Stars and Heroes 1 Teacher S Book

1
1
Discover and grow with your heroes
My Disney Stars and Heroes brings together the best of Disney and Pearson
educational content to give students an inspiring and robust start to learning English.
Teacher’s Book with Teacher’s Portal Access Code

My Disney Stars and Heroes is built on four key principles:
Delightful Disney characters and
Full alignment to Pearson's Global
stories combined with real world
Scale of English provides a rigorous
experiences motivate students to excel
pedagogical foundation and support
for achieving learning outcomes
1
Future Skills at its core, developing
self-awareness, social awareness,
A blended, flexible approach with
self-management, collaboration
additional online modules that are
and responsibility
easily adapted to students' needs
Teacher’s Book pearsonenglish.com/starsandheroes

with Teacher’s Portal Access Code
Also available
• Presentation Tool with a digital version of the Student’s Book and Workbook,
lesson notes, audio, video and interactive exercises. • Student’s Book with eBook
• Gradebook with student results. • Workbook with eBook
• Test Generator with assignable test activities. • Picture Cards
• Virtual classroom with live video, sharable interactive whiteboard, live • Story Cards
assignments with view of student performance, chat and hand-raising system.
• Posters
• My Disney Stars and Heroes is fully accessible on your computer, tablet and mobile
phone, letting you enjoy the full functionality of your course wherever you are. • Puppet
Tessa Lochowski
10 20 30 40 50 60 70 80 90
Ready to prove your English skills? Level 6
Get exclusive preparation materials for Pearson
English exams. pearsonenglish.com/exams-offer
Level 5
Level 4 § Teacher’s Book
Level 3
Level 2
with Teacher’s Portal Access Code
Learning English with Pearson? Level 1
Access English language materials to Starter
Tessa Lochowski
support your learning journey. CEFR <A1 A1 A2 A2+ B1 B1+ B2 B2+ C1 C2
Learn more about the Global Scale of English at pearsonenglish.com/gse
DSAH_GLB_L1_TBK_CVR.indd All Pages 21/06/2022 9:39 am

Your Teacher’s Book comes with a Presentation Tool, Online
Practice, a Gradebook, Test Generator and a virtual classroom,
which are available through the Pearson English Portal.
To access the Portal:

1 Go to pearsonenglish.com/login
2 Sign in or create your Portal account
3 Follow the on-screen instructions to add your product using the access code below.
Access code
This code can only be used once and the user subscription is valid for 36 months from the date of registration.
Need help?
Go to MyPearsonHelp.com/portal for help, training and technical support.
DSAH_GLB_TBK_IFC.indd 1 21/04/2022 9:33 am

1
Teacher’s Book with Teacher’s Portal Access Code
Tessa Lochowski
DSAH_GLB_L1_TBK_TTL.indd 1 21/04/2022 11:50 am

Pearson Education Limited 20, 20, 103, Black-Photogaphy 12, 16, 20, 97, Bqmeng 235, Brian A Jackson 195,
KAO Two Brillenstimmer 26, 109, Cookie Studio 75, Creativestockexchange 67, DarvidArt
59, Dave Pot 59, 169, Denis Kovin 153, Dipak Shelare 185, Dmitrii Dektiarev 219,
KAO Park Dmitrii Pridannikov 207, Dmitry Lobanov 129, 151, Drpnncpptak 219, Elliotte
Hockham Way Rusty Harold 125, ESOlex 235, ESTUDI M6 125, Eurobanks 12, 12, 16, 16, 20, 20,
Harlow, Essex 97, 97, Fotohunter 175, Fotokon 219, Fotokostic 175, Fuller Photography 59,
CM17 9SR Gelpi 12, 16, 20, 97, 171, 207, Gemenacom 145, Gladskikh Tatiana 143, GOLFX
14, 83, 147, 167, 193, 235, Graystock 26, 109, Greenland 185, Gregory Johnston
England 241, Grigorita Ko 131, GUNDAM_Ai 17, 99, Here 125, Hogan Imaging 215, Iofoto
and Associated Companies throughout the world. 6, 22, 35, 105, Jay Ondreicka 119, Jesterpop 141, JGade 175, John Carnemolla 241,
JpegPhotographer 26, JR-50 177, Jstengel 119, Just dance 239, Kiattipong 213, KK
pearsonenglish.com Tan 173, Kongsky 219, Kornnphoto 129, Kustomer 229, Kuvona 169, Lammotos
12, 20, 20, 103, Lanych 34, 199, LELACHANOK SANGUANRAKSAK 163, LeNi 67,
© Pearson Education Limited 2022 Leyla Ismet 163, LianeM 125, Lifestyle Travel Photo 163, 229, LightField Studios
16, 97, 147, Lillac 119, Littlekidmoment 12, 20, 20, 26, 103, 109, Ljupco Smokovski
© 2022 Disney Enterprises, Inc. All rights reserved. Pixar 147, Lopolo 12, 16, 20, 20, 97, 103, 119, 211, 229, Lorelyn Medina 61, Luca Santilli
properties © Disney/Pixar 169, Luchschen 213, Luis Molinero 233, Marharyta Gangalo 20, 103, Marlinda vd
Spek 131, Marlon Lopez MMG1 Design 151, Martin Novak 26, Maryna Pleshkun
149, 175, Master1305 22, Maximilian100 191, MBI 26, 65, 87, 87, 109, 133, Mega
Materials and characters from the movie Cars. Copyright © 2022 Pixel 59, 235, Mihalec 67, Momoforsale 235, Mr Twister 241, MVelishchuk 147,
Disney Enterprises, Inc. and Pixar. All rights reserved. Disney/ Mydegage 163, MyImages - Micha 141, Naluwan 7, 28, 111, Natalia Lebedinskaia
Pixar elements ©Disney/Pixar; rights in underlying vehicles are 175, Nataliya Dorokhina 26, 109, Nazarovsergey 171, Neirfy 207, New Africa 207,
Nickola_Che 175, Ninell Creative 175, Nishihama 26, Oleg_Mit 219, Oleksandr
the property of the following third parties, as applicable: Porsche Shatyrov 153, Panatda Saengow 153, Parinya Binsuk 119, Paul B. Moore 191,
is a trademark of Porsche. Plymouth Superbird is a trademark of PCHT 131, Peter Vanco 153, Photodiem 153, Photographee.eu 213, 213, Picsfive
FCA US U.C. Petty marks used by permissions of Petty Marketing 59, Piotr Sikora 141, Pixfiction 229, PongMoji 26, 109, Posteriori 229, Pressmaster
LLC. Mercury is a trademark of Ford Motor Company. 12, 20, 20, 103, PrimaStockPhoto 59, Prostock-studio 7, 24, 25, 107, Rawpixel.com
123, RAYphotographer 219, Rido 28, RimDream 7, 24, 25, 107, Rita_Kochmarjova
The term OMNIDROID used by permission of Lucasfilm Ltd. 119, Rob Marmion 185, S-F 63, Saaras 207, Sandra Standbridge 125, Sergei
Mr. and Mrs. Potato Head® are registered trademarks of Hasbro, Kolesnikov 133, 151, Sergiy Bykhunenko 155, sevenke 219, Shebeko 163,
Inc. Used with permission. © Hasbro, Inc. All rights reserved. ShotPrime Studio 189, Skazka Grez 147, Spass 12, 20, 20, 103, Stockfour 177,
© Just Play, LLC. StockImageFactory.com 18, 101, Stopabox 12, 16, 20, 97, Supertrooper 141, Suti
Stock Photo 67, Taelove7 235, Tatiana Popova 153, TheFarAwayKingdom 235,
TheVisualsYouNeed 185, 235, Time4studio 147, Tnehala77 67, Tom Bird 241,
The right of Tessa Lochowski to be identified as the author of this Tomaz Plut 67, Trattieritratti 197, TY Lim 7, 24, 25, 107, 129, Vania Zhukevych 169,
Work has been asserted by her in accordance with the Copyright, Vasyliuk 141, Veronica Louro 22, Vitaly Zorkin 67, Vladvm 59, Wavebreakmedia
Designs and Patents Act 1988. 12, 14, 20, 20, 81, 103, 229, Weerastudio 175, Wiktory 163, WildMedia 131,
Xiaorui 229, Yevgeniy11 131, Ziggy_mars 26, 109.
All rights reserved; no part of this publication may be reproduced,

Illustrations
stored in a retrieval system, or transmitted in any form or by Marisa Morea/Plum Pudding: pp.35, 256
any means, electronic, mechanical, photocopying, recording, or
otherwise without the prior written permission of the Publishers. Cover illustrations © 2022 Disney Enterprises, Inc. All rights
reserved. Pixar properties © Disney/Pixar
First published 2022
ISBN: 978-1-292-44160-3
Set in Arta Bold 10/12pt
Printed in the United Kingdom by Ashford Press
Image Credits
123RF.com: 5second 85, 89, Belchonock 185, Dean Drobot 6, 22, 35, 105,
Iriana88w 207, Katarzyna Białasiewicz 213, Lily Oh 221, Pat138241 67, 169,
Rido 26, Sam74100 191, 213, Sasin Tipchai 119, Serezniy 20, Thomas Perkins
239, Vyacheslav Volkov 239, Wabeno 147; Alamy Stock Photo: IMAGEMORE
Co. Ltd 155, Pixel-shot 141, Stan Pritchard 219; Getty Images: 3bugsmom 147,
Aabejon 14, 81, Aluxum 169, AndreaObzerova 213, Annebaek 193, Baona 14,
81, BeylaBalla 229, Creative Crop 147, David Madison 34, 185, 201, Erikreis
75, FatCamera 65, 127, 177, 221, FollowTheFlow 213, Fran Polito 34, 191, 201,
Fstop123 65, Ghislain & Marie David de Lossy 153, GlobalStock 185, HappyKids 7,
28, 111, Hill Street Studios 87, Hocus-focus 213, Image Source 239, Imgorthand
195, Inti St. Clair 195, Isabel Pavia 165, Jamie Grill 22, Jaroon 14, 57, 61, 83,
255, JBryson 59, 77, JGI/Jamie Grill 129, 153, JohnnyGreig 191, Jonathan Kirn
143, Jose Luis Pelaez Inc 34, 34, 77, 85, 173, 185, 191, 201, 201, Khosrork 235,
Kool99 57, 79, 255, Kwangmoozaa 163, Lane Oatey/Blue Jean Images 143, 149,
237, LightFieldStudios 141, 171, Loco75 217, Lupengyu 219, Manonallard 177,
Marc Romanelli 89, Maskot 173, MBI 87, Mehmet Özhan Araboga / EyeEm 119,
Melpomenem 141, MonstArrr_ 207, Narisara Nami 231, Nattanapong 153, Photo
by Rafa Elias 7, 24, 25, 107, Poco_bw 143, Princessdlaf 145, Prostock-Studio 177,
Pskeltonphoto 125, Ranta Images 191, SergiyN 237, Serhiy Hlupak 119, Sirikorn
Thamniyom / EyeEm 189, Sturti 85, Suparat Malipoom / EyeEm 163, Taek-sang
Jeong 229, Tetra Images - Daniel Grill 85, TorriPhoto 125, Twomeows 151, 191,
Vejaa 22, Vstock LLC 221, Wavebreakmedia 28, 65, 125, 211, Westend61 34, 169,
175, 199, Zheka-Boss 123, Ziggy_mars 185; Pearson Education Ltd: Jon Barlow
37, Trevor Clifford 127, 215; Shutterstock: 5 second Studio 12, 16, 20, 97, ABO
PHOTOGRAPHY 233, Adisa 229, Africa Studio 26, 79, 163, 169, 185, 207, 243,
Alinute Silzeviciute 241, Amenic181 175, Anastasiia Guseva 26, 109, Anatoliy
Karlyuk 7, 24, 25, 107, 167, 169, Andrey Pavlov. 125, Anna Yunak 219, Annashou
239, Anneka 119, ANURAK PONGPATIMET 18, 101, ArCaLu 241, Arek_malang 191,
Artazum 207, Artazum and Iriana Shiyan 207, Atsurkan 26, Beata Becla 26, 109,
BERNATSKAIA OKSANA 12, 16, 20, 97, BestPhotoStudio 241, BigPixel Photo 12,
F01 Stars and Heroes TB1 AmE 41603 Imprint_FSC.indd 128 07/06/2022 08:50
Pearson Education Limited 20, 20, 103, Black-Photogaphy 12, 16, 20, 97, Bqmeng 235, Brian A Jackson 195,
KAO Two Brillenstimmer 26, 109, Cookie Studio 75, Creativestockexchange 67, DarvidArt
59, Dave Pot 59, 169, Denis Kovin 153, Dipak Shelare 185, Dmitrii Dektiarev 219,
KAO Park Dmitrii Pridannikov 207, Dmitry Lobanov 129, 151, Drpnncpptak 219, Elliotte
Hockham Way Rusty Harold 125, ESOlex 235, ESTUDI M6 125, Eurobanks 12, 12, 16, 16, 20, 20,
Harlow, Essex 97, 97, Fotohunter 175, Fotokon 219, Fotokostic 175, Fuller Photography 59,
CM17 9SR Gelpi 12, 16, 20, 97, 171, 207, Gemenacom 145, Gladskikh Tatiana 143, GOLFX
14, 83, 147, 167, 193, 235, Graystock 26, 109, Greenland 185, Gregory Johnston
England 241, Grigorita Ko 131, GUNDAM_Ai 17, 99, Here 125, Hogan Imaging 215, Iofoto
and Associated Companies throughout the world. 6, 22, 35, 105, Jay Ondreicka 119, Jesterpop 141, JGade 175, John Carnemolla 241,
JpegPhotographer 26, JR-50 177, Jstengel 119, Just dance 239, Kiattipong 213, KK
pearsonenglish.com Tan 173, Kongsky 219, Kornnphoto 129, Kustomer 229, Kuvona 169, Lammotos
12, 20, 20, 103, Lanych 34, 199, LELACHANOK SANGUANRAKSAK 163, LeNi 67,
© Pearson Education Limited 2022 Leyla Ismet 163, LianeM 125, Lifestyle Travel Photo 163, 229, LightField Studios
16, 97, 147, Lillac 119, Littlekidmoment 12, 20, 20, 26, 103, 109, Ljupco Smokovski
© 2022 Disney Enterprises, Inc. All rights reserved. Pixar 147, Lopolo 12, 16, 20, 20, 97, 103, 119, 211, 229, Lorelyn Medina 61, Luca Santilli
properties © Disney/Pixar 169, Luchschen 213, Luis Molinero 233, Marharyta Gangalo 20, 103, Marlinda vd
Spek 131, Marlon Lopez MMG1 Design 151, Martin Novak 26, Maryna Pleshkun
149, 175, Master1305 22, Maximilian100 191, MBI 26, 65, 87, 87, 109, 133, Mega
Materials and characters from the movie Cars. Copyright © 2022 Pixel 59, 235, Mihalec 67, Momoforsale 235, Mr Twister 241, MVelishchuk 147,
Disney Enterprises, Inc. and Pixar. All rights reserved. Disney/ Mydegage 163, MyImages - Micha 141, Naluwan 7, 28, 111, Natalia Lebedinskaia
Pixar elements ©Disney/Pixar; rights in underlying vehicles are 175, Nataliya Dorokhina 26, 109, Nazarovsergey 171, Neirfy 207, New Africa 207,
Nickola_Che 175, Ninell Creative 175, Nishihama 26, Oleg_Mit 219, Oleksandr
the property of the following third parties, as applicable: Porsche Shatyrov 153, Panatda Saengow 153, Parinya Binsuk 119, Paul B. Moore 191,
is a trademark of Porsche. Plymouth Superbird is a trademark of PCHT 131, Peter Vanco 153, Photodiem 153, Photographee.eu 213, 213, Picsfive
FCA US U.C. Petty marks used by permissions of Petty Marketing 59, Piotr Sikora 141, Pixfiction 229, PongMoji 26, 109, Posteriori 229, Pressmaster
LLC. Mercury is a trademark of Ford Motor Company. 12, 20, 20, 103, PrimaStockPhoto 59, Prostock-studio 7, 24, 25, 107, Rawpixel.com
123, RAYphotographer 219, Rido 28, RimDream 7, 24, 25, 107, Rita_Kochmarjova
The term OMNIDROID used by permission of Lucasfilm Ltd. 119, Rob Marmion 185, S-F 63, Saaras 207, Sandra Standbridge 125, Sergei
Mr. and Mrs. Potato Head® are registered trademarks of Hasbro, Kolesnikov 133, 151, Sergiy Bykhunenko 155, sevenke 219, Shebeko 163,
Inc. Used with permission. © Hasbro, Inc. All rights reserved. ShotPrime Studio 189, Skazka Grez 147, Spass 12, 20, 20, 103, Stockfour 177,
© Just Play, LLC. StockImageFactory.com 18, 101, Stopabox 12, 16, 20, 97, Supertrooper 141, Suti
Stock Photo 67, Taelove7 235, Tatiana Popova 153, TheFarAwayKingdom 235,
TheVisualsYouNeed 185, 235, Time4studio 147, Tnehala77 67, Tom Bird 241,
The right of Tessa Lochowski to be identified as the author of this Tomaz Plut 67, Trattieritratti 197, TY Lim 7, 24, 25, 107, 129, Vania Zhukevych 169,
Work has been asserted by her in accordance with the Copyright, Vasyliuk 141, Veronica Louro 22, Vitaly Zorkin 67, Vladvm 59, Wavebreakmedia
Designs and Patents Act 1988. 12, 14, 20, 20, 81, 103, 229, Weerastudio 175, Wiktory 163, WildMedia 131,
Xiaorui 229, Yevgeniy11 131, Ziggy_mars 26, 109.
All rights reserved; no part of this publication may be reproduced,

Illustrations
stored in a retrieval system, or transmitted in any form or by Marisa Morea/Plum Pudding: pp.35, 256
any means, electronic, mechanical, photocopying, recording, or
otherwise without the prior written permission of the Publishers. Cover illustrations © 2022 Disney Enterprises, Inc. All rights
reserved. Pixar properties © Disney/Pixar
First published 2022
ISBN: 978-1-292-44160-3
Set in Arta Bold 10/12pt
Printed in the United Kingdom by Ashford Press
Image Credits
123RF.com: 5second 85, 89, Belchonock 185, Dean Drobot 6, 22, 35, 105,
Iriana88w 207, Katarzyna Białasiewicz 213, Lily Oh 221, Pat138241 67, 169,
Rido 26, Sam74100 191, 213, Sasin Tipchai 119, Serezniy 20, Thomas Perkins
239, Vyacheslav Volkov 239, Wabeno 147; Alamy Stock Photo: IMAGEMORE
Co. Ltd 155, Pixel-shot 141, Stan Pritchard 219; Getty Images: 3bugsmom 147,
Aabejon 14, 81, Aluxum 169, AndreaObzerova 213, Annebaek 193, Baona 14,
81, BeylaBalla 229, Creative Crop 147, David Madison 34, 185, 201, Erikreis
75, FatCamera 65, 127, 177, 221, FollowTheFlow 213, Fran Polito 34, 191, 201,
Fstop123 65, Ghislain & Marie David de Lossy 153, GlobalStock 185, HappyKids 7,
28, 111, Hill Street Studios 87, Hocus-focus 213, Image Source 239, Imgorthand
195, Inti St. Clair 195, Isabel Pavia 165, Jamie Grill 22, Jaroon 14, 57, 61, 83,
255, JBryson 59, 77, JGI/Jamie Grill 129, 153, JohnnyGreig 191, Jonathan Kirn
143, Jose Luis Pelaez Inc 34, 34, 77, 85, 173, 185, 191, 201, 201, Khosrork 235,
Kool99 57, 79, 255, Kwangmoozaa 163, Lane Oatey/Blue Jean Images 143, 149,
237, LightFieldStudios 141, 171, Loco75 217, Lupengyu 219, Manonallard 177,
Marc Romanelli 89, Maskot 173, MBI 87, Mehmet Özhan Araboga / EyeEm 119,
Melpomenem 141, MonstArrr_ 207, Narisara Nami 231, Nattanapong 153, Photo
by Rafa Elias 7, 24, 25, 107, Poco_bw 143, Princessdlaf 145, Prostock-Studio 177,
Pskeltonphoto 125, Ranta Images 191, SergiyN 237, Serhiy Hlupak 119, Sirikorn
Thamniyom / EyeEm 189, Sturti 85, Suparat Malipoom / EyeEm 163, Taek-sang
Jeong 229, Tetra Images - Daniel Grill 85, TorriPhoto 125, Twomeows 151, 191,
Vejaa 22, Vstock LLC 221, Wavebreakmedia 28, 65, 125, 211, Westend61 34, 169,
175, 199, Zheka-Boss 123, Ziggy_mars 185; Pearson Education Ltd: Jon Barlow
37, Trevor Clifford 127, 215; Shutterstock: 5 second Studio 12, 16, 20, 97, ABO
PHOTOGRAPHY 233, Adisa 229, Africa Studio 26, 79, 163, 169, 185, 207, 243,
Alinute Silzeviciute 241, Amenic181 175, Anastasiia Guseva 26, 109, Anatoliy
Karlyuk 7, 24, 25, 107, 167, 169, Andrey Pavlov. 125, Anna Yunak 219, Annashou
239, Anneka 119, ANURAK PONGPATIMET 18, 101, ArCaLu 241, Arek_malang 191,
Artazum 207, Artazum and Iriana Shiyan 207, Atsurkan 26, Beata Becla 26, 109,
BERNATSKAIA OKSANA 12, 16, 20, 97, BestPhotoStudio 241, BigPixel Photo 12,
F01 Stars and Heroes TB1 AmE 41603 Imprint.indd 128 07/06/2022 08:50
Contents
Scope and Sequence 4
Welcome to My Disney Stars and Heroes! 6 Meet our Stars and Heroes! 36
Component overview 12
W Welcome 38
Unit tour and Teaching with … sections 14
1 At school 48
Teaching with the videos 15
2 Family and friends 70
Teaching with the picture cards / word cards 16
3 Body and face 92
Teaching with stories and story cards 19
4 Cool animals 114
Teaching with songs and chants 21
5 My things 136
Online modules: Phonics 21
Facilitating communication and speaking 23

6 Food we like 158
Teaching the Personal and Social Skills 25

7 My free time 180
Teaching cross-curricular content 27 8 My home 202
Teaching with projects 29 9 Cool clothes 224
Reviewing material and measuring progress 31 Videoscript 246
Online modules: Big Projects 31 Workbook audioscript 248
Teaching with the posters 32 Games Bank 252
Classroom management 33 Classroom language 255
Teacher’s Book tour 34 My teacher progress journal 256
F02 Stars and Heroes TB1 AmE 41603.indd 3 16/06/2022 11:46

Contents
Scope and Sequence 4
Welcome to My Disney Stars and Heroes! 6 Meet our Stars and Heroes! 36
W Welcome 38
Unit tour and Teaching with … sections 14
1 At school 48
Teaching with the videos 15
2 Family and friends 70
Teaching with the picture cards / word cards 16
3 Body and face 92
Teaching with stories and story cards 19
4 Cool animals 114
Teaching with songs and chants 21
5 My things 136
Online modules: Phonics 21
Facilitating communication and speaking 23

6 Food we like 158
Teaching the Personal and Social Skills 25

7 My free time 180
Teaching cross-curricular content 27 8 My home 202
Teaching with projects 29 9 Cool clothes 224
Reviewing material and measuring progress 31 Videoscript 246
Online modules: Big Projects 31 Workbook audioscript 248
Teaching with the posters 32 Games Bank 252
Classroom management 33 Classroom language 255
Teacher’s Book tour 34 My teacher progress journal 256

Scope and Meet our Stars
and Heroes!
Character introductions
Hello, friends song
I’m …
Hello
Sequence
page 4
Vocabulary Grammar and Personal and Social Cross-curricular Project and

communication Capabilities strategies
1
Classroom What’s this? It’s a
Self-atwareness: Social Science: Project:
Classroom backpack. Is it red?
Identifying my emotions 1 My school day Draw your
objects 1 Yes, it is./No, it isn’t.
happy, sad, scared circle time, class, classroom!
Classroom Describe objects lunch, recess Self-management:
At objects 2 It’s a ball. It’s an orange Story: Let’s play! Getting ready for
school eraser. Is it a blue book? work
Yes, it is./No, it isn’t.
page 10 I’m ready!
2
Family Who’s this? This is Jess.
Self-awareness: Social Science: Project:
Family and She’s my sister.
Identifying my emotions 2 Family trees My family tree
friends Ask and answer about excited, proud, worried baby, children, Presentation skills:
People and family grandparents, parents Introducing
Family and adjectives He isn’t my uncle. He’s Story: The painting yourself, presenting
friends my dad. Is she your your work
page 22 mom? Yes, she is./No,
Hi! My name’s …
she isn’t.
This is my …
3
Parts of the I have brown eyes.
Self-awareness: Science: Project:
body 1 She has one nose.
Expressing my emotions 1 Our five senses Design a monster
Parts of the Give instructions cry, hide, jump, smile hear, see, smell, taste, Self-management:
body 2 Listen! Don’t talk! touch Good project work
Body and Actions Story: My monster behavior
face listen, open/close
page 34 your books, sit
down
4
Pets What’s this? It’s her dog.
Self-awareness: Life Science: Project:
Animals 1 It’s his hamster.
Expressing my emotions 2 Baby animals My animal poster
Animals 2 Describe animals angry, frown, stomp, yell chick, cub, foal, Presentation skills:
What are they? They’re kitten, puppy Good presenter
Cool birds. What color are Story: Good boy! behavior
animals they? They’re blue. Are
don’t worry, smile,
page 46 they red? Yes, they are./
speak up, stand up
No, they aren’t.
5
Toys 1 I have a teddy bear.
Self-management: Technology: Project:
Toys 2 We don’t have a ball.
Managing my emotions Toys and materials My things poster
Do you have a kite?
Possessions close your eyes, count hard, plastic, plush, Self-management:
Yes, I do./No, I don’t.
to ten, stomp your feet, soft Sharing and
My things Say what my friend take a breath borrowing
page 58 has
Can I borrow an
He has a train. She Story: Let’s play!
eraser, please? Yes,
doesn’t have a watch.
sure. Here you are.
4
F02
F01 Stars and Heroes TB1
SB1 AmE 41603.indd
97812 Scope4and Sequence.indd 2 30/09/2021 11:46
16/06/2022 16:26 F01 S
w Colors What color is it? It’s red.
Relationship skills:
Welcome Numbers Hello, my name’s Mia. What’s your name? Hi! I’m Simon. Nice to meet you! Welcoming new people to class
page 6 1–20 How old are you? I’m six. Are you seven? Yes, I am/No, I’m not. Hi! Hello! Nice to meet you.

6
Food 1 I like pears and cheese.
Social-awareness: Life Science: Project:
Food 2 I like pears, too. I don’t like
Being nice to others How tomatoes My lunch plate
carrots.
Food 3 lonely, nice grow Presentation
Ask and answer about grow, seed, soil, skills: Good listener
Food likes and dislikes Story: Let’s have lunch! sunlight, water behavior 1
we like Do you like cheese?
clap hands, Good
page 70 Yes, I do!/No, I don’t!
job! listen to others.
7
Free time I can read. I can’t sing. She
Self-management: Science: Project:
activities can run. He can’t dance.
Persistence My body can About me poster
Activities 1 Ask what my friends move!
Don’t give up. Go on! Self-management:
Activities 2 can do You can do it! It’s hard. bones, joints, Asking for help
My free Can you dance? Yes, I can./ Keep trying muscles, skeleton Can you help me?
time No, I can’t. Can she
How do you spell
page 82 dance? Yes, she can./No, Story: Let’s ride a bike!
…?
she can’t.
8
Home Where’s the rug? It’s in the
Responsible Design: Project:
Rooms and living room.
decision-making: Amazing houses My dream bedroom
furniture Describe where things Making decisions diamond, hexagon, Presentation
Furniture and are I need … I don’t need … oval, square skills: Good listener
My home household There’s a table. There are Let’s clean up! messy behavior 2
page 94 items two chairs. There isn’t a
ask questions, be
TV. There aren’t any toys. Story: Where’s the ball?
polite, raise your
hand, wait for your
turn
9
Clothes 1 I’m wearing jeans. I’m not
Self-awareness: Technology: Project:
Clothes 2 wearing a dress. Are you
Feeling better Smart wool My clothes poster
wearing a dress? Yes, I am./
Personal a hug, my favorite cold, dry, hot, Self-management:
No, I’m not.
possessions clothes, my favorite toy, sheep, wet Planning your work
Cool Ask and answer about my friend think and plan
clothes people’s things
page 106 This is my bag. These are Story: The lucky cap
my books. Is this your bag?
Yes, it is./No, it isn’t. Are
these your books? Yes,
they are./No, they aren’t.
Picture dictionary pages 118–127 Stickers and Cut-outs

5
Cut outs
16:26 F01 Stars and Heroes TB1

F02 SB1 AmE 41603.indd
16/06/2022 16:26
Welcome to
My Disney Stars and Heroes!
My Disney Stars and Heroes is a primary course for children aged 6 to 12 that brings together the
engagement of Disney stories, a focus on Future Skills, the Global Scale of English, and classroom tools
that make teaching easy.
We have based the course on the following principles:
Engaged children will learn better.
Future Skills are key to children’s development.
Students and teachers need to see pedagogical rigor and progress.
Teachers need flexibility.
Engaged children will learn better

Disney characters
Working with Disney, we have created a course that will engage Each unit of the course has two stories at its core:
students and help them build a solid foundation for learning English. • A story to watch, with Disney characters, that runs through the
Disney characters are instantly recognizable to young learners, whole unit. Each unit is dedicated to a different movie, so learners
making children feel at ease and motivated to learn. Engagement can meet their favorite Disney heroes as well as enjoy a variety of
with the characters will help students enjoy their lessons and develop different movies.
a positive attitude to language learning. It will also help them focus Unit openers introduce both the characters and the main topic
on the lesson, stay on task longer, and retain more of what they have of the unit, within a video clip. Another video clip follows later in
learned. The context of Disney stories is often familiar to learners, the unit helping students focus on the new language and concepts
which means they can relate the new language they are learning to they are learning.
the realities of the Disney universe.
Stories
3 Body and face
LESSON 1 Vocabulary
2 3A
Watch again. What do they do?
eo stor
Children of elementary school age love listening to stories. Stories Vid y
head
and storytelling provide a natural and engaging context for language cry smile hide
learning. They encourage young learners to use their imagination 3 3.1

Listen, find, and say. Then ask a friend.
and explore the world. Listening to, watching, and acting out stories Grammar and Speaking
LESSON 6
help develop a wide range of linguistic, cognitive, social, and 1 3B

4 video.
Watch the Listen, chant, and act.
Circle. What does
3.2
Sully do?
body
emotional skills, while also promoting cultural understanding. v
My Disney Stars and Heroes LESSON 4 3.12
Listen!
Story
My monster
Don’t talk!
takes a dual approach to Stand up! Don’t sit down!
1 2 Listen and check (✔). Then say in

stories – a story to watch and 1
3.8
Listen and read. Who helps Hugo?
Look! I have a
2
Look! My monster
1
3.13
a b 2 a
pairs.
b
monster! has two eyes! leg
a story to read. We believe Two eyes? 1 3A
Watch the video. Check (✔).
arm
that this will help students 3 a

Collect ?
b 4 a
34 35
develop a love of reading your friend!
I can name the parts of my body. b page 4
I have a monster
too. Let’s play! M03 Stars and Heroes SB1 AmE 97812.indd 34 01/10/2021 09:47 M03 Stars and Heroes SB1 AmE 97812.indd 35 01/10/2021 09:48
and storytelling, with plenty of 3 Oh, no! His eye!

He only has one eye! 4
Don’t cry! Look!
opportunities for the teacher ’s comm

unicate!
• A story to read, with Let
to retell and easily exploit, 3 Use the cut outs.
Open your eyes!
a set of non-Disney
Are you OK?
Play the game.
and for the children to act
Monster eyes!
Thank you!
Are you happy now? Yes! Thank you, Li. characters that appear Cut outs
out and even generate stories

6
5 You’re a good friend!
in every unit of the level. I can give instructions.

41
in class. Now he has Thanks!
The characters are

M03 Stars and Heroes SB1 AmE
97812.indd 41
two eyes! 01/10/2021 09:48
Jump! Jump!
It also helps exploit themes Spot! schoolchildren, like the students, and bring with them the usual
The end
related to Personal and Social 38
Can you find two
eyes the same?
everyday life experiences that learners can relate to. These
Skills, which run across both M03 Stars and Heroes SB1 AmE 97812.indd 38 01/10/2021 09:48
stories help consolidate new language and the themes of the

types of stories in every unit. unit, and bring a variety of everyday experiences that students
are familiar with.
6 Welcome

Future Skills are key to children’s development
Future Skills in My Disney Stars and Heroes
My Disney Stars and Heroes helps develop Future Skills alongside The My Disney Stars and Heroes course methodology weaves Future
language learning. These are skills that students will need to function Skills into the course activities throughout the unit: in the Disney
well in the world, both individually and with others, and to become videos, in the stories, in the dedicated Myself and others lessons, via
responsible citizens. They go beyond the classroom, and are essential project work, and in the Reviews. Clearly signposted sections in the
for personal development, social inclusion, active citizenship, and teaching notes provide extra support to teachers through tips and
in later life, successful employment. ideas to further enhance Future Skills learning and practice.
In the Myself and others lesson

Drawing on Pearson’s Framework for Personal and Social Capabilities, and other internationally-recognized frameworks, we have developed
a Personal and Social Skills syllabus specific to My Disney Stars and Heroes. The syllabus comprises five overarching areas of competence,
with the dedicated Myself and others lesson in each unit focusing on one skill area within each of the five umbrella competences.
Social awareness
The ability to understand the perspectives of and empathize with others, including those Relationship skills
from diverse backgrounds, cultures, and contexts. This includes showing concern and The ability to establish and maintain
respect for others, expressing thanks, and appreciating different viewpoints. healthy relationships and navigate
friendships with diverse individuals and
Self-management groups. This includes a focus on effective
communication, social engagement,
Managing one’s emotions, thoughts, and
building relationships, working
behaviors effectively in different situations, and
collaboratively and problem solving, and
using self-management tools to achieve goals and
conflict resolution.
aspirations. Specific areas of focus include impulse
control, stress-management, self-discipline and
motivation, taking initiative, and setting goals.
Self-awareness
Responsible decision-making The ability to identify and understand thoughts,
The ability to make good, safe, and ethical choices about personal behavior and values, and emotions, and link them to behaviors,
social interactions across diverse situations. This includes learning to make reasoned as well as recognizing strengths and interests to
judgements, evaluating the benefits and consequences of actions, and applying develop a well-rounded sense of self.
critical thinking to solve personal and social problems.
Developing the Personal LESSON 7
Expressing
Elsewhere in the unit LESSON 9 f-m
anagem
Design a monster
Myself and others Project
en
Se
t
and Social Skills 1.14
Listen
emotions Project work in Lesson 9
and Let’s review
sing.
Lessons and activities that explore 1 Think and say. How do they feel? additionally develops Future 1
1
Read and write the number.
This is my monster.
Personal and Social Skills are Skills by focusing on the soft skills He has arms.
2 This is my monster.
She has eye.
clearly signposted with an icon cry

hide
jump
smile of self-management, Get ready
and a green background. 2 3.14

Listen and circle.
Then say and act.
3 Match and say.
presentation, and, from Level 3 2 3.16
Think and circle. Then listen and check.
Students build their skills as they

1 I smile / hide! 2 I jump / cry!
onwards, collaboration. In this Sit down! / Stand up!
work through the unit, gradually example, work on the project is Open / Close your books.
Listen! / Don’t listen!
collecting a “piece” of their 3 I smile / hide! 4 I hide / jump! linked to self-management. Create Reflect
Workbook page 37
Personal and Social Skills badge Be a hero! The course also includes 3 4 Now design
your monster.
How did I do?
I listen to my teacher.
Can you make Write.
in Lessons 1 and 4, before I’m happy.
your friend smile
in 30 seconds?
Try making a
21st Century skills: I get my pencils ready.
I create my monster.
communication and creativity,

funny face.
reaching Lesson 7 where it

I smile!
42 Self-awareness I can name actions and emotions. 44 I can design and write about my monster.
is complete! M03 Stars and Heroes SB1 AmE 97812.indd 42 01/10/2021 09:48
as well as critical thinking. M03 Stars and Heroes SB1 AmE 97812.indd 44 01/10/2021 09:48
Talk
The Talk buddies icon budd ies indicates those activities that facilitate
communication, while the Think! icon denotes activities that

encourage students to think critically or employ HOTS. Stories,
songs, and projects provide children with opportunities to develop
their creativity skills.
Welcome 7

Students and teachers need to see pedagogical rigor and progress
The Global Scale of English GSE Teacher Resources
The Global Scale of English (GSE) is a numerical scale You can find a full list of all the GSE Learning Objectives covered
that measures English language proficiency. It is also a in this coursebook in the Global Scale of English Teacher Booklet,
framework of learning objectives that describe what a available online as part of the Teacher’s Resources.
learner can do at each level of proficiency on the scale for each of the For more information about how the GSE can support your planning
four skills: listening, reading, speaking, and writing. The GSE enables and teaching, your assessment of your learners, and the selection or
teachers and students to answer the following questions accurately: creation of additional materials to supplement your core program,
• How good is my English? please go to www.pearsonenglish.com/gse.
• What progress have I made towards my learning goal? For easy access to all the GSE Learning Objectives, GSE Grammar,
• What do I need to do next to improve? GSE Vocabulary, and the GSE Text Analyzer (to estimate the GSE
level of a written text), use the GSE Teacher Toolkit – freely available
The GSE is fully aligned to the Common European Framework of
online at https://www.english.com/gse/teacher-toolkit/user/lo.
Reference for Languages (CEFR), but the numerical scale enables
proficiency to be measured more accurately, more regularly, and For more information about assessments that can be used to measure
within a CEFR level. This keeps learners motivated as they see progress on the GSE proficiency scale, please go to https://www.
regular evidence of progress. pearson.com/english/assessment.html. We recommend using English
Benchmark Young Learners for students studying with this course.
The GSE helps teachers to find the right course materials for the
exact level and learning goals of their students. The chart on the Global Scale of English in
back of the Student’s Book shows the range of objectives that are
covered within the content. Knowing this range helps you select
My Disney Stars and Heroes 3 Body and face
Every unit of the Teacher’s Book
course materials with the right level of support and challenge for Unit objectives Skills development
starts with an overview of the

By the end of this unit, students can: Listening: recognize and understand body and action
words, and simple descriptions and instructions.
your students to help them make progress.

• draw and write about a monster, identifying
and naming different parts of the body, and Reading: read and understand a short, simple cartoon
giving a simple description story and very short texts about the five senses.
areas of skills development for • read and understand a story about helping
our friends
• name actions and give instructions
Speaking: give simple descriptions of physical
appearance; give simple instructions; name emotions
and accompanying actions; say simple sentences about
the five senses
• talk about their emotions and do related
reading, listening, speaking, and

Writing: write body and action words
My Disney Stars and Heroes

actions
• talk about the five senses
writing, so you can see what is Vocabulary Grammar
Level GSE Lesson 1: arm, body, head, leg Lesson 3: I have brown eyes. He has ten fingers.
She has one nose.
expected of students.
Lesson 2: ear, eye, face, finger, hair, hand, mouth, nose
Lesson 5: close, listen, open, show, sit down, stand up Lesson 6: Listen! Don’t talk! Stand up! Don’t sit down!
Starter 10–20 Myself and others

Story
Expressing my emotions 1 In this unit, a Disney My monster
video and a story introduce the theme of expressing Let’s play! Are you OK? Don’t cry! Thank you!
emotions. Students will learn how to recognize some
emotions they express in different situations.
Level 1 14–24 Language: cry, hide, jump, smile Project

Self-awareness Design a monster
Self-management: how to behave during project work
S ci e n c e
My world Listen! Open/Close your books. Sit down! Stand up!
Level 2 18–28 Science: Our five senses

hear, see, smell, taste, touch
Level 3 22–32 92
Level 4 26–36 M03 Stars and Heroes TB1 AmE 41603.indd 92 06/06/2022 14:21
Level 5 30–40 Each lesson of the Teacher’s Book lists the

Level 6 34–45 GSE Learning Objectives for that lesson.
My Disney Stars and Heroes has been created using the GSE 3 Lesson 1: Vocabulary Student’s Book pages 34–35 3
3 Body and face
LESSON 1 Vocabulary
2 Watch again. What do they do?
Objectives
3A
Warm-up eo stor
Vid
Learning Objectives for Young Learners. These have been used to

Greet students with the Mickey Mouse puppet, and sing the Hello, y
Lesson aim: name parts of the body
Friends! song (track 0.2). head
Target language: arm, body, head, leg
cry smile hide
Recycled language: colors, numbers; This is my … Presentation Video story
Receptive language: cry, hide, smile; I have (two)(arms). • Students look at the Big Picture. Introduce the movie and the 3 Listen, find, and say. Then ask a friend.
ensure that the content and activities are at the correct level and
3.1
Materials: Video 3A; Audio; Picture cards / Word characters: This is the movie Monsters, Inc. This is (Sulley).
cards (Parts of the body 1, Disney characters); Sticker • Elicit any vocabulary students may know. Ask: Is he big or small? What
(Boo); Mickey Mouse puppet color is it/he? How many monsters can you see? Is he (happy)?
1 3A Watch the video. Check (✔). 4 Listen, chant, and act.

Skills
3.2
have informed the lesson goals given at the start of each unit.
body
Make the Mickey Mouse puppet stand up. Say: Sit down, Mickey.
Reading: can recognize some frequent everyday
It’s video time! Let’s watch!
v
words (21)
• Play Video 3A, and students watch and listen.
Listening: can recognize isolated words related
to familiar topics, if spoken slowly and clearly and • Ask: Who do you see? Students check the pictures. Ask: Who’s the girl?
supported by pictures and gestures (16) (Boo) Is she (big)? (no) Is she (scared)? (no) Are the monsters (big)? (yes)
In My Disney Stars and Heroes, the skills syllabus has been developed
Are they (scared)? (yes).
Speaking: can name common parts of the body (23)
Writing (WB): can trace simple words and phrases in
upper and lower case (10) 2 3A Watch again. What do they do?
• Students look at the pictures. Read the words aloud with the class leg
and mime each action. Ask about each picture: How does he/she 1 Watch the video. Check (✔).
Teacher toolkit
using the GSE Learning Objectives as well as the GSE Skill Development
3A
arm
feel? (sad, happy, scared).
Video summary – 3A • Play the video again, pausing occasionally to ask: How does he/she
The monsters are scared Videoscript see p.246 feel? Is he/she (scared)? What does he/she do? (hide, cry, smile). In ✔ ✔ ✔ Collect ?
34 I can name the parts of my body. your friend! 35
Sulley and Mike hide Boo, a girl from the human each instance, students say the emotion word and mime the action. page 4
Framework for Young Learners, which provides structured scaffolding to

world, in Mike’s apartment while they’re trying to ([0:23] scared – hide; [1:24] sad – cry; [2:01] happy – smile)
figure out what to do with her. They are scared of 4
the little girl, as any contact with a human could Picture cards / Word cards (optional) Show the picture cards one by one
3.2 Listen, chant, and act.
? Collect your friend Show the picture card of Boo to help
students identify the correct sticker. Students stick the sticker
• Play the audio, demonstrate the actions, and students listen to
end badly for a monster, but Boo is happy to make to introduce the new vocabulary. Repeat several times, encouraging students on p.4 in the Student’s Book. Ask: What’s her name? (Boo) Who are
the chant.
new friends. to remember the words. Then show each word card, and elicit the words. her friends? (Sulley and Mike).
support teachers and students. Within the four language skills, the sets
• Say: Listen and chant!, and play the audio again. Students join in
with the chant and the actions. Wrap-up
Engage Practice
Students find pictures of their favorite movie, 3 3.1 Listen, find, and say. Then ask a friend. Play Mickey says (see Games Bank p.254), using the Mickey
TPR chant
television, or book characters (e.g., in magazines, Mouse puppet. Make Mickey say: Mickey says “Touch your
• Students explore the Big Picture. Point and say the body words. head – put hands on your head arm – show your arms
from the internet) to make a body collage. They (head).” Touch your (legs). Repeat with different parts of the body.
of learning objectives are grouped into sub-skills relating to accuracy

• Students look at the small pictures. Ask: What’s this? Is it a (leg)? Is it body – touch your body leg – touch your legs Students do the actions only if they hear Mickey says.
label the pictures using body words they learn across
(Mike)? Students find each small image in the Big Picture and say the
the unit. Students say goodbye to Mickey as they leave class.
body word. Audioscript (track 3.2)
• Play the audio, and students point to the Big Picture. Play the audio again, This is my body. (x2)
Expressing my emotions 1 and they point and say the words. Play the audio one more time, pausing Workbook pages 28–29
My head.
and appropriacy, complexity and organization, and interaction and

cry, hide, jump, smile for students to point and read the words. Two arms. Learning Heroes
Use the video story to talk about the feelings and • Students work in pairs, taking turns to point to each of the pictures for their Two legs. 1 Watch again and do the quiz.
behavior of the characters in different situations. partner to say the words. I have two arms. 1 Check (✔). Who’s Mike’s friend? b ✔
Say: Imagine! You see a (big monster / small girl). SUPPORT Say a word and students point to the correct picture card. I have two legs. 2 Check (✔). What do you see in the video? a ✔, b ✔, d ✔
How do you feel? What do you do? Students say This is my body.
strategies. The four skills are systematically developed within each

STRETCH Place the picture cards and word cards on the board in random 3 Look and match. a 2, b 1
or mime their answers. order. Invite individual students to match them. 2 Trace and match. 1 b, 2 a, 3 c, 4 d
Self-awareness 3 Challenge! Trace. Then find and circle. Students circle bear in
Audioscript (track 3.1)
the wordsearch.
Look at the monsters. Find … a head … a body … an arm … a leg.
level and across the course as a whole.

94 95
In addition to the GSE alignment, the vocabulary syllabus is mapped M03 Stars and Heroes TB1 AmE 41603.indd 94 06/06/2022 14:21 M03 Stars and Heroes TB1 AmE 41603.indd 95 06/06/2022 14:21
to Pearson International Certificate Young Learners and Cambridge To see the full range of GSE Learning Objectives for the course, with
Young Learners exams for those students taking international exams their specific ratings, please refer to the GSE Teacher Mapping Books
at the end of primary. available online.
8 Welcome

LESSON 3
Grammar
I have two eyes!

Listen Measuring
and number.
progress Assessment pack
In My Disney Stars and Heroes, we encourage both formal and The assessment pack, available online, is designed for more formal
informal assessment. in-course assessment. It includes:
Assessment for learning • Diagnostic test
My Disney Stars and Heroes includes assessment for learning • Unit tests
methodology, aiming to help students take responsibility for their • End-of-level test
own learning right from the beginning. Assessment for learning lets The assessment pack evaluates students’ mastery of the learning
students understand where they are on their learning journey, identify objectives presented in the Student’s Book and Workbook.
gaps in their understanding, and plan how to seek the help they
The diagnostic test helps teachers evaluate students’ language level
need. It also encourages continuous reflection and self-assessment. 3.6
at the start of the year. It will provide an overall picture of where the
Elements of assessment for learning include:I have brown eyes.
He has ten fingers. class is, but also provides awareness for teachers of where individual
Activating prior knowledge She has one nose. students or a whole class may need more support as they work
Listen At
and thestick.
start of the unit,
Then students are encouraged to consider what
circle. through the course.
they already know in relation to the topic, and what they would like Unit tests correspond to the content material in each of the units
3 Body and face

1 2 3
to learn. This activates prior knowledge and gives them focus and and reflect the learning objectives of the unit. These tests provide
r engagement with the topic. feedback to teachers and students on the progress made against
the unit learning objectives. The results of these tests can also help
Learning Heroes teachers to adjust plans for the next unit and identify any areas
Words I know Words I want to learn requiring additional practice.
The End-of-level test provides teachers with a tool to assess progress
against all the key development indicators for the level and to assess
LESSON 10
LESSON 10 class readiness for the next level.
She has gray He has eight She has one blue Review
Review
hair / nose. I can do it!
hands / fingers. mouth / eye. English Benchmark Young Learners
English
The GSE underpins everything we create at
Vide1o quizLook and number. Then say. budd
Talk
Pearson English, including coursebooks and
Benchmark
ies Young Learners
Clear goals for every lesson2
Play Guess who?
1 Throughout
eye
Watch again Sh
and e ha
do thes quiz. have
leg assessments. We recommend using English
1 alwaysThre
4
the unit, students 3 e!visibility of the lesson
purple hair. Benchmark Young Learners for students
3A
5
face body
1 Check (✔on
objectives ). Who’s Mike’s friend?
the page, 2 Check
so they can (✔).goals.
see their What 6 do you see in the video?
finger nose
studying with My Disney Stars and Heroes.
a b a b
I can give basic descriptions of people.
head
7
mouth 37
By using our Benchmark assessments
8
alongside My Disney Stars and Heroes,
2 3.17
Write a or b. Then listen and check. you will be able to see the progress being
E 97812.indd 37 01/10/2021 09:48
c
Self-assessment
a
1 He has one eye.
d
b
c d
made by students during their course of study, and you will receive
At the end of the unit, students assess
2 She has purplewhat
hair. they have learned, reflect rich score reports that identify strengths and weaknesses along with
on their progress, and are rewarded for their effort. This develops
3 He has two arms. recommendations on how to address any weaknesses using the
She has sixprocess.
their understanding of the 4learning legs. course. For level 1 of My Disney Stars and Heroes, we recommend
3 Look and match. English Benchmark Young Learners Level 1. Find out more about this
3 Think and check (✔). Then stick! test at https://www.pearson.com/english/assessment/english-benchmark-
a 1
smile young-learners.html.
Your students may also want to take a test that gives them a
I canb… 2Stic e
ker
tim proficiency certificate. For level 1 of My Disney Stars and Heroes,
name body parts and actions cry
we recommend preparation for International Certificate Young
read a story Learners Level 1 Firstwords. Find out more about this test at https://
sing a song qualifications.pearson.com/en/qualifications/international-certificate/
28
name actions and emotions ✔ IUnit
completed
3! young-learners/test-levels.html.
M03 Stars and Heroes WB 1 AmE 41672.indd 28
Go online 28/02/2022 16:25
Big Project 45
M03 Stars and Heroes SB1 AmE 97812.indd 45 01/10/2021 09:49
Welcome 9

Teachers need flexibility
My Disney Stars and Heroes provides a variety of options and pathways through the material, so you can tailor your approach to both your
students’ needs and your particular teaching context.
Different numbers of teaching hours
To help you plan, we estimate that teaching materials for the Student’s Every unit includes two additional lessons available online only so
Book and related practice in the Workbook may take around that you can choose the material your students really need. These
40 minutes of classroom time per lesson. The actual time it may take are Phonics and Big Projects.
you to complete a unit with your class depends on many factors, such The Student’s Book and Teacher’s Book include an access code to digital
as the makeup and needs of your class, as well as how well students resources, which means teaching can be done either using only paper
cooperate as a group. You may also consider how much time is needed components or using a blended approach. The digital resources include
for review or for language presentation, as well as how many times the Presentation Tool for the teacher, as well as eBooks for students.
features such as songs, stories, or games are revisited.
In the table below, we suggest options for adjusting the material
You can extend the core material by using additional extra activities to suit different situations.
in the Teacher’s Book, digital activities, and using the Workbook in
the class rather than for homework.
Possible pathways through material
Option 1 Option 2 Option 3
(3 lessons a week) (4 lessons a week) (5 lessons a week)
Student’s Book core activities Student’s Book and Workbook, with all Student’s Book and Workbook, with all
Workbook activities done mostly at home activities done mostly in class, plus some activities done in class, plus all online Phonics
online Phonics or Big Project lessons and Big Project lessons, and Extra reading
1 1 1 1 1 1
1
1
r and grow with your heroes Discover and grow with your heroes Discover and grow with your heroes Discover and grow with your heroes Discover and grow with your heroes Discover and grow with your heroes
and Heroes brings together the best of Disney and Pearson My Disney Stars and Heroes brings together the best of Disney and Pearson My Disney Stars and Heroes brings together the best of Disney and Pearson My Disney Stars and Heroes brings together the best of Disney and Pearson My Disney Stars and Heroes brings together the best of Disney and Pearson My Disney Stars and Heroes brings together the best of Disney and Pearson
ent to give students an inspiring and robust start to learning English. educational content to give students an inspiring and robust start to learning English. educational content to give students an inspiring and robust start to learning English. educational content to give students an inspiring and robust start to learning English. educational content to give students an inspiring and robust start to learning English. educational content to give students an inspiring and robust start to learning English.
Student’s Book with eBook
Workbook with eBook
Workbook with eBook
Workbook with eBook

tars and Heroes is built on four key principles: My Disney Stars and Heroes is built on four key principles: My Disney Stars and Heroes is built on four key principles: My Disney Stars and Heroes is built on four key principles: My Disney Stars and Heroes is built on four key principles: My Disney Stars and Heroes is built on four key principles:
Disney characters and Full alignment to Pearson's Global Delightful Disney characters and Full alignment to Pearson's Global Delightful Disney characters and Full alignment to Pearson's Global Delightful Disney characters and Full alignment to Pearson's Global Delightful Disney characters and Full alignment to Pearson's Global Delightful Disney characters and Full alignment to Pearson's Global
bined with real world Scale of English provides a rigorous stories combined with real world Scale of English provides a rigorous stories combined with real world Scale of English provides a rigorous stories combined with real world Scale of English provides a rigorous stories combined with real world Scale of English provides a rigorous stories combined with real world Scale of English provides a rigorous
motivate students to excel pedagogical foundation and support experiences motivate students to excel pedagogical foundation and support experiences motivate students to excel pedagogical foundation and support experiences motivate students to excel pedagogical foundation and support experiences motivate students to excel pedagogical foundation and support experiences motivate students to excel pedagogical foundation and support
1 1 1 1 1 1
for achieving learning outcomes for achieving learning outcomes for achieving learning outcomes for achieving learning outcomes for achieving learning outcomes for achieving learning outcomes
at its core, developing Future Skills at its core, developing Future Skills at its core, developing Future Skills at its core, developing Future Skills at its core, developing Future Skills at its core, developing
ess, social awareness, A blended, flexible approach with self-awareness, social awareness, A blended, flexible approach with self-awareness, social awareness, A blended, flexible approach with self-awareness, social awareness, A blended, flexible approach with self-awareness, social awareness, A blended, flexible approach with self-awareness, social awareness, A blended, flexible approach with
ement, collaboration additional online modules that are self-management, collaboration additional online modules that are self-management, collaboration additional online modules that are self-management, collaboration additional online modules that are self-management, collaboration additional online modules that are self-management, collaboration additional online modules that are
ibility easily adapted to students' needs and responsibility easily adapted to students' needs and responsibility easily adapted to students' needs and responsibility easily adapted to students' needs and responsibility easily adapted to students' needs and responsibility easily adapted to students' needs
Book with eBook pearsonenglish.com/starsandheroes

Workbook with eBook pearsonenglish.com/starsandheroes
Student’s Book with eBook pearsonenglish.com/starsandheroes
• The eBook brings the Workbook to life with interactive activities with instant Also available • The eBook brings the Workbook to life with interactive activities with instant Also available • The eBook brings the Workbook to life with interactive activities with instant Also available
t Book to life with interactive activities with instant Also available • The eBook brings the Student Book to life with interactive activities with instant Also available • The eBook brings the Student Book to life with interactive activities with instant Also available
marking, and video and audio. • Student’s Book with eBook marking, and video and audio. • Student’s Book with eBook marking, and video and audio. • Student’s Book with eBook
o. • Workbook with eBook marking, and video and audio. • Workbook with eBook marking, and video and audio. • Workbook with eBook
• The eBook interactive activities provide instant feedback and marking to support • The eBook interactive activities provide instant feedback and marking to support • The eBook interactive activities provide instant feedback and marking to support
ties provide instant feedback and marking to support • The eBook interactive activities provide instant feedback and marking to support • The eBook interactive activities provide instant feedback and marking to support
your learning. your learning. your learning.
your learning. your learning.
• My Disney Stars and Heroes is fully accessible on your computer, tablet and mobile • My Disney Stars and Heroes is fully accessible on your computer, tablet and mobile • My Disney Stars and Heroes is fully accessible on your computer, tablet and mobile
is fully accessible on your computer, tablet and mobile • My Disney Stars and Heroes is fully accessible on your computer, tablet and mobile • My Disney Stars and Heroes is fully accessible on your computer, tablet and mobile
phone, letting you enjoy the full functionality of your course wherever you are. phone, letting you enjoy the full functionality of your course wherever you are. phone, letting you enjoy the full functionality of your course wherever you are.
full functionality of your course wherever you are. phone, letting you enjoy the full functionality of your course wherever you are. phone, letting you enjoy the full functionality of your course wherever you are.
Tessa Lochowski
Tessa Lochowski
Tessa Lochowski
Tessa Lochowski
Tessa Lochowski
Tessa Lochowski
10 20 30 40 50 60 70 80 90 10 20 30 40 50 60 70 80 90 10 20 30 40 50 60 70 80 90 10 20 30 40 50 60 70 80 90 10 20 30 40 50 60 70 80 90 10 20 30 40 50 60 70 80 90
ish skills? Level 6
rials for Pearson Level 5 Get exclusive preparation materials for Pearson Level 5 Get exclusive preparation materials for Pearson Level 5 Get exclusive preparation materials for Pearson Level 5 Get exclusive preparation materials for Pearson Level 5 Get exclusive preparation materials for Pearson Level 5
.com/exams-offer English exams. pearsonenglish.com/exams-offer English exams. pearsonenglish.com/exams-offer English exams. pearsonenglish.com/exams-offer English exams. pearsonenglish.com/exams-offer English exams. pearsonenglish.com/exams-offer
Student’s Book Workbook with eBook Student’s Book Workbook with eBook Student’s Book Workbook with eBook
Level 4 § Level 4 § Level 4 § Level 4 § Level 4 § Level 4 §
with eBook with eBook with eBook

Level 3 Level 3 Level 3 Level 3 Level 3 Level 3
with Pearson? Level 1 Learning English with Pearson? Level 1 Learning English with Pearson? Level 1 Learning English with Pearson? Level 1 Learning English with Pearson? Level 1 Learning English with Pearson? Level 1
ge materials to Starter Access English language materials to Starter
Tessa Lochowski Tessa Lochowski
Access English language materials to Starter Access English language materials to Starter
journey. CEFR <A1 A1 A2 A2+ B1 B1+ B2 B2+ C1 C2 support your learning journey. CEFR <A1 A1 A2 A2+ B1 B1+ B2 B2+ C1 C2 support your learning journey. CEFR <A1 A1 A2 A2+ B1 B1+ B2 B2+ C1 C2 support your learning journey. CEFR <A1 A1 A2 A2+ B1 B1+ B2 B2+ C1 C2 support your learning journey. CEFR <A1 A1 A2 A2+ B1 B1+ B2 B2+ C1 C2 support your learning journey. CEFR <A1 A1 A2 A2+ B1 B1+ B2 B2+ C1 C2
Learn more about the Global Scale of English at pearsonenglish.com/gse Learn more about the Global Scale of English at pearsonenglish.com/gse Learn more about the Global Scale of English at pearsonenglish.com/gse Learn more about the Global Scale of English at pearsonenglish.com/gse Learn more about the Global Scale of English at pearsonenglish.com/gse Learn more about the Global Scale of English at pearsonenglish.com/gse
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Online modules Online modules
Additional practice can be added by focusing more on the songs, chants, stories, videos, games, digital activities, and extra activities given in the
teaching notes.
Example unit plan

There are nine units in the course, and we suggest the following approach to cover one unit every four weeks.
Week Lesson Focus Week Lesson Focus

1 1 Vocabulary 3 6 Grammar and Speaking
2 Vocabulary 7 Myself and others
3 Grammar 8 My world
2 4 Story 4 9 Project
5 Vocabulary 10 Review
Phonics Big Project
Unit Test
10 Welcome

Inclusion and differentiation In cases where students are producing a larger piece of work,
Another aspect in which teachers need flexibility is has a blue / like abody
project
redLESSON or
. a presentation, recommendations for adjustments
1 He
adjusting
lessons to the needs of different students. Children make progress at regarding
5
the
Vocabulary expectations of Ithe
have eyesare. also provided,
project output
2 He has two / three
different rates and vary widely in terms of their strengths and how arms
depending
1
on. what they can manage.
I have
Listen, point, and say. Then play. hair .
TPR song
listen – cup hand to ea
3.9
they learn most effectively. My Disney Stars and Heroes aims to Extra tasks
/ five eyes.
follow me – walk with f
support teachers with managing inclusive classrooms and He
3 has three
creating an Extr a time? one, two, three – coun
Some students will benefit from having
One word or
two words?
environment in which all students can progress in the following ways: a little bitsitmore
down time to complete
stand up listen Imagine a monster. Draw
I can give
1 2 3
Teaching star
write, or tell a friend. 31
one word
Systematic review and recycling basic descriptions
activities, while othersof may people.
be ready andlisten
3
Diversity and inclusio
Recycling of all core language and key GSE-aligned learning to move on. To keep the fast finishers two words support students who le
LESSON 4
outcomes
Story has been carefully built into theM03course material.
Stars and Heroes WB 1 AmE 41672.indd 31
active, special show
Extra time? open
tasks in the
close
sit down physically active or eng
28/02/2022 16:26
st er
4 5 6
students to join in with
Language is systematically M y m on
developed and built up over the 2 Look, read, and match. Workbook provide an extension of the lesson content so they can if they can’t sing the wo
Picture Dictionary
expand2 has three

on legs.Listenthey
what and do. Thenlearned,
have play in pairs.
while the rest of the class focuses them to build meaningf
page 121
course1 of the
Listen and read. Who helps Hugo? Li
unit leading to the final project task, and clear He has two eyes. 1 He 3 3.10
3.8
movement.
Look! I have a
review opportunities
1
monster!
Look! My monster
are provided
has two eyes! in the I can do it! lessons.
2 on the core activities.
Sta nd up!
Two eyes?
4 She has four arms.
The recycling and review of language from previous units and Peer support 2 He has four legs. Sit down!
Extra activity (class g
levels is also prioritized in the Lesson1s, the stories and videos, Working in mixed
Sing-alo ng ability pairs or groups allows students not only three instructions to stu
the My world I texts, and in the cumulative review activities in the eyes, stand up, sit down
to learn from each other, but also to appreciate one another’s
a b c d
have a monster 3 Listen, sing, and act. and do the actions in th

Workbook Mytoo.progress
Let’s play!
journal lesson. differences. It is also an important social skill for students to recognize
3.11
Listen, listen, with three different inst

Oh, no! His eye! or more instructions to
ica
3 Listen to the music.
and praise other children’s work, highlight their achievements, and uncould
Don’t cry! Look!
Variety of activities omm
Follow me.
s cgame.
challenging. You
gently suggest ways for improvement.
One, two, three!
The collaborative speaking t ’
Including a variety of different activities aiming at different 3 skills
How does Hugo feel? Circle. Stand up!
Le
team
and learning styles is key Are foryouyoung learners, who need a frequent tasks throughout the Student’s Show yourBook
hands! and Workbook
Close your eyes! naturally
OK?
1 2
Jump in the air! Touch your head!
change of focus within a lesson. This approach is also beneficial inI’m sad / excited
Monster eyes! excited.
encourage this type of cooperation,
I’m worried / happy. Sit down on your chair!and allow
Open yourstudents
eyes! to feel lessWrap-up
Thank you! Stand up again! Play Do it! (see Game
inclusive teaching, where different learners might pressure in participating. Peer support is often
Chorus suggested in teachingMickey
you, Li. respond to some Mouse puppe
Are you happy now? Yes! Thank
Chorus
6
approaches better than others. My Disney Stars and Heroes recycles notes,
40
with ideas for pairing more confident
I can name actions. Extra and less Go confident
online to Mickey, e.g., Sit dow
LESSON 10
Lesson Phonics LESSON 10
hands! Jump! Make M
4 Act out the story.
new language across different contexts, focusing on different modes children to complete tasks. Review
Review
Now he has Thanks!
Oh no! His eye! I can do it! invite different student Wrap-up
actions. to the My progre
of input as wellJump!
asJump!
including songs, movement, artwork, games, and
two eyes!
He only has one eye!
SUPPORT
T
Students work
buddin
al k • Draw students’ attention
iesmixed-ability pairs, with the less confident student
poster, and ask them to identify the pictur
digital interactive activities. following1the instructions.
Look and number. Then say. Students say goodbye
reflects this unit. Read aloud with students
Spot!
The end Are you OK? class.
STRETCH eye Students
5 work in mixed-ability
2 pairs, with theleg I can … statements (I can name body par
more confident
7 student
Differentiated instruction
Can you find two
4
saying the instructions. 1
3 give instructions, I can express my emotion
38 eyes the same? I can read and understand a story. face 6 39
5
body 1 Workbook
6 Hold up the Mickey Mouse puppet. Invite
Naturally, in classes where there is a wide range of abilities, some Audioscriptfinger
(track4 3.10) nose 3 individual students to tell Mickey two or th
Assessment for learning Listen! Standhead
up! Sit2 down! Close your eyes! Open your eyes!
7 Show me your book!words they have learned in see
Audioscript p.248
the unit, or tel
students
4
will
Talk require extra support and reinforcement, while others
Act out the story.
buddies Wrap-up
8 mouth 8
Open your book! Close your book! Show me your pencil! Show me your hands! what new skills 1 they3.1haveListen and
learned, e.g.,num
Ic
will benefit Assessment for learning methodology is more than testing. It
aloud from extension andthe additional practice. Teaching notes a song! I can saya body
5, b words.
3, c 1,I have
d 2, e(two)
6,
• Read the speech bubbles with class, and students find Make the Mickey Mouse puppet place2the storyWrite cards aonorthe
3 Sing-alonge.g., Don’t3.11
board. Read aloud a line from each story frame,
b. The
involves ongoing engagement with learners, focusing them on key3.17
cry.
n listensing,
Listen, and check.
and act. Students say2goodbye SB to Mickey
3.11 Trace andand
tell
include suggestions for Support and Stretch activities that help
these sentences in the story. a
b
b favorite word from Unit 3.
check. 1 a, 2 c, 3 b, 4
Look! Invite a student to come• upStudents looktheat corresponding
the pictures. Describe each picture, and students point to the
1 He has one eye.
and touch
• Divide the class into groups of four. Each student in a group role-
organize the lesson in such a way that students can workstory at the
card.level
outcomes
correct
Repeat with other students one,
and
fore.g.,each
lines. He has lesson,
(green andhair.
She haslegs).
purple helping
She a (two them
has eyes). reflect on how well 3 Think and circle. 1 m
2
plays one of the story characters. Workbook pages
that is right foragain
their skills they ashave achieved
class. andthosestudentsgoals.
He has two arms.
Having
b
clear
wordsgoals
do youmakes
3
hear? it easier
3.8),and abilities.
studentActivities
reads aloud marked Students
SUPPORT say goodbye to Mickey• Play the song
they leave audio, listen. Ask: What body
• Play the audio (track and each
again, andMy
andprogress
shows journal
She has six legs. a 4
hands,
for (all head, eyes
students to). Demonstrate
follow what the actions. Play the song
is happening in audio
the lesson,
areordesigned for students
mimes their character’s whothemay
lines. Give groupsneed slightly
time to practice simpler goals.
students join in with the actions. 1 Find and circle. Then play. 1 doll, 2 ted
acting out the story. Workbook how what3 theyareknow page
now 32
withhelps to inform what version
they learn next.
3 robot, As
Think and check (✔ ). Then stick! 4 monster
Activities marked STRETCH are aimed at students who can try to
• Invite more confident groups to come to the front of the class and
• When students confident the words, play the karaoke
2 Draw your own toy. Circle and trace. T
perform
act out above
the story, expectations for the
saying their character’s class.
lines and acting out their
1 Think and number. a 3, b 4, students
c 2,(track grow
d 1 3.11_karaoke),older, andthey will
students be
sing able
along. to increasingly see what
color gaps
and write.
behavior. Use the story cards to prompt, as necessary. 2 Look, read, and match. How do they feel?
they might n1…b, 2and
I cahave a
understandStitihow cker they can take an active
3 role
Think andindraw , , or . Stude
m e
3 Which monster is your favorite? Check (✔ ). the face which represents how well they d
SUPPORT Students role-play a character with fewer lines, e.g., name body parts and actions
their education, seeking out the help they need to meet their goals.
each lesson.
Arjun, Camila. They mime or say single words if they can’t say full read a story
sentences. Praise for effort sing a song
I completed
than ability✔isUnit
Unit 3 Exam practice
3
STRETCH Students role-play a character with more lines,
e.g., Hugo, Li. Praising for name effort
actions rather
and emotions
an important
3! aspect of
Audioscript see p.248
N9 f-m
anagem
working with all young learners, but is key with
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ect
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Big Project 45
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en
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Extra activity it is Students
vital re-imagine the educational needs. It encourages learners to keep trying despite
t
3 c, 4 c
story with different monsters. They could use their own monster
ACHIEVE
thattoyseveryone
or their own can picture take part inThey act outStudents
of a monster. the story
draw a monster showing different body difficulties, which
studentsis to very
M03 Stars and Heroes TB1 AmE 41603.indd 103
• Invite individual important
read aloud the sentences for their
they have future
checked, e.g., educational
Reading
t’s review parts and write at least two sentences about 2 Read and write Yes or No. 1 Yes, 2
1 activities
Read and writewhatever
again,
the number. their abilities,
describing what happens to the monster, e.g., Oh,
their
no!
monster drawing, using He/She has … and success. It is also very motivating for all students.
I can sing a song. Students demonstrate what they can do.
3 No, 4 Yes
My monster only has one (leg)! • Students stick the sticker to show they have completed Unit 3.
1
and this can present challenges
This is my monster.
the names of body parts, numbers, and colors. Speaking
Teaching star 3 Look at 2. Color. Then talk about
for teachers.
He has four arms.
This Special
2 is my monster. attention is SUPPORT picture.
She has one eye. Students either label the individual body parts, Growth mindset Praise students for effort and attitude rather than for their
paid to differentiated instruction Choose your favorite activity in t
r
Sticke
time
or they point and say the names of different abilities. This kind of “process praise” motivates students and helps build unit and stick.
t ready
in the Project and Review lessons, body parts. resilience. Say: Good job! I can see you worked hard today. I’m proud of you.
101
2
where teachers can also find
STRETCH
3.16
Students write more sentences, giving additional My Star and Hero! Students look at the sticker of Boo on p.4 of the Student’s
suggestions for remediation information to describe their monster, e.g., This Further tips
Book. They work in pairs to describe Boo, e.g., She’s small/young/happy. She has
is my monster. He has two, blue legs. He’s funny. brown hair. She has two legs.
Sit down! / Stand up! activities. These focus students on
M03 Stars and Heroes TB1 AmE 41603.indd 101 Alternatively, they draw another monster with ➜ Tips for supporting inclusive classrooms can be found on p.33.
Extra activity (whole class) Ask06/06/2022
students to14:21
create a monster that will be the
Listen! the
/ Don’tcore
listen! language and skills they contrasting numbers and colors of different class mascot. Have a vote for the monster’s different facial features and body
body parts, and write sentences to describe parts, and give it a name!
Open / Close your books.need to master in the unit. both monsters.
Workbook page 37
11
eate Reflect Reflect
3
Welcome
Now design 4 How did I do? 4 How did I do?
your monster. I listen to my teacher. • Read aloud the sentences with the class. Students
Write. draw emojis to assess their own performance in
I get my pencils ready.
this lesson.
F02 Stars and Heroes TB1 AmE 41603.indd 11 Extra activity (class game) Play Touch it! 16/06/2022 11:48
Component overview
1 Plan
1
Teacher’s Book Teacher’s Digital
In this Teacher’s Book, you can find Resources
Discover and grow with your
1
heroes
everything you need to teach with The digital resources
My Disney Stars and Heroes brings
together the best of Disney and Pearson
educational content to give students
an inspiring and robust start to learning
English.
My Disney Stars and Heroes is
Teacher’s Book with Teacher’s Portal

built on four key principles:
hand
My Disney Stars and Heroes. It includes stories combined with real world

that accompany the
comprehensive and easy-to-follow teaching Teacher’s Book provide
1
self-management, collaboration A blended, flexible approach with
and responsibility additional online modules that are
Teacher’s Book
notes, answer keys, extra activities and you with all the tools
Access Code
with Teacher’s Portal Access Code pearsonenglish.com/starsandhero
es
• Presentation Tool with a digital version Also available
of the Student’s Book and Workbook,
lesson notes, audio, video and interactive
exercises. • Student’s Book with eBook
• Gradebook with student results.
ideas, suggestions and tips, audioscripts, and you need to run a

• Test Generator with assignable test • Workbook with eBook
activities.
• Virtual classroom with live video, sharable • Picture Cards
interactive whiteboard, live
assignments with view of student performance, • Story Cards
chat and hand-raising system.
• My Disney Stars and Heroes is fully
accessible on • Posters
phone, letting you enjoy the full functionality your computer, tablet and mobile
of your course wherever you are.
• Puppet
videoscripts, plus information on how to take Ready to prove your English skills?
Get exclusive preparation materials
English exams. pearsonenglish.com/e
for Pearson
xams-offer
Learning English with Pearson?

Level 6
Level 5
Level 4
Level 3
Level 2
10 20 30 40
§
50 60 70 80 90
Tessa Lochowski
Teacher’s Book
blended or hybrid lesson 88 3 Body and face
© Pearson Education Limited 2022
full advantage of all the course material. – all in one place.
Access English language materials
to
Level 1
Starter with Teacher’s Portal Access Code Level 1 Word cards
support your learning journey.
CEFR <A1 A1 A2 A2+ B1 B1+
B2 B2+ C1 C2
Learn more about the Global Scale
of English at pearsonenglish.com/gse Tessa Lochowski
DSAH_GLB_L1_TBK_CVR.indd
All Pages
19/04/2022 10:46 am
2 Teach
The Student’s Book

is designed
Discover and grow forhero
useesin
1
Student’s Book Class audio
The class audio contains all the recordings for the Student’s Book
and Workbook. All tracks are correspondingly numbered on the
1
with your
class, with the teacher. pages of both components, and the audio for the series can be
English.

It contains nine units of
found in the Teacher’s Resources on the Pearson English Portal.
ten lessons each that

Teacher’s Digital Resources

present and practice the
1
Additional resources are available through the Pearson English

and responsibility
core learning material. easily adapted to students' needs
Student’s Book
It includes stickers,
• The eBook brings the Student Book
with eBook pearsonenglish.com/starsandher
oes
Portal to support your teaching, including class games and
worksheets.
to life with interactive activities with instant
marking, and video and audio. Also available
your learning. cut-outs, and an access

• The eBook interactive activities provide

instant feedback and marking to support
• Workbook with eBook
accessible on your computer, tablet and
code to the Student’s

phone, letting you enjoy the full functionality mobile
Picture cards / Word cards

Tessa Lochowski
Ready to prove your English skills?
Book eBook, Workbook

10 20 30 40 50 60 70 80 90
Get exclusive preparation materials Level 6
for Pearson
The picture cards / word cards help present and practice all
English exams. pearsonenglish.com/exams- Level 5
offer Level 4 §
Level 3
eBook, and digital


to
Level 1
key vocabulary for each level. There are 202 picture cards at
Starter
B2 B2+ C1 C2
Learn more about the Global Scale Tessa Lochowski
resources.
of English at pearsonenglish.com
/gse
DSAH_GLB_L1_SBK_CVR.indd
All Pages
Level 1, illustrating the three main vocabulary sets for each unit.
eBooks The lesson notes, and the Games Bank on p.252, offer ideas
21/04/2022 9:51 am
Digital versions of the Student’s Book and Workbook are and support for using picture cards to present, practice, and
available for all levels. consolidate language through games and activities.
Presentation Tool 88 hand
Using the Presentation Tool,

teachers can present the
student’s components on screen,
access interactive games,
audio, and video with a simple
click of a button. Access to the
Presentation Tool is provided with every Teacher’s Book.
Level 1 Picture cards

3 Body and face © Pearson Education Limited 2022
16/06/2022 08:15
M01 Stars and Heroes PC 1 AmE 63806.indd 88
12 Component overview

Disney video stories Posters Myself and 1
Leve
l
others
The posters designed for My Disney Stars and Heroes I can …
are a great visual aid for presenting or consolidating

welcome new friends
say how I feel
vocabulary, reviewing the Personal and Social Skills, happy
sad
scared excited
proud
worried
and measuring progress through the level. express my emotions
cry smile hide jump angry stomp yell frown
manage my emotions
be aware of others
close your eyes count to ten take a breath

She’s lonely. She’s nice.
keep trying
make decisions feel better
I keep trying. I can do it! I don’t need this.
Be a hero! I need …
a hug. to hold hands.
My Disney Stars and Heroes offers two

my friend. my favorite toy / clothes.
© 2022 Disney/Pixar. All rights

reserved.
© Pearson Education Limited 2022 Level 1 poster – Personal
and Social Skills
M05 Stars and Heroes POS
1 PSC AmE 63820.indd 1
Disney video stories per unit at Levels 16/06/2022 09:51
Starter to 2. The Teaching with the

videos section on p.15 provides ideas Mickey Mouse puppet
for getting the most out of the video The course comes with a Mickey Mouse puppet
material in class. to bring more engagement to the classroom.
The teacher’s notes suggest Mickey is used to
introduce every new lesson.
3 Practice 4 Assess
Workbook
The Workbook provides
1 Assessment
A comprehensive suite English
1
additional practice for allheroe

thes of assessment materials is Benchmark
Young Learners
language and content introduced
English.
included, with Diagnostic
Workbook with eBook

in the Student’s Book. While it
pre-tests, Practice tests, Unit
can be used in the classroom,

for achieving learning outcomes tests, Progression tests, Final
1
teachers may ask students to

and responsibility
exams, and materials for
Workcomplete
book certain activities
with eBook
pearsonenglish.com/starsandhero
oral assessment, all built on
es
at home, depending on the the GSE.

• The eBook brings the Workbook to
life with interactive activities with instant
• The eBook interactive activities provide • Student’s Book with eBook
your learning.
situation. Extra time? activities

• My Disney Stars and Heroes is fully accessible
phone, letting you enjoy the full functionality
on your computer, tablet and mobile
of your course wherever you are. Teachers can use the English Benchmark Young
are designed to stretch students
Tessa Lochowski

for Pearson
Level 6
10 20 30 40 50 60 70 80 90
Learners Test to measure students’ progress. We
at their own level, and provide
English exams. pearsonenglish.com/exams-off Level 5
er Level 4
suggest this test is taken once a year in Level 1

§
Level 3

to
Level 1
Workbook with eBook
choice and flexibility.
Starter
CEFR
and twice a year in subsequent levels.

<A1 A1 A2 A2+ B1 B1+
B2 B2+ C1 C2
/gse
Tessa Lochowski
DSAH_GLB_L1_WBK_CVR.indd
All Pages
Student’s Digital Resources 21/04/2022 9:54 am Exam preparation for international exams
Students can access songs, videos, and additional practice materials to is included in the
revisit the course material at home. Access to digital resources is provided Workbook for every unit.
via an access code included in every Student’s Book. Teacher
Fun, auto-graded interactive exercises Gradebook
can be assigned as homework or extra Teachers and
practice, and accessed on the student students can view class
site. Also included are Speak and Record progress at a glance
activities to help monitor students’ online, to inform teaching
speaking skills. and support students.

Objectives
Unit tour • Immersion into the world of Disney and familiarization with the Disney
characters for the unit
• Introduction to the unit Personal and Social Skills focus via a Disney video
• Presentation and spoken practice of Vocabulary 1 with audio support
LESSON 1 Vocabulary
Student’s Book
The Personal and Social Skills activity draws students’
attention to the unit focus for the first time, and supports
The magic of Disney them in recognizing the behaviors and strategies shown
is brought to life via by the Disney characters in the video.
a storytelling video
that links to the unit
3 Body and face

LESSON 1 Vocabulary
topic and target 2 3A
Watch again. What do they do? Students
vocabulary. The eo stor engage with
Vid y
video also illustrates head the vocabulary
the Personal and cry smile hide
contextualized in
Social Skills focus 3 3.1
Listen, find, and say. Then ask a friend. the Big Picture,
that students will listening to and
explore throughout saying the words,
the unit. body
4 3.2
Listen, chant, and act. before practicing
v
with a friend.
Vocabulary 1 is put
into practice via a
fun chant.
leg
1 3A
arm
Collect ?
page 4
M03 Stars and Heroes SB1 AmE 97812.indd 34 01/10/2021 09:47 M03 Stars and Heroes SB1 AmE 97812.indd 35 01/10/2021 09:48
A video gist activity draws attention to the

themes and Disney characters, and lightly Linking back to the Meet our Stars and Heroes! spread at the start of each level,
engages students with the new vocabulary. students collect their Disney friends and heroes as they work through the units.
Workbook
3 Body and face
LESSON 1 Vocabulary
2 Trace and match.

c body
1
An assessment for learning
Learning Heroes
Words I know Words I want to learn a arm

Reading and writing practice
activity allows students to b head
of Vocabulary 1 at word level.
personalize their goals at the Video quiz
2
start of the unit. 1

1
3A
Watch again and do the quiz.
Check (✔). Who’s Mike’s friend? 2 Check (✔). What do you see in the video?
3
A Challenge! activity brings

a b a b
Students watch the video story added engagement to learning.

c d c d
d leg
again and engage with their new 3 Look and match. 3 Challenge! Trace. Then find and circle.
Disney friends and the Personal a
b
1
smile Boo’s toy is a teddy bear.
h a q d
Extra time?
Close your books.
Remember and say!
and Social Skills further through

2
The Extra time? feature

cry b e a r
p t u k
a fun mini-quiz. 28 I can name the parts of my body. 29

supports mixed ability
M03 Stars and Heroes WB 1 AmE 41672.indd 28 28/02/2022 16:25 M03 Stars and Heroes WB 1 AmE 41672.indd 29 28/02/2022 16:25
classes and fast finishers.
14 Unit tour

Teaching with the videos
Video is a great tool for conveying information to young learners. A combination of images, movement, colors, sounds, music, and
language supports learning at all levels. At the same time, video provides an effective vehicle through which to explore Personal and
Social Skills. My Disney Stars and Heroes offers two Disney video stories per unit at Levels Starter to 2.
Lesson 1 video story When to use the videos
eo stor
• To present new material. Students will not understand the entire
V id y
text presented in the recording, but they will get the meaning
of the pictures, sounds, and the rhythm of the spoken language.
They will remember some phrases, especially those that are
often repeated.
• To review the material. Children have good short-term
memories, but watching the same episodes again two months
after new material was introduced will considerably stimulate
their memorizing ability.
• To consolidate the covered material. The recordings include
vocabulary and grammar structures introduced previously and
practiced during lessons with the Student’s Book.
Video activities
• Ask students to guess which items of vocabulary are in the
videos. Place the corresponding picture cards on the board,
then watch together to see if they were correct. Alternatively,
give each student or small group a picture card of an item that
Students first meet their Disney heroes for the unit through the
appears in the video. Students stand up with their card when
Lesson 1 video story – a snippet of the original feature film that
they see the item in the video.
brings the recognizable characters on their Student’s Book page to
life! This video links to the topic for the unit, while also illustrating • Watch the video with students from the beginning to the end.
the unit Personal and Social Skills focus. As well as supporting the Encourage students to say aloud the English words that they
Lesson 1 vocabulary presentation, it also provides exposure to remember from the recording.
other target language for the unit receptively in context, so if time • Watch the video again, stopping the recording after each
allows, the video can be revisited at the end of the unit to wrap up scene so that you can ask students questions about the things
the topic and give students a chance to reflect on how much more they can see.
they understand. • Listen to the video with the screen covered (blind listening), and
Lesson 6 grammar video ask students about what they have heard, to support listening
skills development.
• Watch the video with the sound muted (silent viewing), and
ask students to name objects, describe the scenes, or imagine
what is being said, to review key language and support critical
thinking skills.
• After the video, place a selection of picture cards on the board.
Ask students to remember which of the vocabulary items were
in the video. Watch again and check their ideas.
• Write sentences from part of the videoscript on the board.
Then delete a word and ask the class to say the sentence
with the missing word. Continue erasing words until the whole
A second Disney video snippet from the original feature film sentence has been erased and students can chant the line.
for the unit presents the target grammar in context in a fun and • Pause the video at intervals for students to guess what
relatable way for students. They see their favorite Disney friends happens next.
on screen, and understand the meaning and use of the new
structures through animated scenarios, before practicing the
language through activities in their Student’s Book and Workbook.
Unit tour 15

Objectives
• Presentation of Vocabulary 2 with audio support
LESSON 2 Vocabulary • Identification of new vocabulary in context via listening and reading
• Spoken and written practice of Vocabulary 2
Student’s Book
LESSON 2
The eight new vocabulary items are
Vocabulary
introduced at word level through a
1 Listen, point, and say. Then play.
photographic presentation.
3.3
Students identify the

new vocabulary in the 1 face 2 eye 3 ear 4 nose Activity 3 provides an opportunity to
context of a listening. read and identify the new vocabulary
Audio can be played in the context of a review structure.
several times to
support students’ 5 mouth 6 hair 7 hand 8 finger
understanding of the
2 Listen and say 3 Read and circle.
words in context: play 3.4
Yes or No. 1 A pink eye / mouth. Teaching with the picture

first for gist, a second 2 Brown hair / hands. cards / word cards
time for specific 3 Two noses / ears.
details, and a final 4 Ten fingers / eyes. The picture cards and word cards provide an
time to check answers. optional way of presenting and practicing new
one hand ➜ two hands vocabulary that helps students learn, remember,
and review the target lexis. To introduce the new
4 Play the game.
vocabulary in Lessons 1, 2, and 5:
Two eyes.
• Show students a picture card, and repeat the
Talk
Yes! buddies word it presents two or three times loudly and
Pink eyes. clearly. Students repeat the word three times.
No!
Do the same while teaching another word.
36 I can name parts of the body. Go back to the first word, and check if students
remember it.
• Use the accompanying audio presentation

The final activity supports communicative
in Lessons 1, 2, and 5 for support on
speaking practice of Vocabulary 2 in
pronunciation for the presentation and
combination with known language chunks.
practice stages.
• Once students are comfortable with the new
vocabulary, encourage them to use the words
Workbook in an example sentence. This will support with
retention of the target lexis.
LESSON 2
Vocabulary
1 Look and circle. Then read and color.
Activity 1 develops a balance 1 face / finger

3 nose / ear
More ideas for using the picture cards and word
of listening and reading skills 4 eye / mouth
cards can be found in the Games Bank on p.252.
via a fun, puzzle-like task. 2 hand / hair Color me!
82 face
orange hair
green eyes
red ears
purple hands
2 Look at 1. Trace and match.
The second activity supports a blue body
face
a
1 c
writing skills at word level, 2
3
a yellow face
a gray leg
b
initially in language chunks and 4 six fingers Extra time?
Draw a robot face.
later in sentences, in combination

d
Write or say. Level 1 Picture cards
16/06/2022 08:14
M01 Stars and Heroes PC 1 AmE 63806.indd

82
82 3 Body and face
with known structures.

© Pearson Education Limited 2022 Level 1 Word cards
30 I can name parts of the body.
M03 Stars and Heroes WB 1 AmE 41672.indd 30 28/02/2022 16:25
16 Unit tour

Objectives
• Presentation of Grammar 1 via Disney-themed context
LESSON 3 Grammar • Identification of new grammar in context via listening and reading
• Communicative spoken practice of the target language
Student’s Book
LESSON 3
Grammar
A Disney-themed listening I have two eyes!

1 Listen and number.
provides examples of the
3.5
new grammar in context.

The Grammar Heroes box
provides a clear model of the
new target language. With
audio support, students practice
3.6 and recognize the structures.
I have brown eyes.
He has ten fingers.
She has one nose.
2 3.7
Listen and stick. Then circle.
1 2 3
Students are provided with
er
Stick further identification of the
time
target language via a listening
activity, often accompanied
with stickering. The audio can
She has gray He has eight She has one blue
be played the first time for gist
hair / nose. hands / fingers. mouth / eye. and identifying the stickers,
The final activity facilitates Talk and the second time to check
buddies
controlled spoken practice 3 Play Guess who?
the specific details and place
She has Three!
of the new grammar purple hair. the stickers.
through a communicative
I can give basic descriptions of people. 37
game, allowing students to
internalize the meaning. M03 Stars and Heroes SB1 AmE 97812.indd 37 01/10/2021 09:48
Workbook LESSON 3
Grammar
1 Look, read, and put a ✔ or ✘.
Activity 1 provides a review of the target

1 She has two arms.
2 She has six ears.
structure presented in the Student’s Book

3 He has four legs.
4 He has three eyes.
via a Disney-themed task.

5 She has ten fingers.
Look and trace. Then number. Students are encouraged to notice

He has one eye.
the form of the language and build
the target structure themselves via
one He eye. has
Carefully-staged reading and writing 2 Look, trace, and circle. 3 Draw your face.
Then color and trace.
an interactive grammar box.
activities provide practice of the new
grammar in combination with known
vocabulary from Lessons 1 and 2. 1
2
He has a blue / red body.
He has two / three arms.

I have
I have
eyes.
hair.
3 He has three / five eyes. Extra time?
Imagine a monster. Draw

I can give basic descriptions of people. and write, or tell a friend. 31
Unit tour 17

Objectives
• Development of reading skills and strategies
LESSON 4 Story • Re-engagement with the unit Personal and Social Skills focus via
a course character story
Student’s Book • Internalization of unit language through acting out the story
Students engage with the course characters for the level, and
explore different situations, events, and reactions with them. More detailed questions focus on specifics of the
story (characters, events) to check comprehension.
In activity 1, students LESSON 4

Story
listen to the story My monster 2 Look, read, and match.
1
audio and follow the 3.8
Listen and read. Who helps Hugo? 1 He has two eyes. 3 He has three legs.
Look! I have a Look! My monster

text and pictures in 1
monster!
2
has two eyes!
Two eyes?
She has four arms.
their book. A While 2 He has four legs.
4
Students re-engage
Reading question with the Personal and
develops students’ I have a monster
a b c d
Social Skills focus for the
reading skills in line
too. Let’s play!
unit introduced in Lesson 1.
Oh, no! His eye!
The tasks encourage them
3 Don’t cry! Look!
with the GSE He only has one eye! 4
Learning Outcomes 3 How does Hugo feel? Circle.

to recognize behaviors,
for the level. Are you OK?
1 2
skills, or strategies being
Monster eyes!
Thank you!
I’m sad / excited. I’m worried / happy. expressed and notice
6 Are you happy now? Yes! Thank you, Li.
aspects about how the
You’re a good friend!
characters deal with
5

Now he has Thanks!
situations they are
Oh no! His eye!
Talk
two eyes!
Jump! Jump! He only has one eye! buddies presented with. Here,
Spot! students collect the second
The end Are you OK?
38
Can you find two
eyes the same? I can read and understand a story.
“piece”
39
of their Personal
M03 Stars and Heroes SB1 AmE 97812.indd 38 01/10/2021 09:48 M03 Stars and Heroes SB1 AmE 97812.indd 39
and Social Skills badge!
01/10/2021 09:48
A fun search-and-find activity further promotes Students act out the story, allowing
the magic of storytelling, as well as aspects of them to internalize the language
critical thinking. Students look for details in the and reflect on the behaviors of the
artwork to solve a visual puzzle. characters in a fun, memorable way.
Workbook LESSON 4
My monster Story
1 Think and number.

a b
Activity 1 provides a review of the key points in

the story and deepens students’ understanding
of what they have read. Further comprehension
c d
tasks develop reading sub-skills aligned to the

GSE Learning Outcomes. 2 Look, read, and match. How do they feel?
1 2 Students identify characters’
actions and responses
In activity 3, students express a I’m excited. I jump! b I’m sad. I cry!
through a Personal and
their opinion of the story 3
1
Which monster is your favorite? Check (✔).
2 3 4 Extra time?
Social Skills practice task.
through varied personalized
Imagine you are Hugo.
How do you feel?
response tasks. 32

I can read and understand a story.
28/02/2022 16:26
18 Unit tour

Teaching with stories and story cards
Stories are an essential part of language learning because they allow students to absorb information in a fun and stimulating way. Using
stories in the classroom greatly enhances students’ motivation, and encourages less confident students to contribute their ideas and
opinions because they are not confined to the limits of a certain structure. Stories provide larger chunks of language in context as well as
an opportunity for students to produce language, while also providing a springboard for the Personal and Social Skills focus.
Below is a four-stage method for using stories in the classroom that starts with anticipation and ends with language production.
Stage 1
• Students draw or describe their favorite character.
Anticipating the story
• Students comment on how they would feel or behave if they
Before listening to the audio, ask students questions or have a were in a similar situation to one of the story characters.
simple discussion in English or L1 to get them thinking about
the story. This will enable students to begin forming an idea of • You might like to give students feedback, e.g., Fantastic actions!
the theme of the story and how the story might develop. It also Great teamwork! Talk a little louder next time. This feedback
provides an opportunity to introduce any new vocabulary or to could be given in L1.
review previously learned language. Teachers should not provide • Select a story for which you can prepare simple costumes and
any answers at this stage, but rather allow students to think for props. Invite parents or caregivers to a mini-performance.
themselves. Story card activities
Stage 2 The story cards are greatly versatile and can be used in conjunction
Hearing and seeing the story with the suggested activities below. On the back of each story card,
At this stage, students listen to the story and work through it to find teachers will find the audioscript for the corresponding part of the
answers to your questions. Audio can be accessed in the online story, as well as comprehension questions to be asked after listening.
resources and played directly in the eBook. If you want to read
the audioscript, you can find it in the lesson plans and on the story Story card 3
cards, but the story can be brought to life via the sound effects and
Li: What’s this? Is it a ball?
professional actors used in the audio.
1.8
Camila: Yes, it is!

Li: Great! Let’s play!
Stage 3
Checking the story What color is the ball? (blue and orange)
Some suggested questions to be asked after listening to the story Is it big or small? (It’s small.)
are provided in the teaching notes and on the story cards. This M01 Stars and Heroes STC 1 U1 AmE 63813.indd 9 16/06/2022 10:25
1 At school
M01 Stars and Heroes STC 1 U1 AmE 63813.indd 10

© Pearson Education Limited 2022 Level 1 Story cards
16/06/2022 10:25
gives teachers the possibility to further assess the depth of students’

• Place the story cards in random order on the board, and
comprehension of the story and of the language used. It also
students put them in the correct order.
sparks students’ creativity and imagination by encouraging them to
visualize how the story develops. • Place the story cards on the board in order. Students close their
eyes while you remove one card, and then they guess which
Stage 4
card is missing.
Acting out the story
• Hide the story cards around the classroom. Students find the
After listening to the story several times, students are ready to act
cards and place them on the board in the correct order.
it out in groups, providing them with the opportunity to reproduce
chunks of language. Props can be brought to class and used to • Students invent a new dialog for one or all of the cards.
make the experience even more stimulating. Teachers may play • Read the audioscript printed on the back of the story cards,
the audio or read the audioscript from the Teacher’s Book, while making deliberate mistakes (e.g., say red instead of yellow).
students act it out, or recite the story from memory. Try to ensure Students correct your mistakes.
that, as far as possible, every student has an opportunity to be • Hand each story card to a different student. When you read
involved in the role-play. the audioscript, the student with the appropriate story card
Below are some suggestions for extra work with the stories: stands up and shows it to the class.
• While students listen to the story, they perform a specific action • Without showing the story card, recite a line from the story.
for target vocabulary (e.g., clap when they hear the word Students try to remember which character said the line and their
purple or stamp their feet when they hear the word blue). name. Check answers by showing the correct story card.
• Students draw a new picture for any frame of the story. • Describe a scene or character form the story. Ask the class to
• Students create a new ending for the story. guess which story frame or character you are describing, either
with books open or closed.
Unit tour 19

Objectives
LESSON 5 Vocabulary • Identification of new vocabulary in context via listening
• Practice of Vocabulary 3 with known structures via song
Student’s Book
LESSON 5
Vocabulary Ways to learn and the
Six new vocabulary Picture Dictionary
items are 1 Listen, point, and say. Then play.
The Ways to learn feature supports
3.9
introduced at the development of a positive attitude

One word or
word level through two words?
towards learning vocabulary, through
a photographic 1 sit down 2 stand up 3 listen
a range of different strategies that
one word
presentation, listen encourage the use of critical, visual, and
bringing the real creative thinking. Students can create
two words
world into the sit down their own vocabulary books to chart
classroom. 4 show 5 open 6 close
Picture Dictionary
their learning and make vocabulary
2 3.10
Listen and do. Then play in pairs. page 121
more memorable.
Stand up! After learning the new vocabulary in
Lessons 1, 2, and 5, students can be
Students identify Sit down!
directed to the Picture Dictionary at the
the new vocabulary Sing-along back of their Student’s Books for a full
in the context overview of the unit lexis. Here, along
of a listening, 3 3.11
Listen, sing, and act.
Listen, listen, with fun stickering activities, students
before putting it interact with
muntheicanew
te! vocabulary by
Listen to the music.
into controlled Follow me.
’s com the words, starting with
completing
Let
One, two, three!
communicative Stand up! tracing, followed by copying, and then
Close your eyes!
practice. Show your hands!
Touch your head! labeling. The Picture Dictionary also
Jump in the air!
Open your eyes!
Sit down on your chair!
Stand up again! supports the Ways to learn feature
Chorus
Chorus (developing learner
40 I can name actions. Extra Go online
autonomy and 3 1 Find and stick.
4 Draw your face and label.
2 10.4
Listen, point, and say. 3 Trace.
Lesson
Sticker
Phonics head time
body
making vocabulary leg
arm
more memorable),
with the added face eye ear nose
focus on developing mouth hair hand finger
literacy skills suitable sit down stand up listen
for this level. show open close
Workbook
121
Z01 Stars and Heroes SB1 AmE 97812 Pict Dictionary.indd 121 01/10/2021 15:27
LESSON 5
Vocabulary
1 3.1
Listen and number. Then do the actions.
Activity 1 reviews the new vocabulary

d
b f
a e
via a task that develops a balance of

c
listening and reading skills.

2
Sing-along
3.11
Trace and match. Then listen and check.
The second activity allows for written
d
a
1 Listen
Listen, listen,
to the music!
c
practice of the new vocabulary in the
Follow me!
One, two, three!
Close context of the Student’s Book song, or
The final activity links back to the
4 your eyes!
Stand up Touch your head!
via a new context in combination with

b 2 !
5 Open your eyes!
Ways to learn feature in the Student’s

Show your hands!
Jump in the air! Sit down again!
Sit down
known structures.
e
3 on your chair!
Book and encourages students to use

strategies such as classification to make 3
1
Think and circle.
I open my mouth / head / ears. English
at home
learning vocabulary more memorable.

2 I close my face / eyes / nose. Sing the song for
your family!
I can name actions. 33
20 Unit tour

Teaching with songs and chants
Songs are immediately familiar to young learners, and provide a supportive and fun way of assimilating new language. They naturally
include repetition and aid retention of vocabulary and structures through their use of rhythm. Students will be motivated to participate
in singing or chanting and miming the actions, in turn promoting exposure to English in an active and enjoyable way.
The songs in Lesson 5 cover a variety of appealing musical • At the end of the class, encourage students to sing the song/chant.
genres that students are familiar with outside of the classroom,
3
• During the following lessons, establish the habit of singing a song/
and each song is supported in the teaching notes by TPR (Total chant as a language warm-up or during breaks between tasks.
Physical Response) instructions to make the new vocabulary more
• Use songs/chants and the key words included within them to
meaningful.
help students remember language from previous units.
Song/Chant activities
TPR song
• Once students are familiar with a song/chant, encourage them
listen – cup hand to ear to create their own new verses with language they know!
follow me – walk with fingers
• Provide students with a word from the song/chant that they
r one, two, three – count on fingers
have to listen for. Play the recording, and students stand up and
sing/chant or sit down when they hear the word.
Teaching
• First, starto listen to the song/chant two or three times.
allow students • Ask a few students to come to the board, and give them picture
cards with items from the song/chant. They listen to the lyrics
• Show students
Diversity howinclusion
and they should clapare
Songs to the rhythm
ideal to of the song/ carefully and stand in the order in which they hear the words
chant (clapping with two fingers on the other hand will not be
support students who learn through being from their cards.
as loud as traditional clapping with both hands).
physically active or engaged. Encourage all • Sing a verse of a song/chant students know well, but leave a key
• Focus on the
students to most
join important
in with thewords
songthat are repeated
actions, even in the word out. Students try to remember the missing word.
y
song/chant, as students will remember these first.
if they can’t sing the words, as this will help • Divide the class into groups, and give each group a section of
• Read
themaloud particular
to build lines of connections
meaningful the song/chantthrough
loudly and clearly
the song/chant to remember. Play the song/chant, and each
(to the rhythm
movement. of the melody). Students repeat after you in the
group stands up and joins in when they hear their section.
same rhythm.
Extra activity (class game) Give a series of

three instructions to students, e.g., Close your
eyes, stand up, sit down. Students remember
Online
and domodules
the actions inPhonics
the correct order. Repeat
with three different instructions. Progress to four
Each Lesson 5 includes a jump off to an additional online Phonics module, for maximum flexibility depending on your teaching context.
or more instructions to make the activity more
muand
The My Disney Stars atdoe!this
icHeroes
ncould Phonics lessons use a systematic phonics approach adapted for EFL students. The phonemes of the
com You
challenging.
English’slanguage
activity as a
are taught in a set sequence, which starts with the most frequent letter-sounds, and allows students to begin reading
L t
eteam game.
decodable words from the start. Presentation and practice are focused on getting students to first identify, and then blend letter-sounds
for reading, to segment sounds for spelling, and to understand that these processes are reversible.
The Phonics lessons take the following path:
Wrap-up
Warm-up and
Play Do it! review
(see Games(optional)
Bank p.254), using the Blending letter-sounds to read words
Reviewing
Mickeypreviously introduced
Mouse puppet. letter-sounds
Students is important, as
give instructions This is the main focus of the phonics lesson. Give students as
nline each
to Mickey, e.g., Sit down! Stand up! Show your are
unit builds on the next and all known letter-sounds much time as they need to grasp the concept of blending the
nics incorporated into each unit as they are taught. The suggested letter-sounds, so they can become successful at reading. For
hands! Jump! Make Mickey do each action. Then
warm-up activities in the lesson plans provide the following review suggested activities, see the lesson plans available within the
sequence: different students to make Mickey do the
invite Teacher’s Digital Resources.
actions.
ent 1 Letter-recognition skills needed for reading words Supported practice of reading
Students sayskills
2 Letter-recall goodbye
neededto forMickey
spelling as they leave
words Students apply their knowledge to read a selection of words
class. or sentences. The words or sentences are illustrated to support
udent Present new letter-sounds
students’ understanding of what they are reading.
Students hear the letter name followed by the phoneme
Workbook page 33and can
see the grapheme on the screen. Supported practice of spelling
Audioscript
Initial see p.248
practice of new letter-sounds Students hear individual sounds and words to practice their
r book!
1 Listentheand number. spelling skills.
nds! 3.1
Students identify phoneme andThen do the
try saying actions.
the letter-sound
a 5, b 3, c 1, d 2, e 6, f 4
themselves.
2 SB 3.11 Trace and match. Then listen and
o the check. 1 a, 2 c, 3 b, 4 d, 5 e Unit tour 21
3 Think and circle. 1 mouth, 2 eyes
ear?
and F02 Stars and Heroes TB1 AmE 41603.indd 21 16/06/2022 11:49
Objectives
• Presentation of Grammar 2 via Disney video
LESSON 6 Grammar and Speaking • Identification of new grammar via listening and reading
• Communicative spoken practice of the target language, supported
Student’s Book by communication cut-outs
LESSON 6
Grammar and Speaking
A Disney video clip
provides examples of the 1 3B
Watch the video. Circle. What does Sully do?
new grammar in context. The Grammar Heroes box
Students initially engage provides a clear model of
with the new language the new target language.
via a video activity that 3.12 With audio support, students
Listen! Don’t talk!
develops listening skills. Stand up! Don’t sit down! practice and recognize
the structure.
2 3.13
Listen and check (✔).. Then say in pairs.
1 a b 2 a b

3 4
a b a b
further identification of
the target language and
pronunciation reinforcement
via a listening activity. Audio
municate! can be played first for gist
’s com
The Let’s communicate! activity Let Open your eyes! and receptive understanding,
encourages communicative 3 Use the cut outs. a second time to identify
practice of the target grammar Play the game. specific details, and a final
in combination with the unit Cut outs time to check students’ answers
vocabulary. Students use the to the activity.
I can give instructions. 41
communication cut-outs to
build their confidence and M03 Stars and Heroes SB1 AmE 97812.indd 41 01/10/2021 09:48
develop their speaking skills.
Workbook LESSON 6
Grammar
1 3.2
Look, read, and check (✔). Then listen and check.
Activity 1 provides a review of the target 1 2 3

via either listening or reading.
a Sit down! a Don’t listen! a Don’t close the door!
b Don’t sit down! b Stand up! b Close your eyes!
Look and trace. Then number.

Students are again encouraged to
Don’t stand up!
notice the form of the language and
build the target structure themselves
stand Don’t up!
A variety of reading, writing, and speaking

2
1
Look and match. Then talk with a friend.
3
via an interactive grammar box.
Classroom rules
activities provide the opportunity to apply ✔ Do ✘ Don’t
the new grammar in combination with the

2
vocabulary from Lesson 5. Extra time?
Write or say two more

34 I can give instructions. classroom rules.
22 Unit tour

Facilitating communication and speaking
Communication is a social process by which information is exchanged in order to convey meaning and achieve desired outcomes.
The approach to verbal communication in My Disney Stars and Heroes provides students with opportunities to engage in
confidence-building communicative activities and develop oracy and communication skills.
The stories, songs, and chants in the unit all provide students with GSE Learning Outcome Key development indicator
opportunities to practice and improve on their communication.
Can use language related Use a few single words to name
They give students the opportunity to listen, read, sing along,
to basic actions (e.g., clap, or describe familiar people or
dance, and role-play, using their listening, reading, speaking,
stamp, jump, walk). (21) objects or express basic opinions.
and body language skills.
Talk Can take part in basic Use phrases and fixed expressions
Speaking activities signaled by the Talk buddies icon buddies
games that use fixed to initiate and participate in a
encourage students to work with a friend to practice and
expressions or rhymes. (22) range of simple social exchanges.
produce new and previously learned language.
While a wide range of motivating speaking activities appear Within the skill of Speaking, the first Learning Outcome is grouped
throughout the units in My Disney Stars and Heroes, the Let’s under the sub-strand of Building complexity, and the second
communicate! stage provides a special, supported opportunity Learning Outcome is grouped under Interactive speaking.
for students to build up a short exchange in a safe environment. By achieving these outcomes, students are showing progress
The cut-outs and speaking props are an engaging aid to facilitate against two key development indicators for Level 1.
meaningful practice of the target language. Students cut out, make,
and personalize their props, developing their fine motor skills, before
Tips for encouraging students to speak in the classroom
using them in a fun, communicative speaking task with friends. The • Give your students a reason to speak. A conversation starter is
cut-outs link thematically with the unit topic and vocabulary, and a good way of doing this. Make sure that students are provided
help make the language fun and meaningful for students. with the language and the scaffolding they need.
• Ensure students know what they need to do by demonstrating
Z03 Stars and Heroes SB1 AmE 41580 Cutouts.indd 135
Cut outs
Unit 4
the activity with a volunteer.
Unit 5
• Provide plenty of opportunities for pairwork or small

groupwork. While some students always volunteer to speak in
front of the class, others may be nervous and speak more in the
relaxed setting of a small group.
• When students work in pairs, monitor and praise them, offering
Cut outs
support where needed.

25/02/2022 16:48
• Allow enough time for students to complete the task, especially

Z03 Stars and Heroes SB1 AmE 41580 Cutouts.indd 133 25/02/2022 16:48
LESSON 6
The focus on communication and speaking comes through Grammar and Speaking
when working in small groups. Shy students especially may feel
clearly in this lesson through scaffolded steps. Prior to using the
1 Watch the video. Circle. What does demotivated
Sully do? if they miss their opportunity to speak because of
cut-outs, students are presented with an easy-to-follow listening 3B
time constraints.
model on the class audio to stimulate accurate recognition of the
language before they are expected to produce it. Students then • Provide extension activities for the fast finishers so that they do
apply the core language within a clearly defined framework, not disrupt other students, and all students have the opportunity
Listen! to finishDon’tthe
talk! task. Ideas for these can be found within the lesson
3.12
building confidence in speaking ahead of their end-of-unit project. Stand up! Don’t sit down!
notes, and Extra time? feature in the Workbook lessons.
How the GSE skills strands help develop
2 speaking
Listen and check (✔). Then say in pairs. 3.13
• Pair students strategically. Experiment with pairing stronger
Within each of the four language skills (Speaking, Listening,
1 a b 2 a b
students with ones who need more support for some activities,
Reading, and Writing), sets of GSE Learning Objectives are while pairing students at a similar level for other activities.
aligned to key development indicators. This supports more focused
• Speak as much English as possible in the classroom. Deliver
development and assessment of the four skills. The development 3 a b 4 a b
instructions in English, even if they need to be repeated in L1
indicators capture each discrete skill that learners are aiming to
for younger students, to start to create a safe English space.
acquire at that level.
See p.255 for a list of useful classroom language.
We can look at how this works in municate!
’s com • Don’t discourage young students from speaking in L1. Instead,
practice through the Let’s communicate! Let praise their responses, and ask them if they can say any of the
Open your eyes!
stage and cut-outs in this lesson. 3 Use the cut outs.
Play the game. words in English. Ask the whole class to help.
This activity supports students
Cut outs • Encourage students to ask how to say things in English and
developing the following GSE Speaking
praise them for doing so.
Learning Outcomes. I can give instructions. 41
Unit tour 23

Objectives
• Identification and exploration of the Personal and Social Skills focus for the unit
LESSON 7 Myself and others • Development and application of strategies
• Personal response to the Personal and Social Skills focus, and production of
Student’s Book related functional language
LESSON 7 The first activity brings

The Personal and Social Skills
Myself and others Expressing together the elements of
song summarizes the main 1.14
Listen
emotions the Personal and Social Skills
themes explored through and
presented earlier in the
sing. unit, and allows students to
the level, and provides a
supportive context for students 1 Think and say. How do they feel? re-engage with examples
to engage with the lesson from Lessons 1 and 4 via the
before they move to their Disney and course characters.
strategies work. Students are reminded of the
cry jump
hide smile responses, behaviors, and
emotions presented, and may
2 Listen and circle. 3 Match and say.
3.14
Then say and act.

compare contexts.
Students work on the Personal

Students are encouraged and Social Skills focus via
to identify and describe the a personalized task. They
Personal and Social Skills focus 3 I smile / hide! 4 I hide / jump!
reflect on their own behaviors
in a new, real-life context. or ways they may support
This activity models a strategy or understand others in
Be a hero!
or behavior to be put into hypothetical scenarios, with
Can you make
practice. your friend smile further opportunity to produce
in 30 seconds?
I’m happy. Try making a functional language.
I smile! funny face.
42 Self-awareness I can name actions and emotions.
In the Be a hero! feature, the course characters provide a

motivating mini-task or strategy for students to try out!
Workbook LESSON 7
Expressing Myself and others
emotions Self-awareness
1 Look and say how they feel. Then listen and number.
Students show that they can identify, understand,

3.3
I jump!
b
I hide!
and reflect upon the Personal and Social Skills I cry!
c d
focus from the Student’s Book.

a
I smile!
2 Trace and draw for you. Then say.
My portfo
lio
The second activity encourages students to work on the Personal I cry.
and Social Skills in a way that relates to themselves and their lives. I smile.
I hide. I jump.
In each unit, they build up a “portfolio” of skills work that shows

their ongoing development and allows them to reflect on their Be a hero!
social and emotional growth through the level.

