Diana Anyakwo

Mary Charrington

Teacher’s Guide 3

Dear Teacher,
Welcome to Rainbow Bridge, our new Primary English course which follows and
expands on the much-loved methodology and syllabus tried and tested in New
Treetops.
Thank you for choosing our course, where engaging, stimulating new settings
and characters will motivate your young learners, and you yourself will get great
satisfaction from seeing them enthusiastic, inspired and ready to learn.
Now let’s cross this learning ‘bridge’ together and embark on a wonderful journey
of discovery into a magical new world of English.
Rainbow Bridge ... where dreams really do come true!
Have fun!
Sarah M Howell and Lisa Kester-Dodgson


Contents
Syllabus 3
Introduction 7
Course tour (Level 3) 15
How To Do It: Teaching Strategies 22
Location lessons 28, 45, 62, 79
Unit 1 In the town 29
Unit 2 Numbers 37
Unit 3 Food and drink 46
Unit 4 At the shop 54
Unit 5 My bedroom 63
Unit 6 Playtime 71
Unit 7 Clothes 80
Unit 8 Sports 88
CLIL 96
Culture 104
Festivals 106
Extra grammar practice 108
Tests and evaluation 110
Photocopy Masters 143

© Copyright Oxford University Press

Syllabus
Along the canal
Location lesson
Skills Language
Listening Speaking Vocabulary
• Think about life in towns • Sing and mime a song • a zebra crossing, a road, a
• Listen and identify road safety traffic light, a seat belt, a
• Talk about the Rainbow Bridge characters and places from Levels 1 and 2 helmet, the pavement
• Items • Say and write words related to road safety items
• Identify the season Structures
• Look left. Look right.
• Stop.
• Look.
• Listen.
• Wait.
Unit 1
Skills Language
Listening Speaking Reading Writing Vocabulary
• Listen and identify town places and • Describe your neighbourhood • Complete an • Name and write • a bookshop, a police station,
buildings • Sing and mime two songs and a exercise on story the words for a cafe, a playground, a toy
• Listen and understand descriptions chant comprehension town places and shop, a school, a post office, a
of neighbourhoods • Make a cut-out and talk about your buildings clothes shop
• Think about your own town town Structures
• Listen and read a story • Describe a neighbourhood • There’s a school.
• Understand the importance of staying • Complete sentences to describe • There are four bikes.
calm places
• There are lots of clothes shops.
• Learn the alphabet • Say the letters of the alphabet
in order

Unit 2
Skills Language
Listening Speaking Reading Writing Vocabulary
• Listen and identify numbers 11–20 • Ask and answer the question • Complete an • Write words for • eleven, twelve, thirteen,
• Understand the question What’s What’s your name? exercise on story numbers 11–20 fourteen, fifteen, sixteen,
your name? • Ask and answer the question How comprehension • Write questions seventeen, eighteen, nineteen,
• Understand the question How old old are you? and answers twenty
are you? • Ask and answer the question about name, • cake, play, rain, game,
• Understand the question Where Where are you from? age and where • eight, play, rain
• are you from? • Sing and mime a song and a you are from
• Think about numbers Structures
chant
• Listen and read a story • Make a lapbook about your personal • What’s your name?
• Understand the benefits of making information and talk about it • My name’s Katie.
friends • Count 11–20 • How old are you?
• Recognize the /eɪ/ sound • Say your name • I’m eleven.
• Say how old you are • Where are you from?
• Say where you are from • I’m from Oxford.
• The /eɪ/ sound

At the station
Location lesson
Skills Language
Listening Speaking Writing Vocabulary
• Think about forms of transport • Sing and mime a song • Name and write words for transport • passengers, icicles, a help point,
• Listen and identify transport items • Talk about what the Rainbow Bridge items a train driver, a train, a police
• Identify the season characters are doing officer
• Think about the development of the Structures
story and characters • Keep safe.
• Hold hands.
• Ask for help.

Syllabus 3
© Copyright Oxford University Press
 Unit 3
Skills Language
Listening Speaking Reading Writing Vocabulary
• Listen and identify food and drink • Ask and answer about likes and • Complete • Name and write • spaghetti, salad, rice, fish, milk,
• Understand expressions and dislikes an exercise words for food bread, chicken, soup
questions about likes and dislikes • Say and mime a song and a chant on story and drink items • bee, tea, cheese, leaves, feet,
• Think about food and drink • Make a lapbook about your favourite comprehension • Write questions • three, tree
• Listen and read a story food and drink and talk about it and answers Structures
• Understand the importance of being • Talk about food and drink likes and about food
• Do you like soup?
polite dislikes preferences
• Yes, I like soup.
• Recognize the /i:/ sound • The /i:/ sound
• No, I don’t like soup.
Unit 4
Skills Language
Listening Speaking Reading Writing Vocabulary
• Listen and identify some objects and toys • Ask for something • Complete • Write words for • a key ring, an ice cream, a
• Listen and identify tens 10–100 • Offer something an exercise tens 10–100 car, a doll, a comic, a ball, a
• Understand how to ask for something • Ask and answer about prices on story • Name and write postcard, a puzzle
in a shop • Sing and mime a song and a chant comprehension words for some • ten, twenty, thirty, forty, fifty,
• Understand questions about prices • Make a lapbook about buying things in objects and toys • sixty, seventy, eighty, ninety, one
• Understand prices a shop and talk about it hundred
• Understand how to count the value • Count tens 10–100 • five, fly, white, rice, bike, climb,
of coins • Ask for something in a shop • winter, ice
• Think about shopping • Complete sentences in a shop Structures
• Listen and read a story dialogue • Can I have a doll, please?
• Understand the importance of following • The /aɪ/ sound • Yes, here you are.
instructions
• How much is it?
• Recognize the /aɪ/ sound
• It’s 30 cents.

In the woods
Location lesson
Skills Language
Listening Speaking Writing Vocabulary
• Think about the natural world • Sing and mime a song • Name and write words for items related • litter, a bin, a plastic bag, a
• Listen and identify items related to • Talk about what the Rainbow Bridge to the care of the environment sign, a bottle, a can
the care of the environment characters are doing Structures
• Identify the season • Don’t drop litter.
• Think about the development of the • Pick up your bottle.
story and characters
• Put it in the bin.
Unit 5
Skills Language
Listening Speaking Reading Writing Vocabulary
• Listen and identify furniture items • Talk about the position of items in a • Complete an •Name and • a desk, a bed, a bookshelf, a
• Understand descriptions of rooms room exercise on story write words for lamp, a rug, a wardrobe, a
• Understand sentences about the • Sing and mime a song and a chant comprehension furniture items chair, drawers
position of items • Make a lapbook about your bedroom • in, on, under
• Think about your own bedroom and talk about it • bedroom, blue, shoe, soup, boot,
• Listen and read a story • Describe rooms in the home food, ruler
• Understand the importance of helping • Describe the position of items in a Structures
others room • There’s a yellow chair.
• Recognize the /u:/ sound • Complete sentences describing • There are two beds.
a room • There’s a lamp in / on / under
• The /u:/ sound the wardrobe.
• There are books in/ on /under
• the bed.
Unit 6
Skills Language
Listening Speaking Reading Writing Vocabulary
• Listen and identify outdoor activity • Talk about possessions • Complete an •Name and • a racket, a bike, a poster, a
items • Sing and mime a song and a chant exercise on story write words for helmet, a tablet, a Frisbee, a
• Understand sentences about • Make a lapbook about your favourite comprehension outdoor activity skateboard, a kite
possession things and talk about it items • hello, boat, go, postcard, nose,
• Think about your favourite outdoor toys • Complete sentences about • wardrobe, coat
• Listen and read a story possessions Structures
• Understand the importance of • The /əʊ/ sound • I’ve got a racket and a kite.
teamwork • She’s got a Frisbee.
• Recognize the /əʊ/ sound • He’s got a bike.

4 Syllabus
© Copyright Oxford University Press
At the beach
Location lesson
Skills Language
Listening Speaking Writing Vocabulary
• Think about summer holiday activities • Sing and mime a song • Name and write words for items linked • a whistle, goggles, a towel, the
• Listen and identify seaside items to the seaside sea, a flag, a lifeguard
• Talk about what the Rainbow Bridge
• Identify the season characters are doing
Structures
• Think about the development of • There’s a red flag.
the story and characters • I can’t swim today.
• I can swim.
Unit 7
Skills Language
Listening Speaking Reading Writing Vocabulary
• Listen and identify items of clothing • Describe what you are wearing • Complete an • Name and write • a tracksuit, shorts, trainers,
• Understand sentences about • Sing and mime a song and a chant exercise on story words for items sandals, a skirt, a T-shirt, a dress,
possession of clothes items comprehension of clothing trousers
• Make a lapbook about your clothes
• Understand descriptions of the and talk about it • Write sentences • trousers, gloves, trainers,
• clothes someone is wearing • Talkabout the clothes items someone about what you • flowers, ears, eyes, sandals
• Think about clothes owns are wearing Structures
• Listen to a story • The /z/ sound • He’s got a blue T-shirt.
• Understand the importance of • I’m wearing a pink dress and
looking for solutions to problems brown sandals.
• Recognize the /z/ sound

Unit 8
Skills Language
Listening Speaking Reading Writing Vocabulary
• Listen and identify sports activities • Ask questions about ability and • Complete an • Complete • play football, run, swim, play
• Understand sentences about ability answer with short answers exercise on story sentences basketball, dance, ride a bike,
• Understand questions about ability • Sing and mime a song and a chant comprehension about ability do gymnastics, roller skate
• Think about sports • Make a lapbook about sports and • weather, father, brother,
• Listen to a story talk about it • mother, feather, clothes
• Think about the values shown • Name and write words for sports Structures
throughout the stories activities • I can (play football).
• Recognize the /ð/ sound • Talk about ability • I can’t (swim).
• Ask about ability • Can you (play basketball)?
• The /ð/ sound • Yes, I can.
• No, I can’t.

CLIL
Science: The water cycle
Skills Language
Listening Speaking Writing Vocabulary
• Listen and identify words related to the • Describe the stages of the water cycle • Name and write the • sea, rain, vapour, cloud, snow, ice
water cycle • Sing and mime a song words for elements • solid, liquid, gas
• Think about where water comes from related to the water • evaporation, condensation, precipitation,
• Understand the differences between the cycle collection
three states of matter (solid, liquid, gas) • Identify the three
states of matter Structures
• Understand the stages of the water
cycle • Name and write the • Ice is a solid. Rain is a liquid. Vapour
words for the stages is a gas. The water is a liquid. That’s
of the water cycle precipitation.

Science: Healthy eating

Skills Language
Listening Speaking Writing Vocabulary
• Listen and identify food groups • Answer the question What’s in the (green) • Name and write • fruit and vegetables, meat and fish,
• Think about food groups group? words for food sugary foods, bread and cereals, milk
• Understand questions to categorize food • SIng and mime a song groups and dairy
items • Write the names of Structures
• Understand that some foods are good food items • Grapes are good for you. Crisps aren’t good
for you, but others are not • Name which food for you.
group some food • What’s in the green group?
items belong to • Milk is good for you.
• Name food items that • Cola isn’t good for you.
are good / not good
for you.

Syllabus 5
© Copyright Oxford University Press
 Citizenship: Recycling
Skills Language
Listening Speaking Writing Vocabulary
• Listen and identify categories of waste • Talk about what can be made from • Name and write • paper, metal, glass, plastic, food, general
• Think about recycling recycled objects words for categories waste
• Understand how waste should be divided • Sing and mime a song of waste Structures
• Complete sentences • Comics go in the paper bin.
about waste sorting
• Let’s recycle!
• A comic becomes a book.
Geography: Landscapes
Skills Language
Listening Speaking Writing Vocabulary
• Listen and identify geographical landmarks • Describe geographical locations • Name and write • lake, river, woods, mountains, cliff, beach
• Think about local geography • Sing and mime a song the words for • inland, coast, man-made, natural
• Understand the concept of on the coast geographical
/ inland landmarks Structures
• Understand the difference between • Describe locations of • Cliffs are on the coast. Lakes are inland.
natural and man-made landmarks • Cliffs are natural. Big Ben is man-made.

Culture
Food and me!
Skills Language
Listening Speaking Writing Vocabulary
• Listen and identify words connected with • Present your favourite food to the class • Name and write • roast chicken, roast potatoes, a birthday
special meals • Talk about your favourite foods words connected with cake, sweets, a restaurant, curry, chips
• Compare special meals in the UK with special meals Structures
the home culture • This is my favourite party food.
• Understand texts about special meals • We eat sandwiches and crisps.
and occasions
Sport and dance and me!
Skills Language
Listening Speaking Writing Vocabulary
• Listen and identify words connected with • Present your favourite after-school activity • Name and write words • do karate, play cricket, do ballet, do street
sport and dance to the class connected with sport dance, a uniform, indoors, outdoors,
• Compare sport and dance in the UK • Talk about your favourite after-school and dance performance
with the home culture activity Structures
• Understand texts about sport and dance • After school I do karate.
activities • I’m wearing white shorts.
• I’ve got a bat and ball.

Festivals
It’s Christmas Eve!
Skills Language
Listening Speaking Writing Vocabulary
• Listen and identify Christmas items • Use Christmas vocabulary in a game • Name and write • a stocking, a fireplace, mince pies, a letter, a
• Revise Christmas words from earlier levels • Complete sentences about Christmas Christmas items reindeer, baubles, Father Christmas
• Understand about how Christmas is traditions Structures
celebrated in Britain • There are presents under the tree.
• I hang my stocking.

It’s Easter time!

Skills • Language
Listening Speaking Writing Vocabulary
• Listen and identify words connected with • Present decorated eggs to the class • Name and write • Easter eggs, decorate, paint, dye, pattern, a
decorating Easter eggs • Talk about decorations on Easter eggs words connected circle, a triangle
• Understand sentences about with decorating Structures
traditional eggs painting in different Easter eggs
• There’s yellow dye on this egg.
countries
• There are two purple flowers.
• Understand and follow instructions

6 Syllabus
© Copyright Oxford University Press
Introduction
• Rainbow Bridge is a five-level story-based English course
for children in Years 1–5 of primary school. Levels 1–3 are
inspired by children’s love of songs, stories and games.
All activities are designed to be stimulating and fun for
5–8-year-olds. The lively audio material, including fantastic
songs (all with karaoke versions) enriches the children’s
learning experience and their involvement in the course.
• The carefully graded activity-based approach to learning
helps children develop knowledge and skills and builds
their confidence. The syllabus is extended into cross-
curricular areas, and the course raises awareness of values
such as protecting the environment, social inclusion
and tolerance. Projects and manual activities activate
meaningful language and can be shared with parents
at home.
• Innovative festival and culture pages make different
experiences real for the children. Rainbow Bridge also gives
young learners a positive and engaging introduction to
the culture of the English-speaking world.
• A wide and attractive range of resources is available.
There are numerous additional resources provided for
teachers to vary and enhance the children’s experience of
learning English.
• Different children learn in different ways and at different
speeds. Rainbow Bridge reflects this in its flexibility and
inclusion of options to suit mixed-level classes and
different teaching styles. The course also provides extra
versions of the unit tests specifically designed to support
children with special educational needs (SEN).
• The course has a clear structure, with four main sections
each consisting of a unit opener followed by two units.
The Class Book pages clearly indicate the outline of each
lesson, with helpful signposting to the other components
and resources. The Workbook pages are integrated at the
back of the Class Book, so everything is easily available.
This makes the course easy for teachers to navigate/teach
from and for children to learn from.
Flexibility
Rainbow Bridge is flexible in terms of time. Each level is
designed to cover one school year, with numerous optional
activities and practical tips to allow for flexible lesson
planning, depending on the amount of time available. It is
assumed that pupils have between one and three hours
of English lessons a week. Teachers with more lesson time
available can choose to use all the material in the course,
including the optional ‘Content and Language Integrated
© Copyright Oxford University Press
Learning’ (CLIL) and Culture lessons and the many optional
extra activities suggested in the teaching notes of the
Teacher’s Book. Teachers with fewer hours may prefer to
stick to the core material, and omit most of the optional
Class Book sections and the optional activities in the
Teacher’s Book.
Settings
Rainbow Bridge is initially set in Bridge Town, a fictional small
town in Britain, centring around the canal and a small parade
of shops including a bookshop and a cafe on a barge.
In Levels 1 and 2, we meet the little people who live secretly
under the floorboards in the bookshop. In Level 3, the
setting extends beyond Bridge Town and the canal to a
station, woods and seaside town in the surrounding area.
The richly illustrated fold-out map, at the beginning of each
level, introduces the setting visually to the children and
invites them into the world of Rainbow Bridge. The map
can then be referred to throughout the school year as the
adventures of the characters develop.
Characters
The cast of characters we meet in Rainbow Bridge starts with
the little people in Level 1. They inhabit a parallel fantasy
world and have their origins in English folklore. In Level 1,
we meet the adventurous Poppy, her fun-loving younger
brother Rowan, and their friend Fern, who is an enthusiastic
animal-lover. Fern is in a wheelchair, which helps the course
to convey a positive image of disability and enhance
children’s awareness of different needs.
The little people interact with animal characters: Sniff, the
kind-hearted rat, Dickin, the fearless pigeon, and Sid, the
bad-tempered cat. These characters are present throughout
Levels 1–3.
In Level 2, Poppy, Rowan and Fern make friends with Russ,
another little person. He is helpful and courageous and an
avid collector of all sorts of things. The little people also
encounter two human children, Will and his younger sister
Emily. Will is a skateboard enthusiast and Emily is always
in pursuit of the cat. The children live in a flat above the
bookshop while the little people live in a secret world under
the floorboards of the shop.
In Level 3, we meet Sam, another little person who lives in
Bluebell Woods. We also encounter Buddy, a small brown
dog who lives with a human family nearby.
Introduction 7
 Special features of Rainbow
Bridge Levels 1–3
Season openers (Levels 1 and 2) and Story
location openers (Level 3)
In Levels 1 –2, the seasons are presented through the season
opener lessons, which contain the relevant weather words
and associated vocabulary (for example, to describe what
the weather is like) and encourage pupils to compare their
own experience of the passing seasons. They will enjoy
spotting the different characters and talking about what
they are doing and wearing and comparing this with what
they themselves do and wear during the different seasons.
In Level 3, each new two-unit section is preceded by a story
location opener which sets the scene for the following
story episodes. It also presents a social theme, relevant
to the children’s age, such as road safety, caring for the
environment, keeping safe at the beach, etc.
Critical thinking skills
These are developed right from the start, with regular
Think icons in the Class Book indicating opportunities for
the children to think, discuss, and apply real-life skills to
the content. They are asked to bring their wider general
knowledge to the course, contributing what they already
know about colours, numbers, parts of the body, their town,
materials, etc. They also consider emotions and social values,
such as being kind or brave, helping others, teamwork, turn
taking, etc.
Development of pre-writing skills
As many children will not yet be writing in their
own language, Level 1 of Rainbow Bridge focuses on
strengthening and developing fine motor skills with
activities such as tracing, drawing linking lines and
drawing along wiggly and zigzag lines, ticking, colouring,
manipulating stickers, doing craft activities, etc. Tracing of
words and using capital letters is introduced in the last two
units in this level and children then progress to writing in
Level 2. If teachers wish to include more writing in Level 1 for
pupils who are ready, a version of the Picture Dictionary with
traceable words is available online.
Video
The course is supported by video clips to accompany the
seasons openers and location openers, as well as all the CLIL
topics. The seasonal video clips can be used to promote
further discussion and comparison of the seasons between
the video, the Bridge Town seasonal scene, and pupils’ own
lives. The location opener video clips provide stimulating
real-world footage to encourage discussion of the social
theme, while at the same time offering a window into UK
locations and landscapes.
The CLIL video clips offer further opportunities for exploring
different cross-curricular topics specially selected to be of
interest to the target age group.
In addition, there are stand-alone animated versions of
traditional fairy tales, which can be used to supplement the
core course material on an ad hoc basis.
8 Introduction
© Copyright Oxford University Press
Stories and story exploitation
Lesson 3 of each unit presents the story, starting with the
fold-out map at the front of the book and then using the
audio, the storycards (at Level 1), the Class Book and the
DVD. Role-play and the corresponding Workbook activity
engage the children further in the story. Lesson 4 then draws
out their response to the story. The first two activities relate
to their understanding of the plot while the third activity
leads to a discussion of the value embedded in the story. The
children are encouraged to relate the value to themselves
and think about what they would do in a similar situation.
This leads on to a project in which the children work in
groups to think of examples of how they can put the value
into action. They report back to the class with pictures or
role-play to illustrate this.
Sound play
Lesson 7 of each unit uses lively phonics-based activities,
including chants, raps and TPR, to develop the children’s
recognition and pronunciation of the key sounds of English.
Level 1 prepares them for reading as they work with large
outline letter forms and begin to link the letters they see
to the sounds they hear and Levels 2 and 3 provide a solid
foundation for their growing reading and speaking skills.
Level 1 concentrates on consonants, Level 2 goes on to
vowels and the digraphs ch, sh and th, and Level 3 uses
amusing tongue-twisters to distinguish between sounds.
Real-life tasks
The children are regularly presented with tasks and incidents
which mirror, as closely as possible, what happens in real
life. For example, they consider when they might need to
help someone, or be friendly to a new pupil, or apologize
when they have upset someone. In thinking about these
situations, for example in the follow-up work they do on the
stories in each Lesson 4, the children learn to collaborate
with each other and transfer skills they have developed in
different disciplines.
Take Home English
In the final Round up lesson of each unit, the children set to
work in class on projects which they can take home to show
and involve their families. This is the perfect opportunity to
demonstrate what has been achieved at school and it also
promotes the home–school link, taking the teaching of
English outside the classroom. Photocopiable masters for
these craft activities are provided at the back of the Teacher’s
Book.
Lapbooks (in Level 3)
Many of the Round up lessons in Level 3 include a ‘lapbook’
as the Take Home English craft. A lapbook is a sheet of paper
or card with the sides folded round (to form a protective
cover), inside which children can add flaps, zig-zag strips,
and envelopes for storing cut-outs and other learning aids.
Photocopiable templates for each unit’s lapbook items are
provided at the back of the Teacher’s Book. In completing
each lapbook, the children compile a decorative, visual
and written record of the language and content they have
learned in that unit. The lapbook acts as a physical, tactile
and attractive summary of the child’s work – an excellent
reference and something for each child to relate to and take
pride in.
Extra grammar practice section (Level 3)
The Extra grammar practice pages in Level 3 (Class Book
pages 114–121) provide a wider grammar reference to the
patterns and structures pupils have been learning. Once
a structure has been presented and practised through
the Class Book and Workbook activities, pupils’ grammar
awareness can be extended by checking to see how that
same structure fits into the grammatical context of English,
as shown on the Extra grammar practice pages. Teachers
can make use of these pages and the supporting activities
as and when they wish. They also provide a starting point for
the grammatical metalanguage that the pupils will develop
as they continue their studies of English.
Content and Language Integrated
Learning (CLIL)
The study of English in Rainbow Bridge is not simply
language-based; it delivers real cross-curricular educational
content. The course covers a variety of topics which fall
within the main areas of the general primary school
curriculum, for example geography, citizenship, movement
and sport, art and craft, maths and science.
The CLIL sections can be used flexibly, as time allows, but
ideally take place after every two units, as indicated in the
teaching notes, to tie in most effectively with the syllabus.
The Teacher’s Book provides guidance on integrating the
activities in Rainbow Bridge with those in other areas of the
curriculum when appropriate. All CLIL topics are supported
by video, bringing real life to the classroom.
Components
For pupils:
• A single volume Class Book/Workbook; at Levels 1 and 2
this includes 2 pages of stickers
• Pupils’ website www.oup.com/elt/rainbowbridge
For teachers:
Teacher’s Book
There is one Teacher’s Book per level containing:
• A guide to all aspects of the course and its methodology
• A visual tour of a unit
• The How To Do It section, with tips and practical
suggestions for teaching with Rainbow Bridge and advice
on classroom management for English lessons as well as
a bank of flashcard games and a list of useful classroom
language
• Lesson notes, including ‘differentiation tips’ with
suggestions on how certain activities can be adapted for
stronger or weaker pupils, plus ideas for fast finishers
• Photocopiable cut-outs for the Take Home English crafts
• Photocopiable tests: Unit tests, including versions
specifically adapted for children with dyslexia, Speaking
tests and a Mid and End of year test
© Copyright Oxford University Press
Audio CDs
• 3 CDs per level (packaged with the Teacher’s Book)
containing all the listening activities, songs and stories as
well as all the audio material for the tests
Teacher’s resource pack
There is a single pack for Levels 1–3 containing:
• Storycards for Level 1
• Flashcards for Levels 1–3
• Seasons posters for Levels 1–2
• Locations posters for Level 3
• 4 CLIL posters for each level
DVD
• A DVD (one disc for Levels 1–3) featuring story animations,
special footage for each season or location, CLIL videos
and additional fairy tales
Digital resources
• The Teacher’s website contains a wealth of resources,
including photocopiable masters for communication
games, evaluation grids, scripts for the DVD voiceovers
and additional background cultural information:
www.oup.com/elt/teacher/rainbowbridge
The online Classroom Presentation Tool (CPT) offers
teachers the opportunity to use digital versions of the course
material in the classroom. The CPT includes:
- interactive versions of the Class Book and Workbook pages
- audio tracks for all the listening activities
- animated versions of the stories
- video clips for CLIL, Seasons, Locations
Engaging with parents
How to show parents their child’s
progress
• A quick and easy way to let your pupils’ parents know how
their child is doing in class is to mark their work. This can
be by awarding them a sticker after they complete each
lesson or simply by drawing a smiley face or a star on their
Class Book. A brief comment is also great if you have time,
such as Great reading today! or Thank you for helping! Allow
time at the end of your lesson to mark each pupil’s work.
• Rainbow Bridge comes complete with beautiful, easy-
to-use crafts which help to practise the language of the
lessons. Having an object to take away allows the children
to ‘take the lesson home with them’ to show their parents
what they have learnt at school. Encourage the children to
show their craft item to their families and tell them what
they did in class.
Introduction 9
 How to work with the pupil/parent
website
www.oup.com/elt/rainbowbridge
• Rainbow Bridge comes complete with an interactive
website for children and parents to use at home. It is filled
with language games and extra English activities that the
children can use at home.
• Encourage parents to spend a little time looking at
the website and playing the games with their child.
Interaction and their interest will encourage children to
be interested in learning English. This will also help to
motivate them in class.
• Let parents know that it’s OK that they don’t speak English
as the website is intuitive and children will have covered
the language in class. It’s just great that they are involved
in their children’s learning.
• Children and parents can watch the animated stories and
sing songs together on the website.
• Encourage parents to ask their children questions about
the songs and stories in their own language to engage
the children in learning English.
Oxford Parents is a website where your pupils’ parents
can find out how they can help their child with English.
They can find lots of activities to do at home or in
everyday life. Even if the parent has little or no English,
they can still find ways to help. We have lots of activities
and videos to show parents how to do this.
Studies have shown that practising English outside
the classroom can really help children become more
confident using the language. If they speak English with
their parents, they will see how English can be used
in real-life situations and this can increase the pupils’
motivation.
Parents can help by practising stories, songs and
vocabulary that pupils have already learned in the
classroom. Tell your pupils’ parents to visit www.oup.
com/elt/oxfordparents and have fun helping their
children with English!
Methodology
1 Language skills
Listening
Rainbow Bridge suggests a number of different types of
activity to help pupils develop their listening skills: listening
to sounds and noises to predict where the story takes place,
listening to parts of the story to identify the correct story
frame, longer listening pieces in the Culture sections, songs
and chants, TPR activities or instructions to be followed.
Children need to hear a word several times before they
can memorize and reproduce it. At first, pupils need
opportunities to show they have understood by using a
non-verbal response, such as pointing or miming.
10 Introduction
© Copyright Oxford University Press
Listen and point. In Rainbow Bridge Level 1, new lexis is
presented through listening activities in which pupils hear
the words a number of times on the audio recording and
are asked to point to a flashcard or to the illustrations in their
books while listening.
Repeat. Pupils then hear each word and are asked to
repeat it.
Chant. Pupils are then encouraged to chant the words
following an audio model.
Listen and number/colour/tick/circle/stick. There are
many other activities aimed at improving pupils’ listening
skills, for instance, those in which they listen and follow an
instruction such as number, colour, tick, circle or stick.
Speaking and interaction
The pupils are given many opportunities to develop and
practise their speaking skills in Rainbow Bridge, for instance,
by acting out the stories, taking part in games, taking on
different roles in pairwork activities, and carrying out mini-
dialogues and surveys.
The Sound play lessons (Lesson 7 of each unit) focus on
pronunciation and sound recognition.
Pupils also get the opportunity to practise at home the
language they have learned in class through the craft items
they make in the unit opener lessons, and during the CLIL
and Culture lessons. The Take Home English projects also
extend their spoken English beyond the classroom.
Reading and writing
Rainbow Bridge Level 1 focuses on an oral–aural approach to
English, though pupils are exposed receptively to a few key
words in capital letters towards the end of the year, e.g. in
Unit 7.
Rainbow Bridge Level 2 presents the written form of the word
alongside the oral presentation and teaches reading, starting
from single words and going on to simple whole sentences.
The stories have speech bubbles which the children can
read while listening to the narration on the audio. Writing
activities start with copying first single words, then longer
sentences. Word cards can be prepared to support the
association of the printed word with a familiar object on a
flashcard and suggestions for making and using word cards
are given in the Teacher’s Book for this level.
Rainbow Bridge Level 3 presents pupils with a serial comic-
strip story and model texts to follow, moving on to very
short texts about themselves.
2 Songs and chants
In each of Levels 1–2 there are autumn, winter, spring and
summer songs, and in Level 3 there are location songs in
the unit opener lessons. These are primarily designed to set
the mood of the season or location and to promote group
participation in the song, for example miming flying a kite in
the autumn. Lesson 1 always presents the new language in a
chant, and raps or tongue-twisters enhance pronunciation in
the Sound play lessons. Other songs are intended to be sung
at the start and close of lessons or in moments of transition.
Don’t worry if pupils only sing some of the words of a song
at first or only do the corresponding actions; with practice
they will soon grow in confidence and be able to join in with
most of the words. There are karaoke versions of the songs
for when the children are confident enough to sing with just
the music as back-up.
3 Stories
Each unit centres around a story featuring the course
characters. This brings together the language pupils are
learning in an increasingly familiar setting. Pupils listen and
look at the beautiful illustrations as they follow the story, and
in addition, in Levels 2 and 3 they read the accompanying
speech bubbles on the story page while they listen.
Enchanting music and dramatic sound effects enrich pupils’
experience of the stories.
The stories from Level 1 are also supplied as large colour
storycards (with teaching prompts on the back) to help
prepare the children for the story lesson and present the
stories to them. The storycards can also be used in class
activities to practise and recycle language, and to check
pupils’ comprehension of the story, for example when
putting the storycards in the correct sequence. Further
information on using the storycards is provided in the How
To Do It section (Teacher’s Book p.22).
4 Cross-curricular skills (CLIL)
CLIL activities encourage the development of new language,
skills and specific vocabulary. As they deal with different
topics, they promote new interests and provide further
motivation for learning English.
The activities in Rainbow Bridge are designed to help pupils
not only to do things in English, but also to exercise global
thinking skills such as identifying and matching, classifying,
predicting, etc. and to practise manual dexterity skills with
scissors and pens.
5 Evaluation
Evaluation is an essential part of a curriculum based on
personalized study programmes. It provides a way for
teachers and pupils (and their parents) to reflect on the
process of teaching and learning and to modify activities or
content to support future learning more effectively.
Evaluation can be categorized as follows:
Informal on-going evaluation and teacher feedback
This consists of your observation of a pupil’s reactions in the
classroom and your feedback to them on their performance.
This is often recorded in the form of an Evaluation grid.
Self-evaluation
This involves the pupil’s own capacity to reflect on their
process of learning. With very young children this will begin
by them thinking about whether they enjoyed the unit
and understood it or whether they were worried and had
difficulty with it.
Formal assessment
These are more objective and exact indicators of what
the pupils have learned and what needs reinforcement.
They form diagnostic information on which you can base
reinforcement activities and/or modifications to later units.
Evaluation tools in Rainbow Bridge
The main tools for evaluation are:
– The Evaluation grids on the Teacher’s website
© Copyright Oxford University Press
These are designed for teachers to keep a clear record of
their pupils’ progress.
– The Round up lessons (Lesson 8) at the end of every unit in
the Class Book (see description below).
The purpose of the Round up lesson is to revise the main
learning points of the unit and to help evaluate how much
the pupils have learned. In Levels 1 and 2 the pupils use
stickers to complete the activities.
While they are doing these activities, it is a good time to
use the Evaluation grids to record how particular groups or
individual pupils are progressing. The pupils first complete
one or two revision activities in the Round up which will
enable you to assess pupils’ comprehension and retention of
the vocabulary from the unit, and identify any words pupils
are having particular difficulties with.
– The craft activities provided in the Round up lessons
The Take Home English craft activities encourage pupils to
use the words they have learned while playing at the same
time. A photo on the Class Book page shows what the
children will be making and how they can use it to speak
English with their friends and family. The cut-out is provided
as a photocopiable in the Teacher’s Book. As the children
start working on the craft, you can take the opportunity
to go round checking whether they can produce the key
words.
These craft activities are designed to give children
something from the English lesson to take home. The craft
is a prompt for the child to ‘show off’ what they learnt in a
special performance at home, and in this way it reinforces
the links between home and school, teacher and parent and
child.
– Tests for each unit, speaking tests for every two units, and
Mid and End of year tests to evaluate pupils’ summative
speaking and listening skills. In Level 3 there is also a Mid and
End of year reading and writing test.
The tests offer the teacher the opportunity to:
– record pupils’ progress
– evaluate learning and consolidation needs
– intervene with consolidation activities, for individual pupils
or groups, before moving on to the next unit.
Tests are a crucial phase in the teaching-learning process,
and it is therefore important to create a relaxed atmosphere
to avoid possible anxiety in pupils.
There are two versions of each unit test, though they
share the same audio track. The versions printed on grey
have been designed with the needs of potentially dyslexic
learners in mind. In many cases the two versions are
identical, but in some cases the dyslexia-friendly version
follows a different format. A simple linear layout on the page
ensures that these tests are clear and easy to follow. Dyslexic
learners may have a slower rate of processing information,
so the tasks focus on one procedure at a time. It can be
confusing when visual images are inconsistent with auditory
sequence, so the recorded material for these activities always
matches the presentation on the page. Activities in which
images appear or are numbered in non-numerical order on
the page have been avoided, as have activities requiring the
children to draw matching lines which cross each other.
The dyslexia-friendly versions of the tests include an
example at the beginning of each activity. The examples do
Introduction 11
 not appear on the audio track, so they are simply a visual
guide as to how pupils complete the activity.
In addition to offering the opportunity to assess the
children’s progress, these tests also provide consolidation
of fundamental skills such as number recognition and
formation and equating numbers with quantities. They
therefore provide support for children with learning
challenges as well as opportunities for teachers to identify
pupils who might be struggling at an early stage.
In order to ensure that a test works as a tool to assess the
pupil’s progress, identify weaknesses and put in place
appropriate consolidation strategies, teachers may want to
carry out a quick revision of the unit before administering
the test. This will help pupils to recognize that errors can
help identify where improvement is needed, rather than
being something negative.
When a pupil achieves all the unit objectives it may still be
advisable to review the teaching plans in order to introduce
further consolidation activities and to make the lessons
more stimulating.
Teachers can make use of test results to recalibrate their
teaching plans and incorporate new activities and ways of
working, individually or in groups. They can also make use
of different materials, choosing what is best suited to their
pupils’ needs.
6 Citizenship
Citizenship includes education for:
• Care of the environment
• Interpersonal skills
• Emotional skills
• Health and safety
• Food and nutrition
• Road safety
In Rainbow Bridge 1–3, the children’s awareness of the
environment and their appreciation of the changes in nature
develops through the filter of the four seasons. In Level 3,
this extends into further cross-curricular areas. The other
main focus is on interpersonal skills, as children learn to work
in a school social group rather than just with their parents
or other carers. Being able to recognize one’s own and other
people’s emotions is a vital life skill.
One of the key issues in any modern school is the integration
of immigrant children. Learning English can be an important
integrating factor for pupils from other countries, in that it
offers opportunities to talk about and respect differences
between cultures while also finding common ground.
The way pupils behave and interact in class is at least as
influential in fostering positive attitudes as a discussion of,
for example, respecting the differences between people. It is
important in English lessons, as in other lessons, for children
to listen to each other, to develop the confidence to speak
in front of their peers, to follow the rules set up for the whole
class and to control their own emotions when appropriate.
Rainbow Bridge provides the opportunities for interaction
with peers through work with class games, class theatre and
other group activities.
12 Introduction
© Copyright Oxford University Press
7 Culture
The exploration of British culture is a fundamental aspect
of learning with Rainbow Bridge. The authentic and lively
photos in the Culture pages provide the opportunity to
learn interesting things about British children’s daily life.
These Culture pages focus on aspects of British life that are
of interest to pupils: what British children do in their free
time, where they go, what they wear, etc. The photos allow
pupils to form ideas of what homes, schools and outside
spaces are like in Britain. The pupils are encouraged to reflect
on similarities and differences between their own culture
and Britain’s, using the Culture pages as a starting point for
discussions of these topics.
8 Festivals
In addition to the Culture lessons, celebrating festivals such
as Christmas and Easter in class is another great opportunity
for pupils to have a direct experience of an aspect of life in
Britain. During the Festivals lessons, pupils make craft objects
associated with the particular festival and have a chance to
exercise movement through dances or games. The festival
pages are attractively presented, showing pictures and
photos of British children modelling the different festival
activities.
Teaching tips for including pupils
with Special Educational Needs
(SEN)
This section contains practical advice and tips on teaching
pupils with special educational needs (SEN). These pupils
may need some extra help and support in their learning of
English. By following these tips, an inclusive classroom for all
pupils can be created.
1 Be a role model
Show that you respect and celebrate differences between
people and encourage the children to follow your example.
Talk privately to anyone who is reluctant to work with
someone with SEN, and give praise and rewards to children
who exhibit inclusive teamwork.
2 See the person not the label
Get to know each child as a person and do not label anyone
by their SEN. It is particularly important when working with
pupils with SEN to find out their interests and their strengths
and try to find activities which tap into these.
3 Celebrate difference and diversity
Make the most of differences between pupils and encourage
children to work together to maximize their strengths.
Note that pupils with a different L1 may speak one language
at home and another at school, so English might be the third
language they are learning. This can affect their thinking and
processing time and it can also be emotionally challenging.
Praise their ability to learn different languages, and recognize
their efforts. Try to provide opportunities for them to share
their culture and teach the class a couple of words in their
language. Be sensitive when focussing on festivals and
traditions.
4 Work on class management
All pupils need structure and consistency to feel safe in the
classroom and this is particularly true of pupils with SEN.
They often have problems understanding and following
rules and instructions, so clear, consistent classroom
management is vital. Remember that it is easier to start with
clear rules and expectations than to try to establish them
when things are going wrong. Involve your pupils in making
the rules for your English lessons, even if they are quite
young. You may find it useful to draw up a ‘class contract’. Ask
pupils to write down five rules for the class which they think
would make learning safe and fun. Ask them to begin each
rule with In this class we … Give them some examples from
the Rainbow Bridge values and encourage them to use these
words:
… we listen carefully
… we pay attention
… we are kind to other people
… we take turns
… we share things
5 Find ways to reward and motivate
Introduce a pupil of the week or month award. Give this
to a pupil who has shown a special skill during lessons, for
example being particularly kind, showing the most empathy,
or persevering the most.
Give pupils with behavioural difficulties a card entitled ‘Catch
me being good’. Each time you notice that the pupil is on-
task and behaving appropriately, put a tick on their card.
Motivate children by giving positive feedback for
appropriate behaviour. You can record individual success
on a ‘Boaster poster’ and display this in the classroom. For
example, for a pupil who has problems with social skills, you
can record ‘James worked well with Alberta today’.
6 Think about the seating plan
Try to have a classroom seating plan which accommodates
the needs of everyone. Check that anyone in a wheelchair
can move around. If possible, establish an area that can be
used for role-play or physical games, as well as a quiet area
for children, especially any with Autism Spectrum Condition
(ASC), to calm down when they get agitated.
7 Think about the teaching environment
Is your room stimulating enough but not over-stimulating
for any pupils with sensory needs? Do you have displays on
the walls? Can you encourage these pupils to make things
for the wall? They often remember things that they have
touched and constructed much more clearly than pieces of
writing.
© Copyright Oxford University Press
8 Teach in a multi-sensory way
Children with SEN particularly benefit from experiencing
language in ways which involve different senses. For
example, when you are teaching pronunciation, you can
show the stressed part of the word in a visual, auditory or
kinaesthetic way as follows:
Visual – write the stressed part of the word in a different
colour on the board.
Auditory – pupils hum or sing the stress of the word with
greater volume on the stressed sound.
Kinaesthetic – pupils step out the stress by taking steps
around the room, taking longer strides for the stressed part
of the word.
9 Think of ways to adapt your lesson plan
When necessary, adapt your lesson plans to take account of
different levels and learning styles within the class. Children
with dyslexia may find it hard to read and copy words, while
children with dyspraxia might find writing and manual
activities difficult. Children with ADHD will need short tasks
and regular breaks.
All children should achieve the same main aim, but they may
do this in different ways. Differentiate, by altering a task and
the way in which it is evaluated, to make it more appropriate
for the abilities and needs of specific children, including
those who work quickly and need more of a challenge.
It can be time-consuming to plan for this, but it will be
beneficial to all concerned. The lesson notes include specific
suggestions to help.
10 Be aware of sensitive topics
Think about the content of the course in relation to your
pupils. For example, pupils who live in complex, separated
families might feel awkward when asked about their family.
11 Build in ‘Brain breaks’
‘Brain breaks’ provide quiet calming points of the lesson
allowing pupils to rest their brains to avoid becoming
overloaded with information. They can be particularly
helpful for children with SEN. You can give the class a ‘Brain
break’ by asking them to:
• stand up and stretch
• have a drink of water
• close their eyes and rest their head on the desk for a
couple of minutes
• spend a couple of minutes doodling
• massage their head
12 Make and use word cards
When the pupils start learning how to write in English
you may find it useful to write all useful words on separate
pieces of card, laminated if possible, and use Velcro strips to
attach them to a felt board on the classroom wall. Pupils can
borrow a word from the wall when they need a reminder of
how to spell it. SEN pupils may find this resource particularly
helpful.
Introduction 13
 13 Give clear instructions
Use non-verbal gestures to support instructions and to
remind the class of routines and rules. For example, point
to your ear or show a picture of an ear to indicate ‘Listen’.
Give an example of what you require and ask a pupil to
demonstrate to show they understand.

14 Encourage children to support each other

Children often understand each other’s needs better than
adults. If they help and support pupils with SEN, they will
help foster a positive climate for learning. ‘Study buddies’ are
pupils who agree to help another pupil. Start by asking the
pupil with SEN who they would like to help them. Or give
the job to a pupil who would benefit from the responsibility.
Emphasize that they will often be helping each other.
Sometimes a pupil with behavioural difficulties likes to help
others and sometimes quiet pupils benefit from being a
study buddy for someone with SEN.

15 Support parents
Some parents, for personal or cultural reasons, find it difficult
to accept that their child might have SEN. Be respectful of
their feelings and do not try to give diagnoses. Focus on the
problems you see the pupil having in class and ask if they
have noticed similar issues at home. Try to be positive, for
example: ‘I understand that this is worrying, but I can see
John is really trying hard and I would like to find ways to
support him more’. Use inclusive language and ask ‘How can
we work on this together?’
Parents/carers of children with SEN are often only contacted
to discuss problems. Make sure you also communicate good
news. Create or buy a set of ‘Praise postcards’ with positive
pictures and use these to send positive messages to parents
throughout the school year. Focus on something specific,
such as progress made in speaking or listening.
Other parents may be concerned about their children’s
progress if they are in a class with a pupil with SEN. Reassure
them that their child is not being overlooked and emphasize
that all pupils benefit from inclusive classrooms as they learn
to value diversity and difference, and develop empathy and
understanding.

14 Introduction
© Copyright Oxford University Press
Course tour (Level 3)
Each level of Rainbow Bridge is organized into four main sections. In Level 3, these correspond to the different locations in
which the stories are set.
Following the opening spread in each section, there are two units each comprising eight lessons with corresponding
Workbook activities for Lesson 1, 2, 4, 5 and 6 in the integrated Workbook section at the back of the book. In addition to the
main unit content there are four CLIL sections, each comprising two lessons, two Culture lessons, each presented on one
double page of the Class Book, and two Festival lessons, each on one Class Book page. The Extra grammar practice section and
the wordlist can be found at the back of the book.

Location opener
Each group of two units is introduced with an appealing double-page spread showing the characters in the context of the
location which they will explore in the following two units. The spread also provides a context for a life skills and citizenship
focus, covering the topics of road safety, staying safe in busy places, caring for the environment and playing safely at the beach.

• A real-world video clip set in the appropriate location
draws pupils into the topic and presents some of the
vocabulary and language in context.
• A large poster of the Class Book double page allows pupils
to identify the key vocabulary and encourages them
to talk about the location and topic. (Alternatively, this
activity can be done using the matching illustration in the
Class Book.)
• Pupils employ critical thinking skills to compare what
they see in the video and on the poster with their own
experience.
• They listen to the new language and respond by pointing
to the items on the Class Book page. They then listen
again and repeat.
• A song related to the new location gives pupils a chance
to use their voices and bodies to sing and mime the new
vocabulary.
• A class project engages pupils in group work related to
the topic and location. Here they make posters about
keeping safe in busy places.
• Pupils recap on the storyline, listening and responding to
questions. They use the location spread and the fold-out
map at the front of the book to make predictions about
what will happen in the next two story episodes.

Course tour (Level 3) 15

© Copyright Oxford University Press
 Lessons 1 and 2 – Vocabulary

Lesson 1 presents the new vocabulary, initially off the page, • Optional games and activities with further practice of the
using the flashcards, and then with the Class Book. Pupils language are suggested in the teaching notes.
then work individually, listening and pointing and then • At Level 3, most of the song lyrics appear on the Class
listening and repeating. Book page for reference though pupils are not expected
• Pupils do a pen-to-paper activity, such as numbering or to decode all the words. In longer songs the lyrics
colouring, and later writing with support, to show their continue on the lyrics page at the back of the book.
recognition of the new vocabulary. • The Workbook activity provides further practice of writing
• They use critical thinking skills and apply their wider the new words. In Units 1–4 this is at word level. In Units
knowledge to talk about the topic of the unit. Here they 5–8 pupils write the words in the context of a sentence
think about their eating habits and their favourite food. containing revised structures.
• Pupils practise the new vocabulary in a rhythmical chant.
• Pupils play a fun game using the vocabulary they have
learned. Here they play a modern version of Hangman, an
enjoyable way of familiarizing them with the spelling of
the new words.
• The Workbook activity provides practice of recognizing
the text for the new vocabulary. In Units 4–8 pupils write
the new words at this point.
Lesson 2 reviews the language with flashcards and the
chant from Lesson 1. It moves on to a Class Book writing
activity and then broadens the language in a lively song.
• Pupils practise the language in a pen-to-paper activity.
They identify the vocabulary and write the words.
• The teaching notes provide suggestions for pupils who
need more support with the writing activity and for those
who need more of a challenge.

16 Course tour (Level 3)

© Copyright Oxford University Press
Lessons 3 and 4 – Story and language structure

Lesson 3 integrates the unit vocabulary with new structures • The first Workbook activity requires pupils to look more
in a story context. closely at the story text, sometimes matching text to
• Before listening, pupils look at the fold-out map of Bridge pictures, sometimes writing in missing words. The second
Town and the wider area and listen to some sound effects activity draws on their memory of the story. The third
and make predictions about where the next episode of activity focuses on their understanding of the value.
the story will take place and what might happen.
• Pupils gain a preliminary understanding of the story by
looking at and talking about the pictures in the Class
Book.
• Pupils then watch the DVD or follow the story individually
on the page as they listen to the audio.
• They recap on the storyline, with different groups re-
telling different parts.
• The class role-plays the story in small groups.
Lesson 4 exploits the story with the first activity
concentrating on pupils’ understanding of the plot and
language, and the second and third activities focusing on
the pupils’ understanding of the story value.
• Pupils develop their social awareness and critical thinking
skills by thinking about the value, e.g. being polite. Here
they contrast Rowan’s first response when offered some
orange juice (Yuck!), and then his second, much more
polite response (No, thank you).
• Pupils discuss the story value and do a class project to
explore it. For example in Unit 3 they work in groups to
role-play situations where they need to be polite, using
the appropriate language.

Course tour (Level 3) 17

© Copyright Oxford University Press
 Lessons 5 and 6 – Skills practice

Lesson 5 presents and practises the new structure and be more creative and personalize the language. Here,
reviews the vocabulary set. The new language is embedded they make a food fortune teller and use it to practise
through reading, writing and speaking practice. asking and answering about their food likes and dislikes.
• Pupils listen and repeat the structure. They then use the Photocopiable masters for all the game cut-outs are
speech bubbles on the page as a model for a speaking provided on the website.
activity in pairs. This is based on the picture in activity 1 or • The Workbook activity provides further writing practice of
personalizing the language to themselves. the new structure, often with an element of information
• They work with the written form of the structure in a pen- transfer.
to-paper activity.
• They then engage in further writing and speaking
practice, using the models on the page.
• The teaching notes suggest how to give greater support
to weaker pupils, and to stretch stronger ones.
• The Workbook activity provides supported writing
practice of the new structure.
Lesson 6 is a skills focus lesson and includes a summary
writing task with an element of personalization. The lesson
finishes with a hands-on game activating the language.
• A listening activity reviews the grammar and vocabulary
from the unit. In some units this is extended into a
survey where pupils use the language and record the
information given by classmates.
• A writing task gives pupils the chance to complete a piece
of structured writing at paragraph level. Often they can
use the language more freely and make their own choices
about what vocabulary to use with the target structure.
• A fun, motivating game allows pupils to use the unit
language in a speaking activity. This allows them to

18 Course tour (Level 3)

© Copyright Oxford University Press
Lessons 7 and 8 – Phonics and revision

Lesson 7 continues the skills practice in Sound play, with a • Pupils make a craft item, often a ‘lapbook’, as a personal
special focus on sound recognition, pronunciation and letter record of the language they have learned in the unit. They
formation. are encouraged to take this home and use it to show their
• Pupils listen and repeat, then listen to identify the focus families what they have learned and what they can now say
sound. in English.
• They learn a tongue-twister which practises the focus • Pupils look through the unit and put different coloured dots
sound. next to the activities to show which they enjoyed, which
• Suggestions are given for games or physical activities to they found easy and which they found hard.
help learn to distinguish between similar sounds. • Pupils now complete the unit test.
Lesson 8 reviews the vocabulary and structures of the unit
in a Round up lesson with the help of the flashcards and a
craft item. In the Take Home English activity pupils do a fun
and engaging activity that provides a kinaesthetic way of
reviewing the language from the unit.
• A listening activity confirms pupils’ understanding of the
unit vocabulary.
• Pupils do a writing activity to show their ability to write
the new structure.

Course tour (Level 3) 19

© Copyright Oxford University Press
 Extra grammar practice
The Extra grammar practice page for each unit provides a wider grammar reference to
the structures the children have been learning. It also offers extra practice of the grammar
points for any pupils who need it.
• A simple explanation in L1 builds a foundation of familiarity with grammatical terms.
• Further writing and text sequencing activities provide thorough practice of the unit
structures.
• The pages act as a lead-in to the upper cycle of the course, which will have an
increased grammatical focus.

CLIL lessons
There are four CLIL sections each consisting of two lessons. In Level 3, the topics covered
are: Science, Citizenship and Geography. A large, attractive poster for each CLIL section
provides a clear visual presentation of the topic and concepts. The poster includes
vocabulary labels and structure prompts as a support for the teacher and pupils.

Lesson 1
• An attractive and informative video clip presents the
subject and some of the vocabulary and language in
context.
• Pupils can use the new information from the video to
identify what they see on the corresponding poster.
• Pupils talk about what they have seen on the video and
poster in relation to their own lives and their existing
knowledge of the topic.
• Pupils listen, repeat and write the new vocabulary.
• A pen-to-paper activity checks pupils’ understanding of
the information and language.
Lesson 2
• The class review the topic in different ways. Here they
play a drawing game with landscape words.
• Pupils learn and act out a lively song related to the topic.
• They use their developing knowledge of the concept to
complete the Class Book activities.
• They work in groups to complete a project to consolidate
their knowledge on the topic and present it to the rest of
the class.

20 Course tour (Level 3)

© Copyright Oxford University Press
Culture lessons
Level 3 contains two Culture sections: Food and me! and Sport and dance and me! (shown here). The attractive double-page
lessons, presented by a British child of a similar age to the pupils, offer an insight into the lives and interests of British children.

• The teaching notes include useful background Festival lessons

information about the topic. For example, the different
There are two festivals in Level 3: Christmas Eve (shown
types of sport and dance activities enjoyed by children
here) and Easter. The lessons include presentation and
from the UK.
practice of new vocabulary and various listening, reading
• Pupils hear a British boy talk about the different sport and and writing activities to learn about the festival and practise
dance activities he and his sister do. They complete Class the language.
Book reading and writing activities on the same theme.
With the support of the audio, pupils are encouraged to
• Pupils listen to children describing the festival in English.
read at paragraph • They engage
level. in Class Book
activities, using
• Pupils think about
different skills,
and discuss their
focusing on
own experience
descriptions of
of the subject
the festival.
and compare it
to the children’s • They play a game
experience in the using festival
UK. vocabulary.
• They draw • They do a craft
a picture to activity. Here
illustrate their they make and
own experience decorate a
of the subject, paper Christmas
then show and stocking.
describe it to the
class.

