Pupils listen and circle
the food each child likes and the correct meal time.
they think people eat similar things all over the world.
Play the recording again as necessary. Check by
Point to different countries on your world map or
asking pupils to read out the correct sentences.
globe and ask which countries pupils in the class have
visited. Was the food the same or different? Tell pupils 18 Complete. Then ask and write (✓) or (✗).
they are going to read about different food from
around the world. • Pupils complete the questions. They then answer
these questions for themselves, using a tick (✓) for
18 Read and match. the foods they like and a cross (✗) for the foods they
don’t. Pupils then ask a partner the same questions
• Pupils look at the pictures of the children. They can try and record their answers in the same way. Questions
to guess the different countries they are from. Pupils
and answers will vary.
then look at the pictures of the different meals and
say the food they can see.
Ending the lesson
• Read the first speech bubble aloud. Ask questions, e.g.
Does he like eggs? Does he like toast? Is it breakfast or • Pupils try to remember the food preferences of other
lunch? Pupils find the picture of the meal that matches pupils in the class. They make sentences, e.g. Juan likes
the description in the speech bubble. Repeat with the pasta for lunch. He doesn’t like chips. Pupils listen and
other speech bubbles. say if the sentences are true or false.
• Pupils then read the speech bubbles again in pairs and (For Key, see p.190. For Audioscript, see pp.190–191.)
match them to the correct meals by drawing a line.
KEY 1 b, 2 e, 3 a, 4 c, 5 d
184

Wider World
Food around the world
18 Read and ma ch.

1 a
I like eggs and toast for breakfast.
I like cereal, too.
2 b
This is my breakfast. There are
some croissants and there is some
yoghurt. And there is some juice.
3 c
or This is my lunch. There is some pasta
a menu f and some salad. There’s some bread, too.
n c h
ast, lu
I like bread but I don’t like potatoes.
ner.
4 d
I like fish, rice and vegetables for dinner.
I don’t like pasta or hot dogs.
5 e
My favourite dinner is chicken and chips.
I like salad but I don’t like vegetables.
And I like pancakes.
19 Ask and answer. Then alk abou your friend.
Do you No, I don’ . I like oas .

like croissan s Wha do you like for lunch?
for breakfas ?
Choose a co
untry and
out about fi
Wha ’s your typical dish nd
Make a wo es.
rld recipe
favouri e dinner? book.
Lesson 8 wider world (food around he world) AB p.65 67
OPTIONAL ACTIVITIES
Chain memory game One pupil says a food he/ My favourite meal Pupils draw and write about
she likes, e.g. I like pineapple. The next pupil adds their own favourite meal, using the texts in the
another food, e.g. He likes pineapple. I like coconut. Pupil’s Book as a model.
Continue until someone makes a mistake, then Photocopiable 6.7 See Active Teach.
repeat the activity.
185

6
Lesson 9 TPR

To add to the Picture Dictionary • Ask Who likes apples? Pupils put their hands up. Then
say If you like apples, stand up. Indicate that all the
Revision language pupils who have their hands up, should stand up. Repeat
Food, Meal times, Actions for burgers, hot dogs, grapes, beans, cereal, pasta.
I like/don’t like (fish) for (dinner). • Play CD2:65. Pupils listen and do the actions if they
like the food mentioned each time. Play the recording
Materials
as often as necessary.
Audio CD; Flashcards (Food); Wordcards (Food)
Reading and Writing Booklet 19 2:66 Listen and circle. Then write.
• Play CD2:66. Pupils listen and circle the foods the
Starting the lesson boy does and doesn’t like. They then complete the
captions under each picture.
• Write food words on the board in jumbled form, or
missing several letters, e.g. f s . Pupils stick the 20 Read and circle. Then draw.
correct food wordcard next to each jumbled word
(fish). They then stick the correct flashcard next to • Pupils read and circle the correct words in the
the word. speech bubble. Check by asking a pupil to read the
• Revise actions from Unit 3 by playing a game of speech bubble aloud. Pupils then read the speech
Teacher says. (See p.266.) bubble again and draw the foods the girl likes on the
breakfast tray.
20 2:64 Listen. Then play.
• Pupils look at the game board and name the food • Use the flashcards for the unit to revise food
vocabulary. Pupils can divide the food into categories
item, e.g. Number 1. What’s this? (Salad.) Explain
such as breakfast, lunch or dinner, or countable and
the game. Pupils play in pairs. They use a dice
uncountable.
and counters to move along the board from START
clockwise. When a pupil lands on a square, he or she • Pupils then turn to picture dictionary section on p.109
identifies the food and says if she likes it for breakfast,
lunch or dinner, e.g. Salad. I like salad for lunch. Pupils
take turns. The winner is the one who gets back to the
START first.
• Play CD2:64 for pupils to listen and repeat the model
of the language they will use to play the game.
Ending the lesson
• Help pupils as necessary as they play the game. Fast
finishers can play the game again with new partners. • Pupils can make up their own version of the TPR
• Note. This game can also be played as a lotto. Pupils activity. Write the stem sentence, If you like
choose a meal card from the centre of the game , . Ask a pupil to
board. They then travel around the board, collecting complete the sentence with a food word and an action.
the different items for their meal. When a pupil lands All pupils who like the food chosen, do the action.
on a food they need to complete their meal, they say Repeat with other pupils choosing different words.
I like (apples). and cross out the food on the card. (For Key, see p.190. For Audioscript, see pp.190–191.)
When a pupil lands on a food not shown on his/her
meal card, they say I don’t like (fish). The winner is the
first pupil in the group to cross out all the foods on
his/her card. In this version of the game, pupils may
need to go round the board several times before they
are able to collect all the food they need.
186

I like fish for dinner. I don’ like oas for breakfas .
1 2 3 4
17 5
16 6
breakfas
15 7
14 8
lunch dinner
13 12 11 10 9
Picture y
ar
Diction

AB p.109
OPTIONAL ACTIVITIES
Categories Divide the class into groups. Call out Flashcard game – Noughts and crosses See p.265.
categories from each unit, e.g. Toys, Animals, Food, Reading and Writing Booklet p.18. (For Key, see
etc. Pupils write as many words in each category as TB p.256.)
possible. Award points for each correct word.
187

6
Lesson aims 21 Read and write.

To provide an opportunity for self assessment • Pupils look at the picture of the meal, while you read
the gap fill text. Pupils then read the text again in
pairs and complete it by choosing and writing the
correct word from the word bank each time. Check by
Materials asking a pupil to read the text aloud.
Active Teach; Audio CD; Flashcards (Food);
Wordcards (Food) 22 Draw your favourite dinner and write.
Optional activity materials • Pupils draw a picture of their own favourite dinner.
Online world – Tropical Island; Active Teach; They write a paragraph about it, using the example
Grammar reference; Unit 6 Review; Test Booklet; text in Activity 21 as a model. Help as necessary.
Grammar Booklet Pupils can then compare their drawings and text with
other pupils in the class.
Starting the lesson Ending the lesson

• Draw a big plate on the board and divide it into two • Play a game of Find your match. Use the flashcards
parts labelled like and don’t like. Divide the class into for the unit and the wordcards you have prepared.
two teams. When you say Go, a member of each team Divide the class into two teams. Give pupils in one
goes to the board, draws two items and says if they team a picture flashcard and pupils in the other team
like or don’t like them. If the pupils’ pictures match the a wordcard. Pupils mingle to find their matching
sentences they make, the team wins a point. Continue word or picture flashcard. Remind pupils with the
until all pupils have had a go at drawing foods on the wordcards to read out the words written on their
board. cards. Repeat the activity, by redistributing the cards
to different pupils.
OPTIONAL ACTIVITIES
• Pupils look at the pairs of pictures and say what they Online world Pupils can now go online to Tropical
can see. Ask questions, e.g. Number 1a. What’s this?
(It’s a pizza.) Number 1b. What is it? (It’s a pineapple.)
Active Teach. Pupils can watch the animated story,
• Play CD2:67. Pupils listen and point to the picture
Episode 3.
they hear being described each time. Then play the
Grammar reference (Pupil’s Book, p.100) and
recording again. Pupils listen and tick (✓) the correct
Unit 6 Review (Activity Book, p.101) You may
picture. Check the activity.
wish to refer pupils to the grammar reference and
review activities for Unit 6 at this point. Pupils
KEY 1 b, 2 a, 3 a, 4 b, 5 a, 6 a, 7 a, 8 a
study the grammar reference tables in the Pupil’s
Book. They then test their knowledge by completing
• Extend the activity by asking pupils to make short the gap fill story in the unit review of the Activity
dialogues about each pair of pictures, e.g. Do you Book.
like pizza for lunch? Yes, I do. Do you like pineapple for Test Booklet You may wish to give the Unit 6 test
breakfast? No, I don’t. at this time.
I can Our favourite activity Ask pupils to choose their
• Read the three statements with pupils and ask them
188

1 a b 2 a b
3 a b 4 a b
5 a b 6 a b
7 a b 8 a b
I can alk abou food.

I can say wha I like and don’ like.
I can use some and any.
189

6
This is my breakfast. There’s some cereal and there’s
p.58, Activity 1 some toast. There are some bananas and there’s
1 eggs, 2 salad, 3 pizza, 4 chicken, 5 fish, 6 rice, some juice. There isn’t any cheese and there aren’t
7 apples, 8 bananas, 9 hot dogs, 10 burgers any apples. I like breakfast!
Pupils should draw eggs, fish, rice and apples onto
p.67, Activity 21
Grandad’s plate.
1 some, 2 like, 3 any, 4 don’t, 5 fruit
p.59, Activity 2
1 I like chicken. 2 I don’t like hot dogs.
3 He likes bananas. 4 She doesn’t like eggs. Audioscript
1 d, 2 c, 3 a, 4 b
L = LINDY G = GRANDAD J = JOE P = PIPPIN
p.60, Activity 5 W = WAITRESS C = CUSTOMER
1 potatoes, 2 sweetcorn, 3 cereal, 4 coconut, L Look at the food!
5 pineapple, 6 grapes, 7 beans, 8 toast, 9 pancakes, An egg. Mmm, salad. My favourite.
10 pasta G Mmmm. Mmmmm. I like fish! And I like rice.
J And I like chicken!
p.60, Activity 6 P An apple!
1 breakfast (b), 2 lunch (a), 3 dinner (c)
J Oh dear! PIPPIN!
p.61, Activity 7 W Aaaah! A banana!
Basket 1: There’s some rice, chicken, fish and cereal. C Ohhhh! My pizza!
Basket 2: There are some burgers, hot dogs, beans
and grapes.
p.61, Activity 8 1 He doesn’t like burgers.
1 Yes, there is. 2 No, there isn’t. 3 No, there aren’t.
2 She likes apples.
4 Yes, there are.
3 Does he like hot dogs? Yes, he does.
p.62, Activity 9 4 Does she like fish? No, she doesn’t.
1 Yes, 2 No, 3 No, 4 Yes, 5 No, 6 Yes, 7 Yes
p.62, Activity 10 Quest song CD2:50

Pupils should circle 3, 5, 6, 7, 9.
p.63, Activity 12 today. Turn around, sit down, come on a quest, look
oo, a, igh, oo, o, oa for nuts today.
A treasure chest, a present, a photo, a key,
p.63, Activity 13
sunglasses, a duck and nuts! Find nuts today!
1 too, 2 zoo, 3 food, 4 cook
p.64, Activity 15
1 cut, 2 mix, 3 cook, 4 fry Lesson 3 Activity 6 Song CD2:52
I eat breakfast, I eat lunch, I eat dinner.
p.64, Activity 16
How about you?
1 Hot fruit salad: a Cut some fruit. b Mix the fruit in
a pan. c Fry the fruit. I like grapes and pineapple, too.
2 Pasta salad: a Cook some pasta. b Cut some I like coconut. How about you?
sweetcorn. c Mix the sweetcorn and pasta. I like cereal. My favourite dish! But I don’t like fish.
3 Fish and chips: a Fry some fish. b Cut some I eat breakfast, I eat lunch, I eat dinner.
potatoes. c Cook the potatoes. How about you?
p.65, Activity 17 I like toast and pancakes, too.
1 cereal, grapes, breakfast I like sweetcorn. How about you?
2 burgers, lunch I like pasta. It’s very nice! But I don’t like rice!
3 chicken, beans, dinner
I eat breakfast, I eat lunch, I eat dinner.
p.66, Activity 19 How about you?
1 He likes chicken and salad.
2 He doesn’t like toast or eggs.
190

6
Lesson 4 Activity 7 CD2:53 Lesson 8 Activity 17 (AB) CD2:63
1 There are some bananas. 1 Does she like cereal and grapes for breakfast?
2 There’s some milk. Yes, she does. She likes cereal and grapes for
3 There aren’t any apples. breakfast.
4 There isn’t any cheese. 2 Does he like apples for lunch?
No, he doesn’t. He likes burgers for lunch.
3 Does he like sweetcorn for dinner?
Lesson 6 Activity 11 CD2:55 No, he doesn’t. He likes chicken and beans
1 OO /u:/ /u:/ /u:/ for dinner.
2 OO /ʊ/ /ʊ/ /ʊ/

Lesson 6 Activity 12 CD2:56 GIRL Two! One, two ... Fish! I like fish for dinner.
/ʊ/, /ʊ/ /u:/, /u:/ BOY Four! One, two, three, four ... Toast! I don’t like
/u:/, /u:/ /u:/, /u:/ toast for breakfast.
/ʊ/, /ʊ/ /ʊ/, /ʊ/

Lesson 6 Activity 13 CD2:57 If you like apples, stand up!
1 /z/ /u:/ zoo If you like burgers, stamp your feet!
2 /t/ /u:/ too If you like hotdogs, nod your head!
3 /f/ /u:/ /d/ food If you like grapes, point with your fingers!
4 /m/ /u:/ /n/ moon If you don’t like beans, shake your head!
5 /b/ /ʊ/ /k/ book If you like cereal, move your legs!
6 /f/ /ʊ/ /t/ foot If you like pasta, sit down!
7 /l/ /ʊ/ /k/ look If you don’t like pasta, sit down!
8 /k/ /ʊ/ /k/ cook
1 He likes chicken and ... salad.
2 He doesn’t like toast or ... eggs.
1 too 2 zoo 3 food 4 cook

1 What’s your favourite food? My favourite food
Fried vegetables and rice. Hmm!
is pineapple.
1 Cut some vegetables.
2 What’s your favourite lunch? I like hot dogs and
2 Mix the vegetables in a pan.
salad for lunch.
3 Fry the vegetables.
3 Do you like bananas? No, I don’t.
4 Cook some rice in a pan.
4 Does she like pasta for lunch? Yes, she does.
Hmm! I like vegetables and rice!
5 Does she like salad for lunch? Yes, she does.
6 There’s some cereal, some milk and some toast.
There isn’t any yoghurt.
7 There are some grapes, some apples and some
Chicken and pasta
bananas. And there’s some coconut. There isn’t
1 Cut some vegetables and some chicken.
any pineapple.
2 Fry the chicken and vegetables.
8 This is Ben’s dinner. There’s some rice, some
3 Cook some pasta in a pan.
sweetcorn and some chicken. He doesn’t like fish.
4 Mix the pasta with the chicken and vegetables.
It’s time for dinner!
191

7 Clothes
Objectives
• identify clothes • talk about clothes you’d like to have
• talk about what you’re wearing • ask for clothes you’d like
• ask and answer about what you’re wearing • talk about uniforms
Topics
Language • clothes Values
Vocabulary • shopping • Be polite.
Clothes: T-shirt, dress, socks, shoes, • uniforms
skirt, trousers, jacket, hat, shirt, coat, • special clothes
jumper, glasses, cap, boots, pyjamas, Story and quest
jeans, trainers • Unit opener: Princess
Structures Emily tries on some
I’m wearing a (purple skirt). new clothes
I’m not wearing (green trousers). • Story episode: The
Are you wearing (blue shoes)? missing shoe
Yes, I am./No, I’m not. • Quest item: a shoe
What would you like? I’d like a (shirt)/
some (boots), please.
Would you like a (blue shirt)? Songs and chants
Yes, I would./No, I wouldn’t. • chant: I’m wearing a
I’d like a (red shirt). purple skirt.
Would you like (brown boots)? • Quest song: Look for
Yes, I would./No, I wouldn’t. a shoe.
I’d like (red boots). • song: Good morning!
Revision
Colours, Adjectives
Imperatives Socio-cultural aspects
• identifying and talking about the
clothes we wear
CLIL (jobs and uniforms): firefighter,
chef, nurse, police officer, helmet,
• asking for things politely
chef’s hat, white dress, badge, uniform
• understanding why people wear
Wider World (special clothes):
a uniform
When do you wear (special clothes)?
• learning about different clothes
What do you wear?
people wear for special occasions
Phonics
Learning strategies
/aː/, /ɜː/, /ɔː/ (car, shark, sir, girl,
for, corn, fur, surf)
pictures and text, playing a guessing game
• Arts and crafts: making cut-out clothes cards,
designing some special clothes, making a class book
• using art and craft
• Social science: learning about uniform, learning when
people wear different types of clothes
• recording new vocabulary in a picture
dictionary
answering questions, following instructions, acting out
a story, playing games
192

Basic competences
Knowledge and interaction with the physical world: to 10); Use polite phrases when shopping (Lesson 4);
Learn about the clothes we wear (Lesson 1 to 5, 7, 8); Learn about other people’s special clothes
Understand why some people wear uniform for their Cultural and artistic competence: Develop and value
work (Lesson 7) initiative, imagination and creativity (Lesson 5, 7, 8);
Mathematical competence: Use numbering to Raise awareness of cultural differences (Lesson 8)
complete a task (Lesson 1 to 10) Learning to learn: Reflect on what has been learnt
Processing information and digital competence: and self-evaluate progress (Lesson 10)
Use Active Teach; Use Tropical Island Online World Autonomy and personal initiative: Develop one’s own
(Lesson 1 to 10) criteria and social skills (Lesson 1 to 10)
Skills
Listening Speaking
• can understand chants and songs • can identify clothes
• can understand and identify clothes • can describe what you are wearing
• can follow instructions • can describe clothes you would like
• can understand and respond to questions • can understand and use polite phrases
• can understand a story THUMBNAIL TO BE act
• can PLACED
out a story
• can pronounce ar, ir, or and ur correctly
Reading • can describe uniforms
• can read and understand captions of key words • can use language to play a game
• can read and understand speech bubbles Taking part in conversations
• can read and understand sentences • can ask and answer about clothes you are wearing
• can follow speech bubbles in a picture story • can give and follow instructions about clothes
• can blend individual sounds and letters to create words • can conduct a shopping roleplay
• can read and understand a cultural text about • can ask and answer about uniform for a guessing game
special clothes • can ask and answer about clothes for special occasions
Writing

• Play flashcard and team games. • Letters for parents. When you begin Unit 7, give pupils
• Play a clothes race. a copy of the Unit letter (Active Teach). This explains
• Do a shopping roleplay. what pupils are going to learn in this unit.
• Write a story ending. • Home-school link. Pupils make a list of polite phrases
• Create a roleplay using polite phrases. and use them at home (Lesson 5).
• Make a jobs and uniform collage. • Craft activities. Pupils take their picture of uniforms or
• Design a new school uniform. their designs for clothes for special occasions home.
• Do a dressing up activity • Grammar Booklet and Reading and Writing Booklet.
• Suggested photocopiables: Pupils take these home to show their parents.
7.1 Make a set of clothes cards. • Portfolio. Encourage pupils to show their parents
7.2 Make more clothes cards. their portfolio when they finish Unit 7.
7.3 Play a dice game.
7.4 Make a set of mini-story cards.
7.5 Make a set of phonics picture and wordcards. Evaluation
7.6 Complete drawings using symmetry and write.
7.7 Complete a questionnaire. • Pupil’s Book page 79
• Activity Book page 77
• Grammar reference (Pupil’s Book page 101)
• Unit Review (Activity Book page 102)
• Picture Dictionary (Activity Book page 110)
• Test Booklet – Unit 7
193

7 Clothes
Lesson 1 Clothes
Lesson aims
1 Lis en and poin .
To present and practise new vocabulary (clothes) 3:01
Target language
T-shirt, dress, socks, skirt, shoes, trousers, hat, jacket
Receptive language
I’m wearing (a purple skirt).
Materials
Active Teach; Audio CD; Flashcards (Clothes – Level
1 and 2); Wordcards (Clothes); dress
a coin or small piece of paper for each pupil

Letter cards for the jumbled words activity; T-shir
socks
Photocopiable 7.1 skir
Starting the lesson 3 3:03 Lis en and play. Then lis en and chan . shoes
• Revise items and structures learnt in Units 1 to 6. I’m wearing a purple skir ,
A purple skir , a purple skir .
I’m no wearing green shoes.
They’re brown, brown, brown.
Point to items or show various flashcards and ask I’m wearing a purple skir .
Are you wearing pink socks?
What’s this? It’s a (cow). What colour is it? (It’s black and How abou you?
Pink socks, pink socks?
white.) Ask pupils to describe their friends. (She’s got I’m no wearing green shoes, Are you wearing pink socks?
blue eyes. She’s got long hair.) Green shoes, green shoes. No, I’m no . They’re whi e.
• Ask pupils (L1) what they remember from the Quest 70 Lesson 1 vocabulary (clo hes) AB p.68
so far. (Our characters have just stopped at a café on

the way to the castle.) M07_ISLA_PUB_02GLB_0386_U7.indd 70
30/03/2012 16:36
Pupil’s Book pages 70–71 2 3:02 Listen and repeat.
Presentation • Play CD3:02. Pupils listen and repeat the words,

while pointing to the different clothes items in the
• Use the flashcards to revise clothes vocabulary from main illustration.
Level 1 (T-shirt, jumper, trousers, dress, skirt, shoes, • Pupils then play a game in pairs. First they say all the
socks and hat), and teach jacket. Show the cards in clothes words together. Then one pupil looks away
turn and say the words. Stick the flashcards on the while his/her partner covers up a picture with a small
board, point to each one and elicit the clothes word. piece of paper. Their partner has to say which item is
Pupils then open their books and find the clothes covered up.
items in the main illustration.
Practice
1 Listen and point.
3:01
• Use the clothes wordcards. Hold these up and read
• Ask questions about the main illustration: Who’s this? them with the class. Then stick the cards on the board.
(Emily.) Where is she? (In the castle./In her bedroom.) Is Say four of the words, e.g. hat, jacket, trousers, shoes.
she happy or sad? (Happy.) Then ask, What is different Pupils name the words you didn’t say (dress, skirt,
about Princess Emily’s clothes? Explain that she’s socks, T-shirt). Continue by varying the number of
wearing modern clothes for the first time and she words you say each time.
rather likes them. Point to Emily’s brother and ask • Distribute the clothes flashcards and wordcards to
Who’s this? (Emily’s brother.) different pupils in the class. The pupils with the cards
• Play CD3:01. Pupils listen and point to the different have to find their matching pair and come and stand at
clothes items. Then play the recording again. the front of the class. Check all the pictures and words
Challenge pupils to say the clothes items which are match, then repeat giving other pupils the cards.
not mentioned in the dialogue (hat and jacket). You
could also challenge pupils to point to which character
is speaking each time.
194

7
Ending the lesson
I’m wearing a I’m no wearing • Write the clothes vocabulary on the board with the
purple skir . green rousers. letters in jumbled order. Pupils write the words correctly
Are you wearing Yes, I am. and draw a picture next to the appropriate word.
blue shoes? No, I’m no .
OPTIONAL ACTIVITIES
What’s the word? Write the letters to form the
ha eight clothes words on small pieces of paper. Put
each word in a separate envelope. Divide the class
rousers into groups and give each group several envelopes.
Pupils put the letters in order to form words. The
first team to complete all their words wins.
jacke Drawing game – Colour dictation See p.266.
Photocopiable 7.1 Pupils make a set of clothes
cards. See Active Teach.
skir a b c d
NOTES
shoes
1
I’m wearing a Are you wearing No I’m no .
yellow dress. blue shoes? They’re red.
3:05
Look for a shoe oday.
A reasure ches , a presen , a pho o, a
key, sunglasses, a duck, nu s and a shoe!
Find a shoe oday!
Lesson 2 grammar (I’m wearing a purple skir .) AB p.69 71
Chant
• Pupils close their books. They choose a clothes word
and write it on a piece of paper.
• Play the chant (CD3:03). Pupils listen for the clothes
word they have written down, and stand up and show
their word if they hear it in the chant.
• Write questions on the board: What colour is the skirt?
What colour are the shoes? What colour are the socks?
Play the chant again. Pupils listen for the answers
(purple, brown and white).
1 Find and write. Then colour.

• Pupils look at the numbered clothes items in the
picture. They then write the correct clothes words to
complete the numbered items below. Pupils then read
the completed descriptions and colour the clothes in
the picture.
195

7
Lesson 2
Lesson aims
Clothes
Target language
I’m wearing (a purple skirt).
I’m not wearing (green shoes).
Are you wearing blue shoes? Yes, I am./No, I’m not.
Materials
Active Teach; Audio CD; Flashcards (Clothes)
Optional activity materials dress
Flashcards (Colours); Grammar Booklet;
Photocopiable 7.1
T-shir
socks
Starting the lesson skir
• Divide the class into two teams. One pupil from each
3:02
team comes to the front of the class. Show him/her a 3 3:03 Lis en and play. Then lis en and chan . shoes
clothes flashcard. He/She draws the item on the board
while the rest of the team tries to guess what the I’m wearing a purple skir , I’m no wearing green shoes.
A purple skir , a purple skir . They’re brown, brown, brown.
word is. If the team guesses correctly, they get five I’m wearing a purple skir .
Are you wearing pink socks?
points. Repeat the activity with different pupils doing How abou you?
Pink socks, pink socks?
the drawing. I’m no wearing green shoes, Are you wearing pink socks?
Green shoes, green shoes. No, I’m no . They’re whi e.
70 Lesson 1 vocabulary (clo hes) AB p.68
Presentation M07_ISLA_PUB_02GLB_0386_U7.indd 70 30/03/2012 16:36

• Indicate your clothes and say I’m wearing a (blue shirt). Look!
I’m wearing (black trousers). I’m not wearing a (purple
dress). All pupils wearing something you mention • Pupils read the sentences in the Look box while you
repeat the sentence after you. Call other pupils to read the sentences out loud. Then read them again,
the front to describe their clothes to the class, using pausing for pupils to listen and repeat. Pupils can
I’m/I’m not wearing ... Pupils wearing the same thing then use the same language in pairs, talking and
repeat their sentence. Then ask individual pupils Are asking about their own clothes and those in the
you wearing (black shoes)? Elicit the answers Yes, I am./ main illustration.
No, I’m not. • Ask pupils What are you wearing today? Encourage
• Note. If pupils are wearing uniform, it might be them to answer I’m wearing ... They can also tell you
helpful to bring some different clothes to class (e.g. one thing they are not wearing.
large coloured T-shirts or socks).
Practice
4 Listen and number. Then say.
• Focus on the characters’ clothes in the main illustration. 3:04
Ask Who’s wearing a green T-shirt? (Emily.) Continue with • Play CD3:04. Pupils listen and number the sets
other characters and clothes. of clothes, according to the colours they hear
• Play the chant (CD3:03). Pupils listen and find the in the dialogue. Check by asking, e.g. Number 1. What
character being described. Play the recording again are you wearing? Pupils reply in the first person.
and pupils chant along. (I’m wearing a yellow dress and red shoes.)
• When pupils are confident, divide them into three
groups, each group chanting one verse. You can also KEY 1 b, 2 a, 3 d, 4 c
use the karaoke version of the chant.
• Pupils then ask and answer about the clothes in the
pictures, using the first person. They use the speech
bubbles as a model.
196

7
4 Read and answer about you.
I’m wearing a I’m no wearing • Pupils answer the questions based on the clothes they
purple skir . green rousers. are wearing themselves. Answers will vary.
Are you wearing Yes, I am.
blue shoes? No, I’m no .
Ending the lesson
• Divide the class into small groups. Each group draws
a story character wearing clothes learnt in this lesson,
and then colours the clothes. Groups then create
ha a new verse for the chant, based on their drawing.
Groups then take turns to recite their new verse,
rousers holding up their drawings as they do so.
jacke OPTIONAL ACTIVITIES

Flashcard game – Coloured clothes See p.266.
4 3:04 Lis en and number. Then say. Photocopiable 7.1 Pupils reuse the cards from
skir a b c d photocopiable 7.1 to play a game of Clothes bingo.
See Active Teach.
shoes
1
I’m wearing a Are you wearing No I’m no . NOTES
yellow dress. blue shoes? They’re red.
3:05
Look for a shoe oday.
A reasure ches , a presen , a pho o, a
key, sunglasses, a duck, nu s and a shoe!
Find a shoe oday!
Lesson 2 grammar (I’m wearing a purple skir .) AB p.69 71
Quest

• Ask pupils which Quest items they’ve found so far (a
treasure chest, a present, a photo, a key, sunglasses,
a duck and nuts). Play the Quest song (CD3:05). Pupils
for this unit (the shoe). Pupils then find and circle the
pink shoe (it is on the butler’s tray). Ask pupils why
they think there’s only one pink shoe in the picture.
Explain (L1) that they’ll learn where the other shoe is
later in the unit.
2 Read and colour. Then read and write.