Play a miming
game with a friend.
I can name actions and emotions. 35
24 Unit tour

Teaching the Personal and Social Skills
Personal and Social Skills are the transversal skills that go beyond the classroom and are crucial for personal development, active
citizenship, and future success. The Myself and others lesson in each unit focuses on a specific area under one of the following five
overarching areas that comprise the My Disney Stars and Heroes syllabus:
Self-awareness Social awareness Relationship skills Self-management Responsible decision-making
Why teach the Personal and Social Skills? You can do it!
From 6–12 years, children start to form stable friendships, You do not need specialist knowledge to teach the Personal and
engage with more complex emotions, and recognize they have Social Skills. As a teacher, you are already accustomed to working
choices. Teaching Personal and Social Skills in the classroom with values, understanding the different personalities of your
can help students become more self- and socially-aware, and students, and promoting a caring class culture. My Disney Stars and
equip them with the strategies they need to manage complex Heroes just provides a systematic framework to make social and
relationships with themselves, their peers, and their community. emotional instruction most effective.
As a result, students are better able to develop healthy identities, Throughout the teaching notes, you will find specific guidance on
resolve difficulties, create frameworks to achieve goals, build working with the Personal and Social Skills in each unit.
supportive and positive relationships, and make considerate and In addition, you may find the following tips helpful.
responsible decisions.
Tip 1 Establish ground rules
How can I teach these skills? Class ground rules are a great way to ensure a safe teaching and
A successful approach to the Personal and Social Skills is one that learning environment! Before teaching the Myself and others
weaves them into all of students’ educational experiences. As the lessons, agree on respectful behaviors with your students in L1.
classroom is at the heart of students’ learning process, it is the ideal Examples could be: Everybody can join in and speak if they want
place to start! The My Disney Stars and Heroes methodology to. We make sure everyone feels safe and OK. We listen to
has been designed with the teacher in mind, to make it as easy everyone equally. Once agreed, display the rules in the classroom.
and straightforward as possible to integrate Personal and Social Tip 2 Be a role model
Skills into their English lessons. Each unit targets an explicit area Students take their cue from you, so show them that this is a
of the Personal and Social Skills through sequenced activities in respectful, non-judgemental space in which everyone is listened
Lessons 1, 4, and 7 that foster skills
2
development:
Look, read, and match.
Vocabulary LESSON 1
to. Modeling the strategies explored in the Myself and others
2He has Watch again. What3 do they do?
The skill for the unit is first
eo stor
two eyes. 1 3A
He has three legs.
lessons will also help reinforce the good behaviors, tools, and
Vid
contextualized via the Disney y She has four arms. 4 techniques that your students can apply.
He has four legs. 2
video in Lesson 1. In this cry smile hide Tip 3 Celebrate difference and diversity
example, the focus is on
Your students will all come to the class with a wide range of
a b c d
3 Listen, find, and say. Then ask a friend.

expressing emotions (Self-awareness). 3.1
different experiences, attitudes, and beliefs, not to mention

The Lesson 4 story links personalities! Ensure that everyone knows that they have the
back to the Personal 3 How does Hugo feel? Circle.
equal right to express their opinion, and there may not be a
41 Listen, chant, and 2act.
and Social Skills focus 3.2
“correct” answer. Celebrate differences to learn from one another.

I’m sad / excited. I’m worried / happy.
introduced in the
Tip 4 Respect the “right to pass”
v
unit opener.
Some students may feel shy to contribute to certain topics or
Finally, the dedicated Myself and LESSON 7
Expressing
activities. If students are reluctant to speak, let them know that is
MyselfOh
andno!
others
His eye!
Talk
emotions
others lesson brings together the key 1.14
Listen
buddies
d the
and
sing.
OK, and that they can always come and speak to you individually.
themes introducedThebyen
both 1
Are you OK?
Think and say. How do they feel?
video and the story, allowing

I can read and understand a story. 39
Tip 5 Use a puppet or persona doll
cry jump
students to explore the skill leg

in
M03 Stars and Heroes SB1 AmE 97812.indd 39
2 3.14
Listen and circle.
hide
3
smile
Match and say.

01/10/2021 09:48
A character such as the Mickey Mouse puppet is a great way to

greater detail and personalize it. 1
Then say and act.
I smile / hide! 2 I jump / cry!
arm help students feel comfortable in the lessons. You could use this
Alongside the My Disney Stars puppet or another character doll to demonstrate good behaviors
Collect ?
and Heroes focused program of I can name the parts of my body. 3 I smile / hide! 4
your friend!
I hide / jump!
page 4
35 such as empathy, bring scenarios to life, or facilitate class discussions.
instruction, a safe and supportive
Be a hero!
Can you make
01/10/2021 09:48 Tip 6 Make space for reflection
your friend smile
classroom environment will provide I’m happy.

I smile!
in 30 seconds?
Try making a
funny face. Check in regularly on how students are feeling – this will encourage
a strong foundation for students 42 Self-awareness I can name actions and emotions.
them to reflect on their own emotions and responses. Also, asking
to explore the Personal and students to journal their work will help them see their development of
Social Skills themes. Personal and Social Skills. They can draw their thoughts and feelings
or write something in L1. They could share these portfolios with
parents and caregivers to give a window into the classroom.
Unit tour 25

Objectives
• Content learning about another area of the curriculum
LESSON 8 My world • Presentation and identification of cross-curricular vocabulary
• Understanding and application of content learning via
Student’s Book thinking-skills activities
LESSON 8
Our five senses S ci e n c e

My world
Students explore the content
topic via a text that presents 1 Let’s explore! Listen and number.
3.15
I hear with Thinking skills are
the cross-curricular vocabulary my ears. I hear
I see with my music. scaffolded from
and develops reading and eyes. I see colors –
red, blue, orange, lower- to higher-order
listening skills. and green.
as students work through
an activity that allows
I smell with them to demonstrate
my nose. I smell
the flowers. understanding of the
I touch with my concept and start to
I taste with my fingers. I touch the
mouth. I taste my water. It’s wet! apply critical thinking.
lunch. Yum!
2 Think Look and match.
1 see 2 hear 3 touch 4 taste 5 smell
a b c d e
The final activity

3 Do Think and say. Draw one more. I see… supports students in
further developing their
thinking skills through a
variety of different tasks,
encouraging practical
I can read and understand about my senses. 43 application, synthesizing
information, and creative
response.
Workbook LESSON 8
S ci e nc e Our five senses My world
Activity 1 checks comprehension 1 Read and circle. 3 I smell / hear

with my ears.
I see / hear
of the concepts and provides

1
with my eyes.
4 I taste / see
with my mouth.
practice of the cross-curricular 2 I touch / smell

with my nose.
5 I hear / touch
vocabulary. 2 Look and trace. with my fingers.
I can
write I see with my eyes.
I touch with my fingers. I smell with my nose.
Activity 3 supports further application of
The writing activity in every cross- 3 Think. Trace and put a ✔ or ✘.
the content learning and allows students to
curricular lesson focuses on a writing
1 2 3
relate the cross-curricular subject to their
sub-skill aligned to the GSE. Students I taste. I smell. I see. own worlds.
4 5
practice this sub-skill and then apply it Extra time?

I hear. I touch.
in their writing in activity 3.
What can you see in
your classroom? Draw,
36 I can read and understand about my senses. write, or say.
26 Unit tour

3Teaching Mycross-curricular
world
Lesson 8:
content
Science: Our five senses Student’s Book page 43
Objectives Warm-up
The Content Language Integrated Learning (CLIL) approach encourages
Greet students students
with the Mickey Mousetopuppet.
learn English through other subjects: science,
Lesson aims: read and understand about the five senses
technology, engineering, art and design,
Target language: hear, see, smell, taste, touch
or math (STEAM).
Point toThe
parts My
of world
Mickey’s lessons
body and are
say: thematically
eyes linked
, ears, nose, mouth to. each unit, but provide an
, fingers
opportunity to develop a deeper understanding,
Recycled language: parts of the body, colors; lunch, through the
Students medium
point to theirofown
English, of
eyes, ears, curriculum
nose, mouth, andmaterial.
fingers, and Learning
say English through STEAM
subjects
music is motivating for students because it gives themtheawords. reason to learn, to understand, and to discuss the subject matter. Language
• Show your fingers and ask: What can I do with my fingers? Students mime
learning
Receptivethrough
language:STEAM subjects
I (see) with my (eyes).will support students’ development of important skills for their future studies.
their answers, e.g., playing a musical instrument, clicking or clapping,
Materials: Audio; Mickey Mouse puppet; (optional) touching something, pointing. Repeat, asking students to mime what they
Engaging
soft beanbag or small ball Developing
can do with their eyes (see, open, HOTS
close), ears (listen), mouth (eat, sing)
Students benefit from prior knowledge of the subject for and nose (smell, sneeze).Following Bloom’s taxonomy, the activities in the My world lessons
Skills engagement, and to enable them to develop their
understanding, are structured from lower-order thinking skills (remembering,
Reading: can understand basic phrases in short, simple Presentation
knowledge
texts (24) of English. They bring a lot of prior knowledge 1 into the explore!
3.15 Let’s understanding,
Listen and number. applying) to higher-order thinking skills (analyzing,
language-learning
Listening: can understand classroom. You
simple phrases can to
relating start the My world lesson
• Students evaluating,
look at the pictures creating).
and ask: What’s this? What color is it? Elicit
LESSON 8
by inviting
familiar students
topics,
pictures (25)
if spoken to look
clearly andatsupported
a pictureby relating to the lesson
and asking some warm-up questions to introduce the• topic
any known
Play the
topic
body vocabulary.
Our fi ve senses
audio, pausing after each set of sentences, and students point to
(e.g.,
Sci e nc e
My world
Speaking: can talk about things in their immediate the corresponding photo. Play the audio again, pausing so that students Thinking sk
What can you
surroundings see in (19)
or in pictures the picture? Where …? Who …?canWhat number …? 1 compare
the photos 1–5. Students Let’s explo
their re! Listen
answers and
in pairs, number.
then I hear with
3.15
Remember In
How
Writing…?(WB):
). Atcan thistrace
stage,
simpleyou
wordscan
anduse L1inif necessary. Throughout
phrases check answers all together as a class. Create my ears. I hear
what they hav
I see with my music.
upper
the and lower
lesson notes case
in(10)the Teacher’s Book, you will find ideas • Readand aloud the sentences with the class,
eyes. I seestopping
colors – at each of the words in 5 in activity 1, a
3
bold for students to mime. Checkred, understanding
blue, orange, by asking students to find pictures showi
suggestions
Lesson for engaging
8: My world students with the cross-curricular content.
in theScience:
text a bodyOur
wordfive andwith
green. see Evaluate
Teacher toolkit senses
associated Student’s
each 3 e.g.,Book
sense, page
– eyes 43
. They Apply/Creat
underline the body words in the text. their knowledg
Cross-curricular • Then ask students to practice reading aloud in groups. Give each group can use in rela
Objectives
Bringing the real world into cross-curricular lessons Warm-up
a different sense word: see, hear,I touch taste, or smell. Each Analyze
smell ,with group reads Then they dra
my nose. I smell
will make
Lesson aims:learning more
read and memorable.
understand Take
about thethe class
five senses Greet the
aloud students withtext.
relevant the Mickey Mouse puppet.
the flowers. are experienc
outsidelanguage:
if possiblehear
to find things 4
Target , see , smellstudents can see,
, taste, touch Point to parts of Mickey’s body and say: eyes, ears, nose, mouth, fingers. I touch with my present mome
hear, touch, and smell. Alternatively, bring some real Teaching
Students point starto their own eyes, ears, nose, mouth, and fingers,Apply I taste with my
and say fingers. I touch the
Analyze You
Recycled language: parts of the body, colors; lunch,
objects into the classroom, for students to experience the words.and inclusion Reflecting on the fact that not everyone has mouth.
Diversity
I taste my
all Yum!
lunch.
water. It’s wet!
2 students to exc
music 1
with their five senses, e.g., a flower, a soft toy, a • of
Show
the your
sensesfingers ask: What
anddevelop
will help can I do
students’ with myand
empathy fingers? Students mime
understanding of
Receptive
toy drum, alanguage: I (see)
picture, some withYou
food. mycould
(eyes).create a
theirworld.
the answers,
Talke.g.,
aboutplaying
people with2differing
a musical instrument, clicking
abilities
Think who
Understand
orand
Lookmight clapping,
not be
match.
similarities and
sensory station
Materials: from
Audio; theseMouse
Mickey objectspuppet;
in the classroom.
(optional) touching
able to seesomething,
or hear, orpointing.
even smellRepeat, asking
or taste. students
Using L1, you to could
mime discuss
what they
soft beanbag or small ball can do
how with who
people their don’t
eyes have
(see, open, 1 seeears
all fiveclose),
senses are (listen),
helped hear
mouth
2 in their(eat, 3 touch
sing)
everyday 4 taste 5 smell
Extend and nose
lives, e.g., (smell, sneeze).
guide dogs, braille, sign language.
Remember Extra activity
Exploring about items th
DivideSkills
the class into groups and give each group a and touch at h
Content
large sheet
Reading:
that students
canofunderstand
paper. Each listen
group
basic
to or
chooses
phrases
read
one of
in short,
can
the provide aPresentation
simple
context a b c d e
themselves wit
for related
(24)e.g., speaking
senses,
texts hear, and make anda mind
writingmapactivities. Practice
by writing As students1 progress 3.15 Let’s explore! Listen and number. each item with
•2 Students
or drawing as many things as possible that they can Thinking
through
Listening:the canlesson’s
understandactivities,
simple phrasescheck that
relating to they understand key Think
look Look
at the and Inmatch.
pictures the
and teaching notes,
ask: What’s this? What the
color is it? Elicitskills boxes show the
(hear). Invite the groups to compare their mind maps. • Read aloudbody
the words with the class, and from
theyDoname the partssay.
of the bodyone more. thinking I see…
familiar topics, if spoken clearly and supported by any known vocabulary. 3
progression the
Think lower-
and to higher-order
Draw skills
content-related vocabulary. Write the
Put the mind maps on the classroom walls, if possible,
pictures (25)
words in a list onin
the
thethe
board,
pictures. Wrap-up
to act as a record them
for the next class.these words during the speaking • Play audio, pausing after each set of sentences, and students point to
happening within the My world lessons, ensuring that students are
and encourage to use
Speaking: can talk about things in their immediate • Say: I see with my …
the corresponding . Students
photo. complete
Play the pausing(eyes
the sentence
audio again, ) and
so that point to
students Play Throw th
and writingoractivities.
surroundings Students can create their own running
in pictures (19) the
can correct
numberpartthe of provided
their 1–5.
photos body. Studentswith thetheir
compare supportanswers for developing
in pairs, then their critical thinking using the Mic
Home-school link stand in a circ
dictionaries
Writing (WB): bycancopying
trace simplethe list into their notebooks and drawing
words and phrases in • check
Students answers
use all
their together
fingers skills
toas a through
traceclass.
lines to a variety
match the words of contexts.
and the The final stage in the Thinking
Students Make Mickey
upper andfind examples
lower case (10)of things they can see, hear,
• pictures.
Read aloud Then
thethey use pencils
sentences to draw
with the
skills box class,
is matching
stoppinglines.
always atsuggestion
a each of the words to in
extend students’ higher-order
pictures, or or
taste, smell, bytouch
adding notes
at home. Theyto help
take them remember the
a photo, meaning to mime. Check understanding by asking students to find
bold for students
make Mickey
• Students compare their answers in pairs. Encourage them I can to use
andfull 43
draw
ofTeachera picture,
each word. or bring an object into the next class
in the text ae.g.,
body wordwiththinking
associated beyond
with eachcheckthe
sense,the activities
e.g.,
read
see – all
eyesin the
understand
. They lesson.
about my senses. complete the
toolkit
to show and tell: I see a (picture). I smell … .
sentences, I (see) my (eyes) . Then answers together the game with
underline the body words in the text.
as a class.
Extending
Cross-curricular • Then ask students to practice reading aloud in groups. Give each group
Students say g
Cross-curricular lessons
Bringing the real world can instigate
into cross-curricular motivating project
lessons work, sense word: see3, hear
a different
Do Think and say. Draw one more.
, touch, taste, or smell. Each group reads class.
will make learning more memorable. Take the class aloud the relevant text. • Ask students to look at the photos, and read aloud the boy’s speech bubble. Elicit
which can be done either individually, in pairs, or in small groups. any words students know to describe what they can see in the photos. Workboo
outside if possible to find things students can see,
Jump-off projects
hear, touch, and smell.could take the
Alternatively, form
bring someof a mini-book,Teaching
real a poster,star a • Students work in pairs to say what senses they can use relating to the items shown
1 Read and cir
presentation,
objects into theor even further
classroom, research
for students opportunities. Throughout
to experience in eachon
Diversity and inclusion Reflecting photo, I see/taste/touch
e.g.,that
the fact … .all
not everyone has 5 touch
thewith
108 their five senses, e.g., a flower, a soft toy, a
lesson notes in the Teacher’s Book,
toy drum, a picture, some food. You could create a
you will find ideas
of theand • Askstudents’
senses will help develop them toempathy
think about andwhat they can see,
understanding of hear, taste, touch, or smell right now,
2 Look and tra
the world. Talk about peoplethen
withdraw a picture
differing of it.
abilities who might not be
suggestions forfrom
sensory station extending
these objectsthein lesson material.
the classroom. able to see or hear, or even smell or taste. Using L1, you could discuss
case letter.
• Students work in pairs to compare their pictures, then invite them to show the class. 3 Think. Tra
how people who don’t have all five senses are helped in their everyday
SUPPORT Students mime the different senses or point to the part of the body they 3 ✘, 4 ✔, 5
Extend lives, e.g., guide dogs, braille, sign language. 06/06/2022 14:21
use, instead of saying the words.
Divide the class into groups and give each group a
STRETCH Students name other items they can taste, see, hear, touch, or smell, using
large sheet of paper. Each group chooses one of the
senses, e.g., hear, and make a mind map by writing Practice known vocabulary, e.g., I taste (lunch). I touch my (desk). I see my (teacher). I smell a
(flower). I hear a (song).
or drawing as many things as possible that they can 2 Think Look and match.
(hear). Invite the groups to compare their mind maps. • Read aloud the words with the class, and they name the parts of the body
Put the mind maps on the classroom walls, if possible, in the pictures.
to act as a record for the next class.
• Say: I see with my … . Students complete the sentence (eyes) and point to
the correct part of their body.
Home-school link
• Students use their fingers to trace lines to match the words and the
Students find examples of things they can see, hear, pictures. Then they use pencils to draw matching lines.
taste, smell, or touch at home. They take a photo,
• Students compare their answers in pairs. Encourage them to use full
draw a picture, or bring an object into the next class
sentences, e.g., I (see) with my (eyes). Then check the answers all together
as a class.

Unit tour 27
108Heroes TB1 AmE 41603.indd 27

F02 Stars and 16/06/2022 11:50
Objectives
• Review of unit language and development of reading, listening, writing,
LESSON 9 Project and speaking skills
• Showcasing of unit learning via a creative project
Student’s Book • Development of soft skills in the areas of Presentation and Self-management
anagem
LESSON 9 f-m
Design a monster
Project
en
Se
The end-of-unit project gives
t
students the opportunity to use
their creativity, while at the same Let’s review In the first stage of the lesson
time reviewing and applying the 1 Read and write the number. (Let’s review), students are
language learned in the unit. presented with a realistic and
He has arms. relatable model for their own
She has eye. project. Alternating listening and
reading activities encourages
students to review the language
Get ready
they have learned in the unit.
The Get ready stage engages 2 3.16
students with skills, tips, or
target language related to the Sit down! / Stand up!
Presentation or Self-management
soft skills focus for the unit.
Open / Close your books.
Workbook page 37
Students complete the relevant
Workbook activities to scaffold
Create Reflect
the creation of their project.
3 Now design 4 How did I do?
In the Create stage, students
your monster. I listen to my teacher.
move beyond the book to Write.
create their final project output
and have the opportunity to I create my monster.
share this with their class.

44 I can design and write about my monster.
Workbook Self-management or anageme LESSON 9

m
Project
nt
f-
Design a monster
Sel
Presentation skills are further 1 Are you ready? Check (✔).
The activities in the Workbook developed, either via an

1 2
Sit down. Clear tips highlight
Listen to the teacher.
lesson prepare students to activity that allows students

Get your pencils and
crayons ready. the key areas to check
create their unit project by to identify this skill or one that
2 Create Check (✔) and choose for your monster.
Then trace, write, and draw. regarding the soft skills
focusing on reading, writing, gets them to directly apply it in ✔
Body part
ear
head
Number
2
Color
He has two pink ears. focus for the unit.
and soft skills. their project preparation.
body
arm
hand My monster
finger
leg
He / She has
nose
mouth .
Writing frames provide a clear structure for students to ear
eye He / She has
Students are encouraged
hair
follow when planning their project work. The templates 3 Reflect Think and color.
.
to reflect on the success
naturally allow students to review and apply the target My project is Extra time?
Tell your friend about

of their project via a
I can design and write about my monster. your monster. 37
language from the unit to create their project, as well as M03 Stars and Heroes WB 1 AmE 41672.indd 37 28/02/2022 16:27
self-assessment feature.
to demonstrate their thinking.
28 Unit tour

Teaching with projects
Projects have been specially designed in steps to support all learners, challenging more confident students to stretch themselves, while
aiding less confident students in achieving the writing and speaking outcomes.
Every project is designed for students to:
• use their creativity through thinking, designing, and producing • communicate with other students
an output • develop Future Skills, specifically in the areas of presentation
• apply the language and knowledge from the unit and self-management in Levels 1 and 2
Project benefits
More than just a great way for students to learn, practice, and Tip 4 Make space for reflection Provide opportunities for
review their language skills, working with projects also provides the student reflection, both for the project process and for the
following benefits: final product. Ask students to think about what they might do
• Increased engagement and motivation Students become differently or change about their project now that they have
personally involved in the project via tasks that have relevance
Project
ter
LESSON 9
lf-
ma age
finished and heard feedback
n
from the class.
3
to their lives. Design a monsdifferentiation
m
Managing
Se
ent
ACHIEVE
• Self-direction and management Students are givenLet’s review Within the teaching notes Students draw a monster showing differe
nt body
ownership of their learning and the project outcome, and 1 Read and write the number.
for each Lesson 9, you will parts and write at least two sentences
about
their monster drawing, using He/She has
are supported in developing skills to plan, design, and refine This is find guidance
my monste r. for adjusting
1 the names of body parts, numbers, and
… and
colors.
He has four arms.
their ideas. expectation around the
This is my monster. 2
SUPPORT
She has one eye.
Students either label the individual body
• Communicating effectively Students use all four skills in projects to cater for mixed or they point and say the names of differe
parts,
nt
reading, writing, listening, and speaking to completeGet
theready ability classes. Using the body parts.
2
project, and are supported in developing oracy and expression Achieve,
Then listenSupport,
Think and circle. 3.16
and check. and Stretch STRETCH
Students write more sentences, giving
in the research, creation, and presentation stages. Sit down! / Stand up!
recommendations provided, information to describe their monster,
additional
e.g., This
is my monster. He has two, blue legs. He’s
• Thinking creatively Students use original thinking and you can support all students in Alternatively, they draw another monste
funny.
Listen! / Don’t listen! r with
imagination to create their project. achieving their learning goals: contrasting numbers and colors of differe
nt
Open / Close your books. body parts, and write sentences to describ
e
• Context and purpose for learning Students see why they • Students make plans that Workbook page 37
both monsters.
Create
are learning English and how they can relate the learning they Refl
feelect are appropriate
3 Now design Reflect
objectives from the unit to the project outcomes. your monster.
for their
4 How ability.
did I do?Less confident students can complete the tasks
4 How did I do?
Write. in the Student’s Book. More confident
students
• Read aloud can
the sentences with complete
• Digital competence The authentic use of technology is I get my pencils ready.
the class. Students
draw emojis to assess their own perfor
extra tasks, for example, they canthisplan
lesson.to create something in
mance in
promoted as students employ digital tools to research and I create my monster.
more detail, or plan different versions.
present their projects. Extra activity (class game) Play Touch
it!
44
• For less personalized projects, put (seestudents
I can design and write about my monster. Games Bank p.252 in groups
). Invite twoofstuden
mixedts
• Encouraging reflection Students are encouraged to reflect on to come to the front of the class. Place
on the
abilities, and have them divide what board two needs
body word tocards
be (orcreated
picture cards).
and evaluate their project work, developing a positive
2 Check (✔ attitude
) and choose for your monster. Then Call out one of the words, and studen
between them.
trace, write, They
and draw.can discusstouch who thewants
matching to wordcreate each
ts race to
to learning. Ask students to read the list of body parts,
and check the ones they want on
their monster. They complete the table aspect, allowing less confident students to take on the aspects
card (or picture card).
with the numbers and colors. Then they
complete the senten
Tips for carrying out project work in class • If suitable, give ces and draw their they monster.
are good at, while allowing Wrap -up confident students to
more
each student a piece of paper and ask • Play Find someone who … (see Game
them to refer
completed table in their Workbooks andtake on the more challenging aspects. s Bank
Tip 1 Prepare students Ask students to think aboutWorkb theookproject
to their
draw their monster. They follow the p.253). StudenEnsuring
ts find someoless confident
ne else in the class
model they have completed to write whose picture is the same
in advance. Allow them to come up with their own ideas, and
their monste r. students two orhave an ces
more senten opportunity
to describe toe.g.,
dothesomething
same number of they do well will
as theirs in some way,
body parts or the same
• Give students time to draw and write.
provide them with feedback on their ideas where appropriate.
necessary. Encourage students to raise
help
Circula buildthetheir
te around confidence.
class, helpin g as
color. They take turns to describe the
in their pictures, e.g., This is my monste
similarity
their hands and ask for help if needed. r. She has
three
Allow students to showcase their idea and project•inWhen
theirtheyown
are ready, students work•in pairs,
When taking students
turns to show present
and describ e
their work, legs.
encourage
/ This
them
is my monste r. Hetohassay
three arms.
their picture. Studen ts say goodbye to the Mickey Mouse
words. • Invite more confident students to show and do as much as they feel comfortable
puppe t as they with.
leave class.Less confident
and describe their picture to the class,
This is my monste e.g.,
Tip 2 Show them what “good” looks like Assess the quality r. She has (red) (legs). students can use words and simple sentences, speaking for a
Workbook page 37
of projects by using the Student’s Book model and other work as minute or less. More confident students can use more complex
3 Think and color. Students color the
stars to show
a reference. Help students understand expectations by showing sentences, speaking for two or three minutes.
how well they did on their project.
them good examples of other students’ work.

Tip 3 Encourage participation Promote full participation by
encouraging students to offer positive feedback on their classmates’ 111
projects, e.g., I like (the drawing). You can also sensitively encourage
M03 Stars and Heroes TB1 AmE
the use of constructive suggestions for improvements, where 41603.indd 111
06/06/2022 14:21
appropriate, e.g., You could (use more colors).
Unit tour 29

Objectives
• Review of the vocabulary and language learned through the unit
LESSON 10 Review • Development of reading, listening, and writing skills
• Evaluation against the unit outcomes
Student’s Book
LESSON 10
LESSON 10
I can do it!
LESSON 10 Review
Review
Review
I can do it!
I’m wearing shorts.
1 Circle. Then say for you.
Activities review and 1 2 3 4
practice grammar and 1 Look and number. Then say. shirt / bag shirt / sweater jacket / boots shorts / dress
vocabulary from the 2 9.17

Listen and put a ✔ or ✘. Then ask and answer.
unit, and provide a eye 2

3
4
leg
Is this your
camera?
1
tool for teachers to face 5
body
6 No, it isn’t.
evaluate against the finger nose

3 Think and check (✔).. Then stick!
GSE-aligned learning head
7
mouth r
Test your
8 Sticke progress
outcomes for the level. time with English
I can … Benchmark
Young Learners
name my clothes
and things
2 3.17
Write a or b. Then listen and check. read a story
sing a song
a b
1 He has one eye. say what makes
me feel better
✔ IUnit
completed
9!
2 She has purple hair. Go online
Big Project 117
3 He has two arms. M09 Stars and Heroes SB1 AmE 97812.indd 117 22/10/2021 08:40
4 She has six legs.

Optimum points in the course
3 Think and check (✔). Then stick! for students to take the Pearson
Benchmark test are highlighted in
In the I can …
the Review lessons for each level.
section, students I can … Stick
er
time
reflect on the unit name body parts and actions
and what they have read a story At the end of the unit, students enjoy a fun
learned. They can and motivating Disney stickering activity
sing a song
say which activities
completed
3!
to reward them for their progress.
they liked best
and evaluate their Go online
Big Project 45
performance in these
activities. M03 Stars and Heroes SB1 AmE 97812.indd 45 01/10/2021 09:49
Workbook The My progress journal page in the Workbook includes GSE-aligned activities that allow students to
demonstrate their progress in English. As with the Student’s Book, the activities serve as a tool for the
teacher to measure progress against the learning outcomes for the unit and level.
LESSON 10 UNIT 3
My progress journal
Review Exam practice
Listening Students are introduced to
1 Find and circle. Then play. 1 Listen and check (✔).
The first activity focuses on students’ the different reading, writing,

3.4
1 Who’s Ben? 2 Who’s Ben’s sister?

1 She has green eyes. a b c a b c
understanding of the unit language.

2
3
He has a purple nose.
He has four arms.
✔
Which is Anna’s teddy bear? What’s Matt’s favorite monster?
listening, and speaking activity
4 She has an orange body. 3 4
She has
a b c a b c
types found in the Pearson
orange hair.
The second activity allows students Reading International Certificate Young

2 Draw your own toy. Circle and trace. Then color and write.
Learners and international English

2 Read and write Yes or No.
to personalize and customize He / She has a head. 2
1 Number 1 has a green body.
Yes
their learning and apply their He / She has legs. 1

3 2 Number 2 has five fingers.
exams, such as the Cambridge
exams for young learners.
3 Number 3 has a pink face.
new knowledge of English.

4
He has a blue body. 4 Number 4 has purple hair.
Speaking
This helps them familiarize
At the end of the unit, students 3 Think and draw , , or .
3 Look at 2. Color. Then talk about the picture.
themselves with the activity
He has an orange face. He has brown
reflect on and personalize their My favorite body

word is
. Choose your favorite activity in the unit and stick.
hair.
types in a non-intimidating way,

38 39
learning via self-assessment tasks. M03 Stars and Heroes WB 1 AmE 41672.indd 38 28/02/2022 16:28 M03 Stars and Heroes WB 1 AmE 41672.indd 39 28/02/2022 16:28
and develop their confidence in
taking external exams.
30 Unit tour

has (one) (eye).
Warm-uplanguage: colors, numbers
Recycled • Play the song audio (track 3.11), and students join in with the actions.
nit 3 Greet students with the Mickey Mouse puppet. If students are confident with the words, play the karaoke version
Materials: Audio; (optional) Video 3A, Video 3B;
; He/She Make Mickey hold up each of the word cards for Unit 3. Students read (track 3.11_karaoke).
Picture cards
aloud / Word
the word andcards (Parts
point to of the body
the matching part 1, 2, Actions);
of their body.
Stickers; Mickey Mouse puppet; My progress poster
Reviewing material
If students are confident andplaymeasuring
with the words, the karaoke version progress
I can do it!
• Play the song audio (track 3.11), and students join in with the actions.
deo 3B;
1, 2, Actions); Skillswithin the Student’s Book I can do it! lesson and the Workbook
(track 3.11_karaoke).
The activities
1 Look and number. Then say.
My progress journal lesson are designed to consolidate the
poster vocabulary andunderstand
grammar introduced anddescribing • understanding
informally assess students’ Students look atand
the picture forof
retention onetheorlanguage
two minutes.
fromAsk
thethem
unit.toEach
try toof the
Reading:
I can do canit! basic sentences
remember as much detail as possible.
activities
someone’s
1 Look in physical
Lesson
and 10 ofThen
the Student’s
appearance,
number. Book and
say.if supported by Workbook focus on objectives relating to the key GSE Learning Outcomes for the unit and
pictures
level. (26) • Then
toolssay: Close your
thebooks.
year Ask: Who can you see? What colorprogress
is the
• Students look at the picture for one or two minutes. Ask themand
These can be used by the teacher as formative to trysummative
to throughout to provide a clear picture of the
escribing (big) monster? How many (legs)? Is the green monster big or small?
d by
students arecan
Listening:
remember making.
recognize
as much familiar
detail as words and phrases in
possible.
How many (eyes)?
short,
• Thenbasic
say:descriptions of people,
Close your books. if spoken
Ask: Who slowly
can you see? andcolor is the
What
Inclearly
the(big)
Teacher’s
monster?Book,
(24) How many for each
(legs)? of thegreen
Is the activities
monsterwithin the I can • Students
big or small? Self-assessment
read each of the words and point to the corresponding part of
phrases in
do it!Howlessons,
many you
(eyes)?will find guidance on the expected performance the body The in the …
I can picture.
box in the Student’s Book and the final activity in
slowly and Speaking: can describe someone’s physical appearance
against
in a basicthe
• Students learning
read each of
way (29) outcome,
the words plus recommendations
and point to the correspondingfor how
part of to • Thenthe My
students progress
write thejournal
correct Workbook
numbers next lesson
to eachat the endwords.
of the of each
appearance adjusttheexpectations,
body in the picture.
which in turn can be used to identify areas • Check unit
theenable
answersstudents
by saying:to reflect
Numberon(one).
theirWhat’s
learning from
this? the).unit.
(body
Writing (WB): write
• Then students can trace simple
the correct wordsnext
numbers andtophrases in words.
each of the
where
upper students
and lowermaycase need
(10) additional practice or support: SUPPORT Students are point
Students askedand to evaluate
say the the key
name of learning
each body points
part, they
with feel
support
phrases in • Check the answers by saying: Number (one). What’s this? (body).
SUPPORT Students point and say the name of each body part, with support as comfortable
necessary. with before they can add a sticker to reward their
completion
Studentsof theinunit.
theirThis systematic and conscious review
Teacher
as necessary. toolkit STRETCH write notebooks a numbered list of the body
STRETCH Students write in their notebooks a numbered list of the body of learning
parts in the picture. objectives and assessment of learning progression
parts
Video in the picture.
review helps develop in students an ability to self-assess and a sense of
You 2 3.17 Write a
responsibility b. Then
forortheir listen and
own learning. It ischeck.
important to check how
B at the end 2 can3.17 return to Video
Write a or b.3A Thenand Video
listen and3B at the end
check.
The ofRemediation
the unit for a ideas
“second in the Teacher
play.” Encourage toolkit section
students to
• Students look at the pictures and say the names of body parts and colorsalso • Students look
confident at the pictures
students feel and say
before the names
moving on oftobody
the parts and colors
next unit, and to
tudents to
rned since notice
provide howsee.
they support
can many
for new words they
language points have
andlearned since
skills that may need they can see.
provide plenty of positive reinforcement in focusing them on the
•the
further beginning
Read aloud theoffirst
review: thesentence
unit. with the class. Students point to the correct • Readskills aloudtheythe have
first sentence with the
successfully class. Students point to the correct
acquired.
monster and write the letter (b). Give students time to read the other monster and write the letter (b). Give students time to read the other
sentences and to write the letters a or b. Encouraging
sentences a growth
and to write mindset
the letters a or b.
Remediation
cit the • Play the audio. Pause after each sentence, and students say their answers.
• Play My
the Disney
audio. Stars
Pause and
after Heroes
each promotes
sentence, and persistence
students say and
theiraanswers.
growth
cards on Review the the
Then play picture
answer cards one
on the by one to elicit the
audio.
mindset in the classroom,
Then play the answer on the audio. which helps students to view ability
by one, name
SUPPORTof each body
Students talkpart.
aboutPlace
each the picture
picture, using cards on of body parts,
the names
ord card the board,
numbers, andand review
colors. the word
They make cardsusing
sentences oneHe/She
by one, as something that is changeable rather than fixed. Activities
has …, with support SUPPORT Students talk about each picture, using the names of body parts,
oard. Play asking
as individual students to match each word card
necessary. numbers,encourage
and colors.students
They maketo relish challenges,
sentences embrace
using He/She has …their mistakes
, with support
the two to the corresponding
STRETCH Students writepicture card on the
in their notebooks theirboard. Play about
own sentences as part of the learning process, value the importance of effort,
as necessary.
each
Guess picture, (seeHe/She
who?using has …
Student’s , andp.37)
Book the names
withofthebody parts, numbers,
two respond
STRETCH carefully
Students totheir
write in feedback, and their
notebooks take own
inspiration from
sentences others.
about
and colors.
pictures in activity 2. This will
each picture, help
using themhas
He/She to achieve,
…, and the notnames
only of
in the
bodyEnglish classroom,
parts, numbers,
Audioscript (track 3.17) but also in their future lives as adults.
in the and colors.
1 He has one eye. // b!
o a family 2Home-school link// a!
She has purple hair. Audioscript (track 3.17)
ear: This is 3Students usearms.
He has two the language
// b! they’ve learned in the 1 He has one eye. // b!
4unit
Shetohas six legs. //one
describe a! of their toys at home to a family
2 She has purple hair. // a!
member,
Online
3 e.g., and
Think with check
modules a doll,(robot,
Big stick! bear: This is
or teddy
Projects
✔). Then Stick
time
er
3 He has two arms. // b!
(name). He/She has (gray) (legs).
• Read aloud the I can … statements with the class. Students check what 4 She has six legs. // a!
Each Lesson
they 10can
feel they includes
do afterathey
jump offcompleted
have to an additional
Unit 3. Big Project module, delivered online, for maximum flexibility. The My Disney Stars
and Heroes Big Projects apply elements of project-based learning3 to extend Think
theand check (✔).and
Then stick!
r
Sticke
course material allow students to put the new time
• Read aloud the I can …

language and themes from the unit into practice via fun, hands-on project work. Each optional Big Projectthe
statements with is class. Students
structured in acheck what
systematic
they feel
way to support students with the tools they need to bring their learning together. they can do after they have completed Unit 3.
The Big Project lessons take the following path:
Context and objective-setting Application
At the start of the Big Project, students are presented with a Students apply their learning and put creativity into action through
challenge to work on, along with clear objectives for their project scaffolded steps that support them in designing, creating, and
work. The context for the project is established, and students can 14:21
06/06/2022 refining their final project. They are encouraged to use original
112
relate their learning from the unit to learning outcomes for the thinking and imagination, and can create the project either in class
Big Project. or in their own time, using their own tools and materials.
Thinking and research Review and reflection
Students think back to the language and topics learned in the
M03 Stars and Heroes TB1 AmE 41603.indd 112 Students reflect on their completed project output and what06/06/2022
they 14:21
unit. They can look back through their Student’s Book to review have included in their project. They can develop plans and notes
the information needed for their project, and make personalized in preparation for showcasing their work.
decisions about what to include. As well as building the core Showcasing
knowledge and skills for their project, students also have the to
Students present their work, share their findings, or use their
further explore the My World / STEAM topics for the unit with
project outputs as part of a real-world communicative task.
opportunities to tinker and experiment during this stage.
Depending on your teaching context, the Big Projects can also
be used as a framework for instruction from the start of the unit so
that students do project tasks alongside the main lessons.
Unit tour 31

Teaching with the posters
Posters can play a key role in the English language lesson as they Memory game Set a specific time limit, e.g., 30 seconds. Tell
are such a powerful visual tool. They can be a valuable way to students to look at the poster carefully and remember as much
focus students’ attention, allowing them to really engage with as they can. Then cover the poster or take it off the wall, and ask
the topic and also consolidate and extend the language already students one by one about the objects presented in the poster.
learned. There are 12 posters provided in the My Disney Stars You can also ask about the features of these objects, e.g., Is the
and Heroes Poster Pack for use alongside Levels Starter to 3 of (ball) (big)? What color is the (kite)? Students answer from
the course. These are intended to be hung in a visible place in the memory. You can also do this activity as a team competition, with
classroom and referred to when you want to review the material a time limit. The team who provides the biggest number of names
covered, or as general support for the class. of objects from the poster wins.
Tips for working with posters True or false? Point to various objects in the poster, and make
true or false sentences related to these objects. For example, point
Predicting In order to create an atmosphere of anticipation and
to a lion and say: It’s a horse. Students answer: No. It’s a lion!
to invoke curiosity, give students the title of the poster before
you show it to them. Tell students that in a moment they will see a Quiz Tell students that you are thinking about a certain picture
poster with, e.g., weather. Ask them to think about the vocabulary from the poster. Students guess which picture you are thinking
that may be presented in the poster. Encourage them to provide about. You can describe the object you have in mind for more
examples of particular words related to this thematic group (e.g., advanced students, e.g., It’s gray. It’s small. It has a tail. What is it?
sunny, cloudy, rainy, windy). Then hang the poster, and check Students answer: It’s a rabbit.
together how many words students predicted correctly. Peeping through a keyhole Cut out a hole (2 inches wide)
Asking questions Point to the objects, characters, colors, etc., resembling a keyhole in the middle of a large sheet of paper.
presented in the poster, and ask questions: What’s this? What color Place the sheet on the poster, and ask students what they can see.
is it? How many (balls) can you see? Is it a (doll)? Move the sheet around the poster so that each time, students
guess the name of a different object.
Finding and pointing Ask individual students to come to the
poster, find and point to appropriate objects, e.g., Point to the (red Placing words on the poster If students can recognize written
car). You can also divide students into two teams and change finding words, you can ask them to place appropriate word cards below the
particular elements into an exciting competition. Ask one student pictures in the poster. One by one, students come to the poster and
from the team to come to the poster and find a particular object. If place a word card next to a corresponding picture. Then you can
he/she does it correctly, the team scores a point. If he/she makes a ask all students to read the words aloud together.
mistake, another team takes a turn. Students can replace the teacher
and give the commands.
Poster 1 My progress Poster 2 Vocabulary Poster 3 Myself and others

My progress
1
Level
Numbers
The Myself and Leve
Myself and 1
l
1
2
Shapes
1
one
2
two
3
three
4
four
5
five
6
six
7
seven
others (Personal I can … others
3
At
and Social
school Family and
I can name and describe school things. friends Body and 8 9 10 11 12 13 14
W I can say I’m happy / sad / scared. I can name and ask about family. face eight nine ten eleven twelve thirteen fourteen
welcome new friends
say how I feel
circle square
I can say I’m excited / worried / proud. I can name body parts and give instructions.
Welcome
I can name colors and introduce myself.
I can welcome new friends.
6
5
I can express my emotions. 15
fifteen
16 17
sixteen seventeen eighteen nineteen
18 19 20
twenty Skills) poster happy
sad
scared
excited
worried
Food
can be used in
proud
we like express my emotions
I can name food and say what I like.

My things
4 triangle
rectangle Colors
I can be nice to others. I can name toys and say what my friend has.
Cool
7
conjunction with
I can manage my fear and anger. animals cry smile hide jump
angry
I can name and describe animals. stomp yell frown
My free manage my emotions
time
I can express anger. red blue green yellow white gray
8 9
be aware of others
the Myself and

I can name activities and say what I can do.
I can keep trying. My oval star
Cool
home clothes close your eyes
count to ten
I can name things in the house
orange pink purple black brown take a breath
others Lesson 7s.

I can name clothes and ask about people’s things. She’s lonely.
and say where they are. She’s nice.
I can say what makes me feel better.

keep trying
I can decide what I need or don’t need. Copyright © 2022 Disney Enterprises, Inc. make decisions
Copyright © 2022 Disney Enterprises, Inc. All rights reserved. Pixar properties © Disney/Pixar All rights reserved. Pixar properties © Disney/Pixar Vocabulary poster 2 – Shapes, numbers, and colors feel better
Level 1 poster – My progress © Pearson Education Limited 2022
Place the poster

M06 Stars and Heroes POS 1 Vocab AmE 63820.indd 1 16/06/2022 09:52
M04 Stars and Heroes POS 1 Progress AmE 63820.indd 1 16/06/2022 09:44
I keep trying.
I can do it!
I don’t need this.
The My progress poster features all The Vocabulary posters offer supporting at the front of Be a hero!
I need …
a hug.
my friend.
to hold hands.
information that can be useful throughout

my favorite toy / clothes.
students’ favorite Disney heroes that the classroom

© 2022 Disney/Pixar.
All rights reserved.
© Pearson Education Level 1 poster –
Limited 2022
Personal and Social
Skills
M05 Stars and Heroes
POS 1 PSC AmE
63820.indd 1
the year. There are four vocabulary

16/06/2022 09:51
appear in the level. It can be used where everyone can see it,
frequently throughout the year to posters provided, covering: and refer to it during these classes. At the
highlight student progress through the • shapes, colors, and numbers start of the year, look at the poster as a
course learning objectives. • the alphabet class. As you work through the course
material and the Personal and Social Skills
• weather, seasons, months of the year,
for each unit, encourage students to refer
and physical feelings
to the poster and use the language and
• telling the time, days of the week, daily strategies.
routine, and activities
32 Unit tour

Classroom management
Dividing students into pairs and groups Managing inclusive classrooms
When working in pairs, groups, or in a whole-class setting, students engage Set clear objectives Sharing the lesson objective with students
in cooperative learning – learning with and from each other. The following at the beginning of the lesson and making sure they know what
suggestions focus on different ways of grouping or pairing students. All the to expect (and what is expected of them) decreases students’
activities presented here are suited to any group size, age, or interest. anxiety and allows them to prepare themselves for the tasks
Grouping by order Organize students in a specific order, then divide they find more difficult, and to look forward to the tasks they
them up. Ask students to get in line in alphabetical order (according to enjoy more.
their first name or last name), by the number of letters in their name, order Diagnose before presenting new language By taking the
of birthdays (grouped either by month or by their date of birth), or height. time to ascertain what students already know on a topic,
Animal sounds This is a loud but fun way to divide up students. Write teachers gain instant feedback on what to focus on in the lesson.
names of animals on slips of paper. Distribute the slips of paper and ask This is particularly useful in inclusive classrooms where there
students not to show them to each other. When they are ready, ask them may be a very wide range of knowledge among students.
to start making the sound of the animal that is written on their slip of paper. Group strategically Depending on the activity, you may
They have to find the other members of their animal family. want to group students using one of these combinations: more
Pick and mix Students can be divided into groups or pairs by asking them confident and less confident students together, confident
to pick objects from a bag. Then you can ask them to find teammates who students together, less confident students together, talkers and
have the same objects. Some examples of objects you can use are colored listeners together. Whatever you choose, do not let students
counters, colored pencils, or numbered lollipop sticks. Students find their know what your strategy is so that all feel confident and
group or pair with the same color or sequential number. included equally.
Take a multisensory approach Students all learn in different
Signaling that the activity has finished
ways and encountering language in multiple modes is very
When assigning speaking activities and playing games in large classes, beneficial. My Disney Stars and Heroes presents language
it can often be hard to get students’ attention. With this in mind, here are through text, images, audio, song, and video. Ensuring a balance
some suggestions to help you deal with this situation. between different modes holds the class’s attention and sets up
Can you hear me? Start talking to students in a very low voice and say: all learners to achieve.
If you can hear me, raise your hand. Students who hear you raise their Give more space to activities Allowing students the time
hands, which will get the attention of other students, who will do the same. and flexibility to do activities in a way that suits their needs will
Clapping Clap your hands in different rhythms and at different speeds. ensure that all students can participate in the same activity,
Students have to join you in clapping. Say: Clap once if you can hear me. increasing their confidence and motivation. Students who
Some students join you. Then say: Clap twice if you can hear me. And struggle with written tasks, for example, may benefit from doing
finally, say: Clap three times if you can hear me. At this point, students will only one or two task items in written form and completing the
notice that the activity has finished. rest of the activity orally.
Eyes on me Count to three, saying: One, two, three … eyes on me! Adjust expectations rather than materials Expecting all
Students stop the activity and say: One, two, three … eyes on you! This learners to achieve at the same level is often unrealistic and
way, if the other students have not heard you, they will hear the students puts undue pressure on less confident students, students with
and then notice that the activity has finished. special educational needs, as well as teachers. Plan to adapt
Give me five Raise one hand, and say: Give me five. Students raise their your lessons, using the differentiation support in the lesson notes
hands and say: Five. Then they start to count from one to five. If this does so that all students can complete at least some of the activity.
not get everyone’s attention, say: Give me five again. Students repeat Some may complete only the first few task items, but being set
the count. the same activity as the rest of the class avoids students feeling
singled out and increases confidence.
Raising hands Raise both hands. Wait until students notice your hands are
raised and gradually stop talking. Work with your students’ strengths Find out what your
students’ strengths are, and see how you can include them in
Ring a bell Set a timer for the amount of time you would like the activity
your lessons. Some students may not be confident with speaking,
to last, or ring a bell. When students hear the sound, they stop the activity.
or are particularly shy, but may be very good at drawing or
Silent request Create a signal for silence. Then practice the signal with crafts. A student who struggles with attention or has difficulty
your students until they know that every time you make that signal it’s time with more traditional classwork may be very good at acting or
to stop the activity. group tasks, or be very caring and eager to help others.
Singing Play or sing the My Disney Stars and Heroes Welcome song
(Hello, Friends!, track 0.2). Ask students to join in.
Classroom management 33

Teacher’s Book tour
Unit overviews
Unit overview
The unit objectives are

clearly outlined for the 3 Body and face Sulley
A huge blue monster with purple spots.
Mike
Sulley’s scare assistant and best
A brief synopsis of the
teacher, showing what He looks mean, but he’s really friendly
and soft-hearted, and he loves to laugh.
friend. A small green monster
with one eye. He’s funny, but
sometimes he can be grumpy! Disney movie for the
Unit objectives Skills development
outcomes students will By the end of this unit, students can: Listening: recognize and understand body and action
unit is provided for
achieve by the end and naming different parts of the body, and
giving a simple description
• read and understand a story about helping
Reading: read and understand a short, simple cartoon
story and very short texts about the five senses.
reference, along with an
of the unit. There is a our friends
the five senses introduction to the main
summary of the key actions

characters that appear

GSE learning outcomes Vocabulary Grammar in the unit. There is
Boo
for all four skills, linked Lesson 1: arm, body, head, leg
Lesson 3: I have brown eyes. He has ten fingers.
She has one nose.
A cute two-year old human girl who wants to make friends.
She can only say about three words, but she is curious and lovable! also a fun Did you
to the unit objectives, Myself and others

Story Monsters, Inc. is the most successful scream-processing factory in the monster world, and there is know? fact for further
no better Scarer than James P. Sullivan. But when Sulley accidentally lets a little human girl into
showing how key Expressing my emotions 1 In this unit, a Disney
video and a story introduce the theme of expressing
My monster
Let’s play! Are you OK? Don’t cry! Thank you! Monstropolis, life turns upside down for him and his buddy Mike.
Di
u
d yo know background context.
competences have
?
Project eo stor
Boo’s real name
Vid
Language: cry, hide, jump, smile is
ies Mary. The chara
cter
Self-awareness Design a monster of Boo was inspire
Video 3A: The monsters are scared d by
the daughter of
been integrated into Self-management: how to behave during project work one of
Video 3B: Get up, Sulley! the story artists
.
Sci e n c e
the course material. Science: Our five senses

Online modules
Phonics Big Project
Extra
Words with c, g, and o Make a monster! reading
can, cap, gas, on
92 93
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A summary map highlights the linguistic content There is an at-a-glance overview of the
of the unit, and also lists the Personal and Social additional online modules and supporting
Skills, cross-curricular content, and the final unit components that can be used either in
project and soft skills focus. conjunction with the lessons or for extension.
Teacher toolkit
The Teacher toolkit sections in each of the lesson overviews provide key background information for feature lessons, as well as additional
suggestions for how to enrich students’ learning experience and extend the lesson content. The Teacher toolkit can be considered your
“one-stop shop” for contextual support and creative, yet easy-to-implement, ideas for taking the lesson content beyond the book.
KEY
Engage Creative ideas that help students engage with and Teaching vocabulary/grammar (Lessons 2, 3, 5, and 6)
understand the lesson or unit aim. In Lesson 1, this takes the form Support for presenting and practicing the new language, helping
of an idea that students can work on progressively across the unit, students make sense of and contextualize it, and addressing
utilizing the unit language as they learn it. common errors.
Extend Practical and imaginative suggestions that expand Personal and Social Skills (Lessons 1, 4, and 7) Summaries
the lesson focus, going beyond the book material or the board. of the Personal and Social Skills developed in the lessons, with
In many cases, these ideas may be realia-based or real-world ideas for how to explore and personalize the topics.
focused.
Cross-curricular (Lesson 8) Summaries, background
Home-school link Simple, take-home ideas for students to information, and ideas for how to explore the cross-curricular content.
showcase English to their parents or caregivers, along with any
Project skills / Digitizing projects (Lesson 9)
preparation students can do for the following lessons.
Support and guidance for implementing projects, developing soft
Video/Story summaries (Lessons 1, 4, and 6) Concise skills (presentation, self-management), and digitizing project outputs.
summaries of the lesson video or story, reflecting Personal and
Remediation (Lesson 10) Ideal for extra practice of unit
Social Skills as relevant.
vocabulary or structures, for any students needing it.
34 Teacher’s Book tour

Lesson notes Why not make a note of the
Teacher toolkit ideas and Teaching star
tips that work best for you?
The lesson overviews include

the objectives and GSE learning
outcomes for the skills covered. ➜ My teacher progress journal
Lesson plans are clearly structured into stages, and
Reflect on what worked best
include comprehensive instructions for delivering
for you on p.256.
the Student’s Book material, along with Warm-up,
Wrap-up, and Extra activity ideas.
Presentation: This
is the stage where 3 Lesson 6: Grammar and Speaking Student’s Book page 41
LESSON 6
3
the key focus of the Objectives

Lesson aims: give instructions
Target language: Listen! Don’t talk! Stand up! Don’t sit
Warm-up
Greet students with the Mickey Mouse puppet.
• Play the song audio (track 3.11), and students sing the song and do
1 3B
• Demonstrate the game. Put a pencil through the
middle of the cut-out to make a spinner. Spin the
pencil, and see how the spinner lands. Say the
corresponding instruction, e.g., Stand up! Don’t
lesson is introduced, down! the actions.

listen! Students do the actions as instructed.
Recycled language: parts of the body, actions • Read aloud the speech bubble, and students point
Presentation Video story
Materials: Video 3B; Audio; Cut-outs 3; Mickey to the correct picture on the cut-out and do the
1 3B Watch the video. Circle. What does Sulley do?
for example, the

Mouse puppet; scissors, pencil action.
The Support and

3.12
Make the Mickey Mouse puppet stand up. Say: Sit down, Mickey. Listen! Don’t talk!
• Students play the game in pairs, taking turns to
It’s video time! Stand up! Don’t sit down!
Skills spin the spinner and give instructions for their
• Students look at the picture. Say: Look at the (blue) monster. Is he (big)? partner to do the corresponding actions.
new vocabulary or
Reading: can recognize basic action words (21) 2
Stretch ideas help less

(yes) How many (eyes)? (two). Listen and check (✔). Then say in pairs.
SUPPORT Students play the game with you, having
3.13
Listening: can understand short, simple instructions 1 2

• Then students look at the small pictures. Demonstrate each action: run, a b a b
them follow (but not give) instructions. Alternatively,
addressed slowly and clearly (20)
stand up, sit down, and students join in. they can play the game in pairs, giving only
Speaking: can use language related to basic actions (21)
grammar structures.
• Say: Watch! What does Sulley do? Play Video 3B, and students watch affirmative instructions if they have difficulty with
Writing: can trace simple words and phrases in upper
and lower case (10)
and listen to find the actions Sulley does in the video.
• Ask again: What does Sulley do? Students circle the correct picture.
Check students’ answers by doing each action and asking: Does he (run)?
3 a b
✔
4 a
✔
b
using the negative form don’t.
STRETCH Students give instructions using other
verbs they know, e.g., Talk! Sing! Look! Point! Touch!
confident students
Teacher toolkit
achieve a suitable
(yes/no).
• Play the video again, pausing at various points. Ask: Who’s this? What Extra activity (video extension) Play Video
Video summary – 3B
does he do? Students copy Sulley’s actions, e.g., up/down – move hands ✔ ✔ 3B again, this time without sound. Students say
Get up, Sulley! Videoscript see p.246 up and down, run – move arms as if running, fall down – put your head on and mime the different actions Sulley does, e.g.,
municate!
activity output
Sulley does an exercise routine to prepare for his role
com
your desk. Up! Down! Jump! Run! Roar!
’s
Let
as a “scarer” at Monsters, Inc. Mike helps Sulley with
Open your eyes!
his workout and gives him different instructions. 3.12 Grammar Heroes 3 Use the cut outs. Wrap-up
and provide more

• Students look at the grammar box. Play the audio, and they listen and Play the game.
Teaching grammar Play Tennis (see Games Bank p.254), using the
read. Play the audio again, pausing after each instruction for students to
Mickey Mouse puppet. Make Mickey “serve”
Demonstrate the meaning of don’t by shaking your read and repeat. Cut outs an instruction to an individual student, e.g., Talk!
head or wagging your finger, and students do the • Students work in pairs, taking turns to read aloud the instructions and do Then the student does the action and “returns”
confident students
same. Say various instructions: Listen. Don’t talk. the actions. I can give instructions. 41
the opposite instruction (Don’t talk!). Students
Students shake their heads when they hear Don’t.
play the game with Mickey, then in pairs or
Practice in teams.
Engage 2 3.13 Listen and check (✔). Then say in pairs. Audioscript (track 3.13)
with additional
As students leave class and say goodbye to
Students make their own cut-out spinners, showing 1 Don’t sit down! Mickey, they give him an instruction from
• Students look at the pairs of pictures. Ask them to say the actions they
different instructions through drawings or words. 2 Listen to the music! the lesson.
know (stand up, sit down, listen, show, open/close the door).
Alternatively, students devise a different game with 3 Show me your picture!
• Play the audio, and students listen and identify the correct picture in each
challenge.
their existing cut-outs. They show their game to the 4 Don’t open the door!
class. pair of pictures. Play the audio again, pausing after each instruction for Workbook page 34
students to check the correct picture. Check students’ answers by asking: Teaching star
What’s (one)? (Don’t sit down.). Audioscript see p.248
Classroom management Lessons focusing on actions and instructions can get 1 3.2 Look, read, and check (✔). Then listen
• Say the opposite instructions for the various pictures: Sit down! Don’t listen
very animated! Teach some non-verbal signals to get students’ attention during and check. 1 a, 2 b, 3 a
to music! Don’t show me your picture! Close the door! Students point to
the correct picture in each pair of pictures. pair work or group work. For example, walk around the class with your hand in Look and trace. Then number. stand 2, Don’t 1,
the air or your finger on your lips, saying: Sh! Raise your hands. Listen! up! 3
• Then students work in pairs, taking turns to give instructions for their
2 Look and match. Then talk with a friend.
partner to point to the correct picture.
Do: 2, 3, 4; Don’t: 1
3 Use the cut outs. Play the game.
• Students cut carefully around the dotted lines of the cut-out.
• Students name each of the actions on the cut-out. Explain that an X next to a
picture means don’t.
104 105
Practice: This stage signals

activities that practice The class audioscript is
Answers to Student’s Book activities
elements relating to provided for all listening
are overlaid on the reduced Student’s
the lesson focus such as activities, while the
Book pages (or within the teaching
receptive listening, speaking Workbook audioscripts
notes). The Workbook answer key
with a partner, reading, can be found on p.248.
can be found in the Workbook
and writing the answers to section at the end of each lesson.
comprehension questions.
Students may also be guided
to produce language
through various forms, for Teaching star
example, writing, speaking,
An activity-focused teaching tip, or a tip focused on a particular stage in the
acting, drawing, or making.
lesson flow, provides a concrete idea with an accompanying pedagogical
Lessons 9 and 10 follow
reason. These helpful tips provide support in the following areas:
a different organization,
providing consolidated • Communication • Creativity
skillswork practice of the • Classroom management • Support understanding
unit content. • Linguistic competence • Social-emotional learning
• Diversity and inclusion • Growth mindset
• Application • Learning to learn
Teacher’s Book tour 35

Scope and Meet our Stars
and Heroes!
Character introductions
Hello, friends song
I’m …
Hello
Sequence
page 4

1
Classroom What’s this? It’s a
Self-atwareness: Social Science: Project:
Classroom backpack. Is it red?
Identifying my emotions 1 My school day Draw your
objects 1 Yes, it is./No, it isn’t.
happy, sad, scared circle time, class, classroom!
Classroom Describe objects lunch, recess Self-management:
At objects 2 It’s a ball. It’s an orange Story: Let’s play! Getting ready for
school eraser. Is it a blue book? work
Yes, it is./No, it isn’t.
page 10 I’m ready!
2
Family Who’s this? This is Jess.
Self-awareness: Social Science: Project:
Family and She’s my sister.
Identifying my emotions 2 Family trees My family tree
friends Ask and answer about excited, proud, worried baby, children, Presentation skills:
People and family grandparents, parents Introducing
Family and adjectives He isn’t my uncle. He’s Story: The painting yourself, presenting
friends my dad. Is she your your work
page 22 mom? Yes, she is./No,
Hi! My name’s …
she isn’t.
This is my …
3
Parts of the I have brown eyes.
Self-awareness: Science: Project:
body 1 She has one nose.
Expressing my emotions 1 Our five senses Design a monster
Parts of the Give instructions cry, hide, jump, smile hear, see, smell, taste, Self-management:
body 2 Listen! Don’t talk! touch Good project work
Body and Actions Story: My monster behavior
face listen, open/close
page 34 your books, sit
down
4
Pets What’s this? It’s her dog.
Self-awareness: Life Science: Project:
Animals 1 It’s his hamster.
Expressing my emotions 2 Baby animals My animal poster
Animals 2 Describe animals angry, frown, stomp, yell chick, cub, foal, Presentation skills:
What are they? They’re kitten, puppy Good presenter
Cool birds. What color are Story: Good boy! behavior
animals they? They’re blue. Are
don’t worry, smile,
page 46 they red? Yes, they are./
speak up, stand up
No, they aren’t.
5
Toys 1 I have a teddy bear.
Self-management: Technology: Project:
Toys 2 We don’t have a ball.
Managing my emotions Toys and materials My things poster
Do you have a kite?
Possessions close your eyes, count hard, plastic, plush, Self-management:
Yes, I do./No, I don’t.
to ten, stomp your feet, soft Sharing and
My things Say what my friend take a breath borrowing
page 58 has
Can I borrow an
He has a train. She Story: Let’s play!
eraser, please? Yes,
doesn’t have a watch.
sure. Here you are.
4
F02
F01 Stars and Heroes TB1
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w Colors What color is it? It’s red.
Relationship skills:
Welcome Numbers Hello, my name’s Mia. What’s your name? Hi! I’m Simon. Nice to meet you! Welcoming new people to class
page 6 1–20 How old are you? I’m six. Are you seven? Yes, I am/No, I’m not. Hi! Hello! Nice to meet you.

6
Food 1 I like pears and cheese.
Social-awareness: Life Science: Project:
Food 2 I like pears, too. I don’t like
Being nice to others How tomatoes My lunch plate
carrots.
Food 3 lonely, nice grow Presentation
Ask and answer about grow, seed, soil, skills: Good listener
Food likes and dislikes Story: Let’s have lunch! sunlight, water behavior 1
we like Do you like cheese?
clap hands, Good
page 70 Yes, I do!/No, I don’t!
job! listen to others.
7
Free time I can read. I can’t sing. She
Self-management: Science: Project:
activities can run. He can’t dance.
Persistence My body can About me poster
Activities 1 Ask what my friends move!
Don’t give up. Go on! Self-management:
Activities 2 can do You can do it! It’s hard. bones, joints, Asking for help
My free Can you dance? Yes, I can./ Keep trying muscles, skeleton Can you help me?
time No, I can’t. Can she
How do you spell
page 82 dance? Yes, she can./No, Story: Let’s ride a bike!
…?
she can’t.
8
Home Where’s the rug? It’s in the
Responsible Design: Project:
Rooms and living room.
decision-making: Amazing houses My dream bedroom
furniture Describe where things Making decisions diamond, hexagon, Presentation
Furniture and are I need … I don’t need … oval, square skills: Good listener
My home household There’s a table. There are Let’s clean up! messy behavior 2
page 94 items two chairs. There isn’t a
ask questions, be
TV. There aren’t any toys. Story: Where’s the ball?
polite, raise your
hand, wait for your
turn
9
Clothes 1 I’m wearing jeans. I’m not
Self-awareness: Technology: Project:
Clothes 2 wearing a dress. Are you
Feeling better Smart wool My clothes poster
wearing a dress? Yes, I am./
Personal a hug, my favorite cold, dry, hot, Self-management:
No, I’m not.
possessions clothes, my favorite toy, sheep, wet Planning your work
Cool Ask and answer about my friend think and plan
clothes people’s things
page 106 This is my bag. These are Story: The lucky cap
my books. Is this your bag?
Yes, it is./No, it isn’t. Are
these your books? Yes,
they are./No, they aren’t.
Picture dictionary pages 118–127 Stickers and Cut-outs

5
Cut outs
16:26 F01 Stars and Heroes TB1

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Welcome to
My Disney Stars and Heroes!
My Disney Stars and Heroes is a primary course for children aged 6 to 12 that brings together the
engagement of Disney stories, a focus on Future Skills, the Global Scale of English, and classroom tools
that make teaching easy.
We have based the course on the following principles:
Engaged children will learn better.
Future Skills are key to children’s development.
Students and teachers need to see pedagogical rigor and progress.
Teachers need flexibility.
Engaged children will learn better

Disney characters
Working with Disney, we have created a course that will engage Each unit of the course has two stories at its core:
students and help them build a solid foundation for learning English. • A story to watch, with Disney characters, that runs through the
Disney characters are instantly recognizable to young learners, whole unit. Each unit is dedicated to a different movie, so learners
making children feel at ease and motivated to learn. Engagement can meet their favorite Disney heroes as well as enjoy a variety of
with the characters will help students enjoy their lessons and develop different movies.
a positive attitude to language learning. It will also help them focus Unit openers introduce both the characters and the main topic
on the lesson, stay on task longer, and retain more of what they have of the unit, within a video clip. Another video clip follows later in
learned. The context of Disney stories is often familiar to learners, the unit helping students focus on the new language and concepts
which means they can relate the new language they are learning to they are learning.
the realities of the Disney universe.
Stories
3 Body and face
LESSON 1 Vocabulary
2 3A
eo stor
Children of elementary school age love listening to stories. Stories Vid y
head
and storytelling provide a natural and engaging context for language cry smile hide
learning. They encourage young learners to use their imagination 3 3.1

and explore the world. Listening to, watching, and acting out stories Grammar and Speaking
LESSON 6
help develop a wide range of linguistic, cognitive, social, and 1 3B

4 video.
Watch the Listen, chant, and act.
Circle. What does
3.2
Sully do?
body
emotional skills, while also promoting cultural understanding. v
My Disney Stars and Heroes LESSON 4 3.12
Listen!
Story
My monster
Don’t talk!
takes a dual approach to Stand up! Don’t sit down!
1 2 Listen and check (✔). Then say in

stories – a story to watch and 1
3.8
Listen and read. Who helps Hugo?
Look! I have a
2
Look! My monster
1
3.13
a b 2 a
pairs.
b
monster! has two eyes! leg
a story to read. We believe Two eyes? 1 3A
arm
that this will help students 3 a

Collect ?
b 4 a
34 35
develop a love of reading your friend!
I can name the parts of my body. b page 4
I have a monster
too. Let’s play! M03 Stars and Heroes SB1 AmE 97812.indd 34 01/10/2021 09:47 M03 Stars and Heroes SB1 AmE 97812.indd 35 01/10/2021 09:48
and storytelling, with plenty of 3 Oh, no! His eye!

Don’t cry! Look!
opportunities for the teacher ’s comm

unicate!
• A story to read, with Let
to retell and easily exploit, 3 Use the cut outs.
Open your eyes!
a set of non-Disney
Are you OK?
Play the game.
and for the children to act
Monster eyes!
Thank you!
Are you happy now? Yes! Thank you, Li. characters that appear Cut outs
out and even generate stories

6
in every unit of the level. I can give instructions.

41
in class. Now he has Thanks!
The characters are

M03 Stars and Heroes SB1 AmE
97812.indd 41
two eyes! 01/10/2021 09:48
Jump! Jump!
It also helps exploit themes Spot! schoolchildren, like the students, and bring with them the usual
The end
related to Personal and Social 38
Can you find two
eyes the same?
everyday life experiences that learners can relate to. These
Skills, which run across both M03 Stars and Heroes SB1 AmE 97812.indd 38 01/10/2021 09:48
stories help consolidate new language and the themes of the

types of stories in every unit. unit, and bring a variety of everyday experiences that students
are familiar with.
6 Welcome

Future Skills are key to children’s development
Future Skills in My Disney Stars and Heroes
My Disney Stars and Heroes helps develop Future Skills alongside The My Disney Stars and Heroes course methodology weaves Future
language learning. These are skills that students will need to function Skills into the course activities throughout the unit: in the Disney
well in the world, both individually and with others, and to become videos, in the stories, in the dedicated Myself and others lessons, via
responsible citizens. They go beyond the classroom, and are essential project work, and in the Reviews. Clearly signposted sections in the
for personal development, social inclusion, active citizenship, and teaching notes provide extra support to teachers through tips and
in later life, successful employment. ideas to further enhance Future Skills learning and practice.
In the Myself and others lesson

Drawing on Pearson’s Framework for Personal and Social Capabilities, and other internationally-recognized frameworks, we have developed
a Personal and Social Skills syllabus specific to My Disney Stars and Heroes. The syllabus comprises five overarching areas of competence,
with the dedicated Myself and others lesson in each unit focusing on one skill area within each of the five umbrella competences.
Social awareness
The ability to understand the perspectives of and empathize with others, including those Relationship skills
from diverse backgrounds, cultures, and contexts. This includes showing concern and The ability to establish and maintain
respect for others, expressing thanks, and appreciating different viewpoints. healthy relationships and navigate
friendships with diverse individuals and
Self-management groups. This includes a focus on effective
communication, social engagement,
Managing one’s emotions, thoughts, and
building relationships, working
behaviors effectively in different situations, and
collaboratively and problem solving, and
using self-management tools to achieve goals and
conflict resolution.
aspirations. Specific areas of focus include impulse
control, stress-management, self-discipline and
motivation, taking initiative, and setting goals.
Self-awareness
Responsible decision-making The ability to identify and understand thoughts,
The ability to make good, safe, and ethical choices about personal behavior and values, and emotions, and link them to behaviors,
social interactions across diverse situations. This includes learning to make reasoned as well as recognizing strengths and interests to
judgements, evaluating the benefits and consequences of actions, and applying develop a well-rounded sense of self.
critical thinking to solve personal and social problems.
Developing the Personal LESSON 7
Expressing
Elsewhere in the unit LESSON 9 f-m
anagem
Design a monster
Myself and others Project
en
Se
t
and Social Skills 1.14
Listen
emotions Project work in Lesson 9
and Let’s review
sing.
Lessons and activities that explore 1 Think and say. How do they feel? additionally develops Future 1
1
Read and write the number.
This is my monster.
Personal and Social Skills are Skills by focusing on the soft skills He has arms.
She has eye.
clearly signposted with an icon cry

hide
jump
smile of self-management, Get ready
and a green background. 2 3.14

Listen and circle.
Then say and act.
3 Match and say.
presentation, and, from Level 3 2 3.16
Students build their skills as they

onwards, collaboration. In this Sit down! / Stand up!
work through the unit, gradually example, work on the project is Open / Close your books.
collecting a “piece” of their 3 I smile / hide! 4 I hide / jump! linked to self-management. Create Reflect
Workbook page 37
Personal and Social Skills badge Be a hero! The course also includes 3 4 Now design
your monster.
How did I do?
Can you make Write.
in Lessons 1 and 4, before I’m happy.
your friend smile
in 30 seconds?
Try making a
21st Century skills: I get my pencils ready.
communication and creativity,

funny face.
reaching Lesson 7 where it

I smile!
42 Self-awareness I can name actions and emotions. 44 I can design and write about my monster.
is complete! M03 Stars and Heroes SB1 AmE 97812.indd 42 01/10/2021 09:48
as well as critical thinking. M03 Stars and Heroes SB1 AmE 97812.indd 44 01/10/2021 09:48
Talk
The Talk buddies icon budd ies indicates those activities that facilitate
communication, while the Think! icon denotes activities that

encourage students to think critically or employ HOTS. Stories,
songs, and projects provide children with opportunities to develop
their creativity skills.
Welcome 7

Students and teachers need to see pedagogical rigor and progress
The Global Scale of English GSE Teacher Resources
The Global Scale of English (GSE) is a numerical scale You can find a full list of all the GSE Learning Objectives covered
that measures English language proficiency. It is also a in this coursebook in the Global Scale of English Teacher Booklet,
framework of learning objectives that describe what a available online as part of the Teacher’s Resources.
learner can do at each level of proficiency on the scale for each of the For more information about how the GSE can support your planning
four skills: listening, reading, speaking, and writing. The GSE enables and teaching, your assessment of your learners, and the selection or
teachers and students to answer the following questions accurately: creation of additional materials to supplement your core program,
• How good is my English? please go to www.pearsonenglish.com/gse.
• What progress have I made towards my learning goal? For easy access to all the GSE Learning Objectives, GSE Grammar,
• What do I need to do next to improve? GSE Vocabulary, and the GSE Text Analyzer (to estimate the GSE
level of a written text), use the GSE Teacher Toolkit – freely available
The GSE is fully aligned to the Common European Framework of
online at https://www.english.com/gse/teacher-toolkit/user/lo.
Reference for Languages (CEFR), but the numerical scale enables
proficiency to be measured more accurately, more regularly, and For more information about assessments that can be used to measure
within a CEFR level. This keeps learners motivated as they see progress on the GSE proficiency scale, please go to https://www.
regular evidence of progress. pearson.com/english/assessment.html. We recommend using English
Benchmark Young Learners for students studying with this course.
The GSE helps teachers to find the right course materials for the
exact level and learning goals of their students. The chart on the Global Scale of English in
back of the Student’s Book shows the range of objectives that are
covered within the content. Knowing this range helps you select
My Disney Stars and Heroes 3 Body and face
Every unit of the Teacher’s Book
course materials with the right level of support and challenge for Unit objectives Skills development
starts with an overview of the

your students to help them make progress.

areas of skills development for • read and understand a story about helping
our friends
the five senses
reading, listening, speaking, and

My Disney Stars and Heroes

actions
writing, so you can see what is Vocabulary Grammar
Level GSE Lesson 1: arm, body, head, leg Lesson 3: I have brown eyes. He has ten fingers.
She has one nose.
expected of students.
Starter 10–20 Myself and others

Story
Level 1 14–24 Language: cry, hide, jump, smile Project

S ci e n c e
Level 2 18–28 Science: Our five senses

Level 3 22–32 92
Level 4 26–36 M03 Stars and Heroes TB1 AmE 41603.indd 92 06/06/2022 14:21
Level 5 30–40 Each lesson of the Teacher’s Book lists the

Level 6 34–45 GSE Learning Objectives for that lesson.
My Disney Stars and Heroes has been created using the GSE 3 Lesson 1: Vocabulary Student’s Book pages 34–35 3
3 Body and face
LESSON 1 Vocabulary
2 Watch again. What do they do?
Objectives
3A
Warm-up eo stor
Vid
Learning Objectives for Young Learners. These have been used to

Greet students with the Mickey Mouse puppet, and sing the Hello, y
Lesson aim: name parts of the body
Friends! song (track 0.2). head
cry smile hide
Receptive language: cry, hide, smile; I have (two)(arms). • Students look at the Big Picture. Introduce the movie and the 3 Listen, find, and say. Then ask a friend.
ensure that the content and activities are at the correct level and
3.1
1 3A Watch the video. Check (✔). 4 Listen, chant, and act.

Skills
3.2
have informed the lesson goals given at the start of each unit.
body
v
words (21)
In My Disney Stars and Heroes, the skills syllabus has been developed
• Students look at the pictures. Read the words aloud with the class leg
and mime each action. Ask about each picture: How does he/she 1 Watch the video. Check (✔).
Teacher toolkit
using the GSE Learning Objectives as well as the GSE Skill Development
3A
arm
feel? (sad, happy, scared).
The monsters are scared Videoscript see p.246 feel? Is he/she (scared)? What does he/she do? (hide, cry, smile). In ✔ ✔ ✔ Collect ?
Sulley and Mike hide Boo, a girl from the human each instance, students say the emotion word and mime the action. page 4
Framework for Young Learners, which provides structured scaffolding to

figure out what to do with her. They are scared of 4
3.2 Listen, chant, and act.
students identify the correct sticker. Students stick the sticker
• Play the audio, demonstrate the actions, and students listen to
end badly for a monster, but Boo is happy to make to introduce the new vocabulary. Repeat several times, encouraging students on p.4 in the Student’s Book. Ask: What’s her name? (Boo) Who are
the chant.
new friends. to remember the words. Then show each word card, and elicit the words. her friends? (Sulley and Mike).
support teachers and students. Within the four language skills, the sets
Engage Practice
Students find pictures of their favorite movie, 3 3.1 Listen, find, and say. Then ask a friend. Play Mickey says (see Games Bank p.254), using the Mickey
TPR chant
television, or book characters (e.g., in magazines, Mouse puppet. Make Mickey say: Mickey says “Touch your
• Students explore the Big Picture. Point and say the body words. head – put hands on your head arm – show your arms
from the internet) to make a body collage. They (head).” Touch your (legs). Repeat with different parts of the body.
of learning objectives are grouped into sub-skills relating to accuracy

• Students look at the small pictures. Ask: What’s this? Is it a (leg)? Is it body – touch your body leg – touch your legs Students do the actions only if they hear Mickey says.
the unit. Students say goodbye to Mickey as they leave class.
body word. Audioscript (track 3.2)
• Play the audio, and students point to the Big Picture. Play the audio again, This is my body. (x2)
Expressing my emotions 1 and they point and say the words. Play the audio one more time, pausing Workbook pages 28–29
My head.
and appropriacy, complexity and organization, and interaction and

cry, hide, jump, smile for students to point and read the words. Two arms. Learning Heroes
Use the video story to talk about the feelings and • Students work in pairs, taking turns to point to each of the pictures for their Two legs. 1 Watch again and do the quiz.
behavior of the characters in different situations. partner to say the words. I have two arms. 1 Check (✔). Who’s Mike’s friend? b ✔
Say: Imagine! You see a (big monster / small girl). SUPPORT Say a word and students point to the correct picture card. I have two legs. 2 Check (✔). What do you see in the video? a ✔, b ✔, d ✔
How do you feel? What do you do? Students say This is my body.
strategies. The four skills are systematically developed within each

STRETCH Place the picture cards and word cards on the board in random 3 Look and match. a 2, b 1
or mime their answers. order. Invite individual students to match them. 2 Trace and match. 1 b, 2 a, 3 c, 4 d
Self-awareness 3 Challenge! Trace. Then find and circle. Students circle bear in
the wordsearch.
level and across the course as a whole.

94 95
In addition to the GSE alignment, the vocabulary syllabus is mapped M03 Stars and Heroes TB1 AmE 41603.indd 94 06/06/2022 14:21 M03 Stars and Heroes TB1 AmE 41603.indd 95 06/06/2022 14:21
to Pearson International Certificate Young Learners and Cambridge To see the full range of GSE Learning Objectives for the course, with
Young Learners exams for those students taking international exams their specific ratings, please refer to the GSE Teacher Mapping Books
at the end of primary. available online.
8 Welcome

LESSON 3
Grammar
I have two eyes!

Listen Measuring
and number.
progress Assessment pack
In My Disney Stars and Heroes, we encourage both formal and The assessment pack, available online, is designed for more formal
informal assessment. in-course assessment. It includes:
Assessment for learning • Diagnostic test
My Disney Stars and Heroes includes assessment for learning • Unit tests
methodology, aiming to help students take responsibility for their • End-of-level test
own learning right from the beginning. Assessment for learning lets The assessment pack evaluates students’ mastery of the learning
students understand where they are on their learning journey, identify objectives presented in the Student’s Book and Workbook.
gaps in their understanding, and plan how to seek the help they
The diagnostic test helps teachers evaluate students’ language level
need. It also encourages continuous reflection and self-assessment. 3.6
at the start of the year. It will provide an overall picture of where the
Elements of assessment for learning include:I have brown eyes.
He has ten fingers. class is, but also provides awareness for teachers of where individual
Activating prior knowledge She has one nose. students or a whole class may need more support as they work
Listen At
and thestick.
start of the unit,
Then students are encouraged to consider what
circle. through the course.
they already know in relation to the topic, and what they would like Unit tests correspond to the content material in each of the units
3 Body and face

1 2 3
to learn. This activates prior knowledge and gives them focus and and reflect the learning objectives of the unit. These tests provide
r engagement with the topic. feedback to teachers and students on the progress made against
the unit learning objectives. The results of these tests can also help
Learning Heroes teachers to adjust plans for the next unit and identify any areas
Words I know Words I want to learn requiring additional practice.
The End-of-level test provides teachers with a tool to assess progress
against all the key development indicators for the level and to assess
LESSON 10
LESSON 10 class readiness for the next level.
She has gray He has eight She has one blue Review
Review
hair / nose. I can do it!
hands / fingers. mouth / eye. English Benchmark Young Learners
English
The GSE underpins everything we create at
Vide1o quizLook and number. Then say. budd
Talk
Pearson English, including coursebooks and
Benchmark
ies Young Learners
Clear goals for every lesson2
Play Guess who?
1 Throughout
eye
Watch again Sh
and e ha
do thes quiz. have
leg assessments. We recommend using English
1 alwaysThre
4
the unit, students 3 e!visibility of the lesson
purple hair. Benchmark Young Learners for students
3A
5
face body
1 Check (✔on
objectives ). Who’s Mike’s friend?
the page, 2 Check
so they can (✔).goals.
see their What 6 do you see in the video?
finger nose
studying with My Disney Stars and Heroes.
a b a b
I can give basic descriptions of people.
head
7
mouth 37
By using our Benchmark assessments
8
alongside My Disney Stars and Heroes,
2 3.17
Write a or b. Then listen and check. you will be able to see the progress being
E 97812.indd 37 01/10/2021 09:48
c
Self-assessment
a
1 He has one eye.
d
b
c d
made by students during their course of study, and you will receive
At the end of the unit, students assess
2 She has purplewhat
hair. they have learned, reflect rich score reports that identify strengths and weaknesses along with
on their progress, and are rewarded for their effort. This develops
3 He has two arms. recommendations on how to address any weaknesses using the
She has sixprocess.
their understanding of the 4learning legs. course. For level 1 of My Disney Stars and Heroes, we recommend
3 Look and match. English Benchmark Young Learners Level 1. Find out more about this
3 Think and check (✔). Then stick! test at https://www.pearson.com/english/assessment/english-benchmark-
a 1
smile young-learners.html.
Your students may also want to take a test that gives them a
I canb… 2Stic e
ker
tim proficiency certificate. For level 1 of My Disney Stars and Heroes,
name body parts and actions cry
we recommend preparation for International Certificate Young
read a story Learners Level 1 Firstwords. Find out more about this test at https://
sing a song qualifications.pearson.com/en/qualifications/international-certificate/
28
completed
3! young-learners/test-levels.html.
Go online 28/02/2022 16:25
Big Project 45
Welcome 9

Teachers need flexibility
My Disney Stars and Heroes provides a variety of options and pathways through the material, so you can tailor your approach to both your
students’ needs and your particular teaching context.
Different numbers of teaching hours
To help you plan, we estimate that teaching materials for the Student’s Every unit includes two additional lessons available online only so
Book and related practice in the Workbook may take around that you can choose the material your students really need. These
40 minutes of classroom time per lesson. The actual time it may take are Phonics and Big Projects.
you to complete a unit with your class depends on many factors, such The Student’s Book and Teacher’s Book include an access code to digital
as the makeup and needs of your class, as well as how well students resources, which means teaching can be done either using only paper
cooperate as a group. You may also consider how much time is needed components or using a blended approach. The digital resources include
for review or for language presentation, as well as how many times the Presentation Tool for the teacher, as well as eBooks for students.
features such as songs, stories, or games are revisited.
In the table below, we suggest options for adjusting the material
You can extend the core material by using additional extra activities to suit different situations.
in the Teacher’s Book, digital activities, and using the Workbook in
the class rather than for homework.
Possible pathways through material
Option 1 Option 2 Option 3
(3 lessons a week) (4 lessons a week) (5 lessons a week)
Student’s Book core activities Student’s Book and Workbook, with all Student’s Book and Workbook, with all
Workbook activities done mostly at home activities done mostly in class, plus some activities done in class, plus all online Phonics
online Phonics or Big Project lessons and Big Project lessons, and Extra reading
1 1 1 1 1 1
1
1
r and grow with your heroes Discover and grow with your heroes Discover and grow with your heroes Discover and grow with your heroes Discover and grow with your heroes Discover and grow with your heroes
and Heroes brings together the best of Disney and Pearson My Disney Stars and Heroes brings together the best of Disney and Pearson My Disney Stars and Heroes brings together the best of Disney and Pearson My Disney Stars and Heroes brings together the best of Disney and Pearson My Disney Stars and Heroes brings together the best of Disney and Pearson My Disney Stars and Heroes brings together the best of Disney and Pearson
ent to give students an inspiring and robust start to learning English. educational content to give students an inspiring and robust start to learning English. educational content to give students an inspiring and robust start to learning English. educational content to give students an inspiring and robust start to learning English. educational content to give students an inspiring and robust start to learning English. educational content to give students an inspiring and robust start to learning English.
Workbook with eBook
Workbook with eBook
Workbook with eBook

tars and Heroes is built on four key principles: My Disney Stars and Heroes is built on four key principles: My Disney Stars and Heroes is built on four key principles: My Disney Stars and Heroes is built on four key principles: My Disney Stars and Heroes is built on four key principles: My Disney Stars and Heroes is built on four key principles:
Disney characters and Full alignment to Pearson's Global Delightful Disney characters and Full alignment to Pearson's Global Delightful Disney characters and Full alignment to Pearson's Global Delightful Disney characters and Full alignment to Pearson's Global Delightful Disney characters and Full alignment to Pearson's Global Delightful Disney characters and Full alignment to Pearson's Global
bined with real world Scale of English provides a rigorous stories combined with real world Scale of English provides a rigorous stories combined with real world Scale of English provides a rigorous stories combined with real world Scale of English provides a rigorous stories combined with real world Scale of English provides a rigorous stories combined with real world Scale of English provides a rigorous
motivate students to excel pedagogical foundation and support experiences motivate students to excel pedagogical foundation and support experiences motivate students to excel pedagogical foundation and support experiences motivate students to excel pedagogical foundation and support experiences motivate students to excel pedagogical foundation and support experiences motivate students to excel pedagogical foundation and support
1 1 1 1 1 1
for achieving learning outcomes for achieving learning outcomes for achieving learning outcomes for achieving learning outcomes for achieving learning outcomes for achieving learning outcomes
at its core, developing Future Skills at its core, developing Future Skills at its core, developing Future Skills at its core, developing Future Skills at its core, developing Future Skills at its core, developing
ess, social awareness, A blended, flexible approach with self-awareness, social awareness, A blended, flexible approach with self-awareness, social awareness, A blended, flexible approach with self-awareness, social awareness, A blended, flexible approach with self-awareness, social awareness, A blended, flexible approach with self-awareness, social awareness, A blended, flexible approach with
ement, collaboration additional online modules that are self-management, collaboration additional online modules that are self-management, collaboration additional online modules that are self-management, collaboration additional online modules that are self-management, collaboration additional online modules that are self-management, collaboration additional online modules that are
ibility easily adapted to students' needs and responsibility easily adapted to students' needs and responsibility easily adapted to students' needs and responsibility easily adapted to students' needs and responsibility easily adapted to students' needs and responsibility easily adapted to students' needs
Book with eBook pearsonenglish.com/starsandheroes

• The eBook brings the Workbook to life with interactive activities with instant Also available • The eBook brings the Workbook to life with interactive activities with instant Also available • The eBook brings the Workbook to life with interactive activities with instant Also available
t Book to life with interactive activities with instant Also available • The eBook brings the Student Book to life with interactive activities with instant Also available • The eBook brings the Student Book to life with interactive activities with instant Also available
marking, and video and audio. • Student’s Book with eBook marking, and video and audio. • Student’s Book with eBook marking, and video and audio. • Student’s Book with eBook
o. • Workbook with eBook marking, and video and audio. • Workbook with eBook marking, and video and audio. • Workbook with eBook
• The eBook interactive activities provide instant feedback and marking to support • The eBook interactive activities provide instant feedback and marking to support • The eBook interactive activities provide instant feedback and marking to support
ties provide instant feedback and marking to support • The eBook interactive activities provide instant feedback and marking to support • The eBook interactive activities provide instant feedback and marking to support
your learning. your learning. your learning.
your learning. your learning.
• My Disney Stars and Heroes is fully accessible on your computer, tablet and mobile • My Disney Stars and Heroes is fully accessible on your computer, tablet and mobile • My Disney Stars and Heroes is fully accessible on your computer, tablet and mobile
is fully accessible on your computer, tablet and mobile • My Disney Stars and Heroes is fully accessible on your computer, tablet and mobile • My Disney Stars and Heroes is fully accessible on your computer, tablet and mobile
phone, letting you enjoy the full functionality of your course wherever you are. phone, letting you enjoy the full functionality of your course wherever you are. phone, letting you enjoy the full functionality of your course wherever you are.
full functionality of your course wherever you are. phone, letting you enjoy the full functionality of your course wherever you are. phone, letting you enjoy the full functionality of your course wherever you are.
Tessa Lochowski
Tessa Lochowski
Tessa Lochowski
Tessa Lochowski
Tessa Lochowski
Tessa Lochowski
10 20 30 40 50 60 70 80 90 10 20 30 40 50 60 70 80 90 10 20 30 40 50 60 70 80 90 10 20 30 40 50 60 70 80 90 10 20 30 40 50 60 70 80 90 10 20 30 40 50 60 70 80 90
ish skills? Level 6
rials for Pearson Level 5 Get exclusive preparation materials for Pearson Level 5 Get exclusive preparation materials for Pearson Level 5 Get exclusive preparation materials for Pearson Level 5 Get exclusive preparation materials for Pearson Level 5 Get exclusive preparation materials for Pearson Level 5
.com/exams-offer English exams. pearsonenglish.com/exams-offer English exams. pearsonenglish.com/exams-offer English exams. pearsonenglish.com/exams-offer English exams. pearsonenglish.com/exams-offer English exams. pearsonenglish.com/exams-offer
Student’s Book Workbook with eBook Student’s Book Workbook with eBook Student’s Book Workbook with eBook
Level 4 § Level 4 § Level 4 § Level 4 § Level 4 § Level 4 §
with eBook with eBook with eBook

with Pearson? Level 1 Learning English with Pearson? Level 1 Learning English with Pearson? Level 1 Learning English with Pearson? Level 1 Learning English with Pearson? Level 1 Learning English with Pearson? Level 1
ge materials to Starter Access English language materials to Starter
journey. CEFR <A1 A1 A2 A2+ B1 B1+ B2 B2+ C1 C2 support your learning journey. CEFR <A1 A1 A2 A2+ B1 B1+ B2 B2+ C1 C2 support your learning journey. CEFR <A1 A1 A2 A2+ B1 B1+ B2 B2+ C1 C2 support your learning journey. CEFR <A1 A1 A2 A2+ B1 B1+ B2 B2+ C1 C2 support your learning journey. CEFR <A1 A1 A2 A2+ B1 B1+ B2 B2+ C1 C2 support your learning journey. CEFR <A1 A1 A2 A2+ B1 B1+ B2 B2+ C1 C2
Learn more about the Global Scale of English at pearsonenglish.com/gse Learn more about the Global Scale of English at pearsonenglish.com/gse Learn more about the Global Scale of English at pearsonenglish.com/gse Learn more about the Global Scale of English at pearsonenglish.com/gse Learn more about the Global Scale of English at pearsonenglish.com/gse Learn more about the Global Scale of English at pearsonenglish.com/gse
DSAH_GLB_L1_WBK_CVR.indd All Pages 21/04/2022 9:51 am DSAH_GLB_L1_SBK_CVR.indd All Pages 21/04/2022 9:54 am DSAH_GLB_L1_WBK_CVR.indd All Pages 21/04/2022 9:51 am DSAH_GLB_L1_SBK_CVR.indd All Pages 21/04/2022 9:54 am DSAH_GLB_L1_WBK_CVR.indd All Pages 21/04/2022 9:51 am 21/04/2022 9:54 am
Online modules Online modules
Additional practice can be added by focusing more on the songs, chants, stories, videos, games, digital activities, and extra activities given in the
teaching notes.
Example unit plan

There are nine units in the course, and we suggest the following approach to cover one unit every four weeks.
Week Lesson Focus Week Lesson Focus

1 1 Vocabulary 3 6 Grammar and Speaking
2 Vocabulary 7 Myself and others
3 Grammar 8 My world
2 4 Story 4 9 Project
5 Vocabulary 10 Review
Phonics Big Project
Unit Test
10 Welcome

Inclusion and differentiation In cases where students are producing a larger piece of work,
Another aspect in which teachers need flexibility is has a blue / like abody
project
redLESSON or
. a presentation, recommendations for adjustments
1 He
adjusting
lessons to the needs of different students. Children make progress at regarding
5
the
Vocabulary expectations of Ithe
have eyesare. also provided,
project output
2 He has two / three
different rates and vary widely in terms of their strengths and how arms
depending
1
on. what they can manage.
I have
Listen, point, and say. Then play. hair .
TPR song
listen – cup hand to ea
3.9
they learn most effectively. My Disney Stars and Heroes aims to Extra tasks
/ five eyes.
follow me – walk with f
support teachers with managing inclusive classrooms and He
3 has three
creating an Extr a time? one, two, three – coun
Some students will benefit from having
One word or
two words?
environment in which all students can progress in the following ways: a little bitsitmore
down time to complete
stand up listen Imagine a monster. Draw
I can give
1 2 3
Teaching star
write, or tell a friend. 31
one word
Systematic review and recycling basic descriptions
activities, while othersof may people.
be ready andlisten
3
Diversity and inclusio
Recycling of all core language and key GSE-aligned learning to move on. To keep the fast finishers two words support students who le
LESSON 4
outcomes
Story has been carefully built into theM03course material.
Stars and Heroes WB 1 AmE 41672.indd 31
active, special show
Extra time? open
tasks in the
close
sit down physically active or eng
28/02/2022 16:26
st er
4 5 6
students to join in with
Language is systematically M y m on
developed and built up over the 2 Look, read, and match. Workbook provide an extension of the lesson content so they can if they can’t sing the wo
Picture Dictionary
expand2 has three

on legs.Listenthey
what and do. Thenlearned,
have play in pairs.
while the rest of the class focuses them to build meaningf
page 121
course1 of the
Listen and read. Who helps Hugo? Li
unit leading to the final project task, and clear He has two eyes. 1 He 3 3.10
3.8
movement.
Look! I have a
review opportunities
1
monster!
Look! My monster
are provided
has two eyes! in the I can do it! lessons.
2 on the core activities.
Sta nd up!
Two eyes?
The recycling and review of language from previous units and Peer support 2 He has four legs. Sit down!
Extra activity (class g
levels is also prioritized in the Lesson1s, the stories and videos, Working in mixed
Sing-alo ng ability pairs or groups allows students not only three instructions to stu
the My world I texts, and in the cumulative review activities in the eyes, stand up, sit down
to learn from each other, but also to appreciate one another’s
a b c d
have a monster 3 Listen, sing, and act. and do the actions in th

Workbook Mytoo.progress
Let’s play!
journal lesson. differences. It is also an important social skill for students to recognize
3.11
Listen, listen, with three different inst

Oh, no! His eye! or more instructions to
ica
3 Listen to the music.
and praise other children’s work, highlight their achievements, and uncould
Don’t cry! Look!
Variety of activities omm
Follow me.
s cgame.
challenging. You
gently suggest ways for improvement.
One, two, three!
The collaborative speaking t ’
Including a variety of different activities aiming at different 3 skills
How does Hugo feel? Circle. Stand up!
Le
team
and learning styles is key Are foryouyoung learners, who need a frequent tasks throughout the Student’s Show yourBook
hands! and Workbook
Close your eyes! naturally
OK?
1 2
change of focus within a lesson. This approach is also beneficial inI’m sad / excited
Monster eyes! excited.
encourage this type of cooperation,
I’m worried / happy. Sit down on your chair!and allow
Open yourstudents
eyes! to feel lessWrap-up
Thank you! Stand up again! Play Do it! (see Game
inclusive teaching, where different learners might pressure in participating. Peer support is often
Chorus suggested in teachingMickey
you, Li. respond to some Mouse puppe
Are you happy now? Yes! Thank
Chorus
6
approaches better than others. My Disney Stars and Heroes recycles notes,
40
with ideas for pairing more confident
I can name actions. Extra and less Go confident
online to Mickey, e.g., Sit dow
LESSON 10
Lesson Phonics LESSON 10
hands! Jump! Make M
new language across different contexts, focusing on different modes children to complete tasks. Review
Review
Now he has Thanks!
Oh no! His eye! I can do it! invite different student Wrap-up
actions. to the My progre
of input as wellJump!
asJump!
including songs, movement, artwork, games, and
two eyes!
SUPPORT
T
Students work
buddin
al k • Draw students’ attention
iesmixed-ability pairs, with the less confident student
poster, and ask them to identify the pictur
digital interactive activities. following1the instructions.
Look and number. Then say. Students say goodbye
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4
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1 He has one eye.
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2 Draw your own toy. Circle and trace. T
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their education, seeking out the help they need to meet their goals.
each lesson.
Arjun, Camila. They mime or say single words if they can’t say full read a story
sentences. Praise for effort sing a song
I completed
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ACHIEVE
thattoyseveryone
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of a monster. the story
draw a monster showing different body difficulties, which
studentsis to very
• Invite individual important
read aloud the sentences for their
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t’s review parts and write at least two sentences about 2 Read and write Yes or No. 1 Yes, 2
1 activities
Read and writewhatever
again,
the number. their abilities,
describing what happens to the monster, e.g., Oh,
their
no!
monster drawing, using He/She has … and success. It is also very motivating for all students.
3 No, 4 Yes
My monster only has one (leg)! • Students stick the sticker to show they have completed Unit 3.
1
and this can present challenges
This is my monster.
the names of body parts, numbers, and colors. Speaking
Teaching star 3 Look at 2. Color. Then talk about
for teachers.
He has four arms.
This Special
2 is my monster. attention is SUPPORT picture.
She has one eye. Students either label the individual body parts, Growth mindset Praise students for effort and attitude rather than for their
paid to differentiated instruction Choose your favorite activity in t
r
Sticke
time
or they point and say the names of different abilities. This kind of “process praise” motivates students and helps build unit and stick.
t ready
in the Project and Review lessons, body parts. resilience. Say: Good job! I can see you worked hard today. I’m proud of you.
101
2
where teachers can also find
STRETCH
3.16
Students write more sentences, giving additional My Star and Hero! Students look at the sticker of Boo on p.4 of the Student’s
suggestions for remediation information to describe their monster, e.g., This Further tips
is my monster. He has two, blue legs. He’s funny. brown hair. She has two legs.
Sit down! / Stand up! activities. These focus students on
M03 Stars and Heroes TB1 AmE 41603.indd 101 Alternatively, they draw another monster with ➜ Tips for supporting inclusive classrooms can be found on p.33.
Extra activity (whole class) Ask06/06/2022
students to14:21
create a monster that will be the
Listen! the
/ Don’tcore
listen! language and skills they contrasting numbers and colors of different class mascot. Have a vote for the monster’s different facial features and body
body parts, and write sentences to describe parts, and give it a name!
Open / Close your books.need to master in the unit. both monsters.
Workbook page 37
11
eate Reflect Reflect
3
Welcome
Now design 4 How did I do? 4 How did I do?
this lesson.
F02 Stars and Heroes TB1 AmE 41603.indd 11 Extra activity (class game) Play Touch it! 16/06/2022 11:48
Component overview
1 Plan
1
Teacher’s Book Teacher’s Digital
In this Teacher’s Book, you can find Resources
1
heroes
everything you need to teach with The digital resources
English.
Teacher’s Book with Teacher’s Portal

hand
My Disney Stars and Heroes. It includes stories combined with real world

that accompany the
comprehensive and easy-to-follow teaching Teacher’s Book provide
1
self-management, collaboration A blended, flexible approach with
and responsibility additional online modules that are
Teacher’s Book
notes, answer keys, extra activities and you with all the tools
Access Code
with Teacher’s Portal Access Code pearsonenglish.com/starsandhero
es
• Presentation Tool with a digital version Also available
of the Student’s Book and Workbook,
lesson notes, audio, video and interactive
exercises. • Student’s Book with eBook
• Gradebook with student results.
ideas, suggestions and tips, audioscripts, and you need to run a

• Test Generator with assignable test • Workbook with eBook
activities.
• Virtual classroom with live video, sharable • Picture Cards
interactive whiteboard, live
assignments with view of student performance, • Story Cards
chat and hand-raising system.
accessible on • Posters
phone, letting you enjoy the full functionality your computer, tablet and mobile
• Puppet
videoscripts, plus information on how to take Ready to prove your English skills?
English exams. pearsonenglish.com/e
for Pearson
xams-offer
Learning English with Pearson?

Level 6
Level 5
Level 4
Level 3
Level 2
10 20 30 40
§
50 60 70 80 90
Tessa Lochowski
Teacher’s Book
blended or hybrid lesson 88 3 Body and face
full advantage of all the course material. – all in one place.
to
Level 1
Starter with Teacher’s Portal Access Code Level 1 Word cards
B2 B2+ C1 C2
of English at pearsonenglish.com/gse Tessa Lochowski
DSAH_GLB_L1_TBK_CVR.indd
All Pages
19/04/2022 10:46 am
2 Teach
The Student’s Book

is designed
Discover and grow forhero
useesin
1
Student’s Book Class audio
The class audio contains all the recordings for the Student’s Book
and Workbook. All tracks are correspondingly numbered on the
1
with your
class, with the teacher. pages of both components, and the audio for the series can be
English.

It contains nine units of
found in the Teacher’s Resources on the Pearson English Portal.
ten lessons each that

Teacher’s Digital Resources

present and practice the
1
Additional resources are available through the Pearson English

and responsibility
core learning material. easily adapted to students' needs
Student’s Book
It includes stickers,
• The eBook brings the Student Book
with eBook pearsonenglish.com/starsandher
oes
Portal to support your teaching, including class games and
worksheets.
to life with interactive activities with instant
your learning. cut-outs, and an access

• The eBook interactive activities provide

• Workbook with eBook
accessible on your computer, tablet and
code to the Student’s

phone, letting you enjoy the full functionality mobile
Picture cards / Word cards

Tessa Lochowski
Book eBook, Workbook

10 20 30 40 50 60 70 80 90
Get exclusive preparation materials Level 6
for Pearson
The picture cards / word cards help present and practice all
English exams. pearsonenglish.com/exams- Level 5
offer Level 4 §
Level 3
eBook, and digital


to
Level 1
key vocabulary for each level. There are 202 picture cards at
Starter
B2 B2+ C1 C2
Learn more about the Global Scale Tessa Lochowski
resources.
/gse
DSAH_GLB_L1_SBK_CVR.indd
All Pages
Level 1, illustrating the three main vocabulary sets for each unit.
eBooks The lesson notes, and the Games Bank on p.252, offer ideas
21/04/2022 9:51 am
Digital versions of the Student’s Book and Workbook are and support for using picture cards to present, practice, and
available for all levels. consolidate language through games and activities.
Presentation Tool 88 hand
Using the Presentation Tool,

teachers can present the
student’s components on screen,
access interactive games,
audio, and video with a simple
click of a button. Access to the
Presentation Tool is provided with every Teacher’s Book.
Level 1 Picture cards

16/06/2022 08:15
M01 Stars and Heroes PC 1 AmE 63806.indd 88
12 Component overview

Disney video stories Posters Myself and 1
Leve
l
others
The posters designed for My Disney Stars and Heroes I can …
are a great visual aid for presenting or consolidating

welcome new friends
say how I feel
vocabulary, reviewing the Personal and Social Skills, happy
sad
scared excited
proud
worried
and measuring progress through the level. express my emotions
cry smile hide jump angry stomp yell frown
manage my emotions
be aware of others
close your eyes count to ten take a breath

She’s lonely. She’s nice.
keep trying
make decisions feel better
I keep trying. I can do it! I don’t need this.
Be a hero! I need …
a hug. to hold hands.
My Disney Stars and Heroes offers two

my friend. my favorite toy / clothes.
© 2022 Disney/Pixar. All rights

reserved.
© Pearson Education Limited 2022 Level 1 poster – Personal
and Social Skills
M05 Stars and Heroes POS
1 PSC AmE 63820.indd 1
Disney video stories per unit at Levels 16/06/2022 09:51
Starter to 2. The Teaching with the

videos section on p.15 provides ideas Mickey Mouse puppet
for getting the most out of the video The course comes with a Mickey Mouse puppet
material in class. to bring more engagement to the classroom.
The teacher’s notes suggest Mickey is used to
introduce every new lesson.
3 Practice 4 Assess
Workbook
The Workbook provides
1 Assessment
A comprehensive suite English
1
additional practice for allheroe

thes of assessment materials is Benchmark
Young Learners
language and content introduced
English.
included, with Diagnostic
Workbook with eBook

in the Student’s Book. While it
pre-tests, Practice tests, Unit
can be used in the classroom,

for achieving learning outcomes tests, Progression tests, Final
1
teachers may ask students to

and responsibility
exams, and materials for
Workcomplete
book certain activities
with eBook
pearsonenglish.com/starsandhero
oral assessment, all built on
es
at home, depending on the the GSE.

• The eBook brings the Workbook to
life with interactive activities with instant
• The eBook interactive activities provide • Student’s Book with eBook
your learning.
situation. Extra time? activities

• My Disney Stars and Heroes is fully accessible
phone, letting you enjoy the full functionality
on your computer, tablet and mobile
of your course wherever you are. Teachers can use the English Benchmark Young
are designed to stretch students
Tessa Lochowski

for Pearson
Level 6
10 20 30 40 50 60 70 80 90
Learners Test to measure students’ progress. We
at their own level, and provide
English exams. pearsonenglish.com/exams-off Level 5
er Level 4
suggest this test is taken once a year in Level 1

§
Level 3

to
Level 1
Workbook with eBook
choice and flexibility.
Starter
CEFR
and twice a year in subsequent levels.

<A1 A1 A2 A2+ B1 B1+
B2 B2+ C1 C2
/gse
Tessa Lochowski
DSAH_GLB_L1_WBK_CVR.indd
All Pages
Student’s Digital Resources 21/04/2022 9:54 am Exam preparation for international exams
Students can access songs, videos, and additional practice materials to is included in the
revisit the course material at home. Access to digital resources is provided Workbook for every unit.
via an access code included in every Student’s Book. Teacher
Fun, auto-graded interactive exercises Gradebook
can be assigned as homework or extra Teachers and
practice, and accessed on the student students can view class
site. Also included are Speak and Record progress at a glance
activities to help monitor students’ online, to inform teaching
speaking skills. and support students.

