Amazing Journey 1 Teacher's Book

Amazing Journey 1
Amazing Journey is a primary language series that takes children on an

English language learning adventure! Through a careful selection of narratives
and learning situations relevant to the age group, emphasis is on both the children’s
English language acquisition and their integral skills development.
The level and progression of the content presented in the course not only engages the
children and makes learning fun but also evolves with them throughout their primary
education years.
Teacher’s Book
The children’s all-round personal growth is at the forefront of the methodology behind
Amazing Journey. Each unit is an exciting trip that brings into focus the importance of:
Social and emotional skills
Thinking skills
21st Century skills
Learning to learn strategies
Intercultural awareness
Mediation

Collaborative learning
Project-based learning Peer and self-assessment
A huge selection of videos and interactive resources ensure the children develop their
viewing skills and digital literacy while they learn about English-speaking countries
and their cultures.
FOR THE STUDENT FOR THE TEACHER

Student’s Book with stickers and pop-outs Teacher’s i-solutions for the classroom
1
Includes access code to: • Fully interactive teaching and learning
• Student’s i-book materials for IWB use
• Videos • Step-by-step lesson plans in the form
of learning paths
Activity Book with stickers
• Interactive routine poster
Includes access code to:
• Interactive answer key
• Student’s interactive practice
• Videos
• Additional resources to download
• Game generator
• Full video support for all lessons Teacher’s Book
Teacher’s Book
Scan the book pages and
access all audios and videos Flashcards and Word cards
on the go!
Teacher’s Audio available on the course website
Student’s audio and videos also available on Teacher’s Resources for mixed abilities
the course website available on the course website
Amazing Journey covers Common European

Framework levels A1 to A2 as well as
Cambridge English Qualifications Pre-A1
amazingjourney.richmonddigital.eu Starters, A1 Movers and A2 Flyers.
Richmond ®
© 2022 Sanoma Educación, S. L. U.
Richmond is a registered trademark, directly or indirectly of Grupo Santillana Educación Global, S. L. U.
Licensed to Sanoma Educación, S. L. U.
Writer: Belinda Edwards
Publishing Director: María Lera

Managing Editor: Catherine Richards
Editorial Team: Joanne Fairgrieve, Eve Hampton, Jennifer Ingham, Grace Lloyd,
Jayne Marshall, Ben Pincus, Silvia Ruiz Calvo, Susana Sánchez González,
Nikki Strutt, Andrea Turner, Cristina Valiente Escobar
Art Director: José Crespo

Art Coordination: Rosa Marín, Javier Tejeda
Cover Design: EMC Design Ltd.
Interiors Design and Layout: Colart Design
Technical Director: Jorge Mira Fernández

Technical Coordination: Rocío Lominchar Romero
Photo Researcher: Amparo Rodríguez
Photos:
ARCHIVO SANTILLANA
Printed in Spain
ISBN: 978-84-668-2896-3
DL: M-24063-2022
CP: 856486
All rights reserved. No part of this work may be reproduced, stored in a retrieval system or transmitted
in any form, electronic, mechanical, photocopying or otherwise without the prior permission in writing of
the copyright holders. Any infraction of the rights mentioned would be considered a violation of the intellectual
property. If you need to photocopy or scan any fragment of this work, contact CEDRO (Centro Español de
Derechos Reprográficos, www.cedro.org).
Every effort has been made to trace the holders of copyright, but if any omissions can be rectified,
the publishers will be pleased to make the necessary arrangements.
The editors would like to thank all those teachers and consultants who provided invaluable help
and insight with their participation in this book.
Teacher’s Book index
Get started on your Amazing Journey! 2
Teaching and learning materials 4
Walk through a unit 8
Methodology map 16
Student‘s Book Contents 18
S Here we go! 21
1 One, two, red, blue! 26
2 This is my family 48
3 At school 70
Term stop 1 Review Game 92
4 Everybody is different 94
5 Today is a great day! 116
6 I like food! 138
7 Animals all around 162
8 It’s sunny today! 184
My Picture Dictionary 208
Festivals 210
My Passport 216
Get started on your Amazing Journey!
Amazing Journey is a primary language series that takes children on an English language
learning adventure. Emphasis is placed on both the children’s English language
acquisition and their integral skills development. The level and progression of the content
presented in the course not only engages the children, making learning fun, but also evolves
with them throughout their primary education years. The children’s all-round personal growth is at the
forefront of the methodology.
Learning routes Intercultural awareness
The language route provides the essential

itinerary to the course and covers vocabulary,
grammar and skills input and practice.
The project provides an additional and flexible

detour which can be taken in order to work with the
language and presentation skills in a hands-on way.
s
Learning thread
Course Characters
In each unit, an interesting Culture video gives the children

insight into a cultural element of a different English-speaking
country. The video relates to the content of the unit, and
gives the children an opportunity to see the unit language
in a different context. Understanding of the material is
consolidated in a lesson in the Activity Book.
Projects
Each Student’s Book begins with a short unit to introduce

the course characters and revise the vocabulary and
grammar from previous levels. The range of activities is
also designed to reacquaint the children with an English
language classroom.
In Levels 1 and 2, the course characters Lily and Jack
lead the children through the unit. On the All aboard!
pages of each unit, the characters introduce the first set
of key language in a video and on the page in a large,
colourful image. Lily, Jack, their families and friends are
the protagonists of the story on the Story Bridge pages, In each unit, the children follow step-by-step instructions to
which is also available in an engaging animated version. complete a project. Again, the focus is on exposure to and
Here, the children see and hear the key unit language, production of the key unit language, and the opportunity
phonics and emotion or value in context. Finally, on the to use the language in a meaningful context. The step-by-
Fasten your seatbelt! pages, Lily and Jack introduce step structure on the page prepares the children for the
the second set of key language in an engaging video. more extensive projects they will complete in Levels 3 to 6.
The final step is an oral presentation, with an example on
the page to guide the children’s output and help them to
develop their presentation skills.
2
Life skills Learning to learn
Throughout Amazing Journey, the children are As the children work through the
given space to focus on and develop important unit, they assess and self-evaluate
soft skills. their learning journey through a
A relevant 21st century skill is visually star-rating activity in the Trip reflection
identified in the form of a stamp on the using stickers.
Project stop in each unit, and then further At the end of the unit, the children
developed in the Teacher’s Book. complete the Checkpoint page, where their
The social and emotional skills syllabus spans understanding of the unit material is tested
the six levels, as each unit story functions as a through Cambridge exam practice activities.
vehicle for discussion around the topic of a In Levels 1-2, this self-assessment process
specific emotion or value. The children are culminates at the end of the unit on
t
My Passpor
given the opportunity to relate the emotion the My Passport page where the
from the story to photos of real children in children record their star-rating and
order to show the real-world application of award themselves an achievement
their learning. The topic is further sticker. This routine is extended in
developed in a lesson in the Activity Book. Levels 3-6 in the independent My
Passport booklet.
Key features In the Term stops at the end of units 3, 6

and 8, there are Board games to refresh
and consolidate the children’s learning.
This is supported by Term reviews in the
Each unit is supported
Activity Book.
by audio tracks, chants
and songs to make learning Finally, the children can celebrate their
memorable and fun. success with a certificate at end of the
Activity Book.
A wide variety of engaging
video materials support
and extend the children’s
s
Cross reference
understanding of the key
unit language and develop
their viewing skills.
Activity Book page 18

Learning is consolidated
through fun hands-on
tionary
activities with stickers and ture Dic
pop outs. My Pic PAGE 9
1
My Passpo
Through the unit story the rt
children develop their social
and emotional skills and
understanding of English
phonics. From the units in the Student’s Book, the children
are directed to the Activity Book pages, which
consolidate and expand the content in the Student’s
The Help desk box in the
Book. They are also directed to the My Passport
Help desk Literacy Station explains
self-assessment pages and to the My Picture
new words and promotes
Dictionary pages at the back of the Student’s Book.
learner independence.
For ideas on how to exploit the

course resources, see our Activity Bank
Children assess their learning through the Trip reflection. amazingjourney.richmonddigital.eu
In the Teacher’s Book, teachers are directed to the

Footnotes on each page show teachers and parents the online Activity Bank of suggested games to make the
focus of each lesson. most of the course resources.
3
TEACHING and LEARNING materials
For the student
k
Student’s Boo
The Student’s Book is made up of:
with stickers and p
op-outs Here we go! where we start the journey
reviewing key language from the previous level
ight main units which not only cover the
E
vocabulary, grammar and skills, but also:
Amazing Journey 1
that takes children on an

eful selection of narratives
phasis is on both the children’s roject-based learning
P
development.
the course not only engages the

Learning situations
h them throughout their primary
Unit 1, pa
Social and emotional development
Student’s Book
ge 10 Stickers
front of the methodology behind
ngs into focus the importance of: Thinking skills
21 Century skills
Phonics
st
ess Mediation
Viewing skills
ng Peer and self-assessment
ensure the children develop their

out English-speaking countries
Intercultural awareness
Unit 1, pa
ge 13
Functional language
OR THE TEACHER
eacher’s i-solutions for the classroom Cross-curricular links
1
Fully interactive teaching and learning
materials for IWB use Learning to learn self-evaluation
Step-by-step lesson plans in the form
of learning paths
Interactive routine poster
21st century skills
Interactive answer key
Unit 1, page 14 Mediation
Game generator
Full video support for all lessons Student’s Book
eacher’s Book
lashcards and Word cards
eacher’s Audio available on the course website
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Term Stop games review all the language

covered in a fun and entertaining way
eacher’s Resources for mixed abilities
Amazing
Journey L1
Stickers_
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ailable on the course website
31/05/2022
17:47:12
My Picture Dictionary
ers Common European
My Passport
o A2 as well as
ualifications Pre-A1
nd A2 Flyers.
09/03/2022 15:52:22
Say hello
to Lily
and Jack
!
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AMAZING
JOURNEY
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with stickers
Amazing Journey 1
that takes children on an

ul selection of narratives
hasis is on both the children’s
development.
he course not only engages the

them throughout their primary
Activity Book
ront of the methodology behind

gs into focus the importance of:
21st Century skills
ss Mediation
g Peer and self-assessment
nsure the children develop their

ut English-speaking countries
OR THE TEACHER
acher’s i-solutions for the classroom
1
Fully interactive teaching and learning
materials for IWB use
Step-by-step lesson plans in the form
of learning paths
nteractive routine poster
1 Stickers
nteractive answer key

Game generator
Full video support for all lessons Activity Book The full-colour Activity Book with stickers reflects
acher’s Book the language and skills covered in the Student’s
Book with additional phonics and Cultural window
ashcards and Word cards
acher’s Audio available on the course website
acher’s Resources for mixed abilities
ilable on the course website
lessons, Festivals pages and a certificate.
2 Stickers
The Activity Book audio includes all the listening
rs Common European
A2 as well as
alifications Pre-A1
activities in the Activity Book and is available to
d A2 Flyers.
download from the course website
10/03/2022 11:18:10 amazingjourney.richmonddigital.eu
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4
Amazing Journey website
amazingjourney.richmonddigita
l.eu
Both the Student’s Book and the
Activity
Book include an access code to
the course
website where the children can
find the
following resources:
Student’s Book digital resources
ok
Student’s i-bo
Activity Book digital resources
ctice
t u d e nt’s int e ractive pra
S
Online multi-device version of the Student’s Book to

access the course material at home.
One-touch zoom-in feature
Video material
Student’s i-tools to personalise the book Additional interactive practice to consolidate the course
Audio material content. It is ideal for fast finishers or for homework.
Student’s interactive practice includes learning progress.
Videos Additional resources to download

Flipped Learning
The videos form the base for the Flipped Learning
dynamics suggested in the Teacher’s Book.
Scan the book pages and access all

audios and videos on the go!
A FREE app that allows access to the course
audios and videos through a simple scan of the book
pages. This immediate access facilitates the teacher's
Easy access to support for all the Student’s work and allows families to follow what content the
and Activity Book videos: children are covering in English.
All aboard! Fasten your seatbelt!
Animated stories Songs
Phonics chants Cultural window
5
TEACHING and LEARNING materials
For the teacher
Teacher’s Boo
k rces
Teacher’s Resou
Available to edit and download from the course website.
Amazing Journey 1
guage series that takes children on an

ough a careful selection of narratives
e group, emphasis is on both the children’s
egral skills development. Packed with a wealth of optional photocopiable material,
resented in the course not only engages the
evolves with them throughout their primary it is an ideal resource for providing extra practice for the
Student’s Book content and an ideal solution for mixed
Teacher’s Book
s at the forefront of the methodology behind

trip that brings into focus the importance of:
skills
ural awareness
21st Century skills
Mediation
abilities in the classroom.
Language worksheets at three levels of difficulty
ased learning Peer and self-assessment
resources ensure the children develop their

ey learn about English-speaking countries
Skills worksheets at two levels of difficulty
FOR THE TEACHER
Tests including a diagnostic test, unit tests,
uts Teacher’s i-solutions for the classroom term tests and an end of year test at two levels
1
• Fully interactive teaching and learning
materials for IWB use
• Step-by-step lesson plans in the form
of difficulty plus additional speaking tests
of learning paths
• Interactive routine poster
• Interactive answer key
• Game generator
• Full video support for all lessons Teacher’s Book
Teacher’s Book
Flashcards and Word cards
Teacher’s Audio available on the course website
n Teacher’s Resources for mixed abilities
available on the course website
ng Journey covers Common European

work levels A1 to A2 as well as
ridge English Qualifications Pre-A1
rs, A1 Movers and A2 Flyers.
The full-colour guide contains step-by-step help to make

the most of each lesson and fully exploit all the Amazing
Journey components. The complete teaching notes include
suggestions for:
Warmer activities
Initial evaluation, continuous and final assessment
Flipped learning options
Fast finisher activities
Answer keys
Audio and video transcripts
22/04/2022 12:12:32
Flashcards
and word cards
A vibrant and colourful

photographic representation 1
22/04/2022 12:12:33
Flashcards Index
of all the key vocabulary Unit 1 Unit 3 Unit 5 Unit 7
along with corresponding blue

green
bin
book
chess
dance
bird
cat
ES0000000070628 856508_AJ _FLASHCARDS_U1_117926.indd 1
orange chair football caterpillar
word cards. These can be used

pink crayon judo dog
purple floor music fish
red glue skating frog
for presenting, reinforcing or

yellow pen swimming mouse
pencil rabbit
circle pencil case spider
Unit 6
square rubber
reviewing vocabulary. triangle ruler

school bag
sharpener
apples
bananas
burger
fly
jump
run
Unit 2 carrots
table swim
baby chicken walk
brother fish
dad Unit 4 grapes Unit 8
family arm juice dress
grandad ears oranges jacket
grandma eyes pasta jumper
grandparents finger pears sandals
ES0000000070628 856508_AJ _FLASHCARDS_U1_117926.indd 2
mum foot potatoes shoes

parents hair tomatoes shorts
sister hand water skirt
Teacher’s Audio
head trousers
leg T-shirt
mouth
nose
blue Material
toes
All the recordings

used in the Student’s
Book, Activity Book and
Teacher’s Resources are
ES0000000070628 856508_AJ _FLASHCARDS_U1_117926.indd 5 22/04/2022 12:12:35
available to download
from the course
website.
ES0000000070628 856508_AJ _FLASHCARDS_U1_117926.indd 3 22/04/2022 12:12:33
6
Teacher‘s -solutions
For complete inform

ation about Amazin
Journey Digital Re g
sources, visit the
methodology sect
ion on the course w
ebsite.
The unique Amazing Journey Teacher’s i-solutions for the

classroom provides you with the most effective, visual and
easy-to-use classroom resource.
eacher’s i-book with step-by-step lesson plans
T
presented in the form of learning paths
Fully interactive Student’s Book and Activity Book
Interactive answer key
Flipped Learning dynamics
Teacher’s Resources
Audio material and transcripts
i-flashcards and i-stories Online
Flashcard Bank multi-device
Additional interactive games version available
on the course
for whole-class work website
Interactive routine poster
Game Generator to create your own
IWB games to play with the children
Video support for all language presentations,
chants, songs, stories, phonics and culture lessons
Use the Richmond i-tools to add your own material

for the classroom by inserting notes and links. It is
also possible to write or paint on the pages and in the zoom
windows.
Save all your teaching sessions to meet the needs of each
individual class.
Download the offline version of the

Teacher’s i-solutions from the course website.
Amazing Journey website

Additional resources such as downloadable and editable
material, official documents, interactive activities and
videos are available on the course website.
amazingjourney.richmonddigital.eu
7
Walk through a unit Lessons 1 and 2
aarryy aanndd ggrraam

mm
, two, red, blue! Vooccaabbuull
maarr 11
One 1
V
1
1 albloaabroda! rd!
All A
4 Listen and point.
1
1.6
2
5
1 Watch the video. How old are you?
seven two
four
3 4
one
three
2
six
five 5 Ask and answer.
ten
eight 6
nine
How old are you?
I’m six.
3 2 Listen, point and say. 1.4
rip
ref lection
3 Listen and chant.

T
1.5
I can count to ten and say how old I am.
6 Lesson 1 Numbers 1-10 How old are you? I’m five. Lesson 2 7
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4 7
oard!
All ab
The first step of the language trip in every unit. 5 Listening activities present, practise and review
Children fill their backpacks with new language the key vocabulary and grammar as well as skills
to help them on their way. practice. They also provide models for the following
speaking activity.
1 The All aboard! video sets the context for the unit 6 Clear speaking models provide a useful reference
as well as presenting the initial vocabulary and for the children as they practise the vocabulary and
grammar in a fun and dynamic way. It also provides grammar orally in order to develop speaking skills
the opportunity for a Flipped Learning dynamic and fluency.
which can facilitate the introduction of the lesson
language at home. 7 The Trip reflection introduces children to the
concept of learning to learn and self-evaluation.
2 The first set of new vocabulary is presented Children use the star stickers to evaluate their
visually featuring the course characters in a lively, learning in a fun, dynamic way.
colourful scene which the children can relate to as
a real-life context or situation. A complete Picture
Dictionary is also available at the back of the
Student’s Book.
3 Listen, point and say is a ‘discovery’ activity where

the children hear the vocabulary which prompts Activity Book pages 4-5
them to identify and find the target vocabulary in the
illustration. One
, two, red, blue! 1
1 All aboard!
2 Listen and match. 4
4 The vocabulary is reinforced in a catchy chant and

1 Listen and stick. Trace. 3
A¬nna Sƒara L¬uca∫
accompanying video. Using the rhythm of the chant one two three four
makes it easier for the children to remember the 3 Write and colour.
new words and pronounce them correctly. The video five six seven
How old are you?
provides children visual support.

eight nine ten
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8
Lesson 3
tions & v
mo
Bridge 1
alues
E
ccoonntteexxtt
Story LLaanngguuaaggee iinn
55 6
1 The birthday party
1 Look, find and colour Lily’s balloon.
2 2 Listen and follow the story. 1.7

77 8
1 2
3 4
3 Tick (✓) how Lily feels. 3
Ten triangles
ref lection
4
rip
T
I can understand the story.
8 Lesson 3 Social and emotional skills: happy Phonics: initial sound t Lesson 3 9
Story Bridge
A link between the key language presentations, 3 Each story focuses not only on improving children’s
the Bridge also offers a holistic approach reading skills, but also developing their social and
where children learn more than just language. emotional skills by recognising and analysing
The story provides a meaningful context for a series of emotions and values.
phonics language while also developing Going beyond the narrative to focus on characters’
motivations and feelings, as well as relating this to
children’s social and emotional awareness. the children’s own experience, is important for the
children’s emotional intelligence.
1 The illustrated story helps the children to learn
language unconsciously by both reinforcing the 4 The phonics syllabus is embroidered into the story.
vocabulary and grammar from All aboard! and The focus is on the most common sounds and
providing an initial presentation of the vocabulary spellings and is further developed in the Activity
and grammar from the following Fasten your Book to help with writing and pronunciation. The
seatbelt! section. The stories increase children’s phonics chants are also accompanied by a fun
exposure to English, boost their imagination and animated video support.
motivate them to learn.
2 Children are provided with a framework for tackling

reading texts and promote the development of
their Learning to learn competence using a before
reading, while reading and after reading activity. Activity Book pages 6-7
These sections keep the children attentive and mo

tions & v
Story 1
alues
E
Bridge
support their understanding of the text. All of the 1 Order the pictures.
The birthday party
1 Listen and chant. 6
stories are animated so that children are fully Ten triangle∫,

Ten triangle∫,
t, t,
engaged with the content. Ten triangle∫!
2 Trace. Circle and say the t words.
1
2 Listen and repeat. Trace and tick (✓). 5 t T
I’m happy .
9
Lessons 4 and 5
1
r seatbelt!
Fasten you aarryy aanndd ggrraam
mmmaarr 22
1
Vooccaabbuull
V
1 Watch the video. What’s your favourite colour? 4 Point and say.
2 Listen and stick. Say. 1.8
1 2 3 4
It’s yellow. They’re red.
2
blue green red yellow
5 6 7 4
circle square triangle
3 3 Listen and sing. Do the actions. 1.9
ssoonngg
5 Listen and colour. Count and say. 1.10
Hello, hello, point to yellow.

Point to red and point to blue.
Point to green and point to you.
Draw a triangle, draw it in the air.
Draw a circle, draw a square.
ref lection
5
T rip
I can talk about colours and shapes.
10 Lesson 4 Colours and shapes It’s blue. They’re green. Lesson 5 11
Fasten your seatbelt!

Children add more language to their backpacks 4 Throughout the unit, children have the opportunity
as they become more confident travellers. to play games with the key language, in pairs as
well as groups, and use it in a meaningful way.
1 The Fasten your seatbelt! video provides a visual 5 Children are provided with another opportunity for
presentation of the vocabulary and grammar self-evaluation reflecting on their progress.
presented in lessons 4 and 5 and another
opportunity for a Flipped Learning dynamic.
2 A variety of activity types are used to not only

develop children’s language skills but also their
communication skills accompanied by a series of
attractive visuals. Every unit contains two sticker
activities.
3 The song and accompanying video in each unit

not only provides an opportunity to focus on
children’s musical development, but also a fun way
to reinforce and remember the language presented.
The video provides children with additional visual Activity Book page 8
support.
r seatbelt!
Fasten you Literacy Station
1 Listen and tick (✓) or cross (✗). 7
1 2
They’re blue. It’∫ red.
3 4
It’∫ yellow. They’re green.

2 Trace and match.
It’∫ a circle . It’∫ a square . It’∫ a triangle .

8 Lessons 4 and 5 Colours and shapes It's blue. They're green.
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Teacher’s Resources Language worksheets
10
Lessons 6 and 7
2
1 Literacy Station 1
Help desk
The colours of the rainbow Writing
1 Listen and point. Chant. 1.11

4 Trace and stick.
1
pink
yellow + red = orange
2
red yellow pink green orange

red + blue = purple
orange purple blue
3
2 Circle the words in the correct colours.
purple white + red =
Communication pink
3 Make a plasticine rainbow. Tell the class. 5 Look, trace and say.
UK
blue Cultural window

The Union Jack
3
My rainbow is red, orange… green
yellow
4
ref lection
T rip
I can identify colours.
12 Lesson 6 Art: colours Skills practice Lesson 7 13
5
Literacy Station
Children use all the new language in their 3 The Cultural window offers children the opportunity
backpacks to develop their communication, to develop their viewing skills and intercultural
writing and viewing skills. awareness within the context of a tour around an
English-speaking country.
1 The focus of this section is to provide a cross- 4 The Activity Book provides three phases to
curricular link between English-language learning support and develop children’s comprehension:
and other subject areas. before, while and after the children watch the video.
This method helps to focus their attention as they
2 The Help desk gives children visual support for any analyse the visually communicated information.
subject-specific vocabulary.
5 Children focus on word-level writing practice,
bringing together the key vocabulary of the unit.
Activity Book pages 9-10

UK
Literacy Station 1 Cultural w

indow
The Union Jack
The colours of the rainbow

1 Point and say the colours.
1 Read and colour.
1 red
2 orange 1
2
3 yellow 3 2 Watch the video. Tick (✓) the flags.
4
4 green 5
6
5 blue 7
6 purple
7 pink 8 8
8 white
2 Look and trace.
3 Make a flag for your classroom.
It’∫ white . They’re purple . It’∫ pink .
They’re orange . It’∫ green . They’re blue .

Art: colours Lessons 6 and 7 9 10 Lesson 8 Viewing skills: the UK
Teacher’s Resources Skills worksheets
11
Lesson 8
Project Stop Make a pizza

pop
out
1 1
Prepare the material∫. 2
Paint the shape∫.
3
Decorate your pizza.
4
Present your pizza.
Look! Three green

triangles, six red circles
and four pink squares! Eight red triangles,
2
two white circles and
21st
five green squares!
Unit 1, page 14
3 CENTURY
SKILLS
Co
l l a b o r at i o n
14 Lesson 8 Presentation skills
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Project Stop
This section brings together the language and
skills from the unit with a hands-on approach.
1 The Project Stop provides step-by-step instructions

to complete and present a project. Here children
have the opportunity to use the key language from
the unit in a freer, conversational way.
pop 2 The pop-outs provided, along with some
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3 Each Project Stop also focuses on a 21st century

08/02/2022
19:21:14
skill. Children begin to learn more than just

language and prepare for lifelong learning and
becoming citizens of the modern world.
12
Unit review
ac
hiev
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1 Checkpoint
pop
out
Unlocked
1 Listen and tick (✓). 1.12
2 Answer the questions. Draw candles for you.
What’s your name? How old are you?
3 PAGE 91
My Passport PAGE 95
4
Pre-A1 Starters exam practice Unit review 15
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Checkpoint
The unit trip ends here as the children show
what they know!
1 At the end of each unit, children are presented with

a series of exercises that review vocabulary and
grammar presented in the unit.
2 Each of the activity types in both the Student’s Book

and Activity Book is based on the content of the
Cambridge Pre-A1 Starters exam. Once children
have completed Amazing Journey 1 and 2, they will
have covered all parts of that exam and reached
Pre-A1 exit level.
3 The Picture Dictionary acts as a reference and

consolidation of the key vocabulary. See page 15
for more information.
4 The My passport page at the end of the Student’s
Book helps children to assess their performance
UK
1
Checkpoint
over the unit. See page 15 for more information. 1 Listen and colour. 8
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Teacher’s Resources Unit and Term test
13
Term Stops 1, 2 and 3
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Term Stop
stop games
games
Children can take a break after Units 3, 6 and 8
and have fun playing a term review game together.
Each of the games aims to review and consolidate
all the vocabulary and grammar from the term.
90 Term 3
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My picture dictionary
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grandad mum
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Methodology map
Take a look at the Amazing Journey website for complete information on how to implement
each methodology in your classroom; amazingjourney.richmonddigital.eu
Digital teaching
Getting the best and the most from
Richmond’s extensive digital material:
eacher’s i-solutions for the classroom
T Videos
Teacher’s i-book Over 400 videos providing
Game generator support for:
Student’s i-book Vocabulary and grammar
Student’s interactive practice presentations
Songs and chants Levels 1-3
Phonics Levels 1-3
Animated stories Levels 1-4
Culture lessons
Functional language Levels 5-6
Presentation tips Levels 5-6
Viewing skills
Developing the ‘fifth skill’ of Morethan 100 animated
visual communication efficiently grammar presentations included!
and effectively. Levels 3-6
Project-based
learning
Flipped learning Combining linguistic, higher-order
thinking and soft skills in a meaningful
Changing the order in which new task based on a real-world situation.
material is presented to increase learner
autonomy and optimise classroom time.
Situation-based learning
Using children’s previous knowledge and skills
to solve real, everyday problems.
Presentation skills
Improving children’s confidence and
public speaking abilities using simple
techniques.
21st century skills
Using the 7 Cs to develop children’s
self-esteem and promote lifelong learning
habits and learner independence.
16
Key competences in
for lifelong learn g
Encouraging the development of
interdisciplinary and transversal skills
required for lifelong learning.
Thinking skills
Setting children up to be
‘good thinkers’, able to make good
decisions and solve problems
effectively using Thinking tools.
tions & v
mo
Social and
alues
E
emotional skills
Understanding feelings and behaviour
and enhancing children’s motivation,
promoting wellbeing and mental health.
Plurilingualism
Helping children to make
connections and understand
Intercauwltaurrealess the importance of their
n mother tongue(s) whilst
Developing valuable attitudes and learning a foreign language.
transferable skills such as acceptance,
inclusion and equality by learning about
places around the world.
Mediation
Sustainable Incorporating simple mediation
Development Goals strategies into tasks as children develop
their communicative competence.
Constructing a better world by
caring for people and the planet through
17 interlinked global objectives.
Assessment
Highlighting opportunities for peer
and self-assessment as well as more
‘traditional’ teacher-led assessment.
Common European
Framework of Reference
for Languages
Describing language ability using an
internationally recognised standard to
ensure levels A1 to A2 are fully covered. Let’s go!
17
ntents
Co
Vocabulary Grammar Functions
Starter Hello! Hi!

Listen! Open your book! Sit down! Stand up!
What’s your name?
My name’s Tim.
Greetings and introductions
Following instructions
page 4 Be quiet! Raise your hand!
Here we go!
1 page 6
Numbers 1-10
blue, green, red, yellow
How old are you? I’m five.
It’s blue. They’re green.
Counting to 10
Asking and answering about age
One, two, circle, square, triangle Talking about colours and shapes
Art Colours
red, blue!
2 page 16
baby, boy, brother, children, dad, family,
friends, girl, grandad, grandma, man, mum,
Who’s this?
This is my mum. These are my brothers.
Introducing family members and
friends
sister, woman Talking about family members
This is my Her name is Anna.
Social Studies Families Their dog is black.
family
3 page 26
bin, book, chair, crayon, floor, glue, pen,
pencil, pencil case, rubber, ruler, school bag,
What’s this? It’s a pen.
What are these? They’re crayons.
Identifying and describing
classroom objects
sharpener, table Talking about the location of
At school Where’s the ruler? The ruler is on the floor.
classroom objects
Maths Counting to 20
Term 1 Review Game page 36
4 page 38
arm, ears, eyes, finger, foot, hair, hand, head,
leg, mouth, nose, toe
Point to your arm. Don’t move your leg.
I’ve got green eyes. She’s got brown eyes.
Identifying parts of the body
Describing people
black/brown/blonde hair, blue/brown/
Everybody is green eyes
different Science The five senses
5 page 48
chess, dance, football, judo, music, skating,
swimming
I do skating. They play music. She does
dance.
Talking about after-school
activities
Days of the week What day is it today? It’s Monday today. Talking about the days of the
Today is a I do judo on Monday. week
Music Feelings
great day!
6 page 58
apples, bananas, burger, carrots, chicken,
fish, grapes, juice, oranges, pasta, pears,
I like grapes. I don’t like tomatoes.
Do you like chicken? Yes, I do. / No, I don’t.
Talking about fruit and vegetables
Expressing likes and dislikes
potatoes, tomatoes, water
I like food!
Science The life cycle of a tree
7 page 70
bird, cat, caterpillar, dog, fish, frog, mouse,
rabbit, spider
There is a frog. There are two birds.
It can fly. / It can’t run.
Identifying animals
Saying what animals can and
fly, jump, run, swim, walk can’t do
Animals all Can it jump? Yes, it can. / No, it can’t.
Art Origami
around
8 page 80
dress, jacket, jumper, sandals, shoes, shorts,
skirt, T-shirt, trousers
What are you wearing? I’m wearing brown
sandals.
Describing clothes
Asking questions about the
cold, hot, raining, snowing, sunny, windy What’s the weather like today? It’s raining. weather
It’s sunny
Science The four seasons
today!
PAGE 91
My Passport PAGE 95
FF Fast finisher activities available
in the Teacher’s Book
18
tions & v
mo
alues
E
Language 21st Cultural

in context
CENTURY
SKILLS Project window Unit review
The birthday party Make a pizza The UK Pre-A1 Starters

Collaboration The Union Jack Listening part 3
Happy
Speaking part 4
Initial sound t
Goldilocks and the three bears Make a family tree The USA Pre-A1 Starters
Diversity My family Listening parts 3 and 4
Sad
Initial sound b
It’s my ruler! Design a robot New Zealand Pre-A1 Starters

Creativity My school Listening part 4
Angry
Speaking part 3
Initial sound r
Don’t move! Make a monster Wales Pre-A1 Starters

Classifying That smells lovely! Listening part 4
Listening to others
Reading and writing part 1
Initial sound h
The wrong bag Make a weekly calendar Scotland Pre-A1 Starters

Autonomy Beaver Scouts Listening part 2
Helping others
Reading and writing part 3
Initial sound s
Lily’s lunch Make a lunch box Ireland Pre-A1 Starters

Critical thinking Grow your own! Listening part 1
Sharing
Speaking part 3
Initial sound p
Rabbits can’t fly! Make an animal mask Australia Pre-A1 Starters

Respect for nature Interesting birds Reading and writing part 3
Surprised
Speaking part 2
Initial sound c
It’s cold Make a weather report Canada Pre-A1 Starters

Communication Lots of snow! Listening part 3
Self-care
Speaking part 3
Initial sound j
Video Listening Interaction Speaking

Chant Song Stickers Social and emotional skills
19
Each unit in this book takes you on an English Language Trip.
Are you ready? Let’s go!
My Learning Route
Here we go! Choose your language
Meet Lily and Jack as you All aboard!

check and review what you
already know. The first step of your language trip
in every unit. Fill your backpack with
new language to help you on your way.
tions & v
mo
Story Bridge
alues
E
A link between the key

language presentations. The Fasten your seatbelt!
bridge also provides context Add more language to your
for phonics and develops your backpack as you become a
social and emotional skills. more confident traveller.
Literacy Station
Use all the new language in your
backpack to develop your reading,
writing and communication skills.
l
Cultura
window Project Stop
Work together and get creative
with hands-on activities while you 21 st
improve your presentation skills. CENTURY
SKILLS
Term Stop
Take a break after Units 3, 6 and 8
language trips and have fun playing Ement
Checkpoint
hiev
ac
a Term Review Game together.
nl U ocked
The unit trip ends here.
Show what you know and
get your Passport stamped.
The perfect support for your Language Trip! The Activity Book provides further
1
Ac tiv ity Bo
ok practice to consolidate your language learning and full lessons to extend Phonics
and Culture sections.
ere we go!
H
Overview
Language objectives
Vocabulary Grammar
• Practise greetings: Hello! Hi! • Answer the question What’s your name?
• Learn classroom instructions: Listen! Open your book! • Imperatives
Sit down! Stand up! Be quiet! Raise your hand!
Skills objectives
Speaking Listening
• Greet people and introduce yourself • Hear and repeat key language
• Ask and answer about names • Follow a song
• Give instructions • Match an audio to visual cues
Materials Video support

✓ Teacher’s i-solutions • Song Animated support for the key language song
✓ Student’s Book Starter unit • All aboard! An introduction to the course characters
✓ Student’s Book audio and the course content
✓ Activity Book Starter unit
✓ Teacher’s Resources: Diagnostic test
Assessment criteria
• The children can greet people and can ask and answer
the question What’s your name? They can understand
For ideas on how to exploit the classroom instructions, and identify them in images as
course resources, see our Activity Bank well as mime them.
Key competences for lifelong learning Teacher’s i-solutions

Linguistic competence Fully interactive teaching and learning materials organised
Lessons 1-2 into step-by-step lesson plans in the form of learning paths
including:
Plurilingual competence Video support for all language presentations,
Lessons 1-2 songs, chants, stories, phonics and culture lessons
Mathematical competence and competence Flipped learning dynamics
in science, technology and engineering Teacher’s Resources
Lesson 2
Digital competence i-flashcards and i-stories
Lesson 1
Flashcard Bank
Personal, social and learning to learn
competence Additional interactive games for whole-class
content reinforcement
Lessons 1-2
Interactive Routine poster
Civic competence
Game Generator to create your own IWB games
Lessons 1-2 to play with the children
Entrepreneurship competence Use the Richmond i-tools to add your own material
for the classroom by inserting notes and links. It is
Lesson 2
also possible to write or paint on the pages and in the zoom
Cultural awareness and expression windows.
competence Save all your teaching sessions to meet the needs of each
Lessons 1-2 individual class.
Starter overview 21
Here we go!
Lesson 1
we go!
Starter
Here 3 Listen and point. 1.3
S
All aboard! 1 2 3
1 Listen and sing. 1.1

s o n gg
son
My name’s Lily.
How are you? L ƒisten! Open your book! Sƒit down!
My name’s Jack.
I’m fine, thank you! 4 5 6
What’s your name?

Hello! Hello!
Welcome to Primary!
Let’s go, let’s go! R ƒaise your hand! Sƒtand up! Bƒe quiet!
4 Play a game.
2 Listen. Ask and answer. 1.2
Be quiet!
Hello! My name’s Anna.
What’s your name?
Hi! My name’s Tom.
ref lection
rip
T
4 Lesson 1 Greetings and introductions Following instructions Lesson 2 5
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we go!
Starter
Here 3 Look and match.
S
1 Listen and number. 1
M¬y name’∫ What’∫ your

Meg. H¬i H¬ello name?
Tom Katy Bƒen
Meg M¬y name’∫ Ben.

M¬y name’∫ Katy. M¬y name’∫ Tom.
4 1 2 3 4 Listen and circle. 2
2 Look and trace. 1 2
H¬ello . M¬y name’∫ L¬ily . H¬i . M¬y name’∫ Jack.
3 4
22 Lesson 1
Starter S
Lesson 1 Objectives Fast finishers The children draw a picture of

Join in with a song
Identify the unit characters by name
FF themselves. If able, they write My name’s
(Jon).
Greet people and introduce yourself
Understand and use What’s your name? My name’s … . Initial evaluation
Ask the children to stand in a circle. Repeat the final part
Materials of the Warmer but this time when they catch the ball the
children need to say Hello! My name’s (Laura). What’s
✓ Teacher’s i-solutions
your name? before throwing it to a classmate.
✓ Student’s Book audio
✓ a soft ball or beanbag
✓ some lively music Student’s Book transcripts
Warmer 1.1 Listen and sing. Hello!

See Student’s Book page 4, Activity 1
Ask the children to stand in a circle. Say Hello and pass a
soft ball (or beanbag) to the child on your left. That child 1.2 Listen. Ask and answer.
passes the ball to their left, and says Hello. Go around See Student’s Book page 4, Activity 2
the circle until it comes back to you. Repeat using Hi! then
say your name and pass the ball to the child on your left.
The child says their name before passing it on to the child Student's Book video
next to them, and so on. Then say Hello (Miguel) and
throw the ball to the named child. The child catches the Meet the characters
ball and then throws it to another child, saying Hello and Both: Hello!
Jack: I’m Jack!
their name. Continue until all the children have had a turn.
Lily: And I’m Lily.
Meet the characters Both: This is our amazing journey!
Lily: Numbers, colours and shapes!
Play the video to introduce the course characters, Lily Jack: Family and friends!
and Jack, and to show what the children will be learning Lily: The classroom!
during the year ahead. Play it again and pause after the Jack: Bodies and faces!
characters introduce themselves; encourage the children Lily: Activities and days of the week!
to say the characters’ names. Continue to play but pause Jack: Food and drink!
at each section and ask the children to find Lily and Jack Lily: Animals!
in each image. Jack: And clothes and weather!
Lily: Are you ready?
1 Listen and sing. 1.1 Jack: Let’s go!
Focus on the picture, point to Lily and Jack and
encourage the children to say Jack and Lily's names. Activity Book transcripts
Play the song several times, encouraging the children
to join in. Without the audio, lead the song, this time 1 Listen and number.
substituting Lily for your name, and encouraging them to 1 Hi!
sing their own names in the place of Jack. 2 Hello!
3 What’s your name?
2 Listen. Ask and answer. 1.2 4 My name’s Meg.
Point to the pictures of the boy and girl, then play the
audio. Model the exchange with several volunteers. Ask
children to turn to the person next to them and ask and
answer. Monitor and help where needed. Play some
music and encourage the children to walk or dance
around the classroom. When you stop the music, the
children stand still and ask the child closest to them
What’s your name? Give the children time to respond, then
start the music again and continue.
Lesson 1 23
Here we go!
Lesson 2
we go!
Starter
Here 3 Listen and point. 1.3
S
1 2 3
1 Listen and sing. 1.1
song
My name’s Lily.
How are you? L ƒisten! Open your book! Sƒit down!
My name’s Jack.
I’m fine, thank you! 4 5 6
What’s your name?

Hello! Hello!
Welcome to Primary!
Let’s go!
R ƒaise your hand! Sƒtand up! Bƒe quiet!
4 Play a game.
2 Listen. Ask and answer. 1.2
Hello! My name’s Anna. Be quiet!

What’s your name?
Hi! My name’s Tom.
ref lection
rip
T
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we go!
Starter
Here 3 Look and match.
S
M¬y name’∫ What’∫ your

Meg. H¬i H¬ello name?
Tom Katy Bƒen
Meg M¬y name’∫ Ben.

