Find Out 1 Teacher's Pack

FO1_TN_eng_FO1_TN_eng.
qxd 26/06/14 09:28 Pgina 1
i sh
gl ion
En dit
e
Donna Shaw with Mark Ormerod
FO1_TN_eng_FO1_TN_eng.qxd 26/06/14 09:28 Pgina 2
Contents
Syllabus
pages ivix
Introduction
Who is Find Out! for?
The course materials
Methodology
Classroom management
Parent/Carer support of learning
pages xxv
page x
page xii
page xiv
page xv
page xv
Mini-flashcard Games Bank

Evaluation in Find Out! 1
Unit Teachers Notes, Photocopiables and Tests
Hello!
Unit 1 Classroom objects
Unit 2 Families
Unit 3 Food
Unit 4 The body
Unit 5 Pets
Unit 6 Houses
Christmas
Easter
Photocopiable Resources
Section 1: Evaluation
Section 2: Find Out about Science and Art
Section 3: DVD Resources
Section 4: Macmillan Childrens Readers Worksheets
pages xvixviii
pages xixxx
Syllabus
Title
Learning objectives
Key language
Receptive language
Hello!
Review or learn how to greet people and say

goodbye in English
Review or learn how to ask for names
Review or learn numbers 1-10
Make and decorate an envelope for the miniflashcards
Vocabulary:
Hello
Goodbye
Flowers
Numbers 1-10
Whos this?
How many can you see?
What number is it?
Structures:
Whats your name?
Im (name).
Lets be friends!
Lets count!
Unit 1
Classroom objects
Unit 2
Families
Unit 3
Food
Syllabus
page iv
Learn a song for the opening and closing routines

Identify and say words for different classroom
objects
Learn how to ask where different classroom
objects are
Learn or review colours
Practise language using Total Physical Response
(TPR)
Sing the songs and do the actions
Listen and show understanding by numbering and
colouring
Make a set of mini-flashcards and play a
communicative game with them
Listen and understand a story
Participate in the telling of the story
Practise making the sound /r/ by saying a chant
Follow instructions to make a pencil case cut-out
and put stickers on it
Use the cut-out to talk about classroom objects
Trace key vocabulary
Reflect on and evaluate work done in this unit
Vocabulary:
Pen, pencil, pencil sharpener,
ruler, rubber, crayon
Red, yellow, blue, green,
orange, purple, brown
Identify and say words for different members of the

family
Learn how to ask and say who different family
members are
Identify and say words for different sizes
Practise language using Total Physical Response (TPR)
colouring
Practise making the sound /p/ by saying a chant
Follow instructions to make a family picture cut-out
Use the cut-out to talk about families
Vocabulary:
Mummy, daddy, grandma,
grandpa, (baby) brother, sister,
family, me
Present
Big, small
Learn a new song for the opening and closing

routines
Identify and say words for different types of food
Learn how to ask for food in English
Listen and show understanding by numbering,
colouring and drawing
Practise making the sound /s/ by saying a chant
Follow instructions to make a fridge cut-out and
put stickers on it
Use the cut-out to talk about where food comes from
Vocabulary:
Apples, pears, tomatoes,
cheese, ham, eggs
Chicken, milk, oranges, bananas
Food, animals, plants
Sandwich, fridge
Structures:
Wheres my (pen)?
Here!
Wheres my (red) crayon?
(Red) and (yellow) make (orange).
Structures:
Whos this?
Tell me, please!
This is my (sister).
This is me.
Were a happy family.
This is a (big) family.
Pencil case
Whats in my pencil case?
Wheres the (rubber)?
Open / Close your eyes.
One, two, three, touch the
colour (red).
Lets mix the different colours!
What colours the (pencil)?
Stand up! Sit down!
Lets colour the flowers
My flowers are (blue).
Lets take a photo!

Smile!
What colours the hat /
present?
Look at the different families.
Is this a (big) family?
Its grandmas birthday.
Grandmas got a big family.
Heres a (red) present.
Thank you (grandpa).
Whats in my shopping bag?