Course tour (Level 3) 21

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 HOW TO DO IT
Teaching Strategies
Language for English lessons
Starting the lesson
Begin the lesson with a very clear routine as this will help
pupils to prepare for their English lesson. You could adapt
a start routine familiar from another context to use in your
English lesson, for example, taking the register, or you could
go round the class greeting each pupil with Hello.
You can mark the change of focus in lessons to English by
cleaning the board and perhaps changing some aspects of
the classroom, such as the arrangement of chairs. It is very
helpful for pupils to be able to see each other’s faces as well
as your face during the English lesson, so you might consider
rearranging the chairs in a horseshoe shape.
Warmers
Warmers are activities at the beginning of a lesson which are
used to create a suitable atmosphere for learning and usually
to do some fun revision of language pupils have already
learned. You can either use the Warmer suggested in the
lesson plan or choose one of activities described below.
Songs provide excellent Warmer activities, and the Rainbow
Bridge course has songs in every unit. You can play these
songs again at any point throughout the course to help your
pupils feel relaxed and confident about using English.
Class games using the board as a focus are an excellent way
of encouraging pupils to engage in activities, and flashcards
are ideal for recycling and revising language in a Warmer.
See the suggestions in the Speaking activities section for a
wide range of language revision flashcard games you could
choose from at the beginning of each lesson.
Ending the lesson
The end of the English lesson also needs to be clearly
signalled. English phrases you can use to end the last activity
are: OK, stop now or Right! That’s the end for today. Tidy up your
books and pencils. To bring children back together as a group,
you could use one of the songs which are on the audio CD.
Classroom language
The more English you can use in class with pupils, the more
progress they will make. Your pupils will mostly understand
the meaning of what you say from the context, particularly if
you repeat the same phrases several times. You can reinforce
understanding by physically demonstrating the meaning as
you say a word, for example, by holding up your Class Book
and pointing to the page number as you say: Open your
books. Look at page (four).
See the How To Do It sections in Teacher’s Books 1 and 2 for a
comprehensive list of classroom language.
Reinforcement of phrases in songs and stories
The stories and songs in Rainbow Bridge 3 introduce phrases
used for social interaction, such as Nice to meet you!
22 How To Do It: Teaching Strategies
© Copyright Oxford University Press
How are you? Enjoy your day. Can you come and play? Let’s
(play basketball). What’s your name? My name’s … How old
are you? I’m (eight). Where are you from? I’m from … Excuse
me. Please. Thank you. Sorry. Do you like …? There are also a
number of songs, stories and chants that use other useful
general phrases such as There’s a …, There are …, What’s this?
Where’s …? Put on a … My favourite (food) is … I’ve got a/
my … He’s got/She’s got … Is it …? No, it isn’t. I like/don’t like …
By listening to and repeating the songs, stories and chants,
your pupils will have further opportunities to memorize
the kind of phrases you will be using in general classroom
interaction.
Recasting
Recasting means that you repeat what a pupil has said but
change the form to make it correct in English. Pupils may
often be keen to give an answer, but will speak in L1. You can
acknowledge that their answer is right, but then recast the
answer in English.
For example:
Teacher: What is it?
Pupil: Bicicleta.
Teacher: Yes. A bike. It’s a bike.
What colour is it?
Pupil: Verde.
Teacher: Yes. Green. It’s a green bike!
Speaking activities
Flashcard games
All of the following flashcard games are excellent ways of
reinforcing vocabulary in a stimulating way. Furthermore, all
of them are ideal ways to start a lesson to revise lexical sets
which you have already presented. Any one of them would
make a useful Warmer routine for your class. Consider this
section as a bank of flexible Warmer resources.
Little by little
Cover a flashcard with a sheet of paper and hold it up in
front of the class. Start to move the paper very slowly and
ask pupils: What is it? (or Who is it? for character flashcards).
Carry on sliding the paper further down the flashcard,
stopping now and then to ask pupils What is it?/Who is it?
and to allow the class to offer their ideas.
TIP Instead of a sheet of paper, you can use a ‘flashcard
pocket’, i.e. a large envelope or paper pocket. Hide the
flashcard inside and slowly pull it up to reveal the image.
Kim’s game
Put up a set of flashcards on the board. Point to each
flashcard and ask the class: What is it? Repeat the correct
word for each flashcard with pupils, then turn each flashcard
over. When the flashcards are all face down, ask again and
see how many pupils can remember which flashcard is
which.
What number is it?
Put up a set of flashcards of words you want to revise, for
example food, on the board. Write a number next to each
one. Say the name of a food item and ask: What number is it?
Alternatively, say the number and ask: What is it?
Mime the word
Divide the class into two teams and tell them to choose a
flashcard and mime the word for the opposite team. If the
opposite team understands the mime and pronounces the
word correctly, they score a point, otherwise the point goes
to the team performing the mime.
Which one is missing?
Tell pupils to stand in a circle. Put a number of flashcards
face up on the floor in the middle of the circle. Give pupils
a couple of minutes to memorize them. Then tell them to
turn their backs while you remove one of the flashcards.
Tell pupils to turn back to the circle and ask them which
flashcard is missing. The pupil who guesses first has a turn to
remove one of the flashcards. Repeat several times.
Watch my lips
This activity helps pupils to concentrate on the mouth
movements necessary to pronounce certain words. Put
five flashcards up around the classroom. Explain to pupils
that you are going to mouth a word silently and that they
have to point to the right flashcard. Say the word silently,
exaggerating your mouth movements. Pupils can also try
saying a word silently for the rest of the class to guess by
pointing to the right flashcard.
Hit the card
Put up flashcards on the board then invite three pupils to
the front of the class and stand them in a line facing the
board (don’t position them too close). Give each of these
pupils a small sponge ball and explain that the game is a bit
like hitting the target. (Instead of sponge balls, you could use
any small soft object, or make paper balls.) Say the word for
a flashcard. The players have to throw their ball at the right
flashcard and try to hit it.
Run to the card
Put up a few flashcards around the classroom. Choose two
or three pupils and explain that you are going to name
the flashcards one after the other. Pupils have to run to the
flashcard you name and stand next to it.
Musical flashcard
Put up some flashcards around the classroom and play some
music from the CD. Pupils wander freely around until you
stop the music and name a flashcard. They then have to go
to the flashcard you named.
Class interaction
Teacher questions
Ask pupils questions and encourage them to answer, at
first giving you one-word responses and later on answering
with whole phrases. With practice, pupils will soon be able
to respond appropriately to the following questions: What’s
your name? How old are you? Where are you from? Do you like
© Copyright Oxford University Press
(potatoes)? Can you (swim)? What colour is it? Who is it? What is
it? Where is it? How many (books) are there?
You can also ask questions that require the pupil to correct
the wrong word (for example if you hold up the T-shirt
flashcard and ask: Is it a skirt?). Or you can give alternatives:
Is it a T-shirt or a skirt? If you recast pupils’ answers with a
longer response: Yes, it’s a T-shirt. It’s a (blue) T-shirt, then you
will gradually introduce them to the idea of giving a longer
answer themselves.
Pair work and group work
Ask-and-answer activities and guessing games enable pupils
to practise asking questions and answering them with
their peers rather than with the teacher. This increases the
amount of speaking time available in class and means all
pupils have the opportunity to interact in English. You can
then circulate while pupils are interacting to monitor their
progress and offer support and guidance.
Developing reading and writing
In Rainbow Bridge 3, there are longer texts to read and write
compared to Level 2.
Reading and writing at word level
Lesson 1 focuses on the key vocabulary of the unit through
the presentation of the new words with illustrations in the
Class Book, audio recordings and flashcards. The first stage
is an aural presentation, which is then consolidated with
reading and writing the new words.
Reading and writing at sentence level
The reading and writing work is expanded to sentence level
as each unit progresses, with graded activities in the Class
Book, Workbook and Extra grammar practice section. Writing
begins with gapped sentences which pupils complete with
a single word, and builds up to whole sentences which
pupils write following a given model. Always model the first
example of an activity on the board before you set pupils to
work individually on the task.
Reading texts
At this level, pupils are mostly reading short speech bubbles
and individual sentences rather than longer reading
passages. To develop their reading skills further, encourage
them to read the story speech bubbles while they listen to
the CD, and also encourage them to read the song lyrics
when they are learning the songs.
Word cards (optional)
If you would like an extra resource for your class, you can
make word cards for the key vocabulary items and use them
to promote vocabulary recognition. At this level, word cards
are particularly useful in Warmers.
To prepare the word cards before the lesson, simply divide
an A4 sheet of card into four equal strips and write the
appropriate words clearly with a marker pen.
Spelling games
Given that pupils are now able to read in English, you can
also do spelling games; these games are not only enjoyable
but are also helpful to consolidate the written form of the
words.
How To Do It: Teaching Strategies 23
 Some suggestions for flashcard/word card games and
spelling games follow. (You can also use the games
described in the Flashcard games section above, but using
the word cards instead of the flashcards.)
Match word and picture
Put up a set of flashcards on one side of the board, then put
up the corresponding word cards separately on the board, in
random order. Invite one pupil at a time to come and select
a word card and place it under the appropriate flashcard.
Read and touch
Put up a set of flashcards on the board. Divide the class into
two teams and call one player from each team to the front.
Position players a little distance away from the board. Hold
up a word card so that all pupils can see it: players have to
run to the board and touch the corresponding flashcard. The
first one to touch the correct flashcard wins a point for their
team.
The wrong words
Put up some flashcards on the board and then place a
word card under each flashcard – some under the correct
flashcard, and others under the wrong flashcard. Ask pupils
to identify the wrong words.
Anagrams
Write anagrams of target vocabulary items on the board and
ask pupils to solve them. The game could be played with
two teams who take it in turns to solve an anagram. You can
time the amount of time needed for each team to solve the
anagram and award a point to the team who manages to
solve it the quickest.
The letters game
This is a version of the traditional game Hangman, but using
Parachute Man instead of a figure hanging on a scaffold. See
the notes in Unit 3, Lesson 1.
Snowman
This is another modern version of Hangman. See the notes
in CLIL Geography, Lesson 1. To add extra chances for the
pupils to guess the word, you can draw three buttons down
the snowman’s front (bringing the number of guesses to 11).
Location lessons
Each block of two units starts with a location spread, with
a matching poster, which introduces the topics and story
location of the following two units. Each poster can be
displayed in the classroom while pupils work their way
through the relevant two units, and used as a reference for
vocabulary items and for the story episodes.
Teaching notes are provided for the location lessons, but
beyond these you should further exploit the spreads as
much as possible to revise known vocabulary, present new
topics, compare the different locations with each other and
with similar places in pupils’ own lives. Each spread is set in a
different season, and can therefore also be used to revise the
seasonal vocabulary from Levels 1 and 2 and to ask about
the season and the weather (What season is it? It’s autumn/
winter/spring/summer. What’s the weather like? It’s windy/rainy/
snowy/cold/sunny/hot.)
24 How To Do It: Teaching Strategies
© Copyright Oxford University Press
Each location lesson is used, in combination with a video
clip, to present six new vocabulary items which are linked
with the location. The location lesson also includes a song, a
group project, and a recap of the story so far.
For the story recap activity, the following procedure is
recommended:
• Establish which characters have been in the story to
date and in the most recent episodes. Use the character
flashcards to recap their names and their actions in the
stories.
• Recap the location of the previous story episodes. Use the
fold-out map at the front of the Class Book to revise the
story locations and help pupils to understand how the
characters are moving around as different things happen
to them. To focus pupils’ attention on the current story
location, ask about the location of the previous two story
episodes and ask pupils where they think the next two
story episodes will take the characters. Discuss as a class
what might happen next in the story.
• Do the listening activity. Pupils listen to statements about
the story and call out Yes or No depending on whether the
statements are true or false. The statements are designed
to recap and recycle language from the story episodes.
You can add extra statements or ask questions about the
story to extend the discussion.
Class theatre
At the end of the story lesson, ask pupils to act the story out
in front of the class.
• Ask them to open the Class Book to the story page again.
Divide the class up into groups of as many pupils as there
are characters in the story. Allocate roles.
• Play the track, pausing it after each phrase to let pupils
repeat. First, repeat the phrase with the whole class, and
then repeat it again with just pupils playing that character.
• Ask pupils to think about what actions to use to mime the
story.
• Pupils work in their groups and practise acting out the
story. Monitor and offer help with pronunciation of words.
Encourage pupils to look at their Class Books as necessary
to remind themselves of the words.
• Ask pupils to act out the story in front of the class. If any
groups need extra support, play the track for them to
mime and speak along with.
TIP You may like to give each pupil the flashcard of their
character to hold to identify themselves. (If you are able to
clip the flashcard to the pupil’s clothes with a paperclip or
bulldog clip, this will enable them to keep their hands free
for the actions.) Less confident pupils can bring their Class
Books with them to use as a prompt, but more confident
pupils should be encouraged to try to act and say the lines
from memory.
Missing speech bubbles
• As an extension activity for any of the story lessons,
photocopy the story from the book, white out the speech
bubbles and cut out and enlarge each frame.
• Place the frames on the floor in random order and ask
pupils to sit in a circle with you around the pictures.
• Explain that the aim of the activity is for pupils to take
turns to retell the story by passing the ball around the
circle. Hold up a ball or soft toy and explain that they can
only speak if they have got the ball or soft toy.
• Start by giving the ball to a confident pupil. Ask them to
find the first frame and say what the first speech bubble
is. This pupil passes the ball to the next pupil who says the
next line. As pupils tell the story, be ready to prompt as
necessary.
• If pupils can’t remember what the line is in English, they
can give a summary in L1 and if they can’t remember
anything, they say Pass! and give the ball to the next pupil
in the circle.
Round up craft activity (Take
Home English)
In Lesson 8, pupils make a craft item which enables them to
practise the language from that unit. At Level 3, many of the
craft items are ‘lapbooks’ (see below for further information).
What is a lapbook?
Lapbooks are a relatively new innovation in language lessons
in primary schools. They allow pupils to create a sheet, book
or folder which incorporates several stuck-on elements,
with flaps which can be lifted, pockets to hold items,
elements which extend on zig-zag strips, etc. In the context
of language learning, lapbooks can be used to record
vocabulary and phrases and express personal information in
the second language in a fun and interactive way.
In Rainbow Bridge 3 most of the Round up lessons include
a lapbook craft activity. The lapbooks often consist of the
same basic lapbook template (see p.27 of this Teacher’s
Book) with unit-specific cut-outs which are completed
by pupils and stuck in the lapbook. The front flaps of the
lapbook template (which fold round to make the ‘book’) can
be decorated and personalized. Pupils stick in the cut-outs
and write relevant vocabulary and structures from the unit
and decorate the inside and outside of the lapbook. They
can use the lapbooks in class to practise the target language
in pairs. After this, they can take their lapbooks home and
show them to their family and friends and use them to
demonstrate what they have learned in English.
Materials
Lapbooks can be made by photocopying the relevant
templates/cut-outs onto paper, or in some cases onto card
if you wish to make them more durable. If you want your
pupils to make larger lapbooks, in order to incorporate more
elements, you can provide them with a larger piece of paper
or card to form the basic lapbook template.
How to make them
• Focus pupils’ attention on the lapbook in the photo. You
can keep referring back to this throughout the process. It
is also important to prepare the different templates used
for each lapbook before the class begins, so that you can
show them to pupils and demonstrate the folding, etc.
• Distribute the photocopiable templates. Check that pupils
have the necessary materials: scissors, glue, coloured
pencils or pens, sticky tape, etc.
© Copyright Oxford University Press
• Where relevant, make sure that pupils have the basic
lapbook template the right way round – once they have
cut it out from the Photocopy Master, they should turn
it round and fold in the flaps from the left and right to
form the cover of the lapbook (so that it looks a bit like a
wardrobe with doors).
• Follow the instructions given in the Teacher’s Book,
indicating the visual examples shown on the Class
Book pages and demonstrating with your own cut-out
templates and/or completed example. Once the elements
from each unit-specific template have been completed,
they can be stuck into the lapbook (or stuck back to back
if it is a double-sided template – in which case, the basic
lapbook template is not needed). If the lapbook has a fold-
round cover which is blank (e.g. if using the basic lapbook
template), pupils should write a title and add suitable
pictures and decorations on the front.
• At each stage, monitor pupils as they work, checking
and helping with their writing. Where pupils are asked to
include their own writing, give examples on the board for
them to use as models.
Presenting the lapbooks
Presenting is an essential stage of working with lapbooks.
Divide the class into pairs (or small groups where
appropriate) to present their lapbooks, following the
language model given in the Class Book. Monitor the pairs or
groups as they present, encouraging them to use the target
language.
Extension activities for Level 3 lapbooks
Extension activity for Unit 2
• Tell pupils to draw a picture of their family in their lapbook
and write labels for the names. They may also like to draw
a picture of their town or village, or a local bridge, statue
or notable building. If there is any space left, they can
draw and colour the flag of their country of origin.
Extension activity for Unit 3
• Pupils can stick their mini book into a lapbook (either
using the basic lapbook template, or a larger piece of
paper or card folded in two) and personalize it further by
creating two collages – one with pictures of food/drink
they like, the other with things they don’t like. Above the
collages they write I like … and I don’t like … Pupils can
draw the items or cut them from magazines and stick
them on.
Extension activity for Unit 8
• Pupils can add further pictures of sports and activities in
their lapbooks to make a collage and label them. They
could display photos of themselves or draw or cut out
sports pictures from magazines. They could also draw and
write about sports people that they like (e.g. write a short
text).
How To Do It: Teaching Strategies 25
 Festival spreads Informal assessment
Celebrations of festivals such as Christmas and Easter are a
great opportunity for pupils to have a direct experience of Round up
an aspect of life in Britain. The festival pages are attractively The purpose of the Round up section at the end of each unit
presented, showing pictures and photos of British children is to revise the main learning objectives of the unit, and to
modelling the different festival activities. give you an opportunity to evaluate how much pupils have
Set up your classroom in an appropriate way for each festival. understood.
For instance, for the Christmas festival, make decorations Always start the lesson by revising the language of the unit,
in advance and put up pictures of Christmas celebrations using flashcards to focus on vocabulary. It is also useful to
(you can cut these out from various magazines). Play a CD sing the songs again to help the class memorize the key
of British Christmas carols to add authenticity. For the Easter words. You may wish to make notes on which pupils are
festival, bring in Easter decorations such as paper flowers, still having difficulty in recognizing or producing words,
chicks, Easter eggs, etc. and these notes can be recorded later on in their Evaluation
The festival projects all contain instructions for completing sheet (see below). You can further assess pupils as they work
art and craft activities, for which there are clear instructions in pairs using their craft items to practise the unit language.
in the Teacher’s Book. Each festival also details simple
traditional games associated in Britain with certain festivals. Teacher’s Evaluation grids
The games are easy to set up and play in class and give the There are Evaluation grids of the key vocabulary for
festivals an authentic British flavour. recognition and production for each unit on the Teacher’s
website (www.oup/elt/teacher/rainbowbridge). The sheets
help you to keep on-going records of the words pupils can
Culture spreads recognize. On the basis of this information you will be able
There are two Culture spreads: after Unit 3 or 4 (Food and to plan activities to extend the language of pupils who have
me!), and Unit 8 (Sport and dance and me!). These practise mastered the core work easily and to reinforce the language
and develop the language pupils have learnt in a new real- of any pupils still having difficulties.
life context, in a fun and motivating way.
Real British children of the pupils’ own age present photos
documenting the culture topics. Pupils are asked to identify
the photos and talk about them, and in this way they
develop an understanding and appreciation of the everyday
lives of children in Britain. This stage, like most of the lesson,
should be carried out in L1, as its main purpose is to enable
the pupils to familiarize themselves with a different culture.
Use the culture notes in the lesson notes to give pupils
additional information about the topic. They then carry out
an exercise using new vocabulary related to the topic.
Finally, pupils are asked to think about aspects of their own
life and complete a project illustrating these. They compare
the activities featured in their projects with those of the
British children, and discover similarities and differences in
children’s lives in the two countries.

Integrated learning projects

(CLIL)
TIP CLIL stands for Content and Language Integrated
Learning.
In Rainbow Bridge 3, the four cross-curricular learning
projects focus on Science (The water cycle and Healthy
eating), Geography (Landscapes) and Citizenship (Recycling).
For each of these projects, pupils watch a real-world video
clip, study and talk about a poster, complete several activities
in the Class Book and complete a project. There are two
lessons for each cross-curricular learning project. The
projects can be done at any time, but will fit best with the
language syllabus if they are covered where suggested (after
every two units).

26 How To Do It: Teaching Strategies

© Copyright Oxford University Press
Lapbook template

Photocopiable © Oxford University Press Rainbow Bridge 3 27

© Copyright Oxford University Press
 Units
Unit 11–2
Location
Numbers lesson
and colours
Along the canal pp. 4–5
Objectives
Identify, say and write words relate to road safety
Sing and mime The Road Safety Song
Make a poster about road safety
Review the story and characters from Levels 1 and 2
Language
Active: a zebra crossing, a road, a traffic light, a seat belt, a
helmet, the pavement
Passive: DVD script; look left, look right, wait, stop, cross,
walk, keep safe
Materials
Class Book pp. 4–5; Along the canal poster; DVD
(for the transcript see www.oup. com/elt/teacher/
rainbowbridge); CD1 tracks 1–5; flashcards of characters
from Levels 1 and 2; magazines; scissors; glue;
poster paper
Warmer
• Ask pupils what they can remember about Bridge Town.
Who lives there? What are their names? Are they friends or
family? What places are there?
• Display the Along the canal poster and ask pupils to open
their Class Books at pages 4–5. Explain that the scene
shows more of Bridge Town. What forms of transport
can they see? What new parts of town can they see? (A
market, a police station, etc.) What other things can they
see? Can they see any of the characters? What season is it?
• Ask pupils to open out the map at the front of their books
and find Bridge Town. What other places can they see on
the map? Tell them that they will be learning more about
some of these places in the course.
1 Watch the video. r DVD
• Play the video clip, pausing to summarize the voiceover
and explain new vocabulary.
• Ask pupils what they saw on the video. What forms
of transport did they see? What road safety items did
they see?
2 Talk about Bridge Town.
• Ask pupils to look at pages 4–5 again. What things and
places can they see that were on the video? Is the town
busy or quiet? (Busy.) Why do we need to keep safe when
we are in town? (Because there are lots of vehicles.) Ask
pupils to compare their town with Bridge Town and the
town in the video.
3 Listen and point. Repeat. Write. e 1•1–1•2
• Point to the road safety items on the poster and say the
words. Play track 1 for pupils to point to the things in their
books.
28 Unit 1
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Transcript
the pavement – a zebra crossing – a road – a traffic light – a
seat belt – a helmet / a road – a seat belt – a zebra crossing
– a traffic light – the pavement – a helmet / the pavement
– a traffic light – a road – a helmet – a seat belt – a zebra
crossing
• Play track 2 for pupils to repeat the words.
Transcript
a zebra crossing – a road – a traffic light – a seat belt – a
helmet – the pavement
• Ask What’s number (1)? (The pavement.), etc.
• Read the words in the word pool with pupils and tell them
to write the words. Check the answers.
ANSWERS
1 the pavement 2 a zebra crossing 3 a road
4 a traffic light 5 a seat belt 6 a helmet
4 Sing The Road Safety Song. e 1•3–1•4
• Play the song for pupils to listen. Mime appropriate
actions, e.g. looking left and right. Play the song again and
encourage pupils to copy your actions and join in with
the words. Practise the song a few times until pupils are
confident. Repeat the song in later lessons and let pupils
try singing with the karaoke version (track 4).
Transcript
(See Class Book p. 5 and the full lyrics on p. 124.)
5 Class project: Make a Road Safety poster.
• Tell pupils they are going to make a Road Safety poster.
Elicit some ideas for road safety, e.g. looking left and right,
holding hands with an adult, etc. Divide the class into
groups of four and hand out the materials. They can write
the title Road Safety, then stick magazine cut-outs, draw
their own illustrations and write the new words on the
poster.
6 The story so far. Listen and answer the
questions. e 1•5
• Hold up the Poppy and Rowan flashcards and say Hello!
I’m (Poppy) to the class. Use the flashcards to revise the
characters’ names and stick the flashcards on the board.
Play track 5, pausing for pupils to answer.
Transcript
1 Poppy, Fern, Rowan and Russ live in Bridge Town. – Yes!
2 Sniff, Sid and Dickin live in a cafe. – No!
3 Will and Emily live in Bridge Town. – Yes!
4 Emily is Will’s mum. – No!
5 In Bridge Town, it’s summer. It’s sunny. – No!
28
Unit 1
In the town
Lesson 1 p. 6
Objectives
Identify and say the names of places in a town
Listen to and participate in a chant
Play a game
Language
Active: a bookshop, a police station, a cafe, a playground, a
toy shop, a school, a post office, a clothes shop
Materials
Class Book pp. 6, 90 (practice); CD1 tracks 6–8; flashcards
for places in a town
Presentation with flashcards
• Stick the flashcards for places in a town on the board.
Point to each flashcard, say the word and ask pupils to
repeat.
• Tell pupils to close or cover their eyes. Remove one
flashcard.
• Tell pupils to open their eyes and say what’s missing.
• Repeat with the remaining flashcards.
1 Listen and point. Repeat. Number. e 1•6–1•7
• Open Class Books at page 6. Talk about the picture with
pupils. Hold up your Class Book, point to the places and
say the words. Play track 6 for pupils to listen and point in
their books.
Transcript
a toy shop – a post office – a clothes shop – a bookshop – a
playground – a cafe – a school – a police station / a cafe – a
school – a post office – a clothes shop – a police station – a
playground – a toy shop – a bookshop / a bookshop – a
playground – a cafe – a school – a clothes shop – a post
office – a police station – a toy shop
• Play track 7 for pupils to repeat the words.
Transcript
a bookshop – a police station – a cafe – a playground – a toy
shop – a school – a post office – a clothes shop
• Read out the words under the picture and tell pupils to
run their fingers along under the words as they listen.
• Tell pupils to look at the picture and number the items in
the word pool. Check the answers.
ANSWERS
2 a post office 3 a clothes shop 4 a bookshop
5 a playground 6 a cafe 7 a school 8 a police station
2 Talk about your town.
• Tell pupils to work in pairs and make a list of the places
in their town. Ask them to tell you their ideas. Write a
summary on the board. Ask what their town is like. Does it
have the same places as Bridge Town? Is it a big or a small
© Copyright Oxford University Press
town? Which is their favourite place in the town? Do they
have a favourite shop? Is there a park or playground near
their house?
3 Chant. e 1•8
• Tell pupils they are going to learn a chant. Play the chant
and practise it with them until they can say it confidently.
TIP Stick the flashcards for places in a town on the board in
the order of the chant. Pupils can ‘read’ the flashcards to help
them remember the chant.
Transcript
This is my town. This my town.
A police station! A post office!
A cafe! A bookshop!
A school! A toy shop! Yay!
A clothes shop! A playground!
Hip, hip, hooray!
This is my town. This my town.
4 Play The Questions Game.
• Tell pupils to look at the picture in their Class Books. Ask
What’s number 1? (A toy shop.) Drill the question and tell
pupils to ask and answer in pairs.
TIP Differentiation tips (see below) are given throughout
the course, to help you adapt activities for pupils of different
ability levels.
Differentiation
• Below level: Play with a group of lower-level pupils.
Demonstrate the activity by asking What’s number 1?
Point to the toy shop if necessary. Repeat with other
numbers. Then ask pupils to take your place while you
remain to provide support.
• Above level: Play as a memory game. One pupil closes
their book and the others ask the questions. The pupil
with their book closed has to try and remember what
place in town corresponds to that number.
Read and match. WB p. 90
• Point to each place and elicit the word. Tell pupils to draw
lines to match the words to the pictures. Pupils do the
activity in pairs. Check the answers as a class.
ANSWERS
2 a clothes shop (picture d) 3 a school (picture b)
4 a playground (picture f ) 5 a post office (picture c)
6 a police station (picture a)
Unit 1 29
 Lesson 2 p. 7
Objectives
Write the words for places in a town
Listen to and participate in a song
Language
Active: a bookshop, a police station, a cafe, a playground, a
toy shop, a school, a post office, a clothes shop
Passive: Nice to meet you. How are you? Let me show you
around.
Materials
Class Book pp. 7, 90 (practice); CD1 tracks 8 and 9–10;
flashcards for places in a town
Warmer
• Stick the flashcards for places in a town around the
classroom.
• Divide pupils into two teams. Allocate each team member
a number. Then say Number ones – Go to the post office.
The team members have to race to touch the post office
flashcard and say the word. Write the words on the board
as they say them.
Chant revision e 1•8
• Ask pupils if they can remember the chant from the
previous lesson. Play the chant and tell pupils to clap
rhythmically as they listen.
• Ask pupils to stand opposite a partner. Play the chant
again for pupils to say it to their partner.
1 Write and say.
• Open Class Books at page 7. Hold up your Class Book and
tell pupils to repeat as you point to the photos and say the
words. Tell pupils to write the words, looking back at page
6 as necessary to check the spelling. Check the answers.
ANSWERS
1 cafe 2 bookshop 3 post office 4 clothes shop
5 toy shop 6 playground 7 school 8 police station
• Divide the class into pairs to point and say the words.
Differentiation
• Below level: Do the writing stage with a group of
lower-level pupils. Invite individuals to the front to write
the words on the board. Ask the group to check if the
spelling is correct.
• Above level: Pupils write the words individually and
then check in pairs. Fast finishers can play a game. One
pupil says a word and their partner points to the correct
photo and then to the correct location on page 6.
Team game (optional)
• Divide the class into two teams. Ask each team to stand
in a line at the board. Ask each team member to write a
word for one of the places in a town on the board.
• When a pupil has written a word, they go and sit down
and the next pupil writes another word.
30 Unit 1
© Copyright Oxford University Press
• When both teams have finished, any pupils who didn’t
write words have to check their team’s spelling. The team
with the most correct words wins.
2 Sing the Let’s go to Town Song. e 1•9–1•10
• Ask pupils to describe the picture. Play the song
(track 9) and explain any vocabulary as necessary, e.g.
Welcome, busy.
• Play the song again and mime actions, e.g. shaking hands
for Nice to meet you, arms wide open in a welcome gesture
for Welcome to my busy town, a pointing gesture for Let me
show you, etc.
• Play the song again for pupils to sing and do the actions.
Practise it until pupils feel confident.
• Repeat the song in later lessons and let pupils try singing
with the karaoke version (track 10).
Transcript
(See Class Book p. 7 and the full lyrics on p. 124.)
TIP Ask pupils to turn to p. 124 and read the lines of the
song, then close their books. Play a few lines of the song,
then stop the track and ask pupils to sing the next line.
Repeat with frequent pauses until the song is finished.
Repeat this procedure each time you teach a new song.
Extension activity (optional) e 1•9
• Ask pupils to stand in a circle. Lay the places in a town
flashcards on the floor face up.
• Play the song for pupils to sing and walk around the
flashcards. Pause the song and say a pupil’s name. That
pupil picks up any flashcard and says the word.
• Resume playing the song and then pause again. When
you pause, the pupil that picked up the first card says
another pupil’s name. That pupil picks up any flashcard
and says the word. Repeat until there are no flashcards on
the floor.
Look and write. WB p. 90
• Ask pupils to look at activity 2 on page 90. Point to each
clue and elicit the names of the places. Ask pupils the
answer for number 2 (playground) and write it in the grid
for pupils to see.
• Ask pupils to complete the crossword and then check
their answers in pairs.
ANSWERS
2 playground 3 police station 4 post office
5 bookshop 6 school 7 cafe 8 clothes shop
Mime game (optional)
• Divide the class into two teams. Team members take it
in turns to come to the front and mime an action for an
activity they can do in one of the places in a town. The
other members of their team have to guess what the
place is and write the word on the board. If the word is
correct their team gets a point.
Lesson 3 Come back! pp. 8–9
Objectives
Use sound effects to predict where a story takes place
Listen to, read and understand a story
Act out a story
Language
Active: I’m bored. Let’s go to town. Hide! Jump! Is it the cafe?
No, it isn’t. Come back!
Passive: There’s a …, There are …, lots of leaves, I’ve got
my bike.
Materials
Class Book pp. 8–9; DVD; CD1 tracks 11–12; flashcards of
Poppy, Will, Emily, Fern, Russ, Rowan; flashcards for places
in a town
Warmer
• Ask pupils if they can remember the characters from the
story.
• Stick the character flashcards on the board. Point to a
character and say the name. If you say the correct name,
pupils repeat the name. If you say the wrong name, pupils
stand up.
TIP You could make the activity more challenging by saying
full sentences, e.g. This is (Rowan). Here’s (Russ).
1 Listen. Where’s the story? e 1•11
• Tell pupils that they are going to listen to another story
about the little people.
• Ask them to open out the map at the front of their
books. Remind pupils that it shows Bridge Town and the
surrounding area and that they will find out more about
some of these places as they go through the course. Ask
them what they can see and which places they would like
to visit.
• Tell pupils that they are going to listen to some sounds
and try to guess where the story takes place.
• Play the track for pupils to listen and look at the map and
point to the story location.
Transcript
Sounds of a town – a car honking its horn, a bike ringing its bell,
people shopping, etc. Sounds of children playing outside in a
playground.
• Ask pupils what they heard and where they think the story
takes place. Hold up your map and point to Bridge Town
and the playground to confirm their answers. Ask pupils
what they think the little people will be doing in this story.
Take all suggestions but don’t indicate if they are wrong
or right.
Story preparation
• Open Class Books at page 8. Point to frames 1 and 2 and
ask pupils to say who they can see and what they think is
happening. Tell pupils to close their books and say what
they think will happen in the story.
© Copyright Oxford University Press
2 Now watch or listen and read. r DVD e 1•12
• Play the story on the DVD or play the story on the CD with
pupils following in their Class Books (tell them to point to
the pictures as they listen).
Transcript
1 Poppy: I’m bored.
Will: Let’s go to town.
2 Will: I’ve got my bike
Poppy: Come on!
3 Will: Look, there’s a police station.
Fern: There are lots of leaves!
4 Will: There’s a playground. Uh oh. It’s my sister!
Poppy: Hide!
5 Emily: What’s this?
Will: No, stop, Emily!
6 Emily: Aargh!
Poppy: Jump!
7 Russ: Poppy, no!
8 Rowan: Oh no! Where’s Russ?
Poppy: Look! Is it the cafe?
9 Rowan: Er … No, it isn’t!
Russ: Come back!
TIP If pupils are using their Class Books, ask them to follow
the words in their books the second time they hear the story.
Encourage them to run a finger along the speech bubble
text as they listen and read.
• Play the story again. Pause at regular intervals and ask
questions to ensure understanding. For example, ask
what’s wrong with Poppy. (She’s bored.) What has Will got?
(His bike.) Who is at the playground? (Will’s sister, Emily.)
Why does Poppy jump when she sees Emily? (Because
she’s scared.)
Story recapping
• Divide pupils into nine groups/pairs. Assign each group a
different frame from the story. Tell them they are going to
read and look at their frame and then tell the rest of the
class what happens in it. Give the groups a few minutes to
learn their part of the story.
• Ask each group to come to the front in turn and say what
happens in their frame in their own words.
TIP Pupils should describe what happens in their own
language (L1), but encourage them to say any of the speech
bubble phrases in English if they can, as well as summarizing
them in L1.
Class theatre e 1•12
• Tell pupils they are going to act out the story. Divide the
class into groups of six and assign each pupil a character:
Poppy, Fern, Russ, Rowan, Will and Emily.
• Help pupils to act out the story in groups, following the
procedure described in the How To Do It section (see pp.
24–25 of this Teacher’s Book).
TIP If there is time at the end of the lesson, sing the Let’s go
to Town Song again (track 9).
Unit 1 31
 Lesson 4 p. 9
Objectives
Understand the sequence of events in a story
Understand the importance of being calm, and talk
about it
Start a class project about being calm
Language
Active: story language from Lesson 3
Passive: being calm
Materials
Class Book pp. 9, 91 (practice); Russ character flashcard; a
wallchart of pupils’ names (prepared by the teacher)
TIP If possible, laminate the wallchart of class names so that
it can be re-used in later units.
Warmer
• Use the Poppy flashcard to say Jump! and then use the
Russ flashcard to answer Poppy, no! Encourage the whole
class and then individual pupils to copy the dialogue.
• Ask pupils to retell the story to each other in pairs, doing
actions for each part of the story. Then invite one or two
pairs to the front to retell the story for the class.
1 Write. Number the story in order.
• Open Class Books at page 9. Tell pupils to look at the
pictures and say what they can see. Then ask pupils to say
which picture is from the beginning of the story (picture
2), the middle (picture 3), and the end (picture 1).
• Tell pupils to work in pairs to number the pictures 1 to 3
and write the words in the speech bubbles.
TIP Fast finishers can write the places they see in the story
in their notebooks (bookshop, police station, playground).
ANSWERS
(from left to right) 3 Come back! 1 Let’s go to town.
2 What’s this?
2 Who is calm? Look and tick (f).
• Ask pupils to look at the pictures and say who is being
calm. Ask them to justify their answers.
• Tell pupils to tick the correct picture (picture 2, where
Russ is trying to stop Poppy jumping). Ask pupils to say
how they can tell who is being calm and who is not
being calm.
3 Talk about being calm.
• Ask pupils why Poppy wants to jump out of the basket
(because she is scared of Emily and she thinks they are all
in danger).
• Have a discussion about the story to focus pupils’
attention on the importance of not acting too hastily.
• Ask pupils to imagine they are the characters in the story.
Divide the class into groups and tell them to choose a
character: Poppy, Fern, Will, Emily or Rowan. Ask pupils
to think about what they would do if they were in that
situation. Invite groups to report back their ideas to the
class.
32 Unit 1
© Copyright Oxford University Press
Extension activity
• Tell pupils to imagine that Poppy didn’t jump out of the
basket. Ask pupils to work in pairs and imagine a different
ending. Invite pairs to the front to act out their endings to
the story.
CITIZENSHIP Remind pupils of the importance of staying
calm even when they are scared because if they panic, they
could create more problems for themselves and others.
• Ask pupils to think of a time when they were scared.
Ask if they managed to stay calm and, if not, how being
calm would have helped them in the situation. Tell them
to think of ways they can be calm, e.g. not reacting too
quickly, taking deep breaths. Ask pupils to work in pairs
and tell their partner. Do a whole-class feedback.
Class project
• Ask pupils to think of situations when they might need
to be calm and not rush into things. Tell them to work in
pairs and come up with some situations. Ask a few pairs to
share their ideas and say what they would do to be calm.
• Tell pupils that during the week they have to come and
tell you how they have been calm in different situations.
Show them the wallchart you prepared, and tell them you
will tick or put a sticker under their names on the chart
when they have been calm. If some pupils don’t have
ticks/stickers near the end of the week, suggest ways they
can be calm.
• The following week, have a class discussion where pupils
share the situations when they were calm. Pupils then
draw a picture to illustrate how they were calm. Put the
pictures up on the wall under the heading Being calm to
make a display.
Read and circle. WB p. 91
• Tell pupils to look at the pictures and say what is
happening. Pupils then read the speech bubbles and
circle the correct word.
ANSWERS
2 police station 3 sister 4 Jump!
Can you remember? What colour is Will’s bike?
Colour. WB p. 91
• Ask pupils if they can remember what colour Will’s bike
was in the story. Tell them to colour it the colour they
think it is and then look back at the story to check (the
bike is green).
Look and tick (f) Poppy being calm. WB p. 91
• Ask pupils which picture shows Poppy being calm
(picture 2). Ask them to justify their answers.
Lesson 5 p. 10
Objectives
Understand and use There’s … and There are …
Count the places in a town
Complete a description of a town
Language
Active: There’s a (school). There are (three bikes).
Materials
Class Book pp. 10, 92 (practice), 114 (Extra grammar
practice); CD1 tracks 9 and 13; flashcards for places in a
town; paper (optional)
TIP You can use the Extra grammar practice page for Unit 1
(see Class Book p. 114) at any point from this lesson onwards
to support the presentation and practice of this unit’s
grammar structures.
Warmer e 1•9
• Play Pass the flashcard. Tell pupils to sit in a circle. Give
different pupils a flashcard to hold of places in a town.
Then play the Let’s go to Town Song.
• Tell pupils to pass the flashcards around the circle until
you pause the song on one of the place names. The pupil
holding the flashcard for the word you have paused at has
to hold up the flashcard and say the word.
• Continue until all the flashcards have been named.
1 Listen and repeat. Then say. e 1•13
• Open Class Books at page 10. Tell pupils to look at the
picture and read the speech bubbles while they listen.
Play the track. Then play the track again, pausing for pupils
to repeat the sentences.
Transcript
There’s a school.
There are three bikes.
• Divide the class into pairs to say the sentences. Then
do a substitution activity on the board. Write ________
three shops and invite a pupil to the board to complete
the sentence with There are or There’s. Check that pupils
understand the use of There’s in front of a singular noun
and There are in front of a plural noun.
• Ask pupils to say sentences about their own town, e.g.
There’s a post office. There are three schools.
2 Write There’s a or There are.
• Ask pupils to look at activity 2. Tell them they are going to
look at the picture and then write There’s a … and There
are … Ask pupils to look and say how many bikes they can
see. Ask why the answer is There are three bikes – because
there is more than one bike. Check pupils understand the
meaning of lots of.
• When they have finished writing, check the answers as a
class.
ANSWERS
3 There are 4 There are 5 There’s a 6 There’s a
© Copyright Oxford University Press
Differentiation
• Below level: Pupils pair up with a classmate to do the
activity and provide support.
• Above level: Pupils do the activity individually and then
check their answers in pairs. Fast finishers can open out
the map at the front of their books and write sentences
in their notebooks about what they can see using
There’s/There are.
3 What’s different? Look and say.
• Tell pupils to look at the pictures. Ask how many
playgrounds are in picture 1 (one) and how many are in
picture 2 (two). Tell pupils to read the speech bubbles.
• Tell pupils to count the schools in each picture and say a
sentence to describe how many schools there are. Write
the answers on the board: There’s a school. There are two
schools. Tell pupils to repeat the sentences.
• Ask pupils to work in pairs and say sentences using There’s
and There are about the two pictures. Do a whole-class
feedback.
Drawing game (optional)
• Hand out paper. Ask pupils to draw two frames on their
piece of paper about 15x10 cm.
• Elicit names for the places and things you can find in a
town and write them on the board. Then tell pupils to
choose six words from the list on the board and secretly
draw the places or things in a town in one frame.
• Explain that they can draw more than one of the same
places or things in their towns, e.g. three toy shops. Divide
the class into pairs. Explain that they should take turns
to describe their picture to their partner and draw their
partner’s picture in the second frame. When they have
finished, they compare their pictures for similarities and
differences and report back to the class.
Put the words in order. Then number. WB p. 92
• Tell pupils to look at the first sentence. Point out that the
words are in the wrong order and they have to put them
in the correct order. Write the jumbled sentence on the
board but write the structure There’s in a different colour.
Invite a pupil to the front to put the sentence in order.
• Tell pupils to complete the activity individually and then
check their answers in pairs.
• After they have finished putting the words in order, tell
pupils to look at the picture and tell you what they can
see. Tell them to number the different places on the
picture.
ANSWERS
1 There’s a school. 2 There’s a toy shop.
3 There are lots of trees. 4 There’s a police station.
5 There are three cars. 6 There are two post offices.
Unit 1 33
 Lesson 6 p. 11
Objectives
Listen and record information about a town
Write an email about your town
Play a game to practise describing a town
Language
Active: There’s a (post office). There are lots of (clothes
shops).
Passive: This is my town. I like my town! Is there a school in
your town?
Materials
Class Book pp. 11, 92 (practice); CD1 track 14; flashcards
for places in a town; Photocopy Master Unit 1 Lesson 6
(downloaded from the website) – one per pupil
Warmer
• Stick the flashcards for places in a town on the board.
Point to each flashcard and ask pupils to say the words.
Then point to the school and ask pupils Is there a school in
your town? When they say Yes, put a tick under the school.
Repeat the process with each flashcard. You can invite
individual pupils to the board to put a tick under the cards
they answer Yes for.
1 Listen and tick (f). Then draw, tick (f) and say.
e 1•14
• Open Class Books at page 11. Tell pupils that the photos
show two children from the UK. They are going to listen to
these children describing their towns.
• Ask pupils to look at the pictures of places next to each
child and say what they are.
• Play the track all the way through for pupils to listen.
• Play the track again for pupils to listen and put a tick
under the places for the boy’s town. Then do the same for
the girl.
• Play the track again for pupils to check their answers and
then check the answers with the class.
Transcript
Boy: This is my town. There’s a post office and there’s a
school. There are lots of trees.
Girl: I like my town. There are lots of clothes shops. There’s a
cafe and there’s a playground.
ANSWERS
Boy: tick: post office, school, trees
Girl: tick: clothes shop, cafe, playground
• Tell pupils to draw themselves in the Me space and tick
the places and things that are in their town.
• Put pupils in pairs to say sentences to their partner about
the places they have ticked, e.g. There’s a toy shop. There are
lots of trees.
34 Unit 1
© Copyright Oxford University Press
Differentiation
• Below level: Demonstrate the activity by sticking the
flashcards for the places in the Me row on the board,
eliciting the names and ticking the places in your town.
• Above level: Pupils can look at a partner’s book and say
sentences to describe the pictures their partner has
ticked.
Speaking practice (optional)
• Put pupils in new pairs. Tell them to talk to their partner
about the places in their town or village using sentences
with There’s and There are.
• When pupils have finished, do a whole-class feedback.
Ask pupils to report on two things in their partner’s
description of their town.
2 Write an email. Draw a picture of your town.
• Ask pupils to look at activity 2. Tell them they are going to
complete the email about their town and draw a picture
of it.
• Tell pupils to decide who they will send the email to and
then complete the blanks, including the town name. Tell
them to write their own name at the end.
• When pupils have finished writing, tell them to draw and
colour their town in the My town space. They can draw the
places they wrote about or any other interesting places in
their town.
3 Play The Town Game.
Photocopy Master Unit 1 Lesson 6
• Tell pupils they are going to play a game.
• Give each pupil a copy of the Photocopy Master and ask
them to work in pairs.
• Tell pupils to write their name above the first grid (Me) and
their partner’s name above the second grid (My friend).
• In their grid they should put one smiley face in each
column (for each place in town) so that each place in
town has been allocated a number from one to six.
• Tell pupils to keep their sheet secret from their partner;
they can prop up a Class Book between them as a screen.
• Pairs take it in turns to make statements to try and identify
which number each place in town is located at in their
partner’s grid, e.g. Four. There’s a post office. Their partner
replies Yes or No. They note their partner’s replies on the
My friend grid. They put a tick for a Yes answer and a cross
for a No answer.
TIP This grid can be used again for other battleships
games with other vocabulary. You can replace the artwork
at the top of the grids or copy the grid onto the board or in
notebooks.
Write There’s or There are. Then look and circle.
WB p. 92
• Tell pupils to look at activity 2. Explain that they have to
write There’s or There are and then look at the pictures and
circle the correct words. Check the answers.
ANSWERS
2 There are lots of cafes.
3 There’s a playground.
4. There are three schools.
Lesson 7 Sound play p. 12
Objectives
Recognize and say the alphabet
Listen to and participate in The Alphabet Song
Write and draw the letters of the alphabet
Language
Active: the alphabet in English
Passive: Let’s sing the alphabet. It’s so easy. P is for pen.
Materials
Class Book p. 12; CD1 tracks 15–19; flashcards for places
in a town; Photocopy Master 1 Lesson 7 – one per
pupil (downloaded from the website); a ball or soft toy
(optional)
Warmer
• Show the flashcard for playground. Tell pupils that
playground starts with p. Stand with your back to the class
and draw a big p in the air with your finger. Tell pupils to
do the same.
• Stick all the flashcards on the board and secretly choose
one. Write the first letter in the air for pupils to guess the
word and say it.
• Repeat with one more word then invite pupils to the front
to secretly choose a flashcard and write the first letter in
the air while the class guesses and says the word. Repeat
until all pupils have had a chance to play.
1 Listen and point. Repeat. e 1•15–1•16
• Open Class Books at page 12. Tell pupils to look at the
alphabet.
• Say the alphabet, pausing after each letter for pupils to
repeat. Then say random letters and call on individuals to
repeat.
• Tell pupils they are going to listen to the alphabet. Tell
them to point to the letters as they listen. Play track 15.
• Play track 16 for pupils to repeat the letters.
Circle game (optional)
• Tell pupils to stand in a circle. Show them the ball (or soft
toy) you have brought in. Say A and then pass the ball to
the pupil next to you. That pupil has to say B then pass on
the ball to the next pupil, and so on, until you get to Z.
• If a pupil misses a letter, they are out of the game. Keep
playing until you get to Z.
2 Sing The Alphabet Song. e 1•17–1•18
• Tell pupils they are going to learn an alphabet song. Focus
pupils’ attention on the alphabet pictures, say the letters
and ask pupils to repeat.
• Play the song (track 17) for pupils to listen and follow the
words in their books.
Transcript
(See Class Book p. 12.)
• Play the song again and do some appropriate actions. Tell
pupils to sing along and copy your actions.
© Copyright Oxford University Press
• Practise singing the song and doing the actions until
pupils are confident.
• Ask pupils to close their books and stand in a circle. Play
the song for pupils to dance around, sing and do the
actions. Pause after a few lines and ask pupils to sing the
next line. Repeat several times.
• Repeat the song in later lessons and let pupils try singing
with the karaoke version (track 18).
3 Listen and colour. Then say. e 1•19
• Ask pupils to look at activity 3. Explain that this is a
listening maze. Pupils have to listen and colour the correct
circles to find the path through the maze. Demonstrate by
holding up your Class Book, pointing at Start and running
your finger along through the letters.
• Play the track, pausing to give pupils time to colour.
Transcript
e–j–c–u–k
TIP Pupils can repeat the activity in pairs. One pupil says
the letters, the other points and works their way through
the maze.
Alphabet race (optional)
• Divide the class into two teams. Give each pupil in each
team a number and explain that this is the order that they
come to the board. Draw a line down the centre of the
board. Explain that the aim of the game is to write a word
for each letter of the alphabet, in order, as fast as they can.
• Explain that there can only be one pupil from each team
at the board at any time and that the same word can’t be
used by both teams. If a pupil can’t think of a word, they
can write No in that space.
• Start the game by saying number Number ones – go!
TIP Help pupils by whispering the L1 translation of a known
word in their ear for any letters they are having trouble with.
4 Draw the alphabet.
Photocopy Master Unit 1 Lesson 7
• Give each pupil a copy of the alphabet chart and tell them
to colour the letters and pictures for each word. They
draw and colour the illustrations that are missing from the
chart.
• They write their favourite letter in the My favourite letter
box and then use the illustrations to draw a secret word in
code, e.g. book – apple – leaves – leaves = BALL.
• Tell pupils to exchange their sheets with a partner and
work out each other’s words.
Unit 1 35
 Lesson 8 Round up p. 13
Objectives
Review learning progress with the language of Unit 1
Make a 3D town
Language
Revision of vocabulary and structures from Unit 1
Materials
Class Book p. 13; CD1 track 20; Unit 1 flashcards; My town
template (Teacher’s Book p. 143) – one per pupil; paper/
card; scissors; glue
Revision
• Stick the places in a town flashcards on the board. Point
and ask pupils to say the words. As pupils say each word,
write it under the correct card or invite a pupil to write it.
• Ask pupils to choose six places and write them on a piece
of paper. Remove the flashcards from the board but leave
the words. Show the flashcards in random order and tell
pupils to cross off the word if it is on their list. The first
pupil to cross out all their words shouts BINGO! Continue
playing the game until all pupils have crossed out their
words.
• Revise There’s and There are by drawing different numbers
of objects on the board.
• Write sentences on the board for pupils to complete, e.g.
There’s a _______ in Bridge Town. Invite a pupil to the front
to complete the blanks. Repeat with other pupils.
1 Listen and number. Then write and say. e 1•20
• Open Class Books at page 13. Tell pupils to look at the
picture and say what places they can see.
• Play the track for pupils to listen and number the places.
Transcript and answers
1 a police station
2 a clothes shop
3 a toy shop
4 a school
5 a cafe
• Tell pupils to write the place names on the numbered
lines and check their answers in pairs. Then check the
answers as a class.
2 Circle and write.
• Look at number 1 with pupils. Ask what place picture
number 1 represents – a bookshop. Then ask which option
should be circled in the sentence – There’s.
• Tell pupils to complete the activity individually and then
check the answers as a class.
ANSWERS
1 There’s a bookshop.
2 There are lots of trees.
3 There’s a playground.
4 There are two post offices.
36 Unit 1
© Copyright Oxford University Press
Differentiation
• Below level: Stick the flashcards for the four places on
the board and elicit the words. Write the words under
the flashcards for pupils to refer to during the writing
stage.
• Above level: Challenge above-level pupils by asking
them to write a complete sentence in their notebooks
about one of the places in activity 1, e.g. There’s a toy
shop.
Extension activity
• Tell pupils to look at the picture in activity 1.
• Make up true and false statements about the picture. Tell
pupils if the sentence is incorrect they should stand up. If
the sentence is correct they should fold their arms.
3 Make My town.
Teacher’s Book p. 143
TIP In all Lesson 8s it is advisable to make up the craft
yourself before the lesson and use it as a model in class.
• Ask pupils to look at the 3D town in the photo and tell
them they are going to make a similar town. If you have
made a 3D town yourself, show it to pupils.
• Divide the class into groups of four. Hand out the
templates, scissors and glue. Pupils add details to the
places, colour in the pictures and cut them out along
the dashed lines. Pupils then fold each cut-out along the
dotted line to make it stand up.
• Pupils draw a map of their town on a large piece of
paper or card with roads and glue their places to it. They
can give their town a name and draw other details. In
pairs pupils describe their towns using There’s… and
There are …
• Pupils can then display their 3D towns around the
classroom. Ask pupils to walk around and look at all the
3D towns. During feedback, ask pupils to say one positive
thing about each 3D town.
Self-evaluation, test and assessment e 3•46
• Invite pupils to reflect on what they felt about the
activities in the unit.
• Give pupils two minutes to look through the unit and put
a blue dot next to an activity they enjoyed, a green dot
next to an activity they found easy and a black dot next to
an activity they found difficult.
• Monitor pupils as they work and ask questions, for
example: Why did you find this difficult? Why did you
enjoy this?
• Pupils are now ready to complete the Unit 1 Test (pp.
117–118 of this Teacher’s Book). Use CD3 track 46.
• Fill in the evaluation grid for each pupil (see www.oup.
com/elt/teacher/rainbowbridge).
Unit 2
Numbers
Lesson 1 p. 14
Objectives
Identify and say the numbers 11–20
Listen to and participate in a chant
Play a game
Language
Active: eleven, twelve, thirteen, fourteen, fifteen, sixteen,
seventeen, eighteen, nineteen, twenty
Passive: black, yellow, green, white, orange, red, blue, pink
Materials
Class Book pp. 14, 93 (practice); CD1 tracks 21–24;
flashcards for numbers 11–20; flashcards for colours (from
Level 1) (optional); coloured sticky notes (or coloured
pieces of paper)
TIP Before the lesson, prepare sets of coloured sticky notes
using the ten known colours. Pupils will get into groups of
the same colour.
Warmer
• To revise the colours, give a coloured sticky note to each
pupil (see Tip above) and explain that when you say PINK!
all pupils with pink sticky notes should get into a group.
Repeat with the other colours.
Presentation with flashcards
• Stick the flashcards for numbers11–20 on the board. Point
to each flashcard in turn and say the numbers then ask
pupils to repeat.
1 Listen and point. Repeat. Listen and colour.
e 1•21–1•23
• Open Class Books at page 14. Talk about the picture with
pupils. Ask what they can see and elicit (or teach) the
word barges. Hold up your book, point to the numbers
and play track 21 for pupils to listen and point.
Transcript
eleven – twelve – thirteen – fourteen – fifteen – sixteen
– seventeen – eighteen – nineteen – twenty / seventeen –
twelve – nineteen – fourteen – twenty – sixteen – eleven
– eighteen – thirteen – fifteen / twelve – fourteen – sixteen –
eighteen – fifteen – seventeen – nineteen – twenty – eleven
– thirteen
• Play track 22 for pupils to repeat the numbers.
Transcript
eleven – twelve – thirteen – fourteen – fifteen – sixteen –
seventeen – eighteen – nineteen – twenty
• Read out the numbers under the picture and tell pupils to
run their fingers along under the words while they listen.
• Ask pupils to get out coloured pencils and make sure they
have the ten known colours ready in front of them.
© Copyright Oxford University Press
• Tell pupils to listen and colour the circles next to the
number words. Play track 23.
TIP To support lower-level pupils, hold up colour flashcards
so that they are visible to this group but not to the rest of
the class.
Transcript and answers
twelve – green, eighteen – pink, thirteen – black, twenty –
red, eleven – yellow, fifteen – brown, seventeen – orange,
fourteen – purple, sixteen – white, nineteen – blue
2 Talk about numbers.
• Ask pupils if they can count backwards in English from
20 to 10. Can they count in twos from 10? (10, 12, 14, etc.)
What’s their favourite number between 10 and 20?
Extension activity
• Tell pupils to look out for numbers between 11 and 20
around their town. Tell them to write them down, draw
the numbers or take a photo. They then bring all their
numbers into school and share in a brainstorming session.
Then pupils can make a class poster with all the numbers.
Display the poster in the classroom.
3 Chant. e 1•24
• Tell pupils they are going to learn a chant. Play the chant
and practise it with them until they can say it confidently.
Transcript
eleven – eleven, twelve – twelve, thirteen – thirteen,
fourteen – fourteen, fifteen – fifteen, sixteen – sixteen,
seventeen – seventeen, eighteen – eighteen, nineteen –
nineteen, twenty – twenty
Count again! twenty – twenty, nineteen – nineteen,
eighteen – eighteen, seventeen – seventeen, sixteen
– sixteen, fifteen – fifteen, fourteen – fourteen, thirteen –
thirteen, twelve – twelve, eleven – eleven
4 Play Three in a Row.
• Tell pupils they are going to play a game called Noughts
and crosses. Draw a grid with nine squares on the board.
Write a number between 11 and 20 in numerals in each
square. Divide the class into two teams. Assign each team
either noughts (zeros) or crosses (X symbols). Each team
takes turns to choose a square and say the number in it. If
they’re correct, they replace the number with their symbol
(a zero or an X) in the grid. The first team to have three of
their symbols in a row (across, down or diagonally) wins.
Match. Then write the words in order. WB p. 93
• Tell pupils to match the number words to the numerals
and then write the words in the correct order. Check the
answers.
Unit 2 37
 Lesson 2 p. 15
Objectives
Write the words for numbers 11–20
Listen to and participate in a song
Language
Active: eleven, twelve, thirteen, fourteen, fifteen, sixteen,
seventeen, eighteen, nineteen, twenty
Passive: Let’s count. Are you ready? Let’s find …
Materials
Class Book pp. 15, 93 (practice); CD1 tracks 24–26;
flashcards for numbers 11–20
Warmer
• Stick the flashcards for numbers 11–20 on the board.
Point and say the words and ask pupils to repeat. Then ask
pupils to sit in a circle with you. Whisper a number to the
pupil next to you and explain they have to whisper the
same number, and so on, until it gets to the last pupil. The
last pupil says the number and then goes and points to
the correct flashcard. Repeat with the remaining numbers.
Start with a different pupil each time.
Chant revision e 1•24
• Ask pupils if they can remember the chant from Lesson 1.
Play the chant and clap rhythmically. Play again for pupils
to clap.
• Stick the number flashcards in order on the board. Play
the chant and help pupils to remember the numbers by
pointing to the flashcards as they chant.
• Repeat the chant until the class are confident.
1 Write and say.
• Open Class Books at page 15. Ask pupils to say what
numbers they can see in the photos.
• Tell pupils to write the number words under the photos.
Check the answers with the class, then tell pupils to take
turns to point and say the words in pairs.
ANSWERS
1 eleven 2 twelve 3 thirteen 4 fourteen 5 fifteen
6 sixteen 7 seventeen 8 eighteen 9 nineteen
10 twenty
Differentiation
• Below level: With a group of lower-level pupils, write the
number words on the board in jumbled order. As pupils
tell you the number for each photo, invite individuals to
come and point to the correct word. The others copy
the word in their books.
• Above level: Pupils do the task individually and then
check each other’s work. Fast finishers can do a number
hunt: tell them to look around the classroom for any
numerals between 11 and 20 (e.g. on posters, in books,
etc.) and write the words in their notebooks.
Team game (optional)
• Put the number flashcards on the board. Point to each
card for pupils to say the word.
38 Unit 2
© Copyright Oxford University Press
• Divide the class into four teams. Ask each team to choose
one of the flashcards and write the word for that number.
• Take the flashcards off the board, shuffle them and put
them on your desk.
• Ask each team for their words and then turn over and
hold up the first flashcard. Teams whose word matches
the flashcard call out Snap! and get one point.
• Put the flashcard to one side, ask the teams to choose and
write down a new number word, and continue the game
in the same way until all of the flashcards have been used.
The team with the most points at the end wins.
2 Sing The Raft Race Song. e 1•25–1•26
• Ask pupils to describe the picture. Play the song (track 25)
for pupils to listen. Explain any vocabulary as necessary,
e.g. raft, race.
• Play the song again and mime actions, e.g. rowing
motions, clapping hands for Hip, hip, hooray!
• Play the song again for pupils to sing and do the actions.
Practise it until pupils feel confident.
Transcript
(See Class Book p. 15 and the full lyrics on p. 124.)
TIP After practising a few times, tell pupils to close their
books and sing the song. If pupils are very confident, they
may like to try singing with the karaoke version (track 26).
Extension activity
• Ask pupils to sit in a circle. Give the flashcards for numbers
11–20 to different pupils.
• Play the song for pupils to sing and pass the flashcards
around the circle. Pause the song. The pupils who are
holding flashcards stand up and say the number.
• Repeat the process several times so that all pupils have a
chance to say a number.
Complete. Then write the numbers. WB p. 93
TIP Do some practice of sums first. Teach the words plus
and minus. Write the sum 20-1= on the board and read it
out in English (twenty minus one equals …). Tell pupils to
repeat a few times and then ask the class to solve the sum.
Repeat with more sums, e.g. 12+1, 20-3, 10+5, 19-3. Divide
the class into two teams. Write sums on the board for each
team to read out and solve. Ask them to write the answers in
numerals and words.
• Ask pupils to look at activity 2. Read out the first two sums,
ten plus nine equals …, seventeen minus three equals … and
elicit the answers. Tell pupils to complete the sums and
write the number words. Check the answers.
ANSWERS
2 14 fourteen 3 11 eleven 4 15 fifteen
5 20 twenty 6 16 sixteen
Lesson 3 Catch! pp. 16–17
Objectives
Use sound effects to predict where a story takes place
Listen to, read and understand a story
Act out a story
Language
Active: It’s the boat. No, it isn’t. It’s number 18! Come on,
Sniff! Help! Catch!
Passive: What’s your name? How old are you? Where are
you from?
Materials
Class Book pp. 16–17; DVD; CD1 tracks 25–28; flashcards
of Poppy, Will, Emily, Fern, Russ, Rowan; flashcards for
numbers 11–20; a ball or soft toy (optional); enlarged
copies of the story frames with the speech bubbles
blanked out (optional)
Warmer (song revision) e 1•25–1•26
• Ask pupils to stand in a circle. Lay the flashcards of the
numbers and characters face down on the floor. Play The
Raft Race Song (track 25). Pupils sing and walk around the
flashcards.
• Pause the song and say a pupil’s name. The pupil
picks up any flashcard and says the number word or
character name.
• Repeat until there are no flashcards left on the floor.
TIP When pupils are confident with the song, they can sing
it with the karaoke version (track 26).
1 Listen. Where’s the story? e 1•27
• Ask pupils to open out the map at the front of their books.
Recap the Unit 1 story with them and ask if they can
remember where the little people were at the end of the
story. Tell them to listen to some sound effects and try to
guess where the next episode will take place.
• Play the track for pupils to listen and look at the map and
point to the story location.
Transcript
Sounds of birds singing, leaves rustling in the wind, a barge
chugging along, water rippling, a boat horn blowing, people
walking along a towpath, people calling out to each other,
dogs barking.
• Ask pupils what they heard and where they think the story
takes place. Hold up your map and point to the canal to
confirm their answers. Ask pupils what they think the little
people will be doing in this story. Take all suggestions but
don’t indicate if they are right or wrong.
Story preparation
• Open Class Books at page 16. Point to frames 1 and 2
and ask pupils who they can see and what they think is
happening. Tell pupils to close their books and say what
they think will happen in the story.
© Copyright Oxford University Press
2 Now watch or listen and read. r DVD e 1•28
• Play the story on the DVD or play the story on the CD with
pupils following in their Class Books (tell them to point to
the pictures as they listen).
Transcript
1 Emily: What’s your name?
Russ: My name’s Russ.
2 Emily: Hi, Russ. How old are you?
Russ: I’m eight.
3 Emily: Where are you from?
Russ: I’m from Bridge Town.
4 Will: Look, Emily. It’s the boat!
Emily: No, it isn’t. It’s number 18!
5 Narrator: Along the canal …
Sniff: Look!
6 Fern: It’s Sniff!
Poppy and Rowan: Come on, Sniff!
7 Rowan: Sniff, catch!
8 Sid: MEOW!
Russ: Oh no, Sniff!
Emily: Sniff? Who’s Sniff?
TIP If pupils are using their Class Books, ask them to follow
the words in their books the second time they hear the story.
Encourage them to run a finger along the speech bubble
text as they listen and read.
• Play the story again. Pause at regular intervals and ask
questions to ensure understanding. For example, ask who
is talking to Russ (Emily). What number barge does Will
see? (Eighteen.) Are the little people on barge 18? (No.)
Who helps the little people? (Sniff.)
Story recapping
• Divide pupils into eight groups/pairs. Assign each group
a different frame from the story. Tell them they are going
to read and look at their frame and then tell the rest of the
class what happens in it. Give the groups a few minutes to
learn their part of the story.
• Ask each group to come to the front in turn and say what
happens in their frame in their own words.
Class theatre e 1•28
• Divide the class into groups of eight and assign each pupil
a character: Poppy, Fern, Rowan, Russ, Will, Emily, Sid and
Sniff.
TIP Shy pupils who find it stressful to speak in front of the
class may enjoy acting out the non-speaking roles of Sniff
and Sid.
• Help pupils to act out the story in groups, following the
procedure described in the How To Do It section.
Optional activity
• You may like to do the Missing speech bubbles activity. For
this you will need a ball or soft toy and enlarged copies
of the story frames with the speech bubbles blanked out.
See the notes in the How To Do It section on p. 25.
Unit 2 39
 Lesson 4 p. 17
Objectives
Identify characters, locations and events from a story
Understand the importance of making friends and talk
about it
Start a class project about making new friends
Language
Active: story language from Lesson 3
Passive: making friends, run, jump, fly, swim
Materials
Class Book pp. 17, 94 (practice); flashcards of Emily
and Russ
Warmer
• Use the Emily flashcard to ask What’s your name? and
then use the Russ flashcard to answer My name’s Russ.
Encourage the whole class and then individual pupils to
copy the dialogue.
• Make Emily ask How old are you? and Russ reply I’m eight.
Ask pupils to repeat the dialogue in pairs.
• Ask pupils to retell the story to each other in pairs, doing
actions for each part of the story. Invite one or two pairs to
the front to retell the story for the class.
1 Look and tick (f).
• Open Class Books at page 17 and tell pupils to look at
activity 1. Explain that in the Who? column are characters,
in the Where? column are places and in the What?
column are actions. Read out the options and check
understanding. Tell pupils to work in pairs and tick the
correct boxes.
TIP Fast finishers can write the numbers they see in the
story as number words in their notebooks.
ANSWERS
Who: Emily, Russ, Will Where: boat What: Sid – run, Sniff –
catch, swim
2 Who makes a new friend? Look and tick (f).
• Ask pupils to look at the pictures and say who is making a
new friend. Ask pupils to justify their answers.
• Tell pupils to tick the correct pictures (Emily and Russ).
Extension activity
• Ask pupils what Sniff did to help her friends (she jumped
in the canal and swam over to them on the barge). Ask
what Poppy and Rowan did to encourage her (they
shouted Come on, Sniff! and threw the rope).
• Ask how Sid helped (he miaowed and pointed to show
Will and Russ that the little people and Sniff were being
carried away).
• Ask pupils to imagine that Sniff and Sid didn’t help the
little people. Tell them to work in pairs and imagine a
different ending.
• Invite pairs to the front to act out their endings to
the story.
40 Unit 2
© Copyright Oxford University Press
3 Talk about making new friends.
• Ask pupils what they do when they meet another boy or
girl they don’t know, for example at school, in the park or
at a sports event. How do they behave? Do they say hello
first? Do they smile at the other person? How do they feel
if someone is unfriendly? How did they feel on their first
day at school?
CITIZENSHIP Remind pupils of the importance of being
friendly to people, and especially the importance of being
welcoming to anybody who is new to an established group.
• Ask pupils to think of a time when someone was friendly
to them when they were new to a group. How did they
feel? Tell pupils to discuss in pairs, then do a whole-class
feedback.
Class project
• Ask pupils to think of situations in which they could be
friendly to someone new, e.g. a new pupil in the class, and
to suggest what they could do to make the new person
feel welcome (show them around, invite them to play,
etc.).
• Divide the class into groups of four to think of and
discuss situations. If any groups are having problems
thinking of situations, help with some suggestions, e.g. a
new member in a sports team, a new neighbour, a new
member of a club.
• Monitor the groups as they are discussing. Ask how they
would feel as the new person in the situation. What could
they do to make the new person feel at ease?
• Ask a few groups to share their ideas with the class.
• Ask pupils to make a note over the next few days of when
they have been friendly and to draw a picture to illustrate
how they were friendly. When you see the class next, ask
pupils to present their pictures to the class and explain
how they were friendly. Put the pictures up on the wall
under the heading Being friendly to make a display.
Read, choose and write. WB p. 94
• Tell pupils to look at the pictures and say what is
happening. Pupils then read the words and write them in
the correct speech bubble.
ANSWERS
2 eight 3 eighteen 4 catch
Can you remember? What number boat are Fern,
Poppy and Rowan on? Write. WB p. 94
• Ask pupils if they can remember the number of the barge
the little people jump on in the story. Tell pupils to write
the number they think it is and then look back at the story
to check (13/thirteen).
Look and tick (f) making a new friend. WB p. 94
• Ask pupils to look at the pictures and decide which one
shows someone being friendly (the first picture).
Lesson 5 p. 18
Objectives
Ask and answer about your name
Ask and answer about your age
Ask and answer about where you are from
Language
Active: What’s your name? My name’s … How old are you?
I’m … Where are you from? I’m from …
Materials
Class Book pp. 18, 95 (practice), 115 (Extra grammar
practice); CD1 track 29; a ball or soft toy (optional)
TIP You can use the Extra grammar practice page for Unit 2
(see Class Book p. 115) at any point from this lesson onwards
to support the presentation and practice of this unit’s
grammar structures.
Warmer
• Tell pupils to sit in a circle. Tell them you are going to say
the number eleven and throw the ball to a pupil who
should say the next number. They have to continue
throwing the ball to each other until they get to twenty.
If a pupil can’t say the next number, they step out of the
circle.
1 Listen and repeat. Then ask and answer. e 1•29
• Open Class Books at page 18. Play the track and ask pupils
to read the speech bubbles while they listen. Play the
track again twice, pausing for pupils to repeat.
Transcript
Russ: What’s your name?
Emily: My name’s Emily.
Russ: How old are you?
Emily: I’m six.
Russ: Where are you from?
Emily: I’m from Bridge Town.
• Divide the class into pairs to repeat the dialogue. More
confident pupils can ask and answer about themselves.
Question chain game (optional)
• Play a question chain game to reinforce learning of the
structures. Divide pupils into four groups. Ask each group
to form a line. Tell pupils you are going to ask a question
(What’s your name?) to the first pupil in the line. They have
to answer, then ask the next person in the line, and so on,
until the last person answers the question and runs to the
front of the line and repeats the question to you. The first
team to finish wins. Repeat the process with How old are
you? and Where are you from?
2 Write.
TIP Write your name, your age and the town you are from
on the board, and elicit the questions from pupils. Either
write the questions on the board yourself or invite confident
individuals to come and write them.
• Ask pupils to look at activity 2. Ask them to read the first
answer and underline the key information in the answer
© Copyright Oxford University Press
that will help them guess what the question is, i.e. from
Bridge Town. Ask what they think the question is (Where
are you from?). Tell pupils to complete the questions.
Check the answers.
ANSWERS
1 Where are you from? 2 What’s your name?
3 How old are you?
3 Answer for you.
• Ask pupils to look at activity 3. Call on a confident pupil
and ask What’s your name? Allow the pupil to answer.
Repeat the procedure with other pupils, asking How old
are you? and Where are you from?
• Tell pupils to write the answers for themselves to the
questions. Monitor and help as they write.
Speaking practice (optional)
• Draw a table on the board with five rows and three
columns headed Name, Age and Town. Ask pupils to copy
the table into their notebooks. Tell them they are going to
ask their classmates questions to complete the table.
• Demonstrate the activity by asking a pupil What’s your
name? How old are you? Where are you from? and writing
the answers in the table.
• Tell pupils to stand up and walk around the classroom
and speak to at least four other pupils. When pupils have
finished the activity, have a whole-class feedback.
Write questions and answers. Then match.
WB p. 95
• Tell pupils to match the questions to the answers and fill
in the missing words.
ANSWERS
1 Where …, I’m from (Bridge Town).
2 What …, My name’s (Rowan). 3 How …, I’m (eight).
Extension activity
• Prepare a set of cards (one for each pupil) with invented
information. Write a fictional name, an age and a country,
e.g. Asterix – 9 – France, Snoopy – 11 – America, etc. Make
two of each card, so for a class of 24 you would make
12 cards and then duplicate them. Give a card to each
pupil. Tell them to read the information and keep it secret.
Explain that the object of the game is to find a partner
who has the same identity as them. Elicit the questions
pupils will need (What’s your name? Where are you from?
How old are you?). Then ask pupils to walk around, talking
to different pupils until they find their partner. When they
have found their partner, pupils sit down together and
write a brief description of themselves, e.g. My name’s
Asterix. I’m nine. I’m from France. During feedback pupils
can read their sentences to the class.
Unit 2 41
 Lesson 6 p. 19
Objectives
Listen and tick to record information
Use picture clues to complete a letter
Play a question and answer chain game
Language
Active: What’s your name? My name’s … How old are you?
I’m … Where are you from? I’m from …
Materials
Class Book pp. 19, 95 (practice); CD1 track 30; Photocopy
Master Unit 2 Lesson 6 – one per group of 3 or 4 pupils
(see website); character flashcards (optional); scissors;
paper or card (optional)
Warmer
• Tell pupils to think of a number from 11–20. Say a number
and ask pupils with that number to stand up.
• Repeat the process until all pupils are standing up.
1 Listen and tick (f). e 1•30
• Open Class Books at page 19. Tell pupils they are going
to listen to one of the three children shown in the photos
answering questions about himself/herself.
• Play the track all the way through for pupils to listen.
Transcript
Girl: What’s your name?
Boy: My name’s Marco.
Girl: How old are you?
Boy: I’m eleven.
Girl: Where are you from?
Boy: I’m from London.
• Tell pupils to listen again and put a tick next to the correct
answers. Play the track.
• Play the track again for pupils to check their answers and
then check the answers as a class.
ANSWERS
Marco, 11, London
Differentiation
• Below level: The first time you play the track tell pupils
to put up their hands if they hear any of the answers
to the three questions. For example, when they hear
Marco, pupils put up their hands, when they hear
eleven, they put up their hands again. This will prepare
them for the next stage of the activity which involves
ticking the correct picture.
• Above level: When pupils have completed the activity,
they can practise repeating the dialogue in pairs.
TIP To extend the activity, ask the questions again and ask
pupils to answer for other two children. They can decide
which of the remaining answers they choose for each child.
2 Write a letter.
• Tell pupils that Patty is a penfriend and she has written
them a letter. She has used pictures as well as words, and
42 Unit 2
© Copyright Oxford University Press
they have to decide what each picture stands for and
write the equivalent word from the word pool. Tell pupils
to read the words in the word pool and then complete
the activity.
Differentiation
• Below level: Work with a group of lower-level pupils.
Look at the pictures and elicit the words. Pupils then
work in pairs to complete the letter.
• Above level: Pupils complete the letter individually and
then check their answers in pairs.
ANSWERS
name, from, nine, What, you, Where, post office,
playgrounds
3 Play The Chain Game.
Photocopy Master Unit 2 Lesson 6
• Tell pupils they are going to play a game. Divide the class
into groups of three or four pupils. Give each group a
copy of the Photocopy Master and tell pupils to cut out
the cards. Explain that one pupil deals all the cards and
lays down one card to start. The other pupils take it in
turns to lay down a card to complete the questions and
answers chain. They can add a card to either end of the
row of questions and answers. If one of the pupils can’t
place a card down to continue the chain, then he/she
misses a turn. The first pupil to use up all his/her cards is
the winner.
Write about Will. Then write about you and draw.
WB p. 95
• Tell pupils to look at activity 2. Ask them what information
is on Will’s identity card (name, age, town, signature). Ask
How old is Will? (Nine.) Where is he from? (Bridge Town.)
Explain that they have to write about Will using the
information on the card. Tell pupils to do the task in pairs.
Check the answers.
ANSWERS
My name’s Will. I’m nine years old. I’m from Bridge Town.
• Tell pupils to complete the second identity card for
themselves. They draw a picture of themselves, complete
the information and then write three sentences.
Extension activity
• Stick the character flashcards on the board. Ask pupils to
secretly choose a character and make an identity card
for him/her. Divide the class into pairs to ask and answer
questions to find out which character their partner is. Elicit
the questions needed, e.g. Where are you from? How old
are you? What’s your name? During feedback you could ask
pupils to report back with information about the character
they interviewed.
Lesson 7 Sound play p. 20 2 Listen and tick (f) if you hear the sound. e 1•32
• Tell pupils they are going to listen and tick if they hear the
Objectives /eɪ/ sound. Before you play the track, read the words and
Recognize and say the /eɪ/ sound ask pupils to repeat. Then play the track and ask pupils to
Practise the /eɪ/ sound in a tongue-twister stand up if they hear the /eɪ/ sound.