M¬y name’∫ Katy. M¬y name’∫ Tom.
4 1 2 3 4 Listen and circle. 2
2 Look and trace. 1 2
H¬ello . M¬y name’∫ L¬ily . H¬i . M¬y name’∫ Jack.
3 4
24 Lesson 2
Starter S
Lesson 2 Objectives Transcripts
Understand and follow instructions 1.3 Listen and point.
Match an audio to visual cues
Give instructions
Materials Activity Book Transcript

✓ Teacher’s i-solutions 2 Listen and circle.
✓ Student’s Book audio 1 Listen.
✓ Teacher’s Resources: Diagnostic test 2 Open your book.
3 Sit down.
Warmer 4 Be quiet.
Act and say the six instructions from Activity 3. Repeat,
encouraging the children to copy the actions as you give
the instructions. When the children are confident, change
the order, and finally give the instructions without doing
the actions yourself.
3 Listen and point. 1.3
Point at the pictures, say the instructions and encourage

the children to point and repeat. Do this several times.
Play the audio. Pause after the first one and check
that children are pointing. Continue with the other
instructions, pausing after each one. Play the audio
again this time without stopping.
4 Play a game.
Call out an instruction and get the children to mime it.
Repeat several times. Then invite a couple of volunteers
to the front to call out the instructions for the rest of the
class to mime. Put the children into groups of five or six to
continue playing the game. Monitor and help as needed.
FF Fast finishers The children draw one of the

actions that they have practised.
Trip reflection
Read the Trip reflection aloud and ask the children to
reflect on their own learning. They stick, or colour, one,
two or three stars depending on how much they agree
with the statement.
Final assessment
Play Simon says. Explain to the children that they should
only carry out the instruction when you say Simon says.
Start off slowly at first, gradually getting faster.
Diagnostic test
Lesson 2 25
e, two, red, blue!
1 O n
Overview
Language objectives
Vocabulary Grammar
• Learn the numbers 1-10 • Ask and answer the question How old are you? I’m five.
• Learn colours: blue, green, red, yellow • Use the singular and plural of to be: It’s blue. They’re
• Learn shapes: circle, square, triangle green.
Recycled grammar
What’s your name?
Skills
v objectives
Speaking Listening
• Count to 10 • Hear and repeat key language
• Ask and answer about age • Follow a chant and a song
• Talk about colours and shapes • Match an audio to visual cues
• Join in with a chant and a song • Follow the narrative of a story
• Pronounce the sound t correctly • Hear the initial sound t in common words
• Describe the colours in a rainbow • Place stickers where told
• Present a model pizza • Listen and follow instructions
• Answer personal questions • Listen and differentiate between pictures
Reading Writing
• Read and understand key language • Trace colour words
• Follow instructions
• Cross-curricular link: Art
ref lection
rip Learning to learn
T
The children learn how to self-evaluate Assessment criteria

their own progress.
• All aboard! The children can identify, understand
and produce the numbers 1-10 and answer the
tions & v
mo Social and emotional skills question How old are you?
alues
E
The children identify the feeling of being

happy in oneself and in others.
• Story Bridge The children can follow and understand
the story, identify the emotion happy and hear and
pronounce the initial sound t.
Phonics • Fasten your seatbelt! The children can differentiate
The children hear and pronounce the initial
between singular and plural, and understand and
sound t.
produce the structure It’s and They’re when talking
about colours.
Mediation • Literacy Station The children can identify colour
The children explain data and relay specific words and describe a rainbow and a flag.
information.
• Project Stop The children can follow instructions to
make a pizza and then describe it.
21st century skills
Collaboration: The children share materials • Checkpoint The children can complete activities
and cleaning up duties fairly. based on Pre-A1 Starters Listening and Speaking.
26 Unit 1 overview
✓ Teacher’s i-solutions • All aboard! An introduction to vocabulary and
✓ Student’s Book Unit 1 grammar 1 in context
✓ Flashcards Unit 1 • All aboard! chant Animated support for the key
✓ Stickers Unit 1 vocabulary chant
✓ Pop outs Unit 1 • Animated story Visual support to develop children’s
✓ Activity Book Unit 1 literacy skills
✓ Teacher’s Resources Unit 1
• Phonics An animated chant to develop and practise
Additional materials: the key sound
✓ Lesson 3 – photos showing different emotions
✓ Lesson 5 – coloured pencils or crayons • Fasten your seatbelt! An introduction to vocabulary
✓ Lesson 6 – modelling clay, coloured pencils or crayons and grammar 2 in context
✓ Lesson 7 – a world map or globe
✓ Lesson
8 – paper plates or cardboard circles,
• Song Animated support for the key language song
crayons or paints, glue • Cultural window Real-world video to develop viewing
skills in the context of a visit to an English-speaking
country
See lesson notes for Flipped Learning dynamics.

inguistic competence
L Fully interactive teaching and learning materials
Lessons 1-8 organised into step-by-step lesson plans in the form
of learning paths including:
Plurilingual competence ideo support for all language presentations,

V
Lessons 1-8 songs, chants, stories, phonics and culture
lessons
in science, technology and engineering
Lessons 1, 2, 3, 4, 5, 8 Teacher’s Resources
Digital competence
Lessons 1, 3, 4, 7 i-flashcards and i-stories
Flashcard Bank
dditional interactive games for whole-class
A
competence
Lessons 2, 3, 5, 6, 8
Civic competence
ame Generator to create your own IWB games
G
Lessons 3, 7, 8
to play with the children
Use the Richmond i-tools to add your own

Entrepreneurship competence
material for the classroom by inserting notes
Lessons 6, 8
and links. It is also possible to write or paint on the
pages and in the zoom windows.
Cultural awareness and expression
competence Save all your teaching sessions to meet the needs of
Lessons 6, 7, 8 each individual class.
Unit 1 overview 27
1 All aboard!
Lesson 1
ary and grammar 1

, two, red, blue! Vocabul
One 1
1 albloaabroda! rd!
All A
4 Listen and point.
1
1.6
seven two
four
3 4
one
three
six
ten
eight
nine
How old are you?
I’m six.
2 Listen, point and say. 1.4

ref lection
rip
3 Listen and chant.
T
1.5
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, two, red, blue!

One 1
1 All aboard!
one two three four
3 Write and colour.
How old are you?
Child’s
five six seven own
answer
eight nine ten

Activity Book transcript page 47

28 Lesson 1
Vocabulary and grammar 1 1
Lesson 1 Objectives
Learn the numbers 1-10
Practise viewing skills
Hear and repeat key language
Join in with a chant
Materials
Flipped Learning option

The children watch the video at home before the
class. They draw a picture of themselves wearing a
badge to show their age and bring it to class.
Warmer
Ask several children What’s your name? Encourage
them to reply with a full answer My name is ... . Write the
numbers 1-10 on the board. Elicit if any of the children
know the numbers in English. Encourage those who do
know them to count to ten with you.

Let the children watch the video. As they watch
a second time, pause after the introduction of each
number and have the children repeat it. Play it again
without pausing and encourage them to say the numbers
as they appear on screen. After watching, help the
children to answer the question How old are you?
For video transcript see page 47
Ask the children to look at the scene and say who they
can see (Lily). Give them time to look at the picture and
find the numbers. Call out a number and ask the children
to point to it. Point to a number and ask the children to
say the word. Play the audio and do the activity.
For audio transcript see page 46
3 Listen and chant. 1.5
Play the audio or watch the video. Watch again and

encourage the children to join in. Play it several more
times until the children are familiar with it. Say the chant
in different ways, for example, slowly or more quickly and
ask the children to copy.
Initial evaluation
Start to draw a number slowly on the board and have the
children guess what it is. You could invite volunteers to
finish the drawing. Ensure all the children participate to
say the numbers.
Lesson 1 29
1 All aboard!
Lesson 2
ary and grammar 1

, two, red, blue! Vocabul
One 1
1 albloaabroda! rd!
All A
4 Listen and point.
1
1.6
seven two
four
3 4
one
three
six
ten
eight
nine
How old are you?
I’m six.

ref lection
rip
3 Listen and chant.
T
1.5
, two, red, blue!

One 1
1 All aboard!
one two three four
3 Write and colour.
How old are you?
Child’s
five six seven own
answer
eight nine ten


30 Lesson 2
Lesson 2 Objectives
Answer the question How old are you?
Ask and answer about age
Materials
Warmer
Review the numbers 1-10. Hold up some fingers and tell
the children to count along with you to say how many
there are. Call out a number and ask the children to show
the corresponding number of fingers. Write the phrase
How old are you? on the board and read it out. Get
several children to answer.
Ask the children to look at the photos in the book. Focus

on the first picture and help them to count the fingers.
Repeat with the other three photos. Play the track and
have the children point to the photos. Repeat several
times. Tell the children to hold up the number of fingers
that represents their age.
5 Ask and answer.
Ask random children around the class How old are you?
and help them to answer correctly. Tell the children to
practise asking and answering with the person sitting next
to them.
You could also have the children walk around the room
as you play the chant from Lesson 1. Stop it at random
and have the children ask and answer the question with a
person near to them. Repeat several times.
FF Fast finishers The children draw and colour

the number that represents their age.
Trip reflection
with the statement.
Continuous assessment
Write the numbers 1-10 on the board. Point to them in
random order and have the children call out the number.
Start slowly but then speed up so the children have
to think and answer quickly. Observe to make sure all
children are participating and ask them individually if
necessary to check their learning. Ask the children the
question How old are you?
Lesson 2 31
1 Story Bridge
Lesson 3
tions & v
mo
Bridge 1
alues
E
context
Story Language in
5 6
The birthday party
1 Look, find and colour Lily’s balloon.
2 Listen and follow the story. 1.7

7 8
1 2
3 Tick (✓) how Lily feels.

3 4
✓
Ten triangles
ref lection
rip
T
tions & v
mo
Story 1
alues
E
Bridge
The birthday party
1 Order the pictures.
Ten triangle∫,
Ten triangle∫,
t, t,
Ten triangle∫!
2 3
2 Trace. Circle and say the t words.
4 1
2 Listen and repeat. Trace and tick (✓). 5 t T
I’m happy .
✓

32 Lesson 3
Language in context 1
Lesson 3 Objectives they see a happy person, for example by standing up,
waving or shouting happy! Put the children into pairs
Follow the narrative of a story facing each other. Tell them to practise showing a happy
Identify the feeling of being happy in oneself and in face while saying I’m happy.
others
Hear and pronounce the initial sound t Phonics
Practise viewing skills Write Ten triangles on the board and highlight the letters
t. Play the video several times, encouraging the children
Materials to listen and finally join in. Then lead the children in
✓ Teacher’s i-solutions saying the chant without video support. Invite children to
✓ Student’s Book audio the board to point to the letters t and say the sound as
✓ photos showing different emotions they do so. The children can also write a letter t in the air
as they say the chant. Identify any children in the class
whose name starts with a T.
Warmer
Review the numbers 1-10 by writing numbers on the board Activity Book page 7
for the children to say, counting to ten chorally, and
asking the children to count objects. Next ask several Say a list of words that the children know and ask
children How old are you? Remind the children of the them to wave their hands when a word starts with the
characters’ names (Jack and Lily). Explain that they are sound t, for example, Lily, two, Jack, hello, triangle,
going to follow a story about Lily’s birthday. six, ten. In Activity 1, play the video or the audio and
encourage the children to join in. Give them time to
1 Look, find and colour Lily’s balloon. count the triangles in their book and say ten triangles.
Ask the children to look at the three balloons and elicit In Activity 2, have the children look at the two letters
the numbers. Then ask them to look at the story and t for tracing and let them first trace with their finger
to put up their hand when they find a number balloon. and then with a pencil. Point to each picture and ask
Explain that Lily is six. The children colour Lily’s balloon. the children to identify what it is. Then point to each
picture one by one and ask the children to say t if the
2 Listen and follow the story. 1.7 word starts with a t (two, ten, triangle). Finally, show
Give the children some time to look at the story. Tell the children how to circle the words starting with t. If
them to look at the numbers in the corner of each scene the children are able, you could say the name of the
to follow the correct order. Ask them who they can see dog, Pat, and ask them if they can hear the sound t, at
in the story (they know Lily and Jack). Play the audio or the end. In pairs, the children point to the circled words
watch the video several times. Play the audio and ask the and say what they are.
children to follow in their books as they listen. Point to
different objects or people in the scenes that the children
know and have them identify them.
FF Fast finishers The children draw a picture of
themselves looking happy.
3 Tick how Lily feels. Trip reflection

Point to Lily in scene 1. Say Lily is happy. Write happy on Read the Trip reflection aloud and ask the children to
the board and draw a smiley face. Make a smiley face and reflect on their own learning. They stick, or colour, one,
say I’m happy. Encourage the children to smile too and say two or three stars depending on how much they agree
I’m happy. Have the children look at Lily and then at the with the statement.
three photos. Help the children to identify which child looks
happy. Show them how to tick the correct box. Continuous assessment
Write the numbers 1-10 on the board. Say the numbers in
Social and emotional skills order and ask the children to put their hands up when one
Happy of the numbers starts with the sound t (two, ten). Observe
It’s important for the children to be able to identify their the children as they watch or listen to the story and notice
own feelings and the feelings of others. Use the story to if they are reacting to it and following what happens.
reflect on how Lily feels today – she is happy. And elicit
why – because it’s her birthday. Ask the children to find
all the pictures of Lily from the story where she looks
happy. Using photos of real people can also help the
children to identify how other people are feeling.
Point to the photos from the Student’s Book, or use photos
showing a mix of emotions, some happy and some not.
Show them one by one and have the children react when
Lesson 3 33
1 Fasten your seatbelt!
Lesson 4
r seatbelt!
Fasten you ary and grammar 2 1
Vocabul
1 2 3 4

5 6 7

3 Listen and sing. Do the actions. 1.9
song

Point to green, point to you.
Draw a triangle in the air.
ref lection
rip
T
34 Lesson 4
Lesson 4 Objectives 3 Listen and sing. Do the actions. 1.9
Tell the children to look at the picture and name the

Learn colours
colour and shape they can see (yellow, triangle). Play the
Learn shapes
audio or watch the video several times and encourage
the children to sing along. As the song plays, do the
Place stickers where told
actions until the children are also doing them too. They
Repeat key vocabulary
can point to the stickers in the book or to items in the
Join in with a song
classroom. When the children are familiar with the lyrics,
play the song but pause before each colour or shape
Materials
word for the children to say.
✓ Student’s Book audio Fast finishers With another Fast finisher, the
✓ Flashcards Unit 1
✓ Stickers Unit 1 FF children practise drawing a shape on the other
person’s back for them to guess which
one it is.
Have a colour and shape hunt in the classroom. Name
class. The children draw a circle, square and a
a colour word and ask the children to try to find as
triangle and colour them a different colour from the
many items of that colour as they can. Do the same with
video. They bring the drawings to class.
shapes and point out anything that they might not have
noticed.
Warmer
Display the triangle flashcard on the board and remind
children what it is called. Ask the children to remember
the Phonics chant from the previous lesson. Display the
square and circle flashcards next to the triangle on the
board. Have the children draw each shape in the air.
1 Watch the video. What’s your favourite colour?

Let the children watch the video. Then as they watch
a second time, pause after each colour and have the
children repeat the word. Then ask them to point to
something of that colour in the classroom. For the shapes,
ask them to point to the flashcards on the board. Play the
video again and encourage the children to say the words
as they appear on screen. After watching, ask the children
to answer the question What’s your favourite colour?
Show each colour flashcard and ask the children to call

out the word. Help them to find the stickers for the page.
Call out the colours one by one and tell them to point to
each corresponding sticker. Play the audio, pausing after
each word and help the children to stick the correct colour
stickers. Then do the same for the shape stickers. With
the stickers now in place, say one of the numbers in the
activity, from 1-7, and invite children to say what colour or
shape it is. Next say a colour or shape and the children
say which number it is.
Lesson 4 35
Lesson 5
r seatbelt!
Vocabul
1 2 3 4
ME DIAT ION
5 6 7

song

Point to green, point to you.
Draw a triangle in the air.
ref lection
rip
T
r seatbelt!
1 2
They’re blue. ✓ It’∫ red. ✗
3 4
It’∫ yellow. ✗ They’re green. ✓

2 Trace and match.
It’∫ a circle . It’∫ a square . It’∫ a triangle .

8 Lessons 4 and 5 Colours and shapes It's blue. They're green.
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36 Lesson 5
Lesson 5 Objectives Trip reflection
Talk about colours and shapes
Use the singular and plural form of to be
Listen and follow instructions
with the statement.
Mediation: Explain data
Materials Hold up two green crayons and say a sentence about
✓ Teacher’s i-solutions them that can be true or false, for example, They’re green
✓ Student’s Book audio or They’re red or It’s green. If it is true the children clap,
✓ Flashcards Unit 1 and if your sentence is false, they stay quiet. Play several
✓ Teacher’s Resources Unit 1 times and try to make the children respond quickly. You
✓ coloured pencils or crayons could have the children correct your false sentences.
Warmer
Show the colour and shape flashcards in random order
and get the children to say the words. Have seven
children stand up in various places around the classroom
and give each one an image card to hold for the class to
see. Say Point to (a triangle) and the children point to the
flashcard. Repeat until all the children have had a turn to
hold a card.
4 Point and say.
Model the new language. Hold up a green crayon
and say It’s green. Repeat with a red one. Then hold
up a blue crayon and encourage the children to form
the sentence. Practise several times until the children
understand. Then hold up two or three green crayons
and say They’re green, and repeat the process with the
other colours. Have the children look at their books and
read out Lily and Jack’s speech bubbles. Point to the
blue monster and have the children form a sentence.
Repeat with the other ones. Tell the children to practise
pointing and saying the phrases with the person sitting
next to them.
Tell the children to look at the shapes and identify them.

Make sure each child has a red, a yellow and a blue
crayon ready. Play the audio and pause after the first
sentence so the children can colour the circle. Then
play the next sentence and get them to repeat It’s a red
circle. Repeat with the instructions and descriptions for
the squares and triangles. Point to the shapes and get
the children to count how many of each shape there
are. Have them say sentences one at a time with you,
for example, One red circle. It’s a red circle. Two blue
squares. They’re blue squares. Three yellow triangles.
They’re yellow triangles. Give them time to practise
saying the sentences alone as they point in their books.
FF Fast finishers The children draw a monster

and write It’s ... plus the colour word.
Unit 1 Language worksheets
Lesson 5 37
1 Literacy Station
Lesson 6
Literacy Station 1
Help desk

4 Trace and stick.
1
pink
2

red + blue = purple
orange purple blue
3
Communication pink
UK

The Union Jack
yellow
ef lectio
r ip r n
T
Literacy Station 1
The colours of the rainbow
1 Read and colour.
1 red
2 orange 1
2
3 yellow 3
4
4 green 5
6
5 blue 7
6 purple
7 pink 8 8
8 white
2 Look and trace.
It’∫ white . They’re purple . It’∫ pink .
They’re orange . It’∫ green . They’re blue .

Art: colours Lessons 6 and 7 9
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38 Lesson 6
Communication 1
FF
Lesson 6 Objectives Fast finishers The children write their name
Learn more colours using the colours of the rainbow.
Follow a chant
Listen and follow instructions Continuous assessment
Describe the colours in a rainbow Stand in a circle with the children. Start by saying My
favourite colour is (green). The child on your left then
Materials says their favourite colour to the classmate to their left.
✓ Teacher’s i-solutions Continue until every child has said their favourite colour.
✓ Student’s Book audio Then call out one colour at a time. Each time you name a
✓ Flashcards Unit 1 colour, the children whose favourite colour it is sit down.
✓ modelling clay Continue until all the children are seated.
✓ coloured pencils or crayons
Warmer
Tell the children to pick up a crayon of any colour from
the colours they know. Then have the children stand
up, play some music and encourage them to dance.
Call out a colour from the previous lesson and tell any
children holding a crayon of that colour to sit down.
Repeat several times to review the colour words. To
calm the children down, put the colour word cards in a
column on the left-hand side of the board. Then put the
colour flashcards in random order in a column on the
right-hand side. Point to and read out the first word then
ask a volunteer to draw a line to match it to the colour.
Repeat with the other words. Leave this on the board as a
reference.
Draw the children's attention to the image of the rainbow

and get them to identify the colours they know. Introduce
the three new colours in the Help desk and practise
the words by pointing to objects in the classroom and
having the children say the colour. Play the chant and
the children point to the colours in the rainbow picture as
they hear them. Play several times more until the children
can join in.
Point to the colour words on the board from the Warmer.
Help the children to read and say each word. Then do the
same with the new words in the Help desk. Look at the
first word in the Student's Book. Tell the children to get a
red crayon and to trace the dotted line around the word in
red. The children complete the activity alone or with your
guidance. Play the chant again and this time tell them to
point to the colour words as they join in.
3 Make a plasticine rainbow. Tell the class.
Have the children look at the child in their books as you
read out her speech bubble. Get the children to complete
what she says by looking at her rainbow. Give out
modelling clay and have them make a rainbow and then
tell the person next to them about their colours. Invite
some volunteers to describe their rainbows for the class.
Lesson 6 39
1 Literacy Station
Lesson 7
Literacy Station 1
Help desk

4 Trace and stick.
1
pink
2

red + blue = purple
orange purple blue
3
Communication pink
UK

The Union Jack
yellow
ef lectio
r ip r n
T
UK
indow
Cultural w The Union Jack
1 Point and say the colours.
2 Watch the video. Tick (✓) the flags.
✓ ✓
3 Make a flag for your classroom.
Child’s
own
drawing
10 Lesson 8 Viewing skills: the UK
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40 Lesson 7
Writing 1
Lesson 7 Objectives Cultural window Activity Book page 10
Trace colour words
Use the flashcards to review the colours the children
Identify colours
know. Look at Activity 1. Ask the children to point to
Say key language
each colour with the person sitting next to them and
name it. Then point to each one and ask volunteers
to say the colour. In Activity 2, play the video and let
Materials
the children watch it all the way through. Then play it
✓ Teacher’s i-solutions again but pause when each flag is shown and ask the
✓ Stickers Unit 1 children to identify the colours. Have the children look
✓ Teacher’s Resources Unit 1 at the flags in their books. Play the video again so the
✓ Flashcards Unit 1 children can tick the flags that appear in the video.
✓ a world map or globe In Activity 3, tell the children to create a flag for their
classroom. They can choose the colours they like best
Warmer and a design that they want. When they have finished,
Display the picture from Lesson 1 or have the children invite volunteers to show their flags and describe the
look at it in their books. Call out a number and ask the colours they have used.
children to say the colour, for example, It’s (red). Point to
other items in the picture and ask the children to say the Trip reflection
colour. Teach the children the colour white. Read the Trip reflection aloud and ask the children to
4 Trace and stick.
Help the children to locate their stickers for the lesson. with the statement.
Have them identify the colours on them. Show the activity
and help the children to understand what they have to do. Continuous assessment
Encourage them to say the phrases, for example, Yellow Prepare six pieces of paper each with different colours
and red make orange. Have the children guess what on them either in words and colours, or just colours
colour blue and red make when mixed together (purple). depending on your class; red + yellow, red + blue, red +
If you have the time and the materials, the children could white, orange, purple and pink. Hand out the papers to six
do some colour mixing with red, yellow, blue and white children around the class. Tell them to walk around and
paint. find the classmate with the right colour or combination
of colours. When they have paired up, they show their
5 Look, trace and say.
papers to the class and say their sentence, for example,
Have the children look at the shapes and identify them. Red and yellow make orange. Repeat several times so
The children trace the words then practise saying that all the children have had at least one turn.
sentences, for example, It’s blue. It’s a blue circle. Invite
volunteers to point to a shape and describe it for the class.
FF Fast finishers The children draw a rainbow

and if possible, label the colours.
Cultural window
Draw the children’s attention to the Cultural window. Have
the children look at the umbrella and identify the colours
on it. Explain that this is the flag of the UK. Display a map
or globe and show the children where their own country
is then show them where the UK is. Play the video several
times. Say different colours one by one and the children
wave their hands if that colour was on one of the flags in
the video. (The colours seen were red, white, blue, green.)
Ask if the children can say the colours on their country or
local flag.
Unit 1 Skills worksheets
Lesson 7 41
1 Project Stop
Lesson 8
Project Stop Make a pizza

pop
out
1 2
Prepare the material∫. Paint the shape∫.
3
Decorate your pizza.
ME DIAT ION
4
Present your pizza.
Look! Three green

triangles, six red circles
and four pink squares! Eight red triangles,
two white circles and
21st
five green squares!
CENTURY
SKILLS
Co
l l a b o r at i o n
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42 Lesson 8
Project Stop 1
Lesson 8 Objectives collaboration
Follow instructions
Identify colours and shapes In this lesson the children have to collaborate in order
Review numbers 1-10 to share the craft resources in a fair and equal way. At
Present a model pizza the end of the lesson, they also have to work together
Share materials and cleaning up duties fairly to put away the materials leaving their workspace and
Mediation: Relay specific information the classroom tidy.
Materials Continuous assessment

Have all the children hold their pizzas. Tell them to stand
up and show their pizza to the class if you call out the
name of a shape or colour they have. Start by saying
✓ Pop outs Unit 1
one word only, such as circles; the children stand up if
✓ paper plates or cardboard circles
they have circles on their pizza. Have them all sit down
✓ crayons or paints
again and this time use two words, such as yellow circles.
✓ glue Finally, use three words, for example, four red triangles.
Warmer
Review numbers, colours and shapes. Hand out the
flashcards to random children and ask them to look but
keep them hidden from others. Call out either a colour or
shape. The child with the card should stand up and show
it to the class. Repeat until everyone has participated.
Then, hold your hands up showing some fingers and get
the children to say how many you are showing.
Make a pizza pop

out
Have the children look at the instructions in their books

and help them to understand the four steps they need to
do in today’s lesson.
1 The first step is to prepare the materials so they must
get their pop outs, their cardboard circle, glue and
crayons or paints.
2 When they come to adding colour, explain that they
do not need to colour every shape but that they should
colour the same shapes the same colour. So,
for example, their chosen number of triangles should
all be green.
3 The children decorate their pizza and then study the
colours of their shapes and the number of each shape
they have.
4 Make a pop out pizza yourself or use one of the
children’s to model how to present the pizza. Put
the children into small groups or pairs to practise
presenting their pizzas. Invite some volunteers to
present it to the whole class.
Lesson 8 43
1 Checkpoint
Unit 1 review
ac
hiev
Ement 1
Checkpoint
pop
out
Unlocked
✓
2
✓
3
What’s your name? How old are you?
My Picture Dictionary My Passport PAGE 95

PAGE 91
UK
1
Checkpoint
1 Listen and colour. 8
Model answer
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44 Unit review
Checkpoint 1
Unit review Objectives
My Picture Dictionary Student’s Book page 91
Review the unit language Drill the words in order. The children listen and
Self-evaluate personal progress trace the words. Then say random words and have
the children point to them. Invite volunteers to say
Materials words for their classmates to point to.
My Passport Student’s Book page 95
✓ Teacher’s Resources Unit 1 Children learn how to self-evaluate their own
progress. They look back through the unit and
Warmer count the stars they have either coloured or
Display the word cards in random order. With the children, placed stickers for in each Trip reflection. They
chant the words in the order you have them. Remove one write the numbers in their passport and stick their
word card but continue to include it as you chant through Achievement unlocked sticker.
the words. Remove more until they are all gone but the
children are still saying the words in the same order. Write Final assessment
the numbers 1-10 on the board. Call out a number and Give all the children a piece of paper and ensure they
ask a child to come and point to it. Repeat until all the have coloured crayons. Give a simple dictation and ask
numbers have been said. Finally, review it’s and they’re by them to draw what you say, for example, Two blue circles.
holding up individual or multiple crayons for the children to A monster, it’s purple.
name the colour. For example, It’s green./They’re red.
Have the children look at all the pictures for a minute.

Then focus their attention on the first pair. Point to the
green monsters and elicit the colour and number. Then
repeat with the blue ones. Play the first part of the track
and have the children identify which picture it describes
(the green monsters). Show the children that they have to
tick that box. Repeat with the next two sets of pictures.
Ask various children the first question. Then encourage
the children to ask and answer with the person sitting
next to them. Some will need help and support to do this.
Repeat with the second question. Tell them to put up their
hands if they are five. Then repeat for those who are six.
Point out the birthday cake and explain that they need to
draw more candles so that the total number of candles
matches their age.
Fast finishers The children count how many

FF blue, green, pink or red monsters there are in
the unit.
Unit 1 Test
Unit review 45
1 Transcripts
Student’s Book transcripts 1.8Listen and stick. Say.

Colours Shapes
1.4 Listen, point and say. 1 blue 5 circle
one 2 green 6 square
two 3 red 7 triangle
three 4 yellow
four
five 1.9 Listen and sing. Do the actions. Point to yellow
six
See Student’s Book page 10, activity 3
seven
eight
nine 1.10 Listen and colour. Count and say.
ten Colour the circle red. It’s a red circle.
Colour the squares blue. They’re blue squares.
1.5 Listen and chant. Numbers 1-10 Colour the triangles yellow. They’re yellow triangles.
One, two, three, four, five!
Six, seven, eight, nine, ten! 1.11 Listen and point. Chant. Colours
Again! Red and yellow and pink and green,
One, two, three, four, five! Orange and purple and blue,
Six, seven, eight, nine, ten! I can sing a rainbow, sing a rainbow, sing a rainbow too.
1.6 Listen and point. 1.12 Listen and tick.

Man: How old are you? 1 They’re green!
Boy: I’m four! 2 They’re triangles.
Man: How old are you? 3 Look! Three monsters!
Girl: I’m six!
Man: How old are you?
Girl: I’m ten!
Man: How old are you?
Boy: I’m five!
1.7 Listen and follow the story. The birthday party

Narrator: It’s Lily’s birthday. She’s six.
Grandma: Hello, Lily. Happy birthday.
Lily: Thank you!
Narrator: Lily opens the present.
Lily: One, two, three, four, five, six, seven, eight, nine, ten.
Ten triangles! Thank you!
Narrator: Here’s Jack.
Jack: Hello, Lily. Happy birthday.
Lily: Thank you!
Jack: Hello, I’m Jack. What’s your name?
Carl: I’m Carl. I’m four.
Narrator: Here’s Pat the dog.
Jack: Hello, Pat.
Narrator: Pat wants to play.
Jack: Pat, no!
Narrator: Oh dear!
Jack: Look at Pat! He’s pink.
Jack, Carl and Lily: Ha ha ha.
Narrator: Now it’s time to sing.
Everyone: Happy birthday to you,
Happy birthday to you.
Happy birthday dear Lily!
Happy birthday to you.
46 Transcripts
Transcripts 1
Student’s Book video transcripts Activity Book transcripts
Page 6 All aboard! 3 Listen and stick. Trace.

Lily: Hello! I’m Lily! one
Jack: And I’m Jack. Look at all the numbers! two
Lily: Let’s count to 10… three
Both: One. Two. Three. Four. Five. Six. Seven. Eight. Nine. Ten! four
Lily: How old are you, Jack? five
Jack: I’m five! six
Both: How old are you? seven
eight
Page 10 Fasten your seatbelt! nine
ten
Jack: Hello Lily! Let’s look at shapes and colours.
Lily: OK!
Jack: Look, a triangle! 4 Listen and match.
Lily: A circle... Woman: Hello, Lucas. How old are you?
Jack: ... and a square. Boy: I’m six!
Lily: Look at the colours!
Woman: Hello Anna. How old are you?
Jack: It’s red.
Girl: I’m seven!
Lily: They are yellow.
Jack: They are green. Woman: Hello Sara. How old are you?
Lily: And it’s blue. Girl: I’m eight!
Both: What’s your favourite colour?
5 Listen and repeat. Trace and tick.
Page 13 Cultural window – The Union Jack
See Activity Book page 6, Activity 2
Do you know this flag? This is the Union Jack.
It’s the flag for the UK.
Here’s the UK, or the United Kingdom.
6 Listen and chant. Ten triangles
Look at the map and the flags. See Activity Book page 7, Activity 1
England’s flag is red and white.
Wales’s flag is green and white, and it’s got a red dragon! 7 Listen and tick or cross.
Scotland’s flag is blue and white. See Activity Book page 8, Activity 1
Northern Ireland’s flag is red and white, a bit like England’s.
And the Union Jack is red, white and blue.
What’s your favourite flag? 8 Listen and colour.
Colour the number four orange.
Colour the number seven red.
Colour the number nine blue.
Look at the triangle. Colour the triangle green.
Look at the circles. Colour 3 circles yellow.
Transcripts 47
s is my family
2 Thi
Overview
Language objectives
Vocabulary Grammar
• Learn family members: baby, brother, dad, family, • Answer the question Who’s this?
grandad, grandma, mum, sister • Use the singular and plural form: This is my mum.
• Learn people: boy, children, friends, girl, man, woman These are my brothers.
• Use possessive pronouns: Her name is Anna.
Recycled vocabulary His name is Matt. Their dog is black.
numbers 1-10 • colours
Recycled grammar
singular and plural of to be: is, are
Skills objectives
Speaking Listening
• Introduce family members and other people • Hear and repeat key language
• Talk about family members • Follow a chant and a song
• Ask and answer about family members • Match an audio to visual cues
• Pronounce the sound b correctly • Hear the initial sound b in common words
• Describe a picture using possessive pronouns • Place stickers where told
• Present a family tree • Listen and differentiate between pictures
• Listen and follow instructions
Reading Writing
• Read and understand key language • Trace partial sentences
• Follow instructions • Trace family member words
• Cross-curricular link: Social Studies
rip
ref lection
Learning to learn Assessment criteria
T
The children learn how to self-evaluate • All aboard! The children can understand and produce
their own progress. family members vocabulary, introduce the family
using This is or These are accordingly and answer the
mo
tions & v
Social and emotional skills question Who’s this?
alues
E
The children identify the feeling of being • Story Bridge The children can follow and understand
sad in oneself and in others. the story, identify the emotion sad and hear and
pronounce the initial sound b.
Phonics • Fasten your seatbelt! The children can differentiate
The children hear and pronounce the between singular and plural, and understand and
initial sound b. use the possessive pronouns his, her and their when
talking about others.
Mediation • Literacy Station The children can identify family
The children relay specific information words, trace and say them.
and act as intermediary.
make a family tree and then describe it.
21st century skills • Checkpoint The children can complete activities
Appreciating diversity: The children recognise based on Pre-A1 Starters Listening.
that all families are different but equally valid.
48 Unit 2 overview
✓ Stickers Unit 2 • All aboard! chant Animated support for the key
✓ Pop outs Unit 2 vocabulary chant
✓ Activity Book Unit 2 • Animated story Visual support to develop children’s
✓ Flashcards Units 1 and 2 literacy skills
✓ Lesson 2 – children’s family photos
✓ Lessons 4, 5 – pictures of people • Fasten your seatbelt! An introduction to vocabulary
✓ Lesson 7 – a world map or globe and grammar 2 in context
✓ Lesson 8, Unit review – coloured pencils or crayons
• Cultural window Real-world video to develop viewing
country
course resources, see our Activity Bank See lesson notes for Flipped Learning dynamics.

V
lessons
Lessons 1, 6 Teacher’s Resources
Digital competence
Flashcard Bank
A
competence
Lessons 2, 3, 5, 6, 8
Civic competence
G
Lessons 3, 6, 8

Lessons 6, 8
Lessons 3, 6, 7, 8 each individual class.
Unit 2 overview 49
2 All aboard!
Lesson 1
ary and grammar 1

is my family Vocabul
This 2
2 albloaabroda! rd!
All A
4 Listen and point.
1
1.15
1 Watch the video. How many people are in your family?
grandma mum
grandad 3 4
dad
5 Bring a family photo to class. Ask and answer.

brother
sister This is my dad.

Who’s this? These are my sisters.
baby
Family

ref lection
rip
3 Listen and chant.
T
1.14
16 Lesson 1 Family Who’s this? This is my mum. These are my brothers. Lesson 2 17
is my family
This 2
2 All aboard!
2 1
mum dad grandma
4 3
3 Look and circle.
brother sister grandad

Thi∫ i∫ / These are my dad.
Thi∫ i∫ / These are my

grandma∫.
baby family
12 Lesson 1 Family Who’s this? This is my grandma. Lesson 2 13
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50 Lesson 1
Lesson 1 Objectives Initial evaluation
Place the flashcards in easily visible positions around
Learn family vocabulary
the classroom. Call out Point to (mum)! and have children
point towards the corresponding flashcard. You can
gradually increase the speed, and call out two family
members at a time, so that children are signalling with
both arms.
Materials
Note: For next lesson the children need to bring a family
✓ Teacher’s i-solutions photo to class.

class. They draw a picture of themselves and their
family and bring it to class.
Warmer
Review Unit 1 vocabulary. Place Unit 1 flashcards on
the board. Point to a card and say a word. If the word is
correct, the children repeat it. If not, they stay silent.
1 W
atch the video. How many people are in
your family?
Watch the video all the way through. Watch and ask
How many people are in Jack’s family? Count the family
members together. Play again, pausing for the children
to identify and say each family member. After watching,
repeat the question How many people are in your family?
Give children time to work it out then ask the question to
a few volunteers.
Ask the children to look at the scene and find Jack.

Call out family members and ask the children to point to
them and repeat after you. Play the audio, encouraging
children to point and repeat the words as they hear them.
Place the flashcards on the board. Point, say and have

the children repeat the words. Play the audio or watch the
video several times and encourage the children to join in.
Have the children point to the flashcards as they say the
chant. When they are confident, say the chant without the
audio.
Lesson 1 51
2 All aboard!
Lesson 2
ary and grammar 1

is my family Vocabul
This 2
2 albloaabroda! rd!
All A
4 Listen and point.
1
1.15
1 Watch the video. How many people are in your family?
grandma mum
grandad 3 4
dad

brother
MEDIATION
sister This is my dad.
Who’s this? These are my sisters.
baby
Family

ref lection
rip
3 Listen and chant.
T
1.14
16 Lesson 1 Family Who’s this? This is my mum. These are my brothers. Lesson 2 17
is my family
This 2
2 All aboard!
2 1
mum dad grandma
4 3
3 Look and circle.
brother sister grandad

Thi∫ i∫ / These are my dad.
Thi∫ i∫ / These are my

grandma∫.
baby family
12 Lesson 1 Family Who’s this? This is my grandma. Lesson 2 13

52 Lesson 2
Lesson 2 Objectives
Answer the question Who’s this?
Use This is and These are to talk about family
Mediation: Relay specific information
Materials
✓ children’s family photos
Warmer
Place the family flashcards on the board in random order.
Play the chant from Lesson 1 and have the children join
in, pointing to the flashcards in time to the chant.
Model This is my … . and These are my … . by holding

up one or several familiar objects and saying This is
my (book). These are my (pens). Ask children to do the
same. Point out the photos in the book and elicit brother,
brothers, sister, sisters. Play the audio and ask the
children to point to the photos. Repeat several times and
encourage them to repeat the phrases.
Show a large photo of your family or do a quick sketch
on the board. Introduce the family members using This is
my … . These are my … . Invite a volunteer to bring their
photo up to the front. Point and ask Who’s this? to elicit
answers. Have children work in pairs to ask and answer
about their family photos.
FF Fast finishers The children draw a family

member and write This is my … . underneath.
Trip reflection
with the statement.
Monitor children’s questions and answers during pair
work. Make sure the children have their photos in front of
them. Call out phrases with family members, for example,
This is my (mum). If children have that family member
in their picture, they stand up and point to them. Invite
volunteers to say This is my … . Continue with other
family members.
Lesson 2 53
2 Story Bridge
Lesson 3
tions & v
mo
Bridge 2
alues
E
context
Story Language in
5 6
Goldilocks AND THE THREE BEARS
1 Look, find and tick (✓) the story.

7 8
1 2
3 Tick (✓) how Baby Bear feels.