Lets eat (some tomatoes)!
Are you hungry?
Lets eat / drink some .
Lets have a picnic!
Lets make some sandwiches!
Structures:
Can I have some (cheese),
please?
Here you are!
Thank you!
No, (sorry).
(Tomatoes) come from (plants).
Im hungry!
Find Out! 1
Recycled language
Hello
Goodbye
Numbers 1-10
Pronunciation
Socio-cultural
aspects
Stress and rhythm:

The hello song
Lets count chant
Show interest in learning English

Be ready to participate in
classroom activities
Be willing to follow simple
instructions
Sounds:
Can you say ? chant: /r/ A red
rubber and a red ruler

Be ready to participate in
Be willing to follow classroom
routines and simple instructions
Understand the importance of
taking turns
Demonstrate an ability to reflect
on learning
Art: Find out about mixing

primary colours
Understand that there are

different types of family units
Understand and respect the
rules of a game
Show ability to work alone or in
pairs for short periods
on learning
Social science: Find out about

different families

saying please and thank you
Show interest in finding out
where different food comes from
on learning
Science: Find out about where

food comes from
Stress and rhythm:

Wheres my crayon? song
The colours chant
Wheres the (pen)?

Pen, pencil, pencil sharpener,
ruler, rubber, crayon
Red, yellow, blue, green, purple
Numbers 1-10
Mummy, daddy, grandma,

grandpa, (baby) brother, sister,
family, me
Whos this?
Hello
Goodbye
Red, yellow, green, brown
Numbers 1-10
Find Out! 1
Sounds:
Can you say ? chant: /p/ A
purple present for Peter
Stress and rhythm:
Were a happy family song
The family song
Sounds:
Can you say ? chant: /s/ Six
sandwiches for Sally
Stress and rhythm:
The food song
Yum, yum, yum! chant
Cross-curricular
content
Syllabus
page v
Syllabus
Title
Learning objectives
Key language
Receptive language
Unit 4
The body
Identify and say words for different parts of the

body
Learn how to ask about ability
Identify and say words for different forms of
exercise
Learn how to suggest doing an exercise
(TPR)
matching
Practise making the sound /f/ by saying a chant
Follow instructions to make an exercise cut-out
Use the cut-out to talk about exercise
Vocabulary:
Head, body, arms, legs, hands,
feet
Run, swim, play football, ride a
bike
Puppet
Can (Ben) dance?
two times
Lets do some exercise!
Stretch (your arms)!
Bend (your legs)!
Is exercise good for you?

routines
Identify and say words for different pets
Learn how to ask about and express possession in
English
colouring and matching
Practise making the sound /t/ by saying a chant
Follow instructions to make a pet cut-out and put
stickers on it
Use the cut-out to talk about pets
Vocabulary:
Dog, cat, rabbit, tortoise,
hamster, parrot
Box
Meat, fruit, vegetables, seeds
Identify and say words for different rooms in a

house
Learn how to ask where somebody is and say
where you are
Identify and say words for different materials
Learn how to say what things are made of
(TPR)
Listen and understand a traditional tale
Participate in the telling of the tale
Practise making the sound /h/ by saying a chant
Follow instructions to make a house cut-out and
put stickers on it
Use the cut-out to talk about the rooms in a house
Vocabulary:
Bedroom, kitchen, bathroom,
living room, hall, garage, house
Straw, wood, brick, stone
Big, small
Unit 5
Pets
Unit 6
Houses
Syllabus
page vi
Structures:
Can you (touch your feet)?
Can you (clap your hands)?
Can you (ride a bike)?
Lets (play football)!
Exercise is good for you!
Exercise is fun!
Structures:
Have you got a (cat)?
Ive got a (rabbit) in my box.
Heres the (cat).
(Tortoises) eat (fruit and
vegetables).
Structures:
Are you in the (garage)?
Im in the (kitchen).
Its made of (wood).
Look at this house!
Go away!
Im hungry!
Whats in the bag/box?

Its heavy.
Sally and Peters friend
His names .
Wheres the (cat)?
Pet food
What do (cats) eat?
Lets have a race!
Are you ready? Go!
Carrots
Heres the prize!
This is the (kitchen).

