1

Teacher’s Resource
Book

Sarah Dilger
With Caroline Nixon and Michael Tomlinson
 Contents
Introduction Page 4

Our new school Page 6

All about us Page 16

Fun on the farm Page 26

Food with friends Page 36

Happy birthday! Page 46

A day out Page 56

Let’s play! Page 66

At home Page 76

Happy holidays Page 86

 Introduction
This Teacher’s Resource Book is designed to help you and
your learners make the most of Power Up Level 1. There
are eight photocopiable worksheets for each unit, as well
as teaching notes.
What do the photocopiable worksheets
provide?
The worksheets have been carefully designed to reinforce
and provide extra practice of the language and skills
taught through the Pupil’s Book and Activity Book, with
the exception of the inclusion of some relevant topic
vocabulary in the Culture worksheets.
Each worksheet has accompanying teaching notes with
suggestions for exploitation in the classroom, along with
answer keys and audio scripts. The teaching notes also
include optional follow-up tasks, or in some cases pre-
activity tasks, which are suitable for providing either extra
support or extra challenge.
Vocabulary practice worksheets
There are two Vocabulary worksheets per unit. These
worksheets reinforce each of the two new lexical sets
taught in the unit. The level of the activities progresses
throughout the course. So, at the start of the course the
activities in these worksheets focus on the recognition of
the new words, whereas at the end of the course learners
write the new words with minimal support. To help with
mixed-ability classes, the first few Vocabulary worksheets
have an optional word pool, which you can cut off if you
prefer stronger learners to recall the words and their
spellings for themselves. Activities in the Vocabulary
worksheets are varied and fun and using them also helps
learners to develop other skills, such as fine motor skills,
categorising, sequencing and drawing.
Grammar practice worksheets
There are two worksheets per unit which focus on the two
main grammar points presented in each unit. In these
worksheets, activities use known vocabulary with the new
grammar point and provide practice in the context of the
unit topic. Activities include writing answers, reordering
sentences and describing differences. You can use the
worksheets with learners who finish classwork quickly.
Alternatively, you can use them with learners who need
further reinforcement of a particular grammar point.
4
Skills worksheets
There are also two Skills worksheets per unit. These
alternate between a Listening worksheet and a Speaking
worksheet for one unit, and a Reading worksheet and a
Writing one for the next unit. In this way, there is a balance
between productive and receptive skills in each unit. The
worksheets focus on language from that particular unit,
but they also recycle language from earlier units. The
pairs of worksheets in each unit are linked by their topic,
which helps increase learner confidence and motivation,
and the activities exploit situations which are relevant to
the age group, such as being a new pupil, writing about
family members and talking about differences.
The Listening and Speaking worksheets are to be used
with the whole class. There are a variety of listening
activities, all of which are practised in the Pupil’s Book and
Activity Book. Speaking activities usually have some kind
of information-gap element and require learners to work
in pairs or groups to share information and complete a
task or fill out a table. The teaching notes support you in
setting up these tasks.
The Reading and Writing worksheets can be used
individually or as a whole class. Reading tasks are
varied and several task types are similar to those in the
Cambridge Starters Test. The Writing worksheets always
provide a model text and learners are asked to complete
a short text of their own, which is usually personalised.
This writing output is always supported and the level of
scaffolding reduces as the course progresses.
Mission worksheets
There are nine worksheets for the Mission sections, so one
per unit. Each Mission, or project, has been broken down
into four different stages, occurring at different points
in the unit. The Mission worksheets support one of these
stages, depending on what is needed. They provide some
kind of output task which contributes to the whole project.
Generally these activities have a communicative focus
and work will be carried out in either pairs or groups, and
will require some teacher input. See the Teacher’s Book
Introduction for further information on the Missions.
Culture worksheets
The Culture worksheets extend the cross-curricular lesson
topic of each unit and provide an opportunity to look at
traditions and practices from other countries in some
detail. The new content is still linked to the unit topic and
is presented via authentic text types, such as pamphlets,
podcasts and blogs. The worksheets focus on reading
or listening skills, followed by some written output. The
writing practice is personalised so that learners can make
comparisons between the new culture and their own.
How can the worksheets be used?
You can use the Vocabulary and Grammar worksheets
with individuals who complete their work in class quickly.
Alternatively, you can set these worksheets for homework,
or use them with learners who would benefit from some
extra practice. However, the Listening and Speaking
and Culture worksheets need to be used in small groups
and pairs and can be used when additional practice is
necessary. Or, they can provide you with an alternative
when there is a change or gap in your usual routine.
Learner portfolios
The worksheets also lend themselves to being compiled
and stored so that learners have a record of their work
for the year and they can see the progress they have
made and reflect on the work they have done. Compiling
a portfolio can develop learner autonomy and is a good
way to increase parent involvement, since it can be shared
with family and friends. Portfolios are also useful for you
as a teacher because they are something tangible to show
parents at the end of a term or year.
Learners can either stick the worksheets into a scrapbook
or notebook, or keep them in a file or ring binder. A useful
alternative is an electronic copy of the worksheets, where
learners scan their worksheets and store them on a hard
drive or cloud. Not only do learners have something that
they are more likely to keep, but also they can develop IT
skills at the same time.
5
1 Our new school
Vocabulary 1
Using the worksheet
● Learners complete the drawing of the 11 items. Then
they look at the words in the pencil case and circle each
word. They draw a matching line from the picture to the
correct word.
Key: 2 desk 3 chair 4 classroom 5 pen
6 book 7 pencil case 8 rubber 9 bag
10 teacher 11 crayon
Optional follow-up activity (reinforcement):
Play a memory game with some of the items (‘Kim’s game’).
Put eight of the items on a table so everyone can see. Ask
learners to name them all and then tell them they have one
minute to remember them. After one minute, cover them up
(with a cloth or a lid) and take one item away without the
learners seeing which one. Then reveal the items and ask
learners to write down which one is missing.
Grammar 1
Using the worksheet
● This worksheet practises the prepositions in, on, under,
next to. Invite learners to talk about what they can see
in the picture and then look at the example answer
together. Ask learners to read the other sentences in
Activity 1 and write in the missing prepositions.
● Read the first question and answer in Activity 2 together
and ask learners what they are going to draw (a crayon)
and what colour it will be (red). They draw a red crayon
under the desk. Then tell learners to read about, draw
and colour the other three items.
Key: 1 2 in 3 next to 4 on 5 under
Optional follow-up activity (extension):
Ask learners to draw three more classroom items in the
picture and to colour them in. Then tell them to write
a question about each, as in Activity 1. Next, learners
swap worksheets with a partner. Then they read the new
questions and write answers according to the picture.
Vocabulary 2
Using the worksheet
● In this activity, learners practise writing the new school
words and then look around their own classroom to
find the items. Learners need to look at the pictures and
write the words, using the dashed lines for support.
6 Power Up TRB 1 © Cambridge University Press and UCLES 2018
● Extra support can be provided using the optional word
pool at the bottom of the page. For stronger learners,
you can cut off the word pool before using the worksheet.
● Look at the example and read out the question. Look
around the classroom and learners give the answer.
Show where to write a tick or a cross.
Key: 2 cupboard 3 door 4 playground 5 ruler
6 wall 7 window 8 paper 9 board
Optional follow-up activity (reinforcement):
Learners work in pairs. They write one of the new words
from the worksheet on the back of their partner, using
their finger. Their partner tries to guess which word it is.
Then they swap roles.
Grammar 2
Using the worksheet
● Tell learners to look at the pictures, and ask What are
these? What’s this? whilst pointing to the pictures in
numbers 1 and 2. Tell them that they must complete
the half-finished drawings to be able to answer the
questions. Point out the different questions and
answers in the examples and remind learners about
when to use They’re and It’s.
Key: 3 They’re 4 They’re 5 It’s 6 It’s
Optional follow-up activity (extension):
Learners make up two more half-drawings and questions
with incomplete answers for their partner. Then they swap
notebooks and complete each other’s.
Skills 1: Listening
Using the worksheet
● Talk about the picture together and make sure that
everyone knows the items which have a number box
next to them. The first time you play the audio, ask
learners to number the items in the picture in the order
that they hear them. Then play the audio again and
ask learners to listen out for the colour they will use on
each item. You will need to pause the audio each time
to allow for numbering and colouring.
Tracks 2 and 3
Teacher: Welcome to your new classroom! This is Class 3A.
I’m Miss Peters, your teacher.
Hello, everybody! This is Hugo and this is Alice. Please
say ‘Hello’, everybody.
Class: Hello, Hugo! Hello, Alice!
PHOTOCOPIABLE
1 Teacher: Look at this red cupboard next to the door.
There are some pens, pencils and paper in
the cupboard.
2 Teacher: And here are your books. This is a green book
for Hugo.
3 Teacher: And this is an orange book for you, Alice. Here
you are, Alice.
Hugo and Alice: Thank you.
4 Teacher: Let’s sit down now. Hugo, you can sit at
the purple desk on the chair next to the
cupboard. OK?
5 Teacher: And Alice, please sit on the blue chair over
there next to the window. Yes, that’s right.
6 Teacher: Good … Let’s start. But … where’s my black
pen? Oh, yes! Here it is, on my chair!
Key: 1 red cupboard 2 green book (boy)
3 orange book (girl) 4 purple desk 5 blue chair
6 black pen
Optional follow-up activity (extension):
Ask the learners to work in pairs. One learner in each pair
arranges a few of their classroom possessions for their
partner to make sentences about, e.g. The black pen is next
to the book. The blue rubber is under the book. The yellow
bag is under the chair.
Skills 2: Speaking
Using the worksheet
● This activity is a paired speaking activity, so the
worksheet needs to be cut in half down the middle and
learners work in pairs.
● Learners both have the same classroom picture to work
with, but some of the objects in their classroom will be
different from their partner’s classroom. Each learner
has to find the location of the four objects shown at the
bottom of the classroom picture and draw them in the
picture above.
● Learner A starts and asks, e.g. Where’s the rubber?
Learner B finds the rubber in their picture and answers
It’s next to the pencil case. Then Learner A draws the
rubber in the correct place. Learner A asks about all four
objects on his/her worksheet, and then Learner B has a
turn to ask and draw.
Key: A rubber – next to the pencil case, ruler – in
the pencil case, bag – under the desk, cupboard – on
the wall, next to the board
B book – next to the pencil case, teacher – on the
chair, pen – on the bookcase, door – next to the
bookcase
PHOTOCOPIABLE Power Up TRB 1 © Cambridge University Press and UCLES 2018
Optional follow-up activity (extension):
Ask questions to the whole class about all the objects
in the picture. Then ask them to turn their pictures face
down and invite a volunteer to come to the front. He/She
can look at their picture and ask questions to the rest of
the class about it to see who can remember any of the
locations.
Stage 1:
Make labels for your classroom
Using the worksheet
● In this worksheet, learners review the new words on
Pupil’s Book page 7. You will need scissors and sticky
tack for this activity. Look at the worksheet with the
class and call on learners to identify and say the name
of the classroom items in the pictures. Then tell the
learners that they need to write the name of the object
shown on the dashed lines. Learners cut out the words
and pictures after writing. Then ask learners to add
some sticky tack to the reverse of each piece of paper
and walk around the classroom, sticking the words to
the correct objects in the classroom.
● Note: You can cut off the last word on the worksheet,
if you prefer not to be covered in sticky labels; or you
could draw a picture of yourself on the board for labels
to be placed on this instead.
Culture page
Using the worksheet
● For Activity 1, tell learners that there are three more
classroom objects to find in the word search. Learners
work in pairs. Check answers.
● For Activity 2, ask learners for information about what
the photo shows. Check or pre-teach the following
vocabulary: walk, start, learn, lunch, read, stories, finish.
Tell learners they are going to read a blog post. Explain
(in L1 if necessary) that a blog is a website in which
someone writes about their life and interests and that
what you write on a blog is called a post. Learners read
the blog post and then complete the activity in pairs.
● For Activity 3, read out the three incomplete sentences.
To give learners an example, you could complete the
sentences with your own ideas and write the completed
sentences on the board. Ask learners to work alone to
complete the sentences.
Key: 1 pencil, book, pen
2 2 no 3 yes 4 yes 5 no
7
8
Complete the pictures. Then circle the words and match.
0
1
1 2 3 4 5 6
Vocabulary 1

chairpenpencilbookclassroomdesk
rubberteacherbagpencilcasecrayon

7 8 9 10 11

Power Up TRB 1 © Cambridge University Press and UCLES 2018

PHOTOCOPIABLE
0
1 Grammar 1

1 Read and complete.

under on next to in on

1 Where’s the pen? It’s on the board.

2 Where’s the pencil? It’s the pencil case.
3 Where’s the desk? It’s the chair.
4 Where’s the pencil case? It’s the desk.
5 Where’s the bag? It’s the chair.

