7 Our home!

OBJECTIVES
Reading
• Reading accuracy – Can recognize simple words and phrases related to familiar topics if supported
by pictures.
• Reading comprehension – Can understand basic factual statements relating to pictures or simple texts.

Listening
• Listening comprehension – Can recognize familiar words in short phrases and sentences spoken slowly
and clearly, if supported by pictures or gestures.
• Listening comprehension – Can recognize familiar words and phrases in short, simple songs or chants.

Speaking
• Spoken production – Can say what people are doing at the time of speaking, if supported by pictures
or gestures.
• Spoken process and strategies – Can ask others if they can do everyday activities using basic language
and supported by pictures or prompts.

Writing
• Written production – Can write simple phrases or sentences on largely familiar topics.
• Written production – Can write simple sentences using familiar words, given prompts.

KEY LANGUAGE
Key vocabulary Phonics STEAM Grammar
bathroom The sounds for wh /w/ biodegradable Dad is cooking pasta.
bedroom and f /f/ compost He isn’t eating.
clean fan paper Mom isn’t watching a movie.
cook farm plastic She’s reading a book.
do homework fat soil Is he throwing a ball?
drink fish throw away Yes, he is.
kitchen five trash Is she doing homework?
living room funny No, she isn’t.
look for what Whose book is this?
make a cake wheel It’s Mom’s.
take a shower when
yard where
which
white

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 PROJECT: DESIGN A DREAM HOUSE
Students will design a dream house. They will research different kinds of houses. They will think about the
activities they would like to do in their personal dream house and the rooms they will need. They will draw
a plan of their dream house. They will make a model or draw a picture of their dream house.
Materials: markers, paper, pencils, building materials

EXPERIMENT LAB: BIODEGRADABLE TRASH

Students will learn about how trash changes. They will think about how things decompose and decay. They
will learn the term biodegradable. They will do an experiment to measure the change in a paper bag and a
plastic bag over time. Students will observe and record.

Pearson English Portal digital resources

Go to the Pearson English Portal and click on “Resources,” for more teaching resources, including videos
and games.

CODING: ALGORITHMS/SEQUENCING AND EVENTS

• Identifying the steps taken to achieve a goal.
• Identifying different elements of an illustration.

MATH
Students will learn how to use addition to solve a math problem across multiple sentences.

VALUES AND SOCIAL-EMOTIONAL LEARNING: RESPOND KINDLY AND

WITH INTEREST
Students will learn to respond kindly and with interest.

CREATIVE ACTIVITIES
Make your own picture dictionary.
This feature occurs in each Vocabulary lesson and
encourages students to process new vocabulary
through drawing and writing.

Make five fat fish.

Students use and decorate the cut-outs from the bedroom drink
back of the book to make five fat fish.

Act out the story in groups.

This feature occurs in each Story lab lesson and will
help students revisit and produce core language
learned so far in the unit, as well as collaborate
with other students in a fun context.

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 How can I design a dream house?
OPENER

7 Our home!
How can I design a dream house?
3 Look at the drawing. Check the correct sentence.

CODE CRACKER

1
I’m drawing a house.
What is your favorite place in this
house? Point and say.
1 I’m drawing one big square, four small
squares, a triangle, and a rectangle.
This is my favorite 2 I’m drawing five big squares,
place. It’s great!
one small triangle, and two rectangles.

4 Listen and point. Then

079

sing along and dance.

SO N G
TIME Beautiful house
This is our house, zzz
It’s a beautiful house!
It has everything that we need.
A bedroom, a bathroom, a kitchen

2 Stick the items

And space to play and read!
This is our house,
wash hand
s
in the rooms.
It’s a beautiful house!
1 I’m sleeping. It has everything that we like.
2 I’m making a salad. A bedroom, a bathroom, a kitchen
And space to ride a bike! a cake
3 I’m brushing my teeth. make

106 one hundred and six one hundred and seven 107

Lesson flow

Warm up Critical Lesson Presentation Practice Code Cracker Song Objective

thinking objective Practice review

Warm up
LESSON OBJECTIVE
• Very slowly, draw a line drawing of a house on
I will learn about a dream house. the board. Draw carefully and deliberately. Ask
students what they think the drawing is going to
KEY LANGUAGE be. Have them call out their guesses until someone
gets the correct answer.
bathroom
• Then draw other items students know from
bedroom
previous units.
kitchen
• Have students work in pairs to draw and guess
different items from previous units.

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 CRITICAL THINKING
• Say Imagine you can have one thing in your
home that you don’t have. Ask What do you
want? Have students share what they want in
pairs and then with the class.
• Ask students How can I design a dream house?
Explain that they will design a dream house as
their final project, then ask them in L1 what
they need to be able to complete the project.
Write ideas on the board (describe a home,
things in the home, activities you do at home).
• Involve Next, ask students to think about
what they will learn so that they can complete
the project in English (vocabulary for rooms
in a house, items in a house, and activities at
home). Ask them to discuss ideas with their
partner.
• Assist Go around the class and ask each
student to share one idea. Write the ideas on
the board. Encourage students to use English,
but also accept ideas in L1.
• Involve Students will learn to sing a song with
words for a house and activities. The rhythm,
music, and actions will help both memory and
recall of the new language.
Lesson objective
• Introduce the lesson objective. Say Today I will
learn about a dream house.
COMMUNICATION
Presentation
1 What is your favorite place in this house?
Point and say.
• First, talk about what you like in the picture in
the Student’s Book so students have a model.
Say This is great. I like this. This is my favorite
place. Point at different places. Then invite
volunteers to point and say.
• Have students talk in pairs about what they can
see in the picture.
• Have students point out to the class things that
they like in the picture.
• Challenge Begin using the new rooms
vocabulary. Say I like this. It’s the bedroom.
M07 English Code TB2 AmE_23190.indd 185
CRITICAL THINKING
Practice
2 Stick the items in the rooms.
(Answers: Students stick the toothbrush sticker
on the bathroom, the vegetables sticker on
the kitchen, and the teddy bear sticker on the
bedroom.)
• Ask students to look at the picture and guess
where the stickers go. Then they put the stickers
where they think they belong.
• Assist Have a volunteer come to the board and
demonstrate where the stickers go by holding
up their Student’s Book.
CODE CRACKER
Practice
3 Look at the drawing. Check the correct
sentence.
(Answer: 1)
• Review the shapes and adjectives square,
triangle, rectangle, big, and small with
drawings on the board.
• Read the sentences out loud and have students
follow along.
• Then have students read the sentences out
loud in pairs, look at the drawing, and check
the correct sentence.
Song
4 079 Listen and point. Then sing along
and dance.
• Play audio 079 and ask students to read along
with the song quietly.
• Once students have become familiar with the
song, they can do the hand washing, sleeping, and
cooking actions as depicted in the photos.
• Students practice singing several times to become
familiar with the tune, the actions, and the lyrics.
Split the class into two groups: boys and girls.
Have one group sing the first verse. Then have the
other group sing the second verse.
Objective review
• Revisit the lesson objective. Say Now I know about
a dream house.
• Involve Encourage awareness of what students
can do by eliciting new vocabulary words.
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 What’s in the bedroom?
VOCABULARY

What’s in the bedroom? I will learn 4 What’s on Lisa’s “to do” list? 1 2
VOCABULARY home and Look at the pictures and match.
ac tivity wo
rds.
a I look for my shoes.