• Pupils read the colour labels and colour the clothes.
They then read and complete the sentences below with
the colours.
3 Look at Activity 2. Read and circle.

• Pupils read the questions, and circle the correct
answers, referring back to the clothes in Activity 2.
197

7
Lesson 3 Song
Lesson aims • Play a TPR game to preteach Put on and Take off. Say
and mime instructions, e.g. Put on your T-shirt. Take off
To present and practise new vocabulary (clothes)
your shoes. Pupils watch and follow your instructions.
Alternatively, pupils can put on or take off real
Target language clothes, if you have brought these to class.
shirt, coat, jumper, glasses, cap, boots, pyjamas,
jeans, trainers 6 3:07 Listen and write. Then sing.
Put on/Take off your (jumper).
Good morning/night! • Pupils name the clothes they can see in the pictures.
Point to the picture of the boy waking up and say
It’s time for school/bed.
Good morning! Ask What is he wearing? (Pyjamas.) Tell
Recycled language pupils (L1) the boy has to get dressed as It’s time for
I’m wearing/I’m not wearing (black shoes). school. Do the same for the picture of the boy going
Are you wearing (black shoes)? Yes, I am./No, I’m not. to bed. Say Good night! and explain (L1) the boy has to
take off his clothes and put on his pyjamas as It’s time
Materials
for bed.
Active Teach; Audio CD; Flashcards and Wordcards
(Clothes); Cut-out 7 • Play the song (CD3:07). Pupils listen and point to the
clothes. Then play the recording again. Pupils listen and
Optional activity materials write the missing clothes words.
Real clothes for the clothes race; Reading • Check the activity, then play the recording again for
and Writing Booklet; Photocopiable 7.2 and pupils to listen and sing along to. You can also use the
Photocopiable 7.3 karaoke version of the song. (See Active Teach.)
KEY 1 pyjamas, 2 T-shirt, 3 trousers, 4 shoes,

Starting the lesson 5 pyjamas, 6 jumper, 7 boots, 8 socks
• Play the chant from Lesson 2 (CD3:03). Encourage

pupils to chant along.
• Call four pupils to the front of the class. Describe
what they’re wearing in the first person. Say I’m • Pupils cut along the dotted lines to make a set of
wearing a (blue) skirt. Pupils say the name of the pupil cards for a mix and match game.
wearing a blue skirt. • Pupils work in pairs. They shuffle the cards then
rearrange them to form the four people dressed up
for a party. Pupils then play a guessing game. One
describes what a character is wearing, using the first
Presentation
person, e.g. I’m wearing a white hat. I’m wearing a shirt
• Use the flashcards to teach the new clothes and trousers. I’m wearing white shoes. Their partner
vocabulary. Then make sentences using these new guesses (You’re a chef.).
clothes, e.g. I’m wearing a coat. I’m not wearing black • Alternatively, pupils can arrange the cards to make
trainers. Pupils stand up if they are or aren’t wearing their own combinations of clothes.
these clothes according to your description.
• Note. For glasses, you should use the structure I’ve got
glasses. instead of I’m wearing glasses. 5 Look and write.
5 3:06 Listen and repeat. • Pupils look at the picture story and write the missing
words, choosing from the word bank. Check by asking
• Pupils look at the clothes pictures while you play pupils to read the completed captions aloud.
CD3:06. Then play the recording again. Pupils listen
and repeat. Pupils read the captions aloud.
Ending the lesson
• Hold up the wordcards for the new clothes. Pupils
read each one, then come and find the matching • With pupils’ help, stick or draw pictures of clothes
flashcard and attach them both to the board. on the board, in the order they are mentioned in
• Ask pupils to close their eyes, while you change round the song. Play the song again. Pupils join in with the
a couple of the word labels. Pupils then open their words, using the pictures on the board as prompts.
eyes and find the wrong labels. (For Key, see p.214. For Audioscript, see pp.214–215.)
198

a b c d e
shir coa jumper glasses cap
g h i
boo s pyjamas jeans rainers
Good morning! Pu on your .

Good morning! Pu on your .
Take off your pyjamas . Pu on your .
I ’s ime for school! Off you go!
I ’s ime for school!
Good nigh !
Take off your .
Good nigh !
Take off your .
Pu on your .
Take off your .
I ’s ime for bed!
Off you go!
I ’s ime for bed.
Good nigh ! Good nigh !

Good nigh ! Good nigh !
uts
Cut-o
p.115
72 Lesson 3 vocabulary (clo hes) AB p.70
OPTIONAL ACTIVITIES
Clothes race Bring clothes to class that you don’t mind Reading and Writing Booklet p.19. (For Key, see
getting dirty. Be sure there are two of each item. Make TB p.256.)
two piles of clothes. Divide the class into two teams Photocopiable 7.2 Pupils make more clothes cards.
and choose two pupils to begin. Call out two sentences, See Active Teach.
e.g. Put on your T-shirt. Put on your shoes. The first Photocopiable 7.3 Pupils play a dice game. See
pupil to put on the correct items and say I’m wearing a Active Teach.
T-shirt and shoes. wins a point for their team.
199

7
Lesson 4 • Write some of the polite phrases from the activity on
the board, e.g. I’d like red boots, please. No, thank you.
Lesson aims Good morning! How can I help you? Explain that these
To present and practise the new structures are all phrases we use when we want to be polite.
Target language • Play the recording again for pupils to repeat.
Pupils practise similar dialogues in pairs, using the
What would you like? I’d like a shirt/some
sentences in the Look box as a model. They should
boots, please.
include polite phrases.
Would you like a blue shirt? Yes, I would./
No, I wouldn’t. I’d like a red shirt.
Skills
Would you like brown boots? Yes, I would./
No, I wouldn’t. I’d like red boots. 8 Look and circle. Then ask and answer.
Materials
Active Teach; Flashcards (Clothes); Audio CD; • Pupils identify the different clothes in the shop window.
They then circle the clothes they would personally
sentences from CD3:08 cut up and put into envelopes
choose. Pupils ask and answer about their choices in
Optional activity materials pairs, using the speech bubbles as a model.
Cut-out 7; Photocopiables 7.1 and 7.2;
Grammar Booklet
6 3:09 Listen and match. Then colour.
Starting the lesson • Pupils look at the pictures and identify the clothes.
Play CD3:09. Pupils listen and match the children with
• Play the song (CD3:07) from Lesson 3. Pupils sing and the clothes they would like.
mime the actions.
• Play the recording again. Pupils listen and colour the
Pupil’s Book page 73 clothes.
Presentation 7 Look, read and circle.

• Attach the clothes flashcards to the board. Tell pupils • Pupils look at the pictures and identify the clothes in
to imagine you are going shopping for clothes. Say, the thought bubbles. Pupils then read and circle the
e.g. I’d like a shirt, please. One pupil takes and gives correct phrases in each dialogue. Check by asking
you the flashcard of the shirt from the board. Repeat pairs to read the dialogues aloud.
with other items, e.g. I’d like some trousers, please.
• Ask pupils What would you like? Would you like a (skirt)? Ending the lesson
Would you like some (trousers)? Model the answers Yes,
I would./No, I wouldn’t. Leave the flashcards on the • Write the individual sentences from CD3:08 and
photocopy them so you have one set per group of four
board.
or five pupils. Cut the sentences up and put each set
into an envelope. Divide pupils into groups and give
Look!
each group an envelope. Pupils work in their groups to
• Pupils read the examples in the Look box while you separate the sentences into the three dialogues and
read them out loud. Then read them again. Pupils put them in the correct order. Play CD3:08 again for
listen and repeat. Pupils can then ask and answer pupils to check their answers.
about the flashcards on the board. (For Key, see p.214. For Audioscript, see pp.214–215.)
Practice
Pupils can now go online to Tropical Island and
7 3:08 Listen and tick (✓). Then ask and find the top hat that Pippin is holding on the Pupil’s
answer. Book page. (It is on a coat stand near the entrance
to the tent.) When pupils click on the top hat, they
• Pupils look at the pairs of pictures and name the are taken to a supplementary language game based
clothes. Explain that some children are shopping for
on the vocabulary in this unit.
clothes. Play CD3:08. Pupils listen and tick (✓) the
clothes they choose.
KEY 1 a, 2 b, 3 b
200

Wha would you like? I’d like a shir / some boo s, please.
Yes, I would. / No, I wouldn’ . I’d like a
Would you like a blue shir ?
red shir .
Yes, I would. / No, I wouldn’ . I’d like
Would you like brown boo s?
red boo s.
I’d like = I would like
7 3:08 Lis en and ick (✓). Then ask and answer.
1 a b 2 a b 3 a b
8 Look and circle. Then ask and answer.
Would you like No, I wouldn’ . I’d

a black jacke ? like a pink jacke .
Lesson 4 grammar (Wha would you like?) AB p.71 73
OPTIONAL ACTIVITIES
Photocopiable 7.1 and 7.2 Pupils do a roleplay. One Cut-out 7 Pupils do a picture dictation in pairs. One
pupil is a shopkeeper and displays the clothes items pupil chooses their own combination of clothes to
from photocopiable 7.1 and 7.2. The other pupil is the form a new outfit. They describe it using I’m wearing
customer. Pupils act out dialogues, using language … Their partner listens and puts the clothes in the
from the lesson, and choosing clothes to make their same combination. Pupils compare the two outfits.
preferred outfit. (See Active Teach.) Grammar Booklet p.20. (For Key, see TB p.257.)
201

7
Lesson 5 Values
Lesson aims • Draw pupils’ attention to the values topic (Be polite.).
Remind pupils of the polite expressions they used in
Lesson 4, e.g. Please, Thank you, How can I help you?
To understand the value of being polite
Good morning/night. and write them on the board.
Target language Ask pupils which of these phrases is used in the story
palace (Thank you.) and who says it (Princess Emily).
Materials • Ask (L1) why it’s important to be polite (to show
people you appreciate them, to avoid upsetting
people, etc.). Ask (L1) how we feel when someone isn’t
Optional activity materials polite to us.
8 Read, look and match.

Starting the lesson
• Ask questions (L1) about the story from Unit 6. Whose • Pupils read the speech bubbles and match them to the
correct character from the story. (They can refer back
birthday was it in the story? (Princess Emily’s.) Was
to the Pupil’s Book if they have forgotten the colour of
Princess Emily happy? (No.) Did Emily like her birthday
the characters’ clothes.) Check the activity.
cake? (No.) What was the one thing Emily said she
liked? (Parrots.) 9 Look and write.
• Pupils read the polite expressions in the word
bank. Read the new expression I’m sorry. and
Presentation
explain (L1) when we use this (when we have done
• Ask some questions (L1) about the story pictures. something wrong).
Who can we see? Where are Lindy and Joe? Where is • Ask pupils to look at the situations in the activity
Emily? Ask pupils to guess what happens the story. and tell you (L1) what the situations are (1 a girl has
• Preteach the word palace. Explain that it’s another knocked her friend over; 2 a boy is going to school and
word (like castle) for a place where a princess lives. waving to his mother; 3 a boy is receiving a present;
4 a boy is going to bed; 5 a girl is choosing a T-shirt in
Story a shop; 6 a girl is greeting the bus driver on her way
to school).
• With books closed, show the story cards for Unit 7 • Pupils choose and write the polite expressions for
and ask the questions from the ‘Before reading the
each situation. They can work individually or in pairs,
story’ section written on the back of each card.
but ask them to check in pairs before comparing the
activity as a class.
9 3:10 Listen to the story. Then act out.
• Play the story (CD3:10), while pupils follow in their Ending the lesson
books. Play the recording again, pausing for pupils
to repeat. • Hand out the story cards to six pupils. Read one
frame of the story, and ask pupils to hold up the
• Ask the ‘After listening to the story’ questions from
correct card. Then write the speech bubbles from the
the back of the story cards. Be sure that pupils
story on the board. Ask the pupils with the cards to
understand that Pippin and Emily are finally together
come and stick the cards under the correct speech
again. Ask pupils to remember the Quest item for the
bubbles. Play the story on the recording again to
unit. Remind them that Princess Emily has found her
check. (For Key, see p.214.)
lost shoe!
invite five pupils to the front of the class to act it out.
You can play the recording for pupils to repeat, or ask
them to say the lines from memory. When acting out,
encourage tone of voice and expressions to match
those in the pictures.
202

1 2
It’s the palace! Stop! Have you
We’re here! got a shoe?
What? I’ve And I’m wearing

got two shoes. two shoes and a
Look! shirt.
3 No! Have you 4

got this shoe?
Oh.
Awk!
Ow!!!
5 6 My parrot!
PIPPIN!
My shoe!
Thank you!
Awk! Hello,
Princess!
Be poli e. Make a list of polite words. Use

them at home with your family.
74 Lesson 5 s ory and values (be poli e) AB p.72
OPTIONAL ACTIVITIES
What happens next? Ask (L1) what pupils’ think Home-school link Pupils make a list of all the polite
might happen in the final part of the story. Give expressions they know in English. They take the list
credit for imaginative answers. home and teach them to their family. They also try
Polite phrases Pupils can work in pairs, acting out to use them at home and in class when possible.
the situations from Activity 9 in the Activity Book Reading and Writing Booklet p.20. (For Key, see
and using the polite phrases. TB p.256.)
203

7
Lesson 6 • Repeat this activity, using the phonics cards. Hold up
the first card for a sample word, e.g. shark. Elicit the
Lesson aims first sound /ʃ/. Then repeat for /aː/ and /k/. Then
To revise previously learnt sounds and letters attach the wordcards to the board and encourage
To learn the sounds and letters ar, ir, or, ur; pupils to blend the sounds together. Repeat with the
To practise reading and spelling sample words other sample words.
Target language • Pupils can then repeat the blending out activity in
car, shark, sir, girl, for, corn, fur, surf
the other to say and point to on the Pupil’s Book page.
Materials They then swap roles.
Phonics cards: (Level 1); 13 Underline ar, ir, or, and ur. Read the
Phonics cards: ch, sh, th, ng, nk, ai, ee, igh, oa, oo, words aloud.
oo, ar, ir, or, ur;
Wordcards: car, shark, sir, girl, for, corn, fur, surf • Pupils can work individually. They should hide the
Optional activity materials underlined the graphemes and read the line of words
Photocopiable 7.5; Phonics envelopes aloud, they can reveal the illustrations. Continue with
the second line. Follow up as a whole group asking for
volunteers to read the words aloud.
Starting the lesson • Use the wordcards to test pupils’ reading of the
words. Hold up each card and ask individual pupils to
• Use the large phonics cards to review the sounds and read the words.
order and ask pupils to say the sounds. Start slowly Activity Book page 73
• Attach the phonics cards to the board. Say individual 10 Read the words. Circle the pictures.
letters. Then blend out different words: book, moon, • Pupils read the words in the word bank aloud. They then
soap, light, week, wait, ring, thank, path, much, ship. Ask
pupils to come and put the letters in the correct order 11 Listen and link the letters.
and blend out the words.
3:14
Pupil’s Book page 75 • Play CD3:14. Pupils listen and follow the sound trail,
Presentation 12 3:15 Listen and write the words.
10 3:11 Listen. • Play CD3:15. Pupils listen and write the words.
• To introduce the new sounds, follow the procedure 13 Read aloud. Then listen and check.
outlined in Unit 1, Lesson 6. Explain that ir and ur have
3:16
the same sound /ɜː/. • Pupils look at and read the sentences aloud. Then play
• Play CD3:11 a couple of times, while pupils point to CD3:16. Pupils listen and compare this version to their
the letters in their books. own reading. Play the recording again for pupils to
11 3:12 Listen, point and say. in pairs, varying the speed from fast to slow.
• Play CD3:12 pausing after each sound for pupils to Ending the lesson
point to the correct letter(s) and repeat. Play the
recording as often as necessary. • Play a game of Sound Fingers (see p.269) to practise
sounding out and spelling the new sample words.
Practice (For Key, see p.214. For Audioscript, see pp.214–215.)
12 3:13 Listen and blend the sounds. For the next lesson
• Play CD3:13. Pupils sound out the words while • Tell pupils (L1) that in the next lesson they will be
pointing to the different sound squares in their books. talking about jobs and uniforms. Pupils could bring in
Play the recording again, pausing as necessary. any pictures or photos of people wearing a uniform
for their job.
204

10 3:11 Lis en.
1
ar 2
ir 3
or 4
ur
1 c ar car 2 sh ar k shark
3 s ir sir 4 g ir l girl
5 f or for 6 c or n corn
7 f ur fur 8 s ur f surf
13 Underline ar, ir, or, and ur. Read he words aloud.
1 shark 2 corn 3 girl
4 surf 5 car 6 fur
Lesson 6 phonics (ar, ir, or, ur) AB p.73 75
OPTIONAL ACTIVITIES
Phonics game – Scrambled words See p.269.
205

7
Lesson 7 Practice
Lesson aims 15 3:18 Listen and number. Then draw and say.
To integrate cross-curricular content into the English
class • Pupils look at the pictures and identify which job each
person does, e.g. She’s a nurse. They describe any
Cross-curricular focus clothes they can see, e.g. She’s got a white dress.
Social science – Jobs and uniforms • Play CD3:18. Pupils listen to each person describing
what they are wearing and point to the correct
Target language
picture. Play the recording again. Pupils listen and
firefighter, chef, nurse, police officer
number the pictures.
helmet, badge
Materials Key 1 b, 2 a, 3 c, 4 d
Active Teach; Flashcards (Occupations Level 1);
Audio CD; CLIL poster; pupils’ pictures of people
wearing uniforms; paper for the mini-project • Pupils draw the missing hats into the pictures, copying
them from the photos above.
Optional activity materials • Pupils then play a guessing game in pairs. One pupil
Materials for the collage; Photocopiable 7.6 chooses a picture and describes it, using the first
person, e.g. I’m wearing a white dress and white shoes.
The other guesses who they are, e.g. A nurse!
Starting the lesson
Mini-project
• Use flashcards to revise jobs from Level 1. Then
play a mime game. Mime one of the jobs for pupils • Pupils find or choose a picture of someone in uniform.
to guess what you are, e.g. Are you an artist? They can use the pictures they have brought to class.
Yes, I am./No, I’m not. Pupils then write a short description of their chosen
uniform on a separate piece of paper.
• Collect in the pictures and the descriptions. Attach
the pictures to the board. Read the descriptions aloud.
Presentation
Pupils listen and find the correct picture on the board.
• Use the cross-curricular poster or pictures to teach • Alternatively, pupils can stick their pictures onto a
the new jobs (firefighter, chef, nurse and police officer). piece of paper and write a description of them, using
Explain that chef is another word for a very good cook. the first person (I’m wearing ...). This can then be
Pupils may also recognise police officer from the story added to their portfolio.
episodes.
• Use the flashcards from Level 1 and the cross-
curricular poster. Ask Who wears a uniform? Elicit the 14 Look and write.
names of the jobs where the people wear a uniform
(nurse, police officer, chef, firefighter from Level 2, and • Pupils name the jobs. Pupils then complete the
pilot and vet from Level 1). Pupils name any clothes sentences with the correct job word, choosing from
they can see in the different uniforms. Teach the new the word bank.
words helmet and badge. Ask (L1) why people wear
uniforms (to protect their clothes, so people know 15 Read. Then look at Activity 14 and number.
who they are, they are easy to keep clean, etc.).
• Note. If you don’t have pictures or the CLIL poster, • Pupils read the speech bubbles and decide who, from
Activity 14, is speaking each time. They write the
use the photos in the Pupils’ Book.
correct numbers into the boxes provided.
14 Listen and point. Then say.
3:17
Ending the lesson
• Ask questions about the photos. Who’s this? (A nurse.) • Say sentences to describe a uniform, e.g. I’m wearing a
What colour is her dress? What colour is her hat? etc.
white hat. Pupils guess which job it is.
• Play CD3:17. Pupils listen and point to the pictures.
Play the recording again. Pupils listen and repeat.
• Pupils can choose and talk about any pictures they
For the next lesson
have brought to class in the same way. If pupils wear
a school uniform, ask them to describe it. • Pupils can bring in any photos of themselves wearing
special clothes (traditional clothes, party clothes or
fancy dress).
206

helme
1 whi e dress
chef’s ha 3
badge
2
4
firefigh er
nurse
chef
police officer
15 3:18 Lis en and number. Then draw and say.

d
a c
ture
Fin d a pic m.
ifo r
1 of a un
ib e it.
She’s a nurse. Descr
76 Lesson 7 social sciences ( jobs and uniforms) AB p.74
OPTIONAL ACTIVITIES
Jobs and uniforms collage Pupils find pictures of (for boys and girls) and then label the clothes.
people in uniform and make a collage. They can Have a vote for the best new uniform.
label the jobs and the clothes. Photocopiable 7.6 Pupils draw people in uniform
A (new) school uniform If pupils wear a school using symmetry and complete their speech bubbles.
uniform, ask them to design a new one. Pupils work See Active Teach.
in groups. They draw a picture of the uniform
207

7
Lesson 8 17 Read and write the numbers.
Lesson aims • Read the first speech bubble aloud. Pupils guess
who is speaking (one of the children in picture 3,
Activity 16).
English class
• Pupils then read the other speech bubbles in pairs.
Cross-cultural focus They match them to the correct photos in Activity 16
Special clothes by numbering the speech bubbles 1 to 4.
Materials
KEY 1 d, 2 c, 3 a, 4 b
Active Teach; pictures of yourself wearing special
clothes (traditional or fancy dress, favourite clothes
for a party); pupils’ pictures of themselves in
Practice
special clothes
Optional activity materials 18 Ask and answer.
Dressing up clothes; Photocopiable 7.7
• Pupils ask and answer about when they wear special
clothes, using the language in the speech bubbles
as a model. They can use any pictures they have
Starting the lesson
brought to class and describe the pictures to their
• Play Pippin says, (a variation of Teacher says). Include partner, e.g. This is me at a carnival. I’m wearing ....
actions like Shake your body, Move your arms, Point to
something red, Put on your T-shirt, Take off your shoes, Mini-project
etc.
• Pupils choose a festival or special occasion and design
Pupil’s Book page 77 some clothes for it. These could be based on the
pictures they have brought to class, or they could
Presentation design new clothes. Pupils draw or stick the pictures
onto a piece of paper and write a description of what
• If you have brought in pictures of yourself wearing they are wearing. This can be added to their portfolio.
traditional or fancy dress, use these to introduce the
theme. Show a picture of yourself and say, e.g. Look at Activity Book page 75
me! This is Christmas Day. I’m wearing ... And this is me
at my birthday party. What am I wearing? 16 Colour and play.
• Ask When do you wear special clothes? Elicit special
• This is an information gap activity. Pupil A colours
occasions when we dress up. Write pupils' suggestions
in the traditional clothes in picture a, and Pupil B the
on the board, e.g. Christmas, Halloween, birthday
traditional clothes in picture b.
parties, local festivals, carnivals, New Year. Tell pupils
they are going to read about what some children from • Pupils then dictate the colours they have chosen to
their partner, using the first person, e.g. I’m wearing
around the world wear for special occasions.
a red skirt and a black shirt. Their partner listens and
colours in the picture accordingly. Pupils then compare
16 Read and tick (✓).
pictures to make sure they match.
• Read the question When do you wear special clothes?
Pupils look at the photos and name any festivals 17 Look at Activity 16 and write.
they recognise. Read the captions under each
photo. Ask questions about the photos, e.g. Look at • Pupils complete the speech bubbles for each character,
checking back to the colours chosen in Activity 16.
picture 4. What is she wearing at Halloween? Pupils list
Answers will vary.
the clothes.
• Then ask individual pupils Do you wear special clothes
Ending the lesson
for festivals/a birthday party/New Year/Halloween? Elicit
Yes, I do./No, I don’t. Pupils tick (✓) the photos that • Play a sentence chain game. The first pupil says, e.g.
show occasions where they themselves wear special I’m wearing pink shoes. The next pupil contradicts
clothes. (Note. Photo 1 shows a local festival in this and adds something they are wearing, e.g. I’m
Japan. Pupils should tick this box if they wear special not wearing pink shoes. I’m wearing red socks. Pupils
clothes for local festivals in their own country.) continue until someone makes a mistake.
• Ask more questions, e.g. Who has got a pumpkin? Who (For Key, see p.214.)
is wearing blue and white clothes? Pupils respond with
the number of the picture.
208

Wider World
1
Special clothes
16 Read and ick (✓).

When do you wear special clo hes?
A a fes ival?
2 3
4
A a bir hday par y? A New Year? A Halloween?
17 Read and wri e he numbers.

a c My name’s Oliver. It’s my birthday!
My name’s Chun. This is me with
my friends. I’m wearing white I’m wearing black trousers and a
trousers and a blue and white black and white jumper.
shirt. I’m wearing white shoes.
We’ve got a dragon puppet! d I’m Takumi. This is me and my
sister. Her name’s Ami. I’m wearing
a long brown skirt and a coat. Ami
b My name’s Kelly. I’m wearing a is wearing a blue dress with
black and purple dress and a pink shoes and white socks. 1
black hat. I’ve got a pumpkin!
18 Ask and answer.