2 Read and draw in the picture. Then colour.

1 Where’s the red crayon? It’s under the desk.
2 Where’s the green rubber? It’s on the chair.
3 Where’s the blue book? It’s next to the pencil case.
4 Where’s the yellow pen? It’s under the bag.
PHOTOCOPIABLE Power Up TRB 1 © Cambridge University Press and UCLES 2018 9
1 Vocabulary 2
Look and write. Then read and tick ✓ or cross ✗.
1 2 3

4 5 6

7 8 9

1 Can you see a b o o k c a s e in your classroom?

2 Can you see a
3 Can you see a
4 Can you see a
5 Can you see a
6 Can you see a
7 Can you see a
8 Can you see some
9 Can you see a
in your classroom?
in your classroom?
in your classroom?
in your classroom?
in your classroom?
in your classroom?
in your classroom?
in your classroom?

✃
board bookcase cupboard door paper
playground ruler wall window

10 Power Up TRB 1 © Cambridge University Press and UCLES 2018 PHOTOCOPIABLE

1 Grammar 2
Draw. Then read and complete the answers.
1 What are these?
They’re windows.

2 What’s this?
It’s a chair.

3 What are these?

rulers.

4 What are these?

books.

5 What’s this?
a bookcase.

6 What’s this?
a bag.

PHOTOCOPIABLE Power Up TRB 1 © Cambridge University Press and UCLES 2018 11

1 Skills 1: Listening
2 3 Listen and number. Listen again and colour.

12 Power Up TRB 1 © Cambridge University Press and UCLES 2018 PHOTOCOPIABLE

1 Skills 2: Speaking

✃
A Ask and draw. B Ask and draw.
Where’s the rubber? Where’s the rubber?

It’s next to the pencil case. It’s next to the pencil case.

PHOTOCOPIABLE Power Up TRB 1 © Cambridge University Press and UCLES 2018 13

1 Stage 1
Make
✃ labels for your classroom.
✃

b a g

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1 Culture page
A school day in the UK
r u b b e r
1 Find and circle the v i p q c d
classroom objects. c a e y z m
p e n c i l
w b o o k b
2 Read the blog post. Then read the sentences
and write yes or no.
Mila’s brilliant blog
My school is called Red Hill Primary School. It’s very
big! It’s in Scotland, in the UK.
I walk to school with my dad. School starts at 9.00.
At school I see my friends. We are seven years old.
In my blue school bag there are pencils, pens, books,
paper and a rubber.
In the morning we learn about numbers. We play in
the playground. After lunch, we read stories.
School finishes at 3.00. Mum and I play in the park –
Mila and her friends in
that’s my favourite part of the day!
the playground

1 Mila’s school is in the UK. yes

2 School starts at 8.00.
3 Mila is seven years old.
4 There is paper in Mila’s school bag.
5 School finishes at 2.00.

3 Complete the sentences with your ideas.

1 My school is called .
2 I go to school with .
3 I sit next to .

PHOTOCOPIABLE Power Up TRB 1 © Cambridge University Press and UCLES 2018 15

2 All about us
Vocabulary 1
Using the worksheet
● In Activity 1, the learners find the six picture clues in the
word search. Learners compare their answers.
● For Activity 2, draw the male and female symbols on
the board, explain what they mean and ask learners for
some examples for each word. Then look at the example
together and learners complete the table with words
from the word search.
Key: 2 grandfather 3 grandma 4 dad
5 mother 6 brother
Optional follow-up activity (reinforcement):
Play ‘Three-in-a-row’. Write all 11 words on the board
and ask learners to draw a 3 x 3 grid in their notebooks.
Tell them to choose words from the board and write nine
of them in their grid. Call out the family words and hold
up the corresponding flashcard at the same time so that
learners cross out the words on their grid as they hear
them. When three words in a row have been crossed out
(either horizontally or vertically), they can shout out
Three! Check their words and then continue until someone
has all words in the grid crossed out – this learner should
shout out Nine! and he/she is the winner.
Grammar 1
Using the worksheet
● This practises Who is he/she? and He’s/She’s … Learners
look at the main picture to work out who the silhouette
is. Then they answer the question, using the optional
word pool as extra support. For stronger learners, you
can cut off the word pool before using the worksheet.
● Start the activity by making sure that all the family
relationships are known to the learners. Ask questions
about the girl and her family, whilst pointing to the
different people in the picture. Then look at the example
together and talk about the clues in the silhouette,
which help to work out the answer.
Key: 2 He’s my brother. 3 He’s my dad.
4 She’s my grandma. 5 She’s my sister.
6 He’s my grandpa.
Optional follow-up activity (extension):
Ask the learners to draw a picture of their family, all doing
something together, e.g. having a picnic or playing on
the beach. Then tell learners to work in pairs and ask
and answer about the people in their partner’s picture by
pointing to each family member and asking Who’s he/she?
16 Power Up TRB 1 © Cambridge University Press and UCLES 2018
Vocabulary 2
Using the worksheet
● This is a game for two players to practise parts of the
body. The learners cut out the cards along the cut
lines. Learners work in pairs. They put the two sets of
cards together, mix them up and turn them face down.
The learners need blank paper and a pencil to play a
drawing game. To start, ask the learners to draw an
oval shape for the body. Tell them that they will draw
a crazy person according to the cards they pick up.
● One learner turns over a card, reads aloud the word
and draws the body part on their own paper. They keep
on taking turns to pick up a card and draw. However,
sometimes they won’t be able to draw anything
because they will already have two eyes or two hands
on their picture. Also, they must draw the parts in the
correct order, e.g. they can’t draw any hands until they
have drawn arms.
● The winner is the person who has completed more of
their picture than their partner has when all the cards
have been turned over once. Then they should label
their picture, using the words on the cards to help them.
Optional follow-up activity (reinforcement):
Play ‘Gracie says … ’, using the verbs touch and move from
the song. Say Gracie says move your foot / touch your arm
whilst doing the action yourself, and the learners have
to do the action. Repeat this several times with different
actions. Then say an action, but without saying Gracie
says … . This time the learners shouldn’t do the action and
they have to sit down if they did do the action by mistake.
Grammar 2
Using the worksheet
● In this activity, learners practise writing questions with
Have you got … ? Then they answer the questions about
themselves by circling a short answer option.
Key: 2 Have you got black hair? 3 Have you got
blue eyes? 4 Have you got a brother? 5 Have you
got a sister? 6 Have you got twins in your family?
Optional follow-up activity (extension):
In groups, learners make a bar chart to show their group’s
answers to the questions on the worksheet. Split the class
up into groups of six. Each learner in the group has one of
the questions and writes it into their notebook. They ask
everyone in their group their question and make a note
of the ‘yes’ answers. They count up the number of ‘yes’
answers and make a bar chart.
PHOTOCOPIABLE
Skills 1: Reading
Using the worksheet
● This is a ‘Spot the difference’ activity and you can ask
learners to look at the two pictures first and circle any
differences they find. Then the learners can read the
sentences and circle either A or B.
Key: 2 A 3 A 4 B 5 A 6 B 7 A 8 B
Optional follow-up activity (extension):
Ask learners to draw two more differences in the pictures.
Then they swap worksheets with a partner. Their partner
has to find these differences and then write two sentences
to describe them, starting with In picture A (or B), …
Skills 2: Writing
Using the worksheet
● This is a short text for the learners to complete by
choosing words from three options. Start by looking at
the picture together and ask the learners who they can
see. Then look at the example and explain that they
should read the complete sentence first and then look in
the word pool above to choose the correct option.
Key: brother six twins hair got
eyes Dad Grandma cat
Optional follow-up activity (extension):
Ask learners to draw a picture of themselves and their
family at the top of a blank piece of paper and then
underneath the picture they should write some sentences
about it. Tell the learners they can look at their worksheet
for ideas, or write some up on the board to help them,
e.g. This is my family. In my family are Mum, Dad and
Grandpa. I’ve got … brothers and … sisters. They can
describe themselves too. Then ask the learners to cut
their paper in half, to separate the sentences and the
picture. The learners should stick their pictures on a wall
and give their sentences to you, which you re-distribute
to different learners. Now the learners need to read their
new sentences and walk around the room trying to match
them with the correct picture on the wall.
Stage 3:
Show your favourite things
Using the worksheet
● For this activity, learners will need pencils and coloured
pens. Learners will complete a mind map about their
favourite things to see, hear, smell, taste and touch.
Draw the mind map on the board and demonstrate
the activity by completing it about yourself. For each
category, draw a simple picture of your favourite thing.
PHOTOCOPIABLE Power Up TRB 1 © Cambridge University Press and UCLES 2018
● Go around the class and help out with any translations
needed. Then write the new words on the board so that
you can teach these to the whole class at the end if
you wish.
● When all the learners have finished their mind maps,
display them for everyone to see. Invite learners to look
at all the mind maps and find one which has the most
similar drawings to themselves.
Culture page
Using the worksheet
● For Activity 1, write blind on the board and ask learners
the meaning of the word. Write on the board Blind
people can’t see. Tell learners they are going to learn
the words for four things that help blind people. Play
the audio. Learners listen and repeat the words. Make
sure they understand how each of the things helps
blind people, e.g. A pedestrian crossing makes a noise
– it helps blind people cross the road. Braille helps blind
people read. A guide dog and a white cane help blind
people walk. Use L1 if necessary to check learners’
understanding.
Track 4
See page 25
● For Activity 2, check or pre-teach the following
vocabulary: city, cross the road, special noise, museum,
information. Tell learners they are going to listen to
Lukas talk about his life. Read out the four sentences
and check understanding. Play the audio twice.
Learners listen and tick the sentences they hear.
Check answers.
Tracks 5 and 6
Welcome to The Kids’ Show. My name is Lukas. I live in a big city –
Berlin. It’s in Germany. There are lots of people and lots of cars.
I am blind. That means I can’t see. But the city helps me. For
example, the pedestrian crossings help me cross the road. They
make a special noise. When I hear the noise, I cross the road!
In Berlin there are museums. I visit them with my family. There
is information in braille or you can listen to the information with
headphones.
I’ve got a white cane to help me walk. Oh, I’ve got a dog. She’s
called Cassy. Cassy is my guide dog. She comes to school and to
the park with me. My friends like her!
● For Activity 3, play the audio again. Learners listen and
order the four sentences. Check answers.
● For Activity 4, read out the three incomplete sentences.
Ask learners to work alone to complete the sentences.
Write the following words on the board: city, blind, dog.
Key: 2 Sentences 3 and 4 ✓
3 4, 2, (1), 3
4 2 blind 3 dog
17
2 Vocabulary 1
1 Find and circle the words.
1 2 3

g g f z h m r u s n b
g r a n d f a t h e r
d a m y a u q l e r o
a n i o i m s o r b t
p d l b r l t m g u h
s m y e o o f o t v e
d a d f t m o t h e r

4 5 6

2 Now write the words above in the table.

The (1) family
(2) father (6)
grandpa (4)
grandmother (5) sister
(3) mum

18 Power Up TRB 1 © Cambridge University Press and UCLES 2018 PHOTOCOPIABLE

2 Grammar 1
Look and write the answers.

1 Who is she? She’s my mum.

2 Who is he?

3 Who is he?

4 Who is she?

5 Who is she?

6 Who is he?

✃
grandma dad mum grandpa sister brother

PHOTOCOPIABLE Power Up TRB 1 © Cambridge University Press and UCLES 2018 19

2 Vocabulary 2
Cut
✃out and play.
✃

two feet two ears nose

two eyes hair hand

mouth two hands arm

head foot leg

tail ear two arms

20 Power Up TRB 1 © Cambridge University Press and UCLES 2018 PHOTOCOPIABLE

2 Grammar 2
Write the questions in order. Circle the correct answer for you.
1 got eyes? green you Have
Have you got green eyes?
Yes, I have. No, I haven’t.

2 you Have black got hair?

Yes, I have. No, I haven’t.

3 eyes? Have blue you got

Yes, I have. No, I haven’t.

4 a Have got brother? you

Yes, I have. No, I haven’t.

5 sister? got you Have a

Yes, I have. No, I haven’t.

6 Have got in twins you family? your

Yes, I have. No, I haven’t.

PHOTOCOPIABLE Power Up TRB 1 © Cambridge University Press and UCLES 2018 21

2 Skills 1: Reading
Look, read and circle A or B.
A

1 The pencil case is on the chair. A B

2 The ruler is on the bookcase. A B
3 The twins have got black hair. A B
4 They haven’t got any paper. A B
5 The cat is under the cupboard. A B
6 Grandma isn’t on a black chair. A B
7 Dad is next to the cupboard. A B
8 The girl hasn’t got a pencil. A B
22 Power Up TRB 1 © Cambridge University Press and UCLES 2018 PHOTOCOPIABLE
2 Skills 2: Writing
Read and write the correct word.

girl boy chair

sister brother family
ten six five
boy teachers twins
tails hair legs
got have she
hair eyes hands
sister girl Dad
Grandma Mum family
dog cat pencil

This is Jenny and Jim. Jenny

is a girl .
Her is a boy.
They are .

They are .
They’ve got brown
. They’ve
black
.

The twins are in the Friendly family.

In the Friendly family are Mum,
,
and
Grandpa. They’ve got
a too!
PHOTOCOPIABLE Power Up TRB 1 © Cambridge University Press and UCLES 2018 23
2 Stage 3
Show your favourite things.

