Give Me Five 3 Pupils Book

0
0
m
en
-:::,
:...
A.
A.
Donna Shaw
www.frenglish.ru
Syllabus
S
Welcome to the Activities
Who do you live with? Do you like (singing)?
The alphabet
lighthouse! Numbers 1–100 I live with my (grandparents). Yes, I do. No, I don’t.
Vocabulary Grammar Phonics
1 Time for Places in a school (Where) do you (play with your friends)? Consonant sound j:
School subjects I’m (brilliant) at (History). giraffes jumping judo
school Are you good at (Maths)? Yes, I am. No, I’m not. gym
Helping
2
Household chores My (dad) always / often / sometimes / never Consonant sound ch:
Free-time activities (washes up). witch chops chicken
hands How often does (your mum) (watch DVDs)? kitchen
3
Fit and Health problems Has she got (a headache)? Yes, she has. No, she
hasn’t.
Consonant sound k:
pink chameleon
Healthy habits
healthy Do they (feel dizzy)? Yes, they do. No, they don’t. headache king
You must (be active). You mustn’t (be lazy). stomach ache
My project 1: Wild animals There’s (a crocodile) in the zoo. We can have some
The zoo Things at a zoo It’s got a (pool). (elephants).
There are (some giraffes). The (crocodile) needs
challenge They’ve got (some water). (a pool).
4 Creative Food I’d like some / a lot of / lots of (cheese). Consonant sound z:
Adjectives to I prefer (spicy) food. zebra sneezes cheese
cooking describe food She prefers (plain) food. cherries
5
Under Sea animals A (dolphin) is (bigger) than a (fish). Consonant sound w:
Adjectives to A (shark) is (more dangerous) than a (seahorse). why white whale
the sea describe animals / wearing watch
people
6 Sports mad Water sports I’m / I’m not going to (play football) (tomorrow). Consonant sound k:
equipment Are you going to (watch TV)? Yes, I am. No, I’m not. black monkey
Adverbs of manner I (play chess) (badly). He (swims) (quickly). kayaks quickly lake
My project 2: Natural and man- Let’s (have a cave). We can (have a waterfall). We can have
made features Is the treasure (behind the waterfall)? Yes, it is. (a waterfall).
Treasure islands No, it isn’t.
7
Detectives Household objects He was / wasn’t (at school) (yesterday).
Was the (watch) (on the table)? Yes, it was. No, it
Consonant sound r:
Personal Ron robber writes red
belongings wasn’t. Were the (earrings) (in the cupboard)? Yes, wrapper
they were. No, they weren’t.
8
What’s on TV programmes Did you watch (a cartoon) (yesterday)? Yes, I did. Consonant sound f:
dolphin fished
More free-time No, I didn’t. I (painted a picture) (yesterday).
TV? activities We didn’t (watch TV) (last night). elephant phoned
friend
Let’s
9
Attractions at What did you (wear)? I (wore) (jeans). Consonant sound s:
festivals What time did she (go to bed) yesterday? Cecil snake sang
celebrate! Telling the time She (went to bed) at (twenty past nine). dancedcity
celebration
My project 3: Types of transport We’re going to (visit the Tower of London). Why don’t we (go on
Places and We’re going to (go there) (by boat). the London Eye)?
A London attractions in Let’s (visit Regent’s
adventure London Park)?
Festivals Chinese New Year World Book Day
www.frenglish.ru
I love (making models). Who’s this?
I like (swimming). He’s our (brother).
I don’t like (skateboarding). How do you spell (letter)?
Literacy Culture 21st Century Skills Cross-curricular links

A poster After-school 21st Ways of thinking: open Science: Living and non-living things
activities in Ireland mindedness and trying new Arts and Crafts: Proportion in art and
things the human body
A fable Life on a Scottish 21st Living in the world: helping Science: How our senses give us
island others information about our environment
Arts and Crafts: Primary, secondary and
tertiary colours
A quiz Sea animal rescue Living in the world: being fit
21st Science: How we move;
in Malta and healthy What our body needs
Arts and Crafts: Positive and negative
shapes
Science: Different types of animals
Designing a zoo Arts and Crafts: Textured animal paintings
Shape poems Food in India Ways of thinking: being

21st Science: Why we need plants
creative Arts and Crafts: Identifying patterns
A magazine article Activities in Hawaii Digital skills: using key

21st Science: Water habitats; The food chain;
words to find information online Protecting ecosystems
Arts and Crafts: Space in art;
Three-dimensional landscapes
A letter Extreme sports in 21stLiving in the world: staying Science: Where we find water on Earth
New Zealand safe when doing sport Arts and Crafts: Three-dimensional
geometric shapes
Science: Landscapes
Designing a treasure map Arts and Crafts: Landscape murals
A script An underground 21st Ways of thinking: paying Science: Identifying rocks and minerals
town in Australia attention Arts and Crafts: Organic forms and
shapes
A review Activities in 21st Digital skills: making a video Science: TV programmes that give us
Hollywood information
Arts and Crafts: Balance / symmetry in art
An email Canada Day 21stWays of working: working Science: The three job sectors (primary,
celebrations in a group: accepting ideas and secondary and tertiary)
suggestions Arts and Crafts: Lines to show movement
in illustrations
Science: The advantages and
Planning a weekend trip to London disadvantages of city life
Arts and Crafts: Model cities
Cambridge Exams Practice Practice for the YLE A1 Movers exam (see p. 127 for syllabus)
www.frenglish.ru
Wel co me to the lighthouse!
Lesson 1
Starter
U nit
1 Find and say.
• five numbers
• five free-time activities
• five animals
• five types of transport
• five places in a town
Hello. My name’s
Josh and
I’m nine. What’s
your name? I’m Ravi and I’m
nine years old, too.
Hi. I’m Lily and I’m eight.

Josh is my brother.
Is the lighthouse
your new home?
Yes, it is. Where

do you live?
I live in the town. I live

in a flat with my mum,
Our grandparents dad and little sister.
2 Listen and read. Act out. live in the town, too.
CD1 01
3 Talk Partners Ask and answer.

What’s your name? How old are you? Where do you live? Who do you live with?
4 Listen and sing Welcome to the lighthouse!
CD1 02
Key learning outcomes: review activities, numbers, animals and places; ask for
4 four and give personal information Language: Hi. I’m (Lily) and I’m (eight). Where do you live?
www.frenglish.ru
Lesson 2 S
Welcome to the lighthouse!

It’s next to the sea.
Welcome to the lighthouse!
It’s a great place to be.
Let’s explore the lighthouse
From the bottom to the top.
Let’s explore the lighthouse
With Ravi, Lily and Josh.
1 Listen and complete.

CD1 04
Josh likes … Lily loves … Ravi doesn’t like …

2 Listen and repeat. Mime.
CD1 05
dancing singing cycling reading

skateboarding playing tennis making models swimming
Do you like dancing? Yes, I do. I love dancing.

3 Talk Partners
Ask and answer. Do you like skateboarding? No, I don’t.
Key learning outcomes: use like / don’t like / love to talk about likes and dislikes
Language: free time activities; Do you like (dancing)? Yes, I do. No, I don’t. five 5
www.frenglish.ru
S Lesson 3 Story
1 Listen and read. Act out.
CD1 06
The secret message
1 Dad is moving boxes into the lighthouse. 2 The children go up the
steps to the blue room.
Hi, Dad. Can Who’s this?
we help you?
Yes, please.
Take these
boxes to the
blue room.
Be careful!
He’s our big brother, Luke.
He’s a scientist and he
travels around the world.
3 Suddenly, the children hear a noise.

What’s that noise?
It’s the computer. From: Luke
There’s a message. To: Josh and Lily
Subject: TOP SECRET
Do you like secret messages?

Break the code and write the password.
4–16–88–20–56–80–84–72–20
4 The children work together. 5 The password is correct.

Luke appears on the screen.
It’s an alphabet And number sixteen
code. Number is the letter D. Well done! You can use the code to read
four is the letter A. my secret messages and my travel blog.
OK. So, A-D-V-E-N-T-U-R-E. Great! We can write a blog

The password is ‘adventure’. about our adventures, too.
Key learning outcomes: read, listen and understand a story about a secret message
6 six Vocabulary: numbers; the alphabet
www.frenglish.ru
Lesson 4 S
1 Listen and say The secret code rap.

CD1 08
A B C D E F G, write a secret message with me.

H I J K L M N, we can send it to a friend.
O P Q R S and T, use this code to write and read.
U V W X Y Z, shh, keep this code in your head.
What’s number 48?
It’s the letter L.

What’s number 84?
It’s the letter U.
3 Talk Partners Listen and follow. Ask and answer. CD1 09
letter?
school?
How do you spell message?
password?
swimming?
Remember!
mm = double m
Key learning outcomes: listen and say a rap about a secret code; identify and say letters
and numbers 1-100; ask how to spell things Language: How do you spell … ? seven 7
www.frenglish.ru
Time for school
Unit Lesson 1 Vocabulary
1 1 Think of places in your school. Make a list.

Braai nsto rm
B
2 Listen, point and say the vocabulary chant.

CD1 11
3 Listen, look and sing My school is cool.

CD1 12
1 gym 2 corridor
3 computer 4 football
room pitch
5 school hall 6 playground
From Monday to Friday

7 library 8 bike stand I go to school.
This is my school.
My school is cool.
Where do you play the drums? Where do you hang your coat?
Where do you go online? Where do you throw a ball?
I play the drums in the music room. I hang my coat in the corridor.
9 music 10 basketball And I go online And I throw a ball
room court In the computer room. On the basketball court.
Chorus Chorus
4 Talk Partners Talk about your school.
There’s a gym in our school. There isn’t a music

11 canteen 12 vegetable room in our school.
garden
Key learning outcomes: identify and say places in a school; sing a song about a school
8 eight Vocabulary: places in a school
www.frenglish.ru
Lesson 2 Grammar 1
1 Listen and read. Listen and repeat. Act out.

CD1 14
Ravi: This is the school gym.

Josh: Wow! It’s really big. What do you do in here?
Ravi: I do gymnastics in my PE lesson.
Josh: When do you have PE?
Ravi: I have PE on Monday and Friday.
Josh: And where do you play football?
Ravi: I play football on the football pitch. It’s behind the
school. Come and see.
2 Read again. Which places does Ravi talk about? What does he do there?
3 Listen and follow. Repeat.

CD1 15
Wh- questions
use a computer?
Where
study Maths?
When do you play with your friends?
do in the computer room?
What
do in the music room?
Grammar clue
We use the word do when we ask a question. We don’t use the word do in the answer.
When do you study Music? I study Music on Friday.
4 Talk Partners Ask and answer questions about your school.

What do you do in the library? I read books in the library.
Where do you do PE? I do PE in the gym.
Key learning outcomes: ask questions in the present tense using Wh – question words
Grammar: Wh- questions nine 9
www.frenglish.ru
1 Lesson 3 Story
Before you read

1 Use the code to read the 28–60–60–16 48–84–12–44 at your new school!
message from Luke.
What lessons do you think the children have in the story?

CD1 16
The new school
1 It’s nine o’clock. The children 2 The first lesson is Arts and Crafts.
are in their classroom. The children are making bracelets.
Welcome to What’s the

your new school, matter, Josh?
Lily and Josh.
I’m not
very good
at Arts and
Crafts.
Thank you.
Don’t worry. I can help you.
3 The next lesson is Music. 4 It’s break time. The children

are in the playground.
And I’m not very good at Let’s play Great! I love sport.
Music. I can’t play the drums. basketball. When do we have PE?
Come on, Josh.

You can do it.
We have PE after the

break. We have a
swimming lesson today.
Key learning outcomes: read, listen and understand a story about a new school
10 ten Language: When do we have PE? I’m not very good at Music.
www.frenglish.ru
1
5 The swimming pool 6 Ravi and Lily jump into the water.
is next to the school.
Kick your legs, everyone.
Wow! This swimming
pool is amazing.
You can see the

lighthouse. Look! Phew! This is difficult.
7 Five minutes later … 8 Josh finds the bracelet.

Oh no! Where’s
my new bracelet? Here’s your bracelet.
It’s at the bottom

of the pool.
Thanks, Josh.
Don’t worry. You’re good at PE.
I can get it.
Josh isn’t good at PE.
He’s brilliant at it!
After you read
3 Talk Partners Read and correct.

1 School begins at eight o’clock. 3 Josh can play the drums.
No, it doesn’t. School begins at nine o’clock. 4 The swimming pool is in the school.
2 The first lesson is Music. 5 Josh can’t swim.
Who le C l as s
4 Values Read and discuss.
• Do you think Josh and Lily are nervous

at the start of the story? Why?
• Who helps Josh and Lily?
• How can you help new pupils at your school?
Values: helping new pupils at school
eleven 11
www.frenglish.ru
1 Lesson 4 Vocabulary and Grammar
1 Listen, point and say.

CD1 18
1 ICT 2 Geography 3 History 4 Arts and Crafts 5 PE 6 Drama
2 Listen and sing I’m brilliant at PE.

CD1 19
I’m very good at Maths Are you good at Maths?

And I’m good at Arts Are you good at Arts
and Crafts. and Crafts?
I’m good at ICT Are you good at ICT?
And I’m brilliant at PE. Are you brilliant at PE?
Yes, I’m brilliant. Are you brilliant?
I’m brilliant at PE! Are you brilliant at PE?
Brilliant! Brilliant!

CD1 20
good at
ICT.
brilliant PE.
I’m very good at History.
good Arts and Crafts.
not very good Geography.
Drama.
Grammar clue
Remember!
We use the verb to be in both the question and the answer.
Are you good at PE? Yes, I am. / No, I’m not. I am = I’m
4 Talk Partners Make true sentences.

I’m very good at Geography. What about you?
I’m very good at Geography, too.
Key learning outcomes: identify and say school subjects; use adjectives to talk about
12 twelve school subjects Vocabulary: school subjects Grammar: I’m (very good) at (History).
www.frenglish.ru
Lesson 5 Listening and Speaking 1
1 Listen, read and say.
CD1 21
Speak and spell

s
Sometime
‘g’ says ‘j’.
The giraffes are jumping and doing judo in the gym.
Now practise spelling on page 10 in your Activity Book.
2 Read the timetable. Listen and identify four differences.

CD1 22
Monday Tuesday Wednesday Thursday Friday
Music Maths English ICT History

9.00
(music room) (classroom) (classroom) (computer room) (classroom)
break break break break break
English Science Drama PE History

11.00
(classroom) (classroom) (school hall) (classroom) (classroom)
lunch lunch lunch lunch lunch
ICT Arts and Crafts PE Geography Arts and Crafts

3.00
(computer room) (classroom) (gym) (classroom) (classroom)
3 Talk Partners Ask and answer to complete the timetable.

When do we
have Music?
We have Music on Monday
at nine o’clock.
Where do we
have Music?
We have it in the
music room.
Teacher’s Resource
Bank: Unit 1
Key learning outcomes: listen for specific information; play a communication game
using Wh-questions Phonics: alternative spelling for the ‘j’ sound thirteen 13
www.frenglish.ru
1 Lesson 6 Reading
Literacy
Before you read
le Cl ass
W ho
1 Look at the photo on the poster. What can you do at this club?
le Cl ass
W ho
2 Think of a question to ask about the club.
3 Read and listen. Does the poster answer your question?

CD1 23
ARE YOU BORED AFTER SCHOOL? DO YOU WANT TO LEARN A FAST AND EXCITING SPORT?
We meet on Tuesday and Thursday in the school playground. The

classes begin at five o’clock and finish at six. We have hockey sticks and
balls for everyone. We also have gloves for your hands, pads for your
legs and a helmet for your head. The classes cost £2 and you need to
wear comfortable clothes and bring your rollerblades.
For more information, email emma@fun.uk

Come and have fun with the ROLLER HOCKEY HEROES!
After you read

Go to page 11 in your Activity Book.
14 fourteen Key learning outcomes:read and understand a poster

www.frenglish.ru
Lesson 7 Writing 1
Text type: a poster
Investigate a text
1 Read and listen. Which questions does the poster answer?
CD1 24
• Where’s the club?

DO YOU LOVE
• Who can give me
more information? COMPUTERS?
• When can I go
Do you want to play
there?
cool games and draw
• What computers
do they use?
amazing pictures?
Join the school
computer club. We
• What do you do meet on Wednesday
in the computer room.
there?
The classes begin at
four o’clock and finish
• How much do the
at six. The classes are free, but
classes cost?
you need to bring a memory stick for your work.
For more information, contact Mr Smith.
COME AND HAVE FUN!

Discuss a text
le Cl ass
W ho
2 Think and discuss.
1 Who’s the poster for? Writing tip!
• teachers We use a capital letter at the start of
a sentence.
• children
The classes begin at four o’clock.
• computer programmers
We use a capital letter for days and
2 Find these things in the poster: names, too.
• a question Wednesday Mr Smith
• exciting words
• an instruction
Plan and write a poster on page 12 in your Activity Book.
Key learning outcomes: prepare and write a poster; use capital letters
fifteen 15
www.frenglish.ru
1 Lesson 8 Culture around the world: Ireland
W h ole Cl as s
1 Read Luke’s questions. What do you think?
Hello. I’m in 1 How do you play Gaelic football?
Ireland now. 2 What do children wear for Irish
Children in Ireland dancing class?
do fun activities
after school. Can 3 What’s hurling?
you answer
these questions? 4 What traditional instrument do
children in Ireland play?
2 Read and listen. Answer Luke’s questions. CD1 25
after-school activities in Ireland
Springhill School
Welcome to Springhill School. On this web page, you can learn about the amazing activities we do after school.
Hi. My name’s Sheona and my favourite activity is

Gaelic football. It’s a traditional sport in Ireland. Do
you know that you can carry the ball in your hands?
You can hit and kick the ball, too. I play Gaelic
football with my friends every Friday afternoon.
My name’s Teresa and my favourite activity is Irish

dancing. I go to a dance class every Monday and Hello, I’m Pat. I love
Wednesday after school. It’s good fun because we music and I play a
skip and jump a lot. We wear traditional dresses, tin whistle in my free
too. They’re beautiful. time. This traditional
instrument is small,
but it makes a lot
Hi, I’m Liam. Hurling is a traditional sport in Ireland of noise. I practise
and I play it in my free time. I practise on Tuesday with my friends
every Thursday
evenings and I play in competitions. I’m very good
at running and passing the ball. I always wear a afternoon and we
have a concert in the
helmet.
summer. It’s good fun!
Think about your culture What activities do children do after school in

your country?
Do the Ireland web quest and the Unit Review on pages 13 and ICT
14 in your Activity Book.
Key learning outcomes: read about after-school activities in Ireland;
16 sixteen think about and research Ireland
www.frenglish.ru
Video and 21st Century Skills 1
Welcome to Channel 21! Our first

programme is about after-school
activities. What activities do you
do after school?
1 Watch the video. Which after-school activities use these objects?
1 2 3 4 5
2 Watch the video again. Read and say true or false. Correct the false
sentences.
1 The robots can move and talk.
2 Pottery is a very clean activity.
3 Roller hockey is a boring game.
4 Ballet dancing is slow and beautiful.
5 The boy is not very good at the drums.
3 Look at the lists. Which class do you want to try in each list? Why?
Trying new things

Don’t be afraid to 1 2
try new activities! Music classes Dance classes
piano, guitar, ballet, Irish dancing,
drums street dance
3 4
Sports classes Art classes
rugby, roller hockey, pottery, painting,
hurling crafts
Key learning outcomes: watch and understand a video about after school activities
21st Ways of thinking: open mindedness and Trying new things seventeen 17
www.frenglish.ru
Helping hands
2 1 How do you help at home? Make a list. Brai ns tor m

CD1 29
3 Listen, look and sing What a busy day!