1 080
Listen, point, and repeat. b I take a shower.

c I clean my bedroom. 3 4
d I drink some juice.

1 bedroom 2 bathroom 3 living room 4 kitchen 5 What’s on your “to do” list? Look
and write. Use all the words in 1.
To do …

5 yard 6 cook 7 look for 8 clean

9 take a shower 10 make a cake 11 drink 12 do homework

2 081
Listen and circle T (True)
or F (False).
6 Now work with a 7 Make your own picture dictionary.
1 There’s a lizard in the bedroom! T / F partner and say. Draw and write home words.
2 There’s a fox in the bathroom! T/F Do you clean your bedroom?
3 There’s an owl in the kitchen! T/F
Yes, sometimes!
4 There’s a bat in the living room! T / F

3 Now say all the

bedroom drink

sentences correctly. There’s a lizard in the kitchen!

108 one hundred and eight one hundred and nine 109

Lesson flow

Warm up Lesson Presentation Practice Practice Practice Practice Practice Picture Objective
objective dictionary review

Warm up
LESSON OBJECTIVE
• Have students come to the front and mime some
I will learn home and activity words. actions from the previous unit, e.g., jump, juggle,
throw, catch, etc. The rest of the class guesses and
KEY LANGUAGE says what students are doing.

bathroom kitchen
Lesson objective
bedroom living room
• Introduce the lesson objective. Say Today I will
clean look for learn home and activity words.
cook make a cake
do homework take a shower • Involve Students will learn 12 new words and
drink yard phrases that relate to homes and activities in
the home.

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 Presentation
1 080 Listen, point, and repeat.
• Point at each of the house and activity words in
the photos and ask What’s this? to elicit any words
students already know.
• Play audio 080. Students listen, point at the house
and activities pictures, and then repeat the words.
• Monitor Check that students know the meanings
of the words by asking concept questions: Where
can I watch TV? (living room) Where can I cook?
(kitchen) Where can I sleep? (bedroom)
Practice
2 081 Listen and circle T (True) or F (False).
(Answers: 1 F, 2 T, 3 F, 4 T)
• Students look at Activity 2. Play audio 081.
Students have their Student’s Books closed and
listen to where the audio says the animals are in
the house. Then they open their Student’s Books
and look at where the animals are in the picture.
• Say Look at the picture. Ask What animals can you
see? (fox, owl, lizard, bat) What rooms can you
see? (living room, bathroom, kitchen, bedroom).
• Say Read the sentences again and circle T for true
and F for false. Students complete the activity
individually.
COMMUNICATION
Practice
3 Now say all the sentences correctly.
(Answers: 1 There’s an owl in the bedroom.,
2 There’s a fox in the bathroom., 3 There’s a
lizard in the kitchen., 4 There’s a bat in the
living room.)
• Point at the picture in Activity 2 again and ask
Where are the animals? Is there a fox in the
living room? Is there an owl in the bathroom?
• Choose students to say sentences correctly
according to the picture.
• Then have students work in pairs to say the
sentences to their partner.
Practice
4 What’s on Lisa’s “to do” list? Look at the pictures
and match.
(Answers: a 4, b 1, c 2, d 3)
• Have students look at the pictures 1–4 and name
any daily activities they can (1 take a shower, 2 clean
my room, 3 drink some juice, 4 look for my shoes).
• Then have students read the sentences and
match the activities in the pictures 1–4 to the
corresponding sentences.
M07 English Code TB2 AmE_23190.indd 187
Practice
5 What’s on your “to do” list? Look and write. Use
all the words in 1.
• Have students say things they might look for in the
yard or the kitchen and write a list on the board.
• Say Look at the pictures and write the rooms
(bathroom, bedroom, kitchen, yard).
• Then have students think about the activities they
do and where they do them.
• Then have them complete the “to do” list with the
verbs in Activity 1 and other verbs or activities,
e.g., Bathroom: take a shower, clean, Kitchen:
drink juice, clean, cook, make a cake, Bedroom:
tidy up, do homework, Yard: look for a pet.
• Challenge Encourage students to add other verbs
they know to the rooms, e.g., Bathroom: brush my
teeth, wash my face.
COMMUNICATION
Practice
6 Now work with a partner and say.
• Write a list of frequency adverbs (sometimes,
often, never) on the board and remind students
of their meanings.
• Practice the conversation in the speech bubbles
with the class.
• Then tell students to use Activity 5 as a guide
to ask and answer about their activities in the
rooms in pairs.
CREATIVITY
Picture dictionary
7 Make your own picture dictionary. Draw and
write home words.
• Ask students to continue in their picture
dictionary. Encourage them to use their
imagination to draw pictures to represent the
new words in the unit.
• Brainstorm and write a list on the board.
Encourage students to write the words neatly
under the pictures they draw.
Objective review
• Revisit the lesson objective. Say Now I can use
home and activity words.
• Involve Encourage awareness of what students
can do by saying the new vocabulary words and
having students point at pictures of them.
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 Language lab 1
GRAMMAR 1: SHE’S COOKING

Language lab 1 I will talk

ac tions us
about 4 Look and read. Write yes or no.
GRAMMAR 1: SHE’S COOKING ing
is / isn’t …
ing.

1 082
Watch. Then match.
1 Leo is a washing the car.

2 Anna is b doing math homework.

3 Mom is c making a cake.

4 Dad is d drawing.

5 Grandma is e cleaning the living room.

6 Grandpa is
The answer to the math problem is
1 The girl is jumping.
f cooking.
2 The boy is drinking water.
.
3 The dad is eating soup.

4 The cat is washing its face.

Mom’s cooking.
Dad isn’t cooking. He’s making a salad. 5 Choose and write. Then 6 Play Do what I say.
The cat is drinking. It’s drinking water. complete the drawings. Tell your friends what to do.

making looking for

2 Write He’s/He isn’t, She’s/She isn’t, or It’s/It isn’t.

1 eating. sleeping.
1
2 cooking. cleaning.
3 Sam Lucy Ella
3 watching a movie.
doing her homework. 2 Ella is making
a cake.
3 Now play the Memory Game. 1 He’s a pencil.
Sam is sleeping.

Is the rabbit sleeping? 2 She’s a salad. Lucy is looking for

No, it’s eating!
her socks!