My favourite
things

24 Power Up TRB 1 © Cambridge University Press and UCLES 2018 PHOTOCOPIABLE

2 Culture page
Helping blind people in a city

1 4 Listen and say.

pedestrian braille guide dog white cane

crossing

2 5 Listen to Lukas’ programme. Tick ✓ the things

Lukas says.
1 I live in a big city. ✓
2 My sister is blind.
3 In Berlin there are museums.
4 Cassy is my guide dog.

3 6 Listen again. Order the sentences.

My friends like her.
It’s in Germany.
1 My name is Lukas.

I’ve got a dog.

4 Complete the sentences about Lukas.

1 Lukas lives in a city .
2 Lukas is .
3 Lukas has got a guide .
PHOTOCOPIABLE Power Up TRB 1 © Cambridge University Press and UCLES 2018 25
3 Fun on the farm
Vocabulary 1
Using the worksheet
● This crossword revises the ten animal words in Unit 3.
Learners look at the pictures and write the animal
words in the crossword puzzle. They then look at the
three shaded letters to find the secret word.
Key: Across: 2 duck 4 chicken 6 goat 7 sheep
Down: 1 spider 2 donkey 3 cow 4 cat 5 horse
The secret word is dog.
Optional follow-up activity (reinforcement):
Play a drawing game with the class in two teams. A
learner comes to the board and draws one of the animals
for everyone to guess. Learners can call out guesses,
e.g. It’s a horse! It’s a cow! before the drawing has
finished. Award points for correct guesses. Once the class
understands how to play, you can split them into smaller
groups or pairs, so everyone gets a chance to draw.
Grammar 1
Using the worksheet
● This sentence completion activity practises the eight
adjectives seen in the story, as well as revising forms
of the verb to be. Look at the example and the next
item together so that learners know how to complete
the task.
Key: 2 They’re 3 isn’t 4 aren’t 5 We’re
6 It’s 7 is 8 She’s
Optional follow-up activity (extension):
Together, create eight new sentences with the opposite
meaning to the ones on the worksheet, by changing the
verb, e.g. 1 He’s short. Ask learners for the verb forms and
write the sentences on the board. Then ask the learners to
choose two of the new sentences and draw a picture for
each. They can write the sentence under their pictures.
Vocabulary 2
Using the worksheet
● This practises the six new adjectives in Unit 3. Learners
use the picture clues to help them follow the letter trail
in the word maze, starting at In and finishing at Out.
Then they copy the words from the maze to label each
picture.
26 Power Up TRB 1 © Cambridge University Press and UCLES 2018
Key: 2 sad 3 beautiful 4 ugly 5 angry
6 funny
Optional follow-up activity (extension):
In pairs or groups of three, learners make up adjective
+ noun collocations, using alliteration, with the six new
adjectives. Write the six new adjectives on one side of the
board and on the other stick up lots of flashcards from
this unit and previous units to help learners. Brainstorm a
few ideas before asking them to work in their groups. Ask
learners to share their best combinations with the rest of
the class. Answers can include: angry animal, beautiful
bag, funny family/father/face/foot, happy Harry/horse,
sad sister.
Grammar 2
Optional pre-activity task (reinforcement):
Play a guessing game with the pictures before doing the
activity. Ask a learner to choose one of the animals on the
worksheet and ask questions with Has it got … ? to find out
which animal the learner has chosen. Play this guessing
game several times so that everyone in the class has a
chance to ask a question.
Using the worksheet
● In this activity, learners practise reading questions with
Has it got … ? and writing the short answers Yes, it has.
and No, it hasn’t. Learners need to write the answer
according to the tick or cross at the end of the question.
Then they use this information to deduce which animal
is being described.
Key: 2 No, it hasn’t. 3 Yes, it has. 4 No, it hasn’t.
5 Yes, it has. 6 Yes, it has.
A sheep
Skills 1: Listening
Using the worksheet
● Learners will listen to five different descriptions of
animals. While they are listening, they need to look
at three pictures and tick the one which best matches
the audio description. Before you start, look at all the
pictures together and ask some questions about them,
e.g. Which animal has got a white tail? Which animal is
angry? Then listen to the example together so that all
the learners know how to do the activity.
Track 7
1 Boy: This is my cat. His name is Tom. He’s black and white.
He’s got a long black tail.
PHOTOCOPIABLE
2 Girl: Is that a duck?
Boy: Yes, it is.
Girl: It’s got big feet!
Boy: Yes! And it’s got a small head.
3 Boy: My sister’s got a horse. Can you see it? It’s over there.
It’s black and white. It’s got a long tail.
Girl: Oh, yes. It’s beautiful! Look! She’s got one black foot.
4 Boy: Let’s go and see the donkeys!
Girl: OK.
Boy: Oh, no! Look at this donkey. It’s old and angry.
Girl: I know. It isn’t happy at all.
5 Girl: On our farm we’ve got sheep. This is my favourite. She’s
big! And she’s got a black face and short legs. Can you
see her?
Key: 2 C 3 B 4 A 5 C
Optional follow-up activity (extension):
Ask learners to write short descriptions of three different
animals from the worksheet so that their partner can read
them and choose the correct pictures being described.
Skills 2: Speaking
Using the worksheet
● This activity practises questions with Has it got … ?
and Is it … ? so that the learners can play a guessing
game. Start by choosing an animal from the worksheet
yourself and encouraging learners to use the prompts
at the top of the worksheet to ask you questions in
order to find out which one you’ve chosen.
● Then tell the learners to work in pairs or threes and take
it in turns to choose one of the animals. The others ask
questions to guess which animal has been chosen.
Optional follow-up activity (reinforcement):
Ask the learners to work in groups of three. They need one
worksheet per group, so they should all help to cut out the
12 animal pictures. One child is the ‘caller’ and the other
two play against each other. The caller describes one of
the pictures, e.g. It’s black and white with a long black tail
or It’s old and angry. The other two learners need to look
for the animal being described. The first one to pick up the
correct picture card gets a point, and then he/she has a
turn at describing an animal.
Stage 1: Draw a farm animal
Using the worksheet
● Your learners will need paper and coloured pencils for
this activity. Look at the pictures together and ask what
animal has been drawn (goat). Ask learners for the
different body parts which they need to draw, to recycle
the following language: body, head, ears, legs, eyes,
mouth, tail. You will have to teach the word horns. Invite
learners to copy the pictures on the worksheet so that
they all draw a goat on a piece of paper. Tell them that
PHOTOCOPIABLE Power Up TRB 1 © Cambridge University Press and UCLES 2018
they can colour it in if they wish.
● Then tell the learners that they are going to draw their
own farm animal, using the pictures on the worksheet
to help them. Firstly, ask learners for some other farm
animals which they know and write them on the board,
e.g. horse, cow, sheep. Point out that ears, legs and
tails will be different and they only need to use the
worksheet pictures as a guide. When they have finished
their pictures, they can label their animal.
● Make sure learners keep hold of their animals (or keep
hold of them yourself) as they will need them for the
rest of the Mission.
Culture page
Using the worksheet
● For Activity 1, ask learners for examples of what
animals give us (e.g. Bees give us honey, cows give us
milk, sheep give us wool). Encourage learners to say that
chickens give us eggs. Tell learners they are going to
learn the words for four things we can make with eggs.
Play the audio. Learners listen and repeat the words.
Track 8
See page 35
● Find out if anyone in the class likes to make or eat these
foods. Ask some learners to describe or say something
about the photos in Activity 1, e.g. I like to make cakes
with eggs. My mum likes fried-egg sandwiches.
● For Activity 2, refer learners to the photo of the
chickens. Explain that the chickens in the photo are
free-range (free-range chickens can move around in a
field). Use L1 to explain this concept, if necessary. Check
or pre-teach the following vocabulary: field, lay, farmer,
collect, clean, tray, send, box. Tell learners they are
going to read an article from a magazine. They read the
article and then complete the activity. With classes that
need extra support you may prefer to do the activity
with the class as a whole. Learners check answers with
a partner before you check answers with the class.
● For Activity 3, begin by describing what you like to
make with eggs. Write the sentence on the board, e.g.
I like to make omelettes. Refer students to the gapped
sentence. Learners work alone to write words to
describe what they like to make with eggs. Encourage
them to use the vocabulary from Activity 1 if any of
it applies to them. You may find some learners don’t
make any of the items in Activity 1 and can’t think of
any other examples of food made with eggs. If so, help
them by making further suggestions of food made
with eggs, e.g. boiled egg, egg salad, poached egg,
pancakes.
Key: 2 C is the best title
27
3 Vocabulary 1
Look and write. Find the secret word.
Across ➔
2 4

6 7

1 2
s d
3
c

4
c h c k
5
h
7
6
o a e s h
y

e The secret word is .

Down

1 2 3

4 5

28 Power Up TRB 1 © Cambridge University Press and UCLES 2018 PHOTOCOPIABLE

3 Grammar 1
Read and write.
aren’t It’s We’re They’re isn’t She’s is isn’t

1 He isn’t short. 2 big horses.

3 It a small dog. 4 They young.

5 nice! 6 an old book.

7 My sister’s hair long. 8 a new teacher.

PHOTOCOPIABLE Power Up TRB 1 © Cambridge University Press and UCLES 2018 29

3 Vocabulary 2
Look, follow and write.
1 2 3

happy
4 5 6

In

h a d a c e f u n y s
a p p w m x d z l p a
p n y b e a u f u l s
y a s a v a n g t n m
s a g d d l u o f u n
x a b b i f m p o t n
f t i e t u l k f u y
a n g a u l l r y n z
n s z u g u n g r n y ➔ Out
g o p q l y a n t y o

30 Power Up TRB 1 © Cambridge University Press and UCLES 2018 PHOTOCOPIABLE

3 Grammar 2
Read and write the answers.
1 Has it got four legs? ✓ Yes, it has.
2 Has it got a long tail? ✗
3 Has it got short ears? ✓
4 Has it got beautiful hair? ✗
5 Has it got an angry face? ✓
6 Has it got black legs? ✓
Which animal is it? Circle the picture and write.
A

PHOTOCOPIABLE Power Up TRB 1 © Cambridge University Press and UCLES 2018 31

3 Skills 1: Listening
7 Listen and tick ✓ the animal.
1 A B C

✓
2 A B C

3 A B C

4 A B C

5 A B C

32 Power Up TRB 1 © Cambridge University Press and UCLES 2018 PHOTOCOPIABLE

3 Skills 2: Speaking
Ask questions to guess your partner’s animal.

Has it got big feet? No, it hasn’t.

Is it old? No, it isn’t.

Has it got … ? Is it … ?

a black face black and white

a long tail big
short ears old
big feet beautiful

1 2 3

4 5 6

7 8 9

10 11 12

PHOTOCOPIABLE Power Up TRB 1 © Cambridge University Press and UCLES 2018 33

3 Stage 1
Draw a farm animal.
1 2

3 4

5 6

34 Power Up TRB 1 © Cambridge University Press and UCLES 2018 PHOTOCOPIABLE

3 Culture page
Eggs from chickens

1 8 Listen and say.

omelette scrambled eggs fried-egg cake

sandwich

We get eggs from chickens. Some
chickens live in fields. We call these
free-range chickens.
Chickens lay eggs and farmers collect
them. Farmers clean the eggs and
send them to supermarkets. In the
supermarkets, we can buy the eggs
in boxes.
We can make lots of things with
eggs. Some people make omelettes or
scrambled egg. You can fry eggs too
and then eat them in a sandwich.
And don’t forget – we need eggs to
make cakes!