CD1 30
1 make my 2 lay the Saturday, Saturday.

bed table What a busy day!
We do chores in the morning
And then we play.
3 tidy up 4 clear the

table
5 feed my 6 walk the

pet dog
7 wash up 8 wash the

car
I clear the kitchen table, I wash the car outside,

Then I make my bed. Then I tidy up.
I hoover the living room floor I water the plants in the living room
9 cook dinner 10 water the And then I feed my pet. And then I wash up.
plants Chorus Chorus

Do you dust? Yes, I do.
11 hoover 12 dust When do you dust? I dust at the weekend.

the floor
Key learning outcomes: identify and say household chores; sing a song about a busy day
18 eighteen Vocabulary: household chores
www.frenglish.ru
Lesson 2 Grammar 2

CD1 32
Ravi: What’s the matter, Josh?

Josh: It isn’t fair. I always wash up.
Ravi: What about Lily?
Josh: She never washes up.
Ravi: Oh dear. Does she do other chores?
Josh: Yes, she does. She often clears the table
and she sometimes hoovers the floor.
Ravi: So Lily helps at home, too.
Josh: Yes, I suppose you’re right.
2 Read again. What does Lily do at home? And Josh?

CD1 33
Adverbs of frequency
My dad always cooks dinner.
My brother often lays the table.
My sister sometimes hoovers the floor.
My friend never tidies up.
Grammar clue
Remember!
Verbs change when we use she, he and it.
always often
My sister cooks. My sister doesn’t cook. sometimes never
Does your sister cook? Yes, she does. / No, she doesn’t.
4 Talk Partners Make true sentences about your family and friends.
My sister always makes her bed.
Really? My sister never makes her bed.
Key learning outcomes:use the present simple and adverbs of frequency to talk
about household chores Grammar: My brother often (tidies up). nineteen 19
www.frenglish.ru
2 Lesson 3 Story
Before you read

1 Use the code to read the Don’t forget to 32–20–48–64 in the lighthouse.
message from Luke.
What chores do you think Lily and Josh do in the story?

CD1 34 The secret tunnel
1 It’s Saturday morning. Lily 2 Josh shows Ravi an old
and Josh are doing chores. book in the living room.
Look at this book. It’s about

the ghost of a drummer boy
who lives in the lighthouse.
Are you
ready to Yes, Ravi. I’m Is it scary?
play now? ready. What
about you, Lily?
Not yet. I need to

hoover the floor first.
Yes, it is. It’s great!
3 Lily moves a curtain and has a surprise. 4 The children go down the
steps and into the tunnel.
What’s this?
Oh dear. It’s very
dark in here.
Be careful. The
floor is wet.
Wow! It’s a secret

tunnel. Let’s explore.
I think we’re
under the sea.
I can hear
drums.
Key learning outcomes: read, listen and understand a story about a secret tunnel
20 twenty Language: Grandad always tidies up on Saturday morning. I practise the drums here once a week.
www.frenglish.ru
2
5 The drums are loud now. 6 There’s a light at the end of the tunnel.
I don’t like Look at that shadow on the wall.
that noise.
Maybe it’s
the ghost of It’s very big. It is the
the drummer What is it? ghost!
boy.
7 They hear a voice. 8 The children walk slowly into the cave.
Grandma!
Why are
you in this
cave?
Grandad always
tidies up on Phew! I’m
Come in here, children. Saturday morning,
so I practise the glad you
drums here once a aren’t a
week. ghost.
After you read

1 Does Josh hoover the floor? 3 Does Grandma play the violin?
No, he doesn’t. Lily hoovers the floor. 4 Does Grandad tidy up on Saturday?
2 Does Lily find the secret tunnel? 5 Does Grandma go to the cave every day?
eC
W h ol l ass
• How do Lily and Josh help in the lighthouse?

• Why is it important to help at home?
• How do you help at home?
Values: helping at home
twenty-one 21
www.frenglish.ru

CD1 36
1 watch DVDs 2 do puzzles 3 read comics 4 draw pictures 5 play computer 6 play board
games games
2 Listen and sing Free time.
CD1 37
Free time at the weekend. Josh draws pictures.
Free time after school. He watches DVDs.
Free time is great. And he plays computer games
What do you do? Twice a week.
Lily plays board games. Chorus
She watches DVDs. Ravi does puzzles.
And she listens to music He watches DVDs.
Once a week. And he reads comics
Chorus Three times a week.
Chorus
3 Listen and follow. Repeat. CD1 38
How often …?
watch DVDs?
your mum do puzzles?
How often does your dad read comics?
your brother play computer games?
play board games?
Grammar clue
There are different ways to answer How often …? questions.
My brother watches TV every day. My sister watches TV once a week.
My dad watches TV twice a week. My mum never watches TV.
4 Talk Partners Ask and answer questions about your family.

How often does your sister do puzzles?
She does puzzles twice a week.
Key learning outcomes: identify and ask about free-time activities

22 twenty-two Vocabulary: free-time activities Grammar: How often does your sister do puzzles?
www.frenglish.ru
CD1 39
Speak and spell

‘tch’
says ‘ch’.
The witch chops chicken in the kitchen.
2 Read the questionnaire. Listen and identify four differences. CD1 40
Name: Marc Age: 11
How often three
do you …
once a twice a times a every
never week week day
week
clear the table?

feed your pet?
walk the dog?
wash up?
cook dinner?
3 Talk Partners Ask and answer to complete the questionnaire. Tick ( ).

Tell a friend.
Marcus makes his bed every day.
How often
do you make
your bed?
Sara never makes

her bed.
I make my bed
every day.
Bank: Unit 2
Key learning outcomes: listen for specific information; play a communication
game using adverbs of frequency Phonics: alternative spelling for the ‘ch’ sound twenty-three 23
www.frenglish.ru
2 Lesson 6 Reading
Literacy
Before you read
le Cl ass
Wh o
1 When and where do you listen to stories? Can we learn things from stories?
le Cl ass
W ho
2 Read the title of the fable. Who do you think Anansi is?
Reading tip!
3 Read and listen to find out.
CD1 41 The title gives you
information about
the story.
Why Anansi has got

eight long, thin legs
O NE DAY, Anansi goes for a walk and visits

his friend, Rabbit. It’s lunchtime and Rabbit
is cooking vegetables. Rabbit invites his frien
d to
smell
lunch. Anansi is hungry and the vegetables
ing.
good, but he doesn’t want to help with the cook
es a web , give s it to
He has a clever idea. He mak .
n lunc h is read y.’ Anansi is greedy and he looks for more food
Rabbit and says, ‘Pull this web whe got
He gives a web to six more friends. Now he’s
next to the river,
a web for each leg. When he’s
all eight friends pull the webs at the sam e time
nsi
and Anansi falls into the river. When Ana
.
climbs out of the river, he’s very surprised
Look at my legs! They’re

long and thin now.
ing
Next, Anansi visits Monkey. Monkey is cook
. Mon key also
beans and honey. They smell delicious
and
invites his friend to lunch, but Anansi is lazy
it to
doesn’t want to help. He makes another web, gives And that’s why Anansi has got eight long
,
web when lunc h is read y.’
Monkey and says, ‘Pull this thin legs.
After you read

24 twenty-four Key learning outcomes:read and understand a fable

www.frenglish.ru
Lesson 7 Writing 2
Text type: a fable
Investigate a text
l e Cla ss
Wh o
1 What do you remember about Anansi?
2 Read and listen. Choose the best title for this Anansi fable.
CD1 42
Anansi and the dinner Anansi and Turtle Anansi goes swimming
One lunchtime, Turtle visits Anansi. He’s very Turtle can’t walk fast. When he returns, the
hungry. Anansi has got a lot of food, but he food is finished.
doesn’t want to share it with Turtle. Anansi
One week later, Turtle invites Anansi to his
has a clever idea. He says, ‘You can’t eat lunch
with dirty hands. Go to the river and wash.’ house at the bottom of the river. Anansi puts
on a heavy coat so he can swim to Turtle’s
house. There’s a lot of delicious food on the
table. Turtle has a clever idea. He
says, ‘You can’t wear a coat
when you eat lunch … .’
Discuss a text
Wh o le Cl ass
3 Think and discuss. Say true or false.
1 Fables have often got animals in them. 3 The animals in fables can speak.
2 Some characters do the same action 4 Fables haven’t got a message.
many times.
Writing tip!
The red words are adjectives. We always put adjectives before a noun.
a greedy spider a clever idea dirty hands
Plan and write the end of the fable on page 22 in your Activity Book.
Key learning outcomes: prepare and write an ending for a fable; use adjectives before nouns
twenty-five 25
www.frenglish.ru
2 Lesson 8 Culture around the world: Scotland
Scotland W h ole Cl as s
1 How does Sarah travel
I’m in Scotland now. There
are lots of small islands to school?
here. Life on a small island 2 How does Olivia help
is different from life in a at home?
town. Can you answer
these questions? 3 What does James do in
his free time?
RMF
2 Read and listen. Answer Luke’s questions.
CD1 43
life in Scotland
Life on a Scottish island

I’m Sarah and I live on a small island in the north of Scotland. There
isn’t a school here, so I go to school on another island. I travel to
school by ferry five days a week and I have to get up very early. I love
travelling by ferry in the winter because there are lots of big waves.
But when the weather is very bad, I study on the computer at home.
My name’s Olivia and I live on a small island in the west of Scotland.

The island is famous for its sheep and my parents have got a farm.
I help my parents look after the animals every day and I often feed the
sheep before I go to school. I love playing with the baby animals, too.
I’m James and this is my sister, Fiona. We’re from

an island in the west of Scotland. Life here is very
quiet. I often ride my bike in my free time. It’s
very safe because there aren’t any cars. I go to the
beach with my sister, too. You can sometimes see
seals and dolphins in the sea. They’re beautiful.
Think about your culture Do you live in a village, a town or a big city?
What routines have you got?
Do the Scotland web quest and the Unit Review in your IC T
Activity Book (pages 23 and 24).
Key learning outcomes: read about life on a Scottish island;
26 twenty-six think about and research Scotland
www.frenglish.ru
Welcome back to Channel

21! Today’s programme is
about helping people.
How do you help at home?
1 Watch the video. What do the children do with these objects?
1 2 3 4 5
2 Watch the video again. Read and answer the questions.

1 Does the girl walk the dog every morning?
2 Does the boy often help his dad in the garden?
3 Do the brothers always cook dinner?
4 Do the sisters lay the table every evening?
5 Do the brothers sometimes wash the car with
their dad?
3 Think and say. What’s the problem? What can you do to help?
Helping others 1 2
It’s important to
see when people
need help.
3 4
Key learning outcomes: watch and understand a video about helping at home
21st Living in the world: Helping others twenty-seven 27
www.frenglish.ru
Fit an d healthy
3 1 How are you today? Think of different answers. Bra in st orm

CD1 47
3 Listen, look and sing I’m not very well.

CD1 48
1 headache 2 flu
3 stomach 4 temperature
ache
5 earache 6 cut
7 cold 8 broken leg
Oh dear. Oh dear. Oh dear.

I’m not very well. I’m not very well. You aren’t very well.
I’ve got a cough I’ve got a headache Go to bed.
And stomach ache, too. And a sore throat, too. There’s no school
9 cough 10 feel dizzy I feel sick. I feel dizzy. for you.
Have I got flu? Have I got flu?
4 Talk Partners Play a mime game.

Have you got a headache? No, I haven’t.
11 sore throat 12 feel sick
Do you feel dizzy? Yes, I do.
Key learning outcomes: identify and say health problems; sing

28 twenty-eight a song about not feeling well Vocabulary: health problems
www.frenglish.ru
Lesson 2 Grammar 3

CD2 02
Ravi: Hi, Lily. Where’s Josh? Lily: Yes, he has. And he’s
got a cough.
Lily: He’s at home.
Ravi: Does he feel sick, too?
Ravi: What’s the matter?
Lily: Yes, he does.
Lily: He isn’t very well
today. Ravi: Poor Josh!
Ravi: Oh dear. Has he
got a headache?
2 Read again. What’s the matter with Josh? Which problems has he got?

CD2 03
have got and feel

Have I / you / we / they got a cold?
Has he / she got a sore throat?
Do I / you / we / they feel dizzy?
Does he / she feel sick?
4 Talk Partners Play a mime game. Grammar clue

Ask and answer. Remember to use the correct verb
in short answers.
Has your teacher got a cold?
Yes, he has. / No, he hasn’t.
Yes, I have. Does your sister feel dizzy?
Have you got a Yes, she does. / No, she doesn’t.
stomach ache?
Key learning outcomes: use has / have got and do / does to talk about feeling unwell
Grammar: Do you feel dizzy? Yes, I do. No, I don’t. twenty-nine 29
www.frenglish.ru
3 Lesson 3 Story
Before you read

1 Use the code to read the I’m travelling on a boat and I can see lots of
message from Luke. 16–60–48–64–32–36–56–76. It’s very exciting!
Where do you think the dolphin is in the story?

CD2 04 The dolphin rescue
1 It’s four o’clock. Lily and Ravi 2 Josh wants to play.
arrive home from school.
Can we play
outside, Mum?
Hi, Josh. Are you
better now?
Yes, you
can. But put
your coat on.
It’s cold and
Yes, I am. windy today.
Thanks.
3 The children go to the beach. 4 The children follow the dog.
Look at that dog! Oh no! There’s

Why is it barking? a dolphin on
the beach.
I think
it’s hurt.
Quick! Let’s tell Mum.
I don’t know. Let’s find out.
Key learning outcomes: read, listen and understand a story about a dolphin rescue
30 thirty Language: It’s got some cuts. We mustn’t shout.
www.frenglish.ru
3
5 The children run to the lighthouse. 6 The vets arrive. They know what to do.
What’s the matter? We must

protect the
dolphin’s skin.
There’s a
dolphin on And dolphins don’t
the beach Oh no! I’ll like loud noises. We
and it isn’t phone the vet. mustn’t shout.
very well.
7 The vets put the dolphin into the water. 8 A TV station hears about the rescue.
Excuse me. How’s Well done for

the dolphin, please? finding the dolphin.
Thank you,
but we must
also say thank
you to a very
clever dog!
Woof!
It’s tired and it’s
got some cuts,
but it’s OK.
After you read

1 The children play inside. 3 A cat is barking.
No, they don’t. They play outside. 4 Mum phones the police.
2 It’s a hot and sunny day. 5 The dolphin has got a broken leg.
W h ole Cl ass
• Who do the children tell when they see the dolphin?

• Who do you talk to when there’s a problem?
• Why is it important to tell someone when there’s
a problem?
Values: dealing with problems

thirty-one 31
www.frenglish.ru

CD2 06
1 go to bed 2 go to bed 3 eat healthy 4 eat lots of 5 be active 6 be lazy

early late snacks sweets
2 Listen and sing Fit and healthy.

CD2 07
If you want to be fit If you want to be fit

And healthy, too. And healthy, too.
This is what you must do. This is what you mustn’t do.
You must be active. You mustn’t be lazy.
Run and play. Get up on your feet!
And eat healthy snacks And you mustn’t eat lots of sweets.
Every day. They’re bad for your teeth.

CD2 08
must and mustn’t

eat healthy snacks.
You must be active.
mustn’t eat lots of sweets.
be lazy.
Grammar clue
Remember!
We use must and mustn’t for rules and instructions. must not = mustn’t
We must do our homework. We mustn’t watch lots of TV.
4 Talk Partners Play a true or false game.

We mustn’t be active.
That’s false!
Key learning outcomes: identify and say healthy activities; use must and mustn’t for rules and instructions
32 thirty-two Vocabulary: healthy and unhealthy activities Grammar: You must be active. You mustn’t be lazy.
www.frenglish.ru
CD2 09
Speak and spell

s
Sometime
’.
‘ch’ says ‘k
The pink chameleon’s got a headache and the king’s got stomach ache.
2 Read the doctor’s notes. Listen and identify four differences. CD2 10
Name: Sally 2
Age: nine Name: Joe

Problem: a headache Age: eleven
Advice: Problem: stomach ache
wear a hat and a scarf Advice:
eat sweets take some medicine

run
3 Talk Partners Listen and say what your partner must and mustn’t do.
What’s the
matter? I’ve got a
sore throat.
OK. Thank you,

Doctor.
You must take some medicine
and you mustn’t shout. Teacher’s Resource
Bank: Unit 3
game using must and mustn’t Phonics: alternative spelling for the ‘k’ sound thirty-three 33
www.frenglish.ru
3 Lesson 6 Reading
Literacy
Before you read
le Cl as s
W ho
1 Look at the quiz title. What must you do to be fit and healthy?
What mustn’t you do?
2 Talk Partners Read and listen. Do the quiz with a partner. CD2 11
Are you
f i t and
healthy?
1 Do you walk to school?
a) always b) sometimes c) never
2 How often do you eat fruit?

a) every day b) five times a week
c) once or twice a week
3 What time do you go to bed?

a) about nine o’clock b) about ten o’clock
c) about eleven o’clock
4 How much TV do you watch every day?

a) less than one hour b) one to two hours
c) more than two hours
5 How often do you do sport?

a) every day b) five times a week
c) once or twice a week
Try to do more exercise and eat healthy food. 5 points:
Not bad. You’re quite fit and healthy. 6–10 points:
Well done! You’re very fit and healthy. 11–15 points:
b = 2 points c = 1 point a = 3 points
Answers:
After you read

34 thirty-four Key learning outcomes: read and understand about healthy activities
www.frenglish.ru
Lesson 7 Writing 3
Text type: a quiz
Investigate a text
le Cl ass
Wh o
1 Think of questions for a quiz about healthy eating.
Do you …? How often do you …?
2 Read and listen. Can you see your questions?