Design
s
clothes ome special
When do you wear . Make
class b a
Wha do you wear? ook.
special clo hes?
Lesson 8 wider world (special clo hes) AB p.75 77
OPTIONAL ACTIVITIES
Dressing up Bring in (or ask pupils to bring in) fancy Photocopiable 7.7 Pupils complete a questionnaire
dress clothes to class. Pupils dress up as if they are about the clothes they wear for different occasions.
going to a fancy dress party and describe what they See Active Teach.
are wearing. Alternatively, use the clothes to play
the team game Pass the clothes. See p.269.
209

7
Lesson 9 • Play CD3:19 to give pupils an idea of the language
they will need. Pupils can also refer to the speech
Lesson aims bubbles on the page. They then play the game.
To add to the Picture Dictionary TPR
Revision language 20 Listen and act.
Clothes, Colours
3:20
Are you wearing a (green shirt)? Yes, I am./ • Play CD3:20. Pupils listen and mime putting on and
No, I’m not. taking off the different clothes. Pupils can then make up
I’d like (a coat). their own instructions for the rest of the class to mime.
I’m wearing ...
Materials
Flashcards and Wordcards (Clothes); Wordcards 18 3:21 Listen and tick (✓).
(Jobs from Lesson 7); Audio CD; dice or spinner
and counters • Tell pupils they are going to listen to some children in
a shop, choosing clothes they’d like. Pupils read the
Optional activity materials three alternatives in each line.
Reading and Writing Booklet • Play CD3:21. Pupils listen and point to the words for
the clothes items the children choose each time. Then
play the recording again for pupils to tick (✓) the
Starting the lesson correct item.
• Play a game of Last man standing. Pupils stand up. Ask 19 Read and number. Then colour.
questions, e.g. Are you wearing white socks? All pupils
who are wearing white socks say Yes, I am. and remain • Pupils read the speech bubbles and match them
standing. Pupils who are not wearing white socks say to the pictures by numbering the boxes. Pupils
No, I’m not. and sit down. Repeat with other clothes then read the speech bubbles again and colour
items, until only one pupil is left standing. Note. If the clothes.
pupils in your class wear a school uniform, include
questions about their facial features and hair, e.g. Have 20 What are you wearing? Read and circle.
you got blue eyes? (Yes, I have./No, I haven’t.) Is your hair
long? (Yes, it is./No, it isn’t.) • Pupils read and answer the questions based on their
own clothes. They can answer the questions for
• Distribute the clothes flashcards and wordcards to
themselves, or ask their partner questions and record
different pupils. Say sentences with I’d like, e.g. I’d
their answers. Answers will vary.
like a coat. Pupils with the flashcard and wordcard for
coat, stand up and swap places, then give you their
cards. Repeat giving other pupils the cards.
Pupil’s Book page 78 • Draw a table on the board with two columns, labelled
Clothes and Jobs.
19 Listen. Then play. • Hold up the wordcards for clothes and jobs from
Lesson 7. Pupils read them aloud, then come and put
3:19
• Pupils play the game in groups of three or more. them into one of the columns in the table. Check their
Focus first on the children in the middle of the game choices with the rest of the class.
board. Ask what each child is wearing. Explain that • Pupils then turn to the picture dictionary on p.110
each player in the game chooses a child from the of the Activity Book. They can complete the sticker
board and has to collect the clothes that the child is activity in pairs. They take turns to read a caption for
wearing. Pupils roll the dice and move their counters the other to find the correct sticker.
around the board. When they land on an item that is
part of their outfit, their partner asks Are you wearing Ending the lesson
a (blue T-shirt)? If the answer is Yes, I am. they can tick
the box next to the (T-shirt). When they land on an • Choose a pupil to describe. Using the first person, say
I’m wearing a (red) shirt and (blue) trousers. Who am I? If
item that is not part of their outfit, they reply No, I’m
pupils wear a uniform, add I’ve got long hair.
not. and don’t tick the item. Pupils go forward one or
I’ve got blue eyes. etc.
two spaces or go back one space when they land on
squares with these instructions. The winner is the first
player to collect all his/her clothes. The winning player
describes his/her outfit by saying, e.g. I’m wearing a
jumper, a skirt and socks.
210

Are you wearing a blue T-shir ? Yes, I am!
1 2 3
spaces.
12 4
b
c
11 5
10 6
Go back
one
space.
9 8 7
Go forward
one
space.
tu
to

AB p.110
OPTIONAL ACTIVITIES
Team game – Drawing race See p.269.
Flashcard game – Bluff See p.266.
TB p.256.)
211

7
Lesson 10 KEY 1 a, 2 a, 3 b, 4 b
Lesson aims • Pupils can then work in pairs, making up sentences

To complete a progress check or short dialogues to match the pictures they haven’t
To provide an opportunity for self assessment ticked. They read these out to the class for other
To provide an opportunity for personalisation of the pupils to guess the correct picture.
I can
Materials
Audio CD; Flashcards and Wordcards (Clothes) • Read the three statements with pupils and ask them
Starting the lesson 21 Read and write. Then colour.

• Hold a clothes flashcard over your head so that pupils • Pupils look at the picture of the girl wearing her
can see it, but you can’t. Try to guess what it is. Ask Is favourite clothes, while you read the gap fill text.
it a T-shirt? Invite pupils to the board to do the same. Pupils then read the text again in pairs and complete
• Show the wordcards (clothes) one by one. Pupils read it by choosing the correct words from the word bank.
the words and stand up and clap if they’re wearing Check by asking a pupil to read the text aloud.
that particular item. • Pupils then read the completed text again and colour
the clothes in the picture.
21 Listen and circle.

22 Draw your favourite clothes and write.
3:22
• Pupils look at the pictures and identify the clothes • Pupils draw a picture of themselves wearing their
own favourite clothes. They then write a paragraph
they can see. Ask questions, e.g. Is this T-shirt red?
about what they are wearing, using the example text
(No, it’s white.)
in Activity 21 as a model. Help as necessary. Pupils
• Play CD3:22. Pupils listen and circle the clothes the
can then compare their drawings and texts with other
children say they are wearing. Play the recording
pupils in the class.
again as necessary.
• Pupils check their answers in pairs before checking as
Ending the lesson
a class.
• Play the team game of Can I cross the river? using
KEY 1 white T-shirt, red skirt and black shoes, clothes (see p.268). Teams determine who can cross
2 blue jeans, blue trainers and red cap, 3 blue the river by asking Are you wearing red shoes? (Yes,
pyjamas and white socks, 4 orange trousers, green I am./No, I’m not.) Those who answer Yes, I am. can
T-shirt and big, brown boots cross the river.

• Pupils look at the pairs of pictures and identify the
differences, e.g. Number 1a. She’s a nurse. Number 1b.
He’s a firefighter.
• Play CD3:23. Pupils listen and tick (✓) the picture that
is being described each time. Play the recording again
if necessary.
212

21 3:22 Lis en and circle.
1
1 a b 2 a b
3 a b 4 a b
I can alk abou my clo hes.

I can say wha clo hes I would and wouldn’ like.
I can alk abou uniforms and special clo hes.
tu
to
AB p.110
OPTIONAL ACTIVITIES
Online world Pupils can now go online to Tropical then test their knowledge by completing the gap fill
Island and enjoy the fun and games. story in the unit review of the Activity Book.
Grammar reference (Pupil’s Book p.101) and Test Booklet You may wish to give the Unit 7 test
Unit 7 Review (Activity Book p.102) You may wish at this time.
to refer pupils to the grammar reference and review Grammar Booklet p.21. (For Key, see TB p.257.)
activities for Unit 7 at this point. Pupils study the Our favourite activity Ask pupils to choose their
grammar reference tables in the Pupil’s Book. They favourite activity from Unit 7 and repeat it.
213

7
1 an orange T-shirt, 2 blue trousers, 3 a pink dress, E = EMILY BR = BROTHER M = MAID BU = BUTLER
4 a red skirt, 5 a brown shoe, 6 green socks, E Look at my clothes!
7 a purple hat, 8 a black jacket I’m wearing a purple skirt and a green T-shirt.
BR Very nice. Look at my OLD trousers.
p.69, Activity 2 E Look at my hands!
1 I’m wearing brown shoes and a blue skirt.
BR White socks!
2 I’m wearing a red T-shirt and orange trousers.
M Oh dear! Please, Princess! The dress!
3 I’m wearing a green dress and yellow socks.
E I don’t like pink dresses! Look! Black shoes!
p.69, Activity 3 BU Your shoes, mmm ... your SHOE, Princess.
1 Yes, I am. 2 No, I’m not. 3 No, I’m not. 4 Yes, I am. E WHAT? WHERE’S MY SHOE!
BU Oh dear!
p.70, Activity 5
1 pyjamas, 2 T-shirt, 3 shoes, 4 school, 5 boots,
6 jumper, 7 pyjamas, 8 bed
p.71, Activity 6 1 Look at my clothes! I’m wearing a yellow dress.
1 c dress = blue, hat = red Are you wearing blue shoes?
2 d trousers = grey, coat = purple No, I’m not. They’re red.
3 a boots = black, trainers = orange 2 I’m not wearing a dress! I’m wearing blue trousers.
4 b jeans = white, T-shirt = blue Are you wearing an orange T-shirt? Yes, I am.
3 I’m wearing a purple skirt.
p.71, Activity 7 Are you wearing a hat? Yes, I am. It’s blue.
1 Yes, I would. I’d like a red jumper.
4 Look at me! I’m wearing green trousers.
2 No, I wouldn’t. I’d like pink boots.
Are you wearing green socks? No, I’m not.
3 No, I wouldn’t. I’d like a yellow shirt.
They’re pink! Dad!
4 Yes, I would. I’d like blue pyjamas.
p.72, Activity 8
1 Lindy, 2 Emily, 3 Joe, 4 Police officers Quest song CD3:05
p.72, Activity 9
1 I’m sorry. 2 Goodbye! 3 Thank you.
for a shoe today. A treasure chest, a present, a
4 Good night. 5 Please. 6 Good morning.
photo, a key, sunglasses, a duck, nuts and a shoe!
p.73, Activity 11 Find a shoe today!
ir, or, ck, ur, ch, ar
p.73, Activity 12 Lesson 3 Activity 6 Song CD3:07
1 sir, 2 for, 3 corn, 4 fur
Good morning! Good morning!
p.74, Activity 14 Take off your pyjamas. It’s time for school!
1 nurse, 2 chef, 3 firefighter, 4 police officer
Put on your T-shirt. Put on your trousers. Put on
p.74, Activity 15 your shoes. Off you go! It’s time for school.
1 b, 2 d, 3 c, 4 a Good night! Good night!
Put on your pyjamas. It’s time for bed!
p.76, Activity 18
1 pink dress, 2 black trainers, 3 pink skirt, 4 red socks Take off your jumper. Take off your boots. Take off
your socks. Off you go! It’s time for bed.
p.76, Activity 19
Good night!
1 c, 2 d, 3 a, 4 b
p.77, Activity 21
1 wearing, 2 These, 3 this, 4 are, 5 is, 6 like Lesson 4 Activity 7 CD3:08
1 Good morning. What would you like?
I’d like some boots and some black jeans, please.
Would you like brown boots?
No, I wouldn’t. I’d like red boots, please.
2 Hello. How can I help you? I’d like a coat, please.
Would you like a pink coat? Yes, I would. Thank you!
214

7
3 Good morning. How can I help you? 3 Hello, I’m Thomas. I like food! Look at my clothes.
Hi. I’d like some trainers and some pyjamas, please. I’m wearing white trousers and a white coat.
Would you like purple pyjamas? Where’s my big, white hat?
No, I wouldn’t, thank you. I’d like yellow pyjamas, 4 Hello, I’m Sally. I’m wearing a long, black and
please. yellow coat. Where’s my yellow helmet?
Lesson 4 Activity 6 (AB) CD3:09 Lesson 9 Activity 19 CD3:19

1 Hello, I’m Polly. I’m wearing a blue dress. BOY Six! One, two, three, four, five, six ... A blue
I’d like a red hat. T-shirt! Are you wearing a blue T-shirt?
2 I’m Ben. I’m wearing grey trousers. I’d like a GIRL Yes, I am.
purple coat.
3 Hi, I’m Fred. I’m wearing black boots.
What would you like? I’d like orange trainers. Lesson 9 Activity 20
4 Hi, I’m Anna. I’m wearing white jeans. Put on your T-shirt. Take off your shoes. CD3:20
What would you like? I’d like a blue T-shirt. Take off your jumper. Put on your hat. Take off your
coat. Take off your socks. Put on your boots. Take
off your boots. Put on your trainers. Put on your
Lesson 6 Activity 10 CD3:11 glasses. Put on your jacket.
1 ar /aː/ /aː/ /aː/
2 ir /ɜː/ /ɜː/ /ɜː/
3 or /ɔː/ /ɔː/ /ɔː/ Lesson 9 Activity 18 (AB) CD3:21
4 ur /ɜː/ /ɜː/ /ɜː/ 1 Hello. What would you like?
I’d like a dress, please.
Would you like a purple dress?
Lesson 6 Activity 11 CD3:12 No, thank you. I’d like a pink dress, please.
/ɔː/, /ɔː/ /ɜː/, /ɜː/ /aː/, /aː/ /ɜː/, /ɜː/ 2 Would you like some shoes?
/aː/, /aː/ /ɔː/, /ɔː/ /ɜː/, /ɜː/ /ɜː/, /ɜː/ No, I wouldn’t. I’d like some trainers.
Would you like black trainers? Yes, I would.
3 What would you like? I’d like a pink skirt, please.
Lesson 6 Activity 12 CD3:13 Would you like a purple skirt? No, thank you.
1 /k/ /aː/ car 4 Would you like some socks? Yes, please.
2 /ʃ/ /aː/ /k/ shark Would you like brown socks?
3 /s/ /ɜː/ sir No, I wouldn’t. I’d like red socks.
4 /g/ /ɜː/ /l/ girl
5 /f/ /ɔː/ for
6 /k/ /ɔː/ /n/ corn Lesson 10 Activity 21 CD3:22
7 /f/ /ɜː/ fur 1 I’m Mia. I’m wearing a white T-shirt and a red skirt.
8 /s/ /ɜː/ /f/ surf My shoes are black.
2 Hi, I’m Sam. I’m wearing blue jeans and trainers.
I’ve got a red cap.
Lesson 6 Activity 12 (AB) CD3:15 3 Hi, I’m Ella. I’m wearing blue pyjamas and
1 sir 2 for 3 corn 4 fur white socks.
4 I’m Will. I’m wearing orange trousers and a
green T-shirt. My boots are big.
1 I’m a firefighter. I’m wearing a helmet.
2 I’m a chef. I’m wearing a chef’s hat. Lesson 10 Activity 22 CD3:23
3 I’m a nurse. I’m wearing a white dress. 1 I’m wearing a white coat and hat. I’m a nurse.
4 I’m a police officer. I’ve got a badge on my hat. 2 How can I help you?
I’d like some black boots and some grey jeans,
please. Would you like a purple jacket?
Lesson 7 Activity 15 CD3:18 No, I wouldn’t, thank you. I’d like a purple jumper.
1 Hello, I’m Jack. Look at my clothes. I’m wearing a 3 Take off your trainers.
blue shirt and trousers. I’m wearing black shoes. 4 I’m wearing a blue uniform and a badge. I’m a
But where’s my hat? police officer.
2 Hello, I’m Sarah. I’m wearing a white dress and
white shoes. I help people! But where’s my small,
white hat?
215

8 Weather
Objectives
• identify weather • identify who things belong to
• describe likes and dislikes for weather • learn about measuring temperature
• identify activities associated with different • learn about weather around the world
weather types
Topics
Language • weather Values
Vocabulary • activities • Share with friends
Weather: sunny, snowy, cloudy, • identifying our possessions and family.
windy, stormy, rainy, • measuring temperature
Activities: ride a bike, fly a kite, make • weather around the world
a snowman, go for a walk, go to the Story and quest
beach, read a book, take a photo, • Unit opener: Arrival at
watch TV the castle
Structures • Story episode: Princess
What’s the weather like? It’s (cloudy). Emily makes new friends
This/That kite is mine/yours/his/hers. • Quest item: an umbrella
These/Those books are mine/yours/his/
hers.
Revision Songs and chants
Do you like (cloudy days)? Yes, I do./ • chant: What’s the
No, I don’t. weather like?
Days of the week • Quest song: Look for
Months of the year: Which months an umbrella.
are (hot) in your country? • song: What day is it today?
CLIL (measuring temperature): hot,
cold, warm, freezing
• describing likes and dislikes for
Wider World (weather around the
different weather types
world): What’s your favourite weather?
• learning to make friends and share
with others
Phonics • making suggestions for activities in
ow, oy (owl, now, cow, down, boy, different weathers
toy, joy, cowboy) • learning about different weather
around the world
• Arts and crafts: making a weather wheel,
making a weather chart, making a world Learning strategies
weather poster • using previous knowledge
• Music: songs and chant • asking and answering questions
• Maths: using numbers to sequence • following instructions
• Science: measuring temperature, learning • logical thinking: deducing information from
about different climates in the northern and pictures and text
southern hemispheres • critical thinking: identifying and comparing
• Language skills: giving information, asking and • using art and craft
answering questions, following instructions, • predicting the outcome of a story
acting out a story, playing games • using a thermometer
216

Basic competences
Knowledge and interaction with the physical to 10); Learn to make friends and share (Lesson 5)
world: Learn about the weather (Lesson 1 to 3, 7, 8); Cultural and artistic competence: Develop and value
Understand that weather is different in different parts initiative, imagination and creativity (Lesson 5, 7, 8)
of the world (Lesson 8); Identify possessions and those Learning to learn: Reflect on what has been learnt
of other people and self-evaluate progress (Lesson 10)
Mathematical competence: Use numbering to complete Autonomy and personal initiative: Develop one’s own
a task (Lesson 1 to 10) criteria and social skills (Lesson 1 to 10)
Processing information and digital competence:
Use Active Teach; Use Tropical Island Online World
(Lesson 1 to 10)
Skills
Listening Speaking
• can understand chants and songs • can identify and describe weather
• can understand and identify weather • can describe likes and dislikes for weather types
• can understand and identify who things belong to • can suggest activities for different weather types
• can follow instructions • can identify possessions and those of other people
• can understand a story • can pronounce ow and oy correctly
• can describe temperature
Reading • can describe weather in one’s own country
• can read and understand captions of key words
• can read and understand chant and song text Taking part in conversations
• can read and understand speech bubbles • can ask and answer about weather
• can read and understand sentences • can ask and answer about likes and dislikes for weather
• can follow speech bubbles in a picture story • can ask and answer about today’s weather
• can blend individual sounds and letters to create words • can ask and answer about weather in different countries
• can read and understand a cultural text about weather
• can read and understand a personalisation text Writing

• Play flashcard and team games. • Letters for parents. When you begin Unit 8, give pupils a
• Do a class survey. copy of the Unit letter (Active Teach). This explains what
• Draw a picture of their favourite story character. pupils are going to learn in this unit.
• Design and draw a class comic strip. • Home-school link. Pupils make a list of things they can share
• Have a class vote on favourite stories, activities with other people and show this to their family (Lesson 5).
or games from the course. • Craft activities. Pupils can take home their weather
• Suggested photocopiables: charts made with photocopiables 8.6 and 8.7.
8.1 Make a set of weather cards. • Grammar Booklet and Reading and Writing Booklet.
8.2 Make a set of activity cards. Pupils take these home to show their parents.
8.3 Pupil complete a picture story/verse of the • Portfolio. Encourage pupils to show their parents their
song. portfolio when they finish Unit 8.
8.4 Make a set of mini-story cards.
8.5 Make a set of phonics picture and wordcards.
8.6 Make a weather prediction chart.
8.7 Make a weather chart for a country of your
Evaluation
choice. • Pupil’s Book page 89
• Activity Book page 87
• Grammar reference (Pupil’s Book page 101)
• Unit Review (Activity Book page 103)
• Picture Dictionary (Activity Book page 111)
• Test Booklet – Unit 8
217

8 Weather
Lesson 1 Weather
Lesson aims
1 Lis en and poin .
To present and practise new vocabulary (weather) 3:24
snowy cloudy
Target language
sunny, snowy, cloudy, windy, stormy, rainy
Receptive language
What’s the weather like?
sunny
Materials
Active Teach; Audio CD; Flashcards (Weather);
Wordcards (Weather)
Photocopiable 8.1 2 3:25 Lis en and repea .

Starting the lesson
• Revise all vocabulary learnt so far by showing various Wha ’s he wea her like?
I ’s sunny. I ’s sunny.
Do you like sunny days?
Sunny days, sunny days?
flashcards and asking What’s this? (It’s a duck.) Divide Wha ’s he wea her like? Do you like sunny days?
the class into two teams and award points to pupils I ’s sunny oday! Yes, I do!
giving the correct answers.
Wha ’s he wea her like? Do you like rainy days?
• Revise all actions learnt by playing a game of Teacher I ’s rainy. I ’s rainy. Rainy days, rainy days?
says. See p.266. Wha ’s he wea her like? Do you like rainy days?
I ’s rainy oday! No, I don’ !
80 Lesson 1 vocabulary (wea her) AB p.7 8
Presentation M08_ISLA_PUB_02GLB_0386_U8.indd 80 02/04/2012 10:06

• Ask questions about the main illustration. Where are 2 Listen and repeat.
the characters now? (At the palace/castle.) Where’s
3:25
Pippin? (With Princess Emily.) Explain that the characters • Play CD3:25. Pupils listen and repeat the words,
have finally made it to the castle. Lindy, Joe and while pointing to the weather types and words in
Grandad are meeting Princess Emily for the first time. the main illustration.
They have travelled a long way to bring Pippin and • Pupils then play a game in pairs. First they say all the
Emily’s treasure chest, full of belongings, to the castle. weather words together. Then they take turns miming
• Ask pupils what they think we will learn about in this a weather type. Their partner says the word, and
unit. Write the word weather on the board and ask finds and points to the correct weather type in the
pupils to repeat several times. Stick the flashcards illustration saying, e.g. It’s cloudy.
(weather) on the board. Point to each in turn and say
each word several times. Practice
1 Listen and point. • Pupils read the weather captions. Hold the wordcards
up and read them with the class. Then ask individual
3:24
• Point to the different weather types in the main pupils to the front of the class. Give them a wordcard
illustration and ask What’s the weather like? Elicit and ask them to read it out. Pupils then find the
It’s sunny. etc. Play CD3:24. Pupils listen and point correct weather flashcard. Pupils attach both the
to the weather conditions mentioned each time. flashcards and wordcards to the board.
Play the recording again. Challenge pupils to say
which weather type is not mentioned in the dialogue
(stormy). You could also challenge pupils to point to
which character is speaking each time.
218

8
Ending the lesson
s ormy • Create a mime to go with each weather type, e.g.
open your arms wide over your head for sunny, make
a rainy motion with your hands for rainy, sway back
and forth for windy, etc. Say It’s (sunny). Pupils mime
windy the correct weather type. You can also mime the
cloudy weather types for pupils to guess, e.g. Is it (sunny)?
Yes, it is./No, it isn’t.
rainy
OPTIONAL ACTIVITIES
Wha ’s he wea her like? I ’s cloudy. Flashcard game – Same or different?
Do you like cloudy days? Yes, I do. / No, I don’ . See p.266.
I like cloudy days. I don’ like cloudy days. Guessing game Pupils choose and draw a weather
symbol on a piece of paper. They then work in
4 3:27 Lis en and number. Then draw and say. pairs, asking questions to guess what weather their
a b c d 1 partner has drawn, e.g. Is it (sunny)? (Yes, it is./No,
it isn’t.)
Photocopiable 8.1 Pupils make a set of weather
NOTES
3:28
Look for an umbrella oday.

A reasure ches , a presen , a pho o, a key,
sunglasses, a duck, nu s, a shoe and an umbrella!
Find an umbrella oday!
Lesson 2 grammar (Wha ’s he wea her like? I ’s cloudy.) AB p.7 9 81
Chant
• Pupils close their books. Ask them to choose a
weather type and draw a symbol for it on a piece of
paper. (Draw some simple weather symbols on the
board for them to copy.)
• Play the chant (CD3:26) and ask pupils to listen and
hold up their drawings when they hear their weather
type in the chant.
• Then play the chant again. This time, pupils stand up
and change places with others who are standing up
when they hear their word.
1 Look and write.

• Pupils identify the characters and the weather types.
Pupils then complete the sentences with the correct
weather words, copying them from the word bank.
219

8
Lesson 2
Lesson aims
Weather
Target language snowy cloudy

What’s the weather like (today)? It’s cloudy.
Materials
Active Teach; Audio CD; Flashcards (Weather);
Wordcards (Weather) sunny

Paper for the survey; Grammar Booklet;
Photocopiable 8.1

Starting the lesson
Lis en and play. Then lis en and chan .
• Hide one of the weather flashcards behind your back. 3 3:26
Pupils guess the card by asking Is it (sunny)? Pupils can

also have a turn hiding the cards. Wha ’s he wea her like? Do you like sunny days?
I ’s sunny. I ’s sunny. Sunny days, sunny days?
Pupil’s Book pages 80–81 Wha ’s he wea her like? Do you like sunny days?
I ’s sunny oday! Yes, I do!
Presentation Wha ’s he wea her like? Do you like rainy days?

I ’s rainy. I ’s rainy. Rainy days, rainy days?
• Ask What’s the weather like today? Elicit, e.g. Wha ’s he wea her like? Do you like rainy days?
It’s cloudy. Then comment on the weather, e.g. Yes. I ’s rainy oday! No, I don’ !
It’s cloudy. I like/don’t like cloudy days. Ask individual 80 Lesson 1 vocabulary (wea her) AB p.7 8
pupils Do you like cloudy days? Elicit

Yes, I do./No, I don’t. M08_ISLA_PUB_02GLB_0386_U8.indd 80
02/04/2012 10:06
Practice
• Point to the weather types in the illustration again 4 3:27 Listen and number. Then draw and say.
and ask Is it sunny? etc.
• Play the chant (CD3:26). Pupils listen and mime the • Play CD3:27. Pupils listen and number the pictures,
according to the weather type mentioned.
weather types they hear.
• Then play the recording again for pupils to chant • Play the recording again. This time, pupils listen and
draw a smile or a frown on the face at the bottom of
along, following the text on the page.
each picture, according to whether the children in the
• Divide the class into two halves and play the chant
recording like or don’t like that particular weather.
again. One half chants the questions and the other
half the answers. You can also use the karaoke
KEY 1 d (Pupils should draw a smile.)
version of the chant. Pupils can follow the text on
2 a (Pupils should draw a frown.)
the page or adapt the weather types according to
3 c (Pupils should draw a smile.)
today’s weather.
4 b (Pupils should draw a smile.)
Look!
• Pupils read the sentences in the Look box while you • Pupils then play a guessing game in pairs. One pupil
chooses a picture and describes the weather. Their
read them out loud. Then read the sentences again.
partner listens and says the number of the correct
Pupils listen and repeat. Pupils can then use the same
picture. They then ask each other if they like that type
language in pairs, asking each other about today’s
of weather, e.g. Do you like snowy days?
weather and which weather types they like and
don’t like.
220

3 Read, write and circle.
8
• Pupils read and answer the questions, based on
s ormy the actual weather today. They can do this activity
individually, or they can work in pairs, asking each
other the questions and recording their answers.
Answers will vary.
windy
cloudy
Ending the lesson
rainy
• Distribute the flashcards and wordcards to different
pupils. Say, e.g. It’s snowy. Pupils with the cards stand
up and mime the weather type. Repeat, giving other
pupils the cards.
Wha ’s he wea her like? I ’s cloudy.
Do you like cloudy days? Yes, I do. / No, I don’ .
I like cloudy days. I don’ like cloudy days.

OPTIONAL ACTIVITIES
4 3:27 Lis en and number. Then draw and say. Survey Pupils create surveys asking Do you like ...?
a b c d 1 using toys, colours, food, etc. They make up five or
six questions and write them on a piece of paper.
Pupils can ask and answer the questions in class,
or take their surveys home to ask their family or
friends.
Wordcard game Stick the wordcards (weather)
on the board. Pupils draw the correct weather
Look for an umbrella oday.
3:28
conditions next to each card. Now remove the
A reasure ches , a presen , a pho o, a key, cards and stick them next to the wrong drawings.
sunglasses, a duck, nu s, a shoe and an umbrella! Pupils correct your mistakes.
Find an umbrella oday!
Lesson 2 grammar (Wha ’s he wea her like? I ’s cloudy.) AB p.7 9 81 Photocopiable 8.1 Pupils use photocopiable
8.1 again to play a game of Choose and ask. See
Active Teach.
Quest
3:28 Quest item and song NOTES
• Ask pupils to recall which of Emily’s things they have

found so far. Explain that they are now going to find
their last Quest item. Ask them to look at the main
illustration and guess what it is.
• Play the Quest song (CD3:28) so pupils learn the name
of the Quest item (the umbrella). Pupils find and circle
the umbrella in the illustration.
(It is on the ground between Lindy and Grandad.)
2 3:29 Listen and write. Then draw.