3 4
✓
Baby Bear’s bed
ref lection
rip
T
18 Lesson 3 Social and emotional skills: sad Phonics: initial sound b Lesson 3 19
tions & v
mo
Story
alues
E
Bridge 2
Goldilocks
Bƒaby bear’∫ bed,

Bƒaby bear’∫ bed,
b, b,
Bƒaby bear’∫ bed!
3 1
2 Trace. Circle and say the b words.
4 2
2 Listen and repeat. Trace and tick (✓). 11 b B
I’m sad .
✓
14 Lesson 3 Social and emotional skills: sad Phonics: initial sound b Lesson 3 15

54 Lesson 3
Lesson 3 Objectives Then draw a sad emoji on a card, hold it up and ask
volunteers to show that they’re sad. Encourage the
Understand the unit language in context children sitting next to them to show empathy and
Follow the narrative of a story comfort them. Call out happy or sad in random order and
Identify the feeling of being sad in oneself and in others have the children mime the emotions.
Hear and pronounce the initial sound b in common words
Practise viewing skills Phonics
Write Baby Bear’s bed on the board. Say the phrase
Materials several times, clearly vocalising the sound b, then
✓ Teacher’s i-solutions highlight the three initial sounds b. Some children may
✓ Student’s Book audio notice the middle sound b in baby. Play the video several
✓ Flashcards Unit 2 times, encouraging children to join in with the chant. Ask
the children if they know any other b words, for example
brother, blue, bye bye. Identify any children in the class
Warmer
whose name starts with B.
Display the flashcards and elicit the word for each
family member. Then tell the children to close their eyes. Activity Book page 15
Remove a flashcard. When the children open their eyes,
encourage them to say which flashcard is missing. Say a list of familiar words starting with b and have
the children repeat them, for example, Ben, book, bear,
1 Look, find and tick (✓) the story. baby, bed, blue, brother, balloon. In Activity 1, play
Give the children time to look at the story pictures and the video or the audio and encourage the children
choose the correct book cover. Explain that Jack’s dad is to point to each sound b as they join in. In Activity 2,
telling the story Goldilocks and the Three Bears. Write on model writing the lower-case b several times on the
the board and read out the names Goldilocks, Mummy board. Then draw it in the air, using large exaggerated
Bear, Daddy Bear and Baby Bear. movements (with your back to the class). Have the
children stand and do the same. Repeat, modelling the
2 Listen and follow the story. 1.16 upper-case B. Focus children’s attention on the two
Allow children time to look at the story. Elicit who they letters for tracing. Have them trace the letters first with
can see in the story by pointing and asking Who’s this? a finger, and then in pencil. Point to each of the photos
Play the audio or watch the video several times. Play the and elicit what they are. Then point to each picture,
audio again and ask the children to follow in their books say its name and ask children to say b if it starts with a
as they listen. Remind them to follow the story in number b. Check that the children circle the b words. In pairs,
order. children point to and say the circled words.
3 Tick (✓) how Baby Bear feels.
Point to Baby Bear in scene 6. Say Baby Bear is sad. Write FF Fast finishers The children draw a picture of
Baby Bear from the story.
sad on the board and draw a sad emoji. Make a sad face
and say I’m sad. Encourage children to also make a sad Trip reflection
face and say I’m sad. Focus on the picture of Baby Bear in Read the Trip reflection aloud and ask the children to
the activity, and at the three photos. Help the children to reflect on their own learning. They stick, or colour, one,
identify the sad child and check that they know how to tick two or three stars depending on how much they agree
the box. You can also review happy and ask them to point with the statement.
to the happy child.
Social and emotional skills Read out a list of familiar words with or without a sound b.
Sad Have children put their thumbs up when they hear a b
Children need to recognise negative feelings in word, and thumbs down when they don’t. For example,
themselves and others, to understand the cause of the red, circle, brother, sister, blue, baby, Jack, Ben.
emotion and to show empathy. Use the story to reflect on
how Baby Bear feels, and why. Focus children’s attention
on the first frame in scene 6 of the story. Elicit again how
Baby Bear feels (sad) and why (his sandwich is missing).
Focus also on how Mummy and Daddy Bear are reacting.
If possible, gather three paper plates as props, and two
food items. Invite three volunteers to act out Baby Bear
looking forward to eating his lunch but finding his plate
empty, and Mummy and Daddy Bear comforting him.
Lesson 3 55
Lesson 4
r seatbelt!
Vocabul
1 Watch the video. Who are your friends? 4 Listen and number. 1.19
2 Listen and point. Sing. 1.17
song
The boy is Jack. The girl is Lily.

The friends are Harry and Billy.
2 1
The man is Tom.
The woman is Gilly.
And the children are Polly, Ollie,
Molly and Willy.
4 3
1 2 3 5 Draw your friends. Tell the class. His name is Matt. Her name
is Sarah. Their dog is white.
Child's
boy girl man own
drawing
4 5 6
ref lection
rip
woman friend∫ children
T
I can introduce my friends.
20 Lesson 4 People Her name is Anna. Their dog is black. Lesson 5 21
56 Lesson 4
Lesson 4 Objectives 3 Listen and stick. Say. 1.18
Help the children to locate their stickers. Point to them

Learn vocabulary related to people
in turn, supplying the word. Play the audio, pausing after
each word and helping children to place their stickers as
Join in with a song
required. When all stickers are in place, say one of the
numbers 1-6 and ask children to say the person. Then say
one of the people, and ask the children to give you the
Materials
corresponding number.
✓ Teacher’s i-solutions For audio transcript see page 68
FF
✓ Stickers Unit 2 Fast finishers The children practise singing
✓ Flashcards Unit 2 the song to themselves quietly.
✓ pictures of people
Flipped Learning option Play People pelmanism. Select an even number of
The children watch the video at home before the pictures of a man, woman, boy, girl and children. Place
class. They draw a picture of their friends and write the pictures face down in even columns and rows. Divide
their names underneath, then bring it to class. the children into two teams. Each team takes turns to
turn over two pictures, saying the person as they do.
Warmer They keep any matching pairs and turn them over again
Place pictures of a man, a woman, a boy, a girl and a if not matching. Continue until all the cards have been
group of children of different ages on the board. Point matched.
to the picture of the woman and say woman. Do the
same with the man, boy, girl and children. Encourage
the children to repeat the words. Say one of the person
words. Choose a volunteer to pick out a corresponding
picture and remove it. Repeat until all the pictures have
been removed.
1 Watch the video. Who are your friends?

Watch the video once all the way through. On the second
viewing, pause at the end of each scene and ask simple
questions, for example, Who’s this? (Lily). Who’s the boy?
(Mark). Hold up the friends flashcard and ask Who are
your friends? Ask the children to get into small groups
with their friends, making sure nobody gets left out. Ask
the question again and invite volunteers to say These are
my friends.
Ask the children to look at the picture and name the

characters they know. Play the audio or watch the video
several times, encouraging the children to sing along.
Play the song again, pausing at the end of each line
while the children point to the characters. Draw their
attention to the letter clues on the characters’ clothes.
Play the song until the children can join in and point to
the characters with confidence. Call out the beginnings
of lines from the song: The (boy) is … . and have children
supply the names.
Lesson 4 57
Lesson 5
r seatbelt!
Vocabul
1 Watch the video. Who are your friends? 4 Listen and number. 1.19
song
The boy is Jack. The girl is Lily.

The friends are Harry and Billy.
2 1
The man is Tom.
The woman is Gilly.
And the children are Polly, Ollie,
Molly and Willy.
4 3
1 2 3 5 Draw your friends. Tell the class. His name is Matt. Her name
is Sarah. Their dog is white.
Child's
boy girl man own
drawing
4 5 6
ref lection
rip
woman friend∫ children
T
I can introduce my friends.
20 Lesson 4 People Her name is Anna. Their dog is black. Lesson 5 21
r seatbelt!
1 Circle and match. Listen and say. 13
boy manboygi en
manwo rlfriendschildr
2 Trace and match.
1 H¬i∫ name i∫ H¬arry.
2 H¬er name i∫ Z¬oe.
3 Their name∫ are

E¬vie and ©arl.
16 Lessons 4 and 5 People Her name is Zoe. Their names are Evie and Carl.
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58 Lesson 5
Listen and differentiate between pictures
Introduce friends and family
Use the possessive pronouns his, her and their
with the statement.
✓ Teacher’s i-solutions Point to one or several children. Say his, her or their
✓ Student’s Book audio names, but making mistakes. Have the children correct
✓ Teacher’s Resources Unit 2 you, for example, Her name is Maria. No! Her name is
✓ pictures of people (Laura)! You can add some silly names as well, by using
names of famous people.
Warmer
Give each child a picture of a man, woman, girl, boy or
group of children. Make sure there is an even number of
each person type. If you have an odd number of students,
join in with the activity yourself. Have the children hide
their pictures against their chests, then move around the
classroom saying the person they have until they find a
partner with the same person type. When they do, they sit
down together.
4 Listen and number. 1.19
Model the new language. Invite a girl, a boy and a boy-

girl pair to the front of the class. Point and say Her name
is … . His name is … . Their names are ... . Repeat several
times with different volunteers, then invite the children
to say the phrases as you point. Focus on the photos in
the book. Elicit who the family members are. Play the
first part of the audio. Check that the children select the
correct picture and write number 1 in the box. Play the rest
of the track, pausing to give time to write the numbers.
Play another time and check answers.
5 Draw your friends. Tell the class.
Have the children look at the girl’s picture and read out
the speech bubble. Then, on the board, do a quick sketch
of two people and a dog. Describe it as you draw. For
example, These are my friends. His name is Adam. Her
name is Anna. Their dog is black. Allow children time to
draw two or three friends, and add colour if they wish.
Invite children to the front to present and describe their
pictures. You could also divide the class into two groups
and have children present to half the class.
FF Fast finishers The children draw a family

member and write Her/His name is … .
Lesson 5 59
2 Literacy Station
Lesson 6
Literacy Station 2
Help desk
People in my family Writing

3 Trace and stick.
1 2
parent∫
grandma grandad These are hi∫ parent∫. Thi∫ i∫ hi∫ aunt.

grandparent∫ 3 4
dad mum Thi∫ i∫ hi∫ cousin . These are hi∫

grandparent∫ .
aunt uncle
4 Trace and number.
3 parent∫ 1 uncle 2 aunt

me cousin 1 2 usa
Cultural window
My family
Communication
MEDIATION
2 Play the Whispers game. uncle 3
uncle

ref lection
rip
T
22 Lesson 6 Social Studies: families Skills practice Lesson 7 23
Literacy Station 2
A family tree
1 Look and complete.
manboygi en
manwo rlfriendschildr
grand p arent∫ parent ∫
aun t u ncle c ousi n

2 Draw your family tree.
Child’s
own
drawing
Social Studies: families Lessons 6 and 7 17
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60 Lesson 6
Communication 2
Lesson 6 Objectives Fast finishers The children draw their parents,
Learn more family words
Understand the organisation of a family tree
FF grandparents or cousins and write Their
names are … .
Mediation: Act as intermediary in informal situations
Materials Draw a large family tree diagram on the board, similar
✓ Teacher’s i-solutions to the one in Activity 1, but with space for a brother and
✓ Student’s Book audio a sister. Draw a face and write me in one of the lower
✓ Flashcards Unit 2 lines. Point to a space and say a family member. Ask
children to show thumbs up if it’s in the right place or
thumbs down if it isn’t. If it’s correct, draw in a face,
Warmer
showing if male or female. Continue until there are faces
Place the flashcards on the board and silently mouth a in all of the spaces. Call out the family members and
word. The children try to read your lips. The first child to invite children to come to the front and point to the correct
guess the word mouths the next one. part of the family tree.
Place the mum and dad flashcards separately on the

board. Elicit mum and dad. Put the two pictures side by
side, and say parents. Do this several times, encouraging
the children to repeat. Do the same with grandma and
grandad and say grandparents. Focus attention on
the family tree. Ask children to point to the mum, dad,
grandma and grandad. Then point to and say aunt. Make
sure children notice the lines linking the aunt to the mum
and grandparents. Point and say uncle and cousin, again
highlighting the connection. Start the audio, pausing to
make sure children are pointing to grandma. Continue in
the same way with the remaining lines. Repeat several
times without pausing. Encourage children to say the
words as they hear them.
2 Play the Whispers game.
Get the children seated in a circle, yourself included.
Whisper uncle to the child immediately to your left. The
child whispers the word to the child next to them, and the
word passes on until it gets back to you, and you call out
the word. If you spot a breakdown in the chain, be ready
to step in to help. Leave the circle and whisper another
word to a child to pass around. Make sure they call out
their word when it comes back to them. You can whisper
more words to children in other parts of the circle, making
sure they are evenly spread.
Lesson 6 61
2 Literacy Station
Lesson 7
Literacy Station 2
Help desk
People in my family Writing

3 Trace and stick.
1 2
parent∫
grandma grandad These are hi∫ parent∫. Thi∫ i∫ hi∫ aunt.

grandparent∫ 3 4
dad mum Thi∫ i∫ hi∫ cousin . These are hi∫

grandparent∫ .
aunt uncle
4 Trace and number.
3 parent∫ 1 uncle 2 aunt

me cousin 1 2 usa
Cultural window
My family
Communication
2 Play the Whispers game. uncle 3
uncle

ref lection
rip
T
22 Lesson 6 Social Studies: families Skills practice Lesson 7 23
US A
indow
Cultural w My family
1 Look and circle.
1 2 3
uncle / aunt parent∫ / cousin∫ babie∫ / children

2 Watch the video. Match the names and the people.
1 2 3
A¬unt Jenny ©ousin Kevin Uncle Bƒill

3 Draw a member of your family.
Child’s
own
drawing
18 Lesson 8 Viewing skills: the USA
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62 Lesson 7
Writing 2
Identify family members
Play the video once without pausing, then play it
Use This is and These are
again, pausing at various points to ask Who’s this?
Look at Activity 1 and focus children’s attention on
Trace family words
the man. Read the options and elicit the correct
word. Read the options for the other two questions
and have children circle independently. Focus the
Materials
children’s attention on the video stills in Activity
✓ Teacher’s i-solutions 2 and read the names together. Play again,
✓ Flashcards Unit 2 pausing on the frames in the picture while children
✓ Stickers Unit 2 match. Say and write uncles, aunts, cousins and
✓ Teacher’s Resources Unit 2 grandparents across the board. Play the video
✓ a map or globe again, pausing to count up how many of each Amy
has. You could do this by inviting volunteers to add
Warmer a tally mark. You can then ask How many (uncles)?
Display a selection of the flashcards. Point to them one In Activity 3, children choose a family member and
at a time and ask volunteers to name them. Do this again, draw him or her.
but this time turn over each card as it is named. Continue
until all cards are turned over and see if children can Trip reflection
remember what they were. Read the Trip reflection aloud and ask the children to
3 Trace and stick. reflect on their own learning. They stick, or colour, one,
Help children to find their stickers. Focus the children’s with the statement.
attention on the first sentence and read it aloud while
the children point and follow in their book. Give children Continuous assessment
time to find and stick the correct sticker. Do the same with Put the flashcards on the board. Slowly start to write one
the other sentences. When all stickers are in place, the of the words. Children put up their hands when they know
children trace the words. Read out each sentence one at the word you are writing. Invite a volunteer to say the
a time and have the children repeat it. word and remove the card from the board. Continue until
4 Trace and number. all of the cards are gone.
Read the three words. Then focus children’s attention
on the three pictures. Point at picture 1 and ask Who’s
this? Check that children identify uncle and that they
write 1 in the corresponding box. Children number the
others independently. Allow time for the children to trace
the three words. When they have finished, call out the
numbers and have the children say the words.
FF Fast finishers The children copy the words

they traced in Activity 4.
Cultural window
Focus attention on the picture in the Cultural window.
Elicit ideas of who the people are. Play the video and let
the children watch it all the way through. Display a large
map of the world. Help volunteers to point out the UK
and their own country. Show where the USA is and point
out how big it is. Elicit the colours on the flag. Play the
video again, pausing to point out on the map the different
places where Amy’s family lives.
Lesson 7 63
2 Project Stop
Lesson 8
Project Stop Make a family tree

pop
out
1 2
Prepare the material∫. Draw a family.
3
©olour the family.
4
Present the family tree.
This is Matty Monster.
This is his sister. This is Emma Egg.
Her name is… This is her brother.
His name is…
21st
CENTURY
SKILLS
Diversity
64 Lesson 8
Project Stop 2
Lesson 8 Objectives
Follow instructions
Identify family members
Make a family tree
Present a family tree
Recognise that all families are different but equally valid
Materials
✓ Pop outs Unit 2
Warmer
Hold a flashcard above your head so that the children
can see it, but you can’t. Say This is my (dad) and ask
the class to say yes or no depending on whether your
statement is correct. Children keep guessing until you
name the person correctly, then invite different children to
have a turn.
Make a family tree pop

out

1 The first step is to prepare the materials so they must
get their pop outs, and the drawing and colouring
materials they need.
2 On the board, do a simple sketch of a family. It could
be an animal family or human family, but it should be
an invented family. It can have any family structure, not
just mum, dad, brother, grandparents. You could give a
few examples. Then let the children draw their own.
3 Children colour their characters.
4 Make a pop-out family tree yourself with your family
characters and model how to describe it. Organise the
children into small groups to present their family trees.
Invite a couple of volunteers to the front to present to
the whole class.
APPRECIATING Diversity
In this lesson, the diversity of different families is
highlighted. All families are different. Some are large,
some are small, but no family type is better than any other.
You could choose several volunteers with very different
pop-out family trees to illustrate how different they are
and emphasise how diversity is something to celebrate.
Get the children to put their family tree on their desks in
front of them. Tell them to stand up and show their tree to
the class if you call out a family member they have. Say
individual family members first, for example mum, and then
say combined ones such as grandparents and parents.
Lesson 8 65
2 Checkpoint
Unit 2 review
ac
hiev
Ement
2
Checkpoint
pop
out
Unlocked
1 2
✓ ✓
3 4
✓ ✓
2 Listen and colour. 1.22
This is Emma Egg.

This is her brother.
His name is…

PAGE 91
2
Checkpoint
1 Listen and circle. 14
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66 Unit review
Checkpoint 2
Unit review Objectives
Review the unit language Drill the words in order. The children listen and
Self-evaluate personal progress trace the words. Then say random words and have
Materials words for their classmates to point to.
✓ Flashcards Units 1 and 2
✓ Teacher’s Resources Unit 2 The children look back through the unit and
✓ coloured pencils or crayons count the stars they have either coloured or
placed stickers for in each Trip reflection. They
Warmer write the numbers in their passport and stick their
Hold up the Unit 1 colour flashcards one at a time and Achievement unlocked sticker.
drill chorally and individually. Ask several children What’s
your favourite colour? Then say My favourite colour Final assessment
is (red) and stand up. Invite all children with the same Place some of the Unit 2 flashcards randomly on one
favourite colour to stand up. Continue calling out the side of the board and the word cards on the other. Call up
colours until all the children are standing. two volunteers. Have one child point to the picture card,
and the other child point to the corresponding word card.
Repeat with other pairs of volunteers.
Focus the children’s attention on the pictures and elicit
the family members or people. Play the first part of
the track and have the children identify which photo it
describes (mum). Show the children that they have to tick
that box. Repeat with the remaining pairs of pictures.
Ensure each child has a red, a green and a purple

coloured pencil. Focus attention on the pictures and elicit
what family members they could be. Play the first part of
the audio. Pause to give children time to colour, but point
out that the whole figure does not need to be coloured
perfectly.
FF Fast finishers The children count how many

photos of women there are in the unit.
Unit 2 Test
Unit review 67
2 Transcripts
Student’s Book transcripts 1.19 Listen and number.

1 This is my mum and dad. Their names are Anna and Ed.
1.13 Listen, point and say. 2 This is my sister. Her name is Clara.
mum 3 This is my friend. His name is Danny.
dad 4 This is my grandma and grandad. Their names are Jane and Tom.
grandma
grandad 1.20 Listen and point.
sister This is my grandma.
brother This is my grandad.
baby This is my dad.
family This is my mum.
This is my aunt.
1.14 Listen and chant. Family This is my uncle.
Family! Family! This is my cousin.
Mum! Mum! And this is me.
Dad! Dad! I love my family!
Grandma! Grandma!
Grandad! Grandad! 1.21 Listen and tick.
Sister! Sister! 1
Brother! Brother! Woman: Who’s this?
Baby! Baby! Boy: This is my mum.
2
1.15 Listen and point. Woman: Who’s this?
These are my sisters. Boy: This is my brother.
This is my sister. 3
This is my brother. Boy: They’re girls.
These are my brothers. 4
Boy: They’re my grandparents.
1.16Listen and follow the story. Goldilocks
and the Three Bears 1.22 Listen and colour.
Girl: This is my brother. His name is Dan.
Narrator: Jack’s baby brother goes to bed.
Narrator: Colour Dan red.
Jack: Night, night, Ben.
Girl: This is my aunt. Her name is Ana.
Ben: Night, night.
Narrator: Colour Ana green.
Narrator: Dad reads a story to Jack and his sister. Girl: These are my grandparents. Their names are Bob and Tina.
Dad: This is Daddy Bear, Mummy Bear and Baby Bear. Narrator: Colour them purple.
Dad: Bye bye, bears. Who’s this?
Jack: It’s Goldilocks.
Dad: Goldilocks is hungry.
Jack’s sister: It’s Baby Bear’s sandwich!
Dad: Goldilocks is tired.
Jack: She’s in Baby Bear’s bed!
Dad: The bear family are home. My sandwich! … She’s in MY bed!
Jack: Baby Bear is sad.
Dad: Goldilocks says: I’m sorry. Bye bye, Bears!
Jack: Bye bye, Goldilocks!
Dad: Jack, it’s time for bed.
Narrator: Jack’s goes to bed, but…
Jack: Ben’s in MY bed!
1.17 Listen and point. Sing. Who’s this?

1.18 Listen and stick. Say.

68 Transcripts
Transcripts 2

Jack: Hi, Lily! mum
Lily: Hello, Jack! Who’s this? dad
Jack: This is my family. This is my mum. This is my dad. And this grandma
is my brother. He is a baby. brother
Lily: Who’s this? sister
Jack: This is my sister. These are my grandparents. My grandad
grandma… and my grandad. baby
Both: How many people are in your family? family
Page 20 Fasten your seatbelt! 10 Listen and number.

Jack: Hello, Lily! 1
Lily: Hi, Jack! Woman: Who’s this?
Jack: Who are these children? Boy: This is my grandma.
Lily: They are my friends. 2
Jack: Who’s the boy? Woman: Who’s this?
Lily: His name is Mark. Girl: This is my grandad.
Jack: And who’s the girl?
Lily: Her name is Grace. 3
Jack: Aww, look at the dog! Who’s the woman? Woman: Who’s this?
Lily: Her name is May. Boy: These are my sisters.
Jack: And who’s the man? 4
Lily: His name is Ben. They are Hugo and Alice. Their dog is Woman: Who’s this?
black. His name is Rocky. Girl: These are my brothers.
Both: Who are your friends?
11 Listen and repeat. Trace and tick.
Page 23 Cultural window – My family See Activity Book page 14, Activity 2
This is Amy, with her mum and dad.
They’re talking to her uncle Bill.
Amy’s from New York, and she’s got uncles, aunts and cousins in
12 Listen and chant. Baby Bear’s bed
different parts of the USA. See Activity Book page 15, Activity 1
Uncle Bill lives in Florida.
This is Uncle Jim, Aunt Sally and their children Emma, Kevin and 13 Circle and match. Listen and say.
Clara. man
They live in California. woman
This is Aunt Jenny, Uncle Rick, Sarah and Ryan. boy
They live in Oklahoma. girl
Uncle Frank, Aunt Lisa and Selina live in Alaska. friends
And Amy’s grandparents live in New York, like Amy. children
What about you? Tell us about your family.
14 Listen and circle.
Circle the dad.
Circle the baby.
Circle the brother.
Circle the grandma.
Circle the sister.
Transcripts 69
school
3 At
Overview
Language objectives
Vocabulary Grammar
• Learn classroom objects: bin, book, chair, • Answer the questions What’s this? What are these?
crayon, floor, glue, pen, pencil, pencil case, rubber, • Ask and answer about location Where’s the ruler? The
ruler, school bag, sharpener, table ruler is on the floor.
• Use prepositions of place: in, on, under
Recycled vocabulary
numbers 1-10 • colours • grandma Recycled grammar
singular and plural: this is, these are; it’s, they’re
Skills objectives
Speaking Listening
• Identify and describe classroom objects • Hear and repeat key language
• Ask and answer about singular and plural objects • Follow a chant and a song
• Join in with a chant and a song • Match an audio to visual cues
• Ask and answer about the location of classroom objects • Follow the narrative of a story
• Pronounce the sound r correctly • Hear the initial sound r in common words
• Say the numbers 11-20 • Place stickers where told
• Present a robot • Listen and follow instructions
Reading Writing
• Read and understand key language • Trace number words
• Follow instructions • Write numbers
• Cross-curricular link: Maths
ref lection
rip Learning to learn
T
The children learn how to self-evaluate Assessment criteria

their own progress.
• All aboard! The children can understand and
produce the classroom objects vocabulary, ask
tions & v
mo Social and emotional skills about singular and plural objects using this or these
alues
E
The children identify the feeling of being and answer accordingly.

angry in oneself and in others.
the story, identify the emotion angry and hear and
Phonics pronounce the initial sound r.
• Fasten your seatbelt! The children can identify more
sound r in common words.
classroom vocabulary and ask and answer about the
location of objects using prepositions.
Mediation • Literacy Station The children can identify the numbers
The children relay specific information and count to 20.
and manage interaction.
make a robot and then describe it.
21st century skills
Creativity: The children think creatively • Checkpoint The children can complete activities
and use objects in an imaginative way. based on Pre-A1 Starters Listening and Speaking.
70 Unit 3 overview
✓ Lessons 1-3 – classroom objects
✓ Lesson 3 – picture of a rainbow • Fasten your seatbelt! An introduction to vocabulary
✓ L esson 8 – classroom objects, coloured pencils
or crayons, glue, paper
✓ Unit review – coloured pencils or crayons • Cultural window Real-world video to develop viewing
country
See lesson notes for Flipped Learning dynamics.


V
lessons
Lessons 2, 5, 6, 7 Teacher’s Resources
Digital competence
Flashcard Bank
A
competence
Lessons 2, 3, 5, 6, 8
Civic competence
G
Lessons 3, 8

Lessons 6, 8
Unit 3 overview 71
3 All aboard!
Lesson 1
ary and grammar 1

hool Vocabul
At sc 3
3 albloaabroda! rd!
All A
4 Listen and point.
1 2
1.25
3 4
1 Watch the video. What’s in your schoolbag?
ruler 5 Look. Ask and answer.
pencil
book glue
sharpener
pen
rubber
crayon What’s this?
It’s a ruler.
What are these?

They’re pencils.
ef lectio
r ip r n
3 Listen and chant.
T
1.24
I can identify classroom objects.
26 Lesson 1 Classroom objects 1 What’s this? It’s a pen. What are these? They’re crayons. Lesson 2 27
h o ol
At sc 3
3 All aboard!
1
16
2 4
pencil
crayon
pen
3 Read and draw.
It’∫ a book. They’re crayon∫.
book ruler
glue Child’s Child’s
own own
drawing drawing
sharpener rubber
20 Lesson 1 Classroom objects 1 What’s this? It’s a book. What are these? They’re crayons. Lesson 2 21

72 Lesson 1
Place some realia from the lesson on a table and ask
Learn classroom object vocabulary
the children to stand around so that they can see. Ask
individual children to point to specific items. Tell the
children to close their eyes and then remove one of the
objects. The children then open their eyes and name the
missing item. Repeat several times with different objects.
Materials
✓ classroom objects

class. They draw what they have in their school bag
and bring it to class.
Warmer
Hold up the flashcards one at a time, and drill the words.
Hold up a card and say Find a (pencil). Children need
to find the object, either on their desk or around the
classroom. Have them hold up the object and say its
name, if they can. Repeat with other objects, making sure
all objects are put back in place.
1 Watch the video. What’s in your school bag?

Watch the video all the way through. Watch again but
pause on the first scene, point to Jack and ask Who’s
this? Then repeat with Lily. Continue the video, pausing
after each object and encouraging the children to
repeat the word. Play the video again without pausing
and encourage the children to say the objects as they
appear. Ask the question What’s in your school bag?
Encourage the children to look, and name any of the
objects from the video that they find in their school bags.
Focus the children’s attention on the scene. Have them

identify Lily and Jack, and prompt them to say where they
are (at school). Point to each object, say, and have the
children point and repeat. It might be useful to have realia
examples to hand as well.
Play the audio or watch the video several times

encouraging the children to join in. When the children are
familiar with it, invite eight children to the front and give
each child one item from the chant, in order (crayon, pen,
pencil, ruler, book, rubber, glue, sharpener). Lead the chant,
and have the children at the front hold up their object
when it is called. Call up further volunteers and repeat the
chant so that all children have had a go at the front.
Lesson 1 73
3 All aboard!
Lesson 2
ary and grammar 1

hool Vocabul
At sc 3
3 albloaabroda! rd!
All A
4 Listen and point.
1 2
1.25
3 4
1 Watch the video. What’s in your schoolbag?
ruler 5 Look. Ask and answer.
pencil
book glue
ME DIATION
sharpener
pen
rubber
crayon What’s this?
It’s a ruler.
What are these?

They’re pencils.
ef lectio
r ip r n
3 Listen and chant.
T
1.24
26 Lesson 1 Classroom objects 1 What’s this? It’s a pen. What are these? They’re crayons. Lesson 2 27
h o ol
At sc 3
3 All aboard!
1
16
2 4
pencil
crayon
pen
3 Read and draw.
It’∫ a book. They’re crayon∫.
book ruler
glue Child’s Child’s
own own
drawing drawing
sharpener rubber
20 Lesson 1 Classroom objects 1 What’s this? It’s a book. What are these? They’re crayons. Lesson 2 21

74 Lesson 2
Lesson 2 Objectives
Ask about objects using What’s this? What are these?
Describe objects using it’s and they’re
Mediation: Relay specific information
Materials
✓ classroom objects
Warmer
Watch the video from Lesson 1 and have the children
name the objects as they appear. Play it again, pausing
to repeat the questions What’s this? and What are these?
Encourage the children to answer using It’s... . or They’re... .
Assemble the realia shown in the photos. Hold up one

of the objects and say What’s this? and answer It’s a
(book). Have the children point to the picture in their book.
Repeat with the other objects. Play the audio, pausing if
necessary for children to point and to monitor responses.
Play the audio again, without stopping.
5 Look. Ask and answer.
Focus the children’s attention on the objects in the picture.
Point to the pictures in turn and ask What’s this? or What
are these? Then have the children form pairs to point, ask
and answer about the objects. Make sure each child gets
a turn asking the questions and answering them. Monitor
and help as required.
Fast finishers With a partner, the children ask

FF and answer about objects they have on their
desk.
Trip reflection
with the statement.
Set out a table of realia at the front of the class. Make
sure there are some multiples (boxes of crayons, several
pencils tied with an elastic band). Divide the class into two
teams. One child from each team comes to the front. The
child from Team 1 chooses something and asks What’s
this? or What are these? The child from Team 2 answers.
The next pair do the same, but swap which team asks and
answers. You can score points for correct questions and
answers. Continue until all children have had a turn.
Lesson 2 75
3 Story Bridge
Lesson 3
tions & v
mo
Bridge 3
alues
E
context
Story Language in
5 6
It s my ruler!
1 Look, find and circle Jack’s ruler.

7 8
1 2
3 Tick (✓) how Jack feels.

3 4
✓
Rainbow ruler
ref lection
rip
T
28 Lesson 3 Social and emotional skills: angry Phonics: initial sound r Lesson 3 29
tions & v
mo
Story
alues
E
Bridge 3
It s my ruler!
Rainbow ruler,
Rainbow ruler,
Rainbow ruler!
3 4
2 Trace. Circle and say the r words.
1 2
2 Listen and repeat. Trace and tick (✓).
r R
17
I’m angry .
✓
22 Lesson 3 Social and emotional skills: angry Phonics: initial sound r Lesson 3 23

76 Lesson 3
Lesson 3 Objectives Social and emotional skills
Angry
Follow the narrative of a story
Children need to recognise their own feelings, and how
Identify the feeling of being angry in oneself and in
others are feeling. The story reflects how Jack’s emotions
others
change with events. Point to Jack in scenes 1, 2 and 3.
Hear and pronounce the initial sound r in common words
Elicit Jack is happy. He has a new ruler! Point to Jack in
scene 4. Elicit Jack is sad. He can’t find his ruler! Point
to Jack in scenes 5 and 6 and elicit Jack is angry. Take
Materials a child’s personal item from their table (as if you plan
✓ Teacher’s i-solutions to keep it). Encourage them to say I’m angry! and show
✓ Student’s Book audio an angry expression. Calmly return the object and say
✓ classroom objects sorry. Do this a few times. Call out angry, happy or sad in
✓ picture of a rainbow random order and have the children mime the emotions.
Phonics
Warmer
Write Rainbow ruler on the board, saying the words as
Assemble some classroom objects. Sit with the children
you do, and highlighting the initial sounds r. Play the
in a circle. Pick up several objects and ask What’s this? or
chant or watch the video several times, with the children
What are these? and encourage the children to answer
joining in. Lead the chant without the audio, slowly at first,
with It’s... . or They’re... .. Pick another object, turn to the
then faster. Ask the children to say a colour that starts
child on your left, and ask What’s this? When they answer,
with r (red). Identify any children in class whose name
hand the object to the child, who then asks the child
begins with R.
to their left and the object is passed around the circle.
When the chain is established, start passing more objects Activity Book page 23
around the circle and continue until all objects have come
back to you. On the board, stick a picture of a rainbow, along with
the ruler and the rubber flashcards. Get the children
1 Look, find and circle Jack’s ruler. into two teams, forming two lines. Say one of the items.
Focus attention on the pictures of rulers. Point and ask The children at the front of the line then need to race
What are these? Point to the rainbows on each ruler and to the front to touch the correct picture first. In Activity
elicit how many rainbows are on each ruler. Ask the 1, focus children’s attention on the book and play the
children to look at the story and find Jack’s ruler. audio. Encourage them to join in and to point to the
highlighted Rs in their books as they chant. In Activity
2, ask children to trace the letters in their books. Point
Before listening, remind children to follow the story to each picture and say the word and ask children to
according to the numbered scenes. Have them point and say r if the word starts with an r, and to circle the word.
say the numbers of the scenes in order. Watch the video In pairs, children point to and say the r words.
all the way through, then play the audio while children
follow the story in their books. Play again. Pause at scene
Fast finishers The children draw themselves
FF
1. Point to Jack’s grandma and ask Who’s this? Pause
at scene 5. Ask Is this Jack’s ruler? Elicit the number of in a situation where they feel angry. They can
rainbows. Do the same at scene 6 and scene 7. write I’m angry. underneath.
Trip reflection
3 Tick (✓) how Jack feels. Read the Trip reflection aloud and ask the children to
Recap happy and sad from previous units. Draw happy and reflect on their own learning. They stick, or colour, one,
sad emojis on the board. Point and say I’m happy then I’m two or three stars depending on how much they agree
sad, with facial expressions. Now point to Jack in scenes with the statement.
5 and 6. Say Jack is angry. Write angry on the board, and
draw an angry emoji. Say I’m angry, with facial expression. Continuous assessment
Encourage the children to repeat, with an angry face. Look Say a list of familiar words with or without an initial sound r,
at Jack’s angry picture, check that children identify the for example, two, blue, red, Mum, rubber, Rebecca, pink,
angry child and tick the correct box. ruler, Rob, Fiona, glue, rainbow. If children hear the sound r,
they call out r, and if not, they put their finger on their lips.
Lesson 3 77
Lesson 4
r seatbelt!
Vocabul
1 Watch the video. What’s on your table? 4 Listen and number. 1.29
1 2 3
bin chair floor 2

4 5 6 1
6 4
5 3
pencil case school bag table 5 Look around your classroom. Say.

The book is The glue is
Where’s The pencil
song on the table. under the chair.
the book? is in the bin.
It’s a pencil case.
It’s a chair.
It’s a school bag.
Oh, yeah!
It’s a table.
It’s a bin.
It’s the floor.
Point and sing! ref lection
rip
T
I can say where classroom objects are.
30 Lesson 4 Classroom objects 2 Where’s the ruler? The ruler is on the floor. Lesson 5 31
78 Lesson 4
Lesson 4 Objectives 3 Listen and point. Sing. 1.28
Look at the scene and elicit what the children can see.
Learn more school objects vocabulary
Play the audio or watch the video several times, with
children joining in and pointing to the pictures in their
books. Have the children stand up. Make sure all of the
Join in with a song
things in the song are clearly visible in the classroom,
(you may need to move the bin next to a desk). Sing the
Materials
song again several times, with the children pointing to
✓ Teacher’s i-solutions real objects in the classroom.
Fast finishers The children draw and label
FF
✓ Stickers Unit 3 one of the items from the lesson for classroom
display.
class. They draw their school classroom and bring it Display the flashcards on the board, point to a card and
to class. say It’s a (book). If it’s correct, the children repeat it. If not,
they keep silent.
Warmer
Ask a volunteer to come to the front and ask them to
close their eyes and put their hands behind their backs.
Put an object from Lesson 1 in their hands and ask What’s
this? Encourage the child to feel the object and guess
what it is using the structure It’s a (pencil). Continue with
other volunteers and objects.
1 Watch the video. What’s on your table?

Watch the video all the way through. On the second
viewing, pause at the relevant scene and ask Where’s
your school bag? and Where’s your table? and have the
children point to them. Pause at the remaining scenes,
and ask children to point to the object mentioned, using
Where's the ... ? Play the video again, encouraging
the children to find and point to the things as they are
mentioned. Finally, ask the question What’s on your
table? and have the children tell a partner.
Prepare the flashcards: bin, chair, floor, pencil case, school

bag, table. Help children locate the stickers for the activity.
Hold up a flashcard and say It’s a (bin). The children find
and point to the sticker and repeat. Continue with all of the
flashcards, repeating several times. Play the first part of
the audio and help the children to locate and place the first
sticker. Continue with remaining stickers. Call out numbers
and have the children tell you the object, chorally and
individually.
Lesson 4 79
Lesson 5
r seatbelt!
Vocabul
1 Watch the video. What’s on your table? 4 Listen and number. 1.29
1 2 3
bin chair floor 2

4 5 6 1
6 4
5 3
pencil case school bag table 5 Look around your classroom. Say.

The book is The glue is
Where’s The pencil
song on the table. under the chair.
the book? is in the bin.
MEDIATION
It’s a pencil case.
It’s a chair.
It’s a school bag.
Oh, yeah!
It’s a table.
It’s a bin.
It’s the floor.
Point and sing! ref lection
rip
T
30 Lesson 4 Classroom objects 2 Where’s the ruler? The ruler is on the floor. Lesson 5 31
r seatbelt!
1 Listen and draw lines. 19
2 Look at Activity 1 and tick (✓) or cross (✗).
1 Where’∫ the pencil case?

The pencil case i∫ under the table. ✗
2 Where’∫ the bin?

The bin i∫ on the table. ✗
3 Where’∫ the ruler?