110 one hundred and ten one hundred and eleven 111

Lesson flow

Warm up Lesson Video Presentation Practice Practice Practice Practice Production Objective
objective review

Warm up
LESSON OBJECTIVE
• Make a list of as many house and activity words as
I will talk about actions using is / isn’t …ing. students can think of.
• Then have them make up nonsense sentences like
KEY LANGUAGE I’m taking a shower in the living room. to share
Mom’s cooking. with the class.
Dad isn’t cooking.
Lesson objective
He’s making a salad.
• Introduce the lesson objective. Say Today I will
The cat is drinking. It’s drinking water.
talk about actions using is / isn’t …ing.
Is he throwing a ball?
Yes, he is. • Involve Students will learn how to describe actions
Is she doing homework? taking place at the time of speaking in the positive
No, she isn’t. and negative with he/she/it.

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 Video
1 082 Watch. Then match.
(Answers: 1 b, 2 d, 3 a, 4 f, 5 e, 6 c,
The answer to the math problem is 20.)
• Have students look at the sentences. They make
predictions before they listen.
• Tell students to match the parts to make
sentences. Play the video Unit 7: What’s he doing?
or audio 082.
• Monitor Play the video or audio again. Watch
students as they match the parts and provide
support if needed.
Presentation
• Show students the grammar box and the picture.
Read the examples and have students follow in
their Student’s Books.
• Tell students we use the -ing action word to talk
about something that someone is doing now.
• Then do choral practice of the sentences in the
grammar box.
Practice
2 Write He’s/He isn’t, She’s/She isn’t, or It’s/It isn’t.
(Answers: 1 It’s. It isn’t., 2 He’s. He isn’t.,
3 She’s. She isn’t.)
• Have students look at the picture and identify
the activities.
• Then tell them to complete the sentences according
to the picture. Remind students that she is for girls,
he is for boys, and it is for animals and things.
• Monitor Have students check the answers in
pairs. Walk around listening and checking as
they do this. Correct mistakes. If you notice any
problem areas, spend some time on them as a
class at the end of the lesson.
COMMUNICATION
Practice
3 Now play the Memory Game.
• Have students look at the picture in Activity 2
again for a minute. Then they cover the picture
or close their Student’s Books.
• Students work in pairs to say what the people in
the picture are doing.
• Have them take turns to guess what they
remember and check as they go.
Practice
4 Look and read. Write yes or no.
(Answers: 1 no, 2 no, 3 yes, 4 yes)
• This is in the style of a Cambridge Young Learners
English Exam Starters activity, Reading and
Writing, Part 2.
M07 English Code TB2 AmE_23190.indd 189
• Students look at the picture in the Student’s Book.
Ask volunteers to describe the actions they can see.
• Have students read the sentences and write yes or
no based on the activity described.
• Have them check with a partner before checking
as a class.
• Challenge Challenge students to make questions
out of the statements. Is the _____ -ing?
Practice
5 Choose and write. Then complete the drawings.
(Answers: 1 looking for (draw a pencil),
2 making (draw a salad))
• Point at the pictures and ask What are they doing?
• Students choose from the words in the box to
complete the sentences.
• Then they complete the drawings according to the
sentences.
• Extra Have students draw a stick figure on a piece
of paper. In pairs, have one student say what the
person is doing, and their partner draws their
figure doing that action.
COMMUNICATION COLLABORATION
This activity encourages Collaboration. For further
support download our Collaboration checklist.
Production
6 Play Do what I say. Tell your friends what
to do.
• Review the photos and what the children are
miming. Ask students to work in groups of four.
Have one student in each group tell the others
what to do. They mime the actions as they are
called out.
• Extra Call out Freeze! Tell students who are
miming to stay still mid-action. Take a photo of
them, but make sure you have permission from
their parents first. Then later, have students
describe the actions in the photo as revision.
• Extra Show a flashcard of a person doing an
action. Have students describe three things the
person isn’t doing before they say what the
person is doing.
Objective review
• Revisit the lesson objective. Say Now I can talk
about actions using is / isn’t …ing.
• Involve Encourage awareness of what students
can do by showing them pictures of actions and
encouraging them to say He/She/It is/isn’t …ing.
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 Story lab
READING

Story lab I will read

about ever
a story
5 This is the living room. 6 I’m looking for Tom.

READING yday
ac tivities.

1 083
Read and listen. 2
Where is Tom? This is the bedroom.

I’m looking for Tom!

Tom’s going to the castle today.

1 It’s very big! It’s great!
Where’s Tom? I don’t know!

8
7

He’s here!
Bye-bye Tom! 4
This is the bathroom.

This is the kitchen.

3
Oh, he’s naughty! He’s
playing in the bedroom. He isn’t playing! He’s sleeping!

3 Count and write. 4 Act out the

MATH story in groups.
ZONE
There isn’t a shower! Castle Town Castle is very big!
Look! He’s cooking!
There are nine bedrooms.

2 Look at the story again and complete the sentences. There are two kitchens.
There is five bathrooms.
1 The bedroom is very . 2 There a shower in the bathroom.
There are four living rooms.
3 Leo is for Tom. 4 Tom is in the . How many rooms are there?
5 Tom is .

112 one hundred and twelve one hundred and thirteen 113

Lesson flow

Warm up Lesson Pre-reading Reading Comprehension Math Act out Objective

objective Comprehension review

LESSON OBJECTIVE Lesson objective

I will read a story about everyday activities. • Introduce the lesson objective. Say Today I will
read a story about everyday activities.
Warm up
• Involve Students will listen to and read a story
• Have students stand up and remind them of the
about a tour of Castle Town Castle. They will use
actions to the song on page 107.
the information from the pictures and words to
• Play audio 079 and have students sing along and understand the story.
do the actions.
• Monitor Ask more confident students to stand
at the front of class for others to copy. Watch
and listen to students and provide support if
needed. Take notes on any general issues with
pronunciation and intonation.