Objectives
Unit tour • Immersion into the world of Disney and familiarization with the Disney
characters for the unit
• Introduction to the unit Personal and Social Skills focus via a Disney video
• Presentation and spoken practice of Vocabulary 1 with audio support
LESSON 1 Vocabulary
Student’s Book
The Personal and Social Skills activity draws students’
attention to the unit focus for the first time, and supports
The magic of Disney them in recognizing the behaviors and strategies shown
is brought to life via by the Disney characters in the video.
a storytelling video
that links to the unit
3 Body and face

LESSON 1 Vocabulary
topic and target 2 3A
Watch again. What do they do? Students
vocabulary. The eo stor engage with
Vid y
video also illustrates head the vocabulary
the Personal and cry smile hide
contextualized in
Social Skills focus 3 3.1
Listen, find, and say. Then ask a friend. the Big Picture,
that students will listening to and
explore throughout saying the words,
the unit. body
4 3.2
Listen, chant, and act. before practicing
v
with a friend.
Vocabulary 1 is put
into practice via a
fun chant.
leg
1 3A
arm
Collect ?
page 4
M03 Stars and Heroes SB1 AmE 97812.indd 34 01/10/2021 09:47 M03 Stars and Heroes SB1 AmE 97812.indd 35 01/10/2021 09:48
A video gist activity draws attention to the

themes and Disney characters, and lightly Linking back to the Meet our Stars and Heroes! spread at the start of each level,
engages students with the new vocabulary. students collect their Disney friends and heroes as they work through the units.
Workbook
3 Body and face
LESSON 1 Vocabulary
2 Trace and match.

c body
1
An assessment for learning
Learning Heroes
Words I know Words I want to learn a arm

Reading and writing practice
activity allows students to b head
of Vocabulary 1 at word level.
personalize their goals at the Video quiz
2
start of the unit. 1

1
3A
Watch again and do the quiz.
Check (✔). Who’s Mike’s friend? 2 Check (✔). What do you see in the video?
3
A Challenge! activity brings

a b a b
Students watch the video story added engagement to learning.

c d c d
d leg
again and engage with their new 3 Look and match. 3 Challenge! Trace. Then find and circle.
Disney friends and the Personal a
b
1
smile Boo’s toy is a teddy bear.
h a q d
Extra time?
Close your books.
Remember and say!
and Social Skills further through

2
The Extra time? feature

cry b e a r
p t u k
a fun mini-quiz. 28 I can name the parts of my body. 29

supports mixed ability
M03 Stars and Heroes WB 1 AmE 41672.indd 28 28/02/2022 16:25 M03 Stars and Heroes WB 1 AmE 41672.indd 29 28/02/2022 16:25
classes and fast finishers.
14 Unit tour

Teaching with the videos
Video is a great tool for conveying information to young learners. A combination of images, movement, colors, sounds, music, and
language supports learning at all levels. At the same time, video provides an effective vehicle through which to explore Personal and
Social Skills. My Disney Stars and Heroes offers two Disney video stories per unit at Levels Starter to 2.
Lesson 1 video story When to use the videos
eo stor
• To present new material. Students will not understand the entire
V id y
text presented in the recording, but they will get the meaning
of the pictures, sounds, and the rhythm of the spoken language.
They will remember some phrases, especially those that are
often repeated.
• To review the material. Children have good short-term
memories, but watching the same episodes again two months
after new material was introduced will considerably stimulate
their memorizing ability.
• To consolidate the covered material. The recordings include
vocabulary and grammar structures introduced previously and
practiced during lessons with the Student’s Book.
Video activities
• Ask students to guess which items of vocabulary are in the
videos. Place the corresponding picture cards on the board,
then watch together to see if they were correct. Alternatively,
give each student or small group a picture card of an item that
Students first meet their Disney heroes for the unit through the
appears in the video. Students stand up with their card when
Lesson 1 video story – a snippet of the original feature film that
they see the item in the video.
brings the recognizable characters on their Student’s Book page to
life! This video links to the topic for the unit, while also illustrating • Watch the video with students from the beginning to the end.
the unit Personal and Social Skills focus. As well as supporting the Encourage students to say aloud the English words that they
Lesson 1 vocabulary presentation, it also provides exposure to remember from the recording.
other target language for the unit receptively in context, so if time • Watch the video again, stopping the recording after each
allows, the video can be revisited at the end of the unit to wrap up scene so that you can ask students questions about the things
the topic and give students a chance to reflect on how much more they can see.
they understand. • Listen to the video with the screen covered (blind listening), and
Lesson 6 grammar video ask students about what they have heard, to support listening
skills development.
• Watch the video with the sound muted (silent viewing), and
ask students to name objects, describe the scenes, or imagine
what is being said, to review key language and support critical
thinking skills.
• After the video, place a selection of picture cards on the board.
Ask students to remember which of the vocabulary items were
in the video. Watch again and check their ideas.
• Write sentences from part of the videoscript on the board.
Then delete a word and ask the class to say the sentence
with the missing word. Continue erasing words until the whole
A second Disney video snippet from the original feature film sentence has been erased and students can chant the line.
for the unit presents the target grammar in context in a fun and • Pause the video at intervals for students to guess what
relatable way for students. They see their favorite Disney friends happens next.
on screen, and understand the meaning and use of the new
structures through animated scenarios, before practicing the
language through activities in their Student’s Book and Workbook.
Unit tour 15

Objectives
LESSON 2 Vocabulary • Identification of new vocabulary in context via listening and reading
• Spoken and written practice of Vocabulary 2
Student’s Book
LESSON 2
The eight new vocabulary items are
Vocabulary
introduced at word level through a
photographic presentation.
3.3
Students identify the

new vocabulary in the 1 face 2 eye 3 ear 4 nose Activity 3 provides an opportunity to
context of a listening. read and identify the new vocabulary
Audio can be played in the context of a review structure.
several times to
support students’ 5 mouth 6 hair 7 hand 8 finger
understanding of the
words in context: play 3.4
Yes or No. 1 A pink eye / mouth. Teaching with the picture

first for gist, a second 2 Brown hair / hands. cards / word cards
time for specific 3 Two noses / ears.
details, and a final 4 Ten fingers / eyes. The picture cards and word cards provide an
time to check answers. optional way of presenting and practicing new
one hand ➜ two hands vocabulary that helps students learn, remember,
and review the target lexis. To introduce the new
4 Play the game.
vocabulary in Lessons 1, 2, and 5:
Two eyes.
• Show students a picture card, and repeat the
Talk
Yes! buddies word it presents two or three times loudly and
Pink eyes. clearly. Students repeat the word three times.
No!
Do the same while teaching another word.
36 I can name parts of the body. Go back to the first word, and check if students
remember it.
• Use the accompanying audio presentation

The final activity supports communicative
in Lessons 1, 2, and 5 for support on
speaking practice of Vocabulary 2 in
pronunciation for the presentation and
combination with known language chunks.
practice stages.
• Once students are comfortable with the new
vocabulary, encourage them to use the words
Workbook in an example sentence. This will support with
retention of the target lexis.
LESSON 2
Vocabulary
1 Look and circle. Then read and color.
Activity 1 develops a balance 1 face / finger

3 nose / ear
More ideas for using the picture cards and word
of listening and reading skills 4 eye / mouth
cards can be found in the Games Bank on p.252.
via a fun, puzzle-like task. 2 hand / hair Color me!
82 face
orange hair
green eyes
red ears
purple hands
2 Look at 1. Trace and match.
The second activity supports a blue body
face
a
1 c
writing skills at word level, 2
3
a yellow face
a gray leg
b
initially in language chunks and 4 six fingers Extra time?
Draw a robot face.
later in sentences, in combination

d
Write or say. Level 1 Picture cards
16/06/2022 08:14
M01 Stars and Heroes PC 1 AmE 63806.indd

82
82 3 Body and face
with known structures.

© Pearson Education Limited 2022 Level 1 Word cards
30 I can name parts of the body.
16 Unit tour

Objectives
• Presentation of Grammar 1 via Disney-themed context
LESSON 3 Grammar • Identification of new grammar in context via listening and reading
• Communicative spoken practice of the target language
Student’s Book
LESSON 3
Grammar
A Disney-themed listening I have two eyes!

provides examples of the
3.5
new grammar in context.

The Grammar Heroes box
provides a clear model of the
new target language. With
audio support, students practice
3.6 and recognize the structures.
I have brown eyes.
He has ten fingers.
She has one nose.
2 3.7
Listen and stick. Then circle.
1 2 3
er
Stick further identification of the
time
target language via a listening
activity, often accompanied
with stickering. The audio can
be played the first time for gist
hair / nose. hands / fingers. mouth / eye. and identifying the stickers,
The final activity facilitates Talk and the second time to check
buddies
controlled spoken practice 3 Play Guess who?
the specific details and place
She has Three!
of the new grammar purple hair. the stickers.
through a communicative
I can give basic descriptions of people. 37
game, allowing students to
internalize the meaning. M03 Stars and Heroes SB1 AmE 97812.indd 37 01/10/2021 09:48
Workbook LESSON 3
Grammar
1 Look, read, and put a ✔ or ✘.
Activity 1 provides a review of the target

1 She has two arms.
2 She has six ears.

3 He has four legs.
4 He has three eyes.
via a Disney-themed task.

5 She has ten fingers.
Look and trace. Then number. Students are encouraged to notice

He has one eye.
the form of the language and build
the target structure themselves via
one He eye. has
Carefully-staged reading and writing 2 Look, trace, and circle. 3 Draw your face.
Then color and trace.
an interactive grammar box.
activities provide practice of the new
grammar in combination with known
vocabulary from Lessons 1 and 2. 1
2
He has a blue / red body.
He has two / three arms.

I have
I have
eyes.
hair.
3 He has three / five eyes. Extra time?
Imagine a monster. Draw

I can give basic descriptions of people. and write, or tell a friend. 31
Unit tour 17

Objectives
• Development of reading skills and strategies
LESSON 4 Story • Re-engagement with the unit Personal and Social Skills focus via
a course character story
Student’s Book • Internalization of unit language through acting out the story
Students engage with the course characters for the level, and
explore different situations, events, and reactions with them. More detailed questions focus on specifics of the
story (characters, events) to check comprehension.
In activity 1, students LESSON 4

Story
listen to the story My monster 2 Look, read, and match.
1
audio and follow the 3.8
Listen and read. Who helps Hugo? 1 He has two eyes. 3 He has three legs.

text and pictures in 1
monster!
2
has two eyes!
Two eyes?
She has four arms.
their book. A While 2 He has four legs.
4
Students re-engage
Reading question with the Personal and
develops students’ I have a monster
a b c d
Social Skills focus for the
reading skills in line
too. Let’s play!
unit introduced in Lesson 1.
Oh, no! His eye!
The tasks encourage them
3 Don’t cry! Look!
with the GSE He only has one eye! 4
Learning Outcomes 3 How does Hugo feel? Circle.

to recognize behaviors,
for the level. Are you OK?
1 2
skills, or strategies being
Monster eyes!
Thank you!
I’m sad / excited. I’m worried / happy. expressed and notice
aspects about how the
You’re a good friend!
characters deal with
5

Now he has Thanks!
situations they are
Oh no! His eye!
Talk
two eyes!
Jump! Jump! He only has one eye! buddies presented with. Here,
Spot! students collect the second
The end Are you OK?
38
Can you find two
eyes the same? I can read and understand a story.
“piece”
39
of their Personal
M03 Stars and Heroes SB1 AmE 97812.indd 38 01/10/2021 09:48 M03 Stars and Heroes SB1 AmE 97812.indd 39
and Social Skills badge!
01/10/2021 09:48
A fun search-and-find activity further promotes Students act out the story, allowing
the magic of storytelling, as well as aspects of them to internalize the language
critical thinking. Students look for details in the and reflect on the behaviors of the
artwork to solve a visual puzzle. characters in a fun, memorable way.
Workbook LESSON 4
My monster Story
1 Think and number.

a b
Activity 1 provides a review of the key points in

the story and deepens students’ understanding
of what they have read. Further comprehension
c d
tasks develop reading sub-skills aligned to the

GSE Learning Outcomes. 2 Look, read, and match. How do they feel?
1 2 Students identify characters’
actions and responses
In activity 3, students express a I’m excited. I jump! b I’m sad. I cry!
through a Personal and
their opinion of the story 3
1
Which monster is your favorite? Check (✔).
2 3 4 Extra time?
Social Skills practice task.
through varied personalized
Imagine you are Hugo.
How do you feel?
response tasks. 32

I can read and understand a story.
28/02/2022 16:26
18 Unit tour

Teaching with stories and story cards
Stories are an essential part of language learning because they allow students to absorb information in a fun and stimulating way. Using
stories in the classroom greatly enhances students’ motivation, and encourages less confident students to contribute their ideas and
opinions because they are not confined to the limits of a certain structure. Stories provide larger chunks of language in context as well as
an opportunity for students to produce language, while also providing a springboard for the Personal and Social Skills focus.
Below is a four-stage method for using stories in the classroom that starts with anticipation and ends with language production.
Stage 1
• Students draw or describe their favorite character.
Anticipating the story
• Students comment on how they would feel or behave if they
Before listening to the audio, ask students questions or have a were in a similar situation to one of the story characters.
simple discussion in English or L1 to get them thinking about
the story. This will enable students to begin forming an idea of • You might like to give students feedback, e.g., Fantastic actions!
the theme of the story and how the story might develop. It also Great teamwork! Talk a little louder next time. This feedback
provides an opportunity to introduce any new vocabulary or to could be given in L1.
review previously learned language. Teachers should not provide • Select a story for which you can prepare simple costumes and
any answers at this stage, but rather allow students to think for props. Invite parents or caregivers to a mini-performance.
themselves. Story card activities
Stage 2 The story cards are greatly versatile and can be used in conjunction
Hearing and seeing the story with the suggested activities below. On the back of each story card,
At this stage, students listen to the story and work through it to find teachers will find the audioscript for the corresponding part of the
answers to your questions. Audio can be accessed in the online story, as well as comprehension questions to be asked after listening.
resources and played directly in the eBook. If you want to read
the audioscript, you can find it in the lesson plans and on the story Story card 3
cards, but the story can be brought to life via the sound effects and
Li: What’s this? Is it a ball?
professional actors used in the audio.
1.8
Camila: Yes, it is!

Li: Great! Let’s play!
Stage 3
Checking the story What color is the ball? (blue and orange)
Some suggested questions to be asked after listening to the story Is it big or small? (It’s small.)
are provided in the teaching notes and on the story cards. This M01 Stars and Heroes STC 1 U1 AmE 63813.indd 9 16/06/2022 10:25
1 At school
M01 Stars and Heroes STC 1 U1 AmE 63813.indd 10

© Pearson Education Limited 2022 Level 1 Story cards
16/06/2022 10:25
gives teachers the possibility to further assess the depth of students’

• Place the story cards in random order on the board, and
comprehension of the story and of the language used. It also
students put them in the correct order.
sparks students’ creativity and imagination by encouraging them to
visualize how the story develops. • Place the story cards on the board in order. Students close their
eyes while you remove one card, and then they guess which
Stage 4
card is missing.
Acting out the story
• Hide the story cards around the classroom. Students find the
After listening to the story several times, students are ready to act
cards and place them on the board in the correct order.
it out in groups, providing them with the opportunity to reproduce
chunks of language. Props can be brought to class and used to • Students invent a new dialog for one or all of the cards.
make the experience even more stimulating. Teachers may play • Read the audioscript printed on the back of the story cards,
the audio or read the audioscript from the Teacher’s Book, while making deliberate mistakes (e.g., say red instead of yellow).
students act it out, or recite the story from memory. Try to ensure Students correct your mistakes.
that, as far as possible, every student has an opportunity to be • Hand each story card to a different student. When you read
involved in the role-play. the audioscript, the student with the appropriate story card
Below are some suggestions for extra work with the stories: stands up and shows it to the class.
• While students listen to the story, they perform a specific action • Without showing the story card, recite a line from the story.
for target vocabulary (e.g., clap when they hear the word Students try to remember which character said the line and their
purple or stamp their feet when they hear the word blue). name. Check answers by showing the correct story card.
• Students draw a new picture for any frame of the story. • Describe a scene or character form the story. Ask the class to
• Students create a new ending for the story. guess which story frame or character you are describing, either
with books open or closed.
Unit tour 19

Objectives
LESSON 5 Vocabulary • Identification of new vocabulary in context via listening
• Practice of Vocabulary 3 with known structures via song
Student’s Book
LESSON 5
Vocabulary Ways to learn and the
Six new vocabulary Picture Dictionary
items are 1 Listen, point, and say. Then play.
The Ways to learn feature supports
3.9
introduced at the development of a positive attitude

One word or
word level through two words?
towards learning vocabulary, through
a photographic 1 sit down 2 stand up 3 listen
a range of different strategies that
one word
presentation, listen encourage the use of critical, visual, and
bringing the real creative thinking. Students can create
two words
world into the sit down their own vocabulary books to chart
classroom. 4 show 5 open 6 close
Picture Dictionary
their learning and make vocabulary
2 3.10
more memorable.
Stand up! After learning the new vocabulary in
Lessons 1, 2, and 5, students can be
Students identify Sit down!
directed to the Picture Dictionary at the
the new vocabulary Sing-along back of their Student’s Books for a full
in the context overview of the unit lexis. Here, along
of a listening, 3 3.11
Listen, listen, with fun stickering activities, students
before putting it interact with
muntheicanew
te! vocabulary by
into controlled Follow me.
’s com the words, starting with
completing
Let
One, two, three!
communicative Stand up! tracing, followed by copying, and then
Close your eyes!
practice. Show your hands!
Touch your head! labeling. The Picture Dictionary also
Jump in the air!
Open your eyes!
Sit down on your chair!
Stand up again! supports the Ways to learn feature
Chorus
Chorus (developing learner
40 I can name actions. Extra Go online
autonomy and 3 1 Find and stick.
4 Draw your face and label.
2 10.4
Listen, point, and say. 3 Trace.
Lesson
Sticker
Phonics head time
body
making vocabulary leg
arm
more memorable),
with the added face eye ear nose
focus on developing mouth hair hand finger
literacy skills suitable sit down stand up listen
for this level. show open close
Workbook
121
Z01 Stars and Heroes SB1 AmE 97812 Pict Dictionary.indd 121 01/10/2021 15:27
LESSON 5
Vocabulary
1 3.1
Listen and number. Then do the actions.
Activity 1 reviews the new vocabulary

d
b f
a e
via a task that develops a balance of

c
listening and reading skills.

2
Sing-along
3.11
Trace and match. Then listen and check.
The second activity allows for written
d
a
1 Listen
Listen, listen,
to the music!
c
practice of the new vocabulary in the
Follow me!
One, two, three!
Close context of the Student’s Book song, or
The final activity links back to the
4 your eyes!
Stand up Touch your head!
via a new context in combination with

b 2 !
5 Open your eyes!
Ways to learn feature in the Student’s

Show your hands!
Jump in the air! Sit down again!
Sit down
known structures.
e
3 on your chair!
Book and encourages students to use

strategies such as classification to make 3
1
Think and circle.
I open my mouth / head / ears. English
at home
learning vocabulary more memorable.

2 I close my face / eyes / nose. Sing the song for
your family!
I can name actions. 33
20 Unit tour

Teaching with songs and chants
Songs are immediately familiar to young learners, and provide a supportive and fun way of assimilating new language. They naturally
include repetition and aid retention of vocabulary and structures through their use of rhythm. Students will be motivated to participate
in singing or chanting and miming the actions, in turn promoting exposure to English in an active and enjoyable way.
The songs in Lesson 5 cover a variety of appealing musical • At the end of the class, encourage students to sing the song/chant.
genres that students are familiar with outside of the classroom,
3
• During the following lessons, establish the habit of singing a song/
and each song is supported in the teaching notes by TPR (Total chant as a language warm-up or during breaks between tasks.
Physical Response) instructions to make the new vocabulary more
• Use songs/chants and the key words included within them to
meaningful.
help students remember language from previous units.
Song/Chant activities
TPR song
• Once students are familiar with a song/chant, encourage them
listen – cup hand to ear to create their own new verses with language they know!
• Provide students with a word from the song/chant that they
r one, two, three – count on fingers
have to listen for. Play the recording, and students stand up and
sing/chant or sit down when they hear the word.
Teaching
• First, starto listen to the song/chant two or three times.
allow students • Ask a few students to come to the board, and give them picture
cards with items from the song/chant. They listen to the lyrics
• Show students
Diversity howinclusion
and they should clapare
Songs to the rhythm
ideal to of the song/ carefully and stand in the order in which they hear the words
chant (clapping with two fingers on the other hand will not be
support students who learn through being from their cards.
as loud as traditional clapping with both hands).
physically active or engaged. Encourage all • Sing a verse of a song/chant students know well, but leave a key
• Focus on the
students to most
join important
in with thewords
songthat are repeated
actions, even in the word out. Students try to remember the missing word.
y
song/chant, as students will remember these first.
if they can’t sing the words, as this will help • Divide the class into groups, and give each group a section of
• Read
themaloud particular
to build lines of connections
meaningful the song/chantthrough
loudly and clearly
the song/chant to remember. Play the song/chant, and each
(to the rhythm
movement. of the melody). Students repeat after you in the
group stands up and joins in when they hear their section.
same rhythm.

three instructions to students, e.g., Close your
Online
and domodules
the actions inPhonics
the correct order. Repeat
with three different instructions. Progress to four
Each Lesson 5 includes a jump off to an additional online Phonics module, for maximum flexibility depending on your teaching context.
muand
The My Disney Stars atdoe!this
icHeroes
ncould Phonics lessons use a systematic phonics approach adapted for EFL students. The phonemes of the
com You
challenging.
English’slanguage
activity as a
are taught in a set sequence, which starts with the most frequent letter-sounds, and allows students to begin reading
L t
eteam game.
decodable words from the start. Presentation and practice are focused on getting students to first identify, and then blend letter-sounds
for reading, to segment sounds for spelling, and to understand that these processes are reversible.
The Phonics lessons take the following path:
Wrap-up
Warm-up and
Play Do it! review
(see Games(optional)
Bank p.254), using the Blending letter-sounds to read words
Reviewing
Mickeypreviously introduced
Mouse puppet. letter-sounds
Students is important, as
give instructions This is the main focus of the phonics lesson. Give students as
nline each
to Mickey, e.g., Sit down! Stand up! Show your are
unit builds on the next and all known letter-sounds much time as they need to grasp the concept of blending the
nics incorporated into each unit as they are taught. The suggested letter-sounds, so they can become successful at reading. For
warm-up activities in the lesson plans provide the following review suggested activities, see the lesson plans available within the
sequence: different students to make Mickey do the
invite Teacher’s Digital Resources.
actions.
ent 1 Letter-recognition skills needed for reading words Supported practice of reading
Students sayskills
2 Letter-recall goodbye
neededto forMickey
spelling as they leave
words Students apply their knowledge to read a selection of words
class. or sentences. The words or sentences are illustrated to support
udent Present new letter-sounds
students’ understanding of what they are reading.
Students hear the letter name followed by the phoneme
Workbook page 33and can
see the grapheme on the screen. Supported practice of spelling
Audioscript
Initial see p.248
practice of new letter-sounds Students hear individual sounds and words to practice their
r book!
1 Listentheand number. spelling skills.
nds! 3.1
Students identify phoneme andThen do the
try saying actions.
the letter-sound
a 5, b 3, c 1, d 2, e 6, f 4
themselves.
2 SB 3.11 Trace and match. Then listen and
o the check. 1 a, 2 c, 3 b, 4 d, 5 e Unit tour 21
3 Think and circle. 1 mouth, 2 eyes
ear?
and F02 Stars and Heroes TB1 AmE 41603.indd 21 16/06/2022 11:49
Objectives
• Presentation of Grammar 2 via Disney video
LESSON 6 Grammar and Speaking • Identification of new grammar via listening and reading
• Communicative spoken practice of the target language, supported
Student’s Book by communication cut-outs
LESSON 6
A Disney video clip
provides examples of the 1 3B
new grammar in context. The Grammar Heroes box
Students initially engage provides a clear model of
with the new language the new target language.
via a video activity that 3.12 With audio support, students
develops listening skills. Stand up! Don’t sit down! practice and recognize
the structure.
2 3.13
Listen and check (✔).. Then say in pairs.
1 a b 2 a b

3 4
a b a b
further identification of
the target language and
pronunciation reinforcement
via a listening activity. Audio
municate! can be played first for gist
’s com
The Let’s communicate! activity Let Open your eyes! and receptive understanding,
encourages communicative 3 Use the cut outs. a second time to identify
practice of the target grammar Play the game. specific details, and a final
in combination with the unit Cut outs time to check students’ answers
vocabulary. Students use the to the activity.
communication cut-outs to
build their confidence and M03 Stars and Heroes SB1 AmE 97812.indd 41 01/10/2021 09:48
develop their speaking skills.
Workbook LESSON 6
Grammar
1 3.2
Look, read, and check (✔). Then listen and check.
Activity 1 provides a review of the target 1 2 3

via either listening or reading.
a Sit down! a Don’t listen! a Don’t close the door!
b Don’t sit down! b Stand up! b Close your eyes!
Look and trace. Then number.

Students are again encouraged to
Don’t stand up!
notice the form of the language and
build the target structure themselves
stand Don’t up!
A variety of reading, writing, and speaking

2
1
Look and match. Then talk with a friend.
3
via an interactive grammar box.
Classroom rules
activities provide the opportunity to apply ✔ Do ✘ Don’t
the new grammar in combination with the

2
vocabulary from Lesson 5. Extra time?
Write or say two more

34 I can give instructions. classroom rules.
22 Unit tour

Facilitating communication and speaking
Communication is a social process by which information is exchanged in order to convey meaning and achieve desired outcomes.
The approach to verbal communication in My Disney Stars and Heroes provides students with opportunities to engage in
confidence-building communicative activities and develop oracy and communication skills.
The stories, songs, and chants in the unit all provide students with GSE Learning Outcome Key development indicator
opportunities to practice and improve on their communication.
Can use language related Use a few single words to name
They give students the opportunity to listen, read, sing along,
to basic actions (e.g., clap, or describe familiar people or
dance, and role-play, using their listening, reading, speaking,
stamp, jump, walk). (21) objects or express basic opinions.
and body language skills.
Talk Can take part in basic Use phrases and fixed expressions
Speaking activities signaled by the Talk buddies icon buddies
games that use fixed to initiate and participate in a
encourage students to work with a friend to practice and
expressions or rhymes. (22) range of simple social exchanges.
produce new and previously learned language.
While a wide range of motivating speaking activities appear Within the skill of Speaking, the first Learning Outcome is grouped
throughout the units in My Disney Stars and Heroes, the Let’s under the sub-strand of Building complexity, and the second
communicate! stage provides a special, supported opportunity Learning Outcome is grouped under Interactive speaking.
for students to build up a short exchange in a safe environment. By achieving these outcomes, students are showing progress
The cut-outs and speaking props are an engaging aid to facilitate against two key development indicators for Level 1.
meaningful practice of the target language. Students cut out, make,
and personalize their props, developing their fine motor skills, before
Tips for encouraging students to speak in the classroom
using them in a fun, communicative speaking task with friends. The • Give your students a reason to speak. A conversation starter is
cut-outs link thematically with the unit topic and vocabulary, and a good way of doing this. Make sure that students are provided
help make the language fun and meaningful for students. with the language and the scaffolding they need.
• Ensure students know what they need to do by demonstrating
Z03 Stars and Heroes SB1 AmE 41580 Cutouts.indd 135
Cut outs
Unit 4
the activity with a volunteer.
Unit 5
• Provide plenty of opportunities for pairwork or small

groupwork. While some students always volunteer to speak in
front of the class, others may be nervous and speak more in the
relaxed setting of a small group.
• When students work in pairs, monitor and praise them, offering
Cut outs
support where needed.

25/02/2022 16:48
• Allow enough time for students to complete the task, especially

Z03 Stars and Heroes SB1 AmE 41580 Cutouts.indd 133 25/02/2022 16:48
LESSON 6
The focus on communication and speaking comes through Grammar and Speaking
when working in small groups. Shy students especially may feel
clearly in this lesson through scaffolded steps. Prior to using the
1 Watch the video. Circle. What does demotivated
Sully do? if they miss their opportunity to speak because of
cut-outs, students are presented with an easy-to-follow listening 3B
time constraints.
model on the class audio to stimulate accurate recognition of the
language before they are expected to produce it. Students then • Provide extension activities for the fast finishers so that they do
apply the core language within a clearly defined framework, not disrupt other students, and all students have the opportunity
Listen! to finishDon’tthe
talk! task. Ideas for these can be found within the lesson
3.12
building confidence in speaking ahead of their end-of-unit project. Stand up! Don’t sit down!
notes, and Extra time? feature in the Workbook lessons.
How the GSE skills strands help develop
2 speaking
Listen and check (✔). Then say in pairs. 3.13
• Pair students strategically. Experiment with pairing stronger
Within each of the four language skills (Speaking, Listening,
1 a b 2 a b
students with ones who need more support for some activities,
Reading, and Writing), sets of GSE Learning Objectives are while pairing students at a similar level for other activities.
aligned to key development indicators. This supports more focused
• Speak as much English as possible in the classroom. Deliver
development and assessment of the four skills. The development 3 a b 4 a b
instructions in English, even if they need to be repeated in L1
indicators capture each discrete skill that learners are aiming to
for younger students, to start to create a safe English space.
acquire at that level.
See p.255 for a list of useful classroom language.
We can look at how this works in municate!
’s com • Don’t discourage young students from speaking in L1. Instead,
practice through the Let’s communicate! Let praise their responses, and ask them if they can say any of the
Open your eyes!
stage and cut-outs in this lesson. 3 Use the cut outs.
Play the game. words in English. Ask the whole class to help.
This activity supports students
Cut outs • Encourage students to ask how to say things in English and
developing the following GSE Speaking
praise them for doing so.
Learning Outcomes. I can give instructions. 41
Unit tour 23

Objectives
• Identification and exploration of the Personal and Social Skills focus for the unit
LESSON 7 Myself and others • Development and application of strategies
• Personal response to the Personal and Social Skills focus, and production of
Student’s Book related functional language
LESSON 7 The first activity brings

The Personal and Social Skills
Myself and others Expressing together the elements of
song summarizes the main 1.14
Listen
emotions the Personal and Social Skills
themes explored through and
presented earlier in the
sing. unit, and allows students to
the level, and provides a
supportive context for students 1 Think and say. How do they feel? re-engage with examples
to engage with the lesson from Lessons 1 and 4 via the
before they move to their Disney and course characters.
strategies work. Students are reminded of the
cry jump
hide smile responses, behaviors, and
emotions presented, and may
2 Listen and circle. 3 Match and say.
3.14
Then say and act.

compare contexts.
Students work on the Personal

Students are encouraged and Social Skills focus via
to identify and describe the a personalized task. They
Personal and Social Skills focus 3 I smile / hide! 4 I hide / jump!
reflect on their own behaviors
in a new, real-life context. or ways they may support
This activity models a strategy or understand others in
Be a hero!
or behavior to be put into hypothetical scenarios, with
Can you make
practice. your friend smile further opportunity to produce
in 30 seconds?
I’m happy. Try making a functional language.
I smile! funny face.
In the Be a hero! feature, the course characters provide a

motivating mini-task or strategy for students to try out!
Workbook LESSON 7
Expressing Myself and others
emotions Self-awareness
1 Look and say how they feel. Then listen and number.
Students show that they can identify, understand,

3.3
I jump!
b
I hide!
and reflect upon the Personal and Social Skills I cry!
c d
focus from the Student’s Book.

a
I smile!
2 Trace and draw for you. Then say.
My portfo
lio
The second activity encourages students to work on the Personal I cry.
and Social Skills in a way that relates to themselves and their lives. I smile.
I hide. I jump.
In each unit, they build up a “portfolio” of skills work that shows

their ongoing development and allows them to reflect on their Be a hero!
social and emotional growth through the level.

Play a miming
game with a friend.
I can name actions and emotions. 35
24 Unit tour

Teaching the Personal and Social Skills
Personal and Social Skills are the transversal skills that go beyond the classroom and are crucial for personal development, active
citizenship, and future success. The Myself and others lesson in each unit focuses on a specific area under one of the following five
overarching areas that comprise the My Disney Stars and Heroes syllabus:
Self-awareness Social awareness Relationship skills Self-management Responsible decision-making
Why teach the Personal and Social Skills? You can do it!
From 6–12 years, children start to form stable friendships, You do not need specialist knowledge to teach the Personal and
engage with more complex emotions, and recognize they have Social Skills. As a teacher, you are already accustomed to working
choices. Teaching Personal and Social Skills in the classroom with values, understanding the different personalities of your
can help students become more self- and socially-aware, and students, and promoting a caring class culture. My Disney Stars and
equip them with the strategies they need to manage complex Heroes just provides a systematic framework to make social and
relationships with themselves, their peers, and their community. emotional instruction most effective.
As a result, students are better able to develop healthy identities, Throughout the teaching notes, you will find specific guidance on
resolve difficulties, create frameworks to achieve goals, build working with the Personal and Social Skills in each unit.
supportive and positive relationships, and make considerate and In addition, you may find the following tips helpful.
responsible decisions.
Tip 1 Establish ground rules
How can I teach these skills? Class ground rules are a great way to ensure a safe teaching and
A successful approach to the Personal and Social Skills is one that learning environment! Before teaching the Myself and others
weaves them into all of students’ educational experiences. As the lessons, agree on respectful behaviors with your students in L1.
classroom is at the heart of students’ learning process, it is the ideal Examples could be: Everybody can join in and speak if they want
place to start! The My Disney Stars and Heroes methodology to. We make sure everyone feels safe and OK. We listen to
has been designed with the teacher in mind, to make it as easy everyone equally. Once agreed, display the rules in the classroom.
and straightforward as possible to integrate Personal and Social Tip 2 Be a role model
Skills into their English lessons. Each unit targets an explicit area Students take their cue from you, so show them that this is a
of the Personal and Social Skills through sequenced activities in respectful, non-judgemental space in which everyone is listened
Lessons 1, 4, and 7 that foster skills
2
development:
Look, read, and match.
Vocabulary LESSON 1
to. Modeling the strategies explored in the Myself and others
2He has Watch again. What3 do they do?
The skill for the unit is first
eo stor
two eyes. 1 3A
He has three legs.
lessons will also help reinforce the good behaviors, tools, and
Vid
contextualized via the Disney y She has four arms. 4 techniques that your students can apply.
He has four legs. 2
video in Lesson 1. In this cry smile hide Tip 3 Celebrate difference and diversity
example, the focus is on
Your students will all come to the class with a wide range of
a b c d
3 Listen, find, and say. Then ask a friend.

expressing emotions (Self-awareness). 3.1
different experiences, attitudes, and beliefs, not to mention

The Lesson 4 story links personalities! Ensure that everyone knows that they have the
back to the Personal 3 How does Hugo feel? Circle.
equal right to express their opinion, and there may not be a
41 Listen, chant, and 2act.
and Social Skills focus 3.2
“correct” answer. Celebrate differences to learn from one another.

I’m sad / excited. I’m worried / happy.
introduced in the
Tip 4 Respect the “right to pass”
v
unit opener.
Some students may feel shy to contribute to certain topics or
Finally, the dedicated Myself and LESSON 7
Expressing
activities. If students are reluctant to speak, let them know that is
MyselfOh
andno!
others
His eye!
Talk
emotions
others lesson brings together the key 1.14
Listen
buddies
d the
and
sing.
OK, and that they can always come and speak to you individually.
themes introducedThebyen
both 1
Are you OK?
Think and say. How do they feel?
video and the story, allowing

I can read and understand a story. 39
Tip 5 Use a puppet or persona doll
cry jump
students to explore the skill leg

in
2 3.14
Listen and circle.
hide
3
smile
Match and say.

01/10/2021 09:48
A character such as the Mickey Mouse puppet is a great way to

greater detail and personalize it. 1
Then say and act.
I smile / hide! 2 I jump / cry!
arm help students feel comfortable in the lessons. You could use this
Alongside the My Disney Stars puppet or another character doll to demonstrate good behaviors
Collect ?
and Heroes focused program of I can name the parts of my body. 3 I smile / hide! 4
your friend!
I hide / jump!
page 4
35 such as empathy, bring scenarios to life, or facilitate class discussions.
instruction, a safe and supportive
Be a hero!
Can you make
01/10/2021 09:48 Tip 6 Make space for reflection
your friend smile
classroom environment will provide I’m happy.

I smile!
in 30 seconds?
Try making a
funny face. Check in regularly on how students are feeling – this will encourage
a strong foundation for students 42 Self-awareness I can name actions and emotions.
them to reflect on their own emotions and responses. Also, asking
to explore the Personal and students to journal their work will help them see their development of
Social Skills themes. Personal and Social Skills. They can draw their thoughts and feelings
or write something in L1. They could share these portfolios with
parents and caregivers to give a window into the classroom.
Unit tour 25

Objectives
• Content learning about another area of the curriculum
LESSON 8 My world • Presentation and identification of cross-curricular vocabulary
• Understanding and application of content learning via
Student’s Book thinking-skills activities
LESSON 8
Our five senses S ci e n c e

My world
Students explore the content
topic via a text that presents 1 Let’s explore! Listen and number.
3.15
I hear with Thinking skills are
the cross-curricular vocabulary my ears. I hear
I see with my music. scaffolded from
and develops reading and eyes. I see colors –
red, blue, orange, lower- to higher-order
listening skills. and green.
as students work through
an activity that allows
I smell with them to demonstrate
my nose. I smell
the flowers. understanding of the
I touch with my concept and start to
mouth. I taste my water. It’s wet! apply critical thinking.
lunch. Yum!
a b c d e
The final activity

3 Do Think and say. Draw one more. I see… supports students in
further developing their
thinking skills through a
variety of different tasks,
encouraging practical
I can read and understand about my senses. 43 application, synthesizing
information, and creative
response.
Workbook LESSON 8
S ci e nc e Our five senses My world
Activity 1 checks comprehension 1 Read and circle. 3 I smell / hear

with my ears.
I see / hear
of the concepts and provides

1
with my eyes.
4 I taste / see
with my mouth.
practice of the cross-curricular 2 I touch / smell

with my nose.
5 I hear / touch
vocabulary. 2 Look and trace. with my fingers.
I can
write I see with my eyes.
I touch with my fingers. I smell with my nose.
Activity 3 supports further application of
The writing activity in every cross- 3 Think. Trace and put a ✔ or ✘.
the content learning and allows students to
curricular lesson focuses on a writing
1 2 3
relate the cross-curricular subject to their
sub-skill aligned to the GSE. Students I taste. I smell. I see. own worlds.
4 5
practice this sub-skill and then apply it Extra time?

I hear. I touch.
in their writing in activity 3.
What can you see in
your classroom? Draw,
36 I can read and understand about my senses. write, or say.
26 Unit tour

3Teaching Mycross-curricular
world
Lesson 8:
content
Science: Our five senses Student’s Book page 43
Objectives Warm-up
The Content Language Integrated Learning (CLIL) approach encourages
Greet students students
with the Mickey Mousetopuppet.
learn English through other subjects: science,
Lesson aims: read and understand about the five senses
technology, engineering, art and design,
Target language: hear, see, smell, taste, touch
or math (STEAM).
Point toThe
parts My
of world
Mickey’s lessons
body and are
say: thematically
eyes linked
, ears, nose, mouth to. each unit, but provide an
, fingers
opportunity to develop a deeper understanding,
Recycled language: parts of the body, colors; lunch, through the
Students medium
point to theirofown
English, of
eyes, ears, curriculum
nose, mouth, andmaterial.
fingers, and Learning
say English through STEAM
subjects
music is motivating for students because it gives themtheawords. reason to learn, to understand, and to discuss the subject matter. Language
learning
Receptivethrough
language:STEAM subjects
I (see) with my (eyes).will support students’ development of important skills for their future studies.
Engaging
soft beanbag or small ball Developing
can do with their eyes (see, open, HOTS
close), ears (listen), mouth (eat, sing)
Students benefit from prior knowledge of the subject for and nose (smell, sneeze).Following Bloom’s taxonomy, the activities in the My world lessons
Skills engagement, and to enable them to develop their
understanding, are structured from lower-order thinking skills (remembering,
knowledge
texts (24) of English. They bring a lot of prior knowledge 1 into the explore!
3.15 Let’s understanding,
Listen and number. applying) to higher-order thinking skills (analyzing,
language-learning
Listening: can understand classroom. You
simple phrases can to
relating start the My world lesson
• Students evaluating,
look at the pictures creating).
and ask: What’s this? What color is it? Elicit
LESSON 8
by inviting
familiar students
topics,
pictures (25)
if spoken to look
clearly andatsupported
a pictureby relating to the lesson
and asking some warm-up questions to introduce the• topic
any known
Play the
topic
body vocabulary.
Our fi ve senses
audio, pausing after each set of sentences, and students point to
(e.g.,
Sci e nc e
My world
Speaking: can talk about things in their immediate the corresponding photo. Play the audio again, pausing so that students Thinking sk
What can you
surroundings see in (19)
or in pictures the picture? Where …? Who …?canWhat number …? 1 compare
the photos 1–5. Students Let’s explo
their re! Listen
answers and
in pairs, number.
then I hear with
3.15
Remember In
How
Writing…?(WB):
). Atcan thistrace
stage,
simpleyou
wordscan
anduse L1inif necessary. Throughout
phrases check answers all together as a class. Create my ears. I hear
what they hav
upper
the and lower
lesson notes case
in(10)the Teacher’s Book, you will find ideas • Readand aloud the sentences with the class,
eyes. I seestopping
colors – at each of the words in 5 in activity 1, a
3
bold for students to mime. Checkred, understanding
blue, orange, by asking students to find pictures showi
suggestions
Lesson for engaging
8: My world students with the cross-curricular content.
in theScience:
text a bodyOur
wordfive andwith
green. see Evaluate
Teacher toolkit senses
associated Student’s
each 3 e.g.,Book
sense, page
– eyes 43
. They Apply/Creat
underline the body words in the text. their knowledg
Cross-curricular • Then ask students to practice reading aloud in groups. Give each group can use in rela
Objectives
Bringing the real world into cross-curricular lessons Warm-up
a different sense word: see, hear,I touch taste, or smell. Each Analyze
smell ,with group reads Then they dra
my nose. I smell
will make
Lesson aims:learning more
read and memorable.
understand Take
about thethe class
five senses Greet the
aloud students withtext.
relevant the Mickey Mouse puppet.
the flowers. are experienc
outsidelanguage:
if possiblehear
to find things 4
Target , see , smellstudents can see,
, taste, touch Point to parts of Mickey’s body and say: eyes, ears, nose, mouth, fingers. I touch with my present mome
hear, touch, and smell. Alternatively, bring some real Teaching
Students point starto their own eyes, ears, nose, mouth, and fingers,Apply I taste with my
and say fingers. I touch the
Analyze You
objects into the classroom, for students to experience the words.and inclusion Reflecting on the fact that not everyone has mouth.
Diversity
I taste my
all Yum!
lunch.
water. It’s wet!
2 students to exc
music 1
with their five senses, e.g., a flower, a soft toy, a • of
Show
the your
sensesfingers ask: What
anddevelop
will help can I do
students’ with myand
empathy fingers? Students mime
understanding of
Receptive
toy drum, alanguage: I (see)
picture, some withYou
food. mycould
(eyes).create a
theirworld.
the answers,
Talke.g.,
aboutplaying
people with2differing
a musical instrument, clicking
abilities
Think who
Understand
orand
Lookmight clapping,
not be
match.
similarities and
sensory station
Materials: from
Audio; theseMouse
Mickey objectspuppet;
in the classroom.
(optional) touching
able to seesomething,
or hear, orpointing.
even smellRepeat, asking
or taste. students
Using L1, you to could
mime discuss
what they
soft beanbag or small ball can do
how with who
people their don’t
eyes have
(see, open, 1 seeears
all fiveclose),
senses are (listen),
helped hear
mouth
2 in their(eat, 3 touch
sing)
everyday 4 taste 5 smell
Extend and nose
lives, e.g., (smell, sneeze).
guide dogs, braille, sign language.
Remember Extra activity
Exploring about items th
DivideSkills
the class into groups and give each group a and touch at h
Content
large sheet
Reading:
that students
canofunderstand
paper. Each listen
group
basic
to or
chooses
phrases
read
one of
in short,
can
the provide aPresentation
simple
context a b c d e
themselves wit
for related
(24)e.g., speaking
senses,
texts hear, and make anda mind
writingmapactivities. Practice
by writing As students1 progress 3.15 Let’s explore! Listen and number. each item with
•2 Students
or drawing as many things as possible that they can Thinking
through
Listening:the canlesson’s
understandactivities,
simple phrasescheck that
relating to they understand key Think
look Look
at the and Inmatch.
pictures the
and teaching notes,
ask: What’s this? What the
color is it? Elicitskills boxes show the
(hear). Invite the groups to compare their mind maps. • Read aloudbody
the words with the class, and from
theyDoname the partssay.
of the bodyone more. thinking I see…
familiar topics, if spoken clearly and supported by any known vocabulary. 3
progression the
Think lower-
and to higher-order
Draw skills
content-related vocabulary. Write the
Put the mind maps on the classroom walls, if possible,
pictures (25)
words in a list onin
the
thethe
board,
pictures. Wrap-up
to act as a record them
for the next class.these words during the speaking • Play audio, pausing after each set of sentences, and students point to
happening within the My world lessons, ensuring that students are
and encourage to use
Speaking: can talk about things in their immediate • Say: I see with my …
the corresponding . Students
photo. complete
Play the pausing(eyes
the sentence
audio again, ) and
so that point to
students Play Throw th
and writingoractivities.
surroundings Students can create their own running
in pictures (19) the
can correct
numberpartthe of provided
their 1–5.
photos body. Studentswith thetheir
compare supportanswers for developing
in pairs, then their critical thinking using the Mic
Home-school link stand in a circ
dictionaries
Writing (WB): bycancopying
trace simplethe list into their notebooks and drawing
words and phrases in • check
Students answers
use all
their together
fingers skills
toas a through
traceclass.
lines to a variety
match the words of contexts.
and the The final stage in the Thinking
Students Make Mickey
upper andfind examples
lower case (10)of things they can see, hear,
• pictures.
Read aloud Then
thethey use pencils
sentences to draw
with the
skills box class,
is matching
stoppinglines.
always atsuggestion
a each of the words to in
extend students’ higher-order
pictures, or or
taste, smell, bytouch
adding notes
at home. Theyto help
take them remember the
a photo, meaning to mime. Check understanding by asking students to find
bold for students
make Mickey
• Students compare their answers in pairs. Encourage them I can to use
andfull 43
draw
ofTeachera picture,
each word. or bring an object into the next class
in the text ae.g.,
body wordwiththinking
associated beyond
with eachcheckthe
sense,the activities
e.g.,
read
see – all
eyesin the
understand
. They lesson.
about my senses. complete the
toolkit
sentences, I (see) my (eyes) . Then answers together the game with
as a class.
Extending
Students say g
Cross-curricular lessons
Bringing the real world can instigate
into cross-curricular motivating project
lessons work, sense word: see3, hear
a different
Do Think and say. Draw one more.
, touch, taste, or smell. Each group reads class.
will make learning more memorable. Take the class aloud the relevant text. • Ask students to look at the photos, and read aloud the boy’s speech bubble. Elicit
which can be done either individually, in pairs, or in small groups. any words students know to describe what they can see in the photos. Workboo
Jump-off projects
hear, touch, and smell.could take the
Alternatively, form
bring someof a mini-book,Teaching
real a poster,star a • Students work in pairs to say what senses they can use relating to the items shown
1 Read and cir
presentation,
objects into theor even further
classroom, research
for students opportunities. Throughout
to experience in eachon
Diversity and inclusion Reflecting photo, I see/taste/touch
e.g.,that
the fact … .all
not everyone has 5 touch
thewith
108 their five senses, e.g., a flower, a soft toy, a
lesson notes in the Teacher’s Book,
toy drum, a picture, some food. You could create a
you will find ideas
of theand • Askstudents’
senses will help develop them toempathy
think about andwhat they can see,
understanding of hear, taste, touch, or smell right now,
2 Look and tra
the world. Talk about peoplethen
withdraw a picture
differing of it.
abilities who might not be
suggestions forfrom
sensory station extending
these objectsthein lesson material.
the classroom. able to see or hear, or even smell or taste. Using L1, you could discuss
case letter.
• Students work in pairs to compare their pictures, then invite them to show the class. 3 Think. Tra
SUPPORT Students mime the different senses or point to the part of the body they 3 ✘, 4 ✔, 5
Extend lives, e.g., guide dogs, braille, sign language. 06/06/2022 14:21
senses, e.g., hear, and make a mind map by writing Practice known vocabulary, e.g., I taste (lunch). I touch my (desk). I see my (teacher). I smell a
Home-school link
as a class.

Unit tour 27
108Heroes TB1 AmE 41603.indd 27

F02 Stars and 16/06/2022 11:50
Objectives
• Review of unit language and development of reading, listening, writing,
LESSON 9 Project and speaking skills
• Showcasing of unit learning via a creative project
Student’s Book • Development of soft skills in the areas of Presentation and Self-management
anagem
LESSON 9 f-m
Design a monster
Project
en
Se
The end-of-unit project gives
t
students the opportunity to use
their creativity, while at the same Let’s review In the first stage of the lesson
time reviewing and applying the 1 Read and write the number. (Let’s review), students are
language learned in the unit. presented with a realistic and
He has arms. relatable model for their own
She has eye. project. Alternating listening and
reading activities encourages
students to review the language
Get ready
they have learned in the unit.
The Get ready stage engages 2 3.16
students with skills, tips, or
target language related to the Sit down! / Stand up!
Presentation or Self-management
soft skills focus for the unit.
Open / Close your books.
Workbook page 37
Students complete the relevant
Workbook activities to scaffold
Create Reflect
the creation of their project.
In the Create stage, students
your monster. I listen to my teacher.
move beyond the book to Write.
create their final project output
and have the opportunity to I create my monster.
share this with their class.

44 I can design and write about my monster.
Workbook Self-management or anageme LESSON 9

m
Project
nt
f-
Design a monster
Sel
Presentation skills are further 1 Are you ready? Check (✔).
The activities in the Workbook developed, either via an

1 2
Sit down. Clear tips highlight
Listen to the teacher.
lesson prepare students to activity that allows students

Get your pencils and
crayons ready. the key areas to check
create their unit project by to identify this skill or one that
2 Create Check (✔) and choose for your monster.
Then trace, write, and draw. regarding the soft skills
focusing on reading, writing, gets them to directly apply it in ✔
Body part
ear
head
Number
2
Color
He has two pink ears. focus for the unit.
and soft skills. their project preparation.
body
arm
hand My monster
finger
leg
He / She has
nose
mouth .
Writing frames provide a clear structure for students to ear
eye He / She has
Students are encouraged
hair
follow when planning their project work. The templates 3 Reflect Think and color.
.
to reflect on the success
naturally allow students to review and apply the target My project is Extra time?
Tell your friend about

of their project via a
I can design and write about my monster. your monster. 37
language from the unit to create their project, as well as M03 Stars and Heroes WB 1 AmE 41672.indd 37 28/02/2022 16:27
self-assessment feature.
to demonstrate their thinking.
28 Unit tour

Teaching with projects
Projects have been specially designed in steps to support all learners, challenging more confident students to stretch themselves, while
aiding less confident students in achieving the writing and speaking outcomes.
Every project is designed for students to:
• use their creativity through thinking, designing, and producing • communicate with other students
an output • develop Future Skills, specifically in the areas of presentation
• apply the language and knowledge from the unit and self-management in Levels 1 and 2
Project benefits
More than just a great way for students to learn, practice, and Tip 4 Make space for reflection Provide opportunities for
review their language skills, working with projects also provides the student reflection, both for the project process and for the
following benefits: final product. Ask students to think about what they might do
• Increased engagement and motivation Students become differently or change about their project now that they have
personally involved in the project via tasks that have relevance
Project
ter
LESSON 9
lf-
ma age
finished and heard feedback
n
from the class.
3
to their lives. Design a monsdifferentiation
m
Managing
Se
ent
ACHIEVE
• Self-direction and management Students are givenLet’s review Within the teaching notes Students draw a monster showing differe
nt body
ownership of their learning and the project outcome, and 1 Read and write the number.
for each Lesson 9, you will parts and write at least two sentences
about
their monster drawing, using He/She has
are supported in developing skills to plan, design, and refine This is find guidance
my monste r. for adjusting
1 the names of body parts, numbers, and
… and
colors.
He has four arms.
their ideas. expectation around the
This is my monster. 2
SUPPORT
She has one eye.
Students either label the individual body
• Communicating effectively Students use all four skills in projects to cater for mixed or they point and say the names of differe
parts,
nt
reading, writing, listening, and speaking to completeGet
theready ability classes. Using the body parts.
2
project, and are supported in developing oracy and expression Achieve,
Then listenSupport,
Think and circle. 3.16
and check. and Stretch STRETCH
Students write more sentences, giving
in the research, creation, and presentation stages. Sit down! / Stand up!
recommendations provided, information to describe their monster,
additional
e.g., This
is my monster. He has two, blue legs. He’s
• Thinking creatively Students use original thinking and you can support all students in Alternatively, they draw another monste
funny.
Listen! / Don’t listen! r with
imagination to create their project. achieving their learning goals: contrasting numbers and colors of differe
nt
Open / Close your books. body parts, and write sentences to describ
e
• Context and purpose for learning Students see why they • Students make plans that Workbook page 37
both monsters.
Create
are learning English and how they can relate the learning they Refl
feelect are appropriate
3 Now design Reflect
objectives from the unit to the project outcomes. your monster.
for their
4 How ability.
did I do?Less confident students can complete the tasks
4 How did I do?
Write. in the Student’s Book. More confident
students
• Read aloud can
the sentences with complete
• Digital competence The authentic use of technology is I get my pencils ready.
the class. Students
draw emojis to assess their own perfor
extra tasks, for example, they canthisplan
lesson.to create something in
mance in
promoted as students employ digital tools to research and I create my monster.
more detail, or plan different versions.
present their projects. Extra activity (class game) Play Touch
it!
44
• For less personalized projects, put (seestudents
I can design and write about my monster. Games Bank p.252 in groups
). Invite twoofstuden
mixedts
• Encouraging reflection Students are encouraged to reflect on to come to the front of the class. Place
on the
abilities, and have them divide what board two needs
body word tocards
be (orcreated
picture cards).
and evaluate their project work, developing a positive
2 Check (✔ attitude
) and choose for your monster. Then Call out one of the words, and studen
between them.
trace, write, They
and draw.can discusstouch who thewants
matching to wordcreate each
ts race to
to learning. Ask students to read the list of body parts,
and check the ones they want on
their monster. They complete the table aspect, allowing less confident students to take on the aspects
card (or picture card).
with the numbers and colors. Then they
complete the senten
Tips for carrying out project work in class • If suitable, give ces and draw their they monster.
are good at, while allowing Wrap -up confident students to
more
each student a piece of paper and ask • Play Find someone who … (see Game
them to refer
completed table in their Workbooks andtake on the more challenging aspects. s Bank
Tip 1 Prepare students Ask students to think aboutWorkb theookproject
to their
draw their monster. They follow the p.253). StudenEnsuring
ts find someoless confident
ne else in the class
model they have completed to write whose picture is the same
in advance. Allow them to come up with their own ideas, and
their monste r. students two orhave an ces
more senten opportunity
to describe toe.g.,
dothesomething
same number of they do well will
as theirs in some way,
body parts or the same
• Give students time to draw and write.
provide them with feedback on their ideas where appropriate.
necessary. Encourage students to raise
help
Circula buildthetheir
te around confidence.
class, helpin g as
color. They take turns to describe the
in their pictures, e.g., This is my monste
similarity
their hands and ask for help if needed. r. She has
three
Allow students to showcase their idea and project•inWhen
theirtheyown
are ready, students work•in pairs,
When taking students
turns to show present
and describ e
their work, legs.
encourage
/ This
them
is my monste r. Hetohassay
three arms.
their picture. Studen ts say goodbye to the Mickey Mouse
words. • Invite more confident students to show and do as much as they feel comfortable
puppe t as they with.
leave class.Less confident
and describe their picture to the class,
This is my monste e.g.,
Tip 2 Show them what “good” looks like Assess the quality r. She has (red) (legs). students can use words and simple sentences, speaking for a
Workbook page 37
of projects by using the Student’s Book model and other work as minute or less. More confident students can use more complex
3 Think and color. Students color the
stars to show
a reference. Help students understand expectations by showing sentences, speaking for two or three minutes.
them good examples of other students’ work.

Tip 3 Encourage participation Promote full participation by
encouraging students to offer positive feedback on their classmates’ 111
projects, e.g., I like (the drawing). You can also sensitively encourage
M03 Stars and Heroes TB1 AmE
the use of constructive suggestions for improvements, where 41603.indd 111
06/06/2022 14:21
appropriate, e.g., You could (use more colors).
Unit tour 29

Objectives
• Review of the vocabulary and language learned through the unit
LESSON 10 Review • Development of reading, listening, and writing skills
• Evaluation against the unit outcomes
Student’s Book
LESSON 10
LESSON 10
I can do it!
LESSON 10 Review
Review
Review
I can do it!
Activities review and 1 2 3 4
practice grammar and 1 Look and number. Then say. shirt / bag shirt / sweater jacket / boots shorts / dress
vocabulary from the 2 9.17

unit, and provide a eye 2

3
4
leg
Is this your
camera?
1
tool for teachers to face 5
body
6 No, it isn’t.
evaluate against the finger nose

GSE-aligned learning head
7
mouth r
Test your
8 Sticke progress
outcomes for the level. time with English
I can … Benchmark
Young Learners
name my clothes
and things
2 3.17
Write a or b. Then listen and check. read a story
sing a song
a b
1 He has one eye. say what makes
me feel better
✔ IUnit
completed
9!
2 She has purple hair. Go online
Big Project 117
3 He has two arms. M09 Stars and Heroes SB1 AmE 97812.indd 117 22/10/2021 08:40
4 She has six legs.

Optimum points in the course
3 Think and check (✔). Then stick! for students to take the Pearson
Benchmark test are highlighted in
In the I can …
the Review lessons for each level.
section, students I can … Stick
er
time
reflect on the unit name body parts and actions
and what they have read a story At the end of the unit, students enjoy a fun
learned. They can and motivating Disney stickering activity
sing a song
say which activities
completed
3!
to reward them for their progress.
they liked best
and evaluate their Go online
Big Project 45
performance in these
activities. M03 Stars and Heroes SB1 AmE 97812.indd 45 01/10/2021 09:49
Workbook The My progress journal page in the Workbook includes GSE-aligned activities that allow students to
demonstrate their progress in English. As with the Student’s Book, the activities serve as a tool for the
teacher to measure progress against the learning outcomes for the unit and level.
LESSON 10 UNIT 3
My progress journal
Review Exam practice
Listening Students are introduced to
1 Find and circle. Then play. 1 Listen and check (✔).
The first activity focuses on students’ the different reading, writing,

3.4
1 Who’s Ben? 2 Who’s Ben’s sister?

1 She has green eyes. a b c a b c
understanding of the unit language.

2
3
He has a purple nose.
He has four arms.
✔
Which is Anna’s teddy bear? What’s Matt’s favorite monster?
listening, and speaking activity
4 She has an orange body. 3 4
She has
a b c a b c
types found in the Pearson
orange hair.
The second activity allows students Reading International Certificate Young

2 Draw your own toy. Circle and trace. Then color and write.
Learners and international English

2 Read and write Yes or No.
to personalize and customize He / She has a head. 2
1 Number 1 has a green body.
Yes
their learning and apply their He / She has legs. 1

3 2 Number 2 has five fingers.
exams, such as the Cambridge
exams for young learners.
3 Number 3 has a pink face.
new knowledge of English.

4
He has a blue body. 4 Number 4 has purple hair.
Speaking
This helps them familiarize
At the end of the unit, students 3 Think and draw , , or .
3 Look at 2. Color. Then talk about the picture.
themselves with the activity
He has an orange face. He has brown
reflect on and personalize their My favorite body

word is
. Choose your favorite activity in the unit and stick.
hair.
types in a non-intimidating way,

38 39
learning via self-assessment tasks. M03 Stars and Heroes WB 1 AmE 41672.indd 38 28/02/2022 16:28 M03 Stars and Heroes WB 1 AmE 41672.indd 39 28/02/2022 16:28
and develop their confidence in
taking external exams.
30 Unit tour

has (one) (eye).
Warm-uplanguage: colors, numbers
Recycled • Play the song audio (track 3.11), and students join in with the actions.
nit 3 Greet students with the Mickey Mouse puppet. If students are confident with the words, play the karaoke version
; He/She Make Mickey hold up each of the word cards for Unit 3. Students read (track 3.11_karaoke).
Picture cards
aloud / Word
the word andcards (Parts
point to of the body
the matching part 1, 2, Actions);
of their body.
Reviewing material
If students are confident andplaymeasuring
with the words, the karaoke version progress
I can do it!
• Play the song audio (track 3.11), and students join in with the actions.
deo 3B;
1, 2, Actions); Skillswithin the Student’s Book I can do it! lesson and the Workbook
The activities
1 Look and number. Then say.
My progress journal lesson are designed to consolidate the
poster vocabulary andunderstand
grammar introduced anddescribing • understanding
informally assess students’ Students look atand
the picture forof
retention onetheorlanguage
two minutes.
fromAsk
thethem
unit.toEach
try toof the
Reading:
I can do canit! basic sentences
activities
someone’s
1 Look in physical
Lesson
and 10 ofThen
the Student’s
appearance,
number. Book and
say.if supported by Workbook focus on objectives relating to the key GSE Learning Outcomes for the unit and
pictures
level. (26) • Then
toolssay: Close your
thebooks.
year Ask: Who can you see? What colorprogress
is the
• Students look at the picture for one or two minutes. Ask themand
These can be used by the teacher as formative to trysummative
to throughout to provide a clear picture of the
escribing (big) monster? How many (legs)? Is the green monster big or small?
d by
students arecan
Listening:
remember making.
recognize
as much familiar
detail as words and phrases in
possible.
How many (eyes)?
short,
• Thenbasic
say:descriptions of people,
Close your books. if spoken
Ask: Who slowly
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What
Inclearly
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monster?Book,
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(legs)? of thegreen
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monsterwithin the I can • Students
big or small? Self-assessment
read each of the words and point to the corresponding part of
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do it!Howlessons,
many you
(eyes)?will find guidance on the expected performance the body The in the …
I can picture.
box in the Student’s Book and the final activity in
slowly and Speaking: can describe someone’s physical appearance
against
in a basicthe
• Students learning
read each of
way (29) outcome,
the words plus recommendations
and point to the correspondingfor how
part of to • Thenthe My
students progress
write thejournal
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numbers next lesson
to eachat the endwords.
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appearance adjusttheexpectations,
body in the picture.
which in turn can be used to identify areas • Check unit
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Numberon(one).
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• Then students can trace simple
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phrases in • Check the answers by saying: Number (one). What’s this? (body).
SUPPORT Students point and say the name of each body part, with support as comfortable
necessary. with before they can add a sticker to reward their
completion
Studentsof theinunit.
theirThis systematic and conscious review
Teacher
as necessary. toolkit STRETCH write notebooks a numbered list of the body
STRETCH Students write in their notebooks a numbered list of the body of learning
parts in the picture. objectives and assessment of learning progression
parts
Video in the picture.
review helps develop in students an ability to self-assess and a sense of
You 2 3.17 Write a
responsibility b. Then
forortheir listen and
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Write a or b.3A Thenand Video
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• Students look at the pictures and say the names of body parts and colorsalso • Students look
confident at the pictures
students feel and say
before the names
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tudents to
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•the
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Read aloud theoffirst
review: thesentence
unit. with the class. Students point to the correct • Readskills aloudtheythe have
first sentence with the
successfully class. Students point to the correct
acquired.
monster and write the letter (b). Give students time to read the other monster and write the letter (b). Give students time to read the other
sentences and to write the letters a or b. Encouraging
sentences a growth
and to write mindset
the letters a or b.
Remediation
cit the • Play the audio. Pause after each sentence, and students say their answers.
• Play My
the Disney
audio. Stars
Pause and
after Heroes
each promotes
sentence, and persistence
students say and
theiraanswers.
growth
cards on Review the the
Then play picture
answer cards one
on the by one to elicit the
audio.
mindset in the classroom,
Then play the answer on the audio. which helps students to view ability
by one, name
SUPPORTof each body
Students talkpart.
aboutPlace
each the picture
picture, using cards on of body parts,
the names
ord card the board,
numbers, andand review
colors. the word
They make cardsusing
sentences oneHe/She
by one, as something that is changeable rather than fixed. Activities
has …, with support SUPPORT Students talk about each picture, using the names of body parts,
oard. Play asking
as individual students to match each word card
necessary. numbers,encourage
and colors.students
They maketo relish challenges,
sentences embrace
using He/She has …their mistakes
, with support
the two to the corresponding
STRETCH Students writepicture card on the
in their notebooks theirboard. Play about
own sentences as part of the learning process, value the importance of effort,
as necessary.
each
Guess picture, (seeHe/She
who?using has …
Student’s , andp.37)
Book the names
withofthebody parts, numbers,
two respond
STRETCH carefully
Students totheir
write in feedback, and their
notebooks take own
inspiration from
sentences others.
about
and colors.
pictures in activity 2. This will
each picture, help
using themhas
He/She to achieve,
…, and the notnames
only of
in the
bodyEnglish classroom,
parts, numbers,
Audioscript (track 3.17) but also in their future lives as adults.
in the and colors.
1 He has one eye. // b!
o a family 2Home-school link// a!
She has purple hair. Audioscript (track 3.17)
ear: This is 3Students usearms.
He has two the language
// b! they’ve learned in the 1 He has one eye. // b!
4unit
Shetohas six legs. //one
describe a! of their toys at home to a family
2 She has purple hair. // a!
member,
Online
3 e.g., and
Think with check
modules a doll,(robot,
Big stick! bear: This is
or teddy
Projects
✔). Then Stick
time
er
3 He has two arms. // b!
(name). He/She has (gray) (legs).
• Read aloud the I can … statements with the class. Students check what 4 She has six legs. // a!
Each Lesson
they 10can
feel they includes
do afterathey
jump offcompleted
have to an additional
Unit 3. Big Project module, delivered online, for maximum flexibility. The My Disney Stars
and Heroes Big Projects apply elements of project-based learning3 to extend Think
theand check (✔).and
Then stick!
r
Sticke
course material allow students to put the new time
• Read aloud the I can …

language and themes from the unit into practice via fun, hands-on project work. Each optional Big Projectthe
statements with is class. Students
structured in acheck what
systematic
they feel
way to support students with the tools they need to bring their learning together. they can do after they have completed Unit 3.
The Big Project lessons take the following path:
Context and objective-setting Application
At the start of the Big Project, students are presented with a Students apply their learning and put creativity into action through
challenge to work on, along with clear objectives for their project scaffolded steps that support them in designing, creating, and
work. The context for the project is established, and students can 14:21
06/06/2022 refining their final project. They are encouraged to use original
112
relate their learning from the unit to learning outcomes for the thinking and imagination, and can create the project either in class
Big Project. or in their own time, using their own tools and materials.
Thinking and research Review and reflection
Students think back to the language and topics learned in the
M03 Stars and Heroes TB1 AmE 41603.indd 112 Students reflect on their completed project output and what06/06/2022
they 14:21
unit. They can look back through their Student’s Book to review have included in their project. They can develop plans and notes
the information needed for their project, and make personalized in preparation for showcasing their work.
decisions about what to include. As well as building the core Showcasing
knowledge and skills for their project, students also have the to
Students present their work, share their findings, or use their
further explore the My World / STEAM topics for the unit with
project outputs as part of a real-world communicative task.
opportunities to tinker and experiment during this stage.
Depending on your teaching context, the Big Projects can also
be used as a framework for instruction from the start of the unit so
that students do project tasks alongside the main lessons.
Unit tour 31

Teaching with the posters
Posters can play a key role in the English language lesson as they Memory game Set a specific time limit, e.g., 30 seconds. Tell
are such a powerful visual tool. They can be a valuable way to students to look at the poster carefully and remember as much
focus students’ attention, allowing them to really engage with as they can. Then cover the poster or take it off the wall, and ask
the topic and also consolidate and extend the language already students one by one about the objects presented in the poster.
learned. There are 12 posters provided in the My Disney Stars You can also ask about the features of these objects, e.g., Is the
and Heroes Poster Pack for use alongside Levels Starter to 3 of (ball) (big)? What color is the (kite)? Students answer from
the course. These are intended to be hung in a visible place in the memory. You can also do this activity as a team competition, with
classroom and referred to when you want to review the material a time limit. The team who provides the biggest number of names
covered, or as general support for the class. of objects from the poster wins.
Tips for working with posters True or false? Point to various objects in the poster, and make
true or false sentences related to these objects. For example, point
Predicting In order to create an atmosphere of anticipation and
to a lion and say: It’s a horse. Students answer: No. It’s a lion!
to invoke curiosity, give students the title of the poster before
you show it to them. Tell students that in a moment they will see a Quiz Tell students that you are thinking about a certain picture
poster with, e.g., weather. Ask them to think about the vocabulary from the poster. Students guess which picture you are thinking
that may be presented in the poster. Encourage them to provide about. You can describe the object you have in mind for more
examples of particular words related to this thematic group (e.g., advanced students, e.g., It’s gray. It’s small. It has a tail. What is it?
sunny, cloudy, rainy, windy). Then hang the poster, and check Students answer: It’s a rabbit.
together how many words students predicted correctly. Peeping through a keyhole Cut out a hole (2 inches wide)
Asking questions Point to the objects, characters, colors, etc., resembling a keyhole in the middle of a large sheet of paper.
presented in the poster, and ask questions: What’s this? What color Place the sheet on the poster, and ask students what they can see.
is it? How many (balls) can you see? Is it a (doll)? Move the sheet around the poster so that each time, students
guess the name of a different object.
Finding and pointing Ask individual students to come to the
poster, find and point to appropriate objects, e.g., Point to the (red Placing words on the poster If students can recognize written
car). You can also divide students into two teams and change finding words, you can ask them to place appropriate word cards below the
particular elements into an exciting competition. Ask one student pictures in the poster. One by one, students come to the poster and
from the team to come to the poster and find a particular object. If place a word card next to a corresponding picture. Then you can
he/she does it correctly, the team scores a point. If he/she makes a ask all students to read the words aloud together.
mistake, another team takes a turn. Students can replace the teacher
and give the commands.
Poster 1 My progress Poster 2 Vocabulary Poster 3 Myself and others

My progress
1
Level
Numbers
The Myself and Leve
Myself and 1
l
1
2
Shapes
1
one
2
two
3
three
4
four
5
five
6
six
7
seven
others (Personal I can … others
3
At
and Social
school Family and
I can name and describe school things. friends Body and 8 9 10 11 12 13 14
W I can say I’m happy / sad / scared. I can name and ask about family. face eight nine ten eleven twelve thirteen fourteen
welcome new friends
say how I feel
circle square
I can say I’m excited / worried / proud. I can name body parts and give instructions.
Welcome
I can name colors and introduce myself.
I can welcome new friends.
6
5
I can express my emotions. 15
fifteen
16 17
sixteen seventeen eighteen nineteen
18 19 20
twenty Skills) poster happy
sad
scared
excited
worried
Food
can be used in
proud
we like express my emotions
I can name food and say what I like.

My things
4 triangle
rectangle Colors
I can be nice to others. I can name toys and say what my friend has.
Cool
7
conjunction with
I can manage my fear and anger. animals cry smile hide jump
angry
I can name and describe animals. stomp yell frown
My free manage my emotions
time
I can express anger. red blue green yellow white gray
8 9
be aware of others
the Myself and

I can name activities and say what I can do.
I can keep trying. My oval star
Cool
home clothes close your eyes
count to ten
I can name things in the house
orange pink purple black brown take a breath
others Lesson 7s.

I can name clothes and ask about people’s things. She’s lonely.
and say where they are. She’s nice.
I can say what makes me feel better.

keep trying
I can decide what I need or don’t need. Copyright © 2022 Disney Enterprises, Inc. make decisions
Copyright © 2022 Disney Enterprises, Inc. All rights reserved. Pixar properties © Disney/Pixar All rights reserved. Pixar properties © Disney/Pixar Vocabulary poster 2 – Shapes, numbers, and colors feel better
Level 1 poster – My progress © Pearson Education Limited 2022
Place the poster

M06 Stars and Heroes POS 1 Vocab AmE 63820.indd 1 16/06/2022 09:52
M04 Stars and Heroes POS 1 Progress AmE 63820.indd 1 16/06/2022 09:44
I keep trying.
I can do it!
I don’t need this.
The My progress poster features all The Vocabulary posters offer supporting at the front of Be a hero!
I need …
a hug.
my friend.
to hold hands.
information that can be useful throughout

my favorite toy / clothes.
students’ favorite Disney heroes that the classroom

© 2022 Disney/Pixar.
All rights reserved.
© Pearson Education Level 1 poster –
Limited 2022
Personal and Social
Skills
M05 Stars and Heroes
POS 1 PSC AmE
63820.indd 1
the year. There are four vocabulary

16/06/2022 09:51
appear in the level. It can be used where everyone can see it,
frequently throughout the year to posters provided, covering: and refer to it during these classes. At the
highlight student progress through the • shapes, colors, and numbers start of the year, look at the poster as a
course learning objectives. • the alphabet class. As you work through the course
material and the Personal and Social Skills
• weather, seasons, months of the year,
for each unit, encourage students to refer
and physical feelings
to the poster and use the language and
• telling the time, days of the week, daily strategies.
routine, and activities
32 Unit tour

Classroom management
Dividing students into pairs and groups Managing inclusive classrooms
When working in pairs, groups, or in a whole-class setting, students engage Set clear objectives Sharing the lesson objective with students
in cooperative learning – learning with and from each other. The following at the beginning of the lesson and making sure they know what
suggestions focus on different ways of grouping or pairing students. All the to expect (and what is expected of them) decreases students’
activities presented here are suited to any group size, age, or interest. anxiety and allows them to prepare themselves for the tasks
Grouping by order Organize students in a specific order, then divide they find more difficult, and to look forward to the tasks they
them up. Ask students to get in line in alphabetical order (according to enjoy more.
their first name or last name), by the number of letters in their name, order Diagnose before presenting new language By taking the
of birthdays (grouped either by month or by their date of birth), or height. time to ascertain what students already know on a topic,
Animal sounds This is a loud but fun way to divide up students. Write teachers gain instant feedback on what to focus on in the lesson.
names of animals on slips of paper. Distribute the slips of paper and ask This is particularly useful in inclusive classrooms where there
students not to show them to each other. When they are ready, ask them may be a very wide range of knowledge among students.
to start making the sound of the animal that is written on their slip of paper. Group strategically Depending on the activity, you may
They have to find the other members of their animal family. want to group students using one of these combinations: more
Pick and mix Students can be divided into groups or pairs by asking them confident and less confident students together, confident
to pick objects from a bag. Then you can ask them to find teammates who students together, less confident students together, talkers and
have the same objects. Some examples of objects you can use are colored listeners together. Whatever you choose, do not let students
counters, colored pencils, or numbered lollipop sticks. Students find their know what your strategy is so that all feel confident and
group or pair with the same color or sequential number. included equally.
Take a multisensory approach Students all learn in different
Signaling that the activity has finished
ways and encountering language in multiple modes is very
When assigning speaking activities and playing games in large classes, beneficial. My Disney Stars and Heroes presents language
it can often be hard to get students’ attention. With this in mind, here are through text, images, audio, song, and video. Ensuring a balance
some suggestions to help you deal with this situation. between different modes holds the class’s attention and sets up
Can you hear me? Start talking to students in a very low voice and say: all learners to achieve.
If you can hear me, raise your hand. Students who hear you raise their Give more space to activities Allowing students the time
hands, which will get the attention of other students, who will do the same. and flexibility to do activities in a way that suits their needs will
Clapping Clap your hands in different rhythms and at different speeds. ensure that all students can participate in the same activity,
Students have to join you in clapping. Say: Clap once if you can hear me. increasing their confidence and motivation. Students who
Some students join you. Then say: Clap twice if you can hear me. And struggle with written tasks, for example, may benefit from doing
finally, say: Clap three times if you can hear me. At this point, students will only one or two task items in written form and completing the
notice that the activity has finished. rest of the activity orally.
Eyes on me Count to three, saying: One, two, three … eyes on me! Adjust expectations rather than materials Expecting all
Students stop the activity and say: One, two, three … eyes on you! This learners to achieve at the same level is often unrealistic and
way, if the other students have not heard you, they will hear the students puts undue pressure on less confident students, students with
and then notice that the activity has finished. special educational needs, as well as teachers. Plan to adapt
Give me five Raise one hand, and say: Give me five. Students raise their your lessons, using the differentiation support in the lesson notes
hands and say: Five. Then they start to count from one to five. If this does so that all students can complete at least some of the activity.
not get everyone’s attention, say: Give me five again. Students repeat Some may complete only the first few task items, but being set
the count. the same activity as the rest of the class avoids students feeling
singled out and increases confidence.
Raising hands Raise both hands. Wait until students notice your hands are
raised and gradually stop talking. Work with your students’ strengths Find out what your
students’ strengths are, and see how you can include them in
Ring a bell Set a timer for the amount of time you would like the activity
your lessons. Some students may not be confident with speaking,
to last, or ring a bell. When students hear the sound, they stop the activity.
or are particularly shy, but may be very good at drawing or
Silent request Create a signal for silence. Then practice the signal with crafts. A student who struggles with attention or has difficulty
your students until they know that every time you make that signal it’s time with more traditional classwork may be very good at acting or
to stop the activity. group tasks, or be very caring and eager to help others.
Singing Play or sing the My Disney Stars and Heroes Welcome song
(Hello, Friends!, track 0.2). Ask students to join in.
Classroom management 33

Teacher’s Book tour
Unit overviews
Unit overview
The unit objectives are

clearly outlined for the 3 Body and face Sulley
A huge blue monster with purple spots.
Mike
Sulley’s scare assistant and best
A brief synopsis of the
teacher, showing what He looks mean, but he’s really friendly
and soft-hearted, and he loves to laugh.
friend. A small green monster
with one eye. He’s funny, but
sometimes he can be grumpy! Disney movie for the
outcomes students will By the end of this unit, students can: Listening: recognize and understand body and action
unit is provided for
achieve by the end and naming different parts of the body, and
giving a simple description
• read and understand a story about helping
Reading: read and understand a short, simple cartoon
story and very short texts about the five senses.
reference, along with an
of the unit. There is a our friends
the five senses introduction to the main
summary of the key actions

characters that appear

GSE learning outcomes Vocabulary Grammar in the unit. There is
Boo
for all four skills, linked Lesson 1: arm, body, head, leg
Lesson 3: I have brown eyes. He has ten fingers.
She has one nose.
She can only say about three words, but she is curious and lovable! also a fun Did you
to the unit objectives, Myself and others

Story Monsters, Inc. is the most successful scream-processing factory in the monster world, and there is know? fact for further
showing how key Expressing my emotions 1 In this unit, a Disney
video and a story introduce the theme of expressing
My monster
Let’s play! Are you OK? Don’t cry! Thank you! Monstropolis, life turns upside down for him and his buddy Mike.
Di
u
d yo know background context.
competences have
?
Project eo stor
Boo’s real name
Vid
Language: cry, hide, jump, smile is
ies Mary. The chara
cter
Self-awareness Design a monster of Boo was inspire
Video 3A: The monsters are scared d by
the daughter of
been integrated into Self-management: how to behave during project work one of
.
Sci e n c e
the course material. Science: Our five senses

Online modules
Phonics Big Project
Extra
can, cap, gas, on
92 93
A summary map highlights the linguistic content There is an at-a-glance overview of the
of the unit, and also lists the Personal and Social additional online modules and supporting
Skills, cross-curricular content, and the final unit components that can be used either in
project and soft skills focus. conjunction with the lessons or for extension.
Teacher toolkit
The Teacher toolkit sections in each of the lesson overviews provide key background information for feature lessons, as well as additional
suggestions for how to enrich students’ learning experience and extend the lesson content. The Teacher toolkit can be considered your
“one-stop shop” for contextual support and creative, yet easy-to-implement, ideas for taking the lesson content beyond the book.
KEY
Engage Creative ideas that help students engage with and Teaching vocabulary/grammar (Lessons 2, 3, 5, and 6)
understand the lesson or unit aim. In Lesson 1, this takes the form Support for presenting and practicing the new language, helping
of an idea that students can work on progressively across the unit, students make sense of and contextualize it, and addressing
utilizing the unit language as they learn it. common errors.
Extend Practical and imaginative suggestions that expand Personal and Social Skills (Lessons 1, 4, and 7) Summaries
the lesson focus, going beyond the book material or the board. of the Personal and Social Skills developed in the lessons, with
In many cases, these ideas may be realia-based or real-world ideas for how to explore and personalize the topics.
focused.
Cross-curricular (Lesson 8) Summaries, background
Home-school link Simple, take-home ideas for students to information, and ideas for how to explore the cross-curricular content.
showcase English to their parents or caregivers, along with any
Project skills / Digitizing projects (Lesson 9)
preparation students can do for the following lessons.
Support and guidance for implementing projects, developing soft
Video/Story summaries (Lessons 1, 4, and 6) Concise skills (presentation, self-management), and digitizing project outputs.
summaries of the lesson video or story, reflecting Personal and
Remediation (Lesson 10) Ideal for extra practice of unit
Social Skills as relevant.
vocabulary or structures, for any students needing it.
34 Teacher’s Book tour

Lesson notes Why not make a note of the
Teacher toolkit ideas and Teaching star
tips that work best for you?
The lesson overviews include

the objectives and GSE learning
outcomes for the skills covered. ➜ My teacher progress journal
Lesson plans are clearly structured into stages, and
Reflect on what worked best
include comprehensive instructions for delivering
for you on p.256.
the Student’s Book material, along with Warm-up,
Wrap-up, and Extra activity ideas.
Presentation: This
is the stage where 3 Lesson 6: Grammar and Speaking Student’s Book page 41
LESSON 6
3
the key focus of the Objectives

Lesson aims: give instructions
Target language: Listen! Don’t talk! Stand up! Don’t sit
Warm-up
Greet students with the Mickey Mouse puppet.
• Play the song audio (track 3.11), and students sing the song and do
1 3B
pencil, and see how the spinner lands. Say the
lesson is introduced, down! the actions.

Recycled language: parts of the body, actions • Read aloud the speech bubble, and students point
Materials: Video 3B; Audio; Cut-outs 3; Mickey to the correct picture on the cut-out and do the
1 3B Watch the video. Circle. What does Sulley do?
for example, the

Mouse puppet; scissors, pencil action.
The Support and

3.12
Make the Mickey Mouse puppet stand up. Say: Sit down, Mickey. Listen! Don’t talk!
It’s video time! Stand up! Don’t sit down!
Skills spin the spinner and give instructions for their
• Students look at the picture. Say: Look at the (blue) monster. Is he (big)? partner to do the corresponding actions.
new vocabulary or
Reading: can recognize basic action words (21) 2
Stretch ideas help less

(yes) How many (eyes)? (two). Listen and check (✔). Then say in pairs.
3.13
Listening: can understand short, simple instructions 1 2

• Then students look at the small pictures. Demonstrate each action: run, a b a b
stand up, sit down, and students join in. they can play the game in pairs, giving only
grammar structures.
• Say: Watch! What does Sulley do? Play Video 3B, and students watch affirmative instructions if they have difficulty with
Writing: can trace simple words and phrases in upper
and lower case (10)
and listen to find the actions Sulley does in the video.
3 a b
✔
4 a
✔
b
using the negative form don’t.
confident students
Teacher toolkit
achieve a suitable
(yes/no).
• Play the video again, pausing at various points. Ask: Who’s this? What Extra activity (video extension) Play Video
does he do? Students copy Sulley’s actions, e.g., up/down – move hands ✔ ✔ 3B again, this time without sound. Students say
Get up, Sulley! Videoscript see p.246 up and down, run – move arms as if running, fall down – put your head on and mime the different actions Sulley does, e.g.,
municate!
activity output
Sulley does an exercise routine to prepare for his role
com
your desk. Up! Down! Jump! Run! Roar!
’s
Let
Open your eyes!
his workout and gives him different instructions. 3.12 Grammar Heroes 3 Use the cut outs. Wrap-up
and provide more

• Students look at the grammar box. Play the audio, and they listen and Play the game.
Teaching grammar Play Tennis (see Games Bank p.254), using the
read. Play the audio again, pausing after each instruction for students to
Demonstrate the meaning of don’t by shaking your read and repeat. Cut outs an instruction to an individual student, e.g., Talk!
head or wagging your finger, and students do the • Students work in pairs, taking turns to read aloud the instructions and do Then the student does the action and “returns”
confident students
same. Say various instructions: Listen. Don’t talk. the actions. I can give instructions. 41
Practice in teams.
Engage 2 3.13 Listen and check (✔). Then say in pairs. Audioscript (track 3.13)
with additional
As students leave class and say goodbye to
Students make their own cut-out spinners, showing 1 Don’t sit down! Mickey, they give him an instruction from
different instructions through drawings or words. 2 Listen to the music! the lesson.
Alternatively, students devise a different game with 3 Show me your picture!
• Play the audio, and students listen and identify the correct picture in each
challenge.
their existing cut-outs. They show their game to the 4 Don’t open the door!
class. pair of pictures. Play the audio again, pausing after each instruction for Workbook page 34
students to check the correct picture. Check students’ answers by asking: Teaching star
What’s (one)? (Don’t sit down.). Audioscript see p.248
the correct picture in each pair of pictures. pair work or group work. For example, walk around the class with your hand in Look and trace. Then number. stand 2, Don’t 1,
Do: 2, 3, 4; Don’t: 1
104 105
Practice: This stage signals

activities that practice The class audioscript is
Answers to Student’s Book activities
elements relating to provided for all listening
are overlaid on the reduced Student’s
the lesson focus such as activities, while the
Book pages (or within the teaching
receptive listening, speaking Workbook audioscripts
notes). The Workbook answer key
with a partner, reading, can be found on p.248.
can be found in the Workbook
and writing the answers to section at the end of each lesson.
comprehension questions.
Students may also be guided
to produce language
through various forms, for Teaching star
example, writing, speaking,
An activity-focused teaching tip, or a tip focused on a particular stage in the
acting, drawing, or making.
lesson flow, provides a concrete idea with an accompanying pedagogical
Lessons 9 and 10 follow
reason. These helpful tips provide support in the following areas:
a different organization,
providing consolidated • Communication • Creativity
skillswork practice of the • Classroom management • Support understanding
unit content. • Linguistic competence • Social-emotional learning
• Diversity and inclusion • Growth mindset
• Application • Learning to learn
Teacher’s Book tour 35

Meet
our Stars and Heroes!
Student’s Book pages 4–5
Objectives Warm-up
Lesson aim: say hello and meet the Disney characters • Greet students by saying: Hello! Tell students your
name if you haven’t already done so.
Target language: It’s (Riley).; friends, heroes
• Show students your Student’s Book, and say the title:
Recycled language: like, can
My Disney Stars and Heroes. Students look at the pictures
Materials: Picture cards (Disney characters); Audio; on the cover of the book, then introduce the Disney characters,
Mickey Mouse puppet; (optional) a soft ball using the book and the picture cards.
Introduce the Mickey Mouse puppet, and encourage students to say
Skills hello to him.
Listening: can get the gist of a simple song, if supported
by gestures (21) Presentation
Speaking: can use basic informal expressions for 1 0.1 Listen and point. Then point and say.
greeting and leave-taking, e.g., hello, hi, bye (10); can • Give students time to look at the characters on the page.
name everyday objects, animals, or people around them
• Play the audio, pausing after each sentence for students to point to the
or in pictures using single words (18)
character. Show the corresponding picture card at the same time.
Writing: can write basic personal information,
• Play the audio again. This time, when you pause, say: Hello, (Riley)!, and
e.g., name, age, with support (17)
encourage students to do the same. They can point to (Riley) in their
books or wave to the Disney character picture card.
Teacher toolkit • Say: It’s (Riley)., and students say Hello, Riley! all together.
Welcoming new people to class Audioscript (track 0.1)

In the first lesson, it’s important to create a positive It’s Lightning McQueen. … It’s Riley. … It’s Violet. … It’s Boo. … It’s Bolt. …
learning environment and to help students get It’s Woody. … It’s Remy. … It’s Rapunzel. … It’s Carl. … It’s Elsa.
to know each other. Say: Hello! to each student
2 Collect your friend at the start of each unit!
r
Sticke
time
individually, both as yourself and using the Mickey
Mouse puppet. Encourage students to say hello • Show students the stickers, pointing to the sticker at the start of each unit’s
back to Mickey and then say hello to each other. sticker strip. Elicit that these show the characters they were introduced to
in activity 1.
Relationship skills
• Using L1 if necessary, explain that at the start of each unit, at the end of
Lesson 1, students are going to collect their Disney friends by sticking the
Engage character’s sticker in this section. Then, at the end of the unit, they will talk
Students choose their favorite Disney character from about their Disney friend using the new language they have learned in
the characters shown on the spread. Ask them to the unit.
draw a picture of this character. Throughout the year,
encourage them to find out and add information Practice
about their character, using the new language that 3 Sing-along 0.2 Listen, sing, and act.
they learn in each unit.
• Play the song, and students listen. If they wish to, they can clap their hands
to the rhythm.
Home-school link Play the song again, and encourage students to join in with the words
Students tell their families the names of the Disney Hello, hello, and to wave to each other and to you as they sing. This
characters, e.g., It’s Woody. song will be played at the beginning of each lesson. Bring out the Mickey
Mouse puppet before you play the song each lesson, and make Mickey
say Hello! to the class.
36
F03 Stars and Heroes TB1 AmE 41603 Intro.indd 36 06/06/2022 13:44
Meet
our Stars and Heroes!
Remy Rapunzel
6 7
1 Listen and point. Then point and say.
er
0.1
Stick friend friends

time
2 Collect your friend at the start of each unit!
Lightning McQueen Riley
W 1 Likes: cheese Can: paint
can can
Carl Elsa
8 9
Friends: Family:
Mater and Sally mom and dad can
friends
Violet Boo
2 3 Likes: his chair Family: sister
can likes
Sing-along 4 Be a hero. Draw and write.
Family: mom, Friends: Name:
dad, two brothers Sully and Mike
3 0.2
Friends:
Hello, hello,
Bolt Woody Say hello!
4 5 Say hello
Likes:
To our friends and heroes!
likes
can
Can:
Friends: Friends:
Penny and Rhino Buzz and Jessie
4 5
Teaching star • Students draw a picture of themselves in their books. They can
also draw their favorite character with them. Then they write their
Communication Encourage students to learn each other’s name. Students can add their friends and their likes at a later stage,
names during the first lesson. You can play a game with a ball. as they learn more language through the level.
Students sit in a circle and roll a soft ball to each other. Each time SUPPORT Students only draw a picture. They don’t have to write
they get the ball, they say their name, and the other students their name.
say: Hello, (name).
STRETCH Students also write the name of a friend, something they
like, and something they can do.
4 Be a hero. Draw and write.
• Using L1, explain that the Disney characters are our course heroes. Extra activity (whole class) Make the Mickey Mouse
Tell students that they can be heroes as they learn English, too! puppet say Hello! to each student. Encourage the student to say
• Model the activity by drawing a box on the board, then drawing their own name, and make Mickey say: Hello, (Akiko).
a picture of yourself inside the box. Choose one or more of the
Disney characters from the page, and draw them with you inside
Wrap-up
the box. Don’t worry if your drawings aren’t very accurate – this
is an excellent way to show students that it doesn’t matter if our • Place all ten picture cards on the board and elicit the names of
drawings aren’t very good. Then write the name of a friend, each of the Disney characters. Then point to individual characters
something you like, e.g., pizza, and something you can do, and elicit the names.
e.g., swim. Make the Mickey Mouse puppet say goodbye to each student
individually as they leave class.
37
F03 Stars and Heroes TB1 AmE 41603 Intro.indd 37 06/06/2022 13:44
W Welcome
By the end of this unit, students can: Listening: recognize and understand words for colors
• read and understand a story about meeting and numbers 1–20, giving introductions and giving
new friends personal details
• identify and name colors and numbers Reading: read and understand a short, simple cartoon
1–20 story
• ask and answer about colors and numbers Speaking: talk about colors and numbers 1–20;
1–20 ask and answer about colors and numbers 1–20;
• introduce themselves and give personal introduce themselves; give personal details
details Writing: write their name and their age
Vocabulary Grammar
Lesson 1: black, blue, brown, gray, green, orange, pink, Lesson 1: What color is it? It’s red!
purple, red, white, yellow Lesson 2: Hello, my name’s Mia. What’s your name?
Lesson 3: one, two, three, four, five, six, seven, eight, I’m Simon. Nice to meet you!
nine, ten, eleven, twelve, thirteen, fourteen, fifteen, Lesson 4: Hi! How old are you? I’m six.
sixteen, seventeen, eighteen, nineteen, twenty
Story
Myself and others
Welcoming new people to class In this unit, Hello!
a Disney video and a story introduce the theme I’m (seven) today. How old are you? Are you (seven)?
of making new friends and introducing ourselves. Yes, I am. / No, I’m not.
Students will learn to say their name and their
age, and to ask questions to find out about their
new friends.
Relationship skills
38
F04 Stars and Heroes TB1 AmE 41603 Welcome.indd 38 06/06/2022 13:45
Unit overview
Mater
Lightning McQueen He’s a rusty tow truck who becomes
His number is 95. He’s talented and Lightning McQueen’s best friend.
confident, and he loves winning races.
Cars tells the story of the race car, Lightning McQueen. Although Lightning wants to win races, he
discovers that life is about the journey and not just the finish line. Traveling on U.S. Route 66 on his way
to the Piston Cup Championship in California, Lightning unexpectedly finds himself in the sleepy town of
Radiator Springs. There he meets and makes friends with some of the town’s interesting local characters:
Mater, the rusty tow truck, and Sally Carrera, a smart, blue Porsche. They help him to realize that there
are more important things in life than trophies and fame.
you kn
Did o
The director, Jo
w
hn
?
Lasseter, loved
car racing
eo stor
Vid
since he was a
ies He took racing
little boy.
lessons as
Video 0A: Nice to meet you, Mater! part of his rese
arch for
the movie so he
could
get it exactly rig
ht.
39
W Lesson 1: Colors Student’s Book page 6
Objectives Warm-up
Lesson aim: name colors Greet students with the Mickey Mouse puppet. Say: Hello! I’m (Mickey)!
Let’s sing!
Target language: It’s … black, blue, brown, gray, green,
orange, pink, purple, red, white, yellow. What color is it? • Play the Hello, Friends! song (track 0.2). Students listen to the song while
you demonstrate the TPR actions. Play the song audio again, and students
Recycled language: Say (hello)! Goodbye!; numbers
join in with the actions.
1–10; I’m (Lightning).
• When students are confident with the words, play the karaoke version
Receptive language: What’s your name? What colors
(track 0.2_karaoke), and they sing along.
can you see? How many cars can you see?
Materials: Video 0A; Picture cards / Word cards TPR song
(Colors, Disney characters); Mickey Mouse puppet
hello – wave your hand
friends – hold hands or hold arms with someone else
Skills
Reading: can recognize a range of basic everyday
nouns and adjectives (colors) (17) Presentation
Listening: can recognize a few familiar nouns and Picture cards / Word cards (optional) Show the picture cards one by one
adjectives (colors), if spoken slowly and clearly (10) to introduce the new vocabulary. Repeat several times, encouraging students
to remember the words. Then show each word card, and elicit the words.
Speaking: can use a few simple words to describe
objects (colors), if supported by pictures (19) 1 0.3 Listen, point, and say. Then ask a friend.
• Students look at the Big Picture. Introduce the movie and the characters:
Teacher toolkit This is the movie Cars. Show the picture card of Lightning McQueen, and
say: This is Lightning McQueen. Elicit any words students may know.
Video summary – 0A • Students look at the small pictures of tires, and elicit any colors they know.
Nice to meet you, Mater! Videoscript see p.246 • Play the audio, and students listen. Play the audio again, and ask them to
Lightning McQueen is a red racing car. He makes point to the pictures. Play the audio one more time, pausing after each
friends with Mater, a brown truck. Together, they go word for students to point to the picture and repeat the word.
to town and see a lot of other cars, which are different
• Read aloud each of the color words with the class, and students point at
shapes, sizes, and colors.
the picture.
• Students work in pairs, taking turns to point to the colors in the small
Engage pictures and the Big Picture.
Set up a color table in a corner of the classroom.
Each week, assign a color to the table, and place a Audioscript (track 0.3)
few objects of that color on the table. Invite students green … black … red … gray … blue … pink … brown … purple …
to bring in small items of that color from home orange … yellow … white
and place on the table. Use the table to focus on
emergent vocabulary, and encourage students to Teaching star
think of more things of that color. Classroom management Establishing good classroom routines early on
will help with classroom and behavior management in later classes. Use
Home-school link a non-verbal gesture to indicate pairwork, e.g., hold up a finger on each
Ask students to find something of each color at home hand, and bring the fingers together. Point to the students you want to
and name the color to their families. work together, saying: One, two, work in pairs! In later units, you can
vary the pairs, however in the initial units ask students who are sitting
near or next to each other to work in pairs.
40
W
W Welcome • Students work in pairs, taking turns to ask and
answer about the colors on the page, using the
speech bubbles as a model.
red SUPPORT Work individually with students who
need more support. Point to a color in their Student’s
Book or in the classroom, and ask: What color is it?
eo stor
Vid y (yellow). If students are unable to say a color, say:
(red), and ask them to point to the color.
STRETCH Encourage students to ask the questions
in the pairwork activity and use full sentences in
their answer. They match the picture cards and
black word cards.
green
Extra activity (video extension) Give out
LESSON 1 Colors color picture cards (red, brown, black, yellow,
green, blue, purple) to several students, or
ask students to make their own color picture
1 Listen, point, and say. Then ask a friend.
0.3
cards by drawing a colored circle on a piece of
paper. Play Video 0A again, and students hold
up their color when they hear it.
pink brown purple orange yellow white
Wrap-up
2 Watch the video. Circle and say.
0A
Use the Mickey Mouse puppet to play Find the
item (see Games Bank p.254). Divide the class
into two teams. Say, e.g., blue, and make Mickey
hold up a blue picture card. One student from
3 Point and say.
Talk each team finds something blue in the classroom,
buddies e.g., a blue crayon. The first student to find a blue
What color is it? It’s red!
item wins a point for their team. Repeat with other
6 I can name colors. students and colors.
Students wave and say goodbye to Mickey as
they leave class, e.g.,Goodbye, Mickey!
2 0A Watch the video. Circle and say. Video story
Make the Mickey Mouse puppet stand up. Say: Sit down, Mickey. It’s video Picture Dictionary
time! Let’s watch! Students look at the Picture Dictionary on
• Play Video 0A, and students watch and listen. p.118 in the Student’s Book and complete the
• Ask: What colors can you see? Students say the colors they saw in the video (red, activities.
brown, black, blue, green, yellow, purple, orange).
• Students look at the pictures. Ask them to circle the colors they saw in the video.
• Play the video again, pausing after we meet each car. Ask: What color is it?
Students say the color, e.g., red.
Practice
al k
3 T Point and say.
buddies
• Read aloud the speech bubbles with the class. Divide the class into two groups.
The groups take turns to say the question for the other group to say the answer.
• Ask students to look again at the Big Picture. Point to each car and ask: What color
is it? Students answer: It’s (green).
41
W Lesson 2: Greetings Student’s Book page 7
Objectives Warm-up
Lesson aim: introduce myself Greet students with the Mickey Mouse puppet. Make him say: Hello!
I’m (Mickey)!
Target language: Hello, my name is (Mia).
What’s your name? I’m (Simon). Nice to meet you! • Play the Hello, Friends! song (track 0.2), and students join in with
the actions and the words.
Recycled language: colors; What color is it? It’s (blue).
• If students feel confident with the song, play the karaoke version
Materials: Audio; Picture cards / Word cards (Colors,
Disney characters), Sticker (Lightning McQueen);
Mickey Mouse puppet
Presentation
Skills 1 0A Watch again. Circle. Who does Lightning meet?
• Students say what they remember about Video 0A. Point to the Big
Reading: can understand basic sentences introducing
Picture, and ask: Who’s this? (Lightning) What color is it? (red).
someone (name) (17)
• Point to the small pictures, and ask: What color is it? (blue). Say: Watch
Listening: can understand simple questions about
the video again. Who does Lightning meet? Play the video, and students
personal information (name), if spoken slowly and
watch. Pause when Lightning and Mater meet ([0:33]), and students
clearly (20)
repeat what the cars say (Hello, my name is (Mater). Nice to meet you!
Speaking: can introduce themselves with a basic phrase What’s your name? I’m (Lightning).).
(My name’s ...) (11); can answer short, simple questions
• Students circle the correct picture.
related to basic personal information, using a single word
or phrase (19)
Practice
Teacher toolkit 2 0.4 Listen and say.
• Read aloud the speech bubbles with the class.
Welcoming new people to class • Play the audio, and students listen and point to the speech bubbles. Play
In the video story, Lightning McQueen meets the audio again, pausing after each line for them to repeat the words.
a truck called Mater. Use the video story to Play the audio one more time, and students join in.
help students connect to the movie characters. • Students work in pairs to read aloud the speech bubbles.
Encourage students to imagine they are characters • Ask more confident pairs to read aloud the speech bubbles to the class.
in the movie. Students work in pairs to introduce
themselves, taking turns to be Lightning or another 3 0.5 Listen, chant, and act.
vehicle from the video. • Play the audio, demonstrate the actions, and ask students to listen to the
chant.
Relationship skills
• Say: Listen and chant! Play the audio again, and students join in with the
chant and the actions.
Engage • Divide the class into two groups. Play the audio one more time, and invite
Create a party atmosphere in the classroom. Play one group to chant lines 1 and 3, and the other group to chant line 2.
some music, and move the desks to the sides so that
there is an open space. Students go round meeting TPR chant
people at the party, saying hello and introducing
hello – wave your hand
themselves. They can use their real names or make
nice to meet you – shake hands or elbow pump with someone else
one up.

Home-school link
What’s your name?
Tell students to introduce themselves in English if they
My name’s Sue.
meet someone new, at home, at school, or in the park.
Hello, Sue! Nice to meet you!
Alternatively, they can make dolls or teddy bears
introduce themselves to each other.
42
W
Teaching star
gray
Linguistic competence Students need to
repeat new language many times in order to
remember it. A class mingling activity will give
blue students the opportunity to do this in a fun way.
Students walk around the classroom, asking
and answering What’s your name? I’m (Alex).
Encourage them to ask as many other students
in the class as possible.
Collect your friend Show the picture card

? of Lightning McQueen to help students
identify the correct sticker. Students stick the sticker
on p.4 in the Student’s Book. Ask: What’s his name?
LESSON 2 Greetings (Lightning) What color is it? (red) Who’s his new
friend? (Mater and Sally).
1 0A
Watch again. Circle. Who does Lightning meet?
Extra activity (class game) Play Match it!
(see Games Bank p.252) with the color words.
Hand out picture cards and word cards for
Lesson 1. Say color words, and the students
hold up the matching picture cards and word
2 Listen and say.
0.4
cards, and stand together. Encourage the whole
Hello, my name’s Mia. I’m Simon. class to say the color words. Repeat with other
Nice to meet you!
What’s your name? students.
3 0.5
Listen, chant, and act.
Talk Wrap-up
4 Now ask your friends. buddies Play a game of Hello, Mickey! (see Games Bank
Collect ?
7
p.254), using the Mickey Mouse puppet. Model
I can introduce myself. your friend! page 4
the game by introducing yourself to Mickey.
Shake Mickey’s hand or give him a high five, and
Talk
say: Hello, Mickey! I’m (name). Nice to meet
4 buddies Now ask your friends. you! Then students sit in a circle, taking turns to
• Demonstrate the activity with several confident students around the class. Ask: introduce themselves to Mickey.
What’s your name? Each student answers My name’s / I’m (Marta). Say: Hello, Students say goodbye to Mickey as they leave
(Marta)! Nice to meet you! class.
• Students work in pairs, taking turns to practice the dialogue so that it’s true for
them. Workbook page 2
SUPPORT Circulate around the classroom, and help individual students who need
more support. Ask: What’s your name? They repeat the question, then answer, 1 Trace and color. Then say. Students trace the
e.g., Juan. words and color the flags.
STRETCH Students ask several friends: What’s your name? Encourage them to 2 Match and say. 1 c, 2 a, 3 b. Students say:
remember the names and introduce their friends to the class, e.g., Anna, Marcin, Paul. I’m (Mater).
3 Trace and write for you. Then ask and answer.
Students trace the words and write their name.
43
W Lesson 3: Numbers Student’s Book page 8
Objectives Warm-up
Lesson aim: say numbers 1–20 and say my age Greet students with the Mickey Mouse puppet. Say: Hello! I’m Mickey!
Students greet Mickey, e.g., Hello, Mickey! Nice to meet you!
Target language: one, two, three, four, five, six, seven,
eight, nine, ten, eleven, twelve, thirteen, fourteen, • Students sit in a circle. Use a soft ball or a beanbag. Hold the ball and say:
fifteen, sixteen, seventeen, eighteen, nineteen, twenty Hello, my name is (name). Throw the ball to a student in the circle, and
ask them to say their name, e.g., My name is … / I’m … . Continue the
Recycled language: colors; What color is it? How
game until everyone has introduced themselves.
many …?
Materials: Audio; Picture cards / Word cards (Numbers Presentation
1–20); Stickers; Mickey Mouse puppet; a soft ball or a
Picture cards / Word cards (optional) Show the picture cards one by one
beanbag; (optional) a selection of objects for students to
to introduce the new vocabulary. Repeat several times, encouraging students
count, e.g., buttons, small toy cars, small building bricks
Skills 1 0.6 Listen, point, and say. Then ask a friend.

Reading: can recognize a range of basic everyday • Introduce numbers 1–10 by counting on your fingers. Students repeat the
nouns and adjectives (numbers) (17) words and count on their own fingers. Show different numbers of fingers,
and students say the number, e.g., four. Elicit any other numbers students
Listening: can recognize a few familiar nouns and
know.
adjectives (numbers), if spoken slowly and clearly (10)
• Students look at the numbers on the page. Read aloud the numbers 1–10
Speaking: can use cardinal numbers up to twenty
with the class. Then point to and say the numbers 11–20.
(18); can use a few simple words to describe objects
(numbers), if supported by pictures (19) • Play the audio, and students listen and point to the numbers. Play the
audio again, pausing after each number for students to repeat. Play the
Writing: can copy individual numbers (10)
audio one more time, and students join and count.
Teacher toolkit Teaching star
Teaching vocabulary Learning to learn Many students are kinesthetic learners, so they learn
through doing. Encouraging students to trace over the numbers on the
Students can often recite numbers in order but find it
page with their fingers or in the air as they say the words will help them
more challenging to name individual numbers quickly.
associate each number with a shape or movement. In addition, moving
After presenting and practicing the numbers in order,
actual objects around and counting them will help students understand
play a picture card game with random numbers. See
the concept of counting and will also help them remember the words
Games Bank p.252 for a range of possible picture
in English. Bring a selection of objects to the class for students to count
card games. Provide extra practice of any numbers
aloud in pairs, e.g., buttons, toy cars, building bricks. Say: (Ten). Count
that students frequently mix up.
to (ten).
Extend
Set up a number maze in the classroom or in the Practice
school yard. Place the number picture cards in
2 Play a game with a friend.
different places in a random order. Students do the
maze in small groups. Show them where the picture • Ask students to look again at the numbers in activity 1. Say: (Three).
card for number 1 is, and elicit the next number (2). What color is it? (green).
Students have to find and say the numbers in order. • Read aloud the speech bubbles with the class, then demonstrate the game.
When they reach 20, they complete the maze. Think of an orange number (e.g., sixteen), and say: Orange! Students say
all the orange numbers in activity 1 (two, four, six, …) until they guess the
number you’re thinking of.
Home-school link
Students count how many of one item they can see • Ask more confident students to play the game aloud in front of the class.
at home. They could count toy cars, dolls, chairs, or • Students play the game in pairs, taking turns to think of and say a color.
anything else in the home.
44
W
LESSON 3
Numbers
Extra activity (class game) Play Bingo!