CD2 12
Do you have a
healthy diet?
Do the quiz to find out.
1 How often do you eat vegetables?
a) every day b) five times a week c) once or twice a week
2 Do you eat breakfast?
a) always b) sometimes c) never
3 Do you drink fizzy drinks with your dinner?
a) never b) sometimes c) always
7–9 points: Well done! 4–6 points: Not bad. 3 points: Oh dear!
Answers: a = 3 points b = 2 points c = 1 point
Discuss a text
Who l e Cla ss
3 Think and discuss. Complete the sentences.
1 The title of each quiz is a … . 3 An answer which shows you’re healthy
is … points.
2 There are … answers to choose from
for every question. 4 An answer which shows you’re
unhealthy is … point.
Writing tip!
We write a question mark at the end of a question.
Do you eat breakfast? Are you healthy?
Plan and write a quiz on page 32 in your Activity Book.
Key learning outcomes: prepare and write a quiz about healthy eating; use question marks
thirty-five 35
www.frenglish.ru
3 Lesson 8 Culture around the world: Malta
W h ole Cl as s
I’m in Malta now. It’s in 1 How do divers help sea
the Mediterranean Sea. animals in Malta?
People work hard to 2 Why do the turtles sometimes
look after sea animals need help?
here. Can you answer
these questions? 3 How do the vets help the turtles?
4 When do the vets put the turtles
back into the sea?
CD2 13
animal rescue Malta
Animal Rescue
Marine animals sometimes need our help. In Malta, there
are many people who work hard to help animals that
are hurt or ill. Divers swim under the water to rescue the
animals. Scientists investigate why the animals are ill and
vets help make the animals better.
Turtles sometimes need help because they eat plastic bags
that are in the water. Boats can hit turtles and hurt them,
too. A rescue team takes these animals to the vets at a
rescue centre.
The vets inspect the animals. Some turtles have got cuts and some
have got broken bones. The vets wash them and give them some
medicine. Then the vets put the turtles in a warm pool.
When the turtles are better, the vets put them back into the sea.
They do this in the summer because the water is warm. Everyone
feels very happy and proud when the turtles are in the wild again.
Think about your culture Do people help wild animals in your country?
Which animals do they help?
Do the Malta web quest and the Unit Review on pages 33 and ICT
Key learning outcomes: read about sea animal rescue in Malta; think about and
36 thirty-six research Malta
www.frenglish.ru
Today’s programme is
about being healthy.
What do you do to
stay fit and healthy?
1 Watch the video. Which healthy activities do the children do?
1 2 3 4 5
sentences.
1 The children make a sandwich.
2 Fruit is a fantastic lunch.
3 Fizzy drinks are good if you’re thirsty.
4 Playing outside is good for you.
5 You need to do sports once a week.
3 Think and say. Are these activities healthy? Why? Why not?
Being fit and healthy 1 2
When you look after

your body, you have
more energy to learn,
play and grow.
3 4
Key learning outcomes:watch and understand a video about being healthy

21st Living in the world: Being fit and healthy thirty-seven 37
www.frenglish.ru
The zoo challenge
My project 1 Lesson 1
Design a zoo an d g ive a pres entation .

Investigate
le Cl ass
1 Is there a zoo in your town? What can you see and do at a zoo? Wh o
Bra in stor m
2 Work in groups. Look at the map of a zoo and make lists.
• List the animals you can see.
• List five services for visitors.
• List five things you can see in the animals’ living areas.
3 Listen and check your lists. Listen again and repeat the words.
CD2 17
4 Choose three animals. Make notes on page 36 in your Activity Book.
birds reptiles mammals
Key learning outcomes: remember and learn the names of things you can see at a zoo;
38 thirty-eight investigate a zoo Vocabulary: wild animals; things at the zoo
www.frenglish.ru
Plan and create your project
1 Discuss the questions. Write the information on page 37 in your Activity Book.
1 What’s your zoo called?
2 Which animals are in the zoo? Let’s call the zoo …

Choose eight.
3 What do your animals need? We can have some elephants.
4 What do the visitors need? The crocodile

needs a pool.
Cooperative learning The visitors need a picnic area.

Take turns to speak when you work in a group.
Digital tip!
2 Design and draw your zoo.
Look for photos of zoo animals on the Internet.
Print the ones you like and stick them in your zoo.
Present your project
3 Present your zoo to the class.
The zoo is called There’s a crocodile in

‘Animal Magic’. the zoo. It’s got a pool.
There’s a playground in the

zoo. Children can play here.
There are some giraffes in the ELL D

W
zoo. They’ve got some trees

ON
and some water.

E!
GIV
Think about your project Go to page 37 in your Activity Book. ME

E
FIVE !
Key learning outcomes: work in a group to design a zoo; present your zoo to the class
Language: Let’s call the zoo … . We can have (some elephants). The (crocodiles) need a (pool). thirty-nine 39
www.frenglish.ru
Creative cooking
4 1 Make a list of toppings you can put on a pizza. Bra i nsto rm
Which are your favourites?

CD2 18
3 Listen, look and sing Let’s make a pizza.

CD2 19
1 cheese 2 tuna
Mix it, push it, You can add tuna
Roll it out. And mushrooms, too.
Throw the pizza There are lots of toppings
Up and down. For you to choose.
Chorus
3 chillies 4 prawns
5 onions 6 mushrooms
7 olives 8 spinach
You can add olives You can add pineapple

And spinach, too. And peppers, too.
There are lots of toppings There are lots of toppings
9 tomato 10 sweetcorn For you to choose. For you to choose.
sauce Chorus Chorus
Do you like onions on your pizza? No, I don’t.

11 peppers 12 pineapple
Do you like cheese on your pizza? Yes, I do. It’s delicious.
Key learning outcomes: identify and say food; sing a song about making pizza
40 forty Vocabulary: food
www.frenglish.ru
Lesson 2 Grammar 4

CD2 21
Josh: Good evening. What would you like, Madam?

Grandma: I’d like a salad, please.
Josh: What would you like in your salad?
Grandma: I’d like some spinach and some tuna, please.
Josh: Would you like anything else in your salad?
Grandma: Yes, please. I’d like some olives.
A few minutes later …
Josh: Sorry, Madam. There isn’t any spinach and there isn’t
any tuna, but there are lots of olives. Here you are.
2 Read again. What would Grandma like in her salad?

CD2 22
would like
cheese.
I / You some onions.
He / She would like a lot of / lots of tuna.
You / We / They mushrooms.
spinach.
Grammar clue
Remember!
When we ask a question, we change the word order. I would = I’d
Would you like a lot of onions? Yes, please. / No, thank you.
What would you like on your pizza? I’d like some tuna, please.
4 Talk Partners Make true sentences for you.

I’d like a lot of cheese on my pizza. I’d like some olives on my pizza.
Key learning outcomes: use would like to make requests

Grammar: I’d like some spinach. forty-one 41
www.frenglish.ru
4 Lesson 3 Story
Before you read

1 Use the code to read the I’ve got 12–84–72–72–98 for lunch today. What
message from Luke. have you got?
What toppings do you think are on the pizza in the story?

CD2 23
The amazing pizza
1 Lily and Josh go to Ravi’s flat. 2 Lily and Josh help make the pizza.
He’s in the kitchen with his sister.
First we need to mix
these ingredients.
Now we need
to wait for half
an hour.
Hi, Ravi and Aarti.

What are you doing?
We’re making a pizza.

There’s a competition at Let’s play
Mario’s restaurant today. computer games.
3 The children forget about the mixture. 4 They roll out the mixture.
It grows and grows and grows. The pizza is enormous.
What toppings would you
like on your slice of pizza?
Oh no! Look at the mixture now.
I’d like mushrooms
It’s too big and chilli, please.
for the oven!
And I’d like tuna

and olives, please.
It’s OK. We can bake

it at the restaurant.
Key learning outcomes: read, listen and understand a story about an amazing pizza
42 forty-two Language: I’d like tuna and olives, please. I prefer sweet food.
www.frenglish.ru
4
5 The children put the 6 It’s time to bake the pizza.
toppings on the pizza. What about
you, Aarti? Wow! That’s
a big pizza.
Can we bake
it in your oven,
please?
I prefer sweet food. I’d like some Yes, of course.
pineapple and banana, please.
7 The judges taste the pizza. 8 The judges are ready to give the prizes.
Mmm. This part of The first prize is for

the pizza is spicy. This part of the the big, spicy, savoury
pizza is savoury. and sweet pizza.
Well done,
And this part is sweet. children.
It’s delicious!
Thank you
very much.
After you read

1 Do the children make a sandwich? 3 Does Aarti want to put mushrooms on the pizza?
No, they don’t. They make a pizza. 4 Do the children take the pizza to the baker’s?
2 Do the children play computer games? 5 Do the judges like the pizza?
e
W h ol Cl ass
• Would you like to try the pizza in the story?

• Do you like tasting new food?
• Why is it important to try new food?
Values: trying new food
forty-three 43
www.frenglish.ru

CD2 25
1 sweet 2 savoury 3 plain 4 spicy 5 soft 6 crunchy
2 Listen and sing The delicious food rap.

CD2 26
Food, food,
Delicious food.
Which do you prefer?
or
or
? Food, food,
?
Delicious food.
or Which do you prefer?
?
CD2 27
prefer
plain food.
I / You / We / They prefer spicy food.
He / She prefers soft food.
crunchy food.
Grammar clue
We can ask questions with prefer, too.
Which do you prefer? Apples or pears? Does she prefer chocolate or sweets?

Which do you prefer? Sweet or savoury food? I prefer sweet food.
Which do you prefer? Pasta or rice? I prefer pasta.
Key learning outcomes: identify and say adjectives to describe food; use prefer to
44 forty-four talk about preferences Vocabulary: adjectives Grammar: I prefer (crunchy) food.
www.frenglish.ru
CD2 28
Speak and spell

es
Sometim
z’.
‘s’ says ‘
The zebra sneezes when it eats cheese and cherries.
2 Listen to children playing a game. Are their answers right or wrong? CD2 29
sweet savoury
crunchy soft hot cold
hot cold hot cold plain spicy plain spicy
popcorn apples pancakes ice cream rice curry salad spicy crisps
3 Talk Partners Find out your classmates’ favourite foods. Write their names.
Do you prefer plain
food or spicy food?
I prefer plain food.
Your favourite Yes, that’s right!

food is rice. Now it’s my turn.
Bank: Unit 4
Key learning outcomes: listen for specific information; play a communication game using
adjectives to describe food Phonics: alternative spelling for the ‘z’ sound forty-five 45
www.frenglish.ru
4 Lesson 6 Reading
Literacy
Before you read
l e Cla ss
Who
1 Look at the shape of the poems. What food can you see?
l e Cl ass
Who
2 Think of words to describe the food. Make a list.
3 Read and listen. Do your words appear? Say the shape poems aloud.
CD2 30
ns
n t he i
id e .
•It o
’s l
on h it e
i ci o u s !
g s w
It’
an I t ’
s
d e.
t hi
so
id
uts
ft
n. I o
t’s y e an
el
d e l l ow o n t h d
’s t ic
st
.I ky
m u an
d s m , y
we yu
e t.
I pee l Y u m,
it . I e a t i t .
• It' s th in a nd s
m. I t 's de l ici ou s! quare
m , yu . I t' s
br o
, yu w
m
jam u
n o th
.Y
s deli cious! ll and ro

It’ t ’s sma un
m. I
e
•
t. I sometimes toast it and I eat it wit h
outside. It's white on the inside. It's s
d.
u
e summ er. Yum, yum, y
It’s got
a ston e in t he mi
th
ddle
it i n
. It
t
ea
’s
re I
da
nd s ic y.
hiny. It’s sweet and ju
oft and savoury. I eat it with cheese. I eat it with m ea
After you read

46 forty-six Key learning outcomes: read and understand three shape poems
www.frenglish.ru
Lesson 7 Writing 4
Text type: shape poems
Investigate a text
le Cl ass
W ho
1 Think of foods which are these shapes.
2 Look at the poem. What shape is it? Read and listen. Name the food.
CD2 31
. It’s sweet and

nd sti
ou it and I li ck i
ck t.
ck
r
and
y. I
li
My
t’s red and yell

tic k. Then I
It’s big
favourite
be y.
r r
aw
fl a
s
vo ur is s tr
he
w
o
and d t
l
gree n. I ho
Discuss a text
Wh o le Cl ass
3 Think and discuss. Say true or false.
1 Shape poems are always the same shape.
Writing tip!
2 Shape poems have got simple shapes. Adjectives are the same with
3 Shape poems are stories. single and plural nouns.
A lollipop is sweet.
4 Shape poems are descriptions.
Cherries are sweet.
5 Shape poems have got lots of adjectives.
Plan and write a shape poem on page 44 in your Activity Book.

Key learning outcomes: prepare and write a shape poem; use adjectives
with singular and plural nouns forty-seven 47
www.frenglish.ru
4 Lesson 8 Culture around the world: India
W h ole Cl as s
1 What do people have for breakfast
I’m in India now. in India?
The food here is
amazing. Can 2 What do people eat on festival days?
you answer these
questions? 3 What do people use to eat their food?
4 Which food can you buy in the street?

CD2 32
food in India
FOOD AROUND
THE WORLD:
Breakfast is an important meal in India. There are lots of different

breakfasts, but many people eat curry with rice and vegetables in the morning.
Do you know that people put spicy sauces on their breakfast food, too?
India is famous for its People in India often eat their

spicy food, but there’s meals with their fingers. They
a lot of sweet food, too. use bread to pick up the rice and
People use milk, sugar, vegetables, and some people also
cheese and nuts to make use bread to eat soup. Do you
traditional cakes. These know that you can only eat with
small cakes are sticky and your right hand in India?
very sweet. People eat
these cakes on birthdays You can buy many different snacks
or on festival days. in the street in India. These snacks
can be sweet, savoury or spicy.
Think about your culture What food is typical in your country?

Do the India web quest and the Unit Review on pages I CT
45 and 46 in your Activity Book.
48 forty-eight Key learning outcomes: read about food in India; think about and research India
www.frenglish.ru
Welcome back to Channel
21! Today’s programme
is about food. Are you
creative with food? What
things do you make?
1 Watch the video. Which fruits do you see in the video? What pictures
do the fruits make?
1 2 3 4 5

1 Is the sun in the video happy or sad?
2 How many flowers are on the plant?
3 How many leaves are on the palm trees?
4 How many legs has the crab got?
5 Is Chloe’s fruit soft or crunchy?
3 What food can you see? What picture can you make with this food?
Using your imagination
Imagination is very
important. It helps
you to think of new
ideas and have fun!
Key learning outcomes: watch and understand a video about being creative with fruit
21st Ways of thinking: Using your imagination and being creative forty-nine 49
www.frenglish.ru
Under the sea
5 1 What animals live under the sea? Make a list. Bra ins to rm

CD2 36
3 Listen, look and sing Under the sea.

CD2 37
1 fish 2 turtle There’s a wonderful There are fish. There are squids.
world. There are turtles. There are starfish.
There’s a wonderful They’re in the seaweed. They’re on the sea floor.
world to see. There’s a very big shark There’s a very big crab
Under the sea. And it’s got sharp teeth. And it’s got sharp claws.
Yes, under the sea.
Chorus Chorus
3 crab 4 squid
5 shark 6 seahorse
7 whale 8 starfish
9 seal 10 jellyfish
4 Talk Partners Play a memory game.

There are two jellyfish Yes, that’s right.
in the picture.
11 dolphin 12 octopus
There’s a whale. No, that’s wrong.
Key learning outcomes: identify and say sea animals; sing a song about sea animals
50 fifty Vocabulary: sea animals
www.frenglish.ru
Lesson 2 Grammar 5

CD2 39
Josh: Excuse me. Can I ask a question?

Biologist: Yes, of course.
Josh: It says here that a squid is faster than
an octopus. Is it true?
Biologist: Yes, it is.
Josh: And it says that there are giant squids.
Biologist: That’s right. A giant squid is bigger than
a car.
Josh: Wow! That’s amazing!
2 Read again. Which picture is correct?

1 2 3

CD2 40
Comparative adjectives 1
A seahorse smaller a seal.
A jellyfish bigger an octopus.
A dolphin is faster than a fish.
A whale slower a turtle.
A crab longer a squid.
Grammar clue
We add -er to short adjectives. We double the final letter with some adjectives.
small – smaller big – bigger
4 Talk Partners Make true sentences.

A crab is slower than a turtle. A whale is bigger than a seal.
Key learning outcomes: use comparative adjectives with –er

Grammar: a crab is slower than a turtle fifty-one 51
www.frenglish.ru
5 Lesson 3 Story
Before you read

1 Use the code to read the I’m travelling on a 76–84–8–52–4–72–36–56–20
message from Luke. today. It’s very exciting!
What sea animals do you think the children see in the story?

CD2 41
An underwater adventure
1 It’s the end of the visit to the aquarium. 2 Later that day …
Would you like
to go on the mini
submarine, children?
The aquarium is
very interesting.
Wow! Thanks, Grandad.
But it’s more interesting to
see animals in the wild.
All aboard! Let’s see

some sea animals in
the wild.
Mmm … I’ve
got an idea.
3 The children go inside 4 The children look

the mini submarine. through the windows.
There are lots of
fish down here.
Is that a Don’t be
shark? silly. It’s only
a big fish.
Hold tight. We’re going Hurray!

to the bottom of the sea.
Key learning outcomes: read, listen and understand a story about An underwater adventure
52 fifty-two Language: It’s bigger than a fish. It’s heavier than a shark.
www.frenglish.ru
5
5 The sea animal comes 6 Now the captain takes the
closer and closer … children to an old pirate ship.
It’s bigger
than a fish.
And it’s heavier

than a shark. I can see some
shiny objects on
It’s a whale. the sand. Look!
Amazing!
7 The captain uses robot 8 The children are back on land.

arms to pick up the objects.
Oh no! These
I think they’re aren’t gold coins.
gold coins.
Hurray!
We’re rich!
And we
aren’t rich.
Yuck! Let’s put

these cans in
the bin.
After you read

1 The children go on a boat. 3 The children see a shark.
No, they don’t. They go on a mini submarine. 4 The children find some gold coins.
2 The children see one fish in the sea. 5 The children put the cans in the sea.
W h ole Cl ass
• What rubbish can we find in the sea?

• Why is rubbish dangerous for sea animals?
• What can we do to help?
Values: protecting sea animals

fifty-three 53
www.frenglish.ru

CD2 43
1 heavy 2 ugly 3 pretty 4 colourful 5 intelligent 6 dangerous
2 Listen and say The sea animal rap.

CD2 44
Ugly, pretty,
Heavy, light.
Which sea animal She likes dolphins.
Do you like? I like jellyfish.
A jellyfish is uglier
He likes jellyfish. And more dangerous.
I like dolphins. Chorus
A dolphin is prettier
And more intelligent.
Chorus
An octopus prettier a whale.
A shark uglier a crab.
A dolphin is heavier than a seahorse.
A jellyfish more dangerous a squid.
A seal more colourful a turtle.
Grammar clue
When an adjective finishes with the letter -y, we take away the -y and add -ier.
pretty – prettier
We use the word more before long adjectives.
dangerous – more dangerous
A jellyfish is more dangerous than a crab. That’s true.
Key learning outcomes: identify and say adjectives to describe animals and people; use comparative
54 fifty-four adjectives with –ier and more Vocabulary: adjectives Grammar: A seal is heavier than a crab.
www.frenglish.ru
CD2 46
Speak and spell
‘wh’ says
‘w’.
Why is the white whale wearing a watch?
2 Read the animal quiz. Listen and find out the correct answers. CD2 47
How much do you know about animals?

Answer these questions to find out.
1 Is an elephant taller than a giraffe? YES NO
2 Is a snail slower than a turtle? YES NO
3 Is a hippo heavier than a whale? YES NO
4 Is a dog more intelligent than a mouse? YES NO
3 Talk Partners Do a quiz with your partner.
Is an elephant bigger
than a whale?
No, it isn’t.
That’s right.
Well done!
Bank: Unit 5
using comparative adjectives Phonics: alternative spelling for the ‘w’ sound fifty-five 55
www.frenglish.ru
5 Lesson 6 Reading
Literacy
Before you read
W ho le Cl ass
1 Look at the title of the article. Do you know any amazing animals?
le Cl ass
Wh o
2 Look at the photos. What do you know about these animals?
Reading tip!
3 Read and listen. Find an amazing fact for each animal.
CD2 48
Think about how to
say the parts of the
animals in English.
Seahorse
Blue whale Seahorses are between one and
Blue whales are about 30 centimetres long. They’ve got a long,
30 metres long. That’s curled tail and a long, thin head. They’ve
the same as three buses! got very hard skin and they can change
They’ve got soft skin and a colour, too. Seahorses eat tiny fish and
long, round body. On their plants. Do you know that seahorses
head, there are two blowholes haven’t got any teeth or a stomach?
for breathing. They’ve got a very big
mouth, but they haven’t got any
teeth. They eat tiny sea animals Spider crab
called krill. Do you know that 50 humans There are many types of crabs. They’re different sizes
can stand on a blue whale’s tongue? and different colours. Crabs have got a hard shell,
ten legs and sharp claws. Crabs use their claws to eat
plants and smaller sea animals. Do you know that a
crab’s teeth are in its stomach?
krill shell
blowhole curled tail
After you read

56 fifty-six Key learning outcomes: read and understand a magazine article

www.frenglish.ru
Lesson 7 Writing 5
Text type: a magazine article
Investigate a text
1 Read and listen. Which questions does the article answer?

