Unit 3 lesson 6: Choose a project
• Read the instructions. Learners draw their book pages as
How can we move in different ways?
Learner’s Book pages: 46–47
Activity Book pages: 38–39
Lesson objectives
Listening: Listen to and follow instructions, listen to
comprehension items in the Activity Book quiz.
Speaking: Present your project to the class, teach a
game to the class.
Reading: Read word cards, instructions, quiz items.
Writing: Write word cards and animal riddles, make a
counting book, write answers in the Activity Book
quiz.
Language focus: Unit 3 Review
Materials
A Lead an action game: writing/drawing supplies,
file cards.
B Write an animal riddle: file cards, writing
supplies.
C Make a counting book: writing supplies, sheets of
paper, staples.
Learner’s Book
Warm up
• Do the warm-up routine.
• Ask learners to say the poem in Lesson 1 as a class.
• Play a counting and miming game as in Lesson 1
Activity 5.
Choose a project
• Learners will choose an end-of-unit project to work
on. Look at the examples in the pictures and help
learners to choose. Provide materials.
A Lead an action game
• Read the directions in the Learner’s Book. Give out
drawing and writing supplies.
• Learners write the body words on cards.
• When they have finished, they take it in turns with
another group to lead the game.
B Write an animal riddle
• Read and explain the instructions.
• Learners write the riddle on a card.
• They make an answer flap with the answer written
underneath, as in the illustration.
• They say the riddle and the class guesses the animal.
1 Cambridge Global English Stage 2 Teacher’s Resource
C Make a counting book
instructed.
• They write the corresponding captions for each
picture.
• They make a cover for the book and write the names of
the authors.
• They present their book to the class.
• Circulate as learners work. Informally assess their
receptive and productive language skills. Ask
questions. Take notes on their responses.
Answers
How many legs do two frogs have? Eight
Look what I can do!
• Review the I can … statements. Learners demonstrate
what they can do.
• Revisit the Big question: How can we move in
different ways? Ask learners to make different
movements and say what they are doing.
• Elicit from learners what interesting facts they have
learnt in this unit.
• Portfolio opportunity: While learners are engaged in
oral work, circulate, listening to them and making
notes on their progress and difficulties. Then write the
information on a file card with the name and the date
and file it in their portfolios. If possible, leave the
learners’ projects on display for a short while, then
consider filing the projects, photos or scans of the
work, in their portfolios. Write the date on the work.
Activity Book
Unit 3 quiz: Look what I can do!
Listen
• Do the first item as a class. Play the audio several times.
Listen and write
• Ask learners to look at the pictures of Lucy and John
then listen and write.
Write and do
• Learners read the instructions then write and draw.
Write about you
• Learners read the question and write their answer.
© Cambridge University Press 2019
 Audioscript: Track 92
1 Stand on one foot and flap your arms.
2 I am thinking of a bird. Here are some clues. This bird
can run very fast, but it can’t fly.
3 Now I am thinking of a different bird. Here are some
clues. This bird can fly and walk, but it can’t swim.
4 Interviewer: Hi, Lisa. What do you like doing?
Girl: I like running and skipping.
Interviewer: Do you like swimming and playing football?
Girl: No, I don’t like swimming or playing football.
5 Narrator: It is after the race. Frog is talking to Fox.
Frog: Hello Fox. Where is Bear?
Fox: He’s in his cave.
Frog: How is he feeling?
Fox: He’s feeling … puzzled.
Frog: Is he feeling cross?
Fox: No, he’s not feeling cross. He’s feeling puzzled and
a bit unhappy.
6 Lucy’s dad: Look, Lucy. Your friends are on their
balcony.
Lucy: Oh yes. I can see them.
Dad: Wave to your friends.
Lucy: OK. Hi Jill! Hi Alex!
7 Boy: John, please hop on one foot.
John: OK! Hop, hop, hop!
Boy: Very good! Thank you.

Answers
1 c
2 b
3 c
4 c
5 a
6 Lucy is waving. / She is waving. / waving
7 John is hopping. / He is hopping. / hopping
8 Learner writes own name on the cake.
9 Learner draws a kite next to the cake.
10 Learners’ own answers: I like …

2 Cambridge Global English Stage 2 Teacher’s Resource © Cambridge University Press 2019