1 0.6
Listen, point, and say. Then ask a friend. (see Games Bank p.253). Draw a grid of nine
squares on the board, and students copy it in
1 2 3 4 5 6 7 their notebooks or on a piece of paper. Ask
students to choose and write in each square any
one two three four five six seven
number between 1 and 20. Call out different
8 9 10 11 12 13 14 numbers one by one, e.g., three, sixteen, twelve.
Students cross out the numbers in their squares
eight nine ten eleven twelve thirteen fourteen
as they hear them. The first student to cross out
15 16 17 18 19 20 all their numbers shouts Bingo!
fifteen sixteen seventeen eighteen nineteen twenty

Wrap-up
2 Play a game with a friend. Blue! Five? No! Make the Mickey Mouse puppet give out number
picture cards 1–10 to several students. These
3 Stick. Then count, write the numbers, and circle. students come to the front of the class. Count
three eight ten twelve aloud from one to ten: one, two, three, four, …,
and students arrange themselves in the correct
er 4 5 9 12 order, from left to right. Ask them to hold up their
Stick
time numbers and say them aloud. Encourage more
3 confident students to repeat the activity with
numbers 11–20.
2 6 7 8 10 11 Students say goodbye to Mickey as they leave
class.
1
Picture Dictionary
Students look at the Picture Dictionary on
Picture Dictionary p.118 in the Student’s Book and complete the
page 118
activities.
8 I can say numbers 1–20.
3 Stick. Then count, write the numbers, and circle.

r
Sticke
time
• Students look at the stickers and pictures, then stick each sticker in position.
Ask: What color is it? (blue) How many cars? Count aloud the number of cars
all together as a class, from one to twelve.
• Students write numbers 1–12 in the boxes, writing from left to right. Then they
compare their answers in pairs, counting aloud from one to twelve.
• Check the answers all together as a class by inviting students to come and write
numbers 1–12 on the board.
• Read aloud the number words. Students find and point to each matching word in
activity 1. Then they circle the correct word for the number of cars in the picture.
SUPPORT Students count aloud the cars, without writing the numbers.
STRETCH Students trace over the number words with their finger or with a pencil.
45
W Lesson 4: All about me Student’s Book page 9
Objectives Warm-up
Lesson aim: give personal details Greet students with the Mickey Mouse puppet. Say: Hello! I’m Mickey.
Nice to meet you. Students greet Mickey, saying: Hello, Mickey! Nice to
Story language: I’m (seven) today. How old are you?
meet you!
Are you (seven)? Yes, I am. / No, I’m not.
• Write numbers 1–20 on the board, and read them aloud with the class.
Recycled language: Hello, I’m (Hugo). What’s your
Then tell students to close their eyes. Rub out a number, and they say
name? I’m (Li). Nice to meet you.
which number is missing.
Materials: Audio; Story cards (Welcome unit);
• Play the audio, and students join in with the chant from Lesson 2
Mickey Mouse puppet; a soft ball or beanbag; Myself
(track 0.5).
and others poster; My progress poster
Presentation
Skills
1 0.7 Listen and read. Who’s seven today?
Reading: can understand basic sentences introducing
someone (age) (17)
It’s story time!
Listening: can understand the main information when
• Show each story card, and ask about various objects: What color is it?
people introduce themselves (e.g., name, age, where
(orange). Point to the children characters and ask: How many? Count
they are from) (19)
with the students: one, two, three, four.
Speaking: can answer short, simple questions related
• Play the audio, and hold up each story card. Invite students to listen.
to basic personal information, using a single word or
phrase (19) • Play the audio again, pausing after the first frame. Hold up the story card,
point to each story character, and ask: What’s his/her name? (Hugo).
Writing: can write basic personal information (name,
age) with support (17) • Play the rest of the story. Then hold up the story card, point to each
character, and ask: How old is (he/she)? (seven) Ask: Who’s seven today?
(Hugo).
Teacher toolkit
• Play the audio one more time, and students act out parts of the story.
Story summary Ask them to wave or shake hands when the characters greet each other.
The children are at a birthday party where they meet Ask them to hold up six or seven fingers when the characters say their age.
new friends. They introduce themselves, saying their • Divide the class into groups of four, and each student takes the role of
name, and they talk about how old they are. one of the characters. Encourage them to act out the story in their groups,
reading aloud or miming their character’s lines.
SUPPORT Allow students to listen and enjoy the story without worrying
Welcoming new people to class
about reading the words at this stage.
In the story, Hugo goes to a party where he meets
STRETCH Invite four confident students to act out the story in front of
children he doesn’t know. Ask students what kind of
the class. Prompt them, as necessary.
information they can share with people when they
meet them, e.g., their name and age. Focus on how
Hugo and Camila ask questions to find out about
Practice
their new friends. Encourage students to ask each 2 Draw and complete for you. Then ask a friend.
other these questions in groups. • Students look at the picture of Hugo. Ask: What’s his name? (Hugo) How
Relationship skills old is he? (seven). Then ask students around the class: What’s your name?
How old are you?
• Read aloud the speech bubbles with the class. Pause after each sentence
Extend to say your name and age. Then ask individual students around the class
Set up a word tree on a classroom wall. Cut out a tree to read aloud the sentences, saying their name and age. Repeat this with
trunk with branches from construction paper, or paint several students around the class.
one. Make a template with leaf shapes. Throughout
• Ask students to draw a picture of themselves in the outline on the left. Then
the course, in each vocabulary lesson, students cut
they complete the speech bubbles by writing their name and their age.
out a leaf shape and write a word from the lesson,
then stick it on the word tree. • Students work in pairs, taking turns to read aloud their completed
sentences. Invite several confident students to read out their completed
sentences to the class.
46
W
Hello!
LESSON 4
All about me
Wrap-up
1 0.7
Listen and read. Who’s seven today? Hugo Students sit in a circle. Use the Mickey Mouse
1 puppet to hold a soft ball or a beanbag. Say:
Hello! I’m Hugo. My name’s Hello! I’m (name). I’m (age). Make Mickey throw
What’s your name? Camila.
the ball to a student, and they say: Hello! I’m
(Anna). I’m (six). Encourage the other students to
say: Hello (Anna). Nice to meet you! Continue
around the circle until everyone has said their
I’m Arjun.
And I’m Li. Nice name and age.
to meet you!
• Draw students’ attention to the My progress
2 I’m seven today! I’m seven, too! Are poster, and ask them to identify the picture
How old are you? you seven, Arjun? that reflects this unit. Read aloud with students
the I can … statements (I can name colors and
introduce myself, I can welcome new friends).
I’m six, too! Students say goodbye to Mickey as they leave
class.
No, I’m not.
I’m six.
Workbook page 3
Welcome
new friends! 1 Trace and color. Then play. Students trace the
numbers and color the balloons.
2 Draw and complete for you. Then ask a friend.
2 SB 0.7 Listen again. Follow, match, and
trace. Then draw and write for you. Camila 7,
Hello! My name’s Arjun 6, Li 6, Hugo 7. Students write how old
.
they are.
Hi! How old Read and check (✔).
are you? r
Choose your favorite activity in the unit
Sticke
time
and stick.
I’m .
I can give personal details. 9
• Draw students’ attention to the Myself and others poster, and point to the image of
Lightening McQueen. Say: We welcome new friends to class!
SUPPORT Individual students take turns to show you their picture and say their
name and age. If they are unable to say full sentences, ask them to use single words,
e.g., Saima, seven.
STRETCH Students read aloud the whole dialogue in pairs, taking turns to say
different lines. Invite them to act out their dialogue in front of the class.
Teaching star
Growth mindset Reflect with the students on the learning journey they are
embarking on in My Disney Stars and Heroes. Draw a small seed on the
board, and students come up and draw what they think the seed could grow
into (a plant, a tree). Using L1, discuss how this drawing reflects their English
learning journey.
47
1 At school

By the end of this unit, students can: Listening: recognize and understand words for people
• draw and write about their classroom, and things in the classroom, descriptions and questions
identifying and naming classroom objects, and answers about classroom objects
and giving a simple description Reading: read and understand a short, simple cartoon
• read and understand a story about making story and very short texts about the school day
new friends Speaking: give simple descriptions of classroom objects;
• name people and things in the classroom ask and answer about classroom objects; name emotions
• ask and answer about classroom objects and accompanying actions; say simple sentences about
the school day
actions Writing: write words about people and things in the
classroom
• understand and talk about their school day
Vocabulary Grammar
Lesson 1: classroom, desk, student, teacher Lesson 3: What’s this? It’s a backpack. Is it red? No, it
Lesson 2: backpack, board, book, chair, door, pen, isn’t. Is it purple? Yes, it is.
pencil, poster Lesson 6: It’s a ball. It’s an eraser. It’s a yellow ball. It’s an
Lesson 5: crayon, eraser, pencil case, ruler; big, small orange eraser. Is it a blue book? Yes, it is. / No, it isn’t.
Myself and others

Story
Identifying my emotions 1 In this unit, a Disney Let’s play!
video and a story introduce the theme of identifying Thanks. / Thank you. Great! Let’s play! That’s cool!
emotions. Students will learn how to recognize some This is fun!
emotions they feel in different situations.
Language: happy, sad, scared
Project
Self-management
Draw your classroom!
Self-management: getting ready for work
Social Science
My world
I’m ready!
Social science: My school day
circle time, class, lunch, recess
48
M01 Stars and Heroes TB1 AmE 41603.indd 48 06/06/2022 14:34

Unit overview
Fear
He tries to protect Riley
and keep her safe.
Joy
She loves fun and
Riley laughter, and helps
A girl with a Riley to be happy.
happy-go-lucky
personality and a
big imagination.
She loves having
fun and adventures.
Sadness
She always sees
the sad side of life.
Inside Out tells the story of Riley Andersen, a happy, hockey-loving 11-year-old girl from Minnesota. Riley’s
life suddenly changes when she moves with her family from Minnesota to San Francisco. Riley misses her
old life and her best friend, Meg. She becomes sad and loses her confidence. Riley is guided by her internal
emotions: Joy, Sadness, Anger, Fear, and Disgust. The emotions live in Headquarters, the control center
inside Riley’s mind. Although Joy, Riley’s main and most important emotion, tries to keep things positive,
the emotions disagree about how best to navigate a new city, house, and school.
d you kno
Di w
The director’s
inspiration for ?
the movie
eo stor
Vid
came from wat
ies ching his own
daughter, Elie,
grow up.
Video 1A: Riley’s new school Writers wanted
to include
Video 1B: It’s a yellow ball 27 emotions in
the movie,
but in the end
they
settled on five.
Online modules
Phonics Big Project
Extra
Words with a, p, s, and t A "My school" book reading
at, pat, sat, tap
49

1 Lesson 1: Vocabulary Student’s Book pages 10–11
Objectives Warm-up
Lesson aim: name people and things in my classroom Greet students with the Mickey Mouse puppet. Make Mickey say: Hello,
friends! I’m Mickey! Students answer: Hello, Mickey! I’m (name).
Target language: classroom, desk, student, teacher
• Play the audio (track 0.2). Students sing the Hello, Friends! song.
Recycled language: colors, numbers 1–10; This is
(Riley).
Receptive language: She’s (happy/sad/scared).
• Students look at the Big Picture. Introduce the movie and the characters:
Materials: Video 1A; Audio; Picture cards / Word cards This is the movie Inside Out. This is (Riley).
(Classroom, Disney characters); Sticker (Riley); Mickey
• Elicit any vocabulary students may know. Ask: What’s this? What color is it?
Mouse puppet; (optional) cardboard boxes, card or
modelling clay 1 1A Watch the video. Check (✔).
Make the Mickey Mouse puppet stand up. Say: Sit down, Mickey. It’s video
Skills time! Let’s watch!
Reading: can recognize single, familiar everyday words • Play Video 1A, and students watch and listen.
if supported by pictures (21) • Ask: Where’s Riley? Students check the picture. Say: Riley’s at school.
to familiar topics, if spoken slowly and clearly and
2 1A Watch again and act.
supported by pictures and gestures (16)
• Students look at the pictures. Read aloud the words, and mime each
Speaking: can name a few everyday (classroom)
emotion: smile for happy, frown for sad, bite your nails for scared.
objects using single words (18)
• Play the video again, pausing occasionally. Ask: How does Riley
feel? Is she (happy)? Students say yes or no. When the answer
upper and lower case (10)
is yes, students mime the emotion. ([0:30] happy; [0:39] scared;
[0:58] scared; [1:37] happy)
Teacher toolkit
Video summary – 1A Picture cards / Word cards (optional) Show the picture cards one by one to
introduce the new vocabulary. Repeat several times, encouraging students to
Riley’s new school Videoscript see p.246
remember the words. Then show each word card, and elicit the words.
It’s Riley’s first day at her new school. She’s happy,
but also a little scared to meet her new teacher
Practice
and classmates.
3 1.1 Listen, find, and say. Then ask a friend.
Engage • Students explore the Big Picture. Point and say the classroom words.
Put students in groups and ask each group to make a • Invite students to look at the small pictures, and ask: What’s this?
mini-classroom model using part of a cardboard box. (classroom, student, teacher, desk).
You can cut cardboard boxes in two so that each one • Play the audio, and students find the objects in the Big Picture. Play the
has a floor and two adjacent walls. Alternatively, audio again, and they point and say the words. Play the audio one more
you can use shallow boxes, e.g., pizza containers. time, pausing for students to point and read the words.
Students use card or modelling clay to make desks • In pairs, students take turns to point to the pictures and say the words.
and a teacher. During the unit, students can add more
classroom items to their classrooms. Audioscript (track 1.1)
This is Riley. She’s in school. Can you find … the classroom? … the teacher?
… a student? … a desk?
Identifying my emotions 1
happy, sad, scared 4 1.2 Listen, chant, and act.
Use the video story to talk about the behavior and • Play the audio, demonstrate the actions, and students listen to the chant.
the feelings of the characters. Encourage students • Say: Listen and chant!, and play the audio again. Students join in with the
to empathize with them. Say: It’s your first day at a chant and the actions.
new school. How do you feel? Students imagine and
mime the answer. More confident students can say
happy, sad, or scared as they mime.
Self-awareness
50

1
1 At school
LESSON 1 Vocabulary
3 1.1
classroom
4 1.2
teacher
eo stor
Vid y
student
1 1A
✔ desk
2 1A
Watch again and act.
happy sad scared ?

Collect
10 I can name people and things in my classroom. your friend! 11
page 4
SUPPORT Students mime the words in the chant, without saying

the words. Extra activity (video extension) Play Video 1A again,
pausing at various points. Ask: Who’s this? What’s this? What
STRETCH Encourage students to join in with as many words as
color is it? Every time you pause, students mime or say what
possible in the chant.
happens next.
TPR
chant
teacher – point to the teacher Wrap-up
student – students point to themselves Play Pass the picture card (see Games Bank p.252), using the
desk – put your hands on the desk Mickey Mouse puppet and the picture cards.
classroom – open arms to show the classroom
Students say goodbye to Mickey as they leave class.
Audioscript (track 1.2) Workbook pages 4–5

It’s my classroom,
And I can see Learning Heroes Students check the words they have learned in this
A teacher, students, lesson and words they want to learn.
And a desk for me! 1 Watch again and do the quiz.
Collect your friend Show the picture card of Riley to help 1 Number in order. a 3, b 1, c 2, d 4
? students identify the correct sticker. Students stick the sticker 2 Look and match. a 2, b 1
on p.4 in the Student’s Book. Ask: What’s her name? (Riley). 2 Trace and match. 1 a, 2 d, 3 c, 4 b
3 Challenge! Trace. Then find and circle. Students trace the
letters, then circle friends in the wordsnake.
51

1 Lesson 2: Vocabulary Student’s Book page 12
Objectives Warm-up
Lesson aim: name classroom objects Greet students with the Mickey Mouse puppet.
Target language: backpack, board, book, chair, door, Make Mickey hold up the picture cards from Lesson 1 (classroom, desk,
pen, pencil, poster student, teacher). Students say the words.
Recycled language: classroom, numbers 1–8; What • Say: Listen and chant! Play the chant (track 1.2), and students do the
color is it? It’s (yellow). actions.
Materials: Audio; Picture cards / Word cards
(Classroom, Classroom objects 1); Mickey Mouse Presentation
puppet; (optional) sticky notes or small labels Picture cards / Word cards (optional) Show the picture cards one by one
Skills
Reading: can recognize single, familiar everyday words 1 1.3 Listen, point, and say. Then play.
if supported by pictures (21) • Students look at the pictures and say any words they already know.
Listening: can recognize isolated words related • Say: Listen and point. Play the audio, and students listen. Play the audio
to familiar topics, if spoken slowly and clearly and again, and they point to the pictures. Play the audio one more time,
supported by pictures and gestures (16) pausing after each word for students to read and say the word.
Speaking: can name everyday objects in their • Say a number, e.g., seven, and students say the word (poster).
immediate surroundings or in pictures, if guided by Do the same with other numbers and words.
questions or prompts (19) • Students play the game in pairs. They take turns to say a number from
Writing (WB): can trace simple words and phrases in one to eight for their partner to say the corresponding word.
Teaching star
Teacher toolkit Linguistic competence Drawing students’ attention to similar sounds
in new words will help improve their pronunciation and confidence in
Teaching vocabulary speaking. Many students find the difference between p and b difficult.
Brainstorm vocabulary before you start a new topic. Demonstrate how to make these sounds, and students copy you,
Give students a minute to think of classroom words noticing the difference between the soft p and hard b. Show picture
they already know. Then they think of one or two cards for pencil, pen, poster, and book, backpack, board. Write the
classroom words they want to learn. Students draw letters p and b on the board, and ask students to place the picture cards
pictures or point to the objects they want to know the under each letter and say the words.
words for. They can use the Workbook (p.4) to help
them do this.
Practice
Extend 2 1.4 Listen and say. Then ask and answer.
Give students sticky notes or small labels, and • Students look at the pictures in activity 1. Say: (pen), and students point to
ask them to find and label different items in the the picture. Ask: What color is it? (red). Repeat with several pictures.
classroom. They write the word, stick the label on • Play the audio, and students listen. Ask them to say what classroom
the corresponding item and name it. objects and colors they remember. Then play the audio again, and
students point to the pictures. Play the audio one more time, this time
Home-school link pausing before each answer. Students say words to complete each
Students find items they have at home: desk, chair, sentence, e.g., It’s a … . (poster) It’s … . (blue).
crayons, books, etc., and tell their families the words • Read aloud the speech bubbles with the class. Then students play the
in English. game in pairs, using the speech bubbles as a model and taking turns to
ask and answer.
52

LESSON 2
1
Vocabulary Talk
4 buddies Play the game.
Seven. Poster! • Students work in pairs and compare their colored
1.3
puzzle pictures.
Demonstrate the activity by naming other
classroom objects in the puzzle, e.g., backpack,
1 book 2 backpack 3 pencil 4 pen and students say the color (blue).
• Students work in pairs, taking turns to say a
classroom object and the color, using the speech
bubbles as a model.
5 chair 6 board 7 poster 8 door Extra activity (class game) Play Match it!
(see Games Bank p.252). Hand out picture
2 1.4
Listen and say. Then ask and answer. cards and word cards for Lessons 1 and 2. Say
classroom words, and ask different students
Chair. What color is it? It’s yellow! to hold up the matching picture cards and
word cards.
3 Find and color. Then check (✔).
Wrap-up
chair ✔ Make the Mickey Mouse puppet hold up various
book ✔ classroom objects. Ask: What’s this? What color
is it? Make Mickey say: Show me a (pencil). Point
backpack ✔ to the (door). Ask students to follow Mickey’s
pen ✔ instructions and say the words, e.g., pencil.
Repeat with other classroom objects.
Students say goodbye to Mickey as they leave
Talk
4 Play the game. Book. Orange! buddies class.
12 I can name classroom objects. Workbook page 6

1 1.1 Listen and color. a gray, b green, c pink,
SUPPORT Place classroom picture cards on the board. Say a word and students d brown, e red, f yellow, g orange, h blue
point at the correct picture card.
2 Trace. Then put a ✔ or ✘. 1 ✔, 2 ✔, 3 ✘,
STRETCH Place classroom picture cards and word cards on the board in random 4 ✘, 5 ✘
order. Students match the picture cards and word cards and say the words.
Seven. // It’s a … poster. // What color is it? // It’s … blue.
Two. // It’s a … backpack. // What color is it? // It’s … purple.
Five. // It’s a … chair. // What color is it? // It’s … yellow.
Eight. // It’s a … door. // What color is it? // It’s … green.
3 Find and color. Then check (✔).

• Students look at the puzzle and say what classroom objects they can see.
They color the objects in the puzzle as indicated by the colored dots.
• Read aloud the words with the class, and ask students to find each classroom object
in the puzzle. Students check each word as they find it in the puzzle.
53

1 Lesson 3: Grammar Student’s Book page 13
Objectives Warm-up
Lesson aim: ask and answer about objects and colors Greet students with the Mickey Mouse puppet.
Target language: What’s this? It’s a backpack. Is it red? Play Slow reveal (see Games Bank p.252). Make Mickey hold up some
No, it isn’t. Is it purple? Yes, it is. classroom picture cards. Cover each one with a piece of paper, and make
Mickey ask What’s this? Make Mickey pull down the paper slowly to
Recycled language: colors, classroom objects
reveal the object, and students say the word.
Materials: Audio; Picture cards (Classroom, Classroom
objects 1); Stickers; Mickey Mouse puppet; (optional) Presentation
photos of interesting or unusual classrooms from around
the world 1 1.5 Listen and circle.
• Remind students of Video 1A. They say what they can remember about
the story and the characters.
Skills
• Ask students to look at the picture, and ask: Who’s this? (Riley) What’s
Reading: can recognize a range of basic everyday
this? (a backpack) What color is it? (purple).
nouns and adjectives (17)
• Play the audio, and students raise their hands when they hear a classroom
Listening: can identify everyday objects in their
word (backpack). Play the audio again, and they point at the picture.
immediate surroundings or in pictures from short, basic
descriptions, if spoken slowly and clearly (19) • Read aloud the sentence under the picture. Play the audio one more time,
and students circle the correct word.
Speaking: can ask about the identity of an object using
a basic phrase (21) Audioscript (track 1.5)
Writing (WB): can trace simple words and phrases in Oh, look! It’s Riley. What’s this? // It’s a backpack. // Is it purple? // Yes, it is.
1.6 Grammar Heroes
Teacher toolkit • Students look at the grammar box. Play the audio, and they listen and
read. Play the audio again, pausing after each question and answer for
Teaching grammar students to repeat.
For young learners, grammar is more easily learned • Students work in pairs to read aloud the grammar box.
as “chunks” of language. Don’t analyze the grammar
too much, but ask students to repeat whole phrases, Teaching star
e.g., It’s a … Is it …? Students repeat the “chunks” in
a fun way, e.g., chanting and clapping out the rhythm Learning to learn Asking students to read aloud in chorus will help
of the words: It’s a (pen). It’s a (pencil). It’s a (desk). them gain confidence in speaking. Divide the class into two groups
It’s a (book). to read aloud the grammar box. The groups take turns reading aloud
the questions and answers. Then encourage them to substitute other
classroom objects and colors, e.g., hold up a book and ask: What’s this?
Extend Students say: It’s a (book). Ask: Is it (blue)?, and they answer: Yes, it is. /
Show students photos of interesting or unusual No, it isn’t. Ask them to repeat the answers several times.
classrooms from around the world, e.g., classrooms
with unusual seating or classrooms showing a
particular theme. Students work in pairs to talk about Practice
the photos, using new language from Lessons 2 and 3:
2 1.7 Listen and stick. Then number.
r
Sticke
time
What’s this? It’s a (chair). Is it (blue)? (No, it isn’t.)

Is it gray? (Yes, it is.) • Students look at the stickers and the pictures. They say the classroom
words and colors.
• Play the audio, and students point to the stickers. Play the audio again,
Differentiation
and they place the stickers in the correct position. Play the audio one
Create a supportive atmosphere where students more time, pausing for students to stick each sticker.
help and listen to each other. In early units, ask more
confident students to work in pairs with less confident • Read aloud the words with the class. Students point at the pictures. Then
students so all students can gain confidence. they number the words 1–4.
• Students compare their answers in pairs, then check all together as a class.
Say: (Book). What number? (four).
54

LESSON 3
1
Grammar
SUPPORT Students point at objects or answer
questions with single words, e.g., pen, yes, no.
1 Listen and circle.
1.5
STRETCH Students ask the questions in the game.
1.6
What’s this?
It’s a backpack. Extra activity (class game) Play Memory
Is it red? game (see Games Bank p.252). Put several
No, it isn’t. classroom objects on your desk where students
Is it purple? can see them. Hold up each object, and
Yes, it is. students say the word and color. Then ask
students to close their eyes. Remove one object,
It’s a book / backpack. then students guess which object you removed.
Repeat with other classroom objects.
2 1.7
Listen and stick. Then number.
er
2 3 Wrap-up
Stick
time Say: Show me your classroom things. Students
book 4 hold up and show the Mickey Mouse puppet a
1
chair 1 classroom object that belongs to them. Make
Mickey ask: What’s this? Students show their
4 desk 2 object and say: It’s a (ruler).
door 3 Students say goodbye to Mickey as they leave
class.
Workbook page 7
3 Play What’s this?
Talk 1 Look, read, and match. 1 b, 2 c, 3 a
What’s this? Is it red? Is it blue? It’s a desk! buddies Look and trace. Then number. it 2, yellow? 3,
Is 1
No, it isn’t. Yes, it is. 2 Read, trace, and draw. Then color and play.
Students trace the words, draw, and color the
I can ask and answer about objects and colors. 13 objects in the empty frames, then talk about
the items.

1 What’s this? // It’s a chair. // Is it red? // No, it isn’t. // Is it yellow? // Yes, it is.
2 What’s this? // It’s a desk. // Is it green? // Yes, it is.
3 What’s this? // It’s a door. // Is it white? // No, it isn’t. // Is it gray? // Yes, it is.
4 What’s this? // It’s a book. // Is it pink? // Yes, it is.
Talk
3 buddies Play What’s this?
Demonstrate the game with the Mickey Mouse puppet. Make Mickey look around
the classroom, and indicate with a gesture that he’s thinking of one classroom
object. Students ask: Is it (blue)? Make Mickey answer: Yes, it is. / No, it isn’t.
Students ask up to five questions and guess the object.
• Students play the game in pairs, taking turns to ask and answer.
55

1 Lesson 4: Story Student’s Book pages 14–15
Objectives Warm-up
Lesson aim: read and understand a story about making Greet students with the Mickey Mouse puppet.
new friends Make Mickey show the story cards from the Welcome story. Students
Story language: Thanks. / Thank you. Great! Let’s play! say what they remember about the characters. Ask: Who’s this? (Hugo)
That’s cool! This is fun! How old is he/she? (seven).
Recycled language: Hello. / Hi, I’m Li. What’s this?
It’s a (pencil). I’m (happy). Presentation
Receptive language: Is it a ball? Yes, it is! A red ball. 1 1.8 Listen and read. Who’s a good friend?
Materials: Audio; Story cards (Welcome unit, Unit 1); Make the Mickey Mouse puppet stand up. Say: Sit down, Mickey.
Mickey Mouse puppet It’s story time!
• Show each story card, and ask: Who’s this? (Hugo, Arjun, Li, Camila)
What’s this? What color is it?
Skills
• Play the audio, and hold up each story card. Ask: Who’s a good friend? (Li).
Reading: can recognize key words and basic phrases in
Play the audio again, and students follow in their books. Pause after each
short, simple cartoon stories (24)
frame, hold up each story card, and ask a comprehension question from
Listening: can understand a few basic words and phrases the back of the story card.
in a story that is read aloud (18)
Spot! Read aloud the question with the class. Students count the balls in
Speaking: can repeat phrases and short sentences, picture 4. (Answer: There are 13 balls.)
if spoken slowly and clearly (16)
Teaching star
Teacher toolkit Classroom management Establishing an informal and relaxed
atmosphere for these story lessons will create a more authentic
Story summary environment for listening. Invite students to sit around you on the carpet
It’s Camila’s first day at her new school. She’s a little if possible, so they can all see the story cards as you show them.
scared, but she makes friends with Li, Arjun, and
Hugo. They play together and have fun.
Practice
Identifying my emotions 1 2 Look, read, and circle.
In the story, Camila feels different emotions. Ask • Students look at the story in their books. Read aloud the questions with
students to imagine they are Camila in different the class, and check understanding. Students circle the answer for each
frames of the story. Ask: How do you feel? They question.
mime the answer, copying Camila’s facial expression • Ask students to compare their answers in pairs. Then check answers
and body language. all together as a class.
Self-awareness
3 How does she feel? Follow, find, and say.
Extend • Students look at the pictures of Camila and find them in
Make word banners with some of the key phrases the story.
from the story, e.g., That’s cool! Let’s play! This is fun! • Point to each picture, and ask: How does she feel?
Students illustrate each phrase, and make a wall Students mime the answers.
display or poster. • Read aloud the emotion words with the class. Students trace
the lines with their fingers to match the words and pictures.
• Give students time to trace over the lines with their pencils.
• In pairs, students say each word and mime the emotion.
56

LESSON 4
Story
1
Let’s play! 2 Look, read, and circle.
a c
b
1 1.8
Listen and read. Who’s a good friend? Li
1 Who’s a new student?
This is Camila. She’s
1 a new student. 2 Hi. I’m Li. Remember?
Cool backpack! a c
b
Hello. Thanks.
2 Who talks to Camila?
a b c
3 What do they play with?

What’s this?
Hello, Camila.
It’s a pencil.
A red ball! …. And
What’s this? 4 a yellow ball! Oh, no! Oops!
Is it a ball?
3 3 How does she feel? Follow, find, and say.
a
1 happy
b
Yes, it is.
2 sad
Great! Let’s play! c
Wow! That’s cool! Thank you, Li! 3 scared

5
You’re a good
6 friend. I’m happy!

This is fun!
Talk
buddies
er?
Hi, I’m Li. Rememb
Cool backpack!
Spot!
The end
Thanks.
you
How many balls can
14 see in picture 4? I can read and understand a story. 15
Talk
4 buddies Act out the story. Wrap-up
• Read aloud the speech bubbles with the class, and they find these Make the Mickey Mouse puppet give out story cards to several
words in the story. students. Read aloud a line from each story frame, e.g., Hello,
• Divide the class into groups of five. Each student in a group Camila! The student with the corresponding story card comes to
role-plays one of the story characters. the front of the class. Repeat for other story lines: Cool backpack!
Great! Let’s play! A red ball! And a yellow ball! Wow! That’s cool!
• Play the audio again (track 1.8), and students read aloud or mime
Thank you, Li! Students stand in the order of the story and hold up
their character’s lines. Give the groups time to practice acting out
their story cards.
the story.
act out the story, saying their character’s lines and acting out their
behavior. Students can use props, e.g., a ball, a backpack, a pencil. Workbook page 8
Use the story cards to prompt as necessary.
1 Look, read, and number. a 4, b 3, c 1, d 2
SUPPORT Students take roles with fewer lines (e.g., Hugo) or mime
2 Trace and circle. Students trace the word and circle the
what their character is doing or show the relevant prop. happy face.
STRETCH More confident students take roles with more lines. 3 Who’s your favorite character? Check (✔).
Extra activity (story extension) Students imagine what other

classroom objects are in Camila’s backpack. Ask them to draw
and say: Look! It’s a (pencil). Their partners respond with phrases
from the story, e.g., That’s cool! Cool (pencil)! Alternatively,
students take turns to imagine and guess what’s in Camila’s
backpack, e.g., (crayons)? (a book)?
57

Objectives Warm-up
Lesson aim: name classroom objects and adjectives Greet students with the Mickey Mouse puppet.
Target language: crayon, eraser, pencil case, ruler; Remind students of the story from Lesson 4. Make Mickey give out story
big, small cards to several students. Invite them to come to the front and stand in
the correct order. Say a line from each story card, e.g., Let’s play!, and the
Recycled language: colors, numbers; It’s a (backpack).
student holds up the card.
It’s (small/red).
Materials: Audio; Picture cards / Word cards Presentation
(Classroom, Classroom objects 1, 2); Story cards (Unit 1);
Mickey Mouse puppet
Skills
Reading: can recognize some frequent everyday words
1 1.9 Listen, point, and say. Then play.
(21) • Point to the pictures, and students say any words they already know.
Listening: can recognize familiar words and phrases in • Say: Listen and point. Play the audio, and students listen. Play the audio
short, simple songs or chants (18) again, and they point to the pictures. Play the audio one more time,
pausing after each word for students to read and say the word.
Speaking: can name everyday objects in their
immediate surroundings or in pictures, if guided by • Say a number, e.g., one, and students say the word (crayon). Repeat with
questions or prompts (19) the other numbers and words.
Writing (WB): can trace simple words and phrases in • Students play the game in pairs, as in Lesson 2.
Ways to learn
Teacher toolkit • Ask students to look at the pictures and read aloud the words.
Students make their own picture dictionary by drawing and coloring
Teaching vocabulary several classroom objects that belong to them. Tell more confident
Before teaching new words, make sure to revise students to write word labels.
words students learned in previous lessons. Do this • Students look at the Picture Dictionary on p.119 and apply this
by showing picture cards or word cards, or by asking strategy to the other new words they have learned in this unit.
students to point to objects in the real world. This will
help to build their word memory.
Practice
Engage
Write big and small on word cards, and place each
2 1.10 Listen and say. Then play in pairs.
card on a wall on opposite sides of the classroom. • Describe a picture from activity 1: It’s (big). It’s (blue). Students point and
Call out the name of a classroom object and ask: Is say the word (ruler).
it big (point to the word card for big) or small (point • Play the audio and students listen. Play the audio again, and they point
to the word card for small)? Students go and stand at the pictures. Play the audio again, pausing before each answer for
on the corresponding side of the classroom, and say: students to say the word.
It’s a (desk). It’s (big). / It’s a (crayon). It’s (small). • Read aloud the speech bubbles with the class. Then substitute other colors:
It’s (pink). Students answer: It’s an eraser.
Home-school link • Students play the game in pairs, using the speech bubbles as a model and
Students sing the song to their family, trying to taking turns to ask and answer.
remember some key words and phrases.
What’s this? It’s small. It’s green. It’s a … crayon.
What’s this? It’s big. It’s pink. It’s an … eraser.
What’s this? It’s red. // Is it big? // No, it’s small! It’s a … pencil.
And what’s this? // Is it big? // Yes, it is. And it’s orange. It’s a … pencil case.
58

LESSON 5
1
Vocabulary
Teaching star
1 1.9
Listen, point, and say. Then play. Diversity and inclusion Singing action songs
Make your own helps students memorize chunks of language in
picture dictionary.
Draw your school
a fun way. Students are usually happy to listen
things. to a song multiple times, providing a great
opportunity for repetition of language. At this
1 crayon 2 eraser 3 ruler early stage, encourage students to join in with as
ruler
many of the words as possible, but don’t worry
if they don’t sing all the words correctly. Don’t
correct mistakes, just play the song again.
crayons
4 pencil case 5 big 6 small
Picture Dictionary
page 119
Extra activity (class game) Play a game of
2 1.10
Listen and say. Then play in pairs. Whispers using picture cards (see Games Bank
p.253). Place several classroom picture cards
on the board. Students sit in a circle. Whisper a
It’s green. sentence to a student: It’s a (crayon). Students
It’s a crayon!
whisper the sentence around the circle. The final
student says what they heard and point to the
correct picture card.
Sing-along
3 Listen, sing, and act.
1.11
Wrap-upmmunicate!
Ready for school! Come and see! coin the bag (see Games Bank p.253). Hold
’s It’s
Lots of fun in school for me. e t
Play
L up the Mickey Mouse puppet, and make him put
It’s a backpack. It’s a pencil case.
It’s big, it’s blue. It’s small, it’s red.
several classroom objects in a bag. Students pick
With a big, brown book With a big, green ruler an object from the bag and describe it, e.g., It’s
And a small book, too. And a small, pink eraser. a (ruler). It’s (big). It’s (blue). Repeat with other
Chorus Chorus classroom objects and students.
Extra Go online Students say goodbye to Mickey as they leave
16 I can name classroom objects and adjectives.
Lesson Phonics
class.
Workbook page 9
3 Sing-along 1.11 Listen, sing, and act.
• Students look at the pictures. Ask: What color is Riley’s backpack? (blue). 1 Complete the pictures. Then read and circle.
• Play the song audio. Students listen and raise their hand when they hear a 1 big, 2 small, 3 crayon, 4 ruler
classroom object (backpack, book, pencil case, ruler, eraser). 2 SB 1.11 Trace and number. Then listen and
• Demonstrate the actions. Play the song audio again, and students join in with check. a 5, b 4, c 3, d 2, e 1
the actions. 3 Think and circle. 1, 3, 5
SUPPORT Students mime or clap along to the song. Don’t worry if they can’t join in
with the words at this stage.
STRETCH Students read the song lyrics and underline all the classroom words.
TPR song
big – open your arms wide see – place a hand above the eyes
small – make a small ball with your fun – wave your hands in the air
hands me – point to yourself
59

1 Lesson 6: Grammar and Speaking Student’s Book page 17
Objectives Warm-up
Lesson aim: describe objects Greet students with the Mickey Mouse puppet.
Target language: It’s a ball. It’s an eraser. It’s a yellow • Play the song audio (track 1.11), and students sing the song and do
ball. It’s an orange eraser. Is it a blue book? Yes, it is. / the actions.
No, it isn’t.
Recycled language: colors, classroom objects; What’s
this? It’s a ball. Is it a ball? Is it green? 1 1B Watch the video. Color the balls.
Receptive language: Are you (sad)? She’s (happy/sad). Make the Mickey Mouse puppet stand up. Say: Sit down, Mickey.
Materials: Video1B; Audio; Word cards (Colors, It’s video time!
Classroom, Classroom objects 1, 2); Cut-outs 1; • Students look at the picture. Ask: How does she feel? (happy). Ask:
Mickey Mouse puppet; scissors What color are the balls? (yellow).
• Say: Watch! What colors do you see? Play Video 1B , and students watch
Skills and listen. They say the colors in the video.
Reading: can recognize simple words and phrases • Students look at the pictures, and ask: What color is it? (yellow, green,
related to familiar topics, if supported by pictures (23) purple, red). Ask students to color the balls.
Listening: can identify everyday objects in their • Play the video again, pausing when each character appears. Ask: Is (she)
immediate surroundings or in pictures from short, basic (happy)? What color is the ball? Students mime how each character
descriptions, if spoken slowly and clearly (19) makes Riley feel (happy, sad, scared, angry).
Speaking: can ask about the identity of an object using
a basic phrase (21) 1.12 Grammar Heroes
• Students look at the grammar box. Play the audio, and they listen and
read. Play the audio again, pausing after each sentence, question, or
Teacher toolkit answer for students to read and repeat.
Video summary – 1B • Students work in pairs, taking turns to read aloud the sentences, questions,
It’s a yellow ball Videoscript see p.246 and answers.
We see Riley as a baby and meet the emotions
who live in her mind. We see the colored balls that Practice
represent each emotion: yellow for happy, blue for 2 1.13 Listen and number. Then say in pairs.
sad, and purple for scared. • Students look at the picture. Ask: Who’s this? (Riley) What’s this? (a book)
What color is it? (blue) Is it (big)? (yes).
Teaching grammar • Play the audio, and students listen and point to the picture. Play the audio
The word order in question forms can be tricky for again, pausing after each exchange. Students listen and number the boxes
students to remember. Use visual cues, e.g., colored 1–4. Play the audio one more time for students to check their answers.
arrows, to show how the word order changes from • Say: (One). It’s a … . Elicit the answer (yellow) (pencil).
It’s a … to Is it a … . Point to the arrows whenever a • Students work in pairs, taking turns to describe the objects in the picture,
student has difficulty forming a question. e.g., It’s a (gray) (chair).
Extend
1 It’s yellow. It’s small. // Is it a yellow pencil? // Yes, it is! It’s a yellow pencil.
Ask students to draw and color their own small
2 It’s blue. It’s small. // Is it a blue pen? // Yes, it is! It’s a blue pen.
pictures to represent their feelings, e.g., with emojis or
3 It’s big. It’s gray. // Is it a gray pen? // No, it isn’t. It’s a gray chair!
different colors. Students stick the small pictures onto
4 It’s big. It’s brown. // Is it a brown book? // No, it isn’t! // Is it a brown
a feelings fan or feelings cards. They can use these
backpack? // Yes, it is! It’s a brown backpack.
cards to express their feelings about situations and
objects.
60

LESSON 6
1
• Demonstrate the game. Put one classroom object
cut-out “in” your backpack cut-out, without
1 1B
Watch the video. Color the balls. showing the students. Students ask Is it a (purple)
(book)? Answer: Yes, it is / No, it isn’t, until
students guess the object.
• Students play the game in pairs, taking turns to ask
and answer. Ask them to stand a book between
them so that they can’t see each other’s cut-outs.
SUPPORT Students use single words during the
1.12
It’s a ball. It’s an eraser. game, e.g., green? pencil?
It’s a yellow ball. It’s an orange eraser. STRETCH Students put more than one classroom
Is it a blue book? Yes, it is./No, it isn’t. object cut-out in their backpack. Encourage them to
describe the objects, e.g., It’s a (red) (pencil case).
2 1.13
Listen and number. Then say in pairs.
Extra activity (video extension) Students
3
choose their favorite emotion from the video.
They draw the character or an emoji to
4 represent the character: happy, sad, angry,
scared. Play Video 1B again, and students show
1
their drawing when their character appears.
2
municate! Wrap-up
’s com Is it a green Hold up the Mickey Mouse puppet, and students
Let crayon? Yes, it is!
tell Mickey what’s in their backpack, e.g., It’s a
3 Use the cut outs.
(red) (pencil case). It’s an (orange) (ruler).
Play the game.
class.
Cut outs
I can describe objects. 17

Workbook page 10

1 1.2 Listen and circle. 1 b, 2 a, 3 b, 4 b
Teaching star Look and trace. Then number. a 2, ball. 4,
It’s 1, blue 3
Support understanding Use color and classroom word cards to help students
understand word order. Write on the board: It’s a … . Hold up a color word card 2 Join the dots, match, and color. Then play.
and a classroom word card. Students place the word cards on the board in the 1 c, 2 d, 3 a, 4 b
correct order: color + noun. Ask them to say: It’s a (yellow) (pencil). Repeat with
other word cards.

• Students cut carefully around the dotted lines of the cut-outs. They say
the words.
• Read aloud the speech bubbles with the class, and they hold up the green crayon
cut-out.
61

1 Lesson 7: Myself and others Happy, sad, scared Student’s Book page 18
Objectives Warm-up
Lesson aim: say how I feel Greet students with the Mickey Mouse puppet.
Target language: happy, sad, scared; How are you? Make Mickey point to the pictures for Unit 1 on the Myself and others
poster, and say: I’m (happy/sad/scared)! Students mime and say the words.
Materials: Audio; (optional) Video 1A; Myself and
others poster; Mickey Mouse puppet; make word cards
for happy, sad, scared Presentation
1.14 Listen and sing.
Skills • Students look at the pictures and, ask: Is she (happy) or (sad)?
Reading: can recognize a range of basic adjectives (17) • Play the audio. Students listen and mime happy, sad, and scared as
they listen.
Listening: can recognize familiar words in short phrases
and sentences spoken slowly and clearly, if supported by • Play the audio again, pausing after the chorus. Students repeat the words
pictures or gestures (19) How are you (today)? Play the audio one more time, and students join in
with How are you (today)? Encourage students to clap to the rhythm as
Speaking: can say how they feel using a limited range
they sing.
of common adjectives (22)
• Ask several students: How are you today? They mime or say how they
Writing: can write some familiar words (20)
feel (happy, sad, scared).
Teacher toolkit Practice

Identifying my emotions 1
1 Look and circle. How do they feel?
• Students look at the pictures of Riley. Ask what they remember about the
In this lesson, students build upon the basic emotions
video in Lesson 1, and they look again at the Big Picture on pp.10–11.
of happy, sad, and scared, and start to explore
If necessary, play Video 1A again to remind students of Riley's reactions.
other emotions they may feel in different situations.
Say: Riley’s at school. How does she feel? (scared).
To ensure students are comfortable talking about
their feelings, allow students to sit on the carpet, sit • Students look at the pictures of Camila, and they find the pictures in the
with their friends, or bring in a toy or special object story on pp.14–15. Ask what they remember about the story: Is Camila
that helps them feel relaxed. (happy)? Who are her friends? What’s in her backpack?
• Read aloud the words with the class, and they mime each emotion.
Self-awareness
• Give students time to circle the correct word for each picture. They check
in pairs, then check all together as a class.
Engage • Students look back through the unit to find other pictures of Riley and
Students sit face to face. One student mimes an Camila and say how they feel in each picture.
emotion and their partner copies their expression,
SUPPORT Place on the board the word cards you have made for happy,
as if they were looking in a mirror, and then names
sad, scared, and students draw an emoji under each one.
the emotion.
STRETCH Students make their own emotions word cards with a picture
of an emoji and the emotion word written under it.
Home-school link
Students keep a diary of how they feel each day Teaching star
for a week, by drawing an emoji and saying I’m
(happy). They bring their diary to the next class to Social-emotional learning Reflecting on the tone of voice we use
show and tell. If students aren’t comfortable sharing to express different emotions will help students better recognize other
their feelings, allow them to write the diary about an people’s emotions. Refer back to the story in Lesson 4, and help students
imaginary character. notice how the characters use a quiet voice for scared or sad, and an
energetic voice for happy. Make the Mickey Mouse puppet say I’m
(happy), using the appropriate tone of voice, and students repeat after
you. Make Mickey say Hello, I’m Mickey! in different tones of voice,
and students guess the emotion.
62

LESSON 7
1
Myself and others Happy, sad, Be a hero! Students think how they can
1.14
Listen
scared make other people happy, e.g., smiling, talking to a
friend, helping someone. Use L1 to discuss, and ask
and
sing. students to work in pairs to mime different situations.
Ask students how they can make someone happy at
How are you? home. They draw a picture to record who they make
How are you? Are you happy? happy and how they do this. Students show their
How are you today? Are you sad? pictures in the next Myself and others lesson.
Are you scared? Are you angry?
How are you today? Are you worried?
Extra activity (whole class) Play Find
Are you excited?
How are you today? someone who … (see Games Bank p.253).
Students draw an emoji or write happy, sad, or
1 Look and circle. How do they feel? scared on a piece of paper. They walk around
the classroom, describing their emotion, e.g.,
I’m (sad). to find another student who has the
same emoji.
1 happy / sad 2 scared / happy 3 happy / scared 4 sad / happy

Wrap-up
Hold up the Mickey Mouse puppet, and make
2 Draw for you. Then tell a friend. him say (Anna), how are you today? Ask the
student to mime happy, sad, or scared, for the
Be a hero! class to guess and say the word. Invite the student
Are you happy? to stand next to the Myself and others poster and
Make someone find the emotion. Repeat with other students and
else happy too.
emotions.
class.
I’m . How are you?
Workbook page 11
18 Self-awareness I can say how I feel.
1 Look, read, and number. a 2, b 3, c 1
2 Color and trace, or draw. Then tell a friend.
Students trace the words and color the emojis, or
2 Draw for you. Then tell a friend. draw how they feel today in the empty frame.
• Ask: When is Riley/Camila scared? (first day at school) When is she happy?
(with family and friends). Then ask students about themselves: When are you
(happy)? Students mime or draw answers on the board, or they can answer in L1.
• Students draw themselves in a situation in which they feel happy, sad, or scared.
You could play some soft background music as students draw to create a relaxed
atmosphere while they complete the activity.
• Students compare their drawings in pairs, taking turns to say I’m (happy).
How are you?
• Show the word cards you have made or write on the board: happy, sad, scared.
Students read each word, then they write one of the words to describe their picture.
63

1 Lesson 8: My world Social science: My school day Student’s Book page 19
Objectives Warm-up
Lesson aim: read and understand about my school day Greet students with the Mickey Mouse puppet.
Target language: circle time, class, lunch, recess Draw an outline of a school building on the board, and say: It’s a school.
What do you do at school? Students mime activities they do at school,
Recycled language: classroom; It’s a (class). It’s (lunch).
e.g., read, write, play, have lunch. Use Mickey to prompt them as
Receptive language: Listen. Let’s play! necessary by making Mickey mime the activities for students to copy.
Materials: Audio; Mickey Mouse puppet Invite more confident students to say any words they know related
to school activities.
Skills
Presentation
Reading: can recognize simple words and phrases
related to familiar topics, if supported by pictures (23) 1 1.15 Let’s explore! Listen and number.
Listening: can recognize familiar words in short phrases • Students look at the pictures. Ask: What’s this? Who’s this? What color is
and sentences spoken slowly and clearly, if supported by it? Elicit any known vocabulary, e.g., teacher, students, classroom, desk.
pictures (19) • Play the audio. Students listen and say what classroom words they heard
Speaking: can say single words related to familiar (students, teacher, classroom). Play the audio again, pausing after each
topics, if supported by pictures or gestures (18) section for students to point at the pictures. Play the audio one more time,
pausing so that students can number the pictures 1–4.
Writing: can signal the end of a sentence using a
period (19) • Students compare their answers in pairs, then check answers as a class.
• Read aloud the sentences with the class, stopping at each of the words in
Teacher toolkit bold for students to mime. Students then read the sentences in pairs.
SUPPORT Ask several students to read aloud one or two sentences to you,
Cross-curricular so that you can assist with pronunciation and understanding.
Students may not have the language or feel confident STRETCH Students read aloud sentences to the whole class.
enough to talk about their school day at this stage,
so encourage them to use other ways to express their Practice
ideas, e.g., using mime, drawing, using L1. Be guided
by students’ interests, and tell them any other words in 2 Think Read and match. Then say.
English they want to know as you explore the topic. • Students look at the pictures, then read aloud the words with the class. Say:
(lunch), and students mime what they do at lunchtime (eating/drinking).
Do the same for the other words.
Extend
Do some research together to find out what the • Students match the pictures to the words.
school day is like in different places. If possible, • Students compare their answers in pairs, then check all together as a class.
connect with a class in another country, and • Read the speech bubbles aloud with the class. Say other numbers, e.g.,
compare the school timetable, classrooms, lunch, two, and students around the class answer It’s recess.
and recess games. • Students work in pairs, taking turns to say a number and a phrase.
Less confident students can say single words, e.g., class.
Home-school link
Students draw a picture at home about one of the
3 Do What do you need for class? Check (✔). Draw one more.
times of the school day, and then show and tell to • Students look at the pictures and say any words they know, e.g., a book.
their families, e.g., It’s (recess). • Ask: Do you need (a book) for class? (yes). Students put a check by the
things they need in class.
• Hold up other classroom objects, e.g., pencil, crayon. Ask: Do you need a
(pencil) for class? Students answer yes or no. They choose one more thing
they need for class and draw it in the drawing frame.
• Students compare their answers in pairs. Then invite different students to
show their picture to the class and say a (pencil).
64

LESSON 8
1
My school day
Social Science
My world
Teaching star
It’s recess.
1 1.15
Let’s explore! Listen and number. Let’s play! Application Asking students to draw a simple
1
school timetable or timeline will help them
personalize the new language and make it more
memorable. Ask them to indicate times when
they have class, recess, circle time, and lunch, by
drawing or writing the words. Encourage them
to use icons to represent different classes, e.g.,
The students are in the It’s circle time.
classroom. It’s a class. Listen to the teacher. an equal sign for a math class, a paintbrush for
4 2 It’s lunch. an art class, etc. Students show their completed
Yummy!
3 timelines to the class and talk about them using
2 Think Read and match. Then say. the target language.
1 2 3 4
Extra activity (extension) Write four
categories on the board: recess, class, lunch,
circle time. Students work in pairs and say what
One. they do at each time of the school day, using
L1 if necessary. Students draw pictures, e.g.,
a lunch b recess c circle time d class It’s a class. recess – a football / jump rope; class – a book /
a pencil; lunch – a sandwich / a drink; circle
time – a story book / a carpet.
3 Do What do you need for class? Check (✔). Draw one more.
Wrap-up
Play Mime it! (see Games Bank p.254) using the
Mickey Mouse puppet. Make Mickey say It’s
(recess). Let’s play! Students mime playing. Repeat
for lunch, circle time, and class.
I can read and understand about my school day. 19
Make Mickey ask students about their school day,
e.g, Do you have lunch at school? Do you have
circle time? What classes do you have? What
do you play at recess? Students mime or say any
words they know.
Thinking skills
Apply In activity 2, students remember what they have learned about class.
school-day activities in activity 1, and apply this to match the key
vocabulary to pictures depicting the same concepts in a new context.
Workbook page 12
Analyze/Create In activity 3, students analyze pictures of objects to
determine which of these they require for class. Then they think of and 1 Look and match. Then read and number. 1 d,
draw one more object they need for class. It’s circle time.; 2 a, It’s lunch.; 3 b, It’s recess.; 4 c,
Evaluate You can extend HOTS by asking students to exchange their It’s a class.
books with a partner. They take turns to evaluate whether or not the 2 Look and write the periods (.). I’m in my
object their partner has drawn is necessary for class. If they think the classroom. It’s a class.
object isn’t necessary for class, they suggest an alternative object. 3 Trace. Then check (✔) and draw for you.
65

1 Lesson 9: Project Draw your classroom! Student’s Book page 20
Objectives Warm-up
Lesson aim: draw and write about my classroom Greet students with the Mickey Mouse puppet.
Target language: It’s my (pencil). It’s (green). I’m ready! Make Mickey hold up classroom picture cards, e.g., backpack, book,
pencil case, ruler, eraser, and elicit the words.
Recycled language: colors, classroom objects
• Play the chant audio (track 1.2), and students join in with the words and
Receptive language: Look in your … Show me …
actions.
Put your …
Materials: Audio; Picture cards / Word cards Let’s review
(Classroom, Classroom objects 1, 2); Mickey Mouse
puppet; pencil, crayons, ruler, eraser, paper 1 Read and number.
• Students look at the pictures. Ask: What’s this? (classroom, desk, chair,
ruler) Who’s this? (student, teacher) How many (students)? (five)
Skills What color is the (chair)? (It’s blue.).
• Read aloud the sentences with the class. Students underline the classroom
related to familiar topics, if supported by pictures (23)
words (desk, pencil case, classroom, teacher) and find them in the pictures.
Listening: can recognize familiar words in short phrases Then they number each picture.
and sentences spoken slowly and clearly, if supported by
pictures (19) Get ready
Speaking: can say single words related to familiar
topics, if supported by pictures (18)
2 1.16 Listen and check (✔).
• Explain to students that they are going to draw and write about their
classroom.
• Say: Get ready! What do you need? Students look at the pictures and
Teacher toolkit point to the things they need in order to do their project.
Project skills: Self-management • Play the audio, pausing after each instruction for students to find each
In this lesson, students identify the classroom objects object and hold it up. Play the audio again, and students put the things
they need to get ready for doing their project. they need on their desk.
Review the names of classroom objects students will Audioscript (track 1.16)
use in their project, e.g., crayons. Model how students Sh! Listen, students. Look in your pencil case. Show me … a pencil … your
can have these objects positioned on their desks, so crayons … an eraser … a ruler.
that the objects are easy to find and use during the Put your pencil on your desk. Put your crayons on your desk. Put your eraser
project work. on your desk. Put your ruler on your desk.
Now you’re ready! Draw your classroom.
Engage
If possible, connect with a class in another school, Create
and students show and describe their pictures to the
3 Now draw your classroom. Write.
other class. This could be done through a live online
meeting where students point out the things in their • Direct students to go to p.13 in their Workbooks and do the scaffolded
classroom through a webcam. If a live meeting isn’t activities to create their project.
possible, record a video of students describing their
classroom, to send to the other school. Workbook page 13
1 Circle what you need. Are you ready? Students circle the objects they
Digitizing projects need for their project. (Answers: pencil, eraser, crayon, ruler)
Students present their project digitally, using a photo 2 Check (✔) and color for your picture. Then write and draw. Students
of their classroom and their typing skills to write their check and color the classroom objects they want to write about in their
description. They can print out the project to show project. They follow the model sentences, and write about and draw their
the class, or they can present the project digitally. classroom.
• If suitable, give each student a piece of paper and ask them to draw and
write one or more sentences about their classroom, following the Workbook
model they have completed. Give them time to draw and write. Circulate
around the class, helping students as necessary. Encourage students to
raise their hands and ask for help if needed.
66

LESSON 9 f-m
anagem
1
!
Draw your classroom
Project
en
Se
t
Teaching star
b Learning to learn Focusing on correct spelling
Let’s review
from early on will help students develop their
1 Read and number. writing skills. In pairs, students read each other’s
sentences to check the spelling of the classroom
a 1 It’s my desk. It’s
words. Place the word cards on the board for
my pencil case.
students to use as a reference. Encourage them
2 It’s my classroom. to write in pencil initially so they can neatly
It’s my teacher. erase and rewrite any misspelled words.
1 2
Get ready Reflect

2 1.16
Listen and check (✔).
5
4 How did I do?
1
3 6 • Read aloud the sentences with the class. Students
draw emojis to assess their own performance in
✔ ✔ ✔ this lesson.
2
4
I’m ready!
✔ Extra activity (class game) Play Draw it! (see
Games Bank p.253). Write a word or phrase
Workbook page 13
on the board, e.g., It’s a (pencil). Invite a student
Create to come up and draw the object on the board.
Play as a team game, and repeat with other
3 Now draw Reflect
words and drawings.
your classroom. 4 How did I do?
Write. I have my things ready.
Wrap-up
I draw my classroom. Put the students’ pictures around the classroom.
Mickey comment on the projects, e.g., That’s cool!
20 I can draw and write about my classroom. Cool picture!
• Give students time to look at each other’s work.
Encourage them to read the captions and respond
• When they are ready, students work in pairs, taking turns to show and describe to the pictures.
their picture. Students say goodbye to Mickey as they leave
• Invite more confident students to show and describe their picture to the class, class.
e.g., It’s my classroom. It’s my (desk).
Workbook page 13
ACHIEVE 3 Think and color. Students color the stars to show

Students draw a classroom and write at least two sentences about their drawing,
using It’s my … It’s …, and the names of classroom objects, colors, and sizes
(big/small).
SUPPORT
Students label their picture with single words instead of writing full sentences,
e.g., ruler.
STRETCH
Students include colors and sizes in their descriptions, e.g., It’s my (pencil).
It’s (red). It’s a (red) (pencil). It’s a (big) (eraser).
67

1 Lesson 10: Review I can do it! Student’s Book page 21
Objectives Warm-up
Lesson aim: review target language from Unit 1 Greet students with the Mickey Mouse puppet.
Target language: It’s a (green) (pencil). • Play the song audio (track 1.11), and students join in with the actions.
If students are confident with the words, play the karaoke version
Recycled language: colors, classroom objects; What’s
this? What color is it? Is it (pink)? Yes, it is. No, it isn’t.
Materials: Audio; (optional) Video 1A, Video 1B; I can do it!
Picture cards / Word cards (Classroom, Classroom
objects 1, 2); Stickers; Mickey Mouse puppet; 1 Look and number. Then say.
My progress poster • Students look at the picture for one or two minutes. Ask them to try to
Skills • Then say: Close your books. Ask: How many (students)? What color is
the (door)? Is (the board) (small)?
related to familiar topics, if supported by pictures (23) • Read aloud the words with the class, and students point to the picture.
Give them time to read and number the words.
and sentences spoken slowly and clearly, if supported by • Students compare answers in pairs. Then check all together as a class.
pictures (19) • Students work in pairs, taking turns to say the words and point to the
Speaking: can say single words related to familiar picture, e.g., six – chair.
topics, if supported by pictures (18); can ask about the SUPPORT Work with a small group of students who need more support.
identity of an object using a basic phrase (21) Point to the picture, and students say the words together.
Writing (WB): can trace simple words and phrases in STRETCH Students describe the picture in pairs, e.g., It’s a (chair). Is it (red)?
upper and lower case (10) (No, it isn’t.) It’s a (classroom). Is it (big)? (Yes, it is.).
2 1.17 Listen and color. Then read and circle.

Teacher toolkit • Students look at the pictures. Ask: What’s this? (a crayon).
Video review • Play the audio, and students point to the pictures. Play the audio again,
You can return to Video 1A and Video 1B at the end pausing after each exchange. Ask: What color is it? (orange).
of the unit for a “second play.” Ask each student to • Play the audio again, and students place a dot of color on each picture.
choose three words from the unit, and put their hands Give them time to color each object. Then they circle the correct word in
on their heads when they hear or see these words in each sentence.
the video. • Students compare answers in pairs. Then check all together as a class.
SUPPORT Play the audio one more time, pausing after each line. Students
Remediation color the objects without circling the words.
Play a game to review the target structures and STRETCH Students copy the sentences in their notebooks, using the correct
vocabulary before asking students to do the activities. classroom object word each time, e.g., It’s a crayon.
Make the Mickey Mouse puppet show a picture card
and say It’s a (door), but make him say the wrong Audioscript (track 1.17)
word. Students correct Mickey by saying No! It’s a 1 What’s this? // It’s a crayon. // Is it red? // No, it isn’t. It’s orange. It’s an
(chair)! orange crayon.
2 What’s this? // It’s a ruler. // Is it pink? // No, it isn’t. It’s green. It’s a green ruler.
Home-school link 3 Think and check (✔). Then stick!
r
Sticke
time
Students take home their Lesson 9 project and • Read aloud the I can … statements with the class. Students check what
tell their family about their classroom, e.g., It’s my they feel they can do now that they have completed Unit 1.
(classroom). It’s my (desk). It’s (white).
• Ask individual students to read aloud the sentences they have checked,
e.g., I can read a story. Students demonstrate what they can do.
• Students stick the sticker to show they have completed Unit 1.
68

LESSON 10
1
I can do i t!
Review
Wrap-up
• Draw students' attention to the My progress
1 Look and number. Then say. poster, and ask them to identify the picture that
reflects this unit. Read aloud with students the
classroom 5 3
2
I can … statements (I can name and describe
poster 3 1 school things, I can say I'm happy/sad/scared).
4
student 1 Hold up the Mickey Mouse puppet. Students
door 4 tell Mickey two or three new words they have
learned in the unit, or tell him what new skills they
chair 6
5
6
have learned, e.g., I can sing a song! I can say
board 2 how I feel. I’m (happy).
2 Listen and color. Then read and circle. class.
1.17
Workbook pages 14–15
My progress journal
1 It’s a crayon / pen
pen. 2 It’s a pencil / ruler.
1 Find and circle five differences. Then trace
and write a or b. Students circle: white/gray
3 Think and check (✔). Then stick! chair, big/small pencil case, orange/pink ruler,
small/big eraser, red/yellow backpack. 1 a, 2 a,
3 b, 4 b
I can …
er
Stick 2 Draw what’s on your desk. Ask and answer.
time
3 Think and draw , , or . Students draw
name classroom things []
the face which represents how well they did in
read a story [] each lesson.
sing a song []
✔ IUnit
completed
1!
say how I feel []
Go online
Big Project 21 Audioscript see p.248
Listening
1 1.3 Listen and check (✔). 1 table,
Teaching star 2 red door, 3 pink crayon, 4 big book
Reading
Growth mindset Asking students to reflect on their achievements at the
2 Read and circle Yes or No. 1 No, 2 Yes,
end of the unit will increase their confidence, as they see how much they have
3 No, 4 Yes
learned. It will also help them see where they need to improve. Use the Mickey
Mouse puppet to help celebrate the students’ progress. Make Mickey high-five Speaking
students, and say: You can say classroom objects. Good job! 3 Look at 2. Ask and answer. Students talk
about the picture in activity 2, using the
speech bubbles as a model.
r
My Star and Hero! Students look at the sticker of Riley on p.4 of the Student’s Choose your favorite activity in the
Sticke
time
Book and imagine what’s in her backpack, e.g., books, crayons, a pencil. unit and stick.
Extra activity (whole class) Have a class vote and choose one activity to do
again as a class, e.g., watch the video, sing the song or chant, listen to the story.
69

2 Family and friends

By the end of this unit, students can: Listening: recognize and understand words for family
• draw and talk about their family tree, members, descriptions of people, and questions and
identifying and naming family members, and answers about family
giving a simple description Reading: read and understand a short, simple cartoon
• read and understand a story about a family story and very short texts about family trees
• name family members and describe people Speaking: give simple descriptions of family members;
• ask and answer about family ask and answer about family; name emotions and
accompanying actions; say simple sentences about
• talk about their emotions and do related family trees
actions
Writing: write words to name and describe family
• understand and talk about family trees members
Vocabulary Grammar
Lesson 1: brother, dad, mom, sister Lesson 3: Who’s this? This is Oscar. He’s my brother.
Lesson 2: aunt, baby brother, big sister, cousin, friend, This is Jess. She’s my sister.
grandma, grandpa, uncle Lesson 6: He isn’t my uncle. He’s my dad. Is she your
Lesson 5: boy, girl; funny, nice, old, young mom? Yes, she is. Is he your friend? No, he isn’t.
Myself and others

Story
Identifying my emotions 2 In this unit, a Disney The painting
video and a story develop the theme of identifying Nice picture! Thanks! I’m proud of you!
more emotions they feel in different situations.
Language: excited, proud, worried Project
Self-awareness My family tree
Presentation skills: introducing yourself, presenting
your work
Social Science
My world
Hi! My name’s … This is my …
Social Science: Family trees
baby, children, grandparents, parents
70

Unit overview
Mr. Incredible
Bob Parr is the world’s best-known and most
popular Super. He’s strong and brave.
Violet
A typical teenager, she’s
shy and insecure. Her
Elastigirl power is invisibility.
Helen Parr has an amazing
ability to stretch.
Dash
An energetic ten-
Jack-Jack year-old boy. He
He’s almost two years old, but can run super-fast!
has no Super abilities – yet!
The Incredibles tells the story of Bob and Helen Parr, who were previously the world’s greatest Supers,
Mr. Incredible and Elastigirl. Having been forced to give up their life as Supers, they are living a “normal” life
in the suburbs with their three children. Although Bob loves his family, he hates his boring office job, and he
longs to get back into action. Bob gets his chance when he receives a mysterious invitation for a top-secret
assignment. But then he discovers that the evil genius, Syndrome, is behind the assignment and wants
revenge. The rest of the Parr family flies to the rescue! you kn
Did ow
The Incredible
was the first Pi
s
?
eo stor xar movie
Vid ies to focus on hum
an beings,
and asked the
question:
Video 2A: Meet the Incredibles! What does fam
ily life look
Video 2B: Is he your friend? like for a family
with
Super abilities?
Online modules
Phonics Big Project
Extra
Words with d, i, m, and n A family album reading
dad, sit, man, nap
71

Objectives Warm-up
Lesson aim: name family members Greet students with the Mickey Mouse puppet.
Target language: brother, dad, mom, sister • Play the audio (track 0.2). Students sing the Hello, Friends! song.
Recycled language: colors, numbers; This is (Violet).
Receptive language: He’s (worried). They’re (excited).
• Students look at the Big Picture. Introduce the movie and the
Materials: Video 2A; Audio; Picture cards / Word characters. Say: This is from a movie called The Incredibles. This is
cards (Family, Disney characters); Sticker (Violet); (Mr. Incredible).
Mickey Mouse puppet
• Discuss vocabulary. Say: Dash, Violet and Jack-Jack are Helen’s children.
What do they call Helen? (mom). Elicit the names of items and any other
Skills vocabulary students may know. Ask: What’s this? What color is it?
Reading: can recognize some familiar words related to
themselves and their family (22)
1 2A Watch the video. Check (✔).
to familiar topics, if spoken slowly and clearly and
supported by pictures and gestures (16) • Play Video 2A, and students watch and listen.
Speaking: can name people around them or in pictures, • Ask: Who do you see? Students check the pictures. Elicit any family words
using single words (18) students remember from the video (mom, dad, sister, brother, family).
upper and lower case (10) 2 2A Watch again and act.
• Use mime to review emotions students know from Unit 1 (happy,
Teacher toolkit sad, scared).
• Students look at the pictures. Read aloud the words with the class,
Video summary – 2A and mime each emotion: bite your nails for worried, wave your
Meet the Incredibles! Videoscript see p.246 hands in the air for excited.
We meet the Parr family and see them going to • Play the video again, pausing occasionally to ask: How does he/she
school and work. Then we see them as the Incredibles feel? Is (he) (worried)? Students answer yes or no. When the answer
– Supers fighting to save the city from an evil robot, is yes, students mime the emotion. ([2:08] worried; [2:20] worried;
the Omnidroid. [3:02] excited)
Engage Picture cards / Word cards (optional) Show the picture card one by one
Ask students if they know any other families from to introduce the new vocabulary. Repeat several times, encouraging students
movies, TV shows, or books. Choose a fictional or to remember the words. Then show each word card, and elicit the words.
famous family with students, and place a picture
in the display area. Students add family words and Practice
adjectives to the display as they learn the new
vocabulary through the unit. 3 2.1 Listen, find, and say. Then ask a friend.
• Students explore the Big Picture. Point and say the family words.
• Students look at the silhouettes, and ask them to find the images in the
Identifying my emotions 2 Big Picture. Ask: Who’s this? Is it (dad)?
excited, proud, worried • Play the audio, and students find the family in the Big Picture. Play the
Students look at the pictures of the Incredibles. Say: audio again, and they point and say the words. Play the audio one more
Imagine. You’re a superhero! Are you (worried)? time, pausing for students to point and read the words.
Are you (excited)? Students say and mime how they • In pairs, students take turns to point to family members in the Big Picture
would feel as a superhero. and say the words.
Self-awareness SUPPORT Say a family word, and students point at the picture card instead
of saying the word.
STRETCH Place the picture card and word cards on the board, and students
match them.
72

2
2 Family and
LESSON 1 Vocabulary
2 2A
friends dad worried excited

mom
3 2.1
Listen, find, and say. Then ask
sister
a friend.
4 2.2
eo stor
Vid y
1 2A
brother
✔ ✔ ✔
✔ Collect ?
22 I can name family members. your friend! 23
page 4
Audioscript (track 2.1) Wrap-up

Can you find … Dad? … Mom? … brother? … sister? • Play Who am I? (see Games Bank p.253). Ask a student to mime
one of the Incredibles family. Ask the class to guess who they are.
4 2.2 Listen, chant, and act.
Repeat with different students and characters.
• Say: Listen and chant! Play the audio, and students listen. Ask: What Students say goodbye to the Mickey Mouse puppet as they leave
family words are in the chant? (mom, dad, brother, sister). class.
• Demonstrate the action of each Incredibles character (see below),
or ask students to come up with ideas. Play the audio again, and
students join in with the chant and the actions.
Learning Heroes
TPRchant 1 Watch again and do the quiz.
dad – show big arms like Mr. Incredible 1 Read and put a ✔ or ✘ . a ✘ , b ✔, c ✔, d ✘
mom – stretch your arms out like Elastigirl 2 Check (✔). Who’s worried? b ✔
sister – make a circle in the air, like Violet’s invisibility shield 2 Trace and match. 1 d, 2 b, 3 c, 4 a
brother – run fast like Dash
3 Challenge! Trace. Then find and color. Students trace the word,
then color the letters that are in family.
Audioscript (track 2.2) Extra time? mom, dad, brother
This is my mom. // This is my dad. // He’s my brother. // She’s my sister. //
Mom, Dad, brother, sister. // This is my family!
Collect your friend Show the picture card of Violet to help
? students identify the correct sticker. Students stick the sticker
on p.4 in the Student’s Book. Ask: Who’s this? (Violet).
73

Objectives Warm-up
Lesson aim: name family members Greet students with the Mickey Mouse puppet.
Target language: aunt, baby brother, big sister, cousin, Make Mickey hold up the picture cards from Lesson 1 (brother, dad, mom,
friend, grandma, grandpa, uncle sister). Ask students to say the words.
Recycled language: family; This is my (dad). • Say: Listen and chant! Play the chant (track 2.2), and students join in and
do the actions.
Materials: Audio; Picture cards / Word cards (Family,
Family and friends); Mickey Mouse puppet
Presentation
Picture cards / Word cards (optional) Show the family and friends picture
Skills card one by one to introduce the new vocabulary. Repeat several times,
Reading: can recognize some familiar words related to encouraging students to remember the words. Then show each word card,
themselves and their family (22) and elicit the words.
Listening: can understand simple language relating to
naming and describing family members (21)
• Students look at the picture and say any family words they already know.
Speaking: can name people around them or in pictures,
using single words (18) • Say: Listen and point. Play the audio, and students listen. Play the audio
again, and they point at the picture. Play the audio one more time,
• Read aloud the numbered words. Say: One – big sister. Students read and
point to the family member in the picture.
Teacher toolkit
• Say a number, e.g., three, and students say the word (grandpa).
Teaching vocabulary Do the same with other numbers and words.
Make sure students know which family members • Students play the game in pairs. They take turns to say a number from
each of the picture cards represents. Encourage one to eight for their partner to say the corresponding word.
them to make a personal connection between the
new vocabulary and their own families as well as Teaching star
other families they know. Pay special attention to Linguistic competence Repetition is the key to memorizing new words.
the differences between aunt and uncle, cousin The more students say a new word, the better they will remember it.
and friend. Make repetition fun by asking students to say new words many times in
different ways. For example, they repeat a word slowly, quickly, quietly,
Extend loudly. Use a non-verbal gesture to show how students should say the
Ask students to bring in a photo or draw a picture of word, e.g., finger to lips for “quietly,” mime shouting for “loudly,” roll your
their family, and create a family art gallery. Make sure hands quickly or slowly for “quickly/slowly.” Demonstrate saying each
students know they can include any family members word differently, accompanied by the gesture, and students copy, e.g.,
they wish. Use the gallery to elicit that all families are Sh! (grandma).
different.
Practice
Home-school link
Ask students to use family words in English when they 2 2.4 Listen and number. Then circle.
speak to their family members at home, saying e.g., • Students look at the pictures. Ask them to find each family member in the
Hello, Grandpa! picture in activity 1.
• Play the audio, and students listen. Play the audio again, and they point to
the pictures. Play the audio one more time, pausing after each sentence
for students to number the pictures 1–4. Check the answers by saying:
Number one. Who’s this? (big sister).
• Read aloud the words with the class. Say: Number (two), grandpa or
grandma? Elicit the answer, and students circle the word.
74

LESSON 2
2
Vocabulary
SUPPORT Students work together in pairs and take
turns to say single family words, without having to
1 2.3
Listen, point, and say. Then play. remember the word chain.
My family STRETCH Encourage students to say complete
1 big sister 5 aunt
sentences in the game, e.g., This is my (mom).
This is my (dad).
2 baby brother 6 uncle
5 6 Extra activity (class game) Play Slow reveal
3 grandpa 3 7 cousin (see Games Bank p.252). Cover a picture
4
2
card with a piece of paper. Hold up the picture
4 grandma 1
7 8
8 friend card, and pull the paper down slowly to
reveal it. Pause several times, and ask: Who’s
this? Students guess the answer. Repeat with
2 2.4
Listen and number. Then circle. different picture card.
a b
grandpa / grandma aunt / uncle

Wrap-up
2 4 Play Match it! (see Games Bank p.252), using
the Mickey Mouse puppet and the picture card
c d
and word cards. Place the picture card and word
baby brother / cards in random order on the board. Say a word:
cousin / friend
big sister
(grandma). Invite a student to come up and
1 3
match the picture and word, then all students
say the word.
3 Play the game.
Talk • Ask students to bring in photos or pictures of their
Mom. buddies
own family to the next class.
Mom, grandma. Students say goodbye to Mickey as they leave
class.
Mom, grandma, cousin.
Workbook page 18
24 I can name family members.
1 Follow and circle. 1 c, baby brother; 2 a, big
sister; 3 b, friend
• Give students time to complete the activity individually. Ask them to compare their 2 Look, match, and trace. Then check (✔) for
answers in pairs, then check all together as a class. you. 2 a, friend; 3 e, aunt; 4 b, grandma; 5 d,
grandpa
Extra time? aunt, baby brother, big sister, cousin,
1 This is my big sister.
friend, grandma, grandpa, uncle
2 This is my grandpa.
3 This is my friend.
4 This is my aunt.
Talk
• Read aloud the speech bubbles with the class. Then demonstrate the game with a
student. Say a family word: (mom), and invite the student to repeat your word and
add one of their own, e.g., (mom), (dad). Continue until one of you forgets a word
in the chain.
• Students play the game in pairs. Encourage them to say the longest chain of family
words they can without forgetting or repeating a word.
75

Objectives Warm-up
Lesson aim: ask and answer about family Greet students with the Mickey Mouse puppet.
Target language: Who’s this? This is Oscar. He’s my Make Mickey hold up various picture cards from Lessons 1 and 2. Ask:
brother. This is Jess. She’s my sister. Who’s this? Students say the family words. Make Mickey show the picture
card in different ways: a slow reveal, or flashing them very quickly.
Recycled language: family and friends
Materials: Audio; Picture cards / Word cards (Family, Presentation
Family and friends); Stickers; Mickey Mouse puppet;
(optional) photos of the students’ families, a number of 1 2.5 Listen and check (✔).
small objects • Remind students of Video 2A. Invite them to say what they can remember
about the story and the characters.
Skills • Students look at the pictures, and ask: Who’s this? Is it (dad)? They answer
yes or no. Read aloud the caption, and students guess which picture shows
Jack-Jack.
• Play the audio, and students check the picture. Point to the picture, and
say: This is Jack-Jack. He’s Dash’s … . Students complete the sentence
(baby brother). Point to the other picture (showing the character Frozone),
Speaking: can ask and answer simple questions about the and say: He’s a … . Students complete the sentence (friend).
identity of a family member, using a basic phrase (21)
upper and lower case (10) Who’s this? // This is Jack-Jack. He’s Dash’s baby brother. He’s small!
Teacher toolkit 2.6 Grammar Heroes

Teaching grammar read. Play the audio again, pausing after each sentence for students to
Make sure students know when we use the subject repeat.
pronouns he and she. Make picture cards from a • Divide the class into three groups. One group reads aloud the question:
diverse range of photos of boys, girls, men, and Who’s this? The other two groups read out each answer. Repeat several
women, of varying ages. Write he and she on the times, then change the groups.
board, and students categorize the photos. Then • Students work in pairs to read aloud the grammar box.
students suggest family words that might be used
about each person, using the structure He’s/She’s Practice
(my) grandma.
2 2.7 Listen and stick. Then number.
r
Sticke
time
• Students look at the picture, then at the stickers. They point and say the
Extend
family words.
Give students some buttons, small stones, or any other
small objects, and ask them to use these to represent • Play the audio, and students point to each sticker as they listen. Then play
their family members. If using small stones, students the audio again, pausing after each sentence for students to stick in the
can draw faces on these, using markers. Students work sticker. Say: Number (one). Who’s this? (dad).
in pairs, taking turns to name each family member, • Read aloud the sentences with the class. Students find the family members
using the target language. in the picture, then write numbers 1–4 in the boxes.
• Students compare their answers in pairs. Then check all together as a class.
Home-school link Say: He’s my grandpa. (two). Do the same for all the items.
Tell students to identify families when they are Audioscript (track 2.7)
reading a storybook or watching TV. Encourage them 1 Who’s this? // He’s my dad.
to ask and answer about the family relationships with 2 Who’s this? // He’s my grandpa.
the person they are reading or watching with, e.g., 3 Who’s this? // She’s my cousin.
Who’s this? She’s the baby sister. 4 Who’s this? // She’s my grandma.
76

LESSON 3
2
Grammar
Teaching star
1 2.5
Listen and check (✔). Application Talking about real-world families
helps students understand the relevance of the
language they are learning, and gives them the
opportunity to use the language in an authentic
way. Ask students to bring in photos cut out
from magazines of famous families who are
known to them. These could be real or fictional
✔ families. In small groups, they stick the photos
This is Jack-Jack. on a poster and label them with family words.
2.6
Then they present the families to the class, e.g.,
Who’s this? She’s (mom).
2 2.7
Listen and stick. Then number. This is Oscar. He’s my brother.
This is Jess. She’s my sister.
er
Stick 1 2
time Extra activity (class game) Play a game of
4 Draw it! (see Games Bank p.253). A student
3 a He’s my grandpa 2 comes to the board and starts drawing one of
b She’s my grandma. 4
The Incredibles characters as best they can.
The other students guess who they are drawing,
c She’s my cousin. 3 e.g., dad? When the picture is complete, the
d He’s my dad. 1 student imagines they are Dash and says This
is (Violet). She’s my (sister).
3 Look at 2. Play Who’s this?

Wrap-up
Who’s this? Talk Ask students who have brought their own family
buddies
photos to class to show them. Hold up the Mickey
She’s my cousin!
Mouse puppet, and make Mickey say Who’s this?
Number three! Students answer: This is my (mom). You could put
a few of the student’s family photos on the board,
I can ask and answer about family. 25
and see if students can guess whose family it is.
If students don’t have family photos, they draw a
picture of a member of their family to show and
Talk
3 buddies Look at 2. Play Who’s this? tell the class.
• Read aloud the speech bubbles with the class. Students point to the cousin in the Students say goodbye to Mickey as they leave
picture in activity 2. Point to other family members in the picture, and ask: Who’s class.
this? Students answer as if they were the girl in the picture, e.g., He’s my (dad).
• Students play the game in pairs, taking turns to ask and answer about the picture Workbook page 19
in activity 2.
SUPPORT Allow students to answer questions with single words if necessary, e.g.,
1 Look, read, and number. a 4, b 1, c 3, d 2
dad/cousin. Look and trace. Then number. sister. 3, my 2,
She’s 1
STRETCH Students make up a name for each family member in the picture, e.g.,
This is (Sofia). She’s my (cousin). 2 Imagine you are Violet. Trace and check (✔).
1 a, 2 b, 3 a
77

Objectives Warm-up
Lesson aim: read and understand a story about a family Greet students with the Mickey Mouse puppet.
Story language: Nice picture! Thanks! I’m proud of you! Make Mickey show the story cards from the Unit 1 story. Students say
what they remember about the characters. Ask: Who’s this? (Camila)
Recycled language: family and friends; Hello!
How old is (she)? (seven) Who are her friends? (Hugo, Li, Arjun).
Who’s this? This is my (grandpa). He’s/She’s my (friend).
It’s a girl.
Presentation
Receptive language: She’s young. He’s funny!
Materials: Audio; Story cards (Units 1 and 2); Mickey
1 2.8 Listen and read. Whose family is it?
Mouse puppet Make the Mickey Mouse puppet stand up. Say: Sit down, Mickey.
It’s story time!
• Show each story card, and ask: Who’s this? (Hugo, Arjun, Li, Camila).
Skills Students name the family members they can see in the story pictures.
Reading: can identify familiar words in short, simple
• Play the audio, and hold up each story card. Ask: Whose family is it?
texts (23); can recognize key words and basic phrases in
(Camila’s family). Play the audio again. Pause after each frame, hold up
each story card, and ask a comprehension question from the back of the
Listening: can understand a few basic words and phrases story card.
• Help students connect with the story characters by asking them about
Speaking: can repeat phrases and short sentences, if their own families after they listen, e.g., Who’s in your family? Do you
spoken slowly and clearly (16) have a (baby brother)?
Spot! Read aloud the question with the class. Draw a butterfly on the board,
Teacher toolkit then students find five butterflies in the story.
Story summary Practice

Camila is introducing her friends to her family.
Her family members are all doing different free time 2 Look, read, and match.
activities. When Camila’s mom shows her the picture • Students look at the small pictures and find them in the story in their books.
she painted, Camila realizes that she has painted • Read aloud the family words with the class. Students trace over the
herself and her friends. example matching line with their fingers.
• Give students time to draw matching lines to complete the activity.
Identifying my emotions 2 Students compare their answers in pairs, then check all together as a class.
Invite students to think about when they feel proud.
Discuss in L1. Students mime situations where their 3 How do they feel? Find and check (✔).
family members might say (Priti), I’m proud of you! • Students look at the pictures and find each character in the story.
Self-awareness • Point to each picture, and ask: How does he/she feel? Read aloud
each sentence with the class, miming the emotions. Students look
for the words in the story. Then they check the correct sentence for
Engage each character.
Brainstorm ideas about the kinds of things that make
• Students compare their answers in pairs, reading aloud the correct
people feel proud, e.g., drawing a good picture, tying
sentence and miming the emotion. Then check all together as a class.
your own shoelaces, getting something right for the
first time, helping someone. Ask students to think of
and act out a time when they did something they 4 Talk
buddies Act out the story.
were proud of.
• Read aloud the speech bubbles with the class, and students find these
words in the story.
• Divide the class into five groups. Ask each group to role-play one of the
story characters: Camila, Li, Arjun, mom, grandma, grandpa.
• Play the audio again (track 2.8), and encourage each group to read
aloud or mime their character’s lines. Give the groups time to practice
acting out the story.
78

LESSON 4
Story
2
The painting 2 Look, read, and match.
Listen and read. Whose family is it? Camila’s family brother mom grandma grandpa
1 2 3 4
1 2.8
This is my
1 grandma.
Hi, Camila! Who’s this? 2
a b c d
Hello!
This is Hugo. He’s my friend.

And this is Li. And Arjun.
3 And this is my grandpa! 4 Who’s this?
3 How do they feel? Find and check (✔).
1 2
He’s excited. ✔ She’s excited.
He’s worried. She’s proud. ✔

This is Miguel!
He’s my baby brother!
5 6
He’s excited! And this is me, 4 Act out the story.
Nice picture! It’s a Arjun … And
girl. She’s young … Hugo!
Oh! It’s me! This is my
grandma.
Hello! Talk
buddies
He’s funny!
Spot! Thanks Mom!

I’m proud of you! The end
.
26 Find five butterflies I can read and understand a story. 27
• Invite more confident groups to come to the front of the class and Wrap-up
act out the story, saying their character’s lines and acting out their Make the Mickey Mouse puppet place the story cards in random
behavior. Students can use props, e.g., a saxophone, a paintbrush, order on the board. Students put the cards in the correct order and
a picture frame. Use the story cards to prompt as necessary. say any words or sentences they can remember from each frame,
SUPPORT Students mime one of the characters who have non- e.g., This is my (grandma). I’m proud of you!
speaking parts in the story, e.g., grandpa, dad, Miguel. Students say goodbye to Mickey as they leave class.
STRETCH Students role-play the character with more lines, e.g.,
Camila/Li. Workbook page 20
Teaching star 1 Match and say for Camila. Friends or family? my family: 2, 4,
5, 6, 7; my friends; 1, 3, 8
Diversity and inclusion Students learn best if they enjoy what
2 Circle. Why is Camila proud of her mom? 3
they are doing. Not all students enjoy doing role-play activities,
so offer these students other tasks to do. Ask students who enjoy 3 Circle and color. Students color the stars to show how much
making or drawing things to make props for the story (e.g., a they liked the story.
saxophone, a picture frame, a flower). Other students act as
“directors,” prompting them with words or actions.
Extra activity (story extension) Students imagine the family

of one of the other story characters, e.g., Hugo, Li, or Arjun. Ask
them to draw a picture of the family. Then they introduce their
family, e.g., I’m (Hugo). This is my (grandpa).
79

Objectives Warm-up
Lesson aim: describe people Greet students with the Mickey Mouse puppet.
Target language: boy, girl; funny, nice, old, young Remind students of the story from Lesson 4. Make Mickey hold up the
story cards, and ask: Who’s this? Whose family is it?
Recycled language: family members; Who’s this? This is
my (grandma). He’s/She’s (big/happy/proud/small). • Students look back at the story on pp.26–27. Say: Find the family words.
Give students a couple of minutes to find the family words in the story
Materials: Audio; Picture cards / Word cards (Family,
(mom, dad, grandma, grandpa, baby brother).
Family and friends, People and adjectives); Story cards
(Unit 2); Mickey Mouse puppet
Presentation
Picture cards / Word cards (optional) Show the picture card one by one
Skills to introduce the new vocabulary. Repeat several times, encouraging students
Reading: can recognize some familiar everyday words (21) to remember the words. Then show each word card, and elicit the words.
Listening: can recognize familiar words and phrases in 1 2.9 Listen, point, and say. Then play.
short, simple songs or chants (18)
• Point to the pictures. Students say any words they already know.
Speaking: can talk about familiar people using single
• Say: Listen and point. Play the audio, and students listen. Play the audio
words (26)
again, and they point to the pictures. Play the audio one more time,
Writing (WB): can trace simple words and phrases in pausing after each word for students to read and say the word.
• Say a number, e.g., one, and students say the corresponding word (boy).
Do the same with other numbers and words.
Teacher toolkit • Students work in pairs to play the game, as in Lesson 2.
Teaching vocabulary Teaching star
Use different methods to demonstrate the meaning of
abstract vocabulary. Show picture cards or pictures, Support understanding Use the Mickey Mouse puppet to check
use mime, draw attention to opposites, and elicit the meaning of the new words. Hold up Mickey, and make him say:
translations into the students’ L1 if any confusion Boys! Say “Hello, Mickey!” The boys in the class say: Hello, Mickey!
may arise. Repeat for the girls. Give other instructions to boys and girls in the class,
e.g., Show me your (pencil). Count to (ten). Wave!
Extend
Give students some magazines. They cut out pictures
of different people and make families together in Ways to learn
pairs. Encourage them to describe each person and • Read aloud the words with the students, then invite them to think of
who it is, e.g., This is my dad. He’s nice and he’s old. other opposite words, e.g., big/small, girl/boy, mom/dad. You could
use word cards to prepare students for the activity by asking students
to place opposite words in two columns on the board. More confident
Home-school link
students can write pairs of opposite words in their notebooks.
Ask students to notice when somebody is being
• Students look at the Picture Dictionary on p.120 and apply this to
nice or funny at home, and say: She’s funny! He’s nice!
the other new words they have learned in this unit.
Practice
2 2.10 Listen and say. Then play in pairs.
• Students look again at the pictures in activity 1. Play the audio, and
students listen.
• Play the audio again, and students point to the pictures.
• Play the audio one more time, this time pausing after He’s/She’s a … .
Students say a word to complete each sentence, e.g., boy.
80

LESSON 5
2
Vocabulary
3 Sing-along 2.11 Listen, sing, and
act.
• Students look at the pictures. Ask: Who’s this?
2.9
Is she (young)? Is he a (boy)?

Write the pair.
• Play the song audio. Students listen and raise
old their hand each time they hear a family word
1 boy 2 girl 3 young (grandma, grandpa, dad, sister).
young
• Demonstrate the actions, and remind students of
uncle the actions for big and small from Unit 1. Play the
song audio again, and students join in with the
aunt actions.
4 old 5 nice 6 funny
Picture Dictionary
• When students are confident with the words, play
page 120 the karaoke version (track 2.11_karaoke), and
2 2.10
Listen and say. Then play in pairs.
students sing along.
This is dad. He’s … TPR song

Nice!
old – walk hunched over
funny – laugh
Sing-along young – bounce on your chair
nice – make a heart shape with your hands
3 2.11
municate!
com
Family, family
This is my family. ’s
t activity (fast finishers) Students draw a
LeExtra
This is my grandma.
She’s small. She’s proud. picture of a member of their family, then cut it
This is my grandpa.
He’s old. He’s funny. This is my dad. into four or five pieces to make a “jigsaw.” They
Chorus He’s big. He’s nice. give the “jigsaw” picture to their partner to put
This is my sister. together. Then they describe their picture, e.g.,
She’s young. She’s happy. This is my (mom). She’s (nice).
Chorus
Extra Go online
28 I can describe people.
Lesson Phonics Wrap-up
• Students mime a family member for other students
to guess, e.g., grandpa – walk slowly with a stick;
• Read aloud the speech bubbles with the class. Then demonstrate the game. baby brother – act like a baby. They say: This is
Say: This is (grandma). Students point at the picture. Then say: She’s …. (old). my (baby brother). He’s (funny).
• Students play the game in pairs, taking turns to speak, and using the speech Students say goodbye to the Mickey Mouse
bubbles as a model. puppet as they leave class.
SUPPORT Students point to the pictures and say the words, or use single words in
the speaking activity, e.g., dad – nice.
Workbook page 21
STRETCH Students say full sentences. Encourage them to use more than one
adjective to describe each character, e.g., This is dad. He’s nice. He’s big. Audioscript see p.248
Audioscript (track 2.10) 1 2.1 Listen and number. a 4, b 1, c 6, d 2,
e 3, f 5
One. // This is Dash. He’s a … boy.
Six. // This is Jack-Jack. He’s … funny. 2 Trace and match. Then say in pairs. 1 c, 2 d,
Two. // This is Violet. She’s a … girl. 3 b, 4 a
Five. // This is Jack-Jack’s dad. He’s … nice. 3 Trace. Then think and circle. grandma, grandpa
Three. // It’s a boy. He’s … young.
Four. // This is a grandma. She’s … old.
81

Objectives Warm-up
Lesson aims: ask and answer about family Greet students with the Mickey Mouse puppet.
Target language: He isn’t my uncle. He’s my dad. Is she • Play the song audio (track 2.11), and students sing the song and do
your mom? Yes, she is. Is he your friend? No, he isn’t. the actions.
Recycled language: family and friends; Who’s this?
Materials: Video 2B; Audio; Cut-outs 2; Mickey
Mouse puppet; scissors 1 2B Watch the video. Check (✔) Violet’s friend.
It’s video time!
Skills
• Students look at the picture. Ask: Who can you see? (mom, dad, brother,
baby brother, big sister). Students look at the small pictures. Ask: Is he
a (boy)? Is he (old/young/nice)?
• Say: Watch! Who’s Violet’s friend? Play Video 2B, and students watch
and listen.
Speaking: can answer simple questions about their
• Ask again: Who’s Violet’s friend? Students check the correct picture.
family and friends, using basic phrases (26)
Check answers by pointing at each picture and asking: Is he Violet’s
Writing (WB): can trace simple words and phrases in friend? (yes/no).
• Play the video again, pausing at various points as the family watches the
race. Ask: Are they happy? Is he Violet’s (brother)? Is she Violet’s (aunt)?
Teacher toolkit Is dad (excited)? Is he (proud)?
Video summary – 2B 2.12 Grammar Heroes

Is he your friend? Videoscript see p.246 • Students look at the grammar box. Play the audio, and they listen and
The Parrs go see Dash take part in the school sports’ read. Play the audio again, pausing after each sentence, question, or
day. Dash has to slow down to avoid winning the race answer for students to read and repeat.
with his Super abilities. As the family leave the school,
• Students work in pairs, taking turns to read aloud the sentences, questions,
a villain tries to destroy the city, and the Incredibles
and answers.
prepare to fight him.
Teaching star
Extend
Support understanding Using gestures at the same time as speaking
Put students in groups of four or five. Ask them to can help to reinforce the meaning of new language. Demonstrate
place their cut-outs face-down on the desk, and ask gestures to indicate the difference between is and isn’t, e.g., nod your
one student in each group to jumble them up. The head for Yes, he/she is., and shake your head for No, he/she isn’t.
student turns over one of the cut-outs and tries to Students copy you, and use these gestures when they read the words in
guess whose picture it is by naming a student in the the grammar box.
group and asking: Is she your (sister)? The student
answers, then turns over the cut-out and jumbles the
cut-outs again, before asking a question to another Practice
student in the group.
2 2.13 Listen and number. Then say in pairs.
• Students look at the pictures. Ask: Who’s this? Is it (grandpa)? (no).
Home-school link
Encourage students’ families to look at old family • Play the audio, and students listen and point to the pictures. Play the
photos together. Tell students to ask questions to find audio again, pausing after each exchange. Students listen and number
out who the people in the photos are. the pictures 1–4. Play the audio one more time for students to check
their answers.
• Say: She isn’t my (mom). She’s my (friend). Students point to the correct
picture. Then students work in pairs, taking turns to describe each picture,
e.g., He isn’t my (grandpa). He’s my (dad).
82

LESSON 6
2
SUPPORT Students describe their picture to you
using simple sentences or single words, e.g., This is
1 2B
Watch the video. Check (✔) Violet’s friend. my (mom). / (mom).
STRETCH Students work in small groups to show
and describe their portraits, using as much of the
target language as possible, e.g., Is he your (uncle)?
No, he isn’t my (uncle). He’s my (dad). He’s (nice).
✔
Extra activity (video extension) Play Video
2.12
2B again and students act out or copy the
He isn’t my uncle. He’s my dad.
actions of the characters. They mime how
Is she your mom? Yes, she is.
each of the characters feels (happy, excited,
Is he your friend? No, he isn’t.
proud, scared).
2 2.13
Listen and number. Then say in pairs.
a b c d Wrap-up
Play Whispers (see Games Bank p.253). Students
sit in a circle. Hold up the Mickey Mouse puppet,
and make him whisper a sentence to a student,
e.g., He’s my (dad) / He isn’t my (cousin). Students
2 4 1 3
whisper the sentence around the circle, until the
final student says the sentence they heard. Repeat
municate!
’s com with other sentences.
Let Is he your cousin? Yes, he is! Students say goodbye to Mickey as they leave
3 Use the cut outs. class.
Talk in pairs.
Workbook page 22
Cut outs
1 2.2 Listen and circle. Then check (✔).
I can ask and answer about family. 29 1 dad, 2 brother, 3 grandpa; b ✔
Look and trace. Then number. he 2, friend? 4,
Is 1, your 3
Audioscript (track 2.13) 2 Look, trace, and circle. Then ask and answer.
1 Is he your cousin? // No, he isn’t. // Is he your baby brother? // Yes, he is. 1 isn’t, 2 is, 3 isn’t, 4 isn’t
2 She isn’t my mom. // Is she your grandma? // Yes, she is.
3 Is she your sister? // No, she isn’t. // Is she your friend? // Yes, she is.
4 He isn’t my uncle. // Is he your dad? // Yes, he is.
3 Use the cut outs. Talk in pairs.

• Say: Draw a family. Give students some time to draw three family members in the
portrait. Students color the picture frame if they have time.
• Ask a confident student to show their picture to the class. Ask about each person
in the portrait: Is (he) your (dad)? (Yes, he is.).
• Tell the class to ask the student other questions about the family in his/her picture.
• Students compare their pictures in pairs, taking turns to ask and answer about their
pictures, and using the speech bubbles as a model.
83

2 Lesson 7: Myself and others Excited, worried, proud Student’s Book page 30
Objectives Warm-up
Lesson aim: say how I feel Greet students with the Mickey Mouse puppet.
Target language: excited, proud, worried; How do Make Mickey point to the pictures for happy, sad, and scared on the
you feel? Myself and others poster, and say: I’m (happy/sad/worried)! Students mime
and say the words.
Recycled language: How are you? I’m (happy/sad/
scared). 1.14 Listen and sing.
Materials: Audio; (optional) Video 2A; Myself and • Play the song audio, and students join in with the words and the actions
others poster; Mickey Mouse puppet; pictures of people for happy, sad, scared, worried, excited, proud.
showing different emotions
Presentation
Skills 1 Read and number. How do they feel?
Reading: can recognize single, familiar everyday words • Students look at the pictures of the Incredibles. Ask what they remember
if supported by pictures. (21) about the video in Lesson 1, and they look again at the Big Picture on
Speaking: can say how they feel using a limited range pp.22–23. If necessary, play Video 2A again to remind students of the
of common adjectives (22) characters' reactions. Say: Dash is a Super. How does he feel? (excited).
Writing (WB): can trace simple words and phrases in • Students look at the pictures of Camila, and find them in the story on
upper and lower case (10) pp.26–27. Ask students what they remember about the story: This is
Camila. Who draws a picture? (mom) How does Camila feel? (happy/
proud). Point to each picture, and ask: Is (she) (worried)? (yes/no).
Teacher toolkit
• Read aloud the sentences with the class. Students mime each emotion and
Identifying my emotions 2 point to the matching picture.
In this lesson, students build on the emotions they • Give students time to read the sentences again and number the pictures
learned in Unit 1, and explore different situations 1–3. They compare their answers in pairs, then check all together as a
and activities that make them feel different ways. class. Ask: How does (mom) feel? (She’s worried.).
At this age, students can start to make connections • Students look back through the unit to find other pictures of characters
between their experiences and their emotions. and describe how they feel using known language, e.g., He’s (excited).
Using L1, ask students to share examples of things She’s (happy).
that make them feel each emotion. Do this with
sensitivity, and accept that some students might not Practice
feel comfortable sharing negative emotions.
2 How do you feel at these times? Color and say.
Self-awareness • Read aloud each of the emotion words, and students say the
corresponding color, e.g., excited – orange. Ask students when they feel
Engage excited, worried, or proud. Use L1 if necessary, or encourage them to
mime the situations.
Set up a We’re super! display in the classroom, where
students can post achievements and other things • Students look at the pictures, and ask: How does he/she feel? (proud,
they are proud of. The display could include photos, worried, excited). Students color the heart under each picture.
drawings, certificates, and medals. Encourage students • Read aloud the speech bubbles with the class. Students imagine how they
to share with the class more information about their feel in the situation shown in each photo. Then they ask and answer in
achievement. pairs, using the speech bubbles as a model.
SUPPORT Students mime how they feel in each situation instead of asking
Home-school link and answering.
Give students a chart with a list of the emotions STRETCH Students draw a different situation in which they feel either
they know: happy, sad, scared, worried, excited, worried, excited, or scared, and write an accompanying sentence,
and proud. Tell students to draw and color in a e.g., I’m (excited).
circle, using the color associated with that emotion,
whenever they are feeling it (e.g., happy – yellow,
sad – blue, excited – orange, proud – green, worried/
scared – purple).
84

LESSON 7
2
Myself and others Excited,
worried, • Students compare their emojis in pairs and
describe them, e.g., I’m excited. Invite them to
proud
1.14
Listen show each emoji, act out the emotion, and say
and
sing. the words.
• Invite more confident students to show their
1 Read and number. How do they feel?
emojis to the class.
a c
b
Be a hero! Students think about when they
1 She’s proud.
feel proud of themselves. Use L1 to discuss, and
2 She’s worried.
invite students to mime different situations in pairs.
3 He’s excited. Ask students to think what they can do in the next
2 1
3 week to feel proud. They draw a picture to record
a moment when they are proud of themselves. This
2 How do you feel at these times? Color and say. can be at school, at home, or in an extra-curricular
activity, e.g., playing well in a football game, making
1 2 3
an effort in their schoolwork, helping cook dinner.
Students show their pictures in the next Myself and
excited proud worried others lesson.
Two. How do you feel?

Extra activity (whole class) Students design
I’m worried. and draw their own emojis for the Unit 1
emotions: happy, sad, and scared. Students also
copy onto pieces of paper the emojis they have
3 Create an emoji. Say and act with a friend. drawn in activity 3. Make a class emojis poster.
Be a hero!
When are
Wrap-up
you proud? Hold up the Mickey Mouse puppet, and
Think and say. invite four students to stand near the Myself
worried proud excited and others poster. Say an emotion or a phrase
from one of the Myself and others lessons: I’m
30 Self-awareness I can say how I feel. (worried) / (worried), and ask students to find
the corresponding picture as quickly as they can
on the poster. Repeat with other students and
phrases.
Teaching star
Social and emotional learning Understanding the body language and facial class.
expressions we use to convey different emotions will help students recognize
how other people are feeling and respond accordingly. Bring in pictures from Workbook page 23
magazines of people showing different emotions. Students say how the people
feel depending on what they can see from their body language or facial 1 Look, read, and match. 1 b, 2 c, 3 a
expressions, e.g., He’s (happy). She’s (proud). He’s (excited). Invite students to 2 Imagine. How do you feel? Trace and
copy the body language and facial expressions shown in the pictures. circle. Then tell a friend.
3 Create an emoji. Say and act with a friend.

• Draw on the board an emoji for either happy, sad, or scared. Students say the
emotion word.
• Students read aloud the words and then design their own emojis for worried, proud,
and excited. Give students time to do this individually.
85

2 Lesson 8: My world Social Science: Family trees Student’s Book page 31
Objectives Warm-up
Lesson aims: read and understand about family trees Greet students with the Mickey Mouse puppet.
Target language: baby, children, grandparents, parents • Use the puppet to hold up the family picture cards (mom, dad, brother,
sister, grandma, grandpa), and students say the words. For each picture
Recycled language: family members; old, young;
card, ask: Is he/she old or young? Students say the answers and mime old
Who’s this?
or young using the actions from Lesson 5.
Receptive language: They’re (old).
• Draw a very simple tree outline on the board, and divide it into three
Materials: Audio; Picture cards (Family, Family and horizontal sections. Say: It’s a family tree. Place the grandpa or grandma
friends); Mickey Mouse puppet picture cards at the top of the tree, and the brother or sister picture cards
at the bottom. Hold up the other family picture cards, and students tell
Skills you where they should go in the family tree.
themselves and their family (22) Presentation
Listening: can understand simple language relating to 1 2.14 Let’s explore! Listen and number.
naming and describing family members (21) • Students look at the pictures. Say: It’s a family tree. Ask: Who’s this?
Speaking: can name people around them or in pictures, Is she (grandma)? Is he (young)? How many (boys)? Elicit any known
using single words (18) vocabulary, e.g., old, nice, boy, girl, dad.
• Play the audio. Students listen and say what family words they heard
Teacher toolkit (mom, dad, brother, sister, grandma, grandpa, baby). Play the audio again,
pausing after each section for students to point at the pictures. Play the
Cross-curricular audio one more time, pausing so that students can number the photos 1–3.
Family trees are a visual way of showing different • Students compare their answers in pairs, then check answers all together
family relationships. Usually, they have a hierarchical as a class.
layout, with older family members at the top and the • Read aloud the sentences with the class, stopping at each of the words
youngest family members at the bottom. However, in bold. Check understanding by asking: Who are the (grandparents)?
you may wish to allow students to present their family (grandma, grandpa) Are they young or old? (old) Who are the parents?
tree information in a different way. (mom, dad) How many (children) in the family? (three) Are the children
young or old? (young).
Extend • Students read aloud the sentences in pairs and point at the pictures.
Make a family tree for the Incredibles family on the
board. Draw a family tree outline first, then elicit Practice
which family member goes where. If possible, use 2 Think Put the words in order.
pictures of the characters, or invite students to draw
the characters and then stick them in the correct • Write young on the left side of the board, and old on the right side of the
place. Then students work in pairs, taking turns to ask board. Show the picture cards: grandpa, mom, baby brother, and big sister,
and answer questions about the Incredibles family. and invite individual students to come up to the board and put the picture
cards in order from young to old.
• Read aloud the words with the class, and check understanding: A baby
Home-school link
isn’t old. A baby is … young. Grandparents aren’t young. They’re … old.
Students ask their families to help them make their
• Students draw lines to match the words to the correct spaces on the time
own family tree using family photographs, if possible.
line.
Encourage them to ask Who’s this? and Is this your
(mom)? • Students compare their answers in pairs, then check all together as a class.
3 Do Look and check (✔). Say in pairs.