The ruler i∫ in the bin. ✓
24 Lessons 4 and 5 Classroom objects 2 Where's the ruler? The ruler is in the bin.
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80 Lesson 5
Ask about location using Where’s the … ?
Use prepositions of place: on, under and in
with the statement.
Mediation: Manage interaction
Materials Ask a volunteer to stand outside the classroom for a
✓ Teacher’s i-solutions moment. Hide an object or flashcard in the classroom.
✓ Student’s Book audio Invite the volunteer back to look for it. Encourage the
✓ Flashcards Unit 3 class to chant Where’s the (sharpener)? quietly when
✓ Teacher’s Resources Unit 3 the volunteer is far away from the sharpener and loudly
when close.
Warmer
Hold up the Unit 3 flashcards one at a time, and elicit
the objects chorally and individually. Play the video
from Lesson 4. Pause and say Where’s the school bag?
It’s on the table. Play the next scene and ask Where are
the pencils? They’re on the floor. Pause again and ask
Where’s the pencil case? It’s in the school bag. Finally ask
Where’s the teacher’s bag? It’s under the chair. On the
board, draw simple box diagrams to represent on, in and
under, and write the word above them. Place a classroom
object on, in or under various things. Ask Where’s the
(ruler)? And have the children respond with The (ruler) is
(on) the (table).
Focus attention on the classroom scene. Ask Where’s

the (ruler)? and have the children point to the object in
their book. Do the same for other key items. Play the first
part of the audio. Pause and check that children write the
number in the correct box. Play the remaining track as
children number.
5 Look around your classroom. Say.
Select some classroom objects. Place them around the
classroom in, under or on something, describing their
location as you do so. Ask Where’s the (ruler)? and invite
volunteers to answer, encouraging complete sentences.
Do this several times, then have children form pairs or
small groups to ask and answer. You can change the
position of the objects.
Fast finishers The children draw a table with
FF classroom objects on and under it. With

a partner they can then ask and answer
questions about their picture.
Lesson 5 81
3 Literacy Station
Lesson 6
Literacy Station 3 blue

count to twenty Writing

3 Trace and match.
eleven twelve thirteen
fourteen fifteen sixteen

4 Trace and write.
Communication
2 Guess the fourteen 14
New Zeal
and
numbers. Cultural window
My school
Eighteen? sixteen 16
seventeen eighteen
eighteen 18
twenty 20 Activity Book page 26
ef lectio
r ip r n
nineteen twenty
T
32 Lesson 6 Maths: counting to 20 Skills practice Lesson 7 33
Literacy Station 3
count to twenty
1 Trace and match.
eighteen
twenty
seventeen
fifteen
nineteen
sixteen
2 Count and circle.
1 ten / eleven / twelve pen∫
2 thirteen / fourteen / fifteen

sharpener∫
3 eleven / twelve / thirteen

book∫
Maths: counting to 20 Lessons 6 and 7 25
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82 Lesson 6
Communication 3
Lesson 6 Objectives Continuous assessment
Invite a volunteer to the front and ask them to show all
Review numbers 1-10
ten fingers. Elicit ten from the class. Hold up one of your
Learn numbers 11-20
fingers next to theirs and elicit eleven. Continue with
Say the numbers to 20
different numbers of fingers up to 20, as the children call
out the number. Ask the children to form pairs and stand
Materials side by side. Call out numbers between 11 and 20 and
✓ Teacher’s i-solutions have them hold up the correct number of fingers between
✓ Student’s Book audio them. This will require some cooperation between them,
✓ Stickers Unit 3 so allow time to do so.
Warmer
Review numbers 1-10. Call out numbers from 1-10 and have
children hold up the correct number of fingers. Then hold
up some fingers and ask children to say the number.
Write the numerals 1-10 across the board, encouraging

the children to say each number. Point and count the
numbers to ten again, then say eleven and write the digit.
Drill the number chorally and individually. Point to and
say ten and eleven, then say twelve and write the digit.
Drill the number, then repeat with the remaining numbers
up to 20. Repeat until the children are confident saying
the numbers. Make sure children have their stickers.
Point and say the number words and have the children
repeat. Play the audio twice, encouraging children to
join in the second time. Children then place the stickers
in the correct order. Play the audio again, encouraging
children to point and say the numbers in their books with
the audio.
2 Guess the numbers.
With your back to the class, write the numbers 11-20 in
order in the air. Have the children say what number you
are drawing. Invite several volunteers to the front, facing
the board and write a number on their back for them to
guess. Demonstrate writing the numbers slowly and in a
large size. Get the children into groups of three or four to
practise writing and guessing.
Fast finishers Prepare pieces of A4 paper

with a numeral between 11 and 20. The children
FF choose a number and draw that number of

objects, and write the number in words. This
activity can continue in the next lesson, and
the pictures used for display.
Lesson 6 83
3 Literacy Station
Lesson 7
Literacy Station 3 blue

count to twenty Writing

3 Trace and match.
fourteen fifteen sixteen

4 Trace and write.
Communication
2 Guess the fourteen 14
New Zeal
and
numbers. Cultural window
My school
Eighteen? sixteen 16
seventeen eighteen
eighteen 18
twenty 20 Activity Book page 26
ef lectio
r ip r n
nineteen twenty
T
32 Lesson 6 Maths: counting to 20 Skills practice Lesson 7 33
New Zeal
indow
Cultural w
and
My school
1 Count and match.
1 13 book∫
2 5 teacher∫
3 8 chair∫
2 Watch the video. Number the pictures in order.
3 4
1 2
3 Draw your favourite school activity.
Child’s
own
drawing
26 Lesson 8 Viewing skills: New Zealand
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84 Lesson 7
Writing 3
Read numbers 11-20
Play the video all the way through, then play it again
Trace number words
and pause at the scene with the story telling. Point
Write numbers
to the teacher and ask Who’s this? Elicit or model
She’s their teacher. Point to yourself and say I’m your
teacher. Point to the children and ask Where are the
Materials
children? Elicit on the floor. Continue, then pause
✓ Teacher’s i-solutions on the scene with the boy writing. Ask Where is his
✓ Teacher’s Resources Unit 3 book? (on the table). Pause on the project scene.
✓ a world map or globe Count the pencils and name the colours. Look at
Activity 1. Read the three words with the children,
Warmer as they match them to the pictures. Children then
Write the numbers 11-20 randomly across the board (low count and write the numbers. In Activity 2, look at
enough for children to reach). Count chorally pointing to the four video scenes in the book. Watch the video
the numbers on the board as you do so. Count chorally again, then pause at the first scene. Check that the
to ten, then invite a volunteer to come to the front, children have written a number in the correct box,
point to the next number on the board and say it. then play the rest of the video while children write
Continue with different volunteers up to 20. Repeat until the remaining numbers. In Activity 3, ask the children
all children have had a turn. to think of their favourite school activity. You could
mime some activities as prompts. Children choose
3 Trace and match. and draw their favourite activity.
Count the rubbers together with the class. Do this twice
to check correct counting, then read the three number Trip reflection
words and have the children match. Children count and Read the Trip reflection aloud and ask the children to
match the remaining items then trace the words. reflect on their own learning. They stick, or colour, one,
4 Trace and write. two or three stars depending on how much they agree
with the statement.
Read the four number words together, then children trace
the words and write the digits. Continuous assessment
Hold up the Unit 3 flashcards one at a time, and have
Fast finishers Continue with the number
children name it if it was in the video and say no if it
FF pictures from the previous lesson. If all
numbers are allocated, the children can work
collaboratively to draw and colour.
wasn’t. If there is time, you can play the video again to
check.
Cultural window
Focus children’s attention on the Cultural window and
read the title. Look at the flag. Ask what colours are in
the flag and count the stars. Tell them that this is the flag
of New Zealand. Point out that the Union Jack is part of
the flag. Show the children where New Zealand is on
the map, and recap where their country, the UK and the
USA are. Point out the various islands (depending on the
detail on your map, you could try counting them). Play
the video, pausing at the scene with the flags. How many
flags can the children see?
Lesson 7 85
3 Project Stop
Lesson 8
Project Stop Design a robot

pop
out
1 2
Prepare the material∫. ©olour the object∫.
3
Design your robot.
4
Present your robot.
This is my robot.
These are red rulers.
This is a
blue book.
21
CENTURY
st
SKILLS
Cre
at i v i T y
86 Lesson 8
Project Stop 3
Lesson 8 Objectives Creativity
Follow instructions
Identify colours This lesson gives children the opportunity to think
Present a robot creatively and use the same objects in unique and
Think creatively and use objects in an imaginative way different ways. They can compare how other children
have used their objects differently and appreciate the
Materials range of possibilities.
✓ Teacher’s i-solutions Continuous assessment

✓ Classroom objects
✓ Pop outs Unit 3 Invite three volunteers to the front of the class with their
✓ coloured pencils or crayons robots. Describe the elements of one of the robots and
ask the children to say which robot it is. Repeat with
✓ glue
further volunteers.
✓ A4 paper
Warmer
Put a selection of different coloured classroom objects
on a table. Pick out one and say It’s a (red) (pencil). Do
the same with other objects, encouraging the children
to repeat. Choose a volunteer, say blue ruler and have
them come and pick out the matching object. Invite further
volunteers to pick out further objects.
Design a robot pop

out

1 The first step is to prepare the materials. They need
to get their pop-outs and have coloured pencils or
crayons, glue and paper to hand.
2 Explain that they should colour the same objects the
same colour. So, for example, all pencils should be
blue. When the pieces are coloured, tell the children
to remove the small pieces very carefully and arrange
them neatly on their desks. Encourage them to count
the number of pieces to ensure none get mislaid. The
outside of the pop out can be thrown away to clear
space.
3 The children can assemble their robots in any way they
like, using any of the objects to form the body, head
and legs, and drawing any other elements like ears or
antennae. Encourage them to lay out all of their pieces
on the paper first, to create their design, and only stick
when they are happy with their design.
4 Make a robot yourself, or borrow one of the children’s
to present and model how to describe it. Have the
children form groups of three or four and take turns
to present their robots. Invite three or four volunteers to
present to the whole class. Try and choose examples
of very different robots. Encourage children to notice
the differences between the various robots.
Lesson 8 87
3 Checkpoint
Unit 3 review
ac
hiev
Ement
3
Checkpoint
pop
out
Unlocked
2 Answer the questions.

What’s this? What colour is it?
1 2 3 4

PAGE 92
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3
Checkpoint
1 Look and read. Put a tick (✓) or a cross (✗) in the box.
1 2
Thi∫ i∫ a ruler. ✗ These are crayon∫. ✓
3 4
Thi∫ i∫ a chair. ✗ These are rubber∫. ✗
5 6
These are book∫. ✓ Thi∫ i∫ a bin. ✗

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88 Unit review
Checkpoint 3
Unit review Objectives Final assessment
Set a table, chair and bin at the front of the class and place
Review the unit language
classroom objects on, in and under them. Make statements
Self-evaluate personal progress
about the objects, for example, The pencil case is under
the chair. If the statement is correct, children show thumbs
Materials up. If it’s incorrect, they show thumbs down. Monitor
✓ Teacher’s i-solutions children’s responses.
✓ crayons
Warmer
Hold a flashcard behind a piece of paper. Slowly reveal
the flashcard and tell the children to put up their hand
when they know what it is, and call on a child to give their
answer. Repeat several times.
Ask the children to look at the picture and point to all

items in turn as you say them. Make sure the children
have all the coloured pencils they need. Play the audio,
pausing after the first part. Give children time to locate
the object and colour it. Remind children that they do not
need to colour perfectly. Continue with the remaining
items.
Point to the pencil case and ask several children What’s
this? Then ask other children What colour is it? Encourage
the children to ask and answer with the person next to
them. Do the same with the remaining objects.
FF Fast finishers The children count how times

pictures of a bin and glue appear in the unit.

Drill the words in order. The children listen and
trace the words. Then say random words and have
words for their classmates to point to.
The children look back through the unit and

count the stars they have either coloured or
write the numbers in their passport and stick their
Achievement unlocked sticker.
Unit 3 Test
End of Term 1 Test
Unit review 89
3 Transcripts
Student’s Book transcripts 1.27 Listen and stick. Say.

1.23 Listen, point and say.
book 1.28 Listen and point. Sing. It’s a pencil case!
crayon See Student’s Book page 30, Activity 3
glue
pen
pencil
1.29 Listen and number.
rubber 1 The ruler is on the table.
ruler 2 The school bag is on the floor.
sharpener 3 The glue is under the chair.
4 The book is under the table.
5 The rubber is in the pencil case.
1.24 Listen and chant. Classroom objects
6 The pencil is in the bin.
Crayon! Crayon!
Pen! Pen!
Pencil! Pencil!
1.30 Listen and stick. Say.
Ruler! Ruler! Let’s count. Count with me! Let’s all count from one to twenty.
Book! Book! One, two, three!
Rubber! Rubber! One, two, three!
Glue! Glue! Four, five, six!
Sharpener! Sharpener! Four, five, six!
Seven, eight, nine!
Seven, eight, nine!
1.25 Listen and point.
Ten!
Boy: What’s this? Ten!
Girl: It’s a rubber. Eleven, twelve, thirteen! Fourteen, fifteen, sixteen!
Girl: What are these? Seventeen, eighteen, nineteen! Twenty!
Boy: They’re pencils.
Boy: What’s this?
Girl: It’s a book.
1.31 Listen and colour.
Girl: What are these? Woman: Look at the pencil on the table. Colour it yellow.
Boy: They’re rulers. Boy: Colour the pencil on the table yellow?
Woman: Yes.
Woman: Look at the book in the bin. Colour it red.
1.26 Listen and follow the story. It’s my ruler!
Boy: Colour the book in the bin red?
Narrator: Jack’s grandma is here. Woman: Yes.
Jack’s grandma: This is a ruler for you. Look, three rainbows. Woman: Look at the school bag under the chair. Colour it pink.
Jack: Thank you, Grandma! Boy: Colour the school bag under the chair pink?
Narrator: Jack puts the ruler in his school bag. Woman: Yes.
Narrator: Jack shows the ruler to Lily. Woman: Look at the ruler on the floor. Colour it orange.
Jack: Lily, look at this. Boy: Colour the ruler on the floor orange?
Lily: It’s a ruler. With three rainbows! Woman: Yes.
Narrator: Jack can’t find his ruler.
Jack: Where’s my ruler?
Jack: It’s my ruler!
Fiona: No, it’s my ruler.
Narrator: Look at the rainbow. It isn’t Jack’s ruler.
Rob: No, it’s my ruler.
Narrator: Look at the rainbows. It isn’t Jack’s ruler.
Narrator: Lily looks under the table.
Lily: What’s this?
Jack: I’m sorry, Fiona. I’m sorry, Rob.
Rob: It’s OK.
Fiona: Three rainbow rulers!
90 Transcripts
Transcripts 3

Lily: Are you ready for school, Jack? crayon
Jack: What do we need? pen
Lily: Umm, a pencil, a rubber, a sharpener, and a ruler! pencil
Jack: What’s this? book
Lily: It’s glue. glue
Jack: What are these? ruler
Lily: They’re crayons. sharpener
Jack: And what are these? rubber
Lily: They’re books.
Jack: And what’s this? 16 Listen and circle.
Lily: It’s a yellow pen. 1
Jack: Great! Let’s go to school! Man: What’s this?
Both: What’s in your school bag? Girl: It’s a pencil.
2
Page 30 Fasten your seatbelt! Man: What’s this?
Jack: Are you ready for school, Lily? Girl: It’s a book.
Lily: Yes! 3
Jack: Where's your school bag? Man: What are these?
Lily: It's on the table. Boy: They’re rubbers.
Jack: Where are your pencils? 4
Lily: They're on the floor! Man: What are these?
Jack: Where’s your pencil case? Boy: They’re crayons
Lily: It’s in my school bag.
Jack: Look, there’s the bin. 17 Listen and repeat. Trace and tick.
Lily: His bag is on the chair.
Jack: The teacher’s bag is under the table.
Both: What’s on your table?
18 Listen and chant. Rainbow ruler
Page 33 Cultural window – My school See Activity Book page 23, Activity 1
This is Charlotte from New Zealand.
Where is New Zealand? Here it is! 19 Listen and draw lines.
In New Zealand, children go to school at 9. The pen is on the table.
They sit on the floor and listen to their teacher. The school bag is on the floor.
They listen to stories. The rubbers are under the chair.
They sit at their tables and write in their books. The ruler is in the bin.
They do projects. That’s fun! See the different colour pencils? The pencils are in the pencil case.
Look! They made New Zealand flags! The book is under the table.
Sometimes they sing too!
Then at 3 they come home. What a day!
What about you? Tell us about your school.
Transcripts 91
1 Term Stop 1
p 1
Term Sto
fifteen,
What are
R sixteen ,
seventeen, ac
hiev
Ement
these ? eighteen Unlocked
Thi∫ i∫ my
Their brother.
name∫
are …
B
Lily and Jack
Child’s own
answers
They’re
H ƒow old red .
start
are you? one, two,
three ,
four, five T
36 Term 1 Review game Review game Term 1 37
stop 1
evie
Term R1
1
w
R
3 Listen and match. Colour. 21
1 Listen, look and tick (✓). 20
1 2
Sƒally Bƒill L¬ucy
✓ ✓
3 4
✓ ✓
2 Look and match.
4 Trace and match.
1 H¬er dog i∫ white.
1 Thi∫ i∫ my brother .
2 These are my parent∫ .

2 H¬i∫ name i∫ Mark.
3 Thi∫ i∫ my grandma .
3 Their bag∫ are blue. 4 These are my friend∫ .

28 Term 1 review Term 1 review 29
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92 Term Stop 1
Term Stop 1 1
Lesson Objectives Activity Book transcripts
Review the language from units 1-3 20 Listen, look and tick.
1
Materials Boy: How old are you?
✓ Teacher’s i-solutions Girl: I’m seven.
✓ dice 2
Boy: Who’s this?
✓ counters
Girl: This is my sister.
3
Warmer Boy: What’s this?
Demonstrate how to play the board game and what to Girl: It’s a triangle.
do in each section. When the children understand, put 4
them into small groups or pairs to play the game. Give Boy: Where’s the book?
each group a die and counters or get them to use a small Girl: It’s under the chair.
rubber or sharpener as their counter. If necessary, review
all the language on the board to refresh the children’s 21 Listen and match. Colour.
memories before they play. Hold up a die and have the 1
children count the number of spots on each face. Woman: What’s this, Sally?
Girl: It’s my school bag.
How to play Woman: What’s in your school bag?
Girl: A red ruler and a blue book.
Everyone puts their counter on START and throws the die
2
to see who gets the highest number and goes first. Woman: What’s this, Bill?
The children take turns to throw the die and move round Boy: It’s my pencil case.
the board until they reach the end. Woman: What’s in your pencil case?
In the different sections of the board they do different Boy: A green rubber and a red sharpener.
3
things:
Woman: Is this your pencil case, Lucy?
Children say what they can see. Girl: Yes, it is. These are my crayons.
Woman: What colour are your crayons?
They say the emotion that is shown. Girl: One crayon is blue and one crayon is yellow.
They say the sound and you can ask them to say
one or two words that start with that sound.
They throw again.
or tracing squares, they trace the word and read

F
out what is written.
For questions they read and answer.
They can climb up ladders and go down a snake.
Term Stop 1 93
erybo dy is different
4 Ev
Overview
Language objectives
Vocabulary Grammar
• Learn parts of the body: arm, ears, eyes, finger, foot, • Use have got to describe oneself and others: I’ve got
hair, hand, head, leg, mouth, nose, toe green eyes. He’s got black hair.
• Learn facial features and adjectives: black/brown/ • Use the imperative to give commands: Don’t move
blonde hair, blue/brown/green eyes your head!
Recycled grammar Recycled grammar

numbers 1-20 • colours The imperative
Skills objectives
Speaking Listening
• Talk about parts of the body • Hear and repeat key language
• Give commands related to parts of the body • Follow a chant and a song
• Describe oneself and classmates • Match an audio to visual cues
• Say the five senses • Follow the narrative of a story
• Join in with a chant and a song • Hear the initial sound h in common words
• Pronounce the sound h correctly • Place stickers where told
• Present a monster • Listen and follow instructions
Reading Writing
• Read and understand key language • Trace the words for facial features
• Follow instructions • Trace the words for the five senses
• Cross-curricular link: Science
ref lection
rip
Learning to learn
T
The children self-evaluate their own progress.

Assessment criteria
• All aboard! The children can understand and produce
vocabulary to describe parts of the body, and use the
tions & v
mo
vocabulary to give commands.
alues
E
The children learn about listening to others. • Story Bridge The children can follow and understand
the story, identify the social skill listening to others and
hear and pronounce the initial sound h.
Phonics • Fasten your seatbelt! The children can use
vocabulary and adjectives related to facial features
sound h.
and the structure have got.
• Literacy Station The children can identify the five
Mediation senses, say, trace and write them.
The children relay specific information. • Project Stop The children can follow instructions to
make a monster and then describe it.
21st century skills • Checkpoint The children can complete activities based
Classifying: The children group diverse on Pre-A1 Starters Listening and Reading and writing.
physical attributes.
94 Unit 4 overview
✓ Lesson 5 – coloured pencils or crayons
✓ Lesson 6 – a bag • Fasten your seatbelt! An introduction to vocabulary
✓ Lesson
8 – coloured pencils or crayons, paper, glue
✓ Unit review – coloured pencils or crayons
country
For ideas on how to exploit the See lesson notes for Flipped Learning dynamics

V
lessons
Digital competence
i-flashcards and i-stories
Lessons 1, 3, 4, 7
Flashcard Bank
A
competence
Lessons 2, 3, 5, 7
Civic competence
G
Lessons 2, 3

Lesson 8
Lessons 4, 7 each individual class.
Unit 4 overview 95
4 All aboard!
Lesson 1
ary and grammar 1

ybody is different Vocabul
Ever 4
4 albloaabroda! rd!
All A
1 Watch the video. Can you move your body?
1 4 5
head
finger 2 3 6
hand 5 Do the actions.

arm
leg
toe Move your fingers.
Don’t move your head.
foot

ref lection
rip
3 Listen and chant.
T
1.33
38 Lesson 1 Parts of the body Point to your arm. Don’t move your leg. Lesson 2 39
ybody is different
E ve r 4
4 All aboard!
2 Listen and match.
1
23
2 3
1 Trace. Listen and stick. 22
head hand
Don’t move
Speech your hand.
bubble
Point
Speech to your foot.
bubble Point to your
Speech bubblehead.
3 Look and match.

arm leg 1 2 3 4
foot finger toe eye eye∫ foot feet

30 Lesson 1 Parts of the body Point to your head! Don’t move your hand. Lesson 2 31

96 Lesson 1
Lesson 1 Objectives
Learn vocabulary for parts of the body
Materials

class. They draw a picture of themselves including all
the body parts from the video and bring it to class.
Warmer
Chant the numbers 1-20 with the children several times.
Divide the class in half. Have one side of the class start the
count with 1, then alternate between the two halves to 20.
Switch so the other half of the class starts, then repeat.

Watch the video all the way through once or twice. Watch
again, then pause at the frame which presents arm. Point
to your arm, say arm and encourage the children to do
the same. Continue watching the video frame by frame
pointing to and repeating each body part.
Ask the children to look at the scene and find Jack and
Lily. Call out parts of the body and ask the children
to point to them and repeat after you. Play the audio,
encouraging the children to point and repeat the words
as they hear them.
Play the audio or watch the video several times and

encourage the children to join in. Have the children point
to their own body parts as they say the chant. When they
are confident, have them say the chant without the audio.
Initial evaluation
Place the body parts flashcards on the board. Point to a
flashcard and say either the right word or the wrong word.
If it’s correct, the children repeat it. If not, they stay silent.
Lesson 1 97
4 All aboard!
Lesson 2
ary and grammar 1

ybody is different Vocabul
Ever 4
4 albloaabroda! rd!
All A
1 4 5
head
finger 2 3 6
hand 5 Do the actions.

arm
leg
toe Move your fingers.
Don’t move your head.
foot

ref lection
rip
3 Listen and chant.
T
1.33
38 Lesson 1 Parts of the body Point to your arm. Don’t move your leg. Lesson 2 39
ybody is different
E ve r 4
4 All aboard!
2 Listen and match.
1
23
2 3
head hand
Don’t move
Speech your hand.
bubble
Point
Speech to your foot.
bubble Point to your
Speech bubblehead.
3 Look and match.

arm leg 1 2 3 4
foot finger toe eye eye∫ foot feet

30 Lesson 1 Parts of the body Point to your head! Don’t move your hand. Lesson 2 31

98 Lesson 2
Lesson 2 Objectives
Identify body parts
Understand and use Point to your … . and (Don’t) move
your … .
Materials
Warmer
Play the video from Lesson 1, Activity 1 without sound.
Pause on each scene and elicit the body part. Play it
again pausing on each frame and repeat the instructions
for the children to follow.
Draw attention to the pictures. Have the children stand up

and copy them. Make sure they are pointing, moving or
not moving accordingly. Play the first section of the audio
and point out the number 1 under the first picture. Have
the children trace the number. Play the next section then
pause and ask the children to point to the picture before
writing the number. Continue with the rest of the audio.
5 Do the actions.
Read the model speech bubble with the children and
draw attention to what the girl on the right is doing. Give
a few instructions for the whole class to follow, using the
illustrations from Activity 4 to help them, then get the
children into small groups to practise.
Fast finishers The children point to all seven
FF body parts from Lesson 1, while saying each

one out loud. They repeat and go faster as they
become more confident with the vocabulary.
Trip reflection
with the statement.
Play Simon says. Give an instruction, for example,
Don’t point to your (toes)! Move your (hands)! If the
instruction starts with Simon says the children should do
the action. If it doesn't start with Simon says they stay
still. If the children do the wrong action or move when
they shouldn’t, they sit down. Continue until only a few
children are still standing. You can make it harder by
saying the actions faster.
Lesson 2 99
4 Story Bridge
Lesson 3
tions & v
mo
Bridge 4
alues
E
context
Story Language in
5 M¬oveSpeech
your hand.
bubble 6
Don t move!
1 Look, find and tick (✓).
✓
7 8
1 2
3 Tick (✓) who is listening to others.

3 4 Don’t move yourbubble
Speech leg∫.
✓ ✓
Hands on her head
ref lection
rip
T
40 Lesson 3 Social and emotional skills: listening to others Phonics: initial sound h Lesson 3 41
tions & v
mo
Story
alues
E
Bridge 4
Don t move!
1 Look, count and write.
1 L¬ily’∫ got two eye∫. H¬and on her head,

2 L¬ily’∫ got two nose∫. H¬and on her head,
3 L¬ily’∫ got three arm∫. L¬ily ha∫ got her

hand on her head.
4 L¬ily’∫ got four leg∫.
2 Trace and complete. Follow and say.
2 Listen and repeat. Trace and tick (✓).
h H
24
L¬ily listen∫ to Jack. hair hand head
✓
32 Lesson 3 Social and emotional skills: listening to others Phonics: initial sound h Lesson 3 33

100 Lesson 3
Lesson 3 Objectives listeners’. Using mime to make the messages clear, say
things that only the listeners respond to. For example,
Follow the narrative of a story Let’s play! Who wants cake? Quick, hide! Don’t open the
Understand the value of listening to others door, there’s a monster! End the class with a round of
Hear and pronounce the initial sound h in common Simon says. Remind children to listen very carefully.
words
Write Hand on her head on the board. Say the phrase
Materials several times and highlight the three initial sounds h. Say
✓ Teacher’s i-solutions the sound h with different vowels: ha ha ha, he he he, ho
✓ Student’s Book audio ho ho, and have the children copy. Say the phrase again
✓ Flashcards Unit 4 and have the children repeat. Identify any children in the
class whose name starts with H.
Warmer Activity Book page 33
Display the word cards in random order on the board.
Chant the words with the children. Remove one flashcard Say a list of familiar words starting with the sound
but continue to include it as you chant through the words. h and have the children repeat them, for example,
Remove more until they are all gone but the children are happy, have, house, he, his, how, hand, head, hair. In
still saying the words in the same order. Activity 1, play the video or the audio and encourage
the children to point to each sound h in the book as
1 Look, find and tick (✓) they join in. In Activity 2 model writing the lower case
Show the children the meaning of draw. Describe one of h several times on the board. Then, draw it in the air
the pictures, for example, Jack and Lily draw a picture. (with your back to the class) and have the children
and have the children point to the correct picture. Give stand and do the same. Repeat, modelling the capital
the children time to look at the story and choose and tick H. Focus the children’s attention on the two letters for
the correct picture. tracing. They trace the letters and complete the three
words. Make sure they use lower case h for the words.
2 Listen and follow the story. 1.35 Have the children follow the line from the first word to
Ask the children to look at the pictures in the story. Elicit the picture and have them say it. Do the same for the
what items of school equipment they can see in the story others. Read out a list of familiar words, with or without
by pointing and asking What’s this? Play the audio or a sound h. The children say h when they hear it, and
watch the video several times. Play the audio again and shake their heads when they don’t. For example, red,
ask the children to follow in their books as they listen. head, leg, body, hair, foot, hand, has, sad, happy.
Remind them to follow the story in number order.
Fast finishers The children draw pictures
3 Tick (✓) who is listening to others.
Focus on the first picture. Elicit who is talking and who is
FF of a hand and a head and write the words
underneath.
listening. Check that the children tick the box. In the second
picture, ask the children to guess who is talking and if they Trip reflection
think the girl is listening. For the final picture, again elicit Read the Trip reflection aloud and ask the children to
who is talking and who is listening and check that they tick reflect on their own learning. They stick, or colour, one,
the box. two or three stars depending on how much they agree
Social and emotional skills with the statement.
Listening to others Continuous assessment
Being able to listen to others is an important On the board, draw an oval shape to represent a body
communication skill, and not listening to others can have and ask the children to copy it. Remind the children to
significant consequences. Use the story to reflect on listen carefully then tell them things to draw and not to
when Lily was not a good listener and what happened. draw. For example, Draw a head. Don’t draw hair. Draw
Look back at the story and read Jack’s first speech two arms. Draw hands. Don’t draw fingers. Draw legs.
bubble in scene 4. Ask the children if Lily is listening (no), Draw one foot. Don’t draw toes.
and what happens as a consequence (Jack draws five
legs). Look at Jack’s speech bubble in scene 5. Again,
ask the children if Lily is listening (no) and if Jack is happy
(he isn’t). Role-play some simple situations where some
children are listening and some children are not: Call
volunteers to the front and assign ‘listeners’ and ‘not
Lesson 3 101
Lesson 4
r seatbelt!
Vocabul
1 Watch the video. What colour are your eyes? 4 Listen and colour. 1.38

1 2
song
Ears, mouth, nose and eyes! Ears, mouth, nose and eyes!
I’ve got blonde hair. I’ve got black hair.
I’ve got green eyes. I’ve got blue eyes.
Ears, mouth, nose and eyes!

I’ve got brown hair. 3 4
I’ve got brown eyes.
3 Listen and stick. Trace and say. 1.37
1 2 3
5 Describe yourself and a classmate.
black hair blonde hair brown hair

4 5 6 7
He’s got blue eyes.
ref lection
rip
ear∫ eye∫ mouth nose
T
I can describe people.
42 Lesson 4 Facial features and adjectives I’ve got green eyes. She’s got brown eyes. Lesson 5 43
102 Lesson 4
Lesson 4 Objectives 3 Listen and stick. Trace and say. 1.37
Give the children time to find their stickers. Point to the

Learn vocabulary for facial features
first three and say the phrases. Play the first three parts
of the audio, pausing while children place their stickers.
Encourage the children to read and say the phrases.
Trace words for facial features
Point to the final four stickers and elicit the words. Play
Join in with a song
the audio, pausing after each word for the children to
place their stickers. Then they trace the words and say
Materials
them. Say a number from 1-7 and invite volunteers to say
✓ Teacher’s i-solutions the corresponding word or phrase. Then say a word or
✓ Student’s Book audio phrase and ask children to give you the corresponding
✓ Stickers Unit 4 number.
class. They draw and colour a picture of their face
FF Fast finishers The children practise singing
the song to themselves quietly.
Warmer Get the children into three teams. Draw an oval on the
Start slowly drawing the outline of a body part on the board for each team. Call out a facial feature. The first
board. When the children think they know what it is, child in each team needs to draw that feature on the
encourage them to put their hand up and say the word. face. You could score points for the fastest team to draw
Repeat with other body parts. the feature. Repeat with another blank face so that all
children have a chance to draw something.
1 Watch the video. What colour are your eyes?
Watch the video all the way through. On the second
viewing, pause and say the features as they appear. Have
the children repeat the word and point to that feature on
themselves. At the end, repeat the question and model an
answer, for example, I’ve got (blue) eyes. Invite volunteers
to say what colour their eyes are. Play the video a final
time. Have the children put up their hands when they hear
their eye and hair colour.
Listen to the song several times. Encourage the children to

point to their own features during the line Ears, mouth, nose
and eyes! Ask them to look at the picture of Lily, Jack and
their friend. Play the song again and the children point to
the child that corresponds to each verse. When the children
are confident with the song, have them sing along but only
join in with the lines that correspond to their own eye and
hair colour. If there are children in your class with different
coloured hair or eyes, teach the words and create a new
verse for them.
Lesson 4 103
Lesson 5
r seatbelt!
Vocabul
1 Watch the video. What colour are your eyes? 4 Listen and colour. 1.38

1 2
song
Ears, mouth, nose and eyes! Ears, mouth, nose and eyes!
I’ve got blonde hair. I’ve got black hair.
I’ve got green eyes. I’ve got blue eyes.
Ears, mouth, nose and eyes!

I’ve got brown hair. 3 4
3 Listen and stick. Trace and say. 1.37
1 2 3
black hair blonde hair brown hair

4 5 6 7
He’s got blue eyes.
ref lection
rip
ear∫ eye∫ mouth nose
T
I can describe people.
42 Lesson 4 Facial features and adjectives I’ve got green eyes. She’s got brown eyes. Lesson 5 43
r seatbelt!
1 Trace and match. Listen and say. 26
hair
eye∫ nose
ear∫ mouth
2 Read, draw and colour.
H¬e’∫ got four ear∫ and three blue eye∫.

H¬e’∫ got one mouth and one nose. H¬e’∫ got black hair.
Child’s own drawing

following the instructions
34 Lessons 4 and 5 Facial features and adjectives He’s got brown eyes.
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104 Lesson 5
Describe people
Use I’ve got and She/He has got
with the statement.
✓ Teacher’s i-solutions Point to a child in the class. Make true or false statements
✓ Student’s Book audio about their facial features. If it’s correct, have the children
✓ Teacher’s Resources Unit 4 say Yes, and repeat the phrase. If it’s wrong, the children
✓ coloured pencils or crayons say No and correct it. For example, He’s got black hair.
Yes! She’s got pink hair. No! She’s got blonde hair! You can
Warmer include different numbers of facial features as well, for
Tell the children Point to your (nose). and have them point. example, He’s got four ears.
Say eyes and ears as singular or plural: Point to one/two
ear(s). Gradually get faster to make it more difficult. You
could include body parts as well.
Make sure each child has the crayons they need (green,
blue, red, brown, yellow, black). Focus their attention
on the first picture. Play the first part of the audio then
pause while they colour. Play a second time if needed.
Do the same for the other pictures. Describe the
pictures in random order and have the children say the
corresponding number.
Have the children look at the boy’s picture and read out
the girl’s speech bubble. Ask a volunteer to stand and
model similar phrases about you and them. Repeat with
other volunteers. The children then talk about themselves
and the person sitting next to them.
Fast finishers With a partner, the children take

FF turns describing the children in Activity 4 for
their partner to guess.
Lesson 5 105
4 Literacy Station
Lesson 6
Literacy Station 4
The five senses Writing

3 Look and trace. Match.
1 2
taste
see
smell
I see with my eye∫. I hear with my ear∫. touch

3 4
hear
4 Write the sense verbs.
see taste
Wales
I smell with my nose. I taste with my mouth. hear Cultural window

That smells lovely!
5 Communication
2 Play Mystery bag. smell
It’s a pencil! touch

I touch with my finger∫. ip r

ef lectio
n
r
T
44 Lesson 6 Science: the five senses Skills practice Lesson 7 45
Literacy Station 4
The five senses
1 Read and match.
1 see
2 hear
3 smell
4 taste
5 touch
2 Look and write.

H¬e’∫ got four ear∫ and three blue eye∫. 1 2 3
H¬e’∫ got one mouth and one nose. H¬e’∫ got black hair.
I see I hear I taste

with my eye∫. with my ear∫. with my mouth.
4 5
I smell I touch
with my nose. with my hand∫.
Science: the five senses Lessons 6 and 7 35
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106 Lesson 6
Communication 4
Lesson 6 Objectives
Learn vocabulary for the five senses
Use touch to identify classroom objects
Materials
✓ Stickers Unit 4
✓ a bag
Warmer
Sit the children in a circle. Say I’ve got (brown) hair. Turn
and look at the child on your left and say He’s/She’s
got (black) hair. This child does the same, describing
themselves and the person to their left, all around the
circle. Make sure the children use the correct verb form
and pronoun.
When the children have their stickers, elicit what they

can see in each one. Play the audio, pausing after each
part for them to stick and repeat the phrase. When they
have used all the stickers, say each phrase, miming the
verbs see, hear, smell, taste and touch. Say the phrases in
random order and ask the children to find the picture and
say the corresponding number.
2 Play Mystery bag.
Assemble a selection of familiar objects from around the
classroom. Place one of the objects in the bag without the
children seeing. Call volunteers to the front of the class to
put their hand in the bag and identify the object by touch.
Replace with a different object for each volunteer.
Fast finishers The children draw things they

FF can see, smell, taste, touch or hear and write
the sense word underneath.
Draw a figure on the board with eyes, ears, a mouth,
a nose, two arms and hands. Get the children into two
teams. For each team in turn, say a sense word. One child
from each team should touch the corresponding facial
feature or body part on the figure on the board and make
a sentence, for example, I (smell) with my (nose).
Lesson 6 107
4 Literacy Station
Lesson 7
Literacy Station 4
The five senses Writing

1 2
taste
see
smell
I see with my eye∫. I hear with my ear∫. touch

3 4
hear
see taste
Wales
I smell with my nose. I taste with my mouth. hear Cultural window

That smells lovely!
5 Communication
2 Play Mystery bag. smell
It’s a pencil! touch

I touch with my finger∫. ip r

ef lectio
n
r
T
44 Lesson 6 Science: the five senses Skills practice Lesson 7 45
Wales
indow
Cultural w That smells lovely!
1 Look and trace.
Touch your Don‘t look! Sƒmell the

nose. flower∫.
2 Watch the video. Look and match.
see
ramson taste lavender

smell
don’t touch
foxglove∫ daffodil∫
3 Draw your favourite plant or flower.
Child’s
own
drawing
36 Lesson 8 Viewing skills: Wales
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108 Lesson 7
Writing 4
Read and trace the sense verbs
Play the video all the way through. Play it again,
Practise writing the sense verbs
pausing at various points to ask about the colours
of the plants and flowers. If there are plants in the
classroom, encourage the children to describe them,
Materials
helping with words and asking the children to say
✓ Teacher’s i-solutions the colour and if it smells. Read the sense verbs from
✓ Unit 4 flashcards Activities 1 and 2. Point to the words randomly and
✓ Teacher’s Resources Unit 4 invite volunteers to read them. Then have the children
✓ a world map or globe trace the words in Activity 1. Watch the video again,
pausing after each plant while the children match it to
Warmer the sense in Activity 2. In Activity 3, the children then
Put the mouth, eyes, ears, fingers and nose flashcards on draw and colour their favourite plant or flower.
the board. Say incomplete sentences: I smell/see/taste/
touch/hear with my … . and have the children point to the Trip reflection
flashcard and chant the word to complete it. Point to the Read the Trip reflection aloud and ask the children to
flashcards in random order and elicit the corresponding reflect on their own learning. They stick, or colour, one,
sense. two or three stars depending on how much they agree
with the statement.
Focus the children’s attention on the word taste. Tell the Continuous assessment
children to trace the word and invite a volunteer to say Start writing the sense words slowly on the board and tell
it. Have the children follow the matching line and elicit the children to call out the word when they know what
the corresponding body part (mouth). Say I taste with it is. Mime seeing, hearing, smelling, touching, or tasting
my mouth. and encourage the children to repeat. Ask pleasant or unpleasant things. Have the children guess
the children to trace the remaining words and match the sense you are miming. You could invite volunteers to
to the body parts, giving support as needed. Call out the front and tell them sense words to mime for the class
the verb and ask the children to say the body part they to guess.
have matched it to. Encourage them to give a complete
sentence if they can.
Point to the first picture and elicit rainbow. Look at the
second picture, and invite the children to pretend to play
the trumpet, making accompanying noises. Have them
mime smelling, touching and tasting. The children then
write the words. Remind them to copy them from Activity 3.
Fast finishers The children choose one of the
FF senses and draw a picture of themselves using

that sense. For example, eating an ice cream
or stroking a dog.
Cultural window
Point out the flag and ask if the children remember it
from the Unit 1 video about the Union Jack. Tell them the
flag is from Wales and write Wales on the board. Display
a map of the world. Help volunteers to find their own
country and the UK. Point out Wales, reminding them
that it is part of the UK. Invite the children to describe
the flag, supplying dragon if needed. Focus attention on
the picture of the flowers. Elicit the colours they can see.
Mime smelling them and say That smells lovely! Let the
children watch the video all the way through.
For video transcript see page 115 Teacher’s Resources
Lesson 7 109
4 Project Stop
Lesson 8
Project Stop Make a monster

pop
out
1 2
Prepare the material∫. ©olour and draw the
monster.
3
Glue your monster.
ME DIAT ION
4
Present your monster.
My monster has
got three eyes.
My monster has
got two noses.
21st
CENTURY
SKILLS
CLA
SSIFYING
110 Lesson 8
Project Stop 4
Lesson 8 Objectives CLASSIFYING
Follow instructions
Make and present a monster In this lesson, children group diverse physical attributes.
Classify body parts and facial features They choose and use a range of different body parts and
Mediation: Relay specific information facial features to group their monsters into categories.
For example, two/four legs, happy/sad face, or via their
Materials different colours. During the presentation they relay
specific information about their creations and their
✓ Teacher’s i-solutions physical attributes.
✓ Pop outs Unit 4 Continuous assessment
Have all the children sit with their monsters in front of
✓ glue
them. Call out attributes, for example, It’s got two noses.
✓ A4 paper
It’s got four legs. The children hold up their monster if it
matches that attribute. Make sure all children hold up
Warmer their monster at least once.
Hold up the flashcards and elicit the words. Display the
word cards on the board in random order. Hold up a
flashcard, start to move it around over the word cards
and invite the children to call out Stop! when you hold it
next to the corresponding picture.
Make a monster pop

out
Ask the children to look at the instructions in their books

do in the lesson.
1 The first step is to prepare the materials they need.
They should get their pop outs, and assemble the
drawing and colouring materials.
2 Before the children draw facial features on their
monsters, encourage them to look at the different
monster examples on the page. Elicit the features they
can see, and remind them that they can choose how
many of each feature to draw. They then add colour to
the pieces they want to use.
3 The children should remove all of their pop-out parts
and arrange them on the paper before sticking. Make
sure they take care not to lose any small parts. Remind
them that they don’t need to include every part.
ME DI AT I ON
Ask the students to write on their drawings how many
features their monster has. For example, two noses,
three legs, one arm.
4 Read the model speech bubbles with the children. You

could also make a monster yourself and model how
to describe it. Encourage the children to describe the
colour as well as the number of features and body
parts. Organise the children into small groups to
present their monsters. Invite a couple of volunteers to
the front to present to the whole class.
Lesson 8 111
4 Checkpoint
Unit 4 review
ac
hiev
Ement
4
Checkpoint
pop
out
Unlocked
2 Look. Tick (✓) or cross (✗).