Language Transcript
/eɪ/ game
Active: cake, play, rain
/eɪ/ eight
Passive: game, eight, apple, paint, name /eɪ/ apple
/eɪ/ paint
Materials /eɪ/ name
Class Book p. 20; CD1 tracks 31–34; Rowan flashcard; A4 • Play the track again and tell pupils to tick the words that
cards with the words name and apple (optional) have the /eɪ/ sound.

Warmer 3 Listen and check. Repeat. e 1•33

• Write the alphabet on the board. Point to and say the • Tell pupils to listen and check their answers. Play the track.
letters one at a time and ask pupils to repeat after you.
Tell pupils you are going to spell out a word and you want Transcript and answers
them to listen and say the word. Choose a simple word /eɪ/ – game – eight – paint – name
from Unit 1 or 2 which pupils know from Levels 1 and 2, • Play the track again for pupils to repeat the words.
e.g. say P I N K.
• Repeat the process a few more times with more words.
Extension activity
Then ask a confident pupil to think of a word and spell • Play a game. Prepare word cards with the words name and
it out for the class. Once pupils understand the activity apple. The words should be large enough for the whole
you can either divide them into pairs – each pupil thinks class to see. Give two pupils the cards and ask them to
of a word, spells it out for their partner and their partner stand at different sides of the classroom. Call on a pupil,
says the word – or play it as a whole-class activity with say a word from activity 2 (e.g. paint) and tell the pupil to
different pupils taking turns to spell out a word for the go and stand next to the pupil holding the same sound.
class to guess. Ask the class to check if they are standing in the correct
place. Repeat with other pupils and using the following
1 Listen and repeat. Can you hear the sound? words (in a jumbled order):
e 1•31 (/eɪ/ sound) cake, game, eight, name, play
• Open Class Books at page 20. Focus pupils’ attention on the (/æ/ sound) cat, bag, black, hat.
pictures in activity 1. Read the words aloud with pupils.
4 Listen and say. e 1.34
• Play the track and point to the pictures as pupils listen.
• Tell pupils to look at the picture and describe what they
can see. Then ask them to look at the tongue-twister and
Transcript read it quietly to themselves.
/eɪ/ – cake
/eɪ/ – play • Say the tongue-twister slowly and then tell pupils to say it
/eɪ/ – rain with you. Play track 34 and tell pupils to repeat.
• Write the words on the board. Say the words and ask
pupils what sound they have in common (/eɪ/). Underline
Transcript
Eight cakes play a game in the rain.
the /eɪ/ sound in the words with a different colour (cake,
play, rain). • Play the track a few times until pupils are confident saying
the tongue-twister. Then tell pupils to work in small
• Demonstrate how to make the /eɪ/ sound for pupils to
groups and take turns saying the tongue-twister.
copy you. To produce the sound, partially open your
mouth, spread your lips wide, raise the middle of your
tongue to the roof of your mouth and push it to the front.
TIP Ask pupils to look closely at your mouth as you say
the sound and then the words. Make sure pupils know that
to make the /eɪ/ sound the tip of their tongues should be
down, just behind their bottom front teeth and their lips and
tongue should be quite tense.
• Play the track again, pausing after each line for pupils to
repeat chorally and individually. Ask pupils if they can
hear the /eɪ/ sound in the middle of the words cake, play
and rain.
• Divide the class into pairs to take it in turns to point to a
picture for their partner to say the word.
• Monitor the pairs and help with pronunciation.

Unit 2 43
© Copyright Oxford University Press
 Lesson 8 Round up p. 21
Objectives
Review learning progress with the language of Unit 2
Make a This is me lapbook
Language
Revision of vocabulary and structures from Unit 2
Materials
Class Book p. 21; CD1 track 35; Unit 2 flashcards; This is me
lapbook template (Teacher’s Book p. 144) and the basic
lapbook template (Teacher’s Book p. 27) – one of each
per pupil; paper; scissors; glue; sticky tape
Revision
• Stick the number flashcards for 1–20 on the board. Point
to the numbers one by one and tell pupils to say the
words. Tell pupils to choose six numbers and write them
as numerals in their notebooks.
• Call out the numbers in random order and tell pupils to
cross them off their list. The first pupil to cross out all their
numbers shouts Bingo! Continue the game until all pupils
have crossed out their numbers.
• Revise the questions and answers. Ask pupils to imagine
they are a boy or girl from another country who is
attending their school. Put pupils in pairs to ask each
other about their name, age and where they’re from.
1 Listen and write. Then write the words. e 1•35
• Open Class Books at page 21. Tell pupils to listen and
write the numbers they hear. They should first write the
numbers onto the boats as numerals and then write the
number words underneath as a separate stage. Play the
track through twice for pupils to write the numerals.
Transcript
1 sixteen 6 nineteen
2 twenty 7 fifteen
3 thirteen 8 twelve
4 eighteen 9 fourteen
5 eleven 10 seventeen
• Tell pupils to look at the numerals and now write the
words. Circulate and help as necessary. Play the track
again for pupils to check the words and then check the
answers as a class.
ANSWERS
1 16 sixteen 2 20 twenty 3 13 thirteen
4 18 eighteen 5 11 eleven 6 19 nineteen
7 15 fifteen 8 12 twelve 9 14 fourteen
10 17 seventeen
2 Put the words in order. Then answer the questions.
• Tell pupils to look at activity 2. Tell them they are going to
put the words in order.
• Go through the first question with the class and write the
answer on the board. Tell pupils to complete the activity
in pairs. Check the answers.
ANSWERS
1 What’s your name? 2 How old are you?
44 Unit 2
© Copyright Oxford University Press
3 Where are you from?
• Tell pupils to write answers to the questions for them.
3 Make a This is me lapbook.
Teacher’s Book pp. 27 and 144
TIP See pages 25 and 26 of the How To Do It section
for further information on lapbooks and suggestions for
extension activities.
• If you have made a This is me lapbook, show it to the
class. Hand out the templates and scissors. Show pupils
how to cut out and fold in the flaps on the basic lapbook
template. Make sure they position it on their desks the
right way up (so that it looks like a wardrobe with doors).
• Tell pupils to open the flaps on the basic template and
explain that they are going to stick things inside. Tell them
to cut out and stick the This is me! box from the Unit 2
template at the top of the central section of the lapbook
template and draw their face and colour it in.
• Pupils cut out the I can count to 20! section, fold the two
flaps and stick each flap into the lapbook under This is
me!, creating a pocket. Use tape to seal the bottom of the
pocket.
• Tell pupils to make their own number cards on small
pieces of paper – they can write the numbers 11–20 (or
1–20), then store them in the pocket. Tell them to write the
numbers in figures on one side and in words on the other.
• Finally, tell pupils to cut out the three questions sections
and fold them in half along the dotted lines. They stick
the backs onto the left and right sections of the lapbook
template, creating flaps that can be lifted up. They can
colour in the questions and write their answers under
the flaps. Divide the class into pairs to ask and answer the
questions. Pupils can decorate the cover of the lapbook
and add a title This is me! by (name).
Self-evaluation, test and assessment e 3•47–3•48
• Invite pupils to reflect on what they felt about the
activities in the unit. Follow the procedure described in
Unit 1.
• Pupils are now ready to complete the Unit 2 Test (pp. 119–
120 of this Teacher’s Book). Use CD3 tracks 47 and 48.
• Fill in the evaluation grid for each pupil (see website).
TIP You may now like to do the CLIL unit on the water
cycle. See pp. 76–77 in the Class Book.
Units 3–4
Location lesson
At the station pp. 22–23
Objectives
Identify, say and write words related to transport
Listen to and participate in The Keep Safe! Song
Make a poster about keeping safe
Language
Active: passengers, icicles, a help point, a train driver, a
train, a police officer
Passive: DVD script; hold hands, don’t get lost, wave
goodbye, off we go
Materials
Class Book pp. 22–23; At the station poster; DVD (see
website for script); CD1 tracks 36–40; character flashcards;
magazines; scissors; glue; poster paper
Warmer
• Ask pupils to open out the map at the front of their books
and find the station. Tell them to work in pairs and think of
as many different forms of transport as they can (they can
use the map for inspiration). Ask pairs to share their ideas
with the class.
• Display the At the station poster and ask pupils to open
their Class Books at pages 22–23. Ask what they can
see. What forms of transport can they see? Is the station
busy? What’s the name of the town where the station is?
(Hill Town.)
1 Watch the video. r DVD
• Play the video clip, pausing to summarize the voiceover
and explain new vocabulary as necessary (e.g. station,
train, safe, police officer, help point, platform, passengers).
2 Talk about transport.
• Ask pupils to look at pages 22–23 again. What things can
they see that were on the video? What is similar/different
to the video? Is the town busy or quiet? What are the little
people doing? Where are the little people? What season
is it?
• Ask pupils how they usually travel to school. Ask how they
travel to school when it’s raining or snowing. Ask if they
know any films with trains in them or any other adventure
films. Ask if there is an airport, train station, bus station or
port near where they live.
3 Listen and point. Repeat. Write. e 1•36–1•37
• Point to the items on the poster and say the words. Play
track 36 for pupils to point to the things in their books.
Transcript
a train – a train driver – a help point – passengers – a police
officer – icicles / a help point – a train – icicles – a train driver
– a police officer – passengers / a police officer – a train
driver – passengers – a train – icicles – a help point
© Copyright Oxford University Press
• Play track 37 for pupils to repeat the words.
Transcript
passengers – icicles – a help point – a train driver – a train –
a police officer
• Hold up your Class Book, point to an item and ask What’s
number (1)? Pupils answer A train!
• Read the words in the word pool with pupils and tell them
to write the words. Check the answers.
ANSWERS
1 a train 2 a train driver 3 a help point
4 passengers 5 a police officer 6 icicles
4 Sing The Keep Safe! Song. e 1•38–1•39
• Tell pupils they are going to sing a song about keeping
safe in busy places like a train station. Play track 38.
• Play the song again and mime appropriate actions, e.g.
holding hands, looking for Mum and Dad, waving to a
police officer, circling your arms for wheels.
• Play the track again and encourage pupils to copy your
actions. Practise the song a few times until pupils are
confident. Repeat the song in later lessons and let pupils
try singing with the karaoke version (track 39).
Transcript
(See Class Book p. 23 and the full lyrics on p. 124.)
5 Class project: Make a Keep Safe! poster.
• Tell pupils they are going to make a poster about keeping
safe in busy places. Elicit some ideas on how to keep safe,
e.g. hold hands with parents, ask a police officer for help,
go to the help point. Divide the class into groups of four
and hand out the materials. They can write the title Keep
Safe! and stick magazine cut-outs and draw their own
illustrations and write the new words on the poster.
6 The story so far. Listen and answer the
questions. e 1•40
• Ask pupils what they remember from the story. Play track
40, pausing for pupils to answer.
Transcript
1 Fern, Rowan and Poppy are in boat number 13. – Yes!
2 Sniff is in boat number 13. – Yes!
3 Will, Emily and Russ are in boat number 13. – No!
4 Boat number 13 is in Bridge Town. – No!
5 In Hill Town, it’s winter. It’s snowy. – Yes!
Units 3 and 4 45
 Unit 31
Food and and
Numbers drink
colours
Lesson 1 p. 24
Objectives
Identify and say the names of food and drink items
Listen and participate in a chant
Play a spelling game
Language
Active: spaghetti, salad, rice, fish, milk, bread, chicken, soup
Materials
Class Book pp. 24, 96 (practice); CD1 tracks 41–43;
flashcards for food and drink
Presentation with flashcards
• Stick the flashcards for food and drink on the board. Point
to each flashcard, say the word and ask pupils to repeat.
• Point to the flashcards in random order and say one of the
words – if the word is correct, pupils repeat the word, if it
is wrong they stand up.
• Repeat with all the flashcards.
1 Listen and point. Repeat. Number. e 1•41–1•42
• Open Class Books at page 24. Talk about the picture with
pupils. Hold up your Class Book, point to the food and
drink items and say the words. Play track 41 for pupils to
listen and point in their books.
TIP To support any weaker pupils, hold up your Class Book
and point to the items as the audio plays.
Transcript
milk – salad – spaghetti – chicken – fish – bread – soup
– rice / chicken – bread – fish – salad – rice – milk – soup –
spaghetti / bread – salad – milk – spaghetti – chicken – fish
– rice – soup
• Play track 42 for pupils to repeat the words.
Transcript
spaghetti – salad – rice – fish – milk – bread – chicken – soup
• Read out the words under the picture and tell pupils to
run their fingers along under the words as they listen.
• Tell pupils to look at the picture and number the words.
Check the answers.
ANSWERS
1 milk 2 salad 3 spaghetti 4 chicken 5 fish
6 bread 7 soup 8 rice
TIP When pupils have completed the activity you could
play Pictionary with the food and drink items. Divide the
class into two teams and invite members to take turns to
draw a food or drink item for their team to guess.
2 Talk about food and drink.
• Divide the class into pairs and tell them to make a list of
their favourite foods. Ask pupils to tell you their ideas and
write them on the board. Ask pupils what they usually
46 Unit 3
© Copyright Oxford University Press
have for breakfast. Do they have lunch at home or at
school? Do they ever have a packed lunch? Have they
ever been on a picnic? Are there any foods they don’t like?
3 Chant. e 1•43
• Tell pupils they are going to learn a chant. Play the chant
and practise it with them until they can say it confidently.
Transcript
Spaghetti, spaghetti! Yum! Yum! Yum!
Salad, salad! Yum! Yum! Yum!
Soup, soup! Milk, milk!
Yum, yum, yum, yum, yummy!
Rice, rice! Yum! Yum! Yum!
Fish, fish! Yum! Yum! Yum!
Bread, bread! Chicken, chicken!
Yum, yum, yum, yum, yummy!
(Repeat)
4 Play The Letters Game.
• Tell pupils they are going to play a game which is a
version of Hangman. Write the dashes for the letters of a
food and drink word on the board, e.g. _ _ _ _ (rice). Next
to the dashes draw a stick man with a parachute over
shark-infested water. Explain that this is Parachute Man.
Draw ten strings attaching the parachute to the man and
tell pupils that when they guess a wrong letter, you will
erase one of the strings in his parachute until he loses all
the strings and falls in the water. Pupils take turns to guess
letters and try to work out the word. If they guess any
correct letters, write them in the correct place in the word.
Differentiation
• Below level: Play the game as a whole-class activity.
Provide support by sticking the flashcards for food
and drink on the board and then choosing a word at
random.
• Above level: Pupils do the activity in pairs. They take
turns to choose a word and write the blanks. Tell them
to draw the parachute man in pencil so it’s easy to erase
the strings of the parachute.
Find and circle. Then match. WB p. 96
• Tell pupils that there are food and drink words hidden in
the letter sequences and that they have to find and circle
them. Then they match the words to the pictures.
• Pupils complete the activity individually or in pairs.
ANSWERS
1 fish 2 chicken 3 salad 4 milk 5 spaghetti
6 bread 7 soup 8 rice
Lesson 2 p. 25
Objectives
Write the words for food and drink
Listen to and participate in a song
Language
Active: spaghetti, salad, rice, fish, milk, bread, chicken, soup
Passive: My favourite food is … I really love … Waiter!
Excuse me, please.
Materials
Class Book pp. 25, 96 (practice); CD1 tracks 43–45;
flashcards for food and drink; word cards of food
vocabulary (prepared by the teacher); a box (large
enough for word cards and flashcards); paper (optional)
Warmer
TIP Prepare word cards for the food and drink vocabulary
set before the lesson. See the How To Do It section for further
information.
• Place the word cards in a box. Stick the flashcards for
food and drink on the board. Point, say the words and ask
pupils to repeat. Invite a pupil to the front to pick a word
card from the box and stick it under the correct flashcard.
Ask the class to check if the word card is in the correct
place. Repeat with other pupils.
Chant revision e 1•43
• Ask pupils if they can remember the chant from the
previous lesson. Play the chant and tell pupils to clap
rhythmically as they listen.
• Ask pupils to stand opposite a partner. Play the chant
again for pupils to say it to their partner.
1 Write and say.
• Open Class Books at page 25. Ask pupils what foods they
can see in the photos.
• Hold up your Class Book and tell pupils to repeat as you
point to the photos and say the words.
• Tell pupils to write the words under the correct photos.
Check the answers with the class, then tell pupils to take
turns to point and say the words in pairs.
ANSWERS
1 salad 2 chicken 3 rice 4 bread 5 spaghetti
6 soup 7 fish 8 milk
Differentiation
• Below level: Write the words in random order on the
board. Tell pupils to work in pairs and look at the words
on the board for support.
• Above level: Pupils do the task individually and then
check their answers in pairs. Pupils can then play a
game. They close their Class Books and write as many
food and drink words as they can remember. They then
order the words in alphabetical order.
Extension activity
• Ask pupils to close their Class Books. Write the first letter
of a food or drink word on the board. Ask pupils to try
© Copyright Oxford University Press
and guess the word and write it on the board or invite
individuals to write the word on the board.
2 Sing The Food Song. e 1•44–1•45
• Ask pupils to describe the picture. Play the song (track 44)
for pupils to listen. Explain any vocabulary as necessary,
e.g. waiter, Excuse me.
• Play the song again and mime actions, e.g. signalling the
waiter, sitting ready with knife and fork in hands looking
eager, eating food.
• Play the song for pupils to sing and do the actions.
Practise it until pupils feel confident.
• Repeat the song in later lessons and let pupils try singing
with the karaoke version (track 45).
Transcript
(See Class Book p. 25 and the full lyrics on p. 124.)
Extension activity e 1•44
• Pupils sit or stand in a circle. Play the song as pupils pass
around the flashcards, face down.
• Pause the song. Everyone with a flashcard takes turns to
turn over their flashcard and say the word.
Look and write. Which foods are missing? Say.
WB p. 96
• Ask pupils to look at activity 2. Elicit the names of the food
and drink items in the picture.
• Tell pupils to write the food or drink for each character
and then write the names of the two missing foods.
• When they have finished, pupils take turns to point and
say the words.
ANSWERS
1 milk 2 fish 3 soup 4 chicken 5 spaghetti
6 salad
The missing foods are bread and rice.
Extension activity
• Divide the class into two teams. Place the flashcards for
food and drink in a box. Ask a member from Team A to
come to the front and pick a card. The team member has
to mime eating or drinking the item to their team mates
who have to guess the food or drink.
• Repeat the process with Team B. The game continues until
there are no flashcards left.
Recording vocabulary (optional)
• Write Food and drink on the board and elicit the
vocabulary. Encourage pupils to tell you words from
Levels 1 and 2. Ask pupils to choose six to eight foods
from the list. Hand out paper and tell them to draw, colour
and label their items. Pupils can then compare their
drawings and also check each other’s words. Encourage
pupils to keep their drawings in a file labelled My Picture
Dictionary and add to this with other vocabulary sets.
Unit 3 47
 Lesson 3 I’m hungry! pp. 26–27
Objectives
Use sound effects to predict where a story takes place
Listen to, read and understand a story
Act out a story
Language
Active: Where’s Will? I’m hungry. I’m thirsty. This is Emily.
Sorry. No, thank you.
Passive: Do you like soup? No, I don’t like soup. I’m very happy.
Materials
Class Book pp. 26–27; DVD; CD1 tracks 44, 46–47;
flashcards for food and drink
Warmer (song revision) e 1•44
• Ask pupils to stand in a circle. Lay the flashcards on the
floor face down. Play The Food Song (track 44). Pupils sing
and walk around the flashcards.
• Pause the song and say a pupil’s name. The pupil picks up
any flashcard and says the word.
• Repeat until there are no flashcards left on the floor.
1 Listen. Where’s the story? e 1•46
• Ask pupils to open out the map at the front of their books.
Recap the Unit 2 story with them and ask if they can
remember where the little people were at the end of the
story. Tell them to listen to some sound effects and try to
guess where the next episode will take place.
• Play the track for pupils to listen and look at the map and
point to the story location.
Transcript
Sounds of a canal – water lapping, a barge being moored, etc.
Sounds of a cafe door closing, a till opening, muffled voices,
clinking of cutlery. Train station noises, puffing of steam train,
brakes, whistle blowing.
• Ask pupils what they heard and where they think the story
takes place. Hold up your map and point to the station
(and the canal near it) to confirm their answers. Ask pupils
what they think the little people will be doing in this story.
Take all suggestions but don’t indicate if they are right or
wrong. Ask if they can they remember where the station is
(Hill Town).
Story preparation
• Open Class Books at page 26. Point to frames 1 and 2 and
ask pupils to say who they can see and what they think is
happening. Tell pupils to close their books and say what
they think will happen in the story.
2 Now watch or listen and read. r e 1•47
• Play the story on the DVD or play the story on the CD with
pupils following in their Class Books (tell them to point to
the pictures as they listen).
Transcript
1 Fern: Where’s Will?
Sniff: It’s OK, Fern.
2 Rowan: I’m hungry.
48 Unit 3
© Copyright Oxford University Press
Poppy: I’m thirsty.
Sniff: Look! There’s a cafe.
3 Sniff: Do you like soup, Fern?
Fern: No, I don’t like soup.
4 Rowan: Do you like salad?
Fern: Yes, I like salad.
Will: I don’t like fish!
5 Fern: Will!
Will: Hello, everyone!
6 Fern: I’m very happy, Will.
Rowan: And I’m hungry!
7 Emily: I’ve got sandwiches and juice.
Will: This is Emily.
Rowan & Poppy: And Russ!
8 Will: Orange juice, Rowan?
Rowan: Yuk!
Poppy: Rowan!
Rowan: Sorry. No, thank you, Will.
• Say I’m hungry/thirsty and ask confident pupils to mime
the meaning, e.g. rubbing their stomach to show hunger,
drinking water to show thirst. Draw a smiley face on the
board and a frowning face. Hold up a food flashcard and
ask a confident pupil Do you like …? They point to the
correct face or reply with Yes, I like … or No, I don’t. Repeat
with more pupils.
• Play the story again. Pause at regular intervals and ask
questions to ensure understanding. For example, ask who
is hungry (Russ). Who is thirsty? (Poppy.) Does Fern like
soup? (No, she doesn’t.) Why is Fern happy? (Because Will
is there.)
TIP Hand out the flashcards to individual pupils and play
the story again. Tell pupils to hold up the food items when
they hear them in the story. Ask the other pupils to check if
they are correct.
Story recapping
• Divide the class into three groups. Assign one group the
beginning, the second group the middle and the third
group the end of the story. Tell each group to read their
part of the story. Set a time limit and then ask each group
to retell their part of the story in turn.
Class theatre e 1•47
• Divide the class into groups of six and assign each pupil a
character: Poppy, Fern, Rowan, Emily, Will and Sniff.
TIP Russ does not speak so his part is not allocated. Pupils
can hold up the flashcard of Russ when acting out the story.
• Help pupils to act out the story in groups, following the
procedure described in the How To Do It section.
Lesson 4 p. 27
Objectives
Match questions and answers from the story
Understand the importance of being polite and talk
about it together
Start a class project about being polite
Language
Active: story language from Lesson 3; Yes, please. No,
thank you.
Passive: being polite
Materials
Class Book pp. 27, 97 (practice); character flashcards;
paper (optional)
Warmer
• Use the Sniff flashcard to ask Do you like soup, Fern?, then
hold up the Fern flashcard and say No, I don’t like soup.
Encourage the whole class and then individual pupils to
copy the dialogue.
• Ask pupils to retell the story to each other in pairs, doing
actions for each part of the story. Invite one or two pairs to
the front to retell the story for the class.
1 Read and match. Write the story frame number.
• Open Class Books at page 27. Read the first speech bubble
in activity 1 and elicit the response (It’s OK, Fern).
• Tell pupils to match the speech bubbles to make pairs
from the story. Then ask pupils to number the dialogues
with the correct story frame number.
ANSWERS
Do you like soup, Fern? No, I don’t like soup. (frame 3)
Orange juice, Rowan? Yuck! (frame 8)
I’m hungry. I’m thirsty. (frame 2)
2 Which pictures show Rowan being polite? Look
and tick (f).
• Ask pupils to look at the pictures and speech bubbles and
say which pictures show Rowan being polite (teach the
word polite). Ask them to justify their answers and say how
Rowan is being polite in these pictures.
• Tell pupils to tick the correct pictures (pictures 1 and 3).
Ask them to tell you what Rowan says in frame 8 that isn’t
polite (Yuck!). What does he then say to reply to Will’s offer
in a more polite way? (No, thank you.)
3 Talk about being polite.
• Ask pupils what sort of behaviour is rude or impolite. What
sort of things can they say to be polite? Do they always
say please and thank you when they are supposed to?
What do people do or say to be rude? How would they
feel if they offered someone something and they turned it
down by pulling a face? Would they be offended?
• Ask pupils to imagine they are the characters in the story.
Divide the class into groups and allocate each group a
character: Poppy, Fern, Emily or Russ. Ask pupils to think
about what their character would do if they were offered
© Copyright Oxford University Press
food by Will. Invite groups to report back their ideas to the
class.
CITIZENSHIP Remind pupils of the importance of being
polite when offered something, even if you don’t want
it. Explain that this is respectful and avoids hurting other
people’s feelings.
• Ask pupils to think of a time when someone was rude to
them and ask how it made them feel.
• Tell pupils to work in pairs and tell their partner. Do a
whole-class feedback.
Role-play
• Tell pupils they are going to do a role-play. Divide the class
into groups of four and tell them to think of a situation
where they need to be polite. Give them some examples,
e.g. someone offers them something, someone offers to
help with something.
• Tell the groups to practise acting out their situations. Tell
them they have to say Yes, please or No, thank you in their
role-play. Say Yes, please and No, thank you for pupils to
repeat chorally and individually.
• Monitor the groups and encourage them to be expressive
when they are role-playing the situation, for example,
pleasant, friendly and smiling.
• Join two groups together to act out their situations
to each other. The group listening has to say what the
situation is and why it is important to be polite in this
situation.
Extension activity
• Ask pupils to draw a picture to illustrate a time when they
were polite. Take in the pictures and put them on the wall
under the heading Being polite to make a display.
Look, read and number. Then say. WB p. 97
• Tell pupils to work in pairs to match the speech bubbles
to the pictures. Then pupils say the speech bubbles in
pairs.
ANSWERS
1 Yes, I like salad. 2 Hello, everyone!
3 I’ve got sandwiches and juice. 4 Orange juice,
Rowan?
Can you remember? What food doesn’t Fern like?
Write. WB p. 97
• Ask pupils if they can remember what food Fern doesn’t
like in the story. Tell them to write what they think it is and
then look back at the story to check (soup).
Write the missing words. Is Russ being polite?
WB p. 97
• Tell pupils to complete the speech bubbles, using the
word pool. Ask them to say if Russ is being polite or not.
ANSWERS
Fish, Russ? No, thank you.; Yes, Russ is being polite.
Unit 3 49

Lesson 5 p. 28
Objectives
Understand and use Do you like …? Yes, I like …/No, I
don’t like …
Language
Active: Do you like (spaghetti)? Yes, I like (spaghetti). No, I
don’t like (spaghetti).
Materials
Class Book pp. 28, 98 (practice), 116 (Extra grammar
practice); CD1 track 48; flashcards for food and drink;
sticky notes (optional)
TIP You can use the Extra grammar practice page for Unit 3
(see Class Book p. 116) at any point from this lesson onwards
to support the presentation and practice of this unit’s
grammar structures.
Warmer
• Place the food and drink flashcards on a table face up.
Ask pupils to gather around the table. Say (Maria) show
me the bread, please. The pupil then holds up the correct
flashcard. Repeat with other pupils.
1 Listen and repeat. Then ask and answer. e 1•48
• Open Class Books at page 28. Tell pupils they are going
to listen to Sniff and Poppy asking and answering about
whether they like or don’t like different foods.
• Play the track and ask pupils to read the speech bubbles
while they listen. Play the track again, pausing for pupils to
repeat.
Transcript
Sniff: Do you like spaghetti?
Poppy: Yes, I like spaghetti.
Sniff: Do you like rice?
Poppy: No, I don’t like rice.
• Check that pupils understand the meaning and then put
pupils in pairs to act out the conversation.
• Practise the structures with the class. Bring a pupil to the
front to demonstrate a substitution activity:
Teacher: Do you like (soup)?
Pupil (answering for him/herself ): Yes, I like (soup) or No, I
don’t like (soup).
• Show the meaning by using appropriate facial expressions
and saying Yum! or Yuck! Repeat with different foods
and different pupils. Pupils practise similar questions and
answers in their pairs.
TIP Stick the flashcards for food and drink on the board as
a prompt.
2 Write.
• Ask pupils to look at activity 2. Explain that the characters
are asking each other what food they like and don’t like.
Tell pupils they can find the answers by looking at the
characters’ facial expressions. Point to Poppy’s face in
number 1 and ask Is she happy? (No.) Does she like milk?
(No.) Tell pupils to complete the activity and then check
the answers in pairs.
50 Unit 3
© Copyright Oxford University Press
ANSWERS
2 you like, like 3 Do you like, Yes, like
4 Do you like, No, don’t like
Differentiation
• Below level: Work with a group of lower-level pupils.
Draw a smiley face and a frowning face on the board
and elicit that these mean like and don’t like. Point to
number 2 and elicit the question. Point to the smiley
face and elicit the answer. Repeat with the other
questions.
• Above level: Pupils do the activity individually and then
work in pairs to say the sentences. Fast finishers can
draw and write similar question and answer prompts
for Will and Emily for a partner to complete.
3 Answer for you. Then ask a friend.
• Tell pupils to look at activity 3. Ask a few individuals the
questions, then tell pupils to write answers for themselves.
When they have finished, tell pupils to work in pairs and
ask and answer the questions. Have a feedback session
about likes and dislikes.
TIP You could extend this into a class survey. Stick the
flashcards on the board, then point to the fish flashcard and
ask Do you like fish? Ask pupils to put up their hands if they
answer Yes. Count the pupils and write the number under
the flashcard. Repeat with several flashcards and then read
out the results of the survey. You could also ask individuals
to take your place at the board. Help the pupil to count the
number of pupils and write the number.
Extension activity
• Give each pupil a sticky note. Tell them to draw three
items of food on it and then stick it on their forehead. Tell
them they are going to walk around the class, look at each
other’s drawings and ask and answer about them.
• Demonstrate the activity first with a pupil. Draw three
food items on a sticky note and stick it to your forehead,
then ask a confident pupil to do the same. Ask the pupil
about their food items using the structure Do you like …?
Encourage the pupil to ask questions about your food
drawings using Do you like …?
• Tell pupils to do the activity. When they have finished, ask
them to share some of the answers with the class.
Look and write. WB p. 98
• Check that pupils understand the meaning of the smiley/
frowning faces, i.e. like/don’t like.
• Tell pupils to do the activity individually, then check their
answers in pairs. Check the answers as a class.
ANSWERS
I like salad and chicken. I don’t like spaghetti.
I like soup and bread. I don’t like fish.
Lesson 6 p. 29 2 Ask and answer. Tick (f) or cross (g).
• Tell pupils to complete the Me section for themselves.
Objectives • When they have finished, they ask questions using Do you
Listen and get information about likes and dislikes like …? to complete the table about a partner.
Complete sentences about likes and dislikes • Have a feedback session about likes and dislikes.
Play The Food Game
3 Draw and write.
Language • Ask pupils to work in pairs and write as many food and
Active: Do you like (bread)? Yes, I like (bread). No, I don’t like drink items as they can. Make a list on the board. Use the
(bread). food flashcards from Level 2 to revise food words.
• Tell pupils to think about which foods they like and dislike
Materials and draw pictures of them on the plates. They can draw
their face in the space. Tell them to write sentences using
Class Book pp. 29, 98 (practice); CD1 tracks 44 and 49;
the structure I like / I don’t like. Ask pupils to share their
all flashcards for food and drink from Levels 2 and 3;
sentences with the class during a feedback stage.
Photocopy Master Unit 3 Lesson 6 – one per pupil (see
website); completed fortune teller (prepared by the 4 Play The Food Game.
teacher); scissors
Photocopy Master Unit 3 Lesson 6
• Tell pupils that they are going to make a fortune teller.
Warmer e 1•44 Show them the one you have prepared. Hand out the
• Play Musical Chairs. Arrange eight chairs in a circle and templates and scissors and ask them to cut out the
place the Level 3 flashcards for food and drink on the fortune teller along the dashed lines.
chairs. Play The Food Song and tell eight pupils to walk • Tell pupils to colour in the food and drink items and
around the chairs. Pause the music and tell pupils to to complete the face next to each item with a smile
quickly sit on the chairs. They pick up the flashcard and or a frown according to whether they like or don’t like
ask the pupil sitting next to them about the food or drink the food.
item using Do you like …? Repeat with eight different
• Demonstrate how to make the fortune teller. First turn the
pupils until all pupils have had a turn.
template over so that the blank side is facing up and then
1 Listen and tick (f) or cross (g). e 1•49 fold all four corners into the centre (so that the foods are
visible). Then turn the template over and fold the corners
• Open Class Books at page 29. Tell pupils they are going
into the centre again.
to listen to the two children in the photos asking and
answering about their likes and dislikes. • Turn the template over again and demonstrate how to
write four numbers on the outside flaps. They can be any
• Play the track through first for pupils to listen. Ask pupils to
four consecutive numbers between 11 and 20.
point to each food as they hear it mentioned.
• Show pupils how to put their fingers under the number
Transcript flaps and push the corners up and together to make the
Amy: Ben, do you like bread? fortune teller (with the numbers visible on top).
Ben: Yes, I like bread. • Demonstrate the activity with a confident pupil. Hold out
Amy: Do you like soup? your fortune teller. The pupil chooses a number and you
Ben: No, I don’t like soup. count that many times, opening and closing the teller.
Amy: Do you like fish? The pupil chooses one of the food items and asks Do you
Ben: No, I don’t like fish. like …? You answer Yes, I like … / No, I don’t like … and open
Amy: Do you like salad? the flap to show your smiley or sad face.
Ben: Yes, I like salad. • Divide the class into pairs to ask and answer with their
Ben: Amy, do you like chicken? fortune tellers.
Amy: No, I don’t like chicken.
Ben: Do you like rice? Look. Write questions and answers. WB p. 98
Amy: Yes, I like rice. • Ask pupils to look at activity 2. Point out the facial
Ben: Do you like milk? expressions of the characters and elicit whether they like
Amy: Yes, I like milk. or dislike the food. Tell pupils to complete the questions
Ben: Do you like spaghetti? and answers and then check their answers in pairs. Check
Amy: No, I don’t like spaghetti. the answers as a class.
• Tell pupils to listen again and put a tick or cross next to ANSWERS
each food or drink. Play the track twice and then check 1 Do you like spaghetti, Will? Yes, I like spaghetti.
the answers. 2 Do you like milk, Emily? No, I don’t like milk.
ANSWERS 3 Do you like fish, Sniff? No, I don’t like fish.
Ben: bread f salad f soup g fish g Amy: rice f milk f 4 Do you like chicken, Poppy? Yes, I like chicken.
chicken g spaghetti g