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 Pre-reading
• Ask students to look at the pictures and have them
guess what will happen in the story in L1. Write
some ideas on the board. Once you’ve read the
story together, you can compare these ideas and
discuss any similarities or differences with students.
COMMUNICATION
Reading
1 083 Read and listen. Where is Tom?
(Answer: He’s in the bedroom.)
• Play audio 083 and have students listen and
follow the story in their Student’s Books. Ask
Where is Tom at the end of the story? (in the
bedroom) What is he doing? (He’s sleeping.)
• Ask comprehension questions about the
story: In what order do they visit the rooms?
(bedroom, kitchen, bathroom, living room)
Where’s Tom? (in the bedroom) What does Miss
Kelly think Tom is doing in the room? (playing)
What’s he doing? (sleeping)
• Challenge Have students close their Student’s
Books. Hold up the story cards one by one and
ask students to retell the story in their own
words.
Comprehension
2 Look at the story again and complete the
sentences.
(Answers: 1 big, 2 isn’t, 3 looking, 4 bedroom,
5 sleeping)
• Students read the story again and complete the
sentences with the correct words. Check as a
class. Ask volunteers to read out the completed
sentences.
• Assist Play audio 083 again if necessary for
students to follow the story in their Student’s
Books before they do the activity.
• Extra Ask students to imagine doing a tour of
their homes. Ask What are the first three rooms
you want to show? Have them give an imaginary
tour of the first three rooms of their own houses.
M07 English Code TB2 AmE_23190.indd 191
Comprehension
MATH ZONE
3 Count and write.
(Answer: 20)
• Have students look at the photo. Say This is a
big castle. There are lots of rooms. Let’s find out
how many.
• Have students read the sentences and do the
problem.
• Have them write the mathematical sum. Then
write it on the board, asking questions, e.g.,
How many bedrooms are there? (9+2+5+4=20)
• Challenge Have students work in groups of
five and add the number of bedrooms in all of
their houses. Then have them add up all the
bathrooms, living rooms, kitchens, etc.
CREATIVITY COLLABORATION
This activity encourages Collaboration. For further
support download our Collaboration checklist.
Act out
4 Act out the story in groups.
• Put students in groups of six and ask them
to decide who plays each character. The
characters are Tom’s mom, Tom’s little brother,
Miss Kelly, Tom, Anna, and Leo.
• Assist Before students act out the story,
have them read it as a group. Then have
them read it again with each student reading
their character’s lines. This will help them to
remember their lines.
• Have each group of students act out the story
in different corners of the classroom. If you
have time, ask each group to act out the story
in front of the rest of class.
• Extra Have students work in pairs to say rooms
in their own homes.
Objective review
• Revisit the lesson objective. Say Now I can read a
story about everyday activities.
• Involve Encourage awareness of what students
can do by asking them what people in the story
say about the rooms in the castle.
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 Phonics lab
WH AND F

Phonics lab I will learn

the
and f soun wh
Experiment lab I will learn
good and about
ds. bad trash
WH AND F SCIENCE: BIODEGRADABLE TRASH .

EXPERIMENT TIME
1 084
Listen and repeat. Then write wh or f. 1 087
Listen and read.
How long does it take
? ? ? We have trash in our homes. Some trash
for trash to change?
which? changes. It goes into the earth again. This
? ? ? trash is called biodegradable. Fruit, wood, 1 Put soil and water on the bags.
1 ite 2 eel 3 ich 4 at 5 an 6 unny and paper are biodegradable.
Some trash doesn’t change. It is not good

2 085
Listen and chant. 4 086
Listen and play
for our world. Plastic is not biodegradable.
We can choose what we have in
the game.
our homes. We can choose what we
Which wheel? Which wheel?
throw away.
The white wheel!
Can you say it? biodegradable
The white wheel!

2 Look and check

Which wheel?
The white wheel! or cross .
Biodegradable =
wh = arms out
Not biodegradable = 2 Look at the bags and circle.
Five, fat fish
Five fat, fish
Five, funny fat fish!

3 What is compost? What 1 week change / change /

f = arms front biodegradable things can you no change no change
put in it? Think and write. 6 weeks change / change /

3
no change no change
Make five fat fish.

Watch a video about trash.

114 one hundred and fourteen one hundred and fifteen 115

Lesson flow

Warm up Lesson Presentation Chant Production Practice Objective

objective review

Warm up
LESSON OBJECTIVE
• Write the number 4 on the board and ask students
I will learn the wh and f sounds. The wh sound as to say it. Then ask students to listen and write
in white /w/ and f sound as in fat /f/. numbers as you dictate (5, 15, 4, 14). Then write
them on the board.
KEY LANGUAGE • Have students work in pairs to dictate the numbers
fan what on the board to each other. One student says a
series of numbers and the other writes them down.
farm wheel
Then have them change roles.
fat when
fish where Lesson objective
five which • Introduce the lesson objective. Say Today I will
funny white learn the wh and f sounds.

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 • Involve Students will practice the wh and f sounds
with listening activities, a game, and a craft activity.
Presentation
1 084 Listen and repeat. Then write wh or f.
(Answers: 1 wh, 2 wh, 3 wh, 4 f, 5 f, 6 f)
• Play audio 084 and have students repeat the
words, pointing at the correct pictures as they do.
• Assist Play the Phonics Pronunciation video. Ask
students to sit and watch quietly. Play it again and
ask students to copy what they see and hear.
• Practise the sounds several times and write the
corresponding phonemes on the board. Have
students complete the words in their Student’s
Books. Say Write wh or f.
• Check as a class, having students read out the words.
• Extra Encourage students to think of more words
that have the target sounds and write a list on the
board, e.g., four, five, fifteen, forty, when, where,
why. Practice them.
COMMUNICATION
Chant
2 085 Listen and chant.
• Check that students understand the meanings
of the words that start with wh or f by
identifying them in the pictures.
• Play track 085 a couple of times and encourage
students to join in with the chant.
• Monitor Have students say each chant in
pairs, deciding on the roles they take for
themselves. Go around the room listening to
their pronunciation. Pay particular attention to
the wh and f sounds.
M07 English Code TB2 AmE_23190.indd 193
CREATIVITY
Production
3 Make five fat fish.
• Have students find the template at the back of
their Student’s Books.
• Cut or press out a triangle from the paper plate
to make the open mouth of a fish. Stick the
triangle to become the fish’s tail.
• Paint and decorate the press-out to look like a
fat fish.
• Students could work in groups to make four,
five, fifteen, or even fifty fat fish, then practice
saying the relevant phrases: Fifteen fat fish.
• Remind students that the plural of fish is fish.
• Extra Ask students to think of the sound dogs
make in English (woof). Tell them that woof
has both the wh sound /w/ and the f sound /f/.
They can practice both sounds by pretending to
be dogs.
Practice
4 086 Listen and play the game.
(Answers: Arms out: what, which, where, wheel,
when, white. Arms front: farm, funny, five, fat,
fish, fan)
• Play audio 086. Have students listen and do the
correct action. For words beginning with the wh
sound, they put their arms out to the side. When
they hear words beginning with the f sound, they
put their arms straight ahead of them as in the
photos.
• These movements replicate the forward motion of
the lips for f and the widening of the teeth/mouth
position for wh.
• Play the audio again and students repeat the
words as they do the actions.
Objective review
• Revisit the lesson objective. Say Now I know the
wh and f sounds.
• Involve Encourage awareness of what students
can do by eliciting words with the wh and f
sounds.
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 Experiment lab
SCIENCE: BIODEGRADABLE TRASH

Phonics lab I will learn

the
and f soun wh
Experiment lab I will learn
good and about
ds. bad trash
WH AND F SCIENCE: BIODEGRADABLE TRASH .