• Play CD3:29. Pupils listen and write the correct
weather word in each caption, choosing from the
word bank. Pupils then read the captions and draw
symbols for the correct weather types into each of the
children’s thought bubbles.
221

8
Lesson 3 Song
Lesson aims 6 3:31 Listen and write. Then sing.

To present and practise new vocabulary (activities)
To practise language with a song • Pupils look at the pictures and name the weather
types and activities they can see (sunny, windy,
Target language snowy).
ride a bike, fly a kite, make a snowman, go for a • Play the song (CD3:31). Pupils listen and point to the
walk, go to the beach, read a book, take a photo, pictures. Then play the recording again. Pupils write
watch TV the missing activity phrases and weather types into
the song.
Receptive language
Let’s ...
KEY 1 go for a walk, 2 fly a kite, 3 make a snowman
Materials 4 sunny, 5 windy, 6 snowy
Active Teach; Audio CD; Flashcards (Weather,
Activities); Wordcards (Days of the week, Activities);
Cut-out 8; butterfly clips (one per pupil) • Ask some questions about the song, e.g. It’s sunny.
What day is it? (It’s Monday.) It’s windy. What can
Optional activity materials we do? (Fly a kite.)
Reading and Writing Booklet; Photocopiable 8.2; • Play the recording again. Pupils sing along, following
Photocopiable 8.3 the completed text on the page. You can also use the
karaoke version of the song.
Starting the lesson Cut-out 8 (Pupil’s Book page 119)

• Ask pupils What day is it today? It’s (Friday). What’s • Pupils cut out the two circles, and also cut out the
the weather like? It’s (sunny). Write the day and dotted triangle from the smaller circle.
today’s weather on the board. • Pupils make the weather wheel by positioning the
• Use the weather flashcards and the wordcards for smaller, inner circle on top of the bigger, outer circle
days of the week. Distribute these to different pupils and joining the two in the centre of the wheel with a
in the class. Make sentences, e.g. It’s Monday. It’s butterfly clip.
cloudy. Pupils with the Monday wordcard and the • Pupils then work in pairs. Pupil A asks What’s the
cloudy flashcard come to the front of the class. Point weather like? Pupil B spins the the inner circle around.
and ask What day is it? (It’s Monday.) What’s the When it stops, Pupil A names the weather the arrow
weather like? (It’s cloudy.) Repeat with other sentences is pointing at e.g. It's snowy. Pupil A then makes a
and other pupils coming to the front. suggestion for a suitable activity revising can (You
can make a snowman.), or using Let’s (Let’s make a
snowman.). Pupils then swap over.
• Use the flashcards to teach the new activities. Then 4 Look and write.
play an instructions game, including these new
activities, with other verbs pupils know. Call out • Pupils look at the pictures and identify the activities.
instructions, e.g. Make a snowman. Wave your arms. They then read and complete the captions, choosing
etc. Pupils listen and mime the activities and actions. the correct verbs from the word bank.
5 3:30 Listen and repeat. 5 Look, read and write.

• Pupils look at the pictures and identify the activities. • Pupils look at the chart and name the day and the
Then play CD3:30, while pupils point to the pictures. weather type. Pupils then read the sentences and write
Play the recording again. Pupils listen and repeat. the correct day of the week in the spaces provided.
Pupils can then play a mime game in pairs. One pupil
mimes one of the new activities and the other gives Ending the lesson
the instruction, e.g. Take a photo.
• Say a weather type, e.g. It’s sunny. Pupils look and • Mime an activity for pupils to guess. It could be from
this lesson, or revising other verbs pupils know in
name the activities appropriate for that weather type,
English, e.g. Do the splits. Pupils guess the activity
e.g. Ride a bike. Go for a walk. etc.
and then, if appropriate, name a suitable weather
condition for that activity.
222

a b c d
ride a bike fly a ki e make a snowman go for a walk

e g h
go o he beach read a book ake a pho o wa ch TV
Wha day is i oday?

I ’s Monday. Monday!
Wha ’s he wea her like?
Wha day is i oday?
I ’s sunny, i ’s sunny.
Le ’s go for a walk !
I ’s Wednesday. Wednesday!
I ’s windy, i ’s windy.
Wha day is i oday?
Le ’s !
I ’s Friday. Friday!
I like days,
I ’s snowy, i ’s snowy.
I like days,
Le ’s !
I like days,
Le ’s have fun and play!
uts
Cut-o
AB p.117
82 Lesson 3 vocabulary (ac ivi ies) AB p.80
OPTIONAL ACTIVITIES
TPR game – Anagrams See p.267. Photocopiable 8.3 Pupils complete the speech
Reading and Writing Booklet p.22. (For Key, see bubbles to create a picture story which is also a
TB p.256.) new verse of the song. See Active Teach.
Photocopiable 8.2 Pupils make a set of activity
223

8
Lesson 4 Practice
Lesson aims 7 3:32 Listen and match. Then say.

• Pupils identify the objects in the pictures and point to
Target language the children they think the objects belong to.
This kite is mine. That kite is yours. • Read the speech bubbles aloud. Pupils guess which
These books are his. Those books are hers. picture they match. Then play CD3:32. Pupils listen
and match the pictures to the correct speech bubbles.
Materials
Flashcards (Toys, Clothes, Classroom objects –
KEY 1 d, 2 c, 3 b, 4 a
Level 1) or real toys, clothes and classroom objects;
Audio CD
Optional activity materials • Play the recording again, pausing for pupils to repeat.
Pupils then work in pairs, using the same language to
A bag for the game; Grammar Booklet
describe a picture for their partner to guess.
Skills
Starting the lesson
• Use flashcards and objects to revise toys, classroom 8 Find and say.
objects and clothes. Write a list of items for pupils to
find on the board, e.g. Find a pencil. Find two books. • Ask questions about the big picture, e.g. How many
children are there? (Two.) What’s the weather like? (It’s
Find a red shoe. Pupils work in teams to find all the
snowy.) What’s this? (A snowman.) Has the boy got a
objects on the list first.
jacket? (Yes, he has.)
Pupil’s Book page 83 • Pupils then look at the individual items from the
picture and identify which ones belong to the girl and
Presentation which to the boy. They make sentences about the
items, using his and hers, and the speech bubbles as
• Hold up or point to different objects and ask What’s a model.
this/that? What are these/those? (It’s/They’re ...)
• Then pick up one of your possessions, e.g. your 9 Play True or False with your friends.
book, and say This book is mine. Point to yourself to
emphasise the meaning of mine. Repeat with another • Make sentences about your own possessions and those
object in the plural, e.g. some pencils, saying These of pupils in the class, using mine, yours, his and hers.
pencils are mine. Then pick up a pupil’s book and give Include some deliberate mistakes, e.g. take a pupil’s
it back, saying This book is yours. Point to the pupil as book and say This book is mine. Pupils listen and say
you speak to him/her, to emphasise the meaning of True or False. Pupils then play the same game in pairs,
yours. Repeat with an item of his/hers in the plural. using the speech bubbles on the page as a model.
• Ask a boy in the class to pick up his book. Point and Activity Book page 81
say to the rest of the class, That book is his. Point to
the boy to emphasise the meaning of his. Ask another 6 Look and circle.
boy to hold up some pencils. Say Those pencils are his.
Repeat with a girl to demonstrate That book/Those • Pupils read and circle the correct pronouns, according
pencils is/are hers. to who is speaking and who the different possessions
in the pictures belong to.
Look!
7 Follow and write his or hers.
• Pupils read the examples in the Look box while you
read them out loud. Then read the sentences again, • Pupils follow the tangled lines and complete the
pausing for pupils to repeat. sentences with his or hers, according to whether the
• Pupils practise in pairs, making sentences about their possessions belong to the boy or the girl.
own possessions (mine), those of their immediate
partner (yours) and those of others in the class Ending the lesson
(his and hers).
• Pupils can practise and act out the picture story from
Activity 6 in the Activity Book in pairs. Pupils can also
make up their own versions of the dialogue to act out.
224

This ki e is mine. Tha ki e is yours.
These books are his. Those books are hers.
7 3:32 Lis en and ma ch. Then say.

1 2 3 4
a Those books b These books c Tha ki e This ki e

d
are hers. are his. is yours. is mine.
8 Find and say.
This jacke is his.
9 Play True or False wi h your friends.
These shoes are yours.

False!
These books are mine. True!
Lesson 4 grammar (This/Tha (ki e) is mine/yours/his/hers.) AB p.81 83
OPTIONAL ACTIVITIES
Pupils can now go online to Tropical Island and Team game – Our things See p.269.
find the metal cupboard that Pippin is holding on the Grammar Booklet p.23. For Key see TB p.257.
Pupil’s Book page. (It is next to the cage halfway up
the inside of the volcano.) When pupils click on the
metal cupboard, they are taken to a supplementary
language game based on the vocabulary in this unit.
225

8
Lesson 5 Values
Lesson aims • Draw pupils’ attention to the values topic (Share with
friends and family.). Explain (L1) the concept of sharing
and ask pupils to list some things they share with
To understand the value of sharing with friends
other pupils in the class (books, pencils, paints, tables,
and family
etc.). Then ask them to think about (L1) things they
Materials share with friends and family, e.g. food, books, toys,
Active Teach; Audio CD; Unit 8 Story cards friends, parents! Ask what Emily learns to share in the
story (her friendship with Pippin and food, by offering
Lindy and Joe something to eat).
• Ask pupils to find examples of polite language that
Emily uses in the story (I’m sorry. Thank you.). Point
out how Emily’s behaviour has changed from earlier
Starting the lesson
units as she has learnt to share and make friends.
• Ask pupils (L1) questions about the story from Activity Book page 82
Unit 7. Where did the story take place? (Outside
the castle.) What was the police officer looking for? 8 Read and circle.
(Princess Emily’s shoe.) Who did Princess Emily finally
find? (Pippin.) • Pupils read and circle the answers to the questions.
They can do this from memory or by checking the
story in the Pupil’s Book. Pupils can work individually
or in pairs.
Presentation
• Ask some questions about the story pictures. Who 9 Look and tick (✓) the things you can share
can we see? Where are they? (Inside the castle.) Where is with other people.
Pippin? Ask pupils to guess what happens in the story.
• Pupils look at the pictures and tick (✓) those that they
share with their friends, brothers and sisters, and their
Story
parents. Check the activity and note that we share
• With books closed, show the story cards for Unit 8 some things with some people, but not others, e.g. we
and ask the questions from the ‘Before reading the share toys with our friends, or brothers and sisters,
story’ section written on the back of each card. but not our parents. Answers will vary.
10 3:33 Listen to the story. Then act out. Ending the lesson
• Play the story on the recording (CD3:33). Pupils • Read the story to the class again. Change some
follow in their books. Then play the recording, words while you’re reading, e.g. in frame 2, say My
pausing after each line. Pupils repeat the lines of name’s Alex. instead of My name’s Princess Emily.
each character. Pupils stand up when they hear a mistake and say the
• Check pupils’ understanding of the story by asking the correct word.
‘After listening to the story’ questions from the back (For Key, see p.238.)
of the story cards. Be sure that pupils understand that
Pippin is home again and that Lindy, Joe and Princess
OPTIONAL ACTIVITIES
Emily are now friends.
My favourite story Divide pupils into groups. Each
group chooses one of the stories from Units 1 to 8.
invite four pupils to the front of the class to act it out.
Give them time to practise acting out their roles
You can play the recording again for pupils to repeat
and invite some people to watch your mini plays.
or ask them to say the lines from memory. When
New friends Pupils draw a picture of the new friends
acting out, encourage tone of voice and expressions
from the story. They may also include themselves in
to match those in the pictures.
the drawing. Alternatively, pupils draw their favourite
scene from the story and include the writing in the
speech bubbles.
Home-school link Pupils make a list of things they
can share with other people. They take this home
and show their family.
TB p.256.)
226

Oh. I’m sorry!

1 2
Thank you. My
Oh Pippin. name’s Princess
Emily.
Awk! Wow! You’re

Emily! the princess!
3 Oh! 4
Yes, I am! I like But Pippin’s
your clothes. Thank you! my friend.
My new
friends. Joe
and Lindy.
5 New friends. 6
Oh! Are you
hungry?
Now I’ve got
three friends.
Yes, we are!
Share wi h friends
and family. Make or draw a list of things to
share. Show your family.
84 Lesson 5 s ory and values (share wi h friends and family) AB p.82
227

8
Lesson 6 • Repeat this activity, using the phonics cards. Hold up
the first card for a sample word, e.g. owl. Elicit the
Lesson aims first sound /aʊ/. Then repeat for /l/. Then attach
To revise previously learnt sounds and letters the wordcard owl to the board and encourage pupils
To learn the sounds and letters ow and oy; to blend the sounds together. Repeat with the other
To practise reading and spelling sample words sample words.
Target language • Pupils can then repeat the blending out activity in
owl, now, cow, down, boy, toy, joy, cowboy
the other to say and point to on the Pupil’s Book page.
Materials They then swap roles.
Phonics cards: (Level 1); 14 Underline ow and oy. Read the words aloud.
Phonics cards: ch, sh, th, ng, nk, ai, ee, igh, oa, oo,
oo, ar, ir, or, ur, ow, oy; • Pupils can work individually. They should hide the
Wordcards: owl, now, cow, down, boy, toy, joy,
underlined the graphemes and read the line of words
cowboy
aloud, they can reveal the illustrations. Continue with
Optional activity materials the second line. Follow up as a whole group asking for
Photocopiable 8.5; Phonics envelopes volunteers to read the words aloud.
• Use the wordcards to test pupils’ reading of the
words. Hold up each card and ask individual pupils to
Starting the lesson read the words.
• Use the large phonics cards to review the sounds and Activity Book page 83
order and ask pupils to say the sounds. Start slowly 10 Read the words. Circle the pictures.
• Attach the phonics cards to the board. Say individual • Pupils read the words in the word bank aloud.
They then find the correct details in the picture
and circle them.
letters. Then blend out different words: girl, corn, zoo,
cook, sigh, goat, sheep, rain, ink, sing, thin, chop, dish. 11 Listen and link the letters.
Ask pupils to come and put the letters in the correct
3:37
order and blend out the words. • Play CD3:37. Pupils listen and follow the sound trail,
12 Listen and write the words.
Presentation 3:38

11 3:34 Listen.
13 Read aloud. Then listen and check.
• To introduce the new letter sounds, follow the 3:39
procedure outlined in Unit 1, Lesson 6. • Pupils look at and read the sentences aloud. Then play
• Play CD3:34 a couple of times, while pupils point to CD3:39. Pupils listen and compare this version to their
the letters in their books. own reading. Play the recording again for pupils to
12 3:35 Listen, point and say. in pairs, varying the speed from fast to slow.
• Play CD3:35, pausing after each sound for pupils Ending the lesson
to point to the correct letters and repeat. Play the
recording as often as necessary. • Play a game of Relay race to practise spelling the new
sample words. See p.269.
Practice (For Key, see p.238. For Audioscript, see pp.238–239.)
13 3:36 Listen and blend the sounds.

• Play CD3:36. Pupils sound out the words while
pointing to the different sound squares in their books.
Play the recording again, pausing as necessary.
228

11 3:34 Lis en.
1
ow 2
oy
1 ow l owl 2 n ow now
3 c ow cow 4 d ow n down
5 b oy boy 6 oy oy
7 j oy joy 8 c ow b oy cowboy
14 Underline ow and oy. Read he words aloud.
1 boy 2 owl 3 oy
4 cow 5 cowboy 6 down
Lesson 6 phonics (ow, oy) AB p.83 85
OPTIONAL ACTIVITIES
Game Ask pupils to choose their favourite phonics
game (see p.269). Repeat this to practise all the
sounds and phonics words learnt over the course.
229

8
Lesson 7 Practice
Lesson aims 16 A weather chart. Look and write.

English class • Pupils identify the weather types shown for each
day. Pupils then label the weather chart, writing the
Cross-curricular focus correct weather type in the captions provided.
Science – Measuring temperature
KEY Monday – It’s sunny.
Target language
Tuesday – It’s cloudy.
freezing, cold, warm, hot
Wednesday – It’s rainy.
What’s the temperature?
Thursday – It’s stormy.
Materials Friday – It’s windy.
Active Teach; Flashcards (Weather); Wordcards
(Days of the week); an outdoor or room thermometer;
Audio CD; a large piece of card and paper for the • Pupils can then ask and answer about the weather
chart in pairs, asking What’s the weather like on
weather chart
Monday? (It’s (hot and) sunny.)
Two thermometers, a black and white cloth; Mini-project
Photocopiable 8.6
• Pupils make their own weather chart, based on the
one in the Pupil’s Book. Divide a large piece of card
into six. Write the days of the week from Monday to
Starting the lesson
Friday on the first five sections of the card and stick a
• Ask What day is it today? What’s the weather like? large envelope onto the sixth section.
Pupils come and write the day and weather on • Pupils draw weather symbols and write sentences
the board. describing weather types on separate pieces of paper.
• Distribute the weather flashcards and days of the These are stored in the envelope on the weather chart.
week wordcards to different pupils. Say, e.g. It’s • Each day, ask What day is it? What’s the weather like?
Tuesday. It’s cloudy. Pupils with the correct cards stand Pupils update the chart by choosing and attaching
up, show the cards and mime the weather. the correct weather symbols and sentences for the
weather of the day.
Presentation
14 Look and write. Then listen and number.
• Introduce the topic of measuring temperature. Use a 3:41
large thermometer. Ask What’s the temperature? Pupils • Pupils label the pictures with the correct temperature
check the temperature inside the classroom. Then put word. Then play CD3:41. Pupils listen and number the
the thermometer outside the classroom and ask them pictures.
check the temperature again. Revise hot and cold from
Level 1, by miming being hot and cold and pointing to 15 Read, look, and write (✓) or (✗).
different levels on the temperature gauge. Say It’s hot/
cold. Preteach It’s freezing/warm. in the same way. • Pupils read the days of the week and identify the
weather types. Pupils then read the sentences and
• Alternatively, use the CLIL poster or the pictures in
write a tick (✓) if they are true and a cross (✗) if they
the Pupil’s Book to teach the words.
are false.
15 Listen and point. Then write and say.
3:40
Ending the lesson
• Pupils listen and point to the pictures, while you play • Pupils draw three weather symbols, e.g. a sun, a cloud,
CD3:40. Then play the recording again. Pupils mime
a raindrop, a snowflake, or a leaf falling for windy.
the different temperatures. Pupils then read the
Say, e.g. I like (sunny) days. Pupils who drew a sun
captions under the pictures aloud.
cross it out. The first pupil to cross out all of his/her
• Pupils then label the thermometer in the Pupil’s Book
symbols wins.
choosing from freezing to hot.
• Show the weather flashcards in turn and ask What’s
the weather like? What’s the temperature? It’s sunny.
For the next lesson
It’s hot./It’s snowy. It’s freezing. Use the thermometer
again to ask, e.g. Is it (cold) in the classroom? Is it • Pupils can bring in photos of themselves doing their
(warm) outside? favourite weather-related activity, e.g. skiing, playing
on the beach, flying a kite, etc.
230

15 3:40 Lis en and poin . Then wri e and say.
1 3 o
C
50
2 4 40
30
20
10
-10
freezing warm -20

freezing
cold ho
16 A wea her char . Look and wri e.
I ’s sunny . I ’s . I ’s .
eather
Make a w your
r
I ’s . I ’s . chart fo
cla s s ro o m.
86 Lesson 7 science (measuring empera ure and recording wea her) AB p.84
OPTIONAL ACTIVITIES
Measuring temperature Pupils can check the check the temperature for each. Discuss why the
temperature each day on a thermometer. Ask Is it thermometer under the black cloth shows a higher
warm today? Is it hot? etc. temperature. Explain that this is the reason why in
Hot or cold? You’ll need two thermometers. cold weather we usually wear dark clothes.
Put one under a white cloth and one under a Photocopiable 8.6 Pupils use photocopiable 8.6
black cloth and put them in a sunny area at the to make a weather prediction chart for the week.
beginning of the lesson. Near the end of the lesson, See Active Teach.
231

8
Lesson 8 17 Read and match.
Lesson aims • Read the first text. Pupils listen and look at the photo
it describes. Pupils read the other texts and guess
which photo they describe. Choose volunteers to
English class
read the texts aloud. Check comprehension by asking
Cross-cultural focus questions about each text, e.g. What’s the weather like
Weather around the world in January? When is his birthday? etc.
Target language • Pupils then read the texts again in pairs and match
them to the correct photos by drawing a line.
(January) is cold and snowy in my country.
It’s cold and rainy in (November).
KEY 1 b, 2 c, 3 d, 4 a
Materials
Wordcards (Months of the year); pupils’ pictures of
themselves doing their favourite weather-related Practice
activities; world map or globe; Audio CD
18 Ask and answer.
Photocopiable 8.7 • Pupils ask and answer about their own favourite
months and weather preferences, using the speech
bubbles on the page as a model. Pupils can also use
Starting the lesson the pictures they have brought to class to illustrate
their answers.
• Revise Months of the year using the wordcards.
Distribute the wordcards to twelve pupils in the class.
Mini-project
Ask them to read their card, then come and arrange
themselves in order from January to December at the • Encourage pupils to think about how the weather is
front of the class. Ask the rest of the class to check different in different parts of the world. Ask questions
the order. Is it hot and sunny in December in our country? Is it
• Then ask the rest of the class to close their eyes. cold in December? Use a world map or globe to point
Two pupils at the front change places. Pupils open out the Northern and Southern Hemisphere. Explain
their eyes and name the months that are now out of (L1) that the countries in the Northern and Southern
order. Pupils change back. Repeat with different pupils Hemisphere have a different summer and winter.
changing places. • Pupils can then choose a country and research its
weather conditions. They can do this at school or
at home, using the internet or books in the (school)
library. Pupils can then draw and write about the
Presentation
weather for their chosen country to make a world
• Ask pupils to elicit names of months, e.g. When’s your weather poster.
birthday? When’s Christmas? When is your favourite
month?
• Then ask What’s the weather like (in January) in our 16 Listen and write.
country? What’s the weather like in August? (Answers
3:42
will vary according to where you live.) • Pupils look at the photos and identify the weather
• Then ask pupils to think about their favourite activities conditions they can see. Then play CD3:42. Pupils listen
for each month. Ask When is it hot and sunny? What and write the correct months.
can you do when it’s hot and sunny?
(We can go to the beach/ride a bike. etc.) What can you 17 What’s the weather like in your country?
do when it’s snowy? (We can make a snowman. etc.) Read and write.
If pupils have brought pictures of themselves doing
different activities, ask them to show these. Teach • Pupils complete the sentences according to the
weather in their own country. Answers will vary.
additional vocabulary as required, e.g. skiing, going
swimming, etc.
Ending the lesson
• Tell pupils they are going to find out what different
children from around the world like doing in different • Write a month on the board. Ask a pupil to choose the
months and weather conditions. weather flashcards that match the weather for that
month in your country and stick them on the board.
Another pupil can then make a sentence. It’s hot and
sunny in August. The rest of the class listens to see if
the sentences are factually and linguistically correct.
232

Wider World
Weather around the world a
17 Read and ma ch.

1 My favourite month is January.
January is cold and snowy in my
country. This is me and my family. b
eezing Look at our snowman!
2 My birthday is in December.
December is hot and sunny in my
country. This is me with my brother.
We’re on the beach. c
3 My birthday is in November. It’s cold

and rainy in November in my country.
This is me with my friends. We’ve got
a football!
d
4 I like warm and windy weather. This
is me with my friends. We’ve got two
kites. In my country, It’s warm and
windy in March.
18 Ask and answer.

Which mon hs are
Wha ’s your ho and sunny in your
favouri e mon h? coun ry?
Make a
Wha ’s your Do you like weathe world
ather r poste
ake a we ur favouri e wea her? windy wea her? r.
o
art for y
assro om .
Lesson 8 wider world (wea her around he world) AB p.85 87
OPTIONAL ACTIVITIES
Photocopiable 8.7 Pupils make a weather chart for measure the rainfall collected each day. Or they
the year. See Active Teach. can find out what items are carried in the wind, by
Weather experiments Pupils can conduct simple hanging up plastic lids coated in Vaseline to trees
weather experiments (e.g. collecting rainfall), outside. After a windy day, they take down the lids
where they leave cups or other utensils outside and and examine the things collected on the lids.
233

8
Lesson aims 18 Read, look and write A or B.

To add to the Picture Dictionary • Pupils look at the two pictures and name what they
can see each time. Pupils then look again at the two
Revision language pictures and identify any differences they can see,
Vocabulary from across the course e.g. In picture A, there’s a big dog. In picture B, there’s a
small dog.
Materials
Audio CD; Flashcards from Units 1 to 8 • Pupils then read the sentences and decide if they
describe picture A or picture B.
Optional activity materials • Pupils can then work in pairs. One pupil says a
Reading and Writing Booklet sentence about one of the pictures for the other pupil
to guess which picture it is.
Starting the lesson Picture Dictionary (Activity Book page 111)

• Use flashcards to revise vocabulary sets from across • Write the categories weather and activities on the
the course (Toys, Food, Clothes, etc.). board. Use the weather and activity flashcards to
• Then play a game of What’s missing? Display a revise vocabulary and ask pupils to attach them to the
selection of different flashcards. Pupils look closely and board under the correct category.
try to remember them. Then ask pupils to close their • Pupils then turn to the picture dictionary section on
eyes. Take one card away. Pupils look and tell you the p.111 of the Activity Book. They complete the sticker
missing item. To increase the difficulty, take away two activity in pairs, taking turns to read a caption for the
cards. This can be also be played as a team game. other to find the correct sticker.
Ending the lesson
19 3:43 Listen. Then play. • Divide the class into two teams. Combine the
flashcards from Units 1 to 8 together and put them
• Pupils look at the game board and name the items in a pile. Invite a pupil from each team in turn to
they can see.
choose a card. The team must say a sentence using
• Explain how to play the game. Pupils put a counter the picture on the card, e.g. if the card is a doll, the
or a finger on START. Play CD3:43 while pupils follow
correct answer could be It’s a (doll). I like (dolls).
the pictures on the page. They can move one square
It’s (pink). Award points for correct answers.
at a time either left, right, up or down. Pupils will be
directed towards one of the presents at the bottom
of the page. When they hear STOP, they say which
number is below the image they are currently on, e.g.
if they land on the sun, they say Number 1.
• Pupils play the game in pairs or small groups. One
pupil is the speaker and creates a path for the others
to follow. They can then play again, swapping roles.
TPR
20 3:44 Listen and act.
• Play CD3:44. Pupils listen and act out the weather
conditions and the correct activity each time. Play the
recording again as often as necessary. Then challenge
pupils to make up their own weather and activity
sentences for the rest of the class to act out.
234

tu
to

AB p.111
OPTIONAL ACTIVITIES
Flashcard game – Pass the wordcards See p.266.
Drawing game – Dice game See p.266.
TPR game – Grab it! See p.267.
TB p.256.)
235

8
Lesson 10 I can
Lesson aims • Read the two statements with pupils and ask them
Materials 19 Read and write.
Audio CD; Flashcards from Units 1 to 8; Wordcards
for the guessing game • Pupils look at the picture, while you read the gap
fill text. Pupils then read the text again in pairs and
complete it with the words from the word bank.
Online world – Tropical Island;
Active Teach; Grammar reference; Unit 8 Review; 20 Draw your favourite month and write.
Test Booklet; Grammar Booklet
• Pupils draw a picture of themselves doing an activity
in their favourite month. They should include what
Starting the lesson the weather is like in their picture. They then write
a paragraph about their picture, using the text in
• Revise vocabulary from Units 1 to 8, with a game of Activity 19 as a model. Pupils can then compare their
Touch it relay (Flashcard games). See p.266.
drawings and texts with their partner.
• Revise talking about possessions. Make sentences
about different objects in the classroom, e.g. This shoe
Ending the lesson
is mine. That book is yours. etc. Pupils listen and say if
the sentences are true or false. • Prepare some wordcards with the target vocabulary
on them (Weather, Days of the week). Divide the
class into teams. Invite a pupil from one team to the
front of the class and pin a wordcard to his/her back
21 Listen and tick (✓).
without him/her seeing it. The pupil turns to show
3:45
• Pupils look at the pairs of pictures and identify the the class, then guesses the word (Is it cloudy? Is it
weather conditions in each one. Monday?). If the pupil guesses the correct category,
• Play CD3:45. Pupils listen and point to the picture the rest of the class indicates this by calling out,
they hear being described each time. Then play the Warm. When the pupil guesses correctly, he/she wins
recording again, pausing for pupils to tick (✓) the a point for his/her team.
correct picture. (For Key, see p.238. For Audioscript, see pp.238–239.)
KEY 1 b, 2 a, 3 a, 4 b
OPTIONAL ACTIVITIES
• Pupils then make up similar dialogues for the pictures Island and enjoy the fun and games.
they haven’t ticked. Ask them to perform these Active Teach Pupils can watch the animated story,
dialogues for the rest of the class. The class has to Episode 4.
guess which picture they are describing. Grammar reference (Pupil’s Book p.101) and
Unit 8 Review (Activity Book p.103) You may wish
22 Read and circle. to refer pupils to the grammar reference and review
activities for Unit 8 at this point. Pupils study the
• Pupils look at the pictures and identify the different grammar reference tables in the Pupil’s Book. They
items and who they belong to. They then read the
captions and circle the correct words. They circle this/
that/these/those depending on whether the items are
singular, plural, close to the characters, or far away.
at this time.
They circle mine/yours/his/hers depending on who the
item belongs to.
KEY 1 This bike is mine. 2 That hat is hers.
Course quiz You may wish pupils do the Course quiz
3 These trainers are yours. 4 Those pencils are his.
at this time (see Pupil’s Book p.102). Pupils can work
on the quiz in pairs or small groups. Check their work
and make a note of anything they are unsure of so
you can revise it in the Goodbye unit.
236

1 a b 2 a b
3 a b 4 a b
22 Read and circle.
1 2
This / Tha bike Tha / Those

is mine / yours. ha is his /
hers.
3 4
This / These This / Those
rainers are pencils are
yours / hers. his / hers.
I can alk abou he wea her and empera ures.