Unit 3 51
© Copyright Oxford University Press
 Lesson 7 Sound play p. 30
Objectives
Recognize and say the /iː/ sound
Practise the /iː/ sound in a tongue-twister
Language
Active: bee, tea, cheese
Passive: leaves, fish, feet, three, tree
Materials
Class Book p. 30; CD1 tracks 17–18 and 50–53; a stop
watch (optional)
Warmer e 1•17–1•18
• Play The Alphabet Song (track 17) for pupils to sing. When
they have sung it a couple of times, try singing it with the
karaoke version (track 18).
• Say the /eɪ/ sound from the Unit 2 Sound play lesson. Tell
pupils to repeat the sound. Then say cake, play and rain
and ask pupils to repeat, first chorally, then in groups and
finally individually.
1 Listen and repeat. Can you hear the sound? e 1•50
• Open Class Books at page 30. Focus pupils’ attention on
the pictures and words in activity 1. Read the words aloud
with pupils.
• Play the track and point to the pictures as pupils listen.
Transcript
/iː/ – bee
/iː/ – tea
/iː/ – cheese
• Write the words on the board. Say the words and ask
pupils what sound they have in common (/iː/). Underline
the /iː/ sound in the words with a different colour (bee, tea,
cheese). Point out how different combinations of letters
can make the same sound in English.
• Demonstrate how to make the /iː/ sound for pupils to
copy you. To produce the sound, put your tongue high
and at the front of your mouth and stretch out your lips,
then make a long voiced sound.
TIP Ask pupils to look closely at your mouth as you say the
sound and then the words. Make sure pupils know that to
make the /iː/ sound the tongue should be at the front of
the month and the mouth pulled back as though you are
smiling. The sound comes from the back of the throat.
• Play the track again, pausing after each line for pupils to
repeat chorally and individually. Ask pupils if they can hear
the /iː/ sound in the words bee, cheese and tea.
• Divide the class into pairs to take it in turns to point to a
picture for their partner to say the word.
• Monitor the pairs and help with pronunciation.
2 Listen and tick (f) if you hear the sound. e 1•51
• Tell pupils they are going to listen and tick if they hear the
/iː/ sound. Before you play the track, read the words and
ask pupils to repeat. Then play the track and ask pupils to
stand up when they hear the /iː/ sound.
52 Unit 3
© Copyright Oxford University Press
Transcript
/iː/ leaves
/iː/ fish
/iː/ feet
/iː/ three
/iː/ tree
• Play the track again and tell pupils to tick the words that
have the /iː/ sound.
3 Listen and check. Repeat. e 1•52
• Tell pupils to listen and check their answers. Play the track.
Transcript and answers
/iː/ – leaves – feet – three – tree
• Play the track again for pupils to repeat the words.
Extension activity
• Tell pupils you are going to say different words. When
they hear the /iː/ sound, they should repeat the word
and flap their hands like the wings of a bee. When they
hear a different sound, they should fold their arms. Say
the following words in random order and allow pupils to
respond after each:
(/iː/ sound) bee, cheese, tea, feet, skis, three, green, leaves
(/ɪ/ sound) fish, six, Sid, milk, skip, Will
TIP To help pupils remember the target sound, draw a
picture of a bee on the board, write bee and underline the /
iː/ sound (bee). Exaggerate your mouth movements when
saying the words with the /iː/ sound, to help pupils identify
the sound.
4 Listen and say. e 1•53
• Tell pupils to look at the picture and describe what they
can see. Then ask them to look at the tongue-twister and
read it quietly to themselves.
• Say the tongue-twister slowly and then tell pupils to say it
with you. Play track 53 and tell pupils to repeat.
Transcript
Three bees eat cheese in a tree.
• Play the track a few times until pupils are confident saying
the tongue-twister. Then tell pupils to work in small
groups and take turns saying the tongue-twister.
Lesson 8 Round up p. 31
Objectives
Review learning progress with the language of Unit 3
Make a My food and drink book
Language
Revision of vocabulary and structures from Unit 3
Materials
Class Book p. 31; CD1 track 54; Unit 3 flashcards; My food
and drink book template (Teacher’s Book p. 145) – one
per pupil; scissors; old magazines and basic lapbook
template (Teacher’s Book p. 27) or paper/card (optional –
for extension activity)
Revision
• Stick the flashcards on the board. Point to the flashcards
and ask pupils to say the words. Tell pupils to sit in a circle
with you. Say the sentence I like spaghetti. Tell the pupil
next to you to repeat the sentence but add another food
word, e.g. I like spaghetti and fish. The next child repeats
the sentence and adds another word, e.g. I like spaghetti,
fish and bread. The game continues around the circle until
all the flashcards have been included in the sentence.
• Give pupils two minutes to look through the unit and
tell you some of the other things they have learned. Tell
them to think about any other vocabulary or phrases they
can remember from the songs and story, the story value
(being polite), the /iː/ sound, etc.
• Revise Do you like …? by asking pupils to ask and answer
the question in pairs about different food and drink items,
(e.g. using the photos on page 25).
1 Listen and number. Then write and say. e 1.54
• Open Class Books at page 31. Tell pupils to look at the
picture and say what food they can see. Tell them to listen
and write the numbers in the boxes. Play the track.
Transcript and answers
1 soup 5 rice
2 salad 6 chicken
3 fish 7 milk
4 spaghetti 8 bread
• Tell pupils to write the words. Check the answers.
2 Look and write.
• Tell pupils to look at the pictures and write Do you like and
the food word. Elicit that a smiley face means I like and a
frowning face means I don’t like and tell pupils to write the
answer for each question, based on the face. Check the
answers.
ANSWERS
1 Do you like milk? Yes, I like milk.
2 Do you like rice? No, I don’t like rice.
3 Do you like soup? No, I don’t like soup.
4 Do you like fish? Yes, I like fish.
© Copyright Oxford University Press
3 Make a My food and drink book.
Teacher’s Book p. 145
TIP Make a book yourself before the lesson.
• Tell pupils they are going to make a My food and drink
book like the one in the photo. Show them the book you
have made.
• Give out the templates and scissors and tell pupils to
cut out along the dashed line around the edge of the
template.
• Demonstrate how to create the book and ask pupils to
copy each stage. Monitor carefully to make sure that
they are following you. First, fold the template in half
widthways along the central dotted line. Cut in from
the folded edge along the short section of dashed
line to make a long slit in the middle of the template.
(Stop cutting when you get to the dotted line!) Open
out the template. Fold along all the dotted lines and
press to crease (you can fold the template into a small
rectangle and press down all the edges). Unfold the paper
completely. Then fold the template lengthways and push
the outer edges in so that the slit you have cut opens up
and the inner edges meet. Fold the pages around so that
the cover is at the front and page 7 is at the back.
• When the book is assembled, pupils write their name on
the front and draw and colour different foods and drink on
the plates, in the bowls and in the glass, then completing
the faces with a smile or a frown depending on whether
they like the item or not. On pages 6 and 7 they complete
the sentences with the names of food or drink items they
have drawn.
• Tell pupils to ask and answer Do you like (milk)? Yes, I like
(milk). No, I don’t like (milk). They can do this in pairs or
small groups.
TIP See the How To Do It section for information on how to
create a lapbook with collages of liked/disliked foods.
Self-evaluation, test and assessment e 3•49
• Invite pupils to reflect on what they felt about the
activities in the unit. Follow the procedure described in
Unit 1.
• Pupils are now ready to complete the Unit 3 Test (pp.
122–123 of this Teacher’s Book). Use CD3 track 49.
• Fill in the evaluation grid for each pupil (see website).
TIP You may now like to do the Culture unit Food and me!
See pp. 84–85 in the Class Book.
Unit 3 53
 Unit 41
At the shop
Numbers and colours
Lesson 1 p. 32
Objectives
Identify and say the names of things in a gift shop
Copy the words to label a picture
Listen to and participate in a chant
Play a guessing game
Language
Active: a key ring, an ice cream, a car, a doll, a comic, a ball,
a postcard, a puzzle
Materials
Class Book pp. 32, 99 (practice); CD2 tracks 1–3; flashcards
for things in a shop x8 (including car, doll and ball from
Level 1); paper
Presentation with flashcards
• Stick the flashcards for things in a shop on the board in a
row. Point to each flashcard, say the word and ask pupils
to repeat.
• Turn the last card in the row over so that the picture
cannot be seen. Tell pupils to say each word again,
including the last one, from memory. Repeat the
procedure so that finally pupils are saying each word from
memory.
1 Listen and point. Repeat. Write. e 2•1–2•2
TIP For extra practice before pupils do activity 1, have
pupils sit in a circle. Hand out the flashcards to different
pupils. Play track 1 and tell pupils to hold up their card when
they hear that word. Pause the track after each word for the
other pupils to say if the correct card is being held up.
• Open Class Books at page 32. Talk about the picture with
pupils. Hold up your Class Book, point to the items and
say the words. Play track 1 for pupils to listen and point in
their books.
Transcript
a ball – an ice cream – a car – a doll – a postcard – a puzzle –
a comic – a key ring / a puzzle – a postcard – a ball – a comic
– a doll – a car – a key ring – an ice cream / an ice cream
– a doll – a puzzle – a ball – a key ring – a car – a comic – a
postcard
• Play track 2 for pupils to repeat the words.
Transcript
a key ring – an ice cream – a car – a doll – a comic – a ball –
a postcard – a puzzle
• Read the words in the word pool with pupils and tell them
to write the words on the picture. Check the answers.
ANSWERS
1 a ball 2 an ice cream 3 a car 4 a doll
5 a postcard 6 a puzzle 7 a comic 8 a key ring
54 Unit 4
© Copyright Oxford University Press
2 Talk about shopping.
• Ask pupils about their experiences of shopping. Do they
like going shopping? Who do they go shopping with?
How often do they go? Do they have a favourite shop?
What sort of things can you buy there? Have they ever
been to a gift shop? Were they on holiday? What did
they buy?
3 Chant. e 2•3
• Tell pupils they are going to learn a chant. Play the chant
and practise it with them until they can say it confidently.
Transcript
A key ring and a comic, please!
A doll and a ball, please!
A postcard and a puzzle, please!
A car and an ice cream, please!
(Repeat)
4 Play The Guessing Game.
• Start by making a very simple drawing of each of the new
vocabulary items on the board and asking What is it?
• Tell pupils to work with a partner. Hand out paper and tell
them they are going to draw half of an object from the
shop. Their partner has to guess what the object is. Pupils
have three guesses. If they guess correctly, they get their
partner’s drawing. After four drawings, the pupil with the
most drawings wins.
Differentiation
• Below level: Play the game with a group of lower-level
pupils and stick the flashcards on the board to provide
extra support.
• Above level: Higher-level pupils can play in pairs with
their Class Books closed.
Find, circle and write. WB p. 99
• Tell pupils to find and circle the words in the grid and
then write each word under the correct picture. Check the
answers.
ANSWERS
2 doll 3 postcard 4 car 5 ball 6 puzzle
7 key ring 8 comic
Extension activity
• Play Hot Seat! Place a chair at the front of the classroom
and sit on it. Tell pupils you are going to mime a clue
about one of the things in a shop and you want them to
guess what the word is. For example, mime picking up
a postcard and writing on it, sticking a stamp on it and
putting it in a post box. When pupils have guessed your
word, invite pupils to sit on the seat and mime a clue for
the class to guess.
Lesson 2 p. 33
Objectives
Identify, say and write numbers 10–100 (in tens)
Listen to and participate in a song
Language
Active: ten, twenty, thirty, forty, fifty, sixty, seventy, eighty,
ninety, one hundred
Passive: We’re at the market. We love shopping. A (key ring),
please. (Ten) cents, please.
Materials
Class Book pp. 33, 99 (practice); CD2 tracks 3–7; flashcards
for numbers 10–100; card, re-usable adhesive and
scissors (optional)
Warmer (chant revision) e 2•3
• Ask pupils if they can remember the chant from the
previous lesson. Play the chant and tell pupils to clap
rhythmically as they listen.
• Ask pupils to stand opposite a partner. Play the chant
again for pupils to say it to their partner.
Presentation with flashcards
• Stick the flashcards for numbers 10–100 on the board.
Point to each flashcard, say the number and ask pupils to
repeat. Repeat several times.
• Put the flashcards in a pile face down on your table.
• Pick up the first card, show it briefly and put it down again.
Pupils say the number. Repeat with the rest of the cards,
becoming faster with each one. Pupils have to try to keep
up with you by saying the words as quickly as they can.
1 Listen and point. Repeat. Write. e 2•4–2•5
• Open Class Books at page 33. Ask pupils what they can
see. Hold up your Class Book and point and say the
numbers. Play track 4 for pupils to point to the numbers in
their books.
Transcript
ten – twenty – thirty – forty – fifty – sixty – seventy – eighty
– ninety – one hundred / one hundred – ninety – eighty –
seventy –sixty – fifty – forty – thirty – twenty – ten / sixty
– one hundred – ten – thirty – twenty –forty – ninety – fifty
– eighty – seventy
• Play track 5 for pupils to repeat the numbers.
Transcript
ten – twenty – thirty – forty – fifty – sixty – seventy – eighty
– ninety – one hundred
• Read out the numbers in the word pool and tell pupils to
run their fingers along the words as they listen. Read them
again with pupils joining in.
• Tell pupils to write the words. Check the answers.
ANSWERS
1 ten 2 twenty 3 thirty 4 forty 5 fifty 6 sixty
7 seventy 8 eighty 9 ninety 10 one hundred
© Copyright Oxford University Press
Differentiation
• Below level: Point to the price tags and elicit the
numbers. Write the number words on the board in the
correct order for pupils to refer to for support. Tell pupils
to work in pairs.
• Above level: Pupils can do the activity individually and
then check their answers in pairs. Fast finishers can
point to a price tag for their partner to say the number.
Team game (optional)
• Divide the class into two or more teams. Give each team
some card and tell them to cut the card into 10 pieces
and write the number words on the cards (in tens).
Stick the flashcards for numbers around the classroom.
When pupils have finished making their word cards, tell
them you are going to say a number word and the team
members have to run and put their word card on the
correct flashcard (using re-usable adhesive).
2 Sing The Shopping Song. e 2•6–2•7
• Ask pupils to look at the picture and say what they can
see. Play the song (track 6) for them to listen. Explain any
vocabulary as necessary, e.g. market, shopping, cent.
• Play the song again and mime actions, e.g. swing your
arms to indicate walking to market, make gestures to pick
up items and exchange money.
• Play the song for pupils to sing and do the actions.
Practise it until pupils feel confident.
• Repeat the song in later lessons and let pupils try singing
with the karaoke version (track 7).
Transcript
(See Class Book p. 33 and the full lyrics on p. 124.)
Look and write. WB p. 99
• Ask pupils to look at activity 2. Tell them to write
the number words (they can look back at page 33 if
necessary). Check the answers in pairs before checking as
a class.
ANSWERS
2 ninety 3 eighty 4 forty 5 one hundred
6 twenty 7 thirty 8 sixty 9 seventy 10 fifty
Chinese whispers (optional)
• Tell pupils to sit in a circle with you. Whisper a number to
the pupil next to you. This follows around the circle until
the last child says the number and then goes and writes
it on the board. The class checks if the spelling is correct.
Continue the game starting and finishing with different
pupils each time.
Unit 4 55
 Lesson 3 Look! It’s a doll! pp. 34–35
Objectives
Use sound effects to predict where a story takes place
Listen to, read and understand a story
Act out a story
Language
Active: I’ve got an idea. Wait here. Help me! It’s cold. It’s (a
doll). Here’s the (ice cream).
Passive: Can I have an ice cream, please? How much is it?
It’s 80 cents.
Materials
Class Book pp. 34–35; DVD; CD2 tracks 6–9; flashcards for
things in a shop
Warmer (song revision) e 2•6–2•7
• Ask pupils to stand in a circle. Lay the flashcards on the
floor face down. Play The Shopping Song (track 6). Pupils
sing and walk around the flashcards.
• Pause the song and say a pupil’s name. The pupil picks up
any flashcard and says the word.
• Repeat until there are no flashcards left on the floor.
TIP When pupils are confident with the song, they can sing
it with the karaoke version (track 7).
1 Listen. Where’s the story? e 2•8
• Ask pupils to open out the map at the front of their books.
Recap the Unit 3 story with them and ask if they can
remember where the little people were at the end of the
story. Tell them to listen to some sound effects and try to
guess where the next episode will take place.
• Play the track for pupils to listen and look at the map and
point to the story location.
Transcript
Sounds of a train station in the background: puffing of a steam
train, whistles blowing and passengers moving about. Sounds
of a shop door opening, then sounds of shoppers, a till opening
and closing.
• Ask pupils what they heard and point to the relevant
place on the map. Hold up your map and point to the
station to confirm their answers. Ask them to look at the
gift shop on page 23. Ask pupils what they think the little
people will be doing in this story. Take all suggestions but
don’t indicate if they are right or wrong.
Story preparation
• Open Class Books at page 34. Point to frames 1 and 2 and
ask pupils to say who they can see and what they think is
happening. Tell pupils to close their books and say what
they think will happen in the story.
2 Now watch or listen and read. r DVD e 2•9
• Play the story on the DVD or play the story on the CD with
pupils following in their Class Books (tell them to point to
the pictures as they listen).
56 Unit 4
© Copyright Oxford University Press
Transcript
1 Rowan: I like ice cream.
Emily: Ice cream? But ... it’s cold!
2 Will: I’ve got an idea. Wait here!
3 Will: Can I have an ice cream, please?
Shop assistant: Yes, here you are.
4 Will: How much is it?
Shop assistant: It’s 80 cents.
Rowan: Poppy, come back!
5 Anna: Mum, look! It’s a doll.
Mother: Come on, Anna! The train.
6 Sniff: Oh no, Poppy!
Poppy: Help me!
7 Rowan: Quick!
8 Will: Here’s the ice cream!
Emily: Will, look!
TIP If pupils are using their Class Books, ask them to follow
the words in their books the second time they hear the story.
• Play the story again. Pause at regular intervals and ask
questions to ensure understanding. For example, ask who
likes ice cream (Rowan). How much is the ice cream?
(80 cents.) What does the girl think Poppy is? (A doll.)
Where are the little people at the end of the story? (On
the train.)
Story recapping
• Divide the class into three groups. Assign one group the
beginning, the second group the middle and the third
group the end of the story. Tell each group to read their
part of the story. Set a time limit and then ask each group
to retell their part of the story in turn.
Class theatre e 2•9
• Divide the class into groups of eight and assign each pupil
a character: Poppy, Rowan, Emily, Will, Sniff, Anna, Anna’s
mother and the shop assistant.
TIP Fern and Russ do not speak in this episode. Pupils who
do not wish to speak when acting out the story can take
these roles if you like.
• Help pupils to act out the story in groups, following the
procedure described in the How To Do It section.
TIP Read through the story chorally and individually, as
well as playing the track for pupils to repeat the lines. Model
any new language (e.g. Can I have …, please? Yes, here you
are. How much is it?) and drill the sentences until pupils are
confident saying them.
Extension activity
• Read the story but replace some of the words with the
wrong words and ask pupils to correct you, e.g. I like
(spaghetti). It’s (sixty) cents. Mum, look! It’s a (car).
• Tell pupils to work in pairs and retell the story in their own
words. Invite pairs to the front to tell the story.
Lesson 4 p. 35
Objectives
Identify characters, locations and events from a story
Understand the importance of following instructions
Start a class project on following instructions
Language
Active: story language from Lesson 3
Passive: following instructions
Materials
Class Book pp. 35, 100 (practice); character flashcards; a
wallchart of class names (prepared by the teacher)
Warmer
• Hold up the Poppy flashcard and say Help me!, then
use the Sniff flashcard to say Oh no, Poppy! Encourage
the whole class and then individual pupils to copy the
dialogue.
• Ask pupils to retell the story to each other in pairs, doing
actions for each part of the story. Then invite one or two
pairs to the front to retell the story for the class.
1 Look and tick (f). Match.
• Tell pupils to work in pairs and tick the characters and
locations from this episode. Check the answers.
• Ask pupils to match the pictures of the characters to the
objects.
ANSWERS
Who?: Poppy, Russ, Rowan, Will, Emily, Fern
Where?: train, shop
Will – an ice cream
Anna – a doll
Emily – a postcard
2 Who follows instructions? Look and tick (f).
• Ask pupils to look at the pictures and say who is following
instructions. Ask them to justify their answers.
• Tell pupils to tick the correct pictures (pictures 2 and 3).
Make sure that pupils understand that these characters
are following instructions because they are waiting, as Will
told them to.
• Ask pupils to think of a time when they were told to
follow instructions. Did they follow the instructions or not?
What happened? What were (or what might have been)
the consequences of not following instructions in that
situation?
• Ask pupils to work in pairs and tell their partner. Do a
whole-class feedback.
Class project
• Ask pupils to think of situations when they might be given
instructions and what the instructions might be. Give an
example, e.g. at school during a fire drill, at school during
lessons, when using a computer.
• Give pupils a few minutes to work with a partner to come
up with some situations and some possible instructions.
Ask a few pairs to share their ideas.
• Tell pupils that during the week they have to come
and tell you how they followed instructions in different
situations, e.g. at school, at home. Show them the
wallchart you prepared and tell them you will tick or put
a sticker under their names on the chart when they have
followed instructions. If some pupils don’t have ticks/
stickers near the end of the week, suggest situations
where they could follow instructions, e.g. during class
activities, when playing a game.
Read, choose and write. Then order the story.
WB p. 100
• Divide the class into pairs to discuss and order the pictures
and complete the speech bubbles. Check the answers.
ANSWERS
a Help, 4 b idea c doll, 3 d Poppy, 2
Can you remember? How much is an ice cream in
the story? WB p. 100
• Ask pupils if they can remember how much the ice cream
was in the story. Tell them to write the price they think it is
and then look back at the story to check (80 cents).
Poppy doesn’t follow instructions. Tick (f) what
happens. WB p. 100
• Tell pupils to tick the picture which shows what happens
as a result of Poppy not following instructions (picture 2).

3 Talk about following instructions.

• Ask pupils why the little people tell Poppy to come back
(because it’s dangerous).
• Ask pupils to suggest reasons why Poppy didn’t follow the
instructions of Will and her friends. (For example, she was
bored, she wanted to explore the shop, something had
caught her eye in the shop, she didn’t realise the danger
of going off on her own, or she knew it was dangerous
but thought nobody would notice her.)
CITIZENSHIP Remind pupils of the importance of following
instructions because this can keep you and other people
safe. Adults may have a reason for giving an instruction
that children don’t understand so it is important to obey it
anyway.

Unit 4 57
© Copyright Oxford University Press
 Lesson 5 p. 36
Objectives
Count coins and understand prices
Ask how much something costs and respond
Act out a shopping dialogue
Language
Active: Can I have a (postcard), please? Yes, here you are.
How much is it? It’s (20) cents.
Materials
Class Book pp. 36, 101 (practice), 117 (Extra grammar
practice); CD2 track 10; flashcards for things in a shop;
paper coins or real coins (optional); paper or card
(optional)
TIP You can use the Extra grammar practice page for Unit 4
(see Class Book p. 117) at any point from this lesson onwards
to support the presentation and practice of this unit’s
grammar structures.
Warmer
• Show a flashcard to the class, then put it on the board,
facing inwards so that pupils can’t see the picture.
• Repeat with the rest of the cards, making a cloud shape
on the board.
• Once all the flashcards are on the board, invite a pupil to
come to the front, name a vocabulary item and turn over
the correct card. If he/she gets the answer right, keep
the card with its picture up and give the pupil another
go. If he/she is wrong, turn the card over again and invite
another pupil to the front of the class.
• Continue until all of the flashcards have been identified.
1 Listen and repeat. Then ask and answer. e 2•10
• Open Class Books at page 36. Tell pupils they are going to
listen to Emily buying a postcard in the shop.
• Play the track and ask pupils to read the speech bubbles
while they listen. Play the track again, pausing for pupils to
repeat.
Transcript
Emily: Can I have a postcard, please?
Shop assistant: Yes, here you are.
Emily: How much is it?
Shop assistant: It’s twenty cents.
• Put pupils in pairs to act out the conversation. One pupil
plays the part of Emily and the other that of the shop
keeper. Then they swap roles. Ask confident pairs to come
to the front to act out the dialogue for the class.
2 Count and write.
• Ask pupils to look at the pictures and tell you what they
can see (money and shop items). Point to the shop items
in turn and ask What’s this? (a car, a ball, a puzzle, a key ring).
• Ask pupils to look at the first group of coins and count
them with you: ten cents plus ten cents plus twenty cents
equals forty cents. Ask How much is the car? (40 cents.)
• Tell pupils they are going to count each group of coins
and write the price labels as numerals and the number
58 Unit 4
© Copyright Oxford University Press
word underneath. Go through the activity orally first. Ask
pupils to count the coins aloud and then write the prices
for each item. Check the answers by asking for volunteers
to write the numerals and number words on the board.
ANSWERS
2 70/seventy 3 80/eighty 4 60/sixty
3 Write. Then ask and answer.
• Read the first dialogue with a pupil. Then tell pupils to
complete the second dialogue. Check the answers.
ANSWERS
2 is it 3 Can … a ball? here 4 How much, seventy
• Put pupils in pairs and tell them to practise saying the
dialogues a few times until they are confident. Then invite
some pairs to role-play the dialogues for the class.
Differentiation
• Below level: Allow pupils to use their Class Books to
practise the dialogue.
• Above level: Give pupils one minute to study the
dialogue then ask them to close their books. Tell pupils
to replace the items in the dialogue with other items in
the shop and different prices.
Extension activity
• Divide the class into groups of four. Ask each group to
choose six items from a shop and draw them on pieces
of paper or card. Ask pupils to write prices on the items.
Pupils then make a display of their items on their desk.
Demonstrate the activity with one group. Say Can I have a
(doll), please? One of the pupils responds with Yes, here you
are. Ask How much is it? The pupil responds with the price.
Then count out your money to give to the pupil who
should respond with Thank you.
• Ask pupils to individually write a shopping list of things
they want to buy. Give some money (real or false) to
pupils, e.g. one euro in a mix of different coins (make sure
you give the same amount to each pupil). Divide the class
into two groups, the shoppers and the shop assistants.
Pupils visit the shops and buy three things. Pupils then
change roles and repeat the activity.
Look and write. Then tick (f) or cross (g).
WB p. 101
• Ask pupils to look at picture number 1 and elicit what the
item is (a ball). Ask How much is it? (Ninety cents.) Ask Is it
fifty cents? (No.) Point out the cross in the box under the
price tag for fifty. Tell pupils to complete the activity by
completing the questions and ticking or crossing.
ANSWERS
2 Can I have a car, f 3 Can I have a doll, g
4 Can I have a postcard, f

Lesson 6 p. 37
Objectives
Listen and record information
Draw and write to complete a shopping dialogue
Play The Shopping Game
Language
Active: Can I have a (comic), please? Yes, here you are. How
much is it? It’s (fifty) cents.
Materials
Class Book pp. 37, 101 (practice); CD2 track 11; flashcards
for things in a shop; Photocopy Master Unit 4 Lesson 6 –
one per pupil (see website); scissors
Warmer
• Ask two pupils to wait outside the classroom for a
moment. While they are outside, stick one of the
flashcards somewhere in the classroom. It should be
‘hidden’ but visible without needing to move anything.
Ask the class to help you with this. Then call the two
pupils back into the classroom and ask Where’s the (doll)?
The two pupils have to look for the flashcard while the rest
of the class helps by saying Hot! Hot! Hot! if they are close
to the flashcard or Cold! Cold! Cold! if they move away.
When they find the flashcard, pupils say the name of the
item and everyone claps. Repeat the game several times
with different pupils.
1 Listen, match and circle. e 2•11
• Open Class Books at page 37. Tell pupils to look at the
photos of the four children. Tell them they are going to
listen to these children buying things in a shop. Point to
each item in turn and elicit the words. Point to the price
tags and ask What are these? (price tags).
• Tell pupils to listen and draw a line to match the children
to the items they buy and then circle the correct price
for each item. Play the track twice and then check the
answers.
TIP Before pupils do the activity, elicit the numbers in
tens from 10 up to 100 and write them on the board in
number form.
ANSWERS
2 ice cream, 20 cents 3 puzzle, 70 cents
4 key ring, 40 cents
2 Draw and write.
• Ask pupils to look at activity 2. Tell them they are going
to draw an item on the shop counter and write the price
of the item on the price tag. They will then complete the
dialogue. When they have completed the activity ask
pupils to practise their dialogues in pairs.
TIP Provide extra support by sticking the flashcards for
shop items on the board and eliciting the words. Write the
words under each flashcard then tell pupils to choose an
item to draw.
TIP Fast finishers can draw extra shop items with prices in
their notebooks and write new dialogues.
3 Play The Shopping Game.
Photocopy Master Unit 4 Lesson 6
• Tell pupils they are going to play a shopping game.
• Give each pupil a copy of the Photocopy Master and ask
them to work in pairs and cut out the items. Assign the
roles of shop assistant and customer in each pair. Tell the
shop assistant to set up their gift shop and label their
items with the price tags. They can write the prices on the
blank tags. Tell the customers they are going to buy some
of the gifts. Elicit the language the customers will use: Can
I have …, please? Yes, here you are. How much is it? It’s …
Demonstrate the activity with a pupil before the pairs do
the activity. Monitor and assist as needed.
Look and write. WB p. 101
• Tell pupils to look at activity 2. Explain that they have
to look at the numbered shop items in the picture and
complete the dialogues. Ask pupils what shop things they
can see (a key ring, a puzzle, an ice cream, a comic). Ask
How much is the key ring? (Forty cents.) Tell pupils to do the
activity in pairs. Check the answers.
ANSWERS
2 is it, one hundred 3 much is it, It’s fifty
4 How much is it? It’s seventy

Transcript
1 Girl: Can I have a comic, please?
Shop assistant: Yes, here you are.
Girl: How much is it?
Shop assistant: It’s fifty cents.
2 Boy: Can I have an ice cream, please?
Shop assistant: Yes, here you are.
Boy: How much is it?
Shop assistant: It’s twenty cents.
3 Girl: Can I have a puzzle, please?
Shop assistant: Yes, here you are.
Girl: How much is it?
Shop assistant: It’s seventy cents.
4 Boy: Can I have a key ring, please?
Shop assistant: Yes, here you are.
Boy: How much is it?
Shop assistant: It’s forty cents.

Unit 4 59
© Copyright Oxford University Press
 Lesson 7 Sound play p. 38
Objectives
Recognize and say the /aɪ/ sound
Practise the /aɪ/ sound in a tongue-twister
Language
Active: five, fly, white
Passive: rice, bike, climb, winter, ice
Materials
Class Book p. 38; CD1 track 17 and CD2 tracks 12–15
Warmer e 1•17
• Say the /iː/ sound from the Unit 3 Sound play lesson. Tell
pupils to repeat the sound. Then say bee, tree and leaves
and ask pupils to repeat, first chorally, then in groups and
finally individually.
• Sing The Alphabet Song to revise the alphabet and then
play The Letters Game (see Unit 3, Lesson 1) with some of
the words from the Unit 3 Sound play lesson.
1 Listen and repeat. Can you hear the sound? e 2•12
• Open Class Books at page 38. Focus pupils’ attention on the
pictures in activity 1. Read the words aloud with pupils.
• Play the track and point to the pictures as pupils listen.
Transcript
/aɪ/ – five
/aɪ/ – fly
/aɪ/ – white
• Write the words on the board. Say the words and ask
pupils what sound they have in common (/aɪ/). Underline
the /aɪ/ sound in the words with a different colour (five, fly,
white). Point out how, in English, different letters can make
the same sound.
• Demonstrate how to make the /aɪ/ sound for pupils to
copy you.
TIP Ask pupils to look closely at your mouth as you say the
sound and then the words. Make sure pupils know that to
make the /aɪ/ sound, the back of the tongue raises slightly
and the jaw drops slightly while the tip of the tongue lightly
touches the back of the teeth.
• Play the track again, pausing after each line for pupils to
repeat chorally and individually. Ask pupils if they can hear
the /aɪ/ sound in the words five, fly and white.
• Divide the class into pairs to take it in turns to point to a
picture for their partner to say the word.
• Monitor the pairs and help with pronunciation.
2 Listen and tick (f) if you hear the sound. e 2•13
• Tell pupils to look at the pictures. Hold up your Class Book
and point and say the words. Then ask pupils to point and
say the words. Tell pupils to listen and tick if they hear the
/aɪ/ sound. Play the track.
/aɪ/ winter
/aɪ/ ice
3 Listen and check. Repeat. e 2•14
• Tell pupils to listen and check their answers. Play the track.
Transcript and answers
/aɪ/ – rice – bike – climb – ice
• Play the track again for pupils to repeat the words.
TIP Point out how, in English, the same letter can be
pronounced in different ways, for example the letter i can be
pronounced /aɪ/ as in rice or /i/ as in winter. Tell pupils that
they should listen carefully when they learn new words and
try to remember the pronunciation.
Extension activity
• Make a list of words with the /aɪ/ and the /i/ sounds, e.g.
for /aɪ/: climb, fly, nine, white, bike, rice and for /i/: bin, fish,
sister, chicken, winter, swim. Write five on the board, using
a red pen for the i. Say the word and ask pupils to repeat.
Draw an outline of a shape to represent the sound, e.g. a
circle. Then write six on the board, using a green pen for
the i. Say the word and ask pupils to repeat. Draw a square
to represent the /i/ sound in six. Write your list of words on
the board. Then point and say the words and tell pupils to
draw the sound. Check the answers after each word.
4 Listen and say. e 2•15
• Tell pupils to look at the picture and describe what they
can see. Then ask them to look at the tongue-twister and
read it quietly to themselves.
• Say the tongue-twister slowly and then tell pupils to say it
with you. Play track 15 and tell pupils to repeat.
Transcript
I like white rice and my bike made of ice.
• Play the track a few times until pupils are confident saying
the tongue-twister. Then tell pupils to work in groups and
take turns saying the tongue-twister.
TIP Encourage pupils to try saying the tongue-twister in a
different way, e.g. getting faster, getting slower, with groups
or individuals saying alternate words or alternative halves of
the sentence, etc. Ask individuals or groups to perform their
version to the class.

Transcript
/aɪ/ rice
/aɪ/ bike
/aɪ/ climb

60 Unit 4
© Copyright Oxford University Press
Lesson 8 Round up p. 39
Customer: How much is it?
Assistant: It’s ninety cents.
Objectives Customer: Can I have a puzzle, please?
Review learning progress with the language of Unit 4 Assistant: Yes, here you are.
Customer: How much is it?
Make a shop
Assistant: It’s sixty cents.
Language • Tell pupils to write the words for the shop items. Put them
in pairs to point and say the words.
Revision of vocabulary and structures from Unit 4
2 Write and number.
Materials • Look at number 1 with pupils. Ask what the little picture
Class Book p. 39; CD2 track 16; Unit 4 flashcards; My shop in the speech bubble shows (a key ring). Then ask pupils
template (Teacher’s Book pp. 146–147) – one per pupil; what the dialogue should be (Can I have a key ring,
scissors; glue please?). Ask what the answer should be (Yes, here you
are.). Tell pupils to complete the sentences and order the
Revision dialogue.
• Divide the class into two teams to play Noughts and ANSWERS
Crosses. Draw a grid with nine squares. Stick one of the 1 Can I have a key ring, please? 2 Yes, here you are.
flashcards in each square and stick a flashcard from 3 How much is it? 4 It’s forty cents.
another set (e.g. a pen) in the remaining square. Explain
that the teams have to take it in turns to choose a square 3 Make My shop.
and say the word. When they say the word correctly, you Teacher’s Book pp. 146–147
remove the card and draw their team’s symbol (a circle • Give each pupil the two sheets. Demonstrate how to cut
or an X) in its place. The first team to have three of their off the header and footer on each page and stick the two
symbols in a row (across, down or diagonally) wins. templates back to back. Show pupils how to fold along
• Give pupils two minutes to look through the unit and tell the two vertical dotted lines to create a trifold booklet
you some of the other things they have learned. with the price tags and ruled lines on the inside. They
should cut along the dashed horizontal lines between
1 Listen and write the numbers. Then write and each toy to create mini doors.
say. e 2•16 • On the My shop section, pupils colour the title and write
• Open Class Books at page 39. Tell pupils to look at the their name. Tell them to draw a picture of their shop. Then
picture and say what they can see. Tell pupils to listen and they colour each toy and write the name of the toy on the
write the prices on the tags. Play the track twice and then ruled line on the inside of the flap. They choose a price for
check the answers. each toy from 10–100 cents and write the price tags.
• Tell pupils to work in pairs and role-play being a customer
Transcript and answers and a shop assistant. Demonstrate with a pupil. Ask Can I
Customer: Can I have a key ring, please? have a ____, please? Pupil: Yes, here you are. You: How much
Assistant: Yes, here you are. is it? Pupil (lifting the flap): It’s ___ cents.
Customer: How much is it?
Assistant: It’s forty cents. Self-evaluation, test and assessment e 3•50–3•52
Customer: Can I have a ball, please? • Invite pupils to reflect on what they felt about the
Assistant: Yes, here you are. activities in the unit. Follow the procedure described in
Customer: How much is it? Unit 1.
Assistant: It’s thirty cents. • Pupils are now ready to complete the Unit 4 Test (pp.
Customer: Can I have a car, please? 124–125 of this Teacher’s Book). Use CD3 track 50.
Assistant: Yes, here you are.
Customer: How much is it?
• Pupils can now also complete the Mid Year Test (pp.
127–129 of this Teacher’s Book). Use CD3 tracks 51–52.
Assistant: It’s seventy cents.
Customer: Can I have a comic, please? • Fill in the evaluation grid for each pupil (see website).
Assistant: Yes, here you are. TIP You may now like to do the CLIL unit on Healthy eating.
Customer: How much is it? See pp. 78–79 in the Class Book.
Assistant: It’s fifty cents.
Customer: Can I have a doll, please?
Assistant: Yes, here you are.
Customer: How much is it?
Assistant: It’s one hundred cents.
Customer: Can I have a postcard, please?
Assistant: Yes, here you are.
Customer: How much is it?
Assistant: It’s ten cents.
Customer: Can I have an ice cream, please?
Assistant: Yes, here you are.

Unit 4 61
© Copyright Oxford University Press
 Units
Unit 15–6
Location
Numbers lesson
and colours
In the woods pp. 40–41
Objectives
Identify, say and write words related to cleaning up
Listen to and participate in The Clean Up! Song
Make a poster about cleaning up
Language
Active: litter, a bin, a plastic bag, a sign, a bottle, a can
Passive: DVD script; bluebell, wood, Let’s go for a walk.
Don’t drop litter. Pick up your bottle. Put it in the bin.
Materials
Class Book pp. 40–41; In the woods poster; DVD (see
website for script), CD2 tracks 17–21; magazines; scissors;
glue; poster paper
Warmer
• Ask pupils to open out the map at the front of their books
and find the woods labelled Bluebell Woods. Remind them
of the Unit 4 story episode and explain that this is where
the little people have reached on the train.
• Display the In the woods poster and ask pupils to open
their Class Books at pages 40–41. Ask what they can see.
What animals are there? Do they think any little people
live here? What clues can they spot?
1 Watch the video. r DVD
• Tell pupils they are going to watch a video clip about
woods. Ask them to work in pairs and think of things they
think they will see. Make a list on the board.
• Play the video clip, pausing to summarize the voiceover
and explain new vocabulary as necessary (e.g. sign, litter).
2 Talk about nature.
• Ask pupils to look at pages 40–41 again. What things can
they see that were on the video? What season is it?
• Ask if there are woods near their town or village. Are they
similar or different to the woods in the video and the
Class Book? What do they usually do in the woods? What
animals live there? What plants and flowers grow in the
woods? Why is it important to keep the woods clean?
How can they help to do this?
Extension activity
• Pupils write a shape poem about the woods. Elicit some
words related to the woods. Tell pupils to choose a word
and draw the shape of the object. They write the word
inside the outline over and over so that it forms the shape
of the thing.
3 Listen and point. Repeat. Write. e 2•17–2•18
• Point to the items on the poster and say the words. Play
track 17 for pupils to listen and point to the things in their
books.
62 Units 5 and 6
© Copyright Oxford University Press
Transcript
a bottle – litter – a bin – a can – a plastic bag – a sign / a sign
– a bottle – a can – a bin – litter – a plastic bag / a bin – a
plastic bag – a can – a bottle – a sign – litter
• Play track 18 for pupils to repeat the words.
Transcript
litter – a bin – a plastic bag – a sign – a bottle – a can
• Hold up your Class Book, point to an item and ask What’s
number (1)? Pupils answer A (bottle)!
• Read the words in the word pool with pupils and tell them
to write the words. Check the answers.
ANSWERS
1 a bottle 2 litter 3 a bin 4 a plastic bag
5 a can 6 a sign
4 Sing The Clean Up! Song. e 2•19–2•20
• Tell pupils they are going to sing a song about cleaning
up. Play track 19 and mime appropriate actions, e.g.
walking, throwing litter and gesturing no, picking up litter
and putting it into a bin or a bag.
• Play the track again and encourage pupils to copy your
actions. Practise the song a few times until pupils are
confident. Repeat the song in later lessons and let pupils
try singing with the karaoke version (track 20).
Transcript
(See Class Book p. 41.)
5 Class project: Make a Clean Up! poster.
• Tell pupils they are going to make a poster about cleaning
up. Elicit some ideas, e.g. putting litter in a bin, taking litter
home. Divide the class into groups of four and hand out
the materials. They can write the title Clean Up! and stick
magazine cut-outs or draw their own illustrations and
write the new words on the poster.
6 The story so far. Listen and answer the
questions. e 2•21
• Ask pupils what they remember from the story. Play track
21, pausing for pupils to answer.
Transcript
1 Rowan, Poppy, Russ, Fern and Sniff are in a train. – Yes!
2 Will and Emily are in the train, too. – No!
3 Poppy is with her friends. – No
4 There are lots of people in Bluebell Woods. – No!
5 In Bluebell Woods, it’s autumn. It’s windy. – No!
Unit 5
My bedroom
Lesson 1 p. 42
Objectives
Identify and say the names of bedroom furniture
Copy the words to label a picture
Listen to and participate in a chant
Play a game
Language
Active: a desk, a bed, a bookshelf, a lamp, a rug, a
wardrobe, a chair, drawers
Materials
Class Book pp. 42, 102 (practice); CD2 tracks 22–24;
flashcards for bedroom furniture x8 (including desk and
chair from Level 2); word cards for the furniture words
(optional); paper (optional)
Presentation with flashcards
• Stick the bedroom furniture flashcards on the board. Point
to each one and say the word for pupils to repeat. Give
the class a few seconds to look at the flashcards and try to
remember them.
• Tell pupils to cover their eyes or turn their backs to the
board. Remove a flashcard and ask What’s missing?
• The pupil who identifies the missing flashcard correctly
takes your place and the game continues.
1 Listen and point. Repeat. Write. e 2•22–2•23
• Open Class Books at page 42. Talk about the picture with
pupils. Hold up your Class Book, point to the furniture
items and say the words. Play track 22 for pupils to listen
and point in their books.
Transcript
a bed – a lamp – a desk – a bookshelf – a chair – drawers
– a rug – a wardrobe / a desk – a rug – a bed – a wardrobe
– a chair – drawers – a lamp – a bookshelf / a wardrobe – a
chair – a lamp – a rug – a bookshelf – a desk – a bed –
drawers
• Play track 23 for pupils to repeat the words.
Transcript
a desk – a bed – a bookshelf – a lamp – a rug – a wardrobe –
a chair – drawers
• Read the words in the word pool with pupils and tell them
to write the words. Check the answers.
ANSWERS
1 a bed 2 a lamp 3 a desk 4 a bookshelf 5 a chair
6 drawers 7 a rug 8 a wardrobe
© Copyright Oxford University Press
Differentiation:
• Below level: Provide extra support to a group of lower-
level pupils by sticking the flashcards on the board. Take
out the word cards you have prepared (or quickly make
some). Point to the flashcards and elicit the words, then
give individuals the word cards to match to the correct
flashcards. Then tell pupils to do the activity in pairs.
• Above level: Pupils do the activity individually. Fast
finishers can then work in pairs and play a game. One
pupil draws part of a furniture item on a piece of paper
while the other has to complete the drawing and write
the word.
2 Talk about your bedroom.
• Ask pupils questions to start a whole-class discussion
about their bedrooms. What are their bedrooms like? Do
they share with a brother or sister? Have they got bunk
beds? Where do they keep their toys? Do they spend a
lot of time in their bedroom? What do they do in it? Have
they got a desk? Is their bedroom tidy?
3 Chant. e 2•24
• Tell pupils they are going to learn a chant. Play the chant
and practise it with them until they can say it confidently.
Transcript
A desk and drawers,
A bed and a bookshelf,
In my room, in my room.
A rug and a lamp,
A chair and a wardrobe,
In my room, in my room.
(Repeat)
4 Play I Spy.
• Divide the class into pairs. Explain that one pupil is
going to choose a furniture item on page 42 and say I
spy something beginning with … (and say the first letter
of the word). Their partner has to guess what the item
is. Demonstrate the game by saying I spy something
beginning with b while pupils try to guess the word (e.g.
bed). Drill the sentence with the class and revise the letters
of the alphabet quickly before they play (e.g. by singing
The Alphabet Song on CD1 track 17 or by asking pupils to
read out the alphabet on page 12 with you).
TIP Lower-level pupils can play the game with you in a
group. Higher-level pupils can play the game in pairs and
include non-furniture items such as pen, book, hat, shoe,
boots, etc.
Write and number. WB p. 102
• Tell pupils to look and complete the words and then
number the pictures.
ANSWERS
1 a bed 2 a lamp 3 a rug 4 a bookshelf 5 a
wardrobe 6 a desk 7 a chair 8 drawers
Unit 5

Lesson 2 p. 43
Objectives
Complete descriptions of two rooms
Listen to and participate in a song
Language
Active: There’s a (blue) (bed). There are (two) (yellow)
(bookshelves).
Passive: It’s so cool. I’ve got a (lamp).
Materials
Class Book pp. 43, 102 (practice); CD2 tracks 24–26;
flashcards for bedroom furniture; two or three pictures
of bedrooms from magazines; paper (optional); copies of
the song lines for ordering (optional)
Warmer
• Hold up one of the pictures of a bedroom from a
magazine that you have brought in. Make true or false
sentences about the picture using There’s/There are. If
what you say is false, pupils fold their arms. If what you
say is true, pupils put their hands up. Repeat with other
pictures.
Chant revision e 2•24
• Ask pupils if they can remember the chant from the
previous lesson. Play the chant and tell pupils to clap
rhythmically as they listen.
• Ask pupils to stand opposite a partner. Play the chant
again for pupils to say it to their partner.
1 Write about picture A.
• Open Class Books at page 43. Tell pupils to look at picture
A and tell you what they can see using There’s or There are
(e.g. There’s a bed/a wardrobe/a desk. There are two chairs/
two rugs/two bookshelves/two lamps.).
TIP Point to one of the bookshelves in picture A and ask
What can you see? (A bookshelf.) Write bookshelf on the board.
Point to both the bookshelves, do a circling motion around
them and ask What can you see? (Two bookshelves.) Write
bookshelves on the board and underline the ending. Explain
this is the plural form. Say both words several times so that
pupils can hear the difference in pronunciation, then ask
them to repeat after you.
• Ask pupils what the difference is between There’s and
There are. (There’s is singular and There are is plural.) Explain
that pupils have to look at the pictures and complete the
sentences. Ask them to work in pairs and help each other.
Differentiation
• Below level: With a group of lower-level pupils, stick
the flashcards for furniture on the board and elicit the
words. Write the words under the pictures. Read out
the first sentence and elicit the missing words from
pupils. Pupils write the words. Repeat with the other
sentences.
• Above level: Higher-level pupils can do the activity
individually and then check their answers in pairs.
64 Unit 5
© Copyright Oxford University Press
ANSWERS
1 There’s a blue bed and there are two yellow
bookshelves.
2 There are two white lamps and there are two red chairs.
3 There’s an orange desk and there are two purple
drawers.
4 There’s a brown wardrobe and there are two green rugs.
2 What’s different in picture B? Say.
• Elicit a description of picture B, e.g. There are two white
wardrobes/two green beds. There’s one yellow bookshelf/one
purple desk/one red chair/one blue rug. Then ask pupils to
work in pairs and say what’s different from picture A. Do a
whole-class feedback.
Picture dictation (optional)
• Give out paper and ask pupils to draw two frames of
about 15x10 cm, using a ruler.
• Elicit the furniture words and write them on the board.
Tell pupils to choose six words from the list and secretly
draw a bedroom with their chosen furniture. They can
draw more than one of the same thing in their picture, e.g.
two chairs.
• Divide the class into pairs. Pupils take turns to describe
their picture to their partner (using There’s and There are)
and draw their partner’s picture in the second frame. They
compare their pictures for similarities and differences and
report back to the class.
3 Sing the I Love My Bedroom Song. e 2•25–2•26
• Ask pupils to describe the picture. Play the song
(track 25) and explain any vocabulary as necessary, e.g.
bedroom, cool.
• Play the song again and mime the actions, e.g. playing
with toys, hands together next to head for sleeping, hand
gestures for playing the guitar, dancing.
• Play the song for pupils to sing and do the actions.
Practise it until pupils feel confident.
• Repeat the song in later lessons and let pupils try singing
with the karaoke version (track 26).
Transcript
(See Class Book p. 43 and the full lyrics on p. 124.)
Extension activity e 2•25
• Divide the class into groups of four. Copy or write the
song on a piece of paper and then photocopy it. Cut up
the lines of the song and place them in envelopes. Give
each group an envelope and tell pupils they are going
to listen to the song again and put the lines in order. Play
the song.
Write There’s or There are. Colour. WB p. 102
• Ask pupils to look at activity 2. Point to the desk in your
book and elicit There’s a desk, point to the two beds and
elicit There are two beds. Pupils complete the sentences
with There’s or There are and then colour the picture
according to the descriptions. Check the answers in pairs
before checking as a class.
ANSWERS
1 there are 2 There’s, there’s 3 There’s, there
are 4 There are, there’s
Lesson 3 We’re lost! pp. 44–45
Objectives
Use sound effects to predict where a story takes place
Listen to, read and understand a story
Act out a story
Language
Active: Bridge Town is the other way! I’m your friend. Please
help us. We’re lost. Let’s send a message!
Passive: Home is that way! Follow me. I’m Sam. There’s
a phone.
Materials
Class Book pp. 44–45; DVD; CD2 tracks 25–28; flashcards
for bedroom furniture
Warmer (song revision) e 2•25–2•26
• Ask pupils to stand in a circle. Lay the flashcards on
the floor face down. Play the I Love My Bedroom Song
(track 25). Pupils sing and walk around the flashcards.
• Pause the song and say a pupil’s name. The pupil picks up
any flashcard and says the word.
• Repeat until there are no flashcards left on the floor.
1 Listen. Where’s the story? e 2•27
• Ask pupils to open out the map at the front of their books.
Recap the Unit 4 story with them and ask if they can
remember where the little people were at the end of the
story. Tell them to listen to some sound effects and try to
guess where the next episode will take place.
• Play the track for pupils to listen and look at the map and
point to the story location.
Transcript
Sounds of a steam train, fading out to sounds of the woods
in springtime with birds chirping, leaves rustling in the wind
and animals scuttling about.
• Ask pupils what they heard and where they think the story
takes place. Hold up your map and point to the woodland
(Bluebells Woods) to confirm their answers. Ask pupils
what they think the little people will be doing in this story.
Take all suggestions but don’t indicate if they are right or
wrong.
Story preparation
• Open Class Books at page 44. Point to frames 1 and 2 and
ask pupils to say who they can see and what they think is
happening. Tell pupils to close their books and say what
they think will happen in the story.
2 Now watch or listen and read. r DVD e 2•28
• Play the story on the DVD or play the story on the CD with
pupils following in their Class Books (tell them to point to
the pictures as they listen).
Transcript
1 Rowan: There are beds in the train!
Russ: And there’s Poppy!
Poppy: Shh!
2 Poppy: I’m so happy!
© Copyright Oxford University Press
Russ: Oh no! Bridge Town is the other way!
3 Announcer: Next station: Bluebell Woods.
Rowan: Come on! Follow me.
4 Poppy: There’s a red traffic light.
Rowan: Let’s go!
5 Rowan: Whee!
6 Sam: Hello!
All: Aargh!
7 Sam: It’s OK. I’m your friend. I’m Sam.
Poppy: Hello, Sam.
Fern: Please help us. We’re lost.
8 Sam: Come with me.
9 Sam: There’s a phone on the desk.
Russ: Let’s send a message!
10 Russ: Will, where are you? From Russ.
Will: I’m in Sea Town! From Will.
TIP If pupils are using their Class Books, ask them to follow
the words in their books the second time they hear the story.
• Play the story again. Pause at regular intervals and ask
questions to ensure understanding. For example, ask
where the little people are (on a train). Why does the train
stop? (There’s a red traffic light.) Who is their new friend?
(Sam.)
Story recapping
• Divide the class into three groups. Assign one group the
beginning, the second group the middle and the third
group the end of the story. Tell each group to read their
part of the story. Set a time limit and then ask each group
to retell their part of the story in turn.
Extension activity e 2•28
• Choose some key words or phrases from the story, e.g.
beds, traffic light, I’m so happy! We’re lost. Divide the class
into groups and assign one of the words or phrases to
each group.
• Teach pupils actions for the words they have been
assigned, e.g. beds – they mime sleeping, traffic light –
they look left and right, I’m so happy! – they smile, We’re
lost – they look around, looking lost.
• Say the words in random order and practise getting pupils
to respond. Play the story again. Ask the groups to listen
and respond every time they hear their word or phrase in
the story.
Class theatre e 2•28
• Divide the class into groups of six and assign each pupil a
character: Poppy, Fern, Rowan, Russ, Sam and Will.
• Help pupils to act out the story in groups, following the
procedure described in the How To Do It section.
TIP The announcer’s line can be said by the pupil
playing Will.
Unit 5 65

Lesson 4 p. 45
Objectives
Identify phrases from a story
Understand the importance of helping others and talk
about it
Start a class project on helping others
Language
Active: story language from Lesson 3
Passive: helping others
Materials
Class Book pp. 45, 103 (practice); character flashcards; a
wallchart of class names (prepared by the teacher)
Warmer
• Use the Fern flashcard to say Please help us. We’re lost.
Encourage the whole class and then individual pupils to
say the sentence.
• Ask pupils to retell the story to each other in pairs, doing
the actions. Then invite one or two pairs to the front to
retell the story for the class.
1 Read and tick (f). Then say.
• Open Class Books at page 45. Ask pupils to read the
speech bubbles from the story. Tell them that some of the
sentences are wrong. Explain that they have to tick Yes if
the sentence is correct and No if it is wrong. Pupils work in
pairs to read the sentences and tick the correct boxes.
TIP Tell pupils to cover the pictures on pages 44–45 with
their arm or a notebook while they work so they try to
remember the speech bubbles from the story. Fast finishers
can correct the false sentences in their notebooks.
• Check the answers by asking pupils to put up their hands
if the answer is Yes and fold their arms if the answer is No.
ANSWERS
2 No (There’s a red traffic light.) 3 Yes
4 No (I’m in Sea Town.)
2 Who helps others? Look and tick (f).
• Ask pupils to look at the pictures and say which character
is helping other people. Ask pupils to justify their answer
and say why they think the character is helping. (Sam
is helping because he points to the phone on the desk
and this helps Russ to contact Will.) Tell pupils to tick the
correct picture (picture 1).
3 Talk about helping others.
• Ask questions to encourage a discussion with pupils
about how they can help and show kindness to a person.
How can they tell if a person needs help? Have they ever
needed someone’s help? Was that person kind to them?
How did this make them feel? Have they ever helped
someone in need or shown them kindness? What was the
problem? What did they do to help? Do they think the
other person was happy to be helped? Do they always
ask for help when they need it? Encourage pupils to share
their ideas with the class.
66 Unit 5
© Copyright Oxford University Press
CITIZENSHIP Remind pupils of the importance of helping
others. Explain that everyone needs help from other people
at various times, and it is nice to live in a society where
people help each other.
• Ask pupils to think of a time when they needed to help
someone or when they needed help. Ask them to think
about what happened and how they felt.
• Ask pupils to work in pairs and tell their partner. Do a
whole-class feedback.
Class project
• Ask pupils to think of situations when they might need to
help someone. Give an example, e.g. helping someone
who is lost, helping a friend with a problem.
• Give pupils a few minutes to work with a partner to come
up with some situations and some ideas on what they
could do to help. Ask a few pairs to share their ideas.
• Tell pupils that during the week they have to come and
tell you when they have helped someone and say what
they did. Show them the wallchart you prepared and tell
them you will tick or put a sticker under their names on
the chart when they have helped someone. If some pupils
don’t have ticks/stickers near the end of the week, suggest
examples of situations when they could help someone,
e.g. during class activities, in the playground, helping with
chores at home.
• The following week, have a class discussion where
pupils share the situations when they helped someone.
Pupils then draw a picture to illustrate how they helped
someone. Put the pictures up on the wall under the
heading Helping others to make a display.
Read and circle. Choose and write. WB p. 103
• Tell pupils to circle and write the correct words.
ANSWERS
2 There’s a, red 3 Please, lost 4 There’s a, phone
Can you remember? What does Will’s message say?
Write and check. WB p. 103
• Ask pupils if they can remember what Will’s message
said in the story. Tell them to write what they think the
message was and then look back at the story to check (I’m
in Sea Town).
Look and tick (f) helping others. WB p. 103
• Ask pupils to look at the pictures and tick the one that
shows someone helping others (picture 2 – Russ is
helping Poppy to tidy up).