1 2
It’∫ an ear. ✗ It’∫ a leg. ✗

3 4
They’re finger∫. ✓ They’re hand∫. ✗

PAGE 92
Wales
Checkpoint
1 Listen and draw lines. 27
Bƒen M¬ax Nora

2 Look and read. Write Yes or No.
1 Sƒhe’∫ got orange eye∫.

Ye∫
2 Sƒhe’∫ got green hair.
No
3 Sƒhe’∫ got two mouth∫.
No
4 Sƒhe’∫ got four arm∫.
Ye∫
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112 Unit review
Checkpoint 4
Unit review Objectives My Passport Student’s Book page 95
Review the unit language The children look back through the unit and count
Self-evaluate personal progress the stars they have either coloured or placed
stickers for in each Trip reflection. They write
Materials the numbers in their Passport and stick their
✓ Teacher’s i-solutions Achievement unlocked sticker.
✓ Teacher’s Resources Unit 4 Final assessment
✓ coloured pencils or crayons Prepare a line drawing of a monster with different
numbers of body parts and facial features. Don’t show
Warmer the children, but tell them that they are going to draw
Play Simon says. Give instructions, for example, Point a monster. Get the children into three teams. Give each
to (your ears)! Move (your eyes)! Open (your mouth)! team a piece of paper with a body drawn on it. Give a
and Close (your eyes)! Use parts of the body and facial pencil to one child in each group. Describe one aspect of
features. Play several rounds. your monster, for example, It’s got four legs. The child with
the pencil draws it and gives the pencil to another child
in their group. Describe another aspect of your monster
Ensure the children have the crayons they need (blue, and the second child draws it. Continue describing
orange, black, brown). Focus their attention on the picture. the monster as the children take turns to draw. When
Ask them to point to the eyes, mouth, ears, nose and hair. all children have had a turn, show all of the pictures
Play the audio all the way through and tell the children to including your own.
point, but not to colour yet. Play the audio again, this time
stopping to allow the children to colour.
Focus the children’s attention on the photos and elicit
what each one is. Give the children a moment to look at
the first sentence. Invite a volunteer to read it. Children
place a cross in the box. Allow the children to complete
the rest independently, supporting as needed.
FF Fast finishers The children find, draw and

label four body parts from the unit.

Drill the words in order. The children listen, then
trace the words. Say random words and have the
children point to them. Invite volunteers to say
Unit 4 Test
Unit review 113

4 Transcripts
Student’s Book transcripts 1.36 Listen and point. Sing. Ears, mouth, nose and
eyes!
1.32 Listen, point and say. See Student’s Book page 42, Activity 2
arm
finger 1.37 Listen and stick. Trace and say.
foot 1 black hair
hand 2 blonde hair
head 3 brown hair
leg 4 ears
toe 5 eyes
6 mouth
1.33 Listen and chant. Parts of the body 7 nose
Hand, hand, hand.
Arm, arm, arm. 1.38 Listen and colour.
Leg, leg, leg. 1 Hi! My name is Seb. I’ve got brown eyes and black hair.
Head, head, head. 2 Hello! My name is Jason. I’ve got green eyes and red hair.
Finger, finger, finger. 3 Hello! My name is Ellie. I’ve got blue eyes and blonde hair.
Toe, toe, toe. 4 Hi! My name is Alex. I’ve got brown eyes and brown hair.
Foot, foot, foot.
Let’s go! 1.39 Listen and stick. Say.
Jack, point to your arm. 1.40 Listen and colour.
Lily, point to your toes. Woman: Point to his nose. Colour his nose blue.
Jack, point to your feet. Boy: OK. Colour his nose blue.
Lily, don’t move your head. Woman: Point to his eyes. Colour his eyes orange.
Jack, move your fingers. Boy: OK. Colour his eyes orange.
Lily, don’t move your hand. Woman: Point to his hair. Colour his hair black.
Boy: OK. Colour his hair black.
1.35 Listen and follow the story. Don’t move! Woman: Point to his ears. Colour his ears brown.
Narrator: Lily and Jack are at school. Boy: OK. Colour his ears brown.
Teacher: Work in pairs. Draw your friend.
Narrator: Jack gets his crayons, a pencil and a rubber. Lily sits
on a chair.
Jack: Lily, don’t move.
Lily: OK.
Jack: Hmm, one arm… two arms.
Lily: Hurry up, Jack.
Jack: Don’t move!
Narrator: Lily moves.
Jack: Don’t move your legs.
Narrator: Lily moves again.
Jack: Move your hand!
Lily: Hurry up, Jack.
Jack: Don’t touch your head.
Narrator: Jack has finished.
Jack: Oh?
Teacher: Can I see your picture, Jack?
Jack: Oh!
Narrator: Look at the picture of Lily!
Lily: I’ve got three arms!
Jack: And four legs!
Teacher: And two noses!
Lily: I’m very sorry, Jack.
Jack: It’s OK. It’s a funny picture.
114 Transcripts
Transcripts 4
Page 38 All aboard! 22 Trace. Listen and stick.

Lily: Let’s move our bodies! head
Jack: OK! hand
Lily: Point to your arm. arm
Jack: Point to your finger. leg
Lily: Point to your leg. foot
Both: Move your body! finger
Jack: Don’t move your foot! toe
Lily: Point to your toe.
Jack: Don’t move your hand! 23 Listen and match.
Lily: Point to your head. 1 Don’t move your hand!
Both: Can you move your body? 2 Point to your head!
3 Point to your foot!
Page 42 Fasten your seatbelt!
Lily: Hi Jack! 24 Listen and repeat. Trace and tick.
Jack: Hi Lily. Who’s this?
Lily: This is my friend. Look at her mouth! This is her sister and
their cat. Aww! Look at his nose and ears. This is Grace. She’s
got black hair. And this is Mark. He's got blonde hair. 25 Listen and chant. Hand on her head
Jack: Who’s this? See Activity Book page 33, Activity 1
Lily: This is my cousin. She’s got brown hair. This is my friend
Adam. He’s got blue eyes. 26 Trace and match. Listen and say.
Jack: I’ve got brown eyes.
Both: What colour are your eyes? ears
eyes
Page 45 Cultural window – That smells lovely! hair
nose
This is the UK. And this is Wales. It’s beautiful and green. mouth
And they’ve got interesting plants and beautiful flowers.
This plant is ramson. It tastes like garlic. Yummy, garlic!
These foxgloves are beautiful to look at, but don’t touch! 27 Listen and draw lines.
They’ve got lavender too. Mmm, that smells lovely! Woman: Who is this girl? She’s got black hair and black eyes.
You can see daffodils everywhere in Wales. Girl: That’s my friend, Nora.
Look. This girl has got one on her head! Woman: Who is Ben?
Have you and your family got plants? Girl: Ben is my friend too. He’s got brown hair and blue eyes.
Woman: Who is this boy? He’s got blonde hair and green eyes.
Girl: That’s my brother, Max.
Transcripts 115
ay is a great day!
5 To d
Overview
Language objectives
Vocabulary Grammar
• Learn after-school activities: chess, dance, football, • Answer the question What day is it?
judo, music, skating, swimming • Use do with the first and third person: I do judo. He
• Learn the days of the week does swimming
Recycled vocabulary Recycled grammar

classroom objects • family members singular of to be: It’s (Wednesday)
Skills objectives
Speaking Listening
• Talk about after-school activities • Hear and repeat key language
• Ask and answer questions about days of the week • Follow a chant and a song
• Pronounce the sound s correctly • Follow the narrative of a story
• Talk about when they do after-school activities • Hear the initial sound s in common words
• Identify and talk about feelings • Place stickers where told
• Present a weekly calendar • Choose the correct answer out of two options
Reading Writing
• Read and understand key language • Trace the days of the week
• Follow instructions • Trace words for feelings
• Cross-curricular link: Music • Write the words for after-school activities
ref lection
rip
T
The children self-evaluate their own progress.

• All aboard! The children can understand and produce
the vocabulary for after-school activities and use do to
mo
tions & v talk about their own and their classmates activities.
alues
E
The children learn about helping others.

the story, learn about helping others and hear and
pronounce the initial sound s.
Phonics • Fasten your seatbelt! The children can use the days
The children hear and pronounce the initial of the week to talk about after-school activities and
sound s. answer the question What day is it?
• Literacy Station The children can identify different
Mediation music styles and trace the feeling words associated
The children manage interaction and explain with them.
data. • Project Stop The children can follow instructions to
make a weekly calendar and then present it.
21 century skills
st
• Checkpoint The children can complete activities based
Autonomy: The children learn about on Pre-A1 Starters Listening and Reading and writing.
responsibility.
116 Unit 5 overview

✓ Lesson 1 – a bag
✓ Lesson 6 – samples of music (happy, angry, sad, calm) • Fasten your seatbelt! An introduction to vocabulary
✓ Lesson 7 – a world map or globe, a pair of headphones and grammar 2 in context
✓ Lesson 8 – coloured pencils or crayons, glue
country
course resources, see our Activity Bank See lesson notes for Flipped Learning dynamics

V
lessons
Digital competence
Lessons 1, 4, 7
Flashcard Bank
A
competence
Lessons 2, 3, 5, 7
Civic competence
G
Lessons 2, 3, 5, 6

Lessons 6, 7, 8
Unit 5 overview 117

5 All aboard!
Lesson 1
ary and grammar 1

y is a great day! Vocabul
Toda 5
5 albloaabroda! rd!
All A
1 Watch the video. What after-school activity do you do?
4 1
dance swimming music
2 3
judo
5 Talk about your after-school activities.
ches∫ We do judo
after school.
I do swimming
football after school.
skating
6 Tell the class. Tom does skating after school.
ref lection
rip
3 Listen and chant.
T
2.2
I can talk about after-school activities.
48 Lesson 1 After-school activities I do skating. They play music. She does dance. Lesson 2 49
y is a great day!
Toda 5
5 All aboard!
2 Listen and tick (✓). 29
1
✓
ches∫ dance music
3
✓
3 Circle and draw.
Sƒhe / H¬e doe∫ skating / swimming after school.
judo football
Child’s own answers

and drawing
skating swimming
38 Lesson 1 After-school activities She does judo. They play football. Lesson 2 39

118 Lesson 1
Hold up the flashcards one at a time and drill. Place the
Learn vocabulary for after-school activities
flashcards in easily visible positions around the room.
Call out (skating) and have children point towards the
corresponding flashcard. You can gradually increase
the speed, and call out two activities at a time, so that
children are pointing with both hands.
Materials
✓ a bag

class. They draw a picture of the activities that Lily
does and bring it to class.
Warmer
Revise classroom objects and colours. Put a selection
of pencils, pens, rulers, rubbers and crayons in a bag.
Sit in a circle with the children. Take an object out of the
bag and say what you’ve got, for example, I’ve got a (red
crayon). Pass the bag to the next child and elicit what
they’ve got. When the bag comes back to you, invite
volunteers to say what their classmates have got.
1 Watch the video. What after-school activity do
you do?
Watch the video all the way through. Watch again,
pausing on each activity and encouraging the children
to repeat the words. Play the video again and have the
children put up their hands for each of the activities they
do. They may want to tell you about other things they do
after school. Help them with the vocabulary for this.
Ask the children to look at the scene and give them

time to find all of the different activities. Play the audio,
pausing so the children can point and repeat the words
as they hear them.
Play the audio or watch the video. Say the chant slowly
and model the actions to go with each activity. Play the
chant several times and encourage the children to join in
with words and actions. When they are confident, say the
chant without the audio.
Lesson 1 119
5 All aboard!
Lesson 2
ary and grammar 1

y is a great day! Vocabul
Toda 5
5 albloaabroda! rd!
All A
1 Watch the video. What after-school activity do you do?
4 1
dance swimming music
2 3
judo
ches∫ We do judo
after school.
I do swimming
football after school.
skating
MEDIATION
6 Tell the class. Tom does skating after school.
ref lection
rip
3 Listen and chant.
T
2.2
48 Lesson 1 After-school activities I do skating. They play music. She does dance. Lesson 2 49
y is a great day!
Toda 5
5 All aboard!
1
✓
ches∫ dance music
3
✓
3 Circle and draw.
Sƒhe / H¬e doe∫ skating / swimming after school.
judo football

and drawing
skating swimming
38 Lesson 1 After-school activities She does judo. They play football. Lesson 2 39

120 Lesson 2
Identify after-school activities
Talk about after-school activities
with the statement.
Use do and does to talk about activities
Mediation: Manage interaction Continuous assessment
Invite seven volunteers to the front of the class and give
Materials each of them a flashcard. Tell them not to show it to the
✓ Teacher’s i-solutions class. Divide the rest of the class into two teams. Teams
✓ Student’s Book audio take turns to say a sentence to guess the activities on the
✓ Flashcards Unit 5 flashcards, for example, Juan plays chess. If it’s correct,
the child shows their flashcard and sits with the winning
Warmer team. If it’s wrong, they say No and stay where they are.
Continue until all children are sitting down. The team
Have the children say the chant from Lesson 1, with with the most flashcards wins.
or without the audio. Divide the class into two halves.
The children on the right say the first part of each line
(Chess!) the children on the left say the second part of
the line (I play chess!). Do several times then swap.
Point to each of the pictures and elicit what activity they

show. Play the first part of the audio and give the children
time to number the box. Do the same with the rest,
repeating if necessary. Call out the numbers in random
order and have the children give the activity or the
complete sentence.
Have the children look at the pictures and read the
model speech bubbles. Get the children into small
groups to talk about their activities. If there are children
who don’t do any of the activities, they can say any that
they do at school.
6 Tell the class.
Ask several volunteers to say an activity they do. Then
repeat it back, modelling the third person singular (Maria)
plays (chess), emphasising the sound s. Go around
the class eliciting from the children the activities their
classmates do.
Fast finishers The children draw themselves

FF doing an after-school activity and write
I do/play… . underneath.
Lesson 2 121
5 Story Bridge
Lesson 3
tions & v
mo
Bridge 5
alues
E
context
Story Language in
5 It’∫ my sister’∫ 6
The wrong bag swimming bag!
Speech bubble
1 Look, find and circle.

7 8
1 2
3 Tick (✓) who is helping.

3 4
✓ ✓
Sister’s swimming bag
Speech bubble rip
ref lection
It’∫ the wrong bag!
T
50 Lesson 3 Social and emotional skills: helping others Phonics: initial sound s Lesson 3 51
tions & v
mo
Story
alues
E
Bridge 5
The wrong bag!
1 Circle Yes or No.
Sƒister’∫ swimming bag,

Sƒister’∫ swimming bag,
Jack ha∫ got hi∫ sister’∫
swimming bag.
1 Jack doe∫ swimming. Ye∫ / No
2 Jack ha∫ got hi∫ dad’∫ bag. Ye∫ / No 2 Complete and circle.
3 Sƒam i∫ Jack’∫ brother. Ye∫ / No

2 Listen and repeat. Trace and tick (✓). 30
Sƒam help∫ Jack .

s quare six
✓ Sam s even
40 Lesson 3 Social and emotional skills: helping others Phonics: initial sound s Lesson 3 41

122 Lesson 3
Lesson 3 Objectives which the children could help teachers during class. For
example, mime cleaning the board, putting books away or
Follow the narrative of a story handing out materials. Finally, elicit who the children help,
Understand the value of helping others for example, family members, teachers, friends.
Hear and pronounce the initial sound s in common
words Phonics
Practise viewing skills Write Sister’s swimming bag on the board. Say the
phrase several times, clearly vocalising the sound s, then
Materials highlight the three initial sounds s. Children may notice
✓ Teacher’s i-solutions the middle and final sounds s in sister’s. Say the sentence
several times more, encouraging children to join in. Ask
the children if they know any other words that start with s
and identify any children in the class whose name starts
with S.
Warmer
Invite pairs of volunteers to the front of the class and Activity Book page 41
show them a flashcard. Tell them to mime the activity for
the class to guess. Continue until all children have had a Write a capital and lower case s on the board, saying
go at miming. the sound as you do. Point out that names always
start with a capital letter. Say a list of familiar words
1 Look, find and circle. starting with s and have the children repeat them. In
Ask the children to look at the 3 pictures and say the Activity 1, play the video or the audio and encourage
activities. Encourage them to make sentences, for the children to follow in their books and point to each
example, Jack does swimming. Give them time to find the sound s as they join in. Focus children’s attention on
activity in the story and circle it. Look at the first scene. the pairs of pictures in Activity 2 and elicit what each
Elicit the members of Jack’s family (dad, sister, baby). picture shows. Have the children write the letter s in
the first word. Invite volunteers to read the completed
2 Listen and follow the story. 2.4 word. Have the children circle the square. Do the same
Give the children time to look at the pictures from the with the rest or have the children work independently.
story. Encourage them to look at the details, such as the Remind them to use a capital S for Sam.
pool rules and incidental characters. Play the audio or
watch the video several times. Play the audio again and
ask the children to follow in their books as they listen.
FF Fast finishers The children draw a picture of
themselves helping someone.
3 Tick (✓) who is helping. Trip reflection

Look at scene 3. Point to the boy in green and ask Does Read the Trip reflection aloud and ask the children to
the boy help? (No). Look at scenes 5-7 and ask Does reflect on their own learning. They stick, or colour, one,
Sam help? (Yes). Look at the pictures and elicit the family two or three stars depending on how much they agree
members. Ask who is helping. with the statement.
Social and emotional skills Continuous assessment
Helping others Say six and ask the children to show six fingers. Say
The story reflects on the importance of helping others, and seven and ask the children to show seven fingers.
also how it makes us feel good when someone helps us. Elicit a mime for sad and swimming, drawing out the initial
Elicit how Jack feels in scene 1 (sad) and scene 7 (happy). sound s for a few seconds to build suspense. The children
Point at Sam in scene 5 and model and drill Can I help? need to do the appropriate action as soon as you say
Elicit what Jack says in scene 7 (Thank you!). Divide the the word. Repeat several times. You could include more s
class into two, with the children facing each other in words.
two lines. Mime struggling to hold a big pile of books,
exaggerating your movements as if they were about to
fall. Encourage the children in the first line to copy you.
Now mime reaching out to help, for the children in the
second line to copy. Tell the children in the second line to
repeat with you Can I help? Then, give a big smile and say
Thank you! for the children in the first line to copy. Have
the two sides of the class repeat the scene without your
help, then switch sides and repeat. Then, you could invite
volunteers to act out scenes 5-7. Elicit a few other ways in
Lesson 3 123
Lesson 4
r seatbelt!
Vocabul
1 Watch the video. What do you do on a Monday? 4 Ask and answer.
2 Listen and sing. Say. 2.5
song
What day is It’s Friday
it today? today.
There’s Monday and
there’s Tuesday. What day is It’s Saturday
it tomorrow? tomorrow.
There’s Wednesday
and there’s Thursday.
There’s Friday and
there’s Saturday.
And finally, there’s 5 Follow and say. We do dance on Thursday.
Sunday.
1 We do on M¬onday.
3 Listen and stick. Trace. 2.6 2 Sƒhe play∫ on Tuesday.
3 They play on Wednesday.
4 I do on Thursday.
M¬onday Tuesday Wednesday
5 H¬e doe∫ on Friday.
ref lection
rip
T
I can say the days of the week.

Thursday Friday
52 Lesson 4 Days of the week What day is it today? It’s Monday today. I do judo on Monday. Lesson 5 53
124 Lesson 4
Lesson 4 Objectives Fast finishers The children copy the days of
Learn the vocabulary for the days of the week
FF the week in order, using a different colour for
each word.
Trace vocabulary for the days of the week Continuous assessment
Hear and repeat key language Sit with the children in a circle. Say Monday and prompt
Join in with a song the child to your left to say Tuesday. Continue around
the circle, starting again after Sunday. Challenge
Materials the children to increase the speed to make it more
✓ Teacher’s i-solutions challenging.
✓ Stickers Unit 5

class. They draw what Jack and Lily do on Monday
Warmer
Put the flashcards on one side of the board and the word
cards on the other, in random order. Get the children into
two teams. Say an activity for each team in turn. Two
children from the team come to the board. One points to
the flashcard, the other to the word card. Continue until
all children have been to the front.
1 Watch the video. What do you do on a Monday?

Watch the video several times all the way through. Play
again and pause after each day of the week and have
the children repeat it. Play again, pausing to ask simple
questions, What day is it? What’s the activity? Play again,
muting the audio before the days of the week and asking
the children to say the day of the week. Invite children to
answer the question at the end.
Play the audio or watch the video several times,

encouraging the children to sing along.
3 Listen and stick. Trace. 2.6
Have the children point to the days of the week in order

and say them after you. Say days of the week in a
random order and have the children point to the word.
When they have their stickers, point to them in turn,
eliciting the activity shown and who it is. Play the audio
all the way through, then play again pausing while they
stick. When all stickers are in place, call out days of the
week and have the children say the activity. Encourage
them to say a sentence, for example, Lily does skating.
Lesson 4 125
Lesson 5
r seatbelt!
Vocabul
1 Watch the video. What do you do on a Monday? 4 Ask and answer.
song
What day is It’s Friday
it today? today.
There’s Monday and
there’s Tuesday. What day is It’s Saturday
it tomorrow? tomorrow.
There’s Wednesday
and there’s Thursday.
There’s Friday and
there’s Saturday.
And finally, there’s 5 Follow and say. We do dance on Thursday.
Sunday.
1 We do on M¬onday.
3 Listen and stick. Trace. 2.6 2 Sƒhe play∫ on Tuesday.
3 They play on Wednesday.
4 I do on Thursday.
M¬onday Tuesday Wednesday
5 H¬e doe∫ on Friday.
ref lection
rip
T

Thursday Friday
52 Lesson 4 Days of the week What day is it today? It’s Monday today. I do judo on Monday. Lesson 5 53
r seatbelt!
1 Circle the seven days of the week. Listen and repeat. 32
M¬onday
T M O N D A Y G S T A
F S T H U R S D A Y C Tuesday
U S U N D A Y X U G M Wednesday
N J L S A T U R D A Y Thursday
U E H T R F R I D A Y Friday
O R T U E S D A Y D R Sƒaturday
C W E D N E S D A Y A
Sƒunday
2 Look, trace and complete.
Monday Tuesday Wednesday Thursday Friday
1 A¬nna doe∫ judo on Tuesday and Thursday .
2 Sƒhe play∫ football on M¬onday and

Wednesday .
3 Sƒhe doe∫ swimming on Friday .
42 Lessons 4 and 5 Days of the week What day is it today? It’s Friday. I do judo.
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126 Lesson 5
Ask What day is it today/tomorrow?
Say what day it is today and tomorrow
Use on with days of the week
with the statement.
✓ Teacher’s i-solutions Write the days of the week across the board, eliciting
✓ Teacher’s Resources Unit 5 the days as you do. Place an activity flashcard under
each day of the week. Draw a quick sketch of a face and
Warmer write Mario. Tell the children that this is Mario’s weekly
Elicit the days of the week and write them on the board, calendar. Say sentences about the week that can be true
in order. Point and drill several times. Divide the children or false, for example, Mario plays chess on Monday. If it is
into two teams. Give the first child in each team a fly swat true, the children clap their hands, and if your sentence is
or a rolled-up newspaper. Call out random days of the false, they wave their hands in the air. Encourage them to
week and the children at the front race to the board and respond quickly. You could also have the children correct
swat the correct day. The first child to swat the correct your false sentences.
day wins a point for their team. Continue until all children
have had a turn.
4 Ask and answer.
Read the questions and answers with the children. Show
that tomorrow (Saturday) is after today (Friday). Ask What
day is it today? Elicit the day and write It’s ... today. Ask
What day is it tomorrow? Elicit the day and write It’s ...
tomorrow. Have the children ask and answer in pairs.
5 Follow and say.
Read the model speech bubble with the children. Point out
the use of on before the day. Have the children look at the
first picture and elicit what activity is shown. Ask them to
trace the line to the corresponding day of the week and
invite volunteers to say the whole sentence. Do the same
with the remaining pictures, then have the children practise
saying the sentences with a partner. Say the first part of the
sentences in random order and have the children complete
it with the days of the week.
Fast finishers The children choose a day of the

FF week. They draw something they do on that
day and complete the sentence: I do … on … .
Lesson 5 127
5 Literacy Station
Lesson 6
Literacy Station 5
MUSIC AND FEELINGS Writing
1 Listen and stick. 2.7

3 Trace and match.
1 2
1 H¬e i∫ happy .
2 Sƒhe i∫ calm .
3 Sƒhe i∫ angry .
Thi∫ i∫ happy music. Thi∫ i∫ sad music. 4 H¬e i∫ sad .

3 4
4 Draw and write.
Child's scotland
Thi∫ i∫ angry music. Thi∫ i∫ calm music. own

Cultural window
drawing Beaver Scouts
Communication
2 Guess the feeling.
Today I am .
Are you sad? Child's own answer Activity Book page 44
Yes!
ef lectio
r ip r n
T
I can identify feelings.
54 Lesson 6 Music: feelings Skills practice Lesson 7 55
Literacy Station 5
1 Circle the seven days of the week. Listen and repeat. 32
Music and feelings
1 Read and circle.
1 2
I’m happy. I’m angry.
3 4
I’m calm. I’m sad.

2 Look and write.
1 2
Sƒhe’∫ happy . Sƒhe’∫ sad .

3 4
1 A¬nna doe∫ judo on Tuesday and Thursday .
2 Sƒhe play∫ football on M¬onday and

Wednesday .
3 Sƒhe doe∫ swimming on . Sƒhe’∫ angry . H¬e’∫ calm .
Music: feelings Lessons 6 and 7 43
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128 Lesson 6
Communication 5
Lesson 6 Objectives
Describe music using feeling words
Materials
✓ Stickers Unit 5
✓ samples of music (happy, angry, sad, calm)
Warmer
Play extracts of music that convey different emotions.
Encourage the children to move freely around the room
expressing how the music makes them feel. Write the
four emotions (sad, happy, angry, calm) on some pieces
of paper. Hold them up and say each word, miming the
corresponding emotion. Drill the words chorally and
individually.
Ask the children to look at their stickers. Elicit what the

children are doing (listening to music). Play the audio
once all the way through, then play again, pausing while
they place their stickers. Invite volunteers to say the
sentences. Say the sentences randomly and have the
children say the number.
Read the model speech bubbles. Write the four feelings
on the board, and draw an emoji for each. Invite a
volunteer to choose and mime one. Ask them Are you
(sad)? Elicit at least one No! response before guessing
correctly. Call up another volunteer and this time the
children ask the questions and guess. Have the children
get into small groups to continue miming and guessing.
FF Fast finishers The children choose an emotion

and draw themselves feeling that way.
Place the pieces of paper showing the emotion words
from the Warmer in four parts of the room. Play short
pieces of music that convey the different emotions. As
they listen, ask the children to move around the room
expressing the emotions conveyed by the music. After
each piece of music, ask the children to go to the piece
of paper that matches the music. Invite volunteers to say
the feeling of the music. Children may have different
opinions, but let them know that’s OK.
Lesson 6 129
5 Literacy Station
Lesson 7
Literacy Station 5
MUSIC AND FEELINGS Writing

3 Trace and match.
1 2
1 H¬e i∫ happy .
2 Sƒhe i∫ calm .
3 Sƒhe i∫ angry .
Thi∫ i∫ happy music. Thi∫ i∫ sad music. 4 H¬e i∫ sad .

3 4
4 Draw and write.
Child's scotland
Thi∫ i∫ angry music. Thi∫ i∫ calm music. own

Cultural window
drawing Beaver Scouts
Communication
Today I am .
Are you sad? Child's own answer Activity Book page 44
Yes!
ef lectio
r ip r n
T
54 Lesson 6 Music: feelings Skills practice Lesson 7 55
scotlan
indow
Cultural w
d
Beaver Scouts
1 Look and match.

1 They do art.
2 H¬e doe∫ drama.
3 Sƒhe doe∫ judo.
4 They sing song∫.
2 Watch the video. Number the activities in order.
1 2 3
4 6 5
3 Draw a badge for an activity.
Child’s
own
drawing
44 Lesson 8 Viewing skills: Scotland
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130 Lesson 7
Writing 5
Read and trace words for feelings
Play the video several times without pausing.
Describe feelings
Play it again, pausing after the second frame to
ask questions. For example, Are Jamie and Claire
sad today? What day is it today? Pause on each
Materials
of the frames showing activities and encourage
✓ Teacher’s i-solutions the children to say the activity. Elicit the children’s
✓ Teacher’s Resources Unit 5 favourite activities in the video. Invite volunteers
✓ a world map or globe to read the sentences in Activity 1 and have the
✓ a pair of headphones children match them to the activities. In Activity 2,
ask the children to look at the stills and elicit any
Warmer activities they can name. Start playing the video
Put a pair of headphones on. Mime listening to sad, again and ask the children to put up their hand when
happy, calm or angry music and ask the children to they see the first activity in the photos. Have the
guess the type of music. Encourage them to guess with children write 1 in the corresponding box. Resume
a question, for example, Is it (happy) music? Invite a the video until the next activity appears and the
volunteer to the front, put the headphones on them and children write 2, and so on, up to 6. Find the part
tell them an emotion to mime for the class to guess. in the video which shows the badges. Elicit what
the badges are for (judo and skating). In Activity 3,
3 Trace and match. the children then design and draw a badge for an
Focus the children’s attention on the first sentence and activity of their choice.
read it aloud while they point and follow in their book.
Give them time to find the illustration that matches the Trip reflection
sentence. Do the same with the other sentences. When Read the Trip reflection aloud and ask the children to
they have matched all the sentences to the illustrations, reflect on their own learning. They stick, or colour, one,
the children trace the words. Read out each sentence one two or three stars depending on how much they agree
at a time and have the children repeat it. with the statement.
4 Draw and write. Continuous assessment
Draw a simple picture of yourself showing an emotion on Get the children into four teams. Give each team a piece
the board. Say and write Today I am (happy). The children of paper. Write anagrams of the emotion words across
then draw themselves and complete the sentence. Invite the board: malc, ranyg, das, yaphp. Each group writes
volunteers to read what they have written to the class the words correctly on their piece of paper. Encourage
and show their picture. the children to share the writing within their group. When
groups have finished, invite children from each group to
Fast finishers The children draw a friend write one of the words on the board, under the anagram
FF feeling happy, sad, angry or calm and write

underneath, using the sentences in Activity 3
as a model.
and mime the corresponding feeling.
Cultural window
Ask the children to look at the flag. Tell them that this is
the flag of Scotland. Show a picture of the Union Jack.
Remind the children that the flag of Scotland is part of
the Union Jack and that Scotland is part of the UK, like
Wales. Display a large map of the world. Ask volunteers
to point out their own country, the UK and Wales. Point
out Scotland. Look at the photo in the Cultural window
box. Ask if any of the children recognise the uniform.
Lesson 7 131
5 Project Stop
Lesson 8
Project Stop Make a weekly calendar
pop
out
1 2
Prepare the material∫. Draw a calendar.
3
©omplete your calendar.
ME DIAT ION
4
Present your calendar.
On Monday,
I do music.
21st
CENTURY On Monday and
SKILLS Wednesday, I do judo.
A u t o o my
n
132 Lesson 8
Project Stop 5
Lesson 8 Objectives
Follow instructions Autonomy
Identify days of the week
In this lesson, children create a personal weekly
Make a weekly calendar
calendar, based on their after-school activities. Through
Present a weekly calendar
the questions asked during the presentation part of the
Show autonomy
lesson, children’s attention is drawn to their responsibilities
when taking part in their various after-school activities.
Materials
✓ Teacher’s i-solutions Invite three or four volunteers to the front of the class
✓ Pop outs Unit 5 with their calendars. Make true or false statements about
✓ coloured pencils or crayons the activities shown, for example, Luis plays chess on
✓ glue Monday. If it’s true, the children show thumbs up. If it’s
✓ A4 paper false, they show thumbs down. You can ask the children
to correct the false statements.
Warmer
Write the days of the week on the board. Point to them
randomly, saying either the correct day of the week or
a different day. If it’s correct, the children repeat. If it’s
incorrect, they shake their heads.
Make a weekly calendar pop

out
Make sure the children look carefully at the instructions

in their books and help them to understand the four steps
they need to do in today’s lesson.
1 The first step is to prepare all the materials they need:
pop outs, the drawing and colouring materials,
A4 paper and glue.
2 Show the children how to draw a simple chart with
seven columns on a piece of A4 paper. Draw the border
close to the edge and use a bit more than the width of a
standard ruler for each column. Count the columns with
the children. Write Monday in the first column and elicit
the other days from the children and write them in. If
the children struggle with drawing the chart, you could
draw or print a blank chart and provide photocopies.
3 Encourage the children to colour the columns of their
charts as they wish. You could point out the different
ideas in the page illustration. The children then choose
which activities to place on which days. If the children
do an activity that isn’t represented in the pop outs,
they can draw an object instead. Alternatively, children
could also imagine their perfect week of activities if they
don’t do organised activities after school.
4 Read the example speech bubbles with the children.
Invite volunteers to present to the class. Ask children
about what equipment they need for their after-school
activities, and who usually prepares them.
Lesson 8 133
5 Checkpoint
Unit 5 review
ac
hiev
Ement
5
Checkpoint
pop Unlocked
out
1 Listen and circle. 2.8
1 What i∫ hi∫ name? David / Paul

2 H¬ow old i∫ he? six / seven
3 What day doe∫
he do music? M¬onday / Tuesday
4 What other activity
doe∫ he do? judo / football
2 Look and write the words.
1 d a n c e a n d c e
h ∫ e ∫
2 c h e s s c
m c i u
3 mu s i c ∫
4 s k a t i n g ∫ k t a n i g

PAGE 93
scotlan
5
d
Checkpoint
1 Look and read. Put a tick (✓) or a cross (✗) in the box.
1 H¬e doe∫ judo. ✗
2 They play ches∫. ✓
3 Sƒhe doe∫ music. ✓
4 They do swimming. ✗
5 H¬e play∫ football. ✓
2 Listen and answer. 33
ES0000000159952 262517_AJ_L1_U5_AB_123875.indd 45 11/05/2022 17:46:43

134 Unit review
Checkpoint 5
Sit with the children in a circle. Say My favourite day is
(Monday). Invite the child on your left to say their favourite
day and continue around the circle until all children have
spoken. Now say something you do on one day of the
Materials week, for example, I (play football) on (Tuesday). Invite the
✓ Teacher’s i-solutions child on your left to say something about an activity they
✓ Student’s Book audio do and continue around the circle. Finally, say I am (happy)
✓ Flashcards Unit 5 today, and ask the children to say how they feel.
Warmer
Hand out the flashcards and word cards to the children at
random. If you have more than 22 children in your class,
have some children pair up with another child, or use
flashcards from a previous unit. Tell the children to hold
their flashcards to their chests, so that they can’t be seen.
They then walk around the room saying their words until
they find a classmate with the matching flashcard or word
card and they sit down. Swap flashcards and repeat.
1 Listen and circle. 2.8
Listen to the dialogue all the way through, but tell the
children not to write anything yet. Read the questions and
the options then play the audio again. Give the children
time to circle their answers. Play the audio another time,
pausing to check answers.
Have the children look at the first picture and elicit what
activity it represents (dance). Say dance, and write d on
the board. Invite volunteers to give you the next four
letters and write them on the board. Encourage the
children to look and see if the word looks right. Have them
complete the word in their book, crossing out the letters
as they use them. Do the same with the remaining words.
Fast finishers The children look for pictures of
FF Jack in the unit and write about all the activities

he does. (Jack plays football and chess. He goes
swimming and skating.)

Drill the words in order. The children listen, then
trace the words. Say random words and have the
children point to them. Invite volunteers to say

write the numbers in their passport and stick their Teacher’s Resources
Achievement unlocked sticker. Unit 5 Test
Unit review 135

5 Transcripts
Student’s Book transcripts 2.7 Listen and stick. Say.

2.8 Listen and colour.
chess
dance Woman: Hello, what’s your name?
football Boy: My name’s David.
judo Woman: How old are you, David?
music Boy: I’m seven.
skating Woman: You are seven!
swimming Boy: I do music class tomorrow.
Woman: You do music class on Tuesday?
2.2 Listen and chant. After-school activities Boy: Yes, I do music class on Tuesday.
Chess! I play chess! Boy: I do judo on Friday with my sister.
Dance! I do dance! Woman: You do judo with your sister?
Football! I play football! Boy: Yes, we do judo.
Judo! I do judo!
Skating! I do skating!
Swimming! I do swimming!
Music! I do music!

1 Jack plays football after school.
2 They play chess.
3 We do dance!
4 Lily does skating after school.
2.4 Listen and follow the story. The wrong bag

Narrator: Jack and his sister are at the pool. They do swimming
after school.
Narrator: Jack starts to get changed.
Narrator: Jack takes out his swimsuit.
Jack: Ah, oh no!
Narrator: It’s his sister’s swimsuit.
Narrator: Jack looks in the bag.
Jack: It’s the wrong bag!
Narrator: Here is Jack’s friend, Sam.
Sam: Hello Jack. What’s the matter?
Jack: It’s my sister’s swimming bag.
Narrator: Jack’s friend goes outside.
Sam: This is your bag!
Jack’s sister: And this is Jack’s bag!
Narrator: Sam gives the bag to Jack.
Sam: Here is your bag.
Jack: Thank you!
Narrator: Now the children can swim!
Jack: Let’s swim!
Jack’s sister: Yes!
2.5 Listen and sing. Say. Days of the week

2.6 Listen and stick. Trace.

Lily does skating on Monday and Wednesday after school.
Jack plays football on Tuesday and Thursday after school.
Lily and Jack do dance on Friday after school.
136 Transcripts
Transcripts 5

Jack: I love after-school activities! chess
Lily: What activities do you do? dance
Jack: I do skating. Whoops! What do you do, Lily? music
Lily: I play football. judo
Both: We do swimming! football
Jack: She does judo. skating
Lily: He does dance. swimming
Jack: She does music.
Lily: They play chess. 29 Listen and tick.
Both: What after-school activity do you do? 1 They do judo after school.
2 She does football after school.
Page 52 Fasten your seatbelt! 3 He does swimming after school.
Lily: Hello, Jack!
Jack: Hello, Lily! 30 Listen and repeat. Trace and tick.
Lily: What day is it today?
Jack: Today is Monday.
Lily: We do swimming on Monday.
Jack: Yes! And I do skating on Tuesday. This is my friend. She 31 Listen and chant. Sister’s swimming bag
plays chess on Wednesday. See Activity Book page 41, Activity 1
Lily: He does music on Thursday. They do dance on Friday. And
they play football on Saturday. 32 Circle the seven days of the week.
Jack: What day is it tomorrow?
Lily: Tomorrow is Sunday! Listen and repeat.
Jack: On Sunday we relax! See Activity Book page 42, Activity 1
Both: What do you do on Monday?
33 Listen and answer.
Page 55 Cultural window – Beaver Scouts Hello, what’s your name?
Jamie and Claire are from Scotland. They are happy today. How old are you?
What day is it today? It’s Friday, and on Friday they go to What day is it today?
Beaver Scouts. What day is it tomorrow?
Beaver Scouts is for boys and girls from 6 to 8 years old, I do swimming. And you?
and it’s fun!
They sing songs. They do judo. They do art and drama.
They do lots of different activities. If you’re good,
you get badges.
Look! Here’s one for judo and one for skating.
But the most important thing is to play and have fun!
What’s your favourite activity?
Transcripts 137
e foo d!
6 Ilik
Overview
Language objectives
Vocabulary Grammar
• Learn fruit and vegetables: apples, bananas, carrots, • Use like and don’t like to talk about preferences
grapes, oranges, pears, potatoes, tomatoes • Ask and answer the question Do you like ... ? Yes, I do.
• Learn food and drink: juice, pasta, burger, water, chicken, No, I don’t.
fish
Recycled grammar
Recycled vocabulary got and hasn’t got • What’s this? • How many? • What's
colours • food and drink • after-school activities your favourite ...?
Skills objectives
Speaking Listening
• Talk about fruit and vegetables • Hear and repeat key language
• Talk about likes and dislikes related to food • Follow a chant and a song
• Ask and answer about likes and dislikes related to food • Match an audio to visual cues
and drink • Follow the narrative of a story
• Join in with a chant and a song • Hear the initial sound p in common words
• Pronounce the sound p correctly • Place stickers where told
• Talk about the life cycle of a tree • Listen and follow instructions
• Present a lunch box
Reading Writing
• Read and understand key language • Trace fruit and vegetable words
• Follow instructions • Trace sentences about fruit and vegetables
• Cross-curricular link: Science • Write a food word
ref lection
rip
T
The children self-evaluate their own progress. • All aboard! The children can understand and produce
the vocabulary for fruit and vegetables, and say which
they like and don’t like.
tions & v
mo
Social and emotional skills • Story Bridge The children can follow and understand
alues
E
The children learn about sharing. the story, learn about sharing and hear and pronounce
the initial sound p.
• Fasten your seatbelt! The children can understand
Phonics and produce the vocabulary for food and drink, and
ask and answer questions about which they like and
sound p.
don’t like.
• Literacy Station The children can identify food words
Mediation and sentences, trace and say them.
The children explain data. • Project Stop The children can follow instructions to
make a lunch box and then describe it.
Critical thinking: The children choose lunch on Pre-A1 Starters Listening and Speaking.
box contents based on what is healthy.
138 Unit 6 overview

✓ Student’s Book audio • All aboard! chant Animated support for the key
✓ Flashcards Unit 6 vocabulary chant
✓ Stickers Unit 6
• Animated story Visual support to develop children’s
✓ Pop outs Unit 6
literacy skills
✓ Activity Book Unit 6
✓ Teacher’s Resources Unit 6 • Phonics An animated chant to develop and practise
the key sound
Additional materials: • Fasten your seatbelt! An introduction to vocabulary
✓ Lesson 1 – fresh fruit and vegetables and grammar 2 in context
✓ L esson 2 – fresh fruit and vegetables, a cloth,
coloured pencils or crayons
✓ Lesson 5 – a bell or a tambourine • Cultural window Real-world video to develop viewing
✓ Lesson 6 – an apple
country
✓ L esson 8 – coloured pencils or crayons, glue, See lesson notes for Flipped Learning dynamics
pictures of food and drink, a small cardboard box

Linguistic competence Fully interactive teaching and learning materials


V
lessons
Lessons 1, 3, 6 Teacher’s Resources
Digital competence
Lessons 1, 3, 4, 7
Flashcard Bank
A
competence
Lessons 2, 3, 5, 7
Civic competence
G
Lessons 1, 3, 5

Lessons 7, 8
Lessons 3, 7 each individual class.
Unit 6 overview 139

6 All aboard!
Lesson 1
ary and grammar 1

food! Vocabul
I like 6
6 albloaabroda! rd!
All A
4 Listen, look and match. 2.11
I like carrots.
I don’t like oranges.
1 Watch the video. What’s your favourite fruit or vegetable?