CD3 01
is the animal? look like?

Ho w big What does it How does it m
Where does it live? ove?
What does it eat? Why is it amazing?
Super starfish
Starfish are between 12 and 24 centimetres long. They’ve
got very hard skin. Most starfish have got five arms, but
some starfish have got more. They’ve got an eye at the
end of each arm, too. Starfish eat smaller sea animals. Do
you know that starfish haven’t got a brain? at’s amazing!
Th
Discuss a text
eC
Wh ol la ss
1 Who are the magazine articles for?
• scientists • babies • children
2 What makes the articles interesting?

• the title Writing tip!
• the information We use and to add similar information.
• scientific words They’re different sizes. They’re different colours.
• colours They’re different sizes and different colours.
• long sentences
• photos
Plan and write a magazine article on page 54 in your Activity Book.
Key learning outcomes: prepare and write a magazine article; use and to add similar information
fifty-seven 57
www.frenglish.ru
5 Lesson 8 Culture around the world: Hawaii
eC
W h ol l as s
1 Where can you learn to surf in Hawaii?

I’m in Hawaii now. It’s in the
Pacific Ocean and there are 2 When can you see whales?
eight big islands. It’s an exciting
place to visit. Can you answer 3 Which animals live in the reefs?
these questions?
4 What colour is the sand?

CD3 02
visit Hawaii
Hawaii
Welcome to the islands of Watch the whales
More than 6,000
humpback whales visit
Hawaii every year. They
arrive in December and
stay until May. Take a
boat trip and get close to
these amazing animals.
There are lots of exciting activities If you’re lucky, you can
for all the family. see them jump out of the
water. It’s amazing!
Learn to surf Do you like water sports?
In Hawaii, there are lots of beaches where
you can learn to surf. It isn’t easy, but it’s
exciting and fun. Give it a try!
Make a sandcastle
Hawaii is famous for its beautiful
beaches, but the sand isn’t
Snorkel There are beautiful coral reefs around always yellow. You can find red,
the islands of Hawaii. You can swim with colourful, black, green and white sand
tropical fish and see enormous manta rays. Manta here. It’s the perfect place to
rays look quite scary, but they aren’t dangerous. make a fantastic sandcastle!
Think about your culture What water activities can you do in your country?
Do the Hawaii web quest and the Unit Review on pages 55 and 56 IC T
in your Activity Book.
58 fifty-eight Key learning outcomes: read about Hawaii; think about and research Hawaii
www.frenglish.ru
about our favourite sea
animals. Which sea animal
is your favourite?
1 Watch the video. Which sea animals are these?
1 2 3 4 5
sentences.
1 Sea turtles are good at swimming.
2 An octopus has got red blood.
3 Jellyfish only eat plants.
4 Great white sharks have got 300 teeth.
5 Japanese spider crabs live a short time.
3 Read the questions. What keywords can you use to find the information online?
Finding information online 1 How many eyes has a starfish got?

You find information Keywords: starfish eyes number
faster when you use
keywords.
2 How many teeth has a bottlenose dolphin got?
3 How fast does a great white shark swim?
4 How do whales communicate?
Key learning outcomes: watch and understand a video about sea animals
21st Digital skills: fifty-nine 59
www.frenglish.ru
Sports m ad
6 1 What water sports do you know? Make a list.B

rai nst or m
What equipment do you need?

CD3 06
3 Listen, look and sing Fun in the sea.

CD3 07
1 flippers 2 wetsuit Under the water I’m wearing a mask
And on the waves. And flippers, too.
Let’s have fun I’m ready to snorkel.
In the sea today. What about you?
Chorus
3 mask 4 kayak
5 snorkel 6 helmet
7 life jacket 8 swimsuit
I’m wearing a helmet I’m wearing gloves

And a life jacket, too. And a wetsuit, too.
I’m ready to kayak. I’m ready to water-ski.
What about you? What about you?
9 paddle 10 water-skis
Chorus Chorus
4 Talk Partners Play a guessing game.

I’m wearing a mask,
flippers and a wetsuit. Are you ready to snorkel?
11 surfboard 12 gloves
Yes. That’s right!
Key learning outcomes: identify and say water sports equipment; sing
60 sixty a song about doing water sports Vocabulary: water sports
www.frenglish.ru
Lesson 2 Grammar 6

CD3 09
Lily: Look, Dad. I’m ready to do some water sports.

Dad: Great! Are you going to go water-skiing?
Lily: No, I’m not. I’m going to go kayaking. Look,
here’s my paddle.
Dad: What are you going to do after that?
Lily: I’m going to go surfing. There are lots of
surfboards over there.
Dad: Have fun, Lily! See you later.
2 Read again. Which things does Lily need? Why?

CD3 10
going to
play football next week.
I am / am not go swimming tomorrow.
He / She is / isn’t going to watch TV after school.
We / You / They are / aren’t go water-skiing at the weekend.
go surfing on Tuesday.
Grammar clue
Remember!
We can ask questions with going to.
He is = He’s
Are you going to go swimming tomorrow? He is not = He isn’t
What are you going to do on Saturday?

I’m going to play football after school.
I think it’s true.
No, it’s false.
Key learning outcomes: Use going to to talk about future plans

Grammar: I’m going to play football after school sixty-one 61
www.frenglish.ru
6 Lesson 3 Story
Before you read

1 Use the code to read the I’m going to watch a windsurfing 72–4–12–20 this
message from Luke. afternoon. What about you?
What activity do you think the children are going to do in the story?

CD3 11 The raft race
1 There are lots of things to 2 It’s three o’clock.
do at the Water Sports Day.
Look. There’s a What are you

raft race. Are you doing here, Dad?
going to enter it?
I’m going
to enter the
race, too.
Definitely!
3 The teams listen to the rules of the race. 4 The children begin to build their raft.
You must build your Let’s use these

raft with these things. plastic bottles.
And you
must paddle
your raft
around that
flag. OK. We can tie
them to the wood
with this rope.
Good idea, Ravi!
Key learning outcomes:read, listen and understand a story about a raft race
62 sixty-two Language: I’m going to enter the race. Paddle quickly!
www.frenglish.ru
6
5 Dad begins to build his raft, too. 6 The rafts are ready. It’s time for the race.
Why don’t you use Ready, steady, … GO!

this rope, Dad? No. My raft is
faster like this.
Come on,
everyone!
Paddle quickly!
OK.
7 Dad is having problems. 8 The children help Dad

Next time, I’m
Oh no! My
get back to the beach. going to listen to
raft is sinking. We can help your ideas, Josh.
you. Hold this!
Thanks, Dad!
After you read

1 Do the children enter a kayak race? 3 Do the children listen to each other’s ideas?
No, they don’t. They enter a raft race. 4 Do the children use flippers to move the raft?
2 Do the children use rope to make their raft? 5 Do the children help Dad?
l e Cla ss
Who
• Does Josh listen to Lily and Ravi’s ideas in the story?

• Does Dad listen to Josh?
• Do you listen to other people’s ideas?
Values: listening to other people’s ideas
sixty-three 63
www.frenglish.ru

CD3 13
1 swim quickly 2 swim slowly 3 ride well 4 ride badly 5 play quietly 6 play loudly
2 Listen and sing Warm up!

CD3 14
Warm up. Let’s move slowly. Let’s move quickly.

Warm up your body. Stretch your arms. Wiggle your fingers.
Warm up. Slowly, slowly, slowly. Quickly, quickly, quickly.
Are you ready? Let’s move slowly. Let’s move quickly.
Warm up. Bend your knees. Shake your body.
Warm up your body. Slowly, slowly, slowly. Quickly, quickly, quickly.
One, two. One, two, three. Chorus Chorus

CD3 15
Adverbs of manner
swim quietly.
I / You / We / They rollerblade slowly.
cycle well.
dances badly.
He / She
plays chess quickly.
Grammar clue
Remember!
When we say how we do an action, we usually use -ly. good = well
bad – badly quiet – quietly fast = fast
4 Talk Partners
Play a mime game.
Swim slowly!
Yes! That’s right!
Key learning outcomes: identify and say how you do different activities using adverbs of
64 sixty-four manner Vocabulary: adverbs of manner Grammar: I cycle quickly.
www.frenglish.ru
CD3 16
Speak and spell

’.
‘ck’ says ‘k
The black monkey kayaks quickly on the lake.

2 Read the quiz. Then listen and identify four differences.
CD3 17
SPORTS QUESTIONNAIRE Name: Anna Joans Age: 9

1 What’s your favourite sport? basketball
2 How often do you do sport? twice a week
3 How do you: ride a bike? well badly
swim? fast slowly
play tennis? well badly
skate? quickly slowly
3 Talk Partners Ask and answer to complete the questionnaire.

Tell a friend.
Do you sing Carmen
loudly or sings loudly.
quietly?
Pablo plays the
piano well.
I sing loudly.
Bank: Unit 6
using adverbs of manner Phonics: alternative spelling for the ‘k’ sound sixty-five 65
www.frenglish.ru
6 Lesson 6 Reading
Literacy
Before you read
le Cl as s
1 Imagine you are going to go to a sports camp. Which activities would W ho
you like to do?
archery windsurfing rock climbing gymnastics
mountain biking volleyball baseball kayaking
e
Who l Cla ss Reading tip!
2 Read and listen. Which activities is CD3 18
Robert going to do? Think about what you
know. What things do
people write in letters?
95 Sun Road
Newtown
NT1 8BN
15th March
Dear Grandma and Grandad,
going to Mr and Mrs Evans
How are you? I’m very happy because I’m
ow.
go to a sports camp with my friends tomorr 21 High Street
est
The camp is in the middle of a beautiful for Oxford
and I can do sport all day. OX4 3FT
t,
There are lots of exciting sports to try. Firs
my
I’m going to play volleyball because that’s
ng.
favourite sport. Next, I’m going to go kayaki
a
The lessons are on a lake and I need to wear
go
life jacket and a helmet. Finally, I’m going to
nds.
mountain biking in the forest with my frie
I can’t wait!
See you after the camp.
Love,
Robert xxx
After you read

66 sixty-six Key learning outcomes: read and understand an informal letter

www.frenglish.ru
Lesson 7 Writing 6
Text type: a letter
Investigate a text
l e Cla ss
Wh o
1 Look at the leaflet. What can you do at the adventure camp?
2 Read and listen. Which activity is Laura not going to do?

CD3 19
37 Silver Street
London
NW1 8AP
Holiday fun at the
18th March ure
Dear Grandma,
How are you? I’m very excited because I’m
amp
Advent
going to go to an adventure camp on Friday.
It’s in the mountains and there are lots of
great activities for me to try.
First, I’m going to go horse riding because
I love horses and I can ride very well.
C
Next, I’m going to do archery. It looks fun!
ages
8-12
Finally, I’m going to go windsurfing on the
lake. I need to wear a wetsuit because
Come and
the water is cold. I’m not going to go rock

enjoy a
climbing because it’s very scary.

day of
adventure
See you soon.

in the
mountains.
Love,
Laura xxx
For more informatio

phone the Adventuren,
Centre on 3654 294763.
Discuss a text
Wh o le Cl ass
3 Think and discuss. Writing tip!
1 Where do you write your address in a letter? We can use First, Next and Finally
2 Where do you write the date? to order a list of activities.
First, I’m going to do my homework.
3 How do you begin a letter?
Next, I’m going to watch TV.
4 How do you end a letter to a friend or Finally, I’m going to have dinner.
family member?
Plan and write a letter on page 64 in your Activity Book.
Key learning outcomes: prepare and write an informal letter; use simple time sequencers
sixty-seven 67
www.frenglish.ru
6 Lesson 8 Culture around the world: New Zealand
W ho le Cl ass
I’m in New Zealand 1 Which sport can you do in the air in

now. It’s got high New Zealand?
mountains and fast 2 Which sport can you do on a river?
rivers. You can do
exciting sports here. 3 Which sport can you do on a hill or
Can you answer on water?
these questions?
4 Which sport can you do on a beach?

CD3 20
sports New Zealand
E TREME SPORTS
New Zealand has got some very exciting
sports, but you must be very brave!
RAFTING
Do you like adventure? In this sport, you
ride down a fast river on a raft. You need
lots of energy and you get very wet, but
it’s good fun!
ZORBING
This is the newest extreme sport in New
Zealand. In this sport, you get inside a big,
plastic ball and you roll down a hill or on
BUNGEE JUMPING water. Some balls move at 50 km an hour.
In this sport, you put an That’s the same as a car!
elastic rope around your
ankles. Then you jump from SAND SURFING
a very high bridge. You fall
very quickly through the air If you like travelling fast, sand surfing is
and you bounce up and the sport for you. You can sit, stand or lie
down. It’s amazing! down on a surfboard. It’s fantastic!
Think about your culture What exciting sports can you do in your country?
Do the New Zealand web quest and the Unit Review on pages 65 I CT
and 66 in your Activity Book.
Key learning outcomes: read about three extreme sports in New
68 sixty-eight Zealand; think about and research New Zealand
www.frenglish.ru
about extreme sports.
Are they safe or are
they dangerous?
What do you think?
1 Watch the video. Which of these objects do you see? Which sport uses them?
1 2 3 4 5
sentences.
1 The family are going to go rock climbing.
2 There are five people in the raft.
3 The rock climbers can see some snow.
4 You need a torch in the cave.
5 The man does a bungee jump from a bridge.
3 Read the safety instructions. Think of three different sports for each one.
Staying safe
1 You must wear a helmet. 2 Don’t do this on the road.

It’s important to
stay safe when
you do sport.
3 Always listen to the referee. 4 You mustn’t wear shoes.
Key learning outcomes: watch and understand a video about extreme sports
21st Living in the world: Staying safe when doing sport sixty-nine 69
www.frenglish.ru
Treasure islands
play a game.
Investigate Design a treasure map and
eC
1 Are there any islands in your country? Where are they? Who l la ss
How can you travel there?

a in stor m
2 Work in groups of three. Look at the map and make lists. Where’s the treasure? Br
• List five man-made things on the island. • List five natural things in the middle
of the island.
• List five natural things on the coast.
CD3 24
4 Investigate an island. Make notes on page 68 in your Activity Book.

Digital tip!
Use the Internet to
look at photos and
maps of the island.
What can you see?
Saint Lucia
Tenerife
The Big Island of Hawaii
Key learning outcomes: remember and learn the names of natural and man-made things
70 seventy on an island; investigate an island Language: natural and man-made things on an island
www.frenglish.ru
Teamwork tip!
1 Discuss the questions. Write the information on
Remember! Everyone
page 69 in your Activity Book. contributes in a team.
1 What’s the name of your island?
Let’s call the island Terror Island.
2 What natural things are on the
island? Choose eight.
We can have a waterfall.
3 What man-made things are on
the island? Choose four.
Let’s have a cave.
4 Where are you going to hide the
treasure?
We can hide it in the jungle.
Cooperative learning Listen to and respect everyone’s opinion.
2 Draw your treasure map and hide your treasure.
3 Present your treasure map to your classmates. Play the game.
Is the treasure
in the jungle? No, it isn’t.
Is the treasure
behind the waterfall? Yes, it is. ELL D
W
ON
E!
GIV
ME
F I V E!
E
Think about your project Go to page 69 in your Activity Book.

Key learning outcomes: remember and learn the names of natural and man-made things on an
island; investigate an island Language: natural and man-made things on an island seventy-one 71
www.frenglish.ru
Detectives
7 1 Can you name the rooms in a house? Bra in sto rm
List three objects in each room.

CD3 25
3 Listen, look and sing There’s a mystery.

CD3 26
1 armchair 2 fridge
There’s a mystery,
A mystery to solve.
Whose are these tracks?
And where do they go?
They’re on the fridge
And in front of the cooker.
3 mirror 4 wardrobe They’re near the
cupboard
And near the mirror.
Chorus
They’re on the sofa
And behind the armchair.
They’re on the bookcase
5 sink 6 painting And on the stairs.
Chorus
7 bookcase 8 sofa
9 mat 10 bath
4 Talk Partners Play a memory game.

Where’s the mirror?
It’s in the living room. It’s between
11 cooker 12 cupboard the lamp and the bookcase.
That’s right. Well done!
Key learning outcomes: identify and say household objects; sing a song
72 seventy-two about a mystery Vocabulary: household objects
www.frenglish.ru
Lesson 2 Grammar 7

CD3 28
Ravi: Whose are these tracks, Lily?

Lily: They aren’t mine. I wasn’t here this morning.
Ravi: What about Josh?
Lily: He was at the swimming pool with me.
Ravi: And what about your parents?
Lily: They weren’t here. They were at the library.
Ravi: Mmm … it’s a mystery.
Lily: No, it isn’t. Look!
Ravi: Oh no! It’s my dog chasing a bird. What a mess!
2 Read again. Where were Josh and Ravi?

CD3 29
was and were
at school yesterday morning.
I / He / She was at home yesterday afternoon.
wasn’t at the swimming pool yesterday evening.
We / You / They were at the supermarket last week.
weren’t at the cinema last night.
Grammar clue
We can use a long or a short form in the negative.
was not – wasn’t were not – weren’t
4 Talk Partners Make true sentences about the past.

I wasn’t at the cinema yesterday evening. I was at the supermarket last week.
Key learning outcomes: use was / wasn’t and were / weren’t in past simple sentences
Grammar: I was at the cinema yesterday. seventy-three 73
www.frenglish.ru
7 Lesson 3 Story
Before you read

1 Use the code to read the I’ve got a new watch. It’s big and 76–32–36–56–98.
message from Luke. Have you got a watch, too?
Where do you think the children find The missing watch in the story?