Lesson 5 p. 46
Objectives
Describe a picture using There’s/There are
Use prepositions of place
Language
Active: There’s a (phone) in/on/under the (desk). There are
(books) in/on/under the (wardrobe).
Materials
Class Book pp. 46, 104 (practice), 118 (Extra grammar
practice); CD2 track 29–30; flashcards for bedroom
furniture
TIP You can use the Extra grammar practice page for Unit 5
(see Class Book p. 118) at any point from this lesson onwards
to support the presentation and practice of this unit’s
grammar structures.
Warmer
• Stick the flashcards on the board in a row. Pupils say each
word in chorus.
• Turn the last card in the row over so that the picture
cannot be seen. Pupils say each word again, including the
last one from memory.
• Repeat the procedure, so that finally pupils are saying all
the words from memory.
Presentation
• Take a pen. Place it on the desk and say The pen is on the
desk. Tell pupils to repeat. Then place it under the desk
and say The pen is under the desk. Tell pupils to repeat. Then
place it in a drawer and say The pen is in the drawer.
1 Listen and write. Repeat. e 2•29–2•30
• Open Class Books at page 46. Elicit the bedroom furniture
in the picture (a bed, a desk, drawers, a wardrobe, a chair, a
bookshelf). Ask pupils where the characters are. Tell them
to listen and point to the characters. Play track 29. Hold up
your book and point to Fern, Rowan and Poppy in turn.
Transcript
1 under
2 in
3 on
• Tell pupils to look at the words in the word pool as you
read them out. Play the track again, pausing for pupils
to write the words in the correct numbered lines in the
picture. Check the answers.
ANSWERS
1 under 2 in 3 on
• Play track 30 for pupils to repeat the words.
Transcript
in – on – under
2 Look at the picture in activity 1. Read and circle.
• Ask pupils to look at the picture and read and circle the
correct word in each sentence. Check the answers with
the class.
© Copyright Oxford University Press
ANSWERS
1 on 2 in 3 on 4 on 5 under
TIP When pupils have finished the activity, tell them to
work in pairs and take turns to say the sentences.
Differentiation
• Below level: Work with a group of lower-level pupils.
Hold up your Class Book and point to the phone in the
picture and say There’s a phone _____ the desk. Ask Is
the phone under the desk? (No.) Is the phone in the desk?
(No.) Is the phone on the desk? (Yes.) Then tell pupils to
complete the activity in pairs.
• Above level: Pupils do the activity individually and then
check in pairs. Fast finishers can work in pairs to think of
more sentences, e.g. There’s a bag on the comic, There’s a
T-shirt in the wardrobe, There’s a desk on the rug.
Instructions game (optional)
• Play a game with some common classroom objects that
pupils have, e.g. ruler, pen, pencil, rubber, school bag,
notebook. Say Put your pencil in your bag. Demonstrate by
putting your pencil in your bag and encourage pupils to
do the action. Repeat instructions with different objects,
e.g. Put your book under your desk. You could also ask a
confident pupil to take your place and give instructions.
3 Look, circle and write.
• Ask pupils what items they can see in the pictures
(key rings, a puzzle, dolls, a bag). Tell pupils to read the
sentences and circle and write the correct words.
ANSWERS
2 There’s, under 3 There are, on 4 There’s, in
Extension activity
• Tell pupils to look at the picture in activity 1 and imagine
that Sniff is hiding somewhere in the room. Demonstrate
the activity by asking Where’s Sniff? and encourage pupils
to guess where she is, e.g. under the bed, on the table, in the
wardrobe. Pupils get three guesses and then they swap
roles. Tell pupils to play the game in pairs.
Write There’s or There are. Then look and
complete. WB p. 104
• Ask pupils what bedroom furniture they can see (a desk,
a bookshelf, a bed, a wardrobe). Ask what objects they can
see (a key ring, dolls, a puzzle, a skateboard). Ask Where’s the
key ring? (On the desk.) Elicit what the answer is for number
1 then tell pupils to complete the activity.
ANSWERS
1 There’s, a desk. 2 There are, on the bookshelf
3 There’s a, under the bed 4 There’s, in the wardrobe
Unit 5 67

Lesson 6 p. 47
Objectives
Listen and record information about a bedroom
Draw and write about a bedroom
Play The Guessing Game
Language
Active: There’s a (doll) in/on/under the (bed). There are
(books) in/on/under the (chair).
Passive: a racket
Materials
Class Book pp. 47, 104 (practice); CD2 track 31; flashcards
for bedroom furniture and things in a shop; Photocopy
Master Unit 5 Lesson 6 – one per pupil (see website)
Warmer
• Divide pupils into four groups. Give each group some of
the flashcards for things in a shop and tell them to use
some of their own classroom objects. Tell each group to
go to one corner of the room and arrange their items
in different places, e.g. a doll in a bag, a postcard on a
bookshelf, a pencil on a chair, a ruler under a book, a pen
in a pencil case. Set a time limit of five minutes. Then tell
groups to swap places and write sentences with There’s
a … / There are … and in/on/under to describe another
group’s scene. When they have finished, ask groups to
share their sentences with the class.
1 Listen and number. Then say. e 2•31
• Tell pupils to look at the photos of the four children.
Explain that pupils are going to listen to them describing
their bedrooms.
• Tell pupils to listen and number the pictures. Play the
track. Check the answers.
Transcript
1 Girl 1: In my bedroom, there are two beds. There’s a
wardrobe and there are two chairs. There are two
red desks. There are lots of books on the desks.
2 Boy 1: In my bedroom, there’s a bed and there are two
chairs. There’s a desk and there’s a yellow wardrobe.
There’s a skateboard under the bed.
3 Girl 2: In my bedroom, there’s a desk and there’s a bed.
There’s a lamp on the desk. There are two green
chairs, too. There are lots of dolls on the bed.
4 Boy 2: In my bedroom, there are two blue beds. There’s a
red bookshelf. There are three books and two cars
on the bookshelf.
ANSWERS
1 bottom left picture 2 top left picture
3 top right picture 4 bottom right picture
2 Draw and write. Then colour.
• Ask pupils to look at activity 2. Tell them they are going to
draw a bedroom and complete a description of it. They
should then colour in their drawings with the colours
given in the sentences.
68 Unit 5
© Copyright Oxford University Press
TIP Provide extra support by sticking the flashcards for
bedroom items and shop items on the board and eliciting
the words. Write the words under each flashcard then tell
pupils to choose the furniture and the items to draw.
• When pupils have finished, they can lay out their pictures
on a table at the front. Encourage pupils to look at each
other’s pictures and have a class vote for the best one.
Team game (optional)
• Divide the class into four teams. Write the letters of a
bedroom furniture word jumbled up in a circle. The first
team to guess the word wins a point.
• Continue with other words from the set. The team with
the most points at the end of the game is the winner.
3 Play The Guessing Game.
Photocopy Master Unit 5 Lesson 6
• Tell pupils they are going to play a guessing game.
• Give each pupil a copy of the Photocopy Master.
Tell pupils to copy the objects at the top of the sheet
into different squares in the bedroom. Then tell pupils to
work in pairs and ask and answer to find out where their
partner’s objects are. Demonstrate the activity with a
confident pupil, e.g. say C2: There’s a teddy in the wardrobe.
Pupil: No. My turn. A4. There are three balls under the bed.
Read. What’s missing? Draw and colour.
WB p. 104
• Tell pupils to look at activity 2. Explain that they have
to read the text and colour in the picture. They also
have to work out what items are missing and draw and
colour them.
ANSWERS
Pupils colour the bed yellow, the desk brown and the chairs
black. They draw and colour a red ball under the desk.
They colour the rug purple, the wardrobe orange and the
bookshelf blue. They draw and colour a green T-shirt in the
wardrobe and two yellow cars on the bookshelf.
Vocabulary mind map (optional)
TIP This activity is to help pupils with learning and
memorizing new vocabulary. Encourage them to use it for
other vocabulary sets.
• Write bedroom on the board and tell pupils to copy the
title in the middle of a piece of paper.
• Ask pupils to draw radiating lines from the central topic
and write words related to the topic in different colours.
Pupils can also decorate their mind maps with pictures.
Lesson 7 Sound play p. 48
/uː/ ruler
/uː/ robot
Objectives
3 Listen and check. Repeat. e 2•34
Recognize and say the /uː/ sound
• Tell pupils to listen and check their answers. Play the track.
Practise the /uː/ sound in a tongue-twister
Transcript and answers
Language /uː/ – soup – boot – food – ruler
Active: bedroom, blue, shoe • Play the track again for pupils to repeat the words.
Passive: soup, boot, food, ruler, robot
Extension activity
Materials • Make a list of words with the two different sounds from
Class Book p. 48; CD1 track 17, CD2 tracks 32–35 activity 2, e.g. (/uː/) soup, boot, food, ruler and (əʊ) phone,
snow, coat, nose. Draw two columns on the board and
Warmer e 1•17 write shoe and robot at the top of the columns. Divide the
class into two teams. Say a word to Team A and ask them
• Say the /aɪ/ sound from the Unit 4 Sound play lesson. Tell to say if it has the same sound as shoe or robot. Write the
pupils to repeat the sound. Then say fly, five and white
word in the correct column. Repeat the process with Team
and ask pupils to repeat, first chorally, then in groups and
B. Each team gets a point if they categorize the sound
finally individually.
correctly.
• Sing The Alphabet Song to revise the alphabet and then
play The Letters Game (see Unit 3, Lesson 1) with some of 4 Listen and say. e 2•35
the words from the Unit 4 Sound play lesson. • Tell pupils to look at the picture and describe what they
can see. Then ask them to look at the tongue-twister and
1 Listen and repeat. Can you hear the sound? e 2•32
read it quietly to themselves.
• Open Class Books at page 48. Focus pupils’ attention on • Say the tongue-twister slowly and then tell pupils to say it
the pictures and words in activity 1. Read the words aloud
with you. Play track 35 and tell pupils to repeat.
with pupils.
• Play the track and point to the pictures as pupils listen. Transcript
There are shoes and boots in her blue bedroom.
Transcript • Play the track a few times until pupils are confident saying
/uː/ bedroom
the tongue-twister. Then tell pupils to work in groups and
/uː/ blue
take turns saying the tongue-twister.
/uː/ shoe
• Write the words on the board. Say the words and Tongue-twister race (optional)
ask pupils what sound they have in common (/uː/). • Write the tongue-twister on the board and say it. Put
Underline the /uː/ sound in the words with a different pupils into teams of five and ask them to line up. Say
colour (bedroom, blue, shoe). Point out how different the tongue-twister and the first pupil in each line has to
combinations of letters can make the same sound in repeat it. Then the next pupil repeats it and so on down
English. the line. The last pupil in each line has to run to the front
• Demonstrate how to make the /uː/ sound for pupils to and say the tongue-twister. The first team to finish wins.
copy you.
TIP Tongue-twisters help raise awareness of particular
TIP Make sure pupils understand that to produce the /uː/ sounds and improve pronunciation. Ask pupils to tell you
sound your tongue is high and at the back of your mouth any tongue-twisters they know in their own language.
and your lips are close together.
• Play the track again, pausing after each line for pupils to
repeat chorally and individually. Ask pupils if they can hear
the /uː/ sound in bedroom, blue and shoe.
• Divide the class into pairs to take it in turns to point to a
picture for their partner to say the word.
• Monitor the pairs and help with pronunciation.
2 Listen and tick (f) if you hear the sound. e 2•33
• Tell pupils to look at the pictures. Hold up your Class Book
and point and say the words. Then ask pupils to point and
say the words. Tell pupils to listen and tick if they hear the
/uː/ sound. Play the track.

Transcript
/uː/ soup
/uː/ boot
/uː/ food

Unit 5 69
© Copyright Oxford University Press
 Lesson 8 Round up p. 49
Objectives
Review learning progress with the language of Unit 5
Make a My bedroom scene
Language
Revision of vocabulary and structures from Unit 5
Materials
Class Book p. 49; CD2 track 36; Unit 5 flashcards;
My bedroom template (Teacher’s Book p. 148) – one
per pupil; paper; scissors; glue; basic lapbook template
(Teacher’s Book p. 27) (optional)
Revision
• Stick the flashcards around the room. Divide the class
into two teams. Tell the teams to line up, then you say a
vocabulary item and two team members have to race to
touch the correct flashcard first.
• Give pupils two minutes to look through the unit and
tell you some of the other things they have learned. Tell
them to think about any other vocabulary or phrases they
can remember from the songs and story, the story value
(helping others), the /uː/ sound, etc.
• Play Find the answer. Ask a question about anything from
the unit, e.g. vocabulary, the story, grammar. Pupils search
their Class Book as quickly as they can to find the answer.
• Revise There’s … / There are … by drawing one (rug) and
then several (rugs) on the board and eliciting sentences
about the drawings. Revise on, in and under. Place
classroom objects in different positions in relation to each
other and ask, e.g. Where’s the (rubber)? (On) the (book). Say
There’s a (rubber) on the (book). Pupils repeat.
1 Listen and number. Then write. e 2•36
• Open Class Books at page 49. Tell pupils to look at the
picture and say what they can see.
• Play the track for pupils to listen and number the furniture
items.
Transcript and answers
1 a wardrobe
2 a bed
3 drawers
4 a lamp
5 a rug
6 a desk
7 a bookshelf
• Tell pupils to write the words. Check the answers.
Extension activity e 2•36
• Give out the flashcards to pupils. Write the words from
activity 1 on the board in random order. Play track 36 and
tell pupils holding the flashcards to stick them on the
board under the correct word as they hear them.
2 Look at the picture in activity 1 and write.
• Look at number 1 with pupils. Ask them to look at
the picture and read the sentence. Elicit the correct
70 Unit 5
© Copyright Oxford University Press
preposition of place (under). Tell pupils to complete the
sentences.
ANSWERS
1 under 2 There’s, in 3 There are, on 4 There’s, in
Differentiation
• Below level: Pupils do the activity in pairs.
• Above level: Pupils do the activity individually and
then check in pairs. Fast finishers can close their books
and write as many words as they can remember for
bedroom furniture.
3 Make My bedroom.
Teacher’s Book p. 148
TIP If pupils want more space to create their bedroom,
they can stick the My bedroom scene into a copy of the basic
lapbook template (Teacher’s Book p. 27) and extend the
scene onto the side flaps.
• Tell pupils they are going to make a My bedroom scene
like the one in the photo. If you have made a My bedroom
scene yourself, show it to pupils.
• Give each pupil a copy of the template. Tell pupils to cut
out the furniture, colour it and then glue it where they like
in the bedroom scene.
• Encourage pupils to be as creative as possible – adding
clothes in the wardrobe, drawing toys and other items in
the scene (in, on and under the furniture items).
TIP Pupils can make the added items into pop-ups by
drawing them on separate pieces of paper and cutting them
out. They then fold strips of paper into concertinas and stick
one end of the concertina to the object and the other end
to the bedroom scene. The items then wiggle and dangle
and look like animate objects.
• Tell pupils to work in pairs and describe their bedrooms
to each other. Provide the language they will need
by holding up a scene, pointing and saying This is my
bedroom. There’s a … There are …
Self-evaluation, test and assessment e 3•53
• Invite pupils to reflect on what they felt about the
activities in the unit. Follow the procedure described in
Unit 1.
• Pupils are now ready to complete the Unit 5 Test (pp.
130–131 of this Teacher’s Book). Use CD3 track 53.
• Fill in the evaluation grid for each pupil (see website).
Unit 6
Playtime
Lesson 1 p. 50
Objectives
Identify and say the names of favourite play things
Copy the words to label a picture
Listen to and participate in a chant
Play a mime game
Language
Active: a racket, a bike, a poster, a helmet, a tablet, a Frisbee,
a skateboard, a kite
Materials
Class Book pp. 50, 105 (practice); CD2 tracks 37–39;
flashcards for favourite things x8 (re-use bike from Level 1
and tablet from Level 2)
Presentation with flashcards
• Stick the flashcards for favourite things on the board. Point
to each flashcard, say the word and ask pupils to repeat.
• Write a number under each flashcard. Say the word
for one of the flashcards and ask What number is it?
Alternatively, say the number and ask What is it?
1 Listen and point. Repeat. Write. e 2•37–2•38
• Open Class Books at page 50. Talk about the picture with
pupils. Hold up your Class Book, point to the items and
say the words. Play track 37 for pupils to listen and point in
their books.
Transcript
a racket – a poster – a kite – a tablet – a helmet – a bike
– a Frisbee – a skateboard / a poster – a kite – a tablet – a
skateboard – a bike – a Frisbee – a helmet – a racket / a bike
– a poster – a helmet – a kite – a racket – a tablet – a Frisbee
– a skateboard
• Play track 38 for pupils to repeat the words.
Transcript
a racket – a bike – a poster – a helmet – a tablet – a Frisbee –
a skateboard – a kite
• Read the words in the word pool with pupils and tell them
to write the words. Check the answers.
ANSWERS
1 a racket 2 a poster 3 a kite 4 a tablet
5 a helmet 6 a bike 7 a Frisbee 8 a skateboard
Differentiation:
• Below level: Do the writing stage in a group with lower-
level pupils. Stick the flashcards on the board. Elicit the
words and write them under the flashcards for pupils to
refer to if they need to. Tell pupils to do the activity in pairs.
• Above level: Higher-level pupils can play a game before
they write the words. They cover the word pool with
their arm or a piece of paper. One pupil says a number
and the other says what the item is. They then write the
words individually.
© Copyright Oxford University Press
2 Talk about your favourite things.
• Ask pupils questions to start a whole-class discussion
about their favourite play things. First, point to each toy in
the picture and ask if pupils play with them. Then ask the
following questions: What other toys do you play with?
Do you keep them in a special place? How often do you
play with them? Do you share them with your family or
friends? How do you feel if someone won’t share their
things with you? Is it right to be possessive of your things
and not share them? Do you have a favourite thing you
prefer to play with? Do you put them away when you’ve
finished playing with them? Does anyone help you?
3 Chant. e 2•39
• Tell pupils they are going to learn a chant. Play the chant
and practise it with them until they can say it confidently.
Transcript
I’ve got a helmet and a bike,
I’ve got a skateboard and a kite.
It’s playtime! It’s playtime!
I’ve got a Frisbee and a racket,
I’ve got a poster and a tablet.
It’s playtime! It’s playtime! Hooray!
4 Play The Miming Game.
• Divide the class into pairs. Tell them to take turns to mime
one of the items for their partner to guess. Before pupils
start to play, elicit mimes for each vocabulary item and
demonstrate any that pupils are struggling with. Explain
that pupils can finger draw the item in the air if they are
unsure how to mime it.
Differentiation
• Below level: Play the game as a whole-class activity.
Stick the flashcards on the board as a reference.
Demonstrate the activity first by miming using a thing,
e.g. a bike. Ask pupils to guess what it is. Then invite a
confident pupil to choose a word and mime it for the
class to guess. Repeat with other pupils.
• Above level: In a higher-level class, ask pupils to play in
pairs with their Class Books closed.
How many? Count and write. WB p. 105
• Tell pupils to count the items and write the answers.
ANSWERS
2 seven Frisbees 3 four rackets 4 four helmets
5 three skateboards 6 one poster 7 two bikes
8 six tablets
Unit 6

Lesson 2 p. 51
Objectives
Write the words for favourite things
Listen to and participate in a song
Language
Active: I’ve got a (poster) and a (tablet).
Passive: Let’s go outdoors. We can play. Let’s find some toys.
Where’s my racket?
Materials
Class Book pp. 51, 105 (practice); CD2 track 39–41;
flashcards for favourite things; word cards of favourite
things vocabulary (prepared by the teacher); a box
Warmer
TIP Prepare word cards for the vocabulary set before the
lesson.
• Place the word cards for favourite things in a box. Stick the
flashcards on the board. Point and say the words and ask
pupils to repeat. Invite a pupil to the front to pick a word
card from the box and stick it under the correct flashcard.
Ask the class to check if the word card is in the correct
place. Repeat with other pupils.
Chant revision e 2•39
• Ask pupils if they can remember the chant from the
previous lesson. Play the chant and tell pupils to clap
rhythmically as they listen.
• Ask pupils to stand opposite a partner. Play the chant
again for pupils to say it to their partner.
1 Look and write. Then say.
• Open Class Books at page 51. Hold up your Class Book and
point to the items and elicit the words. Tell pupils to follow
the lines from the children to the items and write the
words in the speech bubbles. Demonstrate by running
your finger along the line from the first child to the item
and ask What’s this? (A poster.) Repeat for the kite and then
write the sentence on the board: I’ve got a poster and a kite.
Check that pupils remember the meaning of I’ve got …
TIP Use a different colour pen to write the vocabulary items
as this aids with memorization.
Differentiation
• Below level: Do the activity with a group of lower-level
pupils. Run your finger along the line from the first
child to the items and elicit the words (a poster and a
kite). Then point to her speech bubble and elicit the
completed sentences. Tell pupils to write the words.
Repeat with the remaining items.
• Above level: Pupils do the activity individually and then
check their answers in pairs. Fast finishers can draw half
of an item and their partner completes the drawing
and writes the word.
• Check the answers by asking pupils to read out the
complete sentences.
72 Unit 6
© Copyright Oxford University Press
ANSWERS
1 poster, kite 2 helmet, tablet 3 skateboard, bike
4 Frisbee, racket
• Tell pupils to work in pairs and say the sentences.
Chain game (optional)
• Ask pupils to stand up. Say I’ve got a bike. Invite a pupil
to add an item to the sentence, e.g. I’ve got a bike and a
skateboard. Repeat with pupils around the class. If a pupil
can’t remember the list of items, they have to sit down.
The last pupil left standing is the winner. To provide extra
support for this activity you could stick the flashcards on
the board for pupils to look at.
3 Sing The Playtime Song. e 2•40–2•41
• Ask pupils to describe the picture. Play the song (track
40) and explain any vocabulary as necessary, e.g. Let’s go
outdoors. Let’s find some toys.
• Play the song again and mime actions, e.g. riding a bike,
looking for things and pointing at things.
• Play the song for pupils to sing and do the actions.
Practise it until pupils feel confident.
• Repeat the song in later lessons and let pupils try singing
with the karaoke version (track 41).
Transcript
(See Class Book p. 51.)
Extension activity e 2•40
• Divide the class into two groups. Assign a different verse
of the song to each group. Pupils read the words to the
song and mime their own actions.
• Pupils take turns to stand up with their groups. They sing
and do the actions for their verse as you play the song.
Everyone joins in with the chorus.
Draw. Then write. WB p. 105
• Tell pupils to look at activity 2. Explain that they are going
to trace over the items in the picture and then write the
words. Tell them to look at number 1 and ask what Poppy
has got (a racket and a tablet). Tell them to complete the
activity. Check the answers in pairs before checking as a
class.
ANSWERS
1 a tablet 2 a bike, a helmet 3 a poster, a kite
4 a Frisbee, a skateboard
Extension activity
• Choose three to five words from the vocabulary set. Draw
dashes on the board for each word showing the number
of letters. Tell pupils to guess what the words are. The class
can have three tries for each word before you give them a
letter to help.
Lesson 3 Don’t wake Buddy! p. 52–53
Objectives
Use sound effects to predict where a story takes place
Listen to, read and understand a story
Act out a story
Language
Active: Let’s take the skateboard. Don’t wake Buddy! Ready,
steady, go! Humans!
Passive: Quick! Run! Now she’s got the skateboard. And he’s
got the kite!
Materials
Class Book p. 52–53; DVD; CD2 tracks 40–43; flashcards
for favourite things; flashcards for characters (including
the new character, Sam)
Warmer (song revision) e 2•40–2•41
• Ask pupils to stand in a circle. Lay the flashcards for
favourite things and the characters (including Sam) on the
floor face down. Play The Playtime Song (track 40). Pupils
sing and walk around the flashcards.
• Pause the song and say a pupil’s name. The pupil picks up
any flashcard and says the word or character name.
• Repeat until there are no flashcards left on the floor.
TIP When pupils are confident with the song, they can sing
it with the karaoke version (track 41).
1 Listen. Where’s the story? e 2•42
• Ask pupils to open out the map at the front of their books.
Recap the Unit 5 story with them and ask if they can
remember where the little people were at the end of the
story. Tell them to listen to some sound effects and try to
guess where the next episode will take place.
• Play the track for pupils to listen and look at the map.
Transcript
Woodland sounds – birds singing, branches swaying, a dog
barking, muffled voices, footsteps on a path. Workshop sounds –
chopping, sawing. Sounds of children playing outdoors.
• Ask pupils what they heard and where they think the
story takes place on the map. Hold up your map and point
to the cabin in the woods to confirm their answers. Ask
pupils what they think the little people will be doing in
this story.
Story preparation
• Open Class Books at page 52. Point to frames 1 and 2 and
ask pupils to say who they can see and what they think is
happening. Tell pupils to close their books and say what
they think will happen in the story.
2 Now watch or listen and read. r DVD e 2•43
• Play the story on the DVD or play the story on the CD with
pupils following in their Class Books (tell them to point to
the pictures as they listen).
© Copyright Oxford University Press
Transcript
1 Sam: I’ve got an idea. Come with me.
2 Sam: Let’s take the skateboard.
3 Poppy: Look! He’s got a kite.
4 Sam: Shh! Don’t wake Buddy!
5 Sniff: Ready, steady, go!
6 Russ: Whee ...
Sniff: Oh no! Humans!
7 (Sound effects: skateboard wheels skidding, sounds of the
little people toppling and falling off )
8 Sam: Quick! Run!
9 Sam: Now she’s got the skateboard!
Poppy: And he’s got the kite!
(Sound effects: a man and a woman ‘hmming’ to themselves
curiously as they pick up the abandoned kite and skateboard)
TIP If pupils are using their Class Books, ask them to follow
the words in their books the second time they hear the story.
• Play the story again. Pause at regular intervals and ask
questions to ensure understanding. For example, ask what
the little people borrow from the garage (the skateboard
and the kite). Where are they going? (Sea Town.) Who do
they see? (Humans.)
Story recapping
• Divide the class into three groups. Assign one group the
beginning, the second group the middle and the third
group the end of the story. Tell each group to read their
part of the story. Set a time limit and then ask each group
to retell their part of the story in turn.
Extension activity e 2•43
• Choose some key words or phrases from the story, e.g. I’ve
got an idea, skateboard, kite, Shh!, Quick! Run! Divide pupils
into five groups and assign one of the words or phrases to
each group.
• Teach pupils actions for the words they have been
assigned, e.g. I’ve got an idea – they hold up their first
finger and look as though they are thinking, skateboard –
they mime skateboarding, kite – they mime flying a kite,
Shh! – they put fingers to lips and creep quietly, Quick!
Run! – they mime running.
• Say the words in random order and practise getting pupils
to respond. Play the story again. Ask the groups to listen
and respond every time they hear their word or phrase.
Class theatre e 2•43
• Divide the class into groups of five and assign each pupil a
character: Poppy, Sniff, Russ, Sam, Buddy/Humans.
TIP The pupil playing Buddy and the humans does not
speak, but is needed to role-play the actions, i.e. he or she
pretends to be Buddy asleep in frame 4, and pretends to
be the humans appearing and then picking up the kite and
skateboard in frames 6–9.
• Help pupils to act out the story in groups, following the
procedure described in the How To Do It section.
Unit 6 73

Lesson 4 p. 53
Objectives
Identify characters, locations and events from a story
Understand the importance of teamwork and talk
about it
Start a class project on teamwork
Language
Active: story language from Lesson 3
Passive: teamwork
Materials
Class Book pp. 53, 106 (practice); character flashcards;
paper; a wallchart of class names (prepared by the
teacher)
Warmer
• Say Look! He’s got a kite. Encourage the whole class and
then individual pupils to say the sentence.
• Ask pupils to retell the story to each other in pairs, doing
actions for each part of the story. Then invite one or two
pairs to the front to retell the story for the class.
1 Look and tick (f). Draw what happens next.
• Tell pupils to work in pairs to look at the Who? and Where?
columns and tick the characters and location from this
episode of the story.
ANSWERS
Who?: Fern, Rowan, Poppy, Sam, Sniff, Russ Where?:
Bluebell Woods
• Ask pupils what they think will happen next in the story.
Elicit some ideas before telling pupils to draw their ideas
in the box.
TIP Fast finishers can write a list of the favourite things
vocabulary items they see in the story (skateboard, kite,
racket, poster, helmet).
• Ask pupils to swap their books with their partners and
describe what happens in their partner’s version of
the story.
2 Which picture shows teamwork? Look and tick (f).
• Ask pupils to look at the pictures and say which one
shows the little people working as a team. Ask them to
justify their answer (the little people are working together
to push the skateboard in picture 2, but in picture 1 Sniff
is pushing the skateboard on his own while the others
watch). Tell pupils to tick the correct picture (picture 2).
3 Talk about teamwork.
• Ask pupils questions to start a whole-class discussion
about teamwork: What do they think teamwork means?
Have they ever worked in a team or with some friends
to get something done? What was it? Was it easier with
a group of people? How did they help each other? Did
they enjoy it? Was there anything they liked/didn’t like
about working in a team? Were they happy with the job
they did?
74 Unit 6
© Copyright Oxford University Press
CITIZENSHIP Remind pupils that when we work in a team
we learn from others and we learn how to work together
towards the same goal. The results can be better when we
work as a team to achieve something or solve a problem.
• Ask pupils to think of a time when they worked in a
team. Ask them to think about what happened and how
they felt.
• Ask pupils to work in pairs and tell their partner. Do a
whole-class feedback.
Class project
• Ask pupils to think of situations when they might need
to work in a team. Give an example, e.g. a school project,
team sports, doing housework.
• Give pupils a few minutes to work with a partner to come
up with situations and some ideas on how they would
work in a team. Ask a few pairs to share their ideas.
• Tell pupils that during the week they have to come and
tell you when they have worked in a team, and what they
did. Show them the wallchart you prepared, and tell them
you will tick or put a sticker under their names on the
chart when they have worked in a team. If some pupils
don’t have ticks/stickers near the end of the week, suggest
ways in which they could practise teamwork, e.g. during
class activities, in the playground, for a project.
• The following week, have a class discussion where pupils
share the situations when they worked in a team. Pupils
then draw a picture to illustrate their situations. Put the
pictures up on the wall under the heading Teamwork to
make a display.
Read, choose and write. Then order the story.
WB p. 106
• Tell pupils to read the words and look at the pictures. Elicit
what is happening in the pictures. Tell pupils to write the
words in the correct speech bubbles and number the
pictures 1–4 in the order they appear in the story.
ANSWERS
a kite (2) b Buddy (3) c Run (4) d skateboard (1)
TIP Allow lower-level pupils to do the activity in pairs and
refer back to the story in their Class Books. Higher-level
pupils can do the task individually without looking back at
the story and then look back to check their answers. Fast
finishers can imagine what happens next in the story and tell
their partner.
Can you remember? In the story, what’s on the
poster? Write and draw. WB p. 106
• Ask pupils if they can remember what picture was on the
poster in the story. Tell them to write what they think it
was and then look back at the story to check (a train).
Which pictures in activity 1 show teamwork?
WB p. 106
• Tell pupils to look at activity 1 and write the letters for the
pictures which show teamwork (b and d).
Lesson 5 p. 54
Objectives
Say what someone has got
Get information from a table
Write sentences about what someone has got
Language
Active: She’s got a (kite). He’s got a (Frisbee).
Passive: What has he/she got?
Materials
Class Book pp. 54, 107 (practice), 119 (Extra grammar
practice); CD2 track 44; flashcards for favourite things;
flashcards for things in a shop (from Unit 4); character
flashcards (optional); flashcards for toys and school
objects (from Levels 1 and 2) (optional); paper (optional)
TIP You can use the Extra grammar practice page for Unit 6
(see Class Book p. 119) at any point from this lesson onwards
to support the presentation and practice of this unit’s
grammar structures.
Warmer
• Use the flashcards to revise the words for things in a shop.
• Ask pupils to draw a grid of three rows by three columns
in their notebooks. Pupils write a word for a play thing or a
thing from a shop in each square.
• Say the words for the two vocabulary sets in random
order, one at a time, keeping a record as you go. Pupils
cross out the words in their squares as they hear them.
• The first pupil to cross out all of the words in a line
(horizontally, vertically or diagonally) is the winner.
Presentation with flashcards
• Ask a girl pupil to hold up one of the flashcards. Say She’s
got a (skateboard). Write the sentence on the board. Ask
Is (name) a boy or a girl? (a girl) Underline She’s and choral
drill the sentence.
• Ask a boy pupil to hold up a flashcard. Say He’s got a
(Frisbee). Write the sentence on the board. Ask Is (name)
a boy or a girl? (a boy) Underline He’s and choral drill the
sentence.
• Invite individual pupils to hold different flashcards and ask
the rest of the class to say He’s got a … or She’s got a …
1 Listen and repeat. Then say. e 2•44
• Open Class Books at page 54. Ask pupils what items the
children have got to play with. Play the track and ask
pupils to read the speech bubbles while they listen. Play
the track again, pausing for pupils to repeat.
Transcript
Poppy: She’s got a kite.
Russ: He’s got a Frisbee.
• Tell pupils to work in pairs and take turns saying the
sentences.
© Copyright Oxford University Press
2 Look at the picture in activity 1 and write.
• Ask pupils to look at the picture and complete the
sentences with He’s got or She’s got.
ANSWERS
1 He’s got 2 She’s got 3 He’s got 4 She’s got
5 He’s got 6 She’s got
3 Look and write. Say.
• Ask pupils what items they can see in the table. Point to
Poppy and ask What has she got? (a bike and a kite). Elicit
the answer for number 1 (She’s got a bike and a kite) and
write it on the board. Tell pupils to complete the activity
individually or in pairs.
ANSWERS
1 She’s got, kite 2 He’s got, Frisbee
3 He’s got, Frisbee, tablet
Extension activity
• Give pupils paper and tell them to draw two frames 15x10
cm. Tell them to choose five of the favourite things items
and draw a picture in the first frame with a boy or a girl
and the objects they have chosen. Tell pupils to keep this
secret from their partner. When they have finished, pupils
use He’s/She’s got to describe their picture to their partner
who draws it in their blank rectangle. They can also
use There’s and There are to describe the picture. When
pupils have finished, ask pupils to describe their partner’s
pictures for the class.
Read. Look and match. WB p. 107
• Tell pupils to read the sentences and look at the pictures.
Elicit the words for the items in the pictures then tell
pupils to match the sets of items to the names of the
characters. When pupils have finished, tell them to say the
sentences.
ANSWERS
1 Rowan (b) 2 Emily (d) 4 Poppy (a)
Extension activity
• Use the character flashcards, the favourite things
flashcards from Unit 6, the things in a shop flashcards from
Unit 4 and all other toy and school objects flashcards from
Levels 1 and 2. Stick two female and two male characters
on the board. Divide the class into four groups, assign
them a character and give them enough item flashcards
so that each pupil has at least one each. Tell pupils to stick
the items next to their character. Pupils write sentences
about what their character has got. Groups then stand
next to their display and each person in the group says a
sentence.
TIP Remind pupils of the vocabulary as necessary and help
them to spell the words. Remind them to omit the indefinite
article a for He’s/She’s got Lego/cards.
Unit 6 75

Lesson 6 p. 55
Objectives
Listen and tick to record information
Draw and write about possession
Play Guess What?
Language
Active: She’s got (a tablet). He’s got (a poster). I’ve got (a
bike).
Materials
Class Book pp. 55, 107 (practice); CD2 track 45; flashcards
for favourite things; Photocopy Master Unit 6 Lesson
6 – one per group of three pupils or one per class (see
website); magazines (optional); poster paper (optional);
scissors and glue (optional)
Warmer
• Divide the class into two teams.
• Ask a pupil from each team to come to the board. Whisper
a different word from the favourite things vocabulary set
to each pupil and tell pupils to draw their item on the
board for their team to guess. If pupils need more support,
you can show them the flashcard of their item.
• The first team to guess their team’s word wins a point.
• Repeat with different items and pupils.
1 Listen and tick (f). Then say. e 2•45
• Open Class Books at page 55. Tell pupils to look at the
photos of the three children and explain that they are
going to listen to descriptions of their possessions.
TIP Before pupils do the activity, elicit the items they can
see in the pictures.
• Play the track for pupils to listen and tick the correct group
of items for each child.
Transcript
1 She’s got a Frisbee and a tablet. She’s got a kite.
2 He’s got a poster. He’s got a helmet and a racket.
3 She’s got a skateboard. She’s got a bike and she’s got a racket.
ANSWERS
1 the first picture 2 the third picture
3 the second picture
• Tell pupils to work in pairs and say the sentences. During
feedback, ask individual pupils to say the sentences for
the class.
2 Draw and write. Then say.
• Ask pupils to look at activity 2. Tell them they are going
to complete the drawings and sentences for the first
two pictures. They will then draw three of their own
possessions in the last box and complete the sentence
to describe them. Before they begin the task, ask pupils
to look back at page 51. Ask when we use I’ve got (when
talking about things we own) and remind pupils that
they will need to use this form to write about their own
possessions, but that they will need to choose He’s got
or She’s got to write about the possessions of the boy
and girl.
76 Unit 6
© Copyright Oxford University Press
ANSWERS
1 She’s got a racket and a poster.
2 He’s got a helmet and a tablet.
3 Pupils’ own answers: I’ve got a … and a …
TIP This activity provides an opportunity for personalization
while recycling Have you got …? and I’ve got …. For number
3, tell pupils to work in pairs, and ask questions about each
other’s drawings: Have you got a …? Yes, I’ve got a …/No, I
haven’t got a ….
3 Play Guess What?
Photocopy Master Unit 6 Lesson 6
TIP If you prefer, you could play this game as a whole-class
activity just using one set of favourite things cards.
• Divide the class into groups of three. Give each group
a copy of the Photocopy Master and tell them to cut
out the favourite things cards. Explain the game: Pupil 1
picks three cards. He/She shows them to Pupil 2 and
then hides them behind his/her back. Pupil 2 has to try
and remember what the three cards were. Pupil 3 then
guesses which cards he/she thinks Pupil 1 has by telling
Pupil 2 He’s/She’s got …. Pupil 2 tells Pupil 3 if they are
correct or not (if possible without conferring with Pupil 1).
Extension activity
• Tell pupils to continue to work in threes to guess what
their classmates have in their bags. Demonstrate with
two pupils first. Tell Pupil 1 what you think Pupil 2 has in
his or her bag, e.g. Maria has got a book. Maria has got a
tablet. Maria has got a pen. Pupil 2 then confirms if you are
correct or wrong. Swap roles and let one pupil guess what
you have in your bag. To extend the activity further, you
could ask pupils to write three sentences.
Draw and write. WB p. 107
• Ask pupils to look at activity 2. Tell pupils to choose items
to draw on the table for Fern and Sam and then write
about them using has got. Ask pupils to swap books
to check spelling and punctuation. During feedback,
encourage pupils to say one positive thing and something
that needs improving.
Vocabulary collage (optional)
TIP This activity is to help pupils with learning and
memorizing new vocabulary. Encourage them to use it for
other vocabulary sets.
• Divide the class into groups of three or four. Give each
group a piece of poster paper and a selection of old
magazines. Tell pupils to cut out pictures from the
magazines or draw pictures of the favourite things words
they have learned in Unit 6. As pupils work, monitor and
offer help as needed. Ask pupils to write the words under
each picture or drawing. When pupils have finished
making their collages, display them around the classroom.
Each group can then take turns to tell the class about their
collage.
Lesson 7 Sound play p. 56
Objectives
Recognize and say the /əʊ/ sound
Practise the /əʊ/ sound in a tongue-twister
Language
Active: hello, boat, go
Passive: socks, postcard, nose, wardrobe, coat
Materials
Class Book p. 56; CD1 track 17 and CD2 tracks 46–49
Warmer e 1•17
• Say the /uː/ sound from the Unit 5 Sound play lesson. Tell
pupils to repeat the sound. Then say room, blue and shoe
and ask pupils to repeat, first chorally, then in groups and
finally individually.
• Sing The Alphabet Song to revise the alphabet and then
play The Letters Game (see Unit 3, Lesson 1) with some of
the words from the Unit 5 Sound play lesson.
1 Listen and repeat. Can you hear the sound?
e 2•46
• Open Class Books at page 56. Focus pupils’ attention on
the pictures and words in activity 1. Read the words aloud
with pupils. Point to the traffic light and ask pupils what
we do when the traffic light is green? Explain that go
means to move forward when the traffic light is green.
• Play the track and point to the pictures as pupils listen.
Transcript
/əʊ/ hello
/əʊ/ boat
/əʊ/ go
• Write the words on the board. Say the words and ask
pupils what sound they have in common (/əʊ/). Underline
the /əʊ/ sound in the words with a different colour (hello,
boat, go). Point out how different combinations of letters
can make the /əʊ/ sound.
• Demonstrate how to make the /əʊ/ sound for pupils to
copy you.
TIP Ask pupils to look closely at your mouth as you say the
sound and then the words. Make sure pupils understand
that when they say the /əʊ/ sound their lips make an O
shape. When they say hello, their mouth will change position
for the second syllable and their lips will move in from the
sides.
• Play the track again, pausing after each line for pupils to
repeat chorally and individually. Ask pupils if they can hear
the /əʊ/ sound in hello, boat and go.
• Divide the class into pairs to take it in turns to point to a
picture for their partner to say the word.
• Monitor the pairs and help with pronunciation.
2 Listen and tick (f) if you hear the sound. e 2•47
• Tell pupils to look at the pictures. Hold up your Class Book
and point and say the words. Then ask pupils to point and
say the words. Tell pupils to listen and tick if they hear the
/əʊ/ sound. Play the track.
© Copyright Oxford University Press
Transcript
/əʊ/ socks
/əʊ/ postcard
/əʊ/ nose
/əʊ/ wardrobe
/əʊ/ coat
3 Listen and check. Repeat. e 2•48
• Tell pupils to listen and check their answers. Play the track.
Transcript and answers
/əʊ/ – postcard – nose – wardrobe – coat
• Play the track again for pupils to repeat the words.
TIP Point out how, in English, the same letter can be
pronounced in different ways, for example the letter o can
be pronounced /əʊ/ as in nose or /ɒ/ as in socks. Tell pupils
that they should listen carefully when they learn new words
and try to remember the pronunciation.
Extension activity
• Make a list of words with the two different sounds from
activity 2, e.g. (əʊ) postcard, nose, wardrobe, boat, hello, go
and /ɒ/ doll, song, orange, hot. Draw two columns on the
board and write coat and socks at the top of the columns.
Divide the class into two teams. Say a word to Team A and
ask them to say if it has the same sound as socks or coat.
Write the word in the correct column. Repeat the process
with Team B. Each team gets a point if they categorize the
sound correctly.
4 Listen and say. e 2•49
• Tell pupils to look at the picture and describe what they
can see. Then ask them to look at the tongue-twister and
read it quietly to themselves.
• Say the tongue-twister slowly and then tell pupils to say it
with you. Play track 49 and tell pupils to repeat.
Transcript
He’s got a wardrobe and a coat in his yellow boat.
• Play the track a few times until pupils are confident saying
the tongue-twister. Then tell pupils to work in groups and
take turns saying the tongue-twister.
TIP Tongue-twisters are a fun way for pupils to practise
individual sounds that some pupils may find difficult. Put
confident pupils with less confident pupils for the group
activity. Encourage pupils to try saying the tongue-twister in
different ways, as described in Unit 4.
Unit 6 77