I don’t like grapes.
I like potatoes.
banana∫
grape∫
pear∫
potatoe∫ 5 Colour and say the fruit and vegetables that you like.
carrot∫
I like apples!
tomatoe∫ apple∫ Yummy!
orange∫ Child’s own
answer

ref lection
rip
3 Listen and chant.
T
2.10
I can talk about fruit and vegetables.
58 Lesson 1 Fruit and vegetables I like grapes. I don’t like tomatoes. Lesson 2 59
food!
I like 6
6 All aboard!
2 Read and tick (✓) or cross (✗).
✓ = like ✗ = don’t like

I like apple∫ and tomatoe∫.

I don’t like banana∫ or pear∫.
apple∫ banana∫ carrot∫
3 Listen and colour the things Alfie likes. 35
grape∫ orange∫ pear∫
potatoe∫ tomatoe∫
46 Lesson 1 Fruit and vegetables I like bananas. I don’t like grapes. Lesson 2 47

140 Lesson 1
Lesson 1 Objectives 3 Listen and chant. 2.10
Place the fruit and vegetable flashcards on the board.

Learn fruit and vegetable vocabulary
encourage the children to join in. Have the children point
to the flashcards as they say the chant. When they are
confident, say the chant without the audio. Ask volunteers
to put the flashcards in the same order as the chant.
Materials
✓ Student’s Book audio Initial evaluation
✓ Flashcards Unit 6 Mix up the flashcards on the board, or set out the real
✓ fresh fruit and vegetables pieces of fruit and vegetables on a table if you have them.
Invite a volunteer to the front of the class and give them
Flipped Learning option a word card. Ask them to match their word to a flashcard,
or select the corresponding fruit or vegetable. If they are
correct, encourage the class to say the corresponding
class. They draw a picture of the fruit and vegetables
line from the chant. Continue with different volunteers and
they have at home and bring the drawing to class.
word cards.
Warmer
Hold the fresh fruit and vegetables up one at a time,
say the word, and have the children repeat. Sit with the
children in a circle. Hold up a piece of fruit or a vegetable,
say its name and pass it around the circle, encouraging
the children to say the name as it is passed to them. Do
the same with other pieces of fruit and vegetables, so that
several are passing around simultaneously. Encourage
the children to smell and touch the foods. If you don’t
have real fruit and vegetables, use the flashcards instead.
1 Watch the video. What’s your favourite fruit or
vegetable?
Watch the video all the way through. Elicit any fruit or
vegetables the children can remember. Watch again,
pausing on each fruit or vegetable for the children to
say what it is. Ask simple questions, for example, How
many apples are there? What colour are the grapes? After
watching, repeat the question What’s your favourite fruit
or vegetable? Place the flashcards on the board saying
each one as you do so. Have the children put up their
hands when you say their favourite.
Ask the children to look at the scene. Play the audio,

while the children point and repeat the words. Repeat
several times. You could have the children practise with
a partner, taking turns to say a fruit or vegetable for their
partner to point to, or pointing and asking What are these?
Lesson 1 141
6 All aboard!
Lesson 2
ary and grammar 1

food! Vocabul
I like 6
6 albloaabroda! rd!
All A
I like carrots.
I don’t like oranges.
1 Watch the video. What’s your favourite fruit or vegetable?

I don’t like grapes.
I like potatoes.
banana∫
grape∫
pear∫
potatoe∫ 5 Colour and say the fruit and vegetables that you like.
carrot∫
I like apples!
tomatoe∫ apple∫ Yummy!
orange∫ Child’s own
answer

ref lection
rip
3 Listen and chant.
T
2.10
58 Lesson 1 Fruit and vegetables I like grapes. I don’t like tomatoes. Lesson 2 59
food!
I like 6
6 All aboard!
2 Read and tick (✓) or cross (✗).
✓ = like ✗ = don’t like

I like apple∫ and tomatoe∫.

I don’t like banana∫ or pear∫.
apple∫ banana∫ carrot∫
3 Listen and colour the things Alfie likes. 35
grape∫ orange∫ pear∫
potatoe∫ tomatoe∫
46 Lesson 1 Fruit and vegetables I like bananas. I don’t like grapes. Lesson 2 47

142 Lesson 2
Prepare a selection of different pieces of fruit and
Identify fruit and vegetables
vegetables. Put them onto plates and invite the children
to pass the plates around and say one thing they like
Express preferences using I like and I don’t like
and one thing they don’t like. If they like everything,
model how to say it. You can let the plate go round
Materials
several times and the children can pick a different fruit or
✓ Teacher’s i-solutions vegetable each time. If children are not sure if they like
✓ Student’s Book audio something or not, encourage them to try it at home.
✓ fresh fruit and vegetables
✓ a cloth
Warmer
Place one of the fruits or vegetables under a cloth on
the table. Invite volunteers to put their hands under the
cloth and guess what it is. Repeat with different fruit and
vegetables and different volunteers.
Draw a happy emoji and an unhappy emoji on the

board. Write I Iike and I don’t like. Have the children
look at the first picture of Jack. Mimic Jack’s hungry
expression and encourage the children to copy. Read the
highlighted speech bubble with expression and have the
children repeat. Look at the second picture. Mimic Jack’s
expression and encourage the children to copy. Read the
speech bubble and have the children repeat. Read and
repeat the other speech bubbles. Play the audio all the
way through, then give the children time to match the fruit
and vegetables to the two pictures of Jack. Play the audio
again, pausing for the children to say the sentences.
5 Colour and say the fruit and vegetables that
you like.
Have the children look at the bowl of fruit and vegetables
and elicit what they are. Ask what colour they are
normally. Point out that some fruits come in different
colours, for example, apples and grapes. The children
colour the fruits and vegetables they like.
Fast finishers On one half of a piece of paper,
FF
the children draw a fruit or vegetable they
like. On the other half, they draw a fruit and
vegetable they don’t like. They can write a
sentence underneath.
Trip reflection
with the statement.
Lesson 2 143
6 Story Bridge
Lesson 3
tions & v
mo
Bridge 6
alues
E
context
Story Language in
5 6
Lily s lunch
1 Look, find and tick (✓) or cross (✗).
✓ ✓
✓ ✗ ✗
7 8
1 2
elDo
bbuyou
b hclike
eepSbanana∫? Ye∫,bubble
Speech I do!
3 Tick (✓) who is sharing.

3 4
I like carrot∫.
Speech bubble
✓ ✓
Pink and purple potatoes
ref lection
rip
T
60 Lesson 3 Social and emotional skills: sharing Phonics: initial sound p Lesson 3 61
tions & v
mo
Story
alues
E
Bridge 6
Lily s lunch
1 Circle Yes or No.
Pink potatoe∫,
Purple potatoe∫,
Pink and purple potatoe∫!
2 Write and say.

1 L¬ily’∫ lunch i∫ on the bu∫. Ye∫ / No pencil∫ pink pear pen∫
2 They see rainbow carrot∫. Ye∫ / No
1 2
3 They see pink pear∫. Ye∫ / No
2 Listen and repeat. Trace and tick (✓). 36
The children share . pen∫ pencil∫

3 4
✓
pink pear
48 Lesson 3 Social and emotional skills: sharing Phonics: initial sound p Lesson 3 49

144 Lesson 3
Lesson 3 Objectives some situations where the children can share with others;
distribute things unevenly amongst the children in the
Follow the narrative of a story group and encourage them to share whatever they feel is
Understand the importance of sharing best. Observe the children in their groups and encourage
Hear and pronounce the initial sound p in common them to say thank you.
words
Write Pink and purple potatoes on the board, saying the
Materials words as you do, and highlighting the initial sounds p. Ask
✓ Teacher’s i-solutions the children if they know any other p words, for example,
pencil, pen, pear, play, point, parents, pizza. Identify any
children in the class whose name starts with P.
Sit the children in a circle. Say a colour to each child in
Write potato and purple on opposite sides of the
turn. They have to say a fruit or vegetable that matches
board, saying the words several times and having
that colour. Continue until all children have said a fruit or
the children repeat. Get the children into two lines in
vegetable.
front of the board. Say a p word, repeating the sound
1 Look, find and tick (✓) or cross (✗). p several times before saying the complete word,
Elicit the names of the fruit and vegetables shown. Give for example, p, p, p, p … potato! Children jump to the
the children time to look at the story pictures and find the left when you say potato, to the right when you say
fruits and vegetables. Help them with the purple potato. purple, and don’t move if you say a different p word. In
Make sure they tick or cross all the boxes and ask if they Activity 1, play the video or the audio and encourage
can name any other food in the story. Ask who they can the children to point to each sound p as they join in.
see in the story. Explain that the children are at a farm Model an upper and a lower case p on the board.
and teach lunch box. Invite volunteers up to the board to write the letters. In
Activity 2, read the four words slowly several times as
2 Listen and follow the story. 2.12 the children repeat them. Point to the words randomly
Give the children time to look at the story in order, then and have individuals or the whole class say them.
play the audio or watch the video. Play the audio again Have the children write the words, then say a number
and ask the children to follow the story scene by scene and have the children say the word.
as they listen. Play again, pausing to ask questions or
draw the children’s attention to details in the pictures. For Fast finishers The children draw pink and
example, What colour is Lily’s lunchbox? What colour is
Jack’s lunchbox? Where’s Jack’s lunchbox? Where’s Lily’s
lunchbox? Is Lily listening? Why is Lily sad? What do the
FF purple pencils and write the phrase
underneath.
children give to Lily?
Trip reflection
3 Tick (✓) who is sharing. reflect on their own learning. They stick, or colour, one,
Ask the children to look at Lily in scene 6. Elicit how Lily is two or three stars depending on how much they agree
feeling (sad). Elicit why (she hasn’t got her lunch). Point to with the statement.
scene 7. Elicit how Lily is feeling (happy). Elicit or explain Continuous assessment
why (her friends are sharing their food with her). Then, the
Call out a list of familiar words. If the word begins with the
children look at the pictures and identify and tick who is
initial sound p, the children stand up. If the word doesn’t
sharing.
begin with the sound p, they sit down or stay sitting.
Social and emotional skills Include words from previous units to revise vocabulary.
Sharing For example, pear, point, blue, book, parents, crayon,
Sharing is a very important skill for children to learn. Sharing pencil, chess, music, foot, play, pen, pink. Get the children
involves a sense of fairness and cooperation, for example, into small groups. Give them a minute to remember as
sharing school materials or taking turns in a game. It also many p words as they can, then share with the class.
involves empathy and generosity towards others. The
story shows how Lily’s friends help to make a situation
better for Lily. It also shows that it feels good to share. For
example, elicit how Lily’s friends feel in scene 7 (happy).
It also shows Lily’s friend’s generosity being repaid when
she shares her lunch on the bus. In small groups, set up
Lesson 3 145
Lesson 4
r seatbelt!
Vocabul
1 Watch the video. What do you like to eat? 4 Trace. Circle for you.
1 Do you like pear∫ ? Ye∫, I do. / No, I don’t.
song
2 Do you like apple∫ ? Ye∫, I do. / No, I don’t.

I like juice. I like water.
Yummy! I like juice and water. 3 Do you like grape∫ ? Ye∫, I do. / No, I don’t.
burger pasta
I don’t like fish. I don’t like pasta. juice
Yuck! I don’t like fish or pasta.
4 Do you like orange∫ ? Ye∫, I do. / No, I don’t.
I like burgers. I like chicken.
5 Circle the foods you like. Ask and answer.
Yummy! I like burgers and chicken.
fish
water chicken
Do you like oranges?
Yes, I do.
Do you like apples?
No, I don’t.
ef lectio
r ip r n
T
I can talk about food and drink.
62 Lesson 4 Food and drink Do you like chicken? Yes, I do. / No, I don’t. Lesson 5 63
146 Lesson 4
Lesson 4 Objectives
Learn food and drink vocabulary
FF Fast finishers The children practise singing the
song to themselves quietly.
Join in with a song

Hold up the food flashcards one at a time and elicit the
Materials words chorally and individually. Add some fruit and
vegetable flashcards, shuffle them all and place them in
✓ Teacher’s i-solutions a pile. Get the children into two teams. The first child in
✓ Student’s Book audio Team 1 takes a flashcard from the top. Say either Yuck! or
✓ Stickers Unit 6 Yummy! The child needs to say a sentence with I like or I
✓ Flashcards Unit 6 don’t like and the food on the flashcard. If it’s correct, the
team scores a point. Put the flashcard at the bottom of
Flipped Learning option the pile and invite a child from Team 2 to pick up another
The children watch the video at home before the flashcard and say a sentence. Say Yummy! and Yuck!
class. They draw and write the food and drink that randomly. Continue until all children have had a go.
Lily likes and bring in the picture to class.
Warmer
Start to draw a banana on the board. Tell the children to
put their hands up as soon as they think they know what
it is. Invite the child who guesses correctly to come to the
board and finish the drawing for you. Continue with other
fruit and vegetables. Repeat a few times, then choose a
volunteer to come to the front. Show them a word card
and tell them to draw it for their classmates to guess.
Repeat with other volunteers.
1 Watch the video. What do you like to eat?

Watch the video all the way through. Play again and
pause at the end of each scene and have the children
repeat the food and drink. Play it again, pausing on the
scene with chicken. Say if you like or don’t like chicken
and invite volunteers to express their own preferences.
Do the same for all the remaining scenes, making sure all
children get to say something.
Play the audio or watch the video several times,

encouraging the children to point to the food and drink
in the pictures. Play the song a few more times until the
children can join in and sing along. Encourage them to
say Yummy! and Yuck! with expression.
Point to the two pictures of Jack and ask Yummy? or

Yuck? Ask the children to get their stickers. Point to each
one in turn, eliciting the food or drink. Play the audio
once all the way through. Play again, pausing while the
children place their stickers. Say the food and drink in
random order and have the children say Yummy! or Yuck!
Lesson 4 147
Lesson 5
r seatbelt!
Vocabul
1 Watch the video. What do you like to eat? 4 Trace. Circle for you.
1 Do you like pear∫ ? Ye∫, I do. / No, I don’t.
song
2 Do you like apple∫ ? Ye∫, I do. / No, I don’t.

I like juice. I like water.
Yummy! I like juice and water. 3 Do you like grape∫ ? Ye∫, I do. / No, I don’t.
burger pasta
I don’t like fish. I don’t like pasta. juice
Yuck! I don’t like fish or pasta.
4 Do you like orange∫ ? Ye∫, I do. / No, I don’t.
I like burgers. I like chicken.
Yummy! I like burgers and chicken.
fish
water chicken
Do you like oranges?
Yes, I do.
Do you like apples?
No, I don’t.
ef lectio
r ip r n
T
62 Lesson 4 Food and drink Do you like chicken? Yes, I do. / No, I don’t. Lesson 5 63
r seatbelt!
1 Order the letters and write. Listen and check. 38
1 2 3
regbur henckic f∫hi

burger chicken fish
4 5 6
∫tapa twera cuije

pasta water juice
2 Read and write for you.
✓ = Ye∫, I do. ✗ = No, I don’t.

1 Do you like juice?
2 Do you like chicken?
3 Do you like fish?
4 Do you like pasta?
50 Lessons 4 and 5 Food and drink Do you like chicken? Yes, I do. / No, I don’t.
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148 Lesson 5
Lesson 5 Objectives
Trace food words
Ask about preferences using Do you like ... ?
Use short answers Yes, I do. No, I don’t
Talk about food and drink
Materials
✓ a bell or a tambourine
Warmer
Hold up the fish flashcard. Ask several children Do you
like fish? Model Yes, I do. and No, I don’t. Watch the
video from the previous lesson. Watch again, pause on
each scene and ask several volunteers Do you like … ?
encouraging them to answer with Yes, I do. or No, I don’t.
Make sure all children get to say something.
4 Trace. Circle for you.
Read all four questions, then invite volunteers to read
them aloud. Children then trace the words and answer
the questions. Elicit answers from some volunteers.
Have the children look at the food pictures. Point at them
and say the ones that you like. Ask the children to do the
same, circling the ones that they like. Read the model
speech bubbles with the children then get the children into
pairs to ask and answer. After a couple of minutes tell them
to swap partners and continue.
FF Fast finishers The children write a Do you

like … ? question to ask a friend.
Trip reflection
with the statement.
Bring a bell or tambourine to class. Ask the children to
stand up and walk around the classroom. Ring the bell
or shake the tambourine and hold up a flashcard. The
children should find another child and ask about the
food on the flashcard using Do you like … ? Ring the bell
or shake the tambourine again and the children resume
walking around until you signal them to find a new partner
and ask about the food on another flashcard. Continue for
several more rounds.
Lesson 5 149
6 Literacy Station
Lesson 6
Literacy Station 6
An apple tree Help desk
Writing
1 Listen and follow. Stick. 2.15

1 A tomato ha∫ got seed∫.
1 2
seed∫ 2 A potato hasn’t got seed∫.
3 A pear ha∫ got seed∫ .

A¬n apple These are the flower∫
ha∫ got seed∫. seed∫. 4 A carrot hasn’t got seed∫ .
3 4 5
4 Draw and write.
Child’s
I r e la n d
The seed∫ The tree grow∫. The flower∫ own
Cultural window
drawing
grow. grow. Grow your own!
6
Communication
2 Talk about the apple tree.
MEDIATION
Child’s own answer

ha∫ got seed∫. Activity Book page 52
The seeds grow!
The apple∫ r ip r
ef lectio
n
T
grow! I can describe how plants grow.
64 Lesson 6 Science: the life cycle of a tree Skills practice Lesson 7 65
Literacy Station 6
A pear tree
1 Tick (✓) the fruit and vegetables that have got seeds.
✓ ✓
✓ ✓
2 Look and write.
flower∫ pear seed∫ tree

1
Thi∫ i∫ a p ear .
2
These are ∫ eed∫ .
3 Thi∫ i∫ a t ree .
4
These are f lower∫ .
Science: the life cycle of a tree Lessons 6 and 7 51
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150 Lesson 6
Communication 6
Lesson 6 Objectives
Learn about the life cycle of a tree
Materials
✓ Stickers Unit 6
✓ an apple
Warmer
Put the food flashcards on the board one at a time. Ask
the children to say the word to the person sitting next to
them as you do so. Next, silently mouth one of the words.
The children try to read your lips. The first child to guess
the word mouths the next one.
Read the title and ask the children to find the picture of
the apple tree on the page. Drill apple tree. Show the
children an apple and cut it in half to show the seeds.
Say These are seeds. Draw the children’s attention to the
words in the Help desk. Say them and have the children
repeat. Ask the children to get their stickers and elicit
what they can see in the stickers. Listen to the audio
all the way through several times and encourage the
children to follow the text in their books. Invite volunteers
to read each stage. After reading stages 2, 4 and 5, ask
the children to place the corresponding stickers. Make it
clear that the life cycle continues.
Get the children into pairs or groups of three. Tell them to
take turns to talk about the apple tree life cycle. Remind
them that the stages always need to follow the same
order. They can use Activity 1 to help.
Fast finishers The children write flowers and

FF draw flowers of different colours. They can talk
about their flowers with another Fast finisher.
Write each stage of the apple tree life cycle from Activity 1
on separate pieces of paper and cut the stages into
individual sentences. Get the children into groups of four
and give each group a set of sentences. Give them a
few minutes to put the sentences in the right order and
have them put up their hands when they have finished.
Children can read the sentences within their groups.
Lesson 6 151
6 Literacy Station
Lesson 7
Literacy Station 6
An apple tree Help desk
Writing

1 A tomato ha∫ got seed∫.
1 2
seed∫ 2 A potato hasn’t got seed∫.
3 A pear ha∫ got seed∫ .

A¬n apple These are the flower∫
ha∫ got seed∫. seed∫. 4 A carrot hasn’t got seed∫ .
3 4 5
4 Draw and write.
Child’s
I r e la n d
The seed∫ The tree grow∫. The flower∫ own
Cultural window
drawing
grow. grow. Grow your own!
6
Communication
ha∫ got seed∫. Activity Book page 52
The seeds grow!
The apple∫ r ip r
ef lectio
n
T
grow! I can describe how plants grow.
64 Lesson 6 Science: the life cycle of a tree Skills practice Lesson 7 65
Ireland
indow
Cultural w Grow your own!
1 Look and match.
fruit
vegetable∫
2 Watch the video. Read and write Yes or No.
1 Bƒilly’∫ family grow vegetable∫. Yes

2 They grow tomatoe∫. Yes
3 They grow grape∫. No
4 They’ve got an apple tree. No
3 Draw fruit and vegetables you like and don’t like.
I like I don’t like
Child’s Child’s
own own
drawing drawing
52 Lesson 8 Viewing skills: Ireland
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152 Lesson 7
Writing 6
Read and trace fruit and vegetable words
Play the video once without pausing. Elicit what
Write key words
fruit and vegetables the children remember from
the video. Note them on the board then play the
video again, pausing to check. Ask the children
Materials
to look at the pictures in Activity 1. Ask Has Billy’s
✓ Teacher’s i-solutions family got (bananas)? Then ask Is a (banana) a fruit
✓ Teacher’s Resources Unit 6 or a vegetable? And have the children match their
✓ a world map or globe answers. Read the sentences in Activity 2 and elicit
what they remember from the video. If they are
Warmer sure, they can write Yes or No at this stage. Play the
Teach the children a tree life cycle chant. Say sentences video again, pausing to write or check answers. In
describing the life cycle, clapping your hands to make Activity 3 have the children draw and colour fruit and
the rhythm strong, The seeds grow. (clap, clap) The tree vegetables they like and don’t like. They can choose
grows. (clap, clap) The flowers grow. (clap, clap) The one or several. Invite volunteers to share their
fruit grows. (clap, clap). Start off slowly, encouraging the pictures and talk about them.
children to chant and clap. When they are confident,
you could split the class into four and give each group a Trip reflection
different line. Read the Trip reflection aloud and ask the children to
Focus the children’s attention on the four pictures and with the statement.
elicit the fruit or vegetable. Have the children trace the
words, read the sentences and match. Ask volunteers to Continuous assessment
read their sentences aloud and have the children point Get the children into three teams. Assign an area of the
to the picture it matches. Ask the children to point to the board for each team. Give the first child in each team a
seeds if there are any. Elicit the names of other fruits with board marker. Write tomato on the board. When you say
seeds and encourage the children to make sentences, Go! the first child in each team needs to write the first
for example, An orange has got seeds. Explain that some letter of the word, then hand the marker to the next child,
seeds are very small and difficult to see. who writes the second letter and so on until the word
is complete. The first team to complete the word gets a
4 Draw and write.
point. Repeat with other words.
Ask the children to choose a fruit that has seeds. They draw
a picture and complete the sentence. Invite volunteers to
show their fruit and read their sentence to the class.
Fast finishers The children draw a vegetable

FF that hasn’t got seeds and write A ... hasn't got
seeds.
Cultural window
Display a large map of the world. Invite volunteers to
point out any countries they know. Point out Ireland. You
can explain that people in Ireland speak English, but
Ireland is not part of the UK. Look at the Cultural window
picture. Ask the children to describe the flag and what
they can see in the photo.
Lesson 7 153
6 Project Stop
Lesson 8
Project Stop Make a lunch box

pop
out
1 2
Prepare the material∫. ©olour the food.
3
Glue the food on a box.
4
Present your lunch box.
I like tomatoes
I like grapes
and carrots.
and oranges.
21st
CENTURY
SKILLS
iti
cal thinki
Cr
ng
154 Lesson 8
Project Stop 6
Lesson 8 Objectives
Follow instructions CRITICAL THINKING
Identify food and drink
In this lesson, children use critical thinking skills to
Make a lunch box
choose foods for their lunch boxes based not just on the
Present a lunch box
things they most like to eat, but also on what is healthy
Show critical thinking skills
and balanced. You could call up a few volunteers with
their lunch boxes and see if they have chosen fruit or
Materials vegetables and other healthy options.
✓ Pop outs Unit 6 Continuous assessment
✓ coloured pencils or crayons Make sure all the children have their lunch boxes in front
✓ glue of them. Call out food combinations, for example, chicken
✓ selection of pictures of food and drink and carrots. If a child has that combination, they stand
✓ a small cardboard box up. Continue until all children are standing. Tell children
to sit down if they have fruit or vegetables in their lunch
Warmer box. If not, ask Is it healthy? Ask the children to hold up
Explain the meaning of healthy and not healthy. Ask the their lunch box if they have water. If not, remind them that
children to think of food and drink which is healthy and any drinking water is very important.
food and drink which is not healthy. Write healthy and not
healthy on the board. You could add a smiley emoji and
a non-smiley emoji to help differentiate between the two.
Hold up pictures of food and drink. Invite children to put
them on the correct side of the board.
Make a lunch box pop

out

and help them to understand the four steps in today’s
lesson.
1 The first step is to prepare the materials. They should
get their pop outs, colouring materials, glue and small
box.
2 Encourage the children to paint or decorate their lunch
boxes before they stick the food on it. If using paint, the
children should do this first, allowing time for the paint
to dry. Display a set of the pop outs. Pretend that you
are choosing food for your lunch box but only select
the pizza, burger, chicken and sandwich, and no fruit,
vegetables or water. Ask the children if it’s a healthy
lunch and if they can suggest some changes. The
children can then colour the food items they want to
have in their lunch boxes.
3 The children glue their chosen food onto their lunch
boxes. They can also glue a strip of paper or card
onto their lunch box to make a handle. Make a lunch
box of your own with a variety of healthy food choices
yourself.
4 Read the presentation speech bubbles together. Hold
up your lunch box and talk about it. You could extend
the language used, for example, I’ve got an apple and
an orange in my lunch box. Yummy! I like fruit. I haven’t
got a hamburger. I don’t like hamburgers. Organise the
children into groups to present their lunch boxes. Invite
a couple of volunteers to the front to present to the
whole class.
Lesson 8 155
6 Checkpoint
Unit 6 review
ac
hiev
Ement
6
Checkpoint
pop
out
Unlocked
1 Listen and draw lines. 2.16
Tom David A¬lice
L¬isa Sƒarah Will
2 Answer the questions. What’s this? Do you like it?
1 2 3 4

PAGE 93
Ireland
6
Checkpoint
✓
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156 Unit review
Checkpoint 6
Review the unit language The children look back through the unit and
Self-evaluate personal progress count the stars they have either coloured or
Materials write the numbers in their passport and stick their
✓ Flashcards Unit 6 Final assessment
✓ Teacher’s Resources Unit 6 Give each child a blank piece of paper and ask them
to think of and draw four foods. Call out all the food
Warmer vocabulary covered in the unit. When the children hear
Place nine flashcards in a square shape face down on the foods they have drawn, they must cross them off. The first
floor or a large table. Place the corresponding word cards child to cross off all four of the pictures wins and shouts out
randomly in another square. Get the children into two Bingo!
teams. One child from each team takes it in turns to turn
over one flashcard and one word card. They say what’s
on the flashcard and read the word. If they match, the
team keeps both cards. If not, they turn them back over.
1 Listen and draw lines. 2.16
Focus the children’s attention on the names around the

picture and read them together. Give the children time
to look at the picture and think about the food and drink
they can see. Play the audio all the way through. Play the
first part of the audio again and pause for the children to
find the name and the food they like. Have the children
draw a line from the name to the person. Do the same for
the rest of the audio.
Point to the first picture and ask several children What’s
this? Then ask other children Do you like it? Encourage
the children to answer with a full sentence or short
answer It’s chicken. Yes, I do. The children then ask and
answer with the person next to them.
FF
Fast finishers The children write six foods from
the unit that they like. They draw them and
write I like … .

Unit 6 Test
End of Term 2 Test
Unit review 157

6 Transcripts
Student’s Book transcripts 2.13 Listen and point. Sing. I like juice!
2.14 Listen and stick.
apples
bananas Man: Jack, do you like fish?
carrots Jack: Yes, I do. Yummy!
grapes Man: Do you like chicken?
oranges Jack: No, I don’t like chicken.
pears Man: Do you like burgers?
potatoes Jack: No, I don’t.
tomatoes Man: Do you like juice?
Jack: Yes, I do. I like juice.
2.10 Listen and chant. Fruit and vegetables Man: Do you like water?
I like apples! Apples! Jack: No, I don’t.
I like bananas! Bananas! Man: Do you like pasta?
I like grapes! Grapes! Jack: Yes, I do. I like pasta.
I like oranges! Oranges! 2.15 Listen and follow. Stick.
I like pears! Pears!
I like carrots! Carrots! See Student’s Book page 64, Activity 1
I like potatoes! Potatoes!
I like tomatoes! Tomatoes! 2.16 Listen and draw lines.
Yummy! Woman: Hello, what’s your name?
Boy: My name is Tom. I like bananas.
2.11 Listen, look and match. Woman: What’s your name?
Jack: I like carrots. Boy: My name is David. I like orange juice.
I like potatoes. Woman: What’s your name?
I don’t like oranges. Girl: My name is Alice. I like apples.
I don’t like grapes. Woman: What’s your name?
Girl: My name is Lisa. I like milk.
2.12 Listen and follow the story. Lily’s lunch Woman: What’s your name?
Narrator: Lily and Jack are on the school bus. They are going to Girl: My name is Sarah. I like grapes.
a farm. Woman: What’s your name?
Jack: My lunch box is red. Boy: My name is Will. I like burgers.
Lily: My lunch box is pink.
Narrator: The children get off the bus.
Lily: Look at the apple tree!
Teacher: Put your lunch boxes here, please.
Narrator: The children look at the vegetables.
Guide: These carrots are special. They are rainbow carrots!
Lily: Look! Purple carrots!
Jack: I like carrots.
Guide: Can you guess what these are?
Jack: Potatoes?
Guide: Yes, they are. These potatoes are pink and purple.
Teacher: It’s time for lunch! Get your lunch boxes, please.
Lily: I’m hungry!
Jack: Me too!
Narrator: Lily is sad. Poor Lily.
Lily: My lunch box is on the bus.
Narrator: The other children share their lunch.
Jack: Do you like bananas?
Lily: Yes, I do. Thank you!
Narrator: The children are on the bus again.
Lily: Do you like grapes?
Jack: Yes, I do. Thank you!
158 Transcripts
Transcripts 6
Page 58 All aboard! 34 Trace. Listen and stick.

Jack: Are you hungry, Lily? apples
Lily: Yes! What can we eat? bananas
Jack: Well, I like fruit. I like apples and I like bananas. I don’t like carrots
pears. grapes
Lily: I like grapes. I don’t like oranges. oranges
Jack: I like vegetables, too! pears
Lily: I don’t like carrots. potatoes
Jack: I like tomatoes. tomatoes
Lily: Mmm, yes. I like potatoes!
Both: What’s your favourite fruit or vegetable? 35 Listen and colour the things Alfie likes.
Hi! My name’s Alfie. I like pears. I like bananas. I don’t like
Page 62 Fasten your seatbelt! grapes, but I like oranges and I like carrots! Yummy!
Jack: Hi, Lily!
Lily: Hello, Jack! What do you like to eat? Do you like chicken? 36 Listen and repeat. Trace and tick.
Jack: No, I don’t.
Lily: Do you like pasta?
Jack: Yes, I do. Do you like burgers, Lily?
Lily: Yes, I do! 37 Listen and chant.
Jack: Do you like fish? See Activity Book page 49, Activity 1
Lily: No, I don’t.
Jack: I’m thirsty! Do you like juice? 38 Order the letters and write. Listen and check.
Lily: Yes, I do! And I like water.
Both: What do you like to eat? 1 burger
2 chicken
Page 65 Cultural window – Grow your own 3 fish
4 pasta
This is Billy. His family have got a garden where they grow 5 water
vegetables. They live in Ireland. 6 juice
They plant seeds in the garden.
The seeds grow.
They water the plants and the plants grow. 39 Listen and tick.
Look, tomatoes! They grow tomatoes, potatoes and carrots. 1
They’ve even got a pear tree! Boy: Look at this banana. I like bananas.
The family share the vegetables they grow. 2
Billy likes helping in the garden. Girl: Do you like tomatoes?
And this is his favourite part. Yummy! It tastes amazing! Boy: Tomatoes? Yes, I do.
Do you like fruit and vegetables? 3
Girl: I’ve got some grapes. I like grapes.
4
Boy: Do you like chicken?
Girl: No, I don’t. I don’t like chicken.
5
Girl: This is my water.
Transcripts 159
2 Term Stop 2
Term Stop 2
I’ve got
Do you like
Start eye∫.
banana∫?
PLAYER listening ac
hiev
Ement
1 Point to They Unlocked
football on I
your ears. I’ve got Monday. orange∫. helping hiev
Ement
Child’s own Do you ac
answers
like fish? Unlocked
hair.
PLAYER sharing ac
hiev
Ement
2 Sƒhe Unlocked
Point to
music on I
your leg. I’ve got Friday. tomatoe∫. Do you listening hiev
Ement
ac
like apple∫? Unlocked
eye∫.
PLAYER helping ac
hiev
Ement
3 Point We Unlocked
to your skating on I
head. Wednesday. potatoe∫. sharing
68 Term 2 Review game Review game Term 2 69
stop 2
evie
Term R2
2
w
R
1 2
2 4
Sƒhe’∫ got an apple. ✓ H¬e’∫ got pasta. ✗
3 4
3 1
2 Look and circle.
1 2 3
H¬e’∫ got a banana. ✗ Sƒhe’∫ got a football. ✓
4 Trace and complete.
arm / leg pear∫ / tomatoe∫ burger / chicken
4 5 6 Thursday Friday Wednesday
M¬onday, Tuesday,
eye∫ / feet carrot∫ / grape∫ fish / finger∫ Wednesday Thursday Friday

160 Term Stop 2

Term Stop 2 2
Review the language from Units 4-6 40 Listen and number.
1
Materials Man: Do you like dance?
✓ Teacher’s i-solutions Girl 1: Yes, I do.
✓ counters 2
Man: Do you like chess?
Boy 1: No, I don’t.
Warmer 3
Demonstrate how to play the board game and what to Man: Do you like swimming?
do in each section. When the children understand, put Girl 2: No, I don’t.
them into pairs or groups of three to play the game. Give 4
each child a counter or tell them to use a small rubber Man: Do you like judo?
or sharpener as their counter. If necessary, review all the Boy 2: Yes, I do.
language on the board to refresh the children’s memories
before they play.
How to play
The children put their counter on one of the three player
hexagons. Player 1 goes first. The aim of the game is to
get to the other side of the board first. Children take it in
turns to move one space at a time. On each move they
can advance to any adjacent hexagon. In the different
sections of the board they do different things:
For pictures they say what they can see.
For instructions they read and do what it says.
or gapped sentences they write one word to complete
F
it, then read the sentence.
For questions they read and answer.
or pictures with a heart icon they read the word
F
and say if the people in the picture are doing it.
Term Stop 2 161

imals all around
7 An
Overview
Language objectives
Vocabulary Grammar
• Learn animals: bird, cat, caterpillar, dog, fish, frog, • Use There is and There are
mouse, rabbit, spider • Use can to ask questions: Can it fly?
• Learn verbs of movement: fly, jump, run, swim, walk • Use can with short answers: Yes, it can. No, it can’t
Recycled vocabulary Recycled grammar
colours • numbers • classroom objects like and don’t like • has got and hasn’t got
Skills objectives
Speaking Listening
• Talk about animals • Hear and repeat key language
• Talk about animal abilities with can and can’t • Follow a chant and a song
• Pronounce the sound c correctly • Follow the narrative of a story
• Describe an origami cat • Hear the initial sound c in common words
• Describe a picture using There is and There are • Place stickers where told
• Present an animal mask • Listen and follow instructions
Reading Writing
• Read and understand key language • Write verbs of movement
• Follow instructions • Write animal words
• Cross-curricular link: Art
ref lection
rip
T
The children self-evaluate their own progress. • All aboard! The children can understand and produce
vocabulary related to animals and use There is and
There are.
tions & v
mo Social and emotional skills
alues
E
The children identify the feeling of being

the story, identify the emotion surprised and hear and
surprised in oneself and in others.
pronounce the initial sound c.
• Fasten your seatbelt! The children can differentiate
Phonics between can and can’t and use verbs of movement
when talking about animals.
sound c.
• Literacy Station The children can identify animal
words and verbs of movement, and say and write
Mediation them.
The children act as intermediary in informal
situations. • Project Stop The children can follow instructions to
make an animal mask and then describe it.
Respect for nature: The children learn about on Pre-A1 Starters Reading and writing and Speaking.
different animals.
162 Unit 7 overview

✓ Stickers Unit 7
✓ Pop outs Unit 7
literacy skills
the key sound
✓ Lesson 6 – squares of thin paper, felt-tip pens and grammar 2 in context
✓ L esson 8 – coloured pencils or crayons, glue, thick
straws or lolly sticks, pictures of wild animals • Cultural window Real-world video to develop viewing
✓ Unit review – animal pictures
country
See lesson notes for Flipped Learning dynamics


V
lessons
Lessons 1, 2, 3, 4, 5 Teacher’s Resources
Digital competence
Lessons 1, 3, 4, 7
Flashcard Bank
A
competence
Lessons 2, 3, 5, 7
Civic competence
G
Lessons 2, 5

Lessons 6, 8
Lesson 7 each individual class.
Unit 7 overview 163

7 All aboard!
Lesson 1
ary and grammar 1

als all around Vocabul
Anim 7
7 albloaabroda! rd!
All A
4 Look at page 70. Cover and say.
1 Watch the video. Do you like animals?
bird There is a There are

spider. two rabbits.
5 Look and circle True or False.
spider rabbit
fish
dog
cat 1 There are two cat∫. True / False

caterpillar
mouse 2 There i∫ a caterpillar. True / False
frog 3 There are four mice. True / False
4 There i∫ a dog. True / False
ref lection
rip
3 Listen and chant.
T
2.18
I can talk about animals.
70 Lesson 1 Animals There is a frog. There are two birds. Lesson 2 71
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als all around

Anim 7
7 All aboard!
✓ ✗ ✗
mouse rabbit fish ✗ ✓ ✓

3 Read and draw.
There i∫ one mouse. There are four mice.
cat caterpillar dog

Child’s own Child’s own
drawing drawing
of a mouse of four mice
frog spider bird

56 Lesson 1 Animals There is a spider. There are two rabbits. Lesson 2 57

164 Lesson 1
Play the audio or watch the video several times. Have

Learn animal vocabulary
the children point to the animals in Activity 2 as they do
so. When they are confident with the rhythm, encourage
them to join in and clap. Then, chant the first animal name
and have the class echo you. When the children are
confident with the vocabulary, have one half of the class
Materials
say the first animal name, with the other half echoing
✓ Teacher’s i-solutions them, then swap.
✓ Student’s Book audio For audio transcript see page 182
Initial evaluation
Flipped Learning option Invite nine children to the front of the class and give them
one word card each. Call out the animal names and ask
them to hold up their card if they have the word. Hand
class. They draw their favourite animal, write its name
out the flashcards to nine other volunteers. Ask them to
and bring their picture to class.
stand next to the child with the matching word. Say the
chant from Activity 3 and encourage the children to raise
Warmer their cards when their animal is mentioned. You could
Place the flashcards on the board one by one. Elicit any redistribute the cards and repeat, so that all the children
animals the children already know. Say the words as you get a turn.
show the cards and encourage the children to repeat
them, ensuring correct pronunciation. Show the word
cards at random and have the children say the words.
Then, invite volunteers to come forward and match the
flashcards with the word cards.