CD3 30 The missing watch
1 Mum is worried. Her watch is missing. 2 The children look for Mum’s watch.
I can’t find my It’s no good.

watch. It was in the It isn’t here.
living room, but it
isn’t there now.
Don’t worry,
Mum. We can
help you.
We’ve got a real
mystery now.
Let’s look
for clues.
3 Josh finds a clue in Lily’s bedroom. 4 The children follow the magpie.
There’s a black feather The magpie is

under the wardrobe. flying to the island.
Can you
That magpie take us to the
has got black island, Dad?
feathers. Yes, of
course.
Jump in!
And it’s got

my bracelet.
Look!
Key learning outcomes: read, listen and understand a story about a mystery
74 seventy-four Language: Where was it? It was in the living room.
www.frenglish.ru
7
5 Dad takes the children Can you see 6 The children find the magpie’s nest.
the magpie
to the island in his boat. now, Lily?
Wow! Look at all the
shiny things in the nest.
Yes, I can. It’s flying

into the castle.
Here’s my
bracelet and
Let’s go! We must Mum’s watch!
find its nest.
7 The children have an idea. 8 Lily gives Mum her watch.
Let’s put this sweet And these My watch!

wrapper in the nest. shiny marbles. Where was it?
It was in a
magpie’s nest
in the castle.
Now we That’s incredible!

can take Good work,
our things. detectives.
After you read

1 Mum was angry. 3 Dad was in his car.
No, she wasn’t. She was worried. 4 The nest was in a tree.
2 The feather was in the bath. 5 The watch was behind the nest.
eC
W h ol l ass
• What do Lily and Mum lose in the story?
• Do you sometimes lose things? Why?
• What can we do to look after our things?
Values: looking after personal belongings

seventy-five 75
www.frenglish.ru

CD3 32
1 earrings 2 bracelet 3 sunglasses 4 watch 5 keys 6 umbrella
2 Listen and say The memory chant. CD3 33
M-E-M-O-R-Y. Memory. Were the keys on the floor?

What do you remember? Yes, they were.
Was the watch in the box? Were the earrings on the floor?
Yes, it was. No, they weren’t.
Was the bracelet in the box? M-E-M-O-R-Y. Memory.
No, it wasn’t. What do you remember?
yesterday
was and were questions

the watch
the umbrella on the table?
Was the bracelet under the armchair?
Were the earrings in the cupboard?
the keys
Grammar clue
We can answer Was / Were …? questions with these short answers.
Yes, it was. / No, it wasn’t. Yes, they were. / No, they weren’t.
le Cl as s
W ho
4 Play a memory game with the class.
Was the book on the desk?
No, it wasn’t. It was under the desk.
Key learning outcomes: identify and say personal belongings; use was / were in past simple questions
76 seventy-six Vocabulary: personal belongings Grammar: Was … ? No, it wasn’t. It was … .
www.frenglish.ru
CD3 35
Speak and spell

’.
‘wr’ says ‘r
Ron the robber writes on the red wrapper.
2 Look at the picture. Listen to children playing a memory game. CD3 36

How many answers are correct?
yesterday
3 Talk Partners Ask and answer. Draw the missing objects.
Where was the

watch yesterday?
It was under the mat.
Now it’s my turn.

Where were the
sunglasses yesterday?
They were on
the bookcase.
Bank: Unit 7
game using was / were Phonics: alternative spelling for the ‘r’ sound seventy-seven 77
www.frenglish.ru
7 Lesson 6 Reading
Literacy
Before you read
l e Cla ss
Who
1 Look at the children acting out a play. Who are the characters?
le C las s
W ho
2 What do you think the characters are talking about?
3 Read and listen to find out. Reading tip!

CD3 37
Thinking about the
photo helps you predict
The missing necklace: Scene 1 what the characters
say in the play.
Lady Muck’s necklace is missing. A police officer arrives
to investigate.
Police officer: Good afternoon, Madam. What’s
the problem?
Lady Muck: My necklace isn’t here.
Police officer: (opens a notebook) What kind of
necklace is it?
Lady Muck: It’s a diamond necklace.
Police officer: (writes in the notebook) … a diamond
necklace. And where was it?
Lady Muck: (points to the table) It was on
that table.
Suddenly, Lady Muck sees something behind the sofa.

Lady Muck: (nervously) There’s someone
behind the sofa.
Police officer: You’re right. (shouting) Hands up!
Robber: It’s time for me to go.
(runs around the room)
Police officer: (shouting) Come back!
(chases the robber around the room)
Robber: (laughing) Ha, ha, ha! You can’t catch me.
(runs out of the door)
After you read

78 seventy-eight Key learning outcomes: read and understand a script

www.frenglish.ru
Lesson 7 Writing 7
Text type: a script
Investigate a text
le Cl ass
W ho
1 Read and listen. Imagine what happens next.
CD3 38
The missing necklace: Scene 2

Two police officers are looking for the robber. They’re in Lady Muck’s garden.
2 Read and listen. What happens?

CD3 39
Police officer 1: (whispering) Can you see the robber?

Police officer 2: (looks around) No, I can’t.
Police officer 1: Shh! What’s that noise?
Police officer 2: (nervously) I don’t know. Is it a fox?
Police officer 1: Don’t be silly.
Police officer 2: (nervously) I can hear the noise again. Is it a wolf?
Police officer 1: (angrily) No, it isn’t.
Police officer 2: (very nervously) Look! The bush over there is moving.
Police officer 1: Shh! (moving towards the bush) GOT YOU! (catches the robber)
Police officer 2: (happily) It isn’t a fox or a wolf. It’s the robber!
Police officer 1: (holding up the necklace) And she’s got the diamond necklace.
Discuss a text
W h ole Cl ass
3 Think and discuss. Writing tip!
We use exclamation marks to
1 Where are the characters’ names in show the speaker is excited,
the script? angry or surprised. We often use
them with short phrases.
2 How many different ways do the
characters speak? Hands up! Come back!
GOT YOU!
3 What actions do the characters do?
Plan and write a script on page 76 in your Activity Book.
Key learning outcomes:prepare and write a script; use exclamation marks

seventy-nine 79
www.frenglish.ru
7 Lesson 8 Culture around the world: Australia
W h ole Cl as s
I’m in a very 1 What’s the weather like in the summer in
unusual town in Coober Pedy?
Australia today.
It’s called Coober 2 What’s unusual about Joey’s house?
Pedy. Can you
answer these 3 What’s Joey’s bedroom like?
questions?
4 What free-time activities can you do?

CD3 40
My town blog
Living in an Do you know that many

people build their houses
under the ground in my town?
Living underground is cooler
than living above ground. My
house is underground. It’s got
three bedrooms, a living room,
Hi, everyone. My name’s a kitchen and a bathroom.
Joey and I live in a small I love my bedroom. It hasn’t
town called Coober got a window, but it’s got
Pedy in Australia. It’s in beautiful stone walls and
the middle of a desert, a colourful blanket on the
so there isn’t a lot of bed. There are pictures of my
rain and it’s very hot in favourite sports stars on the
the summer. walls, too.
There’s lots to do in my town.
You can visit an underground
museum or go shopping at the
underground shops. One of my
favourite activities is golf. I play
above ground on the sand. I
can’t play in the day because
it’s too hot, so I play at night.
The balls are yellow so that you
can see them in the dark. It’s
underground fantastic!
bookshop
Think about your culture What different kinds of homes have

people got in your country?
Do the Australia web quest and the Unit Review on pages 77 ICT
and 78 in your Activity Book.
Key learning outcomes: read about living in an underground town in Australia,
80 eighty think about and research Australia
www.frenglish.ru
about houses. Where
would you like to live?
1 Watch the video. Which of these don’t you see in the video?
1 2 3 4 5

1 How many legs has the lighthouse got?
2 Where’s the grass on the house in Iceland?
3 How many wheels has the train house got?
4 How many bedrooms has the tall house got?
5 Where’s the house in Portugal?
3 Look at the picture quickly and close your books. Ask your partner three
questions. Do you remember the same things?
Paying attention
How many
windows has
the house got?
Key learning outcomes: watch and understand a video about houses

21st Ways of thinking: paying attention eighty-one 81
www.frenglish.ru
What’s on TV?
8 1 When do you watch TV? Which programmes Brai nsto rm
do you watch? Make a list.

CD3 44
3 Listen, look and sing The TV song.

CD3 45
1 cartoon 2 quiz show

I like watching game shows.
I love watching cartoons.
I don’t like watching talk shows.
What about you?
What do you like watching
In the afternoon?
3 film 4 music What about you?
programme
5 the news 6 talk show
7 documentary 8 the
weather
I like watching the news.
I love watching cartoons.
I don’t like watching quiz shows.
What about you?
What do you like watching
9 game show 10 comedy In the afternoon?
programme What about you?

Do you like watching the news? No, I don’t.
11 sports 12 advert Do you prefer watching
I prefer watching cartoons.
programme cartoons or films?
Key learning outcomes: identify and say types of TV programmes; sing

82 eighty-two a song about TV Vocabulary: TV programmes
www.frenglish.ru
Lesson 2 Grammar 8

CD3 47
Ravi: Did you watch TV yesterday, Josh?

Josh: Yes, I did.
Ravi: What did you watch?
Josh: Can you guess?
Ravi: Hmm … did you watch a sports programme?
Josh: No, I didn’t.
Ravi: Did you watch a cartoon?
Josh: Yes, I did.
Ravi: I know! Did you watch Super Snake?
Josh: Yes, I did. It’s my favourite programme.
2 Read again. What type of programme did Josh watch yesterday?

CD3 48
Past simple: Did …?

I a film
he a game show yesterday?
Did she watch a comedy programme last week?
we a sports programme last weekend?
you the news Remember!
they adverts did not = didn’t
4 Talk Partners Grammar clue

Ask and answer about the past. We can use short answers to answer
Did you watch a film last weekend? questions with Did …?
Yes, I did. Yes, we did.
Yes, I did. No, he didn’t. No, they didn’t.
Key learning outcomes: use did in past simple questions

Grammar: Did you watch a film last weekend? Yes, I did. No I didn’t. eighty-three 83
www.frenglish.ru
8 Lesson 3 Story
Before you read

1 Use the code to read the I’m making a 16–60–12–84–52–20–56–80–4–72–98
message from Luke. about my travels. Would you like to be on TV, too?
What type of TV programme do you think the children are on in the story?

CD3 49
Great teamwork!
1 Ravi, Josh and Lily are going 2 The first game starts
to be on a TV game show. and Josh wants to win.
This is so exciting! Slow down, Josh!
Teamwork is my
favourite TV
programme.
But the other

team are faster.
What’s the The teams work It doesn’t matter.

first game? together to carry water We need to work
through some rings. together.
3 The blue team were faster, but the 4 Next, the teams must
red team have got more water. carry a flag up the slide.
The red Wait for us, Josh.
team are the Hooray! We need to
winners! You climb together.
get ten points.
Oh no! The
slide is slippery.
I’m falling!
Key learning outcomes: read, listen and understand a story about teamwork
84 eighty-four Language: It was fantastic! We carried some water. We all jumped together.
www.frenglish.ru
8
5 The blue team win. Now 6 In the final game, each team
they’ve got ten points, too. must jump over a moving pole.
I’m sorry.
It doesn’t Remember.
matter, Josh. We must OK!
There’s one jump
more game. together.
7 The children hold hands. 8 One hour later …

Here comes What great prizes!
the pole. Teamwork! First,
How did you win? we carried some
water through
rings.
Then we
One, two, all jumped
three, jump! We’re the together.
winners! It was fantastic!
After you read

1 What’s the TV programme called? 3 What do the children carry up the slide?
It’s called ‘Teamwork’. 4 What do the children jump over?
2 What do the children carry through the rings? 5 Which team are the winners?
W ho le Cl ass
• Who prefers working alone in the story?

• Do you prefer working alone or working in a team?
• Why is it sometimes good to work in a team?
Values: working together
eighty-five 85
www.frenglish.ru

CD4 02
1 play cards 2 climb a tree 3 skip 4 phone a 5 paint a 6 plant seeds

friend picture
2 Listen and sing Did you watch TV?
CD4 03
Did you watch TV? I didn’t watch TV.

Did you watch it yesterday? I painted a picture in the afternoon.
Did you watch TV I planted seeds in the evening.
Or did you play? Yesterday was cool!
I didn’t watch TV. Chorus
I climbed a tree in the afternoon. I didn’t watch TV.
I skipped in the evening. I phoned a friend in the afternoon.
Yesterday was cool! I played cards in the evening.
Chorus Yesterday was cool!
3 Talk Partners Listen and follow. Repeat.

CD4 04
Past simple – regular verbs

I climbed a tree
He painted a picture last night.
She planted seeds last week.
didn’t climb a tree
We didn’t skip yesterday.
You didn’t phone a friend
They didn’t play cards
Grammar clue
4 Talk Partners Make true
sentences about the past. We add -ed to regular verbs to make the
past simple.
I didn’t phone a friend yesterday. play – played want – wanted
dance – danced
I painted a picture last week. But remember … I didn’t skip.
I didn’t climb a tree.
Key learning outcomes: identify and say regular verbs Vocabulary: regular verbs
86 eighty-six Grammar: I painted a picture last week. I didn’t phone a friend yesterday.
www.frenglish.ru
CD4 05
Speak and spell

’.
‘ph’ says ‘f
The dolphin fished and the elephant phoned a friend.
Now practise spelling on page 84 in your Activity Book. Listening tip!

Listen carefully for
2 Look at the chart. Listen and identify four differences. the times of the day.
CD4 06
yesterday yesterday yesterday last

morning afternoon evening night
Jane
David
3 Talk Partners Ask and answer to complete the chart.

What did Daisy
do yesterday
morning? She washed the car.
Thank you.
You’re welcome.
Bank: Unit 8
using questions with did Phonics: alternative spelling for the ‘f’ sound eighty-seven 87
www.frenglish.ru
8 Lesson 6 Reading
Literacy
Before you read
le C las s
W ho
1 What type of TV programmes do you think these are?

CD4 07
TV
Reviews
What’s on TV this week? Read these children’s reviews
to find out.
Song Stars Deep Sea Monsters Cody and Friends

This music programme is This documentary is about This comedy programme is
about some singers who want strange and dangerous sea about a group of friends who
to be famous. They must learn animals. There are two scientists write a school newspaper.
a new song every week and and they travel to the bottom The friends investigate things
sing it in front of lots of people. of the sea in a submarine. I love that happen in their school
I love this programme because the programme because you and always get into trouble.
the singers are really good. learn lots of interesting I don’t think it’s a very good
It’s also exciting when the information. It’s also scary programme. It’s sometimes
judges choose the best singer. because the scientists get very funny, but the ending is never
Song Stars is on Channel 1 close to the animals. Deep Sea a surprise. Cody and Friends is
on Thursday evening and it Monsters is on Channel 2 on on Channel 3 every afternoon
begins at seven o’ clock. Sunday afternoon and it at four o’ clock.
begins at five o’ clock.
by Jason, age 9 by Lucy, age 9
by Cassie, age 8
Which of these programmes do you want to watch?
After you read

88 eighty-eight Key learning outcomes: read and understand a review

www.frenglish.ru
Lesson 7 Writing 8
Text type: a review
Investigate a text
l e Cla ss
Wh o
1 Look at the picture. Think of questions to ask about this
TV programme.
2 Read and listen. Does the review answer your questions?
CD4 08
Dan the Detective Dog

This cartoon is about a clever dog
that lives with two boys. The boys
think the dog is a normal pet, but
it’s really a detective. The dog has
TV
Reviews
lots of adventures and always

saves the world at the last minute.
I love the programme because
it’s funny and exciting.Dan the
Detective Dog is on Channel 3
every afternoon at half past five.
by Robbie, age 8
Discuss a text
W h ole Cl ass
Look at the review and find …
1 the name of the programme.
Writing tip!
2 what type of programme it is. We use because to give a reason.
3 what the programme is about. My favourite character is Tina
because she’s very funny.
4 the reviewer’s opinion.
5 when it’s on TV.
6 what channel it’s on.
Plan and write a review on page 86 in your Activity Book.
Key learning outcomes:prepare and write a review; use because to give a reason
eighty-nine 89
www.frenglish.ru
8 Lesson 8 Culture around the world: USA
W h ole Cl as s
I’m in Hollywood, 1 Where’s Hollywood?

USA now. There are
lots of film and TV 2 Which famous prizes do they give?
studios here. Can 3 Where can you see a car chase?
you answer these
questions? 4 What can you see on the floor on
Hollywood Boulevard?

CD4 09
destination USA
Do you want to visit an interesting and exciting place?
WELCOME TO
Hollywood is part of a big city in the USA
called Los Angeles. The city is on the coast,
but there are lots of hills, too.
You can visit the famous Hollywood sign.
It’s incredible. Each letter is 14 metres tall.
That’s taller than two houses!
Hollywood
Boulevard is
Hollywood is in the centre
famous for the of the city.
Oscars. The Oscars On the floor,
are golden prizes there are
for the best film more than
of the year, as well 2,000 stars.
as for best acting, Each star has
music and scripts. got the name of a
Do you want to famous actor or actress
feel like a star? If you want to see how people make films, you inside it. Some of the stars
You can walk on can visit a real studio. You can see some amazing have got handprints, too.
the famous Oscars special effects there, for example an explosion or a Can you find the star for
red carpet. car chase. Be prepared for lots of surprises! your favourite actor?
Think about your culture Do you watch American films in your

country? Which are your favourite films?
Do the USA web quest and the Unit Review on pages 87 and 88 ICT
90 ninety Key learning outcomes: read about Hollywood; think about and research the USA
www.frenglish.ru
about television. What
do you like watching
on television?
1 Watch the video. What do people do with this equipment?
1 2 3 4 5
sentences.
1 The television studio is usually quiet.
2 The camerawoman wears headphones.
3 You need a lot of equipment to make a video.
4 A drone can film under the water.
5 You upload your video onto a computer.
3 Look and say. Would you like to do these jobs? Why? Why not?
Making a video 1 2
Making a video
together is fun.
Many people
work on lots of Camera operator Director
different things!
3 4
Presenter Editor
Key learning outcomes:watch and understand a video about television

21st Digital skills: Making a video ninety-one 91
www.frenglish.ru
Let’s celebrate!
9 1 Make a list of your favourite festivals. Bra ins to rm
How do you celebrate them?

CD4 13
3 Listen, look and sing There’s a festival.

CD4 14
1 band 2 toffee
apple Come on, Let’s eat a toffee apple
Come on, everyone. And watch the clowns.
There’s a festival today. Let’s ride on the roller coaster,
Let’s have fun! Zoom up and down.
3 parade 4 big wheel
5 fireworks 6 merry-go-
round
7 ghost train 8 bumper

cars
Let’s listen to the band Let’s watch the parade

And dance to the sound. And dance to the beat.
Let’s ride on the merry-go- Let’s ride on the ghost train
9 candyfloss 10 roller round, And SCREAM!
coaster Turn round and round. Chorus
Do you eat candyfloss?
Do you watch the fireworks?
Do you ride on a
11 clown 12 costume merry-go-round? Do you wear a costume?
Key learning outcomes: identify and say attractions at festivals; sing a song
92 ninety-two about a festival Vocabulary: attractions at festivals
www.frenglish.ru
Lesson 2 Grammar 9

CD4 16
Ravi: What did you do yesterday, Lily?

Lily: I went to the festival with Josh.
Ravi: Really? What did you do there?
Lily: I rode on the roller coaster and on the bumper cars.
Ravi: Cool! What did you eat and drink?
Lily: I ate some candyfloss and I drank some lemonade.
Ravi: Did you wear a costume?
Lily: No, I didn’t, but I saw lots of clowns. They were brilliant!
2 Read again. Did Lily do activities with these objects?

CD4 17
Past simple – irregular verbs

I wear?
he eat?
What did she drink?
we do?
you see?
they have?
Grammar clue
We add -ed to regular verbs in the past simple, but some verbs are irregular.
wear – wore drink – drank see – saw go – went
ride – rode eat – ate do – did have – had
4 Talk Partners Think of a festival where you live. Ask and answer about the past.
What did you see? I saw a big parade.
Key learning outcomes:use irregular verbs in the past simple

Grammar: What did you see? I saw a big parade. ninety-three 93
www.frenglish.ru
9 Lesson 3 Story
Before you read

1 Use the code to read the Happy birthday, Lily! Have a great
message from Luke. 12–20–48–20–8–72–4–80–36–60–56!
What do you think Josh and Ravi do for Lily in the story?