Lesson 8 Round up p. 57
Objectives
Review learning progress with the language of Unit 6
Make a My favourite things lapbook
Language
Revision of vocabulary and structures from Unit 6
Materials
Class Book p. 57; CD2 tracks 40 and 50; Unit 6 flashcards;
My favourite things lapbook template (Teacher’s Book
p. 149) and the basic lapbook template (Teacher’s Book
p. 27) – one of each per pupil; scissors; glue
Revision e 2•40
• Ask pupils to sit in a circle. Give the flashcards to individual
pupils. Play the song from the unit. Pupils pass the
flashcards around the circle. Stop the music suddenly.
Pupils who are holding the flashcards stand up. Each pupil
names their card. Repeat the procedure until all pupils
have had a turn to name a flashcard.
• Give pupils two minutes to look through the unit and
tell you some of the other things they have learned. Tell
them to think about any other vocabulary or phrases they
can remember from the songs and story, the story value
(teamwork), the /əʊ/ sound, etc.
• Play Find the answer. Ask a question about anything from
the unit, e.g. vocabulary, the story, grammar. Pupils search
their Class Book as quickly as they can to find the answer.
• Bring a pupil to the front of the class and ask him/her to
select a flashcard, hold it up and say I’ve got a (kite). Ask
the rest of the class to tell you what the pupil at the front
has got: He’s/She’s got a (kite). Repeat with other pupils and
other flashcards.
1 Listen and number. Then write and say. e 2•50
• Open Class Books at page 57. Tell pupils to look at the
picture and say what they can see.
• Play the track for pupils to listen and number the items.
Transcript and answers
1 a bike
2 a helmet
3 a poster
4 a tablet
5 a Frisbee
6 a racket
• Tell pupils to write the words. Check the answers.
• Divide the class into pairs. One pupil points at an item and
their partner says the word.
2 Look and write.
• Look at number 1 with pupils. Point to the pictures and
elicit the words. Then ask pupils to say the complete
sentence. Tell pupils to complete the sentences.
78 Unit 6
© Copyright Oxford University Press
ANSWERS
1 She’s got a skateboard and a Frisbee.
2 She’s got a poster and a tablet.
3 He’s got a racket and a helmet.
4 He’s got a kite and a bike.
3 Make a My favourite things lapbook.
Teacher’s Book pp. 27 and 149
• Give each pupil a copy of the My favourite things lapbook
template and the basic lapbook template and hand out
scissors and glue. Show them your completed lapbook if
you have made one.
• Look at the survey table and elicit the words for the items.
Ask pupils to think of two more items they’ve got and like
to play with and to draw them in the spaces provided.
• Tell pupils to write their name under Me and then tick or
cross next to the items to show if they have them or not.
Explain that they will write the name of a partner under
My friend and tick or cross the things their partner has/
hasn’t got. Elicit the language they will need (Have you got
a …? Yes./No.) and put them in pairs to do the survey.
• Tell pupils to draw and/or write on the left strip five things
their friend has got. On the right strip they should write
their own top five favourite things.
• Tell pupils to cut out the three sections and stick them
into a lapbook template – the survey in the middle and
the zig-zag strips on the right and left flaps. They glue
the left and right strips at the top and fold each section
to make a concertina. They should be able to see the
heading at the top and the rest of the sections are folded
so they see number 5 at the top and it can be pulled out
to reveal the other items.
• They colour and decorate their lapbook and write their
name and the title My favourite things on the cover. Pupils
use their lapbooks to tell the class or their family what
they and their friend have got, e.g. My friend is Maria. She’s
got a … I’ve got a …
Self-evaluation, test and assessment e 3•54
• Invite pupils to reflect on what they felt about the
activities in the unit. Follow the procedure described in
Unit 1.
• Pupils are now ready to complete the Unit 6 Test (pp.
132–133 of this Teacher’s Book). Use CD3 track 54.
• Fill in the evaluation grid for each pupil (see website).
TIP You may now like to do the CLIL unit on recycling. See
pp. 80–81 in the Class Book.
Units 7–8
Location lesson
At the beach pp. 58–59
Objectives
Identify, say and write words related to the beach
Sing and participate in the Respect the Rules Song
Make a poster about respecting rules
Language
Active: a whistle, goggles, a towel, the sea, a flag, a
lifeguard
Passive: DVD script; Let’s run. Let’s have fun. Can you see? I
can’t swim. Come on everyone. Let’s swim now!
Materials
Class Book pp. 58–59; At the beach poster; DVD (see
website); CD2 tracks 51–55; magazines; scissors; glue;
poster paper
Warmer
• Ask pupils to open out the map at the front of their books
and tell them to find the seaside. Ask what the town by
the sea is called (Sea Town).
• Display the At the beach poster and ask pupils to open
their Class Books at pages 58–59. Tell pupils that this
is a picture of Sea Town. Ask what they can see. What
characters can see? Where are they? What are they doing?
What are the people doing? What are the little people
doing?
1 Watch the video. r DVD
• Tell pupils they are going to watch a video clip about the
seaside. Ask them to work in pairs and think of things they
think they will see. Make a list on the board.
• Play the video clip, pausing to summarize the voiceover
and explain new vocabulary (e.g. beach, sea, cliffs, sandy,
rocky, lifeguard).
2 Talk about the summer holidays.
• Ask pupils to look at pages 58–59 again. What things can
they see that were on the video? What seaside things can
they see that weren’t on the video? What season is it?
• Ask pupils what they usually do during the summer
holidays. What is the weather like? Where do they go? Do
they go to the beach? What do they do there?
3 Listen and point. Repeat. Write. e 2•51–2•52
• Point to the items on the poster and say the words.
Play track 51 for pupils to listen and point to the things in
their books.
Transcript
a flag – a towel – a lifeguard – a whistle – goggles – the sea /
a towel – a flag – a whistle – goggles – a lifeguard – the sea /
a flag – the sea – a lifeguard – a towel – a whistle – goggles
• Play track 52 for pupils to repeat the words.
© Copyright Oxford University Press
Transcript
a whistle – goggles – a towel – the sea – a flag – a lifeguard
• Hold up your Class Book, point to an item and ask What’s
number (1)? Pupils answer A (flag)!
• Read the words in the word pool with pupils and tell them
to write the words. Check the answers.
ANSWER
1 a flag 2 a towel 3 a lifeguard 4 a whistle
5 goggles 6 the sea
4 Sing the Respect the Rules Song. e 2•53–2•54
• Tell pupils they are going to sing a song about obeying
rules at the beach. Play track 53 and mime appropriate
actions.
TIP Ask pupils if they have ever seen flags at the beach and
if they know what they mean. Make sure they know that a
red flag means it is dangerous to swim.
• Play the song again and encourage pupils to copy your
actions. Practise the song a few times until pupils are
confident. Repeat the song in later lessons and let pupils
try singing with the karaoke version (track 54).
Transcript
(See Class Book p. 59 and the full lyrics on p. 124.)
5 Class project: Make a Rules poster.
• Tell pupils they are going to make a poster about rules at
the beach. Elicit some ideas, e.g. check the colour of the
flag before you swim, obey the lifeguard when he blows
his whistle. Divide the class into groups of four and hand
out the materials. They can write the title Rules at the
beach and stick magazine cut-outs and draw their own
illustrations on the poster and write the new words on the
poster.
6 The story so far. Listen and answer the
questions. e 2.55
• Ask pupils what they remember from the story. Divide the
class into pairs and ask them to retell the story so far.
• Invite pairs to share their ideas with the class. Then play
track 55, pausing for pupils to answer.
Transcript
1 Will and Emily are in Bluebell Woods. – No!
2 Will’s message says ‘I’m in Bridge Town!’ – No!
3 Poppy, Rowan, Fern, Russ and Sniff have got a new friend
called Sam. – Yes!
4 Sam has got a skateboard and a kite. – No!
5 In Sea Town, it’s spring. It’s rainy. – No!
Units 7 and 8
 Unit 71
Clothes
Numbers and colours
Lesson 1 p. 60
Objectives
Identify and say the names of clothes
Copy the words to label a picture
Listen to and participate in a chant
Play a memory game
Language
Active: a tracksuit, shorts, trainers, sandals, a skirt, a T-shirt,
a dress, trousers
Materials
Class Book pp. 60, 108 (practice); CD2 tracks 56–58;
flashcards for clothes x8 (re-use trousers and skirt from
Level 2); all other flashcards for clothes from Level 2
(optional)
Presentation with flashcards
• Stick the flashcards for clothes on the board. Point to each
flashcard, say the word and ask pupils to repeat.
• Divide the class into two teams. Have each team line up
at the back of the room. Call out a word and one pupil
from each team runs to the board. The first pupil to grab
the correct flashcard and repeat the word keeps the
card for their team. Repeat with two more pupils, and so
on. The team with the most flashcards at the end of the
game wins.
1 Listen and point. Repeat. Write. e 2•56–2•57
• Open Class Books at page 60. Talk about the picture with
pupils. Hold up your Class Book, point to the items and
say the words. Play track 56 for pupils to listen and point in
their books.
Transcript
a tracksuit – a dress – trousers – shorts – a T-shirt – a skirt –
trainers – sandals / a skirt – shorts – a T-shirt – a tracksuit – a
dress – sandals – trainers – trousers / trousers – trainers –
sandals – a dress – a tracksuit – a T-shirt – shorts – a skirt
• Play track 57 for pupils to repeat the words.
Transcript
a tracksuit – shorts – trainers – sandals – a skirt – a T-shirt – a
dress – trousers
• Read the words in the word pool with pupils and tell them
to write the words. Check the answers.
ANSWERS
1 a tracksuit 2 a dress 3 trousers 4 shorts
5 a T-shirt 6 a skirt 7 trainers 8 sandals
2 Talk about your clothes.
• Ask pupils questions to start a whole-class discussion
about their clothes. What are their favourite clothes?
When do they wear them? What clothes do they wear in
the summer that they don’t wear in winter? What colour
80 Unit 7
© Copyright Oxford University Press
clothes do they like wearing? Are there any clothes they
don’t like wearing? Do they ever wear a fancy dress
costume or dress up as someone famous? Do they like
playing dressing up games?
3 Chant. e 2•58
• Tell pupils they are going to learn a chant. Play the chant
and practise it with them until they can say it confidently.
Transcript
My favourite clothes. My favourite clothes.
A tracksuit and trainers!
A T-shirt and shorts!
They’re my favourite clothes!
My favourite clothes. My favourite clothes.
A dress and sandals!
A skirt and trousers!
They’re my favourite clothes! Yeah!
4 Play The Memory Game.
TIP You may like to review some or all of the clothes words
from Level 2 (boots, a coat, a hat, a jumper, shoes, socks,
gloves) before you play the game, using the flashcards or
pointing to items of clothing. However, for a lower-level
class, it will be too challenging to include all this vocabulary
in the game, and you may prefer to revise it in a later lesson
once they are confident with the new clothes words.
• Tell pupils to sit in a circle with you. Tell them they are
going to play a memory game. Explain that you are
packing a suitcase. Say I’ve got a … and pretend to put
the item in an imaginary suitcase. Then ask the pupil next
to you to repeat what you said and add another clothing
item. Each subsequent pupil adds another item and has to
remember and say all the other items.
Differentiation
• Below level: Support pupils by sticking the flashcards
for clothes on the board. You could also divide pupils
into smaller groups to sit in a circle and play the game.
• Above level: You can encourage pupils to give colour
descriptions, e.g. I’ve got a red T-shirt, blue shorts and
yellow trainers. Pupils can include the clothes words
from Level 2 if you have chosen to review these.
Draw and write. WB p. 108
• Tell pupils to trace the clothes and write the words.
ANSWERS
1 trousers 2 a T-shirt 3 a skirt 4 trainers 5 shorts
6 a tracksuit 7 sandals 8 a dress
Lesson 2 p. 61
Objectives
Write the words for clothes
Describe outfits using the colour words
Listen to and participate in a song
Language
Active: He’s got (a blue tracksuit). She’s got (pink sandals).
Passive: fashion show, They’re my favourite clothes.
Materials
Class Book pp. 61, 108 (practice); CD2 tracks 58–60;
flashcards for clothes x8; small pieces of paper or card;
real clothes for the new vocabulary items (optional);
magazine pictures of people wearing different outfits
(optional)
Warmer
• Divide the class into groups of three. Give out eight
small pieces of paper to each group. Stick the flashcards
for clothes on the board and give pupils one minute to
memorize them. You could use real clothes instead for this
activity if you have them available.
• After one minute remove the flashcards or real clothes
and tell pupils to write the words they can remember.
They can also write what colour the clothes were, e.g. a
yellow T-shirt. Then do a whole-class feedback to find out
how many words pupils remembered and check their
answers.
Chant revision e 2•58
• Ask pupils if they can remember the chant from the
previous lesson. Play the chant and tell pupils to clap
rhythmically as they listen.
• Ask pupils to stand opposite a partner. Play the chant
again for pupils to say it to their partner.
1 Look and write. Then say.
• Open Class Books at page 61. Elicit the clothes items in
the pictures and tell pupils to write the words to complete
the sentences. When they have finished writing, ask pupils
to read out the descriptions, chorally and individually.
ANSWERS
1 sandals, T-shirt, trousers, shorts
2 tracksuit, trainers, dress, skirt
Differentiation
• Below level: Work with a group of lower-level pupils.
First tell pupils to look at the pictures and say the words.
They should name the colours of the clothes, e.g. green
trousers, a black and white dress. Then read out the first
sentence and elicit the missing words. Tell pupils to
write the words. Repeat with the remaining items.
• Above level: Pupils do the activity individually and then
check their answers in pairs. Fast finishers can write
descriptions of the outfits worn by the boy and girl on
page 60.
© Copyright Oxford University Press
Consolidation activity
• Call a pupil to the front and elicit a description of his or
her outfit, e.g. He’s got a green T-shirt, blue trousers and black
trainers. Repeat with other pupils, reminding the class to
use He’s got or She’s got as appropriate.
• Write some descriptions on the board and ask where the
colour word comes (before the clothing item). Ask which
clothes words don’t include ‘a’ before the colour word
(plural words such as shoes or trainers).
TIP Tell pupils that trousers is a plural word in English. They
can remember this by thinking of the two separate legs of
the trousers.
• Ask one or two confident pupils to come to the front and
describe other pupils’ outfits.
2 Sing The Fashion Song. e 2•59–2•60
• Ask pupils to describe the picture. Play the song (track 59)
and explain any vocabulary as necessary, e.g. fashion show.
• Play the song again and mime actions, e.g. pointing to
where the clothes are on the body.
• Play the song for pupils to sing and do the actions.
Practise it until pupils feel confident.
• Repeat the song in later lessons and let pupils try singing
with the karaoke version (track 60).
Transcript
(See Class Book p. 61 and the full lyrics on p. 124.)
Look, circle and write. Then colour. WB p. 108
• Ask pupils to look at activity 2. Tell them to look at the
picture and say what clothes they can see. Read the first
sentence, hold up your Class Book and point to the girl’s
shoes. Ask What are they? Sandals or trainers? (Trainers.)
What colour are they? (Black.) Tell pupils to complete the
activity by circling the correct option in the remaining
sentences, writing out the full sentence and colouring the
clothes.
• To check the answers, ask individual pupils to hold up
their books and read the sentences.
ANSWERS
2 tracksuit, She’s got a purple tracksuit.
3 T-shirt, He’s got an orange T-shirt.
4 shorts, He’s got yellow shorts.
Pupils colour the girl’s trainers black and her tracksuit
purple. They colour the boy’s T-shirt orange and his shorts
yellow.
Extension activity
• Divide the class into groups of three or four. Give each
group a magazine picture. Ask each group to write a
description of their picture using He’s/She’s got a (red)
(jumper) and (blue) (trousers). When the groups have
finished, they can swap their pictures and descriptions
with another group to check.
Unit 7 81
 Lesson 3 Russ’s sandals! pp. 62–63
Objectives
Use sound effects to predict where a story takes place
Listen to, read and understand a story
Act out a story
Language
Active: Let’s walk. I’m hot. My feet are hot! Take off your
boots. Put on your sandals.
Passive: Stop! Come on. I’m wearing socks and boots. Hide.
Materials
Class Book pp. 62–63; DVD; CD2 tracks 59–62; flashcards
for clothes
Warmer (song revision) e 2•59–2•60
• Ask pupils to stand or sit in a circle. Hand out the clothes
flashcards to different pupils. Play The Fashion Song (track
59). Pupils sing and pass the flashcards around the circle,
face down. Stop the music. Everyone with a flashcard
takes turns to mime putting on that item of clothing. The
other pupils call out the clothes word.
TIP When pupils are confident with the song, they can sing
it with the karaoke version (track 60).
1 Listen. Where’s the story? e 2•61
• Ask pupils to open out the map at the front of their books.
Recap the Unit 6 story with them and ask if they can
remember where the little people were at the end of the
story. Tell them to listen to some sound effects and try to
guess where the next episode will take place.
• Play the track for pupils to listen and look at the map and
point to the story location.
Transcript
Sounds of the countryside, sheep bleating, cows mooing, a dog
barking, seagulls and distant sounds of the sea, footsteps on a
gravelly path.
• Ask pupils what they heard and where they think the
story takes place. Hold up your map and point to the
countryside near the sea to confirm their answers. Ask
pupils what they think the little people will be doing in
this story.
Story preparation
• Open Class Books at page 62. Point to frames 1 and 2 and
ask pupils to say who they can see and what they think is
happening. Tell pupils to close their books and say what
they think will happen in the story.
2 Now watch or listen and read. r DVD e 2•62
• Play the story on the DVD or play the story on the CD with
pupils following in their Class Books (tell them to point to
the pictures as they listen).
Transcript
1 Sam: Come on. Let’s walk!
Fern, Poppy, Rowan: OK.
2 Russ: Stop! I’m hot.
Sam: Come on, Russ.
82 Unit 7
© Copyright Oxford University Press
3 Russ: I’m wearing socks … and boots! My feet are hot!
Fern: Take off your boots and socks.
4 Sam: I’ve got an idea.
5 Sam: Put on your sandals, Russ.
Poppy: Wow!
Russ: Thank you, Sam!
6 Buddy: Woof, woof!
Fern: Oh no, there’s a dog! Hide.
7 Buddy: Woof!
8 Sam: It’s OK. It’s Buddy!
9 All: Hello, Buddy!
TIP If pupils are using their Class Books, ask them to follow
the words in their books the second time they hear the story.
• Play the story again. Pause at regular intervals and ask
questions to ensure understanding. For example, ask
what’s wrong with Russ (he’s hot). Why is he hot? (He’s
wearing socks and boots.) What does Sam do? (He
makes sandals for Russ.) Why are the little people scared?
(Because they hear a dog.)
Story recapping
• Draw nine stepping stones on the board. Explain that
each stepping stone represents a frame in the story.
Tell pupils to copy the stepping stones into their
notebooks. Divide the class into pairs. Ask pupils to write
or draw clues about what happens in each frame of the
story. When pupils are ready, ask each pair to share and
compare their answers with another pair then do a whole-
class feedback.
Extension activity e 2•62
• Choose some key words or phrases from the story, e.g.
Stop! I’m hot; Come on, Russ; Put on your sandals; Woof,
woof!; Hide. Divide pupils into five groups and assign one
of the words or phrases to each group.
• Teach pupils actions for the words they have been
assigned, e.g. Stop! I’m hot – they mime being hot, Come
on, Russ – they beckon, Put on your sandals – they mime
putting on sandals, Woof, woof! – they bark, Hide – they
pretend to hide and look scared.
• Say the phrases in random order and practise getting
pupils to respond. Play the story again. Ask the groups to
respond every time they hear their word or phrase.
Class theatre e 2•62
• Divide the class into groups of five and assign each pupil a
character: Poppy, Fern, Russ, Sam, Buddy.
• Help pupils to act out the story in groups, following the
procedure described in the How To Do It section.
Lesson 4 p. 63
Objectives
Identify phrases from a story
Understand the importance of solving problems and talk
about it
Start a class project on solving problems
Language
Active: story language from Lesson 3
Passive: solving problems
Materials
Class Book pp. 63, 109 (practice); flashcard of Russ; a
wallchart of class names (prepared by the teacher)
Warmer
• Use the Russ flashcard to say Stop! I’m hot. Encourage
the whole class and then individual pupils to say the
sentence.
• Ask pupils to retell the story to each other in pairs, doing
actions for each part of the story. Then invite one or two
pairs to the front to retell the story for the class.
1 Read and tick (f). Then say.
• Open Class Books at page 63. Nominate a pupil to read
the first speech bubble. Explain to pupils that they have to
decide if the speech bubble is correct and tick the box for
Yes or No. Elicit the answer for the first sentence (No) and
ask pupils to tick for the remaining sentences.
• Fast finishers can correct the false sentences in their
notebooks.
• Check the answers by asking pupils to put up their hands
if the answer is Yes and fold their arms if the answer is No.
ANSWERS
1 No (Stop! I’m hot.) 2 No (I’m wearing socks.)
3 No (Oh no, there’s a dog!) 4 Yes
2 Who solves a problem? Look and tick (f).
• Ask pupils to look at the pictures and say who solves
a problem in the story (Sam). Ask pupils to justify their
answer (Sam makes a pair of sandals for Russ). Tell pupils
to tick the correct picture (picture 1).
3 Talk about solving problems.
• Ask pupils questions about problem solving: What can
they do to solve a problem? What do they need to think
about? What decisions do they need to make? How can
they see a problem as a learning opportunity rather than a
negative thing? Encourage pupils to share their ideas with
the class.
CITIZENSHIP Tell pupils that instead of seeing problems
as something negative, and feeling bad when problems
happen in their lives, they should try to see them as
opportunities to learn and develop new skills. Practising
solving problems will increase their skills and improve their
confidence and this will help them throughout their lives.
• Ask pupils to think of a time when they had a problem.
Ask them to think about what happened and how they
solved the problem.
© Copyright Oxford University Press
• Ask pupils to work in pairs and tell their partner. Do a
whole-class feedback.
Class project
• Ask pupils to think of situations when they might need
to solve a problem. Give some examples, e.g. they forget
their Class Book, they don’t understand something in the
lesson.
• Give pupils a few minutes to work with a partner to come
up with some problems and discuss possible solutions.
Ask a few pairs to share their ideas.
• Tell pupils that during the week they have to come and
tell you how they solved problems in different situations.
Show them the wallchart you prepared, and tell them you
will tick or put a sticker under their names on the chart
when they have solved a problem. If some pupils don’t
have ticks/stickers near the end of the week, suggest
some situations in which they could solve a problem,
e.g. during class activities, in the playground, friendship
problems.
• The following week, have a class discussion where
pupils share the situations when they solved a problem.
Pupils then draw a picture to illustrate how they solved
the problem. Put the pictures up on the wall under the
heading Problem solving to make a display.
Read, choose and write. Then order the story.
WB p. 109
• Tell pupils to read the words and look at the pictures. Elicit
what is happening in the pictures. Tell pupils to write the
words in the correct speech bubbles and number the
pictures 1–4 in the order they appear in the story.
ANSWERS
a dog, 4 b sandals, 3 c walk, 1 d socks, 2
Differentiation
• Below level: Pupils do the activity in pairs. Allow pupils
to refer back to the story in their Class Books for the
numbering stage.
• Above level: Pupils do the task individually without
looking back in their Class Books then check the
answers by looking back at the story.
Can you remember? Who is the dog in the story?
Write.
• Ask pupils if they can remember who the dog is in the
story. Tell them to write who they think it is and then look
back at the story to check (Buddy).
Can you solve the problem? It’s hot! Draw clothes
for Poppy and Rowan.
• Elicit what clothes people wear in the summer when it’s
hot. Then tell pupils to draw and colour the clothes for
Poppy and Rowan.
ANSWERS
Pupils should draw summer clothes for Poppy and Rowan,
e.g. shorts, T-shirts and sandals.
Unit 7 83
 Lesson 5 p. 64
Objectives
Describe an outfit using I’m wearing
Complete sentences about outfits
Language
Active: I’m wearing a blue and white T-shirt, purple shorts
and green trainers.
Passive: What are you wearing?
Material
Class Book pp. 64, 110 (practice), 120 (Extra grammar
practice); CD2 track 63; all clothes flashcards from Levels
2–3; word cards for the sentence ordering extension
activity – see below (optional); plain paper (optional)
TIP You can use the Extra grammar practice page for Unit 7
(see Class Book p. 120) at any point from this lesson onwards
to support the presentation and practice of this unit’s
grammar structures.
Warmer
• Put the clothes flashcards on the board, including those
from Level 2 (socks, shoes, a jumper, a hat, a coat, boots).
Review the clothes vocabulary with the class.
• Point to your clothes and tell the class what you’re
wearing: I’m wearing a (grey) (skirt) and a (red) (jumper). I’m
wearing (brown) (shoes). You could put on a coat and a hat
to make it more fun!
• Bring a girl and a boy to the front of the class to help you
demonstrate the activity. Say (Sara), what are you wearing?
Encourage the girl to answer: I’m wearing a (blue) (skirt)
and a (white) (T-shirt). Repeat with the boy.
• Invite volunteers to tell the class what they’re wearing,
using the structure I’m wearing …
1 Listen and repeat. Then say. e 2•63
• Open Class Books at page 64. Elicit the clothes Will and
Emily are wearing.
• Play the track and ask pupils to read the speech bubbles
while they listen. Play the track again, pausing for pupils to
repeat.
Transcript
Will: I’m wearing a blue and white T-shirt, purple shorts and
green trainers.
Emily: I’m wearing an orange T-shirt, a pink skirt and purple
sandals.
• Tell pupils to work in pairs and take turns saying the
sentences.
2 Look, read and write. Then colour.
• Ask pupils to look at the picture and complete the
sentences with I’m wearing and the clothes. Tell pupils to
check their answers in pairs.
ANSWERS
I’m wearing; I’m wearing, tracksuit, trainers.
• Tell pupils to colour the picture and then say the
sentences in pairs.
84 Unit 7
© Copyright Oxford University Press
Question and answer race (optional)
• Divide the class into four teams. Ask the teams to line up
at the front of the class. Tell pupils standing at the front of
the line that when you say Go! they should turn around
and ask What are you wearing? to the pupil behind them.
That pupil answers I’m wearing … then asks the question
to the next pupil in their team and so on until the
question reaches the end of the line. The last pupil in each
team answers and races to the front to ask the teacher the
question. The first team to finish are the winners.
3 Put the words in order. Then number.
• Tell pupils to look at the activity. Explain that the words in
each sentence are in jumbled order. They need to put the
words in the correct order and write the sentence. Look
at number 1 and elicit the sentence. Then tell pupils to
complete the activity. Tell pupils to number the clothing
items on the picture.
Differentiation
• Below level: Pupils do the activity in pairs.
• Above level: Pupils do the activity individually and then
check in pairs. They then say the sentences.
ANSWERS
1 I’m wearing blue trainers.
2 I’m wearing yellow trousers.
3 I’m wearing an orange T-shirt.
Extension activity
TIP For this activity, prepare sets of word cards for five-word
sentences such as the following: I’m wearing a green T-shirt.
I’m wearing a blue dress. I’m wearing a purple tracksuit.
• Divide the class into groups of five pupils. Give each group
a set of the word cards you have prepared. Ask each pupil
in the group to take one word card. Then invite each
group in turn to stand in a line at the front of the class to
make the complete sentence. Ask the class to check that
the sentence is correct.
Read and number. Then colour. WB p. 110
• Tell pupils to read the sentences and look at the pictures.
Tell them to match the sentences to the pictures, write
the numbers in the boxes and then colour the clothes. Tell
pupils to check their answers in pairs.
ANSWERS
1 picture 3 2 picture 4 3 picture 1 4 picture 2
Extension activity
• Give pupils a piece of plain paper and tell them to draw
a picture of a boy and a girl with clothes. They can also
colour in the clothes. Then tell pupils to swap their
pictures with a partner. Their partner draws speech
bubbles with sentences about the picture using the
structure I’m wearing …
TIP Ask pupils to bring in some old clothes for the next
lesson.
Lesson 6 p. 65
Objectives
Listen and record information about clothes
Draw and write about clothes
Play The Fashion Show Game
Language
Active: I’m wearing an orange skirt, a pink T-shirt and white
sandals.
Materials
Class Book pp. 65, 110 (practice); CD3 track 1; flashcards
for clothes; a selection of clothes brought in by the pupils
and teacher; scissors, glue, poster paper and magazines
(optional)
Warmer
• Show a clothes flashcard to the class, then put it on the
board, facing inwards so that pupils can’t see the picture.
• Repeat with the rest of the flashcards, making a cloud
formation on the board.
• Invite a pupil to come to the front, name a vocabulary
item and turn over the correct card. If he/she gets the
answer right, keep the card with its picture face up and
give the pupil another go. If he/she is wrong, turn the card
over again and invite another pupil to the front of the
class. Continue until all of the cards have been identified.
1 Listen and circle. Then number and colour. e 3•1
• Open Class Books at page 65. Tell pupils to look at the
photos of clothes. Elicit the clothes items in the first row.
Encourage pupils to say the colours. Tell pupils they are
going to listen to three children describing what they
are wearing and they have to circle the correct clothes in
each row. Play the track, pausing for pupils to circle.
Transcript
1 Girl: I’m wearing a blue tracksuit and a pink T-shirt. I’m
wearing purple sandals.
2 Boy 1: I’m wearing shorts. They’re green. I’m wearing a red
T-shirt and yellow trainers, too.
3 Boy 2: I’m wearing purple trousers, a blue T-shirt and
orange trainers.
ANSWERS
1 The blue tracksuit, the pink T-shirt and the purple
sandals are circled.
2 The green shorts, the red T-shirt and the yellow trainers
are circled.
3 The purple trousers, the blue T-shirt and the orange
trainers are circled.
• Ask pupils to work in pairs to number the pictures of the
children, using the information in the table. If pupils are
having difficulty, play the track again. Tell pupils to colour
the pictures, using the information in the table, and to
then say the sentences in pairs.
2 Read and draw Charlie’s clothes. Draw and write
for you.
• Invite a pupil to read the speech bubble in activity 2.
Explain that pupils have to draw and colour Charlie’s
© Copyright Oxford University Press
clothes. They then draw and write about their own
clothes. When they have finished, pupils swap their books
and check and correct each other’s work.
Extension activity
• Ask pupils to play a guessing game. Place a chair at the
front and sit on it. Pretend to be a pupil and say what they
are wearing, e.g. say I’m wearing a brown T-shirt, a red skirt,
white socks and trainers. Pupils have to guess which pupil
you are describing. Invite a pupil to describe what another
pupil is wearing and the class have to guess who it is.
Repeat until all pupils have had a turn.
3 Play The Fashion Show Game.
• Explain that pupils are going to have a fashion show.
Divide pupils into two teams. Ask teams to bring out their
old clothes and place them on a table. Hold up each item
and ask pupils to describe it, e.g. a black T-shirt. Arrange
the classroom to create a catwalk for pupils to walk down.
Team members take turns to walk down the catwalk.
When they reach the end they say I’m wearing … and
describe an outfit. Their team members have to dress
them in those items as quickly as possible. Repeat the
process with a member from the other team. The game
continues until all pupils have had a chance to dress up.
Drawing game (optional)
• Tell pupils they are going to play a game. Pupils write their
name on a piece of paper. They draw their head and their
face. They fold the paper over and pass it to the person
next to them. That person then draws a body and an item
of clothing, folds and passes it on. They can colour in the
clothes they draw. The next pupil draws another item
of clothing. The final person draws in the feet and then
passes the picture back to the original person. Each pupil
opens up the picture they have and describes what they
are wearing using I’m wearing a (red) …
Colour. Follow and write. WB p. 110
• Tell pupils to look at activity 2. They colour in the clothes,
then follow the lines from the characters to the clothes
and write sentences using I’m wearing …
ANSWERS
1 I’m wearing a black T-shirt and ___ shorts.
2 I’m wearing a ___ dress and ___ sandals.
3 I’m wearing a ___ tracksuit and ____ boots.
4 I’m wearing ___ trainers and ___ trousers.
TIP As an extension activity, pupils can work in small
groups to make a vocabulary collage of all the clothes words
they have learned. Hand out magazines and poster paper
and follow the procedure described in Unit 6, Lesson 6.
Unit 7 85
 Lesson 7 Sound play p. 66
Objectives
Recognize and say the /z/ sound
Practise the /z/ sound in a tongue-twister
Language
Active: trousers, gloves, trainers
Passive: flowers, books, ears, eyes, sandals
Materials
Class Book p. 66; CD1 track 17, CD3 tracks 2–5
Warmer e 1•17
• Say the /əʊ/ sound from the Unit 6 Sound play lesson. Tell
pupils to repeat the sound. Then say boat, hello and go
and ask pupils to repeat, first chorally, then in groups and
finally individually.
• Sing The Alphabet Song to revise the alphabet and then
play The Letters Game (see Unit 3, Lesson 1) with some of
the words from the Unit 6 Sound play lesson.
1 Listen and repeat. Can you hear the sound?
e 3•2
• Open Class Books at page 66. Focus pupils’ attention on
the pictures and words in activity 1. Read the words aloud
with pupils.
• Play the track and point to the pictures as pupils listen.
Transcript
/z/ trousers
/z/ gloves
/z/ trainers
• Write the words on the board. Say the words and ask
pupils what sound they have in common (/z/). Underline
the /z/ sound in the words with a different colour (trousers,
gloves, trainers).
• Demonstrate how to make the /z/ sound for pupils to
copy you.
TIP Ask pupils to look closely at your mouth as you say the
sound and then the words. Exaggerate the sound at the end
of the words. Make sure pupils understand that they need to
have the tip of the tongue close to the top of the front teeth
and push air over the tongue as they make the sound.
• Play the track again, pausing after each line for pupils to
repeat chorally and individually. Ask pupils if they can hear
the /z/ sound in trousers, gloves and trainers.
• Divide the class into pairs to take it in turns to point to a
picture for their partner to say the word.
• Monitor the pairs and help with pronunciation.
2 Listen and tick (f) if you hear the sound. e 3•3
• Tell pupils to look at the pictures. Hold up your Class Book
and point and say the words. Then ask pupils to point and
say the words. Tell pupils to listen and tick if they hear the
/z/ sound. Play the track.
86 Unit 7
© Copyright Oxford University Press
Transcript
/z/ flowers
/z/ books
/z/ ears
/z/ eyes
/z/ sandals
3 Listen and check. Repeat. e 3•4
• Tell pupils to listen and check their answers. Play the track.
Transcript and answers
/z/ – flowers – ears – eyes – sandals
• Play the track again for pupils to repeat the words.
TIP Point out how, in English, the same letter can be
pronounced in different ways, for example the letter s can be
pronounced /s/ as in books or /z/ as in ears. Tell pupils that
they should listen carefully when they learn new words and
try to remember the pronunciation.
Extension activity
• Tell pupils that you are going to play a game. If you say a
word with the /s/ sound as in elephants, you want them
to repeat the word and wave an arm like the trunk of an
elephant. If you say a word with the /z/ sound as in dogs,
they should repeat the word and sniff like dogs. Say the
following words in random order and allow pupils to
respond after each one by repeating the word and doing
the relevant action:
/z/ sound: flowers, ears, eyes, dogs, toys, sandals
/s/ sound: hats, birds, cats, coats, boats, shorts, skirts
TIP Emphasize the difference in pronunciation when you
say the words. Tell pupils not to worry if they cannot easily
hear the difference. It is difficult and they will get better at it
with practice!
4 Listen and say. e 3•5
• Tell pupils to look at the picture and describe what they
can see. Then ask them to look at the tongue-twister and
read it quietly to themselves.
• Say the tongue-twister slowly and then tell pupils to say it
with you. Play track 5 and tell pupils to repeat.
Transcript
I’m wearing flowers on my trousers, trainers and gloves.
• Play the track a few times until pupils are confident saying
the tongue-twister. Then tell pupils to work in groups and
take turns saying the tongue-twister.
TIP Encourage pupils to try saying the tongue-twister in
different ways, as described in Unit 4.
TIP Tell pupils to bring in old magazines with photos of
clothes and, if they like, a small photo of themselves in a
favourite outfit for the next lesson.
Lesson 8 Round up p. 67
Objectives
Review learning progress with the language of Unit 7
Make a My clothes lapbook
Language
Revision of vocabulary and structures from Unit 7
Materials
Class Book p. 67; CD3 track 6; Unit 7 flashcards; My clothes
lapbook template (Teacher’s Book p. 150) – one per pupil;
paper; scissors; glue; pictures of clothes from magazines;
small photos of pupils in their favourite outfits (optional)
Revision
• Divide the class into two teams, A and B. Divide the board
into two columns, A and B. Ask each team to stand in a
line at the board. Each team member has to write one of
the Unit 7 clothes word on the board. The team to finish
first wins. Ask the class to check the words are spelled
correctly.
• Give pupils two minutes to look through the unit and
tell you some of the other things they have learned. Tell
them to think about any other vocabulary or phrases they
can remember from the songs and story, the story value
(problem solving), the /z/ sound, etc.
• Play Find the answer. Ask a question about anything from
the unit, e.g. vocabulary, the story, grammar. Pupils search
their Class Book as quickly as they can to find the answer.
• Invite pupils to the front of the class to describe what they
are wearing, using the structure I’m wearing …
1 Listen and number. Then write and say. e 3•6
• Open Class Books at page 67. Tell pupils to look at the
picture and say what they can see.
• Play the track for pupils to number the clothing items.
Transcript and answers
1 a tracksuit
2 shorts
3 trainers
4 sandals
5 a T-shirt
6 a dress
7 trousers
8 a skirt
• Tell pupils to write the clothes words. Check the answers.
2 Put the words in order.
• Tell pupils to order the words and write the sentences.
Check the answers with the class.
ANSWERS
1 I’m wearing a red skirt. 2 I’m wearing pink sandals.
3 I’m wearing an orange tracksuit.
4 I’m wearing blue and green trainers / green and blue
trainers.
© Copyright Oxford University Press
Differentiation:
• Below level: Pupils do the activity in pairs.
• Above level: Pupils do the activity individually and then
check their answers in pairs. Fast finishers can look back
at page 65 and write sentences to describe the children
in activity 1.
3 Make a My clothes lapbook.
Teacher’s Book p. 150
• Tell pupils they are going to make a My clothes lapbook
like the one in the photo. Show them your completed
lapbook if you have made one. Give pupils a copy of the
template.
• Explain that pupils are going to show what clothes they
wear at school (at school) and what clothes they wear at
the weekend (at the weekend). First, tell pupils to draw
their faces on the two figures. Then tell pupils they can
either cut out, colour and stick the items of clothing at
the bottom of the page onto the figures, or they can draw
their own choice of clothes on them.
• Pupils then add items of clothing in the central panel to
illustrate their favourite clothes. They can draw clothes,
cut out pictures from magazines, stick on any remaining
clothes from the bottom of the template, or stick a photo
of themselves wearing their favourite outfit. Then pupils
cut out and fold the page and colour in their drawings.
• Finally, tell pupils to complete the speech bubbles below
each figure to describe what they are wearing and
complete the numbered list with their three favourite
items of clothing. Encourage pupils to decorate the front
flaps of their lapbook and add the title My clothes lapbook.
• Tell pupils to work in pairs and take turns to show and
describe their outfits to their partner. Demonstrate by
holding up a pupil’s book, pointing to a picture and
saying, I’m wearing … Tell pupils to do the activity in pairs.
Self-evaluation, test and assessment e 3•55
• Invite pupils to reflect on what they felt about the
activities in the unit. Follow the procedure described in
Unit 1.
• Pupils are now ready to complete the Unit 7 Test (pp.
135–136 of this Teacher’s Book). Use CD3 track 55.
• Fill in the evaluation grid for each pupil (see website).
Unit 7 87
 Unit 8
1
Sports
Numbers and colours
Lesson 1 p. 68
Objectives
Identify and say the names of sports
Copy the words to label a picture
Listen to and participate in a chant
Play a game
Language
Active: play football, run, swim, play basketball, dance, ride
a bike, do gymnastics, roller skate
Materials
Class Book pp. 68, 111 (practice); CD3 tracks 7–9;
flashcards for sports; flashcard of Sam
Presentation with flashcards
• Stick the flashcards for sports on the board. Point to each
flashcard, say the word and ask pupils to repeat.
• Play Cross the river! Place the flashcards on the ground as
though they are stepping stones in a river. Tell pupils to
stand on one side of the river bank. When you say a name,
that pupil must say Can I cross the river? then pick up any
flashcard and say the word. The class must say Yes if the
answer is correct or No if it is incorrect. If pupils say the
word correctly they can cross the river to the other side. If
they are incorrect they must replace the flashcard and stay
on their side of the river. Play the game until there are no
flashcards left in the river.
1 Listen and point. Repeat. Write. e 3•7–3•8
• Open Class Books at page 68. Talk about the picture with
pupils. Hold up your Class Book, point to the items and
say the words. Play track 7 for pupils to listen and point in
their books.
Transcript
play football – dance – roller skate – ride a bike – play
basketball – do gymnastics – run – swim / ride a bike – roller
skate – swim – do gymnastics – run – dance – play football –
play basketball / swim – play basketball – dance – run – ride
a bike – do gymnastics – play football – roller skate
• Play track 8 for pupils to repeat the words.
Transcript
play football – run – swim – play basketball – dance– ride a
bike – do gymnastics – roller skate
• Read the words in the word pool with pupils and tell them
to write the words. Check the answers.
ANSWERS
1 play football 2 dance 3 roller skate 4 ride a bike
5 play basketball 6 do gymnastics 7 run 8 swim
88 Unit 8
© Copyright Oxford University Press
Differentiation
• Below level: Do the writing stage with a group of lower-
level pupils. Stick the flashcards on the board. Elicit the
words and write them on the board so pupils can refer
to them. Tell pupils to do the activity in pairs.
• Above level: Pupils do the writing stage individually.
Fast finishers can work in pairs and play a game. One
pupil mimes a sport while the other has to guess what
it is and write the word.
2 Talk about sports.
• Ask pupils questions to start a whole-class discussion
about sports: What sports do they play/do on their own
or in a team? How many sports do they play with a ball?
Which sports don’t need any equipment at all? Which do
they think are the hardest/easiest? Have they tried any of
those in the picture? Which ones? What was it like? Are
any dangerous? Can anyone do these sports?
3 Chant. e 3•9
• Tell pupils they are going to learn a chant. Play the chant
and practise it with pupils until they can say it confidently.
Transcript
I love sports! I love sports!
Watch me roller skate! Watch me run!
Watch me swim! Watch me dance!
I love sports! I love sports!
Let’s do gymnastics! Let’s play football!
Let’s play basketball! Let’s ride a bike!
4 Play Sam Says.
• Hold up the Sam flashcard. Tell pupils that when you say
Sam says and a sport, pupils have to mime the sport,
e.g. Sam says run (pupils should mime running). When
you say OK and a sport, pupils should stand still, e.g.
OK – play basketball. If they mime the sport they are out.
Demonstrate the activity by saying Sam says play football!
Then say OK – roller skate! Anyone who mimes roller
skating is out. Continue the game with different sports.
Differentiation
• Below level: Support less confident pupils by sticking
the flashcards for sports on the board and eliciting
mimes for each before you start the game.
• Above level: Invite the winners to take your place and
give the instructions.
Look and write. WB p. 111
• Point to the pictures and elicit the sports. Then tell pupils
to complete the activity.
ANSWERS
1 swim 2 play football 3 play basketball 4 ride a
bike 5 do gymnastics 6 dance 7 roller skate 8 run
Lesson 2 p. 69
Objectives
Write the words for sports
Understand the use of can/can’t
Listen to and participate in a song
Language
Active: I can (swim). I can’t (dance).
Passive: Can she roller skate? I love sports. It’s so great.
Materials
Class Book pp. 69, 111 (practice); CD3 tracks 9–11;
flashcards for sports; a box; word cards of the sports
vocabulary (prepared by the teacher)
Warmer
• Place the word cards you have prepared in a box. Stick the
flashcards for sports on the board. Point and say the words
and ask pupils to repeat. Invite a pupil to the front to pick
a word card from the box and stick it under the correct
flashcard. Ask the class to check if the word card is in the
correct place. Repeat with other pupils.
• Revise can/can’t. Point to a flashcard, e.g. dance, and mime
the action, saying I can dance! Now point to another
flashcard, e.g. play football, and mime the action in a way
that shows you can’t do it. Say I can’t play football.
Chant revision e 3•9
• Ask pupils if they can remember the chant from the
previous lesson. Play the chant and tell pupils to clap
rhythmically as they listen.
• Ask pupils to stand opposite a partner. Play the chant
again for pupils to say it to their partner.
1 Look, circle and write.
• Open Class Books at page 69. Hold up your Class Book
and point to the photos. Elicit the sports from pupils. Then
point to picture 1, focus on the cross in the box and ask
Can she roller skate? (No, she can’t.) Tell pupils to circle can
or can’t and write the sport.
Differentiation
• Below level: Do the activity with a group of lower-level
pupils. For each photo, point to the tick/cross and elicit
if the child can/can’t do the sport. Tell pupils to circle
the answer and write the sport. Write the sports on the
board in random order so pupils have extra support.
• Above level: Pupils do the activity individually and then
check their answers in pairs. Fast finishers look at their
books for one minute then close their books and try to
say the sentences to their partner from memory.
ANSWERS
1 roller skate 2 can, play football 3 can, play basketball
4 can’t, ride a bike 5 can’t, swim 6 can, run
7 can’t, do gymnastics 8 can, dance
Extension activity
• Stick a flashcard on the board and draw a tick next to
it. Say I can (swim) and ask pupils to repeat. Repeat with
© Copyright Oxford University Press
another flashcard but put a cross next to it and this time
say I can’t (roller skate). Ask pupils to repeat.
• Tell pupils to work in pairs and say what activities they
can/can’t do from activity 1. During feedback ask pupils to
report back to the class on what sports their partner can/
can’t do, e.g. Maria can swim. She can’t dance.
2 Sing The Cool Sports Song. e 3•10–3•11
• Ask pupils to describe the picture. Play the song (track 10)
and explain any vocabulary as necessary, e.g. at the beach,
all day, It’s so great.
• Play the song again and mime actions, e.g. dancing,
running, kicking a ball, riding a bike, jumping to shoot a
hoop.
• Play the song for pupils to sing and do the actions.
Practise it until pupils feel confident.
• Repeat the song in later lessons and let pupils try singing
with the karaoke version (track 11).
Transcript
(See Class Book p. 69 and the full lyrics on p. 124.)
Look and write. WB p. 111
• Tell pupils to look at the table in activity 2 and say what
sports they can see. Elicit the tick means can and the cross
means can’t. Explain that they have to write sentences
with can/can’t. Tell pupils to complete the activity.
Differentiation
• Below level: Do the activity as a whole-class activity.
Provide support with the sports flashcards.
• Above level: In a higher-level class, ask pupils to do the
activity individually and then check their answers in
pairs.
ANSWERS
1 I can ride a bike. I can’t roller skate. I can run. 2 I can’t
ride a bike. I can’t roller skate. I can run.
Extension activity
• Play Find someone who. Prepare a table with two columns.
In the first row write Find someone who can … and in
the subsequent rows the sports words from Unit 8. In
the second column write Name. Ask pupils to copy the
table into their notebooks. Teach the question pupils will
need to ask: Can you …? and the answer form Yes, I can
(swim). / No, I can’t (swim). Explain that pupils should walk
around the class, asking Can you …? and find a classmate
who answers Yes, I can … for each sport. They write a
classmate’s name in the table for each sport. They should
try to find a different classmate for each sport. Once their
tables are complete, tell pupils to sit down. Then ask Who
can roller skate? Pupils reply with the information they
have in their tables.
Unit 8 89
 Lesson 3 Hello, Dickin! p. 70–71
Objectives
Use sound effects to predict where a story takes place
Listen to, read and understand a story
Act out a story
Language
Active: A river! No problem! Who’s that? He’s got a message.
Follow Dickin! At last!
Passive: Look, there are lots of houses. Look! It’s …
Materials
Class Book pp. 70–71; DVD; CD3 tracks 10–13; flashcards
for sports; character flashcards (including Buddy the
dog); two photocopies of the story and copies of the
speech bubble text – see below (optional)
Warmer (song revision) e 3•10–3•11
• Ask pupils to stand or sit in a circle. Hand out the sports
flashcards to different pupils. Play the Cool Sports Song
(track 10). Pupils sing and pass the flashcards around
the circle, face down. Stop the music. Everyone with a
flashcard takes turns to mime their sport. The other pupils
call out the sport.
TIP When pupils are confident with the song, they can sing
it with the karaoke version (track 11).
1 Listen. Where’s the story? e 3•12
• Ask pupils to open out the map at the front of their books.
Recap the Unit 7 story with them and ask if they can
remember where the little people were at the end of the
story. Show the flashcard of Buddy the dog and elicit his
name. Tell them to listen to some sound effects and try to
guess where the next episode will take place.
• Play the track for pupils to listen and look at the map and
point to the story location.
Transcript
Sounds of the seaside, splashing, laughter, seagulls and a funfair.
• Ask pupils what they heard and where they think the story
takes place. Hold up your map and point to the beach to
confirm their answers. Ask pupils what they think the little
people will be doing in this story.
Story preparation
• Open Class Books at page 70. Point to frames 1 and 2 and
ask pupils to say who they can see and what they think is
happening. Tell pupils to close their books and say how
they think the little people will get across the river.
Prediction activity (optional)
• Write some of the phrases from the story on the board,
e.g. A river! It’s Sea Town! Can you swim? Yes, I can. It’s Dickin!
Ask pupils to predict what they think will happen in the
story based on the sentences and then say Let’s find out!
2 Now watch or listen and read. r DVD e 3•13
• Play the story on the DVD or play the story on the CD with
pupils following in their Class Books (tell them to point to
the pictures as they listen).
90 Unit 8
© Copyright Oxford University Press
Transcript
1 Russ: Look, there are lots of houses.
Rowan: It’s Sea Town!
2 Sam: A river! Can you swim, Poppy?
Poppy: Yes, I can.
3 Sam: Can you swim, Rowan?
Rowan: No, I can’t.
Sam: No problem. Buddy can swim!
4 Poppy: Look, who’s that?
All: It’s Dickin!
5 Poppy & Rowan: Hello, Dickin!
Sam: He’s got a message.
6 Rowan: Follow Dickin!
Poppy: Come on!
7 Fern: Look! It’s ...
8 Fern: Will!
Russ: And Emily!
Will: At last!
• Play the story again. Pause at regular intervals and ask
questions to ensure understanding. For example, ask if
Poppy can swim. (Yes.) Can Rowan swim? (No, he can’t.)
Who helps the little people get across the river? (Buddy.)
Who has a message? (Dickin.)
Extension activity
TIP Before the lesson make two photocopies of the story.
Write out the text for each speech bubble, make two copies,
and cut up the sentences so that the text for each speech
bubble is on a separate strip of paper.
• Divide the class into two teams. Ask each team to stand
or sit in a line. Stick a copy of the story on the wall at the
back of each line. Place a set of cut-up speech bubbles
in jumbled order on a table at the front of each line. The
pupil at the back of each line reads the first speech bubble
of the story then whispers it to the next pupil in the line.
That pupil whispers it to the next pupil and so on down
the line until it gets to the pupil at the front. The pupil at
the front then selects the correct speech bubble from the
cut-up strips, places it in order on the desk and runs to the
back of the line.
• This pupil then reads the next sentence in the story and
the process is repeated. Once the teams have arranged all
the speech bubbles, check the speech bubbles are in the
correct order for each team.
Class theatre e 3•13
• Divide the class into groups of six to eight pupils and
assign each pupil a character: Poppy, Rowan, Russ, Sam,
Fern, Will, (Emily), (Dickin).
TIP Emily and Dickin do not speak. If you want all pupils to
speak, just allocate the other six roles and ask pupils to hold
up the Dickin and Emily flashcards when acting the story out
in front of the class.
• Help pupils to act out the story in groups, following the
procedure described in the How To Do It section.
Lesson 4 p. 71
Objectives
Understand the sequence of events in a story
Talk about characters in a story
Start a class project about the story values
Language
Active: story language from Lesson 3
Passive: Who’s your favourite character?
Materials
Class Book pp. 71, 112 (practice); character flashcards; a
wallchart of class names (prepared by the teacher)
Warmer
• Say Look! Who’s that? Encourage the whole class and then
individual pupils to say the sentence.
• Ask pupils to retell the story to each other in pairs, doing
actions for each part of the story. Then invite one or two
pairs to retell the story for the class.
1 Look and number. What happens?
• Tell pupils to look at the pictures. Elicit where the places
are. Explain that pupils have to look and number in order
the places the little people have been to in the story. They
can look back in their Class Books as necessary.
ANSWERS
1 d (Bridge Town) 2 b (Barge 13) 3 e (Hill Town station)
4 a (the cabin in Bluebell Woods) 5 c (the path across
the downs to the sea) 6 f (the beach at Sea Town)
• Ask pupils to discuss the following questions in pairs: How
was the weather different in each episode of the story?
Who did the little people meet? Which was your favourite
place? Ask pairs to share their partner’s ideas with the class.
• Ask pupils what they think will happen next in the story,
and where they think the little people will go.
Extension activity
• Divide the class into groups of three or four. Tell them to
draw and write the next four frames of the story. Monitor
and help as needed with language. When pupils have
finished, groups can do a short presentation about their
version of the story.
2 Who’s your favourite character? Look and tick (f).
• Draw a table on the board. At the top of the first column
write Character and either stick the character flashcards
from the story in each row or write their names. At the top
of the second column write Value. Elicit from pupils what
personal value was illustrated in each episode, and which
character was used to explore the value (even if they did
the opposite of what they should have done!). Write the
value next to the character’s name, e.g. Russ – being calm,
Russ and Emily – being friendly, Rowan – being polite,
Poppy – following instructions, Sam – helping others, all
the little people – teamwork, Sam – problem solving.
• Tell pupils to look at activity 2 and tick their favourite
character. Then do a whole-class feedback.
© Copyright Oxford University Press
3 Talk about the characters and the stories.
• Have a class discussion about the story values and the
characters. Ask: In Unit 1, why does Poppy jump out of the
basket when she sees Emily? (Because she’s scared.) Why is
it better to be calm in difficult situations? (Because when
you react too hastily you can make the situation worse.)
In Unit 2, why is it good to be friendly to new people?
(Because new people don’t feel at ease and it’s good
for you because you can make a new friend this way.)
In Unit 3, why should we be polite to others? (Because it
makes others feel bad when we are rude.) In Unit 4, why is
it important to follow instructions? (Because instructions
tell us what to do and if we don’t follow them it might
be dangerous or we could do the wrong thing.) In Unit
5, why should we help others? (Because it is kind to help
others; if others don’t help us we feel alone and helpless.)
Why is teamwork important? (Because when we work in a
team the results can be better and faster when everyone
contributes; it can be fun to work with others because we
learn new things; we can make new friends by working
in a team or improve our friendships.) Why is problem
solving important? (It helps us when we have a difficult
situation to look at it in a new way, it teaches us to be
resourceful and find solutions to problems.)
Read, choose and write. Then order the story.
WB p. 112
• Pupils write the words in the correct speech bubbles and
number the pictures in the order they appear in the story.
ANSWERS
a message, 3 b can’t, 2 c Emily, 4 d houses, 1
Can you remember? Who can swim in the story?
Write. WB p. 112
• Ask pupils if they can remember who could swim in the
story. Tell them to write who they think it was and then
look back at the story to check (Buddy/Poppy).
Tick (f) for you. Can you … ? WB p. 112 Tell pupils to
look and tick which values they have shown during the year.
You can refer pupils to their class projects.
Unit 8 91
 Lesson 5 p. 72
Objectives
Ask and answer about what you can/can’t do
Write questions and short answers using can
Language
Active: Can you (swim)? Yes, I can. No, I can’t.
Material
Class Book pp. 72, 113 (practice), 121 (Extra grammar
practice); CD3 track 14; flashcards for sports; two sticky
notes per pupil (optional); a box (optional)
TIP You can use the Extra grammar practice page for Unit 8
(see Class Book p. 121) at any point from this lesson onwards
to support the presentation and practice of this unit’s
grammar structures.
Warmer
• Stick the flashcards on the board, point and say the words
and ask pupils to repeat.
• Create space in the classroom, say a sport and ask pupils
to mime it. Then shout Freeze! and pupils freeze in those
positions while you walk around the room and make
positive comments.
• Dictate six questions, but as you say the questions, say
Beep! instead of Can and explain pupils should leave a gap
in their writing when you say Beep. Sentences you can
dictate: Beep you swim? Beep you run? Beep you dance? Beep
you roller skate? Beep you play football? Beep you ride a bike?
• Ask pupils to work in pairs to identify the missing word
then invite pairs to share their ideas with the class. Tell
pupils that the missing word in the sentences is Can.
1 Listen and repeat. Then ask and answer. e 3•14
• Open Class Books at page 72. Elicit the sport shown in
activity 1 (football).
• Play the track and ask pupils to read the speech bubbles
while they listen. Play the track again, pausing for pupils
to repeat.
Transcript
Sam: Can you play football?
Poppy: Yes, I can.
Russ: No, I can’t.
• Tell pupils to work in threes and read out the dialogue
three times, swapping parts each time.
TIP Point out to pupils that they do not need to repeat
the sport word in their answer, i.e. it sounds more natural
in English to answer Yes, I can/No, I can’t than Yes, I can play
football/No, I can’t play football.
Extension activity
• Do a class survey. Stick the flashcards for sports on the board.
Point to the first flashcard and ask Can you …? Ask pupils
to put up their hands and say Yes, I can if they can do the
activity. Count the number of pupils with their hands up and
write the number under the flashcard. Invite confident pupils
to take your place at the board to ask the question and count
and write the number under the flashcard.
92 Unit 8
© Copyright Oxford University Press
2 Look and write.
• Ask pupils to look at the pictures and elicit that a tick
means the characters can do the activity and a cross
means they can’t. Ask pupils to look at number 1 and say
the answer. Tell pupils to complete the activity in pairs.
Remind them that they only need to write short answers.
Tell them to look back at the dialogue in activity 1 as a
reference if they need to.
ANSWERS
1 Yes, I can. 2 Can you …, I can’t.
3 Can you …, No, I can’t 4 Can you …, Yes, I can
5 Can you …,Yes, I can. 6 Can you …, No, I can’t.
• Tell pupils to work in pairs and take turns to read out the
questions and answers.
Differentiation
• Below level: Stick the flashcards on the board, point to
the cards and elicit the sports. Write the words under
the flashcards or invite individuals to do so. Tell pupils to
do the activity in pairs.
• Above level: Pupils do the activity individually and then
check in pairs. Fast finishers can work in pairs to ask and
answer the questions about themselves.
Speaking practice (optional)
TIP Prepare two sticky notes for yourself, one with a
drawing of a sport you can do and one with a drawing of a
sport you can’t do.
• Give pupils two sticky notes each and ask them to draw
one sport they can do and one they can’t do. Tell pupils to
stick the notes on their foreheads and then walk around
the class, look at each other’s drawings and ask Can
you …? Demonstrate the activity with a confident pupil.
Stick your notes on your forehead. Ask the pupil to ask
you questions about your activity using Can you …? You
answer with Yes, I can/No, I can’t and then swap roles and
ask the pupil about their activities.
Look and write. WB p. 113
• Tell pupils to look at the pictures. Explain that the pictures
that are circled are true for that character. Tell pupils to
write the questions and answers.
ANSWERS
1 I can swim.
2 Can you do gymnastics, No, I can’t.
3 Can you roller skate, No, I can’t.
4 Can you dance, Yes, I can.
Extension activity
• Place the flashcards for sports in a box. Invite a pupil to
the front to pick a flashcard. He or she asks another pupil a
question about the sport using the structure Can you …?
e.g. Matthew, can you roller skate? Repeat until all the
flashcards have been used.
Lesson 6 p. 73
Objectives
Listen and complete a table about sports abilities
Write about sports
Language
Active: Can you (play football)? Yes, I can. No, I can’t.
Passive: What’s your favourite sport? What’s his favourite
sport? My favourite sport is …
Materials
Class Book pp. 73, 113 (practice); CD3 track 15; flashcards
for sports
Warmer
• Show a flashcard to the class, then put it on the board,
facing inwards so that pupils can’t see the picture.
• Repeat with the rest of the cards, making a cloud
formation on the board.
• Invite a pupil to come to the front, name a vocabulary
item and turn over the correct card. If he/she gets the
answer right, keep the card with its picture up and give
the pupil another go. If he/she turns over the wrong card,
turn the card over again and invite another pupil to the
front of the class.
• Continue until all of the cards have been identified.
• Point to a flashcard, point to yourself and say My favourite
sport is (gymnastics) Ask pupils to repeat the sentence.
Then ask a confident pupil: What’s your favourite sport?
Repeat with more pupils.
TIP For sports activities which include nouns, pupils can
just say My favourite sport is football/basketball/gymnastics.
For sports activities which are described with a verb, pupils
will need to add ing to the verb, i.e. My favourite sport is
swimming/riding a bike/dancing/running/roller skating.
Recast pupils’ answers as necessary and encourage the class
to repeat the different sentences.
1 Listen and tick (f) or cross (g). e 3•15
• Tell pupils to look at the photos of sports. Elicit the words.
Tell pupils they are going to listen to the two children
being interviewed about the sports they can/can’t do. Play
the track for pupils to listen and tick or cross the boxes.
Check the answers.
Girl: Yes, I can.
Adult: Can you dance?
Girl: No, I can’t.
ANSWERS
Boy: football f run g swim g play basketball f
Girl: ride a bike g roller skate f do gymnastics f dance g
2 Ask and answer. Tick (f) or cross (g).
TIP If there are any disabled children in the class, this can
be a sensitive topic, so monitor closely as pupils do the
speaking activity.
• Ask pupils to look at activity 2. Elicit the sports then ask
pupils to complete the Me section in the table about
themselves. When they have finished, tell pupils to ask
and answer with two friends using the structure Can
you …? Tell pupils to put a cross if their friend answers No,
I can’t or a tick if their friend answers Yes, I can. Ask them to
share the results with the class, e.g. saying (Peter) can play
football. He can run. He can’t swim.
3 Look and write. Then write and draw about you.
• Explain that pupils have to look at the pictures and
complete the boy’s sentences about sports. Point to
the pictures and ask Can he roller skate? (No.) Can he run?
(Yes.) What’s his favourite sport? (Basketball.) Tell pupils to
complete the activity and then check their answers in
pairs.
ANSWERS
I can run, but I can’t roller skate. My favourite sport is
basketball. Can you play basketball?
• Tell pupils to complete the sentences about themselves
and then draw the sports they can/can’t do and their
favourite sport (they add a heart to this picture).
• Tell them to swap their work and check their partner’s
work. Encourage pupils to say one positive thing and one
thing that needs improving about their partner’s work.
Look and write. Answer for you. WB p. 113
• Tell pupils to look at the sports in activity 2 and write
questions. Then they write answers for themselves. When
pupils have finished, ask a few pairs to role-play the
questions and answers for the class.
ANSWERS
1 Can you play basketball? 2 Can you play football?
3 Can you run? 4 Can you ride a bike? (Pupils’ own
answers: Yes, I can. / No, I can’t.)