I can alk abou who hings belong o.
237

8
1 sunny, 2 windy, 3 rainy, 4 cloudy, 5 snowy, 6 stormy J = JOE G = GRANDAD L = LINDY E = EMILY
J Look! It’s the castle! We’re here.
p.79, Activity 2 G Oh, dear! It’s windy. And it’s cloudy.
1 He likes snowy days.
J It’s sunny in the picture. I like sunny days.
2 She doesn’t like rainy days.
L Look over there! Is it snowy? I like snowy days.
3 She likes sunny days.
E Ugh! It’s rainy! I don’t like rainy days.
4 He doesn’t like windy days.
p.80, Activity 4
1 make, 2 go, 3 ride, 4 take, 5 fly, 6 read Lesson 2 Activity 4 CD3:27
1 What’s the weather like? It’s sunny.
p.80, Activity 5 Do you like sunny days? Yes, I do. I like sunny days.
1 Saturday, 2 Monday, 3 Thursday, 4 Tuesday,
2 What’s the weather like? It’s windy.
5 Friday, 6 Wednesday
Do you like windy days? No, I don’t. I don’t like
p.81, Activity 6 windy days.
1 mine, 2 yours, 3 mine, 4 yours 3 What’s the weather like? It’s snowy.
Do you like snowy days? Oh, yes, I do. I like
p.81, Activity 7
snowy days.
1 b, c – his 2 a, d – hers
4 What’s the weather like? It’s rainy.
p.82, Activity 8 Do you like rainy days? Yes, I do! I like rainy days.
1 It’s stormy. 2 Yes, she is. 3 Yes, she does.
4 Yes, he does. 5 Three friends.
Quest song CD3:28
p.83, Activity 11 Stand up, jump up, come on a quest, come on a quest
ow, y, oy, h, oy, w
p.83, Activity 12 for an umbrella today.
1 owl, 2 now, 3 joy, 4 toy A treasure chest, a present, a photo, a key,
sunglasses, a duck, nuts, a shoe and an umbrella!
p.84, Activity 14
Find an umbrella today!
1 d – cold
2 b – freezing
3 c – warm
4 a – hot
1 Do you like snowy days? Yes, I do. I like
p.84, Activity 15 snowy days.
1 ✓, 2 ✗, 3 ✗, 4 ✓, 5 ✓, 6 ✓ 2 Do you like rainy days? No, I don’t. I don’t like
rainy days.
p.85, Activity 16 3 Do you like sunny days? Yes, I do. I like sunny days.
1 August, 2 March, 3 July, 4 January, 5 September
4 Do you like windy days? No, I don’t. I don’t like
p.86, Activity 18 windy days.
1 A, 2 B, 3 B, 4 A, 5 A, 6 A, 7 B, 8 A, 9 B, 10 A
p.87, Activity 19
1 December, 2 cold, 3 boots, 4 snowman, 5 hat,
6 doesn’t
238

8
Lesson 3 Activity 6 Song CD3:31 Lesson 7 Activity 14 (AB) CD3:41
What day is it today? 1 Brrr! I’m cold.
It’s Monday. Monday! 2 Brrr! Now it’s freezing.
What’s the weather like? And it’s snowy.
It’s sunny, it’s sunny. Let’s go for a walk! 3 Hmm. It’s warm and sunny.
4 Phew! Now I’m hot!
What day is it today?
It’s Wednesday. Wednesday!
What’s the weather like?
It’s windy, it’s windy. Let’s fly a kite!
1 It’s August. It’s sunny.
What day is it today? 2 It’s March. It’s windy.
It’s Friday. Friday! 3 It’s July. It’s cloudy.
What’s the weather like? 4 It’s January. It’s snowy.
It’s snowy, it’s snowy. Let’s make a snowman! 5 It’s September. It’s rainy.
I like sunny days.
I like windy days.
I like snowy days.
Start ...
Let’s have fun and play!
It’s a cow ...
It’s a banana ...
It’s a hat ...
It’s a train ...
1 This kite is mine.
They’re pyjamas ...
2 That kite is yours.
They’re feet ...
3 These books are his.
It’s a duck ...
4 Those books are hers.
It’s a boat ...
It’s snowy ...
Stop! What number is it?
It’s number 4.
1 ow /aʊ/ /aʊ/ /aʊ/
2 oy /ɔɪ/ /ɔɪ/ /ɔɪ/
It’s freezing. Put on your jacket.
It’s cold. Put on your hat.
/aʊ/, /aʊ/ /ɔɪ/, /ɔɪ/ /aʊ/, /aʊ/
It’s hot. Put on a T-shirt.
/ɔɪ/, /ɔɪ/ /ɔɪ/, /ɔɪ/ /aʊ/, /aʊ/
It’s warm. Take off your jumper.
It’s sunny. Take a photo.
It’s snowy. Make a snowman.
It’s rainy. Open your umbrella.
1 /aʊ/ /l/ owl
It’s windy. Fly a kite.
2 /n/ /aʊ/ now
It’s cloudy. Go for a walk.
3 /k/ /aʊ/ cow
It’s stormy. Read a book.
4 /d/ /aʊ/ /n/ down
5 /b/ /ɔɪ/ boy
6 /t/ /ɔɪ/ toy
7 /j/ /ɔɪ/ joy
1 What’s the weather like? It’s rainy.
8 /k/ /aʊ/ /b/ /ɔɪ/ cowboy
2 Do you like windy days? No, I don’t.
I like sunny days.
3 Do you like cloudy days? No, I don’t.
4 What’s the weather like? It’s windy. Let’s fly a kite!
1 owl 2 now 3 joy 4 toy

1 What’s the weather like? It’s freezing.
2 What’s the weather like? It’s cold.
3 What’s the weather like? It’s warm.
4 What’s the weather like? It’s hot.
239

Goodbye
Lessons 1 and 2
Lesson aims 12
11
12
1
2
1 3:46 Lis en, find and circle.
To consolidate the vocabulary of the Quest items 9
8
7 6 5
4
3
To review and consolidate language from the course

Recycled language
photo, duck, sunglasses, treasure chest, shoe,
present, key, umbrella, nuts
Where’s/Where are the (photo/sunglasses)?
I’ve got the (photo).
It’s/They’re (under the table).
Is/Are there any (pizza/grapes)? Yes, there is/are.
No, there isn’t/aren’t.
How many (balloons are there)? There are
(twenty-three).
There’s a/There are some ...
Materials 2 3:47 Lis en and number.
Flashcards from Units 1 to 8; Audio CD
a b c d
Snacks and other items for a class party 1
e g h i
Starting the lesson

• Revise different structures learnt throughout the
course. Show different flashcards and ask What’s 90 Lesson 1 review and consolida ion AB p.88
this/that? What are these/those? Ask What are you M09_ISLA_PUB_02GLB_0386_GBY.indd 90 02/04/2012 09:57
wearing? What colour is this? Have you got long hair?
etc. KEY 1 (The photo is in Pippin’s cage.)
• Play the Quest song (CD3:28) from Unit 8 to remind 2 (The duck is on the table on the far right-hand
pupils of all the Quest items they collected throughout side.)
the course. Pupils sing along. 3 (The sunglasses are on top of the column
above Pippin’s cage.)
4 (The treasure chest is under the table, next to
Lindy’s feet.)
1 Listen, find and circle. 5 (The shoe is under the table, on the far right-
3:46
• Talk about what’s happening in the picture. (The hand side.)

characters are having a party. Princess Emily and 6 (The present is under the table, in the middle.)
Pippin have been reunited. Princess Emily is now 7 The key is in a balloon, on the right-hand side
friends with Lindy and Joe. She’s very happy.) Ask of the picture.)
questions (L1) about the picture. Who’s this? What food 8 (The umbrella is in a vase, on the far left-hand
is on the table? What colour are the (bananas)? etc. side of the picture.)
• Ask pupils which Quest items they found in Units 9 (The nuts are on the table, next to the bread.)
1 to 8 (a treasure chest, a present, a photo, a key,
sunglasses, a duck, nuts, a shoe and an umbrella).
Explain (L1) that all the Quest items are hidden in • Pupils then work in pairs. One pupil asks a question
and the other points to the correct item.
the picture. Play CD3:46. Pupils find and point to the
items in the picture as they are mentioned. Pause the 2 Listen and number.
recording to give pupils more time to find the items if
3:47
necessary. • Pupils look and name the Quest items in the treasure
chest. Play CD3:47. Pupils listen and number each item
as they hear it.
• Pupils check their answers in pairs. One pupil says a
number and the other names the Quest item.
240

2 Read and draw.

• Pupils name the objects and furniture they can see in
the picture.
• Pupils then read the sentences and draw the objects
in the correct places. Pupils can either do this
individually, or as a pair dictation, with one reading
the sentences for the other to listen and draw. Pupils
also check their drawings in pairs.
3 Look at Activity 2. Read, circle and write.

• Pupils complete the questions and answers by
circling the correct words and writing the missing
phrases. Check by asking pupils to ask and answer
the questions.
Ending the lesson

• Pupils play a memory game with the Quest items. The
3 3:48 Lis en and ma ch. Then ask and answer. first pupil says I’ve got (a photo). The second pupil says
1 a
Where’s he presen ? There are wen y- hree. I’ve got (a photo) and (sunglasses). Can they list all nine
2 Where are he nu s? b Yes, here is. items before someone makes a mistake?
3
Is here any pizza?
c
I ’s under he able. (For Key, see p.254. For Audioscript, see pp. 254–255.)
d
4 Are here any grapes? No, here aren’ .
5 e OPTIONAL ACTIVITIES
How many balloons are here? They’re on he able.
Flashcard game – Noughts and crosses Pupils can
Lesson 2 review and consolida ion AB p.89 91 play this with the Quest items or using flashcards
from Units 1 to 8. See p.265.
M09_ISLA_PUB_02GLB_0386_GBY.indd 91 02/04/2012 09:57
Course quiz If you did not do the Course quiz at
the end of Unit 8 (Pupil's Book p.102), you may like
KEY 1 a, 2 i, 3 d, 4 f, 5 b, 6 h, 7 g, 8 e, 9 c
to do it at this point. (Or you can repeat the quiz to
see if pupils can improve their scores.) Make a note
of anything pupils have forgotten, so you can revise
3 Listen and match. Then ask and answer.
it again in the last lesson.
3:48
• In pairs, pupils read the questions and answers and Party! Hold a celebration party. Bring snacks and
try to match them. Then play CD3:48. Pupils listen and ask pupils to dress up. Play the songs from the
match the questions and answers by drawing a line. course and hold a dance competition. End the party
with some favourite games.
KEY 1 c, 2 e, 3 b, 4 d, 5 a
NOTES
• Pupils then work in pairs, asking and answering about
the picture. They can use the questions and answers
provided in the speech bubbles, or make up their own
questions. Pupils can also make up questions to ask
the rest of the class.
1 Look and write.

• Pupils label the Quest items, choosing from the word
bank each time.
241

Lesson 3 got the sunglasses? If their partner hasn’t, they say No,
I haven’t. and can then tick the sunglasses off in their
Lesson aims chart. If their partner has already got the sunglasses,
To review and consolidate language from the course they answer Yes, I have. and don’t tick anything off.
Recycled language • When pupils land on a Swap! square, they have to
swap one of their items for something their partner
All vocabulary (Units 1 to 8)
wants. They ask questions with would like, e.g. What
I’ve got/I haven’t got a photo.
would you like? I’d like a (duck). They swap the items by
Have you got a duck? Yes, I have./No, I haven’t.
rubbing out ticks in their own charts.
What would you like? I’d like a photo.
Would you like a shoe? Yes, I would./No, I wouldn’t. • Play CD3:49 for an example of the language pupils
need for the game. Pupils can also use the speech
Materials bubbles on the page as a model.
Active Teach; Flashcards from Units 1 to 8; a dice
and counters per pair of pupils; Audio CD
Optional activity materials 4 3:50 Listen and write (✓) or (✗). Then write.
Photocopiable W.1
• Pupils identify the items they can see in the chart.
They are going to listen to an interview with the girl in
the picture (Sally).
Starting the lesson
• Play CD3:50. Pupils listen and complete the chart with
• Give a flashcard to every pupil. Pupils hold their cards ticks and crosses. In the first row, they write a tick (✓)
up. Ask Who’s got (the pineapple)? Pupils reply with the if Sally has got the item and a cross (✗) if she hasn’t
name of the pupil holding the card. got the item. When Sally hasn’t got an item, pupils
• Teach the expression Swap! Holding a flashcard, write a tick or cross in the second row if she would or
approach a pupil and say Swap! Exchange the wouldn’t like one.
flashcard in your hand for the one they are holding. • Pupils can then use the chart to fill in the gaps
Then ask What have you got now? Pupils reply about Sally.
I’ve got the (cow). Pupils can then swap their flashcards
with other pupils, in the same way. 5 Complete the chart for yourself. Then write.
Pupil’s Book page 92 • Pupils complete the chart in the same way as
Activity 4 for themselves. They then complete the
4 3:49 Listen. Then play. sentences under the chart. Answers will vary.
• Pupils look at the game board and name the different Ending the lesson
Quest items they can see.
• Tell pupils they are going to go on a Quest! Pupils • Play a game of Categories. Divide the class into small
play in pairs. The aim of the game is to collect all the groups. Mix flashcards from different units together
Quest items by landing on them on the board and and divide them into piles according to the number
ticking them off in the chart below (marked me and of groups. Pupils sort them back into their different
my friend). The first pupil to collect all the items is the categories, e.g. Animals, Clothes, etc. The first group
winner. to finish is the winner.
• Pupils take turns to roll the dice and move round the (For Key, see p.254. For Audioscript, see pp.254–255.)
board. (They will have to go round several times to
collect all the items.) When they land on a Quest item For the next lesson
they haven’t got, they say, e.g. The present. I haven’t
got the present. and tick it off in the chart under the • Tell pupils that the next lesson is the last one. Pupils
look through their books and choose their favourite
game. When they land on a Quest item they have
activity from the course. Have a class vote on which
already got, they have to offer it to their partner,
one to repeat in the next lesson.
saying, e.g. Sunglasses. I’ve got the sunglasses. Have you
242
Proof stage: 2nd Title: Islands TB2 Date: 27/04/2012

1 2 3 4
Start
12 5
Swap!
11 6
10 9 8 7
Swap!
me
my friend
I’ve go a pho o. I haven’ go a duck.
Have you go a duck? Yes, I have. / No, I haven’ .
Wha would you like? I’d like a pho o.
Would you like a shoe? Yes, I would. / No, I wouldn’ .
OPTIONAL ACTIVITIES
Quest treasure hunt Before the class, hide the umbrella! It’s under the chair. Then they sit down.
Quest pictures from photocopiable W.1 around the When all the Quest items have been found, ask pupils
class. Ask individuals or pairs of pupils to hunt round to try and remember who has got which item, e.g.
the classroom for the different items. When they Juan’s got the key.
find one, they say what and where it is, e.g. It’s the
243

Lesson 4 7 Draw five of your favourite things.
Then show and tell.
Lesson aims
To review and consolidate language from the course • Ask What is Princess Emily’s favourite thing? (Pippin.)
What other favourite things has she got? (Pupils name
Recycled language
some of the Quest items.) If you have brought
All vocabulary (Units 1 to 8)
pictures of your favourite things or objects to class,
Various structures from Units 1 to 8
say These are my favourite things. Show them to the
Materials class and talk about them, e.g. This is my dog. His
Active Teach; small objects or flashcards from the name’s Rollo. These are my favourite sunglasses.
course; pictures of Quest items from photocopiable • Then ask pupils What are your favourite things? Pupils
W.1 (enough for one per pupil); Audio CD; pictures choose five of their favourite things and draw them
of your favourite things or real objects into the treasure chest provided.
Optional activity materials • Pupils then show their pictures to their partner and
tell them about each object. Pupils can also ask
Photocopiable G.1; glitter, sequins, stickers, etc. to
questions and guess about each other’s drawings, e.g.
decorate the certificate (optional)
Is this your cat?
Starting the lesson
6 Can you remember? Read and answer.
• Place several objects or flashcards around the
classroom, e.g. on/under chairs, in boxes or bags, • This is a quiz about the characters from the Quest
next to different objects on your desk. Ask pupils to story. Read the questions aloud first.
find the objects, e.g. Where’s the pencil? It’s on the • Pupils then read the questions again and match them
table. Where’s the doll? It’s in the bag. Where are the to the correct answers. They can either try to do this
rulers? They’re in the pencil case. Pupils can also ask and from memory, or by checking back in the Pupil’s Book
answer about the objects/cards in pairs. for anything they’ve forgotten. Check the activity
by asking pupils to read the questions and answers
in pairs.
6 Listen and sing.
3:51
7 Write three questions for your friend
• Ask pupils (L1) to remind you what was happening in to answer.
the Goodbye scene on Pupil’s Book pp.90–91 (Emily
was having a party with her new friends). Then ask • Pupils write three more questions for their partner to
answer. Pupils can work in pairs, if you prefer, making
pupils to look at the song illustrations on Pupil’s Book
up questions together for another pair to answer.
p.93. Point to the different characters and ask Who’s
They can use the questions in Activity 6 as a model.
this? Ask pupils to find and count how many times
they can see Pippin. (Four.)
Ending the lesson
• Ask pupils to remind you of all the Quest items the
characters found and distribute the pictures from • Pupils name their favourite activity from the course.
photocopiable W.1, so that each pupil has one. Write some of the suggestions on the board and then
• Tell pupils they are going to hear and sing the final have a class vote. Repeat the most popular activity
version of the Quest song, which is also a goodbye or activities.
song to the characters. Play the song (CD3:51). (For Key, see p.254.)
Pupils hold up their Quest pictures as they hear them
mentioned.
• Play the song again. Pupils sing along, following the
words on the page. You could also play the karaoke
version of the song for pupils to sing along to.
244
Proof stage: 1st Title: Discovery Island TB2 Date: 12/02/12

5 3:51 Lis en and sing.

A reasure ches , a presen , a pho o, a key,
sunglasses, a duck, nu s, a shoe and an umbrella!
We’ve go hem all oday!
Princess Emily’s go new friends,

And Pippin’s home again – Hurray!
Princess Emily’s go new friends,
And Pippin’s home again – Hurray!
Hurray! Hurray! Hurray!
Hurray! Hurray! Hurray!
6 Draw five of your favouri e hings. Then show and ell.
Goodbye!
Lesson 4 review and consolida ion AB p.91 93
OPTIONAL ACTIVITIES
Photocopiable G.1 Give each pupil a copy of the An awards ceremony Alternatively, you can collect
About me certificate to colour. Congratulate them the certificates in and then present them to pupils in a
for completing the course. Pupils write their names class awards ceremony – at the end of the class or at
on their certificates. Pupils may use glitter, sequins, another arranged time. Congratulate each pupil as you
etc. to decorate their certificates. They can then take give them their certificate and tell them something they
these home to show their parents. See Active Teach. are good at in English, e.g. You are good at counting up
to twenty. You are good at singing in English. etc.
245

Halloween
Lesson aims 2 3:53 Listen and chant.
To learn vocabulary relating to Halloween
To learn about British culture • Play the chant on the recording (CD3:53). Pupils listen
and point to the Halloween items in the picture. Read
Target language the line Look for the pumpkins at the door. Explain (L1)
ghost, sweets, bats, monster, moon, witch, pumpkins that in Britain people put lighted pumpkin lanterns by
their front door if they are celebrating Halloween and
Recycled language
are happy for children to come trick or treating.
It’s/They’re ...
• Then play CD3:53 again. Pupils follow the words on
Materials the page as they chant.
Active Teach; pictures or costumes related to • Go round the class, allocating ghost, witch or bat to
Halloween; Audio CD; slips of paper or card for the each pupil. Play the chant again. Pupils stand up and
trick or treat game (or real sweets) mime their Halloween character when they hear it
mentioned in the chant.
Photocopiable F.1
Halloween costumes and party snacks
3 Draw some sweets. Play trick or treat!
• Distribute the slips of paper or card. Pupils draw a
Starting the lesson sweet on each slip and colour it in. Then collect in all
the sweet drawings and put them into a bag.
• Use pictures or costumes to introduce the theme of • Play a game of Trick or treat. Pupils take turns to
Halloween. Talk about when it is (31 October), what
mime a Halloween creature for the rest of the class to
it represents and how it is celebrated in your country.
guess, e.g. You’re a monster! When the class guesses
Talk about any Halloween activities, e.g. dressing up,
correctly, the pupil miming says Trick or treat and
making a pumpkin lantern.
takes a ‘sweet’ out of the bag. Repeat with other
• Explain (L1) that in Britain children often dress up
pupils. Pupils can then compare their sweets, e.g.
on Halloween night and knock on the doors of their
I’ve got a big, yellow sweet.
neighbours and friends. When they open the door, the
children say ‘Trick or treat!’ Usually the neighbours • Alternatively, you could play this game with a small
bag of real sweets or small toys.
and friends give them sweets.
Presentation
1 Read and match.
• Revise bat, monster, witch and pumpkin (Level 1) and
teach moon, ghost and sweets. Draw simple pictures • Pupils read the speech bubbles and match them first
of these items on the board and then point to the to the correct children in costume (a to d) and then to
pictures and pupils repeat. the correct items they are holding (e to h).
• Tell pupils to close their eyes. Rub out one picture and
pupils tell you which one is missing. Continue until all 2 Read and circle.
the pictures have been rubbed out and pupils can list
the Halloween words. • Pupils read the questions and circle the answers,
according to their own likes and dislikes. They can also
Pupil’s Book page 94 do this in pairs, asking their partner the questions and
circling their answers. Answers will vary.
1 3:52 Listen, find and say.
Ending the lesson
• Pupils identify the Halloween items in the picture and
read the labels. Ask, e.g. What’s this? Is it a ...? What • Play a miming game. Mime being one of the
colour is it? How many pumpkins/sweets are there? Is Halloween characters and pupils guess what you are.
it day or night? Explain that the children are wearing Pupils continue in small groups or pairs.
costumes to go trick or treating. (For Key, see p.254. For Audioscript, see p.255.)
• Play CD3:52. Pupils find and point to the animals,
children or items being described. They then work
in pairs, taking turns to say a sentence while their
partner points to the correct item.
246

1 3:52 Lis en, find and say.
ba s
moon
swee s
pumpkins
wi ch
ghos
mons er
2 3:53 Lis en and chan .
I ’s Halloween nigh . I ’s Halloween nigh .