CD4 18 A surprise party
1 Yesterday was Lily’s birthday. 2 Ravi helped Josh and Dad
get ready for Lily’s party.
Hi, Josh. Are you ready for
Lily’s surprise birthday party? We made a cake.
Can you decorate
No, we aren’t. it, please?
Mmm … chocolate.
And Lily arrives My favourite!
home at four
o’clock. That’s in one hour!
3 4
Josh painted a message for Lily. Dad made some sandwiches.
Oh dear. Look
at the time! It’s
twenty-five to four.
H-A-P-P …
Key learning outcomes: read, listen and understand a story about a surprise birthday party
94 ninety-four Language: Yesterday was Lily’s birthday. Josh painted a message for Lily.
www.frenglish.ru
9
5 Dad, Josh and Ravi carried the 6 Josh fell down. What a mess!
things for Lily’s party outside.
Hurry up, Are you OK, Josh?
Josh. It’s
ten to four.
I’m
coming,
Dad.
Mind Yes, I am. But look at
the step, our clothes and look
Josh! at the cake!
7 A few minutes later, Lily arrived. 8 Lily saw Josh and Ravi’s clothes.
She was very surprised.
You’re a painter
and you’re a cook. Umm … yes. It’s
Happy You look great! a fancy dress
Birthday, party, Lily.
Lily!
A birthday party for me?

What an amazing surprise!
After you read

1 Ravi arrived at two o’clock. 3 Josh painted a picture.
No, he didn’t. He arrived at three o’clock. 4 Dad made a pizza.
2 Josh decorated the cake. 5 Lily was angry.
W h ole Cl ass
• Were the children happy at the end of the story?

• Do you like doing nice things for your friends and family?
• What nice things do you do?
Values: doing nice things for others ninety-five 95
www.frenglish.ru

CD4 20
1 ten past 2 twenty past 3 twenty-five 4 twenty-five 5 ten to eight 6 five to twelve
three one past eleven to four
2 Listen and sing Tick-tock.
CD4 21
Tick-tock, tick-tock. Tick-tock, tick-tock.

Yesterday, we didn’t stop. Yesterday, we raced the clock.
At five past three, At twenty-five to four,
At ten past three, At twenty to four,
At a quarter past three, At a quarter to four,
At twenty past three, At ten to four,
At twenty-five past three. At five to four.
Phew!
CD4 22
Past simple: What time did …?

I watch TV
he have lunch
What time did she play cards yesterday?
we start school
you go to bed
they do (your) homework
Grammar clue
To answer questions that begin with What time did …?, we use the past simple.
What time did you play cards? I played cards at half past four.
What time did you do your homework? I did my homework at six o’clock
4 Talk Partners Ask and answer about yesterday.
What time did you go to bed?
I went to bed at half past nine.
Key learning outcomes: identify and tell the time; use the past simple to ask and answer about the
96 ninety-six time Vocabulary: telling the time Grammar: What time did you go … ? I went … .
www.frenglish.ru
CD4 23
Speak and spell

s ‘c’
Sometime
says ‘s’.
Cecil the snake sang and danced at the city celebration.
2 Look at the clocks. Listen and identify four differences.

CD4 24
Listening tip!
1 arrived at the 2 rode on the 3 ate some Listen carefully. Some of the
festival ghost train candyfloss times sound similar, eg five
to seven and five past seven.
4 rode on the 5 watched the 6 went home

rollercoaster fireworks
3 Talk Partners Ask and answer. Draw the times.

What time did
Freddy arrive at
the festival? He arrived at ten past six.
At ten past six?

Yes, that’s right.
Bank: Unit 9
game using What time did …? Phonics: alternative spelling for the ‘s’ sound ninety-seven 97
www.frenglish.ru
9 Lesson 6 Reading
Literacy
Before you read
l e Cla ss
Who
1 Do you send emails? Who do you send emails to?
le Cl ass
Who
2 Look at the photos in the email. What do you think the email is about?

CD4 25
SUPERMAIL
From: jodie@funmail.com
To: mary@funmail.com
Subject: Festivals
Attachments: morris dancers.jpg; maypole.jpg
Hi Mary,
How are you? Thanks for your last email. Do you know that we celebrate a festival
called May Day in my town? We celebrate it every year on the first Monday of May.
I did lots of things last May Day. In the morning, I watched some Morris dancers.
The dancers wore special clothes and they painted their faces black. Then I
danced around a maypole with my friends. We had long ribbons in our hands when
we danced. In the afternoon, I went to the funfair.
I rode on the big wheel and on the ghost train,
but I didn’t ride on the roller coaster. In the evening,
I went to a concert in the park and I danced to the
music. I watched some fireworks at the end of
the evening, too. They were fantastic!
Do you celebrate a festival in your town? Tell me
about it.
Write soon!
Jodie
After you read

98 ninety-eight Key learning outcomes: read and understand an email

www.frenglish.ru
Lesson 7 Writing 9
Text type: an email
Investigate a text
le Cl ass
Wh o
1 In what order does this information appear in the email?
say goodbye ask a question say hello introduce the festival describe the activities

CD4 26
MAIL DIRECT
From: mary@funmail.com To: jodie@funmail.com
Subject: RE: Festivals Attachments: haggis.jpg
Hello Jodie,
Thanks for your email. I enjoyed reading about your May Day festival. I
live in Scotland and we celebrate a festival called Burns Night. Robert
Burns was a famous poet and we celebrate his birthday on 25th January
every year.
Last Burns Night was fantastic. In the evening, I had a big dinner and I ate
a traditional dish called haggis. Haggis is a sheep’s stomach with meat
inside. It sounds horrible, but it’s delicious! After dinner, I listened to
people reading poems by Robert Burns. Then I sang songs, but I didn’t
dance.
Would you like to go to this festival?
Bye for now,
Mary
Discuss a text
e
W h ol Cl ass
1 How do the emails start? Writing tip!
2 How do the emails finish? We use but to give
opposite information.
3 Do they talk about the order of the activities? We sang songs, but we
4 What information do the emails give didn’t dance.
about the festivals?
5 Do they give an opinion?
Plan and write an email on page 96 in your Activity Book.
Key learning outcomes: prepare and write an email; use but to give opposite information
ninety-nine 99
www.frenglish.ru
9 Lesson 8 Culture around the world: Canada
W h ole Cl as s
1 When is Canada Day?
I’m in Canada
now. There’s a 2 What do you need in the Pony
really cool festival Hop Race?
here in July. Can
you answer these 3 Who are the Mounties?
questions?
4 Where do lumberjacks work?

CD4 27
info Canada
1st July is Canada Day. It’s when we

celebrate the country’s birthday. There are
lots of exciting activities for all the family.
Canada Day
Fun for children Enjoy the parade Watch the
There are lots of The parade is a celebration lumberjack
games and activities of everyone in the show
for children. The community. There are Lumberjacks work in
most popular activity marching bands and the forests of Canada. In this amazing show, you
is the Pony Hop dancers. The traditional can see their traditional skills. They climb up and
Race. You need lots Canadian police are in the parade, too. They’re down tall trees and cut very big pieces of wood. The
of energy for this called the Mounties. They wear red jackets most exciting part of the show is the log rolling. In
activity and there’s a and big hats. In the past, they rode horses, this activity, two lumberjacks run on a log which is in
prize for the winner at but now they use cars, motorbikes and the water. The winner is the lumberjack who doesn’t
the end. helicopters. fall into the water.
Think about your culture Do you celebrate your town, region or

country? Which day is it? What do you do?
Do the Canada web quest and the Unit Review on pages 97 and IC T
Key learning outcomes: read about Canada Day; think about and
100 one hundred research Canada
www.frenglish.ru
about our school fete. Does
your school have a fete
before the summer holiday?
1 Watch the video. Which things were at the children’s school fete last year?
1 2 3 4 5

1 What did the children do in the morning?
2 What game did Chloe’s class play?
3 What did Mark eat?
4 What did the children watch in the afternoon?
5 What did the children watch in the evening?
3 Work in a group. Choose two snacks and two activities for your fete.
Then make a decision together.
Use page 99 in your Activity Book to help.
Making decisions in a group

It’s important to listen
to everyone’s opinions
and ideas when you Sn ac ks
Acti vitie s
work in a group.
bouncy castle toffee apples
fireworks cakes
throw a sponge game candyfloss
parade ice cream
face painting sweets
band burgers
Key learning outcomes:watch and understand a video about a school fete

21st Ways of working:making decisions in a group one hundred and one 101
www.frenglish.ru
A Lond on adventure!
Investigate l an a weekend trip do n and give a presentation.

P to Lon
eC
1 What do you know about London? What can you see and do there? Who l la ss
ai nst orm
2 Work in groups. Look at the map of London and make lists.Br
• List five types of transport. • List four famous buildings.
• List four parks.
St Paul’s Tower of
Cathedral London
5 Regent’s
Park
Big London
Green Ben Eye
Hyde Park Park
2 St James’s 1 Science Museum
Park 2 Buckingham Palace
4
6 3 River Cruise
1 3
4 Natural History Museum
5 London Zoo
6 London Aquarium
The Houses of Parliament
CD4 31
4 Choose two attractions and find out more. Digital tip!

Make notes on page 100 in your Activity Book. Use the Internet to find the
official webpage for each
attraction.
Buckingham Natural History

Science Museum River Cruise London Zoo Palace Museum London Aquarium
Key learning outcomes: share information about London; use the Internet to investigate
102 one hundred and two two London attractions Language: places in the city; transport; city attractions
www.frenglish.ru
1 Discuss the questions. Write the information on page 101

1 What two attractions are you going to visit Why don’t we go on the
on Saturday? London Eye on Saturday?
2 What famous building are you Let’s visit the Tower of London.
going to visit on Saturday?
Why don’t we go
3 What two attractions are you going to to London Zoo?
visit on Sunday?
4 What park are you going to visit on Sunday? Let’s visit Regent’s Park.
Cooperative learning Try to stay calm when you don’t agree with your group.
Digital tip!
2 Create a digital presentation of your trip. Photos are very important in a
digital presentation. They catch
people’s attention.
3 Present your school trip to your classmates.
The Tower of London

We’re going to visit
the Tower of London We’re going to go there by boat.
on Sunday morning.
We’re going to look ELL D

W
ON
at the crown jewels

and we’re going to
E!
take lots of photos.

GI V
E
ME
Think about your project Go to page 101 in your Activity Book. F I VE!
Key learning outcomes: work in a group to design a digital presentation of your trip; present your
trip to the class Language: Why don’t we (go to London Zoo)? Let’s (visit Regent’s Park). one hundred and three 103
www.frenglish.ru
Chinese New Year
Festivals
1 Read and answer.

Millions of people around the world celebrate Chinese New Year. The exact date of this
festival changes every year, but it’s always in January or February. The festival has got lots of
amazing traditions. Look at the pictures. What do you think people do?
2 Read and listen. Which tradition do you like the most? Why?
CD4 32
1 At Chinese New Year,

families have a special meal
together. There are always lots 2 Children receive special
envelopes from their family at
3 People decorate their houses
with beautiful lanterns at
Chinese New Year. The lanterns
of traditional dishes. People eat Chinese New Year. The envelopes are made of paper and there
soup, fish, green vegetables have got money inside them. The are riddles at the bottom. Riddles
and long noodles. Do you know envelopes are red because it’s are clever questions. Children
that it’s bad luck to cut the a lucky colour. They often have read the riddles when they visit a
noodles with a knife? People use drawings of lucky animals like house. If they know the answer,
chopsticks to eat them. lions and dragons, too. they get a present.
3 Read again and find the names of these things.

1 2 3 4 5 6
4 Solve the riddles with a partner. Order the six letters to find the mystery word.
1 It’s in one,
but not in
toe. What letter
2 There are
two in
spoon and one
3 This letter
is in word,
but not in
4 This letter is
in golf, but
not in flower.
5 There are
two in
address and
6 This letter
is in read,
but not in
is it? in fork. What window. What What letter is it? one in dress. drive. What
letter is it? letter is it? What letter is it? letter is it?
Now write your riddle and make a Chinese lantern.
Each year has got the name of an animal

ICT in the Chinese calendar. Use the internet
104 one hundred and four to find out the animals.
www.frenglish.ru
World Book Day Festivals
Wh ol e Cla ss
1 Read and answer.
Do you know that 23rd April is World Book Day? On this

day, many children around the world read stories and
poems in school. They write their own stories and poems,
too. What about you? Do you like reading books? Do you
like writing stories and poems?
2 Listen, read and match. Read the poem aloud. CD4 33
I sail the seas with pirates

I sail the seas with pirates I fly a magic carpet
To find a chest of gold. Across the desert sand.
I follow a white rabbit And then I fly a dragon
Down a long, black hole. In a faraway land.
I buy some magic beans I have a new adventure
And watch a tree grow. Each time I read a book.
I hide from a witch So if you like adventures,
In a land of ice and snow. Come and have a look!
How often do you read a book?

I read a book three
times a week.
What’s your favourite book?
My favourite book is
Geronimo Stilton.
What’s it about?
It’s about a mouse.
He’s a detective.
ICT Find out when children in the

UK celebrate World Book Day. one hundred and five 105
www.frenglish.ru
1 Vocabulary and Grammar Review
Vocabulary
1 Places in a school
1 gym 2 corridor 3 computer 4 football 5 school 6 playground

room pitch hall
7 library 8 bike stand 9 music room 10 basketball 11 canteen 12 vegetable

court garden
2 School subjects
1 ICT 2 Geography 3 History 4 Arts and Crafts 5 PE 6 Drama

Grammar A lot of question words begin with Wh- in English.
1
Wh- questions
use a computer?
Where
study Maths?
When do you play with your friends?
What do in the computer room?
We always use the verbto be when we talk about the things we’re good at.
2
Adverbs of manner
brilliant PE.
I’m very good at Arts and Crafts.
good Geography.
not very good Drama.
106 one hundred and six

www.frenglish.ru
Vocabulary and Grammar Review 2
Vocabulary
1 Household chores
1 make my 2 lay the 3 tidy up 4 clear the 5 feed my 6 walk the

bed table table pet dog
7 wash up 8 wash the 9 cook dinner 10 water the 11 hoover 12 dust

car plants the floor
2 Free-time activities
1 watch DVDs 2 do puzzles 3 read 4 draw 5 play computer 6 play board

comics pictures games games
Grammar We use adverbs of frequency
1 when we talk about routines.
Adverbs of frequency
My dad always cooks dinner.
My brother often lays the table.
My sister sometimes hoovers the floor.
My friend never tidies up.
When we want to know the frequency of an action, we askHow often …?

2
How often …?
watch DVDs?
your mum do puzzles?
How often does your dad read comics?
your brother play computer games?
play board games?
one hundred and seven 107

www.frenglish.ru
Vocabulary
1 Health problems
1 headache 2 flu 3 stomach 4 temperature 5 earache 6 cut

ache
7 cold 8 broken leg 9 cough 10 feel dizzy 11 sore throat 12 feel sick
2 Healthy and unhealthy habits
1 go to bed 2 go to bed 3 eat healthy 4 eat lots of 5 be active 6 be lazy

early late snacks sweets
Grammar We use the verbs feel and have got to
1 talk about health problems.
have got and feel
Have I / you / we / they got a cold?
Has he / she got a sore throat?
Do I / you / we / they feel dizzy?
Does he / she feel sick?
We use must and mustn’tto talk about rules and to give instructions.
2
must and mustn’t
eat healthy snacks.
You must be active.
mustn’t eat lots of sweets.
be lazy.
108 one hundred and eight

www.frenglish.ru
Vocabulary
1 Food
1 cheese 2 tuna 3 chillies 4 prawns 5 onions 6 mushrooms
7 olives 8 spinach 9 tomato 10 sweetcorn 11 peppers 12 pineapple

sauce
2 Adjectives to describe food
1 sweet 2 savoury 3 plain 4 spicy 5 soft 6 crunchy

Grammar
We use would like to ask for things.
1
would like
I / You some cheese.
He / She would like a lot of / lots of tuna.
You / We / They mushrooms.
spinach.
We use prefer to talk about the things we like more.

2
prefer
plain food.
I / You / We / They prefer spicy food.
He / She prefers soft food.
crunchy food.
one hundred and nine 109

www.frenglish.ru
Vocabulary
1 Sea animals
1 fish 2 turtle 3 crab 4 squid 5 shark 6 seahorse
7 whale 8 starfish 9 seal 10 jellyfish 11 dolphin 12 octopus

2 Adjectives to describe animals / people
1 heavy 2 ugly 3 pretty 4 colourful 5 intelligent 6 dangerous

Grammar We add –er to short adjectives when
1 we compare two things.
A seahorse smaller a seal.
A jellyfish bigger an octopus.
A dolphin is faster than a fish.
A whale slower a turtle.
A crab longer a squid.
We can use longer adjectives to compare two things, too.

2
An octopus prettier a whale.
A shark uglier a crab.
A dolphin is heavier than a seahorse.
A jellyfish more dangerous a squid.
A seal more colourful a turtle.
110 one hundred and ten

www.frenglish.ru
Vocabulary
1 Water sports equipment
1 flippers 2 wetsuit 3 mask 4 kayak 5 snorkel 6 helmet
7 life jacket 8 swimsuit 9 paddle 10 water-skis 11 surfboard 12 gloves

2 Adverbs of manner
1 swim quickly 2 swim slowly 3 ride well 4 ride badly 5 play quietly 6 play loudly
Grammar We use going to when we talk about
1 our plans for the future.
going to
play football next week.
I am / am not go swimming tomorrow.
He / She is / isn’t going to watch TV after school.
We / You / They are / aren’t go water-skiing at the weekend.
go surfing on Tuesday.
We use adverbs of manner to say how we do an activity.

2
Adverbs of manner
swim quietly.
I / You / We / They cycle well.
rollerblade slowly.
dances badly.
He / She
plays chess quickly.
one hundred and eleven 111

www.frenglish.ru
Vocabulary
1 Household objects
1 armchair 2 fridge 3 mirror 4 wardrobe 5 sink 6 painting
7 bookcase 8 sofa 9 mat 10 bath 11 cooker 12 cupboard

2 Personal belongings
1 earrings 2 bracelet 3 sunglasses 4 watch 5 keys 6 umbrella

Grammar We use was / wasn’t and were / weren’t
1 to talk about the past.
was and were
at school yesterday morning.
I / He / She was at home yesterday afternoon.
wasn’t at the swimming pool yesterday evening.
We / You / They were at the supermarket last week.
weren’t at the cinema last night.
We use was / were at the beginning of a question.

2
was and were questions
the watch
the umbrella on the table?
Was the bracelet under the armchair?
Were the earrings in the cupboard?
the keys
112 one hundred and twelve

www.frenglish.ru
Vocabulary
1 TV programmes
1 cartoon 2 quiz show 3 film 4 music 5 the news 6 talk show

programme
7 documentary 8 the 9 game show 10 comedy 11 sports 12 advert

weather programme programme
2 Free-time activities
1 play cards 2 climb a tree 3 skip 4 phone a 5 paint a 6 plant seeds

friend picture
Grammar
We use did when we ask a
1 question in the past simple.
Past simple: Did …?
I a game show yesterday?
Did he / she watch a comedy programme last week?
we / you / they a sports programme last weekend?
We add –ed to regular verbs in affirmative sentences.