2 Read the article. Choose the best title.

a How to make an omelette
b Where chickens live
c Eggs: from field to supermarket to kitchen

3 What do you like to make with eggs?

I like to make .
PHOTOCOPIABLE Power Up TRB 1 © Cambridge University Press and UCLES 2018 35
4 Food with friends
Vocabulary 1
Using the worksheet
● This drawing activity practises the first group of words
in Unit 4. It also revises I’ve got.
● Read the first speech bubble together and look at
the example drawing so that learners know that they
need to draw food on the plate and draw the drink as
is described in each child’s speech bubble. When they
have finished drawing, they can compare answers.
Then they should complete speech bubble 4 about
themselves. At this point, they can swap worksheets
with a partner so that they can read each other’s
speech bubble and draw a picture about it.
Optional follow-up activity (reinforcement):
Learners can draw their own food on a paper plate and
write a couple of sentences about it on a separate piece of
paper. They could use a variety of different materials to
represent the different food: dried peas and beans, cotton
wool, tissue paper, dried pasta, wool, etc. These could be
displayed in the classroom, without the accompanying
text at first. The different pieces of text could be handed
out to each learner. The learners read the new piece of text
and then they have to stick it next to the correct plate in
the display.
Grammar 1
Using the worksheet
● This gap fill activity practises like in statements and
questions.
● Firstly, learners need to look at the table in order to
work out who likes which food and then complete the
sentences as appropriate. Check their answers by
asking questions about the people in the table, e.g.
Does Dad like bananas? Does Eva like burgers? Encourage
learners to say Yes, he does and not just yes or no.
● Learners then complete the table and a sentence about
themselves. Remind them to use I like … I don’t like …
Key: 2 likes, doesn’t like 3 likes, doesn’t like
4 doesn’t like, likes mangoes 5 likes, chocolate
Optional follow-up activity (reinforcement):
Play a memory game with everybody sitting in a circle,
including you. Ask the learner on your right to tell
everyone some food which he/she likes, e.g. I like chips.
Then you model the game by saying He likes chips while
pointing to the learner on your right, and continue by
saying what you like. The next learner, on your left, has to
36 Power Up TRB 1 © Cambridge University Press and UCLES 2018
remember and say what the first learner likes and what
you like, before continuing with I like … This continues
until nobody can think of a new food word.
Vocabulary 2
Using the worksheet
● This worksheet practises the second group of new
words, as well as revising words from the first group.
● Learners need to categorise food words by looking at
the pictures and writing the words under the correct
heading. They also have to find the word which doesn’t
fit into any of the three groups.
Key: Fruit: apple, grapes, orange, mango
Meat: chicken, meatballs, burgers, sausages
Drinks: lemonade, water
Odd one out: picture 6 – beans
Optional follow-up activity (extension):
Write up a few examples of odd one out on the board.
These could be examples with food, e.g. sausage, fruit,
burger. Or you can revise vocabulary from other units,
e.g. mouth, nose, legs or pencil, door, desk. Learners say or
write the odd one out. Different learners may give different
answers. Encourage them to explain their reasons.
Grammar 2
Using the worksheet
● This reading and writing activity practises Would
you like … ? and Can I have … ? and the answers: Yes,
please / No, thank you and Here you are.
● Learners look at the pictures in the story, complete the
speech bubbles with the missing structure, and circle
the correct response from the two options provided.
● In pairs, learners can then act out the story.
Key: 2 Can I have 3 Would you like, Yes, please.
4 Can I have 5 Would you like, Yes, please.
Optional follow-up activity (extension):
Learners can make up their own version of the story by
changing the food items. Brainstorm some other food
words with the learners and write them on the board.
Encourage learners to share other words they know – and
not just the ones from this unit (e.g. pizza, pasta).
Ask learners to work in pairs and write out the dialogue in
their notebooks using different food words. Then practise
the dialogue and mime the actions together.
PHOTOCOPIABLE
Skills 1: Reading
Using the worksheet
● This reading activity asks learners to use visual clues
and known words in order to put the stages of a recipe
in the correct sequence. First, learners circle the foods
used in the recipe to help them prepare for the reading
activity. Learners read the sentences and number them
to match the order of the pictures.
Key: 1 egg, salad, tomatoes, bread, onion
2 a – 2, b – 6, c – 5, d – 3, e – 1, f – 4
Optional follow-up activity (reinforcement):
Say the recipe actions for the class to mime: Cut the onion.
Mix the egg. Cook. Turn over. Eat.
Skills 2: Writing
Using the worksheet
● In this writing activity, learners will complete four
stages of a recipe for egg fried rice. A tracing task shows
learners which ingredients are needed for the recipe.
Learners need to write the correct word under each
picture, when they have completed the picture.
● In Activity 2, learners use the picture clues to help them
complete the recipe. They can compare their answers in
pairs.
Key: 1 eggs, rice, onions
2 2 onion 3 onion, rice 4 eggs
Optional follow-up activity:
The learners can copy out the recipe onto white paper or
card. Teach them the words ingredients and method and
ask them to use these two headings in their writing. If they
want, they can draw a picture to illustrate what happens
in each of the four stages. You can then display the recipes
around the classroom, or tell children they can take them
home and suggest they show them to an adult or older
family member who can help them cook egg fried rice.
Stage 1:
Questionnaire and Shopping list
Using the worksheet
● For Activity 1, learners will complete a questionnaire
in order to find out which foods their classmates like.
Demonstrate how to complete the questionnaire by
drawing the first couple of rows of the table on the
board and asking a learner two questions using Do
you like … ? Put a tick in the column if he/she answers
Yes. You might want to practise the question and short
answers a few times with your class before they start.
PHOTOCOPIABLE Power Up TRB 1 © Cambridge University Press and UCLES 2018
● When pairs of learners have both asked and answered
the questions and their questionnaires are complete,
tell each pair to work with another pair in a group of
four. The groups need to look at the questionnaires to
see which foods they will need for their picnic. Only
foods which have been ticked will be chosen.
● Tell the learners that for Activity 2 they are going to
write a shopping list for their picnic. Learners should
work in the same group as before and together write a
list which shows food that everyone in the group likes.
Learners need to keep hold of their shopping lists for
Stage 2, when they will role play buying the food items.
Culture page
Using the worksheet
● For Activity 1, tell learners they are going to learn the
words for four types of food. Play the audio. Learners
listen and repeat the words. Note that the lin of
lingonberry is pronounced /lɪn/ and that the stress is on
the first syllable. Find out if anyone in the class has ever
tried any of the foods.
Track 9
See page 45
● For Activity 2, ask learners for information about what
the photos show. If you have access to a world map,
you could show them where Sweden and Turkey are
and ask them what they know about these countries.
Check or pre-teach birthday. Tell learners they are
going to listen to a podcast. Explain that a podcast is an
audio file you can download from the Internet. Learners
listen to the podcast and choose the best title for it.
Play the audio twice. Check answers.
Tracks 10 and 11
Hello! I’m Burak and this is my podcast. My family and I live in
Sweden.
My parents are from Turkey, but my sister and I are from
Sweden. We eat Turkish and Swedish food! My favourite Swedish
food is crispbread. I like lingonberries too. My favourite Turkish
food is rice, and I like eating Turkish Delight on special days. I eat
it on my birthday.
● For Activity 3, play the audio again. Learners listen
and answer the questions. Check answers. If you wish,
explain that Turkish rice is called pilav.
● For Activity 4, read out the three incomplete sentences.
To give learners an example to follow, you could
complete the sentences with your own ideas and write
the completed sentences on the board. Ask learners to
work alone to complete the sentences.
Key: 2 b
3 2 Turkey 3 Crispbread and lingonberries
4 Rice and Turkish Delight
37
4 Vocabulary 1
Read and draw. Then write about you and swap with
a partner.
1

I’ve got some chicken

and some salad. I’ve
got some water.

I’ve got some chocolate

and a banana. I’ve got
some water.

I’ve got some cake and

some mango. I’ve got
some lemonade.

4
I’ve got some
and
some .
I’ve got some
.

38 Power Up TRB 1 © Cambridge University Press and UCLES 2018 PHOTOCOPIABLE

4 Grammar 1
Look, read and write. Then complete about you.

Mum

Dad

Mark

Eva

Matt

You

1 Mum likes burgers and lemonade. She doesn’t like bananas.

2 Dad bananas, but he
salad.
3 Mark salad, but he
mangoes.
4 Eva burgers, but she
.
5 Matt bananas and .
6 I , but I
.

PHOTOCOPIABLE Power Up TRB 1 © Cambridge University Press and UCLES 2018 39

4 Vocabulary 2
Think and write. Then circle the odd one out.
1 2 3

4 5 6

7 8 9

10 11 12

Fruit
Meat

Drinks
juice

40 Power Up TRB 1 © Cambridge University Press and UCLES 2018 PHOTOCOPIABLE

4 Grammar 2
Write Would you like or Can I have. Then circle the answers.
1 2
Would you like
a burger?

two sausages please?

No, thank you. /

Yes, please.

3 4

some juice? an apple, please?

Yes, please. /
No, thank you. Here you are.

No, thank you. /

Yes, please.
some help?

PHOTOCOPIABLE Power Up TRB 1 © Cambridge University Press and UCLES 2018 41

4 Skills 1: Reading
1 What do you need to make a burger? Look and circle the
ingredients.
tomatoes
egg
sausages

meat potatoes
salad
bread
pasta
onion

2 How to make a burger! Read and number the sentences.

1 2 3

4 5 6

a Mix the egg and add it to the meat and onion.

b Cut the tomatoes and put them on the burger. Add the salad. Put
the bread on. Eat!
c When the burgers are brown, put them on the bread.
d Make small burgers with your hands.
e 1 Cut the onion and add it to the meat.
f Cook the burgers for ten minutes. Turn and cook again.

42 Power Up TRB 1 © Cambridge University Press and UCLES 2018 PHOTOCOPIABLE

4 Skills 2: Writing
1 What do you need to make egg fried rice?
Draw and write.

2 How to make egg fried rice! Read and complete.

1 Mix eggs in a bowl. 2 Cut an .

3 Cook the and 4 Add the and

the . cook for two minutes.
PHOTOCOPIABLE Power Up TRB 1 © Cambridge University Press and UCLES 2018 43
44
1 Find out what food your friend likes. 2 Write a shopping list for your 4
Choose food for your picnic. picnic.
Do you like Friend’s name:
…?
Shopping list
Stage 1

Power Up TRB 1 © Cambridge University Press and UCLES 2018

PHOTOCOPIABLE
4 Culture page
Cooking and eating together in Sweden

1 9 Listen and say.

crispbread lingonberries Turkish Delight rice

2 10 Listen to the podcast. Choose the best title.

a In Turkey with
my family
b Eating with my
family in Sweden
c Eating Swedish
food in Turkey Burak and his family

3 11 Listen to the podcast again. Answer the questions.

1 Where is Burak from? Sweden
2 Where are Burak’s parents from?
3 Which foods in Activity 1 are Swedish?

4 Which foods in Activity 1 are Turkish?

4 Complete the sentences with your ideas.

1 For breakfast in my country we eat .
2 At dinner time we eat .
3 On my birthday I eat .
PHOTOCOPIABLE Power Up TRB 1 © Cambridge University Press and UCLES 2018 45
5 Happy birthday!
Vocabulary 1
Using the worksheet
● This sequencing activity practises thinking skills and
the new toy words. The learners need to look at the
five toys to work out the pattern and which toy will
come next. Then they draw this toy and write its label
underneath. Tell the learners that they can look at the
other pictures and words to help them spell the words.
Key: 2 kite 3 doll 4 plane 5 bike
Optional follow-up activity (extension):
Play a sequencing game with the whole class, preferably
sitting in a circle. Start the pattern yourself the first few
times, e.g. Apples, apples, grapes, apples, and continue the
sequence around the circle so that everyone says a word.
Grammar 1
Using the worksheet
● This activity practises possessive ’s and the possessive
adjectives his, her, their. Tell the learners that they
have to find out which toys are whose by following the
different lines. Do the example together, and then ask
learners for the pronouns for May and Tom. Tell the
learners when they have completed each question they
should colour the toys appropriately.
Key: 2 It’s May’s. Her … 3 It’s Tom’s. His …
4 It’s Eva and Dan’s. Their … 5 It’s Tom’s. His …
6 It’s May’s. Her …
Optional follow-up activity (reinforcement):
Collect from the learners a variety of objects which look
unique, e.g. bags, pens, rubbers or pencils which are
different from the others. Then hold up each item and ask
Whose (pencil) is this? Learners respond (Name)’s.
Vocabulary 2
Using the worksheet
● Learners practise identifying the toy words by
identifying the toys in the main picture and working
out the correct spelling, using some letters provided.
Key: 2 keyboard 3 computer 4 box 5 ship
6 mouse 7 teddy 8 balloon 9 board game
10 helicopter
46 Power Up TRB 1 © Cambridge University Press and UCLES 2018
Optional follow-up activity (reinforcement):
Stick either the flashcards or word cards of these toys on
the board and divide the class into two teams. The teams
need to stand as far from the board as possible. Call out one
of the words and the first learner in each team needs to run
to the board and hit the correct flashcard (or word card).
Whoever touches the card first scores a point for their team.
These learners then go to the back of their team and it is the
turn of the next learner in the team to listen and run.
Grammar 2
Using the worksheet
● Ask learners to look at the first picture and tell them
that it is the boy’s birthday tomorrow. Ask them what
the boy wants for his birthday. (A plane) Look at the
example. Learners write full answers.
Key: 2 He wants a teddy. 3 She wants a radio.
4 She wants a computer. 5 He wants a helicopter.
6 She wants a robot.
Optional follow-up activity (extension):
Play ‘Sentence Bingo!’ Ask the learners to draw a 4 x 2
Bingo! grid in their notebooks. Tell them to write a
different sentence in each box about what either a girl
or a boy wants for their birthday. They should write four
sentences with He wants … and four with She wants …
Then you call out different sentences and the learners tick
off any which are the same – listening carefully for He/She,
as the pronouns need to match too. The winner is the first
person to tick off all eight sentences.
Skills 1: Listening
Using the worksheet
● The learners listen to mini dialogues about buying
presents and listen for specific words mentioned.
Learners need to circle a picture and two words from a
choice of options as they listen. On first playing of the
audio, they listen just for the item. On second playing,
they listen for the extra details.
● Listen to the example together.
Key: 2 radio, small, yellow 3 helicopter, long, green
4 teddy, funny face, pink 5 radio, beautiful, grey
PHOTOCOPIABLE
Track 12
Listen and circle. Key: A 1 Next to the wall 2 Six 3 The dog’s
1 Boy: It’s Tom’s birthday. Can I buy a present, please? 4 On Grandpa 5 Yes, she has. 6 No, she isn’t.
Mum: Yes, of course. What does he want? 7 No, it hasn’t.
Boy: He likes robots and helicopters. B 1 Under the table 2 Eight 3 Sue’s 4 Next to
Mum: Look at these robots here.
the tree 5 No, he hasn’t. 6 Yes, it is.
Boy: Oh, yes! This big one is great.
7 Yes, it has.
Mum: OK. The big red one?
Boy: Yes, please.
2 Mum: What does Grace want for her birthday? Optional follow-up activity (extension):
Girl: Mmm, well, these radios are nice. Ask the learners to look at the picture again and write two
Mum: Yes, this small one is good. more questions to ask their partner.
Girl: It is. But what colour?
Mum: What’s her favourite colour?
Girl: Yellow! Stage 1 and 2:
Mum: OK, so the small yellow radio … Questionnaire and Present
3 Boy: It’s Sam’s birthday today. ● Cut the worksheet into two. Learners ask their friends
Mum: What does he want for his birthday?
Boy: I don’t know.
about their toys to help them decide what present to
Mum: Does he want a helicopter? give them. For Stage 1, demonstrate the first question
Boy: Great idea! This long one is good. with a learner and show on the board how to complete
Mum: OK. Green or black? the table with ticks and/or crosses. Tell learners to
Boy: Oh, green. It’s his favourite colour. choose two different toys for questions 2 and 3. Then
Mum: OK. Let’s take the long green one. they need to speak to three different friends and
4 Dad: What does Amy want for her birthday? complete the table.
Girl: Mmm, I don’t know.
● In Stage 2, learners pick a name out of a hat to see who
Dad: Does she want a teddy?
Girl: Oh, yes. A new teddy! they will be giving a present to (they keep this name
Dad: What about the brown one with the big ears? secret). Alternatively, allocate names to make sure that
Girl: Oh, no. I like this pink one with a funny face. every learner gets a present at the end. Explain that
Dad: Good, let’s have that. they draw their chosen present in the white square and
5 Mum: Let’s get Grandma a present. this is a present for their friend. Show how to ‘wrap’
Boy: OK. What about a computer? their drawing. Fold the left part over. Fold the right part
Mum: Good idea, but she doesn’t want one. over. Fold the bottom part up. Fold the top part down
Boy: A radio? and tuck in.
Mum: Yes. Look – this one is beautiful.
Boy: Er … OK. But not yellow. Grey is good.
Mum: Yes, OK. The grey one. Culture page
Optional follow-up activity (extension): Using the worksheet
Choose one of the dialogues to practise with the class. ● For Activity 1, explain that the letters in the five words
Play the dialogue several times for the learners to repeat. are in the wrong order. Explain that the words are from
Unit 5 and they are toys. Learners work in pairs.
Skills 2: Speaking ● For Activity 2, ask learners to look at the text about the
kendama (a popular Japanese toy). Check or pre-teach
Using the worksheet the following vocabulary: catch, cup. Learners read the
● The learners practise asking and answering questions, text and then answer the questions. Check answers.
using a lot of the structures and vocabulary which they ● For Activity 3, learners look at the picture of the robot.
have learnt in the course so far. Before the learners work
Encourage them to describe it. They work in pairs to
in pairs, ask them some general questions about the
complete the description of the robot, using the words
picture, e.g. What’s happening? Who can you see? Where
in the box. Check answers.
is the party?
● For Activity 4, learners write a description of their own
● Tell the pairs of learners to be either A or B and ask the
favourite toy, e.g. My toy car is blue and very small.
questions according to their letter, starting with A.
Key: 1 2 train 3 teddy 4 plane 5 kite
2 2 Japan 3 small 4 white and blue
3 2 red 3 small 4 legs 5 happy