EXPERIMENT TIME
1 084
Listen and repeat. Then write wh or f. 1 087
Listen and read.
How long does it take
? ? ? We have trash in our homes. Some trash
for trash to change?
which? changes. It goes into the earth again. This
? ? ? trash is called biodegradable. Fruit, wood, 1 Put soil and water on the bags.
1 ite 2 eel 3 ich 4 at 5 an 6 unny and paper are biodegradable.
Some trash doesn’t change. It is not good

2 085
Listen and chant. 4 086
Listen and play
for our world. Plastic is not biodegradable.
We can choose what we have in
the game.
our homes. We can choose what we
Which wheel? Which wheel?
throw away.
The white wheel!
Can you say it? biodegradable
The white wheel!

2 Look and check

Which wheel?
The white wheel! or cross .
Biodegradable =
wh = arms out
Not biodegradable = 2 Look at the bags and circle.
Five, fat fish
Five fat, fish
Five, funny fat fish!

3 What is compost? What 1 week change / change /

f = arms front biodegradable things can you no change no change
put in it? Think and write. 6 weeks change / change /

3
no change no change
Make five fat fish.

Watch a video about trash.

114 one hundred and fourteen one hundred and fifteen 115

Lesson flow

Warm up Lesson Pre-reading Reading Practice Production Experiment Objective

objective time review

Warm up
LESSON OBJECTIVE
• Remind students that fruit and vegetables are
I will learn about good and bad trash. plants and that organic matter is biodegradable.
• Play Memory chain with different kinds of fruit
KEY LANGUAGE and vegetables. Tell one student to say a fruit and
biodegradable have the next student repeat the fruit and say
another, and so on.
compost
paper Lesson objective
plastic
• Introduce the lesson objective. Say Today I will
soil learn about good and bad trash. Tell students
throw away that looking after your trash is part of good
trash housekeeping.

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 • Involve Students will learn about biodegradable
trash and trash that isn’t biodegradable, organic
material, and compost.
Pre-reading
• In pairs, have students name as many kinds of
fruit and vegetables as they can. Write a list on
the board. Ask Do you separate your trash into
organic and inorganic trash? Where in the house
do you keep your trash?
• Ask students in L1 to think of an old apple that is
starting to go bad. Tell them that when the apple
is going bad, it is breaking down and will return
its nutrients to the earth. That’s organic. Say Fruit,
vegetables, and plants are organic trash.
• Plastic is inorganic trash. It doesn’t break down.
Have students point at something made of plastic.
Reading
1 087 Listen and read.
• Play audio 087 and have students listen and
follow in their Student’s Books. After listening and
reading the text, have fun trying to say the long
word biodegradable.
• Play the audio again and ask students some
comprehension questions: Where do we have
trash? (in our homes) What are three examples of
biodegradable trash? (fruit, wood, paper) What is
not biodegradable? (plastic) Can we choose what
we throw away? (yes)
Practice
2 Look and check or cross . time it takes for trash to change or break down.
(Answers: banana , plastic bag , paper bag
• Have students look at the pictures. Point at
each one and ask Is it biodegradable or not
biodegradable?
• Have students check the biodegradable items and
cross the ones that are not biodegradable.
• Challenge Have students cut out photos of both
types of trash from magazines.
Production
3 What is compost? What biodegradable things
can you put in it? Think and write.
(Suggested answers: Apples, bananas, oranges, and
other fruit and vegetables which students know)
• Point at the picture of the compost and ask if
anyone has a compost pile, bin, or heap at home
and have them say what they can about it. Tell
them that compost is organic material that has
decayed and that we use it in the garden as
fertilizer.
M07 English Code TB2 AmE_23190.indd 195
• Remind students that the material that biodegrades,
or changes, is organic material. Tell students that
plant waste is the best material for your compost.
Ask What could you put in compost? Give them
some thinking and writing time.
• Challenge Start a compost heap at school which
could be used to nurture school trees or potted
plants.
COLLABORATION
This activity encourages Collaboration. For further
support download our Collaboration checklist.
Experiment time
How long does it take for trash to change?
• Go to the Pearson English Portal and click on
“Resources,” for more teaching resources about
this topic, including a video about trash.
• Materials: soil, paper bag, plastic bag, water,
two bowls
1 Put soil and water on the bags.
• Explain the steps as you point at the pictures.
Have students follow along in their Student’s
Books. Say Step 1: Collect soil in two bowls.
Step 2: In one bowl, bury a paper bag. Step 3:
Bury a plastic bag in the other bowl. Make sure
each bag is covered in soil. Step 4: Then wet the
soil in both bowls.
• You could do this as a class project or in groups.
Set up the experiment and leave it for two weeks.
• Tell students that this experiment measures the
) 2 Look at the bags and circle.
(Answers: Students’ own answers, The paper
bag will change. The plastic bag won’t change.
They can infer that plastic doesn’t break down
and therefore it isn’t organic.)
• Students observe and reflect on the experiment
and respond by circling the response that
applies to the bags they have been observing.
• Monitor Discuss the results of the experiment.
Ask Did the paper bag change? (yes) Did the
plastic bag change? (no) What does that tell
you? (Plastic is bad trash.)
• Extra Collect green leaves and observe how
they change over time. Have students record
changes in color, shape, and texture.
Objective review
• Revisit the lesson objective. Say Now I know about
good and bad trash.
• Involve Encourage awareness of what students
can do by asking them to tell you materials that
are biodegradable.
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 Language lab 2
GRAMMAR 2: IT’S HER HOUSE.

Language lab 2 I will talk

ab
and belong out objects
Look at my photos! I will talk
ab
family ac tiv out
GRAMMAR 2: IT’S HER HOUSE. ings using COMMUNICATION ities in
’s. my house.

1Complete the questions and answers. 1 Read and circle. Then

088

Whose bathroom / kitchen is this?

Use phrases from the box. listen and check your answers.
1 2 Whose bedroom / It’s my Dad’s /
Whose is it? It’s …’s. house is it? brother’s .

Laura Fred
This is our kitchen.
1 Whose pizza is it? It’s Laura Mom’s / Dad’s
pizza. It’s her pizza. This is Amy. This is her house. cooking. My sister’s
Whose house is it? reading / helping .
2 W water is it? It’s
It’s Amy’s house. It’s a great / bad bedroom!
F water. It’s h water. Respond kindly

2 Choose and write the Values and with interest.

2 Whose box is it? Write It’s Elsa’s or It’s Tom’s and circle. answers. 4 Match. Then check the
Elsa Tom sentences that say kind things.
CODE CRACKER
1 That’s a brother is funny!

2 I like b like his house!

1 It’s red.
3 Your c great.
It’s blue.
Their boxes are the same / different . 4 I don’t d your house!
kicking compost yard cooking

3 Play What’s the same?

2 It has toys and books.

It has books. This is our .