But we don’t add –ed in negative sentences.
2
Past simple – regular verbs
I climbed a tree last night.
He / She painted a picture last week.
We / You / They didn’t climb a tree.
one hundred and thirteen 113

www.frenglish.ru
Vocabulary
1 Attractions at festivals
1 band 2 toffee 3 parade 4 big wheel 5 fireworks 6 merry-go-

apple round
7 ghost train 8 bumper 9 candyfloss 10 roller 11 clown 12 costume

cars coaster
2 Telling the time
1 ten past 2 twenty past 3 twenty-five 4 twenty-five 5 ten to eight 6 five to twelve
three one past eleven to four
Grammar We don’t add –ed to irregular
1 verbs in the past.
Past simple – irregular verbs
I wear?
What did he / she drink?
we / you / they do?
We use did in past tense questions,

but not when we use the verb be.
2
Past simple: What time did …?
I have lunch
What time did he / she play cards yesterday?
we / you / they go to bed
114 one hundred and fourteen

www.frenglish.ru
Cambridge Exams Practice: A1 Movers 1
Reading
and
Writing
1 Read the text and choose the best answer.
1 Peter: What do you do after school, 4 Peter: I love swimming.
Jack?
Jack: A Do we?
Jack: A I have my breakfast.
B It’s fine.
B I go to the park.
C Me too.
C I like school.
5 Peter: Do you want to go swimming on
2 Peter: What do you do there? Saturday?
Jack: A I go at four o’clock. Jack: A That’s a good idea.
B I go every week. B I’m very well, thank you.
C I play basketball. C Yes, that’s correct.
3 Peter: Are you good at sport? 6 Peter: Great! Let’s ask our mums.
Jack: A Yes, I am. Jack: A OK, I can see her.
B Yes, I do. B OK, I can see you.
C Yes, I can. C OK, I can see them.
2 Listen and follow. Which picture is different in number 1? Why? Speakin

CD4 34
g
3
Watch the External
Exams Video.
4
3 Work with a partner. Which pictures are different in numbers 2, 3 and 4? Why?
Key learning outcome: practise for A1 Movers Reading

and Writing Part 2 and Speaking Part 3 one hundred and fifteen 115
www.frenglish.ru
Reading
and
Writing
1 Read the story. Choose a word from the box. Write the correct words in
your notebook.
On Saturday, I wake up at eight o’clock. I always do my homework after breakfast .

Then I clean my bedroom and I make my 1 . In the afternoon, I like doing things with
my family and friends. When the weather is good, we go to the 2 to play football.
When it’s raining, we go swimming or we go to the 3 to watch a film. I like funny
films best. I 4 a lot when I watch them. In the evening, I play 5 with my little
brother. It’s great!
1 cinema 2 breakfast 3 laugh 4 dinner 5 park 6 computer 7 bed 8 cry

games
2 Now choose the best name for the story.

A Saturday fun! B My favourite day. C Work and play
3 Listen and look. What’s happening in picture 1? Speakin

CD4 35
g
Julia’s
1 2
bedroom
Julia
3 4
Watch the External

Exams Video.
4 Work with a partner. Tell the story.

116 one hundred and sixteen and Writing Part 3 and Speaking Part 2
www.frenglish.ru
Reading
and
Writing
1 Read the text. Choose the right words and write them in your notebook.
Doctors
1 doctors help people.

My favourite job is a doctor. I like this job because
Some doctors work in a hospital. They work in the

2 day and they sometimes work night.
3 Hospitals are quiet places. You talk on your 1 helps helping help
phone when you go there. 2 at in on
4 I go to a doctor when I’m not very . The 3 can mustn’t must
5 doctor always ‘What’s the matter?’ Then 4 well good sad
she takes my temperature. When I’ve got a bad
6 cold, I don’t go to school. It’s great I can read 5 tells asks answers
my comics at home. 6 but because for
2 Listen and look. What’s the difference? Speakin

CD4 36
g
A B
3 Work with a partner. Look and find more differences.

Watch the External
Exams Video.

and Writing Part 4 and Speaking Part 1 one hundred and seventeen 117
www.frenglish.ru
Reading
and
Writing
1 Look, read and write.
Complete the sentences.
wearing a blue T-shirt .

1 The boy at the table is
2 One bike is red and one

bike is .
Answer the questions.

3 What is Mum doing?
4 Where are the flowers?
Now write two sentences about the picture.

2 Listen and follow. What’s the missing information? Speakin
CD4 37
g
Examiner: Let’s talk about food. What do
you usually have for breakfast?
Pupil: I usually have for breakfast.
Examiner: How often do you eat fruit?
Pupil: I eat fruit .
Examiner: What food don’t you like?
Pupil: I don’t like .
Examiner: Tell me about your favourite food.
Pupil: I like best.
3 Work with a partner. Ask and answer.
Speaking tip!
Look at the person
Watch the External who is speaking to you.
Exams Video.

118 one hundred and eighteen and Writing Part 6 and Speaking Part 4
www.frenglish.ru
Reading
and
Writing
1 Look at the pictures and read the story. Write some words in your notebook
to complete the sentences about the story. You can use 1, 2 or 3 words.
A day at the beach
Fred’s family live in the city, At the beach, Fred and his
but at the weekend they family go swimming. They
go to the beach. They’re in see lots of fish and there are
the car now. They’re talking some shells on the sea floor.
about the beach. Fred’s sister is happy, but then
she sees a big animal.
‘I enjoy fishing on the rocks,’
says Dad. ‘Help! It’s a shark!’ she shouts.
‘Swimming in the sea is better,’ says Fred. But it isn’t a shark. It’s a dolphin. It swims with the
family and Fred’s sister is very happy.
Fred’s sister doesn’t like swimming in the sea.
She’s afraid of sharks.
1 At the weekend, Fred goes to the beach .
4 There are some at the bottom of the
sea.
2 Fred’s father likes . 5 Fred’s sister thinks she can see .
3 Fred’s sister thinks are scary. 6 Fred’s sister is happy because she swims with
.
2 Listen and look. What’s the difference? Speakin
CD4 38
g
A B
3 Work with a partner. Look and find more differences.
Watch the External

Exams Video.

and Writing Part 5 and Speaking Part 1 one hundred and nineteen 119
www.frenglish.ru
Reading
and
Writing
1 Read the text and choose the best answer.
1 Vicky: Do you want to go to the sports 4 Vicky: How often do you go skateboarding?
centre tomorrow, Jack?
Jack: A About once a week.
Jack: A Yes, I do
B I skateboard well.
B Yes, I can.
C I skateboard fast.
C Yes, I am.
5 Vicky: What about asking Alice to come
2 Vicky: Great! Which sport do you want too?
to do?
Jack: A That’s a good idea.
Jack: A Yes, that’s right.
B I’m very well, thank you.
B What about skateboarding?
C It’s nice.
C I play basketball.
6 Vicky: I can phone her this afternoon.
3 Vicky: Good idea! I love skateboarding.
Jack: A OK. I’m fine.
Jack: A Do we?
B Sorry.
B It’s fine.
C OK. Thank you.
C Me too.
Watch the External
Exams Video.

120 one hundred and twenty and Writing Part 2
www.frenglish.ru
Reading
and
Writing
1 Look and read. Choose the correct words and write them in your notebook.
1 This animal has got big teeth. It lives on the land. a lion
2 This is often in the living room. You sit on it.
3 You try to score a goal when you play this sport.
4 You wear this around your neck when it’s cold.
5 You hit a ball with a bat when you play this game.
6 You often put this on the floor in the living room. You stand on it.
1 a shark 2 football 3 a scarf 4 an 5 a mat 6 baseball 7 a coat 8 a lion

armchair
2 Listen and follow. What’s the missing information? Speakin

CD4 39
g
Examiner: Let’s talk about free time. What do you do

after school?
Pupil: .
Examiner: Do you watch TV after school?
Pupil: Yes, I watch TV.
Examiner: Where were you yesterday evening?
Pupil: I was at yesterday evening.
Examiner: Tell me about your weekend.
Pupil: On Saturday I usually and on Sunday
I . Watch the External
Exams Video.
Speaking tip!
3 Work with a partner. Ask and answer the questions. Try to answer the
questions with a
complete sentence.
and Writing Part 1 and Speaking Part 4 one hundred and twenty-one 121
www.frenglish.ru
Reading
and
Writing
1 Read the text. Choose the correct words and write them in your notebook.
The cinema
1 There is a big cinema in my town. It’s in front of
the sports centre and it’s open every day. You
2 watch different films there. I sometimes go
3 with my family and we like funny films.
Yesterday was my birthday and I invited my friends 1 in on up
4 to the cinema. We watched a film a funny 2 are do can
robot and we laughed a lot. The robot played 3 watches watching watch
5 football very . After the cinema, I opened
4 about on for
6 a birthday present. It a DVD of my favourite
5 good well bad
film. What a brilliant present!
6 was is were
2 Listen and look. What’s happening in picture 1? Speakin

CD4 40
g
Jack and the kitten

1 2 3 4
Jack
3 Work with a partner. Tell the story. 4 Now listen to the story.
CD4 41
Watch the External

Exams Video.

122 one hundred and twenty-two and Writing Part 4 and Speaking Part 2
www.frenglish.ru
Reading
and
Writing
1 Look at the pictures and read the story. Write some words in your notebook
to complete the sentences about the story. You can use 1, 2 or 3 words.
A fantastic day
Yesterday, Clare and her The family was sad, but
family wanted to go to mum had a good idea.
a funfair. In the car, they She drove the car to the
talked about the exciting beach. There, the family
rides there. sailed a boat. It was very
windy.
‘I want to go on a fast
ride,’ said Clare. ‘This is faster than a ride,’
shouted Clare.
‘And I want to go on an
exciting ride,’ her big brother said. ‘It’s more exciting than a ride too’, said her
brother.
’Here we are!’ said Dad. But the funfair was
closed. The family had a fantastic day at the beach.
1 The family went to the funfair by car . 4 The family went to .

2 Clare wanted to go on . 5 The weather was .
3 The family didn’t go to the funfair because it 6 Clare said that sailing a boat was
. a ride.
2 Listen and follow. Which picture is different in number 1? Why? Speakin

CD4 42
g
1
3
Watch the External
Exams Video.
4
3 Work with a partner. Which pictures are different in numbers 2, 3 and 4? Why?

and Writing Part 5 and Speaking Part 3 one hundred and twenty-three 123
www.frenglish.ru
Cambridge Exams Practice: A1 Movers
Speakin
g
Key learning outcome: practise for A1 Movers Speaking Part 1

124 one hundred and twenty-four
www.frenglish.ru
Speakin
g
Sally
Sally’s birthday

one hundred and twenty-five 125
www.frenglish.ru
Speakin
g

126 one hundred and twenty-six
www.frenglish.ru
External Exams Syllabus
Unit Cambridge Exams Cambridge Exams Trinity Exam Practice

Practice (Pupil’s Book) Practice (Activity Book) (Teacher’s Resource Bank)
1
A1 Movers Reading and Writing Part 2 A1 Movers Listening Part 4 Grade 4
Task: Reading a dialogue. Choosing the Task: Listening for specific information. Giving information about a topic. Ask and
correct response by circling a letter. A1 Reading and Writing Part 6 answer questions about the topic.
A1 Movers Speaking Part 3 Task: Completing and writing sentences,
Task: Explaining why a picture is different. responding to questions.
2
Task: Reading for specific information and Task: Listening for words, names and Giving information about a topic. Ask and
gist. Choosing and copying missing words. detailed information. Matching pictures answer questions about the topic.
A1 Movers Speaking Part 2 with words.
Task: Understanding the beginning of a story A1 Movers Reading and Writing Part 1
and then continuing it. Describing pictures. Task: Matching definitions to words.
3
Task: Reading a text with pictures and Task: Listening for names, spellings and Communicating information in a simple way.
choosing missing words to fill in gaps. other information. Writing words or Expressing simple comparisons.
A1 Movers Speaking Part 1 numbers.
Task: Describing two pictures by using short A1 Movers Reading and Writing Part 2
responses. Identifying differences. Task: Reading a dialogue. Choosing the
correct response by circling a letter.
4
Task: Completing sentences, responding to Task: Listening for names and descriptions. Exchanging basic information about every
questions, writing sentences about a picture. Drawing lines to match names to people. day life by asking and answering simple
A1 Movers Speaking Part 4 A1 Movers Reading and Writing Part 3 questions.
Task: Understanding and responding to Task: Reading for specific information
personal questions. and gist. Choosing and copying missing
words.
5
Task: Reading a story. Completing sentences Task: Listening for specific information. Giving information about a topic. Ask and
by writing one, two or three words. A1 Movers Reading and Writing Part 1 answer questions about the topic.
A1 Movers Speaking Part 1 Task: Matching definitions to words. Grade 5
Task: Describing two pictures by using short Responding to requests for clarification and
responses. Identifying differences. give reasons for making statements.
6
Task: Reading a dialogue. Choosing the Task: Listening for words, colours and Communicating information in a simple way.
correct response by circling a letter. specific information. Colouring and writing. Describing current activities.
A1 Movers Reading and Writing Part 4
Task: Reading a text with pictures and
choosing missing words to fill in gaps.
7
Task: Matching definitions to words. Task: Listening for names and descriptions. Exchanging basic information about every
A1 Movers Speaking Part 4 Drawing lines to match names to people. day life by asking and answering simple
Task: Understanding and responding to A1 Movers Reading and Writing Part 6 questions.
personal questions. Task: Completing sentences, responding
to questions, writing sentences about a
picture.
8
Task: Reading a text with pictures and Task: Listening for specific information Giving information about a topic. Ask and
choosing missing words to fill in gaps. (past tense). answer questions about the topic.
A1 Movers Speaking Part 2 A1 Movers Reading and Writing Part 4 Grade 5
Task: Understanding the beginning of a story Task: Reading a text with pictures and Showing understanding by responding
and then continuing it. Describing pictures. choosing missing words to fill in gaps. appropriately to questions.
9
Task: Reading a story. Completing sentences Task: Listening for names, spellings and Communicating information in a simple way.
by writing one, two or three words. other information. Expressing simple comparisons.
A1 Movers Speaking Part 3 A1 Movers Reading and Writing Part 3
Task: Explaining why a picture is different. Task: Reading for specific information and
gist. Choosing and copying missing words.
Extra A1 Movers Speaking Part 1 A1 Movers Speaking Part 2 A1 Movers Speaking Part 3
Speaking Task: Describing two pictures. Understanding the beginning of a story and Task: Explaining why a picture is different.
then continuing it. Describing pictures.
Practice
one hundred and twenty-seven 127