Watch the video all the way through. Elicit the animals
the children can remember. Watch again, pausing
on each frame to confirm and give the children the
opportunity to read and repeat the animal names. Play
the video a final time and ask general questions, for
example, How many cats are there? Where are the fish?
What colour is the caterpillar? Do you like spiders? Are
there four rabbits? Is there one mouse? Ask the children if
they like animals and encourage them to say the animals
they like and don’t like.
Ask the children to look at the scene. Call out animals

and ask the children to point to them and repeat after
you. Say the initial letter sounds clearly and encourage
them to read the words. Play the audio, encouraging
children to point and repeat the words as they hear them.
Point out that the plural of mouse is mice. Draw one
mouse and say and write a mouse. Draw two mice and
say and write two mice.
Lesson 1 165
7 All aboard!
Lesson 2
ary and grammar 1

als all around Vocabul
Anim 7
7 albloaabroda! rd!
ME DIAT ION
All A
bird There is a There are

spider. two rabbits.
spider rabbit
fish
dog
cat 1 There are two cat∫. True / False

caterpillar
mouse 2 There i∫ a caterpillar. True / False
frog 3 There are four mice. True / False
4 There i∫ a dog. True / False
ref lection
rip
3 Listen and chant.
T
2.18
70 Lesson 1 Animals There is a frog. There are two birds. Lesson 2 71
als all around

Anim 7
7 All aboard!
✓ ✗ ✗
mouse rabbit fish ✗ ✓ ✓

3 Read and draw.
There i∫ one mouse. There are four mice.
cat caterpillar dog

Child’s own Child’s own
drawing drawing
of a mouse of four mice
frog spider bird

56 Lesson 1 Animals There is a spider. There are two rabbits. Lesson 2 57

166 Lesson 2
Assemble some familiar objects on a table where all the
Use There is and There are
children can see them. Make sure there is a combination
Read and understand simple sentences
of single objects and multiple objects. Say sentences
Identify true or false statements
about what there is on the table, pointing to the objects
Mediation: Act as intermediary in informal situations
as you do. Say, for example, There is a banana. There
are two books. Now say the names of the objects on
Materials the table and invite volunteers to make a sentence with
✓ Teacher’s i-solutions There is or There are.
Warmer
Stick the animal flashcards to the board, point to the
animals and elicit their names. Tell the class Close your
eyes! and remove a flashcard. Say Open your eyes!
What’s missing? Elicit the missing animal. Repeat, taking
away two, three or more flashcards once the children are
familiar with the game.
Watch the video from Lesson 1 again. Pause on each
animal and ask How many (birds) are there? Say There
is one bird. Have the children repeat after you. Ask
about another animal, for example, How many cats are
there? Say There are two cats and have the children
repeat. Ask the children to look at the first speech bubble
and repeat it after you. Encourage them to look at the
picture and find the spider. Ask the children to look at the
second speech bubble and repeat after you. Encourage
the children to find the rabbits and count them. Have
the children look for and find the other animals on the
page and count them. Get the children into pairs. Give
them a minute or two to look carefully at the picture and
remember the animals. Then ask them to cover the page.
They take turns to say what is in the picture. Allow them
to check if they don’t agree with their partner or if they
need to refresh their memory.
Ask the children to look at the picture and elicit the
animals they can see. Read the first sentence or ask
a volunteer to read it. The children then check with
the picture and circle. Do the same with the other
statements.
Fast finishers The children work with another

FF Fast finisher. They look at Activity 5 and say
more true or false sentences for their partner.
Trip reflection
with the statement.
Lesson 2 167
7 Story Bridge
Lesson 3
tions & v
mo
Bridge 7
alues
E
context
Story Language in
5 6
Rabbits can t fly!
1 Look, find and circle.

7 R¬abubble
Speech
8 bbit∫ can fly!
1 2
There’∫ bubble
Speech a mouse!
3 Tick (✓) how Jack feels.

3 4
©an
elbbrabbit∫
ub hceefly?
pS
✓
Cousin Carl has got a cat.
ref lection
rip
T
72 Lesson 3 Social and emotional skills: surprised Phonics: initial sound c Lesson 3 73
tions & v
mo
Story
alues
E
Bridge 7
Rabbits can t fly!
1 Match and say.
©ousin ©arl,
©ousin ©arl,
©ousin ©arl ha∫ got a cat.
©ousin ©arl ha∫ got a cat.
1 ©arl ha∫ got can fly.

2 Complete and match. Say.
2 There i∫ a on Lily.
3 The frog jump∫ a cat. 1 c at
4 The rabbit frog.
2 c aterpillar
2 Look and tick (✓). Listen and repeat. 43
3 c rayon
Jack i∫ sad.
Jack i∫ surprised. ✓ 4 c arrot
Jack i∫ angry.
58 Lesson 3 Social and emotional skills: surprised Phonics: initial sound c Lesson 3 59

168 Lesson 3
Lesson 3 Objectives Christmas ornament, an unusual fruit or vegetable, a toy
spider or snake. Remove the objects one at a time, starting
Follow the narrative of a story with several unsurprising ones. You can ask the children if
Understand the emotion of being surprised they are surprised and encourage them to say I’m surprised
Hear and pronounce the initial sound c in common when they are. Ask the children to think about when they
words have felt surprised.
Phonics
Materials Say and write on the board Cousin Carl has got a cat.
✓ Teacher’s i-solutions Say the sound c several times and invite volunteers to
✓ Student’s Book audio underline the letters c on the board. Identify any children
in the class whose name starts with C.
Play a memory chain game. Ask the children to sit
Say a list of familiar words starting with c and have
in a circle and say There is a (frog). The child next to
the children repeat them. For example, cat, car, can,
you continues the chain, adding another animal, for
caterpillar, crayon, cousin, carrot, calendar, calm,
example, There is a (frog) and a (cat). Continue until all
colour. In Activity 1, play the video or the audio and
the animals have been mentioned or the chain is too long
encourage the children to point to each sound c as
to remember. If there are children who haven’t had a go,
they join in. Play it several times until the children can
start another chain.
chant unaccompanied. In Activity 2, ask the children
1 Look, find and circle. to write the c in the first word, and find the matching
Elicit the names of the animals shown. Give the children picture. They complete and match the other words,
time to look at the story and find the animals. When they saying the words to themselves. Call out the numbers
have circled their answers, prompt them to answer with a and have the children say the words. On the board,
full sentence. For example, There is a cat. Ask the children start to draw something beginning with c. When the
to name the characters, including the dog, Pat. children guess what it is, they call it out.
Read the title of the story and show what fly means.
Give the children time to look and follow the story by
FF Fast finishers The children copy the phonics
sentence and draw an illustration.
themselves, then play the audio while they follow. Watch
or listen again, pausing to read the text in the speech Trip reflection
bubbles and ask questions. Ask, for example, Who is the Read the Trip reflection aloud and ask the children to
other boy? Has Carl got a dog? What’s on the table? How reflect on their own learning. They stick, or colour, one,
many caterpillars are there? Has the rabbit got an apple? two or three stars depending on how much they agree
What is in the water? Where is the frog? with the statement.
3 Tick (✓) how Jack feels. Give a series of correct and incorrect statements about
Ask the children to look at Jack’s picture and find where the story. The children show thumbs up for correct
it is in the story. Ask Is he happy? Is he sad? Is he angry? statements and thumbs down for incorrect statements.
Is he calm? (No). Say and write on the board Jack is For incorrect statements, you could say There are four
surprised. Have the children repeat. Have them look caterpillars. The cat has got a carrot. There is one boy.
at the photos of the three boys and tick the boy who is Jack has got a cat. There is a bird in the water. For correct
surprised. Elicit how each boy feels (including Jack). statements, say Jack is surprised. There are crayons
on the table. The frog jumps on Lily’s head. Carl is Lily’s
Social and emotional skills cousin. Pat jumps in the water.
Surprised
The feeling of surprise is the response to an unexpected
event, and it is a key emotion in children. In the story,
Jack knows that rabbits can’t fly so he is surprised when
the rabbit appears to fly. Surprises can be pleasant, for
example a birthday surprise, but can also be negative, like
finding a spider on your chair. Put some common classroom
objects into a large bag, whilst the children watch you. The
bag should already contain several unusual items, which
the children haven’t seen you put in. For example, a shiny
Lesson 3 169
Lesson 4
r seatbelt!
Vocabul
1 Watch the video. What can you do? 4 Listen and guess. Play with a classmate. 2.22
song
I can run, run, run. I can swim, swim, swim.
I can jump, jump, jump. I can walk, walk, walk.
I can run and I can jump, I can swim and I can walk, but
but I can’t fly, fly, fly. I can’t fly, fly, fly.
Can it fly?
Yes, it can.
Can it swim?
run jump fly walk No, it can’t.

swim It’s a … !
5 Look and tick (✓) or cross (✗). ✓ = Yes, it can. ✗ = No, it can’t.
1 2 3
©an it … ? run fly jump swim walk
fly ✓ run ✗ jump ✓ swim ✗ run ✓ fly ✗ ✓ ✗ ✓ ✗ ✓

4 5
It can fly.
It can’t run. ✗ ✗ ✗ ✓ ✗
ref lection
rip
walk ✓ jump ✗
T
swim ✓ walk ✗ I can say what animals can and can’t do.
74 Lesson 4 Verbs of movement Can it jump? Yes, it can. / No, it can’t. Lesson 5 75
170 Lesson 4
Lesson 4 Objectives
Fast finishers The children copy the sentence
Learn action verbs
Use action verbs with can and can’t FF It can jump. They choose and draw an animal
that can jump.
Repeat key vocabulary Continuous assessment
Join in with a song Place the animal flashcards on the board. Get the
children into two teams. Give each team a sentence, for
Materials example, It can (fly). The team chooses an animal that the
sentence describes, and one member of the team goes
✓ Teacher’s i-solutions up to the board to touch the corresponding flashcard.
✓ Student’s Book audio Have the children say the sentence. Teams score a point
✓ Stickers Unit 7 for each correct animal.

class. They draw two things they can do from
the video and bring it to class.
Warmer
Hold the flashcards up one at a time. Say the word
and have the children repeat. Hold up a flashcard and
encourage the children to do the action, saying the word
at the same time, until you say Stop! Do the same with the
other actions. When they are getting confident, call out
just the words. To calm down, have the children sit down
and chant the words as you hold up the flashcards.
1 Watch the video. What can you do?

Watch the video once all the way through. Ask the
children what animals they saw. Play the video again,
pausing on each scene. Encourage the children to repeat
the It can… . and It can’t… . sentences. Ask the children
What can you do? Try to elicit a response from as many
children as you can.
Ask the children to look at the pictures. Say each one

and have the children do the action. Play the song
several times, encouraging the children to sing along. Do
the actions with the children at first, then when they are
confident, they can do them without help.
When the children have their stickers ready, point to each

one in turn and elicit the animal. Play the first part of the
audio then pause while they find and stick the animal.
Have the children use the verbs underneath as prompts
to say full sentences, using the speech bubble model to
guide them. Continue with the other stickers. When all
stickers are placed, go through each one again, eliciting
what the animals can and can’t do.
Lesson 4 171
Lesson 5
r seatbelt!
Vocabul
1 Watch the video. What can you do? 4 Listen and guess. Play with a classmate. 2.22
song
I can run, run, run. I can swim, swim, swim.
I can jump, jump, jump. I can walk, walk, walk.
I can run and I can jump, I can swim and I can walk, but
but I can’t fly, fly, fly. I can’t fly, fly, fly.
Can it fly?
Yes, it can.
Can it swim?
run jump fly walk No, it can’t.

swim It’s a … !
5 Look and tick (✓) or cross (✗). ✓ = Yes, it can. ✗ = No, it can’t.
1 2 3
©an it … ? run fly jump swim walk
fly ✓ run ✗ jump ✓ swim ✗ run ✓ fly ✗ ✓ ✗ ✓ ✗ ✓

4 5
It can fly.
It can’t run. ✗ ✗ ✗ ✓ ✗
ref lection
rip
walk ✓ jump ✗
T
swim ✓ walk ✗ I can say what animals can and can’t do.
74 Lesson 4 Verbs of movement Can it jump? Yes, it can. / No, it can’t. Lesson 5 75
ur seatbelt!
Fasten yo Literacy Station
1 Listen and number. Trace. 45
3 4 1
run jump fly
2 5
swim walk
2 Look and answer.
✓ = Ye∫, it can. ✗ = No, it can’t.
1 2
©an it swim? ©an it fly?

Yes, it can. No, it can’t.
60 Lessons 4 and 5 Verbs of movement Can it jump? Yes, it can. / No, it can’t.
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172 Lesson 5
Get the children into pairs. Show each pair in turn an
Listen and identify pictures
animal flashcard and an action verb word card. One child
Ask questions using Can it (jump)? and give short answers
needs to make a question, for example, Can it swim?
Say what animals can and can’t do
The other child should answer No, it can’t. or Yes, it can.
Continue showing different pairs of cards to further pairs
Materials of children.
Warmer
Place the animal flashcards and the action verb word
cards in two piles, face down. Take one from each pile
and place them on the board. Model a sentence, for
example, A caterpillar can’t fly. Place the cards at the
bottom of the pile and turn over successive pairs of cards.
Elicit similar sentences from individual volunteers and
have the rest of the class repeat.
4 Listen and guess. Play with a classmate. 2.22
Elicit the names of each of the animals. Play the first

part of the audio, several times if needed, then ask the
children to guess the animal. Ask the questions again and
have the children answer Yes, it can. or No, it can’t. Play
the other parts of the audio and have the children guess
the other animals. Read Lily and Jack’s questions and
answers with the children. Invite pairs of volunteers to say
the dialogue and guess the animal. Put the children into
pairs to play the game. To extend the game, children can
swap partners after a while.
5 Look and tick (✓) or cross (✗).
Draw the children’s attention to the meaning of the tick and
the cross. Have them identify the two animals. Point to the
mouse and make the question with run. Elicit what the tick
means. (Yes, it can run.) Point to the mouse and make a
question with the next verb (fly). Have the children answer,
and place a cross in the corresponding part of the table.
Children can continue independently.
Fast finishers The children draw an animal and

FF write a question for a classmate to answer. For
example, Can it run?
Trip reflection
with the statement.
Lesson 5 173
7 Literacy Station
Lesson 6
Literacy Station 7
Help desk
an Origami cat Writing
1 Listen and stick. Make an origami cat. 2.23

3 Look and write.
jump fly
1 2
fold
M¬y cat i∫ yellow.
It can jump .
corner It can’t fly .
Fold the corner.
4 Write the words.
Fold the paper.
bird dog fish frog
3 4
1 2
fish bird
Australi
Turn over the paper.
a
Cultural window
Fold the two corner∫. 3
Interesting birds
Communication frog
5 2 Talk about your cat.
My cat is green. It can 4

run but it can’t swim.
dog
Draw a cat face. r ip r

ef lectio
n
T
I can describe an animal.
76 Lesson 6 Art: origami Skills practice Lesson 7 77
Literacy Station 7
Origami animals
1 Read and circle.
1 2
It’∫ a rabbit / dog. It’∫ a frog / fish.
3 4
It’∫ a mouse / spider. It’∫ a bird / cat.
2 Look and write.
corner∫ dog Fold

1 2
Fold the paper. Fold the corners .
3
©an it fly?
Draw a dog face.
Art: origami Lessons 6 and 7 61
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174 Lesson 6
Communication 7
Lesson 6 Objectives
Follow instructions
Make an origami cat
Materials
✓ Stickers Unit 7
✓ squares of thin paper in assorted colours
✓ felt-tip pens
Warmer
Hold up the cat flashcard. Say I like or I don’t like cats.
Invite volunteers to say if they like or don’t like cats. Do
the same with other animals, making sure all children are
invited to say something.
Read the activity title and elicit if any children know what
origami is. Draw the children’s attention to the Help desk.
Demonstrate folding paper. Ask the children to identify
any corners they can see around the room (books, tables,
paper). Have the children find their stickers. Play the first
part of the audio while the children look and follow. Fold
a square of paper diagonally to show the children. Use a
large square so the children can see easily. Listen to the
next part of the audio and have the children choose the
correct sticker. Then, demonstrate folding the corner. Play
the next step. Have the children stick the sticker and then
demonstrate the two folds. When the children have stuck
the final sticker, draw a cat face. Hand out the paper and
have the children work through the steps. You may want
to do another demo if they find it hard.
2 Talk about your cat.
Read the speech bubble with the children then model a
similar version using your own origami cat.
Have the children take turns to talk about their cats in
small groups.
Fast finishers The children choose and draw

FF another animal. They find another Fast finisher
and describe the animal they have drawn.
Observe the children as they follow the instructions and
present their cats. Collect a selection of cats and fix them
onto the board or a large piece of card or paper. Point to
various cats and say something about them that can be
true or false. For example, This cat is blue. There are six red
cats. This cat has got green eyes. This cat is sad. Children
miaow like a cat if it’s true and bark like a dog if it’s false.
You could ask the children to correct the false statements.
Lesson 6 175
7 Literacy Station
Lesson 7
Literacy Station 7
Help desk
an Origami cat Writing

3 Look and write.
jump fly
1 2
fold
M¬y cat i∫ yellow.
It can jump .
corner It can’t fly .
Fold the corner.
4 Write the words.
Fold the paper.
bird dog fish frog
3 4
1 2
fish bird
Australi
Turn over the paper.
a
Cultural window
Fold the two corner∫. 3
Interesting birds
Communication frog
5 2 Talk about your cat.
My cat is green. It can 4

run but it can’t swim.
dog
Draw a cat face. r ip r

ef lectio
n
T
76 Lesson 6 Art: origami Skills practice Lesson 7 77
Australi
indow
Cultural w
a
Interesting birds
1 Look and match.
fly
swim
sing
2 Watch the video. Look and tick (✓).
fly ✓
swim ✓
sing ✓ ✓
run ✓
3 Draw a bird and write.
Thi∫ i∫ a Child’s own answers

. Child’s
It can own
. drawing
It can’t
.
62 Lesson 8 Viewing skills: Australia
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176 Lesson 7
Writing 7
Write the missing words in sentences
Watch the video all the way through. Ask the
Write animal words
children if they are surprised by the birds. Play it
again, pausing on each bird. Elicit descriptions and
Teacher’s Resources Unit 7
ask questions about what the birds can or can’t do.
For example, What colours can you see? Can it fly?
Materials
Have the children look at the birds in Activity 1 and
✓ Teacher’s i-solutions match the verbs. Focus the children’s attention on
✓ a world map or globe the table in Activity 2. Point to fly in the first column
and to the penguin. Ask Can it fly? Ask several more
Warmer questions to see how much children can remember.
Start slowly drawing an animal on the board. When the Play the video without stopping then have the
children think they know what it is, encourage them to children tick what each bird can do. Play it a final
put their hands up. Ask one of the children to name the time, pausing to check answers. In Activity 3, the
animal. Repeat with other animals. children choose a bird from the video and draw it
and write about it.
3 Look and write.
The children trace the first word. Invite several volunteers Trip reflection
to read the sentence. Have the children read the two Read the trip reflection aloud and ask the children to
words in the wordpool then complete the sentences. reflect on their own learning. They stick, or colour, one,
Encourage them to read the sentences when they are two or three stars depending on how much they agree
complete. with the statement.
4 Write the words. Continuous assessment
Look at the origami figures and elicit what animals they are. Give each child a small piece of paper. Dictate several
Read the wordpool words with the children then have them words from the lesson, for example, dog, cat, can, frog.
write the words independently. Say each word several times. When you have finished
invite volunteers to the board to write the words.
FF
Fast finishers The children draw a frog. They
write one thing it can do and one thing it
can’t do.
Cultural window
Focus the children's attention on the Australian flag. Ask
the children what other flag they can see in it. Display a
large map of the world. Invite volunteers to point to the
countries they know, and to Australia if they know where
it is. Make sure the children look at the Cultural window
and explain that they are going to learn about some
interesting birds from Australia.
Lesson 7 177
7 Project Stop
Lesson 8
Project Stop Make an animal mask

pop
out
1 2
Prepare the material∫. Decorate your mask.
3
Glue on a stick.
4
Present your mask.
I’m a dog.
I’m a rabbit.
I can run but
I can jump but
I can’t fly.
I can’t swim.
I’m a mouse.
21st
CENTURY
I can walk but
I can’t fly.
Cr SKILLS
e at i v i T y
RES
P EC
UR
T F O R N AT
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178 Lesson 8
Project Stop 7
Lesson 8 Objectives as abilities. Organise the children into small groups to
present their masks. Invite a couple of volunteers to the
Follow instructions front to present to the whole class.
Describe animal abilities
Make an animal mask
Present an animal mask RESPECT FOR NATURE
Show respect for nature
In this lesson, children show their interest and
Materials knowledge about different animals, and play the part
of an animal with the masks they make. When children
✓ Teacher’s i-solutions learn about animals and appreciate their different
✓ Pop outs Unit 7 skills and abilities, it helps them gain greater respect
✓ coloured pencils or crayons towards them. Some children may be aware of the
✓ glue difficulties some animals experience and what we need
✓ thick straws or lolly sticks to do or not do to help them. Try and elicit some things
✓ pictures of wild animals we must and mustn’t do if we love and respect nature.
Draw a large tick and a cross on the board. Mime or
Warmer sketch some actions and ask the children to indicate
Get the children into small groups. Ask them to think of tick or cross. For example, cutting down trees, chasing
as many animals as they can. Go around the groups and catching animals, picking up litter. Encourage the
asking for one animal at a time and write them on the children to share their ideas.
board. If the children offer words which are not part of the
target vocabulary for this unit, invite them to come up to Continuous assessment
the board and draw the animal for the rest of the class. Have all the children sit with their masks on their faces.
Identify animals that have similar names in the children’s Call out sentences about the different animals, for
first language. If possible, display a selection of pictures example, It can swim. It’s got ears. It can’t fly. It’s brown.
of wild animals. These can provide ideas for the animal The children hold up their mask if it is true for their animal.
masks. Get the children thinking about animals in the Ensure that all children hold up their mask at least once.
natural world. Say the names of the animals, one by one,
and ask the children to guess which animal picture it is.
For example, lion, tiger, leopard, panda, polar bear and
kangaroo. Ask the children to name their favourite animal.
Make an animal mask pop

out

1 F
irst they prepare the materials they need. They should
get their pop outs, and assemble their drawing and
colouring materials. Distribute the sticks.
2 Before the children decorate their masks, they should
remove the mask shape and the eyes. The children can
choose any animal they like, but it’s best if it has ears.
Draw the children’s attention to where to draw the ears.
Look back through the book so that the children can
see the various shapes of the animal ears. Alternatively,
they could choose a wild animal from the Warmer and
look at the picture of this animal's ears. Help them with
the name if needed.
3 When the masks are decorated, they can glue on the
stick. Children may need help with this. Depending on
how strong the glue is, sticky tape may be needed to
hold the stick securely in place.
4 Read the model speech bubbles with the children. If
you have made a mask yourself, describe it. Encourage
children to describe colours and facial features as well
Lesson 8 179
7 Checkpoint
Unit 7 review
ac
hiev
Ement
7
Checkpoint
pop
out
Unlocked
1 r a b b i t b a r b
i t
2 m o u s e e m ∫ u o
3 s p i d e r i p ∫
r d e
4 f r o g g f o r
2 Look and say. There are three birds.

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7
Checkpoint
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180 Unit review
Checkpoint 7
Review the unit language The children look back through the unit and
Self-evaluate personal progress count the stars they have either coloured or
Materials write the numbers in their Passport and stick their
✓ Teacher’s Resources Unit 7 Final assessment
✓ coloured pencils or crayons Place the flashcards on the board, and also any additional
✓ additional animal pictures animal pictures that you have. Get the children into two
teams. Tell them that you are thinking of an animal. Each
Warmer team asks you one question in turn in order to guess the
Display the animal flashcards and write can and can’t animal. Continue until a team correctly guesses the animal.
on the board. Get the children into teams and point to They can only guess the animal when it’s their turn to ask a
a flashcard and to either can or can’t. The teams take question. Repeat with different animals. You could invite a
turns to make a sentence using can or can’t and a verb of volunteer from the winning team to think of an animal and
movement. answer the questions.
Elicit the animal in the first picture. Say rabbit emphasising
the initial sound r. Point out the r in the first box and make
sure the children notice that it is crossed out on the right.
Write r on the board and invite children to give you the
next letter. If it’s correct, write it on the board and have
the children write it in the box and cross it out on the right.
Continue until the word is complete. Read the completed
word and encourage the children to see if the word looks
right. Identify the remaining animals and have the children
identify and write the initial sound. They complete the rest
of the words independently.
2 Look and say.
Read the speech bubble with the children and have them
find the three birds in the picture. Revise There is and
There are by asking them to find the fish. Say There is a
fish. Have the children get into pairs to describe what else
there is in the picture. Remind the children to listen to their
partner when they talk. Monitor the children as they do this.
Fast finishers The children look through the
FF unit and choose their favourite animal. They

count all the pictures of that animal and write
There are … (cats).

words for their classmates to point to them.
Unit 7 Test
Unit review 181

7 Transcripts
Student’s Book transcripts 2.20 Listen and sing. Do the actions. I can run
bird 2.21 Listen and stick. Say.
cat 1 It can fly. It can’t run. It’s a bird.
caterpillar 2 It can jump. It can’t swim. It’s a rabbit.
dog 3 It can run. It can’t fly. It’s a dog.
fish 4 It can swim. It can’t walk. It’s a fish.
frog 5 It can walk. It can’t jump. It’s a caterpillar.
mouse
rabbit
2.22 Listen and guess. Play with a classmate.
spider
1
Lily: Can it fly?
2.18 Listen and chant. Animals Jack: Yes, it can.
Bird! Bird! Lily: Can it swim?
Cat! Cat! Jack: No, it can’t.
Caterpillar! Caterpillar! Lily: It’s a bird!
Dog! Dog! 2
Fish! Fish! Jack: Can it jump?
Frog! Frog! Lily: No, it can’t.
Mouse! Mouse! Jack: Can it walk?
Rabbit! Rabbit! Lily: Yes, it can.
Spider! Spider! Jack: It’s a caterpillar!
3
2.19 Listen and follow the story. Rabbits can’t fly! Lily: Can it fly?
Narrator: The children are in Lily’s garden. Lily’s cousin Carl is here. Jack: No, it can’t.
Lily: Hello Carl. Lily: Can it swim?
Carl: Hello Lily. Hello Jack. Jack: Yes, it can.
Narrator: Cousin Carl has got a cat. Lily: It’s a frog!
Narrator: The children look at animals. 4
Lily: There are two caterpillars on the tree. Jack: Can it swim?
Carl: There’s a mouse. Lily: No, it can’t.
Narrator: The mouse can run. Jack: Can it jump?
Lily: Yes, it can.
Jack: Look at the rabbit! It’s got a carrot. Jack: It’s a rabbit!
Carl: I like rabbits. Can rabbits fly?
Lily: No, rabbits can’t fly!
2.23 Listen and stick. Make an origami cat.
Jack: Look! Pat can see a frog!
Narrator: Oh, no! Pat jumps into the water. See Student’s Book page 76, Activity 1
Lily: Come here, Pat!
Narrator: Pat wants to play with the frog.
Narrator: Oh, dear! The frog jumps on Lily’s head!
Lily: Aarrgghh!
Cat: Meoooowww!
Narrator: The rabbit is on the see-saw.
The cat jumps onto the see-saw.
Uh-oh!
Lily: Look at the rabbit!
Carl: Yes!
Narrator: Jack’s got the rabbit.
Jack: I like rabbits!
Carl: Rabbits can fly!
182 Transcripts
Transcripts 7

Jack: Look at the animals! There is a bird. mouse
Lily: And a cat. No! There are two cats. rabbit
Jack: There are fish in the water and there is a frog. fish
Lily: There is a dog! But it isn’t Pat. There is a caterpillar. It is cat
black and white. caterpillar
Jack: And there is a spider! I don’t like spiders! dog
Lily: Look! There are three rabbits. frog
Jack: And there is a mouse! spider
Both: Do you like animals? bird
Page 74 Fasten your seatbelt! 42 Listen and tick (✓) or cross (✗).
Jack: Hi Lily, let's see what the animals can do! There is one bird.
Lily: OK! There are three frogs.
Jack: Look at the frog. It can jump. There is one cat.
Lily: Wow! This is a caterpillar. It can’t jump, but it can walk. There is one mouse.
Jack: Look at the fish. It can’t walk, but it can swim. There are two dogs.
Lily: Look at the bird! It can’t swim, but it can fly! There is one rabbit.
Jack: And look at the dog. It can’t fly but it can run. It can run
very fast! 43 Look and tick (✓). Listen and repeat.
Both: What can you do?
Page 77 Cultural window – Interesting birds
This is Australia. There are some amazing animals there.
44 Listen and chant.
Let’s look at Australia’s most interesting birds. See Activity Book page 59, Activity 1
These little penguins can’t run, but they can swim.
This strange bird is a cassowary. They can’t fly, but they can run 45 Listen and number. Trace.
and jump. 1 It can fly.
Like cassowaries, emus can’t fly, but they can run. Look! 2 It can swim.
Listen to this kookaburra. 3 It can run.
And there are two rainbow lorikeets. Look at all the colours! 4 It can jump.
Rainbow lorikeets can fly and sing. 5 It can walk.
Listen to this lyrebird. It can copy different birds. Isn’t that amazing?
Are there interesting birds where you are?
46 Listen and colour.
Look at the frogs. Colour one frog blue.
There is a rabbit. The rabbit can run. Colour the rabbit pink.
Look, the dog can jump! Colour the dog that can jump, yellow.
I can see a caterpillar. Colour the caterpillar red and green.
There are two fish. Colour one fish orange.
This bird can fly. Colour the bird that can fly, purple.
Transcripts 183
sunny today!
8 It’s
Overview
Language objectives
Vocabulary Grammar
• Learn clothes: dress, jacket, jumper, sandals, shoes, • Ask and answer the question What are you wearing?
shorts, skirt, T-shirt, trousers I’m wearing (a dress).
• Learn weather: cold, hot, raining, snowing, sunny, windy • Ask and answer the question What’s the weather like
today? It’s (sunny) today.
Recycled vocabulary
colours • days of the week Recycled grammar
It’s (sunny). • on with days of the week
Skills objectives
Speaking Listening
• Talk about clothes • Hear and repeat key language
• Talk about the weather • Follow a chant and a song
• Talk about the four seasons • Match an audio to visual cues
• Pronounce the sound j correctly • Hear the initial sound j in common words
• Ask questions and describe clothes • Place stickers where told
• Present a weather report • Listen and differentiate between pictures
• Listen and follow instructions
Reading Writing
• Read and understand key language • Trace weather words
• Follow instructions • Complete sentences about the weather
• Cross-curricular link: Science • Complete sentences about the seasons
• Complete sentences about weather preferences
ref lection
rip Learning to learn Assessment criteria
T
The children learn to self-evaluate their own

progress. • All aboard! The children can understand and produce
clothes vocabulary, and ask and answer the question
m otions & v What are you wearing? I’m wearing (a dress).
alues
E

The children learn about self-care.
the story, learn about self-care and hear and
pronounce the initial sound j.
Phonics • Fasten your seatbelt! The children can understand
The children hear and pronounce the initial weather vocabulary and ask and answer the question
sound j in common words. What’s the weather like? It’s (sunny) today.
• Literacy Station The children can identify words for
the seasons of the year, write and say them.
Mediation
The children explain data. • Project Stop The children can follow instructions to
make a weather report and then present it.
• Checkpoint The children can complete activities based
21st century skills on Pre-A1 Starters Listening and Speaking.
Communication: The children share what
they have learnt about speaking in public.
184 Unit 8 overview

✓ Stickers Unit 8
✓ Pop outs Unit 8
literacy skills
the key sound
✓ Lesson 1 – items of adult-sized clothing and grammar 2 in context
✓ Lesson 2 – coloured pencils or crayons
✓ Lesson 5 – red and blue pencils or crayons, lively music
✓ L esson 6 – images of the different seasons, coloured • Cultural window Real-world video to develop viewing
pencils or crayons
country
✓ L esson 8 – coloured pencils or crayons, glue, See lesson notes for Flipped Learning dynamics
counters, weather symbols


V
lessons
Lessons 2, 4, 6, 7 Teacher’s Resources
Digital competence
Lessons 1, 3, 4, 7
Flashcard Bank
A
competence
Lessons 2, 3, 5, 7
Civic competence
G
Lessons 2, 3

Lesson 8
Lesson 7 each individual class.
Unit 8 overview 185

8 All aboard!
Lesson 1
ary and grammar 1

unny today! Vocabul
It’s s 8
8 albloaabroda! rd!
All A
4 Listen and number.
2 1
2.26
5 3 4
1 Watch the video. What are you wearing today?
dres∫ skirt jumper
5 Listen and follow. Draw and colour. 2.27
short∫ I’m wearing a red jumper

and green trouser∫.
jacket I’m wearing a yellow

T-shirt and blue short∫.
trouser∫
T-shirt
shoe∫
sandal∫ 6 Ask and answer.
What are you wearing?

I’m wearing a yellow T-shirt.
ref lection
rip
3 Listen and chant.
T
2.25
I can describe the clothes I’m wearing.
80 Lesson 1 Clothes What are you wearing? I’m wearing brown sandals. Lesson 2 81
u nny today!
It’s s 8
8 All aboard!
2 Listen and tick (✓) or cross (✗).
1
48
2
3 4
✓
✗
T -shirt short∫ skirt ✓

✓
3 What are you wearing? Draw and complete.
dres∫ sandal∫ shoe∫ Child’s

own
drawing
jacket trouser∫ jumper I’m wearing Child’s own answer .

64 Lesson 1 Clothes What are you wearing? I’m wearing a white T-shirt Lesson 2 65

186 Lesson 1

Learn clothes vocabulary
encourage the children to join in if they are comfortable.
Place the flashcards along the board in the same order
as they appear in the chant. Chant the first line yourself
(What are you wearing?), and have the children chant the
rest of the lines. Point to the flashcards to remind them of
Materials
the order. Split the class in two. Have half the class chant
✓ Teacher’s i-solutions the first iteration and the other half the second iteration.
✓ Student’s Book audio Point to the flashcards to remind them of the order.
✓ Flashcards Unit 8 For audio transcript see page 204
✓ items of adult-sized clothing
Initial evaluation
Flipped Learning option Place the flashcards on the board. Get the children into
two teams. Give the first child in each team a rolled-
The children watch the video at home before class.
up newspaper or fly swat. Hold up a word card or say
They draw themselves in their favourite clothes and
an item of clothing. The two children run to the cards,
bring the drawing to class.
swat the matching image and say the word. Allow other
children in the team to help.
Warmer
Invite four volunteers to the front of the class. Describe
what they are wearing, or invite each child to choose two
items of the adult-sized clothes and describe those. Point
to the clothes as you describe them. Continue, changing
volunteers to model or choose the clothes. Encourage the
rest of the children to say the names of the clothes and
identify any they are wearing themselves. Then hold up
the clothing flashcards one at a time, and drill the words
chorally and individually.

Watch the video all the way through once or twice.
Ask the children what clothes they remember from the
video. Watch again, pause and ask what Lily is wearing
(a T-shirt) and what colour it is (red). Continue watching
the video frame by frame, encouraging the children to
repeat the clothes and asking them about the colour. On
the board, write Lily on one side and Jack on the other.
Hold up the flashcards and say the item of clothing.
Invite the children to call out Lily or Jack, according to
who is wearing the item in the video. Place the flashcard
under the name children say, or write the word for the
item of clothing. Play the video again to check. At the
end, repeat the question What are you wearing? and
encourage the children to say at least one item of
clothing they are wearing.
Ask the children to look at the scene. Point to each item

of clothing, say each word and have the children repeat.
Play the audio several times and ask the children to point
and repeat the words as they hear them. Get the children
into pairs. Have them take turns to point to the clothes
for their partner to say. You could encourage them to ask
What’s this? or What are these?
Lesson 1 187
8 All aboard!
Lesson 2
ary and grammar 1

unny today! Vocabul
It’s s 8
8 albloaabroda! rd!
All A
4 Listen and number.
2 1
2.26
5 3 4
dres∫ skirt jumper
short∫ I’m wearing a red jumper

and green trouser∫.
jacket I’m wearing a yellow

T-shirt and blue short∫.
trouser∫
T-shirt
shoe∫
sandal∫ 6 Ask and answer.

I’m wearing a yellow T-shirt.
ref lection
rip
3 Listen and chant.
T
2.25
I can describe the clothes I’m wearing.
80 Lesson 1 Clothes What are you wearing? I’m wearing brown sandals. Lesson 2 81
u nny today!
It’s s 8
8 All aboard!
2 Listen and tick (✓) or cross (✗).
1
48
2
3 4
✓
✗
T -shirt short∫ skirt ✓

✓
3 What are you wearing? Draw and complete.
dres∫ sandal∫ shoe∫ Child’s

own
drawing
jacket trouser∫ jumper I’m wearing Child’s own answer .