PHOTOCOPIABLE Power Up TRB 1 © Cambridge University Press and UCLES 2018 47

5 Vocabulary 1
What’s next? Draw and write.
1

ball robot ball robot ball robot

2

car house kite car house

3

bike bike doll bike bike

4

robot plane plane robot plane

5

ball house bike ball house

48 Power Up TRB 1 © Cambridge University Press and UCLES 2018 PHOTOCOPIABLE
5 Grammar 1
Follow and write. Then read and colour.
May Tom Eva and Dan

2
1 3

5
4 6

1 Whose kite is this? It’s Eva and Dan’s. Their kite is green.
2 Whose doll is this? doll is yellow.
3 Whose ball is this? ball is red.
4 Whose car is this? car is purple.
5 Whose bike is this? bike is orange.
6 Whose plane is this? plane is blue.

PHOTOCOPIABLE Power Up TRB 1 © Cambridge University Press and UCLES 2018 49

5 Vocabulary 2
Look, read and complete the words.

1 The r a d i o is next to the window.

2 The k y oa is on the chair.
3 The c m u e r is on the table.
4 The toy o is next to the cupboard.
5 The s i is under the table.
6 The m u e is under the book.
7 The t d is under the box.
8 The b ll n is next to the window.
9 The b a dg m is in the cupboard.
10 The h l c p e is next to the cat.
50 Power Up TRB 1 © Cambridge University Press and UCLES 2018 PHOTOCOPIABLE
5 Grammar 2
Look and write.
1 What does he want?
He wants a plane.

2 What does he want?

3 What does she want?

4 What does she want?

5 What does he want?

6 What does she want?

PHOTOCOPIABLE Power Up TRB 1 © Cambridge University Press and UCLES 2018 51

5 Skills 1: Listening
12 Listen and circle.
1
big black
small red

2
big orange
small yellow

3
long green
short black

4
big ears pink
funny face brown

5
beautiful yellow
nice grey

52 Power Up TRB 1 © Cambridge University Press and UCLES 2018 PHOTOCOPIABLE

5 Skills 2: Speaking
Ask and answer questions about the picture.

Where’s the bike? Next to the wall.

A B
1 Where’s the bike? 1 Where’s the teddy?
2 How many balloons are there? 2 How many apples are there?
3 Whose is the ball? 3 Whose is the bike?
4 Where’s the cat? 4 Where’s the dog?
5 Has Mum got long hair? 5 Has Grandpa got black hair?
6 Is Sue sad? 6 Is the bike new?
7 Has the dog got short ears? 7 Has the cat got a long tail?
PHOTOCOPIABLE Power Up TRB 1 © Cambridge University Press and UCLES 2018 53
 5 Stages 1 and 2
1 Ask your friends about their toys.
Friend 1: Friend 2: Friend 3:

1 Do you like kites?

Have you got a kite?
2 Do you like ?
Have you got a ?
3 Do you like ?
Have you got a ?
✃
2 Choose a present for your friend. Draw, wrap and say.

54 Power Up TRB 1 © Cambridge University Press and UCLES 2018 PHOTOCOPIABLE

5 Culture page
Toys in Japan

1 Unscramble the letters to find the toys.

1 lold 2 tanir 3 edtyd 4 nlepa 5 itke

doll
2 Read the text. Answer the questions.
1 What is the girl’s favourite toy? T H E K E NDAM A
the kendama My favourite toy is
the kendama.
2 Which country is the toy from? It’s from Japan.
It is smalll, white
and blue.
3 Is it big or small? I catch the ba all in
one of the cupps.
There are three cups
onn the kendama.
4 What colour is it? It is lots of fun!

3 Write the words.

happy legs red small toy

My favourite toy
This is my favourite 1 toy . It is a robot. It is
called Mike3. Mike3 is blue and 2 . Mike3
isn’t big – he’s 3 . He’s got two arms and
two 4 . He is a 5 robot.

4 Write about your favourite toy.

PHOTOCOPIABLE Power Up TRB 1 © Cambridge University Press and UCLES 2018 55

6 A day out
Vocabulary 1
Using the worksheet
● In this activity, learners sort out the ten words into
three different categories: places, transport and plants.
Use the three larger pictures on the worksheet to teach
these three words and look at the example together.
Then tell the learners to write the words under the
smaller pictures and to draw a line to match the
pictures to the appropriate category.
Key: 2 train (B) 3 flowers (C) 4 car (B)
5 bookshop (A) 6 motorbike (B) 7 park (A)
8 street (A) 9 garden (A) 10 tree (C)
Optional follow-up activity (extension):
Split the board into three columns and at the top of each
write one of the following headings: Places, Transport, Food.
Ask the learners to work in small groups. Tell them they
need to think of as many words as they can to put into the
categories in three minutes. Tell them to choose someone
in their group to write down their ideas. When the time is
up, choose a word from each group to write on the board,
and continue until everyone has shared their ideas. You can
award a point for each correct word, but a group can get
two points if no one else wrote down that word.
Grammar 1
Using the worksheet
● This is a ‘Spot the difference’ activity which practises
There’s / There isn’t and There are / There aren’t. Ask the
learners to find and circle eight differences in the two
pictures first. They can compare their answers with
their partner’s.
● In Activity 2, look at number 1 together, to show how
the learners need to circle the correct part of the
sentence and write A or B.
Key: 2 There are A 3 There’s B 4 There isn’t A
5 There’s A 6 There isn’t B 7 There isn’t B
8 There are A
Optional follow-up activity (extension):
Tell the learners to draw four more differences in the
pictures – two in each picture. Suggest some ideas to help
them if you think they need that, e.g. a plane or two girls.
When they have finished drawing, the learners should
swap papers with their partner so that he/she can find the
differences and write four sentences to describe them.
56 Power Up TRB 1 © Cambridge University Press and UCLES 2018
Vocabulary 2
Using the worksheet
● Learners practise the new animal words in this
matching activity. Look at the example together and
show the learners how to draw lines to match the two
halves of a word and the picture. (They can use eight
different colours if they wish.) Then tell them they need
to copy the word next to the picture, like in the example.
When learners have finished, they can compare their
answers with their partner’s.
Key: 2 crocodile c 3 giraffe h 4 lizard f
5 monkey a 6 snake g 7 tiger d 8 polar bear b
Optional follow-up activity (reinforcement):
Put six of the animal flashcards on the board so everyone
can see. Tell the learners that they need to remember the
animals. After 30 seconds of looking at the cards, turn
them all over, but so they are still stuck on the board. Then
ask if anyone can remember the cards and ask a volunteer
to come to the front. This learner needs to call out the
animals on the flashcards in the same order as shown
earlier. If the learner remembers all six, he/she can choose
the order of another set of six flashcards.
Grammar 2
Using the worksheet
● In this activity, learners practise writing suggestions
with Let’s and then choose a response to this according
to a picture. Look at the example together. They need
to write the sentence in the correct order. To circle
the correct response, the learners need to look at the
pictures. When there is a cross through the picture, they
should circle the No, thanks answer.
Key: 2 Let’s draw animals! a 3 Let’s look at these
books! b 4 Let’s make a kite! a 5 Let’s go to the
zoo! a 6 Let’s play a board game! b
Optional follow-up activity (extension):
Ask the learners to write down a new suggestion using
Let’s on a strip of paper. Suggest some ideas and
encourage them to use language from earlier units. When
they have finished writing, ask them to fold their paper
in half and you collect them all in. Then choose a learner
to take any piece of paper and to make the suggestion to
someone. If the other learner replies positively, they both
need to act out the suggestion.
PHOTOCOPIABLE
Skills 1: Reading
Using the worksheet
● In this activity, learners read sentences about the
picture and then write yes if the sentence is true, or no
if the sentence doesn’t match the picture. First, look at
the picture together and encourage the learners to say
what they can see. Then look at the example together
and ask everyone to point to the children on the train.
Explain that the answer is yes because you can see
the children on the train. Tell learners to read the other
sentences and write yes or no.
Key: 2 no 3 no 4 yes 5 yes 6 no 7 yes
8 no
Optional follow-up activity (extension):
Tell learners to write four more sentences about the
picture – at least one of them must be a false sentence.
Then they should give their sentences to a partner to read
and answer with yes or no.
Skills 2: Writing
Using the worksheet
● For stronger learners, you can cut off the word prompts
at the bottom of this worksheet.
● In this writing activity, learners complete sentences
with their own words to describe a picture. There is a
model text to provide support. Read this text together
and then ask learners to read it alone and point to the
things in the picture as they read.
● Tell the learners that they are going to write about
two more pictures. Look at the second picture together
and ask learners what they can see. Write the example
sentence on the board and complete it together. Then
ask the learners to read the next two sentences and to
complete these themselves. They do the same for the
third picture.
● Finally, check the answers together and write up the
complete texts on the board.
Key: 2 in the tree 3 a snake 4 toyshop
5 robot 6 three dolls next to 7 on the table
Optional follow-up activity (reinforcement):
Play a memory game with the class. Draw simple items
on the board, e.g. two pens, three apples, two flowers, a
spider and a bag. Ask different learners to say what they
can see, e.g. There are two pens. Then ask learners to close
their eyes while you change a few details, e.g. deleting
a pen, and adding another spider or a new item. Then
ask learners to open their eyes and tell you about any
changes they notice, e.g. Now there’s one pen. Now there
are two spiders.
PHOTOCOPIABLE Power Up TRB 1 © Cambridge University Press and UCLES 2018
Stage 3: Wildlife park map
Using the worksheet
● Before the lesson, cut the worksheet in two so that
the animals are separate from the main picture. The
learners will cut out the four animals, so you need
scissors as well as coloured pens or pencils and glue for
this activity. Start by asking learners for the animals
that you can see in a wildlife park and write these
on the board. Give out the animals at the top of the
worksheet and tell learners to colour them in and cut
them out. Ask the learners about the habitats these
animals live in (boa constrictor – jungle, crocodile –
water, penguin – ice/Antarctic, giraffe – grasslands). Then
distribute the wildlife maps. Learners refer back to their
chosen animals from Mission Stage 2 and decide where
they go on the map. They stick the animals in each of
the four sections. They complete their maps by drawing
in the details of each habitat around their animals, e.g.
they can draw in lots of trees and vines for the jungle.
Culture page
Using the worksheet
● For Activity 1, ask learners for some words for animals
that were introduced in Unit 6, e.g. bear, crocodile, lizard,
monkey, snake. Write the words on the board. Refer
learners to the photos of the animals. They work in pairs
to name the animals. Check.
Tracks 13 and 14
My name is Amantle. I live with my family in Botswana. We live
near the Okavango Delta. The Okavango is a river. The delta is
very big!
There are rivers and islands. And there are baobab trees. They
are very beautiful. There are lots of animals – big animals! There
are elephants, hippos, giraffes and zebras.
● For Activity 2, ask learners for information about what
the photos show. Check or pre-teach the following
vocabulary: river, delta. Tell learners they are going
to listen to a description of a place in Africa. Learners
listen to the audio and then complete the activity. Play
the audio twice. Check answers.
● For Activity 3, explain that the three sentences are
similar to the audio, but are in the wrong order. Play the
audio again. Learners listen and order the sentences.
Check answers.
● For Activity 4, learners write about an animal from their
country, e.g. 1 There are dogs in my country. 2 They are
brown, black and yellow. 3 They have got four legs.
Key: 1 elephants, hippos, giraffes, zebras
2 2 no 3 yes 4 no
3 2, 3, (1)
57
6 Vocabulary 1
Write the words. Draw a line to the correct picture.
1 6