The moon is ou . The ba s are ou .
I ’s ime o ‘ rick or rea ’. I ’s ime o ‘ rick or rea ’.
Are you a ghos or a Look for he pumpkins a
scar y wi ch? he door.
I ’s ime o ge some swee s! I ’s ime o ge some swee s!
3 Draw some swee s. Play rick or rea !
94 Halloween AB p.92
M10_ISLA_PUB_02GLB_0386_FST.indd 94 02/04/2012 11:25

OPTIONAL ACTIVITIES
Photocopiable F.1 Make several copies of Trick or treat. Arrange for the other teachers to
photocopiable F.1 and use them to play Hunt the hand out sweets or small toys.
ghost. See Active Teach. Halloween party Pupils can have a Halloween
Trick or treating Arrange to go trick or treating party in class. Pupils bring or make decorations
round the school. Pupils can dress up in Halloween to put up in class, and bring costumes from home.
costumes that they bring from home. Go to other Bring some snacks and play a game of Hunt the
classrooms, knocking on the door and saying ghost. See Active Teach.
247

Christmas
Lesson aims • Play CD3:54. Pupils find and point to the Christmas
items. They then work in pairs, taking turns to say a
To learn vocabulary relating to Christmas
sentence while their partner points to the correct item
To learn about British culture
in the picture.
Target language
presents, star, Christmas tree, sack, Santa, cards, 2 3:55 Listen and sing.
stockings
Christmas Eve • Play the recording of the Christmas song (CD3:55).
Pupils listen and point to the different items in the
Happy Christmas!
picture. Elicit the Christmas words in the song and
Recycled language ask pupils to help you write them on the board in the
Who’s this? correct order.
Materials • Play the song again. Pupils sing along, following the
words on the page. You could also play the karaoke
Active Teach; a Christmas stocking; Christmas
version of the song for pupils to sing along to.
cards or pictures; Audio CD; Photocopiable F.2;
small toys (optional) • You can also invent some actions to go with the song
(hanging up stockings, carrying a sack of presents,
Optional activity materials gesturing a long beard and a big nose, etc.).
Paper and other materials to make Christmas
tree decorations; paper to make snowflakes 3 Make and play.
• Pupils write their names on a piece of paper. Put all
the names into a bag and ask each pupil to choose
Starting the lesson
one. If they choose their own name, they should put it
• Show your Christmas stocking (or draw one on the back into the bag and choose again.
board). Ask which festival it represents (Christmas). • Pupils then use photocopiable F.2 to make a present
Discuss (L1) when Christmas is celebrated and how for the pupil whose name they have chosen. Pupils
or if it is celebrated in your country. Talk about colour the front of the present in. On the back, they
Christmas traditions and things pupils like doing at draw a toy or other item as a present. They write To
Christmas time. Explain (L1) that in Britain children (name), Happy Christmas! From (name) next to their
hang up stockings on Christmas Eve because they drawings. They then give their present to the named
believe Santa will come and fill them with presents. pupil and say Happy Christmas!
If pupils are unfamiliar with Santa, show a Christmas • Pupils compare their presents, e.g. I’ve got a bike! They
card or picture (or draw one on the board). can either keep their presents or use them to decorate
• Explain the difference between Christmas Day the classroom.
and Christmas Eve. Revise or teach the phrase Happy
Christmas!
Presentation
1 Look and write.
• Teach the words star, sack, Christmas tree and card, • Pupils label the Christmas pictures, choosing the
words from the word bank.
using any pictures you have brought to class or by
drawing pictures on the board. Alternatively, use the 2 Look and colour.
picture in the Pupil’s Book.
Pupil’s Book page 95 • Pupils colour the picture according to the number key
at the top. They compare their pictures in pairs.
1 Listen, find and say.
3:54
Ending the lesson
• Pupils identify the new vocabulary items in the picture • Play a game of Pass the stocking. Use the Christmas
and read the labels. Ask, e.g. Who’s this? How many
stocking (or make one out of card). Play some
stockings? How many (presents)? Where are the presents?
Christmas music or the song from this lesson. Pupils
Explain (L1) that in Britain, people put their Christmas
sit in a large circle and pass the stocking around the
presents under the Christmas tree. Also use the
circle. When you stop the music, the pupil holding
picture to teach the expression long, white beard.
the stocking says something he/she would like for
Christmas, then returns to their seat. Continue until
there’s only one child remaining.
248

1 3:54 Lis en, find and say.
s ar
Chris mas ree cards s ockings
presen s
sack San a
2 3:55 Lis en and sing.
Hang up your s ockings

By he Chris mas ree. 3 Make and play.
Hang up your s ockings,
I ’s Chris mas Eve. (×2)
Who’s his wi h a brown sack
In he living room,
Wi h a long whi e beard
And a big red nose
And he laughs wi h a Ho, ho, ho? Happy
Chris mas!
Is i rue? Can i be?
Yes, i ’s San a! Come and see.
Wi h a long whi e beard
And a big red nose
And presen s for you and me.
Hang up your s ockings…
Chris mas AB p.93 95
• Note. If you have a real Christmas stocking, you OPTIONAL ACTIVITIES

can play this game by filling it with small toys. Pupils Christmas tree decoration Pupils draw and cut out
pass round the stocking and take out a small toy as decorations. Make a Christmas tree out of green
a present. paper and stick the pupils’ decorations on the tree.
(For Key, see p.254. For Audioscript, see p.255.) Snowflakes Teach pupils to make snowflakes by
folding paper and cutting out interesting designs.
Stick the snowflakes on the windows.
249

Easter
Lesson aims • Play the song again for pupils to sing, following the
words on the page. Then divide the class into two
To learn vocabulary relating to Easter
groups. Half the class sings the song, the other half
acts it out with their bunny puppets. You can also use
Target language the karaoke version of the song. (See Active Teach.)
Easter bunny, rabbit, egg, chick, flower
wake up, fall down 2 Play the game.
Recycled language • Pupils look and name the Easter items (rabbit, egg,
How are you today? chick, flower).
jump, turn around • Explain the game (L1). This is a version of ‘battleships’.
The grid on the left (1) is a pupil’s own card, and the
Materials
grid on the right (2) is for recording their partner’s
Active Teach; Photocopiable F.3; Audio CD
card. Each pupil draws a rabbit, egg, chick and flower
Optional activity materials into their own grid, using four of the six squares.
Hard-boiled eggs and paints; handmade egg templates • Pupils then play in pairs. Pupil A picks a square, e.g.
made out of paper or card (one per pair of pupils) 1 Blue. If Pupil B has an object in that square he/she
says Hit! The (rabbit)! If there isn’t anything in the
chosen square, Pupil B says Miss! Pupil A then puts a
Starting the lesson tick or cross in that square of grid 2 and Pupil B has a
turn. The winner is the first player to hit all four of his/
• Draw the Easter Bunny and some Easter eggs in a her partner’s drawings.
basket on the board. Ask (L1) which festival they
represent. Talk about how Easter is celebrated in your Activity Book page 94
country. Talk about things people in Britain do at
Easter, e.g. paint eggs, have egg hunts, eat chocolate 1 Read and match.
bunnies and chocolate eggs, etc. Explain that bunny is
another word for rabbit. • Pupils match the pictures to the correct speech
bubbles, by drawing a line.
Presentation 2 Count and write.
• Revise actions pupils know by playing The Easter Bunny • Pupils look at the picture of the egg hunt and count
says. (This is a version of Teacher says. See p.266.)
the different Easter items.
Include jump and turn around. Teach the new verbs
wake up and fall down and incorporate these into the
Ending the lesson
game.
Pupil’s Book page 96 • Pupils make up their own version of the Easter Bunny
song, using other actions they know in English. They
can work in pairs or small groups. Pupils then teach
1 Listen. Then make and sing.
their version of the song to the rest of the class, who
3:56
• Play the Easter song (CD3:56). Pupils listen and mime act it out, or use their bunny puppets to act it out.
any actions they hear. Revise the expression How are (For Key, see p.254.)
you today? Then play the song again. Pupils listen and
mime the song, joining in with any words they can.
Encourage them to mime waking up, then jumping
up and turning round, then falling to the floor with a
heavy thump – they can thump the floor with their
hands to make this noise.
• Point to the photo of the children with their bunny
puppets. Ask Who’s this? (The Easter Bunny.) Distribute
photocopiable F.3 so that every pupil has one. Pupils
cut out and colour the bunny templates and stick them
to a pencil to make their own puppet.
• Play the Easter song again. Pupils sing along, using
their bunny puppets to mime the actions.
250

1 3:56 Lis en. Then make and sing.
Hello Eas er Bunny.

How are you oday?
Wake up, wake up,
Come and play.
Jump, jump, jump,
Eas er Bunny jump.
Turn around, urn around,
Fall down wi h a hump.
spade
2 Play he game.
1 2
rabbi
egg
1 1
chick
2 2
flower
3 3
96 Eas er AB p.94
OPTIONAL ACTIVITIES
Paint Easter eggs Bring some hard-boiled eggs to Alternative egg hunt Give each pair of pupils a
class and allow pupils to paint them. They can paint handmade egg template and ask them to decorate
faces on them to make them into egg people, or just it. Collect the eggs. Mix them up and give each pupil
colour them in different patterns. Take the class half an egg. Pupils find the other half of their eggs.
into the garden and conduct a real Easter egg hunt.
251

Summer fun
Lesson aims • Ask pupils (L1) what happens to the sandcastle in the
second verse of the chant. (The tide comes in and
To learn vocabulary relating to summer and the beach
washes it away.) If pupils haven’t been to a tidal beach,
you may want to explain (L1) the concept of the tide
Target language going in and out. A favourite beach activity in Britain
spade, shells, sandcastle, sea, bucket, beach, sand is building a big sandcastle, defending it against the sea,
make, take, dig, put and then finally watching it being washed away.
Let’s (make a sandcastle). • Make up some actions. In the first verse, pupils mime
digging and making a big sandcastle. For the second
Recycled language
verse, pupils mime putting shells on the sandcastle and
How many?
then running away (on the spot) as the sea comes in.
Materials • Play the chant again, while pupils chant and do the
Active Teach; Audio CD; Photocopiable F.4; small actions. You could also use the karaoke version.
prizes for the competition
3 Draw a sandcastle. Have a sandcastle
Materials for a beach art activity
competition!
• Sandcastle competitions are another popular beach
activity in Britain. Pupils draw their own sandcastle
Starting the lesson and decorate it. They can do this using the template
provided on photocopiable F.4 or they can make up
• Ask What’s the weather like today? Is it hot and sunny? their own designs. Encourage pupils to be as inventive
If it is, say, e.g. Hurray! It’s hot and sunny!
as possible. Pupils then display their drawings and
It’s summer time. Talk about activities associated with
have their own sandcastle competition. Award prizes
summer, e.g. going to the beach, having picnics, going
for different types of castle, e.g. the prettiest, the
on holiday, going to summer camp.
most creative, the funniest, etc.
• Draw a bucket and spade on the board to introduce 1 Look and write.
the idea of the beach. Ask Do you like the beach?
Ask pupils (L1) to name different things they associate • Pupils label the beach items in the picture, choosing
with the beach. Draw these on the board, creating a the words from the word bank.
beach scene as you do so. Elicit the new words sand,
sea, sandcastle, shell, bucket and spade. 2 Sand art! Join the dots and write.
Pupil’s Book page 97 • Ask pupils (L1) if they have ever drawn a picture on the
sand using a stick or shells.
1 3:57 At the beach. Listen, find and say. • Pupils join the dots to make two sand pictures. They
name the objects in the pictures and write the correct
• Pupils look at the picture, identify any of the new words into the captions below.
vocabulary they can see and read the labels.
• Ask, e.g. How many boys/girls can you see? What are Ending the lesson
they making? (A sandcastle.) Is it big? How many shells
can you see? • Pupils make up their own dot-to-dot pictures, for their
• Play CD3:57. Pupils find and point to the different partners to complete and guess.
items in the picture. Pupils then work in pairs, making (For Key, see p.254. For Audioscript, see p.255.)
sentences for each other to find and point to, e.g. It’s
a big sandcastle.
2 3:58 Listen and find. Then chant and act.

• Play the chant (CD3:58). Pupils listen and point to
the different items in the picture. Then play the chant
again. Pupils chant along, following the words on the
page.
252

1 3:57 A he beach. Lis en, find and say.
sea
sandcas le
beach
bucke
spade
sand
shells
2 3:58 Lis en and find. Then chan and ac .
Le ’s make a sandcas le. Here are some shells!

Le ’s make i big! How many can you see?
Take your bucke Pu hem on he sandcas le.
And ake your spade. Oh no!
Le ’s dig, dig, dig! Here comes he sea!
3 Draw a sandcas le. Have a sandcas le compe i ion!
Summer fun AB p.95 97
OPTIONAL ACTIVITIES
A trip to the beach With permission and parental Beach art Pupils can bring in items associated with
help, you could organise a class trip to the beach. the beach (postcards, shells, driftwood) and use
Pupils can collect shells, stones and driftwood to bring them to make a beach collage. Alternatively, they
back to make examples of beach art. can make sand art pictures. Pupils paint glue onto
Sandcastles If you have access to a sandpit, pupils paper or card and then sprinkle this with sand.
could make real sandcastles for the competition. The sand will stick to the glue to make a picture.
Alternatively, they can make castles out of papier
mache (paper mache) for a more ambitious art project. 253

Answer Key Audioscript
1 present, 2 key, 3 nuts, 4 sunglasses, 5 shoe, 6 photo, Hi! Let’s find Emily’s things.
7 duck, 8 treasure chest, 9 umbrella Where’s the photo?
Where’s the duck?
p.89, Activity 3
Where are the sunglasses?
1 Where are the shoes? They’re under the sofa.
Where’s the treasure chest?
2 Where is the duck? It’s in the box.
Where’s the shoe?
3 Where are the sunglasses? They’re next to the lamp.
Where’s the present?
4 Where is the photo? It’s on the TV.
Where’s the key?
p.90, Activity 4 Where’s the umbrella?
Where are the nuts?
TV bike horse parrot umbrella
has got
✗ ✓ ✗ ✗ ✓ Lesson 1 Activity 2 CD3:47
would like 1 LINDY I’ve got the photo!
✗ ✓ ✓ 2 GRANDAD I’ve got the duck!
Sally has got a bike and an umbrella. 3 EMILY I’ve got the umbrella!
She hasn’t got a TV, a horse or a parrot. 4 JOE I’ve got the key!
She’d like a horse and a parrot. 5 PIPPIN I’ve got the sunglasses!
She wouldn’t like a TV. 6 EMILY I’ve got the treasure chest!
7 JOE I’ve got the shoe!
p.91, Activity 6 8 LINDY I’ve got the present!
1 b, 2 g, 3 f, 4 h, 5 d, 6 c, 7 a, 8 e
9 PIPPIN I’ve got the nuts!
ALL We’ve got them all!
KEY for Festivals
Halloween
1 Where’s the present? It’s under the table.
p.92, Activity 1 2 Where are the nuts? They’re on the table.
1 ch, 2 ag, 3 bf, 4 de 3 Is there any pizza? Yes, there is.
4 Are there any grapes? No, there aren’t.
Christmas
5 How many balloons are there? There are
p.93, Activity 1 twenty-three.
1 Santa, 2 stocking, 3 star, 4 card,
5 present, 6 sack, 7 Christmas tree
Easter
BOY Four! One, two, three, four. Sunglasses. I’ve got
p.94, Activity 1 sunglasses. Have you got sunglasses?
1 b, 2 d, 3 c, 4 a GIRL No, I haven’t.
BOY Here you are.
p.94, Activity 2 GIRL Thank you.
1 five chicks, 2 four flowers, 3 seven eggs,
4 two rabbits GIRL Five! One, two, three, four, five. Swap! What
would you like?
Summer fun
BOY I’d like the treasure chest.
p.95, Activity 1 GIRL Oh dear! Here you are.
1 spade, 2 sea, 3 bucket, 4 sand, 5 shell, 6 sandcastle BOY Thank you.
p.95, Activity 2
1 It’s a boat. 2 It’s a fish.
254

Summer Fun
I = INTERVIEWER S = SALLY
I Hello. What’s your name? It’s a sandcastle. CD3:57
S My name’s Sally. They’re shells
I Hello, Sally. How are you today? It’s a bucket.
S I’m fine, thanks. It’s a spade.
I Good. Sally, have you got a TV? It’s the sand.
S No, I haven’t. It’s the sea.
I Would you like a TV?
S Erm. No, I wouldn’t. Not really.
I OK. Have you got a bike?
S Yes, I have. I love my bike!
I Good! What about a horse? Have you got a
horse?
S No, I haven’t.
I Would you like a horse?
S Yes, I would.
I Have you got a parrot?
S No, I haven’t. My friend’s got a parrot.
I Would you like a parrot?
S Yes, I would! I love animals!
I And have you got an umbrella?
S Yes, I have.
Halloween
It’s the moon! CD3:52

They’re bats!
She’s a witch!
She’s a ghost!
He’s a monster!
They’re sweets!
They’re pumpkins!
Christmas
It’s a Christmas tree! CD3:54

It’s a star!
It’s Santa!
It’s a sack!
They’re presents!
They’re stockings!
They’re cards!
255

Booklet Answer Key
Reading and Writing Booklet UNIT 6
Food
UNIT 1 2 1, 3, 4, 6, 7, 8, 9, 10
3 1 sweetcorn 2 bread 3 cereal 4 toast
My toys
5 pineapple 6 grapes 7 cheese 8 beans
1 Students colour the first boat blue and the second
9 coconut 10 egg
one red.
4 1 There isn’t any pizza. 2 There are some
2 2 No 3 No 4 Yes 5 No
burgers. 3 There isn’t any chicken. 4 There’s
3 1 d 2 c 3 b 4 a
some salad. 5 There aren’t any hot dogs.
4 1 c 2 b 3 d 4 a 5 e
5 2 ✗ eggs 3 ✗ potatoes 4 ✓ 5 ✗ coconuts 6 ✓
5 1 There are twenty-two trains. (c) 2 There
are sixteen dolls. (a) 3 There are twelve bikes.
UNIT 7
(d) 4 There are forty cars. (b)
6 2 Love 3 Sandra 4 Ken Clothes
1 2 d 3 b 4 a
UNIT 2 2 2 c 3 a 4 d 5 b 6 e
3 2 red cap, a 3 black boots, d
My family
4 blue jeans, h 5 white trainers, c 6 grey coat,
1 (Gill’s cousin) Bob likes football.
b 7 green shirt, g 8 yellow jumper, e
2 1 c 2 a 3 e 4 b 5 d
4 2 Your jeans are on the bed. 3 Your trainers are
4 1 attic 2 hall 3 living room 4 kitchen
here. 4 My glasses are in my bag.
UNIT 3
UNIT 8
Move your body
Weather
2 2 climb 3 page 11 4 page 14
1 Emily likes cold days.
5 throw a ball 6 page 8 7 stand on your head
2 2 K 3 K 4 E 5 K 6 E
3 2 stand, a 3 climb, f 4 do, g
3 2 It’s rainy. I’m reading a book. 3 It’s sunny. I’m
5 clap, b 6 stamp, e 7 kick, c
riding my/a bike. 4 It’s snowy. I’m making
4 2 swim 3 touch his toes 4 dance
a snowman.
5 My body: hand(s), finger(s), leg(s), foot/feet,
toe(s), head, face
UNIT 4 Grammar Booklet

My face UNIT 1
1 2 No 3 Yes 4 Yes 5 Yes 6 No
My toys
2 1 Nick 2 Ed 3 Emma 4 Anna
1 3 What are these? They’re bikes. 4 What’s this? It’s
3 ey + es, ea + rs, no + se, mou + th, ha + ir
a ball.
4 Compare pictures against text.
2 2 How many dolls are there? There are four.
5 2 triangle, d 3 square, b 4 circle, a
3 How many teddy bears are there? There are three.
6 2 big blue eyes 3 short blond hair 4 small
3 3 What are these? How many cars are there?
green eyes
4 What’s this? How many trains are there?
4 3 What’s this? 4 There’s one. 5 It’s a lorry.
UNIT 5
Animals UNIT 2
2 3, 4, 6, 7
My family
3 2 a 3 c 4 e 5 b 6 f
1 2 He’s my brother. 3 She’s my aunt. 4 She’s my
4 2 parrot 3 rat 4 bat 5 lizard 6 ostrich
sister. 5 She’s my cousin.
5 2 hen 3 duck 4 cow 5 goat
2 2 d 3 c 4 a
6 sheep (open answers)
1 He’s in the kitchen. 2 Where’s my sister?
Pupils colour the animals in the picture: horse =
3 She’s in the living room. 4 Where’s my brother?
black, hen = brown, duck = grey, cow = black and
3 1 There are two lamps on the table. 2 There’s
white, goat = brown, sheep = open answers
a chair next to the sofa. 3 There’s a cat on the sofa.
UNIT 3
256
Z01_ISLA_TB_02GLB_0200_EM.indd 256 24/07/2012 16:24

Move your body Food
1 2 b 3 a 4 c 5 d 1 2 Tom doesn’t like apples. 3 Dad doesn’t like salad.
2 2 You can point your fingers. 3 Sara can’t nod her 4 I don’t like chicken.
head. 4 I can clap my hands. 5 He can’t stamp 2 2 Do you like bananas? Yes, I do. / No, I don’t.
his feet. 3 Does your mum like chocolate? Yes, she does. /
4 2 Can / No, he can’t. 3 Can / Yes, she can. No, she doesn’t.
4 Can / No, he can’t. 5 Can / Yes, she can. 4 2 T 3 F 4 T 5 T 6 F
5 2 Granny can’t climb / do cartwheels / stand on 5 2 Does Mum like hot dogs? No, she
her head. 3 Mum can’t swing. 4 Dad can’t do doesn’t. 3 Does Mum like pizza? Yes, she
cartwheels / stand on his head. does. 4 Does Mum like eggs? Yes, she does.
6 2 I can do the splits. 3 I can stand on my head. 6 2 any 3 some 4 any 5 any
4 I can run fast. 5 I can jump high. 7 3 There’s some fish. 4 There isn’t any honey.
5 There are some vegetables. 6 There isn’t any
UNIT 4 chocolate. (Items may be in a different order.)
8 Check answers against the table above.
My face
1 Hair: curly, long, straight, dark, blond
UNIT 7
Eyes: blue, big, small
2 3 He’s got big eyes. 4 Her hair is curly. Clothes
4 Dad is on the sofa. He’s got short hair. His hair is 1 2 Are you wearing black shoes? Yes, I am. / No,
dark and straight. His hair is neat. He’s got big eyes. I’m not. 3 Are you wearing a green jumper?
My little brother is next to the sofa. He’s got short Yes, I am. / No, I’m not.
hair. His hair is blond and curly. He’s got small 3 2 Would you like black shoes? Yes, I would. / No, I
eyes. wouldn’t.
My sister is next to the sofa. She’s got long hair. Her 4 2 like 3 white socks 4 wouldn’t 5 grey skirt
hair is blond and straight. She’s got small eyes. 6 thank you
5 1 She’s got two square heads. 2 Her fingers are
long and straight. 3 Her nose is a big triangle. UNIT 8
Weather
UNIT 5 1 2 d 3 a 4 b
Animals 2 2 It’s warm / hot and sunny. 3 It’s cold and
1 2 It’s 3 It’s 4 It’s got windy.
2 2 What are those? They’re ducks. They’re small. 4 It’s warm / hot and cloudy.
They’re orange. They’ve got two legs and two 3 2 yours 3 hers 4 his 5 hers 6 mine
wings. 2 Is it big? Yes. Has it got big eyes? Yes, 4 2 yours 3 hers 4 Yours 5 mine
it has. Has it got wings? Yes, it has. It’s an owl! 5 2 Do you like hot days? Yes, I do. 3 Do you like
3 What’s that? It’s a cow. It’s big. It’s black and windy days? No, I don’t.
white. It’s got four legs and a tail. 6 2 It is cold and wet. / It’s wet and cold. 3 Which
3 1 Is it black? Yes, it is. Has it got wings? Yes, it has. months are hot in your country? 4 July and
It’s a bat! 2 Is it big? Yes. Has it got big eyes? August are hot in my country. 5 Which is your
Yes, it has. Has it got wings? Yes, it has. It’s an owl! favourite month?
3 Are they big? No, they aren’t. Are they brown? 7 2 May (Open answers) 3 September (Open
Yes, they are. Have they got wings? Yes, they have. answers) 4 October (Open answers)
They’re hens!
4 2 The goats are big and brown. They’ve got four
legs. 3 The turkeys are small and brown. They’ve
got two legs and wings. 4 The ostriches are big
and brown. They’ve got two legs and wings. 5 The
ducks are small and white. They’ve got two legs and
wings.
5 3 Q: Are the ostriches small? A: No, they
aren’t. 4 Q: Have the goats got two legs? A: No,
they haven’t.
UNIT 6
257

Photocopiables notes
Unit 2
Welcome 2.1 Complete the family words. Then play a

game. (Lesson 1)
W.1 Look and match. The say. (Lesson 2)
• Pupils complete the captions. They then use the grid
• This is the treasure chest containing Princess Emily’s to play Noughts and Crosses. See p.265.
favourite things. Point to the items and say the • In Lesson 2, pupils cut the photocopiable up and use it
word in L1 or mime each in turn. You can teach the to create Lindy’s family tree. Show pupils how to show
words in English at this stage, or as pupils come the relationship of each person to Lindy. Pupils then
across each item in the course. Pupils can match the stick these into position on a separate piece of paper.
pictures to the words and stick the photocopiable They then draw Lindy into the family tree.
inside the front cover of their Activity Books or
notebooks, for reference. 2.2 Cut and match. Then play. (Lesson 3)
Unit 1 • Pupils look at the house or room pictures and
memorise where they are on the grid. Pupils then cut
1.1 Play a game. (Lesson 1) out the four objects cards. Pupils take turns to place
the objects on four different room squares in the grid.
• Pupils cut the cards out and then use them to play a They show this to their partner and ask Where is it/
game of Snap! or Matching pairs. See p.267.
the kite? Their partner has to remember and guess
• In Lesson 2, pupils can reuse this photocopiable to the room that has been covered up, answering, e.g.
play a game of What’s this? See p.267.
It’s in the (kitchen). Pupils get points for each room
remembered correctly.
1.2 Write the missing numbers. Then play
Bingo. (Lesson 3) 2.3 Listen. Then find the differences and say.
• Pupils write the missing numbers in the number grid (Lesson 3)
(3, 9, 12, 19, 21, 30, 34, 37, 41 and 50). Pupils then use
the grid to play a game of Bingo. See p.267. • Pupils look at the two houses and identify which house
matches the one described in the song first.
• In Lesson 4, pupils can reuse this photocopiable as the
• Pupils then say what differences they can find.
board for a game of Count and ask. See p.267.
KEY The brother is in the bedroom, mum in the
1.3 Listen. Then write some sums for your
living room, sister and granny in the kitchen.
friend. (Lesson 3)
• Make sure pupils understand the mathematical
symbols for plus (+), minus (-) and equals (=). Pupils 2.4 Cut and order. (Lesson 5)
then use the photocopiable to make up some simple
sums for their partner to solve. • See ideas on p.267 for using the story cards.
2.5 Write th. Cut and match. Then play.
1.4 Cut and order. (Lesson 5) (Lesson 6)
• See ideas for using the story cards on p.267. • Pupils complete the words, then cut out the picture
and wordcards (see phonics games p.269).
1.5 Write ch or sh. Then cut and play. (Lesson 6)
• Pupils complete the words, then cut out the picture 2.6 Cut and match. Then write the names.
and wordcards (see phonics games p.269). (Lesson 7)
• Pupils read and match the texts to the correct pictures.
1.6 Cut and play. (Lesson 7)
KEY 1d — Tom and Emily, 2b — Susan and John,
• Pupils cut the pictures up to make vocabulary cards 3c — Jack, 4a — Sophie
for matching and sequencing games.
1.7 Travelling to school. Make a bar chart. 2.7 Write a letter. Then send it to a penpal!
(Lesson 8) (Lesson 8)
• Pupils use the chart to record how different children • Pupils use the template to create their own letter to
in the class come to school. Demonstrate how the
send to a penpal.
bar chart is formed by colouring in one square for
each child in the class who travels by each method of
transport. Pupils to work on the chart in pairs.
258