Transcript Write about you. Draw. WB p. 113

Adult: Can you play football? • Tell pupils to write sentences about what they can/can’t
Boy: Yes, I can. do and draw pictures. Pupils can share their work with a
Adult: Can you run? friend.
Boy: No, I can’t. • During whole-class feedback ask pupils to read out their
Adult: Can you swim? sentences.
Boy: No, I can’t.
Adult: Can you play basketball?
Boy: Yes, I can.
Adult: Can you ride a bike?
Girl: No, I can’t.
Adult: Can you roller skate?
Girl: Yes, I can.
Adult: Can you do gymnastics?

Unit 8 93
© Copyright Oxford University Press
 Lesson 7 Sound play p. 74
Objectives
Recognize and say the /ð/ sound (voiced th)
Practise the /ð/ sound in a tongue-twister
Language
Active: weather, father, brother
Passive: mother, feather, bathroom, clothes, birthday
Materials
Class Book p. 74; CD1 track 17, CD3 tracks 16–19
Warmer e 1•17
• Say the /z/ sound from the Unit 7 Sound play lesson. Tell
pupils to repeat the sound. Then say trousers, gloves and
trainers and ask pupils to repeat, first chorally, then in
groups and finally individually.
• Sing The Alphabet Song to revise the alphabet and then
play The Letters Game (see Unit 3, Lesson 1) with some of
the words from the Unit 7 Sound play lesson.
1 Listen and repeat. Can you hear the sound?
e 3•16
• Open Class Books at page 74. Focus pupils’ attention on
the pictures and words in activity 1. Read the words aloud
with pupils.
• Play the track and point to the pictures as pupils listen.
Transcript
/ð/ weather
/ð/ father
/ð/ brother
• Write the words on the board. Say the words and ask
pupils what sound they have in common (/ð/ – i.e. the
‘voiced’ th). Underline the /ð/ sound in the words with a
different colour (weather, father, brother).
• Demonstrate how to make the /ð/ sound for pupils to
copy you.
TIP Ask pupils to look closely at your mouth as you say the
sound and then the words. Make sure pupils understand
that they need to place the tip of their tongue between their
teeth and just blow air through their mouths to make the /ð/
sound.
• Play the track again, pausing after each line for pupils to
repeat chorally and individually. Ask pupils if they can hear
the /ð/ sound in weather, father and brother.
• Divide the class into pairs to take it in turns to point to a
picture for their partner to say the word.
• Monitor the pairs and help with pronunciation.
2 Listen and tick (f) if you hear the sound. e 3•17
• Tell pupils to look at the pictures. Hold up your Class Book
and point and say the words. Then ask pupils to point and
say the words. Tell pupils to listen and tick the picture if
they hear the /ð/ sound. Play the track.
/ð/ bathroom
/ð/ clothes
/ð/ birthday
3 Listen and check. Repeat. e 3•18
• Tell pupils to listen and check their answers. Play the track.
Transcript and answers
/ð/ – mother – feather – clothes
• Play the track again for pupils to repeat the words.
Extension activity
• Tell pupils that you are going to play a game. If you say
a word with the /ð/ sound, like the th in mother, you
want them repeat the word and mime rocking a baby in
their arms. If you say a word with the /θ/ sound, like the
th in bathroom, they should repeat the word and mime
brushing their teeth. Say the following words in random
order and allow pupils to respond after each by repeating
the word and doing the relevant action: /ð/ sound (like
mother): feather, father, weather, clothes, There /θ/ sound
(like bathroom): teeth, thank, thirsty, thirteen, birthday,
mouth, three
TIP Emphasize the difference in pronunciation when you
say the words. In particular, exaggerate the /ð/ sound when
you say it. Tell pupils not to worry if they cannot easily hear
the difference. It is difficult and they will get better at it with
practice!
4 Listen and say. e 3•19
• Tell pupils to look at the picture and describe what they
can see. Then ask them to look at the tongue-twister and
read it quietly to themselves.
• Say the tongue-twister slowly and then tell pupils to say it
with you. Play track 19 and tell pupils to repeat.
Transcript
Can you dance like a feather in this hot weather?
• Play the track a few times until pupils are confident saying
the tongue-twister. Then tell pupils to work in groups and
take turns saying the tongue-twister.
• Tell pupils to look back through all the Sound play lessons
and choose some of the other tongue-twisters to repeat.
Ask them which ones were their favourites, and why.
TIP Ask for volunteers to come to the front and perform
each tongue-twister for the class.

Transcript
/ð/ mother
/ð/ feather

94 Unit 8
© Copyright Oxford University Press
Lesson 8 Round up p. 75
Objectives
Review learning progress with the language of Unit 8
Make a My sports lapbook
Language
Revision of vocabulary and structures from Unit 8
Materials
Class Book p. 75; CD3 track 20; Unit 8 flashcards; My sports
lapbook template (Teacher’s Book p. 151) and the basic
lapbook template (Teacher’s Book p. 27) – one of each
per pupil; Photocopy Master Unit 8 Round up – one per
pair (see website); dice for each pair or group of four
pupils; counters; paper; scissors; glue; sports magazines
(optional)
Revision
• Choose a flashcard game from the How To Do It section
and revise the sports vocabulary.
• Give pupils two minutes to look through the unit and
tell you some of the other things they have learned.
Tell them to think about any vocabulary or phrases they
can remember from the songs and story, the story values
(teamwork), the /ð/ sound, etc.
• Play Find the answer. Ask a question about anything from
the unit, e.g. vocabulary, the story, grammar. Pupils search
their Class Book as quickly as they can to find the answer.
• Stick the flashcards on the board. Ask pupils to secretly
choose an activity. Tell pupils to work in pairs and their
partner has to ask them questions using the structure Can
you …? until they have guessed the correct activity.
1 Listen and number. Then write and say. e 3•20
• Open Class Books at page 75. Tell pupils to look at the
picture and say what sports they can see.
• Play the track for pupils to listen and number the sports.
Transcript and answers
1 do gymnastics
2 play football
3 dance
4 roller skate
5 play basketball
6 swim
• Tell pupils to write the words. Check the answers.
2 Write.
• Pupils look at the picture clues and write the questions
and answers.
ANSWERS
1 Can you roller skate? Yes, I can.
2 Can you play basketball? No, I can’t.
3 Can you ride a bike? Yes, I can.
4 Can you run? Yes, I can.
© Copyright Oxford University Press
3 Make a My sports lapbook.
Teacher’s Book pp. 27 and 151
• Tell pupils they are going to make a My sports lapbook
like the one in the photo. Show them your completed
lapbook if you have made one. Give pupils a copy of the
basic lapbook template and the template for Unit 8.
• First, tell pupils to cut out and fold the two sections on
the My sports lapbook template, creating two flip book
strips, each with four flaps. They stick the back of the right
hand section of each strip into the lapbook template.
Then pupils write the sport verb on the front of the flaps
(or draw a picture of themselves doing each sport). They
decide if they can or can’t do each sport and add a tick
or a cross in the box. They then write corresponding
sentences (e.g. I can run or I can’t run) on the ruled lines.
Finally, tell pupils to colour the pictures. In pairs, pupils ask
and answer Can you run? Yes, I can. / No, I can’t. and show
each other their lapbooks.
TIP See the How To Do It section on lapbooks for an
extension suggestion.
4 Play The Rainbow Bridge Game.
Photocopy Master Unit 8 Round Up
TIP If you haven’t got enough dice, pupils can write
numerals 1–6 on small pieces of paper. They fold up the
pieces of paper and put them in a pencil case or pot and
take turns to pick one.
• Tell pupils they are going to play the game. Divide the
class into pairs or groups of four. Give each group a copy
of the game board and hand out dice. Tell pupils to make
counters – they can cut out circles and colour them or
add a pattern to identify themselves. Explain that pupils
place their counters on the START position then one pupil
throws the dice and moves their counter that number
of squares. They say the words or sentence(s) according
to the text and picture prompts on that square. If they
produce the language correctly they stay on the square,
if they are wrong they move back to the previous square.
The winner is the first to reach FINISH.
Self-evaluation, test and assessment e 3•56–3•58
• Invite pupils to reflect on what they felt about the
activities in the unit. Follow the procedure described in
Unit 1.
• Pupils are now ready to complete the Unit 8 Test (pp.
137–138 of this Teacher’s Book). Use CD3 track 56.
• Pupils can now also complete the End of Year Test (pp.
140–142 of this Teacher’s Book). Use CD3 tracks 57–58.
• Fill in the evaluation grid for each pupil (see website).
TIP You may now like to do the CLIL unit on landscapes.
See pp. 82–83 in the Class Book.
TIP You may now like to do the Culture unit Sport and
dance and me! See pp. 86–87 in the Class Book.
Unit 8 95
 Unit 1
CLIL
Numbers and colours
CLIL Science
The water cycle
Lesson 1 p. 76
Objectives
Listen, say and write words related to the water cycle
Learn about the water cycle
Language
Active: Ice is a solid. Rain is a liquid. Vapour is a gas. sea,
rain, vapour, cloud, snow, ice; sunny, rainy, snowy, cloudy
(from Levels 1 and 2)
Passive: DVD script, evaporation, condensation,
precipitation, collection
Materials
Class Book p. 76; The water cycle poster; DVD; CD3
tracks 21–22
Warmer
• Ask pupils what the weather is like today. Revise the
weather vocabulary, e.g. sunny, rainy, snowy, cloudy. Ask
where water comes from and ask why it is important for
us to have rain (all plants and animals need water and
without rain, nothing can grow). Explain to pupils that
we need rain (or snow), and that they are going to learn
about why and how it rains, and what happens to the
water after it rains. Tell them this is called The water cycle.
1 Watch the video. r DVD
• Play the video clip, pausing to summarize the voiceover
and point out the target vocabulary items: sea, rain,
vapour, cloud, snow, ice.
• Display The water cycle poster and tell pupils they are
going to learn how water is recycled in nature. Point to
the photos on the right-hand side and say the words for
pupils to repeat: clouds, ice, rain, sea, snow, vapour. Then
point to the photos on the left-hand side and say the
words for pupils to repeat – solid, liquid, gas. Translate the
meaning and explain that these are the different forms of
water. To check understanding ask questions, for example:
In the water cycle what is the solid form of water? (Ice and
snow.) What is the gas form? (Vapour and clouds.) What is
the liquid form? (Rain, rivers and the sea.) Explain that all
these things are important in the water cycle.
• Focus pupils’ attention on the centre of the poster. Explain
that the sun heats the water in rivers and the sea. When
water heats up, it rises from the ground up into the air in
tiny droplets – this is water vapour. Point to the vapour
rising from the sea and make rising movements with your
hand. Say This is evaporation. Point to the photo for vapour
and repeat the phrase.
96 CLIL
© Copyright Oxford University Press
• Point to the clouds in the illustration and in the photo
and elicit the word cloud. Explain that high in the sky
where the air is cold the vapour condenses (i.e. turns
into small droplets of water) and forms clouds. Say This is
condensation.
• Point to the rain in the illustration. Make downward
movements with your hand and elicit the word rain.
Explain that the water in the cloud gets too heavy for
the cloud to carry and so it rains or snows. Say This is
precipitation. Tell pupils that rain and snow fall onto the
land, rivers and seas. Point to the melted snow coming
down from the mountains and forming a river.
• Make a flowing movement with your hand following
the river into the lake and sea. Point to the river, the lake
and the sea and say This is where the rain has fallen. This is
collection.
• Finally, follow the arrows round and round with your
finger to show that the water cycle is a continuous
process. Explain that by recycling the Earth’s water, nature
provides clean, fresh water for all living things. Invite
volunteers up to the poster to trace the route of the water
cycle with their fingers, encouraging them to name the
four processes: evaporation, condensation, precipitation,
collection.
2 Talk about water.
• Ask pupils if there are any rivers, seas, mountains or lakes
near where they live. Ask them to think about what
happens when we don’t have enough rain. Ask if it is
important to save water. Why? Invite pairs to share their
ideas with the class.
3 Listen and point. Repeat. Write. e 3•21–3•22
• Open Class Books at page 76. Hold up your Class Book,
point to the photos and say the words. Play track 21 for
pupils to listen and point in their books.
Transcript
rain – vapour – cloud – ice – snow – sea
• Play track 22 for pupils to repeat the words.
• Tell pupils to look at the words in the bottle shape as you
read them out. Ask pupils to write the words under the
correct pictures.
ANSWERS
1 rain 2 vapour 3 cloud 4 ice 5 snow 6 sea
4 Look, write and circle.
• Tell pupils to look at the pictures. Explain that these are
the different forms of water. Tell pupils to look and write
and then circle the correct answer.
ANSWERS
2 snow, solid 3 rain, liquid 4 vapour, gas
5 sea, liquid
CLIL Science
The water cycle
Lesson 2 p. 77
Objectives
Listen to and participate in The Water Cycle Song
Label the water cycle
Make a water cycle diorama
Language
Active: The water is a solid/liquid/gas. evaporation,
condensation, precipitation, collection
Passive: the song lyrics
Materials
Class Book p. 77; CD3 tracks 23–24; a water cycle diorama
on a paper plate (prepared by the teacher); paper plates;
glue; scissors; coloured card; cotton wool; materials for
the water cycle experiment (optional)
Warmer
• Divide the class into groups of four. Give each group
pieces of card with the words for the water cycle, i.e.
evaporation, precipitation, condensation, collection. Tell
pupils to put the words in the correct order. The first
group to arrange the words correctly wins.
TIP As it is a continuous cycle, pupils can actually start at
any point, but the words must be in the correct order.
1 Sing The Water Cycle Song. e 3•23–3•24
• Open Class Books at page 77. Tell the class they are going
to sing a song about the water cycle. Ask pupils what
they can see in the picture (the sun, clouds, rain, a lake,
collecting rainwater, snow, a river). Ask if they can identify
the four processes of the water cycle in the picture
(from left to right starting at the bottom: evaporation,
condensation, precipitation, collection).
• Play the song (track 23) for pupils to listen.
• Play the song again and use hand gestures to indicate up,
down and round and round. Play the track several times
and invite pupils to copy your actions. Practise the song
with the class and encourage them to join in with the key
words and actions.
Transcript
(See Class Book p. 77.)
2 Label the water cycle process.
• Tell pupils to look at the picture and words in pairs and
label the water cycle process. Check the answers.
ANSWERS
1 evaporation 2 condensation 3 precipitation
4 collection
© Copyright Oxford University Press
3 Number and write. Say.
• Recap the meaning of solid, liquid and gas (you can ask
pupils to look back the pictures on page 76).
• Hold up your Class Book. Point to the picture of mist
rising from a lake and ask what part of the water cycle this
shows (Evaporation). Then ask Is the water a solid, a liquid or
a gas? (A gas.) Read the speech bubble and ask pupils to
repeat. Tell pupils to work in pairs to number the pictures
in the order of the water cycle and label them with the
state of the water – liquid, solid or gas. Check the answers.
ANSWERS
2 (photo of snow) solid 3 (photo of rain) liquid
4 (photo of waterfalls) liquid
• Ask pupils to say sentences to describe the process and
identify the state of the water.
ANSWERS
(photo of snow) That’s precipitation. The water is a solid.
(photo of rain) That’s precipitation. The water is a liquid.
(photo of waterfalls) That’s collection. The water is a liquid.
Science project: Make a water cycle diorama.
• Divide the class into groups of three and give out the
materials. Tell pupils to work together in their group to
make a drawing or collage to represent the water cycle on
a paper plate. Show them the diorama you have prepared.
Encourage pupils to be creative, for example, they can
use cotton wool to represent clouds and they can cut
out shapes from coloured card for the sun, mountains,
rivers and the sea. Tell pupils to draw arrows to show the
movement of water through the cycle.
• Display the water cycles around the classroom and ask
pupils to say one positive thing about each other’s work.
Do a water cycle experiment (optional)
TIP Try the experiment before the lesson.
• Get the materials ready for the experiment and follow the
steps below, inviting a pupil to help you with each step:
Put a bowl where all pupils can see it. Pour water into the
bowl until it is about ¼ full. Place a mug in the centre of
the bowl, being careful not to splash any water into it.
Cover the top of the bowl tightly with plastic wrap and tie
with string or elastic. Put the bowl in a warm and ideally
sunny place in the classroom, e.g. the window sill.
• Watch throughout the day to see what happens! First, the
water in the bowl will evaporate and rise to the top, to
the inside of the plastic wrap. Pupils will see tiny droplets
of water form on the plastic wrap. This is condensation.
The condensation will change into larger drops of water
that will begin to drip. (You can speed this up by carefully
moving the bowl into the shade.) This is precipitation.
After a while, peel back the plastic wrap. Is the mug still
empty? When enough water had condensed it ‘rained’
into the mug! This stage is collection, the conclusion of
the water cycle experiment.
CLIL 97
 CLIL Science • Explain that the green and yellow foods are the ones that
give us energy and that’s why we need to eat more of
Healthy eating these.
Lesson 1 p. 78 • Point to Ben and Suzie on the poster. Their plates show
what they have for breakfast, lunch and dinner. Invite
Objectives two pupils to the front. Ask one of them what Ben has
Listen, say and write the names for food groups for breakfast, and ask the other what Suzie has. As they
Learn about food groups describe the meals, classify the items with the class
according to the five coloured groups, e.g. Yoghurt.
Learn how to make up a healthy balanced meal
Yoghurt is in the blue group.
Language • Discuss whether Ben and Suzie are eating healthily. Are
they eating lots of foods from the yellow and green
Active: What’s in the (yellow) group? fruit and vegetables,
groups and fewer foods from the purple group? Are there
meat and fish, sugary foods, bread and cereals, milk
any types of foods missing from either child’s diet? (Ben’s
and dairy
diet is healthier than Suzie’s as his meals contain lots of
Passive: DVD script, healthy, good for you, breakfast, lunch, carbohydrates, fruit and vegetables. Suzie doesn’t eat
dinner enough from the green group and perhaps too much
from the purple group. )
Materials
Class Book p. 78; Healthy eating poster; DVD CD3 track 2 Talk about food.
25–26; real (or plastic) examples of different foods, e.g. • Ask pupils to discuss the following questions in pairs:
fruit, vegetables, and a sugary food like cake or chocolate What do you usually have for breakfast, lunch, dinner?
Are your meals healthy? What do you need to eat more/
Warmer less of? Do you think people in your country eat healthy
or unhealthy meals? Why? Invite pairs to share their ideas
• Ask pupils what sorts of food they like and dislike, what
with the class.
their favourite foods are and what they eat on special
occasions. Ask how they know they need food during 3 Listen and point. Repeat. Match. e 3•25–3•26
the day and how they feel when they are hungry. Explain
• Open Class Books at page 78. Hold up your Class Book,
that our bodies need food to work, food provides energy,
point to the food groups and say the words. Play track 25
and our bodies tell us when they need food. Bring out
for pupils to listen and point in their books.
a few real (or plastic) items of food, e.g. an apple and a
cake. Ask pupils what they’d prefer to eat when they are
Transcript
hungry (probably the cake!). Explain that to stay healthy
bread and cereals – fruit and vegetables – milk and dairy –
it’s important to eat different types of food.
meat and fish – sugary foods
1 Watch the video. r DVD • Play track 26 for pupils to repeat the words.
• Play the video clip, pausing to summarize the voiceover • Ask pupils to draw a line to match the photos with the
and point out the target vocabulary items, e.g. fruit, coloured plates and the correct words.
vegetables, meat, fish, sugary foods, bread, milk, dairy food. ANSWERS
TIP Tell pupils that when the presenter says Can you see 2 fruit and vegetables 3 milk and dairy
the …?, they should say the missing words (carrots, apples, 4 meat and fish 5 sugary foods
berries).
4 Look and write.
• Display the Healthy eating poster. Point to the plate in the
middle and ask how many sections it has. Explain that to
• Tell pupils to look at the pictures and write the words.
keep healthy, we need to eat foods from each of the five ANSWERS
sections. Point out that each section is a different colour. Fruit and vegetables: carrots, apples, grapes; Meat and
Point to the green section and ask What colour is this? fish: chicken; Sugary foods: chocolate, cakes; Milk and
What’s in the green group? Ask pupils to name as many dairy: cheese, milk; Bread and cereals: rice, spaghetti
of the fruits and vegetables in English as they can. Go
through the other groups in the same way.
• If you have brought real or plastic food in, invite pupils
to come and arrange the food into groups, as on the
poster. Ask a pupil to select an item of food and say which
group it belongs in, e.g. Bread is in the yellow group. Point
out that some of the sections are bigger than others. Ask
which foods we need to eat most of (those in the fruit and
vegetables section and the bread and cereals section),
which foods we need to eat in moderation (those in the
meat and fish section and the milk and dairy section) and
which foods we should only eat a little of (those in the
smallest section, i.e. fatty and sugary foods).

98 CLIL
© Copyright Oxford University Press
CLIL Science
Healthy eating
Lesson 2 p. 79
Objectives
Listen to and participate in The Good for You Song
Identify healthy and unhealthy food
Make a Five a day chart
Language
Active: Milk is good for you. Cola isn’t good for you. Grapes
are good for you. Crisps aren’t good for you.
Passive: the song lyrics
Materials
Class Book p. 79; CD3 tracks 27–28; word cards of known
food items from Levels 1–3 (prepared by the teacher);
one copy per pupil of a template for the Five a day chart
(prepared by the teacher – see below); flashcards for food
from Levels 1–3 (optional); poster paper (optional)
Warmer
• Draw a big plate on the board and divide it into five
sections: meat and fish, fruit and vegetables, bread and
cereals, milk and dairy, sugary foods. Ask pupils to copy
this into their notebooks. Divide the class into groups of
three or four. Give each group word cards with foods from
Levels 1–3, e.g. apples, ice cream, ice lolly, hot chocolate,
lemonade, berries, pumpkin, carrots, cheese, water, crisps,
cakes, sandwiches, grapes, orange juice, bread, chicken, fish,
milk, rice, salad, spaghetti, soup (and, from the CLIL lesson
in Level 2, potatoes, tomatoes, eggs). Tell pupils to stick the
word cards in the correct category. Check the answers
with the class and revise the vocabulary as you do so.
(If you have the food flashcard for any item show it as
you say the word). Ask pupils what fruit and vegetables
they like.
1 Sing The Good for You Song. e 3•27–3•28
• Open Class Books at page 79. Tell the class they are going
to sing a song about healthy eating. Ask pupils to describe
the picture.
• Play the song (track 27) for pupils to listen. Explain any
vocabulary as necessary.
• Play the song again, pausing after each verse to ask What’s
good for you? Pupils can answer generally, e.g. fruit and
vegetables, or they can say any of the food items they
remember from the verse.
• For the last verse about sugary food, ask pupils What foods
aren’t good for you? for them to answer sugary foods or list
the foods mentioned in the verse.
• Divide the class into four groups and assign each group
a verse from the song. Ask them to look at the lyrics on
page 124. Explain that each group will sing their verse,
with everyone joining in to sing the chorus and the
verse about sugary food. Play the song, with each group
standing up to sing their verse.
© Copyright Oxford University Press
Transcript
(See Class Book p. 79 and the full lyrics on p. 124.)
2 Circle good or not good. Write and say.
• Read out the words in the word pool with pupils. Check
they understand the meaning of sweets. Point to the crisps
and ask Are they good for you? (No.) Tell pupils to look at the
pictures and circle in green the foods that are good and in
red the foods that are not good. Then they complete the
sentences in pairs.
TIP Remind pupils that the words are being used at the
beginning of a sentence so they will need a capital letter.
ANSWERS
2 Fish 3 Grapes 4 Cola 5 Milk 6 Sweets
• Tell pupils to work in pairs and say the sentences.
3 Draw your meals. Is it good for you? Say.
TIP Be sensitive if certain pupils eat a lot of sugary food. Try
not to draw too much attention and encourage pupils to be
respectful of each other.
• Tell pupils to draw what food they have for breakfast,
lunch and dinner in the plates and then decide if they
are healthy or unhealthy. Put pupils into groups of three
to share their drawings with a friend. Pupils decide who
eats the healthiest meals. Then do a whole-class feedback.
Discuss the balance of foods and remind pupils that for
a healthy meal, they need more carbohydrates and fruit/
vegetables than other foods.
Science project: Make a five a day chart.
TIP Prepare a template chart with the days of the week in
the first column and rows for pupils to draw or tick in. Draw
and write the name of known fruit or vegetables in English
at the top of each column.
• Tell pupils that it’s recommended that we eat five portions
of fruit and vegetables a day to be healthy. Tell pupils
they are going to keep a diary of what they eat for the
week and bring it into class the following week. Give out
the diary template to pupils and explain they have to
complete it for each day and write what food they eat. The
following week collect in all the diaries and check which
pupils have eaten their ‘five a day’ – those pupils are the
winners.
Extension activity
• Give pupils poster paper and tell them to make posters
about eating ‘five a day’. Tell pupils to write a big 5 in
the middle of their poster and then draw five fruit and
vegetables that they like to eat and write the words under
each picture. Stick the posters around the classroom and
ask pupils to make positive comments about each other’s
work during a feedback stage.
CLIL 99
 CLIL Citizenship
Recycling
Lesson 1 p. 80
Objectives
Listen, say and write words related to recycling
Learn about different materials that can be recycled
Language
Active: (Crisp packets) go in the (general waste) bin.
glass, paper, general waste, food, plastic, metals
Passive: DVD script, recycling centre, use again, make new
things. This old glass becomes new bottles.
Materials
Class Book p. 80; Recycling poster; DVD; CD3 tracks 29–30;
plastic bottle; glass bottle; cardboard; paper
Warmer
• Lay out the plastic bottle, glass bottle, cardboard and
paper on a table and ask pupils to guess what the lesson
is about. Ask pupils what they know about recycling. Ask
if they recycle and what they usually recycle. Brainstorm
types of materials that can be recycled, e.g. plastic, metal,
glass, paper.
1 Watch the video. r DVD
TIP Tell pupils to watch out in the video for new things
made from recycled materials. At the end of the video ask
which ones they saw.
• Play the video clip, pausing to summarize the voiceover
and point out the target vocabulary items, e.g. plastic,
glass, paper, metal, food.
• Display the Recycling poster. Point to the recycling bins,
read out the categories (paper, plastic, food, glass, metals)
and check the meaning with pupils. Point to the photos of
items for recycling on the left and read out the labels. For
each item, ask pupils which recycling bin it would go into,
e.g. fruit and vegetables – Food; plastic containers – Plastic;
bottles – Glass; books and newspapers – Paper; cans – Metals.
Explain that the last photo shows items which cannot
be recycled. Tell pupils that this type of rubbish is called
general waste. Point to the recycling lorry and ask pupils
where it goes (to the recycling centre). What happens at
the recycling centre? (The recycled materials are made
into new things.) Why do we recycle? (To protect the
environment, prevent pollution and because some waste
is harmful to the environment.) Encourage pupils to share
their ideas.
2 Talk about recycling.
• Divide the class into pairs and ask them to discuss
the following questions: Do they recycle at home?
What materials do they recycle? Why is it important to
recycle plastic? What happens to wildlife and natural
environments when we don’t recycle plastic? How can
they help the environment? Encourage pairs to share their
ideas with the class.
100 CLIL
© Copyright Oxford University Press
3 Listen and point. Repeat. Write. e 3•29–3•30
• Open Class Books at page 80. Hold up your Class Book,
point to the photos and say the words. Play track 29 for
pupils to listen and point in their books.
Transcript
glass – paper – general waste – food – plastic – metals
• Play track 30 for pupils to repeat the words.
• Tell pupils to look at the words in the word pool (in the
shape of a recycling bin) as you read them out. Ask pupils
to write the words under the correct pictures.
Differentiation
• Below level: Write the words on the board in random
order. Tell pupils to do the activity in pairs.
• Above level: Pupils do the activity individually and then
check in pairs. Fast finishers can play a game in pairs. One
pupil spells out a word and their partner has to point to
the correct photo and say the word.
ANSWERS
1 glass 2 paper 3 general waste 4 food 5 plastic
6 metals
Extension activity
• Divide the class into two teams. Write a word from activity
3 in jumbled order on the board. The first team to say the
word gets a point. Repeat with the remaining words from
the activity.
4 Look and number. Then write.
• Tell pupils to look at the bin on the left. Explain that some
of the items shouldn’t be in there. Ask What can you see?
(Glass, plastic, a pen, a crisp packet, metals, paper, food.) Tell
pupils to write the number for each layer of rubbish next
to the correct bin. Ask which items should not have been
put in the recycling bin (the pen, the crisp packet and the
old frying pan, as these are general waste).
ANSWERS
2 general waste 3 plastic and metals 4 paper 5 food
• Tell pupils to read the sentences and complete the gaps
with the correct words.
ANSWERS
2 food 3 paper 4 plastic and metals 5 glass
Extension activity
• Do a class survey about recycling. Write the words glass,
paper, plastic and metals on the board. Point to the first
word and ask pupils to put up their hands if they recycle
glass. Count the pupils and write the number under glass.
Repeat with paper, plastic and metals.
CLIL Citizenship
Recycling
Lesson 2 p. 81
Objectives
Listen to and participate in The Rubbish Truck Song
Understand what different materials become after
recycling
Play The Recycling Game
Language
Active: Comics go in the paper bin. Let’s recycle! A comic
becomes a book.
Passive: the song lyrics
Materials
Class Book p. 81; CD3 track 31–32; some items of rubbish
for recycling; three shoebox ‘bins’ (prepared by the
teacher – see below); magazines; card; scissors; glue
Warmer
• Bring some rubbish to class, e.g. empty cans, plastic
bottles, old clothes, old shoes, used paper. Place the items
on the table and ask pupils what they think they could do
with the items instead of throwing them in general waste.
(Recycle them.) Ask pupils what they think the items can
be made into, e.g. new cans, new bottles, new plastic
cups, new clothes, new shoes, new paper, etc.
1 Sing The Rubbish Truck Song. e 3•31–3•32
• Open Class Books at page 81. Tell the class they are going
to sing a song about recycling.
• Play the song (track 31) for pupils to listen and read
(tell them to look at the lyrics on page 124). Explain any
vocabulary as necessary. Ask Where do comics go? (In the
paper bin.) Where do cans go? (In the metals bin.) Where do
glass bottles go? (In the glass bin.)
• Play the song for pupils to sing. Repeat a few times until
pupils are confident.
Transcript
(See Class Book p. 81 and the full lyrics on p. 124.)
2 Look and write.
• Hold up your Class Book and point to the picture. Ask
pupils what they can see (the recycling truck, the plastics
bin, the recycling plant). Ask pupils to say what happens
after the rubbish is put in the bin (the truck takes it to the
plant).
• Read the words in the word pool then ask a pupil to read
the first sentence. Tell pupils to complete the sentences
with the words in the word pool.
ANSWERS
2 rubbish 3 recycle 4 bottle
• Tell pupils to work in pairs and say the sentences.
© Copyright Oxford University Press
Extension activity
• Elicit some objects for recycling from pupils and write
them on the board, e.g. paper, a plastic bottle, a glass
bottle, clothes. Now ask pupils to work in pairs and think
of things that can be made from these things. Give pupils
two minutes. During feedback write pupils’ ideas on the
board.
3 Look and say.
• Tell pupils to look at the photos. Point and and elicit
known words (a can, a plastic bottle, a plastic cup, a book,
comics) and teach any new ones (e.g. a banana, soil).
• Ask pupils what they think a comic becomes when it is
recycled, then read out the speech bubble. Tell pupils to
work in pairs, look at the photos and say what the items
become. Ask pairs to share read their sentences for the
class.
ANSWERS
2 A can becomes a new can.
3 A plastic bottle becomes a plastic cup.
4 A banana becomes soil.
Citizenship project: The Recycling Game.
TIP Prepare three shoebox ‘bins’ before the lesson. Draw
or stick the recycling symbol on one, draw a rubbish bin for
general waste on another and write the word Litter on the
third shoebox.
• Explain that pupils are going to make cards showing
different types of litter. Give out the materials (card,
magazines, scissors, glue). Tell pupils to cut out pictures of
different recyclable and non-recyclable materials and stick
them onto card with glue.
• Pupils place all their cards face down in the Litter box.
Divide the class into two teams. Each team member
chooses a card and decides if it is recyclable or not and
places it in the correct box.
Extension activity
TIP You will need five shoe boxes for this activity – two with
the recycling symbol, two with a picture of a rubbish bin (for
general waste) and the box labelled Litter from the previous
activity.
• Play a recycling relay race. Divide the class into two teams.
Ask pupils to stand in two lines. Place a shoebox for
recycling and shoe box for general waste at the back of
each line. Place the Litter box from The Recycling Game at
the front of the lines. Tell pupils they are going to pick up
a litter card and pass it down the line. When it gets to the
last pupil they have to say what the item is and put it in
the correct bin. To make the game even more challenging
ask each pupil to pass the litter card in a different way
from the previous pupil, e.g. over their head, under their
legs, around their back. The team that gets the most items
in the correct container wins.
CLIL 101
 CLIL Geography
Landscapes
Lesson 1 p. 82
Objectives
Listen, say and write words for different landscapes
Learn about different types of landscape
Language
Active: Cliffs are on the coast. Lakes are inland. woods, a
lake, a river, mountains, cliffs, a beach, inland, coast
Passive: DVD script; landscape
Materials
Class Book p. 82; Landscapes poster; DVD; CD3 tracks
33–34; cut-out magazine pictures of a river, mountains, a
lake, a beach, cliffs, a coast; poster paper (optional)
Warmer
• Show the magazine pictures of landscape features and ask
pupils to guess what the lesson is about. Write the word
landscapes on the board and ask pupils to say it several
times. Ask pupils to brainstorm landscape words in pairs
in L1. Draw a mind map on the board with landscapes
as the central word and their ideas radiating outwards.
As they tell you their ideas, recast their answers in English
and write the words, e.g. beach, lake, river, mountains,
woods, coast.
1 Watch the video. r DVD
• Play the video clip, pausing to summarize the voiceover
and point out the target vocabulary items, e.g. river, lake,
beach, mountain, coast, inland, cliffs. When pupils have
finished watching, ask Is a lake on the coast? (No.) Is a lake
inland? (Yes.) Is a beach on the coast? (Yes.)
• Display the Landscapes poster. Talk about the photos with
pupils and say the words for them to repeat. Ask pupils if
they have been to any of the landscape places shown, e.g.
mountains, beach, lake, river, cliffs. Ask them to name which
places they have been to. Point to and say the labels for
coast and inland and check again that pupils understand
the meaning. Say a few famous inland and coastal towns
from your country and ask Is (name of town) inland or on
the coast?
2 Talk about where you live.
• Divide the class into pairs and ask them to discuss the
following questions: What landscapes are there near
where you live? Do you visit them? What do you do there?
Which is your favourite, and why? What is it like there in
different seasons? Which is your favourite time of year to
visit? Ask pairs to share their ideas with the class.
3 Listen and point. Repeat. Write. e 3•33–3•34
• Open Class Books at page 82. Hold up your Class Book,
point to the photos and say the words. Play track 33 for
pupils to listen and point in their books.
102 CLIL
© Copyright Oxford University Press
Transcript
woods – cliffs – mountains – a lake – a beach – a river
• Play track 34 for pupils to repeat the words.
• Read the words in the word pool with pupils and tell them
to write the words. Check the answers.
ANSWERS
1 woods 2 cliffs 3 mountains 4 lake 5 beach
6 river
TIP Fast finishers can play a game in pairs. They choose a
landscape and draw a clue about the place (e.g. for woods
they could draw trees). Their partner has to point to the
correct photo and say the word.
Extension activity
• Divide the class into two teams. Ask them to close their
books. Play Snowman with the new vocabulary items.
Choose a word, e.g. cliffs and write dashes on the board
to represent the letters, e.g. _ _ _ _ _ _. One team plays
first, and tries to guess the word, putting up their hands
and calling out one letter at a time. If they guess one of
the letters, you write it on the correct dash (or dashes if
the letter is repeated in the word). Each time they guess
wrongly, you draw part of a snowman (a big circle for the
body, a small circle for the head, two sticks for arms, two
eyes, a mouth, and a carrot for the nose). If they guess the
word before you have finished drawing the snowman,
they win a point for their team. Repeat with a different
word and the other team.
4 Look and write.
• Tell pupils to look at the picture in activity 4 and say what
they can see (mountains, a river, cliffs, a lake, a beach, coast,
inland). Ask what the difference is between inland and
coast (coast is by the sea, inland is the area of land which is
away from the sea). Read the words in the word pool then
tell pupils to complete the sentences using these words.
TIP Remind pupils to think about whether they need to use
capital letters for any of the answers.
• Check the answers, then tell pupils to work in pairs and
read the sentences.
ANSWERS
1 beaches 2 Lakes 3 Rivers
Extension activity
• Ask pupils to work in small groups and make a poster
about landscapes. They can personalize the task by
drawing the landscapes in their country or near where
they live. Ask each group to do a short presentation about
their poster.

CLIL Geography
Landscapes
Lesson 2 p. 83
Objectives
Listen to and participate in The Awesome World Song
Identify man-made and natural landscape features
Do a local geography project
Language
Active: (Big Ben) is man-made. (Cliffs) are natural.
Passive: the song lyrics
Materials
Class Book p. 83; CD3 track 35–36; paper; a bag or
hat; coloured hoops or coloured chalk; glue; scissors;
magazine pictures of man-made and natural landscape
features (optional)
Warmer
• Ask pupils to open out the map at the front of their books
and elicit some of the vocabulary for landscape features,
e.g. beach, woods, mountain, river, cliffs.
• Divide the class into two teams and play Pictionary with
the landscape words vocabulary. A member from each
team in turn comes to the board, you whisper a landscape
word in their ear and the pupil draws it for their team to
guess. Continue playing until all the landscape vocabulary
items have been drawn and guessed.
1 Sing The Awesome World Song. e 3•35–3•36
• Tell the class they are going to listen to a song. Ask them
to look at the picture and say what they think the song is
about (the world, nature, landscapes). Play the song (track
35) for pupils to listen and read along in their Class Books.
Then play the song for pupils to sing. Repeat a few times
until pupils are confident and then let them try singing it
with the karaoke version (track 36).
Transcript
(See Class Book p. 83.)
2 Write.
• Ask pupils what the difference is between man-made
and natural landscape features. To help pupils with the
concept, ask them to look again at the map at the front
of their books. Ask them what things they can see in
the landscape which have been made by man (e.g. the
buildings, the canal, the aqueduct, the fields, the roads,
the train track, the wind turbine, the pier) and what things
they can see which are natural (the mountains, the hills,
the woods, the river, the beach).
• Draw a table on the board, with two columns headed
Natural and Man-made. Give some examples of landscape
features and categorize them with pupils, e.g. statue, river,
motorway, quarry, hill, valley, railway, lake, cave.
• Tell pupils to look at activity 2. Read the words in the
word pool and tell pupils to write the words in the correct
category.
© Copyright Oxford University Press
ANSWERS
Man-made: house, park, road, canal, playground, bridge
Natural: mountain, woods, beach, river, cliffs, sea
3 Look and say.
Tell pupils to look at the photos. Read the labels. Check that
pupils understand the word cities by asking Are Rome and
Milan cities? (Yes.) Ask what the Atlantic is (an ocean). Explain
that this is a name (a proper noun) rather than a normal
noun, and that is why it has a capital A.
• Read the speech bubble Big Ben is man-made. Cliffs are
natural. Write the sentences on the board with is and are
in different colours. Explain that the text says Cliffs are
natural because cliffs is plural but Big Ben is man-made
because there is only one clock tower.
TIP Remind pupils that plural words in English usually have
an ‘s’ at the end. This can help them to work out if a word is
plural or singular.
• Point to the photo of the canal and ask Is it natural or man-
made? (It’s man-made.) Ask a pupil to make a sentence
about it: A canal is man-made.
• Tell pupils to work in pairs and take turns to say sentences
describing whether the landscape features are natural or
man-made.
ANSWERS
A town is man-made. The Atlantic is natural. A canal is
man-made.
TIP If you have brought in magazine pictures of landscapes,
ask pupils to make further sentences about these.
Geography project: My local area.
• Draw a table on the board, with two columns headed
Natural and Man-made. Elicit from pupils some landscape
features near where they live and write them in the table,
e.g. fields, marshes, a bridge, a dam, a river, a motorway, a
stadium, etc. Encourage them to think of as many places
as possible. Write all the places from the board on pieces
of paper and put them in a bag or a hat.
• Either put two different coloured hoops or draw two
circles on the floor with different coloured chalk. Say that
one is natural and the other is man-made. Tell pupils to
take turns to pick out a piece of paper from the bag and
put it in the correct hoop/circle.
• When pupils have finished, give out paper and tell them
to draw and cut out pictures of the feature that they
picked from the bag. Collect in the pictures and make two
poster collages for the classroom wall.
TIP If there is time, show the video again and ask pupils to
say which features are natural and which are man-made.
CLIL 103
 Unit 1
Culture
Numbers and colours
Food and me! pp. 84–85
Objectives
Learn about traditional British food
Identify and write the names for some British dishes
Talk about food in your country
Make a birthday party plate
Language
Active: roast chicken, roast potatoes, a birthday cake,
sweets, restaurant curry, chips, This is my favourite party
food. We eat sandwiches and crisps.
Passive: rice and curry, sandwiches and crisps,
birthday party
Materials
Class Book pp. 84–85; CD3 tracks 37–38; paper plates –
one per pupil; coloured pens and/or craft materials to
make into food items and stick onto the plates, e.g. tissue
paper, wool; a completed party plate (prepared by the
teacher); flashcards for food (optional)
1 Listen and number the pictures. e 3•37
• Open Class Books at page 84. Point to the photos and ask
What are they doing? What food can you see? Talk about
the photos with pupils, using the information in the
culture note.
• Play the track, pausing for pupils to point to the correct
photo. Explain the meaning of birthday party, restaurant,
Indian, rice, curry, takeaway, fish and chips, roast dinner.
• Play the track again, pausing for pupils to number the
photos. Check the answers.
Transcript
1 Hannah: It’s a birthday party! We eat sandwiches and
crisps. We eat cake and ice cream, too. Look at the
birthday cake. It’s got sweets on top – yum!
2 Hannah: This is my favourite restaurant. It’s an Indian
restaurant. We eat rice and curry. Do you like
Indian food?
3 Hannah: In summer we go to the beach! We go to the
takeaway shop and we eat fish and chips. We eat
on the beach. It’s fun!
4 Hannah: On Sunday, we eat a roast dinner. It’s roast
chicken, roast potatoes, and carrots. My family
eats together. This is my dad, my mum, my
brother and me.
ANSWERS
1 Photo top right on p. 84. 2 Photo at bottom of p. 84.
3 Photo at top of p. 85. 4 Photo top left on p. 84.
CULTURE NOTE A British tradition is the Sunday dinner, or
Sunday lunch. It usually consists of a roast dinner – roast
meat, potatoes, vegetables and sometimes a traditional
food called Yorkshire pudding, which is a type of savoury
pastry. Primary school children in the UK often have birthday
104 Culture
© Copyright Oxford University Press
parties to which they invite their friends. Sometimes these
are held at home but more often in a hall or community
centre. Typical party food consists of sandwiches, crisps and
fruit. There is always a birthday cake. The UK is a multicultural
nation and this is reflected in the wide variety of food
available, both in supermarkets and in restaurants. Indian, as
well as Pakistani and Bangladeshi, restaurants are common
and Indian food has become an established part of British
cuisine. In larger towns and cities there are restaurants
serving all kinds of food. Perhaps the most traditional British
summer holiday is a trip to the seaside. While at the seaside,
it is very common to get fish and chips from a takeaway
shop. This is often served in wrapped paper, and families
might eat it on the beach.
2 Listen again and write the words. e 3•38
• Tell pupils to complete the texts with the correct words.
• Play track 38, pausing to allow pupils time to write. Invite
volunteers to read out the descriptions.
ANSWERS
cake and ice cream, rice and curry, fish and chips
3 Write Yes or No.
• Nominate pupils to read the sentences. Then tell pupils to
read the text and write Yes or No for each sentence.
ANSWERS
2 No 3 Yes 4 No
4 Look at the photos. Is it the same or different
where you live?
• Tell pupils to look at the photos and have a class
discussion about similarities and differences with their
own lives. Ask: Do you have a special meal on Sunday
or another day? Who comes to eat at your house? Do
you have birthday parties? What is your favourite cake?
What else do you eat at birthday parties? Do you eat at
restaurants? What is your favourite restaurant? What kind
of food is there? Do you like Indian food? What about
Chinese food? What other foods do you like? What do you
eat in summer or at the beach? Do you get takeaways at
home or on holiday? What kind of food do you get from a
takeaway shop?
Project: Make a birthday party plate.
• Tell pupils to imagine they are having a birthday party
and they have to choose the food. Elicit food that would
be eaten at a birthday party. You can use flashcards
from Levels 2–3 to elicit different foods, e.g. crisps, cakes,
sandwiches, grapes, orange juice, carrots. Give out the
materials and tell pupils to complete their plates. When
they have finished, tell pupils to present their party plate
to the class. Demonstrate with your plate, saying This is my
favourite party food. We eat …
Sport and dance and me! pp. 86–87
Objectives
Learn about after-school activities in Britain
Identify and write dance and sport words
Talk about after-school activities in your country
Draw a picture of you doing your favourite after-school
activity
Language
Active: After school, I (do karate). I’m wearing (white short).
I’ve got a bat and ball. I can’t do ballet, but I can dance.
Passive: street dance, performance, shorts
Materials
Class Book pp. 86–87; CD3 tracks 39–40; paper; a drawing
of an after-school activity (prepared by the teacher)
1 Listen and number the pictures. e 3•39
• Open Class Books at page 86. Point to the pictures and
ask What can you see? What sports are they doing? Talk
about the photos with pupils, using the information in the
culture note.
• Play the track, pausing for pupils to point to the correct
photo. Explain the meaning of ballet, karate, indoors,
uniform, street dance, performance, hop, cricket, outdoors,
shorts, grass, cricket bat.
• Play the track again, pausing for pupils to number the
photos. Check the answers.
Transcript
1 Harry: After school, I do karate. Karate class is indoors.
Look at the uniform. It’s white. Karate is fun. I can
jump and fly – watch out!
2 Harry: This is my sister’s ballet class. She can dance very
well. Lots of girls do ballet, but boys can do ballet,
too. The girls are wearing pink and black clothes
and pink shoes.
3 Harry: I can’t do ballet, but I can dance. I do street dance.
This is a performance indoors. In street dance, we
can jump, hop, and do gymnastics. I love it.
4 Harry: In summer, I play cricket. We play outdoors, on the
grass. I’m wearing white shorts and a white T-shirt.
I’ve got a cricket bat and a ball.
ANSWERS
1 Photo top left on p. 86. 2 Photo at bottom of p. 86.
3 Photo at top of p. 87. 4 Photo top right on p. 86.
CULTURE NOTE The majority of UK children attend dance
classes or play sport after school. Typical after-school classes
for primary-aged children include swimming lessons,
gymnastics, ballet and street dance, karate and judo. Many
young girls and boys attend ballet classes at the weekend.
These are held in studios and the dress code is strict, with
children wearing specific outfits and shoes. Exams are held
to pass to higher levels. Many young boys, and more and
more girls, play football at the weekend. Children tend to
join local football teams, and matches against other teams
are played at the weekend. Training usually takes place in the
evenings. Football is the most popular sport across Britain for
boys. In summer, some children play cricket, and also tennis.
© Copyright Oxford University Press
Cricket is played on grass. Traditionally tennis was played
on grass, but nowadays it is more common to play on hard
courts. These sports are not as common, but are traditionally
British and popular in some areas. Children also go to the
local park or playground and ride their bikes, skateboards
and scooters. This happens all year around.
2 Listen again and write the words. e 3•40
• Tell pupils to complete the texts with the words from the
word pool.
• Play track 40, pausing to allow pupils time to write. Invite
volunteers to read out the descriptions.
ANSWERS
do karate, play cricket, do ballet, do street dance
3 Write Yes or No.
• Nominate pupils to read the sentences. Then tell pupils to
read the text and write Yes or No for each sentence.
ANSWERS
2 Yes 3 No 4 Yes
4 Look at the photos. Is it the same or different
where you live?
• Tell pupils to look at the photos and then have a class
discussion about similarities and differences with their
own lives. Ask: Have you tried any of these sports or types
of dance? Which one would you like to try? What do you
do after school? Do you go to any sports or dance classes?
Are they indoors or outdoors? What do you wear? Do you
think boys and girls can play any sport or do any dance, or
do you think some sports and dances are only for girls or
only for boys? Why? What is your favourite sport or dance?
Project: Draw a picture of you doing your favourite
after-school activity.
TIP Prepare a drawing of yourself doing an after-school
activity before the lesson.
• Tell pupils they are going to draw a picture of themselves
doing their favourite after-school activity. The activity
doesn’t have to be something they actually do, they can
imagine doing something they want to try. Elicit words
for any special clothes or kit they would wear or use, e.g.
football kit, ball, ballet shoes, uniform, and suggest they
draw some background of where they play or practise, e.g.
a studio or park. When pupils have finished, invite each
pupil to the front to present their drawing to the class.
Demonstrate this with your own drawing, hold it up for
the class and say After school I do / play … I’m wearing …
I’ve got … Display the drawings on the classroom wall
under the heading Sport and dance in our class.
Culture 105
 Unit 1
Festivals
Numbers and colours
It’s Christmas Eve! p. 88
Objectives
Learn about Christmas traditions in Britain
Understand words relating to Christmas
Play The Christmas Stockings Game
Make and decorate a Christmas stocking
Language
Active: Christmas Eve, a stocking, a fireplace, mince pies,
a letter (revised from Levels 1 and 2) a reindeer, baubles,
Father Christmas
Materials
Class Book p. 88; CD3 tracks 41–44; several large
stockings; one sweet or small wrapped present (e.g. a
small toy or stationery item) per pupil; a large bag; a
stocking template (prepared by the teacher – see below)
– one per pupil; glue; scissors; ribbon; paint (optional);
glitter (optional)
1 Listen and point. Repeat w 3•41–3•44
• Open Class Books at page 88. Point to the photos and say
the words. Ask pupils if any of these things are a part of
their Christmas celebrations.
TIP Explain that mince pies are a type of pastry which is
traditionally served at Christmas in the UK. They are filled
with candied fruit.
• Ask pupils if they can remember any words related to
Christmas from Levels 1 and 2.
• Tell the class to listen and point to each Christmas item in
activity 1 as they hear the word. Play track 41.
Transcript
1 a stocking 2 a fireplace 3 mince pies 4 a letter
• Play track 42 for pupils to repeat the words.
Transcript
mince pies – a stocking – a letter – a fireplace
2 Read the words. Listen and write. Then listen and
check. w 3•43
• Read the words in the word pool with pupils. Tell pupils
they are going to listen and find out why these things are
part of a British child’s Christmas. Play the track.
Transcript
I love Christmas Eve! – There are lights and baubles on the
Christmas tree. – There are presents under the tree. – On
Christmas Eve, I hang my stocking. – We hang stockings
on the fireplace. – I put out mince pies and a carrot for
Father Christmas and the reindeer! – I write a letter to Father
Christmas. Then it’s time for bed – good night, and happy
Christmas!
106 Festivals
© Copyright Oxford University Press
• Tell pupils to listen again and write the correct words in
the sentences. Play the track, pausing for pupils to write
the missing words. Check the answers by asking pupils to
read out the sentences.
ANSWERS
1 tree 2 presents 3 stocking 4 fireplace
5 mince pies, reindeer 6 letter, Father Christmas
• Ask pupils how their Christmas Eve traditions or
celebrations are similar or different to children’s in the UK.
3 Listen and draw. Then colour. w 3•44
• Tell pupils to listen and draw the missing things in the
picture. Play the track, pausing to give pupils time to draw.
Walk around the class checking, and then tell pupils to
colour their pictures.
Transcript
There are lights and baubles on the Christmas tree. – There
are presents under the tree. – We hang stockings on the
fireplace. – I put out mince pies and a carrot for Father
Christmas and the reindeer!
4 Play The Christmas Stockings Game.
• Hang up the stockings you have brought in at one end of
the classroom. Divide pupils into teams of about 5–6 and
identify which stocking belongs to which team.
• Ask pupils to line up in their teams at the opposite end
of the classroom. Place a large bag at the end of the
classroom where pupils are standing. Put the sweets or
small gifts into the bag. Hold the bag and explain that you
are pretending to be Father Christmas.
• Tell pupils that to get a present from the bag, they must
say (Can I have) A present for the stocking, please? And when
you give them a present, they must say Thank you. Happy
Christmas!
• Explain that they are going to have a relay race to fill their
team’s stocking. The first pupil from each team must come
to you, ask for a present and then race to their stocking to
put it in. Only once they have done this and returned to
their team can the next pupil go.
• Once the relay race is finished, each team can collect their
stocking and share out the presents.
4 Make and decorate a Christmas stocking.
TIP Create a stocking template before the lesson, with two
matching stocking/boot shapes on a single piece of paper.
• Give out the stocking template. Tell pupils to cut out the
two stocking shapes and stick them together around
the edge, leaving an opening at the top. Tell pupils to
decorate their stockings. Help pupils to attach ribbon
tags. Tell them they can hang the stockings on their
Christmas tree at home, inserting a small present or sweet
if they wish.