• Students look at the picture. Ask: Who’s in the family? Students name the
different family members in the photo.
• Read aloud the words with the class. Students find each person in the
photo. Then they check the family members they can see in the photo.
• Read aloud the speech bubbles with the class. Students talk in pairs about
the picture, using the speech bubbles as a model.
86

LESSON 8
2
Family trees
Social Science
My world
Extra activity (extension) Bring in some

1 2.14
Let’s explore! pictures of people of different ages cut out from
Listen and number. a 3 magazines. Students work in groups. Give each
group a variety pictures. They put the pictures
1 My sister, my brother, and into categories: parents, grandparents, children.
I are children. My brother is Ask them to select several pictures to create
a baby. He’s young. b 2 an imaginary family tree. They come up with a
design for their family tree and stick the pictures
2 My mom and dad
are my parents.
into position, and label them.
3 My grandma and grandpa are c 1 Wrap-up

my grandparents. They’re old. Hold up the Mickey Mouse puppet, and make
him ask students questions about their families,
e.g., (Marcus), is your family big or small? (Lisa),
2 Think Put the words in order.
how many (children) in your family? (Henry), do
parents grandparents baby children
you have a (big sister)? How many (grandparents)
in your family?
Students tell Mickey something about their family,
young baby children parents grandparents old
or mime a member of their family, e.g., This is
my (grandpa). He’s (old). My family is (big). My
grandma is (nice).
3 Do Look and check (✔). Say in pairs.
grandparents ✔ Grandma and
class.
parents ✔ grandpa.
Workbook page 24
children ✔ Grandparents!
1 Look, trace, and match. a 3, b 1, c 2
baby
2 Write the apostrophes (’). This is my grandma.
I can read and understand about family trees. 31 She’s old. She’s nice.
3 Read and color. Then add Ana to the family
tree. Students color each generation in the family
SUPPORT Students talk about the picture using family words they already know
tree and draw Ana between the two children.
instead of the new words from this lesson.
STRETCH Students talk in full sentences about the picture, e.g., This is (grandma).
She’s old. The children are (young).
Thinking skills
Understand In activity 2, students remember what they have learned about
a family tree in activity 1, and show their understanding by sequencing words
according to stage of life, from young to old.
Analyze/Apply In activity 3, students analyze a photo of a family to determine
which family members there are, using the information they have learned in
activity 1. Then they apply already known vocabulary, e.g., mom, dad, to the
new vocabulary, e.g., parents.
Evaluate Using L1, you can extend HOTS by asking students to evaluate
how many grandparents a child has (four), how many parents a child has (two),
and how many siblings a child has (can be any number). Allow for diversity in
students’ answers, to allow for step-parents, etc.
87

2 Lesson 9: Project My family tree Student’s Book page 32
Objectives Warm-up
Lesson aim: make and talk about my family tree Greet students with the Mickey Mouse puppet.
Target language: She’s (nice). Hi! My name’s … This is • Play the chant audio (track 2.2), and students join in with the words and
my … actions.
Recycled language: family and friends, people and
adjectives Let’s review
Materials: Audio track; Picture cards / Word cards 1 2.15 Listen and check (✔).
(Family); Mickey Mouse puppet; pens, pencils, paper • Students look at the pictures and read the labels on the family trees.
Ask: Who’s this? How many children? Is he/she (young)? Point to the
(baby brother).
Skills
• Play the audio. Students listen and say what family words they heard.
Ask: Who’s in Lisa’s family? (grandma, mom, baby brother). Play the audio
again, and students check the picture being described.
• Students work in pairs, taking turns to describe each family tree, e.g.,
and sentences if spoken slowly and clearly, if supported
This is my (mom).
by pictures (19)
Speaking: can say single words related to familiar Audioscript (tracks 2.15 and 2.16)
topics, if supported by pictures (18) Hi, my name’s Lisa. This is my family tree. This is my grandma and this is my
Writing: can write simple phrases with appropriate mom. This is Marco. He’s my baby brother.
spacing between words (22)
Get ready
Teacher toolkit 2 2.16 Listen again and number in order.
• Explain to students they are going to draw their own family tree and then
Project skills: Presentation present it to the class.
In this lesson, students learn how to introduce • Read aloud the sentence starters with the class. Students say what they can
themselves and present their work. Model the remember from the audio in activity 1.
behavior you expect of students when presenting
• Play the audio from activity 1 again, pausing after each sentence for
their projects. Encourage them to stand up in front of
students to repeat. Ask them to number the sentence starters in the order
the class, say their name clearly, and show their poster
they hear them, from 1 to 3.
so that everyone in the class can see it.
Create
Engage 3 Now make your family tree. Then tell the class.
Take students to another class in your school, and • Direct students to go to p.25 in their Workbooks and do the scaffolded
encourage them to interview the students or teachers activities to create their project.
about their families. Then they make a family tree
for that person. You could give students a family tree
template to complete as they do the interview. Workbook page 25
1 Check (✔) for your family tree. Then write and draw. Ask students
Digitizing projects to check the family members they want to write about in their project.
Encourage students to use presentation software Students write the words on the family tree. They read the model sentence,
or a web tool to make a digital family tree. Do an then complete the gapped sentences.
example with the class first and, if asking students 2 How can you present your project? Check (✔). Then practice with a
to complete it at home, provide instructions for friend. Tell students to check the picture that best represents how they should
caregivers. Alternatively, you could scan or take present their project. (Answer: c) Ask them to work with a partner to practice
photos of the students’ pictures and embed them in presenting their project before they give their presentation to the class.
a presentation.
• If suitable, give each student a piece of paper and ask them to draw their
family tree. Say: What do you need? Show me your (pen, pencil, crayon,
eraser). Now you’re ready! Draw your family tree.
• Then ask them to write one or more sentence to describe their family tree,
88

LESSON 9 Pre
sentati
2
My family tree
Project
on
ACHIEVE
2 Students draw a family tree and write at least
Let’s review two sentences about their drawing, using This
1 Listen and check (✔). is … He’s/She’s my … and the names of family
members.
2.15
SUPPORT
Students label their family tree with single words
instead of writing full sentences.
STRETCH
✔ Students give more information when they write
or speak, e.g., This is my (grandma). She’s (nice).
Get ready This is my (baby bother). He’s (funny).
2 2.16
Listen again and number in order.
Reflect
This is my … 2 He’s/ She’s … 3
4 How did I do?
Hi, my name’s … 1 • Read aloud the sentences with the class. Students
Workbook page 25 draw emojis to assess their own performance in
this lesson.
Create
Reflect
3 Now make Extra activity (class game) Play Touch it!
your family tree.
4 How did I do? (see Games Bank p.252). Divide the class
I say my name. into two teams. Hold up two family picture
Then tell the class.
I show my poster.
cards (cousin, dad). Say one of the words, e.g.,
cousin. One member from each team touches
I use family words. the correct picture card as quickly as possible
to win a point for their team. Repeat with other
students and picture cards.
32 I can make and talk about my family tree.
Wrap-up
following the Workbook model they have completed. Give them time to draw Put the students’ projects around the classroom.
and write. Encourage students to raise their hands and ask for help if needed, and Hold up the Mickey Mouse puppet, and make
circulate around the classroom to support as necessary. Mickey comment on the projects, e.g., That’s cool!
• Give students a few minutes’ warning before they need to finish. Tell them that if Nice picture! I’m proud of you!
they don’t have time to finish their project, they can complete it at home. • Give students time to look at each other’s work.
• Students work in pairs, taking turns to show and describe their family tree picture. Have a class vote on an aspect of the project,
Remind them to use the language from activity 2 (Hi, my name is … . This is e.g., the best drawing, the neatest handwriting.
my … . He’s/She’s … .). Students say goodbye to Mickey as they leave
• Invite more confident students to show and describe their family tree picture to class.
the class.
Workbook page 25
Teaching star
3 Think and color. Students color the stars to show
Diversity and inclusion Giving students time to practice their presentations in
small groups will help less confident students feel supported. Set up the groups
so that more confident and less confident students work together. In this way,
they can help and support each other. Encourage them to reflect on how their
presentation improves every time they practice it. Say: Practice makes perfect!
89

Objectives Warm-up
Target language: family, people and adjectives; This is • Play the song audio (track 2.11), and students join in with the actions.
my (dad). Is she your (mom)? Yes, she is. / No, she isn’t. If students are confident with the words, play the karaoke version
Recycled language: Who’s this?
Picture cards / Word cards (Family, Family and friends,
People and adjectives); Stickers; Mickey Mouse puppet; 1 Look and number. Ask and answer.
My progress poster • Students look at the picture for one or two minutes. Ask them to try to
Skills • Then say: Close your books. Ask: Who’s in the picture? How many
people? How many children? Is dad big or small? Can you see Violet’s
baby brother? Is dad’s friend in the picture? What colors can you see?
• Students read aloud the words and point to the corresponding person in
the picture. Then they number the words 1–5.
• They compare their answers in pairs, then check all together as a class.
Speaking: can answer simple questions about their
Say: Number (one). Who’s this? (friend).
family and friends, using basic phrases (26)
• Students work in pairs and imagine they are Dash. They take turns to ask
and answer about the picture, e.g., Who’s this? This is my (mom).
SUPPORT Students point to the picture and say the words, e.g., dad,
without reading or numbering the words.
Teacher toolkit
STRETCH Students write a sentence in their notebook about each
Video review character, imagining they are Dash, e.g., This is my (mom).
You can return to Video 2A and Video 2B at the 2 2.17 Look and circle. Then listen and check.
end of the unit for a “second play.” Tell students to
imagine they are Dash. Pause the videos when one or • Students look back at the story in Lesson 4. Ask: Who’s in Camila’s family?
more of the Parr family are on screen. Students work Students name the family members in the story (mom, dad, baby brother,
in pairs to ask and answer questions about the family grandma, grandpa).
members, e.g., Who’s this? Is she your sister? • Read aloud the first question and possible answers. Students imagine
they are Camila and answer.
Remediation • Give students time to read the remaining questions and circle the
correct answers.
Some students may need additional practice of the
grammar and vocabulary. Drill a question, e.g., Is she • Play the audio, and students listen and check their answers.
your aunt?, by chanting the question all together as • Students work in pairs, taking turns to ask and answer the questions.
a class three times. Then hold up a picture card and SUPPORT Students circle or underline the family word in each question to
elicit Yes, (she) is or No, (she) isn’t. Repeat with other aid understanding. Ask them to focus on the family words and the words yes
questions and picture cards. and no to answer.
STRETCH Students substitute different family words into the questions and
Home-school link ask and answer with a partner, e.g., Is she your (big sister)?
Tell students to take their Unit 2 cut-outs home. They
ask and answer questions with a family member or
1 Who’s this? Is she your grandma? // Yes, she is.
friend.
2 Is he your uncle? // No, he isn’t.
3 Is she your aunt? // No, she isn’t.
3 Think and check (✔). Then stick!

r
Sticke
time
• Read aloud the I can … statements with the class. Students check what
they feel they can do now that they have completed Unit 2.
90

LESSON 10
2
I can do it! Review
Wrap-up
• Draw students' attention to the My progress poster,
1 Look and number. Ask and answer. and ask them to identify the picture that reflects
this unit. Read aloud with students the I can …
mom 5 statements (I can name and ask about family,
4
1 5
friend 1 I can say I'm excited/worried/proud).
3
brother 2 Students reflect on which lesson they most enjoyed
dad 4
2
in Unit 2. Hold up the Mickey Mouse puppet, and
invite individual students to tell Mickey new words
big sister 3
or skills they have learned in the unit, e.g., I can
2 Look and circle. Then listen and check. read a story! I can name my family.
2.17
1
Students say goodbye to Mickey and tell him their
Is she your grandma?
favorite word from Unit 2.
Yes, she is. / No, she isn’t.
2
Is he your uncle? Workbook pages 26–27
Yes, he is. / No, he isn’t.
3
Is she your aunt?
My progress journal
Yes, she is. / No, she isn’t. 1 Trace. Then find and circle. 1 grandma, 2 baby
brother, 3 mom, 4 grandpa
3 Think and check (✔). Then stick! 2 Draw for you. Then trace and circle. Tell a
friend.
I can …
er
Stick 3 Think and draw , or . Students draw
time the face which represents how well they did in
name my family
each lesson.
read a story
sing a song ✔ IUnit

completed
2!
say how I feel Audioscript see p.248
Go online Listening
Big Project 33
1 2.3 Listen and match. baby sister –
Jill, baby brother – Alex, grandpa – Tom,
big sister – Eva
• Ask individual students to read aloud the sentences they have checked, e.g., I can Reading
name my family. Students demonstrate what they can do.
2 Read and put a ✔ or ✘. 1 ✔, 2 ✘,
Teaching star 3 ✔, 4 ✔
Speaking
Growth mindset Inviting students to reflect on their progress in this unit and
3 Look at 1. Answer the questions. 1 six
set learning goals for the next unit will help them develop a positive attitude to
learning. For example, if they can remember six new family words, encourage Choose your favorite activity in the
Sticke
time
r
them to set a goal to improve in the next unit and remember eight new words. unit and stick.
Help each student set a realistic goal for themself.
My Star and Hero! Students look at the sticker of Violet Parr on p.4 in the
Student’s Book and imagine they are Violet. They work in pairs, taking turns to
describe all the members of her family, e.g., Hi, I’m Violet. This is (Jack-Jack).
He’s my (baby brother).
Extra activity (whole class) Play Find someone who … (see Games Bank p.253).
91

3 Body and face

• draw and write about a monster, identifying words, and simple descriptions and instructions.
• read and understand a story about helping Speaking: give simple descriptions of physical
our friends appearance; give simple instructions; name emotions
• name actions and give instructions and accompanying actions; say simple sentences about
• talk about their emotions and do related the five senses
actions Writing: write body and action words
Vocabulary Grammar
Lesson 1: arm, body, head, leg Lesson 3: I have brown eyes. He has ten fingers.
Lesson 2: ear, eye, face, finger, hair, hand, mouth, nose She has one nose.
Myself and others

Story
Language: cry, hide, jump, smile Project
S ci e n c e
Science: Our five senses

92

Unit overview
Sulley Mike
A huge blue monster with purple spots. Sulley’s scare assistant and best
He looks mean, but he’s really friendly friend. A small green monster
and soft-hearted, and he loves to laugh. with one eye. He’s funny, but
sometimes he can be grumpy!
Boo
She can only say about three words, but she is curious and lovable!
Monsters, Inc. is the most successful scream-processing factory in the monster world, and there is
Monstropolis, life turns upside down for him and his buddy Mike.
u
id yo know
D
?
Boo’s real nam
eo stor e is
Vid ies Mary. The char
acter
of Boo was insp
Video 3A: The monsters are scared ired by
the daughter of
one of
.
Online modules
Phonics Big Project
Extra
can, cap, gas, on
93

Objectives Warm-up
Lesson aim: name parts of the body Greet students with the Mickey Mouse puppet, and sing the Hello,
Friends! song (track 0.2).
Receptive language: cry, hide, smile; I have (two)(arms). • Students look at the Big Picture. Introduce the movie and the
Skills 1 3A Watch the video. Check (✔).

words (21)
• Students look at the pictures. Read the words aloud with the class
and mime each action. Ask about each picture: How does he/she
Teacher toolkit feel? (sad, happy, scared).
The monsters are scared Videoscript see p.246 feel? Is he/she (scared)? What does he/she do? (hide, cry, smile). In
Sulley and Mike hide Boo, a girl from the human each instance, students say the emotion word and mime the action.
figure out what to do with her. They are scared of
end badly for a monster, but Boo is happy to make to introduce the new vocabulary. Repeat several times, encouraging students
new friends. to remember the words. Then show each word card, and elicit the words.
Engage Practice
Students find pictures of their favorite movie, 3 3.1 Listen, find, and say. Then ask a friend.
television, or book characters (e.g., in magazines, • Students explore the Big Picture. Point and say the body words.
from the internet) to make a body collage. They
• Students look at the small pictures. Ask: What’s this? Is it a (leg)? Is it
the unit.
body word.
• Play the audio, and students point to the Big Picture. Play the audio again,
Expressing my emotions 1 and they point and say the words. Play the audio one more time, pausing
cry, hide, jump, smile for students to point and read the words.
Use the video story to talk about the feelings and • Students work in pairs, taking turns to point to each of the pictures for their
behavior of the characters in different situations. partner to say the words.
Say: Imagine! You see a (big monster / small girl). SUPPORT Say a word and students point to the correct picture card.
How do you feel? What do you do? Students say STRETCH Place the picture cards and word cards on the board in random
or mime their answers. order. Invite individual students to match them.
Self-awareness
94

3
3 Body and face
LESSON 1 Vocabulary
2 3A
eo stor
Vid y
head
cry smile hide
3 3.1
4 3.2
body
leg
1 3A
arm
✔ ✔ ✔ Collect ?
page 4

• Play the audio, demonstrate the actions, and students listen to students identify the correct sticker. Students stick the sticker
the chant. on p.4 in the Student’s Book. Ask: What’s her name? (Boo) Who are
her friends? (Sulley and Mike).
Play Mickey says (see Games Bank p.254), using the Mickey
TPR
chant Mouse puppet. Make Mickey say: Mickey says “Touch your
head – put hands on your head arm – show your arms (head).” Touch your (legs). Repeat with different parts of the body.
body – touch your body leg – touch your legs Students do the actions only if they hear Mickey says.
This is my body. (x2) Workbook pages 28–29
My head.
Two arms. Learning Heroes
Two legs. 1 Watch again and do the quiz.
I have two arms. 1 Check (✔). Who’s Mike’s friend? b ✔
I have two legs. 2 Check (✔). What do you see in the video? a ✔, b ✔, d ✔
This is my body. 3 Look and match. a 2, b 1
2 Trace and match. 1 b, 2 a, 3 c, 4 d
3 Challenge! Trace. Then find and circle. Students circle bear in
the wordsearch.
95

Objectives Warm-up
Lesson aim: name parts of the body Greet students with the Mickey Mouse puppet.
Target language: ear, eye, face, finger, hair, hand, Point to parts of Mickey’s body, and students say the words (head, body,
mouth, nose arm, leg). Students say any other body words they know.
Recycled language: parts of the body, colors, numbers • Say: Listen and chant! Play the chant (track 3.2), and students do the
actions.
Materials: Audio; Picture cards / Word cards (Parts of
the body 2); Mickey Mouse puppet
Presentation
Reading: can recognize some frequent everyday to remember the words. Then show each word card, and elicit the words.
words (21)
and sentences if spoken slowly and clearly (19) • Students look at the pictures and say any words they already know.
Speaking: can name common parts of the body (23) • Say: Listen and point. Play the audio, and students listen. Play the audio
again, and they point to the pictures. Play the audio one more time,
pausing after each word. Students read each word and point to their
own body.
• Say a number, e.g., two, and students say the word (eye). Do the same
Teacher toolkit with other numbers and words.
Teaching vocabulary • Students play the game in pairs. They take turns to say a number from one
Place picture cards or word cards for classroom to eight for their partner to say the corresponding word.
objects, family, and parts of the body on the board. SUPPORT Students point to the pictures, without saying the words.
Students come up and organize the cards according STRETCH Students say complete sentences, e.g., This is my (hand).
to topic, saying each word. Then divide the class into
three teams, one team for each topic. Say different Teaching star
words from each topic, e.g., head, and invite a student
Linguistic competence Encouraging students to notice individual
from the “body” team to come up and touch the
letter sounds in new words will help them improve their pronunciation.
corresponding card.
Encourage students to notice the sound h in the parts of the body words:
head, hair, hands. Say h and students repeat the sound. Ask what other
Extend words they know that have the same sound, e.g., have, has, happy, hello,
Students draw self-portraits and label the parts of hi, he.
their face. Alternatively, they could draw a portrait
of a friend. They present their pictures to the class:
(I have) (blue eyes), (brown hair), (a pink mouth). Practice
Make a class gallery, and students see if they can 2 3.4 Listen and say Yes or No.
guess who’s who.
• Students look at the picture. Say: Look at the girl. Look at her (hair). What
color is it? How many (ears)? What color are her eyes? Invite individual
Home-school link students to answer.
Students bring in one or more photos of family • Play the audio, and students listen. Play the audio again, pausing after
members to describe to the class in the next lesson: each body word, e.g., mouth, for students to point to the body part in the
This is my (mom). (Brown eyes), (brown hair). picture. Play the audio one more time, pausing after each description,
Alternatively, ask them to bring in photos of people e.g., a pink mouth. Students answer yes or no.
cut out from magazines.
96

LESSON 2
3
Vocabulary Talk
• Read aloud the speech bubbles with the
3.3
class. Demonstrate the game by saying a true
description for a person, e.g., one mouth, and
students say yes. Then say a false description for
a person, e.g., three mouths, and students say no.
1 face 2 eye 3 ear 4 nose
Say more true and false descriptions, with various
numbers and body words, and various colors and
body words.
• Students play the game in pairs. Then invite more
confident students to say true or false descriptions
for the whole class.
5 mouth 6 hair 7 hand 8 finger
Extra activity (class game) Play a

3.4
variation of Match it! (see Games Bank p.252).
Yes or No. 1 A pink eye / mouth.
Place the word cards on the board. Hide the
2 Brown hair / hands.
hands picture cards around the room. Hold up the
3 Two noses / ears.
ears Mickey Mouse puppet, and make him point to
4 Ten fingers / eyes.
eyes different word cards and say the words. Invite
individual students to find and hold up the
matching picture cards.
one hand ➜ two hands
Wrap-up
4 Play the game. Hold up the Mickey Mouse puppet and say:
Two eyes. Show me your (fingers). Students hold up and
Talk
Yes! buddies show Mickey their fingers, saying my (fingers).
Repeat for other parts of the body. Make Mickey
Pink eyes. give the instructions more and more quickly to
No!
challenge students’ listening skills.
36 I can name parts of the body. Students say goodbye to Mickey as they leave
class.
Audioscript (track 3.4) Workbook page 30

Look! My mouth. A pink mouth. // Yes!
Look! My hair. Red hair. // No! Brown hair. 1 Look and circle. Then read and color. 1 face,
Look! My eyes. Green eyes. // No! Brown eyes. 2 hand, 3 ear, 4 mouth
Look! My ears. Two ears. // Yes! 2 Look at 1. Trace and match. 1 d, 2 b, 3 c, 4 a
Look! My eyes. Three eyes. // No! Two eyes.
Look! My fingers. Eight fingers. // No! Ten fingers.
3 Read and circle.

• Draw students’ attention to the plural form. Read aloud the words in the tip box,
and students hold up one hand, then two hands. Say the singular and plural form
of other body words, e.g., one finger, two fingers, and students point or show you
either one or two.
• Read aloud the first phrase with the class. Say: Number one. A pink eye or a pink
mouth? Elicit the answer, and students circle the correct word.
• Students complete the activity on their own. They compare their answers in pairs,
then check all together as a class. Students may choose both hair and hands for
activity item 2. Depending on skin tone, both may be correct.
97

Objectives Warm-up
Lesson aim: give basic descriptions of people Greet students with the Mickey Mouse puppet.
Target language: I have brown eyes. He has ten Point to parts of Mickey’s body to review words from Lessons 1 and 2.
fingers. She has one nose. Students say the words. Ask: How many (eyes)? What color are Mickey’s
(legs)?, etc. Say some true and false phrases about a person: a green body
Recycled language: parts of the body
(no), two hands (yes).
the body 1, 2); Stickers; Mickey Mouse puppet Presentation
1 3.5 Listen and number.
Skills • Remind students of Video 3A. Invite them to say what they can remember
Reading: can understand basic sentences describing about the story and the characters.
someone’s physical appearance, if supported by
• Students look at the picture, and ask: Who’s this? Is he big or small? What
pictures (26)
color is his (body)? How many (legs)? Students name different parts of the
Listening: can recognize familiar words and phrases in body in the picture. Encourage them to include colors and numbers, e.g.,
short, basic descriptions of people, if spoken slowly and blue legs, one eye.
clearly (24)
• Play the audio, and students write numbers 1–3 in the boxes.
Speaking: can describe someone’s physical appearance Check students’ answers. Say: Number (one). He has one … . (eye).
in one or two words (24)
• Read aloud the girl’s speech bubble, and students point to their eyes and
Writing (WB): can trace simple words and phrases in repeat the sentence.
• Say true and false sentences about the picture of Mike and Sulley:
Mike has (two legs). (yes) He has (three mouths). (no), etc.
Teacher toolkit
Teaching grammar 1 He has one eye.
Bring in photos of yourself and your family to present 2 He has one nose.
the structures I have … / He has … / She has … . 3 He has a big body.
They might like to see photos of you and your parents
or siblings when you were their age! Say, e.g., This is 3.6 Grammar Heroes
me. I have black hair. I have brown eyes. This is my • Students look at the grammar box. Play the audio, and they listen and
baby sister. She has a small nose. read. Play the audio again, pausing after each sentence for students to
repeat. They point to Sulley, Mike, or the girl each time.
Extend • Students work in pairs to read aloud the grammar box.
Students sit in a circle. Start a sentence by saying: I/
He/She … . Invite a student to say the verb (have/ Practice
has), the next student to say a number or color (e.g.,
2 3.7 Listen and stick. Then circle.
r
Sticke
time
two/blue), and the following student to say a body

part (e.g., eyes/legs), to make a complete sentence, • Students look at the stickers and the pictures. They say the body words
e.g., I have blue eyes. Continue making sentences they can see.
around the circle, using different words. • Play the audio, and students point to the stickers. Play the audio again,
and students place the stickers in the correct positions. Then play the
audio one more time, pausing for students to stick each sticker. Say:
Differentiation
Number (one). How many (eyes)? What color is his/her (hair)?
Describe a monster, and invite individual students
to come up and draw on the board different parts of • Read aloud the first sentence with the class. Students say the correct
the monster, continuing until the picture is complete. word and circle it. Then they work on their own to complete the rest
For students who need more support, describe the of the activity.
monster in simpler language, e.g., a body, three legs, • Students compare their answers in pairs, then check all together as a class.
four arms. For students who are more confident, use Say: Number (two). He has eight … . (fingers).
more complex language, e.g., He has a small body.
He has three legs. He has four arms.
98

LESSON 3
3
Grammar
SUPPORT Students say one or two words to
I have two eyes! describe the pictures, e.g., one eye.
3.5
STRETCH Students describe different students in the
class, e.g., She has (green) eyes. He has (brown) hair.
2
Extra activity (class game) Fill a bag with
a variety of toys that have body parts (e.g., a
1 robot, a monster, a dinosaur, a teddy bear, a
rabbit). One at a time, students come and put
3 their hand in the bag. Ask them to tell you what
body parts they feel, e.g., two eyes! four legs!
3.6
I have brown eyes. six arms!
He has ten fingers.
She has one nose.
2 3.7
Listen and stick. Then circle. Wrap-up
1 2 3 Play True or false? (see Games Bank p.254), using
the Mickey Mouse puppet. Hold up Mickey and
er
Stick say a true or false sentence: He has (white hands).
time (true) He has (four legs). (false). Students say true
or false. Nominate more confident students to say
true or false sentences for the class.
class.
hair / nose. hands / fingers. mouth / eye.
Workbook page 31
Talk
buddies 1 Look, read, and put a ✔ or ✘. 1 ✔, 2 ✘,
3 Play Guess who? She has 3 ✔, 4 ✘, 5 ✔
Three!
purple hair. Look and trace. Then number. one 3, He 1,
eye. 4, has 2
I can give basic descriptions of people. 37 2 Look, trace, and circle. 1 red, 2 two, 3 three
3 Draw your face. Then color and trace.

1 She has two eyes. She has gray hair.
2 He has a big mouth. He’s blue. He has eight fingers.
3 She has one eye. It’s blue. She has purple hair.
Teaching star
Support understanding Reviewing words that students sometimes find confusing,
e.g., hands and fingers, will help them grow in confidence. Hold up one hand,
and students say the number (one hand). Then count the fingers on one hand,
and students count to five with you (five fingers). Then show two hands, and
students count all ten fingers with you.
Talk
3 buddies Play Guess who?
• Read aloud the speech bubbles with the class. Students point to the correct picture
in activity 2.
• Students play the game in pairs, taking turns to describe the pictures in activity 2.
99

Objectives Warm-up
Lesson aim: read and understand a story about helping Greet students with the Mickey Mouse puppet.
our friends Make Mickey show the story cards from the Unit 2 story. Students say
Story language: Let’s play! Are you OK? Don’t cry! what they remember about the characters. Ask: Who’s this? (Camila)
Thank you! Who’s in her family? (mom, dad, baby brother, grandma, grandpa).
Recycled language: parts of the body; I have a
(monster). (He) has (two) (arms). Presentation
Receptive language: Jump! 1 3.8 Listen and read. Who helps Hugo?
Materials: Audio; Story cards (Units 2 and 3); Mickey Make the Mickey Mouse puppet stand up. Say: Sit down, Mickey.
Mouse puppet It’s story time!
• Show each story card and ask: Who’s this? (Hugo) What’s this? (a monster)
What color is it? (red).
Skills
• Play the audio, and hold up each story card. Ask: Who helps Hugo? (Li).
Listening: can understand a few basic words and phrases the back of the story card. Students mime Hugo being sad (cry) and Hugo
in a story that is read aloud (18) being excited (jump).
Speaking: can repeat phrases and short sentences, if Spot! Read aloud the question with the class. Students look at frame 4 to
spoken slowly and clearly (16) find two monster eyes that are the same.

Communication Using functional language and phrases from the story
Story summary will help students communicate more effectively in everyday situations.
The children are at a play date at Camila’s house. Students find these phrases in the story: Let’s play! Are you OK? Don’t
They play with their monsters, but Hugo feels sad cry! Thank you! Demonstrate the meaning of each phrase by a mime
when his monster loses one eye. Luckily, Li has a plan or gesture. Then students act out different scenarios in pairs using this
to help. language, e.g., one student is upset and another comforts them (Are you
OK? Don’t cry!), a student lends something to another student (Thank
Engage you!), one student invites another to play (Let’s play!).
Give students some plasticine or modelling clay, and
ask them to make a monster, either in class or at home
ahead of class. Alternatively, students bring a monster Practice
toy of their own to class, to use when acting out the 2 Look, read, and match.
story. • Students look at the story in their books and find the monsters. Then they
look at the small pictures of monsters in this activity.
Expressing my emotions 1 • Read aloud the speech bubbles with the class, and they point to the
In the story, the characters feel sadness and corresponding monsters. Students read the speech bubbles again. They
excitement, and they express these emotions by match each one to a monster picture by numbering.
crying and jumping. Invite students to show how • Students compare their answers in pairs, then check all together as a class.
they behave when they feel different emotions. Say: Elicit that both monsters a and b match with sentence 2 He has four legs.
You’re (happy)!, and students mime what they do
when they’re happy. Repeat for sad and excited.
3 How does Hugo feel? Circle.
Self-awareness • Students look at the pictures of Hugo and find them in the story.
• Ask: How does Hugo feel? Read aloud the sentences with the class,
miming each emotion. Students circle the correct word for each
picture.
• Students role-play Hugo, first saying I’m sad and doing the action
for cry, then saying I’m happy and doing the action for jump.
100
LESSON 4
Story
3
My monster 2 Look, read, and match.
1 3.8
Listen and read. Who helps Hugo? Li 1 He has two eyes. 3 He has three legs.

1 2
monster! has two eyes!
Two eyes?
2 He has four legs.
a b c d
I have a monster
too. Let’s play!
3 Oh, no! His eye! Don’t cry! Look!

3 How does Hugo feel? Circle.

1 2
Are you OK?
Monster eyes! I’m sad / excited
excited. I’m worried / happy.
Thank you!


Now he has Thanks!
Oh no! His eye!
two eyes!
He only has one eye! Talk
Jump! Jump! buddies
Spot!
Can you find two
The end Are you OK?
38 eyes the same? I can read and understand a story. 39
Talk
• Read aloud the speech bubbles with the class, and students find Make the Mickey Mouse puppet place the story cards on the
these sentences in the story. board. Read aloud a line from each story frame, e.g., Don’t cry.
• Divide the class into groups of four. Each student in a group role- Look! Invite a student to come up and touch the corresponding
plays one of the story characters. story card. Repeat with other students and lines.
• Play the audio again (track 3.8), and each student reads aloud Students say goodbye to Mickey as they leave class.
or mimes their character’s lines. Give the groups time to practice
acting out the story. Workbook page 32
1 Think and number. a 3, b 4, c 2, d 1
behavior. Use the story cards to prompt, as necessary. 2 Look, read, and match. How do they feel? 1 b, 2 a
3 Which monster is your favorite? Check (✔).
SUPPORT Students role-play a character with fewer lines, e.g.,
Arjun, Camila. They mime or say single words if they can’t say full
sentences.
e.g., Hugo, Li.
Extra activity (story extension) Students re-imagine the

toys or their own picture of a monster. They act out the story
again, describing what happens to the monster, e.g., Oh, no!
My monster only has one (leg)!
101
Objectives Warm-up
Lesson aim: name actions Greet students with the Mickey Mouse puppet.
Target language: close, listen, open, show, sit down, Remind students of the story from Lesson 4. Make Mickey show the story
stand up cards. Ask: Who’s this? Look at the monster. What color is it? How many
(legs)?
Recycled language: parts of the body, numbers; chair
• Play the story audio again (track 3.8), and students mime each of the
characters as they speak.
the body 1, 2, Actions); Story cards (Unit 3); Mickey
Mouse puppet
Presentation
Reading: can recognize basic action words (21) to remember the words. Then show each word card, and elicit the words.
Listening: can recognize familiar words and phrases in
short, simple songs or chants (18)
• Point to the pictures. Ask: Who can you see? A boy or a girl? How
many (hands)? What color is the (eye)? Students say any words they
Writing (WB): can trace simple words and phrases in already know.
• Say: Listen and point. Play the audio, and students listen. Play the audio
again, and they point to the photos. Play the audio one more time,
Teacher toolkit pausing after each word for students to read and say the word.
• Say a number, e.g., two, and students say the word (stand up) and do the
Teaching vocabulary
action. Repeat with other numbers and words.
The initial sounds sh and j can sound similar.
Demonstrate and drill the initial sounds show and • Students play the game in pairs, as in Lesson 2.
jump. For sh, make a rounded shape with your lips,
make a continuous shh sound, and put your finger to Ways to learn
your lips, as if telling someone to be quiet. For j, make • Read aloud the words with students and ask: One word or two words?
the same rounded shape with your lips, and make a Clap once for one word (e.g., listen), and clap twice for two words
short-voiced sound. (e.g., sit down), encouraging students to join in. Students look at
activity 1 and, for each vocabulary item, clap out whether there
Extend is one word or two words. Ask more confident students to write
Look online for one of these action songs and do the headings in their notebooks: one word and two words, then copy the
actions all together: new vocabulary items neatly under the two columns.
The Hokey Cokey • Students look at the Picture Dictionary on p.121 and apply this to
Heads, Shoulders, Knees and Toes
If you’re happy and you know it …
Practice
Home-school link
Tell students to practice the actions and instructions 2 3.10 Listen and do. Then play in pairs.
from the song at home with parents, carers, or other • Play the audio, pausing after each instruction for students to do the action.
family members and friends. They may have fun Play the audio again, pausing after each instruction for students to repeat
giving the instructions in English! the words. Play the audio a third time, without stopping, and encourage
students to do the actions and join in with the words.
• Read aloud the speech bubbles, and students repeat.
• Demonstrate the game by giving instructions to individual students, e.g.,
(Peter), sit down!
• Students play the game in pairs, using the speech bubbles as a model and
taking turns to give instructions.
102
LESSON 5
3
Vocabulary
TPR song
1 3.9
Listen, point, and say. Then play. listen – cup hand to ear
One word or one, two, three – count on fingers
two words?
1 sit down 2 stand up 3 listen
one word Teaching star
listen
Diversity and inclusion Songs are ideal to
two words support students who learn through being
sit down physically active or engaged. Encourage all
4 show 5 open 6 close students to join in with the song actions, even
Picture Dictionary if they can’t sing the words, as this will help
2 3.10
them to build meaningful connections through
movement.
Stand up!
Sit down!
Sing-along three instructions to students, e.g., Close your
3 3.11
Listen, sing, and act. and do the actions in the correct order. Repeat
Listen, listen, with three different instructions. Progress to four
municate!
Follow me.
com You could do this activity as a
challenging.
’s
One, two, three!
L t game.
eteam
Stand up!
Show your hands! Close your eyes!
Sit down on your chair! Open your eyes! Wrap-up
Stand up again! Play Do it! (see Games Bank p.254), using the
Chorus
Chorus Mickey Mouse puppet. Students give instructions
Extra Go online to Mickey, e.g., Sit down! Stand up! Show your
40 I can name actions.
Lesson Phonics
invite different students to make Mickey do the
actions.
SUPPORT Students work in mixed-ability pairs, with the less confident student
following the instructions. Students say goodbye to Mickey as they leave
class.
STRETCH Students work in mixed-ability pairs, with the more confident student
saying the instructions.
Workbook page 33
Listen! Stand up! Sit down! Close your eyes! Open your eyes! Show me your book! Audioscript see p.248
Open your book! Close your book! Show me your pencil! Show me your hands! 1 3.1 Listen and number. Then do the actions.
a 5, b 3, c 1, d 2, e 6, f 4
3 Sing-along 3.11 Listen, sing, and act. 2 SB 3.11 Trace and match. Then listen and
• Students look at the pictures. Describe each picture, and students point to the check. 1 a, 2 c, 3 b, 4 d, 5 e
correct one, e.g., He has (green legs). She has (two eyes). 3 Think and circle. 1 mouth, 2 eyes
• Play the song audio, and students listen. Ask: What body words do you hear?
(hands, head, eyes). Demonstrate the actions. Play the song audio again, and
students join in with the actions.
(track 3.11_karaoke), and students sing along.
103
Objectives Warm-up
Lesson aims: give instructions Greet students with the Mickey Mouse puppet.
Target language: Listen! Don’t talk! Stand up! Don’t sit • Play the song audio (track 3.11), and students sing the song and do
down! the actions.
Recycled language: parts of the body, actions
Materials: Video 3B; Audio; Cut-outs 3; Mickey
Mouse puppet; scissors, pencil 1 3B Watch the video. Circle. What does Sulley do?
It’s video time!
Skills
• Students look at the picture. Say: Look at the (blue) monster. Is he (big)?
Reading: can recognize basic action words (21)
(yes) How many (eyes)? (two).
Listening: can understand short, simple instructions
• Then students look at the small pictures. Demonstrate each action: run,
stand up, sit down, and students join in.
• Say: Watch! What does Sulley do? Play Video 3B, and students watch
Writing: can trace simple words and phrases in upper and listen to find the actions Sulley does in the video.
and lower case (10)
Teacher toolkit (yes/no).
• Play the video again, pausing at various points. Ask: Who’s this? What
does he do? Students copy Sulley’s actions, e.g., up/down – move hands
Get up, Sulley! Videoscript see p.246 up and down, run – move arms as if running, fall down – put your head on
Sulley does an exercise routine to prepare for his role your desk.
his workout and gives him different instructions. 3.12 Grammar Heroes
Teaching grammar read. Play the audio again, pausing after each instruction for students to
Demonstrate the meaning of don’t by shaking your read and repeat.
head or wagging your finger, and students do the • Students work in pairs, taking turns to read aloud the instructions and do
same. Say various instructions: Listen. Don’t talk. the actions.
Practice
Engage 2 3.13 Listen and check (✔). Then say in pairs.
Students make their own cut-out spinners, showing
different instructions through drawings or words.
Alternatively, students devise a different game with
their existing cut-outs. They show their game to the • Play the audio, and students listen and identify the correct picture in each
class. pair of pictures. Play the audio again, pausing after each instruction for
students to check the correct picture. Check students’ answers by asking:
What’s (one)? (Don’t sit down.).
the correct picture in each pair of pictures.
104
LESSON 6
3
1 3B
Watch the video. Circle. What does Sully do? pencil, and see how the spinner lands. Say the
• Read aloud the speech bubble, and students point
to the correct picture on the cut-out and do the
3.12
action.
Stand up! Don’t sit down!
spin the spinner and give instructions for their
partner to do the corresponding actions.
2 Listen and check (✔). Then say in pairs.
3.13
1 b 2 b
a a
they can play the game in pairs, giving only
affirmative instructions if they have difficulty with
✔ ✔ using the negative form don’t.
3 a b 4 a b

✔ ✔ 3B again, this time without sound. Students say
and mime the different actions Sulley does, e.g.,
municate! Up! Down! Jump! Run! Roar!
’s com
Let Open your eyes!
3 Use the cut outs. Wrap-up
Play the game. Play Tennis (see Games Bank p.254), using the
Cut outs an instruction to an individual student, e.g., Talk!
Then the student does the action and “returns”
in teams.
Audioscript (track 3.13) As students leave class and say goodbye to
1 Don’t sit down! Mickey, they give him an instruction from
2 Listen to the music! the lesson.
3 Show me your picture!
4 Don’t open the door!
Workbook page 34
Teaching star Audioscript see p.248
pair work or group work. For example, walk around the class with your hand in Look and trace. Then number. stand 2, Don’t 1,
Do: 2, 3, 4; Don’t: 1
105
3 Lesson 7: Myself and others Expressing emotions Student’s Book page 42
Objectives Warm-up
Lesson aim: name actions and emotions Greet students with the Mickey Mouse puppet.
Target language: cry, hide, jump, smile • Use the Myself and others poster to review emotion words the students
know from Units 1 and 2: happy, sad, scared, worried, excited, proud.
Recycled language: I’m (happy).; excited, sad, scared
Say: I’m (happy)!, and students mime the emotion.
others poster; Mickey Mouse puppet 1.14 Listen and sing.
• Play the song audio, and students join in with the words and the actions.
Skills
Reading: can recognize basic action words (21) Presentation
Listening: can recognize familiar words in short phrases 1 Think and say. How do they feel?
and sentences, spoken slowly and clearly and supported • Students look at the pictures of Boo. Ask what they can remember about
by pictures (19) the video in Lesson 1, and they look once more at the Big Picture on
Speaking: can say how someone is feeling if guided by pp.34–35. If necessary, play Video 3A again to remind students of the
questions or prompts (27) characters’ reactions. Say: The monsters see Boo. How do they feel?
(scared) What do they do? Students mime what the monsters do when
they feel scared (hide). Ask about Boo: Boo sees the monsters. How does
she feel? (happy/sad). Students mime what Boo does when she’s happy
(smile) and sad (cry).
Teacher toolkit • Students look at the pictures of Hugo and find the pictures in the story
on pp.38–39. Ask what they can remember about the story: Is Hugo
Expressing my emotions 1 (excited)? What does he do? Students mime the answer (jump).
In this lesson, students extend upon the work done • Read aloud the captions with the class, and students mime each type of
in Units 1 and 2 around identifying their emotions, behavior.
and they start to link their emotions to physical
• Ask students to look back through the unit to find other pictures of the
responses. At this age, students are conscious
characters showing each of the behaviors: cry, smile, hide, and jump.
that their feelings can have physical effects such
as crying and smiling. Through recognizing their
physical responses, students can start to understand Practice
how to express their feelings appropriately. 2 3.14 Listen and circle. Then say and act.
Self-awareness • Students look at the photos. Ask: How does he/she feel? (happy, sad,
scared, excited).
• Play the audio, and students listen and read the speech bubbles. Play the
Engage audio again, and students circle the correct word for each photo.
Using L1, talk about how it feels when we hold
• Ask students to compare their answers in pairs, then check all together as
feelings inside, as well as how we can express different
a class.
feelings. Put water, liquid soap, and different food
colorings in a water bottle. Ask a student to shake up • Students work in pairs, taking turns to say an action for their partner to act
the bottle, so that the food colorings are mixed up. it out, e.g., I (cry).
Elicit the emotions the different colors represent, e.g., SUPPORT Lead the activity, saying the sentences and students act out
blue for sad, yellow for happy. Explain that when we the behavior.
let our feelings stay inside, it doesn’t feel comfortable, STRETCH Students say the emotion and the corresponding action, e.g.,
and we need to be able to express our feelings I’m (sad). I (cry).
appropriately.
1 I’m happy. I smile.
Home-school link 2 I’m sad. I cry.
Ask students how we can make someone smile. Elicit 3 I’m scared. I hide.
ideas, e.g., give them a hug, tell a joke. Then tell 4 I’m excited. I jump.
students to try to make someone at home smile.
106
LESSON 7
3
Myself and others Expressing
Teaching star
1.14
Listen
emotions Social and emotional learning Reassure
and
sing. students that there are no right or wrong answers
when they are talking about their feelings: Say
1 Think and say. How do they feel? what you feel. It’s OK. It will make them feel
more secure. For example, in activity 3, students
may give different answers about where in their
body they feel different emotions.
cry jump
hide smile Be a hero! Students do an action to make
their partner smile. Encourage them to have fun with
2 3.14
Listen and circle. 3 Match and say. this. Share ideas around the class, and invite more
Then say and act. confident students to show the class how they made
their partner smile.
1 I smile / hide
hide! 2 I jump / cry!
Extra activity (whole class) Create or print

a large body outline, similar to the picture in
activity 3. Put this on the wall in the classroom.
Each time students learn to identify a new
emotion, e.g., anger, they mark where they feel
3 I smile / hide! 4 I hide / jump!
this emotion in their body, keeping in mind that
this may be different for different students.
Be a hero!
Can you make Wrap-up
your friend smile Hold up the Mickey Mouse puppet, and
in 30 seconds?
I’m happy. Try making a invite four students to stand near the Myself
I smile! funny face. and others poster. Say an emotion or a phrase
from one of the Myself and others lessons, e.g.,
I’m (happy). / I (smile)!, and students find the
corresponding picture as quickly as they can
on the poster. Repeat with other students and
phrases.
3 Match and say. Students say goodbye to Mickey as they leave
• Students look at the emojis and say the emotions and corresponding actions, e.g., class.
happy – smile.
• Using L1, ask students to think about where in their body they feel or show each Workbook page 35
emotion. Say: I’m (sad). I (cry) with my (eyes). Students name or point to the part
of their body where they feel each emotion. Support students by prompting as Audioscript see p.248
necessary, telling them the body word if they don’t know it, or allow them to point 1 3.3 Look and say how they feel. Then listen
to the part of the body. and number. a 2, b 4, c 1, d 3
• Students draw matching lines from each emoji to the matching part of the body. 2 Trace and draw for you. Then say. Students
• They compare their answers in pairs, then compare their answers all together as a draw a picture of themselves in the frames.
class, e.g., I’m (excited). I (jump with my legs).
107
3 Lesson 8: My world Science: Our five senses Student’s Book page 43
Objectives Warm-up
Lesson aims: read and understand about the five senses Greet students with the Mickey Mouse puppet.
Target language: hear, see, smell, taste, touch Point to parts of Mickey’s body and say: eyes, ears, nose, mouth, fingers.
Students point to their own eyes, ears, nose, mouth, and fingers, and say
the words.
music
Receptive language: I (see) with my (eyes).
soft beanbag or small ball can do with their eyes (see, open, close), ears (listen), mouth (eat, sing)
and nose (smell, sneeze).
Skills
texts (24) 1 3.15 Let’s explore! Listen and number.
Listening: can understand simple phrases relating to • Students look at the pictures and ask: What’s this? What color is it? Elicit
familiar topics, if spoken clearly and supported by any known body vocabulary.
pictures (25) • Play the audio, pausing after each set of sentences, and students point to
Speaking: can talk about things in their immediate the corresponding photo. Play the audio again, pausing so that students
surroundings or in pictures (19) can number the photos 1–5. Students compare their answers in pairs, then
Writing (WB): can trace simple words and phrases in check answers all together as a class.
upper and lower case (10) • Read aloud the sentences with the class, stopping at each of the words in
bold for students to mime. Check understanding by asking students to find
Teacher toolkit in the text a body word associated with each sense, e.g., see – eyes. They
Bringing the real world into cross-curricular lessons a different sense word: see, hear, touch, taste, or smell. Each group reads
will make learning more memorable. Take the class aloud the relevant text.
hear, touch, and smell. Alternatively, bring some real Teaching star
objects into the classroom, for students to experience Diversity and inclusion Reflecting on the fact that not everyone has all
with their five senses, e.g., a flower, a soft toy, a of the senses will help develop students’ empathy and understanding of
toy drum, a picture, some food. You could create a the world. Talk about people with differing abilities who might not be
sensory station from these objects in the classroom. able to see or hear, or even smell or taste. Using L1, you could discuss
Extend lives, e.g., guide dogs, braille, sign language.
senses, e.g., hear, and make a mind map by writing Practice
Home-school link
as a class.
108
LESSON 8
3
Our five senses S ci e nc e
My world
Thinking skills
1 3.15
Let’s explore! Listen and number. I hear with Remember In activity 2, students remember
my ears. I hear
what they have learned about the five senses
eyes. I see colors – 5 in activity 1, and they match senses words with
red, blue, orange, pictures showing parts of the body.
and green.
3 Apply/Create In activity 3, students apply
their knowledge to identify what senses they
can use in relation to items shown in photos.
I smell with
my nose. I smell Then they draw a picture to depict what they
the flowers. are experiencing through their senses in the
4
I touch with my present moment.
mouth. I taste my water. It’s wet!
Analyze You can extend HOTS by asking
lunch. Yum! 2 students to exchange their books and compare
1
similarities and differences in their pictures.

Extra activity (extension) Students think
about items they can see, hear, smell, taste,
a b c d e and touch at home. They draw a picture of
themselves with all five of these items, labeling
each item with the corresponding sense, e.g., see.
3 Do Think and say. Draw one more. I see…

Wrap-up
Play Throw the ball (see Games Bank p.254),
using the Mickey Mouse puppet. Students sit or
stand in a circle. Use a soft beanbag or small ball.
Make Mickey start a sentence I see with … . Then
make Mickey throw the ball to a student, and they
I can read and understand about my senses. 43 complete the sentence, e.g., my eyes. Continue
the game with different senses, students, and words.
3 Do Think and say. Draw one more. class.
• Ask students to look at the photos, and read aloud the boy’s speech bubble. Elicit
any words students know to describe what they can see in the photos. Workbook page 36
• Students work in pairs to say what senses they can use relating to the items shown
in each photo, e.g., I see/taste/touch … . 1 Read and circle. 1 see, 2 smell, 3 hear, 4 taste,
5 touch
• Ask them to think about what they can see, hear, taste, touch, or smell right now,
2 Look and trace. Students trace the initial upper
then draw a picture of it.
case letter.
• Students work in pairs to compare their pictures, then invite them to show the class. 3 Think. Trace and put a ✔ or ✘. 1 ✔, 2 ✘,
SUPPORT Students mime the different senses or point to the part of the body they 3 ✘, 4 ✔, 5 ✘
known vocabulary, e.g., I taste (lunch). I touch my (desk). I see my (teacher). I smell a
109
3 Lesson 9: Project Design a monster Student’s Book page 44
Objectives Warm-up
Lesson aim: draw and write about a monster Greet students with the Mickey Mouse puppet.
Target language: This is my (mom). He/She has (two) Make Mickey hold up body picture cards (arms, legs, body, head), and
(ears). Listen! Open/Close your books. Sit down! Stand up! students say the words.
Recycled language: parts of the body, numbers, colors, • Play the chant audio (track 3.2), and students join in with the words
classroom objects, actions and actions.
Receptive language: Show me …
Let’s review
the body 1, 2, Actions); Mickey Mouse puppet; pens, 1 Read and write the number.
pencils, paper • Students look at the pictures. Ask: What color is it? Is it (green)? How
many (arms)?
Skills • Read aloud the captions with the class. To complete the sentences,
students look at the pictures and say the correct numbers. Then they write
Reading: can understand basic sentences describing
the numbers, in words, in the gaps.
pictures (26) • Students work in pairs to describe each picture, e.g., He has (three) (eyes).
He has (green) (legs).
Listening: can understand short, simple instructions
Get ready
Speaking: can describe someone’s physical appearance
in a basic way (29) 2 3.16 Think and circle. Then listen and check.
Writing: can copy short phrases containing only familiar • Explain to students they are going to draw their own monster and then
words, if presented in standard printed form (13) present it to the class.
• Ask: How can you get ready? Use the photo as a prompt to help elicit
the classroom objects students will need to get ready (crayon, pen, pencil,
Teacher toolkit
eraser). Make sure that all students have everything they need on their
Project skills: Self-management desk before they start their project.
In this lesson, students learn to follow instructions in • Read aloud the instructions, and students mime each one. Then they work
order to get ready for doing their project. Model the in pairs to think about and circle the instructions that help them be ready.
behavior you expect of students in project lessons. • Play the audio, and students listen and check their answers. Play the audio
Say: Project time! Sit down! Listen! Get ready! Show again, pausing after each sentence for students to do the corresponding
me your pencil! Encourage students to gradually take actions, to show they are following the instructions.
more responsibility for getting themselves ready with
just a short prompt: Project time!
Children! One, two, three.
Sh! Don’t talk! Sit down! Now listen!
Extend Now close your books. Show me your pen and pencil. Show me your
Create a class gallery of students’ monster pictures. crayons. Show me your ruler … and your eraser.
Use these throughout the year to introduce and Are you ready? Now draw your monster.
reinforce new language. In Unit 6, students could have
a monster picnic, using I like … . In Unit 7, students
could imagine what their monsters can do, using She
Create
can … . In Unit 8, you could rearrange the monster 3 Now design your monster. Write.
pictures and ask: Where’s the yellow monster? Elicit • Direct students to go to p.37 in their Workbooks and do the scaffolded
from students, e.g., It’s next to the window. activities to create their project.
Digitizing projects Workbook page 37

There are lots of free multi-modal digital tools available
online that your students could use to digitize their 1 Are you ready? Check (✔). Students look at the two photos and check
projects. Encourage students to build their monster using the one that shows a student who is ready. (Answer: 2 ✔)
drawing and collage tools. They could also use voice
tools to record audio of them describing their monster.
110
LESSON 9 f-m
anagem
3
Design a monster
Project
en
Se
t
ACHIEVE
Students draw a monster showing different body
Let’s review parts and write at least two sentences about
1 Read and write the number. their monster drawing, using He/She has … and
the names of body parts, numbers, and colors.
He has four arms. SUPPORT
She has one eye. Students either label the individual body parts,
or they point and say the names of different
body parts.
Get ready
STRETCH
2 3.16
Think and circle. Then listen and check. Students write more sentences, giving additional
information to describe their monster, e.g., This
is my monster. He has two, blue legs. He’s funny.
Sit down! / Stand up!
Alternatively, they draw another monster with
Listen! / Don’t listen! contrasting numbers and colors of different
body parts, and write sentences to describe
Open / Close your books. both monsters.
Workbook page 37
Create Reflect Reflect

3 Now design 4 How did I do? 4 How did I do?
this lesson.
Extra activity (class game) Play Touch it!
(see Games Bank p.252). Invite two students
44 I can design and write about my monster. to come to the front of the class. Place on the
board two body word cards (or picture cards).
Call out one of the words, and students race to
2 Check (✔) and choose for your monster. Then trace, write, and draw. touch the matching word card (or picture card).
Ask students to read the list of body parts, and check the ones they want on
their monster. They complete the table with the numbers and colors. Then they
complete the sentences and draw their monster. Wrap-up
• Play Find someone who … (see Games Bank
• If suitable, give each student a piece of paper and ask them to refer to their p.253). Students find someone else in the class
completed table in their Workbooks and draw their monster. They follow the whose picture is the same as theirs in some way,
Workbook model they have completed to write two or more sentences to describe e.g., the same number of body parts or the same
their monster. color. They take turns to describe the similarity
• Give students time to draw and write. Circulate around the class, helping as in their pictures, e.g., This is my monster. She has
necessary. Encourage students to raise their hands and ask for help if needed. three legs. / This is my monster. He has three arms.
• When they are ready, students work in pairs, taking turns to show and describe Students say goodbye to the Mickey Mouse
their picture. puppet as they leave class.
• Invite more confident students to show and describe their picture to the class, e.g.,
This is my monster. She has (red) (legs). Workbook page 37

111
Objectives Warm-up
Target language: parts of the body, actions; He/She Make Mickey hold up each of the word cards for Unit 3. Students read
has (one) (eye). aloud the word and point to the matching part of their body.
Recycled language: colors, numbers • Play the song audio (track 3.11), and students join in with the actions.
If students are confident with the words, play the karaoke version
Picture cards / Word cards (Parts of the body 1, 2, Actions);
I can do it!
Skills 1 Look and number. Then say.
• Students look at the picture for one or two minutes. Ask them to try to
Reading: can understand basic sentences describing
pictures (26) • Then say: Close your books. Ask: Who can you see? What color is the
(big) monster? How many (legs)? Is the green monster big or small?
How many (eyes)?
short, basic descriptions of people, if spoken slowly and
clearly (24) • Students read each of the words and point to the corresponding part of
the body in the picture.
Speaking: can describe someone’s physical appearance
in a basic way (29) • Then students write the correct numbers next to each of the words.
Writing (WB): can trace simple words and phrases in • Check the answers by saying: Number (one). What’s this? (body).
upper and lower case (10) SUPPORT Students point and say the name of each body part, with support
as necessary.
Teacher toolkit STRETCH Students write in their notebooks a numbered list of the body
parts in the picture.
Video review
You can return to Video 3A and Video 3B at the end 2 3.17 Write a or b. Then listen and check.
of the unit for a “second play.” Encourage students to • Students look at the pictures and say the names of body parts and colors
notice how many new words they have learned since they can see.
the beginning of the unit. • Read aloud the first sentence with the class. Students point to the correct
monster and write the letter (b). Give students time to read the other
Remediation sentences and to write the letters a or b.
Review the picture cards one by one to elicit the • Play the audio. Pause after each sentence, and students say their answers.
name of each body part. Place the picture cards on Then play the answer on the audio.
the board, and review the word cards one by one, SUPPORT Students talk about each picture, using the names of body parts,
asking individual students to match each word card numbers, and colors. They make sentences using He/She has …, with support
to the corresponding picture card on the board. Play as necessary.
Guess who? (see Student’s Book p.37) with the two STRETCH Students write in their notebooks their own sentences about
pictures in activity 2. each picture, using He/She has …, and the names of body parts, numbers,
and colors.
Home-school link Audioscript (track 3.17)
Students use the language they’ve learned in the 1 He has one eye. // b!
unit to describe one of their toys at home to a family 2 She has purple hair. // a!
member, e.g., with a doll, robot, or teddy bear: This is 3 He has two arms. // b!
(name). He/She has (gray) (legs). 4 She has six legs. // a!

r
Sticke
time
they feel they can do after they have completed Unit 3.
112
LESSON 10
LESSON 10
Review
3
Review
I can do it! Wrap-up
1 Look and number. Then say. poster, and ask them to identify the picture that
eye 5 2 leg 7 I can … statements (I can name body parts and
4
1
3 give instructions, I can express my emotions).
face 6 5
body 1
finger 4 nose 3 individual students to tell Mickey two or three new
2
7
8
words they have learned in the unit, or tell him
head 8 mouth
what new skills they have learned, e.g., I can sing
a song! I can say body words. I have (two) (arms).
2 3.17
Write a or b. Then listen and check. Students say goodbye to Mickey and tell him their
a
1 He has one eye. b
2 She has purple hair. a
3 He has two arms. b Workbook pages 38–39
4 She has six legs. a
My progress journal
1 Find and circle. Then play. 1 doll, 2 teddy bear,
3 Think and check (✔). Then stick! 3 robot, 4 monster
2 Draw your own toy. Circle and trace. Then
color and write.
I can … Stick
er 3 Think and draw , , or . Students draw
time the face which represents how well they did in
name body parts and actions
each lesson.
read a story
sing a song

completed
3!
Go online Listening
Big Project 45 1 3.4 Listen and check (✔). 1 a, 2 a,
3 c, 4 c
Reading
• Invite individual students to read aloud the sentences they have checked, e.g.,
2 Read and write Yes or No. 1 Yes, 2 No,
3 No, 4 Yes
Speaking
Teaching star 3 Look at 2. Color. Then talk about the
picture.
Growth mindset Praise students for effort and attitude rather than for their Choose your favorite activity in the
Sticke
r
time
abilities. This kind of “process praise” motivates students and helps build unit and stick.
resilience. Say: Good job! I can see you worked hard today. I’m proud of you.
My Star and Hero! Students look at the sticker of Boo on p.4 of the Student’s
brown hair. She has two legs.
Extra activity (whole class) Ask students to create a monster that will be the
class mascot. Have a vote for the monster’s different facial features and body
parts, and give it a name!
113
4 Cool animals

By the end of this unit, students can: Listening: recognize and understand words for
• draw and talk about an animal poster, animals, and questions and answers about animals
identifying and naming animals, and giving a Reading: read and understand a short, simple cartoon
simple description story and very short texts about baby animals
• read and understand a story about a good dog Speaking: give simple descriptions of animals; ask
• name animals and answer about animals; name emotions and
• ask and answer about animals accompanying actions; say simple sentences about
baby animals
• talk about their emotions and do related actions
Writing: write words to name animals
• understand and talk about baby animals
Vocabulary Grammar
Lesson 1: bird, cat, dog, hamster Lesson 3: What’s this? It’s her dog. It’s his hamster.
Lesson 2: fish, frog, horse, lizard, mouse, rabbit, snake, Lesson 6: What are they? They’re birds. What color
turtle are they? They’re blue. Are they red? No, they aren’t.
Lesson 5: ant, bee, duck, fox, spider, squirrel Are they gray? Yes, they are.
Myself and others Story

Expressing my emotions 2 In this unit, a Disney Good boy!
video and a story develop the theme of expressing
Cool! Thank you! Good job! I’m proud of you!
more emotions they express in different situations.
Language: excited, angry, scared, frown, stomp, yell Project
Self-awareness My animal poster
Presentation skills: good presenter behavior
L i fe S c i e n c e
My world Don’t worry! Smile! Speak up! Stand up!
Life Science: Baby animals

chick, cub, foal, kitten, puppy
114
Unit overview
Penny
Bolt’s owner and best friend. A good
and intelligent 13-year-old girl.
Rhino
Bolt A cute but ferocious hamster.
Caring and loyal to his He’s a superfan of Bolt’s TV show.
friends, Bolt loves Penny
and wants to protect her.
Mittens
A cynical alley cat who reluctantly
befriends Bolt and Rhino.
Bolt is a dog who stars in a hit TV show with his owner, Penny. In the show, Bolt’s character has
superpowers, which he uses to fight off evil villains and to protect Penny. During one episode, Bolt believes
that Penny has been kidnapped and, thinking his superpowers are real, he sets off to rescue her. Bolt soon
finds himself in the real world, where he befriends Mittens, a grumpy cat, and Rhino, an excitable hamster.
During their cross-country adventure to find Penny, Bolt gradually realizes that his superpowers are not
real and that he’s just an ordinary dog. He also learns that he doesn’t need his superpowers to be a hero!
u
d yo know
Di
?
eo stor
Vid ies The names of th
e
three pigeons in
Video 4A: Don’t yell, Rhino! New York are
Joey,
Video 4B: What are they? Vinnie, and Bo
bby.
Online modules
Phonics Big Project
Extra
Words with ck, e, and k A nature journal reading
kick, pet, neck, kid
115
Objectives Warm-up
Lesson aim: name animals Greet students with the Mickey Mouse puppet, and sing the Hello,
Target language: bird, cat, dog, hamster
Recycled language: What’s this? It’s a (cat). He’s/She’s … .; Presentation Video story
angry, excited, happy, sad, scared, worried; cry, jump,
run, smile; parts of the body; Don’t worry! It’s OK.
characters: This is the movie Bolt. It’s about a girl named Penny.
Receptive language: (He) frowns, stomps, yells.
• Elicit any vocabulary students may know. Ask: What’s this? What color is it?
Materials: Video 4A; Audio; Picture cards / Word What animal is this? Is he big or small? How many (legs) does he have?
cards (Pets, Disney characters); Sticker (Bolt); Mickey Do you have a (dog/cat/bird/hamster)?
Mouse puppet; (optional) photos of cats, dogs, birds,
and hamsters 1 4A Watch the video. Check (✔).
Skills It’s video time! Let’s watch!
Reading: can recognize some frequent everyday • Play Video 4A, and students watch and listen.
words (21) • Ask: Who do you see? Students check the pictures. Ask some
Listening: can recognize isolated words related comprehension questions: Who’s the dog? (Bolt) What color is the (cat)?
to familiar topics, if spoken slowly and clearly and (black) Is the (cat) (happy)? (no) What does Rhino do? (jumps/runs).
Speaking: can name everyday animals in pictures using 2 4A Watch again. How does Rhino feel?
single words (18) • Ask students to look at the pictures. Read the words aloud, and
Writing (WB): can label simple pictures related to students mime each action. Ask: How does (he) feel? (excited,
familiar topics by copying single words (16) angry, scared). Students say other emotion words they heard
(happy, sad, worried). Use mime to prompt as necessary.
Teacher toolkit • Play the video again, pausing occasionally to ask about Rhino:
How does he feel? Is he (scared)? What does he do? Students mime
Video summary – 4A the emotion and the associated action every time. ([0:27] [1:09]
Don’t yell, Rhino! Videoscript see p.246 excited – jump/run; [1:29] happy – smile; [2:01] angry – yell;
Bolt and Mittens go on a journey to find Bolt’s friend, [2:17] sad – cry; [2:21] angry – stomp)
Penny. They meet Rhino the hamster. Rhino is Bolt’s
biggest fan and is excited to meet his hero. Picture cards / Word cards (optional) Show the picture cards one by one
Engage to remember the words. Then show each word card, and elicit the words.
Bring in some photos of cats, dogs, birds, and
hamsters. Students work in groups to choose animals Practice
to create their own petting zoo. Each group can 3 4.1 Listen, find, and say. Then ask a friend.
create a poster for their petting zoo, and they can • Students explore the Big Picture. Point and say the animal words.
add additional animals to the poster during the unit.
• Students look at the small pictures. Ask: What’s this? Is it an (ear)? Is it a
(hamster)? They find each image in the Big Picture and answer yes or no.
Expressing my emotions 2 • Play the audio, and students find the animals in the Big Picture. Play the
excited, angry, scared audio again, and they point and say the words. Play the audio one more
Use the Disney video to talk about different ways time, pausing for students to point and read the animal words.
of expressing emotions, e.g., anger. Say: Rhino and • In pairs, students take turns to point to the pictures and say the animal words.
Mittens are angry. Play the video from 01:44 to SUPPORT Students take turns to point to the pictures and mime the animals.
02:10. Students copy the characters’ body language STRETCH Students describe the body part and the animal, using complete
and facial expression and say: I’m angry! sentences, e.g., It’s an ear. It’s a dog.
Self-awareness
Look at the animals. Find … a dog … a cat … a hamster … a bird.
116
4
4 Cool animals
LESSON 1 Vocabulary
2 4A
Watch again. How does Rhino feel?
eo stor
Vid y
excited angry scared
3 4.1
bird
4 4.2
hamster
cat
1 4A
dog
✔ ✔✔ ✔ Collect ?
46 I can name animals. your friend! 47
page 4

? Collect your friend Show the picture card of Bolt to help
• Play the audio, demonstrate the actions, and students listen to students identify the correct sticker. Students stick the sticker
the chant. on p.4 in the Student’s Book. Ask: What’s his name? (Bolt) Who are
his friends? (Penny and Rhino).
with the chant and the actions. You could divide the class into two Wrap-up
groups. Ask one group to chant the questions and the other group
Hold up the Mickey Mouse puppet. Make Mickey ask Who’s
chant the answers.
your favorite character in the video? Students say in pairs, then tell
Mickey My favorite is the (cat). She’s (cool).
TPR chant
dog – put your hands on your head, like ears
cat – show whiskers with your hands
bird – move your arms like wings Workbook pages 40–41
hamster – “run” on a hamster wheel
Learning Heroes
1 Watch again and do the quiz.
1 Look, read, and match. a 2, b 3, c 1
What’s this? [sfx woof] It’s a dog. 2 Look and circle. Is he happy or angry? a 2, b 1
What’s this? [sfx meow] It’s a cat. 2 Choose and write. 1 bird, 2 hamster, 3 dog, 4 cat
What’s this? [sfx cheep] It’s a bird.
3 Challenge! Follow and write. What’s Bolt’s favorite toy?
What’s this? [sfx patter] It’s a hamster.
carrot
[sfx woof] It’s a dog.
[sfx meow] It’s a cat. Extra time? cat, hamster, dog, bird
[sfx cheep] It’s a bird.
[sfx patter] It’s a hamster.
117
Objectives Warm-up
Lesson aim: describe animals Greet students with the Mickey Mouse puppet.
Target language: fish, frog, horse, lizard, mouse, rabbit, Make Mickey hold up the picture cards from Lesson 1, and students say
snake, turtle the words.
Recycled language: pets, colors, numbers, parts of the • Say: Listen and chant! Play the chant (track 4.2), and students join in
body; It’s a (mouse). It’s (small). It’s (gray). Is it (big)? with the chant and the actions.
Yes, it is. / No, it isn’t.
Materials: Audio; Picture cards / Word cards (Pets, Presentation
Animals 1); Mickey Mouse puppet; (optional) outline Picture cards / Word cards (optional) Show the picture cards one by one
picture of a fish/turtle/lizard/snake, colored tissue or to introduce the new vocabulary. Repeat several times, encouraging students
crepe paper to remember the words. Then show each word card, and elicit the words.

Skills • Students look at the pictures and say any of the animal words they
Reading: can recognize simple words and phrases related already know.
to familiar topics if supported by pictures (23) • Say: Listen and point. Play the audio, and students listen. Play the audio
Listening: can identify animals in their immediate again, and they point to the pictures. Play the audio one more time,
surroundings or in pictures from short, basic descriptions (19) pausing after each word for students to read and say the word.
Speaking: can use a few simple words to describe • Say a number, e.g., four, and students say the word (frog). Do the same
animals, if supported by pictures (19) with other numbers and words.
Writing (WB): can label simple pictures related to • Students play the game in pairs. They take turns to say a number from
familiar topics by copying single words (16) one to eight for their partner to say the corresponding word.

2 4.4 Listen and check (✔) in 1. Then play in pairs.
Teaching vocabulary
• Students look at the pictures in activity 1. Ask: What color is it? Is it (big)
To generate interest and engagement, show students or (small)? How many (ears)?, and students answer.
photos of places where animals live, e.g., a pond, a
• Play the audio, pausing for students to point to the pictures. Play the audio
field, a tree, a farm. Ask students to name or mime
again, pausing after each description for students to guess the animal.
animals that live in each place. Then they look at the
Then play the answer, and students check the pictures. Play the audio one
photos in activity 1 and say where they think each
more time for students to check their answers.
animal lives.
• Read aloud the speech bubbles with the class, and students point to the
picture (one). Then they play the game in pairs, taking turns to describe
Extend
and guess the animals, using the speech bubbles as a model.
Ask students to make a textured collage picture of an
SUPPORT Students use single words and gestures to describe the animals,
animal. Give each student an outline picture of a fish/
e.g., small, orange.
turtle/lizard/snake and small pieces of colored tissue
or crepe paper. Students use glue to layer and stick STRETCH Students describe the animals in more detail, e.g., It’s (small).
pieces of paper onto the animal outline, to create the It’s (white). It has (big) (ears).
animals’ textured skin, scales, or shell. Students can Audioscript (track 4.4)
then ask and answer questions about their animal in What’s this? It’s small. It has two big eyes. It’s orange. // Is it a fish? //
pairs or in groups. Yes, it’s a fish!
What’s this? It has four legs. It’s big and brown. // Is it a horse? //
Home-school link Yes, it’s a horse!
Students look in books at home for pictures of animals What’s this? It’s small. It has big ears. It isn’t a mouse. // Is it a rabbit? //
and then name them. They can also name any Yes, it’s a rabbit!
animals they see on TV or in videos. What’s this? It’s small and green. // Is it a turtle? // No, it isn’t. It’s a frog!
118
LESSON 2
4
Vocabulary Talk
4.3
Then demonstrate the game. Think of an animal,
e.g., a mouse, and students ask questions to guess:
Is it (small)? Is it (gray)? Is it a (mouse)? Answer:
Yes, it is. / No, it isn’t. Repeat with one or two
1 mouse 2 fish ✔ 3 rabbit ✔ 4 frog ✔ other animals.
• Then students play in pairs. More confident
students can ask the questions and less confident
students answer them.
5 turtle 6 lizard 7 snake 8 horse ✔ Extra activity (class game) Play Match it! (see
2 Listen and check (✔) in 1. Then play in pairs. Games Bank p.252). Hand out pet and animal
4.4
picture cards and word cards. Say a word, e.g.,

It’s small. It’s gray. A mouse! rabbit, and students hold up the matching picture
cards and word cards. They stand next to each
3 Join the dots and circle. Then color. other, and the class says the word. Repeat with
other students and picture cards.
Wrap-up
To be updated
• Play a game of Draw it! (see Games Bank p.253)
in teams. Ask a student from one team to come to
1 It’s a turtle / mouse. 2 It’s a lizard / snake
snake. 3 It’s a frog / fish. the board. Show them an animal word card. The
student starts to draw the animal on the board,
4 Play the game. and the other students guess, e.g., Is it a (dog)?
Talk
buddies The quickest student to guess wins a point for
Is it big? their team.
Yes, it is.
Is it white?
Students say goodbye to the Mickey Mouse
puppet as they leave class.
48 I can describe animals.
Workbook page 42

Teaching star
1 4.1 Listen and color. a blue, b purple, c green,
Communication Make new language relevant to students by personalizing it. d gray, e yellow, f brown
Ask: Do you have animals at home? Elicit what animals students have as pets at 2 Choose and write. 1 horse, 2 fish, 3 lizard,
home, and encourage them to share this information with the class, e.g., I have a 4 snake
(lizard). It’s (green). Its name is (Larry). Extra time? big: horse; small: hamster, mouse, frog
3 Join the dots and circle. Then color.

• Students look at the pictures and guess the animals. Ask: What’s this?, and elicit
suggestions from around the class. Then give students time to trace over the dotted
outlines to reveal the animals.
• Students work individually, reading the captions and circling the correct word for
each picture.
• Ask students to compare their answers in pairs, then check all together as a class.
119
Objectives Warm-up
Lesson aim: say whose animal it is Greet students with the Mickey Mouse puppet.
Target language: What’s this? It’s her dog. It’s his Play True or false? (see Games Bank p.254). Make Mickey hold up
hamster. individual picture cards from Lessons 1 and 2 and say a true or false
sentence, e.g., It’s a (fish). It’s (small/blue). It has (four) (legs). Students
Recycled language: pets, animals, classroom objects
answer yes or no. Encourage more confident students to say true or false
Materials: Audio; Picture cards / Word cards (Pets, sentences for the class to answer yes or no.
Animals 1); Stickers; Mickey Mouse puppet
Presentation
Skills 1 4.5 Listen and circle.
Reading: can recognize simple words and phrases • Remind students of Video 4A. They say what they can remember about
related to familiar topics if supported by pictures (23) the story and the characters.
Listening: can recognize words and simple phrases • Give students a minute to look at the picture, then say: Close your books.
related to familiar topics, if spoken slowly and clearly (25) Ask: Who can you see? (a girl, a dog) What color is the (dog)? (white) Is
Speaking: can describe physical appearance in one or he (old) or (young)? (young) Is the girl (sad)? (no, happy).
two words (24) • Read aloud the caption with the class. Play the audio, and students point
Writing (WB): can copy some short familiar words to the picture. Play the audio again, and they circle the correct word in
presented in standard printed form (10) the sentence.
Teacher toolkit Look! It’s Penny. And what’s this? It’s a dog. It’s her dog.
Teaching grammar
Invite a boy and a girl to come to the front of the 4.6 Grammar Heroes
class. Give an animal picture card, e.g., lizard, to a • Students look at the grammar box. Play the audio, and they listen and read.
student in the class. Say: It’s (his) (lizard). The student Play the audio again, pausing after each question and answer for students
gives the picture card to the boy. Repeat with a to repeat.
different picture card and a female student, saying • Students work in pairs to read aloud the grammar box, taking turns to read
It’s (her) (fish). Repeat several times until students feel the question and answer.
confident in using his/her correctly.
Teaching star
Engage Support understanding Students can find the pronouns his and her
Ask students to bring in photos or videos of their confusing. Demonstrate that his refers to a boy, and her to a girl. Ask
pets to show and tell, describing what their pet looks a boy to give you his book. Give it back to him and say: It’s (his) book.
like. Encourage the other students to ask questions Do the same for a girl and say: It’s (her) book.
about the pets and who they belong to: What’s this?
It’s her fish.
Practice
2 4.7 Listen and stick. Then write.
r
Sticke
Differentiation time
If students have trouble understanding the concept of • Students look at the stickers and the pictures. They say the animal words
possessive adjectives, start with my. Hold up a picture and the pronouns his or her.
card, point to yourself, and say: It’s my (fish). Then • Play the audio, and students point to the stickers. Play the audio again,
hold up another picture card, and say: It isn’t my fish. and they put their stickers in the correct position. Play the audio one more
It’s his/her fish, pointing to a boy or a girl. time, pausing for students to stick each sticker.
• Read aloud the words with the class, and they say the animal to complete
each sentence, e.g., Number one. It’s her … . (turtle). Do the same for
each picture.
• Write the words turtle, frog, rabbit, mouse on the board, or show the word
cards. Point to each word, and students read it aloud.
120
LESSON 3
4
Grammar
SUPPORT Students work in pairs, taking turns to
read aloud the sentences in activity 2 before they
1 4.5
Listen and circle. play the game.
STRETCH Students extend the game by saying true
and false sentences about each picture, e.g., It’s his
rabbit. (false) It’s her rabbit. (true).
4.6
What’s this?
It’s her dog.
What’s this? Extra activity (class game) Play It’s in the bag
It’s his hamster.
(see Games Bank p.253). Students put several
classroom objects in a bag. Take a classroom
It’s her dog / mouse
mouse! object from the bag, and show it to the class.
Other students point to the student it belongs to
2 4.7
Listen and stick. Then write. and say: It’s (his) (crayon). Repeat with different
students and objects.
er
Stick
time
Wrap-up
Play Pass the picture cards (see Games Bank
p.252). Hold up the Mickey Mouse puppet, and
students sit in a circle. Make Mickey give a pet /
an animal picture card to a student, and students
1 It’s her 2 It’s his 3 It’s her 4 It’s his
pass it around the circle. After a while, say: Stop!
turtle . frog . rabbit . mouse .
The student with the picture card holds it up, and
3 Play What’s this? other students say It’s (his/her) (rabbit). Repeat
with other picture cards and students.
What’s this? It’s her rabbit.
Talk
buddies class.
Workbook page 43
I can say whose animal it is. 49 1 Find and circle. 1 cat, 2 horse
Number and write. dog. 3, It’s 1, her 2; It’s her
dog.
• Give students time to write the animal words to complete each sentence. 2 Trace, think, and write. 1 dog, 2 bird, 3 rabbit,
They read aloud their answers in pairs, then check all together as a class. 4 frog
1 What’s this? // It’s her turtle.
2 What’s this? // It’s his frog.
3 What’s this? // It’s her rabbit.
4 What’s this? // It’s his mouse.
Talk
3 buddies Play What’s this?
• Students look at the pictures and name the animals they can see.
• Read aloud the speech bubbles with the class. They point to the correct picture.
Then they point to the girl and her rabbit in activity 2.
• Demonstrate the game with several students around the class. Point to one of the
small animal pictures, and ask: What’s this? Students answer It’s (his) (frog).
• Then students play the game in pairs, taking turns to ask and answer about the
animals, using his or her correctly.
121
Objectives Warm-up
Lesson aim: read and understand a story about a Greet students with the Mickey Mouse puppet.
good dog Make Mickey show the story cards from the Unit 3 story. Students say
Target language: Cool! Thank you! Good job! I’m what they remember about the characters. Ask: Who’s this? (Hugo)
proud of you! What’s this? (monster) How many (eyes)? Is (Hugo) happy? (no)
Who helps him? (Li).
Recycled language: pets, animals; It’s a (lizard). It’s my
dog. Jump! Sit! He’s funny.
Presentation
Receptive language: You’re my hero.
1 4.8 Listen and read. What’s Emma’s toy?
It’s story time!
• Show each story card, and ask: Who’s this? (Hugo, Arjun, Li, Camila)
Skills What’s this? (dog, rabbit) How many (children)? What color is it?
• Play the audio, and hold up each story card. Ask: What’s Emma’s toy? (a
rabbit). Play the audio again, and students follow in their books. Pause
Listening: can understand a few basic words and phrases after each frame, hold up each story card, and ask a comprehension
in a story that is read aloud (18) question from the back of the story card. Students mime Emma looking
Speaking: can repeat phrases and short sentences, if proud of Buddy at the end of the story.
spoken slowly and clearly (16) • Students find and circle all the animal words in the story.
Spot! Students find six birds in the story.
Teacher toolkit
Teaching star
Story summary
Learning to learn Predicting what the story is about before listening
Li, Hugo, and Arjun are in the park when they meet
will spark students’ curiosity, and will give them a reason to read – to
Emma with her dog, Buddy. They are all enjoying
find out if their predictions are correct. Draw on the board a dog, a
watching Buddy do tricks until he sees something he
rabbit, and a girl, or bring in some props. Tell students these are the
wants: Emma’s toy rabbit. Luckily, Buddy is a good
characters from a story, and they predict what the story could be about,
dog and does as he is told.
using L1 if necessary. Alternatively, show the first story card, and
students guess what they think happens to the characters.
Expressing my emotions 2
Elicit why Emma is angry (her dog takes her toy
rabbit) and how she expresses it (she frowns and Practice
yells). Ask students if they have a pet or animal at 2 Look, read, and circle.
home, and encourage them to explain or mime how • Students look at the story in their books. Then they look at the small
their pet sometimes makes them angry, e.g., a cat pictures. Read aloud the first sentence with the class, and students point to
that scratches, or a dog that chews toys or furniture. the correct picture and circle it.
If students don’t have a pet at home, encourage
• Give students time to read the other sentences and circle the correct
them to imagine what a pet could do to make
pictures. Students compare their answers in pairs, then check all together
them angry.
as a class.
Self-awareness
3 How does Emma feel? Look and check (✔).

Extend • Students look at the pictures of Emma and find them in the story.
In the story, Emma’s dog Buddy is clever. Ask students Point to each picture, and ask: How does she feel?
if they know any clever dogs or other animals. Discuss • Read aloud the sentences with the class, miming each emotion.
how animals can help us, e.g., police dogs, rescue Students check the correct sentence for each picture.
dogs, assistance dogs (e.g., guide dogs for the blind),
• Students mime how Emma feels and what she does, e.g., angry –
and do some online research together as a class.
frown/yell, proud/happy – smile.
122
LESSON 4
Story
4
Good boy! 2 Look, read, and circle.
1 4.8
Listen and read. What’s Emma’s toy? a rabbit a b
1 Buddy is her dog.

1 Look Hugo, Buddy! Jump!
Hi, Emma. Who’s this? 2
it’s a lizard!
a b
2 Emma has this toy.
a b
It’s my dog, Cool!
Buddy! 3 The children think Buddy is
3 Thank you, Buddy! He’s a 4 Buddy! No! It’s my rabbit!

Good job! cool dog!
3 How does Emma feel? Look and check (✔).
1 2
She’s happy. She’s proud. ✔

Oh no! Look at
her rabbit! She’s angry. ✔ She’s worried.
Sit, Buddy! Give 6
5 me the rabbit! Thank you, Buddy!
I’m proud of you.
You’re my hero!
Thank you, Buddy! Talk
Good job! buddies
He’s funny!
Spot!
Can you find six
The end He’s a cool dog!
50 birds? I can read and understand a story. 51
Talk
• Read aloud the speech bubbles with the class, and students find Use the Mickey Mouse puppet to give out the story cards to several
the words in the story. students. Read aloud a line from each story frame, e.g., It’s my dog,
• Divide the class into groups of four. Ask each student in a group to Buddy. The student with the corresponding story card comes to the
role-play one of the story characters. front of the class. Repeat for other story lines: Buddy! Jump! Thank
you, Buddy! Good job! Buddy, no! It’s my rabbit. He’s funny! You’re
• Play the audio again (track 4.8), and each student reads aloud their
my hero. Students stand in order and hold up their story cards.
character’s lines and/or mimes what their character does.
• Give the groups time to practice acting out the story.
• Invite more confident groups to act out the story at the front of the
Workbook page 44
class. Use the story cards to prompt, as necessary.
SUPPORT Students role-play Buddy, miming the dog’s actions. 1 Look, read, and put a ✔ or ✘. 1 ✘, 2 ✔, 3 ✘, 4 ✔
STRETCH Students role-play a character with more lines, e.g., Emma. 2 Think, look, and check (✔). Why is Emma angry? 3 ✔
3 Circle and color. Students color the stars to show how much
Extra activity (story extension) Students imagine what they liked the story.
happens next and then draw an extra frame for the story. For
example, the children give Buddy a treat or take him for a walk.
123
Objectives Warm-up
Lesson aim: name animals Greet students with the Mickey Mouse puppet.
Target language: ant, bee, duck, fox, spider, squirrel Remind students of the story from Lesson 4. Make Mickey hold up the
story cards. Ask: Who’s this? (Emma) What’s this? (her dog) What can
Recycled language: colors, animals, parts of the
Buddy do? (jump) How does Emma feel? (angry, proud). Students mime
body; It’s (small). It isn’t (white). It has (eight) (legs).
how Emma feels during the story.
It’s a (spider).
Materials: Audio; Picture cards / Word cards (Pets, Presentation
Animals 1, 2); Story cards (Unit 4); Mickey Mouse Picture cards / Word cards (optional) Show the picture cards one by one
puppet; (optional) soft ball or beanbag to introduce the new vocabulary. Repeat several times, encouraging students
Skills
related to familiar topics if supported by pictures (23) • Point to the pictures. Students say any words they already know.
Listening: can recognize familiar words and phrases in • Say: Listen and point. Play the audio, and students listen. Play the audio
short, simple songs or chants (18) again, and they point to the pictures. Play the audio one more time,
Speaking: can describe objects (animals) in a basic way
(color, size) (25) • Say a number, e.g., one, and students say the word (duck). Repeat with the
other numbers and words.
Writing (WB): can copy short sentences containing
only familiar words, if presented in standard printed • Students play the game in pairs, as in Lesson 2.
form (13)
Ways to learn
Teacher toolkit • Read aloud the question and answer with the class. Elicit other
answers (dog, cat, horse). Write these words on the board, or show
Teaching vocabulary the word cards. Encourage students to copy the question and the
Hold up an imaginary (or real) magnifying glass, animal words neatly in their notebooks, as a strategy for making new
and say: I’m in the park. It’s a pond/flower/rock. I can vocabulary memorable. Less confident students can draw pictures.
see … . Students say what animals they think you can • Students look at the Picture Dictionary on p.122 and apply this to
see. Elicit possible animals from Lessons 1 and 2, then the other new words they have learned in this unit.
use the picture cards to elicit the new vocabulary, as
• Picture Dictionary answers: 4 bee – 6 legs, duck – 2 legs, horse –
appropriate.
4 legs, snake – no legs, spider – 8 legs
Extend
Search online to find short videos of the animals, Teaching star
and show them to students. Encourage students to
Application Categorizing vocabulary in different ways helps students
say Look, they’re … when they see a type of animal.
build meaningful connections between words, and help with memory
Pause the video, and ask questions, e.g., Are they big
and recall. Say: It’s (big). Students name big animals (horse, fox, turtle,
or small? What color are they? How many legs do
dog). Repeat with other categories, e.g., It’s (small). It’s (green). It has
they have?
(six) legs. It has (ears). Students work in pairs or groups and think of as
many animals as possible for each category.
Home-school link
Tell students to look out for any of the animals
when they are at home and in a garden, or a park. Practice
Encourage them to describe the animals when they 2 4.10 Listen and say. Then play in pairs.
see them, e.g., Look, they’re ants. They’re small
• Play the audio, and students point to the animals in activity 1. Play the
and black.
audio again, pausing after each sentence. Students repeat the answer, e.g.,
It’s a (spider).
• Play the audio one more time, pausing before each answer for students to
say the animal.
124
LESSON 5
4
Vocabulary
• Demonstrate the actions, or students come up
with their own. Divide the class into four groups:
1 4.9
Listen, point, and say. Then play. ducks, squirrels, spiders, ants. Play the song audio
again, and students join in with the actions.
Which animals • When students are confident with the words, play
have four legs?
the karaoke version (track 4.11_karaoke), and
1 duck 2 fox 3 squirrel they sing along.
fox
TPR song
Picture Dictionary
ducks – make a beak with your hand
4 spider 5 ant 6 bee page 122 squirrels – use your arms to “jump”
spiders – show eight fingers for “legs”
2 4.10
Listen and say. Then play in pairs. ants – run your fingers around on the desk
It’s small. It’s black

and brown. Ant! Extra activity (class game) Show several
pet/animal picture cards, e.g., snake, dog, cat,
horse. Students say which is the odd one out
Sing-along (snake). They explain why, if possible (no legs).
Repeat with different sets of pet/animal picture
3 4.11
Listen, sing, and act. cards, making sure each set has an odd one out,
e.g., a different number of legs, a different color,
Look, they’re ducks.
or a different size.
municate!
They’re green and gray.
Look, they’re squirrels. Animals! Animals!
’s com
Let
They jump and play. Look at the animals!
Look, they’re spiders.
Wrap-up
They’re small and brown. Play Beanbag throw (see Games Bank p.252).
Look, they’re ants. Place some pet/animal picture cards on the floor.
They run around. Hold up the Mickey Mouse puppet, and make
Chorus him say It’s (small). It’s (brown). It has (eight legs).
Extra Go online A student throws the beanbag onto the spider
52 I can name animals.
Lesson Phonics
picture card and says the word. Repeat with other
picture cards and students.
• Read aloud the speech bubbles with the class. Then students play the game in Students say goodbye to Mickey as they leave
pairs, taking turns to describe and guess an animal. class.
SUPPORT Students describe animals with one or two words, e.g., black, small, six legs.
STRETCH Students describe the animals in more detail, e.g., It isn’t small. It’s big.
Workbook page 45
It has four legs. It isn’t black. It’s orange. 1 Complete the pictures. Then read and match.
Audioscript (track 4.10) 1 d, 2 f, 3 b, 4 a, 5 c, 6 e
It isn’t big. It’s small. It has eight legs. // It’s a spider. 2 Look at 1. Read and write. 2 It’s a spider. 3 It’s a
It’s small. It’s brown. It has six legs. // It’s an ant. duck. 4 It’s a squirrel.
It isn’t big. It’s small. It has two legs. // It’s a duck. 3 Circle the odd one out. bee
It’s big. It has four legs. It isn’t gray. It’s orange. // It’s a fox.

• Students look at the pictures. Ask: What’s this? (hamster) Is it big? (no, small) Can it
run? (yes).
• Place the animal picture cards for Lesson 5 on the board. Play the song audio, and
students listen and point to the picture cards they hear in the song (ducks, squirrels,
spiders, ants).
125
Objectives Warm-up
Lesson aims: ask and answer about animals Greet students with the Mickey Mouse puppet.
Target language: What are they? They’re birds. What • Play the song audio (track 4.11), and students sing the song and do
color are they? They’re blue. Are they red? No, they the actions.
aren’t. Are they gray? Yes, they are.
Recycled language: pets, animals, colors, emotions,
actions, parts of the body 1 4B Watch the video. Check (✔). What animals can
Materials: Video 4B; Audio; Cut-outs 4; Mickey you see?
Mouse puppet; scissors Make the Mickey Mouse puppet stand up. Say: Sit down, Mickey.
It’s video time!
Skills • Students look at the picture of Bolt and the birds. Ask: How many (birds)?
What color are they?
related to familiar topics if supported by pictures (23) • Students look at the small pictures and name the animals (cat, bird, dog).
Listening: can identify animals in their immediate • Say: Watch! What animals can you see? Play Video 4B, and students
surroundings or in pictures from short, basic watch and listen.
descriptions (19) • Ask again: What animals can you see? Students check the pictures.
Speaking: can ask basic questions about objects • Play the video again, pausing at various points to ask: How does Bolt
(animals) (e.g., color, size) (27) feel? (excited, worried, angry, happy). Students copy Bolt’s actions and
Writing: can write some familiar words (20) expressions (run, jump, frown, turn, pull).
4.12 Grammar Heroes

Teacher toolkit
Video summary – 4B read. Play the audio again, pausing after each question and answer for
What are they? Videoscript see p.246 students to read and repeat.
Bolt finds himself in the city. But as he explores, he • Students work in pairs, taking turns to read aloud the questions and the
gets his head stuck in a fence. Luckily, he meets some answers.
birds who help him.
Teaching star
Teaching grammar Support understanding Demonstrating grammar in a physical way

Draw on the board a picture of a single animal, and can help students understand it. Show students that they refers to more
elicit the question What is it? It’s a (spider). Then draw than one person or thing by asking a student to stand up. Say: He’s a
one more of the same animal, ask: What are they? (boy). Then ask a group of three or four boys to stand together, and
They’re …, and elicit (spiders). Write both questions say: They’re (boys). Repeat with a girl and a group of girls. Students say
and answers on the board. Then elicit that we use either He’s/She’s … or They’re … .
the first question and answer for single items and the
second question and answer when there is more than
one item. Practice
2 4.13 Listen and number. Then write and say in pairs.
Extend • Students look at the picture and name the animals.
Find online photos of animals that are hard to • Play the audio, and students listen and say what animals they hear. Play
recognize, such as photos of a swarm of bees, photos the audio again, pausing for students to point to the picture.
taken from a distance, or photos of well-camouflaged • Play the audio one more time, pausing after each answer for students to
lizards. Ask: What are they?, and students guess the number the pictures 1–6 . Check the answers: (One)? What are they?
name of the animal. Then ask: Are they (grey)?, and They’re … . (foxes).
elicit answers. • Read aloud the speech bubbles with the class, and students answer (ants).
Write the word on the board, and give all students time to copy it in
their books.
126
LESSON 6
4
• Demonstrate the game of Concentration. Shuffle
animal cards from two students together. Place the
1 4B
Watch the video. Check (✔). What animals can you see? cards face-down on the desk. Pick up a card, and
say: They’re (frogs). They’re (green). Remember
the card, and put it face-down on the desk. Pick
✔ ✔ up a second card. If it matches the first card, pick
up both cards and say: They’re (frogs). They’re a
4.12 pair. If the second picture doesn’t match the first,
What are they? They’re birds.
What color are they? They’re blue.
put it face-down on the desk. The aim is to collect
Are they red? No, they aren’t. pairs of matching animals.
Are they gray? Yes, they are. • Students play the game in pairs, taking turns to
pick up cards and find pairs of matching animals.
2 4.13
Listen and number. Then write and say in pairs. SUPPORT Students answer with single words, e.g.,
horses – yes.
Five. What are they? They’re ants .
STRETCH Students lead the game and ask the
questions, e.g., What are they? Are they (brown)?
6 4
1 3 4B again, this time pausing at various points to
5 ask: What happens next? Students mime or say
2 what happens next in the video.
municate!
com They’re horses. What color are Wrap-up
they?
’s
Let Play Whispers (see Games Bank p.253). Students
3 Use the cut outs. sit in a circle. Make the Mickey Mouse puppet
Play the game. whisper to the first student: They’re (cats). They’re
(black). The students whisper the sentence around
Cut outs They’re brown. the circle. Ask the final student to say what they
They’re a pair! heard.
I can ask and answer about animals. 53
class.
• Students work in pairs, taking turns to ask and answer, using the speech bubbles as Workbook page 46
a model.
Audioscript (track 4.13) Audioscript see p.249
1 What color are they? // They’re orange. // They’re foxes. 1 4.2 Circle. Then listen and check (✔).
2 Are they brown? // No, they aren’t. // Are they yellow? // Yes, they are. // 1 birds; 2 dogs, ✔
They’re ducks. Number and write. they? 3, What 1, are 2;
3 What color are they? // They’re brown. // They’re spiders. What are they?
4 Are they orange? // No, they aren’t. // Are they gray? // Yes, they are. // 2 Look and write. What are they? Then ask and
They’re squirrels. answer. 1 frogs, 2 lizards, 3 snakes, 4 turtles
5 What color are they? // They’re black. // They’re ants. Extra time? bees
6 Are they yellow? // They’re yellow and black. // Are they bees? // Yes, they’re
bees.

• Students cut carefully around the dotted lines of the cut-outs.
• Read aloud the speech bubbles with the class. Each student finds their horses card
and holds it up.
127
4 Lesson 7: Myself and others Expressing anger Student’s Book page 54
Objectives Warm-up
Lesson aim: name actions and emotions Greet students with the Mickey Mouse puppet.
Target language: angry; frown, stomp, yell • Use the Myself and others poster to review emotion words and actions
students already know: happy – smile; sad – cry; excited – jump. Say:
Recycled language: They’re (worried/angry/excited).
When I’m (happy), I (smile). Mime the action (e.g., smile), and students
I’m (angry); parts of the body
say the word (happy).
• Play the song audio and students join in with the words and the actions.
Skills
Reading: can recognize basic action words (21) Presentation
Listening: can recognize familiar words in short phrases 1 Look and act. Then circle.
and sentences, spoken slowly and clearly and supported • Students look at the pictures of Bolt and Rhino. Ask what they remember
by pictures (19) about the video in Lesson 1. If necessary, play Video 4A again to remind
Speaking: can say how someone is feeling if guided by students of the characters’ reactions. Ask: Who’s this? Is he (happy)?
questions or prompts (27) (no) Is he (angry)? (yes) What does he do? Help students by miming the
answers and asking them to copy (frown, stomp).
• Students look at the picture of Emma and find it in the story on pp.50–51
Teacher toolkit
(frame 4). Check what they remember about the story. Ask: Who’s Emma’s
dog? (Buddy) Buddy has Emma’s rabbit. How does Emma feel? (angry)
Expressing my emotions 2
What does she say? (No, Buddy!). Students mime how Emma says the
In this lesson, students start to explore the feeling of words (in an angry tone of voice).
anger, and how this feeling can affect their behavior
• Read aloud the captions under the pictures, and students mime each
and actions. At this age, students are conscious that
behavior.
strong feelings such as anger can have physical
effects. Encourage students to think about where • Then read aloud the words on the right. Point to the pictures, and ask:
in their body they feel anger and how their body How do they feel? Are they (sad)? Read aloud each of the words in
reacts, e.g., by clenching fists or jaws, breathing the list, and students circle the word that describes how the characters feel.
quickly, and a fast heart-rate. Some students might
have trouble managing their anger. Students will learn Practice
strategies for managing their emotions in Unit 5. 2 4.14 Listen and number. Then act.
Self-awareness • Students look at the pictures and name the actions from activity 1 (stomp,
yell, frown).
Extend • Play the audio, and students listen and point to the pictures. Play the
audio again, pausing after each sentence for students to number the
Encourage students to notice the different emotions
photos 1–3. Play the audio one more time, and students repeat the words
they experience within class or in the playground, and
or do the actions.
ask them regularly about their feelings, in different
lessons throughout the year. Encourage students to • Read aloud the speech bubbles with the class. Students think of an action
notice how they react to other people’s behavior, and they can do to show It’s OK (e.g., put an arm around someone’s shoulder,
ask them to pay attention to how their actions and smile, give someone a hug).
the things they say can affect other people’s feelings. • Students work in pairs, taking turns to say and mime, using the speech
Encourage students to be nice to each other, using bubbles as a model.
some of the expressions they have learned so far, SUPPORT Students act out the behavior without saying the words.
e.g., You’re a good friend.
STRETCH Students include emotion words and actions from previous units,
e.g., I’m (sad). I (cry).
Home-school link
Discuss strategies for managing anger, e.g., breathing
deeply, counting to ten, doing a yoga pose, cuddling
a teddy. Students choose one strategy and do it
whenever they feel angry at home. They teach the
strategy to a family member.
128
LESSON 7
4
Myself and others
Expressing Teaching star
1.14
Listen
anger
Social and emotional learning Extend
and
sing. students’ learning by asking them to think about
what part of the body they use to show other
1 Look and act. Then circle. emotions they know, e.g., happy, sad, scared,
worried, excited. They work in pairs and say I’m
They’re...
(happy) while pointing to the part of the body
worried where they express this emotion. They draw a
angry picture of the body part and show their picture
frown stomp yell excited to the class.
2 4.14
Listen and number. Then act. Be a hero! Students read aloud and follow
a c
the instruction in pairs. Students mime any other ways
b
I’m angry. they express anger, e.g., crying, throwing something,
slamming a door. They share their ideas in small
It’s OK. groups or around the class.
2 3 1
Extra activity (class survey) Do a class survey
3 Which body part do you use? Circle. of the most common way that students express
their anger. Say: I’m angry. I stomp! Mime the
a b c
action, and invite students who stomp when
1 Yell Be a hero! they’re angry stand next to you. Count the
When you’re angry, number of students, and write a tally on the board.
a b c
curl up into a ball Repeat with other ways of expressing anger
2 Stomp and frown!
(I yell/cry/frown). You could do the same for other
emotions and actions, e.g., I’m excited. I jump.
a b c
3 Frown
Wrap-up
• Draw students’ attention once more to the Myself
and others poster, and ask them to identify the
pictures that reflect what they have focused on in
this lesson. Invite them to act out the emotion and
Audioscript (track 4.14) say the words (angry, stomp, yell, frown).
1 When I’m angry, I frown. Grrr.
• Play How are you? (see Games Bank p.252).
2 When I’m angry, I stomp my feet.
Divide the class into teams. A student from each
3 When I’m angry, I yell. Aaah!
team mimes an action, e.g., stomp. The other
3 Which body part do you use? Circle. team say how they feel, e.g., You’re (angry).
Students include emotions and actions from
• Students look at the pictures and name the body parts they know.
Units 1–3 (happy, sad, excited, scared, smile,
• Read aloud the words, and students mime each one. They say or point to the part cry, jump, hide). They say the emotions in an
of the body they use for the action. appropriate tone of voice.
• Give students time to circle the correct body part they use for each action. Students say goodbye to the Mickey Mouse
They compare their answers in pairs, then check all together as a class. puppet as they leave class. They use an
appropriate tone of voice to convey how they feel.
Workbook page 47
1 Find and circle. Who’s angry? 1, 3, 4, 5

2 You’re angry. What do you do? Trace,
check (✔), and draw.
129
4 Lesson 8: My world Life Science: Baby animals Student’s Book page 55
Objectives Warm-up
Lesson aims: read and understand about baby animals Greet students with the Mickey Mouse puppet.
Target language: chick, cub, foal, kitten, puppy Make Mickey show pet/animal picture cards from Lessons 1, 2, and 5, and
students say the words.
Recycled language: pets, animals, colors; It’s a (kitten).
It’s (small). It has (four legs). • Divide the class into several small groups, and give each one a picture
card. Give each group a few minutes to brainstorm as much information
Materials: Audio; Picture cards / Word cards (Pets,
as they can about their animal.
Animals 1, 2); Mickey Mouse puppet; (optional)
magazine or online pictures of baby animals, a picture of • Invite each group to tell the class about their animal, e.g., It’s a (cat). It has
an adult and a baby animal of the same species (four legs). It’s (small). It’s (black). It can (jump). Prompt by asking questions
if necessary, and allow less confident students to mime or use single
words. Ask: How many (legs)? (four) What color is it? (black) What can
Skills a (cat) do? (run, jump).
Reading: can understand basic phrases in short, simple
texts (24) Presentation
Listening: can understand simple phrases relating to 1 4.15 Let’s explore! Listen and number.
familiar topics, if spoken clearly and supported by
• Students look at the pictures and say what animals they can see. Ask:
pictures (25)
Are they big or small? (small) They’re (baby) animals. What baby animal
Speaking: can talk about things (animals) in their words do you know? Elicit any known vocabulary.
immediate surroundings or in pictures (19)
• Play the audio. Students listen and say what animal words they heard
Writing: can write some familiar words (20) (dog, cat, horse, bird, fox). Play the audio again, pausing after each
section for students to point at the pictures. Play the audio one more time,
Teacher toolkit pausing so that students can number the pictures 1–5.
• Students compare their answers in pairs, then check answers all together
Cross-curricular as a class.
In this lesson, students learn about animals and their • Read aloud the sentences with the class, stopping at each of the words
young. Baby animals, especially mammals, often in bold for students to point at the picture. Students underline the adult
have different names to their adult counterparts. animal word in each text so that they make the connection between each
However, these names may not be commonly used, adult and baby animal.
so it can be easier to say a baby squirrel or a baby
mouse. Young insects don’t usually have a specific • Divide the class into five groups. Groups take turns to read aloud one of
name, as they start life as larvae. As you introduce the paragraphs.
the new vocabulary, it may be useful to use L1 to • Then students read aloud the sentences in pairs and point to the pictures.
elicit the names of the young animals.
Practice
Engage 2 Think Read and circle.
Introduce the topic of animals and their young by • Place the following pet/animal picture cards on the board: cat, dog, horse,
showing a picture of an adult and a baby animal of bird, fox. Invite several students come up and write the name of the animal
the same species. These don’t need to be identical – and baby animal under each picture.
animal offspring are sometimes a different color to • Read aloud the first sentence with the class, and students say the answer.
one or both parents. Students say what differences
• Give students time to read the rest of the sentences and circle the answers.
they can see, e.g., It’s big/small. It’s brown/white. It
has big/small eyes. Then tell students that the adult • Students compare their answers in pairs, then check all together as a class.
animal is the baby’s mom/dad. Say: A baby dog is a … . (puppy). Students point to the pictures in activity 1
as they say the answers.
Home-school link
Tell students to see if they can spot and name any
baby animals when they are in a park, on their way
home from school, or in books and on TV.
130
LESSON 8
4
Baby animals
Life Science
My world
It’s a baby fox. Thinking skills

1 Let’s explore! Listen and number. It’s a cub.
1
4.15
Remember In activity 2, students remember
It’s a baby cat. what they have learned in activity 1, and
It’s a kitten. identify and circle the correct vocabulary
5
option in a set of sentences.
Understand In activity 3, students reflect their
understanding by completing pictures showing
It’s a baby bird. an adult animal with their baby animal. They
It’s a chick. It’s a baby dog.
4 It’s a puppy. It’s a baby horse. draw the baby animals based on knowledge
2 It’s a foal. gained in activity 1.
3
2 Think Read and circle. students to analyze the photos of baby animals
in activity 1 and identify the odd one out (baby
1 A kitten / puppy 2 A cub / foal is 3 bird / chick), giving reasons why (the other
A kitten / chick animals are mammals / have four legs).
is a baby dog. a baby horse.
is a baby cat.
4 A cub / puppy is a baby fox. 5 A foal / chick is a baby bird. Teaching star
Application Students draw their favorite baby
animal on a small piece of paper. Ask them to
3 Do Draw the baby animals. Then write.
hold up their pictures, then make a “pictogram”
by putting them in columns on the board or
student student floor to find the class’s favorite baby animal.
drawing drawing This activity brings together science, art, and math.
of a chick of a kitten
Extra activity (extension) Students find

It’s a chick . It’s a kitten .
pictures of baby animals in magazines or online,
or draw pictures. They label the pictures using
I can read and understand about baby animals. 55
known animal and body words, e.g., kitten, small,
four legs. Make a class poster or picture gallery.
More confident students could extend their
3 Do Draw the baby animals. Then write. learning by researching other baby animals.
• Students look at the pictures and name the animals they can see. Then they say the
name of the baby animal for each one.
• Students draw a baby animal to complete each picture. Then they complete each
Wrap-up
sentence with the correct word. Divide the class into two teams, and do a baby
animals quiz. Make the Mickey Mouse puppet hold
• Students compare their pictures in pairs. They point at their pictures and say It’s a
up a pet / an animal picture card. Say: A baby (cat)
(chick).
is a … . Teams take turns to answer (kitten).
• Check all together as a class by inviting students to come and write the answers on
the board.
class. They tell Mickey their favorite baby animal,
SUPPORT Students complete the pictures without completing the sentences. e.g., My favorite is a (puppy).
STRETCH Students extend their writing, e.g., It’s a baby bird. It’s a chick. It’s (small/
yellow). If suitable, you could ask students to use their typing skills to write and print Workbook page 48
captions for their pictures.
1 Look, read, and match. 1 b, 2 c, 3 e, 4 a, 5 d
2 Look. Then mark the spaces. It’s // a // puppy.
3 Check (✔) your favorite animal. Then
draw its baby and write.
131
4 Lesson 9: Project My animal poster Student’s Book page 56
Objectives Warm-up
Lesson aim: make and present my animal poster Greet students with the Mickey Mouse puppet.
Target language: This is a (rabbit). It’s (white). It has • Play the chant audio (track 4.2), and students join in with the words
(big) (ears). Don’t worry! Smile! Speak up! Stand up! and actions.
Recycled language: animals, parts of the body, colors;
big, funny, small; Frown. Let’s review
Receptive language: Can you tell the class about …? 1 4.16 Listen and number.
Can you try again? • Students look at the pictures, and ask: What’s this? (squirrel, rabbit) What
Materials: Audio; Picture cards / Word cards (Pets, color is it? (orange, white) How many (ears)? (two) Is it big or small? (small).
Animals 1, 2); Mickey Mouse puppet; pens, pencils, • Read aloud the captions with the class. Then play the audio, and students
paper point at the pictures. Play the audio again, and students number the
pictures 1 and 2.
Skills • They say which student presents their picture better, giving reasons why.
Reading: can understand basic sentences naming Audioscript (track 4.16)
familiar items (animals), if supported by pictures (24) 1 Teacher: That’s a nice picture, Isabella! Can you tell the class about it?
Listening: can understand simple phrases relating to Isabella: Yes! This is a rabbit. It’s white. It has big ears.
familiar topics, if spoken clearly and supported by Teacher: Thank you, Isabella. Good job!
pictures (25) 2 Teacher: And Morgan! Can you tell the class about your picture?
Speaking: can describe objects (animals) in a basic way Morgan: This is a squirrel. It’s small and orange. It’s funny.
(color, size) (25) Teacher: Thank you, Morgan!
Writing: can copy short phrases containing only familiar
words, if presented in standard printed form (13) Get ready
2 4.17 Listen and circle.
Teacher toolkit • Explain to students they are going to make an animal poster and present it
to the class.
Project skills: Presentation • Students look at the pictures. Read aloud the words with the class, and
In this lesson, students learn how to behave when they students mime each action.
present their project. Model the behavior you expect
• Play the audio from activity 1 again (track 4.16). Ask: Does Isabella
of students when presenting their projects. Say: Stand
speak up? (yes) Does (Morgan) speak up? (no)
up! Speak up! Don’t worry! Smile! Encourage them to
look at the whole class, speak clearly, and feel happy. • Play the audio for activity 2, and say: Listen and circle. What does
Morgan do now? Students listen and circle the actions they hear. Play the
audio again, pausing after each sentence for students to stand up, speak
Extend up, and smile.
Students extend their project by making a larger,
• Ask: Does Morgan speak up? (yes) What does the teacher say?
more comprehensive poster, including photos and
(Good job!)
more information, e.g., fun facts about their chosen
animal. They may need to do some research online. Audioscript (track 4.17)
Teacher: Can you try again, Morgan? Tell us about your picture.
Digitizing projects Remember, stand up! Don’t worry. Speak up! Smile!
Morgan: This is a squirrel. It’s small and orange. It’s funny.
Make video or audio recordings of students as they
Teacher: Thank you, Morgan! That’s great! Good job!
give their presentations. You can then embed these
into a presentation or you can upload to your school
Learning Management System. Create
3 Now make your poster. Then tell the class.
• Direct students to go to p.49 in their Workbooks and do the scaffolded
activities to create their project.
132
LESSON 9 Pre
sentati
4
My animal poster
Project
on
Ask students to encourage each other by saying
Good job!
Let’s review • More confident students show and describe their
b This is a rabbit. picture to the class, e.g., This is my (cat).
1 4.16
Listen and number. It’s white. It has
big ears.
a This is a squirrel. It’s small

ACHIEVE
and orange. It’s funny. 1 Students draw an animal and write at least two
sentences about their animal drawing, e.g., This
2
is a (cat). It’s (white). It has (four legs).
Get ready SUPPORT
2 Listen and circle. Students label their picture with single words
4.17
instead of full sentences.
STRETCH
Students give more information when writing or
Stand up! Speak up. speaking, e.g., This is a dog. It’s black and white.
Frown. Smile!
It has big ears and blue eyes. It’s cool.
Workbook page 49
Create
Reflect
3 Now make your
Reflect
poster. Then tell 4 How did I do? 4 How did I do?
the class. I stand up. • Read aloud the sentences with the class. Students
I talk about my animal.
this lesson.
I speak up.
I smile. Extra activity (class game) Play Mickey

says (see Games Bank p.254) to practice
actions from the lesson. Make the Mickey
56 I can make and present my animal poster.
Mouse puppet say: (Stand up!). Mickey says,
“(Smile!)”. Students do the action only when
they hear Mickey says. Use the game to review
Workbook page 49 action words: Speak up! Sit down! Show me your
(pencil). Touch your (head). Jump!
1 Check (✔) for your animal. Then write and draw. Ask students to choose and
check the animal they would like to include in their project, as well as their size and
color. They read the model sentences, then write their own sentences. Wrap-up
Put the students’ posters around the classroom.
Teaching star Hold up the Mickey Mouse puppet, and make
Classroom management Setting a time limit for each stage of the project work Mickey comment on the projects, e.g., That’s cool!
will help students stay on track and complete the project in the time available. Say: Nice picture! Good job!
Now draw – ten minutes. Write – five minutes. Give students one-or-two-minute’s • Give students time to look at each other’s work.
warning before the end of each stage. Encourage them to read the captions and respond
to the pictures.
2 How can you present your project? Check (✔). Then practice with a friend. Students say goodbye to Mickey as they leave
Ask students to choose and check the photo that shows how to present a project class.
correctly. (Answer: 2) Then they practice their presentation with a partner.
• If suitable, give each student a piece of paper and ask them to refer to their Workbook page 49
completed activity 1 in their Workbooks and draw and write about their animal.
• When they are ready, students practice presenting their poster in pairs, taking turns how well they did on their project.
to show and describe their picture. Say: Stand up! Speak up! Don’t worry! Smile!
133
Objectives Warm-up
Target language: pets, animals; They’re (small). • Play the song audio (track 4.11), and students join in with the words and
Are they (black)? Yes, they are. No, they aren’t. the actions. If students are confident with the words, play the karaoke
What color are they? They’re (spiders). version (track 4.11_karaoke).
Recycled language: colors, parts of the body
I can do it!
Picture cards / Word cards (Pets, Animals 1, 2); 1 Look and circle. Ask in pairs.
Stickers; Mickey Mouse puppet; My progress poster • Students look at the pictures for one or two minutes. Ask them to try to
Skills • Then say: Close your books. Ask: What animals? What color is the (cat)?
Is the (hamster) big or small? What animal has (two legs)?
Reading: can understand simple sentences, given
prompts (24) • Students read and circle the correct word for each picture.
Listening: can understand simple phrases relating to • Point to each animal, and ask: Is it a (fox)? What color is it? Is it (big)?
familiar topics, if spoken clearly and supported by Write the questions on the board, and students answer.
pictures (25) • Students work in pairs, taking turns to ask and answer questions about the
Speaking: can describe objects (animals) in a basic way pictures, using the prompts on the board.
(color, size) (25) SUPPORT Students say the animal words instead of asking, e.g., It’s a (cat).
Writing: can write some familiar words (20) It’s (black).
STRETCH Invite more confident students to write one or two sentences
about each picture in their notebooks, e.g., It’s a (cat). It’s (black).
Teacher toolkit
Video review
2 4.18 Listen and check (✔). Then write.
You can return to Video 4A and Video 4B at the end • Students look at the pictures. Play the audio, pausing for students to point
of the unit for a “second play.” Assign each student to the correct picture in each pair. Play the audio again, and students
one of the following words: frowns, yells, stomps. Play check one of the pictures in each pair.
the videos, and tell students to listen for their word. • Check the answers by saying: Number (one). They’re … . (spiders).
When they hear their word, they mime being the • Give students time to write the words to complete the sentences. Write the
animal that is doing the action. words on the board, or show the word cards to support them if necessary.
Remediation SUPPORT Students describe each picture without writing the words, e.g.,
Review and practice the sentences and questions They’re (spiders).
(see Target language) before doing the activities. STRETCH Students work in pairs, taking turns to ask and answer, e.g., What
If students need additional practice, use different are they? (They’re (ants).) What color are they? (They’re (red).) Are they
drilling techniques, e.g., ask them to say the sentence (black)? (No, they aren’t.)
in different ways (e.g., slowly, quickly, quietly). Use
the picture cards as prompts. Audioscript (track 4.18)
1 They’re small. // Are they black? // Yes, they are. // They’re spiders.
2 What color are they? Are they brown? // No, they aren’t. They’re yellow
Home-school link
and black. // They’re bees.
Students share with their families the language they’ve 3 What color are they? // They’re brown. They’re turtles.
learned in the unit. They could do this when reading 4 Are they white? // No, they aren’t. They’re red and yellow. // They’re snakes.
together a story about animals, when watching a
movie or when they are out and about. Teaching star
Growth mindset Help students develop a “can do” attitude. They can
draw and write sentences about other animals in Unit 4, e.g., They’re
(turtles), or find out other animal words in English.
134
LESSON 10
4
Review
Wrap-up
• Students reflect on which lesson they most
1 Look and circle. Ask in pairs. What color is it? enjoyed in Unit 4. Have a class vote, and choose
one activity to do again as a class, e.g., watch the
video, sing the song or chant, listen to the story.
poster, and ask them to identify the picture that
1 fox / bird 2 cat / fish 3 horse / hamster
I can … statements (I can name and describe
animals, I can express anger).
2 4.18
Listen and check (✔). Then write.
1 2
puppet and tell him their favorite word from
✔ ✔ Unit 4.
They’re spiders . They’re bees .
3 4 Workbook pages 50–51
✔ ✔ My progress journal
They’re turtles. They’re snakes. 1 Read. Circle her animals in red. Circle his
animals in blue. red: dog, bird, lizard; blue: cat,
3 Think and check (✔). Then stick! turtle, rabbit
I can ...
er
2 Find, color, and write. Then draw and write.
Stick 1 foxes, 2 orange
time
3 Think and draw , or . Students draw
name animals the face which represents how well they did in
read a story each lesson.
sing a song
name actions
✔ IUnit
completed
4! Unit 4 Exam practice
and emotions Audioscript see p.249
Go online
Big Project 57 Listening
1 4.3 Listen and match. Dan – boy with
a red T-shirt, Kim – girl with a cat, Bill –
r
Sticke
time boy with a snake, Alice – girl with fish
• Read aloud the I can … statements with the class. Students check what they feel Reading
they can do after they have completed Unit 4. 2 Look and write. 1 bee, 2 duck, 3 frog,
• Ask different students to read aloud the sentences they have checked, e.g., I can 4 horse, 5 lizard
name animals. Students demonstrate what they can do. Speaking
• Students stick the sticker to show they have completed Unit 4. 3 Look at 1. Answer the questions.
Possible answers: 1 It’s (green). 2 three,
My Star and Hero! Students look at the sticker of Bolt on p.4 of the Student’s 3 spider
Book. They work in pairs and describe Bolt, e.g, He’s (white / young / a dog). Choose your favorite activity in the
Sticke
time
r
He has (four) (legs). unit and stick.
Extra activity (whole class) Play Bingo! (see Games Bank p.253). Students
draw a six square grid on a piece of paper and write an animal word in each
square. Say: It’s (small). It’s (black). It has (six legs). It’s an (ant). Students check
off the animal on their grid if they have it. The first student to check off all their
animals shouts Bingo!
135
5 My things

By the end of this unit, students can: Listening: recognize and understand words for toys
• draw and write about their things, identifying and and personal belongings, and questions and answers
naming toys and other personal belongings, and about what someone has and doesn’t have
talking about what they have and don’t have Reading: read and understand a short, simple cartoon
• read and understand a story about sharing story and very short texts about toys and materials
personal belongings Speaking: talk about what people have and don’t
• name toys and personal belongings have; ask and answer about what someone has; say
• ask and answer about what they have how I can calm down; say simple sentences about toys
and materials
• recognize the importance of managing emotions
Writing: write words to name toys and personal
• understand and talk about materials for toys belongings
Vocabulary Grammar
Lesson 1: action figure, dinosaur, doll, toys Lesson 3: I have a teddy bear. I don’t have a train.
Lesson 2: ball, car, kite, plane, robot, teddy bear, We have an action figure. We don’t have a ball.
train; new Do you have a kite? Yes, I do. / No, I don’t.
Lesson 5: board game, scooter, tablet, tennis racket, Lesson 6: She has a horse. She doesn’t have a tablet.
TV, watch He has a train. He doesn’t have a watch.
Myself and others

Story
Managing my emotions In this unit, a Disney Let’s play!
video and a story introduce the theme of managing Don’t yell. Take a breath. Keep calm. Are you OK?
emotions. Students will learn how to manage some
emotions they feel in different situations.
Language: close your eyes, count to ten, stomp Project
your feet, take a breath My things poster
Self-management Self-management: sharing and borrowing
Can I borrow an eraser, please? Yes, sure. Here you are.
Technology
My world
Technology: Toys and materials
hard, plastic, plush, soft
136
Unit overview
Woody
A sheriff doll and one
of Andy’s favorite toys.
Jesse
A cowgirl doll who
has lots of energy.
Buzz
A space-ranger toy who
is Woody’s best friend.
Andy, now 17 years old, is preparing to go to college and has to say goodbye to his favorite childhood toys
– Woody, Buzz, Jessie, and the others. However, instead of being put into the attic, the toys accidentally
end up in a daycare center called Sunnyside. Woody escapes and is found by a young girl named Bonnie, who
takes him home with her. At Bonnie’s house, Woody learns about bad things that happen at Sunnyside, and
about Lotso, the evil teddy bear who runs the center. Woody returns to Sunnyside to rescue his friends,
and during their amazing escape he realizes just how important they are to him.
d you kn ow
Di ?
Buzz is named
eo stor after
Vid ies a famous astron
aut,
Buzz Aldrin, w
Video 5A: Keep calm, Woody! ho was
one of the first
men to
Video 5B: Bonnie has a lot of toys walk on the moo
n.
Online modules
Phonics Big Project
Extra
Words with b, h, r, and u A toy museum reading
bag, hat, red, up
137
Objectives Warm-up
Lesson aim: name toys Greet students with the Mickey Mouse puppet, and sing the
Hello, Friends! song (track 0.2).
Target language: action figure, dinosaur, doll, toys
Recycled language: It’s a (horse). He’s / He isn’t Presentation Video story
(happy/sad/scared/worried). He (jumps/hides). She
smiles. It’s OK.
characters. Say: This is the movie Toy Story 3. This is (Woody).
Receptive language: I have a (baby doll). He has a
• Elicit any vocabulary students may know. Ask: What’s this? Is he (big)?
(kite). Take a breath. Keep calm.
What color is it? Look at the (horse). How many (legs)?
Materials: Video 5A; Audio; Picture cards / Word
cards (Toys 1, Disney characters); Sticker (Woody); 1 5A Watch the video. Check (✔).
Mickey Mouse puppet Make the Mickey Mouse puppet stand up. Say: Sit down, Mickey.
Skills • Play Video 5A, and students watch and listen.
Reading: can recognize some frequent everyday • Ask: Who finds Woody? Students check the picture. Ask: What does
words (21) Woody say to his friends? (goodbye) How do they feel? (sad) What
Listening: can recognize isolated words related does Woody do? (jumps, climbs, hides) How does the girl feel? (happy).
to familiar topics, if spoken slowly and clearly and Students mime or say the answers.
Speaking: can talk about common everyday objects, 2 5A Watch again. What does Woody do?
using single words, if supported by pictures (24) • Students look at the pictures. Read aloud the words, and students
mime each action. Ask: How does Woody feel? (sad, worried,
Teacher toolkit scared, happy).
• Play the video again, pausing occasionally to ask: How does
Video summary – 5A Woody feel? Is (he) (worried)? What does he do? Students mime
Keep calm, Woody! Videoscript see p.246 the emotion or the action each time. ([0:53] sad; [1:22] worried;
Woody and his friends are at the Sunnyside Daycare [2:02] scared; [2:26] worried; [2:47] happy; [3:04] scared; [3:38]
Center. Woody isn’t happy, so he tries to escape and not happy)
get back to Andy. He is found by a small girl, Bonnie,
who takes him home. Picture cards / Word cards (optional) Show the picture cards one by one
Ask students to bring in a toy from home. As students
learn the toy vocabulary during the unit, ask them Practice
to name their type of toy and talk about what type 3 5.1 Listen, find, and say. Then ask a friend.
of toys their classmates have. Students can work in
• Students explore the Big Picture. Point and say the toy words.
pairs to role-play meeting other toys. During the
unit, set aside a few minutes each lesson for free play, • Students look at the small pictures, and ask: What’s this? They find each
encouraging students to share their toys with each image in the Big Picture and say the toy word.
other. They ask and answer questions about other • Play the audio, and students find the toys in the Big Picture and say the words.
toys they have at home. Play the audio again, pausing for students to point and read the words.
• Students work in pairs, taking turns to point to the pictures and say the
words.
Managing my emotions
SUPPORT Students take turns to point at the picture as their partner
close your eyes, stomp, take a breath
names it.
Use the video story to talk about the different
STRETCH Students give more detailed descriptions, e.g., It’s a dinosaur.
feelings and behavior of the characters. Pause the
It’s (big/blue).
video, and elicit the emotions that the characters
show, encouraging students to use facial expression Audioscript (track 5.1)
and body language as well as saying the words. Look at the picture. Find … toys … a dinosaur … a doll … an action figure.
Self-management
138
5
5
Vocabulary
My things
LESSON 1
3 5.1
eo stor
toys Vid y
4 5.2
dinosaur
action figure
doll
1 5A
✔
2 5A
Watch again. What does Woody do?
close your eyes stomp take a breath Collect ?