Wheres (Ben)?
Hide and seek
Houses are made of different
materials.
Lets build a house!
The three little pigs
The wolf
Henry goes to the house made
of (straw).
Henry jumps down the
chimney.
Find Out! 1
Recycled language
Pronunciation
Socio-cultural
aspects
Cross-curricular
content
Apples, pears, tomatoes, cheese,

ham, eggs
Can I have some (cheese),
please?
Numbers 1-10
Sounds:
Can you say ? chant: /f/ Four
friends play football

looking after our bodies
taking turns
on learning
PE: Find out about the

importance of regular exercise to
stay healthy
Head, body, arms, legs, hands,

feet
Can you touch your (head)?
I can run.
Im hungry!
Tomatoes, apples
Numbers 1-10
Sounds:
Can you say ? chant: /t/
Tortoise eats ten tomatoes
Respect animals and understand

the importance of looking after
them properly
Show willingness to talk about
themselves and their pets
taking turns
on learning
Social Science: Find out about

the different foods pets eat
Dog, cat, rabbit, tortoise,

hamster, parrot
Have you got a (dog)?
(Tortoises) eat (fruit and
vegetables).
Big, small
Im hungry!
Run!
Sounds:
Can you say ? chant: /h/
Hungry Henry says huff, huff,
huff!
Show interest in finding out

about houses around the world
Understand the value of doing
things well
Show enjoyment of a traditional
tale and participate in the
reading
Understand and respect the
rules of a game
Social science: Find out about

what houses are made of
Find Out! 1
Stress and rhythm:

The body song
Exercise is good for you! song
Stress and rhythm:

The pets song
Ive got a rabbit chant
Stress and rhythm:

The hide and seek song
The houses song
Syllabus
page vii
Syllabus
Title
Learning objectives
Key language
Receptive language
Christmas
Listen and understand a traditional Christmas tale

Sing a Christmas song
Follow instructions to make a Christmas card
cut-out
Vocabulary:
Red, yellow, green, orange
Christmas tree
Big / small
Numbers 1-10
The tree is happy / sad.

The children play in the big
tree.
Its cold.
This small tree is lovely.
I want this tree.
Structures:
Im a (big) tree.
A (yellow) star
We wish you a Merry
Christmas
and a Happy New Year!
Happy Christmas!
Easter
Sing an Easter song

Find and count Easter eggs
Colour and decorate an Easter egg
Vocabulary:
Easter egg
Numbers 1-9
Egg
Structures:
My Easter egg is (blue, yellow
and purple).
Syllabus
page viii
Find Out! 1
Recycled language
Pronunciation
Socio-cultural
aspects

Numbers 1-10
Stress and rhythm:

We wish you a Merry Christmas!
song
Appreciate that the biggest is

not always the best
Enjoy listening to a traditional
Christmas tale

Numbers 1-9
Stress and rhythm:

Easter eggs song
Be willing to follow classroom

routines and simple instructions
Be prepared to participate in
Find Out! 1
Cross-curricular
content
Syllabus
page ix
Introduction
1 Who is Find Out! for?
Find Out! is a six-level primary English course for children who
have some or no previous experience of the language. The
course is organised around a series of topics which provide a
clear and understandable context.
Find Out! accompanies children through the three cycles of
their primary education, over a period of six school years. It
has been devised to progressively develop linguistic
competence and provide children with the skills and
knowledge necessary for their future learning in Educacin
Secundaria Obligatoria (ESO).
1.1 Main aims of Find Out!