lorry
2 7

places

3 8

transport
4 9
C

5 10

plants

58 Power Up TRB 1 © Cambridge University Press and UCLES 2018 PHOTOCOPIABLE

6 Grammar 1
1 Find and circle eight differences.
A B

2 Read and circle the correct words. Then write A or B.

1 There’s / There are a lorry. A
2 There’s / There are three cars.
3 There’s / There are a shop.
4 There isn’t / There aren’t a train.
5 There’s / There are a bus stop.
6 There isn’t / There aren’t a park.
7 There isn’t / There aren’t a motorbike.
8 There’s / There are flowers.

PHOTOCOPIABLE Power Up TRB 1 © Cambridge University Press and UCLES 2018 59

6 Vocabulary 2
Draw lines. Write the words.

1 be affe a

2 croc ard b

3 gir ger c

4 liz bear d

5 mon odile e bear

6 sn key f

7 ti ar g

8 polar ake h

60 Power Up TRB 1 © Cambridge University Press and UCLES 2018 PHOTOCOPIABLE

6 Grammar 2
Reorder the words. Then look and circle the correct answer.
1 play / Snap! / Let’s a) That’s a good idea.
Let’s play Snap! b) No, thanks.

2 animals! / Let’s / draw a) OK.

b) No, thanks.

3 these / look / books! /

Let’s / at a) OK. That’s nice.
b) No, thanks.

4 a / Let’s / kite! / make a) Yes, that’s a great

idea.
b) No, thanks.

5 the / go / Let’s / to / zoo! a) Oh, yes. That’s a

good idea.
b) No, thanks.

6 board / a / game! / play /

Let’s a) OK.
b) No, thanks.

PHOTOCOPIABLE Power Up TRB 1 © Cambridge University Press and UCLES 2018 61

6 Skills 1: Reading
Look and read. Write yes or no.

1 There are children on the train in the wildlife park. yes

2 There are two giraffes.
3 The hippo has got big ears.
4 The girl has got a balloon.
5 The teacher isn’t happy.
6 There are eight monkeys.
7 The monkeys like apples.
8 There aren’t any flowers.
62 Power Up TRB 1 © Cambridge University Press and UCLES 2018 PHOTOCOPIABLE
6 Skills 2: Writing
1 Read and point.
This is my classroom.
There are three desks and six
chairs.
There are three pens.
There is a bookcase next to the
door.

2 Look and write.

A This is a zoo.
There are 1 three zebras .
The monkeys are 2
.
There is 3 .

B This 4
is next to my house.
There is a 5 .
There are 6
the house.
And there are six books
7
.
✃

A a snake three zebras in the tree

B three dolls next to on the table robot toyshop

PHOTOCOPIABLE Power Up TRB 1 © Cambridge University Press and UCLES 2018 63

 6 Stage 3
Make a map of your wildlife park. Put the animals in their
habitats.

64 Power Up TRB 1 © Cambridge University Press and UCLES 2018 PHOTOCOPIABLE

6 Culture page
Nature in the Okavango Delta of Botswana

1 Which animals can you see in the pictures?

2 13 Listen to the description. Then read the sentences

and write yes or no.
1 Amantle lives with her family. yes
2 The Okavango Delta is small.
3 You can see elephants there.
4 You can’t see giraffes there.

The Okavango Delta in Botswana Baobab trees in the Okavango Delta

3 14 Listen again. Order the sentences.

The Okavango is a river.
There are lots of animals.
1 We live in Botswana.

4 Write about an animal from your country.

1 There are in my country.
2 They are .
3 They have got .

PHOTOCOPIABLE Power Up TRB 1 © Cambridge University Press and UCLES 2018 65

7 Let’s play!

Vocabulary 1 ● In Activity 2, learners write about themselves.

Using the worksheet Key: 1 2 basketball 3 hit 4 hockey 5 baseball

● In this activity, learners practise reading a bar chart
and writing the new words. Check the learners can read
a bar chart first by looking at the example together and
then doing a few more of the questions as a class.
Key: 2 play basketball 4 3 play the guitar 9
4 ride a bike 7 5 swim 5 6 play football 12
7 listen to music 10
Optional follow-up activity (extension):
Tell the learners they are going to make a new bar
chart, about their classmates. To do this, they need to
ask everyone in the class about activities. Practise the
question together with several activities, e.g. Do you
(play the piano)? Then give everybody a question. Teach
the learners how to make a record of the ‘Yes’ answers in
their notebooks by showing them a tally score (||||
—). Then
learners ask everybody questions, making a record of the
answers. When they have finished, they can sit down and
add up the total answers. They draw the appropriate icon
and bar on a chart on the board.
6 throw 7 catch 8 run 9 badminton
Optional follow-up activity (reinforcement):
Play a drawing game with the words. Split the class into
two teams. Choose a learner to come to the board and
start drawing one of the activities. Whoever guesses the
drawing first gets a point for their team.
Grammar 2
Using the worksheet
● The learners use can for permission in a variety of
contexts by matching the questions and answers. Look
at the example together and tell learners to read all the
answers first, before drawing the matching lines.
Key: 2 – d 3–a 4–b 5–e
Optional follow-up activity (extension):
Learners can practise the mini dialogues in pairs.
Afterwards, they can write two new mini dialogues.

Grammar 1 Skills 1: Listening

Using the worksheet Using the worksheet
● The learners practise the different forms of the present ● The learners will listen to a conversation and write
continuous in this activity. Ask a few general questions answers to questions – either a name or a number.
about the picture first (Where is it? What sports can you Track 15
see?)
1 Adult: Hello, Grace. How are you?
Girl: I’m fine, thank you.
Key: 1 2 He’s riding a bike. 3 They’re listening to Adult: And how old are you, Grace?
music. Girl: Eight.
2 2 No, they aren’t. 3 Yes, she is. 2 Adult: What are you doing today, Grace?
Girl: I’m at the riding school and I’m having a horse-riding
lesson.
Optional follow-up activity (reinforcement):
Adult: Wow! That’s great. What’s the school’s name?
Write down different activities on slips of paper, e.g.
Girl: It’s Park School.
making a cake, playing a computer game. Fold them in half Adult: Park?
and put them in a bag. Then everyone takes turns taking Girl: Yes. P-A-R-K.
out a piece of paper to act out the activity for the others 3 Adult: Is this the horse you’re riding today?
to guess. Ask What’s he/she doing? and encourage the Girl: Yes.
learners to give a full answer. The first person to guess gets Adult: And what’s the horse’s name?
to take another piece of paper from the bag. Girl: Her name’s Beauty!
Adult: Oh. Is that B-E-A-U-T-Y?
Vocabulary 2 Girl: Yes, that’s right!
4 Adult: Do you like Beauty?
Using the worksheet Girl: Yes, I do. She’s beautiful, but she’s old.
● In Activity 1, learners need to identify the sports and Adult: How old is she?
actions from the pictures and write these in the puzzle. Girl: She’s ten years old now.
Adult: Ten years! Yes, that’s old.
Doing so will spell out the word skateboard, which
learners can then draw in the frame provided.
66 Power Up TRB 1 © Cambridge University Press and UCLES 2018 PHOTOCOPIABLE
5 Adult: And do you like horse riding? and invite learners to copy you, whilst teaching the
Girl: Yes, I do. It’s fun. actions: run, jump, skip.
Adult: How many children are in your lesson?
Girl: There are three girls and two boys.
● Then look at the other six pictures, and again
Adult: So five children. demonstrate each movement for the learners to copy
Girl: Yes, five. you. Whilst they are doing each one, ask learners
which part of the body is being stretched and practise
Key: 2 Park 3 Beauty 4 10 5 5 giving the instructions, e.g. Move your head or Stretch
your legs. After the learners are confident with the
instructions, invite them to write the body part which is
Optional follow-up activity (reinforcement):
being warmed up under each picture.
Play ‘Chinese whispers’. Ideally, the class sits in a circle.
Choose a fairly long sentence from the audio (I’m at ● Next tell the learners that they will pick six of these
the riding school and I’m having a horse-riding lesson) exercises for their own warm-up routine. Ask the
and whisper it to the learner next to you. Tell him/her to learners to cut out all nine pictures and put their chosen
whisper what they heard to the next learner and so on, six exercises in a line. Then they practise all the actions.
so the sentence gets passed around the circle. The last Finally, they can work in pairs and teach each other
learner needs to say the sentence out loud and you can their routines.
compare it with the sentence you started.
Key: head, legs, hands, foot, arms

Skills 2: Speaking
Using the worksheet Culture page
● In this activity, learners will work in pairs to ask Using the worksheet
questions about some of the people in their picture.
● For Activity 1, check learners’ understanding of to
Before the lesson, cut the worksheet in half so that
exercise. Learners work in pairs to think of at least
learners have either worksheet A or worksheet B.
four ways to exercise, e.g. skipping, climbing, running,
● Ask some general questions about the picture, e.g. playing football/badminton, skateboarding, riding a
Where is it? What sports can you see? horse, riding a bike, swimming. To extend the activity,
● Tell the learners they are going to find out from their learners can ask and answer Do you like … ? questions
partner what some people in their picture are doing and about exercise, e.g. Do you like running? Yes, I do. /
they need to draw certain items in the picture. Do you like skateboarding? No, I don’t.
● For Activity 2, ask learners for information about what
Key: A 2 What are they doing? They’re
the photo shows. Check or pre-teach the following
skateboarding. 3 What’s she doing? She’s eating an
vocabulary: break, playground. Tell learners they are
apple. 4 What’s she doing? She’s listening to music.
going to read about exercising in primary schools in
5 What are they doing? They’re playing tennis.
China. They read the article and choose the best title
B 7 What’s he doing? He’s playing the guitar. for it. Check answers.
8 What are they doing? They’re playing football. ● For Activity 3, ask learners to look at the photo and
9 What’s he doing? He’s throwing a ball. 10 What
describe it. In pairs, they complete the text. Check.
are they doing? They’re riding horses.
● For Activity 4, learners write a description of their own
favourite way to exercise, using the text in Activity 3 as
Optional follow-up activity (reinforcement): a model, e.g. I play football with my friends. We go to
Ask the learners to turn their pictures over. Describe the the park.
people in the picture and ask what they are doing to see if
anyone can remember. Key: 2 b Exercising in school in China
3 2 swim 3 pool
Stage 3: Prepare a warm-up
routine
Using the worksheet
● Learners will prepare a warm-up routine for their sports
day, so it will be a good idea to do this activity in the
sports hall or outside. Look at the top three pictures
together and tell the learners that these exercises will
warm up your whole body. Demonstrate each activity

PHOTOCOPIABLE Power Up TRB 1 © Cambridge University Press and UCLES 2018 67

7 Vocabulary 1
Look and read. Write the words and numbers.

13
12
11
10
9
8
7
6
5
4
3
2
1

1 How many children watch TV ? 13

2 How many children ?
3 How many children ?
4 How many children ?
5 How many children ?
6 How many children ?
7 How many children ?