58 I can name toys. your friend! 59
page 4

? Collect your friend Show the picture card of Woody to
• Play the audio, demonstrate the actions, and students listen to help students identify the correct sticker. Students stick the
the chant. sticker on p.4 in the Student’s Book. Ask: What’s his name? (Woody)
Who are his friends? (Buzz and Jessie).
Hold up the Mickey Mouse puppet, and make him point at the
TPR chant characters in the Big Picture. Ask: Who’s your favorite character
action figure – fly with arms out like Buzz in Toy Story 3? Students say in pairs, then share ideas around
baby doll – fold your arms and rock a baby the class, e.g., My favorite is (Buzz). He’s an (action figure).
horse – use your arms to “ride” a horse He’s (cool).
dinosaur – open your mouth and “roar”

Workbook page 52–53
I have an action figure. // I have a baby doll. // I have a toy horse. //
And I have a dinosaur. Learning Heroes
Extra activity (video extension) Do a video quiz in teams. 1 Number in order. a 2, b 4, c 1, d 3
Say true or false sentences, and students answer yes or no, e.g., 2 Look and circle. a worried; 3
Woody’s a doll. (yes) Buzz is a dinosaur. (no) Buzz and Woody 2 Choose and write. 1 doll, 2 action figure, 3 dinosaur, 4 toys
are brothers. (no) Rex is small. (no) A boy finds Woody. (no) 3 Challenge! How old is Bonnie? Find, color, and write. four
Woody is in a backpack. (yes). Give each team a point for a Extra time? doll, action figure, toys
correct answer.
139
Objectives Warm-up
Lesson aim: name and describe toys Greet students with the Mickey Mouse puppet.
Target language: ball, car, kite, plane, robot, teddy Make Mickey hold up the toy picture cards from Lesson 1, and students
bear, train; new say the words.
Recycled language: toys, colors, numbers; I have an • Say: Listen and chant!, and play the chant (track 5.2). Students join in and
(old) (car). do the actions.
Materials: Audio; Picture cards / Word cards (Toys 1, 2;
Family); Mickey Mouse puppet
Presentation
Skills to remember the words. Then show each word card, and elicit the words.
related to familiar topics if supported by pictures (23) 1 5.3 Listen, point, and say. Then play.
Listening: can identify objects in their immediate • Students look at the pictures and say any toy words they already know.
surroundings or in pictures from short, basic • Say: Listen and point. Play the audio, and students point to the pictures.
descriptions (19) Play the audio again, pausing after each word. Students read each word.
Speaking: can use a few simple words to describe toys, • Say a number, e.g., five, and students say the toy word (robot). Do the
if supported by pictures (19) same with other numbers and words.
Writing (WB): can write some familiar words (20) • Students play the game in pairs. They take turns to say a number from one
to eight for their partner to say the corresponding word.
Teacher toolkit
Practice
Teaching vocabulary 2 5.4 Listen and match.
Provide a context to the vocabulary presentation by • Point to the pictures, and ask: What’s this? What color is it? Is it (new)
telling students that Sunnyside Daycare Center needs or (old)? Students read the words new and old. Check understanding by
some more toys for the children to play with. Students showing students old and new objects and saying: My (pen). It’s (old).
look at the toys in the Big Picture on pp.58–59, or My (book). It’s new. Students find and point to some old and new objects
play Video 5A again. Use the picture cards to pre- in the classroom.
teach the vocabulary, then ask students to choose
• Play the audio, pausing after each sentence for students to point to the toys.
three toys they think the children at Sunnyside would
Play the audio again, and students listen and draw matching lines with
like to play with.
their fingers from the boy to his toys.
• Give students time to draw matching lines with their pencils. Students
Extend compare their answers in pairs, then check all together as a class.
Set up a toy collection box where students can
donate any old toys they no longer play with, and Audioscript (track 5.4)
then donate these toys to a local daycare center or A new robot. I have a new robot.
hospital. Encourage students to name the toys they An old teddy bear. I have an old teddy bear.
are donating, then make an inventory of the toy A new kite. I have a new kite.
collection with the class. An old plane. I have an old plane.
Teaching star
Home-school link
Students look at their toys at home and see if they Application Students can find the meaning of new and young confusing.
have any of the toys from the lesson. Encourage them Help them understand the difference by showing a new classroom object
to teach the names of these toys to a family member. and saying: It’s a (book). It’s new. Then show the baby brother picture
card. Say: He’s a baby brother. He isn’t new. He’s young. Tell students
that we use new for objects, and young for people. Write new and
young on the board in two columns. Elicit sentences using each word,
e.g., My (sister) is (young). My book is (new). My (cousin) is (young).
My (backpack) is (new). Students place the picture cards in the correct
column on the board.
140
LESSON 2
5
Vocabulary
SUPPORT Students point to the pictures and say
the toy words only, e.g., robot.
5.3
STRETCH Students use full sentences in the game,
e.g., I have a (new) (robot).
Extra activity (class game) Play Match

1 ball 2 train 3 car 4 plane it! (see Games Bank p.252). Hand out the toy
picture cards to students around the class. Make
the Mickey Mouse puppet hold up a word card
and say the word. The student with the matching
picture card says the word and give their picture
card to Mickey.
5 robot 6 teddy bear 7 kite 8 new
2 5.4
Listen and match. new ➜ old Wrap-up
Make the Mickey Mouse puppet hand out toy
picture cards to students around the class. Make
Mickey say: I have a (teddy bear). The student with
the teddy bear picture card stands up and repeats
the phrase. Repeat with different toy words.
• Place the picture cards on the board or around the
classroom. Students work in pairs, to point and say
3 Look at 2. Circle. 4 Play the game. Talk what toys they have at home, e.g., a doll, a new
buddies train. More confident students can make sentences,
1 I have a new A new robot. e.g., I have a (new) doll. I have an (old) train.
car / robot. Yes! Students say goodbye to Mickey as they leave
An old train. class.
2 I have an old No!
plane / train.
train
Workbook page 54
60 I can name and describe toys. 1 Match and color. 2 a, a new kite; 3 d, an old
robot; 4 b, an old teddy bear
2 Follow, circle, and write. 1 d, an old car; 2 a,
3 Look at 2. Circle. a new train; 3 c, a new robot; 4 b, an old ball
• Read aloud the first speech bubble with the class. Students look at the pictures in
activity 2, and say: Look at the (robot). Is it (old) or (new)? (new). Repeat for the
second speech bubble.
• Give students time to read the sentences again and circle the correct words. They
compare their answers in pairs, then check all together as a class.
• Students work in pairs, taking turns to read aloud the speech bubbles and point to
the pictures.
Talk
• Read aloud the speech bubbles with the class, and students point to the toys in
activity 2. Say some more true or false sentences, and students around the class
answer yes or no, e.g., An old teddy bear. (no) A new kite. (yes).
• Students work in pairs to play the game, taking turns to make true or false
statements about the toys in activity 2.
141
Objectives Warm-up
Lesson aim: say what I have Greet students with the Mickey Mouse puppet.
Target language: I have a teddy bear. I don’t have a Play Missing picture (see Games Bank p.252). Make Mickey place some
train. We have an action figure. We don’t have a ball. toy picture cards from Lessons 1 and 2 on the board, and ask students to
Do you have a kite? Yes, I do. / No, I don’t. remember them. Say: Close your eyes!, and remove one of the picture
cards. Say: Open your eyes! Students name the missing picture card.
Recycled language: toys
Repeat with other toy picture cards.
Materials: Audio; Picture cards / Word cards (Toys 1, 2);
Stickers; Mickey Mouse puppet; (optional) a toy you Presentation
played with as a child or your own children’s toys
• Remind students of Video 5A. Invite them to say what they can remember
Skills about the story and the characters.
Reading: can understand simple sentences about what
• Students look at the picture. Ask: What toys can you see? (action figure,
people have, if supported by pictures (26)
teddy bear, toy dog) What color is the (teddy bear)? (pink).
Listening: can understand basic phrases or sentences
• Read aloud the speech bubble with the class. Play the audio, and students
about what people have, if supported by pictures (24)
point to the pictures.
Speaking: can answer questions about things they have
• Play the audio again. and students check the toys they hear.
in a basic way (24)
Writing: can write some familiar words (20) Audioscript (track 5.5)
Look, it’s my toy! I have a teddy bear.
We have an action figure.
Teacher toolkit
Teaching grammar Teaching star
Write on the board: I have a …, place a toy picture Support understanding Demonstrate the difference between the
card, then draw a check. Below, write: I don’t have pronouns I and we. Hold up a picture card, and say: I have a (robot).
a …, place another toy picture card, and draw an X. Ask a student to come up and hold the picture card with you, and say:
Then write: Do you have a …?, place a third toy We have a (robot). Give other picture cards to individual students or
picture card, and draw a question mark. Add answer pairs of students, and they say: I/We have a (kite).
options: Yes I do. / No, I don’t. Read aloud each
sentence with the class.
5.6 Grammar Heroes
Engage • Students look at the grammar box. Play the audio, and they listen and
Bring in an old toy you played with as a child, or, if read. Play the audio again, pausing after each sentence or question for
you have children, bring in their favorite toys. Show students to repeat.
the toy(s) to the class and demonstrate how you • Students work in pairs to read aloud the grammar box.
played with it. Encourage students to say whether or
not they like your toy. Then they ask you questions Practice
about your other toys, e.g., Do you have a (plane)?
r
Sticke
time
• Students look at the stickers and the pictures. They say the toy words.
Differentiation
• Play the audio, and students point to the stickers. Play the audio again,
Some students might find it difficult to understand and students place the stickers in the correct position. Play the audio one
when to use the first person plural form (we). Invite more time, pausing for students to stick each sticker.
a student to the front, and together hold up a toy
picture card. Say: I have a (car), and the student • Check the answers by saying: Number (one). I have a … . (robot).
repeats the sentence. Point to both yourself and the • Write the toy words: robot, car, ball, kite, on the board, or show the word
student, and say: We have a (car). Then hold up cards. Point to each word, and students read it aloud. Students come up
another picture card, and say: We have a (car) and and place the matching picture card next to each word card.
a (plane). • Give students time to write a toy word to complete each sentence. They
142
LESSON 3
5
Grammar
SUPPORT Students answer the questions, using just
yes or no.
1 Listen and check (✔).
5.5
STRETCH Invite more confident students to
take the lead in the game and ask the questions.
Encourage them to extend the questions, e.g., Do
you have a (new) robot? What color is it? Is it (red)?
✔ ✔
Extra activity (class game) Students draw on
a piece of paper a small picture of a toy from
We have an Lesson 1 or 2, e.g., a robot. Play Find someone
5.6 action figure. who … (see Games Bank p.253). Students walk
I have a teddy bear. I don’t have a train. around the class and ask Do you have a (robot)?
We have an action figure. We don’t have a ball.
They find someone who has a picture of the
Do you have a kite? Yes, I do. / No I don’t.
same toy. They stand up, show their pictures, and
tell the class: We have a (robot).
2 5.7
Listen and stick. Then write.
Wrap-up
Play Pass the picture card (see Games Bank p.252).
Students sit in a circle. Make the Mickey Mouse
er puppet hold up a toy picture card. Say: I (have /
Stick
time don’t have) a (kite). Pass the picture card around
the circle, and ask each student to say a true
1 I have a 2 We have a 3 We have a 4 I have a sentence about whether or not they have the toy
robot . car . ball . kite .
at home, e.g., I have / don’t have a (kite). Repeat
3 Play Guess who? with other toy picture cards.
Talk Students say goodbye to Mickey as they leave
Do you have a robot? buddies
class.
Yes, I do.
Number one!
Workbook page 55
I can say what I have. 61
1 Read and check (✔). Then draw. 1 a, 2 b,
Students draw a robot and a teddy bear.
Audioscript (track 5.7) Number and write. Do 1, a 4, train? 5, have 3,
1 Do you have a doll? // No, I don’t. I have a robot. you 2; Do you have a train?
2 Do you have a car? // Yes, we do. We have a car. 2 Write Do or have and number. Then circle for
3 Do you have a teddy bear? // No, we don’t. We have a ball. you. 1 Do, 2 have, 3 have, 4 Do
4 Do you have a kite? // Yes, I do. I have a kite.
Talk
• Read aloud the speech bubbles with the class. Students point to the correct picture
in activity 2.
• Demonstrate the game with students around the class. Ask: Number (two). Do you
have a (car)?, and students answer (Yes, we do.).
• Students play the game in pairs, taking turns to ask questions about the pictures in
activity 2, using the speech bubbles as a model.
143
Objectives Warm-up
Lesson aim: read and understand a story about sharing Greet students with the Mickey Mouse puppet.
personal belongings Make Mickey show the story cards from Unit 4. Students say what they
Story language: Don’t yell. Take a breath. Keep calm. remember about the story and characters. Ask: Who’s this? Who has a
Are you OK? dog? (Emma) What’s his name? (Buddy) Is he a good dog? (yes) Is Emma
proud? (yes).
Recycled language: toys; numbers; I have a (new)
robot. It’s my robot. Close your eyes.
Presentation
Materials: Audio; Story cards (Units 4 and 5);
Mickey Mouse puppet 1 5.8 Listen and read. Who’s angry?
It’s story time!
Skills
• Show each story card, and ask: Who’s this? (Arjun) What’s this? (a robot)
What color is it? (purple) What toys can you see? (car, ball) Who has
the robot? (a boy) Is (Arjun) happy?
Listening: can understand a few basic words and phrases
• Play the audio, and hold up each story card. Ask: Who’s angry? (Arjun).
Speaking: can repeat phrases and short sentences, if frame to ask a comprehension question from the back of the story card.
spoken slowly and clearly (16)
Spot! Students find three cars in the story.
Story summary Learning to learn Asking students to look through the story text quickly
to find familiar words will help develop their reading skills. Make it a
Hugo is at Arjun’s house. Arjun’s little brother is
race, or give them a time limit, e.g., one minute. Students find the word
playing with Arjun’s robot and he doesn’t want to
robot in the story and circle or underline it. Ask how many times they
give it back. Arjun is angry, but Hugo shows Arjun
can see the word (four).
and his brother how to deal with their feelings.
Managing my emotions Practice

In the story, the characters feel anger, and they 2 Look, read and, circle.
express it by frowning and yelling, but they manage • Read aloud the first question with the class, and students look at the
to calm down. Tell students to imagine they are pictures. They find the toy in the story, then point to the correct picture
angry, like Arjun. They copy what Arjun and his and circle it.
brother do to calm down. Then ask them how
• Students work on their own to do the same for the other questions.
they feel.
Self-management
3 How does Arjun calm down? Think and check (✔).

Extend • Students look at the pictures and find them in the story. Then they
Show students some simple breathing techniques check the pictures that show how Arjun keeps calm.
to help them calm down. One technique is ocean
• Hold up story card 3. Say: Look at story picture 3. Ask: What does
breathing: breathe in deeply through your nose and
Hugo say? (Don’t yell! Close your eyes. Count to ten.). Hold up
then make a shhh sound as you breathe out through
story card 5. Say: Look at story picture 5. What does Hugo say?
your mouth, like ocean waves. Another technique is
(Take a breath. Keep calm.). Students mime each action to show
tummy breathing: lie on your back or sit on a chair,
what the boys do to keep calm.
and place a toy on your tummy. Breathe in and out,
and notice how your tummy rises and falls with the • Ask students to think if they ever fight with their brother or sister
toy on top. about a toy. Say: Your brother has your new toy. How do you feel?
What do you do? How do you calm down? Students say or mime
their answers.
144
LESSON 4
Story
5
Let’s play! 2 Look, read, and circle.
1 What toy does Arjun’s brother have? 2 Who wants the robot?
1 5.8
Listen and read. Who’s angry? Arjun and his brother
a b a b
Look! I have a Hey! That’s
new robot! 2 my robot!
1
No! It’s 3 How does Arjun feel? 4 Who helps Arjun and his brother?
my robot! a b a b
Oh! It’s cool!
No! It’s my … two, three, four, five, six…

3 4
robot! I want it! No!
3 How does Arjun calm down? Think and check (✔))..
1 3
2
Shh! Don’t yell. Close your eyes

and count to ten. One …
… seven, eight, nine, ten!
…seven, eight,
✔ 4 5 ✔
nine, ten!
5 Now take a breath! 6
It’s OK, Mom. Great! Let’s
And keep calm. We’re OK now. play together!
Are you
OK?
Thanks Hugo!
✔
Talk
buddies
Hey! That’s
my robot!
Spot!
The end
No, it’s my robot!
Can you find three
62 different cars? I can read and understand a story. 63
Talk
• Read aloud the speech bubbles with the class, and students find Make the Mickey Mouse puppet place the story cards in random
these sentences in the story. order on the board. Students come to the board and put the cards
• Divide the class into groups of four. Ask each student in a group to in the correct order. Say a phrase from each frame, e.g., Hey!
role-play one of the story characters. That’s my robot! Now take a breath! And keep calm! Great! Let’s
play together., and ask a student to touch the frame.
• Play the audio again (track 5.8), and each student reads aloud
or mimes their character’s lines. Give the groups time to practice Students say goodbye to Mickey as they leave class.
• Invite more confident groups to come to the front of the class and Workbook page 56
1 Look, read, and match. 1 d, 2 a, 3 b, 4 c
behavior. Use the story cards to prompt, as necessary.
2 Read, look, and check (✔). 1 ✔
SUPPORT Students role-play Arjun’s mom, or they can draw and
3 Draw it your way and write. Students draw their favorite
cut out a robot to use as a prop when acting out the story.
scene from the story and write the number of the story frame.
STRETCH Students role-play a character with more lines, e.g.,
Arjun or Hugo. They mimic the tone of voice each character uses:
Arjun’s angry shouting voice, Hugo’s calming voice.
Extra activity (story extension) Students imagine what would

happen if Hugo didn’t help Arjun calm down. They draw an
alternative ending for the story, e.g., the robot gets broken, the
boys are both left crying, mom helps calm them down, mom tells
them off.
145
Objectives Warm-up
Lesson aim: name personal possessions Greet students with the Mickey Mouse puppet.
Target language: board game, scooter, tablet, tennis Remind students of the story from Lesson 4. Make Mickey show the story
racket, TV, watch cards. Ask: Who’s this? (Arjun) What’s this? (a robot) How does Arjun
feel? (angry) Who helps? (Hugo).
Recycled language: toys; I have a (scooter). It’s (new).
I don’t have a (tablet). • Play the story audio again (track 5.8), and students mime what Arjun and
his brother do to calm down.
Materials: Audio; Picture cards / Word cards
(Possessions); Story cards (Unit 5); Mickey Mouse
puppet; (optional) toys, pictures or photos of toys Presentation
related to familiar topics if supported by pictures (23) 1 5.9 Listen, point, and say. Then play.
Listening: can recognize familiar words and phrases in • Point to the pictures. Students say any words they already know.
short, simple songs or chants (18) • Say: Listen and point. Play the audio, and students point to the pictures.
Speaking: can describe objects in a basic way Play the audio again, pausing after each word for students to read and say
(color, size) (25) the word.
Writing: can write some familiar words (20) • Say a number, e.g., three, and students say the word (TV). Repeat with
• Students play the game in pairs, as in Lesson 2.
Teacher toolkit
Teaching vocabulary Ways to learn
Show students or elicit a TPR action for each item in • Read aloud the words with students, and ask: One word or two
Lessons 1, 2, and 5. Then tell students that you are words? Students look at the pictures in activity 1 and say one word
going to say a word. If they have this item at home, or two words. Ask students to write headings in their notebooks: one
they should do the mime. If they don’t have it at word and two words, then copy the new vocabulary items neatly
home, they should cross their arms. under the two columns. Point out to students that these are nouns and
in Unit 1 they did the same activity with verbs.
Extend • Students look at the Picture Dictionary on p.123 and apply this to
Set up a toy hunt. Before the lesson, place toys (or the other new words they have learned in this unit.
picture cards / photos of toys) in different places • Picture Dictionary answers: 4 One word: ball, car, dinosaur, doll,
around the classroom, hiding them where possible. kite, robot, scooter, tablet, toys, train, TV, watch; Two words: board
Make sure there are enough toys for each student to game, teddy bear, tennis racket
find one toy. At the end of the lesson, tell students to
go and look for a toy. When they find one, they can
sit down. Then students say which toy they have.
Practice
Home-school link 2 5.10 Listen and say. Then play in pairs.
Tell students to write down or draw in their notebooks • Students look at the pictures in activity 1. Ask: What color is it? Is it (big)?
three to five things they have at home, in preparation • Play the audio, pausing after each question for students to guess the
for Lesson 6. object and point at the picture. Play the audio again, pausing for students
to repeat the answers.
• Read aloud the speech bubbles with the class. Describe the other objects,
and students guess, e.g., It’s (blue). (tablet) It’s (red). It’s (small). (watch).
• Students play the game in pairs, taking turns to describe and guess objects,
using the speech bubbles as a model.
SUPPORT Students describe the toys using one or two words, e.g., blue,
small tablet.
146
LESSON 5
5
Vocabulary
TPR song
1 5.9
Listen, point, and say. Then play. scooter – push off with one leg as if riding
One word or a scooter
two words? board game – move an imaginary counter on
one word a board
tablet tablet – tap your finger on your hand as if
1 tennis racket 2 tablet 3 TV touching a screen
two words TV – draw a rectangle in the air
board game
Picture Dictionary
Teaching star
page 123
4 watch 5 scooter 6 board game Linguistic competence The rhythm of songs
makes it easier for students to remember new
2 5.10
Listen and say. Then play in pairs. vocabulary and chunks of language. Students
clap out the rhythm of different words in the
It’s big.
song: teddy bear, action figure, board game.
It’s a scooter!
Ask them to clap once for each syllable. Clap
out several rhythms, and students say the word
Sing-along (two claps – board game; three claps – teddy
bear; four claps – action figure).
3 5.11
Toys, toys, toys!
I have toys.
mm u
Extra activity (class ate! Play Whispers (see
nicgame)
’s coBank
I have a scooter.
It’s red and it’s new. I don’t have a tablet
t
Games
LeWhisper
p.253). Students sit in two lines.
a sentence to the student at the front of
I have a teddy bear. Or a big TV,
I have a board game, too. But I have an action figure each line, e.g., I have / don’t have a (robot). They
And some robots, whisper the sentence down the line until the last
One, two, three. student says aloud the sentence they heard.
Chorus
Extra Go online
64 I can name my things.
Lesson Phonics Wrap-up
• Play Jump the line! (see Games Bank p.252).
STRETCH Students describe the toys, e.g., It’s small. It’s blue and black. It’s new.
They ask their partner: Do you have a (tablet)?
Audioscript (track 5.10) Workbook page 57
It’s big. It’s green and black. What is it? // It’s a scooter.
It’s big. It has snakes on it. What is it? // It’s a board game. Audioscript see p.249
It’s small and red. What is it? // It’s a watch. 1 5.1 Listen and circle. 1 b, 2 a, 3 a
It’s big. It’s brown. What is it? // It’s a tennis racket. 2 SB 5.11 Write and put a ✔ or ✘. Then
listen and check. 1 scooter, 2 board game,
3 tablet, 4 TV; a ✔, b ✔, c ✔, d ✘, e ✘,
• Students look at the pictures. Ask: What’s this? (an action figure) What color is it? f ✔, g ✔
(green, white) What does the girl have? (a teddy bear). 3 Circle the toy words. board game, scooter,
• Play the song audio, and students listen. Ask: What toys do you hear? (scooter, robot, teddy bear
board game, tablet, TV, teddy bear, action figure, robots).
• Demonstrate the actions. Play the song audio again, and students join in with
the actions.
147
Objectives Warm-up
Lesson aims: say what my friend has Greet students with the Mickey Mouse puppet.
Target language: She has a horse. She doesn’t have a • Students read aloud their lists or show their pictures of things they have
tablet. He has a train. He doesn’t have a watch. at home. To introduce the grammar structures, say, e.g., She has a tablet.
She doesn’t have a tennis racket.
Recycled language: toys; emotions; He (stands up /
runs / jumps / yells). • Play the song audio (track 5.11), and students sing the song and do
the actions.
Materials: Video 5B; Audio; Picture cards (Toys 1, 2;
Possessions); Cut-outs 5; Mickey Mouse puppet; scissors
Skills 1 5B Watch the video. Circle the toys Bonnie has.

It’s video time!
people have, if supported by pictures (26)
• Students look at the pictures. Ask: Who’s this? (Bonnie, Woody). Students
guess how the characters feel.
• Students look at the small pictures and say the words (dinosaur, toy, action
Speaking: can talk about personal possessions using
figure, toy dog).
simple language (26)
• Say: Watch! What toys does Bonnie have? Play Video 5B, and students
Writing (WB): can write some familiar words (20)
watch and listen.
• Ask again: What toys does Bonnie have? Students circle the correct
Teacher toolkit pictures.
Bonnie has a lot of toys Videoscript see p.246
5.12 Grammar Heroes
Woody is at Bonnie’s house, where he meets her
read. Play the audio again, pausing after each sentence for students to
other toys. They play together and Woody realized
read and repeat.
he missed being played with.
• Students work in pairs, taking turns to read aloud the sentences.
Teaching grammar
Practice
Invite a boy and a girl to the front, and give each one
a picture card. Make true sentences about the boy 2 5.13 Look and check (✔). Listen. Then say in pairs.
and the girl, e.g., He doesn’t have a scooter. She has • Students look at the picture. Ask: Who’s this? (Bonnie) What toys does she
a watch. Then make mistakes, and students correct have? (dinosaur, doll, horse).
the false sentences, e.g., No, she doesn’t have a • Read aloud the toy words with the class, and students check the ones they
watch. She has a tablet. can see in the picture.
• Play the audio, and students listen and check their answers.
Engage • Read aloud the speech bubbles with the class. Demonstrate the meaning
Students draw and color a picture of a boy or a girl of has and doesn’t have by gestures, e.g., nodding or shaking your head.
with two or three toys or technology items. Display Students work in pairs, taking turns to say what toys Bonnie has or doesn’t
all the pictures on the board or on a classroom wall. have, using the speech bubbles as a model.
Invite a student to choose any picture and describe
it by saying what the boy/girl has. The other students Audioscript (track 5.13)
locate and point to the picture being described. She doesn’t have a tennis racket.
Repeat with other students describing other pictures. She has a doll.
She doesn’t have a kite.
She has a toy horse.
She has a dinosaur.
She doesn’t have a board game.
148
LESSON 6
5
Teaching star
1 5B
Watch the video. Circle the toys Bonnie has. Communication Walk around the classroom
while students are playing the game. Stop and
listen to various students, but don’t interrupt or
correct them during the game. Make a note of
any common errors so you can give students
more targeted practice after the game, or in the
5.12
next class.
She has a horse. She doesn’t have a tablet.
He has a train. He doesn’t have a watch.
Extra activity (video extension) Students draw

2 5.13
Look and check (✔). Listen. Then say in pairs. their favorite character or scene from the video.
tennis racket They describe their picture as best they can
in English, e.g., This is Woody. This is Bonnie.
doll ✔ She has a
dinosaur.
Bonnie has a (burger). My favorite is Woody.
kite
He’s a doll. The dinosaur is big and blue.
toy horse ✔ She doesn’t

have a board Wrap-up
dinosaur ✔ game.
Play a variation of Memory game (see Games
board game Bank p.252), using the picture cards and the
Mickey Mouse puppet. Make Mickey show
municate! some toy picture cards, and place them on the
’s com She doesn’t board. Students say: Mickey has a (robot). Ask
Let He has a scooter. have a scooter.
them to close their eyes while you remove one
3 Use the cut outs. of the picture cards. Students identify which toy is
Play the game. missing and say Mickey has a (robot). He doesn’t
have a (car). Repeat with other picture cards and
Cut outs students.
I can say what my friend has. 65
the class.
3 Use the cut outs. Play the game. Workbook page 58

• Students cut carefully around the dotted lines of the cut-outs. Audioscript see p.249
• Ask: What’s this?, and students say the toy words. Ask: What does (she) have? 1 5.2 Listen and number. a 3, b 4, c 1, d 2
(a tennis racket) Does he have a (plane)? (no). Number and write. have 3, doesn’t 2, He 1, a 4,
• Read aloud the speech bubbles with the class, and students point to the cut-outs. ball. 5; He doesn’t have a ball.
• Demonstrate the game. Put the boy cut-outs on top of each other. Flip different 2 Circle, write, and play. 1 doesn’t have, 2 has,
toys into position, and say: He has a (teddy bear). He doesn’t have a (book). 3 has; He, kite, He, tablet.
Do the same for the girl cut-outs, and say: She has a (tennis racket). She doesn’t
have a (tablet).
• Students play the game in pairs, taking turns to flip the cut-outs and describe the
toys the boy and girl have.
SUPPORT Students listen and follow their partner’s description to arrange the
cut-outs.
STRETCH Students give instructions to their partner, e.g., She doesn’t have a (tablet).
She has a (plane).
149
5 Lesson 7: Myself and others Managing emotions Student’s Book page 66
Objectives Warm-up
Lesson aim: manage my emotions Greet students with the Mickey Mouse puppet.
Target language: close your eyes, count to ten, stomp • Use the Myself and others poster to review emotion words the students
your feet, take a breath know from previous units: happy – smile, sad – cry, scared – hide, excited
– jump, angry – stomp, yell, frown. Say: When I’m (angry), I (stomp).
Recycled language: I’m/He’s/She’s (angry/excited).;
Students mime and say the words.
parts of the body
Materials: Audio; (optional) Video 5A; Myself and 1.14 Listen and sing.
others poster; Mickey Mouse puppet • Play the song audio, and students join in with the words and the actions.
Skills Presentation
Reading: can recognize simple words and phrases 1 How do they feel? What can they do?
related to familiar topics if supported by pictures (23) • Students look at the pictures of Jessie and Woody. Ask what they can
Listening: can recognize familiar words in short phrases remember about the video in Lesson 1, and encourage them to look once
and sentences, spoken slowly and clearly and supported more at the Big Picture on pp.58–59. If necessary, play Video 5A again
by pictures (19) to remind students of the characters’ reactions. Ask: How does (Jessie)
Speaking: can say how someone is feeling if guided by feel? Students answer (scared, worried).
questions or prompts (27) • Students look at the pictures of Arjun and find them in the story on
pp.62–63. Ask what they can remember about the story. Say: How does
Arjun feel? (angry) What does he do? (yells). Students look back at the
Teacher toolkit
story in Lesson 4 to find how Hugo helps Arjun to calm down.
Managing my emotions • Students look at the pictures and mime or say what each character can
do to calm down (It’s OK, Woody. Keep calm! Close your eyes. Take a
In this lesson, students extend upon what they’ve
breath! Count to ten!). Prompt as necessary.
learned about expressing their emotions and
recognizing their physical responses to these
emotions. At this age, students start to recognize Practice
that their emotions are temporary and can change. 2 5.14 Listen and write 1 or 2. Then say for you.
They continue to explore how to manage their • Students look at the pictures and name the actions (close my/your eyes,
feelings, and they learn new strategies to help them stomp, take a breath).
calm down. Students practice all the strategies in the
• Play the audio, and students listen and point to the pictures. Then play the
lesson and choose the strategy they like the best.
audio again, pausing after each conversation for students to number the
Self-management pictures 1 or 2.
• Read aloud the speech bubble with the class. Students say and mime in
Extend pairs what they do when they’re angry. Elicit ideas from around the class,
e.g., When I’m angry I (yell). Write any useful words or phrases on the
Make a poster containing different strategies for
board.
managing negative emotions. You could make the
poster all together as a class, asking students to • Give students time to write and complete the sentence. Students read out
suggest ideas and draw pictures. Some strategies you their sentences in pairs. Then invite more confident students to read out
could include are: breathe deeply, count to ten, sing their sentences to the class.
a song, drink water, talk to a friend, smile, think about SUPPORT Students act out each of the behaviors without saying the words.
something I love, draw a picture, run on the spot, do STRETCH Students complete the speech bubble by writing a word or a phrase.
jumping jacks, have “think time.”
1 A: Mom, can I have that doll?
Home-school link B: No, I’m sorry.
Encourage students to share with their families at A: One, two, three, four, five … When I’m angry, I don’t yell. I close my
home their feelings and the strategies they have eyes and count to ten.
learned to help them calm down. Tell students to try 2 Oh, no! My tablet! … When I’m angry, I stomp my feet. Then I take
to help someone calm down by telling them to count a breath.
to ten or to take deep breaths.
150
LESSON 7
5
Myself and others Managing Be a hero! Students work in small groups
1.14
Listen
emotions to read the sentence and practice counting to ten, in
order to calm themselves down. Encourage students to
and
sing. try this at home when they feel angry, and report back
in the next Myself and others lesson.
1 How do they feel? What can they do?
Extra activity (whole class) Students work in
small groups to role-play a situation in which
one of them is angry and the others help
him/her to calm down. Students take turns to
role-play being angry and giving support. Invite
confident groups to act out their scenarios in
2 5.14
Listen and write 1 or 2. Then say for you. front of the class.
a b c
When I’m angry, Wrap-up

I .
1 2 2
Hold up the Mickey Mouse puppet, and invite
four students to stand near the Myself and others
3 Check (✔). What can you do next time you need to calm down? poster. Say a phrase from one of the Myself and
others lessons, e.g., I’m angry. I take a breath.
Students find the corresponding picture as quickly
as they can on the poster. Repeat with other
students and phrases.
Be a hero! class.
When you’re
angry, count Workbook page 59
to ten.
1 Look and circle. Who needs to calm down?
Check (✔) what they can do. Students circle
66 Self-management I can manage my emotions. the children who are angry, scared, or worried.
2 ✔, 4 ✔, 5 ✔
2 How do you calm down? Think, circle, and
draw.
Teaching star
Social and emotional learning Providing lots of encouragement, feedback,
and praise in these lessons will help students feel more confident and secure in
talking about their feelings. Say: Good job! I’m proud of you. You can talk about
your feelings. You can say how to calm down. If students find it difficult to express
their feelings, reassure them by saying: It’s OK. Don’t worry.
3 Check (✔). What can you do next time you need to calm down?
• Students look at the pictures and check what they do when they need to calm down.
• Students work in pairs to compare their answers, then check all together as a class.
Encourage students to mime or say their answers, prompting as necessary (I take a
breath. I listen to music. I talk to my friend. I hug my mom. I play.).
• Students think of other things they do to calm down when they’re angry, e.g.,
play with a favorite toy or a pet, go for a walk, do something creative (painting/
drawing), read a book, watch a movie. Invite them to mime and share their ideas
with the class.
151
5 Lesson 8: My world Technology: Toys and materials Student’s Book page 67
Objectives Warm-up
Lesson aims: read and understand about materials Greet students with the Mickey Mouse puppet.
Target language: hard, plastic, plush, soft Play Slow reveal (see Games Bank p.252) to review toy words. Make
Mickey hold up a toy picture card, covered by a piece of paper. Slowly
Recycled language: toys, colors; This is my (teddy
pull down the paper to reveal the picture card. Students guess the toy,
bear). It’s / It isn’t … . They’re … . I have a (doll) / some
e.g., It’s a (dinosaur).
(dolls).
Materials: Audio; Picture cards / Word cards (Toys 1, Presentation
2; Possessions); Mickey Mouse puppet; (options) a
selection of soft and hard toys 1 5.15 Let’s explore! Listen and number.
• Students look at the pictures. Ask: What toys can you see? (teddy bear,
robot, tablet, doll).
Skills
pictures. Play the audio again, pausing so that students can number the
texts (24)
photos 1–3.
Listening: can understand simple phrases relating to
pictures (25) • Read aloud the sentences with the class, stopping at each of the words
in bold. Hold up something of each material in the classroom to check
Speaking: can talk about things in their immediate
understanding of the words: plastic, hard, plush, soft., e.g., a hard book,
surroundings or in pictures (19)
a plastic ruler, a plush pencil case, a soft piece of clothing.
Writing (WB): can use capital letters and end
• Divide the class into three groups, and ask each group to read aloud the
punctuation correctly in simple sentences (27)
paragraphs. Then ask students to work in groups of three. They take turns
to read and point to the pictures.
Teacher toolkit
Teaching star
Cross-curricular
Application Bring in toys from the real world e.g., a teddy bear or
In this lesson, students explore the different materials
other plush toy, a plastic toy, a wooden toy, a soft toy. You could make
toys can be made of as well as their properties.
a “toy table” in the classroom. Write four large word labels: soft, plush,
Show plenty of examples for each word, if possible
hard, plastic, and put them on the table. Students describe the toys and
using real objects, allowing students to touch them.
put them in groups, e.g., It’s (plush). It’s (soft). It’s a (train). It’s (hard). Ask
Encourage students to think about why these
students to bring in any toys from home, to add to the toy table.
materials were chosen for the items, e.g., soft plush
toys are comfortable for hugging, plastic toys don’t
break easily.
Practice
Extend
2 Think Look and match. Then say in pairs.
Ask students to design a new toy for a toy store. • Read aloud the captions with the class. Students look at the pictures
They need to decide what material it is made of and and name the toys.
whether it is soft or hard. Students draw a picture • Students match the captions and the toys. Tell them there could be more
and label it. Then invite students to present their toy than one answer for each toy, e.g., the ball is soft and plush, the plane is
design to the class. You could have a class vote to hard and plastic.
find out which toy design is the most popular. • Students compare their answers and describe each toy in pairs, e.g.,
It’s (soft). It’s (plush).
Home-school link • Then check the answers all together as a class. Say: Look at the (plane).
Students find soft, hard, plush, and plastic toys they Is it (soft)? Students answer: Yes. / No. It’s (hard).
have at home. Ask them to draw a picture or take a SUPPORT Students match only the first two captions (It’s hard. It’s soft.) to
photo and bring it to the next class, to show and tell. the pictures.
Alternatively, they could bring the toy itself to the STRETCH Students look back through Unit 5 and describe the toys,
next class and say: This is my (train). It’s (plastic). e.g., It’s a (dinosaur). It’s (hard). It’s a (teddy bear). It’s (soft).
152
LESSON 8
5
Toys and materials
Technology
My world
Thinking skills
1 Let’s explore! Listen and number.
This is my teddy bear!
5.15
Apply In activity 2, students remember what
It’s plush. My toy
dinosaur is plush, too.
they have learned about toys and materials in
They’re soft. activity 1, and apply their knowledge in a new
1
context with different toys.
Analyze/Create In activity 3, students look
at pictures to identify and say if each one
My robot isn’t soft. depicts a hard toy or a soft toy. They analyze
It’s plastic. My tablet the picture pattern, then draw a soft toy to
is plastic, too. They’re
Look at my toys! I have complete the sequence.
hard.
a plush teddy bear and 2
some plastic dolls. Evaluate You can extend HOTS by saying:
3 Plush toys are better than plastic toys. Do you
agree? Students give reasons for their answers.
2 Think Look and match. Then say in pairs.
1 3
It’s hard. Extra activity (extension) Students make their
It’s soft.
4 own toy sequences using different hard and
2
soft toys, leaving the last frame empty for their
It’s plastic. partner to complete, e.g., a plush doll, a plastic
It’s plush.
doll, a plush doll, a plastic doll, a plush doll, … .
3 Do Look and say. Then complete. It’s hard. It’s soft. Wrap-up
Point to the Mickey Mouse puppet, and ask: Look
student at Mickey. Is he (plastic) or (plush)? (plastic) Is he
drawing of (hard) or (soft)? (soft). Students answer.
an orange
dinosaur Then play Find the item (see Games Bank p.254)
in two teams. Make Mickey say Find something
(soft). Ask a student from each team to find a soft
I can read and understand about materials. 67
object in the classroom as quickly as possible.
They point to the object and tell the class:
It’s (soft). Repeat with other students and objects.
3 Do Look and say. Then complete. Students say goodbye to Mickey as they leave
• Students look at the pictures. Ask: What’s this? (a dinosaur) Is it (hard) or (soft)? class.
• Read aloud the speech bubbles with the class. Students point at each of the hard
and soft toy dinosaurs and say: It’s hard/soft. Workbook page 60
• Ask students to think about the sequence (hard, soft, soft, hard, soft, …), and say
what material the last toy in the sequence should be (soft). They complete the 1 Look, read, and put a ✔ or ✘. 1 ✔, 2 ✘,
sequence by drawing a soft dinosaur in the frame. 3 ✔, 4 ✘
2 Look. Then write correct sentences. It’s plush.
• Students work in pairs, taking turns to point and say It’s hard. It’s soft. It’s soft. It’s
It’s plastic.
hard. It’s soft. It’s soft.
3 Think about your toys. Draw and write.
Possible answers: This is my (doll). It’s (soft).
Extra time? car, watch, robot
153
5 Lesson 9: Project My things poster Student’s Book page 68
Objectives Warm-up
Lesson aim: make a poster and write about my things Greet students with the Mickey Mouse puppet.
Target language: I have a (doll). I don’t have a (tablet). • Play the chant audio (track 5.2), and students join in with the words and
Can I borrow an eraser, please? Yes, sure. Here you are. the actions.
Thank you!
Recycled language: toys, colors, classroom objects Let’s review
Materials: Audio; Picture cards / Word cards (Toys 1, 2; 1 Look and check (✔).
Possessions); Mickey Mouse puppet; pens, pencils, paper • Students look at the picture, and ask what toys they can see: What’s this?
What color is it? Is it hard or soft?
Skills • Read aloud the captions with the class. Then they read the captions in
pairs and check the one that describes the picture.
people have, if supported by pictures (26) • Ask students to imagine that the picture shows their own bedroom. They
work in pairs, taking turns to talk about the picture, e.g., I have a (tablet).
I don’t have a (tennis racket).
Speaking: can talk about personal possessions using Get ready
simple language (26)
2 5.16 Look, circle, and write. Then listen and check.
• Say: It’s project time! Tell students they are going to make their own
“my things” poster.
Teacher toolkit
• Students think about what they need to get ready (pencil, crayons, ruler,
Project skills: Self-management eraser).
In this lesson, students identify what classroom • Read aloud the girl’s speech bubble with the class. Ask: Does she have a
objects they need for their project but don’t have, (pencil)? (yes) Does she have an eraser? (no) What does she need? (an
and they learn how to ask to borrow things. Model eraser). Demonstrate the meaning of Can I borrow? by asking students to
how students can identify what they need and ask lend you various objects, e.g., Can I borrow your (pen)? Students give you
to borrow something, e.g., I have a blue crayon. the objects, demonstrate using them, and then hand them back, saying:
I don’t have a red crayon. Can I borrow a red crayon, Thank you.
please? Encourage students to share their classroom • Students write a word to complete the girl’s speech bubble. Play the audio,
objects with each other in a polite way: Yes, sure. and students listen and check their answer.
Here you are. / Thanks!
A: I have a pencil. I don’t have an eraser. Can I borrow an eraser, please?
Engage B: Yes, sure. Here you are.
Motivate students to listen and pay attention to each A: Thank you!
other’s presentations by telling them you will ask
questions about them. After each presentation, ask
questions, e.g., Does she have a (kite)? What color is
Create
(her kite)? Is it big or small)? 3 Now make a poster about your things. Write.
Digitizing projects activities to create their project.
If students have access to a mobile device or a Workbook page 61
digital camera, you could ask them to take photos
or to record a video of some of their things. They 1 Number in order. What do you need? Ask and answer. Ask students
could email the photos or video to you and present to number the dialogue in order. (Answers: a 2, b 3, c 1) Then ask them
in class, or they could record themselves narrating a to get ready the classroom objects they need for their project, and ask to
description of their things and send it to you. borrow things they don’t have, e.g., I don’t have (a ruler). Can I borrow
(a ruler), please?
2 Check (✔) for your poster. Then write and draw. Students check the
items they want to write about on their poster. They choose the words to
describe their toys and follow the model sentence to practice writing.
154
LESSON 9 f-m
anagem
5
My things poster
Project
en
Se
t
ACHIEVE
Students draw two toys and write at least two
Let’s review sentences about their toys, using I have / don’t
1 Look and check (✔). have a (plane). It’s (hard).
1 I have a plane. I don’t have a tablet. SUPPORT
Students write an affirmative sentence only,
2 I have a robot and a board
game. I don’t have a kite.
✔ e.g., I have (a plane).
STRETCH
Students describe the toys they have in more
Get ready I have a pencil. I don’t have
an eraser. Can I borrow an detail, e.g., I have a (blue) (teddy bear). It’s (old).
eraser , please? It’s (plush). They ask their partner about their
2 Look, circle,
5.16
toys, e.g., Do you have a (doll)?
and write. Then listen Yes, sure.
and check. Here you are.
Reflect
Thank you! 4 How did I do?
• Read aloud the sentences with the class. Students
Workbook page 61
this lesson.
Create Reflect
3 Now make Extra activity (class game) Play Chain!
4 How did I do? (see Games Bank p.253).
a poster about your I have what I need.
things. Write.
I ask to borrow things.
Wrap-up
I share with my friends. Put the students’ posters around the classroom.
Mickey comment on the projects, e.g., Good job!
68 I can make a poster and write about my things.
Nice picture! It’s cool! I have a (doll), too.
• Give students time to look at each other’s work.
Encourage them to read the captions and respond
Teaching star to the pictures.
Diversity and inclusion Some students may not feel confident to draw a picture Students say goodbye to Mickey as they leave
of their toys. Give them options to present their poster visually in a different way. class.
For example, they could use pictures of toys cut from magazines or printed from
a webpage, take and print out a photo of their toys, bring a toy of their own to Workbook page 61
class to describe instead of drawing it, use a stencil to draw around instead of
drawing freehand. 3 Think and color. Students color the stars to show
• If suitable, give each student a piece of paper and ask them to refer to their
completed Workbook activities as they make their poster. Give them time to draw
and write about their toys or things. Encourage them to describe the toys they
have and don’t have, e.g., I have a (train). It’s (plastic). I don’t have a (dinosaur).
• When they are ready, students work in pairs, taking turns to show and describe the
toys in their poster.
• More confident students show and describe their poster to the class, e.g., I have a
(plane). It’s (plastic). I don’t have a (car).
155
Objectives Warm-up
Target language: toys, possessions; I have / don’t have • Play the song audio (track 5.11), and students join in with the words and
(a dinosaur). He/She has (a car). He/She doesn’t have the actions.
(a doll).
Picture cards / Word cards (Toys 1, 2; Possessions); 1 Look and number. Then say.
Skills • Then say: Close your books. Ask: What toys can you see? What color
Reading: can understand simple sentences about what is the (dinosaur)? (green) Is the (doll) hard or soft? (soft) What toy has
people have, if supported by pictures (26) (four legs)? (horse) It’s (plush). What is it? (a teddy bear).
Listening: can understand basic phrases or sentences • Students look at the pictures to check their answers.
about what people have, if supported by pictures (24) • Read aloud the words with the class, and students point to the pictures.
Speaking: can talk about personal possessions using Then give them time to number the pictures 1–5.
simple language (26) • Students work in pairs, taking turns to point at the pictures and say
Writing: can write some familiar words (20) the words.
SUPPORT Work with a small group of students. Point to and read aloud
each toy word. Students repeat and point to the corresponding picture.
Teacher toolkit
STRETCH Students copy as many toy words as they can remember from
Video review the unit into their notebooks.
You can return to Video 5A and Video 5B at the end
of the unit for a “second play.” Play the videos again, 2 5.17 Write. Then listen and check.
and students act out the role of Woody. Encourage • Students look at the picture and name the toys. Ask: Does he have a
them to say how they (as Woody) are feeling at (car)? Students answer yes or no.
different moments in the videos, and say: I have a • Read aloud the toy words with the class, and students point to those they
(kite). I'm happy. can see in the picture.
• Read aloud the sentences, and students say a word to complete each one.
Remediation • Give students time to write words to complete the sentences. They
Help students remember the third person singular forms compare their answers in pairs. Then play the audio, and students check
has and doesn’t have by making signs that say “have their answers.
or has? ” and “don’t have or doesn’t have? ”. When SUPPORT Work with individual students who need more support. They
you hear a student use the wrong form, hold up the read out and complete the sentences orally, without writing the words.
corresponding sign. This will help students recognize
STRETCH Students copy the whole sentences into their notebooks.
their own mistakes, without interrupting them or
drawing too much attention to individual errors. Audioscript (track 5.17)
1 He has a doll.
Home-school link 2 He has an action figure.
3 He doesn’t have a car.
Students share with their families the language they’ve
4 He doesn’t have a train.
learned in the unit. They read the story from Lesson 4
or sing the song from Lesson 5 to their families.
Teaching star
Growth mindset Encouraging students to see mistakes as something
they can learn from will help them develop a positive attitude to
learning. Say: Don’t worry. You can do it better next time. Focus on
a specific aspect of learning in each unit. In this unit, help students
improve their spelling by playing games such as Parachute or Missing
letter (see Games Bank p.253).
156
LESSON 10
5
I can do ! Review
it Wrap-up
1 Look and number. Then say. enjoyed in Unit 5. Have a class vote and choose
one activity to do again all together as a class,
c e
a 1 action figure e.g., watch the video, sing the song or chant, listen
b d
2 toy horse to the story.
3 dinosaur • Draw students’ attention to the My progress
4 2 poster, and ask them to identify the picture that
5 4 teddy bear
5 doll
1 3 I can … statements (I can name toys and say what
my friend has, I can manage my fear and anger).
2 5.17
Write. Then listen and check. Students say goodbye to the Mickey Mouse
car doll train action figure puppet and tell him their favorite word from
Unit 5.
1 He has a doll .
2 He has an action figure .
3 He doesn’t have a car/train .
4 He doesn’t have a train/car . My progress journal
3 Think and check (✔). Then stick! 1 Find and circle seven toys. Then read and
match. robot, pink teddy bear, brown teddy bear,
plane, scooter, board game, tennis racket;1 a, c,
d; 2 b, e, f
I can … Stick
er
2 Write, circle, and draw for you. Then ask a
time
name my toys friend and complete.
and things
3 Think and draw , or . Students draw
read a story the face which represents how well they did in
sing a song ✔ IUnit
completed
5!
each lesson.
manage my feelings
Go online
Big Project 69 Unit 5 Exam practice
Reading
3 Think and check (✔). Then stick! 1 Read and put a ✔ or ✘. 1 ✘, 2 ✘, 3 ✔,
r
Sticke
time
• Read aloud the I can … statements with the class. Students check what they feel 4 ✔, 5 ✘
they can do now that they have completed Unit 5. Listening
• Ask individual students to read aloud the sentences they checked, e.g., I can name 2 5.3 Listen and write. 1 Tom, 2 eight,
my toys and things. Students demonstrate what they can do. 3 four, 4 ten, 5 Bill
• Students stick the sticker to show they have completed Unit 5. Speaking
3 Answer the questions for you. Possible
My Star and Hero! Students look at the sticker of Woody on p.4 of the answers: My name is (Ann). I’m (six). Yes
Student’s Book. They work in pairs, taking turns to describe Woody, e.g., I do. / No, I don’t.
He’s (a doll). Buzz is (an action figure). Jesse is (a doll). Choose your favorite activity in the
Sticke
time
r
Extra activity (whole class) Play Question chain (see Games Bank p.252). unit and stick.
Students sit in a circle. Give a picture card to a student, and ask: Do you have a
(robot)? (Yes, I do. / No, I don’t). Students pass the picture card around the circle,
asking the same question. Repeat with other picture cards. At the end of the
game, challenge students to remember what toys different students have, e.g.,
(Marc) has a (robot). (Alicia) doesn’t have a (doll).
157
6 Food we like

• draw and talk about a lunch plate, identifying and food, and questions and answers about likes and
naming food, and talking about likes and dislikes dislikes
• read and understand a story about sharing lunch Reading: read and understand a short, simple
with friends cartoon story and very short texts about how
• name food tomatoes grow
• ask and answer about likes and dislikes Speaking: talk about food likes and dislikes; ask
and answer about food likes and dislikes; say nice
• talk about feeling lonely and the importance of things to friends; say simple sentences about how
being nice to others tomatoes grow
• understand and talk about how tomatoes grow Writing: write words to name food
Vocabulary Grammar
Lesson 1: bread, cheese, grapes, onions Lesson 3: I like pears and cheese. I like pears, too.
Lesson 2: bananas, carrots, eggs, juice, milk, oranges, I don’t like carrots.
pears, tomatoes Lesson 6: Do you like cheese? Yes, I do. Do you like
Lesson 5: fruit, jam, meat, pasta, pie, rice tomatoes? No, I don’t.
Myself and others

Story
Being nice to others In this unit, a Disney video Let’s have lunch!
and a story introduce the theme of being nice to Let’s have lunch. Can we help? Are you OK now?
others. Students will explore different ways in which Thank you!
they can show kindness to other people.
Language: Are you OK? Can I help? Come and
play with us.; lonely, nice Project
Social awareness My lunch plate
Presentation skills: Good listener behavior 1
L i fe S c i e n c e
My world Good job!; clap hands, listen to others
Life Science: How tomatoes grow

grow, seeds, soil, sunlight, water
158
Unit overview
Remy
A rat who loves fine
dining and dreams of
being a great chef.
Linguini
A shy garbage boy.
He works in the restaurant,
Colette but can’t cook.
A talented chef at the
restaurant, who becomes
Linguini’s friend.
Ratatouille tells the story of Remy, a rat who wants to be a great chef. He escapes to Paris to follow
his dream and ends up at the famous restaurant, Gusteau’s. There he meets Linguini, a young boy who
can’t cook and gets in trouble for making mistakes in the kitchen. Remy finds an ingenious way to control
Linguini’s arms so that he can help him cook. Together they make Remy’s own version of the traditional
dish ratatouille, and serve it to the top food critic Anton Ego. In the words of Gusteau – “anyone can cook”!
u
id yo know
D
The movie crew ?
eo stor
Vid ies visited Paris an
d
attended cook
ing
Video 6A: Remy wants to help classes to resear
ch
Video 6B: Do you like cheese? the world of a
French kitchen.
Online modules
Phonics Big Project
Extra
Words with f, ff, l, and ll Make a class fruit café reading
fig, off, leg, bell
159
Objectives Warm-up
Lesson aim: name food Greet students with the Mickey Mouse puppet, and sing the Hello,
Target language: bread, cheese, grapes, onions
Recycled language: emotions; I like (cheese). Presentation Video story
Receptive language: He’s lonely. He likes (tomatoes).; • Students look at the Big Picture. Introduce the movie and the
carrots, egg, onions, pasta characters: This is the movie Ratatouille. This is (Remy).
Materials: Video 6A; Audio; Picture cards / Word • Elicit any vocabulary students may know. Ask: What kind of animal is this?
cards (Food 1, Disney characters); Sticker (Remy); Is he big or small? What color is it?
Mickey Mouse puppet
1 6A Watch the video. Check (✔).
Skills Make the Mickey Mouse puppet stand up. Say: Sit down, Mickey.
words (21) • Play Video 6A and students watch and listen.
Listening: can recognize isolated words related • Ask: Who can you see in the video? Students check the pictures. Ask:
to familiar topics, if spoken slowly and clearly and Who’s the boy? (Linguini) Who’s his friend? Is it a (boy)? (no) Can Linguini
supported by pictures and gestures (16) cook? (no) How does he feel? (sad) Can Remy cook? (yes). Students say
or mime the answers.
Speaking: can talk about common everyday objects
(food), using single words, if supported by pictures (24)
Writing (WB): can label simple pictures related to 2 6A Watch again and act.
familiar topics by copying single words (16) • Students look at the small pictures. Read aloud the sentences with
the class. Ask: Does Linguini have friends? (no) How does he feel?
(lonely) Who helps Linguini? (Remy) Is he nice? (yes). Use mime to
Teacher toolkit prompt, as necessary.
Video summary – 6A • Play the video again, pausing occasionally, and ask: How does he
Remy wants to help Videoscript see pp.246–247 feel? (worried, lonely, sad, happy) Is he nice? Students mime the
Linguini works in a restaurant in Paris, France, but emotion or the action each time, e.g., lonely – hang head down
he can’t cook. One day he finds a rat in the kitchen. and look sad, nice – offer something to a friend or smile. (Remy:
Linguini soon realizes the rat, Remy, can understand [0:33] scared, [1:41] sad, [2:30] sad; Linguini: [0:38] angry/
him. And that he’s a talented chef! Remy finds an worried, [0:47] sad/lonely, [1:27] excited, [2:21] sad/worried,
unusual way of helping Linguini in the kitchen. [2:44] happy)
Engage Picture cards / Word cards (optional) Show the picture cards one by one
Make a shopping basket template for students and to introduce the new vocabulary. Repeat several times, encouraging students
invite them to color it. During the unit, students draw to remember the words. Then show each word card, and elicit the words.
and color or cut out pictures of the food items they
learn about and like. They stick these pictures on Practice
their shopping basket, as if they are going shopping 3 6.1 Listen, find, and say. Then ask a friend.
for food. • Students explore the Big Picture. Point and say the food words.
• Students look at the small pictures. Ask: What’s this? They find each image
Being nice to others in the Big Picture and say the food word.
lonely, nice • Play the audio, and students point to the Big Picture and say the words.
Use the video to elicit how Remy feels and why. Play the audio again, pausing for students to point and read the words.
Then make the Mickey Mouse puppet act being • Students work in pairs, taking turns to point to each of the pictures for their
sad. Say: Mickey doesn’t have a friend. He’s lonely. partner to say the words.
Invite students to be nice to Mickey and try to help Audioscript (track 6.1)
him feel better.
Look at the food. Find … cheese … bread … grapes … onions.
Social awareness
160
6
6 Food we like
LESSON 1 Vocabulary
2 6A
eo stor
Vid y
He’s nice.
He’s lonely. He wants to help.
3 6.1
cheese grapes
4 6.2
bread onions
1 6A
✔ ✔ Collect ?
70 I can name food. your friend! 71
page 5

? Collect your friend Show the picture card of Remy to help
• Play the audio, demonstrate the actions, and students listen to the students identify the correct sticker. Students stick the sticker on
chant. Say: Listen and chant!, and play the audio again. Students p.5 in the Student’s Book. Ask: What’s his name? (Remy) Who’s his
join in with the chant and the actions. friend? (Linguini).
SUPPORT Students point to the food they like, using mime to
Wrap-up
indicate I like.
Play True or false? (see Games Bank p.254), using the Mickey
STRETCH Students say which food they like, e.g., I like (cheese). Mouse puppet. Make Mickey show a picture card, and say, e.g.,
onions. Students answer yes or no. Repeat with other picture cards.
TPR chant Students say goodbye to Mickey as they leave class.
yum, yum – rub your tummy and smile
I like – make a heart shape with your hands
Audioscript (track 6.2) Learning Heroes

Yum, yum, I like onions. // Yum, yum, I like grapes. // Yum, yum, I like 1 Watch again and do the quiz.
cheese. // Yum, yum, and I like bread! 1 Put a ✔ or ✘. 1 ✘, 2 ✔, 3 ✔, 4 ✘
2 Read and circle. a 2, b 1
Extra activity (video extension) Say: Remy can cook. Mime 2 Choose and write. 1 onions, 2 bread, 3 grapes, 4 cheese
the action of cooking, e.g., chopping, stirring. Ask: Can you 3 Challenge! Follow and write. Who is she? chef
cook? Who cooks in your house? Students say in pairs, then Extra time? grapes, onion, cheese, bread
share ideas around the class, e.g., (Yes), (Dad). Students draw a
picture or mime their answers.
161
Objectives Warm-up
Lesson aim: name food and drinks Greet students with the Mickey Mouse puppet.
Target language: bananas, carrots, eggs, juice, milk, Make Mickey hold up the food picture cards from Lesson 1, and students
oranges, pears, tomatoes say the words. Then make Mickey show the picture cards quickly one by
one, and check if students remember the order of the words, e.g., onions,
Recycled language: food; I have (pears).
bread, grapes, cheese. Repeat, showing the picture cards in a different order.
Materials: Audio; Picture cards / Word cards (Food 1, 2);
• Say: Listen and chant! and play the chant (track 6.2). Students join in and
Mickey Mouse puppet; (optional) food items
do the actions.
Skills Presentation
Reading: can recognize some frequent everyday Picture cards / Word cards (optional) Show the picture cards one by one
words (21) to introduce the new vocabulary. Repeat several times, encouraging students
Listening: can recognize familiar words in short phrases to remember the words. Then show each word card, and elicit the words.
and sentences, spoken slowly and clearly, if supported
by pictures or gestures (19)
• Students look at the pictures and say any words they already know.
Speaking: can say single words related to familiar
topics, if supported by pictures or gestures (18) • Say: Listen and point. Play the audio and students point to the pictures.
Play the audio again, pausing after each word for students to repeat. Say
a number, e.g., six, and students say the food word (eggs). Do the same
with other numbers and words.
Teacher toolkit • Students play the game in pairs. They take turns to say a number from one
Teaching vocabulary
Eliciting a personal response can help students Teaching star
remember new vocabulary. Students say Yum, yum! as
they point to and name food items they like. Then ask Linguistic competence Focusing on the word stress of new words will
them to point to and name food items they don’t like. help improve students’ pronunciation. Show food picture cards, e.g.,
onions, carrots, oranges, bananas, tomatoes. Clap the word stress as you
say the word, and students copy you. Then clap the word stress without
Engage saying the word, and students guess the word.
Bring in a lunch tray and some known food items, e.g.,
an apple, juice, a sandwich (or bread and cheese), a
cookie. Put the food items in a bag so that students Practice
can’t see them. Students guess what you have for
lunch today. When they guess a food item correctly, 2 6.4 Join the dots and check (✔). Then listen and say
place it on the tray. Invite students to make up their Yes or No.
own lunch tray using your food items, food picture • Students look at the pictures, and ask: What’s for lunch? Give students
cards, or toy food. time to trace over the dotted lines to complete the picture. Then ask
again: What’s for lunch? (bread, tomatoes, eggs, juice).
Home-school link • Read aloud the food words with the class, and students check the food
Students take a photo, make a video, or draw a they can see in the picture.
picture of their lunch at home and name the food • Play the audio, pausing after each sentence for students to point at the
items. They could show and describe their lunch to picture and say yes or no. Then play the audio again, pausing for students
the class in the following lesson. to repeat the sentences.
I have carrots. … No! // I have bananas. … No! // I have eggs. … Yes! //
I have juice. … Yes! I have onions. … No! // I have bread. … Yes! // I have
oranges. … No! // I have tomatoes. … Yes!
162
LESSON 2
6
Vocabulary
Teaching star
1 6.3
Listen, point, and say. Then play. Linguistic competence Students can find the
pronunciation of the plural “s” difficult. In order
to help them, focus on the s or z sound of the
letter s at the end of each word, e.g., s – carrots,
1 oranges 2 bananas 3 tomatoes 4 carrots grapes; z – pears, bananas, tomatoes, eggs,
onions. Model the pronunciation and students
repeat after you.
5 pears 6 eggs 7 milk 8 juice Extra activity (class game) Play a

variation of Match it! (see Games Bank p.252).
2 6.4
Join the dots and check (✔). Then listen and say Yes or No. Place the word cards on the board. Hide the
picture cards around the room. Make the
carrots onions Mickey Mouse puppet point to different word
cards and say the words. Invite different students
bananas bread ✔ to find and hold up the matching picture cards.
eggs ✔ oranges
juice ✔ tomatoes ✔ Wrap-up

Play Hungry Mickey! (see Games Bank p.252).
Place food picture cards from Lessons 1 and 2
3 Choose three things for lunch. Then guess. Talk
buddies around the classroom. Hold up the Mickey Mouse
Pears? puppet and make him rub his tummy as if he’s
No! hungry. Say: Yum! I have (cheese) and (tomatoes)
for lunch. Nominate a student to bring Mickey the
picture cards. Repeat with other picture cards and
students.
Carrots? Yes!
72 I can name food and drinks.
class.
Workbook page 66
Talk
3 buddies Choose three things for lunch. Then guess. 1 Find and number. a 8, b 4, c 6, d 1, e 2, f 5, g 3,
• Students look at the pictures and say the food. Read aloud the speech bubbles with h7
the class, and students point to the pictures. 2 Look and write. 1 bananas, 2 carrots, 3 pears,
• Demonstrate the game. Place three food picture cards face-down on your desk, 4 tomatoes
without showing them to the class. Say: I have three things for lunch. Can you
guess? Students say Eggs? Answer: Yes./No., until students guess the food you
have. Show them each food picture card as they guess correctly.
• Students play the game in pairs. They each choose three foods, and take turns to
guess their partner’s food.
SUPPORT Students talk about the pictures in activity 3, instead of choosing their
own food, e.g., bread? (yes) pears? (no).
STRETCH Students ask full questions during the game, e.g., Do you have (milk)?
163
Objectives Warm-up
Lesson aim: say what food I like and don’t like Greet students with the Mickey Mouse puppet.
Target language: I like pears and cheese. I like pears, Make Mickey hold up each food picture card from Lessons 1 and 2, and
too. I don’t like carrots. students say the words. Then hold up picture cards in quick succession.
Students remember and say the sequence, e.g., milk, eggs, juice.
Recycled language: food; He has (bread) and (grapes).
Materials: Audio; Picture cards / Word cards (Food 1, 2); Presentation
Stickers; Mickey Mouse puppet; (optional) pictures of
less common foods 1 6.5 Listen and check (✔).
• Remind students of Video 6A. Invite them to say what they can remember
about the story and the characters.
Skills
• Give students a minute to look at the pictures, then say: Close your books.
Reading: can understand basic information about
Ask: Who’s in the picture? (Remy) What color is he? (gray) What color is
people’s likes and dislikes, if supported by pictures (26)
his (nose) / are his (ears)? (pink) What color are the (grapes)? (red/purple)
Listening: can understand simple phrases about likes How many (eggs)? (three).
and dislikes (23)
• Students open their books and look again to see how well they
Speaking: can express likes and dislikes in relation to remembered.
familiar topics in a basic way (29)
• Play the audio and students point to the pictures. Play the audio again,
Writing: can write some familiar words (20) and they check the food Remy likes.
• Ask: Does Remy like (bread)? (yes) Does the boy like (bread)? (yes).
Teacher toolkit • Read aloud the boy’s speech bubble with the class and ask students to
mime I like.
Teaching grammar
Show students how we use too when we agree with Audioscript (track 6.5)
someone. Invite several students to the front of the Man: Look, it’s Remy! He has bread and grapes. “I like bread and grapes,”
class. Each student chooses a food picture card for a says Remy.
food they like and says: I like (eggs). Say: I like (eggs), Boy: I like bread and grapes, too! I don’t like eggs.
too!, and point to yourself, smiling.
6.6 Grammar Heroes
Extend • Students look at the grammar box. Play the audio, and they listen and read.
Create a “Food we want to try” display. Using L1, Play the audio again, pausing after each sentence for students to repeat.
discuss how sometimes we don’t know if we like a food • Students work in pairs to read aloud the grammar box.
if we’ve never tried it. Elicit or give some examples of
less common foods that students may not have tried, Teaching star
using pictures as prompts. Students say whether or not
Support understanding Using the Mickey Mouse puppet
they would like to try the food. Add the picture to the
to reinforce the meaning of the new language will make it more
display if students say they would like to try it.
memorable for students. Hold up Mickey and make him rub his tummy.
Say: I like (carrots). Make Mickey shake his head, and say: I don’t like
Home-school link (pears). Make Mickey name another food he likes, e.g., I like (cheese).
Students play the game in activity 3 again at home Rub your tummy, and say: I like (cheese), too! Make Mickey tell students
with a family member. They can name different around the class I like (cheese). They agree or disagree, e.g., I like
foods or dishes, using L1 if necessary, e.g., I like (cheese), too. / I don’t like (cheese).
(spanakopita). I like (spanakopita), too!
Practice
r
Sticke
time
• Students look at the stickers and pictures and say the food words.
• Point to each emoji, and say: I like / I don’t like, using gestures to help
convey meaning.
164
LESSON 3
6
Grammar Talk
3 buddies Say and play.
1 Listen and check (✔).
I like bread and Show a food picture card, e.g., eggs. Say: I like
6.5
grapes, too. eggs. Students who also like cheese raise their
hands and say: l like eggs, too. Then students who
don’t like eggs raise their hands and say: I don’t
like eggs.
• Students work in pairs to play the game, taking turns
to ask and answer about the food in activity 2.
SUPPORT Students mime I like and say just one
6.6 food, e.g., milk.
I like pears and cheese.
STRETCH Students name more than one food they
es or No.
✔ ✔ I like pears, too.
I don’t like carrots. like, e.g., I like (pears) and (grapes). They also say a
food they don’t like, e.g., I don’t like (cheese).
2 6.7
Listen and stick. Then write.
1 2
Extra activity (class game) Play Pass the
er picture card (see Games Bank p.252) with the
Stick
time Mickey Mouse puppet. Students sit in a circle.
Make Mickey show a food picture card, and
say: I like / don’t like (eggs). Pass the picture card
to the student next to you, and they say: I like
eggs, too / I don’t like eggs. Continue passing
the picture card around the circle. Repeat with
different picture cards.
I don’t like oranges . I like milk and eggs .
3 Say and play. Talk Wrap-up

buddies
I like milk. • Play Jump the line! (see Games Bank p.252).
I like milk, too! Ask several students to stand along an imaginary
line. Say a food item, e.g., pears. Students who
I can say what food I like and don’t like. 73
like pears jump to the left. Students who don’t like
pears jump to the right. They say I like / don’t like
(pears) as they jump.
• Play the audio, and students place the stickers in the correct positions. Play the Students say goodbye to the Mickey Mouse
audio again, pausing for students to stick each sticker. Then check the answers. puppet as they leave class.
Say: Number (one). I like bread and … . (onions) I don’t like … . (oranges).
• Read aloud the sentences under the pictures, and students say the words to
Workbook page 67
complete each one. Then give students time to write the words. They can use the
words on p.72 for reference. Alternatively, write the food words on the board for Audioscript see p.249
students to copy. 1 6.1 Listen and match. 1 I like – a, d, I don’t
• Students compare their answers in pairs, then check all together as a class. like – b, e; 2 I like – c, d, I don’t like – f
Audioscript (track 6.7) Number and write. like 2, I 1, pears 3, cheese.
1 I like bread and onions. I don’t like oranges. 5, and 4; I like pears and cheese.
2 I like milk and eggs. I don’t like cheese. 2 Look and write for Emma. Then check (✔)
and write for you. Tell a friend. don’t like, like
165
Objectives Warm-up
Lesson aim: read and understand a story about sharing Greet students with the Mickey Mouse puppet.
lunch with friends Make Mickey show the story cards from Unit 5. Students say what they
Story language: Let’s have lunch. Can we help? Are remember about the story and characters. Ask: Who’s this? (Arjun) What’s
you OK now? Thank you! this? (his robot) Is he happy? (no, angry) What does he do? (yells) How
does he calm down? Students mime the things Arjun does to calm down
Recycled language: food; She’s (sad). I like (bananas).
(takes a breath, closes his eyes, counts to ten).
I don’t like (pears). I have (tomatoes). He/She has (grapes).
Receptive language: She’s lonely. Do you like (eggs)? Presentation
Mouse puppet; pictures of food from the story;
1 6.8 Listen and read. Who do the children help?
(optional) plastic toy food Make the Mickey Mouse puppet stand up. Say: Sit down, Mickey.
It’s story time!
• Show each story card, and ask: Who’s this? (Hugo) What food can you
Skills see? (bananas, pears, eggs, bread, carrots, milk, grapes, tomatoes, cheese)
Reading: can recognize key words and basic phrases in Who has a (banana)? (Arjun).
• Play the audio, and hold up each story card. Ask: Who do the children
Listening: can understand a few basic words and phrases help? (Alicia). Play the audio again, and students follow in their books.
in a story that is read aloud (18) Pause after each frame, hold up each story card, and ask a comprehension
Speaking: can repeat phrases and short sentences, if question from the back of the story card.
spoken slowly and clearly (16) Spot! Students find fish in the story (fish-shaped carrots).

Story summary
2 Look, read, and match.
The children are having a picnic on a school trip • Students look at the small pictures and find them in the story. Ask: What
when they see a girl sitting on her own. They ask her does she/he have? Students answer: (bananas).
to join them, and they all make friends. • Read aloud the first sentence with the class, and ask them to trace the
matching line to the picture of Arjun.
• Give students time to read the other sentences and draw matching lines
Being nice to others
from the sentences to the pictures.
In the story, the children are nice to Alicia. They go
and talk to her, give her compliments, and ask her to
join them for lunch. Ask students if they go and talk Teaching star
to other children who are alone. Encourage them to
act out what they can do and say. Learning to learn Making sure students are familiar with some of the
key story language before reading will help them understand the story
Social awareness
better. Write the story title on the board: Let’s have lunch! Students
guess what the story could be about. Then place some food word cards
Extend on the board. Include some words from the story text (bananas, bread,
Ask students which food is good to take on a picnic. pears, grapes, eggs, tomatoes, cheese, carrots) and some words that
Discuss how cold food is best because hot food will don’t appear in the story (juice, onions, oranges). Students read each
get cold quickly. Elicit students’ ideas for food, and word card and try to find the word in the story.
work together to create a picture of a picnic basket
of suitable food. Students could draw pictures or cut
them out from magazines. You could have a class 3 Read, think, and check (✔).
picnic with food students choose. • Students look at the pictures and find them in the story. Read aloud
the first question with the class, and students check the correct picture.
• Students work in pairs to read the other questions and check the
pictures. Check the answers all together as a class.
166
LESSON 4
6
Let’s have lunch!
Story
2 Look, read, and match.
1 He has 2 She has 3 She has 4 He has
1 Listen and read. Who do the children help? Alicia
6.8
bananas. carrots. grapes. eggs.
Children!
1 Let’s have lunch! Look at Alicia!
Yum! I like bananas! 2 She’s lonely. a b c d
I don’t like bananas. 3 Read, think, and check (✔).

But I like pears!
a b
3 Alicia’s sad. 4 Are you OK? Do you like
Can we help? 1 How does Alicia
grapes?
feel?
✔
a b
2 What does
Camila do?
✔
Let’s go and a b
talk to her! Do you like eggs?
3 How do they feel
at the end?
5
Come and eat
with us!
6
I have
tomatoes and
Thank you! Are
you OK now? ✔
cheese, too.
I like your carrots!
Talk
Oh! Thank you!
Can we help? buddies
Spot!
The end
Yes, I am! I have food and Let’s go and
friends! Thank you. You’re nice! talk to her!
Can you see fish?
74 I can read and understand a story. 75
Talk
• Read aloud the speech bubbles with the class, and students find Make the Mickey Mouse puppet hold up one of the story cards,
these words in the story. and students find the picture in the story. Say a line from the story
• Divide the class into groups of five. Ask each student in a group to frame, changing a single word, e.g., frame 1: Yum! I like oranges!
role-play one of the story characters. Students spot the mistake (oranges) and correct it (I like bananas!).
Repeat with other lines from the story.
• Play the audio again (track 6.8), and student reads aloud or mimes
their character’s lines. Use plastic toy food as props if possible, or Students say goodbye to Mickey as they leave class.
encourage some students to make props by drawing pictures of
food from the story. Alternatively, use the food picture cards. Give Workbook page 68
the groups time to practice acting out the story.
1 Read and number. Then say. a 3, b 4, c 1, d 2
act out the story. Use the story cards to prompt, as necessary. 2 Think and draw. How can you help Alicia?
3 Circle and color. Students color the stars to show how much
SUPPORT Students use mime to convey meaning and say just some
they liked the story.
of their character’s words, e.g., Grapes? Carrots!
STRETCH Students role-play a character with more lines, e.g., Li,
or play more than one role.
Extra activity (story extension) Students imagine what the

friends do after lunch. They draw an additional story frame for
the end of the story. Share students’ ideas around the class.
167
Objectives Warm-up
Lesson aim: name food Greet students with the Mickey Mouse puppet.
Target language: fruit, jam, meat, pasta, pie, rice Remind students of the story from Lesson 4, and make Mickey show the
story cards. Ask: Who’s this? (Alicia) How does she feel? (lonely) What
Recycled language: food; I like / don’t like (pie).
does (Arjun) like? (bananas) What do the children do? (help).
It’s (meat). They’re (fruit).
• Play the story audio again, and students mime each of the characters as
Materials: Audio; Picture cards / Word cards (Food
they speak.
1, 2, 3); Story cards (Unit 6); Mickey Mouse puppet;
(optional) plastic toy food
Presentation
Reading: can recognize simple words and phrases to remember the words. Then show each word card, and elicit the words.
related to familiar topics if supported by pictures (23)
short, simple songs or chants (18) • Point to the pictures. Students say any words they already know.
Speaking: can express likes and dislikes in relation to • Say: Listen and point. Play the audio, and students point to the pictures.
familiar topics in a basic way (29) Play the audio again, pausing after each word for students to read and say
the word.
• Say a number, e.g., two, and students say the word (pasta). Repeat with
other numbers and words. Students play the game in pairs, as in Lesson 2.
Teacher toolkit
SUPPORT Students say single food words (pasta) and show I like by miming,
Teaching vocabulary e.g., rubbing their tummy.
Show students more pictures of the foods in the STRETCH Students also say what food they don’t like, e.g., I like (pasta)
photos, so that they have more references, e.g., and (meat). I don’t like (rice).
different types of meat, flavors of jam, types of pie,
other fruits. This will help students understand the
Ways to learn
exact meaning of the new vocabulary items.
• Read aloud the words with students, and ask: Do you like (fruit)? Ask
about other food, and students answer: Yes, I do. / No, I don’t. Ask
Extend more confident students to write headings in their notebooks: I like …
Make a video of students performing the song. Each and I don’t like …, then copy the new vocabulary items neatly under
group could sing a different verse, or they could the two columns. Less confident students can draw pictures of food
make up their own verse. Encourage groups to make and put a ✔ or an ✘ next to them.
up a dance routine to do as they sing, and to do the • Students look at the Picture Dictionary on p.124 and apply this to
TPR actions. the other new words they have learned in this unit.
Home-school link
Encourage students to tell their families about the Practice
foods they like and don’t like.
2 6.10 Listen and say. Check (✔) in 1. Then play in pairs.
• Play the audio, and students point to the pictures in activity 1. Play the
audio again, pausing for students to repeat the answers.
• Read aloud the speech bubbles and students repeat. Students play the
game in pairs, taking turns to say what food they like from activity 1.
I like apples, oranges, and bananas. They are … fruit.
You can eat it on bread. It’s … jam.
It’s from an animal. It’s … meat.
It has fruit inside. It’s a … pie.
168
LESSON 5
6
Vocabulary
Teaching star
1 6.9
Listen, point, and say. Then play. Communication Songs help reinforce the
meaning of new language in a fun way and
Think and write. make it more memorable. Write like and don’t
like in two columns on the board. Students
place the food picture cards from the song
1 pie ✔ 2 pasta 3 rice Food I like:
fruit (pie, cheese, rice, meat, pasta, jam, fruit) in the
Food I don’t like: correct column. Students say if they share the
meat
food likes and dislikes of the boy in the song,
Picture Dictionary
e.g., I like (pie), too. / I don’t like (pie).
✔ ✔ ✔
page 124
4 meat 5 jam 6 fruit
2 Listen and say. Check (✔) in 1. Then play in pairs. Extra activity (class game) Students
personalize the song lyrics by singing or saying
6.10
I like rice. a verse with their own likes and dislikes, e.g.,
I like (bananas), and I like (pears). I like (fruit),
I like rice and meat. but I don’t like (eggs). Invite them to sing or say
their songs in front of the class. Less confident
Sing-along students can draw pictures of the food they like
3 Listen, sing, and act. or don’t like.
6.11
I like pie I like pasta.

And I like cheese. And jam is good. mm unicate!
I like rice I like fruit s co
Wrap-up
’
t Chain! (see Games Bank p.253). Students sit
But I don’t like meat. But I don’t like juice. •LePlay
Yes, I like rice Yes, I like fruit in a circle. Say: I like (meat). The student next to
But I don’t like meat. But I don’t like juice. you says: I like (meat) and (rice). The next student
adds another food item, e.g., I like (meat) and
(rice) and (jam). Continue around the circle for as
long as possible, then start a new “chain.” Allow
Extra Go online less confident students to say just the food words.
76 I can name food.
Lesson Phonics

Workbook page 69
• Students look at the pictures. Ask: Who’s this? (Remy / a boy) What does Remy
like? (cheese) Do you like (cheese)? (yes/no). Audioscript see p.249
• Place the following food picture cards on the board: pie, cheese, rice, meat, pasta, 1 6.2 Listen and follow. Then check (✔).
jam, fruit, bread, onions. Students listen and trace lines through the maze.
• Play the song audio, and students listen. Ask: What food do you hear? Students say 1 ✔, 2 ✔, 4 ✔, 5 ✔
and point to the food picture cards. 2 Look at the food in 1. Write and draw for you.
• Demonstrate the actions. Play the song audio again, and students join in with the 3 Circle the odd one out. onions
actions.
(track 6.11_karaoke), and students sing along.
TPR song
like – rub your tummy and smile
don’t like – frown and shake your head
It’s very good – put both thumbs up and smile
169
Objectives Warm-up
Lesson aims: ask and answer about likes and dislikes Greet students with the Mickey Mouse puppet.
Target language: Do you like cheese? Yes, I do. • Play the song audio (track 6.11), and students sing the song and do
Do you like tomatoes? No, I don’t. the actions.
Recycled language: food; I like / don’t like (eggs).
He (jumps/yells/stomps). Hide! He isn’t (happy).
He’s (angry). 1 6B Watch the video. Circle. What does Remy like?
Materials: Video 6B; Audio; Cut-outs 6; Mickey Make the Mickey Mouse puppet stand up. Say: Sit down, Mickey.
Mouse puppet; scissors It’s video time!
• Students look at the pictures. Ask: Who’s this? (Linguini, Remy) What food
Skills can you see? (milk, cheese, orange, onion). Read aloud the rubric, and
students guess what food Remy likes.
people’s likes and dislikes, if supported by pictures (26) • Say: Watch! What does Remy like? Play Video 6B, and students watch
and listen. Then they circle the food Remy likes.
Listening: can understand simple questions and answers
about people’s likes and dislikes (27) • Play the video again, pausing at various points. Ask: What does Linguini
do? (jumps, yells, stomps) How does he feel? (angry) How does Remy
Speaking: can ask someone about their likes and dislikes
feel? (sad) Does Linguini help? (yes) Is he nice? (yes) What does Remy
in a basic way (29)
like? (cheese) Is the chef nice? (no, angry). Students copy Linguini’s
Writing (WB): can copy short sentences containing only actions and expressions.
familiar words, if presented in standard printed form (13)
6.12 Grammar Heroes
read. Play the audio again, pausing after each question, and answer for
Video summary – 6B students to read and repeat.
Do you like cheese? Videoscript see p.247 • Students work in pairs, taking turns to read aloud the questions and the
Linguini and Remy are still working on their system. answers.
Frustrated Remy bites Lunguini. Linguini gets angry
and he hides in the storage room. Remy is hungry, Practice
so Linguini gives him some cheese to eat. But Chef
Skinner sees them, and he’s angry to find a rat in 2 6.13 Listen and put a ✔ or ✘. Then ask a friend.
the kitchen. • Students look at the pictures and name the food (bananas, rice, onions,
pie, meat, pasta). Students read the boy’s name (Santiago).
Teaching grammar • Play the audio, and students put a ✔ or an ✘ by the food Santiago likes
To make sure students remember the questions and or doesn’t like.
the short answer forms, drill them as a chant, asking • Check the answers by asking: Does he like (rice)? Students answer yes
students to clap the rhythm. or no.
• Read aloud the speech bubbles with the class. Then ask individual
Extend students: (Sofia), do you like (fruit)? They answer: Yes, I do. / No, I don’t.
Do class survey about the foods students like and • Students work in pairs. They take turns to ask about the food, and put
don’t like. Write at the bottom of the board a checks or ✘’s in the chart for their friend.
horizontal list of foods. This will be the x-axis of a Audioscript (track 6.13)
bar chart. Choose a student to ask a question, e.g.,
Do you like fruit, Santiago? // Yes, I do!
Do you like (pasta)? Students who answer Yes, I do,
Do you like rice? // Yes, I do!
raise their hands, and the student counts the number
Do you like onions? // No, I don’t!
of hands raised. Draw the corresponding number of
Do you like pie? // Yes, I do!
boxes vertically above the name of the food item.
Do you like meat? // No, I don’t!
Choose individual students to ask more questions
Do you like pasta? // No, I don’t!
until the bar chart has been completed.
170
LESSON 6
6
Teaching star
1 6B
Watch the video. Circle. What does Remy like? Classroom management Using “open pairs”
to practice language before the cut-out activity
will help students understand what they have
to do. Nominate students to ask each other out
loud. Say: (Anna), ask (William). Anna: I like
6.12
(milk). Do you like (milk), William? William:
Do you like cheese? Yes, I do.
Yes, I do. Repeat with several students around
Do you like tomatoes? No, I don’t.
the class.
2 6.13
Listen and put a ✔ or ✘. Then ask a friend.
Extra activity (video extension) Write some
phrases from the video on the board, and
students mime them (He yells. Take a breath!
Keep calm and walk! He’s angry. He’s sad. He’s
Santiago
nice. He’s happy. He stomps. Hide!). Play Video
✔ ✔ ✘ ✔ ✘ ✘ 6B without the sound, and students “narrate”
My friend the video by using some of the phrases on the
board, or mime.
Do you like fruit? No, I don’t.
nicate! Wrap-up
s commu Play Tell Mickey (see Games Bank p.252), using
’ I like pasta.
Let
Yes, I do.
Do you like pasta? Do you like juice? the Mickey Mouse puppet. Students sit in a circle,
3 Use the cut outs. with food picture cards placed in the middle.
Play the game. Make Mickey ask a student Do you like (pears)?
The student picks up the pear picture card and
Cut outs answers: Yes, I do. / No, I don’t. That student asks
No, I don’t. another student, and students continue asking and
answering around the circle.
I can ask and answer about likes and dislikes. 77
the class.

Workbook page 70
• Students cut carefully around the dotted lines of the cut-outs.
• Ask: What’s this?, and students say the food words. 1 Read and draw or . 1 , 2 , 3 ,
• Read aloud the speech bubbles with the class, and students point to the 4
corresponding cut-outs. Number and write. like 3, you 2, fruit? 4, Do 1;
Do you like fruit?
• Demonstrate the game with a confident student. Hold up a cut-out, and say: I like
(cheese). Do you like (cheese)? If the student answers Yes, I do., both place your 2 Circle the food you like. Answer for you.
cut-out on your tray. If the student answers No, I don’t., put the cheese cut-out
down on the desk. Continue until you find food you both like.
• Students work in pairs to play the game, taking turns to say what they like and ask
their partner.
SUPPORT Students answer the questions in the game (Yes, I do. / No, I don’t).
STRETCH Students ask the questions in the game, e.g., Do you like (pie)?
171
6 Lesson 7: Myself and others Be nice to others Student’s Book page 78
Objectives Warm-up
Lesson aim: be nice to others Greet students with the Mickey Mouse puppet.
Target language: Are you OK? Can I help? Come and • Use the Myself and others poster to review emotions and actions students
play with us.; lonely, nice know: happy – smile, sad – cry, scared – hide, excited – jump, angry –
stomp, yell, frown. Say: I’m (angry). What can I do? Students remember
Recycled language: emotions and actions from Units 1–5
how to keep calm (take a breath, close your eyes, count to ten, keep
Materials: Audio; (optional) Video 6A; Myself and calm). They mime and say the words.
others poster; Mickey Mouse puppet
1.14 Listen and sing.
Skills • Play the song audio. Students join in with words and actions.
related to familiar topics if supported by pictures (23) Presentation
Listening: can recognize familiar words in short phrases 1 Who’s lonely? Circle in green. Who’s nice? Circle in blue.
and sentences, spoken slowly and clearly and supported • Students look at the pictures of Remy and Linguini. Ask what they can
by pictures (19) remember about the video in Lesson 1, and they look once more at the
Speaking: can repeat phrases and short sentences, if Big Picture on pp.70–71. If necessary, play Video 6A again to remind
spoken slowly and clearly (16) students of the characters’ reactions. Students look at the pictures. Say:
Remy helps Linguini. Is he nice? (yes) Linguini doesn’t have friends. Is he
happy? (no) He’s … . (lonely).
• Students look at the pictures of the children and find them in the story
Teacher toolkit on pp.74–75. Ask what they can remember about the story: Is Alicia
(happy)? Does she have friends? (no) She’s … . (lonely). The children help
Being nice to others Alicia. They’re … . (nice).
In this lesson, students explore different ways in • Read aloud the rubric with the class. Students hold up a green and blue
which they can be nice to each other, including pencil or crayon. Then ask them to circle the lonely pictures in green and
inviting, playing together, and offering to help. the nice pictures in blue.
At this age, students have a basic understanding of
other people’s emotions, and start to develop social
Students say: He’s/She’s (lonely/nice).
behavior and form stable friendships. Elicit ideas
about how we can be nice to others in class, and
draw up a set of classroom guidelines together. Practice
Social awareness
2 Think and check (✔). Then act.
• Students look at the pictures. Ask: How does the boy feel? (sad/lonely)
Does he have friends? (no).
Extend • Students look at the pictures and read aloud the speech bubbles with
Set up a “Be nice!” jar. Place the jar in the classroom, the class.
and tell students that they will fill it with balls or any
• Students check the pictures that show the other children being nice.
other small item. To place a ball in the jar, they need
They compare their answers in pairs.
to be nice to someone. Each time you see a student
helping, being friendly, or generally being nice to a • Students work in small groups to act out being nice (pictures 1 and 3),
classmate, ask them to put a ball in the jar. Continue using the speech bubbles as a model. Invite more confident students to act
throughout the term. When the jar is full, celebrate! out the situations in front of the class.
SUPPORT Students act out the behavior without saying the words.
Home-school link STRETCH Students use as much language as possible when they act,
Students complete the Be a hero! task at home as well e.g., I don’t have friends. I’m sad and lonely. / Don’t cry! It’s OK.
as at school, by drawing a happy face each time they
are nice to someone.
172
LESSON 7
6
Myself and others Be nice • Ask students to think of people they can be nice
1.14
Listen
to others to at home or at school (brother, sister, mom, dad,
grandma, a friend, teacher). They suggest things
and
sing. they could do to be nice, e.g., playing with a
sibling, helping around the home.
1 Who’s lonely? Circle in green. Who’s nice?
• Students check the picture showing who they are
Circle in blue. going to be nice to (a sibling or a parent), then
a b c d
draw themselves being nice to that person.
Be a hero! Students keep a diary about
being nice at school. They can make a note or draw
a picture each time they do something nice to help
2 Think and check (✔). Then act. someone in class. In the next lesson, they can show
and tell what they did.
Come and Are you OK?
play with us! This is fun! Can I help?
Extra activity (whole class) Students design a
1 2 3
being nice badge or emoji. They draw a small
picture and add some words, e.g., I’m nice. /
Can I help? / Are you OK?
✔ ✔
3 How can you be nice? Check (✔) and draw. Wrap-up
Be a hero! Hold up the Mickey Mouse puppet and invite
How can you be poster. Say an emotion or a phrase from one of
nice this week?
✔ Keep a diary. the Myself and others lessons, e.g., I’m (lonely),
and students find the corresponding picture as
quickly as they can on the poster. Repeat with
other students and phrases.
✔ Students say goodbye to Mickey as they leave
class.
78 Social awareness I can be nice to others.
Workbook page 71
1 Look and match. How can they be nice? 1 d,

Teaching star
2 c, 3 b, 4 a
Social-emotional learning Asking students to think about classroom situations 2 Check (✔) or write two people. Then draw.
where they can be nice will help personalize the new language and make it more Students choose two people and draw how they
relevant. Ask students to think about how they can help other students or the can be nice to them.
teacher, e.g., lending a pencil, sharing their things, opening the door, cleaning
the board, picking up equipment. Encourage them to use the language from the
lesson, e.g., Are you OK? Can I help? / I can help!
3 How can you be nice? Check (✔) and draw.

• Students look at the pictures. Ask: Who’s nice? (girl/boy) Who do they help?
(brother/mom) How do they feel? (happy). Using L1 if necessary, talk about how
the children in the pictures are being nice. Ask them to imagine how they feel
when someone is nice to them. Say: Your (brother) is nice to you. How do you
feel? (happy).
173
6 Lesson 8: My world Life Science: How tomatoes grow Student’s Book page 79
Objectives Warm-up
Lesson aims: read and understand about how things Greet students with the Mickey Mouse puppet.
grow Play Which is different? (see Games Bank p.252) to review food words.
Target language: grow, seeds, soil, sunlight, water Make Mickey hold up four food picture cards, e.g., oranges, bananas,
carrots, pears. Students say the food words and name the odd one out
Recycled language: food; animals, objects;
(carrots aren’t fruit). Repeat with other food picture cards, e.g., cheese,
They’re (big).; fruit
milk, meat, oranges (oranges are fruit); tomatoes, pears, grapes, juice
Materials: Audio; Picture cards (Food 1, 2, 3; Pets; (juice is a drink).
Animals 1, 2; Classroom; Classroom objects 1, 2);
• Hold up the tomatoes picture card, and ask: What do you know about
Mickey Mouse puppet
tomatoes? Elicit ideas from the students in English or L1 (They’re red / a fruit).
Skills Presentation
Reading: can understand basic phrases in short, simple 1 6.14 Let’s explore! Listen and number.
texts (24)
• Students look at the pictures. Ask: What are they? Are they (big)? What
Listening: can understand simple phrases relating to color are they? (red) Do you like tomatoes? (Yes, I do. / No, I don’t).
• Students work in pairs. They share what they know about how tomatoes
pictures (25)
grow and guess the order of the pictures.
• Play the audio, pausing after each set of sentences. Students point to
the pictures. Play the audio again, pausing so that students can number the
Writing (WB): can write simple phrases with pictures 1–5.
appropriate spacing between words (22)
bold. Draw pictures on the board as necessary to help convey meaning:
Teacher toolkit seeds, water, sun, grow (small plant to big plant), soil.
• Then ask students to practice reading aloud in groups of five. Ask them to
Cross-curricular
read out the paragraphs in the correct order, with each student in the group
A good way for students to learn about how plants reading one paragraph.
grow and their needs is by encouraging students to
plant seeds. If doing the Extra idea! below, choose a • Invite more confident students to read aloud the sentences to the class.
plant that grows well and quickly in your particular Teaching star
climate and conditions. Tomato plants can grow to be
fairly large, so consider the space you have available Creativity Using physical actions to express what they have learned
before choosing a plant. Herbs and beans are fast- will help students remember new language better. Students work in
growing plants and germinate quickly. groups to mime the different stages of how tomatoes grow, e.g., seeds
– show something very small with your fingers; grow – use your hands
Extend to show something small and then open your arms to show it growing;
water – mime using a watering can; sunlight – make the shape of the
Set up a plant growing project. Bring in some seeds
sun in the sky. Students create their own actions for each growing stage.
or beans, some soil, and a few small containers (e.g.,
yogurt pots or even egg shells!). Students plant the
seeds, water them, and place them in a suitable part
of the classroom, e.g., near a window. Make sure
Practice
students water their plants regularly (do this for them, 2 Think Look and circle.
if necessary), and remind them to keep a record of • Read aloud the words with the class. Check understanding of the new
how their plants are growing. words: seeds and grows, by asking students to mime or point to the pictures
in activity 1.
Home-school link • Students work in pairs. They read aloud the words in each word cloud. Ask
Ask students to observe their plants at home and them to circle all the food with seeds in the first word cloud, and the things
watch them grow. Students talk with their families that grow in the second word cloud.
about what these plants need to grow. • Check the answers all together as a class. Ask: Do (pears) have seeds? (yes)
Does a (car) grow? (no).
174
LESSON 8
6
How tomatoes grow Life Science
My world
The tomato plants are Thinking skills

1 Let’s explore! Listen and number. small. Give them water
6.14
and sunlight.
Analyze In activity 2, students reflect on the
3 concepts of things that have seeds and things
The tomato
plants grow! that grow, and classify accordingly.
4
Analyze In activity 3, students analyze photos
and match them to word labels. They number
Tomatoes are fruit.
the word labels, then point and say the correct
They have seeds. sequence of a life cycle of a plant.
1
The tomatoes are Evaluate/Create You can extend HOTS by
Put the seeds
big now. You can
eat them!
in the soil. asking students to draw five simple pictures,
5 2
with arrows between them as in activity 3, to
show the life cycle of a tomato plant.
2 Think Look and circle.
It has seeds. grape It grows. kitten Extra activity (extension) Students think of
pear cheese baby puppy other food that has seeds (lemons, watermelon,
orange carrot book limes, apples), or other things that grow
car
(hamster, dog, cat, horse). They work in small
groups to make a poster of things that have
3 Do Number. Then say. seeds, or things that grow. Students draw
or cut out pictures and write labels where
1 2 3 4 5
possible. Help them with any new vocabulary
as necessary.
Wrap-up
soil 2 water 3 sunlight 4 Play Touch it! (see Games Bank p.252) with
grow 5 seeds 1
picture cards from Units 1–5. Invite two students
to come to the front of the class. Make the
I can read and understand about how things grow. 79 Mickey Mouse puppet hold up two picture
cards, e.g., onions, oranges. Say: It has seeds.
The students touch the correct picture card.
3 Do Number. Then say. Repeat with other students and picture cards,
• Students look at the pictures showing how grapes grow. Ask: What’s this? e.g., pencil and hamster, and say: It grows.
(soil, water) What are they? (seeds, grapes). Students say goodbye to Mickey as they leave
• Read aloud the words with the class. Students work in pairs. Ask them to look at class.
the photos, think, and number the words in the correct order.
• Check answers all together as a class. Say: One. Grapes are fruit. They have … . Workbook page 72
(seeds) Two. Put the seeds in the … . (soil) Three. Give the seeds … . (water) Four.
1 Read and put a ✔ or ✘. 1 ✔, 2 ✘, 3 ✘, 4 ✔
Give the seeds … . (sunlight) Five. The grapes … . (grow).
2 Look and mark the spaces between the
• Students work in pairs, taking turns to point to the pictures and say the words. words. Then write. They // have // seeds. The //
SUPPORT Students indicate each stage using single words or by miming. tomatoes // grow.
STRETCH Students describe each stage using full sentences from activity 1, e.g., 3 Write and draw the tomato growing.
Put the seeds in the soil. Give them water … . 1 seeds; 2 sunlight, water; 3 grow
Extra time? seeds
175
6 Lesson 9: Project My lunch plate Student’s Book page 80
Objectives Warm-up
Lesson aim: make and present my lunch plate Greet students with the Mickey Mouse puppet.
Target language: I like / don’t like (eggs). Good job!; clap • Play the chant audio (track 6.2), and students join in with the words
hands, listen to others and actions.
Recycled language: food; This is my (lunch).
Let’s review
Receptive language: Tell us about …
Materials: Audio; Picture cards / Word cards (Food 1,
2, 3); Mickey Mouse puppet; (optional) pens, pencils, • Students look at the picture and say the food words. Ask: (Alex), do you
paper, paper plates like (carrots)?
• Read aloud the sentences with the class, and students point at the pictures.
Then play the audio, and they check the lunch plate that is described.
Skills
Reading: can understand basic information about Audioscript (tracks 6.15 and 6.16)
people’s likes and dislikes, if supported by pictures (26) Teacher: Sit down, children! Don’t talk! Listen! OK, Maria, tell us about
Listening: can understand simple phrases related your picture.
to familiar topics, if spoken slowly and clearly and Maria: This is my lunch. I don’t like pie. I like rice and carrots. Thank you.
supported by pictures (27) Teacher: Thank you, Maria! Good job!
Children: Good job, Maria!
Speaking: can express likes and dislikes in relation to
familiar topics in a basic way (29)
Writing: can write simple sentences about their likes
Get ready
and dislikes in relation to familiar topics (food), given 2 6.16 Circle. Then listen again and check.
prompts or a model (30) • Explain to students that they are going to make their own lunch plate and
present it to the class.
Teacher toolkit • Students think about how to listen well to other students. They look at
each pair of pictures and circle the one that shows the correct behavior.
Project skills: Presentation • Play the audio from activity 1 again, and students listen. Pause after
In this lesson, students learn how to listen well when the first line, and ask: What does the teacher say? (Sit down! Don’t talk!
someone else presents their project. Model the Listen!). Students mime and point to the picture. Play the rest of the audio,
behavior you expect of students when listening. Say: and ask: What does the teacher say? (Thank you! Good job!). Students
Sit down! Don’t talk! Listen! Tell them to look at the mime Thank you / Good job! (e.g., clapping, giving a thumbs up).
student who is presenting, and encourage them to say
Good job! after the presentation. Create
3 Now design your lunch plate. Then tell the class.
Extend • Direct students to go to p.73 in their Workbooks and do the scaffolded
Discuss how some people either do or don’t eat activities to create their project.
specific foods because these foods can make them
sick or for personal or cultural reasons, e.g., vegans Workbook page 73
don’t eat animal products. Discuss how we should
always be nice to people about their food, and if 1 Check (✔) for your lunch plate. Then write and draw. Students
we see someone eating an unusual food, we can choose the food they want on their lunch plate, and then they follow the
show interest and ask them questions. Encourage model sentences to write about their food choices.
students to ask each other questions to find out more 2 How can you listen well? Check (✔). Then practice with a friend.
information about their presentations. Students check the picture that shows how to listen well. They work with a
partner to practice their presentation, taking turns to give the presentation
Digitizing projects and to listen well. (Answers: 1 ✔, 3 ✔)
Students use a digital app to combine their photos or • If suitable, give each student a piece of paper and ask them to refer to
drawings of their lunch, then add music or narration to their completed activity 1 in their Workbooks as they draw and write
make a video. about their lunch plate. Give them time to draw and write.
176
LESSON 9 Pre
sentati
6
My lunch plate
Project
on
ACHIEVE
Students draw a lunch plate showing different
Let’s review food, and write at least two sentences about
1 6.15
I don’t like pie. I like
rice and carrots.
✔ 2
their drawing, using I like / don’t like … .
1 SUPPORT
Students draw smiley and frowny emojis instead
of writing I like / don’t like. They can write single
I like pasta and words labels, instead of writing full sentences.
juice. I like fruit.
STRETCH
Students draw more food and write more
Get ready complex sentences to describe their plate, e.g.,
I like (pears) and (cheese). I like (juice). I don’t
2 6.16
Circle. Then listen again and check. like (milk).
1 2
a b a b
Reflect
4 How did I do?
Workbook page 73 • Read aloud the sentences with the class. Students
Create Reflect this lesson.
your lunch plate. Extra activity (class game) Play Find someone
I listen to others.
Then tell the class. who … (see Games Bank p.253). Students
I clap my hands. draw or write a food they like on a piece of
paper. They walk around the class and say: I like
I say Good job!
(pasta). Do you like (pasta)? Ask them to find
at least one other student who likes the same
food. Invite them to stand together and tell the
80 I can make and present my lunch plate.
class: I like (pasta). I like (pasta), too. Count
how many students like each food to find the
class’s favorite.
• Circulate around the class, helping as necessary. Encourage students to raise their
hands and ask for help if needed.
• When they are ready, students work in pairs, taking turns to show and describe Wrap-up
their plate. Display the students’ lunch plates around the
• Invite more confident students to show and describe their lunch plate to the rest classroom. Hold up the Mickey Mouse puppet,
of the class, e.g., This is my lunch. I like (bread) and (cheese). I don’t like (meat). and make Mickey comment on the projects. Say:
Remind the other students: Sit up! Don’t talk! Listen!, and ask them to clap and say I like (pears), too! Nice picture! Good job!
Thank you! Good job! • Give students time to look at each other’s work.
Encourage them to read the captions or describe
Teaching star the food and respond to the pictures.
Creativity Giving students choices about how to present their projects will help Students say goodbye to Mickey as they leave
motivate them to be creative. Encourage students to think of different ways to class.
present their projects: bring paper plates to class, draw or stick food pictures on
the plates; making food out of clay, making a collage, or using plastic “toy” food. Workbook page 73

177
Objectives Warm-up
Target language: food; I like / don’t like (pears). Do Make Mickey hold up the food picture cards from the song (pie, cheese,
you like (bananas)? Yes, I do. No, I don’t. rice, meat, pasta, jam, fruit), and students say the words.
Materials: Audio; (optional) Video 6A, Video 6B; • Play the song audio (track 6.11), and students join in with the words and
Picture cards / Word cards (Food 1, 2, 3); Stickers; the actions. If students are confident with the words, play the karaoke
Mickey Mouse puppet; My progress poster version (track 6.11_karaoke).
I can do it!
Skills
people’s likes and dislikes, if supported by pictures (26) • Students look at the pictures for one or two minutes. Ask them to try to
Listening: can understand simple questions and answers
about people’s likes and dislikes (27) • Then say: Close your books. Ask: What food can you remember?
Students say what food items they remember seeing in the pictures.
Speaking: can express likes and dislikes in relation to
familiar topics in a basic way (29) • Students read the words and circle the correct word for each picture.
Writing (WB): can write some familiar words (20) • Students compare their answers in pairs, then check all together as a class.
• Read aloud the speech bubbles. and students talk in pairs about what food
they like or don’t like.
Teacher toolkit
SUPPORT Students talk only about foods they like, e.g., I like (meat).
Video review STRETCH Students respond to their partner and say: I like (eggs), too.
You can return to Video 6A and Video 6B at the They ask their partner: Do you like (eggs)?
end of the unit for a “second play.” Students name the
foods they see in the video and say what they think Teaching star
the chefs are cooking in the kitchen.
Learning to learn Encouraging students to find learning strategies that
work for them will help them develop a “can-do” attitude. Students think
Remediation about the best way for them to remember new vocabulary, e.g., seeing
Hold up each food picture card, ask: Do you like picture cards, hearing a word many times, making their own picture
(pasta)?, and elicit answers from the class. Then play cards, miming, repeating a word or a list, testing each other in pairs,
the song from Lesson 5 again to review the structures mind maps. Encourage them to use that strategy to remember the new
I like and I don’t like. vocabulary from Unit 6.
Home-school link 2 6.17 Listen and number. Then ask and answer.
Students share with their families the language • Students look at the picture. Ask: Who’s this? (Linguini/Remy).
they’ve learned in the unit. Encourage them to ask
• Read aloud the speech bubbles with the class. Ask: What does Linguini
their families about the foods they like and don’t like.
like? Does he like (bananas)? Students guess which food they think
Linguini likes. Then play the audio, and ask again: Does he like (bananas)?
(yes) Does he like (oranges)? (no).
• Play the audio again, and students number the speech bubbles 1–4.
• Students read aloud the dialog in pairs.
SUPPORT Ask individual students to read aloud the questions and
answers to you, so that you can help them with pronunciation and any other
difficulties.
STRETCH Students ask their partner about food, using the speech bubbles
as a model, e.g., Do you like (onions)? Place some food picture cards on the
board as prompts.
178
LESSON 10
6
Review
I can do it! Extra activity (whole class) Play a version of
Whispers with picture cards. (see Games Bank
1 Circle. Then say for you. p.253). Students sit in a circle. Show a picture
1 2 3 4 card to one student and whisper: I don’t like
(bread) or Do you like (meat)? Students whisper
the sentence or question around the circle, and
the final student says the words they heard.
eggs / pears jam / onions grapes / bread meat / pasta
I like pears. I don’t like eggs.