64 Lesson 1 Clothes What are you wearing? I’m wearing a white T-shirt Lesson 2 65

188 Lesson 2
Arrange the children’s chairs in a circle and ask them
Identify clothing
to sit down. Stand in the middle and say something you
are wearing, for example, I’m wearing a (jumper). All
Ask the question What are you wearing?
the children who are wearing a jumper stand up and
Use the structure I’m wearing … .
change places. Sit in an empty chair as they move so
that one child is left without a chair. The child who is
Materials still standing takes your place in the centre of the circle,
✓ Teacher’s i-solutions says something they are wearing and sits down when
✓ Student’s Book audio other children are changing places. Repeat until several
✓ Flashcards Unit 8 children have had a turn in the middle.
Warmer
Place the flashcards along the board in random order,
eliciting the item of clothing in each one. Call out What
are you wearing? Point to a flashcard and have the
children chant the word twice, as in the Lesson 1 chant.
Continue asking the question and pointing to other cards,
keeping up a good pace.
Play the audio all the way through while the children look
and listen. Play it again, and have the children point to
the correct children, in order. Play it a final time, pausing
after each part for the children to write the number. Call
out the numbers and elicit the item or items of clothing.
Focus the children’s attention on the text in the speech

bubbles. Play the audio twice while the children follow in
their books. They then draw and colour the clothing.
6 Ask and answer.
Read the model speech bubbles with the children. Say
what you are wearing and ask several children what they
are wearing. Invite volunteers to stand up and ask and
answer in pairs for the class.
FF Fast finishers The children draw and label two

items of clothing.
Trip reflection
with the statement.
Lesson 2 189
8 Story Bridge
Lesson 3
tions & v
mo
Bridge 8
alues
E
context
Story Language in
5 6
It s cold! What
Speech are you wearing?
bubble
1 Look, find and tick (✓) or cross (✗).
✓ ✗
✗ ✓ ✗
7 8
1 2
Four jumper∫!
Speech bubble
Speech bubble
What’∫ the weather like?
3 Tick (✓) who is wearing the correct clothes.
3 I don’t likebubble
Speech the cold. 4
✓ ✓
Jack’s jumpers and jackets
ref lection
rip
T
82 Lesson 3 Social and emotional skills: self-care Phonics: initial sound j Lesson 3 83
tions & v
mo
Story
alues
E
Bridge 8
It s cold
1 Look and circle.
Jack’∫ jumper∫,
Jack’∫ jacket∫,
Jack’∫ jumper∫ and jacket∫!
1 Jack i∫ wearing trouser∫. Ye∫ / No 2 Say the word. Write the first letter.
2 Jack i∫ wearing sandal∫. Ye∫ / No j r s t

3 L¬ily i∫ wearing three jacket∫. Ye∫ / No
4 Jack i∫ hot. Ye∫ / No
2 Look and tick (✓). Listen and repeat. 49
t j j j
Jack i∫ wearing the right clothe∫.
✓
j s r j
66 Lesson 3 Social and emotional skills: self-care Phonics: initial sound j Lesson 3 67
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190 Lesson 3
Lesson 3 Objectives clothes when told to. Remind the children about what Jack
did wrong, and what the consequences were. Elicit from
Follow the narrative of a story the children other things they do to keep their bodies well.
Understand the value of self-care Use mime or draw simple pictures on the board to prompt
Hear and pronounce the initial sound j in common words ideas. For example, washing hands, cleaning teeth, drinking
Practise viewing skills plenty of water, taking exercise, eating fruit and vegetables,
wearing the correct clothes, wearing sun cream, getting
Materials enough sleep. Assign different aspects of self-care to pairs
✓ Teacher’s i-solutions or small groups of children. Have them draw a picture of the
✓ Student’s Book audio activity and make a poster to display in the classroom.
✓ Flashcards Unit 8 Phonics
Write Jack’s jumpers and jackets on the board. Say the
Warmer
phrase several times and highlight the three initial sounds
Sit with the children in a circle. Say what you are wearing, j. Say the sound j and have the children repeat chorally
and point to it. For example, I’m wearing a jumper and and individually. Make sure they are not pronouncing it
trousers. Turn to the child on your left and ask What are as a guttural sound.
you wearing? The child answers and asks the child to
their left and so on around the circle. Activity Book page 67
1 Look, find and tick (✓) or cross (✗). In Activity 1, play the video or the audio several times
Read the title, miming the meaning of ‘cold’. Encourage and encourage the children to point to each sound j
the children to copy you and repeat. Elicit the names of in their book as they join in. When they are confident,
the five items of clothing. Give the children time to look at get the children into groups to practise and perform
the clothes in the story and tick or cross the boxes. Call the chant in turn. In Activity 2, copy the letters in the
out the items of clothing and have the children say Yes if box on the board. Point to each letter and model the
they have a tick and No if they have a cross. sound. Point to the letters and elicit the sounds. Elicit
what the first picture is (trousers) and invite children to
2 Listen and follow the story. 2.28 say the initial sound and write it. Do the same with the
Play the audio or watch the video several times, as the rest. Read out a list of words, with or without an initial
children follow the story in their books. Ask questions sound j. The children jump when they hear the sound
about different scenes and elicit or model the answers. j, and stand still when they don’t. For example, chess,
For example, What’s the weather like? What’s Jack jam, head, Jane, shoe, cold, jump, jacket, bird, hair, jar,
wearing? Is it cold? How many jackets are there? How happy, juice, you, spider, judo.
many pairs of trousers are there?
Fast finishers The children look at the story.
3 Tick (✓) who is wearing the correct clothes.
Point to Lily in scene 5 and say Lily is wearing the
FF They draw some of Jack’s jumpers and jackets
and write the sentence.
correct clothes. Point to Jack and ask if Jack is wearing
the correct clothes (No). Encourage the children to say Trip reflection
why (It’s hot). Point to Jack’s dad in scene 7 and ask the Read the Trip reflection aloud and ask the children to
question again (Yes). Point to Jack in the final scene and reflect on their own learning. They stick, or colour, one,
ask the same question again (Yes). Have the children look two or three stars depending on how much they agree
at the three photos. When they tick the photos, invite the with the statement.
children to say what clothes the people are wearing and
if it’s hot or cold. Ask the children to explain why the child Continuous assessment
in the middle picture isn’t wearing the right clothes. Have the children look at the story in their books. Make
statements about different scenes and have the children
hold up fingers to show the scene numbers. For example,
Self-care Jack is wearing red trousers. Jack is hot. Jack is wearing a
Self-care is fundamental to our emotional and physical blue jumper. Jack is wearing a blue T-shirt. There are two
wellbeing. It is based on self-awareness, and involves things purple jackets. There is a school bag. Jack jumps. There is
that an individual does in order to maintain health and a red jacket on a chair. There is a blue jumper on the floor.
happiness. In young children, self-care skills can also help a
child to develop their autonomy. The story highlights Jack’s
lack of physical self-care: he wears too many clothes. He
doesn’t notice that it isn’t cold outside. He doesn’t remove
extra clothes even when he is too hot. He only removes the
Lesson 3 191
Lesson 4
r seatbelt!
Vocabul
1 Watch the video. What’s the weather like today? 4 Draw and write. Say.
song
What’s the weather like today? It’s snowing, it’s snowing, it’s What’s the
snowing today! weather like?
It’s sunny, it’s sunny, it’s sunny Child’s
today! It’s hot, it’s hot, it’s hot today!
own
It’s raining, it’s raining, it’s It’s cold, it’s cold, it’s cold
drawing
raining today! today!
It’s windy, it’s windy, it’s windy
today!
It’s sunny today!
It’∫ today.
5 Look and circle the clothes in the correct colour.
3 Listen and stick. Trace and say. 2.30 It’∫ hot and sunny. It’∫ cold and windy.
1 2 3
cold hot raining

4 5 6
ref lection
rip
snowing sunny windy

T
I can talk about the weather.
84 Lesson 4 Weather What’s the weather like today? It’s raining. Lesson 5 85
192 Lesson 4
Lesson 4 Objectives 3 Listen and stick. Trace and say. 2.30
Let the children look at the stickers to familiarise them

Learn weather vocabulary
with the types of weather shown. Play the audio all the
way through and encourage the children to point to the
correct stickers. Play again, pausing to allow the children
Trace weather words
to place their stickers. The children then trace the words
Join in with a song
and say them. Say one of the numbers and ask children
to say the corresponding word. Say a word and ask the
Materials
children to give the corresponding number. You could
✓ Teacher’s i-solutions have the children continue doing this with a partner.
✓ Student’s Book audio For audio transcript see page 204
✓ Stickers Unit 8
Fast finishers The children take a weather
Flipped Learning option FF word card. They copy the word and draw a
picture to illustrate the weather it describes.
class. They write It’s sunny. and draw a matching Continuous assessment
picture.
Hold up a flashcard. Say It’s (cloudy). If the answer is
correct, the children say True! and put their thumbs up; if
Warmer
it is incorrect, they say False! and put their thumbs down.
Play a game of Guess who? Invite six or seven girls to the Practise a few times, then if the children are able, invite
front of the class. Tell the class you are thinking of one volunteers to come to the front of the class and take
of the girls. Say sentences about what they are wearing your place. Look out of the window and ask What’s the
and have the rest of the class guess. Repeat with a group weather like today?
of boy volunteers. You could include descriptions of eyes
and hair as well.
1 Watch the video. What’s the weather like today?

Watch the video all the way through. Play it again, pause
after each scene and encourage the children to repeat
the weather words. Ask additional questions about what
Lily and Jack are wearing. Play the video again, this time
with the sound off. Pause on each scene and ask what the
weather is like. Finally, ask What’s the weather like today?
Ask the children to look at the pictures. Elicit the weather

each one shows. Play the audio or watch the video and
ask the children to point to the pictures as the types of
weather they show appear in the song. Play the video
or audio several more times, encouraging the children
to sing along. When they are confident, place the
flashcards in a line along the board and sing without
accompaniment, in the order of the cards.
Lesson 4 193
Lesson 5
r seatbelt!
Vocabul
1 Watch the video. What’s the weather like today? 4 Draw and write. Say.
song
What’s the weather like today? It’s snowing, it’s snowing, it’s What’s the
snowing today! weather like?
It’s sunny, it’s sunny, it’s sunny Child’s
today! It’s hot, it’s hot, it’s hot today!
own
It’s raining, it’s raining, it’s It’s cold, it’s cold, it’s cold
drawing
raining today! today!
It’s windy, it’s windy, it’s windy
today!
It’s sunny today!
It’∫ today.
3 Listen and stick. Trace and say. 2.30 It’∫ hot and sunny. It’∫ cold and windy.
1 2 3
cold hot raining

4 5 6
ref lection
rip
snowing sunny windy

T
84 Lesson 4 Weather What’s the weather like today? It’s raining. Lesson 5 85
r seatbelt!
1 Look and complete. Listen and check. 51
2 3
1 4
s c
1 n 4 h o t
2 s o l 5
u 5 w i n d y
n i
3
6 r a i n i n g 6
y g
2 Look and trace.
It’∫ raining and windy .
3 Write and draw.
What’∫ the weather like today?

It’∫ Child’s own answer .
Child’s
own
drawing
68 Lessons 4 and 5 Weather What’s the weather like today? It’s raining.
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194 Lesson 5
Ask the children to sit in a circle. Hand out the flashcards
Ask about the weather
randomly. Play some lively music. The children pass the
Draw and talk about the weather today
flashcards around the circle, face down. When you stop
Write weather words
the music, the children holding the flashcards turn them
Identify clothes for different types of weather
over. Ask What’s the weather like? The children say the
weather on their flashcards, using It’s … . Continue the
Materials game until all the children have had a turn.
✓ red and blue pencils or crayons
✓ lively music
Warmer
Recap weather words from the previous lesson by holding
up the flashcards and eliciting the words chorally and
individually. Mime different weather words for the children
to guess. Invite a volunteer to the front of the class and
have them stand with their back to the board. Write a
weather word on the board so that the rest of the class
can see, but the volunteer can’t. The class mime the
weather for the child to guess. Play with several more
volunteers.
4 Draw and write. Say.
Look out of the window and ask What’s the weather like
today? Elicit several weather words. The children draw
and colour a picture of the weather for today. They then
choose one weather word and complete the text. Remind
them that they can copy the words from page 84.
Make sure the children have red and blue pencils or
crayons. Read the first sentence then invite volunteers
to read it too. Ask the children What colour? And have
them hold up the red pencil. Do the same with the second
sentence, and have them hold up the blue pencil. Ask them
to look at the pictures of the clothes. You can tell them the
words hat, sun hat and boots. They circle in the appropriate
colour. To check, say or point to items of clothing and have
the children say hot and sunny or cold and windy.
Fast finishers The children think of a type
FF of weather. They draw a person dressed

accordingly and show it to another Fast finisher
to guess the weather.
Trip reflection
with the statement.
Lesson 5 195
8 Literacy Station
Lesson 6
Literacy Station 8
Help desk
The four seasons Writing
1 Listen and follow. Number. 2.31

3 Look and stick. Write.
1 In spring, tree∫ grow new leave∫.
leaf
2 In summer, the leave∫ are green.
3 In autumn, the leave∫ are colourful. spring summer autumn winter
4 In winter, there are no leave∫. leave∫
1 In spring it rain∫. The flower∫ grow.
2 In summer it i∫ hot and sunny.
3 In autumn it i∫ windy and it rain∫.
4 2
4 In winter it i∫ cold and it snow∫.
4 Complete the sentences.

Child’s own answers Canada
3 1 I like . Cultural window

Lots of snow!
It and
Communication My favourite .
season is…
2 Complete and tell the class.
I don’t like .
It and
. Activity Book page 70
ef lectio
r ip r n
T
I can describe the seasons.
86 Lesson 6 Science: the four seasons Skills practice Lesson 7 87
Literacy Station 8
The four seasons
1 Look and match.
1 2 3 4
spring summer autumn winter

2 Look and write.
1 2
In spring , In summer ,
tree∫ grow new leave∫. the leave∫ are green.
3 4
In autumn , the In winter ,

leave∫ are red and brown. there are no leave∫.
Science: the four seasons Lessons 6 and 7 69
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196 Lesson 6
Communication 8
Lesson 6 Objectives Fast finishers The children complete the
Learn about the four seasons
Listen and follow a text
FF sentence My favourite season is … . They draw
themselves dressed for that season.
Talk about the seasons Continuous assessment
Materials On the board, draw a four-column table with the headings
Spring, Summer, Autumn, Winter. Say what your favourite
✓ Teacher’s i-solutions season is, and place a tick under the corresponding
✓ Student’s Book audio season. Ask each child in turn to say what their favourite
✓ Images of different seasons season is and draw a tick in that column. Count up the
✓ coloured pencils or crayons ticks to find the class’s favourite season. Show the children
some of the same pictures they saw in the Warmer. Invite
Warmer them to say which season each picture shows.
Show the children a selection of photographs of different
seasons. Elicit descriptions from the children by asking
questions about the pictures. For example, What’s the
weather like? What colours are the leaves? What colour
are the flowers?
Draw the children’s attention to the Help desk. Read the

words with the children. Point to the single leaf and ask
how many leaves there are. Say There’s one leaf. Point to
the second picture. Ask how many leaves there are and
say There are seven leaves. Play the audio several times
and encourage the children to follow the text in their
books as they listen. Play the audio again and pause
after the first part. Explain new leaves, showing pictures
of new leaves on trees, if possible. Ask the children to
find the correct picture and write in the number 1. Play
the second part and pause for the children to number
the picture. Ask What’s the weather like? Elicit that it’s hot
and sunny. Say and repeat the season. After playing the
third sentence, explain that colourful means having many
colours. When they have numbered the third picture,
listen and read the last sentence and number. Say the
number and the season, and have the children repeat.
Say the numbers in order and have the children chant the
season.
Tell the children what your favourite season is and ask
a few children what their favourite season is. Have the
children complete the tree according to their favourite
season. Ask each child in turn to show their picture and
say their favourite season.
Lesson 6 197
8 Literacy Station
Lesson 7
Literacy Station 8
Help desk
The four seasons Writing

1 In spring, tree∫ grow new leave∫.

leaf
2 In summer, the leave∫ are green.
3 In autumn, the leave∫ are colourful. spring summer autumn winter
4 In winter, there are no leave∫. leave∫ 1 In spring it rain∫. The flower∫ grow.
2 In summer it i∫ hot and sunny.
3 In autumn it i∫ windy and it rain∫.
4 2
4 In winter it i∫ cold and it snow∫.

Child’s own answers Canada
3 1 I like . Cultural window

Lots of snow!
It and
Communication My favourite .
season is…
I don’t like .
It and
. Activity Book page 70
ef lectio
r ip r n
T
86 Lesson 6 Science: the four seasons Skills practice Lesson 7 87
Canada
indow
Cultural w Lots of snow!
1 Look and write.
summer winter
It’∫ snowing. I’m wearing a
jacket. It’∫ winter .
It’∫ hot. I’m wearing a T-shirt.
It’∫ summer .
2 Watch the video. Tick (✓) the pictures.
✓ ✓
3 Draw your favourite winter activity.
Child’s
own
drawing
70 Lesson 8 Viewing skills: Canada
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198 Lesson 7
Writing 8
Match pictures to words
In Activity 1, invite the children to read the two words
Complete gapped sentences
in the wordpool and point to the correct picture.
Write about seasonal preferences
Give the children time to read the first sentence
by themselves and ask them to put their hand up
when they know the corresponding season. Invite a
Materials
volunteer to give the answer and have the children
✓ Teacher’s i-solutions fill the gapped sentence. Ask them to read the
✓ Stickers Unit 8 second part of the activity and write the season.
✓ Flashcards Unit 8 Invite volunteers to read both sentences. Play the
✓ Teacher’s Resources Unit 8 video all the way through. Ask the children to look
✓ a world map or globe at Activity 2 and tick the activities in the video. Play
the video again and tell the children to shout Stop
Warmer when they see a frame in the video which shows
Hold up the flashcards one at a time and elicit the words. the activities in the photos. Play the video again,
Write hot, cold, windy, sunny on the board in a list, and pausing on different frames. Encourage the children
invite volunteers to read them. Get the children into small to mime the different activities they see and describe
teams, each team sitting around the same table. Give what people are wearing. In Activity 3, the children
each team a piece of paper and a pencil. When you then draw their favourite activity from the video.
say Go! the child with the pencil writes the first letter of They can include themselves in the picture, suitably
the first word on the board. They pass the paper to the dressed.
second child, who writes the second letter and passes
the paper and pencil onto the next child. When they have Trip reflection
written all of the words, they put their hands up. The Read the Trip reflection aloud and ask the children to
fastest team is the winner. reflect on their own learning. They stick, or colour, one,
with the statement.
Ask the children to find their stickers. Read the season
words together and have them place the corresponding Continuous assessment
sticker. Then have the children write the season words Write each season word on a piece of A4 paper. Place
into the gapped sentences. Invite volunteers to read the them on four different walls and have the children
sentences when they are complete. Remind them what point to the piece of paper as you say the season. Say
flowers are. Elicit other things that the children like about some sentences about the different seasons, using the
the different seasons. descriptions in Activities 1 and 3, and have the children
point to the corresponding season. For example, New
leaves grow. It is hot and sunny. It snows. The children
Recap the children’s favourite seasons and elicit any seasons point to the corresponding piece of paper.
they don’t like. Copy the writing frame onto the board.
Complete the first two sentences for you, showing how to use
the words from Activity 3. Do the same for the last sentence.
Children then complete the sentences for themselves.
FF Fast finishers The children draw illustrations to

accompany their writing in Activity 4.
Cultural window
Read the title and have the children look at the picture.
Ask them what the weather is like. Point to the flag
and ask the children to describe it. Tell them the flag is
from Canada and write Canada on the board. Display a
large map of the world. Ask volunteers to find all of the
countries they have seen in previous Cultural window
lessons. Help the children to find Canada on the map
and appreciate how big it is. Let the children watch the
video all of the way through. Teacher’s Resources
For video transcript see page 205 Unit 8 Skills worksheets
Lesson 7 199
8 Project Stop
Lesson 8
Project Stop Make a weather report

pop
out
1 2
Prepare the material∫. ©olour the shape∫.
3
Glue the weather shape∫.
ME DIAT ION
4
Present your weather report.
What’s the weather
like on Monday?
On Monday
it’s sunny.
21st
CENTURY
SKILLS
om
m u n i c at i o
C
200 Lesson 8
Project Stop 8
Lesson 8 Objectives
Follow instructions COMMUNICATION
Identify weather symbols
Throughout the level, the children have been
Make a weather report
presenting their projects to the class and learning about
Present a weather report
communication and speaking in public. This is the last
Use communication skills
presentation for the level. Ask the children what they
like and what they don’t like about presenting in front
of the class. You can elicit whether they prefer talking in
Materials smaller groups, or standing up and presenting in front
✓ Teacher’s i-solutions of a larger group, or the whole class. Try and elicit what
✓ Pop outs Unit 8 they have learnt about presenting and communication.
✓ glue Continuous assessment
✓ counters Make sure that all the children have their weather reports
✓ weather symbols in front of them. Say a day of the week and a weather
type. For example, It’s sunny on Monday. If the child has
Warmer matching weather on that day, they place a counter or a
Briefly revise the days of the week. Chant the days piece of paper over it. Continue with different days and
chorally and individually. Say a day of the week and elicit combinations. As soon as a child has a counter on all five
the day that comes next. Ask the children What day is it days, they call out Weather report! Remove counters and
today? and What day is it tomorrow? Hold up the weather play again.
symbols one at a time. Elicit what kind of weather
each one represents. Do this several times, then place
them on the board. Ask What’s the weather like today?
Invite the children to indicate the symbol and say the
corresponding word.
Make a weather report pop

out

1 The first step is to prepare the materials. They will need
their pop outs, colouring materials and glue.
2 The children colour the weather symbols.
3 The children should remove all of their pop-out parts
first and arrange the weather symbols on the chart
before sticking. Make sure they think carefully about
impossible combinations, for example, avoiding snow
and hot together. Children do not need to use all of the
symbols.
4 Read the model speech bubbles with the children.
Remind children to use on before the days of the week.
Get the children into pairs or small groups. The children
take turns to present their weather charts to their group
or partner. The other children ask about the weather
on different days. The children don’t need to talk about
every day of the week, but make sure they all get to
present their report.
Lesson 8 201
8 Checkpoint
Unit 8 review
ac
hiev
Ement
8
Checkpoint
pop
out
Unlocked
1 What’s the weather like?

a b c
✓
2 Is it hot or cold?
a b c
✓
3 What’s the weather like?
a b c
What’s this? What are these?
What colour is it? What colour are they?

PAGE 94
8
Checkpoint
1 Look and read. Write Yes or No.
1 2
It’∫ raining. It’∫ snowing.

No Ye∫
3 4
It’∫ windy. I’m wearing a dres∫.

Ye∫ No
5 6
I’m wearing a green I’m wearing a skirt.

T -shirt. No No
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202 Unit review

Checkpoint 8
Mix up the weather and clothes word cards and put them
in a pile at the front. Get the children into two teams. One
child from each team comes to the front. The child from
Team 1 takes a card and holds it up. The other child asks
Materials either What are you wearing? or What’s the weather like
✓ Teacher’s i-solutions today? The first child answers with a complete sentence,
✓ Student’s Book audio according to the word card, for example, I’m wearing (a
✓ Flashcards Unit 8 jacket). or It’s (sunny) today. The next pair of children come
✓ Teacher’s Resources Unit 8 to the front. This time, the child from Team 2 takes a card
and the child in Team 1 asks the question. Continue with
Warmer other pairs of children, alternating which team asks and
Take all the unit flashcards and word cards and lay them which team answers, until all children have had a go. If the
face down on the floor. Put the children into teams and question or the answer is wrong, invite children in the other
play a memory game. Each team takes a turn to turn over team to have a go. You can award points for all correct
two cards and say the name of the words or pictures. If questions and answers.
the word and picture match, they keep the cards. If not,
they turn them over again. At the end, the team with the
most cards is the winner.
Ask the children to read the first question. Give them

time to look at the three pictures and take in what they
see. Tell the children they will hear the audio twice. Play
all three parts while the children listen and point to the
pictures they think are correct. Play the audio again, this
time pausing after each question for the children to tick
their chosen option. Check answers together.
Ask the children to look at the first picture. Read the first
speech bubble and elicit answers from several volunteers.
Do the same for the next question. Invite volunteers to ask
you the questions. Get the children into pairs to ask and
answer. Observe and make sure they take turns. Pairs who
get through their questions and answers quickly could ask
and answer about other pictures of clothes in the unit.
FF
Fast finishers The children find, draw and
write two things to wear in the summer and two
things to wear in the winter.


Unit 8 Test
write the numbers in their passport and stick their
End of Term 3 Test
Achievement unlocked sticker.
End of Year Test
Unit review 203

8 Transcripts
Narrator: The children play with Pat.

Student’s Book transcripts Lily: Come on, Pat!
Jack: Can Pat jump?
Narrator: The children go into the house for some juice.
dress
Jack: I’m hot.
jacket
Jack’s dad: Jack, what are you wearing? Take off your jacket.
jumper
Lily: Jack, you’re wearing three jackets!
sandals
shoes Narrator: Jack takes off two pairs of trousers.
shorts Jack’s dad: Take off your jumpers, Jack!
skirt Lily: One, two, three, four. Four jumpers!
trousers Jack: Yes! And it’s a sunny day!
T-shirt
2.29 Listen and point. Sing. What’s the weather
2.25 Listen and chant. Clothes like today?
What are you wearing? See Student’s Book page 84, Activity 2
A dress! A dress!
A jacket! A jacket! 2.30 Listen and stick. Trace and say.
A jumper! A jumper!
1 cold
Trousers! Trousers!
2 hot
A skirt! A skirt!
3 raining
Sandals! Sandals!
4 snowing
Shoes! Shoes!
5 sunny
Shorts! Shorts!
6 windy
A T-shirt! A T-shirt!
2.31 Listen and follow. Number.
2.26 Listen and number. See Student’s Book page 86, Activity 1
1
Woman: What are you wearing? 2.32 Listen and tick.
Girl 1: I’m wearing a dress! 1
2 Woman: What’s the weather like?
Woman: What are you wearing? Boy: It’s sunny today.
Boy 1: I’m wearing a T-shirt and shorts! 2
3 Woman: Is it hot or cold?
Woman: What are you wearing? Boy: It’s cold today.
Boy 2: I’m wearing a jumper! 3
4 Woman: What’s the weather like?
Woman: What are you wearing? Boy: It isn’t sunny today. It’s cold. It’s snowing.
Girl 2: I’m wearing a jacket!
5
Woman: What are you wearing?
Girl 3: I’m wearing a skirt!
2.27 Listen and follow. Draw and colour.

2.28 Listen and follow the story. It’s cold!

Narrator: Lily is coming to Jack’s house today.
Jack: What’s the weather like?
Narrator: Jack looks out of the window.
Jack: It’s cold.
Narrator: Jack gets dressed.
Jack: It’s cold. I don’t like the cold. I need trousers.
Jack: I don’t like the cold. I need a jumper.
Jack’s dad: Lily and Pat are here. They’re in the garden.
Jack: OK! I need my jacket.
Narrator: Jack goes out to play with Lily and Pat.
Lily: Hi, Jack! What are you wearing?
Jack: A jumper and a jacket. It’s cold.
204 Transcripts
Transcripts 8

Jack: Hi, Lily! I like your T-shirt. T-shirt
Lily: Thank you! I like this red T-shirt, this skirt and these sandals. shorts
I'm wearing a dress and a jacket. What are you wearing? skirt
Jack: I’m wearing a green jumper, trousers and black shoes. But dress
I like these blue shorts, too! sandals
Both: What are you wearing today? shoes
jacket
Page 84 Fasten your seatbelt! trousers
jumper
Jack: Hi, Lily.
Lily: Hello, Jack.
Jack: What's the weather like? 48 Listen and tick (✓) or cross (✗).
Lily: It's sunny and it’s hot! 1 Hi, I’m Lisa. I’m wearing a white T-shirt and white shoes.
Jack: Great! 2 Hi, I’m Patrick. I’m wearing a T-shirt and shorts.
Lily: This is England. 3 Hi! I’m Nina. I’m wearing a blue dress.
Jack: What's the weather like? 4 Hi, I’m Martin. I’m wearing a black jacket and black trousers.
Lily: It's raining and it’s cold.
Jack: I don’t like the cold! 49 Look and tick (✓). Listen and repeat.
Lily: Do you want to go outside? It’s windy!
Jack: And it’s snowing!
Lily: I love snow!
Both: What’s the weather like today? 50 Listen and chant.
Page 87 Cultural window – Lots of snow!
Do you like winter? 51 Look and complete. Listen and check.
In Canada, winter is very cold. Look! It’s snowing! 1
What can you do in winter in Canada? You can do lots of things! Woman: What’s the weather like?
You can go skating. You can play ice hockey. Girl: It’s sunny.
You can go tobogganing. This is a Canadian toboggan. 2
Winter clothes are important. Look! He’s wearing a jumper and Woman: What’s the weather like?
a jacket. Boy: It’s snowing.
She’s wearing special trousers for cold weather. 3
And they’re wearing snowshoes. Woman: What’s the weather like?
With the correct clothes, winter is fun! Girl: It’s cold.
What’s your favourite winter activity? 4
Woman: What’s the weather like?
Boy: It’s hot.
5
Girl: It’s windy.
6
Boy: It’s raining.
Transcripts 205
3 Term Stop 3
p 3
Term Sto B IN G O !
90 Term 3 Review game
stop 3
evie
Term R3
3
w
R
dres∫ cat∫ sunny bird

1 It i∫ sunny today.
2 I’m wearing a blue dres∫ .
4 1 3 There i∫ a bird on
my head.
4 There are two
cat∫ .
2 3
4 Look and write.
2 Circle and match.
1 There i∫ / are six shoe∫.
It can jump. They can dance.

2 There i∫ / are a mouse.
It can't fly. They can jump.
can
3 There i∫ / are three frog∫.
can’t
H¬e can't walk. It can't swim.
4 There i∫ / are a red jacket.
H¬e can't run. It can walk.
206 Term Stop 3

Term Stop 3 3
Review the language from Units 7-8 52 Listen and number.
1
Materials Boy: What’s the weather like today?
✓ Teacher’s i-solutions Girl: It’s windy.
✓ counters Boy: Is it hot?
Girl: No, it’s cold.
2
Warmer Girl: Look! There are two birds in the garden.
Ask the children to look at the game board and elicit the Boy: Where are they?
words shown. If necessary, review all the language in Girl: They’re in the tree.
the game to refresh the children’s memories before they 3
play. Make sure they understand boots. Girl: What are you wearing?
Boy: I’m wearing shorts and a T-shirt.
How to play Girl: Are you wearing shoes?
Boy: No, I’m wearing sandals.
Have the children choose eight more words from units 4
7 and 8. They can choose words from the picture Boy: Can this animal fly?
dictionary or you can display the flashcards. They either Girl: No, it can’t fly.
write the word or draw in the spaces. When the children Boy: Can it run?
have finished writing or drawing, distribute counters. Girl: No, It can’t.
You will need seven or eight per child. Alternatively, the Boy: Can it swim?
children can use small pieces of paper. Make sure the Girl: Yes, it can!
children are listening carefully. Call out a vocabulary
word from units 7 or 8, repeating if necessary. If a child
has that word, they place a counter or piece of paper on
that square. Continue calling out words until a child has
a line of four covered squares in a row and they shout
Bingo! Keep track of the words you have called. Play
again, making sure you use some different words.
Term Stop 3 207

MY PICTURE DICtionary 1 2 3 4
My picture dictionary
1 2.33
blue green orange pink purple
red yellow circle square triangle
Family
2 2.34
grandad mum
dad parent∫
grandma
baby
grandparent∫
children
sister
friend∫
brother
91
3 2.35
book crayon glue pen
pencil rubber ruler sharpener
bin pencil case school bag
4 2.36
head hair
toe eye∫
foot ear∫
nose
leg mouth
arm
finger chicken
hand
92
208 My Picture Dictionary

5
6 7 8 MY PICTURE DICtionary
5 2.37
ches∫ dance football judo
music skating swimming
angry calm happy sad
6 2.38
apple∫ banana∫ carrot∫ grape∫ orange∫
pear∫ potatoe∫ tomatoe∫ burger
chicken fish juice pasta water
93
7 2.39
bird cat caterpillar dog fish
frog mouse rabbit spider
fly jump run swim walk
8 2.40
dres∫ jacket jumper sandal∫ shoe∫
short∫ skirt T -shirt trouser∫
raining snowing sunny windy

94
My Picture Dictionary 209

stiva
Halloween
Fe
ls
Activity Book 1
oween
Hall
stiva
F
Fe
ls
3 Listen and number the Halloween costumes. 54
cat 3 bat 2 ghost 5
1 pumpkin 2 skeleton∫ 3 witche∫

4 cat∫ 5 ghosts 6 bat∫
pumpkin 6 skeleton 4 witch 1

4 Circle the pairs. Use a different colour for each pair.
2 Draw pictures to complete the sequences.
74 Halloween Haloween 75
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210 Halloween
Halloween F

Learn Halloween vocabulary 53 Trace and match. Listen and say.
Review numbers
one pumpkin
two skeletons
Materials three witches
✓ Teacher’s i-solutions four cats
✓ coloured pencils or crayons five ghosts
six bats
54 Listen and number the Halloween costumes.
Point to the first set of pictures and count how many
1 I’m a witch! Hehehehe!
ghosts there are. Focus on the numbers rather than
2 Trick or treat! I’m a bat!
the words. Continue counting each set of pictures. The 3 I’m a cat! Meow!
children trace the words and then match to the pictures 4 I’m a skeleton! Crick crack, crick crack!
using the number to guide them. Let them check with a 5 I’m a ghost! Whooooooooo!
partner. Play the audio several times and encourage the 6 I’m a pumpkin! Happy Halloween!
children to say the words. Then say a number and have
the children say the name of the object, for example,
Three (witches).
2 Draw pictures to complete the sequences.
Look at the first series and chorus the words several
times. Say Ghost, ghost, cat, bat, ghost, and elicit what
the next word will be (ghost). Continue to say the full
sequence with the missing word. Repeat with the next
two series until all the children are clear what the missing
words are. The children then draw the missing pictures.
Have them practise saying the sequences aloud with a
partner.
3 Listen and number the Halloween

costumes. 54
Give the children time to look at the Halloween costumes

and name what they are. Play the audio several times
and have the children point to the pictures. Then play it
again and pause after the first part. Help the children to
put a number 1 in the box next to the witch. Do the same
for number 2. For the rest of the numbers let the children
try to do it alone as they listen. Play it again so they can
check their answers. You could ask children to draw a
picture of themselves in a Halloween costume.
4 Circle the pairs. Use a different colour for

each pair.
Ask the children to look at the first pumpkin and find its
matching partner. Then give them time to look and find
all the matching pairs. Ask them to choose a crayon and
circle the first pumpkin and its partner in the same colour.
Next ask them to choose a different coloured crayon to
circle another matching pair. They continue to circle until
they have all five pairs circled in a different colour. The
children could draw their own set of matching pumpkins.
Halloween 211
stiva
Christmas
Fe
ls
Activity Book 1
tmas
Chris
stiva
F
Fe
ls
1 Look and trace. Listen and say. 55
1 2 3
5 2 4 1 3 6
present ©hristma∫ tree stocking 4 Look, count and match.
4 5 6 seven square∫
eight triangle∫
three circle∫
Santa candle snowman
2 Trace and colour.
1 2
A blue A red
present. stocking.
3 4
An orange A green
candle. ©hristma∫
tree. 5 Listen and colour. 57
76 Christmas Christmas 77
212 Christmas
Christmas F

Learn Christmas vocabulary 55 Look and trace. Listen and say.
Review numbers, colours and shapes
1 present
2 Christmas tree
Materials 3 stocking
✓ Teacher’s i-solutions 4 Santa
✓ coloured pencils or crayons 5 candle
6 snowman
1 Look and trace. Listen and say. 55 56 Listen and number.
Point to each picture in turn and say the word. The 1 It’s a snowman. It’s white.
children trace the words. Play the audio several times for 2 Look! It’s a present!
the children to repeat the words. Say a word and have 3 This is my stocking.
the children point to it and say the number. Then say a 4 This is Santa.
number and have the children point to the picture and say 5 This is a candle.
6 Look! It’s a tree. It’s a Christmas tree.
the word.
2 Trace and colour. 57 Listen and colour.
Colour the circles blue.
Read out the first sentence and have the children repeat
Colour the triangles green.
it several times. Do the same with the other sentences. Colour the squares red.
The children then trace the words and colour the pictures
accordingly. Ask questions, for example, What colour is
the (candle)? Then say It’s (orange).
Look at the photos and elicit what each one is. Play the
audio and have the children point to the pictures. Then
play it again and pause after the first sentence for the
children to point and write a number 1. Continue this way
pausing each time. Finally, say a number and have the
children say the word.
4 Look, count and match.

Draw a square on the board and elicit the name of the
shape. Repeat with circle and triangle. Look at the picture
together and identify what shapes they can see. Count
the number of each shape together and write the number
on the board next to the shapes. Point out the word seven
and ask the children which shape there are seven of.
Show the children how to match the number word with the
shape. Repeat with the other numbers.
Make sure each child has blue, red and green crayons.
Play the audio through several times. Play it again and
pause after each sentence for children to understand
what they have to colour. Then ask What colour are the
(circles)?
Christmas 2 213
stiva
Easter
Fe
ls
Activity Book 1
r
Easte
stiva
F
Fe
ls
3 Count and complete.
1 Look and trace. Listen and say. 58

8 5 3 4
1 chick∫
2 flower∫
3 egg∫
4 Look and complete. 3
1 2
1
2 b u n n y
3 a
4
4 f l o w e r s
4 basket 5 bunny g k
g e
5
5 c h i c k s t
2 Look at Activity 1. Listen and colour. 59
78 Easter Easter 79
214 Easter
Easter F

Learn Easter vocabulary 58 Look and trace. Listen and say.
Review numbers
1 chicks
Review colours
2 flowers
3 eggs
Materials 4 basket
✓ Teacher’s i-solutions 5 bunny
✓ Activity Book audio 59 Look at Activity 1. Listen and colour.
✓ crayons or coloured pencils
It’s Easter time!
✓ notes pages The Easter bunny has got pink ears. It’s got a black nose.
Do you like the flowers? Colour the flowers purple.
1 Look and trace. Listen and say. 58 Look at the basket. Colour the basket brown.
Point to each part of the illustration in turn and say Four eggs are in the basket. Colour the eggs blue.
the words. Repeat them again one by one, and let the Two eggs are under the flowers. Colour them orange.
Look at the chicks! They are on the basket. Colour the chicks
children trace the words. Play the audio several times,
yellow.
pausing so the children can repeat the words. Say a word Happy Easter!
and have the children point to the corresponding image.
Then say a number and have the children point to the
picture and say the word. Explain that ‘bunny’ is another
word for rabbit.
2 Look at Activity 1. Listen and colour. 59
Make sure the children have their crayons or coloured
pencils ready. Play the audio once all the way through,
encouraging the children to point to each part of the
illustration in their books as they hear it. Then play again,
pausing after each instruction to give the children time to
colour. Ask questions, for example, How many flowers are
there? How many chicks are there?
3 Count and complete.

Look at the pictures together and make sure the children
can tell the difference between the four illustrations. Say
In the first picture, the bunny has got a basket. Count
the number of bunnies up to 8, pointing to each bunny
as you do so, whilst the children follow in their books.
Encourage them to join in with the counting. Repeat with
the other bunnies, pointing out the features of each bunny
or asking the children what each bunny has or hasn’t got
so that they know which one to count. Check the answers
together.

Point to each picture in turn and say the words. Then give
a number at random and ask the children to provide the
word. Write the word basket vertically on the board and
put a 1 above it. Let the children fill in the word in their
books. Point to the bunny and elicit the word. Write bunny
on the board, using the first letter of ‘basket’ to do so and
put a 2 next to it. Elicit the word for 3 and let the children
fill in the word. Do the same for 4 and 5, helping where
necessary. Ask some questions about the images. For
example, What colour are the flowers? How many eggs
are there? Do you like the bunny?
Easter 215
MY passport
ref lection
rip
My Passport
Count the stars and
T
collect your stamp!
S Here we go!
Stick
Starter Unit
stamp here
1 One, two, red, blue!

Stick Unit 1
2 This is my family
Stick Unit 2
3 At school
Stick Unit 3
4 Everybody is different
Stick Unit 4
windy I can describe people.

95
5 Today is a great day!

Stick Unit 5
6 I like food
Stick Unit 6
I can describe how plants grow.
7 Animals all around

Stick Unit 7
I can say what animals can and can’t do.
8 It’s sunny today!

I can describe the clothes I’m wearing. Stick Unit 8
96

Amazing Journey 1 Teacher&#39;s Book

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Amazing Journey 1 Teacher&#39;s Book

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Amazing Journey 1

Amazing Journey is a primary language series that takes children on an

FOR THE STUDENT FOR THE TEACHER

Amazing Journey covers Common European

Writer: Belinda Edwards

Publishing Director: María Lera

Art Director: José Crespo

Technical Director: Jorge Mira Fernández

Learning routes Intercultural awareness

The language route provides the essential

The project provides an additional and flexible

In each unit, an interesting Culture video gives the children

Each Student’s Book begins with a short unit to introduce

Key features In the Term stops at the end of units 3, 6

Activity Book page 18

For ideas on how to exploit the

In the Teacher’s Book, teachers are directed to the

that takes children on an

the course not only engages the

ensure the children develop their

Term Stop games review all the language

ailable on the course website

that takes children on an

he course not only engages the

ront of the methodology behind

nsure the children develop their

nteractive answer key

Online multi-device version of the Student’s Book to

Videos Additional resources to download

Scan the book pages and access all

guage series that takes children on an

s at the forefront of the methodology behind

resources ensure the children develop their

ng Journey covers Common European

The full-colour guide contains step-by-step help to make

A vibrant and colourful

along with corresponding blue

orange chair football caterpillar

word cards. These can be used

for presenting, reinforcing or

reviewing vocabulary. triangle ruler

mum foot potatoes shoes

All the recordings

For complete inform

The unique Amazing Journey Teacher’s i-solutions for the

Use the Richmond i-tools to add your own material

Download the offline version of the

Amazing Journey website

aarryy aanndd ggrraam

3 2 Listen, point and say. 1.4

3 Listen and chant.

3 Listen, point and say is a ‘discovery’ activity where

4 The vocabulary is reinforced in a catchy chant and

A¬nna Sƒara L¬uca∫

provides children visual support.

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2 2 Listen and follow the story. 1.7

I can understand the story.

2 Children are provided with a framework for tackling

These sections keep the children attentive and mo

stories are animated so that children are fully Ten triangle∫,

engaged with the content. Ten triangle∫!

2 Trace. Circle and say the t words.

ES0000000068184 849578_AJ_L1_U1_AB_119091.indd 6 07/03/2022 16:24:54 ES0000000068184 849578_AJ_L1_U1_AB_119091.indd 7 07/03/2022 16:25:39

Amazing Journey 1 Teacher's Book

Amazing Journey 1 Teacher's Book

Term Stop games review all the language

3 Listen, point and say is a ‘discovery’ activity where

4 The vocabulary is reinforced in a catchy chant and

2 Children are provided with a framework for tackling

2 A variety of activity types are used to not only

3 The song and accompanying video in each unit

1 The Project Stop provides step-by-step instructions

3 Each Project Stop also focuses on a 21st century

1 At the end of each unit, children are presented with

2 Each of the activity types in both the Student’s Book

3 The Picture Dictionary acts as a reference and