5 Show your partner
What’s different? photos of your home.
My dad’s making .
Their boxes are the same / different . Say kind things about
My grandpa’s .
3 It’s heavy. My sister’s a ball. the pictures.
My bag is blue. Maria’s bag

3 Now talk about the picture

Their boxes are the same / different .
is red. They’re different. Your bedroom is great!

with a partner.
116 one hundred and sixteen one hundred and seventeen 117

Lesson flow

Warm up Lesson Presentation Practice Code Cracker Production Objective

objective Practice review

• Play Hot potato with colors, then school supplies,

LESSON OBJECTIVE
then adjectives. In Hot potato, students work in
I will talk about objects and belongings using ’s. groups of five. They pass around a ball as they say
an item in a category you nominate. Set the timer
KEY LANGUAGE for 30 seconds. The student holding the ball when
the timer goes off is out. The faster they pass, the
This is Amy. less chance they have of being out.
This is her house.
Whose house is it? Lesson objective
It’s Amy’s house. • Introduce the lesson objective. Say Today I will
talk about objects and belongings using ’s.
Warm up
• Review colors, school supplies, and adjectives with • Involve Students will learn how to express
flashcards. possession.

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 Presentation
COMMUNICATION COLLABORATION
• Show students the grammar box and read the
This activity encourages Collaboration. For further
examples. Ask students to repeat.
support download our Collaboration checklist.
• Substitute Amy with a student’s name and one
of their belongings to demonstrate the language Production
some more. Say This is Juan. This is his pen. Whose 3 Play What’s the same? What’s different?
pen is it? Allow students to answer: It’s Juan’s pen.
• Write a list of school objects students have on
Continue with other students and other examples.
the board.
Practice • Tell students to work in pairs, look at the list,
1 Complete the questions and answers. Use and choose an object. They should describe
phrases from the box. and compare their things with their partner’s
things to find similarities and differences, as in
(Answers: 1 Laura’s, 2 Whose, Fred’s, his)
the example in the Student’s Book.
• Indicate the pictures and ask Who is this? (Laura)
• Monitor Write My _____ is _____. (Name)’s _____ is
Who is this? (Fred)
_____. They’re the same/different. on the board.
• Tell students to read and complete the sentences. Refer to it as you listen to students talking.
• Monitor Tell students to refer to the grammar box Correct them as necessary.
if they need help.
• Extra To practice same or different, write four
• Once you have checked the answers, have
items on the board and have students say the
students ask and answer in pairs.
odd one out, e.g., plants, fruit, vegetables, plastic
• Extra Turn around so you can’t see. Have students (plastic is different because it doesn’t break
each put something of theirs on your desk. Turn down) or banana, apple, orange, broccoli (the
around and identify the object. Say It’s Juan’s pen. fruit belong to the same category and broccoli is
and give it back or ask Whose _____ is this? then different because it’s a vegetable).
wait for students to say It’s (name)’s (object).
Objective review

Practice CODE CRACKER • Revisit the lesson objective. Say Now I can talk
about objects and belongings using ’s.
2 Whose box is it? Write It’s Elsa’s or It’s Tom’s
• Involve Encourage awareness of what students
and circle.
can do by asking them Whose … is it? Ask
(Answers: 1 It’s Elsa’s, It’s Tom’s, different, questions about things around the room. Or have
2 It’s Tom’s, It’s Elsa’s, different, 3 It’s Tom’s, ten students bring one of their belongings and
It’s Elsa’s, same) put it on the table. Hold them up in turn and ask
• Have students look at the pictures and read the Whose … is it?
sentences in the box. Then they write It’s Elsa’s
or It’s Tom’s on the lines.
• Then they think about the answers for Tom
and Elsa and circle same/different for Tom and
Elsa’s things.
• Have students check in pairs before checking as
a class.

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 Look at my photos!
COMMUNICATION

Language lab 2 I will talk

ab
and belong out objects
Look at my photos! I will talk
ab
family ac tiv out
GRAMMAR 2: IT’S HER HOUSE. ings using COMMUNICATION ities in
’s. my house.

1Complete the questions and answers. 1 088

Read and circle. Then
Whose bathroom / kitchen is this?
Use phrases from the box. listen and check your answers.
1 2 Whose bedroom / It’s my Dad’s /
Whose is it? It’s …’s. house is it? brother’s .

Laura Fred
This is our kitchen.
1 Whose pizza is it? It’s Laura Mom’s / Dad’s
pizza. It’s her pizza. This is Amy. This is her house. cooking. My sister’s
Whose house is it? reading / helping .
2 W water is it? It’s
It’s Amy’s house. It’s a great / bad bedroom!
F water. It’s h water. Respond kindly

2 Choose and write the Values and with interest.

2 Whose box is it? Write It’s Elsa’s or It’s Tom’s and circle. answers. 4 Match. Then check the
Elsa Tom sentences that say kind things.
CODE CRACKER
1 That’s a brother is funny!

2 I like b like his house!

1 It’s red.
3 Your c great.
It’s blue.
Their boxes are the same / different . 4 I don’t d your house!
kicking compost yard cooking

3 Play What’s the same?

2 It has toys and books.

It has books. This is our .

5 Show your partner
What’s different? photos of your home.
My dad’s making .
Their boxes are the same / different . Say kind things about
My grandpa’s .
3 It’s heavy. My sister’s a ball. the pictures.
My bag is blue. Maria’s bag

3 Now talk about the picture

Their boxes are the same / different .
is red. They’re different. Your bedroom is great!

with a partner.
116 one hundred and sixteen one hundred and seventeen 117

Lesson flow

Warm up Lesson Practice Practice Practice Values Production Objective

objective Practice review

Warm up
LESSON OBJECTIVE
• Review the activities of the unit with a game of
I will talk about family activities in my house. Charades. Have students write activities on small
pieces of paper and mix them up.
KEY LANGUAGE • Then students work in groups. Hand out the
Whose bedroom is it? activities at random to the groups. They act them
out for others to guess, e.g., I’m cooking eggs. I’m
It’s my dad’s.
cleaning the floor. I’m making a cake. I’m taking
Whose kitchen is it? a shower. I’m washing the car.
This is our kitchen.
Is he/she cooking? Lesson objective
No, he/she’s reading. • Introduce the lesson objective. Say Today I will
talk about family activities in my house.