www.frenglish.ru
PUPIL’S BOOK 3
S Welcome to the lighthouse! page 4
1 Time for school page 8
2 Helping hands page 18
3 Fit and healthy page 28
My project 1: The zoo challenge page 38
4 Creative cooking page 40
5 Under the sea page 50
6 Sports mad page 60
My project 2: Treasure islands page 70
7 Detectives page 72
8 What’s on TV? page 82
9 Let’s celebrate! page 92
My project 3: A London adventure page 102
Festivals: Chinese New Year page 104
Festivals: World Book Day page 105
Vocabulary and Grammar Review page 106
Cambridge Exams Practice page 1 1 5
Donna Shaw • Joanne Ramsden
www.frenglish.ru
Macmillan Education Limited Photo/Tatyana Tomsickova p37(3), Alamy Stock Photo/The British Columbia Collection p100(br),
4 Crinan Street Alamy Stock Photo/Marek Uliasz pp60(9), 111(9), Alamy Stock Photo/vario images GmbH & Co.KG
London N1 9XW pp28(11), 108(11), Alamy Stock Photo/Qrt p14(c), Alamy Stock Photo/David Wall pp80(br, inset),
92(10), 114(10), Alamy Stock Photo/Jim West pp18(7), 107(1.7), Alamy Stock Photo/WizData, inc
Companies and representatives throughout the world p101(2), Alamy Stock Photo/Zoonar GmbH pp22(5), 72(4), 88(banner), 89(banner), 107(2.5),
112(1.4); Getty Images pp34(banner), 35(banner), 38(ostrich)(snake)(monkey)(lizard)(tiger)(eagle)
Give Me Five! Level 3 Pupil’s Book ISBN 978-1-380-01358-3 (tortoise), 40(8)(12), 44(1)(2), 50(1)(2), 56(cr), 60(7)(2), 80(cl, inset), 88(cm), 110(1)(2), 109(12)(8)
Give Me Five! Level 3 Pupil’s Book with Digital Pupil’s Book and Navio App ISBN 978-1-035-10880-0
(1-bottom)(2-bottom), 111(7)(2), Getty Images/Aurora/David Santiago Garcia p81(3, cr), Getty
Images/BBC Creative/BBC Universal p81(1), Getty Images/Heide Besser pp22(3), 107(2.3), Getty
Text © Donna Shaw and Joanne Ramsden 2018
Images/Bettmann pp92(3), 114(3), Getty Images/Blend Images/KidStock p101(3), Getty Images/
Design and illustration © Macmillan Education Limited 2018 Blue Jean Images/Lane Oatey p104(2.2), Getty Images/Doug Byrnes pp72(6), 112(1.6), Getty
Images/Corbis pp22(4), 107(2.4), Getty Images/Corbis/Fuse p88(cl), Getty Images/Corbis
The authors have asserted their right to be identified as the authors of this work in accordance with Entertainment/John Gress /© A.M.P.A.S. p90(bl, inset), Getty Images/Corbis Entertainment/Frank
the Copyright, Designs and Patents Act 1988. Trapper p90(br inset), Getty Images/Creatas Video/Angelafoto p37(2), Getty Images/Creatas Video/
GMVozd p37(4), Getty Images/Creatas Video+/monkeybusinessimages p27(cr), Getty Images/
This edition published 2018 Creatas Video/simonkr p69(cr), Getty Images/Cultura/Adie Bush p58(c), Getty Images/Cultura/Zak
First edition entitled “High Five! English” published 2014 by Macmillan Education Limited Kendal p58(bl, inset), Getty Images/DEA / G. CIGOLINI pp72(9), 112(1.9), Getty Images/Steve
Debenport pp8(12), 106(12), Getty Images/DigitalVision/Manchan p9(cl), Getty Images/
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, dorioconnell p16(cr), Getty Images/E+/ARSELA pp76(4), 112(2.4), Getty Images/E+/bradleyhebdon
or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or pp22(2), 107(2.2), Getty Images/E+/Michael DeLeon p11(br), Getty Images/E+/MCCAIG p101(1),
otherwise, without the prior written permission of the publishers. Getty Images/E+/Pgiam pp78(banner), 79(banner), Getty Images/E+/vpopovic pp115-126(banner),
Getty Images/ewg3D p73(c), Getty Images/exxorian p104(banner), Getty Images/EyeEm/Katja
Series concept design by Tom Cole
Knuth-Herzig p59(3), Getty Images/Grassetto pp72(11), 112(1.11), Getty Images/Brian Hagiwara
Designed by Anthony Godber
pp40(2), 109(2-top), Getty Images/John Harper p103(crown, inset), Getty Images/huronphoto
Page make-up by EMC Design Ltd
pp28(9), 108(9), Getty Images/Image Bank Film/Signature/Backyard Productions Inc p37(cr), Getty
Illustrated by Mark Brierley, Sam Church, Andy Keylock, Janette Louden, Dusan Pavlic, Ángeles
Images/Imagemore Co., Ltd. p68(cr), Getty Images/Image Source p58(br, inset), Getty Images/
Peinador, Anthony Rule, Shahab Shamshirsaz, Simon Walmesley
iStock/artisteer p91(1), Getty Images/iStock//asiseeit p75(br), Getty Images/iStock/PicturePartners
Cover design by Bigtop Design Limited
p37(1), Getty Images/Johner Images pp86(6), 113(6), Getty Images/Juanmonino pp28(2), 108(2),
Cover photographs by Getty Images/National Geographic RF/Alex Treadway; Tom Dick and Debbie
Getty Images/Rich Lewis pp50(6), 110(6), Getty Images/Tim Macpherson p73(cr), Getty Images/
Productions
David Madison p68(tc), Getty Images/Lawrence Manning pp60(11), 111(11), Getty Images/Gideon
Cover illustration by Ángeles Peinador
Mendel p102(London Aquarium), Getty Images/Moment/Lynn Koenig pp18(4), 107(1.4), Getty
Picture research: Sally Cole; Fernanda Rocha/Ikonia LLC
Images/Moment/Nenov pp46(banner), 47(banner), Getty Images/National Geographic/Joel Sartore
Songs produced and arranged by Tom Dick & Debbie Productions
pp28(10), 108(10), Getty Images/Andrey Nekrasov p59(1), Getty Images/OlafSpeier p49(cr), Getty
Recordings produced and arranged by Footsteps and Tom Dick & Debbie Productions
Images/philipimage pp28(12), 29(cr), 108(12), Getty Images/PhotoAlto/Laurence Mouton p23(ml)
Authors’ acknowledgements Page 23(ml), Getty Images/Photodisc pp60(12), 111(12), Getty Images/Photodisc/Marc Debnam
The authors would like to thank everyone at Macmillan who has given help and advice throughout pp18(1), 107(1.1), Getty Images/Photodisc/Getty Images Plus/Sabine Scheckel p104(3.2), Getty
this project. Special thanks from Jo to Carlos, Daniel and Alex for their patience and support during Images/Photolibrary/Mark Williamson p81(5), Getty Images/pixel107 pp72(2), 112(1.2), Getty
this process. Special thanks from Donna to José, Elisa, Teresa and Marina for their encouragement Images/Stephane ROCHON pp50(3), 110(3), Getty Images/RonTech2000 p104(3.1), Getty Images/
and enthusiasm George Rose p100(bl), Getty Images/James Ross p26(background), Getty Images/Galen Rowell
p70(bl), Getty Images/Science Photo Library pp28(5), 29(cl), 108(5), Getty Images/Denis Scott
Acknowledgements p56(cl), Getty Images/sinankocaslan pp72(8), 112(1.8), Getty Images/Gerard Soury pp50(10),
The publishers would like to thank the following teachers for their contribution to the project: 110(10), Getty Images/Stockbyte pp22(1), 107(2.1), Getty Images/Stockbyte/Comstock pp60(10),
Ana Postigo, CEIP Vicálvaro, Madrid; Beatriz García Vaquero, CEIP Mariano José Larra, Madrid; 111(10), Getty Images/Stone/Flashpop pp92(12), 114(12), Getty Images/Tetra images RF p103(c,
Damián Quiralte Fresneda, CEIP Claudio Moyano, Madrid; Eamonn Healy, Colegio SEK Santa inset), Getty Images/The Image Bank/ML Harris p72(12), 112(1.12), Getty Images/The Image Bank/
Isabel, Madrid; Elvira Robledo Gandarias, Colegio Ayalde, Loiu, Vizcaya; Francisco Javier Navarro Jose Luis Pelaez p43(br) Page 43(br), Getty Images/Tobias Titz pp8(10), 9(cr), 106(10), Getty
Pineda, Colegio Tajamar, Madrid; Guiomar Yagüe Martínez, CEIP Celso Emilio Ferreiro, Móstoles, Images/Mikael Vaisanen p67(m)(cr, inset), Getty Images/Klaus Vedfelt pp86(5), 113(5), Getty
Madrid; Henar Del Gallo Muñoz, CEIP Cantos Altos, Collado Villalba, Madrid; Ignacio de la Puente Images/Verve+/ReeldealHD Ltd p91(cr), Getty Images/Westend61 pp40(9), 67(tr, inset), 109(9);
Rodríguez, CEIP El Cantizal, Las Rozas, Madrid; Inmaculada Romero Fanego, CEIP Príncipes de Glow Images/ImageBROKER/Ingo Schulz p80(c);Joe Fox Photography p16(bl); Macmillan
Asturias, Pozuelo de Alarcón, Madrid; Laura Tenorio, CEIP Esperanza, Madrid; María del Rosario Education Ltd pp78(3), 105(tl), 112(2.3),Macmillan Education Ltd./Australia pp18(10), 38(penguin),
García Leal, CEIP Rufino Blanco, Madrid; Patricia Sanz, CEIP Félix Rodríguez de la Fuente, Coslada, 107(1.10), Macmillan Education Ltd./Brand X p44(3)(5), 50(5)(8), 92(5), 102(Buckingham Palace),
Madrid; Silvia San José Paul, CEIP El Cantizal, Las Rozas, Madrid; Víctor Molinero Cuartango, CEIP 109(2.3)(2.5), 110(5)(8), 114(5), Macmillan Education Ltd./Comstock Images pp40(6)(1), 78(5),
Ciudad de Roma, Madrid; Virginia Escalona Monreal, CEIP La Encina, Las Rozas, Madrid; Laura 109(1.6)(1.1), 112(2.5), Macmillan Education Ltd./Corbis pp24(banner), 25(banner), 60(1)(5), 72(1),
Zarzuelo, Colegio Virgen de la Almudena, Collado Villalba, Madrid; Eugenio Domínguez, Colegio 92(11), 111(1)(5), 112(1.1), 114(11), Macmillan Education Ltd./ImageSource pp8(2), 28(4), 40(7),
Virgen de la Almudena, Collado Villalba, Madrid; Silvia Díez de Rivera, Colegio Orvalle, Las Rozas, 50(7), 102(River cruise), 106(2), 108(4), 109(1.7), 110(7), Macmillan Education Ltd./iStockphoto
Madrid; Maite Crespo, Colegio Jesús Nazareno, Madrid; Rocío González, Colegio Jesús Nazareno, pp28(1), 108(1), Macmillan Education Ltd./John Foxx Images p55(elephant), Macmillan Education
Madrid; Silvia Valderrama, CEIP Benito Pérez Galdós, Arganda del Rey, Madrid; Lilian Villafuerte, Ltd./PhotoAlto pp40(11), 109(1.11), Macmillan Education Ltd./Photodisc p44(4)(6), 55(giraffe),
CEIP Rosa Chacel, Collado Villalba, Madrid; Cristina Baeza, CEIP Rosa Chacel, Collado Villalba, 57(cr), 109(2.4)9(2.6), Macmillan Educatio Ltd./Photospin p38(parrot), Macmillan Education Ltd./
Madrid; Carlota Padovani, CEIP Vicálvaro, Madrid; Leyre Alcalde, CEIP Cortes de Cádiz, Madrid; Powerstock pp50(11), 110(11), Macmillan Education Ltd./Stockdisc p35(cl), Macmillan Education
María Andrés, Colegio Matter Inmaculata, Madrid. Ltd./Stockbyte pp8(3), 78(6), 86(4), 106(3), 112(2.6), Macmillan Education Ltd.Stockbyte/Kaz Chiba
pp56(banner), 57(banner), Macmillan Education Ltd./David Tolley pp60(8), 111(8);plainpicture/
The author and publishers would like to thank the following for permission to reproduce their amanaimages/Junko Takahashi pp50(4), 110(4), plainpicture/Astrakan/Adam Haglund p34(bl),
images: plainpicture/Blend Images pp72(10), 112(1.10), Plainpicture/Fancy Images p85(br), plainpicture/
Alamy Stock Photo/Alchemy pp92(6), 114(6), Alamy Stock Photo/Archideaphoto pp72(7), 112(1.7), NaturePL/Michael Pitts pp50(9), 110(9), plainpicture/Daniela Podeus p102(London Zoo),
Alamy Stock Photo/Sergio Azenha pp92(1), 114(1), Alamy Stock Photo/David Bagnall pp92(8), plainpicture/Westend61/Gerald Nowak p36(c);Shutterstock/AALA IMAGES p48(tr), Shuttestock/
114(8), Alamy Stock Photo/Ingrid Balabanova pp8(7), 106(7), Alamy Stock Photo/Blend Images Africa Studio pp17(1), 29(mr), Shutterstock/Air Images p9(mr), Shutterstock/ananaline p104(3.6),
pp18(2) 107(1.2), Alamy Stock Photo/blickwinkel p38(alligator), Alamy Stock Photo/Blue Jean Shutterstock/asharkyu pp104(2.3), 104(4), Shutterstock/bonzodog p81(2), Shutterstock/Andrew
Images p104(2.1), Alamy Stock Photo/BSIP SA pp28(3), 108(3), Alamy Stock Photo/Pearl Bucknall Burgess p27(5), Shutterstock/Przemyslaw Ceynowa p49(3), Shutterstock/Paul Cowan p99(cr),
pp66(br)66(banner), 67(banner), Alamy Stock Photo/Jeannie Burleson pp8(8), 106(8), Alamy Stock Shutterstock/Daboost p17(3), Shutterstock/Dana.S p101(4), Shutterstock/Andrey Eremin p27(2),
Photo/Paul Carstairs pp92(7), 114(7), Alamy Stock Photo/Jacky Chapman pp18(3), 107(1.3), Alamy Shutterstock/sonya etchison pp18(6), 107(1.6), Shutterstock/FeellFree p27(4), Shutterstock/
Photo Stock/Richard Chivers-VIEW pp8(1), 106(1), Alamy Stock Photo/Mark Conlin pp50(12), AnnaGrigorjeva p37(5), Shutterstock/indigolotos p17(4), Shutterstock/Jag_cz p59(4), Shutterstock/
110(12), Alamy Stock Photo/Convery flowers p98(cr), Alamy Stock Photo/Cultura Creative pp34(br), Iurii Kachkovskyi p49(1), Shutterstock/Kokoulina p59(cr), Shutterstock/Artem Kutsenko p49(5),
53(br), 95(br), Alamy Stock Photo/Cultura RM p56(br), Alamy Stock Photo/Thomas Dressler p68(bc, Shutterstock/Lopolo p17(mr), Shutterstock/Madlen p101(5), Shutterstock/milart pp92(2), 93(cmr),
inset), Alamy Stock Photo/Chad Ehlers p90(tr), Alamy Stock Photo/Gaertner p70(bc), Alamy Stock 114(2), Shutterstock/Oleg Mikhaylov p93(cr), Shutterstock/Nata-Lia p91(2), Shutterstock/Nataliia
Photo/Jamie Grill pp8(9), 106(9), Alamy Photo Stock/Ingemar Edfalk p26(tr), Alamy Stock Photo/ Liubinetska p69(5), Shutterstock/Nataliia K p27(3), Shutterstock/objectsforall p69(2), Shutterstock/
Richard Ellis p36(br, inset), Alamy Stock Photo/David Fleetham p58(cm, inset), Alamy Stock Photo/ PhotographyByMK p69(1), Shutterstock/Pressmaster p34(cm), Shutterstock/Keith Publicover
foodfolio pp40(10), 109(10), Alamy Stock Photo/Elly Godfrey p105(banner), Alamy Stock Photo/Jon p17(5), Shutterstock/Jane Rix p59(2), Shutterstock/Egor Rodynchenko pp40(3), 109(3-top),
Helgason p69(3), Alamy Stock Photo/D. Hurst pp76(2), 112(2.2), Alamy Stock Photo/Iconotec Shutterstock/Sashkin p91(5), Shuttestock/SergiyN p29(ml), Shutterstock/Sopa_Collection p73(cl),
pp60(3), 111(3), Alamy Stock Photo/Imagic Education p9(ml), Alamy Stock Photo/Image Source Shutterstock/Tim UR p49(4), Shutterstock/Tom K Photo p49(2), Shutterstock/vchal p91(4),
Plus pp28(6), 67(br, inset), 108(6), Alamy Stock Photo/Image Source Salsa pp86(2), 113(2), Alamy Shutterstock/Yellow Cat 104(3.3), Shutterstock/wavebreakmedia p105(b), Shutterstock/
Stock Photo/Michael Kemp p102(Science Museum), Alamy Stock Photo/Kuttig - People pp18(5), wildestanimal p59(5), Shutterstock/WiP-Studio p21(br), Shutterstock/Alexander Zegrachov pp72(3),
107(1.5), Alamy Photo Stock/Jim Lane pp8(4), 106(4), Alamy Stock Photo/JJM Stock Photography/ 112(1.3); Superstock/Blend Images pp18(8), 28(7)(8), 88(cr), 107(1.8), 108(8)(7), Superstock/
Travel p90(c), Alamy Stock Photo/Ianni Dimitrov Pictures pp22(6), 107(2.6), Alamy Stock Photo/ Cultura Limited p26(br, inset), Superstock/Tetra Images p31(br).
Leonid Iastremskyi pp27(1), Alamy Stock Photo/Keith Leighton pp40(5), 109(5-top), Alamy Stock
Photo/Life on white pp38(giraffe), 55(hippopotamus), Alamy Stock Photo/LightField Studios Commissioned photographs by Lisa Payne pp7, 11 (bl), 12, 13, 21(bl), 31(bl), 32, 33(ml, bm), 39,
pp18(12), 107(1.12), Alamy Stock Photo/Andrew Mayovskyy p81(4), Alamy Stock Photo/MBI 43(bl), 45, 53(bl), 54, 55(b), 61, 63(bl), 65, 71, 75(bl), 76(b), 78(cr), 85(bl), 87, 95(bl), 96, 103(br),
pp18(9), 86(3), 107(1.9), 113(3), Alamy Stock Photo/Micheko Productions, Inh. Michele Vitucci 118(ml), 121.
pp72(5), 112(1.5), Alamy Photo Stock/Jeff Morgan 07 pp8(6), 106(6), Alamy Stock Photo/Narrow
Street Photography p16(ml), Alamy Stock Photo/Nik Taylor Sport pp60(6), 111(6), Alamy Stock Commissioned photography by Tom Dick and Debbie Productions pp17(t, b), 23(b), 27(1, t, b),
Photo/Zoran Obradovic p93(cml), Alamy Stock Photo/ONOKY - Photononstop pp18(11), 86(1), 37(t, b), 29(br), 49(t, b), 59(t, b), 64, 69(t, b), 77, 78(cr), 81(t, b), 91(t, b), 97(b), 101(t, b), 103(tr, tl,
107(1.11), 113(1), Alamy Stock Photo/Oramstock pp92(4), 114(4), Alamy Stock Photo/PhotoCuisine mr, ml, bmr, bl)
RM p104(3.5), Alamy Stock Photo/Photofusion Picture Library pp8(5), 106(5), Alamy Stock Photo/
These materials may contain links for third party websites. We have no control over, and are not
photonic 17 pp76(1), 112(2.1), Alamy Stock Photo/Pierre Rochon photography p100(c), Alamy Stock
responsible for, the contents of such third party websites. Please use care when accessing them.
Photo/Radharc Images p16(tl), Alamy Stock Photo/Radius Images p63(br), Alamy Stock Photo/Rolf
Richardson p101(cr), Alamy Stock Photo/robertharding p70(br), Alamy Stock Photo/Pep Roig The inclusion of any specific companies, commercial products, trade names or otherwise does not
p48(br), Alamy Stock Photo/ronstik p69(4), Alamy Stock Photo/RubberBall pp92(9), 114(9), Alamy constitute or imply its endorsement or recommendation by Macmillan Education Limited.
Stock Photo/Gordon Scammell pp98(banner)99(banner), Alamy Stock Photo/Laurel Scherer
pp60(4), 111(4), Alamy Stock Photo/Alex Segre P102(Natural History Museum), Alamy Stock Photo/
Helen Sessions pp40(4), 109(4-top), Alamy Stock Photo/Adrian Sherratt pp8(11), 106(11), Alamy
Stock Photo/Alena Silkova p17(2), Alamy Stock Photo/Matt Smith p98(br), Alamy Stock Photo/ Printed and bound in Spain
Stock Connection Blue p48(bl), Alamy Stock Photo/Stockimo/Przemyslaw Klos p93(cl), Alamy Stock 2024 2023 2022 2021 2020
Photo/Johan Swanepoel p38(elephant), Alamy Stock Photo/Nik Taylor p68(c, inset), Alamy Stock
15 14 13 12 11 10 9 8 7 6
www.frenglish.ru

Give Me Five 3 Pupils Book

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Give Me Five 3 Pupils Book

Uploaded by

Copyright:

Available Formats

0

Vocabulary Grammar Phonics

Literacy Culture 21st Century Skills Cross-curricular links

Shape poems Food in India Ways of thinking: being

A magazine article Activities in Hawaii Digital skills: using key

1 Find and say.

Hi. I’m Lily and I’m eight.

Yes, it is. Where

I live in the town. I live

3 Talk Partners Ask and answer.

Welcome to the lighthouse!

1 Listen and complete.

Josh likes … Lily loves … Ravi doesn’t like …

dancing singing cycling reading

Do you like dancing? Yes, I do. I love dancing.

3 Suddenly, the children hear a noise.

Do you like secret messages?

4 The children work together. 5 The password is correct.

OK. So, A-D-V-E-N-T-U-R-E. Great! We can write a blog

1 Listen and say The secret code rap.

A B C D E F G, write a secret message with me.

2 Talk Partners Ask and answer.

What’s number 48?

It’s the letter L.

It’s the letter U.

3 Talk Partners Listen and follow. Ask and answer. CD1 09

1 1 Think of places in your school. Make a list.

2 Listen, point and say the vocabulary chant.

3 Listen, look and sing My school is cool.

5 school hall 6 playground

From Monday to Friday

4 Talk Partners Talk about your school.

There’s a gym in our school. There isn’t a music

1 Listen and read. Listen and repeat. Act out.

Ravi: This is the school gym.

3 Listen and follow. Repeat.

4 Talk Partners Ask and answer questions about your school.

Where do you do PE? I do PE in the gym.

Before you read

2 Listen and read. Act out.

Welcome to What’s the

Don’t worry. I can help you.

3 The next lesson is Music. 4 It’s break time. The children

Come on, Josh.

We have PE after the

You can see the

7 Five minutes later … 8 Josh finds the bracelet.

It’s at the bottom

After you read

3 Talk Partners Read and correct.

• Do you think Josh and Lily are nervous

1 Listen, point and say.

1 ICT 2 Geography 3 History 4 Arts and Crafts 5 PE 6 Drama

2 Listen and sing I’m brilliant at PE.

I’m very good at Maths Are you good at Maths?

3 Listen and follow. Repeat.

4 Talk Partners Make true sentences.

I’m very good at Geography, too.

Speak and spell

The giraffes are jumping and doing judo in the gym.

Now practise spelling on page 10 in your Activity Book.

2 Read the timetable. Listen and identify four differences.

Monday Tuesday Wednesday Thursday Friday