Unit 3 Unit 4
3.1 Mime and guess. Then cut and play. 4.1 What’s missing? Read and draw. (Lesson 1)
(Lesson 1)
• Pupils read the texts and draw in the missing features.
• Pupils cut and make a set of action cards. They use • In Lesson 2, pupils do a colour dictation activity. They
these to play a game of Act it out! See p.267. make sentences, e.g. I’ve got a red head. Their partner
• In Lesson 2, pupils can play a game of Matching pairs. listens and colours accordingly.
(See p.267). Encourage pupils to use He/She can (clap
her hands). when they find a matching pair. 4.2 Write. Cut and match. Then play.
(Lesson 3)
3.2 Mime and guess. Then cut and play.
(Lesson 3) • Pupils write in the missing letters and then cut out the
adjective cards. They can work in groups of four to
• Pupils can cut out the wordcards and use them with play a game of Happy families (see p.267).
photocopiable 3.1 and Cut-out 3.
• Alternatively, use the cards for Read and do. Copy sets 4.3 Listen. Then look and write. (Lesson 3)
of cards, cut them up and put them into a bag. Pupils
take turns to choose a card and read the instruction • Pupils complete the speech bubbles with the correct
words from the word bank. Pupils can then listen and
to another pupil, who carries it out.
read the dialogue in pairs. If they know the story of
Hansel and Gretel, they can then write the traditional
3.3 Listen. Then play the game. (Lesson 3)
story ending. Alternatively, they can make up their
• Pupils use a dice and counters. In pairs, they put their own ending.
counters on Start. They take turns to roll the dice and
move along the board. They read the question on the 4.4 Cut and order. (Lesson 5)
square they land on. If the answer is Yes, I can. they
go forward one square. If the answer is No, I can’t. • See ideas on p.267 for using the story cards.
they go back one square. The winner is the first to 4.5 Write ai or ee. Cut and match. Then play.
reach Finish.
(Lesson 6)
3.4 Cut and order. (Lesson 5) • Pupils complete the words, then cut out the picture
and wordcards (see phonics games on p.269).
• See ideas for using the story cards on p.267.
4.6 Read and colour. Then cut and play.
3.5 Write ng or nk. Cut and match. Then play.
(Lesson 6) (Lesson 7)
• Pupils complete the words, then cut out the picture • Copy and cut out the cards – one per pupil. Pupils
read the colour words and colour the shapes. They
and wordcards (see phonics games p.269).
then have to find others in the class with the same
shape. They do this by walking round the class, asking
3.6 Play Do or say. (Lesson 7)
Have you got a (blue circle)? When they find other
• Pupils play in pairs, using a dice. They take turns, pupils with the same shapes, they go round together
rolling the dice twice to get a grid reference, e.g. 5, until they have found all of them.
6 — column number 5 (vertical) and row number 6 • Alternatively, pupils use the cards for Snap! See p.267.
(horizontal). Pupils go to that square. They read and • In Lesson 9, pupils reuse this photocopiable for a
follow the instructions or make a question with the game of Shapes sequences. See p.267.
words given. Pupils get a point for each instruction
followed correctly. When pupils land on a points 4.7 Make a mask. (Lesson 8)
square, they add or deduct points accordingly. Set a
time limit. The winner is the pupil with the most points. • Pupils cut and use the template to make their own
African-style mask.
3.7 Draw. Then circle and write. (Lesson 8) Unit 5
• Pupils create their own fact file of their favourite 5.1 Write colour words. Then colour. (Lesson 1)
sports personality. They draw or stick pictures into
the picture box and complete the sentences. • This is an information gap activity. Pupils choose and
write colour words for four of the animals. They then
dictate these to their partner for them to colour the
animal in. Each pair should choose four different animals.
259

• In Lesson 2, pupils can reuse the photocopiable • Pupils then place their cards from photocopiables 6.1
for Animal Bingo. Read the descriptions of animals, and 6.2 face down in front of them. They take turns to
including colours, e.g. It’s a brown goat. Pupils cross choose and turn over a card. If they turn over a card
off their animals if their coloured animals match the for a food they are collecting, they say I like (chicken)
sentences. The first pupil to cross off all their animals for (lunch). and place the food onto their meal card. If
is the winner. they turn over a food they are not collecting, they say
I don’t like (pizza) for breakfast. and put the card face
5.2 Find and circle the words. (Lesson 3) down in the same place. The first pupil to collect all
their meal items is the winner.
• Pupils find and circle the animal words.
6.4 Cut and order. (Lesson 5)
5.3 Listen. Then play the game. (Lesson 3)
• Pupils roll a dice to move along the game board. They • See ideas on p.267 for using the story cards.
complete the descriptions or answer the questions. 6.5 Write oo. Cut and match. Then play.
(Lesson 6)
• See ideas on p.267 for using the story cards. • Pupils complete the words, then cut out the picture
5.5 Write oa or igh. Cut and match. Then play. 6.6 Make a recipe card. (Lesson 7)
(Lesson 6)
• Pupils complete the words, then cut out the picture • Pupils read the recipe. They then cut out and stick the
pictures in the correct place. They can try the recipe
with their family.
5.6 Make animal fact files. (Lesson 7) 6.7 Choose a country. Make a restaurant
• Pupils choose an animal to research, draw and write menu. (Lesson 8)
about, using the texts in Lesson 7 as a model. They
then work in pairs. They read the information about • Pupils choose a country from around the world and
make up a suitable restaurant menu for breakfast,
their animal to their partner, so their partner can
lunch and dinner. They can research food from that
complete the second factfile and guess the animal.
country, or use their imagination.
5.7 Make an ostrich egg and chick. (Lesson 8) Unit 7
• Pupils make a card that opens to reveal an ostrich 7.1 Complete. Then cut and play. (Lesson 1)
chick. They cut out and stick the templates onto
cardboard and follow the instructions on the • Pupils complete the captions and cut out the cards.
photocopiable to make the card. They can then combine their cards and use them for a
game of Snap!, Matching pairs or Sequences. See p.267.
Unit 6
• In Lesson 2, pupils can colour in the cards and use
them for a game of Clothes bingo. Ask questions using
6.1 Complete. Then cut and play. (Lesson 1) clothes and colour combinations, e.g. Are you wearing
• Pupils complete the food captions. They then cut out red shoes? Pupils turn over their cards if they have
the food cards and play Yuk and yummy. See p.268. chosen these colours. The first pupil to turn over all
Pupils revise Do you like … ? (Yes, I do./No, I don’t.) their cards calls out Bingo!
• In Lesson 2, pupils report on their friends' choices He/
She likes/doesn't like … Does he/she like …? 7.2 Cut and match. Then play. (Lesson 3)
6.2 Complete. Then cut and play. (Lesson 3) • Pupils complete the captions and cut out the cards.
They can then colour in the cards and combine them
• Pupils complete the food captions and cut out the with photocopiable 7.1. Pupils use the cards for a
cards. These can be combined with the cards from questions game. They combine their cards and place
photocopiable 6.1. Pupils play Yuk and yummy again, them face down in front of them. They take turns to
or other matching or sequencing games. turn over a card and make a question, e.g. Are you
wearing pink socks? (Yes, I am./No, I’m not.)
6.3 Listen and draw four food items. Then play • In Lesson 4, pupils combine their clothes cards and
meal-time lotto! (Lesson 3) use them for a shopping roleplay to practise I’d like.
• Pupils work in groups of three. They each choose one 7.3 Listen. Then play a dice game. Say and
meal card and draw four items they like eating for
that meal.
colour. (Lesson 3)
• Pupils play in pairs. They take turns to roll the dice
260 and make sentences using the prompts in each box.

7.4 Cut and order. (Lesson 5) 8.6 Make a weather prediction. (Lesson 7)
• See ideas on p.267 for using the story cards. • Pupils make a prediction by drawing a weather
symbol next to each day of the week. Display
7.5 Write ar, ir, or or ur. Cut and match. Then the charts in the classroom and compare pupil's
play. (Lesson 6) predictions with the real weather each day.
• Pupils complete the words, then cut out the picture 8.7 Make a weather chart for the year. Draw
and write. (Lesson 8)
7.6 Look and draw. Then write. (Lesson 7) • Pupils choose a country and research its weather and
climate. They make a weather chart for the year for
• Pupils complete the drawings. They then complete the that country.
speech bubbles with the correct occupation and what
the characters are wearing. Goodbye unit
7.7 Read and circle. Then ask and answer. G.1 Make a certificate. (Lesson 3)
(Lesson 8)
• Write pupils’ names on the certificates. Congratulate
• Pupils read and circle the clothes they wear for the pupils and distribute the certificates.
different occasions. They then ask their partner the
Festivals
same questions and compare their answers.
Unit 8 F.1 Make and play. (Halloween)
8.1 Write. Then cut and play. (Lesson 1) • Photocopy a number of ghost templates and write
some Halloween-theme instructions on each one, e.g.
• Pupils complete the captions and cut out the cards. You’re a witch.
Pupils use them to play Miming pairs. See p. 268. • Hide the ghosts around the classroom. Pupils take
• In Lesson 2, pupils use the cards to play Choose turns to look for them. When they find one, they read
and ask. They choose a weather card, and then find out the instruction for the rest of the class to act out.
someone who likes that weather type, or someone
who feels the same about the weather type as they do. F.2 Make a Christmas present. (Christmas)
8.2 Write, cut and match. Then play. • Pupils cut out and colour the Christmas present and
draw something on the back of it to give to a friend or
(Lesson 3) family member.
• Pupils complete the wordcards. They then cut out the
picture and wordcards and shuffle them. Pupils then F.3 Make a bunny puppet. (Easter)
play a game matching the pictures and words.
• These cards can be used with the weather cards from • Pupils use the template to make a bunny puppet. They
then use this puppet to act out the Easter bunny song.
photocopiable 8.1. Pupils put the weather cards in one
pile and the activity cards in another. They take turns to F.4 Make a sandcastle. (Summer fun)
turn over a card from each pile. They make sentences
combining the weather and activity, and say if they • Pupils cut out the sandcastle and decorate it with
make sense, e.g. It’s windy — make a snowman — No! pictures of shells, flags, etc. Pupils then compare their
sandcastles in a sandcastle competition.
8.3 Read and complete. Then sing the song! Additional photocopiables
(Lesson 3)
• Pupils complete the speech bubbles, with the correct Portfolio cover
words from the word bank. When the story is
complete, they can sing it as a new verse of the song. • Pupils colour and decorate a cover for their portfolio.
They include a picture of themselves and complete the
information.
• See ideas on p.267 for using the story cards. Letter to parents
8.5 Write ow or oy. Cut and match. Then play. • Make a master copy of this letter as you start each
unit. Complete it with the details of what pupils will
(Lesson 6)
learn in the new unit and send the letter home.
• Pupils complete the words, then cut out the picture
261

Test Booklet Answer Key
PLACEMENT Listening and speaking A
1 1 uncle 2 cousin 3 granny 4 baby brother
Reading
2 1 aunt, living room 2 dad, attic 3 sister, bedroom
1 1 this, c 2 ’s, f 3 your, e 4 Has, a 5 Is, d 6 Do, b
4 cousin, kitchen 5 grandad, living room
2 1 c 2 d 3 f 4 b 5 e 6 a
6 brother, bathroom
3 1 thirty, 30 2 twenty-seven, 27 3 fifty, 50
3 Open answers
4 forty-three, 43 5 thirty-nine, 39 6 twenty, 20
Writing
1 Kim: 2 / uncles, 3 / aunts, 6 / cousins, 1 / brother,
1 1 ’s 2 are 3 Have 4 haven’t 5 would 6 ’s
2 / sisters
3 1 It’s big 2 It’s got four legs. 3 It’s grey.
Andy: 6 / uncles, 8 / aunts, 17 / cousins, 2 / brothers,
4 It’s got one head.
1 / sister
Listening and speaking 2 Compare against audio script.
1 1 10 yellow bikes 2 15 blue cars 3 12 green kites
4 19 brown boats 5 14 purple trains UNIT 3
6 9 orange balls
Reading and writing A
2 five, uncle, house, dog, garden, twelve, green, bike
1 1 c 2 b 3 d 4 a
3 1 eleven 2 boat 3 yellow 4 kite 5 kitchen 6 point
2 1 e 2 d 3 c 4 a 5 b 6 f
3 1 Can you climb? Yes, I can. / No, I can’t. 2 Can
UNIT 1
you swim? Yes, I can. / No, I can’t. 3 Can you
Reading and writing A kick a ball? Yes, I can. / No, I can’t. 4 Can you do
1 1 these, d 2 that, b 3 are, a 4 bikes, c cartwheels? Yes, I can. / No, I can’t.
2 1 f 2 b 3 e 4 a 5 c 6 d
Reading and writing B
3 1 toys 2 twenty 3 favourite 4 motorbike
1 1 b 2 d 3 c 4 a
4 Compare against audio script.
2 1 f 2 a 3 d 4 b 5 e 6 c
Reading and writing B 3 1 Can you do the splits? Yes, I can. / No, I
1 1 ’s, b 2 those, d 3 your, a 4 kites, c can’t. 2 Can you stamp your feet? Yes, I can. /
2 1 a 2 c 3 f 4 d 5 b 6 e No, I can’t. 3 Can you touch your toes? Yes, I
3 1 c 2 d 3 a 4 b can. / No, I can’t. 4 Can you stand on your head?
Yes, I can. / No, I can’t.
Listening and speaking A
1 1 February 2 August 3 blue 4 Friday Listening and speaking A
2 Charlie, boat, 1 Sue, presents, 25 Harry, toys, 1 1 e, 2 d, 3 f, 4 b, 5 a, 6 a
13 Helen, kites, 27 2 Bob: can swim and stand on his head. He can’t climb
or do the splits.
Mel: can climb, swim, do the splits and stand on
1 1 August 2 June 3 blue and white 4 Saturday
her head.
2 1 Chris, lorry, green 2 Sally, dolls, fifty 3 Harry,
trains, thirteen 4 Hazel, cars, black Listening and speaking B
3 1 b (blue / green) 2 c (red / yellow) 3 d (red) 1 1 b 2 c 3 d 4 a 5 f 6 e
4 a (green) 2 Mandy: can climb, catch a ball and do cartwheels.
She can’t take a photo.
UNIT 2 2 Tom: can climb, catch a ball and take photos.
He can’t do cartwheels.
3 Gail: can catch a ball. She can’t climb, take a photo
1 1 c 2 a 3 d 4 b
or do cartwheels.
2 1 d 2 c 3 a 4 b
4 Nick: can climb, catch a ball and do cartwheels.
3 1 house 2 bedrooms 3 kitchen 4 dog
He can’t take a photo.
1 1 cousin 2 aunt 3 uncle 4 daughter 5 son 6 granny UNIT 4
2 1d 2c 3a 4b
3 1d 2a 3c 4b
1 1 b 2 d 3 c 4 a
2 1 b 2 a 3 e 4 f 5 d 6 c
3 1 He’s got big eyes. 2 I’ve got long hair. 3 She’s
got messy hair. 4 His hair is curly.
262

Reading and writing B Reading and writing B
1 1 Have you got short hair? (Open answers.) 1 1 chicken 2 salad 3 rice 4 burgers
2 Have you got a small nose? (Open answers.) 2 1 Is there any pasta? Yes, there is. 2 Are there
3 Have you got brown eyes? (Open answers.) any beans? Yes, there are. 3 Is there any toast?
4 Have you got big ears? (Open answers.) No, there isn’t. 4 Are there any potatoes? No,
2 1 b 2 a 3 c there aren’t.
3 1 Have you got long, straight hair? (Open answers.) 3 1 Is there any salad? Yes, there is. 2 Are there
2 Have you got blue eyes? (Open answers.) any croissants? No, there aren’t. 3 Does Harry like
3 Have you got messy hair? (Open answers.) toast? No, he doesn’t. 4 Do you like fish and rice?
4 Have you got short, curly hair? (Open answers.) Yes, I do. / No, I don’t.
Listening and speaking A Listening and speaking A
1 1 Toby: a big b eyes c nose d blond 1 1 chicken ✗ 2 fish ✗ 3 apples ✓ 4 rice ✗
2 Clara: a small b big c mouth d black 5 burgers ✓ 6 eggs ✗ 7 bananas ✓
2 1 Dorothy: long, straight, messy 8 hot dogs ✓
2 Mick: short, curly, neat 2 Harry: ✓cereal, pineapple, toast ✗ grapes.
3 Oliver: long, curly, messy Val: ✓ pineapple, cereal, toast, grapes.
3 Open answers
Listening and speaking B 1 1 Rich likes pizza, cheese, cereal and bananas.
1 Gemma: 1 face 2 nose 3 eyes 4 hair 5 ears 2 Rich doesn’t like bread, toast and rice.
6 mouth 2 Sally: ✓pineapple, cereal, toast. ✗ sweetcorn, nuts,
Brian: 1 ears 2 hair 3 eyes 4 mouth 5 nose coconut.
6 face Laurence ✓ nuts, coconut, toast. ✗ sweetcorn,
2 1 John: short, neat, dark, brown, curly pineapple, cereal.
2 Sue: long, straight, blond, messy
UNIT 7
UNIT 5 Reading and writing A
Reading and writing A 1 1 I’m wearing trousers. 2 I’m not wearing a T-shirt.
1 1 c 2 b 3 a 3 Are you wearing a hat? 4 Yes, I am. 5 What are
2 1 b 2 e 3 f 4 c 5 a 6 d you wearing? 6 I’m wearing a pink skirt.
3 1 Are hens big? 2 Are goats white? 3 Are ducks long 2 1 e 2 b 3 d 4 f 5 c 6 a
4 Have lizards got two legs? 3 Dialogue 1: 1 Would you like a shirt? 2 Yes, I
would. 3 I’d like a blue shirt.
Dialogue 2: 1 Would you like a yellow jumper?
1 1 a 2 c 3 b
2 No, I wouldn’t. 3 I’d like a grey jumper.
2 1 e 2 d 3 c 4 a 5 f 6 b
3 1 Are hens small? Yes, they are. 2 Are bats white? Reading and writing B
No, they aren’t. 3 Are lizards short? No, they 1 1 I am wearing green shoes. 2 I am not
aren’t. 4 Have owls got two legs? Yes, they have. wearing a yellow dress. 3 Are you wearing a
white jacket? 4 No, I’m not. 5 What are you
wearing? 6 I am wearing an orange hat.
1 1 b 2 d 3 e 4 a 5 c 6 f
2 1 d 2 a 3 b 4 f 5 c 6 e
2 b, c, d, e, f, g
3 1 take off your pyjamas 2 put on your jeans
Listening and speaking B and T-shirt 3 put on your socks 4 put on your
1 1 cow 2 goat 3 duck 4 horse 5 sheep 6 hen shoes 5 put on your coat 6 go to school
2 1 crow 2 wings 3 bats 4 night 5 fox
6 fur 7 tail 8 owls 9 two 10 tree 11 white
1 1 c 2 d 3 a 4 b
2 a, c, d
UNIT 6
1 1 d 2 c 3 b 4 f 5 e
1 1 apples 2 hot dogs 3 eggs 4 pizza
2 1 coat 2 boots 3 trainers 4 jumper
2 1 I don’t like coconuts. 2 I like grapes. 3 I like
cereal. 4 I don’t like pineapple.
3 1 Is there any pasta? No, there isn’t. 2 Are there
any beans? Yes, there are. 3 Does Harry like
toast? No, he doesn’t. 4 Do you like sweetcorn?
Yes, I do. / No, I don’t.
263

UNIT 8 3 1 I’m wearing a jumper. 2 No, it isn’t. (It’s a
fox.) 3 Do you like windy days?
1 1 What’s the weather like? 2 It’s rainy today. 3 I Writing B
don’t like rainy days. 4 I like sunny days. 2 1 How are you? 2 What are you wearing? 3 How
2 1 d 2 a 3 c 4 f 5 e 6 b many cousins have you got? 4 Has she got short hair?
3 1 c, b 2 e, f 3 a, e 4 d, d 5 f, c 6 b, a 3 1 I’m wearing a cap. 2 She’s got long, blond hair.
3 It’s an owl. It’s got two wings.
1 1 What’s the weather like today? 2 It’s cloudy Listening A
today. 3 I don’t like cloudy days. 4 Do you like 1 Compare picture against audio script.
cloudy days? 5 Yes, I like cloudy days.
Listening B
3 1 mine, d 2 your, c 3 my, a 4 his, f 5 hers, e
1 Compare picture against audio script.
6 yours, b
Speaking A
Differences: 1 A = cloudy day B = sunny day 2 A =
1 Monday c Tuesday d Wednesday a Thursday b
no teddy bear on the bed B = one teddy bear on
Friday e
the bed 3 A = one book on the bedside table B =
2 1 c 2 b 3 a 4 d
two books on the bedside table 4 A = no toy cars
Listening and speaking B under the bed B = two toy cars under the bed
1 Monday c/f Tuesday a Wednesday c/d
Speaking B
Thursday b Friday e Saturday f Sunday d
Differences: 1 A = no hat on the wardrobe B = one
2 1 d 2 c 3 a 4 b
hat on the wardrobe 2 A = one coat B = two
coats 3 A = one sock on the floor next to Emily
END OF TERM 1
B = one sock on the floor under the chair 4 A =
1 1 h 2 b 3 g 4 e 5 c 6 d 7 f 8 a
one shoe next to the chair B = two shoes next to
2 1 c, a 2 b, b 3 f, f 4 e, d 5 d, c 6 a, e
the chair 5 A = a pair of trousers on the chair B =
4 1 b 2 a 3 c 4 d
no trousers on the chair
5 1 b 2 e 3 c 4 d 5 a
EXAM PREPARATION
END OF TERM 2
1 1 c 2 e 3 f 4 a 5 h 6 b 7 d 8 g Reading and Writing A
2 3 duck 4 owl 5 No, there isn’t. 6 Yes, there are. 1 1 ✓ 2 ✗ 3 ✓ 4 ✗
4 1 c 2 b 3 e 4 d 5 a 2 1 No 2 Yes 3 No 4 Yes
5 1 horse 2 bat 3 hen 4 frog 5 cow 3 1 windy 2 grapes 3 skunks
6 1 There aren’t any apples. 2 There’s some 4 1 coat 2 warm 3 on 4 off 5 arms
milk. 3 There isn’t any cheese. 4 There are some
Listening A
bananas.
1 Compare against audio script.
2 1 eight 2 Benjie 3 two 4 three 5 Helen
END OF TERM 3 6 (small dog) Midge
1 1 d 2 b 3 f 4 g 5 c 6 a 7 e 8 h
3 1 b 2 c
2 1 shoes 2 dress 3 trousers (will accept jeans)
4 Compare picture against audio script.
4 socks 5 T-shirt 6 coat (will accept jacket)
7 hat 8 jumper Reading and Writing B
4 1 windy 2 cloudy 3 snowy 4 sunny 5 rainy 1 1 ✓ 2 ✗ 3 ✓
5 2 It’s Tuesday. Let’s make a snowman. 3 It’s 2 1 Yes 2 No 3 No 4 Yes 5 Yes
Wednesday. Let’s read a book. 4 It’s Thursday. 3 1 twenty 2 lizard 3 trainers
Let’s fly a kite. 4 1 house 2 bed 3 pyjamas 4 teddy
bear 5 night
FINAL Listening B
Reading A 1 Compare picture against audio script.
1 1 small 2 ’s 3 under 4 cousin 5 Simon 6 kitchen 2 1 Night Animals 2 Mandy and Sue 3 Park Road
2 1 b 2 c 3 c 4 b 5 b 4 car 5 4 o’clock
3 1 Monday, firefighter 2 Tuesday, nurse
Reading B
3 Wednesday, chef 4 Thursday, no one
1 1 F 2 T 3 T 4 F 5 F 6 T
5 Friday, police officer
2 1 b 2 c 3 a 4 c 5 c 6 b
4 1 b 2 c
Writing A
2 1 How many bikes are there? 2 Can you swim?
3 Are they big? 4 Have you got curly hair?
264

Games
Flashcard games Choose a card Put the action wordcards in a small box
or bag. Pupils choose a card and read the action to the
Memory Stick four or five flashcards on the board.
class. The rest of the class performs the action. Then ask
When pupils have memorised the cards, remove them
pupils to say if they or their friends can or can’t perform
from the board and pupils say the items. To make this
that action.
more challenging, ask pupils to say the cards in the
Basketball Divide the class into teams. Show a pupil
order they appeared on the board.
from Team 1 a flashcard. If he/she correctly states the
What’s missing? Lay several flashcards facing upwards
content of the flashcard, he/she is allowed to ‘shoot’ at
on the floor or a large table. Allow pupils a few minutes
a specific target (e.g. the bin or a small box) with a ball
to study them. Tell pupils to close their eyes and
of paper. If the ball enters the target, he/she is awarded
remove a flashcard. Pupils have to correctly identify the
two points. If the ball hits the target without going in,
missing card.
he/she is awarded one point.
Sponge throw Place the flashcards on the floor facing
Picture charades Choose a selection of words you want
the floor. Pupils throw a sponge or other soft object and
to revise. Use flashcards or draw simple pictures on slips
identify the flashcard it lands on.
of paper. Put these into a bag. Ask a pupil to choose a
Mix-matched flashcards Stick four flashcards on the
picture. They have to act out the meaning of the word
board face down so pupils can’t see the pictures. Divide the
for the rest of the class to guess.
class into teams of four. Invite Team 1 to the board and
Face race Give each pupil a number between 1 and 10.
give each person a wordcard. Pupils stick the wordcards
Stick the face flashcards on the board or draw a picture
face up below the flashcards so they can be read. Now
of a face. Say Number 2 – Nose. All pupils assigned
point to the first wordcard and pupils read out the word.
number 2 race to the board and touch the nose.
Turn over the flashcard above it. The team receives one
Alternatively, play the game with three or four teams.
point if the flashcard corresponds with the wordcard
Assign each pupil from each team a number. Call out
below it. Continue with the remaining cards. Write the
Number 3 – Eyes. The first pupil to touch the eyes wins a
total number of points earned by each team on the board.
point for their team.
Mix the cards and continue with the other teams.
Farm sounds Show each pupil different animal
Countdown Divide the class into small groups. Mix
flashcards (goat, hen, cow, etc.). Call out the word cow.
flashcards from different topics together and divide into
All pupils shown the cow flashcard make a moo sound.
piles according to the number of groups. Pupils arrange
Continue with the other animals. Now tell pupils to
the flashcards back into categories, e.g. Colours, Toys
imagine they are on a farm. They are all lost and must
and Transport, Months, etc. The first group to finish is
find the other animals but they aren’t allowed to speak.
the winner.
They can only make their animal sounds (e.g. moo!).
Pass the flashcards Choose a number of flashcards.
Pupils form a chain with the other members of their
Pass them face down round the classroom at intervals
animal group. When all the pupils have found their
so pupils can’t see the cards. When you say Stop, ask
group, ask them to shout out which animal they are.
Who’s got (the uncle)? Pupils guess who’s got the flashcard
Animal farm Call a pupil to the front of the class and
of the uncle and get a point if their guess is correct.
secretly show him/her an animal flashcard, e.g. a cow.
Alternatively, ask pupils who have got flashcards to
Blindfold the pupil. Give out several animal flashcards
stand up and name their card when the music stops.
around the classroom including the one you’ve shown
Guess the family member Cut out a small square in the
to the blindfolded pupil. Pupils make the appropriate
centre of a piece of A4 paper. Hold the paper in front
sound for their given animal. The blindfolded pupil has to
of a family flashcard allowing pupils to see only a small
walk round the classroom until he or she finds the pupil
bit of the family member through the hole. Pupils guess
making the correct animal noise, e.g. a mooing sound.
who it is.
Be prepared for a lot of noise!
Correct order Call four to eight pupils to the front of
Who’s the fastest? Divide the class into two teams. Stick
the class (depending on the number of flashcards) and
a number of flashcards on the board. Invite two pupils to
give them each a flashcard. Then call out four flashcards
stand facing the flashcards on different sides of the board.
in random order. Pupils have to arrange themselves in
Call out one of the words and the pupil who is the fastest
the correct order.
to touch the card wins a point for his/her team.
Pass the actions Use action wordcards. Distribute
Noughts and crosses Divide the class into two teams.
these to eight pupils in the class. Play some music and
One is noughts and one crosses. Draw a large grid on
ask pupils to pass the action cards round the class while
the board with nine spaces. Stick one flashcard in each
they are listening. Stop the music. Pupils with an action
space facing towards the board. Pupils select a card,
card take turns to read their action silently and act it
turn it over and say the word on the flashcard. If it’s
out for the rest of the class to guess. Repeat until all
correct, remove the flashcard and write a nought or a
members of the class have had a turn.
cross accordingly.
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Coloured clothes Put the flashcards (colours) in one pile Line by line Pupils draw pictures of the target vocabulary
and the flashcards (clothes) in another. Pupils choose on the board. They must do this slowly, line by line.
one colour card and one clothes card and create a Pupils try and guess what he/she is drawing before he/
sentence. (I’m wearing a (blue) T-shirt.) she finishes the picture. The first pupil to guess draws the
Bluff Invite several pupils to the board and ask them to next item. This can be played in pairs.
stand in a row. Give them each a flashcard and ask them Food sequences Pupils create sequences with drawings
to keep it secret from the class. The first pupil in the row of food. Draw several examples on the board. Draw a
says a sentence that might or might not correspond with pizza, an apple, two eggs, and a pizza. Point to each food
the flashcard they are holding. Pupils guess whether or and pupils say the words in turn. Emphasise the plural
not they’re bluffing. Pupils say Bluff if they think they’re form of any words. Invite pupils to the board to complete
bluffing. Divide the class into teams and award points the sequences by drawing the missing items. Pupils create
when pupils guess correctly. their own sequences on blank paper.
Same or different? In this game, pupils look at three Colour dictation Pupils draw items of clothing on blank
items and choose the one that is in a different category paper. Now say A (pink) (skirt). Pupils colour the skirt pink.
to the other two. Choose three sets of flashcards (e.g. Pupils may also do this in pairs.
Adjectives, Food and Clothes). Display three flashcards, Dice game Divide the class into two teams. Tell pupils to
two from one set, and one from another, e.g. pineapple, draw a vocabulary item from any unit in the course. If he/
grapes, trousers. Say the names. Hold up pineapple and she draws correctly, he/she rolls the dice and wins that
grapes and say same. Then point to trousers. Shake your number of points for his/her team.
head and say different. Then take it away. Repeat with
TPR games
other groups of three flashcards.
Pass the wordcards This is a reading game. Write the Teacher says Give pupils instructions, but tell them to
words for any target vocabulary on pieces of paper or follow the instructions only if they are preceded by
card and fold them up. Pupils sit in a circle. Distribute Teacher says. For example, if you say Stand up, pupils
the cards to different pupils around the circle. Play some should do nothing, but if you say Teacher says, ‘Stand up!’
music and ask pupils to pass the cards around the circle. pupils must stand up. Vary the speed of the instructions
Stop the music. The pupils holding cards open them, to make the game more interesting. You could also ask
show them to the class and read the words on them. pupils in stronger classes to give the instructions.
Pupils then fold up their cards. Start the music again and Birthday children Use the months of the year wordcards.
ask pupils to pass the cards again. Attach these to the board in a random order, face down.
Touch it relay Attach various flashcards to the board. Write numbers 1 to 12 under each card. Pupils take turns
Pupils line up in rows and face the front. Go to the back to choose and collect a card from the board. They read
of the room. Ask the last pupil in each row to turn to out the name of the month on the card, e.g. August. All
you. Whisper a sentence, e.g. I like rainy days. using the the children who have birthdays in August go to the front
vocabulary item of one of the flashcards. Pupils whisper of the class. The rest of the class then thinks of an action
the sentence to the pupil in front of him or her. The last for them to perform, e.g. Count to ten. Touch your toes,
pupil runs to the board and taps the correct card. That etc. Help as necessary with the instructions. Repeat with
pupil then runs to the back of the line. Repeat until all other cards being chosen and different birthday children
pupils have had a chance to run to the board. For bigger coming to the front of the class.
classes, divide pupils into groups, and ask the last pupil Memory Play a memory game in teams. Put eight small
in each row to whisper the sentences. toys of different colours on a tray or desk and let all the
pupils have a good look for one minute. Then take all the
Drawing games
toys away so that pupils can’t see them. Describe the
Alternative Bingo Give each pupil four pieces of paper toys, e.g. a blue car. In teams, pupils have to decide if that
and ask them to draw one facial feature on each piece. toy was on the tray and say Yes or No. Continue until you
Call out the facial features one by one. Pupils turn have mentioned everything on the tray and several other
the pieces of paper face down when the features are objects. Teams get a point for each correct answer.
mentioned. A pupil wins when all his/her pieces of paper True or false Make sentences about yourself, including
are face down. some true and false sentences. Pupils listen and stand up
Stick the nose on the face For this activity you will when they hear a false sentence. Include revision from
need a blindfold and large cardboard cut-outs of eyes, Level 1, e.g. My name’s Isabel. I’m fifteen years old. I’ve got
a nose, a mouth, hair and ears. Draw a large outline a pet snake. I walk to school. See if pupils can correct any of
of a face on the board. Call a volunteer to the board. the false sentences. Pupils can also play this game in pairs.
Blindfold the pupil and put the nose in his/her hand. They Number groups Play some lively music and ask pupils to
have to guess which facial feature it is and then try to perform a specific action (e.g. jump, walk and hop) around
stick it on the face in the correct place. Invite a different the classroom. Stop the music and call out a number from
pupil to the board and hand them an eye. Continue until 1 to 20. Pupils must quickly get together in groups of that
all the features have been used. number. The odd pupil must sit out until the next round.
266