Wrap-up
• Give students a topic from Units 1–6, e.g., food,
2 6.17
Listen and number. Then ask and answer. toys, family. Give them one minute to say or write
Do you like as many words as they remember from that topic.
Do you like 3 Students compare their answers in pairs, then
bananas?
1 oranges?
share answers all together as a class.
Yes, I do. 2 • Draw students’ attention to the My progress
No, I don’t. 4
3 Think and check (✔).. Then stick! I can … statements (I can name food and say
what I like, I can be nice to others).
er
I can … Stick
time Students say goodbye to the Mickey Mouse puppet
and to tell him their favorite word from Unit 6.
name food and drinks

read a story
sing a song
My progress journal
I completed
be nice to others
✔ Unit 6! 1 Look and circle. Then say for Hugo. 1 don’t
like, 2 like, 3 don’t like, 4 like
Go online 2 Write and put a ✔ or ✘ for you. Then ask a
Big Project 81 friend and draw. Do, like; Do, like; Do you like
Audioscript (track 6.17) each lesson.
1 Do you like bananas?
2 Yes, I do.
3 Do you like oranges? Unit 6 Exam practice
4 No, I don’t. Audioscript see pp.249–250
3 Think and check (✔). Then stick! Sticke
time
r
Listening
1 6.3 Listen and check (✔). 1 pears,
• Read aloud the I can … statements with the class. Students check what they feel
they can do after they have completed Unit 6. 2 grandma, 3 oranges, 4 bread and
tomatoes
• Ask individual students to read aloud the sentences they checked, e.g., I can be
nice to others. Students demonstrate what they can do. Reading
2 Look and write. 1 milk, 2, pear, 3 meat,
4 onion, 5 orange
My Star and Hero! Students look at the sticker of Remy on p.5 of the Student’s Speaking
Book. They work in pairs to describe Remy, e.g., He’s (gray/small/nice). His 3 Answer the questions for you. Possible
favorite food is cheese. answers: I like (pears). Yes, I do. / No,
I don’t. I eat (pasta) for lunch.
Choose your favorite activity in the
Sticke
time
r
unit and stick.
179
7 My free time

By the end of this unit, students can: Listening: recognize and understand words for free
• draw and write about themselves, identifying time activities, and descriptions and questions and
and naming free time activities, and describing answers about what people can and can’t do
what they can do Reading: read and understand a short, simple
• read and understand a story about helping our cartoon story and very short texts about how the
friends body moves
• name free time activities Speaking: talk about free time activities; ask and
• ask and answer about what people can do answer about free time activities; say expressions
to indicate ability and persistence; say simple
• talk about their emotions and how to keep trying sentences about how the body moves
• understand and talk about how their body moves Writing: write words about free time activities
Vocabulary Grammar
Lesson 1: dance, paint, play the guitar, read Lesson 3: I can read. I can’t sing. She can run. He can’t
Lesson 2: catch a ball, jump rope, play soccer, play dance.
video games, ride a bike, run, sing, throw a ball Lesson 6: Can you dance? Yes, I can. Can she dance?
Lesson 5: bounce a ball, draw, hop, play the piano, Yes, she can. Can he dance? No, he can’t.
swim, use a computer
Story
Myself and others Let’s ride a bike!
Persistence In this unit, a Disney video and a story Come on! Let’s go! What’s the matter? I can try …
introduce the theme of persistence. Students will Go on! You can do it.
explore how to try new things and to keep trying
even if they think it’s difficult.
Language: Don’t give up! Go on! You can do it!
Project
It’s hard. Keep trying. ‘About me’ poster
Self-management Self-management: asking for help
Can you help me? How do you spell …?
S ci e n c e
My world
Science: My body can move!
bones, joints, muscles, skeleton
180
Unit overview
Pascal
Rapunzel’s pet and best friend.
He listens to Rapunzel’s
problems and protects her.
Flynn
A charming and handsome young thief
who helps Rapunzel discover the joys
and dangers of the outside world.
Rapunzel
A spirited and determined girl
who dreams of exploring the world
outside her tower.
Tangled tells the story of Rapunzel, a young girl who grows up in a tower. She lives with Mother Gothel,
a wicked woman who took Rapunzel from her family as a baby. Rapunzel’s only friend is her pet chameleon,
Pascal, with whom she spends her days. Eventually, Rapunzel becomes curious about the outside world,
and when Flynn Rider unexpectedly arrives at the tower, he helps Rapunzel to escape. They embark on an
exciting journey at the end of which Rapunzel finds out who she really is!
u
id yo know
D ?
Tangled was
eo stor
Vid ies based on the st
ory
Rapunzel by th
Video 7A: You can do it, Rapunzel! e
Brothers Grimm
.
Video 7B: Can you dance?
Online modules
Phonics Big Project
Extra
Words with j, ss, v, and w Plan an activity day reading
jam, kiss, vet, web
181
Objectives Warm-up
Lesson aim: name free time activities Greet students with the Mickey Mouse puppet, and sing the Hello,
Target language: dance, paint, play the guitar read
Recycled language: She’s (excited/scared/sad). She isn’t Presentation Video story
(happy/angry). She can (paint). She can’t (climb).
Receptive language: Go on. You can do it! characters: This is the movie Tangled. This is (Rapunzel).
Materials: Video 7A; Audio; Picture cards / Word • Elicit any vocabulary students may know. Ask: What’s this? What color
cards (Free time activities 1, Disney characters); Sticker is it? Is he big or small?
(Rapunzel); Mickey Mouse puppet
1 7A Watch the video. Check (✔) Rapunzel’s friends.
Skills Make the Mickey Mouse puppet stand up. Say: Sit down, Mickey.
Reading: can recognize some simple words and phrases
related to familiar topics if supported by pictures (23) • Play Video 7A, and students watch and listen.
Listening: can recognize familiar words in short • Ask: Who are Rapunzel’s friends? Students check the pictures. Ask: What
phrases and sentences, if spoken slowly and clearly and can Rapunzel do?, and students mime (paint, read, play the guitar, brush
supported by pictures and gestures (19) her hair, jump, dance). Then ask: Can Rapunzel go outside? (no) Who
helps her? (Flynn) What can she do now? (run, dance).
Speaking: can say single words (and phrases) related to
familiar topics, if supported by pictures or gestures (18)
Writing (WB): can label simple pictures related to 2 7A Watch again. How does Rapunzel feel?
familiar topics by copying single words (16) • Students look at the pictures. Read aloud the words and students
mime each emotion. Ask: How does Rapunzel feel in the video?
(scared, happy, excited).
Teacher toolkit
• Play the video again, pausing occasionally to ask: How does she
Video summary – 7A feel? Is she (happy)? Students mime Rapunzel’s emotions. ([1:55]
You can do it, Rapunzel! Videoscript see p.247 not happy; [2:35] scared; [2:48] excited; [3:03] scared; [3:21]
Rapunzel lives in a tall tower. She spends her time happy; [3:52] excited)
painting, reading, and playing with her friend Pascal, • Students point to or circle the words that describe how Rapunzel
but she can’t go outside. Then Flynn arrives, and he feels.
encourages Rapunzel to leave the tower and follow
her dreams. Picture cards / Word cards (optional) Show the picture cards one by one
Extend to remember the words. Then show each word card, and elicit the words.
Set up different areas in the classroom: a reading
zone, an art zone, a music zone, and an activity Practice
zone. During the unit, invite students to visit one of 3 7.1 Listen, find, and say. Then ask a friend.
the zones and choose an activity to do, depending
• Students explore the Big Picture. Point and say the free time words.
on how they are feeling, e.g., read a book, draw a
picture, sing and/or dance to one of the songs from • Students look at the small pictures. They find each image in the Big Picture
Units 1 to 6, play a ball game with a friend. and say the name of the free time activity.
• Play the audio. and students find the actions in the Big Picture and say
the words. Play the audio again, pausing for students to point and read
Persistence the words.
Use the video story to review the emotions: sad, • In pairs, students take turns to point to the pictures and say the words.
scared, and excited. As students watch, they act out
Rapunzel’s emotions. Ask students why Rapunzel Audioscript (track 7.1)
is scared to put her feet on the ground (it’s the first paint … play the guitar … read … dance
time she’s been outside). Then encourage them to
say Good job! 4 7.2 Listen, chant, and act.
• Play the audio, demonstrate the actions, and students listen to the chant.
Self-management
182
7
7 My free time
LESSON 1 Vocabulary
1 Watch the video. Check (✔)

eo stor
7A
Vid y Rapunzel’s friends.
✔ ✔
2 7A
Watch again. How does Rapunzel feel?
excited
happy sad
paint angry scared
3 7.1
4 7.2
read play the guitar
dance
Collect ?
82 I can name free time activities. your friend! 83
page 5
• Say: Listen and chant!, and play the audio again. Students join in Collect your friend Show the picture card of Rapunzel to
with the chant and the actions.
? help students identify the correct sticker. Students stick the
SUPPORT Students do the actions and join in with single words in sticker on p.5 in the Student’s Book. Ask: What’s her name?
the chant, e.g., dance. (Rapunzel) Who’s her friend? (Pascal) What color is he? (green).
STRETCH Students chant full sentences, e.g., I can (dance).
Wrap-up
TPR
Play Mickey says (see Games Bank p.254), using the Mickey
chant
Mouse puppet. Hold up Mickey and say: Play the guitar! Mickey
dance – dance on the spot read – open an imaginary book says, “Dance!”. Students do the activity only when they hear
play the guitar – strum an paint – use an imaginary Mickey says.
imaginary guitar paintbrush

I can dance. I can dance around.
I can play. I can play the guitar. Learning Heroes
I can read. I can read a book.
I can paint a picture. Look! Look! Look!
1 Check (✔). a 2 ✔, b 1 ✔
2 Look, read, and circle. a scared, b happy
Extra activity (video extension) Students imagine what free 2 Choose and write. 1 paint, 2 read, 3 play the guitar, 4 dance
time activities Rapunzel does after she leaves the tower and how
3 Challenge! Find and write. What animal is Pascal? chameleon
she feels. They draw a picture of an activity she can do outside,
and say: Look! She’s (excited).
183
Objectives Warm-up
Lesson aim: name free time activities Greet students with the Mickey Mouse puppet.
Target language: catch a ball, jump rope, play soccer, Make Mickey hold up the free time activity picture cards and word cards
play video games, ride a bike, run, sing, throw a ball from Lesson 1. Students say the words and do the actions.
Recycled language: free time activities • Write on the board a free time activity from Lesson 1, with one letter
missing, e.g., d _ n c e. Invite a more confident student to write in the
Materials: Audio; Picture cards / Word cards (Free time
missing letter, then say the word. Repeat with other words and students.
activities 1, 2); Mickey Mouse puppet
• Say: Listen and chant!, and play the chant (track 7.2). Students join in and
do the actions.
Skills
Reading: can recognize simple words and phrases Presentation
related to familiar topics if supported by pictures (23) Picture cards / Word cards (optional) Show the picture cards one by one
Listening: can recognize familiar words in short phrases to introduce the new vocabulary. Repeat several times, encouraging students
and sentences, spoken slowly and clearly, if supported to remember the words. Then show each word card, and elicit the words.
familiar topics, if supported by pictures or gestures (18) • Students look at the pictures and say any words they already know.
Writing (WB): can label simple pictures related to • Say: Listen and point. Play the audio, and students point to the pictures.
familiar topics by copying single words (16) Play the audio again, pausing after each word or phrase. Students read
each word or phrase.
• Say a number, e.g., five, and students say the corresponding word (sing).
Teacher toolkit
Do the same with other numbers and words.
Teaching vocabulary • Students play the game in pairs. They take turns to say a number from one
Invite students to guess what your hobbies are. Place to eight for their partner to say the corresponding word.
on the board the free time activities picture cards.
Point to each one, and ask: I (run) or I don’t (run)?, Practice
nodding and shaking your head to reinforce the 2 7.4 Listen and say. Then say and do.
meaning of affirmative and negative forms. If students
• Students look at the picture, and read aloud the speech bubble with the
think you do the activity, they mime it. Repeat with all
class. Students mime singing.
the picture cards, then tell students which of the free
time activities you do. • Play the audio, pausing after each sound. Students guess the free time
activity. Then play the audio again, and students listen to the words. They
say each word and mime the action, e.g., play video games (move your
Extend
thumbs on an imaginary console).
Students make a free time activities mini-book. On
• Students work in pairs, taking turns to say and mime free time words from
each page, they draw a picture of themselves doing
activity 1.
an activity and write the word or phrase. You can
research online to find instructions for how to make a Audioscript (track 7.4)
mini-book from an A4 piece of paper. 1 [sfx: singing] sing
2 [sfx: jumping rope] jump rope
Home-school link 3 [sfx: video games] play video games
Tell students to keep a record of the free time 4 [sfx: a bike] ride a bike
activities they do at home. They can write them down 5 [sfx: a soccer game] play soccer
or draw a picture and say which activities they do, 6 [sfx: running] run
e.g., I play soccer.
184
LESSON 2
7
Vocabulary
Teaching star
1 7.3
Listen, point, and say. Then play. Learning to learn Helping students remember
verb-noun collocations will enrich their
vocabulary. Write on one side of the board: play,
ride, catch, throw, jump. On the other side of the
1 run 2 ride a bike 3 throw a ball 4 catch a ball board, write: a ball, video games, soccer, rope,
a bike. Invite more confident students to draw
matching lines between the words (jump – rope,
play – soccer, etc.). Students make their own
word cards so that they can practice in pairs.
5 sing 6 play soccer 7 play video games 8 jump rope
2 Listen and say. Then say and do. Extra activity (class game) Play Match it!
7.4
(see Games Bank p.252). Hand out picture
Sing! cards and word cards to several students. Say
the names of different free time activities, and
students hold up the matching picture cards and
3 Think and match.
word cards. All students say the words. Repeat
1 2 3 4 5 6
with different students and free time activities.
Wrap-up
Play a game of Tennis (see Games Bank p.254),
a play video games c run e throw a ball using the Mickey Mouse puppet. Make Mickey
b jump rope d ride a bike f play soccer “serve” a verb to a student, e.g., catch. The
student “returns” by saying a suitable noun (a ball).
4 Act and guess. Talk
buddies Students play the game with Mickey, then in pairs
Catch a ball! or in teams. Make Mickey “serve” other verbs to
students, and they complete each phrase, e,g.,
play (soccer / video games / the guitar), throw (a
84 I can name free time activities.
ball), ride (a bike), jump (rope).
class.
3 Think and match.
• Students look at the small pictures and guess the free time activity. Workbook page 78
• Read aloud the words with the class, and students point to the pictures.
• Give students time to draw matching lines from the pictures to the words.
1 7.1 Listen and color. a yellow, b purple,
c black, d orange, e brown, f blue, g pink, h red
Talk
4 buddies Act and guess. 2 Find, choose, and write. 1 sing, 2 run, 3 play
• Read aloud the speech bubble with the class. Students look at the picture of the soccer, 4 jump rope, 5 ride a bike, 6 play video
boy, then mime catching a ball. games
• Demonstrate the game. Mime a free time activity, and students guess (play soccer). Extra time? play video games
• Students work in pairs to play the game, taking turn to mime different free time
activities for their partner to guess.
SUPPORT Students mime the free time activities without saying the words.
STRETCH Students tell their partner which activities they can do, e.g., I can
(jump rope).
185
Objectives Warm-up
Lesson aim: say what people can and can’t do Greet students with the Mickey Mouse puppet.
Target language: I can read. I can’t sing. She can run. Make Mickey mime free time activities from Lesson 2, e.g., throw a ball,
He can’t dance. and students say the activity. Then ask several students to mime, and the
other students say the corresponding word or phrase.
Recycled language: free time activities
Materials: Audio; Picture cards / Word cards (Free Presentation
time activities 1, 2); Stickers; Mickey Mouse puppet;
(optional) small ball or beanbag, photos or videos of 1 7.5 Look and circle. Then listen and check.
famous people who can do any of the unit activities • Remind students of Video 7A. They say what they can remember about
Skills • Give students two minutes to look at the picture, then say: Close your
books. Ask: Can you remember? Who’s in the picture? (Rapunzel/Pascal)
Reading: can understand a few simple phrases related
What color is (Pascal)? (green) Is he big or small? (small) How many books
to familiar, everyday activities (25)
can you see? (three) What can Rapunzel do? Can she (read)? (yes).
• Read aloud the caption with the class. Using L1 if necessary, discuss the
and sentences, spoken slowly and clearly, if supported
meaning of play video games. Point out to students that Rapunzel can’t
play video games because they don’t exist in her world. Students circle the
Speaking: can say single words (and phrases) related to correct word (read).
• Play the audio, and students check their answer.
Look, it’s Rapunzel! She can’t play video games. She can read books.
Teacher toolkit
Teaching grammar 7.6 Grammar Heroes
Use TPR mimes to present the grammar. Act out • Students look at the grammar box. Play the audio, and they listen and read.
doing each of the Lesson 2 activities successfully, Play the audio again, pausing after each sentence for students to repeat.
and say: I can (run). Then act out doing each of the • Students work in pairs to read aloud the grammar box.
activities unsuccessfully, e.g., attempting to run but
stopping, out of breath, and say: I can’t (run). Teaching star
Support understanding Students can find it difficult to hear the
Engage difference between can and can’t. Help them by using a gesture, e.g.,
Bring in some photos or videos of famous people that show a thumbs up or a thumbs down. Say: I can (dance)., and show
students will know, who can do some of the activities a thumbs up. Say: I can’t (swim)., and show a thumbs down. Students
from the unit, e.g., a well-known footballer, a famous repeat and copy the gesture. Say other sentences using can or can’t
pop star. Use these to introduce the target structure, and free time activities. Students show you a thumbs up or thumbs
e.g., He can play soccer. He can run. She can play down accordingly.
the guitar. She can sing.
Differentiation Practice
2 7.7 Listen and stick. Then circle and say.
r
Sticke
The written forms of can and can’t are very similar time
and can easily be confused. Write both forms on • Students look at the stickers and pictures. They say the names of the free
the board, using large letters. Showing students how time activities.
can’t means can not can help them understand the • Play the audio, and students place the stickers in the correct positions.
difference. Explain that not or n’t means no. Then play the audio again, this time pausing for students to stick each
sticker. Say: Number (one). She can … . (play the guitar). Do the same for
all the pictures.
• Read aloud the first sentence with the class, and students say can or can’t.
Do the same for the other pictures. Then give students time to read the
sentences again and circle the correct word in each sentence.
186
LESSON 3
7
Grammar
SUPPORT Students say what they can or can’t do
instead of writing.
1 Look and circle. Then listen and check.
7.5
STRETCH Students tell the class what their friend
can or can’t do, e.g., (She) can (dance). She can’t
(draw).
7.6
I can read.
I can’t sing. Extra activity (class game) Divide the class
She can run. into two teams of boys and girls. Ask each team
He can’t dance. to imagine they are Rapunzel or Flynn. Say
activities, and encourage each team to mime
She can read / play video games
games.
the action accordingly, e.g., She can (dance).
He can (climb). She can (paint). He can ride
2 Listen and stick. Then circle and say.
7.7
a (horse). He can (run). She can (sing). Invite
er She can paint. He can’t run. confident students to lead the game by saying
Stick
time sentences using He/She can … .
1 2
Wrap-up
Play Pass the picture card (see Games Bank
She can / can’t play the guitar. She can / can’t paint. p.252). Students sit in a circle. Hold up the
3 4 Mickey Mouse puppet, and make Mickey give a
free time activities picture card to the first student.
Students pass the picture card around the circle
until you clap and say: Stop! The student with the
picture card says: I can/can’t (paint). Repeat with
He can / can’t ride a horse. He can / can’t run.
other activities.
3 Write about you. Then tell a friend. Students say goodbye to Mickey as they leave
Talk
buddies class.
I can . I can’t .
Workbook page 79
I can say what people can and can’t do. 85
1 7.2 Listen and number. a 3, b 4, c 1, d 2
• Students compare their answers in pairs, then check all together as a class. Number and write. jump 3, can’t 2, rope. 4,
• Read aloud the speech bubbles, and students point to the pictures. Then students He 1; He can’t jump rope.
work in pairs, taking turns to say what Rapunzel and Flynn can or can’t do. 2 Look and write can or can’t. Then play.
1 can, 2 can’t, 3 can’t, 4 can. Students take turns
describing what each character can or can’t do.
1 She can’t play video games. She can play the guitar.
2 She can’t play soccer. She can paint.
3 He can’t ride a bike. He can ride a horse.
4 He can’t run. He can sit down.
Talk
3 buddies Write about you. Then tell a friend.
• Show the word cards from Lessons 1 and 2. Students read each word card
and mime the activity. Then place the word cards on the board or around the
classroom.
• Students complete the sentences about what they can and can’t do, e.g., I can
(throw a ball). I can’t (sing). They can use the word cards to help them write.
• Students read aloud their sentences in pairs. Invite more confident students to read
aloud their sentences to the whole class.
187
Objectives Warm-up
our friends Make Mickey show the story cards from the Unit 6 story. Students say
Story language: Come on! Let’s go! What’s the matter? what they remember about the characters. Ask: Who’s this? (Alicia)
I can try … Go on! You can do it. Does she have friends? (no) How does she feel? (lonely) Who helps her?
(the children) How does she feel? (happy).
Recycled language: I can/can’t (ride a bike). I’m (scared).
Receptive language: Push off with your legs. Presentation
Mouse puppet
1 7.8 Listen and read. Who helps Camila?
It’s story time!
Skills • Show each story card, and ask: Who’s this? (Hugo) How many (bikes)?
Reading: can recognize key words and basic phrases in (four) Who has a (red bike)? (Li).
• Play the audio, and hold up each story card. Ask: Who helps Camila?
Listening: can understand a few basic words and phrases (her friends). Play the audio again, and students follow in their books.
in a story that is read aloud (18) Pause after each frame, hold up each story card, and ask a comprehension
Speaking: can repeat phrases and short sentences, if question from the back of the story card.
spoken slowly and clearly (16) Spot! Students find three robots in the story.
Practice
Teacher toolkit 2 Look, read, and write Yes or No.
• Students look at the small pictures and find them in the story in their books.
Story summary
The children are all going for a bike ride, but there • Read aloud the first sentence with the class, and they answer yes or no.
is a problem – Camila doesn’t know how to ride a Do the same with the other sentences.
bike. With her friends’ encouragement, Camila tries, • Give students time to write Yes or No for each sentence.
despite being scared, and she eventually succeeds. • Students compare their answers in pairs, then check all together as a class.
Teaching star
Persistence
Communication Use the story as a springboard to talk about students’
In the story, Camila is scared to try something new.
own experiences of riding a bike. This will help them connect to the
However, she tries her best and, with practice, she
story characters and will make them more relevant and engaging. Ask:
succeeds. Students find and say the phrases Camila’s
(Lisa), can you ride a bike? (Emma), do you have a bike? Find out how
friends use to help Camila.
many students in the class can ride a bike.
Self-management
Engage 3 What do Camila’s friends say? Circle.

Students choose something they can do and then • Students look at the small pictures and find them in the story frames.
work in groups to teach other students. Some ideas • Read aloud the first sentence with the class. They find the text in the
could be how to: dance, play a game, tell the time, story and circle the correct word.
tie shoelaces, calm down. If you can take the class
• Students work in pairs. Give them time to read the other sentences
outdoors, students could also teach each other simple
and circle the correct words.
sports activities. Encourage them to say: Keep trying!
Don’t give up! You can do it! • Check the answers all together as a class. Students around the class
read out the correct sentences, using an appropriate encouraging
tone of voice.
188
LESSON 4
7
Let’s ride a bike!
Story
2 Look, read, and write Yes or No.
1 2
1 7.8
Listen and read. Who helps Camila? Li Camila can
Li can help.
ride a bike.
1 Yes
Come on! Let’s go! What’s the I can’t ride 2
It’s OK. I can No
matter, Camila? a bike. help you.
3 4
Her friends
Camila is scared.
are angry.
Yes
No
Can you…?
OK. I can try…
3 What do Camila’s friends say? Circle.
3 Oh, no! I’m scared. I can’t do it! 4 It’s hard!
I can’t do it. Keep trying! 1 2 3
Go on! You Keep Don’t give up /

Don’t give up!
can / can’t do it! crying / trying! stand up!
up
Yes, you can! Push Go on!
off with your legs. You can do it.
Oh! Look! I can do it! Yes, it is.

I can ride a bike!
6 This is fun. 4 Act out the story.
5
I’m scared! Yes, you can!

I can’t do it!
Talk
buddies
Good job, Camila!
The end
Thank you. You’re
Spot! a good teacher.
86 Find three robots. I can read and understand a story. 87
Talk
• Read aloud the speech bubbles with the class, and students find Hold up the Mickey Mouse puppet. Make Mickey place the story
these words in the story. cards on the board in random order. Students come up and place
• Divide the class into groups of four. Ask each student in a group to the cards in the correct order. Read aloud a line from each story
role-play one of the story characters. frame, e.g., Oh, no! I’m scared. I can’t do it! Choose a student to
touch the corresponding story card. Repeat with other students
and lines.
acting out the story. Students say goodbye to Mickey as they leave class.
act out the story, saying their character’s lines and acting out their Workbook page 80
1 Read and number in order. a 3, b 1, c 2
SUPPORT Students role-play a character with fewer lines, e.g., Arjun.
2 Think, look, and check (✔). What does Camila do? 2 ✔
STRETCH Students role-play one of the main characters, e.g., Li, 3 Draw it your way and write. Students draw their favorite
Camila. scene from the story and write the number of the story frame.
Extra activity (story extension) Students re-imagine the story

with themselves as the central character, helping a friend. Say:
You can (play soccer). Your friend can’t (play soccer). What can
you say to help? Students act out a personalized scenario, using
language from the story, e.g., I can help! You can do it! Keep
trying! Don’t give up! Students who don’t like acting, can draw
an alternative story.
189
Objectives Warm-up
Lesson aim: name free time activities Greet students with the Mickey Mouse puppet.
Target language: bounce a ball, draw, hop, play the Remind students of the story from Lesson 4. Make Mickey show the story
piano, swim, use a computer cards. Ask: Who’s this? (Camila) Can she ride a bike? (no) Who helps her?
(her friends) How does she feel? (happy).
Recycled language: free time activities; I can/can’t
(draw). Can you (hop)? • Play the story audio again (track 7.8), and students mime each of the
characters as they speak.
activities 1, 2, 3); Story cards (Unit 7); Mickey Mouse
puppet; (optional) soft ball or beanbag Presentation
• Point to the pictures, and students say any words they already know.
Play the audio again, pausing after each word for students to read and say
the word.
• Say a number, e.g., three, and students say the word (hop) and do the
action. Repeat with other numbers and words.
Teacher toolkit
Help students make connections between the • Students think about which free time activities they can do inside and
vocabulary items. Ask students to find in Lessons 1, outside. Read aloud the words with students, and ask: Where can you
2, and 5: four things you can do with a ball (catch, (swim)? Students draw a Venn diagram in their notebooks and write
throw, bounce, play soccer); four things you can play or draw the activities they can do inside, outside, or both.
(guitar, soccer, video games, the piano); seven things • Students look at the Picture Dictionary on p.125 and apply this to
you can do with your legs (dance, swim, run, hop, the other new words they have learned in this unit.
jump rope, play soccer, ride a bike).
• Picture Dictionary answers: 4 bounce a ball, catch a ball, play
soccer, throw a ball
Engage
Tell students to imagine they are doing an activity
and somebody is taking a photograph. They have
Practice
to freeze in the middle of the activity, for the
photograph. Invite a student to act out an activity 2 7.10 Listen and say. Then play in pairs.
and pose for the photograph as you pretend to take • Play the audio, pausing after each sound. Students guess the activity and
a photo. Then show the imaginary photo to the class, point to the picture in activity 1. Play the audio again, and students repeat
and students say the name of the activity. You could the sentences.
even take real digital photos and upload to your • Read aloud the speech bubbles, and students repeat the words.
screen to show the class.
• Students play the game in pairs, taking turns to mime and say each activity.
SUPPORT Students point at the pictures and say single words, e.g., draw.
Home-school link
STRETCH Students also say what activities they can’t do.
Tell students to do one of the activities from the
lesson at home and tell a family member, e.g., I can Audioscript (track 7.10)
(bounce a ball). In the next lesson, invite students to I can [sfx piano] … play the piano.
tell the class. I can [keyboard tapping] … use a computer.
I can [sfx splash] … swim.
I can [sfx bouncing a ball] … bounce a ball.
I can [sfx child hopping] … hop.
I can [sfx scratching of pencil] … draw.
190
LESSON 5
7
Vocabulary
Teaching star
1 7.9
Listen, point, and say. Then play. Creativity Personalizing the words of a song will
Where can you make it more memorable and relevant. Students
do this?
say whether they can or can’t do the activities
in the song, e.g., I (can) use a computer. I can
1 swim 2 draw 3 hop (bounce a ball). I can (play the piano). Ask them
play the piano
to work in pairs, then draw the things they can do.
swim
bounce a ball Extra activity (class game) Play Throw the

4 bounce 5 play the 6 use a ball (see Games Bank p.254). Students sit in
a ball piano computer a circle. Say: I can … and throw the ball or
Picture Dictionary beanbag to a student, who has to complete the
2 7.10
Listen and say. Then play in pairs.
page 125
sentence with a word from Unit 7 (e.g., hop).
That student then throws the ball to another
I can … student, and the game continues. Students
… draw! should try not to repeat an activity that has
already been mentioned in the game.
Sing-along
3 Listen, sing, and act.
Wrap-up
7.11
Play Mime it! (see Games Bank p.253), using

I can use a computer.
ate Hold up Mickey and
nicpuppet.
omsay Iucan (swim).! Students mime the
I can bounce a ball.
the Mickeym Mouse
’
makes chim
I can’t play the piano
And I can’t draw. I can swim. t
Leaction. Make Mickey say a variety of sentences
I can hop, hop, hop.
One, two, three. using different free time activities from Unit 7,
Can you hop with me? e.g., hop, dance, sing, jump rope, bounce/catch/
throw a ball, play the guitar / the piano / video
games, etc.
Extra Go online Students say goodbye to Mickey as they leave
88 I can name free time activities.
Lesson Phonics class.
Workbook page 81
• Students look at the pictures. Ask: What can (Rapunzel) do? Can she (draw)? (yes) 1 Look, read, and match. 1 e, 2 d, 3 f, 4 c, 5 a,
Can (the boy) hop? (yes). 6b
• Play the song audio, and students listen. Ask: What activities do you hear? 2 SB 7.11 Write and put a ✔ or ✘. Then
Students say the free time activities they heard in the song. Ask: Can (he/she) listen and check. 1 bounce, 2 draw, 3 swim,
(use a computer)? (yes) Can he/she (play the piano)? (no). 4 hop;
a ✔, b ✔, c ✘, d ✘, e ✔, f ✔
• Demonstrate the actions, or students suggest their own. Play the song audio again,
3 Think and circle. What can you play? soccer,
and students join in with the actions.
the guitar, the piano, video games
(track 7.11_karaoke) and they sing along.
TPR song
use a computer – tap your fingers on a keyboard
bounce a ball – move your hand up and down as if bouncing a ball
swim – move your arms as if swimming
hop – hop on one leg
can’t – shake your head
191
Objectives Warm-up
Lesson aims: ask what my friends can do Greet students with the Mickey Mouse puppet.
Target language: Can you dance? Yes, I can. Can she • Play the song audio (track 7.11), and students sing the song and do
dance? Yes, she can. Can he dance? No, he can’t. the actions.
Recycled language: free time activities; I can/can’t
(sing). He/She can/can’t (sing). She’s (excited/happy).
She has big, green eyes; family words 1 7B Watch the video. Circle. Who helps Rapunzel?
Materials: Video 7B; Audio; Cut-outs 7; Mickey Mouse Make the Mickey Mouse puppet stand up. Say: Sit down, Mickey.
puppet; scissors It’s video time!
• Students look at the pictures. Ask: Who’s this? (Rapunzel, Flynn, girls,
Skills a horse).
Reading: can understand a few simple phrases related • Say: Watch! Who helps Rapunzel? Play Video 7B, and students watch
to familiar, everyday activities (25) and listen. Students circle the picture of the girls.
Listening: can recognize familiar words in short phrases • Play the video again, pausing at various points. Ask: How does Rapunzel
and sentences, spoken slowly and clearly and supported feel? (excited, happy) Can she dance? (yes) Can Flynn dance? (yes).
by pictures (19) Students copy Rapunzel’s actions and expressions.
familiar topics, if supported by pictures or gestures (18) 7.12 Grammar Heroes
Writing (WB): can copy short sentences containing
read. Play the audio again, pausing after each question and answer for
only familiar words, if presented in standard printed
students to read and repeat.
form (13)
• Students work in pairs, taking turns to read aloud the questions and
answers.
Teacher toolkit
Video summary – 7B Practice
Can you dance? Videoscript see p.247 2 7.13 Listen and put a ✔ or ✘. Then ask and answer.
Rapunzel and Flynn go to a town and meet new • Read aloud the words in the chart with the class. Students mime each
people. Rapunzel sees a picture of a family with a activity.
baby girl. The baby has green eyes, just like hers. She • Play the audio, and students point to the words. Pause after each question
hears music and dances happily. for students to repeat the answer. Play the audio again, and students put a
✔ or an ✘ for each activity.
Teaching grammar • Ask: Can he/she (dance)? Students answer: Yes, he/she can. or No, he/she
Write Can you …? in the middle of the board, then can’t.
place the free time activities picture cards around the • Read aloud the speech bubbles with the class. Then students work in pairs,
question. Say: I can (dance). Can you (dance)? Invite taking turns to ask and answer about Finn and Esther.
a student to answer. Repeat with the other activities
and other students. Audioscript (track 7.13)
Can he dance? // Yes, he can.
Can she dance? // No, she can’t.
Engage Can he bounce a ball? // Yes, he can.
Give students a series of challenges to complete, Can she bounce a ball? // Yes, she can.
e.g., jump 20 times, run on the spot for 30 seconds, Can he sing? // No, he can’t.
bounce a ball 10 times, draw a dog in 10 seconds. Can she sing? // Yes, she can.
Before each challenge, ask: Can you …?, then invite Can he play the piano? // No, he can’t.
students to attempt the challenge. Elicit answers Can she play the piano? // No, she can’t.
(Yes, I can. / No, I can’t).
192
LESSON 6
7
Teaching star
1 7B
Watch the video. Circle. Who helps Rapunzel? Classroom management Giving students
responsibilities in the classroom will help build
their confidence and independence. Allocate
“classroom helpers” to take responsibility for
various tasks during the cut-out activity, e.g.,
7.12
giving out or picking up scissors or paper,
Can you dance? Yes, I can. making sure that everyone cleans up after,
Can she dance? Yes, she can. giving out envelopes for students to keep their
Can he dance? No, he can’t.
cut-outs in after the activity. Say: (Anna), can
you help? Thank you! Good job!
2 7.13
Can he dance? Extra activity (video extension) Students

think about the family Rapunzel sees in the
Finn Esther Yes, he can. picture. Ask: Who’s in the family? (mom,
dance ✔ ✘ dad, baby) Who’s the baby with green eyes?
bounce a ball ✔ ✔ Can he sing? (Rapunzel). They draw Rapunzel’s family and
label their picture.
sing ✘ ✔ No, he can’t.
play the piano ✘ ✘
Wrap-up
municate!
com
Play Guess what? Make the Mickey Mouse
I can paint.
’s
Let
Yes, I can! puppet choose a picture card, e.g., play the
Can you paint?
piano, and place it face-down on the desk.
3 Use the cut outs. Students ask: Can you (swim)? Make Mickey
Play the game. answer: Yes, I can. / No, I can’t. Continue until
students guess the activity. Repeat with other
Cut outs picture cards.
I can ask what my friends can do. 89
the class.
Workbook page 82
• Students cut carefully around the dotted lines of the cut-outs. 1 Look, read, and circle. 1 Yes, he can. 2 No, he
• Students look at the pictures and name each activity, e.g., use a computer. can’t. 3 No, she can’t.
• Read aloud the speech bubbles with the class, and students point to the Number and write. he 2, jump 3, Can 1; Can he
corresponding cut-outs. jump
• Demonstrate the game. Show a card to a student, and say: I can (swim). Can you 2 Complete the questions and answer for you.
(swim)? The student shows their matching card and answers: Yes, I can / No, I can’t. Can, Can you, Can you, Can you
If they answer yes, place the pair of matching cards face-up on the desk. If they
answer no, place the cards face down. Repeat with all the cards to find free time
activities that both you and the student can do.
• Students play the game in pairs, taking turns to say what they can do and ask and
answer questions.
SUPPORT Students mime the activities and use single words to ask questions in
the game, e.g., paint?
STRETCH Students tell the class what they and their partner can or can’t do,
e.g., I can paint. (Max) can’t paint.
193
7 Lesson 7: Myself and others Keep trying! Student’s Book page 90
Objectives Warm-up
Lesson aim: show persistence Greet students with the Mickey Mouse puppet.
Target language: Don’t give up! Go on! You can do it! Use the Myself and others poster to review emotion words the students
It’s hard. Keep trying. know from Units 1 to 6: happy, sad, scared, worried, excited, proud. Make
Mickey act out being sad. Say: I have no friends. How do I feel? (lonely/
Recycled language: emotions and actions from Units
sad). Ask: Can you be nice? Ask students to remember ways of being nice
1–6; I don’t like (the piano). I’m happy.
from Unit 6 (Come and play! Are you OK? It’s OK. Can we help?).
• Play the song audio. Students join in with the words and the actions.
Skills
Reading: can recognize simple words and phrases Presentation
related to familiar topics if supported by pictures (23) 1 Think. How do Rapunzel and Camila feel? What new
Listening: can recognize familiar words in short phrases things do they do?
and sentences, spoken slowly and clearly and supported • Students look at the pictures of Rapunzel. Ask what they can remember
by pictures (19) about the video in Lesson 1, and ask them to look once more at the
Speaking: can repeat phrases and short sentences, if Big Picture on pp.82–83. If necessary, play Video 7A again to remind
spoken slowly and clearly (16) students of Rapunzel’s reactions. Point to the first picture, and ask: Can she
go outside? (no) How does she feel? She’s (worried/scared). Point to the
Writing (WB): can copy short sentences containing only
second picture, and ask: How does she feel now? (excited, happy). What
familiar words, if presented in standard printed form (13)
new thing can she do now? (run, jump, dance).
• Students look at the pictures of Camila, and find the pictures in the story
Teacher toolkit on pp.86–87. Ask what they can remember about the story: Can Camila
ride a bike? (no) How does she feel? (scared) Who helps her? (her friends)
Persistence What do they say (You can do it! Keep trying!) What new thing can she
In this lesson, students explore the importance of do now? (ride a bike) How does she feel? (happy).
trying new things and of not giving up if at first
they don’t succeed. At this age, students can easily Practice
feel frustrated by things they cannot do. They are
continuously learning new skills and can experience
2 7.14 Listen and number.
feelings of disappointment. Encourage students to • Students look at the pictures. Ask: How does she/he feel? (happy, sad)
explore how they feel when trying new or difficult Can she/he play the piano? (yes/no)
activities. Elicit that when we keep trying and then • Play the audio and students point to the pictures. Play the audio again,
we learn to do something new, we feel proud of pausing after each section for students to number the pictures.
ourselves. • Ask: Who keeps trying? (the girl) Does she give up? (no) What does she
Self-management say? (Yes, I can! I can do it!) Who gives up? (the boy) What does he say?
(I can’t do it.) Who can play the piano? (the girl) Who’s happy? (the girl)
Play the audio again if necessary, and students repeat the words.
Engage SUPPORT Students mime the boy and girl in the pictures, and other students
Try to help students understand that some people give them advice: Good job! Keep trying. You can do it!
have difficulty doing things that other people can do
STRETCH Students act out the scenarios in front of the class, using some of
easily. Students sit in a circle and roll the ball to each
the language from the audio: I can’t do it! I don’t like the piano! / I can do it!
other. If this is easy for them, ask them to stand up and
I don’t give up!
throw the ball. Then tell them to stand on one leg and
continue to throw the ball across the circle. Using L1, Audioscript (track 7.14)
elicit that people can feel frustrated when a task is 1 It’s hard. I can’t do it. I want to … but I can’t. I don’t like the piano.
too challenging. However, with encouragement and 2 It’s hard. I can’t do it. I want to … but I can’t. Yes, I can! I can do it! I keep
persistence, we can usually get better at that task. trying! I don’t give up! I can do it now! I’m happy!
194
LESSON 7
7
Myself and others
Keep Be a hero! Students think about a new
1.14
Listen trying! activity they want to learn. They draw a picture of

themselves doing or trying to do the activity and
and
sing. write: I can do it!
1 Think. How do Rapunzel and Camila feel? Extra activity (whole class) Students work in
What new things do they do? small groups. One student acts out an activity
1 3
2 4 they find hard, e.g., I can’t (play the guitar). I want
to, but I can’t. The other students in the group
give encouragement, e.g., You can do it! Keep
trying! Don’t give up! Invite confident groups to
act out the emotions in front of the class.
2 7.14
Listen and number.
a b
Wrap-up
• Draw students’ attention once more to the Myself
and others poster, and ask them to identify the
2 1
pictures that reflect the lesson aim (keep trying).
Elicit the phrases: I keep trying! I can do it!
3 Put a ✔, ✘, or for you. Draw one more. Students say goodbye to Mickey as they leave
class.
I can do it! ✔ I can’t do it. ✘ I keep trying.
Workbook page 83
Be a hero! 1 Look, read, and number in order. a 2, b 4, c 3,

d1
Try to learn
something new. 2 Draw yourself doing something hard.
Don’t give up! What can you say? Write.
90 Self-management I can show persistence.
Teaching star
Social-emotional learning Be a role model for students, and tell them about
things you find hard but keep trying at. This will help students feel more confident
about sharing their own experiences with the class. Say, e.g., I can’t (draw). It’s
hard. But I keep trying. I don’t give up. Now I can do it!
3 Put a ✔, ✘, or for you. Draw one more.

• Read aloud the words with the class, and students look at the pictures. Ask: (Anna),
can you (play the piano)? Individual students answer with the most appropriate
phrase for them, e.g., I keep trying.
• Give students time to put a check, an X, or a star next to each activity. Then they
draw an activity they keep trying at in the empty frame.
• Students compare their answers in pairs and say I can / can’t (swim) or I keep trying.
Invite more confident students to tell the class.
195
7 Lesson 8: My world Science: My body can move! Student’s Book page 91
Objectives Warm-up
Lesson aims: read and understand about how the body Greet students with the Mickey Mouse puppet.
moves Make Mickey give instructions to review body and action words. Say:
Target language: bones, joints, muscles, skeleton Touch your (head). Jump rope! Hop on one leg! Dance! Run! Stand up! Sit
down! Show me your (hands). Students do the actions and say the words.
Recycled language: parts of the body and actions;
This is my … I have (bones). I can (jump).
Presentation
Materials: Audio; Picture cards / Word cards (Parts
of the body, Actions, Free time activities 1, 2, 3); 1 7.15 Let’s explore! Listen and number.
Mickey Mouse puppet • Students look at the picture of the boy, and ask: What can he do? (jump).
• Students look at the picture on the right and name parts of the body.
Skills • Play the audio, pausing after each section, and students point to the pictures.
Reading: can understand basic phrases in short, simple Play the audio again, pausing so that students can number the text 1–3.
texts (24) • Read aloud the sentences with the class, stopping at each of the words in
Listening: can recognize words and simple phrases bold for students to find it in the picture.
relating to familiar topics, if spoken clearly and • Check students’ understanding of the new words. Ask: Where are your
supported by pictures (25) bones? Students point to the bones in their body. Ask: Do you have bones
Speaking: can talk about things in their immediate in your (hands)? (yes). Say: Move your (body). Show me the muscles in
surroundings or in pictures (19) your (arms)! Show me a joint in your (leg). Students show you their muscles
and joints.
Writing: can use a question mark to indicate a
question (22) • Then ask students to practice reading aloud in pairs. They point to their
bones, muscles, and joints as they read.

Cross-curricular Application Develop students’ critical thinking skills by encouraging
In this lesson, students learn about the different them to apply what they have learned to different situations. Draw
internal parts of the body that enable us to move, different animals on the board, or show animal picture cards (Unit 4):
known as the musculoskeletal system. The adult snake, bird, cat, butterfly, ant, bee. Students say if the animals
skeleton, made up of 206 bones, supports the body have bones or not.
and protects our organs, such as the brain, heart, and
lungs. Muscles are connected to bones and allow
them to move. Joints are where two or more bones Practice
meet. They make the skeleton flexible, allowing us to 2 Think Check (✔) who is moving. Then color the arrows.
move and rotate our limbs. • Students check the pictures of the children who are moving.
• Read aloud the words with the class. Then students follow the color key, and
Extend color the arrows to show if each child is moving their joints or their muscles.
Craft activities can help students assimilate abstract • Check the answers all together as a class, and accept reasonable answers.
concepts or things they can’t visually see, e.g., internal
body parts. Use a skeleton model, an action figure, or 3 Do Point and say.
a split pin card doll to show students how joints move • Mime swimming, and ask several students: Can you swim? Students answer
and help us run and jump. Students make either a split Yes, I can. / No, I can’t. Read aloud the speech bubble with the class, and
pin skeleton/figure or a cotton bud skeleton picture. they point to the muscles they use when they swim (e.g., in their arms and
You can find templates and instructions for both legs).
crafts online. • Students work in pairs. They take turns to ask Can you (dance)? and say or
show which bones, muscles, or joints they use for each activity, e.g., I can
Home-school link dance. I use my muscles and joints.
Students show their families which bones, muscles, and • Invite students to tell the class their answers, e.g., I can (run). I use my
joints they are using when they do a physical activity, (muscles). They mime the activity and point to the bones, muscles, or joints
e.g., walking, running, jumping. they use.
196
LESSON 8
7
My body can move! S ci e nc e
My world
Teaching star
And I have muscles.
1 7.15
Let’s explore! Listen and number. They help my bones Learning to learn Encourage students to find
and joints move.
3 out three fun facts about their bodies. This will
Look! I can jump! And I can run! help develop their independent learning skills.
But how can my body move? Write some questions on the board as prompts,
e.g., How many (bones) are in our body? How
I have bones in many (muscles) do we use when we smile? Find
my body. This is
my skeleton.
out the names of three joints. Students use books
1
or websites to find the answers.
I have joints between

my bones. Extra activity (extension) Students work in
2 My body works hard
when I run and jump! pairs or small groups. Ask them to devise an
exercise routine, using different muscles and
joints. They read out and demonstrate their
2 Think Check (✔) who is moving. Then color the arrows.
exercise routine to the class, e.g., I can hop!
1 2 3 I can jump! I can dance! I use muscles in my legs
and arms. Encourage the other students to join
in with the actions.
joints muscles
✔ ✔
Wrap-up
3 Do Point and say. I can swim. I use my muscles. Play a variation of Touch it! (see Games Bank
p.252), using the Mickey Mouse puppet. Place
Can you … … run? … dance? free time activity picture cards around the
classroom. Make Mickey ask: Can you (swim)?
… throw a ball? … swim? … play soccer? Students run and touch the swim picture card if
! Point to the bones, muscles, and joints you use.

they can swim and say Yes, I can! Repeat with
other picture cards and questions.
I can read and understand about how my body moves. 91
class.
SUPPORT Students say what they can do, e.g., I can (swim), and point to the parts of Workbook page 84
the body they use, e.g., arm and leg muscles. 1 Look, read, and write. 1 skeleton, 2 joints,
STRETCH Students use as much language as possible when they answer, e.g., I can 3 bones, 4 muscles
(play soccer). I move my legs. I use my muscles and joints. 2 Look. Then write . or ?. I can swim. Can you
dance? Can you jump? I can dance.
Thinking skills 3 Write. Then draw and write for you.
Apply In activity 2, students apply what they have learned about the body in Extra time? head
activity 1 to pictures showing children doing different activities. They identify
which child is moving, as well as whether they are using their joints or their
muscles, or both.
Apply In activity 3, students apply their knowledge from activity 1 to answer
questions about their abilities, identifying whether they use their bones, muscles,
and/or joints.
Create You can extend HOTS by asking students to draw a picture of their
skeleton while doing their favorite activity (e.g., playing soccer). They label:
bones, muscles, joints.
197
7 Lesson 9: Project ‘About me’ poster Student’s Book page 92
Objectives Warm-up
Lesson aim: draw and write about what I can do Greet students with the Mickey Mouse puppet.
Target language: I can/can’t (paint). Can you help me? • Play the song audio (track 7.11), and students join in with the words and
How do you spell …? Thank you! actions.
Recycled language: free time activities
Let’s review
activities 1, 2, 3); Mickey Mouse puppet; pens, pencils, 1 Look and match.
paper • Students look at the pictures, and ask: What can (she) do? (play soccer)
What can he do? (play video games). Ask students: (Luis), can you (play
soccer)? (Yes, I can. / No, I can’t.).
Skills
• Read aloud the captions with the class, and students match the captions
and pictures.
to familiar, everyday activities (25)
• Students work in pairs, taking turns to read aloud the captions and point
at the pictures. Invite confident students to read aloud the captions to
and sentences spoken slowly and clearly (19)
the class.
Speaking: can ask for the spelling of a word using a
basic phrase (24) Get ready
Writing: can write simple phrases with appropriate
spacing between words (22) Teaching star
Linguistic competence Learning to say the alphabet will help students
Teacher toolkit ask how to spell words. Say: A, B, C, D, E, F, G … Z, and students repeat
after you. Make letter picture cards. Give different students letter
Project skills: Self-management picture cards to spell a word, e.g., r-u-n. Say: run, and ask the students to
In this lesson, students learn how to ask for help to stand in the correct order to spell the word. Repeat with other free time
check their spelling. Model how to spell different activities. If you don’t have letter picture cards, scramble the letters of
words students know, using the names of the letters the word on the board, and students write the word correctly.
of the alphabet, not their sounds. Then model the
expressions: Can you help me, please? How do you
spell …? and students repeat. Remind students to say 2 7.16 Listen and number. Then say in pairs.
Thank you! after someone has helped them. • Explain to students that they are going to draw and write about free time
activities.
Extend • Say: I can (swim). Start to write the sentence on the board, then say: Can
Create an About us display to showcase all the you help me? How do you spell “swim”? Students say: S-W-I-M. Write the
activities students in the class can do. Add students’ letters on the board, and say: Thank you!
posters to the display, and invite students to add more • Read the speech bubbles aloud with the class. Play the audio, and students
pictures or realia, such as a tennis racket or swimming listen. Play the audio again, and they number the speech bubbles 1–3.
goggles, to bring the display to life. Use the display as • Ask a pair of confident students to read the dialogue aloud. Then students
a prompt for students to ask and answer questions and work in pairs to practice the dialogue. More confident students can ask
to help encourage them to practice the unit focus of about the spelling of other free time activities, e.g., paint, dance.
trying new things by choosing new activities to try.
Create
Digitizing projects 3 Now make a poster about you. Write.
If possible, students record a video of themselves • Direct students to go to p.85 in their Workbooks and do the scaffolded
doing the activities in their poster, and embed them activities to create their project.
in a digital poster or presentation.
198
LESSON 9 f-m
anagem
7
‘About me’ poster
Project
en
Se
t
ACHIEVE
Students draw a free time activity and write at
Let’s review b least two sentences about it, e.g., I can (play
soccer). I can’t (swim).
1 Look and match.
a
1 I can play SUPPORT
video games.
a <FH_ Students write single word labels or affirmative
SB1_07_09_1a>
sentences only, e.g., (swim). / I can (swim).
I can play soccer.
[child’s drawing of
themselves playing 2
soccer]
STRETCH
Students write about more than one activity.
They write about muscles and joints they use,
Get ready
e.g., I can swim and dance. I use muscles and
2 7.16
Listen and number. Sure. It’s D-R-A-W. 2 joints. I can’t play the piano. It’s hard.
Then say in pairs.
José, can you help me?
1
How do you spell draw? Reflect!
4 How did I do?
Thank you! 3
Workbook page 85 draw emojis to assess their own performance in
this lesson.
Reflect
Create
4 How did I do? Extra activity (class game) Play a game
3 Now make of Letter scramble (see Games Bank p.253).
I ask for help. Scramble the letters of a word on the board,
a poster about
you. Write. I help my friends.
e.g., r a w d. Students guess (draw). Invite a
confident student to write the word correctly on
I make my project. the board. Repeat with different words from the
unit. For phrases, scramble only the letters of
one word, e.g., play the t a g u i r.
92 I can draw and write about what I can do.
Wrap-up
Workbook page 85 Put the students’ posters around the classroom.
The Mickey Mouse puppet says: I like your
1 Think about your poster. Put a ✔ or ✘. Then write and draw. Students check picture. I can (dance), too. Good job!
pictures showing activities they can do and make a cross for those they can’t do. • Give students time to look at each other’s work.
They follow the model sentences to practice writing about their abilities. Encourage them to read the captions and respond
2 Now check your spelling. Do you need help? Check (✔). Students read the to the pictures. Students give encouragement to
captions, and check the photo that shows what they should do when they need to their classmates, e.g., You can’t play the (guitar).
ask for help with their spelling. (Answer: 2 ✔) Don’t give up! Keep trying! You can do it!
• If suitable, give each student a piece of paper and ask them to follow what they have Students say goodbye to Mickey as they leave
done in Workbook activity 1 to make a poster about themselves. Give them time to class.
draw and write. Place the Unit 7 word cards on the board to help with spelling.
• Circulate around the class, helping as necessary. Encourage students to raise their Workbook page 85
• When they are ready, students work in pairs, taking turns to show and describe
their poster.
• Invite more confident students to show and describe their poster to the class, e.g.,
I can (swim). Remind the other students how to listen: Sit up! Don’t talk! Listen!,
and to say Thank you! Good job!
199
Objectives Warm-up
Target language: free time activities. I can/can’t (run). • Play the song audio (track 7.11), and students join in with the words and
He/She can/can’t (run). Can you/he/she (paint)? Yes, actions. If students are confident with the words, play the karaoke version
I can. / No, I can’t. (track 7.11_karaoke).
Recycled language: colors
I can do it!
Picture cards / Word cards (Free time activities 1, 2, 3); 1 Circle. Then say.
Skills • Then say: Close your books. Ask: What can they do? Students mime and
say what free time activities they remember .
to familiar, everyday activities (25) • Students read and circle the word or phrase for each picture. Students
• Read aloud the speech bubble, and students point to the picture. They
Writing (WB): can write simple phrases with spaces
work in pairs, taking turns to say what the characters can or can’t do,
between the words (22)
e.g., He/She can …, He/She can’t … .
SUPPORT Work individually with students who find the new words difficult.
Teacher toolkit They point and read the correct phrase for each picture, instead of saying a
complete sentence. Help as necessary with pronunciation.
Video review
STRETCH Students say an affirmative and negative sentence about each
You can return to Video 7A and Video 7B at the
end of the unit for a “second play.” Ask half the class picture, e.g., He can’t (throw a ball). He can (play the piano). Encourage
to sit with their backs to the screen and the other half them to write a sentence in their notebook to describe what each character
stand facing them. The students who are standing can do, e.g., He can (play the piano).
watch the videos and act out the free time activities Teaching star
and emotions when they see them. The students who
are seated watch their partner and name the activities Learning to learn Helping students notice patterns in language makes
and emotions. it easier to remember. Write play on the board. Give students time to
think of what they can play (the guitar, the piano, soccer, video games,
Remediation a game). Say: I have a ball. What can I do? Students mime and say
actions they can do with a ball (throw, catch, bounce).
Use the Mickey Mouse puppet to review the
target structures and vocabulary before students
do the activities. Give Mickey a free time activity 2 Look and put a ✔ or ✘ for you. Ask and answer in pairs.
picture cards, and students ask him questions using • Students look at the pictures and name each activity. Then ask individual
Can you …? students: (Oscar), can you (sing)? Students put a ✔ or an ✘ by each
picture.
Home-school link • Read aloud the speech bubbles with the class. Then students work in pairs,
Students share the language they’ve learned in the taking turns to ask and answer questions about what they can do.
unit with their families by telling them what they can SUPPORT Students answer the questions in the pairwork activity, e.g.,
do and encouraging family members to keep trying Yes, I can. / No, I can’t or yes/no.
when they find something challenging.
STRETCH Students ask questions about other free time activities from the
unit, e.g., Can you (play soccer)?

r
Sticke
time
they feel they can do after they have completed Unit 7.
200
LESSON 10
7
Review
I can d Wrap-up
o it! • Students vote on their favorite activity from Unit 7
1 Circle. Then say. He can run. and do it again as a class, e.g., watch the video,
1 2 3 4
sing the song or chant, listen to the story.
throw a ball / hop / paint / jump rope / I can … statements (I can name activities and say
play the piano read ride a bike run what I can do, I can keep trying).
2 Look and put a ✔ or ✘ for you. puppet and tell him their favorite word from Unit 7.
Ask and answer in pairs.
Can you sing?
Yes, I can. My progress journal
1 Look, read, and check (✔). What can Arjun
do? a ✔, c ✔, e ✔, f ✔, h ✔
3 Think and check (✔). Then stick! 2 Look and write. Then draw and write for you.
dance, use a computer
I can … the face which represents how well they did in
each lesson.
name free time activities
ker
read a story Stic e
t i m
sing a song Unit 7 Exam practice
keep trying when it’s hard
✔ IUnit
completed
7!
Listening
1 7.3 Listen and match. 1 Ben – play
Go online the guitar, 2 Anna – run, 3 Grace – ride
Big Project 93 a bike (blue bike), 4 Matt – bounce a ball
(big, red ball)
Reading
• Ask individual students to read aloud the sentences they checked, e.g., I can read a
2 Read and write. 1 friends, 2 leg, 3 rope,
story. Students demonstrate what they can do.
4 ball, 5 soccer
Speaking
3 Answer for you. Possible answers:
My Star and Hero! Students look at the sticker of Rapunzel on p.5 of the
I can (draw). Yes, I do. My favorite toy is
Student’s Book. They work in pairs, describing Rapunzel, e.g., She’s (a girl). She
a (doll). No, I don’t.
has (green eyes). She can (paint). Ask what they can remember about Pascal,
Choose your favorite activity in the
Sticke
time
r
e.g., He’s (funny/small/green / a chameleon).

unit and stick.
Extra activity (whole class) Play Find someone who … (see Games Bank p.253).
Students choose an activity they can do from Unit 7, e.g., I can play the piano.
They write or draw the activity on a piece of paper. Tell them to walk around the
classroom and find someone else who can play the piano, asking: Can you play the
piano? Then they tell the class: I can (play the piano). (He) can (play the piano).
201
8 My home

• draw and write about their dream bedroom, rooms, furniture, and other things in the home, and
identifying and naming rooms, furniture and descriptions and questions and answers about where
other things in the home, and describing where things are
things are Reading: read and understand a short, simple
• read and understand a story about cleaning up cartoon story and very short texts about shapes
• name rooms, furniture, and things in the home Speaking: talk about where things are; ask and
• ask and answer about where things are answer about where things are; talk about clean and
messy bedrooms, and things we need and don’t need;
• talk about what they need and don’t need, to say simple sentences about shapes
make decisions
Writing: write words about rooms, furniture, and
• understand and talk about shapes other things in the home
Vocabulary Grammar
Lesson 1: living room, rug, table, window Lesson 3: Where’s the rug? It’s in the living room.
Lesson 2: bathroom, bed, bedroom, closet, couch, Where’s the book? It’s on the table.
dining room, kitchen, yard Lesson 6: There’s a table. There are two chairs.
Lesson 5: bookcase, clock, lamp, picture, shower, wall There isn’t a TV. There aren’t any toys.
Myself and others

Story
Making decisions In this unit, a Disney video and Where’s the ball?
a story introduce the theme of making decisions. Let’s clean up! Good idea! It’s nice and clean now.
Students will learn how to reflect on their own needs
in order to make personal decisions.
Language: I need … I don’t need … Let’s clean up!; Project
messy My dream bedroom
Responsible decision-making Presentation skills: good listener behavior 2
Ask questions. Be polite. Raise your hand. Wait for your turn.
Technology
My world
Design: Amazing houses
diamonds, hexagon, oval, square
202
Unit overview
Carl Fredricksen
A 78-year-old man who
is sometimes grumpy and
stubborn, but who learns to
be softer and more patient.
Russell
An eight-year-old wilderness
explorer who is loud, energetic,
and curious. He loves chocolate.
Up tells the story of Carl Fredricksen, a retired balloon seller who always dreamed of traveling to South
America. After the death of his beloved wife, Ellie, Carl is sad and lonely. So he decides to pack up and fulfill
his ambition to travel to Paradise Falls. He ties thousands of balloons to his house, and flies away. However,
a young wilderness explorer named Russell is also aboard the flying house. Russell and Mr. Fredricksen go on
an amazing adventure and make some friends along the way, including a talking dog and a colorful bird. They
also meet Carl’s childhood hero, the famous explorer Charles Muntz.
d you kn ow
Di
?
eo stor
Vid
Carl Fredricksen
ies house is lifted by
’s
Video 8A: I don’t need this! 10,297 balloon

s!
Video 8B: What’s in Carl’s house?
Online modules
Phonics Big Project
Extra
Words with qu, x, y, z, and zz Design an unusual home reading
quiz, box, yell, zip, buzz
203
Objectives Warm-up
Lesson aim: name things in my home Greet students with the Mickey Mouse puppet, and sing the Hello,
Target language: living room, rug, table, window
Recycled language: colors; It’s a (chair). Presentation Video story
Receptive language: Where? It’s in the living room. • Students look at the Big Picture. Introduce the movie and the
It isn’t (messy). It’s nice and (clean). I don’t need the characters: This is the movie Up. This is (Carl Fredricksen).
(closet).
• Elicit any vocabulary students may know. Ask: Is he old or young?
Materials: Video 8A; Audio; Picture cards / Word Are they friends?
cards (Home, Disney characters), Sticker (Carl);
Mickey Mouse puppet; (optional) card 1 8A Watch the video. Check (✔).
Skills
Reading: can recognize some frequent everyday words
if supported by pictures (21) • Tell students to look at the small pictures. Ask: Who’s in the video? They
check the picture. Ask: Is Carl at school? (no) Is he at home? (yes) Does
Listening: can recognize familiar words in short
Carl like his house? (yes) What color is his favorite chair? (red).
phrases and sentences, if spoken slowly and clearly and
Speaking: can say single words (and phrases) related to 2 8A Watch again. What does Carl need?
familiar topics, if supported by pictures or gestures (18) • Tell students to look at the pictures. Ask: Does Carl need this?
Students answer yes or no.
Teacher toolkit • Play the video again, pausing occasionally to ask: How does
Carl feel? Is he (happy/scared/worried)? Pause the video after
Video summary – 8A Carl throws away his belongings. Ask: Does Carl need the
I don’t need this! Videoscript see p.247 (house/chair/bird)? (Carl: [0:57] happy, [2:31] worried, [2:55]
Carl Fredricksen and his young friend, Russell, angry, [3:03] decision-making, [3:34] happy/excited; Russel: [1:57]
go on an adventure. But when Russell leaves, scared)
Mr. Fredricksen has to choose between saving his • Students circle the picture showing what Carl needs.
favorite belongings or helping the boy.
Engage to introduce the new vocabulary. Repeat several times, encouraging students
Students make a window for Mr. Fredricksen’s house. to remember the words. Then show each word card, and elicit the words.
Give them a rectangular card frame, and they stick
two strips of card to make the window bars. During Practice
the unit, students draw on separate pieces of paper 3 8.1 Listen, find, and say. Then ask a friend.
pictures of different rooms in Mr. Fredricksen’s
• Students explore the Big Picture. Point and say the house words.
house, with each picture showing new home items as
students learn about them. Students place behind the • Students look at the small pictures. They find each image in the Big Picture
window frame each picture of a room, and they look and say the word.
at the room through the window. In pairs, they can • Play the audio, and students find the items in the Big Picture and say
take turns to describe what they can see through the the words. Play the audio again, pausing for students to point and read
window. the words.
• Students work in pairs, taking turns to point to the pictures for their partner
to say the words.
Making decisions
Use the video story to talk about the things Audioscript (track 8.1)
Mr. Fredricksen has in his home and what his favorite Find the … living room … rug … window … table.
things are. Ask students if they have a favorite chair,
picture, or object in their homes. 4 8.2 Listen, chant, and act.
• Play the audio, demonstrate the actions, and students listen to the chant.
Responsible decision-making
• Say: Listen and chant!, and play the audio again. Students join in with the
chant and the actions.
204
8
8
Vocabulary
My home
LESSON 1
3 8.1
living room window

4 8.2
eo stor
Vid y
1 8A
table
✔ ✔
2 8A
Watch again. What does Carl need?
rug
Collect ?
94 I can name things in my home. your friend! 95
page 5
SUPPORT Give picture cards to students: window, rug, table, chair,

living room. They hold up their picture card when they hear it in the Extra activity (video extension) Play Video 8A again. Pause
chant. at various points, and ask students what happens next. They say
or mime the answers.
STRETCH Encourage students to memorize some of the chant and
say it without the music.
Wrap-up
TPRchant Play What’s missing? (see Games Bank p.252). Make the Mickey
window – draw a rectangle in table – make the shape of a Mouse puppet show the home picture cards one by one. Then
the air tabletop with your hands show the picture cards again, but with one missing. Ask students
rug – point to the floor chair – point to your chair which picture card is missing. Repeat with different picture cards
There! – point with a finger missing.
A window, a rug, a table, and a chair. Workbook pages 88–89
Where? In in the living room. Learning Heroes
Look! There!
Collect your friend Show the picture card of Carl to help
? students identify the correct sticker. Students stick the sticker
1 Look, read, and write Yes or No. 1 No, 2 Yes, 3 No
2 Look, read, and check (✔). a 1, b 2
on p.5 in the Student’s Book. Ask: What’s his name? (Carl) Who are 2 Choose and write. 1 window, 2 living room, 3 rug, 4 table
his friends? (a boy/dog). 3 Challenge! Follow and write. What does he have? balloons
Extra time? window, table, rug, living room
205
Objectives Warm-up
Lesson aim: name rooms and furniture Greet students with the Mickey Mouse puppet.
Target language: bathroom, bed, bedroom, closet, Make Mickey hold up the picture cards from Lesson 1. Ask students to say
couch, dining room, kitchen, yard the words.
Recycled language: home; I’m in the … • Say: Listen and chant! Play the chant (track 8.2), and students join in and
do the actions.
Materials: Audio; Picture cards / Word cards (Home,
Rooms and furniture); Mickey Mouse puppet
Presentation
Reading: can recognize single, familiar everyday words to remember the words. Then show each word card, and elicit the words.
if supported by pictures (21)
and sentences, spoken slowly and clearly, if supported • Students look at the pictures and say any words they already know.
by pictures or gestures (19) • Say: Listen and point. Play the audio, and students point to the pictures.
Speaking: can say single words (and phrases) related to Play the audio again, pausing after each word. Students read and say
familiar topics, if supported by pictures or gestures (18) each word.
Writing (WB): can write some familiar words (20) • Say a number, e.g., two, and students say the corresponding word
(bedroom). Do the same with other numbers and words.
• Students play the game in pairs. They take turns to say a number from one
Teacher toolkit
Teaching vocabulary
Teaching star
If possible, show students photos or a video of parts of
your home to present the new vocabulary. Describe Linguistic competence Grouping words thematically makes them more
the photos, e.g., Look. This is my house. Here is my memorable for students. Making mind maps is one way to do this: divide
(living room). It’s (big). This is my favorite (chair). the class into groups, and give each a room, e.g., bedroom. Ask each
Here is the (couch). It’s (brown). group to make a mind map of furniture in that room (bedroom – bed,
closet, rug; kitchen – table, chairs, window; living room – couch, chair,
Engage rug, window). They can draw or write the words.
Put students in groups, and give each group a
different room: dining room, kitchen, bedroom,
bathroom, or yard. Give groups catalogues or home
Practice
magazines, and encourage them to design a room 2 8.4 Listen and say. Then act and guess.
by cutting out pictures and sticking them on a piece • Students look at the pictures and mime what the girl is doing (sleeping).
of paper. Ask: Where is she? (the bedroom). Read aloud the speech bubbles with
the class.
Home-school link • Play the audio, pausing after each sound effect, and students guess the
Students point out and tell their families the names of room. Play the audio again, and students check their answers.
different rooms and furniture at home. • Mime an activity for each room, e.g., washing hands, playing soccer,
sleeping, cooking, eating. Students copy you and say the name of the
room. Then play the audio one more time, and students mime an activity
for each room.
• Students work in pairs, taking turns to mime being in different rooms for
their partner to guess.
206
LESSON 2
8
Vocabulary Talk
• Students look at the pictures and say any words
8.3
they know, e.g., flower, bread, bed, TV, couch.
Students point to the picture of the bed.
1 dining room 2 bedroom 3 kitchen 4 bathroom
• Demonstrate the game with invidual students
around the class. Say: (bread), and the student
says the room (kitchen / dining room).
• Students play the game in pairs, taking turns
to say an object for their partner to guess the
5 couch 6 bed 7 closet 8 yard corresponding room.
SUPPORT Students point to the pictures and mime
2 8.4
Listen and say. Then act and guess. an action, without saying the words.
STRETCH Students say full sentences, e.g., It’s a
I’m in the … (bed). I’m in the (bedroom).
… bedroom!
Extra activity (class game) Play a

3 Find and circle. variation of Match it! (see Games Bank p.252).
1 2 3 4
Make the Mickey Mouse puppet place the
picture cards around the classroom, and students
name them. Make Mickey hold up a word card
from Lesson 1 or 2, and students read the word.
yard / dining room bedroom / kitchen bathroom / bed closet / couch Invite a student to place the word card next to
Talk the matching picture card. Repeat with other
4 Play the game. buddies picture cards and word cards.
Bed.
Bedroom!
Wrap-up
Play a game of True or false? (see Games Bank
96 I can name rooms and furniture. p.254), using the picture cards from Lessons 1
and 2. Make the Mickey Mouse puppet show a
picture card quickly, and say: It’s the (living room).
Audioscript (track 8.4) Students say yes or no. Repeat with different
picture cards and students. Invite more confident
1 [sfx bathroom] I’m in the … bathroom.
students to show picture cards and say true or
2 [sfx yard] I’m in the … yard.
false sentences.
3 [sfx bedroom] I’m in the … bedroom.
4 [sfx kitchen] I’m in the … kitchen. Students say goodbye to Mickey as they leave
5 [sfx dining room] I’m in the … dining room. class.
3 Find and circle. Workbook page 90

• Students look at the pictures and say which part of the home each one shows.
• Read aloud the words with the class. For each picture, ask: Is it the (dining room)? Audioscript see p.250
Students answer yes or no. 1 8.1 Listen and number. 1 house, 2 yard,
3 bathroom, 4 kitchen, 5 bedroom, 6 closet,
• Give students time to read the words again and circle the correct part of the home
7 bed, 8 couch
to describe each picture.
2 Where’s the spider? Find and circle. Then
• Students compare their answers in pairs, then check all together as a class. write. 1 yard, 2 dining room, 3 closet, 4 bed,
5 bathroom, 6 kitchen
207
Objectives Warm-up
Lesson aim: ask and say where things are Greet students with the Mickey Mouse puppet.
Target language: Where’s the rug? It’s in the living Make Mickey mime actions for different, e.g., washing hands, and students
room. Where’s the book? It’s on the table. say the names of the rooms, e.g., I’m in the … . (bathroom). Invite more
confident students to do the mimes, and other students say the words.
Recycled language: home, rooms and furniture; doll,
robot, ball
Presentation
Rooms and furniture); Stickers; Mickey Mouse puppet 1 8.5 Listen and check (✔).
Skills
• Give students two minutes to look at the picture, then say: Close your
books. Ask: Is Carl old or young? (young) Is he in the (bedroom)?
(no, living room) What color is (the rug)? (green) How many chairs/
Listening: can understand basic statements about where people? (two).
things are if spoken slowly and clearly (24)
• Play the audio, and students point to the picture. Then play the audio
Speaking: can ask simple questions about where things again, and they check the home words they hear.
are using basic phrases (24)
Where’s the rug? // It’s under the chairs.
Teacher toolkit Where’s the red chair? Can you see? // Yes. It’s next to the yellow chair.
Teaching grammar
Teaching star
Before the lesson, place the room picture cards
around the classroom, and hide the Mickey Mouse Support understanding Using physical props and actions to demonstrate
puppet inside a cupboard or under a table or chair. prepositions of place (in, on, under, next to) will help consolidate students’
Ask: Where’s Mickey? Invite students to guess by understanding. Ask students to hold up a pencil. Say: It’s (on) the (desk).
naming the rooms on the picture cards. Then ask Demonstrate and students copy you. Say other sentences, and students
one student to go to look in that “room.” When they put their pencil in the position described, e.g., It’s (under) the (desk). It’s
find Mickey, say: He’s in the (bathroom). He’s (in) (on) the (chair). It’s (in) the (pencil case). It’s (next to) the (ruler).
a (cupboard).
Engage 8.6 Grammar Heroes

Play hide and seek in the yard or in a larger area of • Students look at the small pictures, and read aloud the words with the
the school, using the room picture cards representing class. Remind them to notice the position of the book each time.
different rooms in a home. Students take turns to play, • Students look at the grammar box. Play the audio, and they listen and
and invite a search team to work together to look read. Play the audio again, pausing after each question and answer for
for the other students. When the search team finds a students to repeat.
student, they say: (She’s) (in) the (dining room). (He’s) • Students work in pairs to read aloud the grammar box, taking turns to read
(under) the (desk). the questions and answers.
Home-school link Practice

Students play a game at home where they hide a 2 8.7 Listen and stick.
r
Sticke
time
toy for their family to find. Encourage them to ask • Students look at the stickers and the pictures. They say the home words
Where’s the (ball)? and then, when the toy is found, they can see.
say where it is, e.g., It’s (under) the (bed).
• Play the audio, and students place the stickers in position. Then play the
audio again, this time pausing for students to stick each sticker.
Say: Where’s the (doll)? It’s …, and ask students to finish by saying (in) the
(closet). Do the same for the other stickers.
208
LESSON 3
8
Grammar
SUPPORT Students use simple language to ask and
answer, e.g., doll? (closet). They read and speak,
1 8.5
Listen and check (✔). without writing the words.
STRETCH Students write more sentences about the
picture, e.g., It’s under the bed. It’s on the table. They
on read aloud the sentences for their partner to say the
corresponding word, e.g., ball, book.
✔ under Extra activity (class game) Students make

✔ their own picture cards for the prepositions
(on, next to, in, under). They choose an object
next to or toy and draw it in different positions, e.g.,
8.6
Where’s the rug? It’s in the living room. a teddy bear in / on / under / next to a (bed).
Where’s the book? It’s on the table. They write the preposition on each picture.
in Make a display on the classroom wall for
students to reference in later classes.
2 8.7
Listen and stick.
Wrap-up
er
Stick Play Find Mickey (see Games Bank p.254).
time
Ask one student to leave the room or close their
eyes. Hide the Mickey Mouse puppet in the
classroom (in, on, next to or under something).
Then the student enters the room or opens their
eyes and finds Mickey. Ask: Where’s Mickey?
(under) the (desk). Repeat with different hiding
3 Write. Then play Where’s the …? Talk
buddies places and students.
Where’s It’s in the Where’s It’s on the Students say goodbye to Mickey as they leave
the doll? closet the robot? rug
. . class.
I can ask and say where things are. 97 Workbook page 91
1 Look, read, and number. a 3, b 1, c 2

Audioscript (track 8.7) Number and write. the 3, It’s 1, living 4,
1 Where’s the doll? // It’s in the closet. in 2, room. 5; It’s in the living room.
2 Where’s the robot? // It’s on the rug. 2 Look at 1 and write. Then ask and answer.
3 Where’s the table? // It’s next to the bed. 1 in, 2 on, 3 under, 4 next to
4 Where’s the ball? // It’s under the bed.
Talk
3 buddies Write. Then play Where’s the …?
• Read aloud the speech bubbles with the class. Students look at the picture in
activity 2 and say the answers.
• Write on the board several furniture and preposition words, or show the word
cards: couch, bed, closet, rug, in, on. Ask again: Where’s the doll? Invite a student
to come up and point to the correct word (closet), and say It’s in the closet.
• Give students time to write the words to complete each speech bubble. They
• Students work in pairs, taking turns to ask and answer about the objects in the
picture.
209
Objectives Warm-up
Lesson aim: read and understand a story about cleaning up Greet students with the Mickey Mouse puppet.
Story language: Let’s clean up! Good idea! It’s nice and Make Mickey show the story cards from the Unit 7 story. Students say
clean now. what they remember about the characters. Ask: Who’s this? (Camila) Can
she ride a bike? (no) Who helps? (her friends) How does she feel? (happy)
Recycled language: bedroom; I’m happy. Where’s the
What do her friends say? (Go on! You can do it! Keep trying!).
ball? Your ball is (under) the chair.
Receptive language: I don’t need this (doll). Presentation
Mouse puppet
1 8.8 Listen and read. Does Li need all her toys?
It’s story time!
Skills • Show each story card, and ask: Who’s this? (Li) Where is she? (bedroom)
Reading: can recognize key words and basic phrases in What toys can you see? (scooter, train, dinosaur, teddy bear, ball)
short, simple cartoon stories (24) Where’s the (ball)? (under the chair).
Listening: can understand a few basic words and phrases • Play the audio, and hold up each story card. Ask: Does Li need all her
in a story that is read aloud (18) toys? (no). Play the audio again, and students follow in their books. Pause
Speaking: can repeat phrases and short sentences, if after each frame, hold up each story card, and ask a comprehension
spoken slowly and clearly (16) question from the back of the story card.
Spot! Students find a kite in the story.
Teacher toolkit
Practice
Story summary
2 Look, read, and number in order.
The children are in Li’s bedroom, and it is quite a
mess! The friends help Li tidy her room, and in the • Students look at the pictures and find them in the story.
process, she realizes that she doesn’t need all her toys. • Read aloud the sentences with the class. Give students time to look back
at the story and number the pictures 1–4.
Making decisions
Say: (one) and students read aloud the correct caption (Li can’t find her ball).
In the story, Li realizes that she doesn’t need all
• Students work in pairs, taking turns to read aloud the sentences in the
her toys, and she decides to give them to other
correct order.
children. Encourage students to think of one thing
they have that they don’t need, and say I don’t need
my (robot). 3 Read and circle.
Responsible decision-making • Students look at the small pictures. Read aloud each question with
the class. Ask: Does she need her (dinosaur)? Her room is clean.
Is she (angry)? Does Li want to give her toys to other children?
Engage Students answer yes or no and point to the correct picture.
Show story card 1, and tell students to imagine it is • Give students time to read the questions again and circle the
their bedroom. Ask: How do you feel? Can you find correct picture for each question, referring back to the story
your toys? Is your dad/mom/sister/brother happy? if necessary.
Then students act out tidying the room. Say: Let’s put
• Students compare their answers in pairs, then check all together
the toys in the toy box. Encourage students to name a as a class. Ask several students: Is your bedroom (messy) or (clean)?
toy they are putting away. Then say: Now the room is
What toys do you have in your bedroom? Do you need all
clean. How do you feel? and elicit students’ answers. your toys?
210
LESSON 4
Story
8
Where’s the ball? 2 Look, read, and number in order.
a c
1 8.8
Listen and read. Does Li need all her toys? No
b d
1 Let’s play in the yard. I know! Let’s clean up.

Where’s the ball? I can’t find it! 2 Then you can find
the ball.
4 2 3 1
The children The children Li gives Camila Li can’t find
can play! clean up. a toy. her ball.
3 Read and circle.

Your bedroom is very … messy! Good idea!
a b c
3
Hm. I don’t need this doll. 4 Here you are. This is for your brother! 1 What does Li need?
And you don’t
need this!
a b c
2 The room is clean.
How does Li feel?
a b c
3 What does Li want to
No, I don’t! Oh, thank you! That’s nice. do with the old toys?
And I can give the
old toys to other Wow! It’s nice And look! Your ball is
6 and clean now.
children. I’m happy! under the chair!
5
I don’t need
this doll. Talk
buddies
Great! Let’s go and play! And you don’t
Spot! need this!
Can you find The end

98 a kite? I can read and understand a story. 99
Talk
• Read aloud the speech bubbles with the class, and they find these Make the Mickey Mouse puppet hold up each story card. Read
sentences in the story. aloud a line from each frame: I can’t find it! Good idea! I don’t
• Divide the class into groups of three. Ask each student in a group need this doll. Here you are. I’m happy. Let’s play!, and students
to role-play one of the story characters. repeat. Make Mickey show the story cards again in random order.
Invite students to remember and say (or mime) the line from
each frame.
acting out the story. Students say goodbye to Mickey as they leave class.
act out the story, saying their character’s lines and acting out their Workbook page 92
1 Look, read, and put a ✔ or ✘. 1 ✘, 2 ✔, 3 ✔, 4 ✘
SUPPORT Students role-play Arjun, or mime their lines.
2 Read, look, and match. 2, 3, 4
STRETCH Students role-play Li or Camila, to say more lines. 3 Circle and color. Students color the stars to show how much
they liked the story.
Extra activity (story extension) Students imagine how
Camila’s brother feels when he gets Li’s dinosaur. Ask them to
make a “thank you” card from Camila’s brother. They draw a
picture of him playing with his new toy. More confident students
can write Thank you, Li! I like the (dinosaur).
211
Objectives Warm-up
Lesson aim: name things in my home Greet students with the Mickey Mouse puppet.
Target language: bookcase, clock, lamp, picture, Remind students of the story from Lesson 4. Make Mickey show the story
shower, wall cards, and students put them in order on the board.
Recycled language: rooms and furniture; My bedroom • Play the story audio again (track 8.8), and students mime each of the
has … I like my bedroom. It’s in the (bathroom).; robot characters as they speak.
Materials: Audio; Picture cards / Word cards (Furniture
and household items); Story cards (Unit 8); Mickey Presentation
Mouse puppet; (optional) pictures of different examples Picture cards / Word cards (optional) Show the picture cards one by one
of the vocabulary items to introduce the new vocabulary. Repeat several times, encouraging students
Skills 1 8.9 Listen, point, and say. Then play.

Reading: can recognize simple words and phrases • Students look at the pictures and say any words they already know.
related to familiar topics if supported by pictures (23) • Say: Listen and point. Play the audio, and students point to the pictures.
Listening: can recognize familiar words and phrases in Play the audio again, pausing after each word for students to read and say
short, simple songs or chants (18) the word.
Speaking: can say single words (and phrases) related to • Say a number, e.g., four, and students say the word (wall). Repeat with
familiar topics, if supported by pictures or gestures (18) other numbers and words.
Writing (WB): can write some familiar words (20) • Students play the game in pairs, as in Lesson 2.
Teacher toolkit Ways to learn

• Read aloud the words with the class, and ask: Where’s the (shower)?
Teaching vocabulary
(It’s in the bathroom). Students look at the pictures in activity 1 and
Use mime and gesture to elicit that you need say in which room they can find each object, e.g., lamp – It’s in the
different items in a home: turn off the lights and say: living room. Ask more confident students to write the words and
I can’t see. I need a … . (lamp); hold up a poster and rooms in their notebooks, following the model given.
a book, and ask: Where can I put this (picture)? (wall,
• Students look at the Picture Dictionary on p.126 and apply this to
bookcase); look at and point to your arm with no
watch and say: I need a … . (clock); pretend you are
hot and sweaty, and say: I need a … . (shower).
Extend
Practice
Show students pictures of different examples of the 2 8.10 Listen and say. Then play in pairs.
vocabulary items so that students can recognise each • Play the audio, and students point to the pictures in activity 1. Play the
item in the real world, e.g., a shower in a cubicle audio again, pausing before the last word in each item. Students complete
and over a bath, different types of lamp, paintings each sentence by saying a word from activity 1.
(landscapes and portraits) and framed posters, an • Read aloud the speech bubbles, and students repeat.
alarm clock, a wall clock, and a grandfather clock.
• Students play the game in pairs, taking turns to say the rooms and objects,
Students choose the one they like best for each word.
e.g., It’s in the (living room). (lamp) It’s in the (bedroom). (bookcase).
There could be several answers for some of the items, e.g., walls.
Home-school link SUPPORT Students mime and say single words only, e.g., bedroom –
Students write on sticky notes or small pieces of paper bookcase.
the names of furniture and other items and stick these
STRETCH Students extend the game by saying, e.g., It’s in the (kitchen). It’s
labels to the items at home.
on the (wall). (clock/picture) It’s in the (living room). It’s on the (table). (lamp).
212
LESSON 5
8
Vocabulary
TPR song
1 8.9
Listen, point, and say. Then play. bedroom – mime sleeping
picture – make a square shape in the air
Where is it? robot – move your arms like a robot
clock – move your hand like a clock
shower
1 lamp 2 picture 3 clock bathroom, like – make a heart shape
clock
bedroom and
kitchen Teaching star
Picture Dictionary
Diversity and inclusion Breaking down longer
4 wall 5 bookcase 6 shower page 126 songs into manageable chunks will make it easier
for all students to join in. Divide the class into
2 8.10
Listen and say. Then play in pairs. three groups, and invite each group to sing and
mime three lines from the song, starting There’s
It’s in the bathroom. a … . Ask the whole class to sing the chorus.
Shower!
Extra activity (class game) Place picture

Sing-along cards from the song on the board (bed, picture,
3 Listen, sing, and act. robot, closet, ball, clock, bookcase, lamp, TV).
8.11
Include some picture cards that are not in the

There’s a bed
song (shower, rug, kitchen). Students say words
icate!
unsong.
ominmthe
In my bedroom
And a picture on the wall.
s c
they heard Then they put the picture
’ in the order they heard them in the song.
There’s a robot Le t
cards
In the closet
And a big yellow ball. There’s a clock
I like my bedroom. On the bookcase Wrap-up
I like my bedroom. And a lamp and a TV. Play Touch it! (see Games Bank p.252). Make
It’s just for me! Chorus the Mickey Mouse puppet hold up two picture
Extra Go online cards, e.g., lamp, clock. Say: There’s a (clock) in my
100 I can name things in my home.
Lesson Phonics bedroom. A student touches the correct picture
card. Repeat with other picture cards and students.
class.
My bedroom has four // walls.
Where’s the book? It’s in the // bookcase.
I’m in the bathroom. I’m in the // shower. Workbook page 93
It’s in my bedroom. It’s on the wall. It’s a // picture.
1 Look, read, and check (✔). a ✔, b ✔, d ✔,
What time is it? Look at the // clock.
e✔
It’s on my desk. It’s a // lamp.
2 Match. Then read and write. Use words from 1.
3 Sing-along 8.11 Listen, sing, and act. 1 clock, 2 picture, 3 lamp, 4 bookcase
• Students look at the pictures, and tell them they are going to listen to a song about 3 Think and circle. What isn’t in a bedroom?
a bedroom. Elicit words they might hear (bed, closet, chair). shower
• Play the song audio, and students listen. Ask: What’s in the bedroom? Students say
words they heard (clock, robot, lamp). Ask: Where’s the (robot)? (in the closet).
• Demonstrate the actions. Play the song audio again, and students join in with
the actions.
213
Objectives Warm-up
Lesson aims: describe where things are Greet students with the Mickey Mouse puppet.
Target language: There’s a table. There are two chairs. • Play the song audio (track 8.11), and students sing the song and do
There isn’t a TV. There aren’t any toys. the actions.
Recycled language: home, rooms and furniture,
household items
Materials: Video 8B; Audio; Picture cards (Classroom 1 8B Watch the video. Circle. What can you see in the
objects, Animals 1, 2, Home); Cut-outs 8; Mickey house?
Mouse puppet; scissors Make the Mickey Mouse puppet stand up. Say: Sit down, Mickey.
It’s video time!
Skills • Students look at the pictures. Ask: Who’s this? (Carl) Is he young? (no, old)
What’s this? (bed, clock, couch, TV, table).
related to familiar topics if supported by pictures (23) • Say: Watch! What can you see in the house? Play Video 8B, and students
watch and listen. Students circle the pictures.
Listening: can understand basic statements about where
things are, if spoken slowly and clearly and supported by • Play the video again, pausing at various points to ask: Where is Carl? (in
pictures or gestures (24) the bedroom) Where does he go? (the kitchen) Is he happy? (no, he’s sad/
lonely). Students copy Carl’s expressions.
8.12 Grammar Heroes
Teacher toolkit read and repeat.
• Students work in pairs, taking turns to read aloud the sentences.
What’s in Carl’s house? Videoscript see p.247 Teaching star
Carl Fredricksen gets up and has breakfast alone in
the kitchen. He cleans the house and puts on his hat. Support understanding Relating new grammar to students’ immediate
Then he sits on the porch, dreaming about going on surroundings will make it more memorable and relevant. Encourage
an adventure. students to use the new language to describe things that are or aren’t
in their classroom. Say a word or write it on the board: e.g., a teacher.
Students say: There is a teacher. Say: a bed. They say: There isn’t a bed.
Teaching grammar Repeat for plural nouns, e.g., desks. There are desks. Rabbits. There
Write on the board the furniture words in two aren’t any rabbits. You could show various classroom and other picture
columns: in singular form / in plural form, e.g., a table / cards to elicit further sentences.
two tables. Draw a picture of a table, and say: There
is a table. Then erase the table and say: There isn’t a
table. Then draw two tables and say: There are two Practice
tables. Then erase both tables and say: There aren’t
any tables.
2 8.13 Listen and say Yes or No. Then write.
• Students look at the picture. Read aloud the words in the box, and point to
the objects they can see in the bedroom.
Extend
Using the windows they made in Lesson 1 and
picture and answer yes or no.
pictures of rooms they have drawn, ask students to
work in pairs to find items in a picture. One student • Read aloud the sentences with the class. Students say a word from the box
holds up the window frame with the picture behind it, to complete each sentence. Give students time to write the words.
and names an object from the unit. Their partner tries • Students compare their answers in pairs, then check all together as a class.
to find the object in the picture, then says: There’s a
(lamp) or There isn’t a (lamp).
214
LESSON 6
8
describe their house for their partner to follow
1 8B
Watch the video. Circle. What can you see in the house? their description. Then they compare houses.
SUPPORT Ask less confident students to work
together and describe their house with single words,
e.g., couch – living room / a couch in the living room.
STRETCH Ask more confident students to work
together and use both positive and negative forms,
e.g., There’s a (bed) in the (bedroom). There isn’t
8.12 a (rug). There aren’t two (clocks) in the (kitchen).
There’s a table. There are two chairs.
There isn’t a TV. There aren’t any toys.
There’s a clock in the kitchen. There’s a clock in the
bedroom.
2 Listen and say Yes or No. Then write.
Extra activity (video extension) Write on the
8.13
chairs bed lamps shower board or on large pieces of paper: He’s in bed.
1 There’s a bed . He stands up! Down, down! He’s in the kitchen.
2 There isn’t a shower . He opens the door. He sits down. Read aloud the
sentences, and students put them in order. Play
3 There are two lamps .
Video 8B again without sound, and students use
4 There aren’t any chairs .
these sentences to narrate the video.
nicate! There’s a picture Wrap-up

s commu in the bathroom.
’ • Play Pictionary (see Games Bank p.253). Draw
Let
There are two clocks
in the kitchen. on the board the outline of a room, and describe
3 Use the cut outs. what’s in the room, e.g., There isn’t a (bed). There’s
Talk with a friend. a (couch). There are two (chairs). There’s a (clock)
on the (wall). Students take turns to draw what you
Cut outs describe in the room.
I can describe where things are. 101 puppet as they leave the class.
Workbook page 94
1 There’s a bed in the bedroom. … Yes! Audioscript see p.250
2 There are two tables next to the bed. … Yes! 1 8.2 Listen and check (✔). 2 ✔
3 There’s one lamp. … No! Number and write. are 2, There 1, chairs. 4,
4 There’s a clock on the table. … Yes! two 3; The are two chairs.
5 There are four pictures on the wall. … No! 2 Draw your bedroom. Write. Then tell a friend.
6 There are books. … Yes!
3 Use the cut outs. Talk with a friend.

• Students cut carefully around the dotted lines of the cut-outs. They say what’s
on each cut-out.
• Read aloud the speech bubbles with the class, then students put the furniture
cut-outs in the rooms.
• Demonstrate the game with a confident student. Place three or four furniture
cut-outs in different rooms of the house. Describe your house: There’s a (couch)
in the (living room). There’s a (rug) in the (bathroom). The student listens and
arranges their cut-outs to match yours.
215
8 Lesson 7: Myself and others Making decisions Student’s Book page 102
Objectives Warm-up
Lesson aim: make decisions about what I need Greet students with the Mickey Mouse puppet.
Target language: I need …I don’t need … Let’s clean • Use the Myself and others poster to review ideas from Unit 7. Say: I can’t
up!; messy (ride a bike). Students encourage you, using phrases from the poster, e.g.,
You can do it! Don’t give up! Keep trying!
Recycled language: emotions and actions from
Units 1–7, toys, classroom objects 1.14 Listen and sing.
Materials: Audio; (optional) Video 8A; Myself and • Play the song audio. Students join in with words and actions.
others poster; Mickey Mouse puppet
Presentation
Skills 1 Think and match. What don’t they need?
Reading: can recognize simple words and phrases • Students look at the picture of Carl. Ask what they can remember about
related to familiar topics if supported by pictures (23) the video in Lesson 1, and tell them to look once more at the Big Picture
Listening: can recognize words and simple phrases on pp.94–95. If necessary, play Video 8A again to remind students of
related to familiar topics, if spoken slowly and clearly Carl’s reactions. Ask: What’s in the living room? (chair, table, rug) What’s
and supported by pictures (25) Carl’s favorite thing? (his chair) Does he need his (chair)? (no).
Speaking: can talk about personal possessions using • Students look at the picture of Li and find the picture in the story on
simple language (26) pp.98–99. Elicit what students remember about the story: Is Li’s bedroom
clean? (no) Does she need all her toys? (no) What do the friends do?
(clean up) Who does Li give her dinosaur to? (Camila’s brother).
Teacher toolkit
• Read aloud the rubric: What don’t they need? Then read aloud the words
Making decisions with the class. Give students time to match each word to one of the pictures.
In this lesson, students use the knowledge they’ve • Ask: Does (Li) need the (doll)? (no) Does (Carl) need the (table)? (no).
learned through the videos and the story, and
they reflect on their own needs and the personal Practice
decisions they can make. At this age, students start to 2 8.14 Circle what they don’t need. Listen and check.
recognize that they have choices in how to respond
• Students look at the pictures. Ask: What’s in the backpack? (teddy bear)
to situations. Encourage students to Stop, Think,
What’s on the desk? (computer) Do you need a (teddy bear) in your
and Act when they see a problem in the classroom.
backpack? (no) Do you need a (computer) on your desk? (yes).
For example, if they can’t find a pencil, instead of
complaining to the teacher, they should stop, think • Play the audio, and students point at the pictures. Play the audio again,
about where the pencil could be, then look for it. pausing after each section for students to circle what the children don’t need.
Responsible decision-making
Ask: Does he need the (pencil case)? (yes).
SUPPORT Play the audio one more time, pausing after each sentence or
Extend question for students to point to the pictures.
If you started an old toy collection in Unit 5, invite STRETCH Students work in pairs, taking turns to ask and answer about the
students to bring in more toys. Alternatively, you pictures, e.g., Do you need your (action figure)? (no) Do you need your
could start a toy collection now. This time, you could (computer)? (yes).
set up the collection as a toy swap shop, where
students can exchange a toy they don’t want with Audioscript (track 8.14)
a toy that somebody else has brought in, or a toy 1 A: What’s in your backpack?
library, where students can borrow toys for a short B: There’s a pencil case. And there are some books. Oh, and my teddy
period of time. bear! And my action figure!
A: Do you need your teddy bear at school?
B: No, I don’t!
Home-school link A: Do you need your action figure?
Ask students to decide whether they need to tidy B: Umm. No, I don’t!
their room using the checklist in activity 3. If they A: OK. Let’s put them away.
check the second or the fourth sentence, encourage B: That’s better.
them to make a responsible decision.
216
LESSON 7
8
Myself and others Making
Teaching star
Listen
1.14
decisions Social-emotional learning Some students may
and
sing. not want to give away old toys or things they
no longer need, as these objects have a special
1 Think and match. What don’t they need? meaning or sentimental value. Be sensitive to
1
doll pictures
2 this. Say: It’s OK. Don’t worry. I understand. Using
table L1, discuss what they could do to clean up their
bedroom without giving away their things, e.g.,
chair have a special box or cupboard where they keep
dinosaur
these toys.
2 8.14
Circle what they don’t need. Listen and check.
1 2 Be a hero! Encourage students to think of
various things they can do with unwanted toys (give
them away, do a class exchange, do a thrift sale at
school to donate to a charity shop). Invite students to
make a plan and present it to the class.
Extra activity (whole class) Students draw a

toy they don’t need. They walk around and find
3 Think and check (✔) for you. Then say. I don’t need someone to give their unwanted toy to. They
this toy.
say: I don’t need this (train). Do you need it?
Students exchange they pictures and say: Here
My bedroom is clean. Be a hero!
you are (Maria). (Thank you! That’s nice!).
What toys don’t you need?
My desk is messy.
Give them to other children.
I can find things I need. Wrap-up

• Draw students’ attention once more to the
I have toys I don’t need. Myself and others poster, and ask them to
identify the pictures that reflect the lesson aim
102 Responsible decision-making I can make decisions about what I need.
(make decisions). Elicit different phrases students
have learned in this lesson, e.g., I have toys
I don’t need.
2 B: What’s on your desk?
class.
A: There’s a lamp and a computer. And there are some pencils.
B: What’s this?
A: It’s a banana! And an old apple. Workbook page 95
B: Do you need them on your desk?
A: No, I don’t! 1 Write. Then circle the things they don’t need.
B: OK! Let’s clean up. messy, clean; Students circle: fruit skins, broken
A: Good idea! I can use the computer now! toys, deflated ball, baby toys, etc.
2 Think and draw. Students draw toys or things
3 Think and check (✔) for you. Then say. they don’t need.
• Read aloud the sentences with the class. Students check the sentences that are
true for them, then compare their answers in pairs.
• Invite more confident students to read out their answers to the class. Elicit and
prompt responses from the class, e.g., My bedroom is clean. (Good job!) My desk
is messy. (Let’s clean up!).
217
8 Lesson 8: My world Design: Amazing houses Student’s Book page 103
Objectives Warm-up
Lesson aims: read and understand about shapes Greet students with the Mickey Mouse puppet.
Target language: diamond, hexagon, oval, square • Review some simple shapes with the class. Draw a rectangle, a triangle,
and a circle on the board, and elicit shape words the students already
know. Say: (rectangle), and students draw the shape in the air. Then say:
household items ; It has (four sides). It’s a (triangle/
Find a (rectangle) in the classroom. (window/board). Repeat for the
rectangle/circle).
other shapes.
• Now draw a hexagon, a diamond, a square, and a star on the board. Ask:
Rooms and furniture, Furniture and household items);
What shape is it? Elicit any words the students already know. Tell students
Mickey Mouse puppet
they are going to find out more about these shapes in the lesson.
Skills Presentation
Reading: can understand basic phrases in short, simple 1 8.15 Let’s explore! Listen and number.
texts (24) • Students look at the pictures. Ask: What are they? (windows). Point to
Listening: can recognize words and simple phrases each picture, and elicit any known shape words.
relating to familiar topics, if spoken clearly and • Play the audio, pausing after each section. Students point to the pictures.
supported by pictures (25) Play the audio again, pausing so that students can number the texts 1–4.
Speaking: can talk about things in their immediate Students compare their answers in pairs, then check answers all together as
surroundings or in pictures (19) a class.
Writing (WB): can signal the end of a sentence using • Read aloud the sentences with the class, stopping at each of the shape
a period (19) words for students to point to the corresponding shape in the pictures.
Students draw the shape in the air.
Teacher toolkit • Point to the drawings on the board, or draw the shapes again (hexagon,
square, triangle, oval, diamond.) Ask: What shape is it? (square) Trace your
Cross-curricular finger or pen around the outside of each shape to show the sides. Ask: How
Encourage students to think about why different many (sides)? (four). Repeat for all the shapes with sides. Point to the shapes,
items have their shapes (e.g., a ball is round so that and ask which one is different (the oval). Ask: Does it have sides? (no).
it can roll, and if it were square, it wouldn’t move). • Ask more confident students to read aloud one or two sentences each.
Students think about why many houses are square or The other students point to the corresponding photo. Then ask students to
rectangular (e.g., so they can be placed in a straight practice reading aloud in pairs.
line on a street, or so we can place furniture next to
the walls). Teaching star
Application Encouraging students to make connections to the real
Extend world will make learning more relevant. Encourage students to think
Take students outside, and help them notice the about shapes around them in the classroom, e.g., This is my (pencil case).
different shapes around them. Encourage them to It’s a (square).
look at buildings, things in nature, and any other
objects they see, even clouds in the sky. They say:
I can see a (rectangle). Practice
2 Think What shape is it? Say.
Home-school link • Students look at the pictures. Ask: What’s this? (table) What shape is it?
Students find more examples of shapes in objects (square).
around the home. They can show the shapes and name • Read aloud the speech bubble with the class, and students point to the
them to their families, e.g., Look, it’s an oval! corresponding picture (the rug). Then students work in pairs, taking turns
to point to each shape and name it, e.g., It’s a (hexagon). Check answers
all together as a class.
• Ask students to look back through Unit 8 and find different shapes, e.g.,
p.94 square and oval pictures in Carl’s house, Russell’s triangular flag, oval
balloons; p.96 square cushions, an oval sink.
218
LESSON 8
8
Amazing houses Design
My world
The window in this Thinking skills

1 Let’s explore! Listen and number. house has four sides.
8.15
Apply In activity 2, students apply what
It’s a square.
4 they have learned about different shapes in
This window has a
lot of triangles and activity 1, and apply this to identify these
diamonds. shapes in new contexts.
2
Create In activity 3, students use the shapes
they have learned about in activity 1 to create
a drawing of their own “amazing house.”
students to exchange their books with a partner.
They take turns to analyze their partner’s
This house is small. It’s an
oval. The windows are This window has
“amazing house” drawing, determining which of
ovals, too. But windows six sides. It’s a the shapes learned in activity 1 they have used.
can be different shapes. hexagon. They give them positive feedback: Good job!
1 3
I like the (hexagon) windows.
2 Think What shape is it? Say.
Extra activity (extension) Pairs or small

It’s an oval! groups make a shapes poster. Ask them to think
of everyday objects of different shapes, e.g.,
a square picture, a triangular slice of pizza, an
oval egg, a diamond-shaped kite, hexagons in
honeycomb. Students draw the objects, or find
and cut out pictures from magazines or online.
They label the shapes. Students can show their
poster to the class and describe the shapes, e.g.,
It’s a (diamond).
3 Do Design a house with different shapes.
I can read and understand about shapes. 103 Wrap-up

him divide the class into teams. One student from
SUPPORT Students trace around each shape with their finger to support recognition. each team draws a shape in the air, and the other
They can use single words, e.g., square, to describe each shape. team guesses, e.g., It’s a (diamond). Repeat with
STRETCH Students describe the shapes in more detail, e.g., It’s a (rug). It’s an (oval). / other shapes and students. Give teams bonus
It’s a (square). It has (four) sides. points for answering other questions about the
shapes, e.g., How many (sides)? Find a (square) in
3 Do Design a house with different shapes. the classroom.
• Draw on the board a simple house made of different shapes, e.g., a large square for Students say goodbye to Mickey as they leave
the body of the house, a triangle for the roof, diamond and oval windows, and a class.
rectangular door. As you draw, ask: What’s this? What shape is it? Elicit the names
of different shapes.
Workbook page 96
• Students design and draw their own simple house, using the shapes from the lesson,
or any other shapes they know. Give them time to do this. 1 Look, read, and match. 1 c, 2 a, 3 b, 4 d
• Students compare their drawings in pairs, taking turns to describe them, e.g., This is 2 Look. Then write , or .. There are ovals, squares,
my house. This is a (window). It’s a (triangle). and triangles.
3 Trace and write. 1 diamond, oval, hexagon; 2 a
diamond, a square, and a hexagon
219
8 Lesson 9: Project My dream bedroom Student’s Book page 104
Objectives Warm-up
Lesson aim: design and talk about my dream bedroom Greet students with the Mickey Mouse puppet.
Target language: There’s a (computer). There are (two) • Play the song audio (track 8.11), and students join in with the words
(clocks). What’s that? Can you repeat, please? Ask and actions.
questions. Be polite. Raise your hand. Wait for your turn.
Let’s review
furniture and household items 1 8.16 Listen and check (✔). Then write.
Materials: Audio; Picture cards / Word cards (Home, • Students look at the pictures. Say: Look at picture (1). What can you see?
Rooms and furniture, Furniture and household items); (bed, rug, closet, toys) Where’s the (closet)? (next to the bed) Where are
Mickey Mouse puppet; pens, pencils, paper the (toys)? (on the chair). Ask similar questions about picture 2.
• Play the audio, and students listen and point to the pictures. Play the
Skills audio again, and they check the correct picture.
Reading: can understand basic sentences naming • Read aloud the sentences, and students say the missing words. Write on
familiar everyday items, if supported by pictures (24) the board: two, table. Students use the words to complete the text.
Listening: can recognize familiar words in short phrases • Students work in pairs, taking turns to read aloud the completed sentences.
spoken slowly and clearly and supported by pictures (19) Invite more confident students to read aloud the sentences to the class.
Speaking: can produce very short, fixed expressions, Audioscript (track 8.16)
using gestures and asking for help when necessary (21) Robert: In my dream bedroom, there’s a computer. There are two clocks.
Writing: can write basic sentences referring to everyday Suki: What’s that?
items, given prompts or a model (27) Teacher: Suki, raise your hand, please. Wait for your turn.
Robert: There’s a table and a tablet.
Teacher: Thank you, Robert. Suki, you can ask your question now.
Teacher toolkit Suki: What’s that?
Robert: It’s my robot.
Project skills: Presentation
Suki: Sorry, can you repeat, please?
In this lesson, students learn how to ask questions Robert: Yes. It’s my robot.
when someone presents their project. Model the Suki: Thank you!
behavior you expect of students. Say: Raise your
hand. Wait for your turn. Introduce the expression
students can say when they want the presenter to say Get ready
something again: Can you repeat that, please? 2 8.17 Listen and number.
• Explain to students they are going to design their dream bedroom and
Extend present it to the class.
Students work in groups to compare their bedroom • Students look at the pictures, and read aloud the speech bubbles with
designs. Encourage them to notice similarities and the class.
differences about the furniture and the objects, where • Play the audio, and students listen and number the speech bubbles. Check
these things are in the room, what color they are, and the answers, then students work in pairs to practice the dialogue.
what size they are. Students tell each other what they Audioscript (track 8.17)
like about the designs.
1 Raise your hand.
2 What’s that?
Digitizing projects 3 Wait for your turn.
Students use drawing software or a digital app to 4 Can you repeat, please?
design their bedrooms instead of using paper and
pens. If possible, students share their designs with you, Create
for you to project on the screen.
3 Now design your dream bedroom. Then tell the class.
activities to create their project.
220
LESSON 9 Pre
sentati
8
My dream bedroom
Project
on
• Ask students to look back at activity 2, and elicit
how to ask questions (Raise your hand. Wait for
your turn. Can you repeat, please?).
Let’s review
• After each presentation, remind students to clap,
1 8.16
Listen and check (✔). Then write. and say: Thank you. Good job!
1 2
In my dream bedroom,
there’s a computer. There are
two clocks! There’s a ACHIEVE
bookcase and a tablet. Students draw a bedroom showing different
✔ furniture and write at least two sentences
about their drawing, using There is … and
Get ready There are … .
Raise your hand. 1
2 8.17
Listen and number. SUPPORT
Students label their drawing with single word
What’s that? 2 labels only, e.g., bed, closet.
STRETCH
Students include negative sentences and
Wait for your turn. 3 prepositions, e.g., There’s a table next to the
Can you repeat, please? 4
Workbook page 97 bed. There are two, blue (chairs). There are
pictures on the wall. There isn’t a (couch).
Create Reflect

Reflect
your dream bedroom. I listen to others.
Then tell the class. 4 How did I do?
I ask questions.
I’m polite. draw emojis to assess their own performance in
this lesson.
104 I can design and talk about my dream bedroom. Extra activity (class game) Play Missing letter
(see Games Bank p.253). Write a word on the
board, with one or two letters missing e.g., c l o
s _ t. Students guess (closet). Ask a student to
Workbook page 97
come to the board and write the missing letter
1 Check (✔) for your bedroom. Then write and draw. Students check the items (e). Repeat with different words and students.
they want to include in their drawing of a dream bedroom. They follow the model
sentences to practice writing about it.
2 How can you ask questions? Check (✔). Then practice with a friend.
Wrap-up
Students check the correct photo. (Answer: 1 ✔) • Put the students’ posters around the classroom,
and give them time to look at each other’s work.
• If suitable, give each student a piece of paper and ask them to refer to their Encourage students to respond to the pictures,
completed activity 1 in their Workbooks and draw their dream bedroom. They e.g., I like your bedroom. There’s a big closet.
follow the Workbook model to write sentences to describe the bedroom. Give Good job!
them time to draw and write.
• Circulate around the class to help as necessary. Encourage students to raise their puppet as they leave class.
• When they are ready, students work in pairs, taking turns to show and describe Workbook page 97
their picture.
• Invite more confident students to show and describe their poster to the class. 3 Think and color. Students color the stars to show
Remind students how to present their project, e.g., Stand up! Smile! Remind them how well they did on their project.
how to listen, e.g., Sit up! Don’t talk! Listen!
221
Objectives Warm-up
Target language: home, rooms and furniture, household • Give students a minute to work in small groups to brainstorm home words.
items; Where’s the (rug)? It’s (in / on / under / next to) Encourage them to remember as many words as possible from Unit 8.
the (table). There’s a (couch). There are two (pictures). Invite each group to tell the class their words.
There isn’t a (closet). There aren’t any (books). • Play the song audio (track 8.11), and students join in with the words and
Materials: Audio; (optional) Video 8A, VIdeo 8B; actions.
Picture cards / Word cards (Home, Rooms and furniture,
Furniture and household items); Stickers; Mickey Mouse I can do it!
puppet; (optional) soft ball or beanbag; My progress 1 Circle. Then number. Talk with a friend.
poster
• Students look at the picture for one or two minutes. Ask them to remember
as much detail as possible.
Skills • Then say: Close your books. Describe the picture with true and false
Reading: can understand basic sentences naming sentences, and students answer yes or no, e.g., The girl is in the bedroom.
familiar everyday items, if supported by pictures (24) (yes) There’s a (couch). (no) There are (toys). (yes) The (lamp) is (on) the
Speaking: can describe the position of objects in a basic bed. (no).
way, using pictures or gestures (26) • Read the sentence aloud with the class, and students circle the room.
Writing: can write some familiar words (20) • Students read aloud the furniture words and point at the picture. Give
them time to number the words 1–6. Students compare their answers in
pairs, then check all together as a class.
Teacher toolkit
• Students work in pairs, taking turns to describe the picture, using the target
Video review language, e.g., There’s a (lamp).
You can return to Video 8A and Video 8B at the SUPPORT Students read the words and point to the picture, e.g., bed.
end of the unit for a “second play.” Each student STRETCH Students describe the picture using all the target language from
chooses three words from the unit and writes them the unit, e.g., There’s a (bed). There’s a lamp (on) the table. There isn’t a
down. Play the video, and tell students to check the (couch). There are (pictures). There aren’t any (chairs).
words if/when they hear them.
2 Look at 1. Write Yes or No.
Remediation • Read aloud the sentences with the class. Students look at the picture in
activity 1 and answer yes or no.
Encourage students to develop learner autonomy by
identyfing any areas in which they lack confidence. • Give students time to read the sentences again and complete the activity
Ask students to show you any words or structures they on their own. Students compare their answers in pairs, taking turns to read
are having difficulty with, then give them additional aloud the sentences and the answers. Then check all together as a class.
help and provide them with further practice. SUPPORT Students answer the first two questions only. They circle the
furniture word in each sentence and write yes or no.
Home-school link STRETCH Students write more sentences to describe the picture, e.g.,
Students use the language they’ve learned in the unit There’s a lamp. There are books. There isn’t a (shower). There aren’t any
to describe their homes to their families. (clocks).
Teaching star
Growth mindset Working collaboratively enables students to learn
from their peers and take inspiration from others’ success. However,
students also need some time to work quietly on their own. In this review
lesson, give students the opportunity to do each activity quietly on their
own first, so that each student can show what they have learned. Say:
Work on your own. Then they talk in pairs or groups to discuss their
answers: Work in pairs. Encourage them to praise others when they
succeed, e.g., Good job!
222
LESSON 10
8
I can do it!
Review
Wrap-up
Play a variation of Throw the ball (see Games
1 Circle. Then number. Talk with a friend. Bank p.254). Students sit in a circle, and make the
It’s the kitchen / living room / bedroom / bathroom
bathroom.
Mickey Mouse puppet say There’s a (shower).
Make Mickey throw the ball or beanbag to a
rug 3 1 window 4 student, for them to say the room (bathroom).
4
6 Continue with other words and students.
picture 1 5 bed 2
2
lamp 6 wall 5 poster, and ask them to identify the picture that
3
I can … statements (I can name things in the
house and say where they are, I can decide what
2 Look at 1. Write Yes or No.
I need or don’t need).
1 There’s a couch. No
Students say goodbye to Mickey and tell him their
2 There are pictures on the wall. Yes
favorite two words from Unit 8.
3 There’s isn’t a closet. Yes
4 There aren’t any books. No
My progress journal
1 Complete the pictures. Then read and check
er (✔). Students complete the pictures, read the
Stick
I can … time description, and check the correct picture. 2 ✔
name rooms and things 2 Draw and write about your living room. Then
in my house tell a friend.
read a story 3 Think and draw , , or . Students draw
sing a song
✔ IUnit
completed
8!
each lesson.
make decisions about
what I need
Go online
Big Project 105 Unit 8 Exam practice
Listening
r
Sticke
time 1 8.3 Listen and color. apple – red,
• Read aloud the I can … statements with the class. Students check what they feel ball – yellow, picture – orange, clock –
they can do after they have completed Unit 8. gray, book – green
• Ask individual students to read aloud the sentences they checked, e.g., I can name Reading
rooms and things in my house. Students demonstrate what they can do. 2 Look, read, and write. 1 yard, 2 bike,
• Students stick the sticker to show they have completed Unit 8. 3 orange, 4 under, 5 three, 6 teddy bear
Speaking
My Star and Hero!
r
Students look at the sticker of Carl on p.5 of the
Sticke
time 3 Look at 2, find, and say. What can you
Student’s Book. They work in pairs, taking turns to describe Carl, e.g., He’s (old). see in the picture? Possible answers:
His favorite chair is red. There’s a (kite). It’s (orange). There are
Extra activity (whole class) Play Mickey says (see Games Bank p.254) to (three) (birds). She can (ride a bike).
practice prepositions (in, on, under, next to). Make the Mickey Mouse puppet Choose your favorite activity in the
Sticke
time
r
say Put your (book) (on) your (desk). Mickey says “Put your (hand) on your unit and stick.
(head).” Mickey says “Stand next to your teacher.” Sit (under) your desk. Use a
variety of instructions. Students do the action only if they hear Mickey says.
223
9 Cool clothes

By the end of this unit, students can: Listening: recognize and understand words for clothes
• draw and write about clothes, identifying and and belongings, and descriptions, questions and answers
naming clothes and belongings, and describing about what people are wearing and their belongings
what they are wearing Reading: read and understand a short, simple cartoon
• read and understand a story about a lucky cap story and very short texts about smart wool
• name clothes and belongings Speaking: talk about what they are wearing and
• ask and answer about their belongings and their belongings; ask and answer about what they are
what they are wearing wearing and their belongings; talk about what makes
them feel better; say simple sentences about smart wool
• talk about what makes them feel better when
they’re sad and angry Writing: write words about clothes and belongings,
and what makes them feel better
• understand and talk about smart wool
Vocabulary Grammar
Lesson 1: boots, dress, jacket, sweater Lesson 3: I’m wearing jeans. I’m not wearing a dress.
Lesson 2: cap, hoodie, jeans, sandals, shirt, shorts, Are you wearing a dress? Yes, I am. Are you wearing
sneakers, T-shirt shorts? No, I’m not.
Lesson 5: bag, building bricks, camera, markers, paints, Lesson 6: This is my bag. These are my books. Is this
skateboard your bag? Yes, it is. / No, it isn’t. Are these your books?
Yes, they are. / No, they aren’t.
Myself and others

Story
Feeling better In this unit, a Disney video and a
story introduce the theme of developing strategies The lucky cap
to feel better when experiencing difficult emotions. I’m ready! You can do it! You’re right!
Language: a hug, my favorite clothes, my favorite
toy, my friend
Project
Self-awareness
My clothes poster
Self-management: planning your work
Technology
My world
Think and plan.
Technology: Smart wool!
cold, dry, hot, wet; sheep
224
Unit overview
Anna
Elsa’s younger sister. She’s
happy as long as she’s with
her family and friends.
Elsa
The Queen of Arendelle.
She works hard to be a
good queen, but wonders
where her powers came
from.
Olaf
A funny and friendly
Kristoff
snowman, created by Elsa. Anna’s friend, who has a
pet reindeer called Sven.
Elsa has an extraordinary gift – the power to create ice and snow. Although she is living happily in the
kingdom of Arendelle, she feels unsettled. She hears a mysterious voice calling to her. Accompanied by Anna,
Kristoff, Olaf, and Sven, she follows the voice into the enchanted forests and dark seas beyond her kingdom.
During her adventure she discovers the truth about her family, her kingdom,
you kno
and the origins of her powers. Finally, she is able to right the wrongs of the Did w
past and restore peace to Arendelle. Disney worked
?
with
the native Sam
i people
of Scandinavia,
who
provided inspira
eo stor tion for
Vid ies the movie. It w
as important
for Disney to de
Video 9A: Anna is good friend pict their
cultures and cu
stoms
Video 9B: Are these Anna’s friends? with respect.
Online modules
Phonics Big Project
Extra
Level 1 phonics review An “About me” book reading
225
Objectives Warm-up
Lesson aim: name clothes Greet students with the Mickey Mouse puppet, and sing the
Hello, Friends! song (track 0.2).
Target language: boots, dress, jacket, sweater
Recycled language: colors; He’s (angry/proud/scared/ Presentation Video story
excited/worried/sad). • Students look at the Big Picture. Introduce the movie and the
Receptive language: I’m/She’s wearing a (dress). She characters: This is the movie Frozen II. This is (Elsa).
hugs (Anna). She holds his hand. • Elicit any vocabulary students may know. Ask: What’s this? What color is (it)?
Materials: Video 9A; Audio; Picture cards / Word
cards (Clothes 1, Disney characters); Sticker (Elsa); 1 9A Watch the video. Check (✔).
Mickey Mouse puppet Make the Mickey Mouse puppet stand up. Say: Sit down, Mickey.
Skills • Play Video 9A, and students watch and listen.
Reading: can recognize single, familiar everyday words • Ask: Who do you see in the video? Students check the pictures. Ask: Are
if supported by pictures (21) Elsa and Anna friends? (no, sisters) How does (Elsa) feel? (sad) How do
Olaf and Anna feel? (worried, angry, sad, scared) Are the giants big or
Listening: can recognize familiar words in short small? (big).
phrases and sentences, if spoken slowly and clearly and
Speaking: can name items of clothing, if supported by 2 9A Watch again. How does Olaf feel?
pictures (22) • Ask students to look at the picture, then read aloud the words with
the class. Students mime each emotion.
Teacher toolkit • Play the video again, pausing several times to ask: How does Olaf
feel? Students say: He’s (worried/sad/angry/scared). Ask: Is Anna a
Video summary – 9A good friend? (yes) Does she help Olaf? (yes) What does she do?
Anna is good friend Videoscript see p.247 Students mime or say how Anna helps Olaf feel better (she holds
Anna is trying to convince Elsa that they should stay his hand / listens). (Anna: [0:40] worried, [1:00] feel better – hug,
together, but Elsa doesn’t want to risk Anna’s life, so [1:32] angry – yell; Olaf: [0:49] worried, [1:41] sad/angry, [1:53]
she puts her and Olaf in an ice boat and sends them feel better – talk to a friend, [2:08] feel better – hold hands)
away. However, the river is far from safe, as there are • Students circle the words that describe how Olaf feels.
rock giants sleeping on the bank. Anna and Olaf are
scared, but they help each other. Picture cards / Word cards (optional) Show the picture cards one by one
Set up a clothes corner in the classroom. In each
lesson during this unit, invite one or more students to Practice
bring in a clothes item or a personal possession they 3 9.1 Listen, find, and say. Then ask a friend.
have learned the name of, and place it in this corner. • Students explore the Big Picture. Point and say the clothes words.
You could hang up the clothes on hangers or on a
• Ask students to look at the small pictures. They find each image in the
clothes line. Invite individual students to name the
Big Picture and say the word.
items in the corner.
• Play the audio, and students point to the Big Picture and say the words.
Play the audio again, pausing for students to point and read the words.
Feeling better • Students work in pairs, taking turns to point to each of the pictures for their
Use the video story to talk about how Anna, Elsa, partner to say the words.
and Olaf feel in different situations. Play the video
on mute, and students try to recognize the emotions
the characters express. Say: Imagine! You see giant Can you find … a dress … a jacket … a sweater … boots?
monsters. How do you feel? Students say and mime
their answers.
Self-awareness
226
9
9 Cool clothes
LESSON 1 Vocabulary
2 9A
Watch again. How does Olaf feel?
angry proud
scared excited
worried sad
sweater 3 9.1
4 9.2
eo stor
Vid y
jacket
dress
1 9A
boots
✔ ✔ Collect ?
106 I can name clothes. your friend! page 5
107

Extra activity (video extension) Students draw their favorite
• Play the audio, demonstrate the actions, and students listen to the
character from Video 9A and describe it to the class, e.g., This is
chant.
Olaf. He’s (funny). He’s (sad). He has an (orange) (nose). Make
• Say: Listen and chant!, and play the audio again. Students join in a class poster of the characters from the movie.
with the chant and the actions.
SUPPORT Students mime the chant actions without saying the words.
STRETCH Encourage students to chant I’m wearing a (dress).
Wrap-up
Play Memory game (see Games Bank p.252). Make the Mickey
TPR chant Mouse puppet show two clothes picture cards in succession.
Students say the words in order, e.g., boots, dress. Repeat, showing
dress – show a dress shape with your hands
three or four picture cards in varied order, and students say the
jacket – zip up an imaginary jacket
words, e.g., sweater, dress, boots, jacket.
sweater – cross your arms over your chest
boots – touch your legs below the knees Students say goodbye to Mickey as they leave class.