It’s Easter Time! p. 89
Objectives
Learn about Easter traditions in Britain
Understand words relating to Easter
Play The Easter Egg Game
Make and decorate an Easter egg
Language
Active: There’s yellow dye on this egg. There are two purple
flowers. Easter eggs, a circle, a triangle, decorate, paint, dye,
pattern
Passive: bunny, triangle, circle, Greece, Germany, Hungary,
Ukraine
Materials
Class Book p. 89; CD3 track 45; a map of Europe; different
coloured and patterned paper egg shapes (at least
two per pupil – prepared by the teacher or the pupils)
or wrapped chocolate eggs in different colours and
patterns; white card cut into egg shapes; a decorated
cardboard Easter egg (prepared by the teacher)
1 Look, listen and match. w 3•45
TIP Use the map of Europe to show pupils where Greece,
Hungary, Ukraine and Germany are.
• Open Class Books at page 89. Point to the photos of the
decorated eggs. Ask pupils what they can see. Have they
ever seen eggs like these before? Which photo do they
like best?
• Explain that the photos show how Easter eggs are
decorated in different countries. Point and say the country
names, and then point to the photos of the children.
• Explain that pupils are going to listen to find out where
the children are from, and which Easter eggs belong to
their countries. Play the track, pausing to allow time for
pupils to draw matching lines.
Transcript
1 Max: Hello. My name’s Max. I’m from Germany. In Germany
we hang Easter eggs in the trees! In my garden,
there’s a tree with eggs: yellow, green, blue, orange,
pink and purple!
2 Daria: Hi! My name’s Daria. I’m from Ukraine. Easter eggs in
Ukraine are lots of colours. There are patterns with
triangles, circles and stars. They’re beautiful.
3 Adam: Hi! My name’s Adam. I’m from Hungary. In Hungary
we paint Easter eggs. We decorate the eggs with
flowers. The flowers are all different colours.
4 Sophia: Hi! My name’s Sophia. I’m from Greece. Easter eggs
in Greece are red. We dye the eggs. No patterns,
just red eggs!
• Play the track again for pupils to check their answers,
pointing out the colours and patterns of the different
eggs. Explain the difference between dye and paint.
(When you dye an egg, you put the whole egg into a
pan of colour – when it comes out, the whole egg is that
colour. When you paint an egg, you use a paintbrush to
draw patterns or pictures on the egg).
© Copyright Oxford University Press
ANSWERS
1 picture 2 (Germany) 2 picture 1 (Ukraine)
3 picture 4 (Hungary) 4 picture 3 (Greece)
• At this point you could have a discussion about whether
pupils give or receive Easter eggs, and what they are like.
In the UK, it is not a particular tradition to dye or paint
Easter eggs. Children do receive chocolate eggs wrapped
in different colour paper, and they often have Easter egg
hunts where they try to find chocolate eggs hidden in the
garden by the Easter bunny.
2 Read and decorate the Easter eggs.
• Read through the texts together as a class. Explain the
meanings of pattern, dye and paint by pointing to the
photos in activity 1 if necessary. Go through the first
description as a class and check that pupils know what to
draw. Pupils decorate the other two eggs on their own, or
helping each other in pairs.
3 Play The Easter Egg Game.
TIP Make sure the eggs are different colours and patterns. If
using paper eggs, pupils can make and decorate small paper
eggs in groups before the activity. Each group should do a
different pattern or colour combination on their eggs.
• Ask pupils to put their heads on their desks while you hide
the paper or chocolate eggs around the classroom.
• Tell pupils that they are going to search for hidden Easter
eggs in teams. Explain that the winning team will not be
the one with the most eggs, but the team that finds the
most different colours or patterns. Draw a tally chart on
the board with each row corresponding to a different
colour, pattern, or colour combination, e.g. pink eggs / blue
and yellow eggs / yellow flower eggs. Each team copies this
to make their own chart. Each time a team member finds
an egg, they must put it in their pile and put a tick next to
the correct description.
• Divide the class into teams of three or four pupils. Tell
them to decide on a spot to keep their egg collection and
their tally chart. Tell them they have five minutes, and say
Go! for them to start the game.
• When the time is up, have each team report back by
saying There are two pink eggs. There’s one blue and yellow
egg, etc. Encourage each pupil to join in and report on at
least one colour.
4 Decorate or paint an Easter egg.
• Give out the cardboard egg templates and tell pupils to
decorate their Easter eggs as they like. Go around asking
questions about colour and pattern, e.g. What colour is
your egg? What shapes are on your egg? Invite pupils to
present their finished eggs to the class. Demonstrate with
your own egg, e.g. My Easter egg is blue and yellow. There’s a
pattern. It’s flowers and leaves. Display the completed eggs
on the wall to decorate the classroom for Easter.
Festivals 107
 Unit 1
Extra grammar
Numbers practice
and colours
Rainbow Bridge 3 introduces elements of grammar
awareness, in order to encourage pupils to memorize
patterns which they will be invited to reflect on at a later
stage.
At this age is it not advisable to teach rules and grammar
terms explicitly, as pupils might find it confusing and
possibly feel demotivated.
The main objective of these pages (which are found on
pages 114–121 of the Class Book) is to provide pupils with a
sound basis and awareness that will enable them to notice
patterns in English and notice differences between English
and L1.
Grammatical metalanguage is introduced slowly and
meaningfully over Rainbow Bridge 3, and then in Rainbow
Bridge 4 and 5, in order to provide pupils with the tools
they need for the systematic study of grammar they will
encounter when they move on to secondary school.
Grammar can be introduced to 8–9-year-old children
who have been learning English for a couple of years.
This will be done initially in an implicit way, and then with
activities that encourage reflection. At this age children
cannot be expected to understand grammatical terms and
concepts in isolation, but they can learn linguistic structures
unconsciously through practising them within a meaningful
context.
Our objective in Rainbow Bridge 3 is to lead older children
towards awareness of sentence structure and syntax in a fun
and dynamic way so that they are able to reproduce these
spontaneously and intuitively.
The aim of the Extra grammar practice pages is to allow
pupils to consolidate and extend their knowledge of the
grammar introduced on the main pages of the unit. They
also begin to learn the grammatical metalanguage that will
be used in later school years.
There is no fixed order or pattern for the presentation of the
grammar pages: you can use them as you deem appropriate,
depending on the timing and strategies that are suitable for
your class.
You may want, for example, to consider where and when
the class would most benefit, and this may depend on the
structure you are dealing with and how it compares and
contrasts with what they are doing in their L1 language
classes: the presentation of the English equivalent may help
them to master the concept better and make it easier for
them to identify and understand it. It would probably not
be advisable to introduce grammar awareness activities in
English if it is something the children are not yet familiar
with in L1.
Here is an example of how to raise grammar awareness in
Rainbow Bridge 3. Unit 1 is used in this example.
• Present the grammatical structure in a fun and familiar
context. Here the grammatical structures There’s/There are
... are presented first within the song lyrics of the Let’s go
to Town Song on page 7 and then as part of the dialogue
of the story Come back! on page 8. Understanding of the
meaning is aided by the context of the story and the
illustrations.
108 Extra grammar practice
© Copyright Oxford University Press
• Focus on the structure with oral practice. Here the
structures are removed from the story and their use is
highlighted in a paired listening and speaking activity
on page 10, exercise 1. Pupils use the visual cues and the
examples on the page to become more familiar with the
meaning and use of the structure. This is done through an
enjoyable activity and pupils become more aware of the
structure without rules or labels being taught.
• Focus on the structure with written practice. Here pupils
practise using the written form of the structure and have
to think about meaning and use in order to complete the
activity on page 10, exercise 2. Again, they have visual
cues and example answers to help comprehension, and
still there is no explicit focus on the grammatical rules.
It is at this point that using the relevant Extra grammar
practice page might be useful. These pages are specifically
designed to raise pupils’ awareness of the language patterns
presented in context in the unit and provide explanations
of the structures in L1. You may want to use L1 to compare
grammatical patterns in L1 and English and encourage
pupils to reflect on the similarities and differences. Further
controlled practice of the target structures from the unit is
provided here. See Class Book page 114 for Unit 1.
After the Extra grammar practice page, pupils return to using
the structure in a paired speaking activity in the last activity
on page 10, creating their own sentences to describe the
differences between two pictures.
• After this, pupils could go on to the corresponding
Workbook page, in this case page 92, if it is felt they
need further practice, or the Workbook page could be
saved to be used as revision at the end of the unit, or for
homework.
• The structure gets additional practice in a freer and more
personalised way on the skills development pages, in this
case page 11.
An alternative route to raising grammatical awareness would
be to use the Extra grammar practice page after the skills
development page, before pupils revise the whole unit on
the Round up page.
Answer key 2 There’s a ball in the wardrobe.
3 There’s a book on the bed.
4 There’s a train under the desk.
Unit 1 5 There’s a lamp on the desk.
1 Write the words in the correct box. 6 There’s a helmet under the bed.
There’s: a playground, a post office, a clothes shop 7 There’s a cat on the bed.
There are: four schools, six cafes, two toy shops
2 Say. Ask and answer.
2 Count and write. Pupils ask and answer about the position of the items
1 There are two cars. in the picture, in pairs or with the teacher, using the
2 There’s a police station. structures Where’s the …? It’s in/on/under the …
3 There’s a bookshop.
4 There are three cafes. Unit 6
1 Put the words in order. Then answer for you.
Unit 2 1 Have you got a bike?
1 Put the words in order. Then match the questions 2 Have you got a helmet?
and answers. 3 Have you got a Frisbee?
1 What’s your name? c – My name’s Marco. 4 Have you got a tablet?
2 How old are you? a – I’m ten.
2 Look and write.
3 Where are you from? b – I’m from Bologna.
(Sentences 1–3 can be in any order.)
2 Write questions with What, Where and How. 1 He’s got a bike.
Write the answers. 2 He’s got a helmet.
1 What’s your name? My name is/My name’s Lucia. 3 He’s got a racket.
2 Where are you from? I’m from Florence. (Sentences 4–6 can be in any order.)
3 How old are you? I’m 9. 4 She’s got a kite.
5 She’s got a helmet.
6 She’s got a skateboard.
Unit 3
1 Put the words in order. Unit 7
1 Do you like soup?
2 Do you like fish? 1 Put the words in order.
3 Do you like milk? 1 I’m wearing a pink T-shirt.
4 Do you like salad? 2 I’m wearing red shorts.
5 Do you like chicken? 3 I’m wearing black and white trainers. / I’m wearing
white and black trainers.
2 Write answers that are true for you. 4 I’m wearing a blue and green tracksuit. / I’m wearing a
1 Do you like salad? Yes, I do. / No, I don’t. green and blue tracksuit.
2 Do you like chicken? Yes, I do. / No, I don’t.
3 Do you like milk? Yes, I do. / No, I don’t. 2 Colour and write.
4 Do you like soup? Yes, I do. / No, I don’t. (Pupils complete the descriptions of clothes with their
5 Do you like fish? Yes, I do. / No, I don’t. own choice of colours. The clothing items can be written
in any order.)
1 I’m wearing a (colour) T-shirt, (colour) shorts and (colour)
Unit 4
trainers.
1 Put the words in order. 2 I’m wearing a (colour) T-shirt, a (colour) skirt and (colour)
1 Can I have a doll, please? sandals.
2 Can I have a puzzle, please?
3 Can I have a comic, please? Unit 8
4 Can I have a key ring, please?
1 Put the words in order.
2 Follow to find the prices. Write. 1 Can you play football?
1 How much is the postcard? It’s 20/twenty cents. 2 Can you do gymnastics?
2 How much is the car? It’s 50/fifty cents. 3 Can you run?
3 How much is the comic? It’s 90/ninety cents. 4 Can you ride a bike?
4 How much is the puzzle? It’s 60/sixty cents.
5 How much is the key ring? It’s 80/eighty cents. 2 Complete. Then answer for you.
1 Can you swim? Yes, I can. / No, I can’t.
2 Can you roller skate? Yes, I can. / No, I can’t
Unit 5
3 Can you play basketball? Yes, I can. / No, I can’t
1 Look and write. 4 Can you dance? Yes, I can. / No, I can’t.
(The order of the sentences can vary. Pupils choose six of
the seven items in the word pool to write about.)

Extra grammar practice 109

© Copyright Oxford University Press
 Unit 1

Tests and and

Numbers evaluation
colours
Rainbow Bridge 3 offers the following tests: Teacher’s Notes
• a test to be carried out at the end of each unit;
TIP You may want to play the listening tracks twice,
• a corresponding unit test which is especially adapted for
allowing longer pauses between dialogues the second time.
pupils with dyslexia;
• four speaking tests (one every two units); TIP If the pupils struggle to form sentences during the
• mid year and end of year tests to evaluate the pupils’ speaking tests, you may want to help them by saying
speaking, listening, reading and writing skills. sentences they can use as a model.
TIP Some of the activities in the tests carry a half point for
The tests offer the teacher the opportunity to: each correct answer. If you need to simplify them, you can
• record the pupils’ progress; halve the number of items and mark 1 point for each correct
answer.
• evaluate learning and consolidation needs;
• intervene with consolidation activities, for individual Unit 1 Test
pupils or groups, before moving on to the next unit.
1 Listen and write. e 3.46 pp. 117–118
There are two versions of each unit test, sharing the same 1 point for each correct word (6 points in total).
audio track. The second of these has been designed with
the needs of potentially dyslexic learners in mind. In some Transcript
cases the activities are identical, but in others the version for Girl: This is my town. Look! There are lots of shops. Number 1
dyslexic students follows a different format. A simple linear is a post office.
layout on the page ensures that these tests are clear and Boy: A post office? Oh good. We can post our letters.
easy to follow, they are supported by audio material that Girl: And there’s a cafe. It’s number 2.
follows the visual presentation on the page, and the tasks Boy: A cafe? Let’s have a sandwich and a drink.
usually focus on one procedure at a time. An example of Boy: What’s number 3? Is it a clothes shop?
how to complete the test is given wherever possible and Girl: No, number 3 isn’t a clothes shop. It’s a bookshop.
writing support is provided with word pools and writing Boy: Oh wow! I like books.
rules divided into the appropriate number of dashes for Girl: And number 4 is a toy shop.
the letters required. In addition to offering the opportunity Boy: A toy shop? Great! I can get a toy for my sister. Let’s go in.
to assess the children’s progress, these tests also provide Boy: Look at number 5. It’s big. Is that a shop, too?
consolidation of fundamental skills such as equating written Girl: No, it’s a school. In fact, it’s my school.
numbers with numerals as well as with quantities, and Boy: And what about number 6?
associating pictures with the appropriate text. They therefore Girl: Number 6? That’s a police station.
provide support for children with learning challenges as well Boy: Oh yes. I like your town.
as opportunities for teachers to identify pupils who might be ANSWERS
struggling at an early stage. 1 a post office
Tests are a crucial phase in the teaching-learning process, 2 a cafe
and it is therefore important to create a relaxed atmosphere 3 a bookshop
to avoid possible anxiety in the pupils. 4 a toy shop
In order to ensure that a test works as a tool to assess the 5 a school
pupils’ progress, identify weaknesses and put in place 6 a police station
appropriate consolidation strategies, you may want to carry
out a quick revision of the unit before you administer a test. 2 Look, write and match. p. 117
This will help the pupils to experience errors as the means ½ point for each correct answer, ½ point for each correct
through which the teacher can identify the pupils’ needs match (4 points in total).
in order to improve their learning. The teacher will then be ANSWERS
able to recalibrate their teaching plans and suggest new 1 There’s a (d)
activities, ways of working individually or in groups that 2 There are (a)
make use of different materials best suited to their 3 There’s a (c)
pupils’ needs. 4 There are (b)

2 Look, read and circle. P. 110

1 point for each correct answer (4 points in total).
ANSWERS
1 There’s a
2 There are
3 There’s a
4 There are

110 Tests and evaluation

© Copyright Oxford University Press
Unit 2 Test POSSIBLE ANSWERS
Number 11 is a cafe.
1 Listen and write the number. e 3.47 p. 119 Number 12 is a bookshop.
1 point for each correct number (5 points in total). Number 13 is a clothes shop.
Number 14 is a post office.
1 Listen and circle the number. e 3.47 p. 120 Number 15 is a toy shop.
1 point for each correct number (5 points in total). There’s a cafe/bookshop/clothes shop/post office/
toy shop.
ANSWERS
There are lots of shops/trees/people.
1 14
2 15 2 Answer the questions for the people in the
3 20 picture and for you. p. 121
4 18
1 point for each correct exchange (5 points in total).
5 13
• Work with individuals, asking questions about the young
2 Listen and write the missing information. e people in the picture, e.g. What’s your name? How old
3.48 p. 119 are you? Where are you from? They answer questions
1 point for each correct answer (5 points in total). pretending to be the people pictured.
• Alternatively, ask pupils to work in pairs, with one person
2 Listen and complete the information. e 3.48 asking the questions and the other answering. Ensure that
p.120 the children swap roles half way through the activity.
1 point for each correct answer (5 points in total). • Conclude the activity by answering the same questions
about themselves.
Transcript ANSWERS
1 Reader: What’s your name? 1 My name’s Joanna. I’m seventeen (years old). I’m from
Girl 1: I’m Katie. London.
Reader: And how old are you, Katie? 2 My name’s Josh. I’m twenty (years old). I’m from Oxford.
Girl 1: I’m nine years old. 3 My name’s Hal. I’m sixteen (years old). I’m from York.
Reader: OK. Where are you from? 4 My name’s Jamie. I’m nineteen (years old). I’m from
Girl 1: I’m from London. Bridge Town.
Reader: Ah! London is a big city! Thank you, Katie. 5 Pupils’ own answers
2 Reader: And what about you? What’s your name?
Boy: My name’s Sam.
Reader: Hi, Sam. How old are you?
Unit 3 Test
Boy: I’m eleven years old. 1 Look and write. p. 122
Reader: Eleven? OK. Where are you from, Sam?
1 point for each correct answer (6 points in total).
Boy: I’m from Oxford.
Reader: Oxford? Oh, Oxford is a great city. Thanks, Sam. Answers
3 Reader: Hello. Who are you? 1 rice
Girl 2: My name’s Ella. 2 fish
Reader: Hello, Ella. How are you today? 3 bread
Girl 2: I’m fine, thank you. 4 chicken
Reader: And how old are you? 5 salad
Girl 2: I’m twelve. 6 soup
Reader: Twelve? 1 Look and write. p. 123
Girl 2: Yes, my birthday is in summer.
1 point for each correct answer (6 points in total).
Reader: Where are you from, Ella?
Girl 2: I’m from York. It’s a small city in England. Answers
Reader: Great. Thanks, Ella. 1 salad
2 chicken
ANSWERS 3 rice
1 nine 4 fish
2 eleven, Oxford 5 soup
3 twelve, York 6 bread
Speaking Test Units 1 and 2
2 Listen and draw h or k. Then write the
1 Look and say. p. 121 answer. e 3.39 p. 122
1 point for each correct sentence (5 sentences) or ½ point ½ point for each correct face, ½ point for each correct
for each correct sentence (10 sentences) (5 points in total). written answer (4 points in total).
• Encourage individuals to look at the picture and tell you ANSWERS
what they can see. If necessary, prompt them by starting
1 k No, I don’t like (spaghetti).
the sentence for them, e.g. There’s … ? or by saying, e.g.
2 h Yes, I like (chicken).
What’s number twelve?
3 h Yes, I like (soup).
4 k No, I don’t like (milk).
Tests and evaluation 111
© Copyright Oxford University Press
 2 Listen and draw h or k. Then write. e 3.49 p. 123 Girl 1: Oh good. I’ve got 80 cents. Here you are.
½ point for each correct face, ½ point for each correct Shopkeeper: Thank you. Goodbye.
written answer (4 points in total). Boy 1: Bye.
Girl 1: Bye.
Transcript 3 Girl 2: Hello. Have you got an ice cream?
1 Reader: Now, are you hungry? Shopkeeper: Yes, here you are.
Girl: Yes! Girl 2: How much is it?
Reader: Good. Let’s have some food. Do you like spaghetti? Shopkeeper: It’s 40 cents.
Girl: Spaghetti? No, I don’t like spaghetti. Girl 2: Here you are.
Reader: OK. No spaghetti for you. Shopkeeper: Thank you.
2 Reader: And what about chicken? Do you like chicken? Girl 2: Thanks. Yum!
Girl: Oh yes, I like chicken. 4 Boy 2: Oh, look at the key ring.
Reader: Great. Here’s some chicken for you. Shopkeeper: Do you like it?
3 Reader: Now, soup. Do you like soup? Boy 2: Yes, I do. How much is it?
Girl: Er ... Yes, I like soup. Shopkeeper: It’s 70 cents.
Reader: Good. OK, here you are. Boy 2: 50… 60… 70… cents.
4 Reader: What about something to drink? I’ve got milk. Do Shopkeeper: Thank you.
you like milk? 5 Boy 2: And how much is the postcard?
Girl: Er … No, I don’t like milk. Shopkeeper: Um, let me see. The postcard is 20 cents.
Reader: That’s OK. You can have water. Now, let’s eat. Boy 2: Oh dear. I haven’t got 20 cents.
Shopkeeper: Ah well.
ANSWERS Boy 2: Thanks very much. Goodbye.
1 k No Shopkeeper: Bye. Have a good day.
2 h Yes
ANSWERS
3 h Yes
1 (ball) 60
4 k No
2 (doll) 80
3 (ice cream) 40
Unit 4 Test 4 (key ring) 70
1 Read and match. Then write. p. 124 5 (postcard) 20
1 point for each correct answer (5 points in total).
Speaking Test Units 3 and 4
ANSWERS
1 a comic (c) 1 Look, ask and answer. Then answer for you. p. 126
2 a doll (d) ½ point for each correct exchange (5 points in total).
3 a car (b) • Work with individuals, or ask pupils to work in pairs. One
4 a puzzle (e) pupil points at each picture from 1–5 in turn and asks
5 a ball (a) Do you like … ? The other pupil answers Yes, I like … / No,
I don’t like … depending on whether they see a happy or
1 Look, read and circle. p. 125
sad face.
1 point for each correct answer (5 points in total).
• Ensure that the children swap roles half way through the
ANSWERS activity.
1 a comic (c) • They then repeat the activity answering according to their
2 a doll (d) own likes and dislikes.
3 a car (b)
4 a puzzle (e) ANSWERS
5 a ball (a) 1 Do you like bread? Yes, I do.
2 Do you like salad? Yes, I do.
2 Listen and write the prices. e 3.50 pp. 124–125 3 Do you like spaghetti? No, I don’t.
1 point for each correct answer (5 points in total). 4 Do you like rice? No, I don’t.
5 Do you like fish? Yes, I do.
Transcript Pupils’ own answers.
1 Boy 1: Let’s go to the toy shop.
2 Look, ask and answer. p. 126
Girl 1: Yes. Great.
Shopkeeper: Hello, can I help you? 1 point for each correct exchange (5 points in total).
Boy 1: Hello. Can I have a ball, please? • Explain that the children will work with you or in pairs,
Shopkeeper: Yes, here you are. with one person pretending to be the shopkeeper and
Boy 1: Thanks. How much is it? the other the customer.
Shopkeeper: It’s 60 cents. • Ensure that the children swap roles half way through the
2 Girl 1: I like the dolls. Can I have a doll, please? activity.
Shopkeeper: Yes, of course. Model the dialogue before they begin:
Girl 1: How much is it? Customer: Can I have a … , please?
Shopkeeper: This one is 80 cents. Shopkeeper: Yes, here you are.

112 Tests and evaluation

© Copyright Oxford University Press
Customer: How much is it? Reader: What about rice? Do you like rice?
Shopkeeper: It’s … cents. Asma: Yes, I like rice.
ANSWERS
Reader: Oh, that’s great. And fish? Do you like fish?
1 Can I have a comic, please? / Yes, here you are. / How Asma: Oh yes, I like fish. It’s my favourite food.
much is it? / It’s 50 cents. Reader: Fantastic. Let’s eat.
2 postcard / 30 cents 2 Reader: Hi, Dan. Great to see you. Come and eat. Do you
3 car / 70 cents like spaghetti?
4 puzzle / 90 cents Dan: Spaghetti? YES! I love spaghetti.
5 key ring / 10 cents Reader: And bread? Do you like bread?
Dan: Err… no. I don’t like bread. Sorry.
Reader: Never mind. What about salad?
Mid Year Listening Test Dan: Yes, I like salad.
1 Listen and complete the information. Reader: Good. You can have spaghetti and salad. Let’s
e 3.51 p. 127 sit down.
½ point for each correct answer (4 points in total). ANSWERS
1 chicken [sad face], rice [happy face], fish [happy face]
Transcript 2 spaghetti [happy face], bread [sad face], salad [happy
1 Reader: Hello. What’s your name? face]
Girl 1: I’m Asma.
Reader: Hi, Asma. How old are you? Mid Year Speaking Test
Girl 1: I’m 14 years old.
Reader: Where are you from? 1 Look and say. p. 128
Girl 1: I’m from York. 1 point for each correct sentence about the picture (5 points
Reader: Oh – York is a great city. in total).
2 Reader: Hello. Are you Dan? • Pupils say five sentences to describe the scene, e.g. There’s
Boy 1: Yes. Hello! a cafe/playground/ball/comic. There are eleven birds. There
Reader: How old are you, Dan? are lots of leaves.
Boy 1: I’m 12.
POSSIBLE ANSWERS
Reader: And where are you from?
There’s a playground / café / comic.
Boy 1: Bridge Town. I’m from Bridge Town.
There are 11 birds / 3 cars / 3 trees / 2 balls.
Reader: Oh yes. There’s a big river there.
There are lots of birds/leaves.
Boy 1: That’s right. My house is near the river.
3 Reader: Hello. What’s your name? 2 Look and say the words and the numbers. p. 128
Girl 2: My name’s Lucy. 1 point for each correct sentence (5 points in total).
Reader: Hi, Lucy. How old are you?
Girl 2: I’m 17.
• Pupils look at the pictures of key rings and say five
sentences using the numbers and describing the pictures
Reader: 17. Wow! Where are you from?
on them, e.g. Number 20 is a car.
Girl 2: I’m from London.
Reader: Oh great! • Alternatively, ask the children to work with you or in pairs,
4 Reader: Hello. Is your name Jason? with one person asking e.g. What’s number 20? and the
Boy 2: Yes, I’m Jason. other answering e.g. It’s a car.
Reader: Hi, Jason. How old are you? • Ensure that the children swap roles half way through the
Boy 2: Well, today is my birthday, and I’m 16. activity.
Reader: Happy birthday! ANSWERS
Boy 2: Thanks. Number 20 is a car.
Reader: Where are you from? Number 10 is an ice cream.
Boy 2: I’m from Oxford. Number 60 is a doll.
Reader: Fantastic. Number 80 is a postcard.
ANSWERS Number 90 is a robot.
1 14 / York
2 12 / Bridge Town Mid Year Reading and Writing Test
3 17 / London
4 16 / Oxford 1 Read and write the numbers. p. 129
1 point for each correct answer (6 points in total).
2 Listen and draw h or k. e 3.52 p. 127
ANSWERS
1 point for each correct answer (6 points in total). 1 11
2 13
Transcript 3 15
1 Reader: Hi, Asma. How are you? 4 12
Asma: I’m fine, thank you. 5 14
Reader: Let’s have some food. Do you like chicken? 6 16
Asma: No, I’m sorry. I don’t like chicken.

Tests and evaluation 113

© Copyright Oxford University Press
 2 Look, read and write. p. 129 Unit 6 Test
½ point for each correct match, ½ point for each correct
word (4 points in total). 1 Listen and match. Then write. e 3.54 p. 132
½ point for each correct match, ½ point for each correct
ANSWERS
word (5 points in total).
1 key ring
2 postcard ANSWERS
3 ball 1 a Frisbee (b)
4 puzzle 2 a skateboard (d)
3 a helmet (a)
Unit 5 Test 4 a racket (e)
5 a poster (c)
1 Listen and number. e 3.53 p. 130
1 point for each correct answer (5 points in total). 1 Listen and circle. e 3.54 p. 133
1 point for each correct answer (5 points in total).
ANSWERS
1 4 Transcript
2 2 1 Girl: This is Fiona. Look! She’s got a Frisbee.
3 3 Boy: Oh great! Let’s play.
4 1 2 Girl: And this is Callum.
1 Listen and tick (f) the items you hear. Boy: What has he got?
e 3.53 p. 131 Girl: He’s got a skateboard.
Boy: Wow!
1 point for each correct answer (5 points in total).
3 Boy: What about Sunita?
Girl: She’s got a helmet.
Transcript Boy: Oh, that’s good. A helmet is very important.
1 Boy 1: This is my bedroom. There’s a bed, a big wardrobe 4 Boy: Who’s this?
and a bookshelf. There isn’t a desk. Girl: It’s Tom.
2 Girl 1: I’ve got a big desk, and there’s a lamp on it. There Boy: Has he got a bike?
are some books on my desk and some books on my Girl: No, he hasn’t got a bike. He’s got a racket.
bookshelf, too. He likes tennis.
3 Girl 2: I haven’t got a wardrobe in my bedroom, but I have 5 Girl: And this is Rosa. Look, she’s got a poster!
got drawers. I’ve got a really pretty rug, too. Boy: Oh wow. That’s a great poster! She can put it in her
4 Boy 2: My chair is next to the desk. There are two small bedroom.
rugs on the floor.
ANSWERS
ANSWERS
1 a Frisbee
1 bed, wardrobe 2 a skateboard
2 lamp, bookcase 3 a helmet
3 carpet, wardrobe, drawers 4 a racket
4 desk, chair 5 a poster
2 Look and write. p. 130
2 Look, read and tick (f) or cross (g).
1 point for each correct answer (5 points in total). 1 point for each correct answer (5 points in total).
ANSWERS
ANSWERS
1 bed
1 g
2 rug
2 f
3 chair
3 f
4 wardrobe
5 drawers
4 g
6 bookshelf 5 g

2 Look, read and circle. p. 131 Speaking Test Units 5 and 6

1 point for each correct answer (5 points in total).
1 Say where the things are. p. 134
ANSWERS 1 point for each correct sentence (5 points in total).
1 bed
• Encourage individuals to look at the pictures in the cue
2 rug
box and say where each item is in the main picture, e.g.
3 under
There’s a Frisbee on the drawers.
4 in
5 on ANSWERS
6 on 1 There’s a Frisbee under the desk.
2 There’s a tablet on the chair.
3 There’s a lamp on the bookshelf.
4 There’s a ball in the wardrobe.
5 There’s a doll in the drawers.
114 Tests and evaluation
© Copyright Oxford University Press
2 Look and say. p. 134 Unit 8 Test
½ point for each correct sentence, ½ point for each correct
match (5 points in total). 1 Listen and number. Then write. e 3.56 p. 137

• Work with individuals, or ask pupils to work in pairs. One ½ point for each correct number, ½ point for each correct
person says e.g. She’s got a racket, the other points to the word (6 points in total).
appropriate part of the picture and says the number, e.g. ANSWERS
Number 5. 1 do gymnastics
POSSIBLE ANSWERS 2 play football
1 She’s got a racket. 3 swim
2 She’s got a kite. 4 play basketball
3 He’s got a helmet. 5 dance
4 He’s got a Frisbee. 6 run
5 He’s got a bike.
1 Listen and tick. e 3.56 p. 138
1 point for each correct answer (6 points in total).
Unit 7 Test
1 Listen and number. Then write. e 3.55 p. 135 Transcript
1 point for each correct number, ½ point for each clothes 1 Girl 1: This is the poster for the school sports club.
word (6 points in total). Girl 2: Wow. There are lots of things to do.
Girl 1: Let’s do gymnastics.
ANSWERS Girl 2: Good idea.
3 a dress, sandals 2 Boy 1: Would you like to play football?
1 a T-shirt, shorts Boy 2: Yes! It’s my favourite sport.
2 a tracksuit, trainers Boy 1: Fantastic!
3 Boy 3: Ooh. How about a swim?
1 Listen and tick (f) the clothes you hear. e
Boy 4: That’s a great idea.
3.55 p. 136
Boy 3: OK. Let’s go.
1 point for each correct tick (6 points in total). 4 Girl 3: Shall we play basketball?
Girl 4: Great – I love basketball. Let’s go now!
Transcript 5 Girl 1: Look, there’s a dance class.
1 Reader: Hello, what’s your name? Girl 2: Good. Let’s dance!
Girl 1: I’m Rebecca. 6 Boy 1: Come and look at this picture. Can you run?
Reader: What are you wearing today, Rebecca? Boy 2: Yes, I can. Hee hee . . . You can’t catch me!
Girl 1: I’m wearing a T-shirt. Boy 1: Oh yes, I can!
Reader: And shorts, too! Boy 2: Come on, then. Run!
Girl 1: Oh yes!
2 Reader: Hello, Alex. What are you wearing today? ANSWERS
Boy: I’m wearing a tracksuit and trainers. 1 do gymnastics
Reader: I like your trainers. 2 play football
Boy: Oh, thanks. 3 swim
3 Reader: Hello, Emma. Is that a new dress? 4 play basketball
Girl 2: Yes, it is, and I’m wearing my new sandals, too. 5 dance
Reader: Very nice! 6 run
Girl 2: Thank you! 2 Look, read and write. p. 137
ANSWERS 1 point for each correct answer (4 points in total).
1 shirt, shorts
2 suit, trainers 2 Look and circle. p. 138
3 sandals, dress 1 point for each correct answer (4 points in total).

2 Read and colour. pp. 135–136 ANSWERS

1 No, I can’t.
1 point for each correct answer (4 points in total).
2 No, I can’t.
• If time is tight, you can ask the pupils just to draw a spot of 3 Yes, I can.
colour on each item, rather than colouring the complete 4 Yes, I can.
piece of clothing.
ANSWERS Speaking Test Units 7 and 8
1 yellow T-shirt, orange skirt
2 blue trousers, black trainers 1 Draw your clothes. Then colour and say. p. 139
1 point for each correct sentence (4 points in total).
Ask the pupils to complete the picture to resemble
themselves, showing the clothes they are wearing. They can
then colour them. (If time is tight, you can ask the pupils just

Tests and evaluation 115

© Copyright Oxford University Press
 to draw a spot of colour on each item, rather than colouring Boy: Oh yes! I can ride a bike. I’ve got a new bike.
the complete piece of clothing.) It’sfantastic. Bye!
• They then point at the clothes and describe them, e.g. I’m Girl: Bye!
wearing a red skirt, a yellow T-shirt and black sandals. ANSWERS
ANSWERS 1 second image, No, I can’t.
Pupils’ own answers 2 first image / Yes, I can.
3 second image / No, I can’t.
2 Look and tick (f) or cross (g) for you. Then ask 4 first image / Yes, I can.
and answer with your friend. p. 139
½ point for each correct sentence for you; ½ point for each End of Year Speaking Test
correct sentence for your friend (6 points in total).
• Ask pupils to look at the pictures in the top row, then fill in 1 Look and say. p. 141

the second row with [tick icon] or [cross icon] depending 1 point for each correct sentence (five sentences) or ½ point
on whether or not they can do each of the actions. for each correct sentence (ten sentences) (5 points in total).
• They then ask their friend, e.g. Can you ride a bike? Their • Encourage pupils to describe the scene, e.g. There’s a
partner refers to their own ticks and crosses and answers racket under the bed. There’s a skirt in the wardrobe.
Yes, I can. / No, I can’t. The asking partner fills in the 3rd row POSSIBLE ANSWERS
with their partner’s answers. There’s a dress/skateboard in the wardrobe.
There’s a Frisbee on the wardrobe.
End of Year Listening Test There’s a skirt on the bed.
There’s a racket under the bed.
1 Listen and number. Then listen and colour. There’s a doll in the bed.
e 3.57 p. 140 There’s a chair on the rug.
1 point for each correct number,½ point for each correct There’s a tracksuit on the chair.
colour (6 points in total). There’s a comic under the chair/on the rug.
Transcript There’s a puzzle on the rug.
1 Reader: Hello. Tell me about your clothes. What are
you wearing?
2 Follow and say. p. 141

Girl 1: Me? I’m wearing a green tracksuit and orange 1 point for each correct answer (5 points in total).
trainers. • Encourage pupils to follow along each line and say e.g.
Reader: Orange trainers? He’s got a kite.
Girl 1: Yes! They’re great! ANSWERS
2 Reader: What about you? What are you wearing? 1 He’s got a poster.
Girl 2: I’m wearing a purple dress and pink sandals! 2 She’s got a bike.
Reader: Purple and pink. Wow! 3 She’s got a kite.
Girl 2: They’re my favourite colours. 4 He’s got a key ring.
3 Reader: Hello. What are you wearing? 5 She’s got a tablet.
Boy: I’m wearing a red T-shirt and trousers.
Reader: What colour are your trousers?
End of Year Reading and Writing Test
Boy: They’re brown.
ANSWERS 1 Look, read and tick (f) or cross (g). p. 142
3 red T-shirt, brown trousers 1 point for each correct answer (6 points in total).
1 green tracksuit, orange trainers ANSWERS
2 purple dress, pink sandals 1 g
2 Listen and circle. Then write the answer. 2 f
e 3.58 p. 140 3 f
½ point for each correct circle, ½ point for each correct
4 f
sentence (4 points in total). 5 f
6 g
Transcript 2 Look, read and write. p. 142
1 Girl: Do you like sport, Mario?
½ point for each correct word, ½ point for each correct
Boy: Yes, I do.
match (4 points in total).
Girl: Can you do gymnastics?
Boy: No, I can’t. I can’t do gymnastics. ANSWERS
2 Girl: Can you play football? 1 a lamp
Boy: Yes! I can play football. I love football. I play at 2 shorts
homeand at school and in the park. 3 a helmet
3 Girl: And can you roller skate? 4 a Frisbee
Boy: Um … No, I can’t roller skate. It’s very difficult.
4 Girl: What about bikes? Can you ride a bike?

116 Tests and evaluation

© Copyright Oxford University Press
 Unit 1 Test Date

Name Class

1 Listen and write. 3.46

a cafe a bookshop a school a police station a post office a toy shop

1 2 3

4 5 6

2 Look, write and match. There’s a … There are …

a
1 playground.

b
2 lots of shops.

2 clothes shop.

4 two cafes.

Photocopiable © Oxford University Press Rainbow Bridge 3 117

© Copyright Oxford University Press
 Unit 1 Test Date

Name Class

1 Listen and write. 3.46

a cafe a bookshop a school a police station a post office a toy shop

1 2

a —
— p—o—
s —
t —————— — ————
3 4

— ———————— — ——— ————

5 6

— —————— — —————— ———————

2 Look, read and circle.

There’s a / There are police station.

1
There’s a / There are playground.

2
There’s a / There are lots of shops.

3
There’s a / There are clothes shop.

4
There’s a / There are two cafes.

118 Photocopiable © Oxford University Press Rainbow Bridge 3

© Copyright Oxford University Press
 Unit 2 Test Date

Name Class

1 Listen and write the number. 3.47

1 2 3

4 5

2 Listen and write the missing information. 3.48

Oxford eleven nine York twelve

Katie Sam

London

Ella

Photocopiable © Oxford University Press Rainbow Bridge 3 119

© Copyright Oxford University Press
 Unit 2 Test Date

Name Class

1 Listen and circle the number. 3.47

1 2

19 13 12 14 15 16
3 4 5

17 20 18 19 11 13

2 Listen and complete the information. 3.48

Oxford eleven nine Bridge Town York twelve

Name f i f t e e n From
Megan years old Bridge Town

1 Name From
————
Katie years old London

2 Name From
——————
Sam years old ——————

3 Name
—————— From
Ella years old
————
120 Photocopiable © Oxford University Press Rainbow Bridge 3
© Copyright Oxford University Press
 Speaking Test Units 1 and 2 Date

Name Class

1 Look and say. There’s a … Number … is a …

15

13 14

12

11

2 Answer the questions for the people in the picture. Then answer for you.

LONDON OXFORD
17 years old 20 years old

1 Joanna 2 Josh

YORK 16 years old

BRIDGE TOWN 19 years old

3 H al 4 Jamie

What’s your name? How old are you? Where are you from?
Photocopiable © Oxford University Press Rainbow Bridge 3 121
© Copyright Oxford University Press
 Unit 3 Test Date

Name Class

1 Look and write.

chicken fish rice soup bread salad

1 1
2 3
2

4 3
6
4

5 5

2 Listen and draw h or k. Then write the answer. 3.49

Yes, I like … No, I don’t like …

1
Do you like , spaghetti.
spaghetti?

2
Do you like , chicken.
chicken?

3
Do you like , soup.
soup?

4
Do you like , milk.
milk?

122 Photocopiable © Oxford University Press Rainbow Bridge 3

© Copyright Oxford University Press
 Unit 3 Test Date

Name Class

1 Look and write.

milk chicken fish rice soup bread salad

————— ——————— ————

1 2 3

4 5 6

———— ———— ————— m

——i —
l —
k

2 Listen and draw h or k. Then write. 3.49 Yes No

Do you like … ?

No , I don’t like salad.

1
, I don’t like spaghetti.

2
, I like chicken.

3 , I like soup.

4 , I don’t like milk.

Photocopiable © Oxford University Press Rainbow Bridge 3 123

© Copyright Oxford University Press
 Unit 4 Test Date

Name Class

1 Read and match. Then write.

1 a comic 2 a doll 3 a car 4 a puzzle 5 a ball

a b c d e

a a a a a

2 Listen and write the prices. 3.50

124 Photocopiable © Oxford University Press Rainbow Bridge 3

© Copyright Oxford University Press
 Unit 4 Test Date

Name Class

1 Look, read and circle.

1 2

a puzzle / a postcard a comic / a car an ice cream / a doll

3 4 5

a car / a postcard a puzzle / a doll a key ring / a ball

2 Listen and write the prices. 3.50

20 40 60 70 80 90

1 2

90
3 4 5

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© Copyright Oxford University Press
 Speaking Test Units 3 and 4 Date

Name Class

1 Look, ask and answer. Then answer for you.

1
h 3 k
2

h 5

k h
Do you like … ?

2 Look, ask and answer.

90
50 10
30
70

Can I have a … , please? How much is it?

Yes, here you are. It’s … cents.

126 Photocopiable © Oxford University Press Rainbow Bridge 3
© Copyright Oxford University Press
 Mid Year Listening Test Date

Name Class

1 Listen and write the information. 3.52

London York Bridge Town Oxford

years old from

1
Asma
2
Dan

3
Lucy

4
Jason

2 Listen and draw h or k. 3.52

1 2

hhh h h h
Photocopiable © Oxford University Press Rainbow Bridge 3 127
© Copyright Oxford University Press
 Mid Year Speaking Test Date

Name Class

1 Look and say.

There’s a … There are … There are lots of …

2 Look and say the words and the numbers.

20 10 60

80 90

What’s number … ? Number … is a …

128 Photocopiable © Oxford University Press Rainbow Bridge 3
© Copyright Oxford University Press
 Mid Year Reading and Writing Test Date

Name Class

1 Read and write the numbers.

a b c

The clothes shop is number eleven.

The school is number thirteen.
The toy shop is number fifteen.
d e f

The bookshop is number twelve.

The post office is number fourteen.
The police station is number sixteen.

2 Look, read and write.

postcard ball puzzle key ring

1 The is thirty cents.

40
30

2 The is forty cents.

3 The is fifty cents.

4 The is ninety cents.

50

90

Photocopiable © Oxford University Press Rainbow Bridge 3 129

© Copyright Oxford University Press
 Unit 5 Test Date

Name Class

1 Listen and number. 3.53

2 Look and write. wardrobe bed drawers rug chair bookshelf

3 5
4

1 There’s a comic under the .

2 There’s a ball on the .
3 There’s a car under the .
4 There’s a hat in the .
5 There’s a lamp on the .
6 There’s a book on the .
130 Photocopiable © Oxford University Press Rainbow Bridge 3
© Copyright Oxford University Press
 Unit 5 Test Date

Name Class

1 Listen and tick (✔) the items you hear. 3.53

✔ ✔

2 Look, read and circle.

on the bed / drawers.

1 under the bed / lamp. 2 on the bookshelf / rug.

3 in / under the chair. 4 on / in the wardrobe.

5 under / on the drawers. 6 in / on the bookshelf.

Photocopiable © Oxford University Press Rainbow Bridge 3 131
© Copyright Oxford University Press
 Unit 6 Test Date

Name Class

1 Listen and match. Then write. 3.54

a poster a Frisbee a racket a helmet a skateboard

1 a

2 b

3 c

4 d

5 e

2 Look, read and tick (✔) or cross (✘).

1 He’s got a poster.

2 He’s got a bike.

3 She’s got a helmet.

4 She’s got a tablet.

5 She’s got a kite.

132 Photocopiable © Oxford University Press Rainbow Bridge 3

© Copyright Oxford University Press
 Unit 6 Test Date

Name Class

1 Listen and circle. 3.54

a tablet a bike a Frisbee a poster

2 3

a kite a skateboard a racket a helmet

4 5

a racket a bike a kite a poster

2 Look, read and tick (✔) or cross (✘).

He’s got a skateboard. ✘

1 He’s got a poster.

2 He’s got a bike.

3 She’s got a helmet.

4 She’s got a tablet.

5 She’s got a kite.

Photocopiable © Oxford University Press Rainbow Bridge 3 133

© Copyright Oxford University Press
 Speaking Test Units 5 and 6 Date

Name Class

1 Say where the things are.

1 2 3 4 5

There’s a … in / on / under the …

2 Look and say.

3
2
1 4

She’s got a … He’s got a …

134 Photocopiable © Oxford University Press Rainbow Bridge 3

© Copyright Oxford University Press
 Unit 7 Test Date

Name Class

1 Listen and number. Then write. 3.55

shorts a dress a tracksuit trainers sandals a T-shirt

2 Read and colour.

I’m wearing a 1 2 I’m wearing a

yellow T-shirt, T-shirt, blue
an orange skirt trousers and
and sandals. black trainers.

Photocopiable © Oxford University Press Rainbow Bridge 3 135

© Copyright Oxford University Press
 Unit 7 Test Date

Name Class

1 Listen and tick (✔) the clothes you hear. 3.55

✔ ✔

2 Read and colour.

I’m wearing a 1 2 I’m wearing a

yellow T-shirt, T-shirt, blue
an orange skirt trousers and
and sandals. black trainers.

136 Photocopiable © Oxford University Press Rainbow Bridge 3

© Copyright Oxford University Press
 Unit 8 Test Date

Name Class

1 Listen and number. Then write. 3.56

swim do gymnastics run play football play basketball dance

2 Look, read and write. Yes, I can. No, I can’t.

1 Can you roller skate?

_____, __________ .

2 Can you ride a bike?

_____, __________ .

3 Can you swim?

_____, __________ .

4 Can you dance?

_____, __________ .

Photocopiable © Oxford University Press Rainbow Bridge 3 137

© Copyright Oxford University Press
 Unit 8 Test Date

Name Class

1 Listen and circle. 3.56

roller skate / ride a bike

1 run / do gymnastics 4 dance / play basketball

2 roller skate / play football 5 do gymnastics / dance

3 ride a bike / swim 6 run / play basketball

2 Look and circle.

Can you … ?

Yes, I can. / No, I can’t.

1
Yes, I can. / No, I can’t.

2
Yes, I can. / No, I can’t.

3
Yes, I can. / No, I can’t.

4
Yes, I can. / No, I can’t.

138 Photocopiable © Oxford University Press Rainbow Bridge 3

© Copyright Oxford University Press
 Speaking Test Units 7 and 8 Date

Name Class

1 Draw your clothes. Then colour and say.

I’m wearing …

2 Look and tick (✔) or cross (✘) for you. Then ask and answer with your friend.

Can you … ?

You

Your friend

Photocopiable © Oxford University Press Rainbow Bridge 3 139

© Copyright Oxford University Press
 End of Year Listening Test Date

Name Class

1 Listen and number. Then listen and colour. 3.57

2 Listen and circle. Then write the answer. 3.58 Yes, I can. No, I can’t.

1 Can you do gymnastics?

_____, _________ .

2 Can you play football?

_____, _________ .

3 Can you roller skate?

_____, _________ .

4 Can you ride a bike?

_____, _________ .

140 Photocopiable © Oxford University Press Rainbow Bridge 3

© Copyright Oxford University Press
 End of Year Speaking Test Date

Name Class

1 Look and say. There’s a …

2 Follow and say. He’s / She’s got a …

1

Photocopiable © Oxford University Press Rainbow Bridge 3 141

© Copyright Oxford University Press
 End of Year Reading and Writing Test Date

Name Class

1 Look, read and tick (✔) or cross(✘).

1 He’s got a bike.

2 She’s got a kite.

3 He’s got a skateboard.

4 She’s got a racket.

5 He’s got a tablet.

6 She’s got an ice cream.

2 Look, read and write.

a Frisbee a lamp shorts a helmet

1 There’s in the
bookshop.

2 I’m wearing .

3 She’s got .

4 There’s in the
playground.

142 Photocopiable © Oxford University Press Rainbow Bridge 3

© Copyright Oxford University Press
Unit 1, Round up My town

Photocopiable © Oxford University Press Rainbow Bridge 3 143

© Copyright Oxford University Press
 Unit 2, Round up This is me lapbook

This

What’s
name?
your
is me!

old are
you?
How
I can count
to

Where are
you from?
20!

144 Photocopiable © Oxford University Press Rainbow Bridge 3

© Copyright Oxford University Press
Unit 3, Round up My food and drink book

My food

drink
and

by
1

.
k
I don’t like
2

7
h

6
3

I like
h

h
4

5
h

Photocopiable © Oxford University Press Rainbow Bridge 3 145

© Copyright Oxford University Press
 Unit 4, Round up My shop (1)
My Shop

Name:

146 Photocopiable © Oxford University Press Rainbow Bridge 3

© Copyright Oxford University Press
Unit 4, Round up My shop (2)

Photocopiable © Oxford University Press Rainbow Bridge 3 147

© Copyright Oxford University Press
 Unit 5, Round up My bedroom

148 Photocopiable © Oxford University Press Rainbow Bridge 3

© Copyright Oxford University Press
 Unit 6, Round up My favourite things lapbook
My top 5
things

4
2

5
1
My friend
Me

My friend’s
things

4
2

5
1

Photocopiable © Oxford University Press Rainbow Bridge 3 149

© Copyright Oxford University Press
 Unit 7, Round up My clothes lapbook

Me at school My favourite clothes Me at the weekend

I’m wearing I’m wearing

1
2
. 3 .

150 Photocopiable © Oxford University Press Rainbow Bridge 3

© Copyright Oxford University Press
Unit 8, Round up My sports lapbook

Photocopiable © Oxford University Press Rainbow Bridge 3 151

© Copyright Oxford University Press

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