68 Power Up TRB 1 © Cambridge University Press and UCLES 2018 PHOTOCOPIABLE

7 Grammar 1
1 Look, read and write the answers.

1 What’s she doing? She’s reading.

2 What’s he doing?

3 What are they doing?

2 Look, read and write short answers.

1 Is she eating an apple? No, she isn’t.

2 Are they playing tennis?

3 Is she playing with a car?

PHOTOCOPIABLE Power Up TRB 1 © Cambridge University Press and UCLES 2018 69

7 Vocabulary 2
1 Look and write. Draw the hidden word.
1 2 3 4

5 4
h
6
t
3 9

2 7
6 b a
S
1
k 5 8

i y a w
c c
7
k e h

2 Answer the questions with Yes, I do or No, I don’t.

1 Do you like hockey?
2 Do you like baseball?
3 Do you like skateboarding?
70 Power Up TRB 1 © Cambridge University Press and UCLES 2018 PHOTOCOPIABLE
7 Grammar 2
Look, read and match.
1 a
Can we
go to the Yes, you can, but
café? you can’t play in
the garden. You
can go to the park.

2 b

Yes, I can, but I can’t

Can I have play now. Can you
some chocolate, wait 20 minutes?
please?

3 c
Yes, we can, but
you can’t have
lemonade again.

Can we play
baseball now?

4 d

Yes, you can,

Can you play but you can’t
this game with eat a lot.
me, Mum?

5 e

Can I ride my Yes, you can, but

bike, please, you can’t ride it
Dad? on the street.

PHOTOCOPIABLE Power Up TRB 1 © Cambridge University Press and UCLES 2018 71

7 Skills 1: Listening
15 Listen and write a name or a number.

1 How old is Grace? 8

2 What’s the name of the riding school? School
3 What’s the name of the horse?
4 How old is the horse?
5 How many children are in Grace’s lesson?

72 Power Up TRB 1 © Cambridge University Press and UCLES 2018 PHOTOCOPIABLE

 7 Skills 2: Speaking
A Ask and draw 1–5. Then answer your partner’s questions.
Number 1. What’s she doing? She’s reading a book.

10
6
8

9 5

2 3
4 7
1

✃
B Answer your partner’s questions. Then ask and draw 6–10.
Number 6. What’s he doing? He’s playing with a ship.

10
6
8

9 5

2 3
4 7
1

PHOTOCOPIABLE Power Up TRB 1 © Cambridge University Press and UCLES 2018 73

7 Stage 3
✃ the exercises.
Do
✃

run jump skip

Do the exercises. Look and write. Then prepare a warm-up

routine.
legs head arms hands foot body
✃
✃

stretch your body move your stretch your

✃
✃

move your move your stretch your

74 Power Up TRB 1 © Cambridge University Press and UCLES 2018 PHOTOCOPIABLE

7 Culture page
Morning exercises in a Chinese school

1 Work with a partner. Think of ways to exercise.

2 Read the article. Choose the best title.

1 Exercising at home in China
2 Exercising in school in China
3 Exercise in the afternoon in China

In schools in China children exercise every morning. It

is very important. Every morning there is a break at ten
o’clock. The children walk to the playground. The teachers
play music. Then the children move their arms and legs.
Some schools in China are very big. All the children
exercise.

3 Write the words.

pool like swim

My favourite way to exercise

I 1
like swimming. I 2
every
day with my friend. We go to the swimming
3
near our house.

4 Write about your favourite way to exercise.

PHOTOCOPIABLE Power Up TRB 1 © Cambridge University Press and UCLES 2018 75

8 At home
Vocabulary 1
Using the worksheet
● In this activity, the learners are practising the rooms
of the house. Talk about the picture together so that
they are familiar with the new words. Then look at the
example together. Learners complete the sentences.
Key: 2 bath 3 bedroom 4 bathroom
5 dining room 6 mirror
Optional follow-up activity (extension):
Invite the learners to draw three more objects in the
house, e.g. animals or vehicles. Then they give their
pictures to their partner and each learner writes three
sentences about their partner’s picture.
Grammar 1
Using the worksheet
● The learners practise using can and can’t for ability in
sentences with various verbs. Ask some questions about
the table, e.g. who and what the learners can see. Then
write sentence 1 on the board and ask learners for the
answers, pointing out the ticks and crosses in the table.
Point out that you only need to write can or can’t once
if you are using the conjunctions and and but. Ask the
learners to compare their answers with a partner when
they have finished.
● In Activity 2, ask everybody to complete the You row of
the table. Then ask a learner the six questions about the
activities and demonstrate writing a tick or cross in the
final row.
Key: 1 2 can swim / play table tennis, can’t sing /
ride a bike 3 can ride a horse / sing / ride a bike,
can’t swim / play the piano 4 can sing / swim / play
the piano, can’t ride a horse / play table tennis
Optional follow-up activity (reinforcement):
Play a game with the whole class. Ask them all to sit in a
circle and tell them that they must listen carefully and get
ready to change seats, but they need to be quick, as you
want a seat too! You stand in the middle of the circle and
start the game by saying a sentence, e.g. Everybody who
can ride a bike change places! Encourage the learners to
get up and move to a new seat, if they can ride a bike. You
also need to find a seat, so then there will be a learner left
without a seat. Then it is his/her turn to say a sentence
using can and to find a seat when everyone moves.
Remind learners that they only find a new seat if they can
do the action. Continue for as long as you wish.
76 Power Up TRB 1 © Cambridge University Press and UCLES 2018
Vocabulary 2
Using the worksheet
● Learners practise spelling the new words in this
anagram activity. Look at the pictures together and
make sure everyone knows the items. Then write the
first anagram on the board and, as you sound out the
word lamp, write down each letter, crossing out the
letters in the anagram as you do so.
Key: 2 rug 3 armchair 4 sofa 5 clock 6 hall
7 painting 8 phone
Optional follow-up activity (reinforcement):
Ask the learners to make up another puzzle with these
words for their partner. Suggest some ideas, e.g. a word
search, a word snake, or words with missing vowels. Tell
them that they need to write the answers on a different
piece of paper so that they can check them more easily.
Then learners can swap puzzles with a partner.
Grammar 2
Using the worksheet
● In this activity, the learners show their understanding
of the prepositions behind, between, in front of. Look
at the picture together and encourage learners to tell
you what they see. Then look at Activity 1 and tell the
learners that they will draw three objects in the picture:
a phone, a cat and a rug. Look at the first sentence
and the example teddy together. Tell them to read the
other sentences to find out where to draw the objects.
Learners can compare their pictures to check.
● For Activity 2, the learners need to write the correct
preposition in the sentences. Look at the first one
together.
Key: 2 b between c in front of d behind
e between
Optional follow-up activity (extension):
In pairs or small groups, the learners give instructions,
using the prepositions, and tell each other where to stand,
e.g. Stand between the cupboard and the teacher’s table or
Stand in front of the window. Demonstrate the activity first.
Skills 1: Reading
Using the worksheet
● Learners read a text for detail, look carefully at the
picture and draw in the missing items from the text.
PHOTOCOPIABLE

Key: Learners draw: a robot on the floor of the small
bedroom, a clock behind the sofa in the living room,
a small table between the armchair and the sofa in
the living room, a skateboard in the hall.
Optional follow-up activity (extension):
Write the text on the board, but without key words,
e.g. number of rooms and objects in the rooms. Without
looking at their worksheets, the learners need to complete
the missing words.
Skills 2: Writing
Using the worksheet
● This activity provides support so that learners can
complete a short paragraph to describe their own house.
In Activity 1, the learners need to draw a picture of their
house. You might need to teach other words, e.g. flat.
Remind learners that they are going to write about their
pictures, so they might want to keep their drawings
simple. Then ask them to read the questions and write
the answers about their picture. You could demonstrate
this with a stronger learner and write their answers on
the board.
● In Activity 2, learners use their answers from Activity
1 to complete the text. Go around the class and help
learners where necessary.
Optional follow-up activity (reinforcement):
After checking learners’ work, ask them to draw the picture
again and copy out their text neatly so that it can be
used for a display. It can be helpful to find an audience
for your display, e.g. parents and carers or another class.
When learners have a specific audience to write for, their
motivation increases and they are more likely to take care
over their work.
Stages 1 and 2: Information
gap and Tidy the bedroom
Using the worksheet
● You need one worksheet between two learners. There
are two activities on the page, so cut it in half first.
Before you start Mission Stage 1, the A and B sections
also need cutting in half.
● Stage 1 is an information gap activity to find a time
when Learner B can go to Learner A’s house to play.
Explain this to the class and then ask them to look at
the questions in the Mission on Pupil’s Book page 97
and practise asking these together. Then split learners
into pairs and tell the Learner As to ask the questions
to find out when the Learner Bs are free. (Answer: On
Sunday afternoon.)
PHOTOCOPIABLE Power Up TRB 1 © Cambridge University Press and UCLES 2018
● In Stage 2, learners work in pairs to tidy up the messy
bedroom. Learners take turns to describe where they
want to put certain objects, e.g. Let’s put the chair in
front of the desk, and then they draw a line as in the
example from the chair to the desk. Before starting
the activity, you could ask some questions about the
picture to review some of the language, e.g. Where’s the
rug? Where’s the toy box?
Culture page
Using the worksheet
● For Activity 1, draw an ordinary house on the board. Ask
learners for information about the word house and write
it on the board. If necessary, give learners a couple of
minutes to look back at Pupil’s Book page 100 to remind
themselves of the vocabulary. Put learners in pairs and
ask them to take turns to draw one of the houses they
learnt about. Their partner guesses which house has
been drawn, e.g. hut, yurt, ranch, flat, detached house,
stilt-house.
● For Activity 2, ask learners for information about what
the photos show. Check or pre-teach the following
vocabulary: Inuit, igloo, made from. Tell learners they
are going to listen to an interview with a boy from
Canada. Play the audio. Learners listen and then
answer the questions. Check answers.
Tracks 16 and 17
Interviewer: Good morning. This is The House Show. With me
today is a boy from Canada. Natar is an Inuit.
Natar: Hello.
Interviewer: Where do you live, Natar?
Natar: I live with my family in Canada.
Interviewer: Do you live in an igloo?
Natar: No. I live in a house.
Interviewer: Can you describe an igloo?
Natar: An igloo is a small house made from snow.
Interviewer: Can you make an igloo?
Natar: Yes, I can. I like making igloos, but I am happy
in our house!
● For Activity 3, learners listen to the audio again and
then complete the activity. Play the audio twice. Check
answers.
● For Activity 4, learners work alone to complete the text
about the house. Check answers.
● For Activity 5, learners write a description of their own
house, using the text in Activity 4 as a model, e.g. I live
in a small flat with my mother, father and sister. There is a
living room with a big television.
Key: 2 2 Canada 3 No, he doesn’t.
3 2 yes 3 no
4 2 brother 3 bedrooms 4 kitchen 5 garden
77
8 Vocabulary 1
Look and write.

1 There’s a bed in the living room.

2 There’s a in the kitchen.
3 There’s a cow in the .
4 There’s a motorbike in the .
5 There’s a tiger in the .
6 There’s a in the garden.

78 Power Up TRB 1 © Cambridge University Press and UCLES 2018 PHOTOCOPIABLE

8 Grammar 1

Hugo
✓ ✓ ✗ ✓ ✗

Pat
✗ ✓ ✓ ✗

May
✓ ✓ ✗ ✗ ✓

Alex
✗ ✓ ✓ ✗ ✓

You

Your friend

1 Look at the table and complete the sentences.

1 Hugo can ride a horse , sing and play the piano ,
but he can’t swim or ride a bike .
2 Pat and ,
but he or .
3 May , and ,
but she or .
4 Alex , and , but she
or .

2 What can you do? Tick ✓ or cross ✗ in the table. Then

ask your friend and write what he/she can and can’t do.

PHOTOCOPIABLE Power Up TRB 1 © Cambridge University Press and UCLES 2018 79

8 Vocabulary 2
Write the words.

a u
m p g r
l

1 lamp 2

h
c a
a
a r i
s o
r f
m

3 4

l c a
o l
c l h
k

5 6

a
i t o
p p n
n e
i n h
g

7 8
80 Power Up TRB 1 © Cambridge University Press and UCLES 2018 PHOTOCOPIABLE
8 Grammar 2
1 Read and draw the underlined words in the picture.

a There’s a teddy on the sofa.

b There’s a phone on the cupboard, between the flowers and the book.
c There’s a cat behind the armchair.
d There’s a big rug in front of the sofa.

2 Read and write the prepositions.

a There’s a clock behind the sofa.
b There’s a cupboard the sofa and the lamp.
c There’s a guitar the armchair.
d There’s a window the sofa.
e There are two paintings the clock and the lamp.

PHOTOCOPIABLE Power Up TRB 1 © Cambridge University Press and UCLES 2018 81

8 Skills 1: Reading
Look, read and draw the missing things.

There are five rooms in this house. There are two bedrooms and a
bathroom. There’s a kitchen and a living room.
In the big bedroom, there’s a mirror next to the bed. In the small bedroom,
there’s a phone on the bed and a robot on the floor. There’s a table in the
kitchen. In the living room, there’s a clock behind the sofa and a small
table between the armchair and the sofa. There’s a skateboard in the hall.

82 Power Up TRB 1 © Cambridge University Press and UCLES 2018 PHOTOCOPIABLE

8 Skills 2: Writing
1 Draw your house and answer the questions.

1 How many rooms are there?

2 What rooms are there?
3 What can you see in your bedroom?
4 What can you see in the living room?
5 What can you see in the bathroom?