Dress, dress, I’m wearing a dress. Learning Heroes
Jacket, jacket, I’m wearing a jacket. 1 Watch again and do the quiz.
Sweater, sweater, I’m wearing a sweater. 1 Number in order. a 3, b 2, c 1
Boots, boots, I’m wearing boots. 2 Look and match. a 2, b 1
Dress, jacket, sweater, boots! 2 Choose and write. 1 sweater, 2 jacket, 3 boots, 4 dress
Collect your friend Show the picture card of Elsa to help 3 Challenge! Find and write. What is Olaf? snowman
? students identify the correct sticker. Students stick the sticker Extra time? dress, boots
on p.5 in the Student’s Book. Ask: What’s her name? (Elsa) Who’s her
sister? (Anna).
227
Objectives Warm-up
Lesson aim: name clothes Greet students with the Mickey Mouse puppet.
Target language: cap, hoodie, jeans, sandals, shirt, Make Mickey hold up the picture cards and word cards from Lesson 1,
shorts, sneakers, T-shirt and ask students to say the words.
Recycled language: clothes; It’s (blue). It’s a (pink) • Say: Listen and chant! Play the chant (track 9.2), and students do the actions.
(cap). They’re (blue) (sneakers). What color is it? Is it
(red)? Are they (blue)? Presentation
Materials: Audio; Picture cards / Word cards Picture cards / Word cards (optional) Show the picture cards one by one
(Clothes 1, 2); Mickey Mouse puppet; (optional) soft to introduce the new vocabulary. Repeat several times, encouraging students
ball or beanbag to remember the words. Then show each word card, and elicit the words.

Skills • Students look at the pictures and say any words they know.
Reading: can recognize simple words and phrases • Say: Listen and point. Play the audio, and students point to the pictures.
related to familiar topics, if supported by pictures (23) Play the audio again, pausing after each word. Students read and say
Listening: can recognize familiar words and phrases each word.
in short, basic descriptions, if spoken slowly and • Say a number, e.g., eight, and students say the corresponding word
clearly (24) (sandals). Do the same with other numbers and words.
Speaking: can name items of clothing, if supported by • Students play the game in pairs. They take turns to say a number from one
pictures (22) to eight for their partner to say the corresponding word.
Practice
Teacher toolkit 2 9.4 Listen and say. Then play in pairs.
• Read aloud the speech bubbles with the class. They point to the jeans in
Teaching vocabulary
activity 1.
Bring in photos of yourself wearing different outfits,
and invite students to do the same. Show the photos,
audio again, this time pausing after It’s a… for students to say the word.
and say what you are wearing in each one. Ask
Then play the answer, and students repeat the word.
students to name the items they are wearing and say
what color they are, e.g., I’m wearing blue shorts. • Students work in pairs, taking turns to ask and answer about the clothes in
activity 1, e.g., They’re (orange). (shorts) It’s (red). (cap).
SUPPORT Students point to the clothes and say single words, e.g., gray –
Engage
jeans, red – cap.
Bring in some clothes, and place them in a pile at the
front of the classroom. Invite four students to play. STRETCH Students ask What color is the (cap)? Is it (pink)? What color are
Call out the names of several clothes items, including the (sneakers)? Are they (blue)?
their colors, e.g., a green cap! Ask the four students to Audioscript (track 9.4)
race to find the items and put them on. Repeat with What color is it? // It’s blue. // It’s a … shirt.
other students and clothes. What color is it? // It’s green. // It’s a … hoodie.
Is it pink? // No, it’s red. // It’s a … cap.
Home-school link What color is it? // It’s pink. // It’s a … T-shirt.
Students look in their wardrobes and see if they can Are they blue? // Yes, they’re blue. // They’re … sneakers.
find and name one example of each of the clothes Are they white? // No, they’re orange. // They’re … shorts.
items from Lessons 1 and 2.
3 Color and find. Then circle.
• Give students time to follow the color code and color the pictures.
Then ask: What’s this? (a cap) What color is it? (pink).
• Read aloud the first sentence, and students look at the corresponding
picture and circle the word. Students read sentences 2–4, look at the
corresponding pictures, and circle the correct words.
228
LESSON 2
9
Vocabulary
Extra activity (class game) Play a variation
1 9.3
Listen, point, and say. Then play. of Match it! (see Games Bank p.252). Place
clothes picture cards on one side of the board,
and word cards on the other side. Say a clothes
word, e.g., sandals, and invite a student to
come up and place the word card next to the
1 shirt 2 jeans 3 hoodie 4 cap
matching picture card. Continue with other
words and students.
Wrap-up
5 T-shirt 6
2 shorts 7 sneakers 8 sandals
Play Throw the ball (see Games Bank p.254).
Students sit in a circle. Hold up the Mickey Mouse
2 Listen and say. Then play in pairs.
9.4
puppet, and make him say a clothes word, e.g.,
They’re gray. sneakers. Make Mickey throw the ball or beanbag
Jeans! to a student, and they say another clothes word,
e.g., jeans. Continue with different students and
clothes words, encouraging students not to repeat
3 Color and find. Then circle. a word. When a student repeats a word, start the
game again.
class.
Workbook page 102

1 It’s a pink 2 They’re green 3 They’re blue 4 It’s an orange
cap / hoodie.
hoodie jeans / shorts. sandals.
sneakers / sandals shirt / T-shirt. 1 Follow and draw the clothes. Then write 1
or 2. Students draw: shorts, T-shirt, and sneakers
4 Play the game. Talk on the girl; jeans, shirt, and cap on the boy. a cap
Blue. Sneakers! buddies
2, a shirt 2, a T-shirt 1, jeans 2, sneakers 1,
shorts 1
108 I can name clothes.
2 Circle the clothes words. Then find and write.
Students circle: jeans, hoodie, cap, shorts, T-shirt,
Talk
sandals. 1 cap, 2 T-shirt, 3 hoodie, 4 shorts,
4 buddies Play the game. 5 sandals, 6 jeans
• Read aloud the speech bubbles, and students point to the corresponding picture in
activity 1.
• Students play the game in pairs. They take turns to say a color for their partner to
say the corresponding clothes.
Teaching star
Linguistic competence Encouraging students to make connections between
new words and words they already know will help build their vocabulary. Point to
your body, and say: head, body, legs, feet. Write or draw the four categories on
the board. Give out clothes picture cards (Lessons 1 and 2), and students place
them in the correct category, e.g., head – cap; body – T-shirt; legs – jeans; feet
– sneakers.
229
Objectives Warm-up
Lesson aim: ask and say what I’m wearing Greet students with the Mickey Mouse puppet.
Target language: I’m wearing jeans. I’m not wearing • Students work in pairs. Give them one minute to write or draw all the
a dress. Are you wearing a dress? Yes, I am. Are you clothes words they remember from Lessons 1 and 2.
wearing shorts? No, I’m not. • Place the clothes picture cards on the board, and students check how
Recycled language: clothes, colors; It’s (green). many words they remembered.
They’re (gray).
Materials: Audio; Picture cards / Word cards (Clothes Presentation
1, 2, Colors); Stickers; Mickey Mouse puppet 1 9.5 Listen and check (✔).
Skills the story and the characters.
Reading: can recognize simple words and phrase • Give students two minutes to look at the picture in pairs, then say: Close
related to familiar topics, if supported by pictures (23) your books. Ask: Is (Elsa) in the picture? (no) How many (people)? (four)
What color is (Olaf)? (white) What color is his (nose)? (orange) Is he
(happy) or (sad)? (happy) What color is (Anna’s) (dress)? (pink).
short, basic descriptions, if spoken slowly and clearly (24)
• Then say: Open your books. Play the audio, and students listen and check
Speaking: can name items of clothing if supported by
the character who is described.
pictures (22)
Writing: can write some familiar words (20) Audioscript (track 9.5)
Who am I?
Are you wearing a cap? // No, I’m not.
Teacher toolkit Are you wearing a shirt? // No, I’m not.
Teaching grammar Are you wearing a dress? // Yes, I am.
You’re number 2! // Yes!
Remind students that we put a color adjective before
a noun. Place the color picture cards in a column on
the board, then place the clothes picture cards next 9.6 Grammar Heroes
to the colors. Point to a color and then to a clothes • Read aloud the girl’s speech bubble with the class. Then students look at
item, and elicit: a (red) (T-shirt). Start slowly, giving the grammar box. Play the audio, and they listen and read. Play the audio
students time to think and respond, then gradually again, pausing after each sentence and question for students to repeat.
point to the picture cards more quickly, encouraging • Students work in pairs to read aloud the grammar box.
students to respond more swiftly.
Teaching star
Extend Support understanding Remind students to use a before singular
Use the photos of yourself that you brought in last nouns, e.g., a shirt, a T-shirt, a dress, a cap, but not before plural nouns,
lesson. Place the photos on the board. Silently choose e.g., sneakers, sandals, shorts, jeans. Write in two columns on the board:
one photo, then students guess which one you are I’m wearing a … and I’m wearing … . Show different clothes picture
thinking of by asking yes/no questions. Provide the cards, and elicit sentences, e.g., I’m wearing a (T-shirt). I’m wearing
question structure: Are you wearing (a) …? (jeans). Students place the picture cards in the correct column on
the board.
Home-school link
Each day after students get dressed, they
describe what they are wearing to their families,
Practice
r
Sticke
e.g., I’m wearing (blue) (shorts). time
• Students look at the stickers and the pictures. They say the clothes they
can see.
• Play the audio, and students place the stickers in position. Then play the
audio again, pausing for students to stick each sticker.
230
LESSON 3
9
Grammar Talk
1 Listen and check (✔). I’m wearing
9.5
Ask: Picture 1 or 2? Students look at the pictures
a scarf.
in activity 2 and say one. Elicit other questions
from students: Are you wearing a (dress)? Answer:
Yes, I am / No, I’m not, and students say the
picture (one or two).
• Students play the game in pairs, taking turns to ask
1
✔
2 3
and answer questions about the pictures.
SUPPORT Students work with a more confident
partner, and answer the questions in the game (yes/
9.6
I’m wearing jeans. I’m not wearing a dress. no or Yes, I am. / No, I’m not.).
Are you wearing a dress? Yes, I am. STRETCH Students work with a less confident
Are you wearing shorts? No, I’m not. partner and ask the questions in the game, e.g., Are
you wearing (shorts)? Are you wearing a (yellow)
2 9.7
Listen and stick. Then write. (dress)?
1 2
er
Stick Extra activity (class game) Play a variation
time I’m wearing a red
cap .
of Pictionary (see Games Bank p.253). Invite
a student to come to the board. Describe an
item of clothing for them to draw: I’m wearing
I’m wearing purple (jeans). Repeat with other students and clothes.
sneakers . Encourage students around the class to give
instructions for drawing.
Wrap-up
Talk
3 Play Guess who? Are you wearing buddies • Play True or false? (see Games Bank p.254).
a T-shirt? Yes, I am! Say a true or false sentence about what you are
wearing. Say: True or false? I’m wearing (orange)
I can ask and say what I’m wearing. 109
(jeans). Students say true or false. Repeat a few
times, then invite confident students to say true
and false sentences about what they’re wearing.
• Read aloud the speech bubbles. Students look at the pictures and say the missing
words. Show the word cards (shorts, sandals, sneakers, cap, dress), and students read
them aloud. Ask students to choose the correct word to complete each sentence.
• Give students time to write the words to complete the speech bubbles.
Workbook page 103
1 I’m not wearing sneakers. I’m wearing sandals. 1 Imagine you are Kristoff. Read and circle.
Are you wearing shorts? // Yes, I am. I’m wearing orange shorts. 1 a T-shirt, 2 a hoodie, 3 sweater, 4 boots
Are you wearing a cap? // Yes, I am! I’m wearing a red cap. Number and write. wearing 3, I’m 1, a 4, not 2,
2 I’m wearing purple sneakers. skirt. 5; I’m not wearing a skirt.
Are you wearing a T-shirt? // No, I’m not. 2 Put a ✔ or ✘ for you and write. Then ask and
Are you wearing a dress? // Yes, I am. I’m wearing a yellow dress. answer. (not) wearing, I’m (not) wearing, I’m (not)
Are you wearing a blue cap? // Yes, I am! wearing
231
Objectives Warm-up
a friend feel better Make Mickey show the story cards from the Unit 8 story. Students say
Story language: I’m ready! You can do it! You’re right! what they remember about the characters. Ask: Who’s this? (Li) Is her
bedroom (clean)? (no) Can she find her (ball)? Who helps clean up?
Recycled language: I’m wearing my (jacket). Where’s
(her friends) Does she need all her toys? (no).
my (cap)?
Receptive language: I can’t find my (cap). You don’t Presentation
need your (cap).
1 9.8 Listen and read. What color is Hugo’s cap?
It’s story time!
• Show each story card and ask: Who’s this? (Li) What color is her dress?
Skills (purple) What color is his (jacket)? How does (he) feel? (worried).
• Play the audio, and hold up each story card. Ask: What color is Hugo’s
cap? (orange).
Listening: can understand a few basic words and phrases
• Play the audio again, and students follow in their books. Pause after each
Speaking: can repeat phrases and short sentences, if the back of the story card.
spoken slowly and clearly (16)
Spot! Students find Hugo’s cap in the story.

Story summary 2 Look, read, and match.
The children are about to perform in a school show. • Students look at the pictures and find them in the story.
They are wearing their costumes and are about to go • Read aloud each sentence with the class, and students trace with their finger
on stage when Hugo realizes that he doesn’t have his from the words to the corresponding picture. Then give students time to read
lucky cap. the sentences again and draw matching lines with their pencil.
• Students compare their answers in pairs, then check answers all together
Feeling better as a class. Say: (one), and students read aloud the answer (He can’t find
his cap).
In the story, Hugo is nervous because he doesn’t
have his lucky cap. Ask students how Hugo’s friends • Students work in pairs, taking turns to point at the pictures and read aloud
help him feel better. Then ask students to share the sentences.
their ideas about what they can say and do to make
someone feel better, using L1 or mime. 3 Check (✔). How do the friends help Hugo?
Self-awareness • Students look at the pictures. Read aloud the sentences with the
class, and students mime the actions.
• Ask students to check the pictures that show how Hugo’s friends
Extend
help him. They can refer back to the story pictures if necessary.
Students design a lucky cap or another kind of lucky
mascot. Tell students to choose something they like • Students compare their answers in pairs, then check answers all
and that will help them feel better when they fell together as a class.
nervous, worried, or sad. • Students work in pairs, taking turns to read aloud the correct
sentences.
232
LESSON 4
Story
9
The lucky cap 2 Look, read, and match.
1 9.8
Listen and read. What color is Hugo’s cap? orange 1 2 3 4
Are you OK,

1
Children, listen! Are you ready? 2 Hugo? Why are
Yes! I’m wearing
you worried?
my dress! I’m ready!
a She’s wearing b She asks the c He can’t find d He tells Hugo

a purple dress. friends to help. his cap. ‘You can do it’.
I’m wearing my jacket … but where’s my cap? I can’t find my lucky

cap. It’s orange. 3 Check (✔).. How do the friends help Hugo?
3 Arjun! Li! Can you help? Children, let’s go! Oh, no! 1 2
Hugo can’t find his cap. 4
My cap!
They hold
his hand. ✔ They play
together.
3 4
Yes, don’t worry,

It’s OK, Hugo.
Hugo. We can help!
You can do it!
They give
him a toy.
They give
him a hug. ✔
5 6 Good job, Hugo! See?
This is fun! Thanks.
You don’t need your cap!
You’re right!

Talk
Are you OK, buddies
Hugo? Why are
I can’t find my
Spot!
The end
you worried?
lucky cap.
Can you find
110 Hugo’s cap? I can read and understand a story. 111
Talk
• Read aloud the speech bubbles with the class, and students find Make the Mickey Mouse puppet give out the story cards to several
these sentences in the story. students. Read aloud a line from each frame: Are you ready? Are
• Divide the class into groups of five. Ask each student in a group to you OK, Hugo? Don’t worry. We can help. It’s OK. You can do it!
role-play one of the story characters. This is fun! You don’t need your cap. The student with the matching
story card comes to the front and holds up their card.
or mimes their character’s lines. Give the groups time to practice Students say goodbye to Mickey as they leave class.
• Invite more confident groups to come to the front of the class and Workbook page 104
1 Look, read, and put a ✔ or ✘. 1 ✔, 2 ✘, 3 ✘, 4 ✔
2 Think and circle. What makes Hugo feel better? 3
SUPPORT Students role-play the teacher, or mime rather than say
3 Draw yourself in your favorite scene.
their lines.
STRETCH Students role-play characters with the most lines, e.g., Li
or Hugo. Tell them to memorize some of their lines if possible.
Extra activity (story extension) Ask: Do you have something

lucky? Students talk in pairs, e.g., I have a lucky (T-shirt). Share
answers around the class, using L1 if necessary. Then students
re-tell the story in small groups from their own perspective,
including their lucky object. Use story cards as prompts.
233
Objectives Warm-up
Lesson aim: name personal possessions Greet students with the Mickey Mouse puppet.
Target language: bag, building bricks, camera, markers, Remind students of the story from Lesson 4. Make Mickey show each story
paints, skateboard card. Say a line from each frame, pausing before the end for students to
complete the line: I’m wearing my jacket. But where’s my …? (cap)
Recycled language: clothes; Is it a (camera)? Yes. I’m
I can’t find my lucky cap. It’s … . (orange) Don’t worry, Hugo. We can … .
wearing my (jeans). This is my (skateboard). I have /
(help) It’s OK, Hugo. You can …! (do it) This is …! (fun) You don’t need
don’t have a (backpack). My favorite (T-shirt).
your …! (cap).
Materials: Audio; Picture cards / Word cards (Personal
possessions, Food, Family, Toys); Story cards (Unit 9); Presentation
Mickey Mouse puppet
• Point to the pictures. Students say any words they already know.
Play the audio again, pausing after each word for students to read and say
Speaking: can ask about the identity of an object, using
the word.
a basic phrase (21)
• Say a number, e.g., two, and students say the word (camera). Repeat with
Writing (WB): can write some simple words (20)
Teacher toolkit
Choose two items that you use frequently, e.g., a bag • Students look at the picture and read aloud the word. Students draw
or a favorite pen. Show students these items and say: some of their favorite things from the lesson and label them.
These are my things. Explain and/or demonstrate how • Students look at the Picture Dictionary on p.127 and do the same
you use the items, e.g., bag – for bringing books to with other new words they have learned in this unit.
school, pen – for marking students’ work. Then ask:
• Picture Dictionary answers: 4 top: cap, hoodie, jacket, shirt,
What do you have?, and elicit ideas from students,
sweater, T-shirt; bottom: boots, jeans, sandals, shorts, sneakers
writing or drawing their answers on the board.
Engage Teaching star

Students make a simple toy camera. Give each
student a rectangular piece of card, with two parallel Linguistic competence Clapping out the word stress of new words
horizontal slits cut near the top and the bottom. will help improve students’ pronunciation. Clap out two syllables for
Students can decorate the camera by drawing on it skateboard and markers; three syllables for camera and building bricks.
some buttons, a flash, etc. Give each student a strip Make sure to clap with the emphasis on the stressed syllable in each word.
of paper the same width as the slits. On this strip of Clap out the word stress of words from Lessons 1 and 2: hoodie, jacket,
paper, they draw their “photographs” of some of this sweater, sneakers. Then say a word, and students clap out the word stress.
lesson’s vocabulary items, then push the piece of
paper through the slits so that the photos “appear” on
the camera screen between the slits. Students show Practice
and tell about their photos. 2 9.10 Listen and say. Then play in pairs.
Home-school link audio again, pausing before each vocabulary item, for students to say
Students point out and name their belongings the word.
at home, e.g., This is my bag. This is my book. These • Read aloud the speech bubbles with the class, and students mime using
are my pens. a camera.
234
LESSON 5
9
Vocabulary
• Demonstrate the actions, or students come up with
their own. Divide the class into two groups. Play
1 9.9
Listen, point, and say. Then play. the song audio again, and invite one group to join
in with the first verse, and the other group to join in
Make your own with the second verse. Both groups join in with the
picture dictionary. chorus.
1 bag 2 camera 3 skateboard Draw your
favorite things. • When students are confident with the words, play
the karaoke version (track 9.11_karaoke), and they
sing along.
4 paints 5 markers 6 building bricks TPR song

clothes – point to your feet, legs, body, and head
2 9.10
Listen and say. Then play in pairs. skateboard skateboard – balance with arms outstretched
bag – trace the strap of a bag with your hands
Picture Dictionary
Is it a camera? page 127 camera – make a rectangular shape with your
fingers, and use your finger to “click”
Yes! numbers – count down on your fingers
Sing-along
Extra activity (class game) Play Categories
3 9.11
Listen, sing, and act. (see Games Bank p.252). Write categories on
I’m wearing my sneakers. the board: food, clothes, family, toys. Divide the
I’m wearing my jeans. This is my skateboard.
m un
class into teams. icapicture
Show te! cards in random
My favorite T-shirt This is my bag.
s omthe
cand
t ’
order, teams take turns to place the
Lepicture
And my favorite cap! This is my camera
And these are my friends. card in the correct category.
Smile for the camera.
Smile everyone!
Five, four, three, two, one! Wrap-up
Click! Play Pass the picture card (see Games Bank p.252).
Students sit in a circle. Make the Mickey Mouse
Extra Go online puppet hold up a picture card, then start passing it
112 I can name my things.
Lesson Phonics
around, until you say: Stop! The student holding the
picture card says the word, e.g., (bag). Repeat with
other picture cards.
• Students work in pairs to play the game, taking turns to mime and guess, using the
speech bubbles as a model. Students say goodbye to Mickey as they leave
SUPPORT Students point at the pictures and ask with a single word, e.g., camera?
class.
STRETCH Students ask more questions, e.g., Is it (green)? Are they (big) or (small)?
Workbook page 105
I want to paint a picture. Where are my … paints? Audioscript see p.251
Let’s play! I have some … building bricks. 1 9.1 Look and complete. Then listen and
I don’t have a bike, but I have a … skateboard. match. 1 c, e; 2 b, d; 3 a, f
The teacher writes on the board with … markers. 2 SB 9.11 Look and write. Then listen and check.
I don’t have a backpack, but I have my books in my … bag. 1 sneakers, 2 T-shirt, 3 skateboard, 4 bag,
Let’s take a picture. Smile and look at the … camera. 5 camera
3 Circle the odd one out. skateboard
• Students look at the pictures and say what they can see.
• Play the song audio, and students listen. Ask: What clothes and things are in the
song? (sneakers, jeans, T-shirt, cap, skateboard, bag, camera).
235
Objectives Warm-up
Lesson aims: ask and answer about people’s things Greet students with the Mickey Mouse puppet.
Target language: This is my bag. These are my books. • Play the song audio (track 9.11), and students sing the song and do the
Is this your bag? Yes, it is. / No, it isn’t. Are these your actions.
books? Yes, they are. / No, they aren’t.
Recycled language: clothes, personal possessions; I’m
wearing (shorts). She’s/They’re (angry/proud). She (yells). 1 9B Watch the video. Circle. Who are Anna’s friends?
They (stomp). Make the Mickey Mouse puppet stand up. Say: Sit down, Mickey.
Materials: Video 9B; Audio; Picture cards (Clothes 1, 2; It’s video time!
Personal possessions); Cut-outs 9; Mickey Mouse puppet; • Students look at the picture. Ask: Who’s this? (Anna) What’s she wearing?
(optional) scissors, building bricks; prepare a cut-out to (a dress) What does she have? (a bag) How does she feel? (worried/
bring to class scared).
• Then ask students to look at the small pictures. Ask: Is (he) a friend?
Skills Students guess the answer.
Reading: can recognize simple words and phrases • Say: Watch! Who are Anna’s friends? Play Video 9B, and students watch
related to familiar topics, if supported by pictures (23) and listen. They circle the pictures.
Listening: can recognize familiar words and phrases in • Play the video again, pausing at various points to ask: How does she
short, basic descriptions, if spoken slowly and clearly (24) feel? (angry) Are the giants her friends? (no) Are the giants (happy)? (no,
Speaking: can talk about personal possessions using angry) What do they do? (stomp/yell) Who helps Anna? (Sven/Kristoff)
simple language (26) What are they wearing? (pants, jackets, boots) How do they feel? (proud)
What do they say? (We can help.). Students say or mime the answer.
Writing (WB): can write some simple words (20)
9.12 Grammar Heroes
read and repeat.
Are these Anna’s friends? Videoscript see p.247
• Students work in pairs, taking turns to read aloud the questions and answers.
The rock giants chase Anna through the forest. She
feels scared, but luckily Kristoff and Sven help her.
Then Anna meets soldiers and asks them to help her Practice
save Arendelle. 2 9.13 Listen and number. Then say in pairs.
• Students look at the pictures and say the words.
Teaching grammar • Play the audio, and students listen and point to the pictures. Play the
Use real items belonging to students to present the audio again, pausing after each line for students to number the pictures
meaning of the possessive adjectives my and your. 1–6. Check the answers: Number (one). This is my … . (skateboard)
Point to objects in the classroom, and ask: Is this your Number (four). These are my … . (building bricks).
bag? Is this my book? Are these your shoes?, and • Read aloud the speech bubbles with the class. Then students work in pairs,
students answer. taking turns to point and say This is my (T-shirt). These are my (sneakers).
Extend 1 This is my skateboard.
Students draw and cut out more clothes for their 2 These are my paints.
cut-out dolls, and then play in pairs. Student A 3 Look! These are my sandals.
dresses their doll. Student B asks questions, e.g., 4 Are these your building bricks? // Yes, they are.
Are you wearing a dress? Is this your dress? Student 5 Is this your T-shirt? // Yes, it is!
A answers, and then Student B puts the clothes items 6 Are these your sneakers? // No, they aren’t. My sneakers are blue.
on their doll. When they have finished playing, they
compare the dolls.
236
LESSON 6
9
SUPPORT Write in two columns on the board:
This is my … and These are my … . Show the
1 9B
Watch the video. Circle. Who are Anna’s friends? personal possessions picture cards, and students
come up and place each picture card in the
correct column.
STRETCH Students use the question form during
pairwork, e.g., Is this your (T-shirt)? Are these your
9.12
(paints)?
This is my bag. These are my books.
Is this your bag? Yes, it is./No, it isn’t.
Are these your books? Yes, they are./No, they aren’t.
9B again, and students role-play some of the
characters. Divide the class into four groups:
2 9.13
Listen and number. Then say in pairs. Anna, giants, Kristoff, Matthias. Students mime
a b c the actions for their character as they listen
(angry, yell, run, stomp, throw, ride, climb, listen).
This is my
skateboard.
4 3 1
d e f These are Wrap-up
my paints. • Play It’s in the bag (see Games Bank p.253).
Put classroom objects from several students in a
6 2 5 bag, remembering who each belongs to. Invite a
student to take out an object. Ask: (Priya), is this
municate! your (pencil)? (Amir), are these your (crayons)?
com
’s Students answer, e.g., Yes, it is. / No, it isn’t. / Yes,
Let
This is my bag.
they are. / No, they aren’t., and take back their
3 Use the cut outs. belongings.
Talk with a friend. Students say goodbye to the Mickey Mouse
puppet as they leave the class.
These are
Cut outs my sandals.
Workbook page 106
I can ask and answer about people’s things. 113
1 9.2 Listen and check (✔). 1 b, 2 b, 3 a, 4 a
Number and write. your 3, these 2, paints 4,
Teaching star
Are 1; Are these your paints
Creativity Encourage students to be creative by using real building bricks. 2 Write this or these. Then check (✔) the boy’s
This will help make learning more memorable. Bring some building bricks into things. Ask and answer. 1 This, These; 2 this;
class, or ask students to bring some in. Students make different objects from 3 these
the building bricks and say, e.g., These are my building bricks. This is a (house).
This is a (giant).
3 Use the cut outs. Talk with a friend.

• Students carefully cut around the dotted lines of the cut-outs.
• Read aloud the speech bubbles with the class, and students hold up the cut-outs:
shorts, sandals, bag.
• Demonstrate the game with the whole class. Put some clothes on your cut-out.
Describe your picture: I’m wearing a (dress). This is my (camera). These are my
(sneakers). Students dress their own cut-out so that it is the same as yours.
• Students play the game in pairs, taking turns to describe and dress their cut-outs.
237
9 Lesson 7: Myself and others Feeling better Student’s Book page 114
Objectives Warm-up
Lesson aim: say what makes me feel better Greet students with the Mickey Mouse puppet.
Target language: a hug, my favorite clothes, my • Use the Myself and others poster to review ideas from Unit 8. Say: Is your
favorite toy, my friend bedroom (clean)? Do you need all your toys? Who can you give your
toys to? (brother, friend, other children).
Recycled language: emotions, actions (Units 1–8)
Materials: Audio; (optional) Video 9A; Myself and 1.14 Listen and sing.
others poster; Mickey Mouse puppet; (optional) a toy or • Play the song audio. Students join in with the words and the actions.
teddy bear
Presentation
Skills 1 What makes them feel better? Act out.
Reading: can recognize simple words and phrases • Students look at the pictures of Anna and Olaf. Ask what they remember
related to familiar topics, if supported by pictures (23) about the video in Lesson 1, and ask them to look once more at the Big
Listening: can recognize words and simple phrases Picture on pp.106–107. If necessary, play Video 9A again to remind
related to familiar topics, if spoken slowly and clearly students of the characters’ reactions. Ask: How does Olaf feel? (worried/
and supported by pictures (24) scared) How does (Anna) help? Students say or mime the answer (holds
Speaking: can say how they feel using a limited range his hand, listens, gives him a hug).
of common adjectives (22) • Students look at the pictures of Hugo with his friends, and they find them
Writing: can write some familiar words (20) in the story on pp.110–111. Ask what they can remember about the story:
What’s Hugo’s lucky thing? (his cap) Can he find it? (no) How does he
feel? (worried) How do his friends help? (give him a hug / hold his hand).
Teacher toolkit
• Students work in pairs, acting out each scenario and miming what makes
the characters feel better. Encourage more confident students to say
Feeling better
Are you OK? Don’t worry. I can help. I can hold your hand. I can give
In this lesson, students extend upon the work done you a hug.
in previous units about feelings and managing
their own behavior. By encouraging students to Practice
reflect on their different feelings and by identifying
what makes them feel better in difficult situations, 2 9.14 Listen and check (✔).
they can start to take ownership of their negative • Students look at the pictures. Ask: What’s this? (a teddy bear) What’s she
emotions and choose their own strategies to wearing? (a hat, sweater) How do they feel? (happy) Are they friends? (yes).
improve how they feel. • Play the audio. Students listen and check the picture. Play the audio again,
Self-awareness pausing after each section for students to repeat.
• Ask: What makes (her) feel better? (a hug). Students say or mime the
answer.
Engage
SUPPORT Students act out the dialogue, using mime and gestures only
Set up a “feel better” corner. This could be a small
(frowning for sad, miming a hug, smiling for feel better).
area of the classroom, with a rug or a couple of
cushions, and a few books and plush toys. Students STRETCH Students act out the dialogue in pairs, saying lines from the
can also contribute items to this corner. Invite them audio. Write prompts on the board, if necessary.
to go to the “feel better” corner whenever they are Audioscript (track 9.14)
feeling sad, angry, or overwhelmed. Decide with the A: Are you OK?
class on a set of rules for the corner, e.g., how many B: No, I’m sad.
times students can visit the corner, how long they can A: Can I help?
stay there, and what they can do when they are there. B: Can you give me a hug?
A: Yes, of course!
Home-school link B: Thanks! I feel better now.
Ask students to tell their families about what makes
them feel better when they are feeling different
emotions.
238
LESSON 7
9
Myself and others
Feeling • Students compare their answers in pairs. Ask more
1.14
Listen better confident students to read aloud their answers to

the whole class.
and
sing. Be a hero! Students draw something
that makes them feel better. Ask them to put their
1 What makes them feel better? Act out. picture for safe-keeping in a small box or envelope.
1 3
2 4 You could have a class “feel better” box into which
students put their ideas. Students show their picture
and say: This is my (lucky) (robot). My (favorite toy)
makes me feel better.
Extra activity (class survey) Do a class survey

2 9.14
to find out what makes students feel better.
1 2 3 4
Say: You’re sad. What makes you feel better?
Elicit ideas: a favorite toy, food, clothes, a hug,
playing with a friend, talking to mom. Say: Your
(favorite toy) makes you feel better. Stand up.
✔ Count the students to find the most popular way
that students make themselves feel better.
3 Think. What makes you feel better? Read and write.
my favorite toy my friend my favorite clothes a hug Wrap-up
Hold up the Mickey Mouse puppet, and invite
1 When I’m sad, makes me feel better.
2 When I’m angry, makes me feel better. poster. Say a phrase from one of the Myself and
others lessons, e.g., A (hug) makes me feel better,
Be a hero!
and students find the corresponding picture as
Make a feel better box. quickly as they can on the poster. Repeat with
Put your favorite things inside.
Show your friend. other students and phrases.
114 Self-awareness I can say what makes me feel better. class.
Workbook page 107

Teaching star 1 Think and check (✔). Who feels better?
Social-emotional learning Students think about what they could do as a whole What makes them feel better? 1 ✔, 3 ✔,
class to help someone who’s feeling sad. This will help students develop empathy 4 ✔; Students say or mime: 1 hug a toy, 2 hold
for others. For example, put on some happy music, and students dance or sing hands, 3 talk to a friend
together, have a “group hug,” saying It’s OK. We can help. Let’s (dance/sing/hug). 2 Imagine, draw, and write.
3 Think. What makes you feel better? Read and write.

Read aloud the words in the box with the class. Say and mime: When I’m sad … a
hug makes me feel better. Do the same for angry, e.g., hold a favorite toy (or use
the Mickey Mouse puppet). Say: When I’m angry, … my favorite toy makes me
feel better.
• Say: You’re (sad). What makes you feel better? Students say or mime their ideas.
• Read aloud the gapped sentences with the class, providing an example for each
one. Give students time to complete the sentences using the phrases from the box
or their own ideas.
239
9 Lesson 8: My world Technology: Smart wool! Student’s Book page 115
Objectives Warm-up
Lesson aims: read and understand about smart wool Greet students with the Mickey Mouse puppet.
Target language: cold, dry, hot, wet; sheep Make Mickey show clothes picture cards (Lessons 1 and 2), and students
say the words, e.g., shorts, a sweater, a jacket, a T-shirt, sandals, boots.
Recycled language: clothes; These are (sheep).
I’m wearing a (sweater). It’s (wet). I’m not (wet). I’m (dry). • Draw a sun on the board. Mime being hot, and students come up and
It’s (soft). place clothes picture cards suitable for hot weather next to the sun.
Do the same for cold weather – draw a snow cloud, mime being cold, and
Receptive language: Merino (wool). It’s (light).
students place clothes picture cards for cold weather next to the picture
Materials: Audio; Picture cards (Clothes 1, 2); Mickey on the board.
Mouse puppet; (optional) a ball of wool or woolen
clothing, a plastic toy or item of clothing, videos of Presentation
photos showing Merino wool
1 9.15 Let’s explore! Listen and number.
• Students look at the pictures. Ask: What clothes can you see? What’s she
Skills wearing? (hat, sweater, jacket). Elicit any other known words.
• Play the audio, pausing after each section. Students follow in their books.
texts (24)
Play the audio again, pausing so that students can number the texts 1
Listening: can recognize words and simple phrases and 2.
relating to familiar topics, if spoken clearly and
supported by pictures (24)
bold, for students to find the corresponding picture and caption on the
Speaking: can say single words related to familiar right. Check understanding by asking: What are these? (sheep) What’s
topics, if supported by pictures or gestures (19) their name? (Merino) Can they live in (hot/cold) places? (yes) Is Merino
Writing: can use an apostrophe when writing wool hard? (no, soft) Is it (light)? (yes). Demonstrate the meaning of light
contractions (26) by showing a light object in the classroom, e.g., a sheet of paper, a pencil.
Students think of some other soft or light things and mime them or draw on
Teacher toolkit the board, e.g., soft – plush toy; light – feather.
• Ask more confident students to read aloud one or two sentences, and the
Cross-curricular other students point to the corresponding picture. Then students work in
Merino wool is a fibre which comes from a species pairs to practice reading aloud the sentences.
of sheep whose habitat has harsh climates. This
fiber helps regulate the sheep’s body temperature, Teaching star
to adapt to the outside temperature. This makes Application Bringing the real world into the classroom will make
Merino wool ideal for outdoor activities such as learning more memorable. If possible, bring a ball of wool or an item of
mountaineering and trekking. clothing made of wool to the class. Students touch the wool and say how
it feels (soft). If it’s not possible to bring in real wool, bring some photos
Extend or pictures from magazines. Students think of clothes that are made of
Find videos online of Merino sheep, and invite wool, e.g., sweater, hat, scarf.
students to say what clothes items they think can be
made from Merino wool. Show photos or videos of
items made from Merino wool, e.g., a sweater, socks, Practice
a coat, and even T-shirts. 2 Think Read and write Yes or No.
• Read aloud each sentence with the class. Ask them to find the answer in
Home-school link the pictures or the text in activity 1, and say yes or no.
Students find any clothes they have at home that • Give students time to read the sentences again and write Yes or No.
are made from Merino wool. They can take a photo • Students compare their answers in pairs, then check all together as a class.
or draw a picture, and bring it to the next class.
SUPPORT Instead of doing activity 2, students look at the small pictures in
Encourage them to say: My (T-shirt) is Merino wool.
activity 1. They find and underline the target words in the text: sheep, hot,
cold, dry, wet.
240
LESSON 8
9
Smart wool!
Technology
My world
Thinking skills
1 Let’s explore! Listen and number.
9.15
Understand In activity 2, students remember
what they have learned about Merino wool in
We make clothes from it!
activity 1, and answer statements with yes or no.
You can wear them when it’s
hot and cold. I’m wearing hot Apply In activity 3, students apply the
a Merino sweater. It’s wet knowledge they have learned in activity 1 to
outside. But I’m not wet or sheep complete a table about what they can wear in
cold. I’m dry and warm. 2
different types of weather.
Create/Evaluate You can extend HOTS by
These are Merino sheep. asking students to draw a picture of clothes
They’re special! They can live
in very hot places, and in very
cold items they can wear when it’s a particular
cold places. The wool from weather type (either hot, cold, wet, or dry),
Merino sheep is special, too. using either Merino wool or plastic. Then they
1 It’s very soft and light. swap their books with a partner and take turns
dry
to evaluate whether or not they have chosen
the correct material for the weather type.
2 Think Read and write Yes or No.
1 Merino wool is from cats. No wet
Extra activity (extension) Students do some
2 The wool is soft and light. Yes
independent research to find other clothes
3 You can only wear Merino clothes when it’s cold. No that are made of Merino wool, e.g., T-shirts,
sneakers, jackets, sweaters. They find pictures
3 Do Put a ✔ or ✘. What can you wear? and make a class poster.
It’s hot. It’s cold. It’s wet. It’s dry.
Merino jacket ✔ ✔ ✔ ✔ Wrap-up

Hold up the Mickey Mouse puppet. Make Mickey
Plastic jacket
✘ ✔ ✔ ✔ say It’s (hot). I’m wearing … . Elicit possible answers
(shorts, a T-shirt, sandals). Repeat for other weather
I can read and understand about smart wool. 115 conditions and clothes.
class.
STRETCH Students correct the false sentences (Answers: 1 Merino wool is from
sheep. 3 You can wear Merino clothes when it’s hot and cold.).
Workbook page 108
3 Do Put a ✔ or ✘. What can you wear?
1 Look, read, and circle. 1 sheep, 2 cold, 3 wet,
• Read aloud the headings in the chart, and students look at the icons. Read aloud
4 dry
the clothes words at the side of the chart. Remind students what plastic is by
showing a plastic toy or object if you have one. Elicit other plastic objects, e.g., 2 Look. Then write ’. I’m wearing a Merino
building bricks, a toy robot, a plastic bag, a ruler. Ask: Do you have plastic clothes? sweater. I’m not wet. I’m dry.
(e.g., rain jacket / boots). 3 Design Merino clothes for hot and cold
weather.
• Students tell you what they remember about Merino wool, e.g., It’s (soft/light/
special).
• Students look at the chart. Say: It’s hot. Can you wear Merino wool? (yes) Can you
wear a plastic jacket? (no).
• Students work in pairs and complete the chart. Then check all together as a class.
Discuss, using L1 if necessary, why you can’t wear a plastic jacket when it’s hot (you
would get hot and sweaty) or cold (it doesn’t keep you warm).
241
9 Lesson 9: Project My clothes poster Student’s Book page 116
Objectives Warm-up
Lesson aim: design and write about my clothes Greet students with the Mickey Mouse puppet.
Target language: I’m wearing (jeans) and a (hoodie). • Play the song audio (track 9.11), and students join in with the words and
Think and plan. the actions.
Recycled language: clothes, colors
Let’s review
Materials: Audio; Picture cards / Word cards (Clothes
1, 2); Mickey Mouse puppet; pens, pencils, paper 1 Read and number.
• Students look at the pictures and name the clothes they see. Say: I’m
wearing a (hoodie). Picture 1 or 2? (2). Repeat with other sentences
Skills about the pictures, and students say one or two.
• Students read the captions and number the pictures.
• Students compare their answers in pairs. Then check the answers
Listening: can recognize words and simple phrases
all together as a class. Invite individual students to read aloud the
related to familiar topics, if spoken slowly and clearly
descriptions and say which picture each one describes.
and supported by pictures (25)
Speaking: can name items of clothing if supported by Get ready
pictures (22)
2 9.16 Listen and number. Then look and match.
• Explain to students they are going to draw and write about their clothes.
• Students think about what they need to do before, during, and after their
Teacher toolkit
project. Elicit known vocabulary by asking: What do you need? (my
Project skills: Self-management pencil, crayon). What do you do? (I draw/write.). Use gestures or mime to
In this lesson, students learn the different stages help as necessary.
involved in project work and how to do them in the • Read aloud the sentences with the class, and students point to the pictures.
correct sequence. First, they decide what they want • Play the audio, and students listen and follow in their books. Then play the
to do their project about. Then they get ready by audio again, and students number the sentences 1–6.
making sure they’ve got what they need. Next, they • Check the answers by asking students to read aloud the sentences in the
draw and write. Then they read and check what correct order, e.g., One. Think and plan!
they have done. Finally, they present their project to
• Students work in pairs, reading aloud each sentence and pointing to the
the class.
picture.
Extend Audioscript (track 9.16)

Set up a fashion show. If possible, encourage students 1 Think and plan! What can I draw? I know, I can draw a dress.
to come to school wearing their favorite outfit 2 I need to get my things ready. I put my pencils and crayons on the desk.
and explain what they are wearing to the class. 3 I draw and color my picture.
Students could walk down a runway in the middle 4 I write about my picture.
of the classroom, if they feel comfortable doing so. 5 I read and check my work.
Alternatively, they could cut out their clothes posters 6 I show the class my picture.
or use their cut-outs from Lesson 6, and use these as
models in a miniature fashion show. Create
3 Now design your clothes. Write.
Digitizing projects • Direct students to go to p.109 in their Workbooks and do the scaffolded
Create a digital photo board or a collage containing activities to create their project.
photos of the students’ posters.
Workbook page 109
1 Think and complete the plan. Then check (✔) as you work. Students
read and match the sentences to the pictures to complete the plan. They
check each stage in the plan as they work on their project. (Answers:
1 c ✔, 2 a ✔, 3 b ✔)
242
LESSON 9 f-m
anagem
9
My clothes poster
Project
en
Se
t
ACHIEVE
Students can draw their favorite clothes and
Let’s review 1 2
write at least two sentences about them, e.g.,
I’m wearing (jeans). These are my (sandals).
1 Read and number.
a I’m wearing jeans, a hoodie, and a cap. 2 To be updated SUPPORT
Students write about only one item of clothing,
b I’m wearing shorts, a e.g., I’m wearing jeans. Place the word cards on
T-shirt, and sneakers. 1 the board for support.
STRETCH
Get ready Students include some negative sentences in
their writing, e.g., I’m not wearing (shorts). I’m
2 9.16
Listen and number. Then look and match. wearing (jeans).
a b c
Draw and color. 3
Show the class my picture. 6
3 6 5 Reflect
Read and check my work. 5
d e f 4 How did I do?
Get my things ready. 2
Think and plan! 1
2 1 4 draw emojis to assess their own performance in
Write about my picture. 4 this lesson.
Workbook page 109
Extra activity (class game) Play a game of

Create Reflect Letter scramble (see Games Bank p.253). Place
4 How did I do? two clothes picture cards on the board (jeans,
3 Now design
cap). Scramble the letters of one of the words,
your clothes. I think and plan.
e.g., p a c, and students choose the correct
Write. I create my project. picture card (cap). Invite a student to come to
the board and write the word. Repeat with other
words and picture cards.
116 I can design and write about my clothes.
Wrap-up
2 Check (✔) for your picture. Then write and draw. Students choose and check Put the students’ pictures around the classroom.
the clothes they want to include in their project. Then they practice writing about Hold up the Mickey Mouse puppet, and make
them, following the model sentences. Mickey comment on the projects, e.g., I like your
(T-shirt). That’s cool! Good job!
• If suitable, give each student a piece of paper and ask them to refer to their
completed activities in their Workbooks as they draw their clothes. They follow the • Give students time to look at each other’s work.
Workbook model to write sentences. Then say: Read and check your work. Give Encourage them to read the captions and respond
students time to check their spelling and grammar. to the pictures.
• When they are ready, students work in pairs, taking turns to show and describe Students say goodbye to Mickey as they leave
their picture. Invite more confident students to present their picture to the class, class.
e.g., I’m wearing (jeans) and a (T-shirt). These are my (sneakers). Remind students
Workbook page 109
how to present their project: Stand up! Smile! Speak up! Remind them how to listen:
Sit up! Don’t talk! Listen! 3 Think and color. Students color the stars to show
how well they completed their project.
Teaching star
Learning to learn Peer reviewing helps students develop editing skills. Write
some common mistakes on the board before they start: I’m wearing a dress.
I’m wearing a sneakers. I’m wearing dress. I wearing shorts. Students focus on
these common errors and on correct spelling.
243
Objectives Warm-up
Target language: clothes and belongings; I’m wearing • Play the song audio (track 9.11), and students join in with the words
(pants). This is my (bag). These are my (markers). Is this and actions.
your (camera)? Yes, it is. No, it isn’t.
Materials: (optional) Video 9A, Video 9B; Picture I can do it!
cards / Word cards (Clothes 1, 2; Personal possessions); 1 Circle. Then say for you.
Skills • Then say: Close your books. Ask: What’s (Kristoff) wearing? (shirt) What
Reading: can recognize simple words and phrases color is (Kristoff’s) (sweater)? (brown) Is (Anna) wearing a (hoodie)? (no).
related to familiar topics, if supported by pictures (23) • Students read the words and circle the correct one.
Listening: can recognize words and simple phrases • Students compare their answers in pairs, then check all together as a class.
related to familiar topics, if spoken slowly and clearly • Read aloud the speech bubble with the class. Point to yourself and say:
and supported by pictures (25) I’m wearing (pants) and a (shirt). Students work in pairs, taking turns to say
Speaking: can talk about personal possessions, using what they’re wearing.
simple language (26) SUPPORT Place clothes picture cards and word cards on the board, and
students match them before they start the activity.
Teacher toolkit STRETCH Students write a sentence about each picture, using I’m wearing …
and the correct clothes word.
Video review
You can return to Video 9A and Video 9B at the 2 9.17 Listen and put a ✔ or ✘. Then ask and answer.
end of the unit for a “second play.” Play the videos • Students look at the picture and say what they can see (building bricks,
on mute (without sound), and students say the target camera, skateboard, paints, bag, markers).
vocabulary and structures whenever appropriate in • Play the audio, and students point to the pictures. Play the audio again,
the video. pausing after each sentence or question for students to put a ✔ or an ✘
next to the girl’s things.
Remediation • Check all together as a class: Is this her (skateboard)? (yes) Are these her
Play the song from Lesson 5 again to review the (building bricks)? (no).
target structures and vocabulary. Practice question • Read aloud the speech bubbles with the class. Students work in pairs,
forms with personal possessions picture cards, taking turns to ask and answer about the picture. They answer as if they
eliciting: Is this your (skateboard)? Ensure that are the girl in the picture.
students are comfortable with the structures before
SUPPORT Students describe things in the picture instead of asking
they do the activities.
questions, e.g., camera / This is my camera.
STRETCH Students imagine they are the girl in the picture, and describe the
The end of Level 1 is a good time for bedroom in more detail, e.g., There’s a (lamp). There are (building bricks). I’m
students to take the English Benchmark wearing (pink) (pants). This is my (bag). These are my (paints).
Young Learners test to supplement
in-course assessment. The formative Audioscript (track 9.17)
information it provides can help inform This is my skateboard. And these are my paints.
remediation, summer assignments, or Is this your camera? // No, it isn’t.
planning for the following year. Having Is this your bag? // Yes, it is.
students take a test once per year enables teachers Are these your building bricks? // No, they aren’t.
to track their progress throughout elementary school. Are these your markers? // Yes, they are.
English Benchmark Young Learners is aligned to
r
Sticke
time
internationally recognized measures, and therefore
can also be used to assess readiness for external • Read aloud the I can … statements with the class. Students check what
high-stakes exams. For more information on using they feel they can do after they have completed Unit 9.
English Benchmark Young Learners, administering • Ask individual students to read aloud the sentences they checked, e.g.,
the test, and interpreting scores, please visit I can name my clothes and things. Students demonstrate what they can do.
pearsonenglish.com/benchmark. • Students stick the sticker to show they have completed Unit 9.
244
LESSON 10
9
I can do it!
Review
Wrap-up
I’m wearing shorts. enjoyed in Unit 9. Have a class vote, and choose
1 2 3 4 one activity to do again as a class, e.g., watch the
video, sing the song, or chant, listen to the story.
shirt / bag shirt / sweater jacket / boots shorts / dress reflects this unit. Read aloud with students the
I can … statements (I can name clothes and ask
2 9.17
Listen and put a ✔ or ✘. Then ask and answer. about people’s things, I can say what makes me
feel better).
✔ Students say goodbye to the Mickey Mouse
Is this your
puppet and tell him their favorite two words from
✔ camera?
Unit 9.
✘✔ ✘
✔ No, it isn’t.
My progress journal
1 Find and circle six differences. Then read and
er
Test your
check (✔). Students circle differences on picture
Stick progress
time with English 2: Hugo – no cap, a shirt, sneakers; Camila – a
I can … Benchmark
Young Learners sweater, red sandals, a camera. Students read and
name my clothes check the girl in picture 1.
and things
2 Draw yourself and match. Then answer the
read a story questions.
sing a song 3 Think and draw , , or . Students draw
say what makes
me feel better
✔ IUnit
completed
9!
each lesson.
Go online
Big Project 117
Listening
Teaching star
1 9.3 Listen and write. 1 Anna, 2 seven,
Growth mindset Reflecting on their progress at the end of the course will make 3 Jim, 4 twelve, 5 ten
students realize how much they have progressed. They look back at each unit Reading
and say what they learned in each one. Then they work in pairs and say Good
2 Read and write. 1 sweater, 2 boots,
job! I’m proud of you! You can say (clothes) words. You can (sing a song).
3 dress, 4 hat, 5 sandals
Encourage students to set a goal and say something they want to learn next year.
Speaking
3 Answer for you. Possible answers: It’s
My Star and Hero! Students look at the sticker of Elsa on p.5 of the Student’s (hot). I’m wearing (sandals). My (jeans)
Book. They work in pairs, describing Elsa, e.g., She’s (young). She has (blue eyes). are my favorite clothes.
It’s a (blue) (dress). Choose your favorite activity in the
Sticke
time
r
unit and stick.
Extra activity (whole class) Make the Mickey Mouse puppet give out
clothes picture cards to students. Make Mickey say: I’m wearing (pants), (a jacket),
and a (cap). Students with the corresponding picture cards stand up and arrange
themselves in the correct order. Repeat with other students and picture cards.
245
Videoscript
Welcome Unit 3
Lesson 1 Video 0A Nice to meet you, Mater! Lesson 1 Video 3A The monsters are scared
Look! It’s a red car. And a truck. What color is it? It’s brown. The Here’s Boo. The monsters hide and run. They’re big, but they are
red car isn’t happy. “My name is Mater,” says the truck. “Nice to scared! This is Mike. He’s green. He has a big head. This is Sulley.
meet you! What’s your name?” he asks. “I’m Lightning. Lightning He’s blue. Look, it’s a teddy bear. Oh, no! Now Mike has the teddy
McQueen,” says the red car. Let’s look around! Lightning and Mater bear. Boo isn’t happy. Oh, no! She’s sad. Look at her cry! It’s OK,
make friends. Look. It’s a police car! It’s black. Mater and Lightning Boo. Here’s the teddy bear. Don’t cry! Oh, no! Don’t touch! Oops!
go to town. Look at the cars! How many cars can you see? One, two, Oh, Mike! Boo’s happy. Look at her jump and smile. Oh! What’s this?
three, four, five, six, seven, eight, nine, ten. Ten cars! What colors can Boo’s happy, but Sulley and Mike are worried. Shhh!
you see? Red, brown, blue, green, purple, and black. Oh, look at this
car! What color is it? It’s blue. It’s big. And this car is blue, too. It’s Lesson 6 Video 3B Get up, Sulley!
nice! Nice to meet you, cars! Here’s Sulley. He’s a big, blue monster. He’s in bed. And here’s Mike.
He’s a small, green monster. He isn’t happy. Get up, Sulley! Up, down,
Unit 1 up, down. Come on, Sulley! Stand up! Down! Up! Down! Now run!
Get down! Run again! Jump! Roar! Up, and down, and up, and down.
Lesson 1 Video 1A Riley’s new school Don’t touch the face! Sulley’s big and strong. Now go down and up!
This is Riley. It’s her first day at school. These are Riley’s feelings. Riley
Good job! Oops! Let’s take a break.
says goodbye to her mom and dad. She’s happy! The school is big!
Riley’s a little scared. Riley is in her classroom now. She can see desks,
and chairs, and a lot of students. Oh! It’s the teacher! Riley is scared.
Unit 4
But she says hello to the students and to the teacher. She tells the Lesson 1 Video 4A Don’t yell, Rhino!
students about her hometown. She’s happy! Who’s this? It’s Rhino. He’s a hamster. Look! A cat and a dog! He’s excited!
He runs and jumps in the air. It’s Bolt! His hero! Bolt is a super dog. This
Lesson 6 Video 1B It’s a yellow ball is Mittens. She’s a black cat. Rhino’s small and brown. He runs in his ball.
Oh! What’s this? It’s a ball. Is it yellow? Yes, it’s yellow! It’s a yellow He’s very excited. Bolt is his hero. Bolt talks to Rhino. They make friends.
ball. Who’s this? It’s Riley. She’s small. Oh, no! She’s blue. She’s sad. Rhino is happy. But Mittens frowns. Bolt is worried. He can’t find his friend,
Here’s Riley again. Oh, no! Be careful, Riley! A purple ball. Oh, Penny. Rhino is worried, too. Then he’s angry. He yells at Mittens. They
what’s this? It’s green! Is it good? No, it isn’t. Ugh! Look, a green think Mittens can help find Penny. Mittens frowns. Rhino is sad about
ball. O-oh! Who’s this? He’s red. He isn’t happy. It’s a red ball. Ooh! Penny. And he’s angry. He yells and stomps. Mittens is scared. She runs.
Riley’s happy. Stop, Rhino! Don’t yell! It’s OK. She can help. “Let’s go!” says Rhino.
Unit 2 Lesson 6 Video 4B What are they?

Look! It’s Bolt, the dog. He runs and jumps. Oh, no! His head! Help!
Lesson 1 Video 2A Meet the Incredibles! Bolt frowns. He’s worried. Oh…What’s this? What are they? They’re
This is Dash. And this is his mom. They’re in a car. Dash isn’t happy.
birds. They’re gray. Can you help Bolt? Yes, they can! “Turn your head
This is the school. And this is Violet. She’s Dash’s big sister. She says
and pull,” says the bird. Turn and pull! Yes, Bolt’s free! Thank you, birds!
hello to a boy. Then she sees her mom and brother. And who’s this?
He’s Dash’s dad. The car is small. But he’s big! Whoa! Oh, no! He
isn’t happy. Close the door. Close the door! Ooops! Now he’s angry!
Unit 5
O-oh. The boy is worried. It’s OK. Lesson 1 Video 5A Keep calm, Woody!
Now Mom and Dad are Supers! Oh, no! Run! Mom’s worried. Good This is Woody. He’s a doll. He says goodbye to his friends: Bullseye, the
job, Violet! Oh, no! Violet! It’s OK. Dad’s here. He’s Super. Run! horse, Buzz, the action figure, and Jessie, the doll. They’re sad. Where’s
Whoa! Ouch! Dash and Violet are excited! Jump, Dad! Look! It’s Woody now? Oh, there he is! He’s in the bathroom. Shh! He’s worried.
Frozone! He’s Dad’s friend. Ouch! Ouch! He can help. Aha! He climbs up. And jumps! Oops! Hold on! He climbs up again.
Oh, no! Can he see Woody? Phew! No! Woody’s scared. You can go!
Lesson 6 Video 2B Is he your friend? Jump! Good job! Oh, no! He’s worried. The hat! Oh! Woody has a kite.
Here’s Dash. Here’s Violet and her friend. Oh! It’s a boy. Is he your He can fly. He’s happy. Oh, no! Don’t look down. Oh, no! He’s scared!
friend, Violet? Yes, he is. Run, Dash, run! Dad’s excited! Slow down, Keep calm, Woody. Close your eyes! Phew! He’s OK. Look, it’s a girl.
Dash! Hooray! Good job, Dash! Mom and Dad are proud. Oh, no! Her name is Bonnie. She sees Woody. She smiles. She has a new toy!
What’s this? It’s big! He isn’t a friend. Oh, no! It’s OK. The Incredibles
are here! Lesson 6 Video 5B Bonnie has a lot of toys
Look! It’s Woody and Bonnie. They’re in Bonnie’s room. Bonnie has a
blue dinosaur. She doesn’t have a green dinosaur. Woody says hello
to the other toys and the toys say hi to Woody. They like playing with
Bonnie. They have fun. Bonnie has a burger! It’s a toy, too. Who’s this?
Another doll! Bonnie’s scared. They’re in a spaceship now. Wow, they
fly high. Bonnie has a lot of toys, but she loves them all.
246 Videoscript
Z01 Stars and Heroes TB1 AmE 41603.indd 246 08/06/2022 08:34
Unit 6 Unit 8
Lesson 1 Video 6A Remy wants to help Lesson 1 Video 8A I don’t need this!
This is Linguini. Oh, what’s this? It’s a rat! His name is Remy. He’s Look! There are some balloons! And there’s a house! This is
scared. Linguini is angry and worried. Linguini’s sad. He’s lonely. He Mr. Fredricksen. Carl Fredricksen. This is his house. There’s a
doesn’t have friends. Can Remy hear him? Yes, he can! Linguini can’t picture. He’s in the living room. He sits down in his favorite chair.
cook. But Remy can cook! Linguini’s has in idea. Remy can help him! Mr. Fredricksen likes his living room. It isn’t messy. It’s nice and
Linguini’s excited. Oops! Phew! It’s OK. Remy’s sad. Linguini is nice. clean. These are his favorite pictures. It’s nice and quiet. ”Huh?” says
He wants to help Remy, too. He opens the jar. And Remy runs! Ha Mr. Fredricksen. “What’s that? Is someone outside? Who’s there?”
ha! But wait! He looks at Linguini. Linguini’s sad. And he’s worried. asks Mr. Fredricksen. Oh, it’s a boy! His name’s Russell. He’s scared.
Remy feels sad, too. He goes back! He wants to help. Linguini is “Can I come in?” asks Russell. “Please?” “No,” says Mr. Fredricksen.
happy! Remy and Linguini are friends now. Remy wants to help. Open But then he lets Russell in. Phew! Russell’s safe!
the door. What do they have? Ouch! Linguini has carrots, onions, Mr. Fredricksen is worried. Where’s Russell? Look! He’s up there!
and tomatoes. Oops! Remy’s the teacher and Linguini is the student. Come back, Russel! The house is heavy. It can’t fly. Mr. Fredricksen has
Oops! Linguini can hear. But he can’t see! Quick! Round and round! an idea! “I don’t need the chair,” he thinks. “Or the closet, the table,
Now the pasta. Oops! Now an onion. Chop, chop, chop! And an the pictures, or the TV. I don’t need all these things,” he thinks. Yes!
egg. Now Linguini can cook! Mr. Fredricksen says goodbye to his favorite chair, too. He doesn’t
need it. The house is going up and up! He needs to help Russell!
Lesson 6 Video 6B Do you like cheese?
Look. It’s Linguini and Remy. Oh! Where’s Remy now? Ouch! Linguini Lesson 6 Video 8B What’s in Carl’s house?
jumps and yells. What’s going on? Oh, no! Take a breath, Linguini. Look! There’s a clock. And here’s is Mr. Fredricksen. He’s in his
Keep calm and walk! Linguini isn’t happy. He’s angry. He yells! Remy’s bedroom. He’s in bed. He stands up. It’s hard … Ouch! He’s old.
sorry. Look at Remy – he’s sad! He’s hungry. Oh! Do you like cheese, There are pictures on the wall. But where’s Mr. Fredricksen? Oh, there
Remy? Yes! Remy likes cheese! Yum! He’s happy now. But Linguini he is! Down, down, down he goes. There’s a table in the kitchen and
is still angry. He stomps and yells. Oh, no! It’s the chef. He hears there are two chairs. Mr. Fredricksen looks out the window. He cleans
Linguini. He opens the door. And he sees the rat! He’s angry! He isn’t the house. He puts on his hat. He opens the door and closes it. He sits
nice. He yells at Linguini. Watch out! ”Sorry!” says Linguini. Phew! down. And Mr. Fredricksen’s day begins.
They’re OK.
Unit 9
Unit 7
Lesson 1 Video 9A Anna is a good friend
Lesson 1 Video 7A You can do it, Rapunzel! This is Elsa. She’s wearing a blue dress and blue boots. Elsa’s sister,
This is Pascal. He’s small and green. And this is Rapunzel. They play
Anna, is worried. Olaf’s worried, too! Elsa hugs Anna and Olaf. Then
together.
she pushes them into a boat. Elsa’s sad. The boat is moving fast! Olaf,
Rapunzel can do a lot of things. She can read books. She can paint help! Oh! Hang on! Whoa! Anna’s angry at Elsa. She yells. Olaf is
and play the guitar! Mm. It smells good! Rapunzel can paint! She can sad and angry, too. “It’s OK. You can talk to me,” says Anna. Olaf
play with Pascal. They have fun! She can climb. And read again. And talks. And Anna listens. She holds his hand. Olaf feels better now.
she can paint some more. She can brush her hair. Phew! She can jump Anna’s a good friend. “Sh! Sh!” Anna says. “Look.” Anna and Olaf see
and dance. But she isn’t happy. She can do a lot of things. But she the giants. They’re scared. O-oh! Phew! They are worried and scared.
can’t go outside. Oh, no! Anna closes her eyes. Where are they? And where’s Olaf’s
This is Flynn. He climbs down. Rapunzel looks down. She wants to go nose? Oh, there it is. It’s dark and they’re scared. But they’re together.
outside. She’s scared, but she’s excited, too. Down, down she goes.
Whee! She’s excited! Oh, no! Now she’s scared. Go on! You can do Lesson 6 Video 9B Are these Anna’s friends?
it! Good job! She’s down. Rapunzel’s happy. She’s outside! She can do Oh, look! It’s Anna. She has a brown bag. She yells. What’s this? This
new things. And she can run. She’s excited! is a giant! He’s big! Run, Anna! Look! These are the giant’s friends.
They’re big and angry. Run, Anna! Look at these giants. They throw
Lesson 6 Video 7B Can you dance? rocks, yell, and stomp. Oh! It’s Kristoff. Is he your friend, Anna?
Flynn, Rapunzel, and Pascal are in town. Rapunzel can see a lot of Yes, he is. He can help. They ride and ride. Oh, no! The giants are
people. She’s excited. Oops, sorry! Oh! Rapunzel’s hair is long. Girls! behind them. Quick, Anna, climb up! Oh! Who are these people?
Can you help? Yes, they can. Look! Her hair looks nice. Flynn likes They’re wearing pants, jackets, and boots. Are these your friends,
it! What’s that? Rapunzel sees a picture. It’s a family. Mom, Dad, and Anna? “Listen!” says Anna. “Please, can you help me?” she asks. They
a baby girl. The baby girl has big, green eyes – just like Rapunzel. think … Oh, good! These are Anna’s friends. They want to help.
Rapunzel can hear music. She wants to dance. Come on, everyone!
Can you dance with Rapunzel? Yes, they can! They can all dance.
Come on, Flynn! Can you dance? Yes! Flynn can dance, too!
Rapunzel draws a picture. Rapunzel is happy. She can dance!
Videoscript 247
Workbook audioscript
Unit 1 4 A: What’s on the desk? Unit 3

B: Is it big?
Lesson 2, activity 1, page 6 Lesson 5, activity 1, page 33
Track 1.1 A: Yes, it is! Track 3.1
1 It’s a backpack. It’s red. B: Is it a ruler? 1 Listen!
2 It’s a book. It’s blue. A: No, it isn’t. 2 Show me your hands!
3 It’s a chair. It’s green. B: Is it a book? 3 Stand up!
4 It’s a poster. It’s pink. A: Yes, it is! It’s a big book! 4 Close your eyes!
5 It’s a door. It’s brown. 5 Sit down!
6 It’s a board. It’s gray.
Unit 2 6 Open your eyes!
7 It’s a pen. It’s orange. Lesson 5, activity 1, page 21
Track 2.1 Lesson 6, activity 1, page 34
8 It’s a pencil. It’s yellow.
1 This is my baby sister. She’s young. Track 3.2
Lesson 6, activity 1, page 10 2 This is my cousin. He’s a boy. 1 Sit down!
Track 1.2 3 This is my friend. She’s a girl. 2 Stand up!
1 A: Is it a blue pencil case? 4 This is my grandma. She’s funny. 3 Don’t close the door!
B: No, it isn’t. 5 This is my dad. He’s nice. Lesson 7, activity 1, page 35
A: Is it a white pencil case? 6 This is my grandpa. He’s old. Track 3.3
B: Yes, it is! It’s a white pencil case. 1 I’m happy. I smile!
Lesson 6, activity 1, page 22
2 A: Is it a gray book? 2 I’m sad. I cry!
Track 2.2
B: No, it isn’t. A: Is he your dad? 3 I’m scared. I hide!
A: Is it an orange book? B: No, he isn’t. And he isn’t my brother. 4 I’m excited. I jump!
B: Yes, it is! It’s an orange book. A: Is he your grandpa? Exam practice, activity 1, page 39
3 A: Is it a pink poster? B: Yes, he is! Track 3.4
B: Yes, it is! It’s a pink poster. 1 A: Hi, I’m Ben. Look, this is me! I have a
Exam practice, activity 1, page 27
4 A: Is it a yellow eraser? small nose. And I have brown hair.
Track 2.3
B: No, it isn’t. A: Look! This is my family. B: What color are your eyes?
A: Is it a blue eraser? A: Green. I have green eyes.
1 A: This is Jill.
B: Yes, it is! 2 B: Who’s this, Ben? Is she your sister?
B: Is she your mom?
She has brown eyes and black hair.
Exam practice, activity 1, page 15 A: No, she isn’t! She’s my grandma.
Grandma Jill’s nice! A: No, she isn’t my sister. She’s my cousin.
Track 1.3 My sister has blue eyes and black hair.
1 A: Look! It’s my classroom. 2 B: And who’s this? He’s funny!
3 A: Is this your teddy bear, Anna? It has
B: What’s in the classroom? A: This is Alex. He’s a baby. He’s my
a green body. It has two legs and two
baby brother.
A: It’s a desk. It’s a gray desk. arms.
3 B: Who’s this? Is he your dad? B: No, it isn’t. My teddy bear has two
2 A: What color is the door?
A: No, he isn’t. He’s my grandpa. He’s legs. It has four arms.
B: It isn’t gray. It isn’t blue.
old! A: What color is it? Is it yellow?
A: What color is it?
B: What’s his name? B: Yes, it is! It’s yellow. A yellow teddy
B: It’s red.
A: Tom. Grandpa Tom! bear!
3 A: What’s this?
4 B: Who’s the girl? Is she your sister? 4 B: What’s your favorite monster, Matt?
B: Is it yellow?
A: Yes, she is! This is Eva. She’s my big A: This is my favorite monster. He has
A: No, it isn’t. sister. four eyes.
B: Is it pink? B: And three ears?
A: Yes, it is! A: No, he has four ears.
B: Is it a pink crayon? B: What color is his face? Is it blue?
A: Yes, it is! It’s a pink crayon. A: Yes! He has a blue face!
248 Workbook audioscript
Unit 4 3 B: This is Kim. She’s my sister. She has a 4 B: And I have some cars.
big pet. A: How many cars do you have?
A: Is it a snake? B: I have ten cars! Look! Vroom vroom.
Track 4.1
B: No, it isn’t. It’s white and it has four legs. Ten cars!
1 A: What’s this?
A: I know! Is it a cat? A: Ten cars! That’s great!
B: It’s a fish. It’s purple.
B: Yes, it is! Kim has a big, white cat. 5 A: Do you have a robot?
2 A: What’s this?
4 B: Look at that boy! Look at his snake! B: Yes, I do! I have a robot. This is my
B: It’s a frog. It’s blue. robot. His name is Bill.
A: Ugh! It’s big. I’m scared!
3 A: What’s this? B: It’s OK. That’s Bill. He’s my friend. His A: B–I–L–L?
B: It’s a lizard. It’s green. snake is big, but it’s cool! B: Yes! Bill. B–I–L–L.
4 A: What’s this? A: I like your toys, Tom.
B: It’s a snake. It’s yellow. Unit 5 B: Me, too!
5 A: What’s this?
Track 5.1 Unit 6
B: It’s a rabbit. It’s gray.
1 A: What is it? Lesson 3, activity 1, page 67
6 A: What’s this?
B: It’s a tennis racket. Track 6.1
B: It’s a turtle. It’s brown.
2 A: It’s big. 1 Yum! I like bread and cheese! Ugh! I
Lesson 6, activity 1, page 46 don’t like eggs. And I don’t like carrots.
B: Is it a board game?
Yum! I like juice!
Track 4.2 A: No, it isn’t a board game. It’s a TV.
A: What color are they? Are they green? 2 Yum! I like juice, too! And I like bananas
3 A: Is it a tablet? and pears! Ugh! I don’t like tomatoes.
B: No, they aren’t.
B: No, it isn’t. It’s a watch.
A: Are they brown? Lesson 5, activity 1, page 69
B: Yes, they are. They’re brown, black, and Lesson 6, activity 1, page 58 Track 6.2
white. Track 5.2 1 Yum! I like pie! Apple pie is my favorite.
A: Are they birds? 1 He doesn’t have a train. He has a robot. 2 I like pasta. Pasta with tomatoes and
B: No, they aren’t. cheese.
2 She doesn’t have a ball. She has a doll.
A: Are they dogs? 3 I like jam. I like jam on my bread.
3 He doesn’t have a car. He has a train.
B: Yes, they are. They’re dogs. 4 I like fruit. Pears are my favorite fruit.
4 She doesn’t have a dinosaur. She has a
Exam practice, activity 1, page 51 teddy bear. Exam practice, activity 1, page 75
Track 4.3 Track 6.3
1 A: Hello, what’s your name?
1 A: Hi, Jill. Can you tell me what food
Track 5.3
B: Hello, I’m Dan. you like? Do you like onions?
1 A: Hello, what’s your name? B: Ugh! No, I don’t like onions. And
A: Is this your dog?
B: My name is Tom. I don’t like carrots. But I like pears!
B: Yes, this is my dog!
A: Is that T–O–M? How about you, Ben?
A: He’s nice!
B: Yes, T–O–M. Tom. A: Yes, I like pears, too!
B: Yes, he is!
2 A: How old are you, Tom? 2 A: Dad, do you like eggs?
2 A: Who’s that girl? She has three fish.
B: I’m eight. B: Ugh! No, I don’t. I don’t like eggs.
B: Are they orange?
A: You’re eight. OK. A: How about you, Mom? Do you like
A: Yes, they are! They’re small and eggs?
orange. 3 A: What toys do you have? Do you have
a plane? C: No, I don’t.
B: That’s my friend, Alice. They’re her
fish. B: Yes! I have four planes. Look! One, A: Grandma, do you like eggs?
two, three, four. D: Yes, I do! I like eggs. Yum.
Workbook audioscript 249
3 A: Hi, Mark. What fruit do you like? Exam practice, activity 1, page 87 Exam practice, activity 1, page 99
B: I like a lot of fruit. I like grapes and Track 7.3 Track 8.3
bananas. 1 A: Who’s that boy? 1 A: Look! Where’s the boy?
A: I like bananas, too! What about B: He’s Ben. He’s my friend. B: He’s in the kitchen.
oranges?
A: Can he sing? A: Yes! What can you see in the kitchen?
B: Oh, no. Ugh! I don’t like oranges.
B: No, he can’t sing. But he can play the B: There’s a table. A big table.
A: Really? I like oranges. They’re my guitar! Listen!
favorite fruit! A: What’s on the table?
A: Oh, yes. I can hear him. He’s good! B: An apple. There’s an apple on the
4 A: What do you want for lunch, Sam? table.
2 A: Look! That’s my friend, Anna. She has
B: Um … Well, I like rice and meat. black hair. A: Yes, there is! A red apple. Color the
A: Oh, I don’t like meat. B: Oh, yes. I can see her. She can run! apple red.
B: That’s OK, Alice. How about pie? Can she run fast? 2 A: Where’s the ball?
Do you like pie? A: Yes, she can! B: The ball is under the table.
A: No, sorry. I don’t like pie. And I don’t
like juice. But I like bread and tomatoes. 3 A: That’s Grace. She’s my cousin. She has A: Yes! There’s a ball under the table.
a new bike. B: What color is the ball?
B: I like bread and tomatoes, too!
B: Oh, I see. Her bike is blue. Can she A: It’s yellow. Can you color the ball
A: Great! Let’s have bread and ride a bike?
tomatoes for lunch! yellow?
A: Yes, she can. Look!
3 A: Can you see a picture?
Unit 7 4 A: Look at Matt! He has a ball! B: Yes, there’s a picture on the wall.
Lesson 2, activity 1, page 78 B: Is it a big ball or a small ball? What color is it?
Track 7.1 A: It’s a big red ball. A: The picture is orange.
A: Red. B: Oh, yes! I can see him. He can B: OK. I have an orange pencil. I can
B: I can play video games. bounce the ball with his hands. color the picture orange.
A: Blue. A: Good job!
Unit 8 4 A: Where’s the clock?
B: I can play soccer.
A: Yellow. Lesson 2, activity 1, page 90 B: The clock is next to the picture.
Track 8.1 A: That’s right!
B: I can run.
1 It’s my house.
A: Purple. B: Is the clock white?
2 It’s the yard.
B: I can sing. A: No, it’s gray. Color the clock gray.
3 It’s the bathroom.
A: Black. 5 A: Can you see the bookcase?
4 It’s the kitchen.
B: I can throw a ball. B: Yes, I can!
5 It’s the bedroom.
A: Pink. A: How many books can you see?
6 It’s the closet.
B: I can ride a bike. B: One, two, three. There are three
7 It’s the bed.
A: Brown. books in the bookcase.
8 It’s the couch.
B: I can catch a ball. A: Can you see the big book?
A: Orange. Lesson 6, activity 1, page 94 B: Yes!
B: I can jump rope. Track 8.2 A: It’s green. Color the big book green.
There’s a window. B: OK.
Lesson 3, activity 1, page 79 There isn’t a couch.
Track 7.2 There are two chairs.
1 She can dance. There aren’t any books.
2 She can’t play the guitar. There’s a big table.
There isn’t a lamp on the table.
3 He can run. There’s milk on the table.
4 He can’t catch a ball. Yes! It’s the kitchen!
250 Workbook audioscript
Unit 9 4 A: I can see a lot of balloons.
B: Yes, they’re my birthday balloons!
Track 9.1 A: How many balloons are there? I can
see … eleven?
1 It’s my skateboard. They’re my markers.
B: No, twelve. There are twelve
2 It’s my camera. They’re my paints.
balloons.
3 It’s my bag. They’re my building bricks.
5 A: And what’s this?
Lesson 6, activity 1, page 106 B: This is my new bag. I have my new
Track 9.2 crayons in the bag.
1 A: Is this your skateboard? A: How many crayons do you have?
B: Yes, it is! B: Ten! I have ten crayons. Look!
2 A: Are these your building bricks? A: That’s great! You can draw a nice
picture.
B: Yes, they are!
3 A: Are these your paints?
B: No, they aren’t. They’re my markers.
4 A: Is this your tablet?
B: No, it isn’t. It’s my camera.

Track 9.3
1 A: Hello, what’s your name?
B: My name is Anna.
A: Anna. Is that A–N–N–A?
B: Yes, that’s right. A–N–N–A.
2 A: How old are you, Anna?
B: It’s my birthday today. I’m seven!
A: Oh. You’re seven today! Happy
birthday!
B: Thank you!
3 A: And who’s that? Is he your friend?
B: No, he isn’t. He’s my uncle.
A: What’s his name?
B: It’s Jim. J–I–M.
A: Hello, Jim. Nice to meet you!
C: Hello.
Workbook audioscript 251
Games Bank
Picture/Word card games Question chain

Students sit in a circle. Give a picture card to a student, and ask a
Beanbag throw question about it, e.g.: Do you have a (robot)? (Yes, I do. / No, I
Place some picture cards from one vocabulary group (e.g., pets/
don’t.). Students pass the picture card around the circle, asking the
animals) on the floor. Hold up the Mickey Mouse puppet, and make
same question. Repeat with other picture cards. At the end of the
him say: It’s small. It’s brown. It has eight legs. A student throws the
game, challenge students to remember what different students said,
beanbag onto the picture card and says the word, e.g., spider. Repeat
e.g., (Marc) has a (robot). (Alicia) doesn’t have a (robot).
with other picture cards and students.
Slow reveal
Categories Place a piece of paper over the picture card so it is hidden. Slowly
Divide the class into small groups. Mix picture cards from different
move the paper, revealing the card. Students yell out guesses until
units, and divide them into piles to match the number of groups.
one student guesses correctly. You could also play in teams.
Students put them back into categories (e.g., colors, school objects).
The first group to finish wins. Alternatively, write categories on the Tell Mickey
board: food, clothes, family, toys. Divide the class into teams. Show Students sit in a circle, with picture cards from one vocabulary group
picture cards in random order, and have each team take turns to put (e.g., food) placed in the middle. Make the Mickey Mouse puppet
the picture card in the correct category. ask a student: Do you like (pears)? The student picks up the pear
picture card and answers: Yes, I do. / No, I don’t. That student asks
Hungry Mickey! another student, and students continue asking and answering around
Place food picture cards around the classroom. Hold up the Mickey
the circle.
Mouse puppet and make him rub his tummy as if he’s hungry. Say:
Yum! I have (cheese) and (tomatoes) for lunch. Nominate a student Tic-tac-toe
to bring Mickey the picture cards. Repeat with other picture cards Divide the class into two teams. One is “O” and the other is “X.” Draw
and students. a large grid on the board with nine spaces. Place one picture card in
each space, facedown on the board. Students select a card, turn it
Match it! over, and say the word on the picture card. If it is correct, remove the
Divide the class into two groups – those with picture cards and those
picture card and write an “O” or an “X” in the space.
with the corresponding word cards. Say the word, and students hold
up the matching picture card and word card. As students become What’s missing?
more confident, they can go around the classroom to find their Make the Mickey Mouse puppet show picture cards from one
partner, using the structure Do you have …? Variation: Place picture vocabulary group one by one. Then show the picture cards again, but
cards and word cards in random order on the board. Say a word, and with one missing. Ask students which picture card is missing. Repeat
ask a student to come up and match the picture and word, then all with different picture cards missing.
students say the word.
Which is different?
Memory game Place a set of five cards on the board or hold them up – four from the
Place picture cards on the board. Ask students to memorize the cards, same group and one from a different group. Ask: Which is different?
then remove them, and students list the items. To make the game The students’ task is to find the odd one out as quickly as possible.
more challenging, ask students to say the cards in the order they
appeared on the board. To make the game less challenging, only TPR (Total Physical Response) games
remove one picture card.
How are you?
Missing picture Divide the class into teams. A student from each team mimes an
Make the Mickey Mouse puppet place some picture cards on the action, e.g., stomp. The other team say how they feel, e.g., You’re
board, and ask students to remember them. Say: Close your eyes!, angry. You can play this with emotions and actions from all units.
and remove one of the picture cards. Say: Open your eyes! Students
name the missing picture card. Repeat with other picture cards. Jump the line!
Students stand along an imaginary line. Say an item or a sentence
Pass the picture card that has two alternatives: I have / don’t have a (scooter). I like / don’t
Students sit in a circle. They pass a picture card around the circle. like pears. Students jump to the left if you say I have / I like … , and
After a while, say: Stop! The student holding the picture card says the they jump to the right if you say I don’t have / I don’t like … . This
word (e.g., desk). Repeat with different picture cards and students. game can also be played with the Mickey Mouse puppet.
Picture card mime Touch it!
Invite a student to the front. Show him/her a picture card or a written Divide the class into two teams. Place a certain number of picture
word while hiding it from the rest of the class. He/She mimes the word cards on the board. Ask a student from each team to stand in front of
silently. The student who correctly guesses the word comes forward to the board. Say one of the words presented on the cards on the board.
mime the next word. Alternatively, split the class into two teams, and The student who touches the correct card first scores one point for
ask a member of each team to mime the same word for their teams. his/her team. Repeat with other students and cards.
252 Games Bank
Who am I? Letter scramble
Students mime one of the Disney heroes from the level. The class Write a scrambled word on the board, e.g., rawd. Students guess the
guess who they are. Repeat with different students and characters. word (draw). Ask a confident student to write the word correctly on
the board. Repeat with different words from the unit. For phrases,
Team games write only one word in scrambled order, e.g., play the taguir. If you
have students with dyslexia in your class, please be aware that this
Board race game may be difficult for them.
Divide the class into two teams. On the board, draw a long racetrack
divided into a number of sections corresponding to the number of Missing letter
questions prepared. Use pieces of colorful paper or magnets as Write a word on the board with one or two letters missing, e.g.,
counters (one for each team). Show students picture cards, story clos_t, and students guess the word (closet). Ask a student to come to
cards, or objects located in the classroom, and ask, e.g., What’s this? the board and write the missing letter. Repeat with different words
How many? The student who provides the correct answer scores one and students.
point for his/her team and may move the counter to the next section
of the racetrack. The team that reaches the finish line first is the Parachute
winner. Draw a large parachute on the board with some strings leading to a
stick figure hanging from the parachute. Think of a word students have
Category writing learned, and draw a line inside the parachute for each letter in the
Divide the class into groups. Each group chooses their “captain.” word. Students from one team try to guess the word. For each incorrect
Write the name of a vocabulary category on the board, e.g., sports, guess, erase one of the parachute’s strings. Award points to the team
food, or animals. Each group helps their captain to write or say as when they guess the word correctly. If all the parachute’s strings are
many words as they can that belong to the category in two minutes. erased before students guess the word, the other team can try.
Drawing race Pictionary
Divide the class into two teams, and invite a student from each team Draw on the board the outline of a room, and describe what’s in
to the front of the class. Whisper a word to the two students. Each the room, e.g., There isn’t a (bed). There’s a (couch). There are two
student draws the item on the board. The first team to identify the (chairs). There’s a (clock) on the (wall). Students take turns to draw
picture correctly wins a point. Continue until everyone has had a turn what you describe in the room.
at drawing a word.
Word swat Speaking and listening games
Divide students into two teams. Ask them to stand in a line facing the Chain!
board. Give the student at the front of each team a fly swatter. Write Students sit in a circle. Say a sentence, e.g., I have a (ball). The first
words and phrases randomly on the board. Say or describe a word/ student in the circle repeats your sentence and adds another item,
phrase. The student with the fly swatter must run and swat the correct e.g., I have a (ball) and a (doll). Continue around the circle for as
word/phrase. The student who completes the task first wins a point. long as students can remember all the items.
Pencil and drawing games Find someone who …

Students draw a vocabulary item or emoji on a piece of paper. They
Bingo! walk around the classroom, describing their item or asking questions
Play bingo with any topic. Ask students to draw the bingo grids of using the target language, e.g., I’m (happy). Can you (jump)? Who’s
3x3 squares. Then they write or draw in the boxes the vocabulary this? This is my (mom). When they find a partner with the same item
items you wish to review. The winner is the first student to check off or drawing, they stand together.
all the items on his/her grid and yell Bingo!
It’s in the bag
Dictadraw Put items in a bag, e.g., classroom objects or toys. Students pick an
Draw a picture before class that reviews target language, for example object from the bag and describe it: It’s a (ruler). It’s (big). It’s (blue).
a child wearing particular clothes. Describe the image to the class, Repeat with other objects and students.
and students listen and draw what they hear. Then show them the
original picture to compare with their own. Whispers
Students sit in a circle. Start the secret by whispering a simple
Draw it! sentence to the student next to you, e.g., I have a yellow hat. The
Write a word or phrase on the board: It’s a (pencil). A student comes students whisper the sentence around the circle. The last student says
up and draws the object on the board. Play as a team game, and the sentence out loud. Compare how close it is to your original secret
repeat with other words and drawings. Alternatively, students draw sentence. If necessary, write the original sentence on the board.
pictures of target vocabulary on the board. The class tries to guess
what each student is drawing before he/she finishes the picture. The
first student to guess draws the next item.
Games Bank 253
Mickey Mouse puppet games True or false?
Make the Mickey Mouse puppet hold up individual picture cards
Do it! and say a true or false sentence, e.g., It’s a (fish). It’s (small/blue). It has
Students give instructions to Mickey, e.g., Sit down! Stand up! Show
(four legs). Students answer yes or no. More confident students say
your hands! Jump! Make Mickey do each action. Then invite different
true or false sentences for the class to answer yes or no.
students to make Mickey do the actions.
Find Mickey
Ask one student to leave the room or close their eyes. Hide the Mickey The Mickey Mouse puppet is a recognizable, friendly character
Mouse puppet in the classroom (in, on, next to or under something). that can have a particularly stimulating effect on children learning
Then the student enters the room or opens their eyes and finds Mickey. English. He is a symbol of playing and having fun, which is a great
Ask: Where’s Mickey? (under) the (desk). Repeat with different hiding starting point for creating a positive attitude in children towards
places and students. learning a foreign language. The Teacher’s Book lesson notes are
written to include the Mickey Mouse puppet in particular, repetitive
Find the item situations. These can be introducing students to the lesson, singing the
Divide the class into two teams. Say a word, e.g., blue, and make the Hello, Friends! song together with the class, initiating games, helping
Mickey Mouse puppet hold up a blue picture card. One student from students realize their language achievements, and saying goodbye
each team finds something that matches the word in the classroom, e.g., at the end of the class. In this way, the puppet also plays the role
a blue crayon. The first student to find an item wins a point for their of a friend who provides students with a sense of predictability and
team. Alternatively, make Mickey say Find something (soft). A student encourages linguistic confidence in classes.
from each team finds the object in the classroom as quickly as possible.
Ask them to point to the object and tell the class, e.g., It’s (soft). Repeat The lesson notes contain specific instructions of how to use the
with other students and objects. Mickey Mouse puppet to interest and engage students, although
you may also wish to introduce him in your own way! Here are some
Hello, Mickey! more suggestions for how to use the puppet during your lessons:
Model the game by introducing yourself to the Mickey Mouse puppet. • Make Mickey part of the class experience. You may want to invite
Shake Mickey’s hand or give him a high five, and say: Hello, Mickey! him to listen to a story, join a game or a song and get him to have
I’m (name). Nice to meet you! Then students sit in a circle, taking turns fun with the class.
to introduce themselves to Mickey.
• Make Mickey greet every child at the start of the lesson. This will
Mickey says help all students feel welcome and will encourage them to say hello.
Use the Mickey Mouse puppet to give students simple instructions, but • Use Mickey to model new language. You can have short
tell them they can only follow the instructions when preceded by the conversations with him to ask questions and give answers.
phrase Mickey says. This is a useful activity to review actions, parts of
the body, colors, numbers, and classroom objects. For example, you • Use Mickey to revise language at the start of the class.
say: Mickey says, “Jump three times.” Mickey says, “Touch your head.” He can help you ask questions to students.
Turn around. If you do not say Mickey says, students do not carry out • Use Mickey to model good behavior. In the conversations
the action. Vary the speed of instructions, and once you have modelled you have with him, make sure you treat each other very kindly.
several times, invite students to give the class instructions. • Use Mickey to praise students and show encouragement.
Mime it! • Use Mickey to say goodbye to students, making sure he addresses
Make the Mickey Mouse puppet say a sentence. e.g., It’s (recess). Let’s each student by name.
play! Ask students to mime the action. Then make Mickey say a variety
of sentences, using different activities for the students to mime.
Tennis
Make the Mickey Mouse puppet “serve” an instruction to an individual
student, e.g., Talk! The student does the action and “returns” the opposite
instruction (Don’t talk!) Students play the game with Mickey, then in pairs
or in teams. Alternatively, this game can be done with “serving” a verb
and asking the student to “return” by saying a suitable noun.
Throw the ball
Students sit or stand in a circle. Make a paper ball (or use a soft ball
or beanbag), then call out a category, e.g., family, or start a sentence,
e.g., I see with … . Make the Mickey Mouse puppet throw the ball to a
student, and ask them to say a word belonging to the chosen category
(mom), or complete the sentence, (my eyes). Ask that student to throw
the ball to another student, and continue the game.
254 Games Bank
Classroom language
Using English for classroom routines is an effective way to expose students to natural language. As you set up activities, give instructions,
play games, and give support and encouragement, students will acquire this language receptively and in turn be able to produce the
phrases themselves.
Greeting the class Words of praise

Hello. Hi! Where is (Juan)? Excellent! Good job.
Good morning/afternoon. What day is it today? Fantastic! Congratulations!
Come in. Is everyone here? That’s nice. That’s correct!
Sit down / Stand up, please. Is anyone away today? Much better. Great work!
How are you today?
Pairwork/Groupwork
Starting the lesson Find a partner. Ask/Tell your partner/
Are you ready? Do you have a (pencil)? Get into twos/threes. classmate/group.
Let’s begin. Open your books to page (4). Work in pairs/groups. Who’s your partner?
Listen (to me). Turn to page (6). Make a circle. Work with your partner/friend/
Look (at me / at the board). Open/Close the window/door. Show your partner/classmate/ group.
Take out your (books / Give this/these out, please. group.
notebooks / colored pencils).
Performing activities
Managing the class Draw / Color / Stick / Cut out … Sorry, guess/try again.
Be quiet, please. Who’s next? Write the answer on the board / Next/Again, please.
Look at me. / Listen to me. Line up! in your book. Do you understand?
Come to the board. Repeat after me. Let’s sing. Are you finished?
Come here, please. Wait a minute, please. All together now. What can you see?
Come to the front of the class. Hurry up. Wait a minute, please. Any questions?
Raise your hands. / Put your
hands down. Ending the lesson
Put your books / notebooks / The lesson is finished.
During the lesson – questions colored pencils away. That’s all for today
Are you ready? May/Can I help you? Clean up. Goodbye!
Do you understand? Are you finished? Gather the stickers/cards/ See you tomorrow.
What do you think? What can you see? spinners/scissors, please. Have a nice weekend/
Anything else? Put that in the trash, please. vacation.
Useful phrases for students

Can I have the (scissors), How do you say (X) in English?
please? Can you help me? Can I have the
Can I go to the bathroom? Finished. (scissors), please?
I understand. / I don’t Sorry.
understand. Thank you.
Here you are.
Here you are.
Language used for playing games
It’s my/your turn. Go back (2) spaces.
Pass the (ball/cup). Roll again.
Move your/my counter (3) I won! Thank you.
spaces. You’re the winner!
Classroom language 255
r p rogre ss jo u rn al
My teache
1 Which unit(s) engaged my students the most? Why?
2 Which lessons and activities did my students enjoy most? Why?
3 Which lessons or activities did students find most challenging? What helped them?
4 Which Personal and Social Skills did my students develop? Check (✔).
Social awareness Self-awareness Self-management
Relationship skills Responsible decision-making
5 Which way of working did my students enjoy the most? Rate from 1 (not much) to 5 (a lot).
individually in pairs in groups in larger teams whole class
Reflect on reasons why.
6 Which Teacher toolkit ideas were most helpful? Which would I reuse in the future?
7 Which Teaching star tips were most helpful? Which would I reuse in the future?
8 Which resources were most useful?
9 Is there anything I will do differently next year?
Why not share what

works for you with other
teachers? Ask questions to
learn from them, too!
256 My teacher progress journal

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Facilitating communication and speaking 23

Teaching the Personal and Social Skills 25

Teaching cross-curricular content 27 8 My home 202

Teaching with projects 29 9 Cool clothes 224

Reviewing material and measuring progress 31 Videoscript 246

Online modules: Big Projects 31 Workbook audioscript 248

Teaching with the posters 32 Games Bank 252

Classroom management 33 Classroom language 255

Teacher’s Book tour 34 My teacher progress journal 256

F02 Stars and Heroes TB1 AmE 41603.indd 3 16/06/2022 11:46

Facilitating communication and speaking 23

Teaching the Personal and Social Skills 25

Teaching cross-curricular content 27 8 My home 202

Teaching with projects 29 9 Cool clothes 224

Reviewing material and measuring progress 31 Videoscript 246

Online modules: Big Projects 31 Workbook audioscript 248

Teaching with the posters 32 Games Bank 252

Classroom management 33 Classroom language 255

Teacher’s Book tour 34 My teacher progress journal 256

F02 Stars and Heroes TB1 AmE 41603.indd 3 16/06/2022 11:46

Vocabulary Grammar and Personal and Social Cross-curricular Project and

Vocabulary Grammar and Personal and Social Cross-curricular Project and

Picture dictionary pages 118–127 Stickers and Cut-outs

16:26 F01 Stars and Heroes TB1

Engaged children will learn better

learning. They encourage young learners to use their imagination 3 3.1

help develop a wide range of linguistic, cognitive, social, and 1 3B

emotional skills, while also promoting cultural understanding. v

My Disney Stars and Heroes LESSON 4 3.12

1 2 Listen and check (✔). Then say in

that this will help students 3 a

and storytelling, with plenty of 3 Oh, no! His eye!

opportunities for the teacher ’s comm

out and even generate stories

in every unit of the level. I can give instructions.

The characters are

two eyes! 01/10/2021 09:48

stories help consolidate new language and the themes of the

F02 Stars and Heroes TB1 AmE 41603.indd 6 16/06/2022 11:46

In the Myself and others lesson

Developing the Personal LESSON 7

clearly signposted with an icon cry

and a green background. 2 3.14

Students build their skills as they

communication and creativity,

reaching Lesson 7 where it

communication, while the Think! icon denotes activities that

F02 Stars and Heroes TB1 AmE 41603.indd 7 16/06/2022 11:47

starts with an overview of the

your students to help them make progress.

reading, listening, speaking, and

My Disney Stars and Heroes