Pass the ball Pupils sit in a circle. Make a paper ball. Count and ask Pupils use photocopiable 1.2 as the
Choose a category and pupils pass the ball around board for a counting game. They choose five numbers as
the circle. Each pupil must say a word from the given activity squares and write questions for these squares.
category when he/she has got the ball. A pupil leaves They then play with a dice and counters. Each pupil
the circle when he/she can’t say a word from the given takes a turn to roll the dice and move their counters,
category. Alternatively, play music while pupils pass the saying the numbers out loud as they do so. If they land
ball and say words. Stop the music. The pupil holding the on one of their partner’s activity squares, they answer
ball when the music stops leaves the game. the question. If they get the question right, they can
Guess the object Put an object in a bag for a pupil to have another turn.
feel (e.g. toy food or plastic animals). He/she must guess Story cards Pupils can use the sets of story cards in
what the object is without looking. various ways.
Anagrams Write anagrams of different words pupils – Hold up the picture. Pupils have one set each or one
know on the board. These could be days of the week, between pairs. Play the story recording again. Pupils
e.g. dasnuy (Sunday), or different vocabulary from across listen and hold up the correct story card.
the course. Divide pupils into teams and see which team – Who’s got the card? Ask six pupils to the board and
can solve all the anagrams correctly. give them each one card to hold up. Play the story on
Grab it! Pupils sit in a circle. Place some objects or the recording again, pausing after each line. Pupils say
flashcards pupils know in the middle of the circle. Pupils who’s got the card with that line.
put their hands behind their backs. Call out an object – Sequencing. Pupils have one set each or between pairs
and pupils race to find and touch it. Play this in teams or small groups. Play the story recording again. Pupils
and award points to the winner. listen and put the story cards in the correct sequence.
– Matching. Make enough sets of story cards so that
Pairwork and photocopiable games
each pupil in the class will have one card. Distribute the
Numbers in air Pupils trace a number from 1 to 50 in cards to the class. Pupils have to arrange themselves
the air. Their partner has to look and say the number. into story groups, with one of each frame per story.
Alternatively, pupils can trace the numbers on each They then put the story in order.
other’s backs. – Completing speech bubbles. Make a photocopy of the
Snap! Pupils can use the cards they make with the cut- photocopiable. White out words or sentences from the
outs or photocopiables. Pupils shuffle their cards and speech bubbles before making multiple sets. Pupils have
hold the cards face down in front of them. Pupils take to complete the speech bubbles, using the story text in
turns to place one card from their pile face up on the the Pupil’s Book or words on the board to help them.
table. If their card matches the one their partner has Act it out! Pupils put the cards into a pile face down.
laid down, they say Snap! and place their hand on the They take turns to choose a card and act it out for their
cards. The first pupil to say Snap! adds the cards to their partner to copy and say the action. Alternatively, pupils
pile. The game continues until one player has all the can place the cards face up. One does an action and the
cards. This player is the winner. other points to the correct card and says the action.
Matching pairs Pupils can use the cards they make with Happy families Pupils use photocopiable 4.2 and work
the cut-outs or photocopiables. Pupils shuffle their cards in groups of four. They combine their cards, shuffle
together and place them on the table face down in front them and deal them out so that each pupil has an equal
of them. Pupils take turns to turn two cards face up, number of cards. Pupils have to collect as many sets
naming the words as they do so. If the cards match, the of four matching children as they can. They do this by
pupil who has found the matching pair keeps it and has choosing one of the children in the cards in their hand
another turn. If they don’t match, the pupil puts the card and describing him/her to one of the other players, e.g.
back in the same place as they found it. She’s got long, dark hair. If that player has any cards of
What’s this? Pupils can use photocopiable 1.1 for a the girl with long, dark hair, they hand them over. If they
guessing game. Pupils colour the pictures and put them don’t have any cards of the girl with long dark hair, they
in two piles between them. They take turns to choose say No, sorry. and then have a turn. Pupils can only ask
a card from each pile and ask questions about it, using for cards if they have some of them in their own hand.
What’s this/that? for toys in the singular and What are When they have collected four cards of the same child,
these/those? for toys in the plural. They can also revise they put them down on the table in front of them. When
asking about colour, e.g. What colour is it/are they? Is it/ all the cards have been collected, pupils count up their
Are they red? families. The pupil with the most families is the winner.
Bingo Pupils use photocopiable 1.2 They choose and Shapes sequences Distribute the shapes photocopiable
mark four or five numbers. Call out, or ask pupils to call 4.6 so that each pupil in the class has one. Ask four
out numbers from 1 to 50 in a random order. The first pupils to come to the front of the class with their
pupil to hear and cross off all their chosen numbers calls coloured shapes. Call out their colours in a sequence, e.g.
out Bingo! Blue circle, blue circle, green square, orange triangle. Pupils
listen and arrange themselves in the correct order.
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Yuk and yummy Pupils use their food cards from the air, but when it touches a part of someone’s body
photocopiable 6.1 or 6.2. They shuffle their cards they call out that body part.
separately and put them in two piles face down between Read and act Make wordcards of some body
them. Pupils take turns to take a card from each pile, movements or actions (jump, dance and swim) by writing
and say the combination of foods. If they like the the words on strips of paper. Make three or four of each
combination, they say, e.g. Chicken and rice – yummy! If word. Also write an X on several pieces of the same
they don’t like the combination, they say, e.g. Pizza and paper. Put the papers into a bag. Divide the class into
fish – yuk! They can also revise the question form, Do you two teams. Invite a pupil from one team to choose a
like chicken and rice? (Yes, I do./No, I don’t.) piece of paper from the bag. They receive one point for
Miming pairs Pupils use photocopiable 8.1. They combine reading it out correctly and another point for doing the
their cards and place them face down. They then take correct action. If they choose a piece of paper with an X
turns to turn over two cards and say the weather types written on it, no points are awarded and the next team
on them. If the weather cards match, pupils mime the has a go.
weather type (e.g. mime being blown about on a windy Can I cross the river? Divide the class into two teams.
day) and keep the cards. The pupil with the most pairs of Each team stands on one side of the classroom facing the
cards at the end of the game is the winner. other. Tell them to pretend that there is a river running
between them with crocodiles swimming in it. Pupils take
Team games
turns to try and cross the ‘river’ (i.e. from one team to
Colour treasure hunt Divide the class into groups. the other) by asking Please Mr Crocodile, can I cross the
Give each group one or two colours depending on the river? The other team replies Only if you’ve got (curly hair).
number of groups. Pupils have to find as many objects If they have curly hair, they can cross the river. If they
in their colours as possible from around the classroom. haven’t, they fall in the river and are out of the game. Set
Pupils place their treasure in a box (called the treasure a time limit for the game. The winning team is the one
chest) at the front of the class. Set a time limit for this, with most people left at the end of this time limit.
e.g. five minutes, then say Stop. One member from each Name the shape Cut out several shapes from coloured
team comes to the front of the class and the other pupils paper. Stick or carefully pin a shape to the back of a
sit down. The pupils at the front of the class take it in pupil’s shirt without the pupil seeing the shape. The pupil
turns to show the different treasures they’ve found. The turns around to reveal the shape to the class. The pupil
winner is the team with the most items of treasure. tries to guess which shape and colour it is. Elicit A blue
Find them Put some flashcards or classroom objects triangle? A red square? For stronger classes, suggest that
in different places around the classroom. Make sure when the volunteer guesses the correct shape but the
there is a mix of objects in the singular or plural. Make wrong colour, the class shouts Shape! Likewise, when
questions about the objects using What’s that? (It’s a the volunteer guesses the correct colour but the wrong
teddy bear.) What are those? (They’re books.) One pupil shape, they shout Colour! For example, if you stick a
from each team has to look and find the objects you are yellow circle on the pupil’s back and they ask A yellow
describing. When they have found them, ask What colour square?, the class should shout Colour!
is it/are they? (It’s/They’re green.) Jigsaw faces Download some portraits from the
Unscramble Divide the class into groups. Write a word internet and cut them in half, or more pieces, to make
on the board in jumbled order. The first group to guess jigsaw pieces. Distribute the pieces. Pupils have to find
the word wins a point. the other members of the class with the other pieces of
Stop! Divide the class into two teams. Write the target their portrait. They then work together as a team to put
vocabulary on small pieces of paper and put them in their jigsaw together and describe the portrait.
a bag or a small box. Write the word STOP on a few Reading race Write sentences on long strips of paper
pieces of paper and add them to the others. Pupils describing an animal: It’s big. It’s black and white. It’s got
reach into the bag/box without looking, choose a piece four legs. etc. Divide the class into two or more teams
of paper and say the word. If he/she says the word and ask each team to stand in a queue. Put a set of
correctly, his/her team wins a point. If a pupil chooses sentences face down at the front of the queue. Stick the
the word STOP, the team loses all of its points. flashcards on the board. When you say Go, one pupil
Tick or cross Explain the meaning of a tick and a cross. from each team picks up a sentence, sticks it below the
Divide the class into two teams. Hand out two large appropriate flashcard on the board, and runs back to
squares of paper to each team. Ask them to draw a tick touch the hand of the next person in his team. Check
on one square and a cross on the other. Tell pupils you that pupils are sticking the sentences in the correct place,
will say a sentence. If the sentence is true, they hold up and call them back to the board if they make a mistake.
the ‘tick’ card. If it is false, they hold up the ‘cross’ card. The first team to stick up all its sentences is the winner.
Make lots of intentional mistakes. Yes or no? Use animal flashcards or small toy animals.
Balloon Divide pupils into small teams. Each team forms Put them on a table at the front of the class. Explain
a circle with pupils holding hands. Give each team a that you will choose one of the items and pupils will
balloon. As a team, pupils have to keep the balloon in guess the item, but you can only say yes or no. Pupils ask
Is it big? Is it red? Is it a duck?
268

Pass the clothes Put several clothes items in two large call out a letter sound. If this is in the word, show the
bags. Pupils sit in two circles. Play some music. Pupils pupil where to place the letter card in the grid, if it isn’t,
pass the bags around the circles. Stop the music. The the class loses one life. The pupils win if they can make
pupils holding the bag race to put on a clothes item, and the word before their five lives are over.
say, e.g. I’m wearing a red dress. The first pupil to put on Two too many Put the letter cards (ai, r, s, t, n) on the
the clothes item gets a point. When all items have been board. Say the sample word rain, and then sound it out,
chosen, pupils can put the clothes back in the bag and r-ai-n. Ask a pupil to choose the correct letter cards and
begin again. make the word rain. To increase the challenge, just say
Drawing race Divide the class into two teams and invite the word without sounding it out. Continue with other
a pupil from each team to the front of the class. Show a sample words, each time putting two extra letter cards
wordcard to each, or whisper a word. Each pupil draws on the board.
the word on the board. The first team to identify the Whispers Ask pupils to stand in lines of about four.
picture correctly wins a point. Sound out one of the sample words by whispering into
Our things Ask eight pupils to come to the front of the the first pupil’s ear, e.g. sn-ai-l. Pupils whisper this along
class with one or two of their possessions. Pupils show the line to the last pupil. The last pupil then goes to the
the objects to the rest of the class and make sentences board and writes the word snail. Now put the wordcard
about them, e.g. This ruler is mine. These pencils are mine. on the board so the teams can compare it with what
They then put the objects into a bag and sit down again. they wrote. Repeat with other lines of pupils.
Divide the class into two teams. Ask a pupil from one Word telephone line Pupils stand in lines of about four.
team to the front of the class. This pupil takes one of Whisper one of the sample words into the first person’s
the objects out of the bag and tries to remember who it ear, e.g. goat. Pupils whisper the word along the line in
belongs to. He indicates the pupil and makes a sentence, the same way to the last person. This pupil should go to
e.g. This ruler is his/hers. or if handing it back to the pupil the board and write the word goat. Now write the word
This ruler is yours. If the pupil has remembered correctly, on the board so the teams can compare it with what
he/she gets a point for his/her team. they wrote. Play until everyone has had a go at being
the last person.
Phonics games
Build a wall Put all the introduced letter cards on one
Phonics photocopiables Pupils use the phonics side of the board. Then draw three bricks in a row
photocopiables to make their own set of phonics picture toward the bottom of the other side. Say a sample word,
and wordcards. Pupils complete the wordcards first by e.g. book and then sound it out, b-oo-k. Ask a pupil to
writing in the target phonic sound. They cut them up and find the b card and put it into the first brick, then oo
use them to play matching or sequencing games in pairs. and then k. Now write the letters into the spaces and
Build the word Use letter cards for the target phonic put the cards back. Draw the next row of bricks and do
sounds. Attach them to the board or put them face up the procedure again. Continue building the wall with
on a table. Say one of the sample words. Ask a pupil more words until you reach the top of the board. Finally,
to come and arrange the letter cards in the correct challenge pupils to read all the words in the wall from
sequence. Read the word out to check it as a class. top to bottom.
Repeat with the other sample words. Sound fingers Say a word, e.g. shark and sound out
Sound trail Put the letter cards face up on the floor /ʃ/ /a:/ /k/, holding up three fingers (one for each
at the front of the class. Ask a pupil to the front of the sound in the word). Pupils copy you. Write the word on
class. Call out the phonics sounds for the letters on the the board. Repeat with the other sample words, but
floor in a random order. Pupils step from letter card to ask pupils to write the words themselves on a piece of
letter card, according to the sounds you call out. paper. Finally, put the wordcards on the board for pupils
Parachute Play a guessing game in teams. Draw a large to check their work in pairs.
parachute on the board with three strings leading to Scrambled words Use a selection of letter cards.
a stick figure hanging from the parachute. Think of a Choose a word made from these letters. Put these
phonics sample word pupils have learnt and draw a dash letters on the board in a jumbled order. Pupils
inside the parachute for each letter in the word. Pupils unscramble the letters to make a word. Check by asking
from one team try to guess the word (A car?). For each a pupil to sound out the letters in the correct order for
incorrect guess, erase one of the parachute’s strings. another pupil to come and unscramble on the board.
Award points to the team when they guess the word Repeat with another scrambled word.
correctly. If all the parachute’s strings are erased before Relay race Divide the class into two teams and ask
pupils guess the word, that team loses a point. them to form two lines at the back of the class. Call out
Five lives Use wordcards for a set of sample words. a word, e.g. down. The first pupils in each line must race
Write the numbers 1 to 5 and a grid of three squares to the board and write d, then race back and hand the
on the board. Put all the introduced letter cards on one pen to the next pupil. They then go to the back of the
side of the board. Choose a wordcard (e.g. ring), without line. The next pupils then race to write ow and then the
showing it to the class. Explain that pupils have five following pupils to write n. The team to write the word
chances to guess the word on the card. Ask a pupil to first is the winner. Continue with the rest of the words.
269

How to use classroom language
Using classroom language is a good way to get pupils
During the lesson – instructions
to react in English rather than in L1. The more they use
Hold up your picture.
these new phrases and expressions, the more confident
Show me (the class) your picture.
they become and the less they will need to rely on L1 to
Draw/Colour/Stick/Cut out … .
communicate with the teacher. If classroom language
Look at the pictures at the top/bottom of the page.
is used consistently, it becomes a natural part of pupils’
Listen and read.
vocabulary. It is important to teach both the classroom
Listen and read the speech bubbles.
language the pupils have to understand as well as
Listen and repeat after (me/the recording).
language they need to produce. The following is a list
Write the answer on the board/in your book.
of common English expressions that could easily be
Turn your book over.
introduced in the classroom and used on a daily basis.
Close your books, please.
It’s best to begin with a few expressions and increase
You can speak, but only in English.
the number gradually.
Can you write the word on the board, please (John).
How do you spell (mountain)?
Greeting the class
Let’s check the answers.
Hello. Hi!
Let’s sing.
Good morning/afternoon.
All together now.
Come in.
It’s break time/lunch time.
Come in and sit down quietly. You’re late!
Wait a minute, please.
Sit down/stand up, please.
Be careful.
What day is it today?
Sorry, guess/try again.
How are you today?
Next, please.
Is everyone here?
Again, please.
Is anyone away today?
Where is (John)?
During the lesson – questions

Do you understand?
Starting the lesson
What do you think?
Are you ready?
Anything else?
Let’s begin.
May/Can I help you?
May/Can I have (Tuesday’s) homework, please?
Are you finished?
Listen (to me).
Who’s finished?
Look (at me/at the board).
Who would like to read?
Take out your books/notebooks/coloured pencils.
What can you see?
Where’s your book? Please share with (John) today.
Any questions?
Give this/these out, please.
I’m going to give you all a worksheet.
(John,) can you give out these worksheets, please?
Have you got a (pencil)? Words of praise
Open your books at page (4). Well done!
Turn to page (6). Excellent!
Open/close the window/door. Fantastic!
That’s nice.
Much better.
Congratulations.
Managing the class
That’s correct!
Be quiet, please.
Great work!
Come to (the front of the class/to the board).
Good luck!
Come here, please.
Thank you.
Put your hands up/down.
Who’s next?
Queue/Line up!
Repeat after me.
Wait a minute, please.
Hurry up.
270

Pair work/Group work Active Teach language
Find a partner. Click on the tick/CD/game icon.
Get into twos/threes. Find the sticker.
Who’s your partner? Look and sing.
Work in pairs/groups. Who wants to play a game?
Make a circle. You’re in Team 1.
Work with your partner/friend/group. Spin the spinner.
Show your partner/friend/group. Move the counters.
Tell your partner/friend/group. Let’s start again.
Now ask your partner/friend/group. You’re out of time.
Change roles with your partner/friend/group. Team 1 get ready!
Team 1 wins!
It’s a draw.
What’s this in English?
Language used for playing games
Mime or act the word.
It’s my/your/his/her turn.
Make the sentence/question.
Whose turn is it?
Move the wheel.
You’re out.
Find the pairs.
Shuffle/Deal the cards.
What’s the answer to (number 2)?
Pick up a card.
I need a volunteer!
Put down a card.
Touch the picture.
Don’t look.
Compare your answers.
No cheating.
Are you right?
Turn around.
Is it right?
Shut your eyes.
Pass the (ball, cup, etc.)
Wait outside.
Spin the spinner. Ending the lesson
Move your/my counter (3) spaces. Put your books/notebooks/coloured pencils away.
Miss a turn. Tidy up.
Go back (2) spaces. Put that in the bin/rubbish bin, please.
Spin again. That’s all for today.
I’ve won! Collect the stickers/cards/spinners/scissors, please.
You’re the winner! (John,) can you collect everyone’s books/worksheets,
please?
The lesson is finished.
Goodbye!
Online language
See you tomorrow.
Move your mouse to the left/right/up/down.
Have a nice weekend/holiday.
Go left/right/up/down.
Go to (Scene 2, the school).
Enter/Exit (the chatroom).
Jump (on the roof). Useful phrases for the pupils
Click to collect (the card). May/Can I go to the toilet?
Click on the speech bubbles. I understand. I don’t understand.
Click on the (Ticket Inspector). Excuse me. Pardon me?
Use your Picture dictionary in your backpack. I’m sorry.
Put on./Take off. I’m sorry I left my book/homework at home.
Pick up./Put down. Can you help me?
What’s this/that? I’m finished.
Let’s play a game.
Try again.
Come back later.
I’m busy now.
Bus stop.
Joy stick.
Map.
Costumiser.
Report card.
271

Pearson Education Limited
Edinburgh Gate
Harlow
Essex CM20 2JE
England
and Associated Companies throughout the world.
© Pearson Education Limited 2012
The rights of Susannah Malpas to be identified as author of this work

have been asserted by her in accordance with the Copyright, Designs
and Patents Act 1988.
All rights reserved; no part of this publication may be reproduced,

stored in a retrieval system, or transmitted in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise
without the prior written permission of the Publishers.
First published 2012

ISBN: 978-1-4082-9020-0
Set in Fiendstar 10.5/12pt

Printed in Slovakia by Neografia
272

1malpas Susannah Islands 2 Teacher S Book

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2

A01_ISLA_TB2_02GLB_0200_PREL.indd 1 24/07/2012 16:57

A01_ISLA_TB2_02GLB_0200_PREL.indd 2 24/07/2012 16:58

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A01_ISLA_TB2_02GLB_0200_PREL.indd 4 24/07/2012 16:58

A01_ISLA_TB2_02GLB_0200_PREL.indd 5 24/07/2012 16:58

Enriched digital offer – An Online World, the

A01_ISLA_TB2_02GLB_0200_PREL.indd 6 24/07/2012 16:58

Production activities encourage pupils to use

Personalisation activities are also included in the

Pronunciation of English sounds is a key literacy area

A01_ISLA_TB2_02GLB_0200_PREL.indd 7 24/07/2012 16:58

(Wha ’s / Wha are) his?

• Cut-out activities for use in every unit. 1 Look and wri e.

• A Grammar reference for pupils’ reference.

3 (Wha ’s / Wha are) hese?

They’re (ki e / ki es / boa s).

Island World via the internet. b

Move your body I can wave my arms. I can’ ouch my oes.

3 Lis en and play. Then lis en and chan . ba

I can wave my arms. He can wave his arms. 1

M03_ISLA_PUB_02GLB_0386_U3.indd 30 02/04/2012 11:07 M03_ISLA_PUB_02GLB_0386_U3.indd 31 02/04/2012 11:07

INS_ISLA_ACB_02GLB_0071_STIC.indd 2 14/05/2012 16:29

Uni 2 Proof stage: 1st Title: Island ACB2 Date: 17/2/2012

Iden ifying family

Z01_ISLA_PUB_02GLB_0386_END.indd 113 02/04/2012 14:09

A01_ISLA_TB2_02GLB_0200_PREL.indd 8 24/07/2012 16:58

6 Read. Then circle.

focuses on reading and comprehension with more

have the opportunity to write texts which practice .

GRAMMAR BOOKLET My toys

further practice the grammatical points covered in

provided at the back of the Teacher’s Book. Details of They’re cars.

when to use this booklet are given in the teaching notes. 3

M01_ISLA_GB_ESP_0125_BOOK copy.indd 1 08/05/2012 20:38

A01_ISLA_TB2_02GLB_0200_PREL.indd 9 24/07/2012 16:59

digital components, the Digital Activity Book and the

Online World effectively in class.

• A summary map for each unit. As well as highlighting Structures

the linguistic content of the unit, this lists the cross-

curricular, cultural and phonological elements, as well

been integrated. Learning strategies

• Step-by-step lesson plans covering all the course

material. Each lesson is clearly structured into stages,

with activities included for starting and ending the

M03_ISLA_TB_02GLB_0200_U03.indd 96 23/07/2012 11:44

Proof stage: Title: Date:

lesson. There are further optional activities suggested

Can you (swim)? (Yes, I can./

Activity Book Answer Key is provided at the end of

• Teaching notes and answers for the Reading

and Writing Booklet, the Grammar Booklet, the

Photocopiables and the Test Booklet. There is also a

page for recording your pupils’ test results.

• A games bank providing procedure for all the games

suggested in the lesson notes. There is also a useful Song

summary of classroom language at the back of the book.

Reading and Writing Booklet

Access codes printed at the back of the book give the

question types from external exams (CYL, Trinity and

class Audio CDs, and teaching notes, an answer key and

29 1 What’s that? It’s a yellow car.

page to record test results are provided at the back of