2 Now use your answers to write about your picture.

There are rooms in my house. There’s a
and a . There’s a .
In my bedroom, there and .
In the , there and .
In the , .
PHOTOCOPIABLE Power Up TRB 1 © Cambridge University Press and UCLES 2018 83
 8 Stages 1 and 2
1 Find out when your friend can come.
A Can you come on Saturday morning?

No, I’ve got … on Saturday morning.

Saturday Saturday Saturday Sunday Sunday Sunday

morning afternoon evening morning afternoon evening

Laura’s Dinner with

Basketball
birthday party Grandpa
✃
B Can you come on Saturday morning?

No, I’ve got … on Saturday morning.

Saturday Saturday Saturday Sunday Sunday Sunday

morning afternoon evening morning afternoon evening

Dinner with
Swimming Piano lesson
Grandma
✃
2 Tidy your bedroom. Let’s put the chair in front of the desk.

84 Power Up TRB 1 © Cambridge University Press and UCLES 2018 PHOTOCOPIABLE

8 Culture page
Living in an igloo in Canada

1 Draw a house for your

partner to guess.
2 16 Listen to the interview.
Answer the questions.
1 What is Natar?
An Inuit
2 Where is Natar from?

3 Does he live in an igloo?

3 17 Listen to the interview again. Then read the

sentences and write yes or no.
1 An igloo is a big house. no
2 Natar likes making igloos.
3 Natar doesn’t like his house.

4 Write the words.

bedrooms big brother kitchen garden

My house
I live in a 1 big house. I live there with my mother, father
2
and . The house has got three 3 ,
a bathroom, a living room and a 4 . There is a small
5
with flowers. My brother and I play in it every day.

5 Write about your house.

PHOTOCOPIABLE Power Up TRB 1 © Cambridge University Press and UCLES 2018 85

9 Happy holidays
Vocabulary 1
Using the worksheet
● Learners complete two short texts describing what the
children are wearing. Then they read the texts again
and draw and colour the clothes on the boy and girl.
Key: 2 shorts 3 T-shirt 4 shoes 5 baseball cap
6 sunglasses 8 shirt 9 dress 10 boots
11 jacket
Optional follow-up activity (extension):
Ask learners to write three or four sentences to describe
what they are wearing today, using the texts on the
worksheet as a model. Tell them to use colour words too.
Collect and re-distribute the texts so that learners read
about, draw and colour the new person described. Then
learners match their drawings with the correct learner.
Grammar 1
Optional pre-activity task:
Before handing out the worksheet, remind learners of the
new verbs by giving them commands in the classroom,
e.g. Pick up these pens! Point to the door! Put your jackets in
your bags! Clean the board! Point to your notebook! You can
make this a team game and split the class into groups.
Using the worksheet
● In this activity, learners practise this / that and these /
those. Look at the example on the worksheet together.
Ask learners to read and look at the pictures carefully
before ticking one sentence for each one.
Key: 2 a 3 b 4 a 5 a 6 b
Vocabulary 2
Using the worksheet
● The learners use the code to work out the correct
spelling of the seaside vocabulary. Then they look
at the pictures and draw a line from the word to the
correct picture.
Key: 2 sea – f 3 beach – h 4 sand – a 5 fish – g
6 shell – j 7 camera – d 8 sun – i 9 take photos
– e 10 jellyfish – b
Optional follow-up activity (extension):
Invite the learners to write the words on the board in
alphabetical order. Discuss why sand comes before sea.
86 Power Up TRB 1 © Cambridge University Press and UCLES 2018
Grammar 2
Using the worksheet
● In this activity, learners will practise using So do I / Me
too / I don’t. Before you start, read through the activities
on the worksheet to make sure learners understand
them. You can do this by miming the actions in a
different order from how they appear on the worksheet
and learners guess the sentence you are miming.
● Then look at the picture of the girl and the speech
bubble and explain that the sentences are all the
things she likes. Ask a learner to read out the first three
sentences and you respond appropriately using one of
the phrases from the word pool. Then demonstrate how
to complete the worksheet by completing each face and
writing out the responses.
Optional follow-up activity (extension):
This activity requires teaching some additional language
beforehand. Explain that the learners will work in pairs to
tell each other about their likes and dislikes and respond
appropriately. Point out that they shouldn’t just read out
the girl’s sentences, as these are all affirmative, but they
should look at their own happy or sad faces and use don’t
like / don’t enjoy when it’s a sad face. If the sentence is
negative and their partner doesn’t like the activity either,
he/she can say Neither do I. If their partner does like the
activity, he/she says I do! Practise these new responses
around the class before learners work in pairs.
Skills 1: Listening
Using the worksheet
● The learners listen to two conversations between
children talking about which activities they like doing
at the beach. The learners listen to find out if the
children like or dislike an activity, and draw either a
happy face or a sad face in the table.
Track 18
1 Grace: Hi, Ben! I’m going to the beach this afternoon.
Ben: Hi, Grace! I love the beach too. I like swimming in
the sea.
Grace: So do I. I like swimming when it’s hot.
Ben: Grace, do you like playing catch at the beach?
Grace: Oh, no. My brothers enjoy playing with a ball, but I
don’t.
Ben: Oh, I love it. I always play catch or badminton on
the sand.
Grace: Well, I like horse riding on the beach.
Ben: Oh, I don’t. I can’t ride a horse. But I do like fishing.
Grace: Yes, me too. I want to go fishing today – in a boat!
2 Nick: Hi, Lucy. Are you enjoying the beach?
Lucy: Oh, hi, Nick. Yes! Yes, I am. I’m enjoying swimming in
the sea.
PHOTOCOPIABLE
 Nick: That’s good. I can’t swim very well and I don’t like
swimming in the sea.
Lucy: What do you like doing then?
Nick: I like playing catch.
Lucy: Oh yes, me too. It’s fun playing catch in the sea.
Nick: Look at those horses over there!
Lucy: They’re beautiful!
Nick: I know! I like horse riding. Do you?
Lucy: No, I don’t. But I like fishing.
Nick: Me too. Let’s go fishing this afternoon!
Key: 1 Ben: , , ; Grace: , , ,
2 Lucy: , , , ; Nick: , , ,
Optional follow-up activity (extension):
Tell the learners that they are going to find out which
children in the class like exactly the same activities as
they do. Ask learners to draw a happy or sad face for
themselves next to each of the four activities. Then they
walk around the class saying their four sentences and
seeing if others like or dislike the same activities. Explain
that when you find someone who has the same likes and
dislikes as you, then you can stay together and walk
around trying to find more people to join your group.
Skills 2: Speaking
Using the worksheet
● Before starting, cut the worksheet in half. In this
activity, learners talk about the pictures and create a
story in pairs.
● Give learners a little time to look at their two pictures
and think about what to say, but not write anything
down. Tell all the Learner As to continue with the story
by describing their second picture, and then the Learner
Bs can continue with the third picture, and so on.
Key (possible answers): Picture 2: Max wants to play
football, but his sister doesn’t want to play football.
Max is sad. Picture 3: Max’s sister wants to play
badminton. Max doesn’t want to play badminton.
Picture 4: There is a man. He wants to go fishing. The
children want to go fishing. Picture 5: The children
(and their dad) are on a boat. They’re fishing. They’re
happy.
Optional follow-up activity (reinforcement):
Pairs can work together to make groups of four. Each pair
practises their story again for the other pair to listen to.
PHOTOCOPIABLE Power Up TRB 1 © Cambridge University Press and UCLES 2018
Stage 1: Make a list and
pack a bag
Using the worksheet
● In this activity, learners need to complete their holiday
packing list by writing the items they need to pack
and the number they need of each item. Look at the
worksheet together and ask learners to think about
where they want to go on holiday and for how long. Ask
them to write the destination and the number of days
at the top of the worksheet. Then invite the learners to
complete the first two parts of the list.
● When they have finished, learners should work in
pairs and help each other to pack for their holidays.
Demonstrate the roleplay with a learner by asking
him/her about their holiday. Then ask Have you got a
hat? Encourage the learner to respond Yes. Here it is.
Say OK, put it in the bag. You can mime getting out the
clothes from drawers and putting them in a suitcase.
Demonstrate that the helper ticks the relevant box on
their partner’s checklist. Learners swap roles once they
have finished packing all their clothes.
Culture page
Using the worksheet
● For Activity 1, tell learners they are going to learn four
words which appear in the text about New Zealand.
Track 19
See page 95
● For Activity 2, ask learners for information about
what the photos show. If you have access to a world
map, show them where New Zealand is and ask what
they know about this country. Check or pre-teach the
following vocabulary: city, team. Learners read the
travel guide article and then choose the best title for it.
Check answers.
● For Activity 3, learners read the text again. They work
alone to complete the sentences. Check answers.
● For Activity 4, read out the two questions. To give
learners an example to follow, you could answer the
questions with your own ideas and write the sentences
on the board. Learners work alone to answer the
questions.
Key: 2 a Let’s go on holiday to New Zealand!
3 2 fish 3 rugby
87
9 Vocabulary 1
Read and write the words. Then draw and colour the clothes.
Today, I’m wearing long blue

1 trousers . I’m not

2
wearing

because it isn’t hot. I’m wearing a

3
red and

4
green .

5
I’ve got a

and

6
too.
Today, I’m wearing a yellow and

black 7 skirt and

8
a yellow .I

9
don’t wear a

at school. I’m wearing my long black

10
.

Oh, and I’ve got a black

11
too.
88 Power Up TRB 1 © Cambridge University Press and UCLES 2018 PHOTOCOPIABLE
9 Grammar 1
Look, read and tick ✓ the correct sentence.

1 a Pick up all these paints, 2 a Look at that hat over

please. ✓ there!
b Pick up all those paints, b Look at this hat here!
please.

3 a Pick up those jeans, 4 a Put this book on that

please. bookcase, please.
b Pick up these jeans, b Put that book on this
please. bookcase, please.

5 a Clean this window, 6 a Put these boots in the

please. hall, please.
b Clean that window, b Put those boots in the
please. hall, please.
PHOTOCOPIABLE Power Up TRB 1 © Cambridge University Press and UCLES 2018 89
9 Vocabulary 2
Look and write the words. Then match the words
with the pictures.

a b c d e f g h i j k l m
+ ÷ ∞ ± > ≠ ⁄ √ ✖ ∆
n o p q r s t u v w x y z
ʮ ȹ Ω ∑ ♦ Θ ★ ✚ ✜ ✂

1 ÷ ȹ + ★ a
b
boat
2 Θ ± +

3 ÷ ± + ∞ ⁄ c
d

4 Θ + ʮ

5 > √ Θ ⁄ e
f

6 Θ ⁄ ± ∆ ∆

7 ∞ + ± ♦ + g
h
8 Θ ʮ

9 ★ + ± Ω ⁄ ȹ ★ ȹ Θ i
j
10 ✖ ± ∆ ∆ ✜ > √ Θ ⁄

90 Power Up TRB 1 © Cambridge University Press and UCLES 2018 PHOTOCOPIABLE

9 Grammar 2
Read and draw or . Then choose and write.

I like picking up shells.

Me too. So do I. I don’t.

YOU
1 I like picking up shells.
2 I like taking photos.
3 I enjoy playing in the sand.
4 I like swimming in the sea.
5 I like fishing.
6 I enjoy flying a kite.
7 I enjoy playing badminton.
8 I like going on a boat.
9 I like sitting in the sun.
10 I enjoy eating fruit at the beach.

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9 Skills 1: Listening
18 Listen and draw or .
1 2
Ben Grace Lucy Nick

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 9 Skills 2: Speaking
A Tell a story in pairs. Read the start. Then take turns to
describe each picture.
1 This is Max and his
mum, his dad and his
sister. They are all
at the beach. Mum is
listening to music, Dad
is sleeping and his sister
is reading a book.
2 3 4 5

(doesn’t) want to a man /

play football go fishing
✃
B Tell a story in pairs. Read the start. Then take turns to
describe each picture.
1 Max and his family
are at the beach. Max
is sad. He wants to
play football. Max’s
sister doesn’t want
to play football with
him.
2 3 4 5

(doesn’t) want to a boat /

play badminton happy
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9 Stage 1
Make a holiday list. Then help your friend pack a bag.

My holiday
Where?

How many days?

I need:

Have you got … ? Yes. Here it is. OK, put it in the bag.

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9 Culture page
Holiday adventures in New Zealand

1 19 Listen and say.

island rugby sailing hiking

2 Read the article. Choose the best title.

New Zealand is a great place for a holiday!
Where is it?
New Zealand is in the
South Pacific Ocean.
There are two big islands
and lots of small islands.
What can you see
there?
There are big cities
and there are forests,
mountains, rivers and
beaches.
What can you do?
You can go hiking in the
forest or the mountains.
You can fish and swim in
the rivers or go sailing in
the sea.
What sport do people
like?
People love rugby in New
Zealand. The rugby team
is very good!

a Let’s go on holiday to New Zealand!

b We live in New Zealand
c Playing rugby in New Zealand

3 Read the article again. Complete the sentences.

1 There are two big islands in New Zealand.
2 You can and swim in New Zealand’s rivers.
3 People love in New Zealand.

4 Write about your country. Answer the questions.

1 What can you see there?
2 What can you do there?
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