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 • Involve Students will learn how to say what family
members are doing in different parts of the house.
Practice
1 088 Read and circle. Then listen and check
your answers.
(Answers: bedroom, brother’s, great. / kitchen,
Dad’s, helping)
• Have students look at the conversations and the
picture prompts. Ask questions about each photo,
e.g., Where are they? What are they doing?
• Then students complete the sentences. Say Circle
the best words to complete the conversations.
• Then play audio 088 and say Listen and check
your answers. Play the audio again if needed.
• Have students check their answers with each other
before asking volunteers to write them on the
board.
• Involve Have students act out the conversations.
Practice
2 Choose and write the answers.
(Answers: yard, compost, cooking, kicking)
• Have students look at the picture and describe it
in pairs.
• Then they complete the sentences with a word
from the box. Say Complete the sentences with the
words in the box.
• Monitor Walk around, monitor, and check as
students write. Then have them read the sentences
out loud as you write them on
the board.
COMMUNICATION
Practice
3 Now talk about the picture with a partner.
• Encourage students to talk about the picture
using the sentences they have completed.
• Then students talk about the picture using
other sentences, e.g., My sister is smiling.
Grandpa is looking at my sister.
M07 English Code TB2 AmE_23190.indd 199
Values
Practice
4 Match. Then check the sentences that say
kind things.
(Answers: 1 c, 2 d, 3 a, 4 b, Kind things: 1, 2, 3)
• Ask students to make kind faces. Then have
them make unkind faces. In L1, check that
everyone understands the meaning of kind.
• Ask How do you feel when someone is kind to
you? How do you feel when someone is unkind
to you?
• Students read and match the sentence halves,
then check the sentences that say kind things.
• Check the answers as a class and chorally
practice the kind phrases.
CREATIVITY COMMUNICATION
Production
5 Show your partner photos of your home.
Say kind things about the pictures.
• Materials: Have students prepare in advance by
bringing in photos of their homes.
• Have students work in pairs to show each other
photos of their homes.
• Encourage them to describe their homes to
each other.
• Tell them to use the kind phrases they learned
in Activity 3 to comment on each other’s homes.
Objective review
• Revisit the lesson objective. Say Now I can talk
about family activities in my house.
• Involve Encourage awareness of homes and
activities. Students hold up the photos of their
homes and say what they do in each one. The rest
of the class makes kind comments.
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 PROJECT AND REVIEW
Design a dream house

PROJECT AND REVIEW Step 3 Step 4

Design a dream house
Create Show and tell
Step 2
Step 1
How can I create Present your dream home.
my dream house?
Plan This is my mom and
Make your dream house. dad’s bedroom. There’s
Research a box of books! My mom It’s great!
I like your
Which rooms will I include? Label the model or the and dad like reading.
dream house!
drawing.
What kind of house
Think about the different
do I want to design? Write about the rooms.
rooms in a house.

Look at pictures and read Make a list of your favorite

I’m making a house.
books for ideas. activities and decide It’s made of wood! It looks fantastic.
where you want to do How many
Think about who is living in bedrooms are there?
these activities.
the house.
Draw a plan of your
Think about where the house is.
dream house.

There are three. I’m

.
Now I can ..
painting my dream home.

… use house and

activity words.
Find interesting … talk about
This my dream house. It has a swimming houses in your town. actions using
is / isn’t …ing.
I like the ocean. pool. Swimming is my favorite sport!
… talk about
I want a horse in my yard! My sister likes to draw. In my dream objects using ’s.
house, she has an art room.
… talk about
family activities in
my house.
118 one hundred and eighteen one hundred and nineteen 119

Lesson flow

Warm up Lesson Step 1 Step 2 Step 3 Step 4 At home Now I can Objective
objective review

• Involve Students will design a dream house. They

LESSON OBJECTIVE
will research different kinds of houses. They will
I will design a dream house. think about the activities they would like to do in
their personal dream house and the rooms they
Warm up will need. They will draw a plan of their dream
• Ask students to act out doing an activity at home. house and make a model or draw a picture of it.
Others guess and say what they are doing and in • Materials: markers, paper, pencils, building
which room they’re doing it. materials

Lesson objective
• Introduce the lesson objective. Say Today I will
design a dream house.

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 Step 1
Research
• Show the class pictures of different kinds of
houses: large houses, small houses, in the city,
in the woods, at the beach, in the jungle, on a
boat, etc. Have students bring to class books and
magazines with pictures of homes and rooms. You
may want students to use the internet to do a safe
search for rooms, interiors, and houses.
• As a class, brainstorm a list of all of the rooms and
living spaces and write them on the board.
• Have students suggest ideas for where they would
like to live and write the places on the board.
• Then have them write their own lists of who they
want to live with and have them share those lists
in small groups.
COLLABORATION
This activity encourages Collaboration. For further
support download our Collaboration checklist.
Step 2
Plan
• Have students work in groups of three to share
ideas about how the house will be used. Tell
them they can be as creative or as practical as
they wish.
• Help them with new words they may need to
express their desires for their houses as they
think about the spaces they need for different
activities. Write a list of these new words on
the board as other students may be looking for
similar expressions.
• Now, give students plenty of time to work
individually to draw a plan of their dream house.
This helps them to plan the dream house.
Step 3
Create
• Have students create their dream houses, either
by drawing or painting them or by making 3D
models.
• Have students label their model or picture with the
names of the different rooms.
• Then have them write about the different rooms
and what people can do there.
Step 4
Show and tell
• Have students show each other their work and talk
about the models and drawings.
• Remind the class that being a good listener means
looking at the speaker and showing interest with
open body language.
M07 English Code TB2 AmE_23190.indd 201
• Encourage students to ask and answer questions
about each other’s houses.
• Have them give the speaker a compliment like
It’s great! I like your dream house.
At home
Find interesting houses in your town.
• Extend the project by getting students to notice
interesting houses in their own area and to talk
about why they find them interesting.
Now I can …
• Show students the Now I can … box and read the
examples. Ask them to repeat and then check their
understanding in L1.
• Involve Ask students to think about how they feel
about these statements.
• Have students draw four light bulbs in their
notebooks and for each light bulb draw light lines
coming from it to show how confident they are
about each statement. The more lines they draw
radiating from each light bulb, the more confident
they feel about the statement.
• Monitor Have students choose the statement they
are the most confident about. Then have them tell
the rest of the class. Make notes of the statements
that the fewest students choose and make sure
you review the content in the future.
• Extra Plan a kitchen with no plastic. Think about
how many things in a kitchen are made of plastic
and name them.
Objective review
• Revisit the lesson objective. Say Now I can design
a dream house.
• Involve Encourage awareness of what students
can do by asking them questions about the houses
they designed.
Assessment pack
• To assess students’ progress at the end of the unit,
have them complete the Unit 7 Unit Test.
• To assess if students have reached the listening
and speaking targets for this unit, give them the
Unit 7 Speaking Test.
• Arrange one-to-one sessions with each student
and use the prompts to evaluate their listening
and speaking abilities.
• For grammar and vocabulary assessment, have
students complete the Practice and Unit Tests in
the Assessment Pack.
Pearson English Portal games
Go to the Pearson English Portal and click on
“Resources,” then “Games” for a class game about
home and activity words.
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 Workbook answer key and notes
UNIT 7: OUR HOME!
1 Choose and write. Then match.
(Answers: 1 bedroom c, 2 bathroom b, 3 kitchen a)
• Students complete the sentences. Then they match
to the pictures. They infer which room matches.
2 Look and write. Use the words from 1.
(Answers: 1 I’m going to the bathroom.,
2 I’m going to the kitchen., 3 I’m going to the
bedroom.)
• Students write where they think each person is
going.
3 037 Listen and match.
(Answers: This is our house,
It’s a beautiful house!
It has everything that we need.
A bedroom, a bathroom, a kitchen
And space to play and read!)
• Students listen and match the sentence halves.
What’s in the bedroom?
1 Look and write.
(Answers: 1 kitchen, 2 living room, 3 yard,
4 bathroom, 5 bedroom, 6 drink, 7 make a cake,
8 do homework, 9 clean, 10 look for, 11 take a
shower, 12 cook)
2 Read and circle the odd one out.
(Answers: 1 library, 2 heavy, 3 soccer)
• Students read the sentence and circle the word
that doesn’t belong or make sense.
3 038 Listen, say, and match.
(Answers: Students match the photos with the
correct places in the picture: dining room, garage,
and balcony.)
• Students say what the rooms are and match.
Language lab 1
1 Read and match.
(Answers: 1 He’s, 2 She’s, 3 It’s, 4 He isn’t,
5 She isn’t, 6 It isn’t)
• Students match the subject and verb with the
correct contraction.
2 Complete the chart.
(Answers: He: Dad, Leo, Mr. Mud, My brother,
Grandpa, She: Mom, Anna, Mrs. Hay, My sister,
Grandma, Miss Kelly, It: Milly the goat, The owl,
The cat, The dog)
• Point out that, generally speaking, we refer to
animals and all inanimate objects as it unless they
are pets, in which case we use he or she.
202
M07 English Code TB2 AmE_23190.indd 202
3 Rewrite the sentences using He’s, She’s, or It’s.
(Answers: 1 He’s sleeping., 2 She’s singing.,
3 He’s reading., 4 It’s waking up., 5 She’s brushing
her teeth., 6 She’s juggling., 7 He’s playing
volleyball.)
4 Look, read, and circle.
(Answers: 1 cooking, 2 making a salad,
3 making a salad, 4 cooking, 5 drinking,
6 sleeping)
• Students circle the correct words to complete
the sentences.
5 Look, choose, and write is or isn’t.
(Answers: 1 is, 2 isn’t, 3 isn’t, 4 is, 5 is, 6 isn’t,
7 isn’t, 8 is)
6 What is your teacher doing now? Circle, choose,
and write.
(Answers: Students’ own answers)
Story lab
1 Look, choose, and complete.
(Answers: 1 going, castle, 2 big, great, 3 living
room, 4 naughty, playing)
2 Read and match.
(Answers: 1 Look! He’s cooking!, 2 There isn’t a
shower!, 3 I don’t know!, 4 He’s here.)
• Students match the sentences from the story.
3 Read and circle T (True) or F (False).
(Answers: 1 T, 2 T, 3 F, 4 F)
• Students read the sentences and circle T or F
according to the story.
4 Read and write is or isn’t.
(Answers: The castle is very big. There is a
bathroom. There isn’t a shower. Tom isn’t playing
in the bedroom. He is sleeping!)
5 Which words are in the story? Check or cross .
(Answers: bedroom , cooking , bathroom ,
yard , kitchen , big , small , cleaning ,
sleeping , naughty , funny , great )
6 Make a castle. Ask and answer with a partner.
• Make a simple castle from cardboard tubes and
card. Students draw bricks on the walls to revise
what they learned in Unit 1 Experiment lab.
• Then they talk about their castles and what rooms
they imagine are in it.
7 What happens next? page 127
(Answers: Students’ own answers)
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 Phonics lab
1 039 Write wh. Then listen and say.
(Answers: 1 what, 2 wheel, 3 when, 4 which,
5 white)
2 040 Write f. Then listen and say.
(Answers: five, funny, fat, fish)
3 Choose, write, and match.
(Answers: 1 funny c, 2 wheel d, 3 white a,
4 fan b)
• Students write the correct letters, wh or f. Then
they match to the pictures.
Experiment lab
1 Look, choose, and write.
(Answers: 1 fruit, 2 plastic, 3 paper, 4 plastic,
5 wood, 6 fruit)
• Students label the pictures.
2 Now match. Write 1–6.
(Answers: It IS biodegradable: 1 3 5 6,
It ISN’T biodegradable: 2 4)
• Students decide which things in Activity 1 are
biodegradable and which are not. They write
the letter corresponding to each picture in the
correct place.
Experiment time
1 Choose and write.
(Answers: 1 water, 2 soil, 3 plastic bag,
4 paper bag)
2 Circle, choose, and write.
(Answers: 1 isn’t, bad trash, 2 is, good trash)
• Students circle and write words to complete the
sentences.
Language lab 2
1 Find, write, and circle.
(Answers: 2 Whose car is it? It’s his car. It’s Ricky’s
car., 3 Whose ruler is it? It’s his ruler. It’s Ricky’s
ruler., 4 Whose airplane is it? It’s her airplane. It’s
Carol’s airplane.)
2 Whose toys are they? Do the math.
(Answers: 1 100 − 60 = 40, 2 5 × 5 = 25,
3 25 + 15 + 40 = 80, 4 100 − 35 = 65, 5 10 × 5 = 50,
6 45 + 45 = 90)
Look at my photos!
1 041 Read, listen, and circle a or b. Then act
out.
(Answers: 1 a, 2 b, 3 a, 4 b, 5 b, 6 a)
• Students act out a simplified version of the dialog
which they have heard, using their answers as
prompts.
M07 English Code TB2 AmE_23190.indd 203
2 Draw and write for your family.
(Answers: Students’ own answers)
• Students personalize the drawing by completing
the figures to look like themselves or family
members. Then they write about what those
people are doing and where they are, e.g., Where
are they? In the living room. Who’s this? My mom.
My brother. What is she/he doing? She’s reading.
He’s playing a game.
3 Now talk about your pictures with a partner.
• Students talk about their completed drawings,
following the examples given in Activities 1 and 2.
PROJECT AND REVIEW
1 Check or cross and write for your dream
house.
• Students check or cross the chart according to their
own dream house project.
2 Draw one room in your dream house. Then write.
• Students draw one of the rooms in their own
dream house project and then complete the
sentences accordingly.
3 What are you doing in your dream house?
Choose or write your own ideas.
(Answers: Students’ own answers, e.g., I’m
swimming in the swimming pool. My friend is
playing in the yard.)
4 Read and write answers.
(Answers: 1 living room, 2 bathroom, 3 in her
bedroom, 4 He’s in the yard., 5 He’s in the kitchen.)
5 Whose is it? Read again and match.
(Answers: 1 It’s Julia’s., 2 It’s Mom’s.
3 It’s Simon’s. 4 It’s Dad’s. 5 It’s Mark’s.)
• Critical thinking: inference
6 Play the Who am I? game with a partner.
• Based on the reading text, students pretend that
they are someone from Simon’s family. This revises
the present progressive first person and students
practice the rooms of the house and the genitive/
possessive ’s.
• Remind students that we don’t say Simon dad but
Simon’s dad.
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