To create an interest in learning English and a desire to
communicate in the target language.
To present language in contexts which are appropriate to
the age and interests of the children, and which encourage
them to reflect on their own real-life experiences.
To make language meaningful, ensuring that the children
can understand its communicative purpose and see how it
is transferable to the world outside the classroom.
To provide a balance and variety of material to sustain
interest and motivation.
To develop communicative skills in an appropriate,
systematic, and integrated manner throughout the six
levels.
To integrate other subject areas into the language lesson,
providing conceptual and linguistic support and making
use of information and communication technologies.
To provide opportunities to practise and use language in a
structured manner.
To provide opportunities to personalise and be creative
with new language.
To provide opportunities to practise the individual sounds,
rhythms, stresses and intonations of English.
To support learning through the careful staging of tasks
using a range of visual course components.
To work towards developing memory, concentration and
thinking skills.
To provide systematic revision and recycling of language to
ensure that it is transferred to long-term memory.
To work towards developing learning skills and to provide
opportunities for children to reflect on and evaluate their
learning.
To introduce children to the customs, traditions and social
relations of English-speaking countries.
To facilitate a positive and collaborative classroom
environment.
1.2 Main aims of Find Out! 1
To present language in a fun and reassuring context which

children will understand.
To make use of a variety of enjoyable activities which
encourage the children to interact with the language and
reinforce learning.
To provide opportunities for kinaesthetic learning.
Language is frequently introduced through Total Physical
Response (TPR), whereby children listen to the target
language and perform a corresponding action.
To establish clear routines for children to follow at different
stages of the lesson, and to help them review language
learnt.
To gradually and systematically introduce the class to
reading and writing in English.
To recognise and support the whole learning process
(cognitive, linguistic, social, affective and physical).
To promote full participation and ensure that the Englishlearning experience is positive and success-oriented.
1.3 Course Components of Find Out! 1

Pupils Book
This consists of 80 full-colour pages containing six units of
work based on different topics, material for two festivals
(Christmas and Easter), cut-outs for each unit, three Picture
Dictionary pages (one for every two units), and a double-page
spread of full-colour stickers. Each unit consists of eight pages,
including a full-page story and seven pages of activities. There
are two activities on each of the activity pages, with simple
instructions accompanied by corresponding icons. At the
bottom of the page there are more detailed instructions for the
teacher, outlining the aims and target language of each activity.
The Pupils Book uses the following icons:
CD1
Listen to CD 1 Track 8.
8
Indicates an activity in which children point.
Write, draw and/or colour.
A cut-out activity.
A cut-out activity that uses the stickers.
Within the global aims of Find Out!, the principal aims of Find
Out! 1 are:
Introduction
page x
Find Out! 1
Class CD
The Class CD contains recordings of all the stories, songs,
pronunciation and other listening activities in Find Out! 1.
Each song has a karaoke version which can be used when the
children are familiar with the lyrics. The Class CD also
includes recordings for the Diagnostic Test, the Unit Tests,
the Term Tests and the End-of-year Test.
Story cards
The pack of story cards is made up of 36 full-colour laminated
cards to support the teacher in the telling of the stories. On one
side the story cards have an enlarged version of the story frame
that appears in the Pupils Book; on the reverse is the text that
corresponds to the frame. There is also a set of comprehension
questions which the teacher can use to support and check
understanding of the story, on the reverse of each card.
Flashcards
The pack of flashcards consists of 64 full-colour cards which
illustrate the key vocabulary of the course. The Teachers
Notes give instructions on how to use the cards in each unit.
Each flashcard is numbered for easy identification.
Word cards
There are 36 word cards which illustrate the key vocabulary of
the course. The Teachers Notes give instructions on how to
use the word cards in each unit. Each word card is numbered.
Find Out! 1 Teachers Resource File

The Teachers Resource File provides all the support and
information required to make full use of Find Out! 1. Following
on from the Introduction, there is a Mini-flashcard Games
Bank to help teachers fully exploit this resource. There is also
an explanation of the evaluation tools used in Find Out! 1. The
remaining material is organised by unit, making it easy and
practical to use.
Each unit includes:
Unit overview This chart outlines the main objectives of the
unit. It focuses on Vocabulary, Structures and
Pronunciation. In addition, it gives information on
Receptive and Recycled language, Socio-cultural aspects
and Cross-curricular content.
Letter to parents/carers One photocopiable letter is
provided at the start of each unit. This sets out the main
objectives of the unit, explains the story and the cut-out
activity, and makes practical suggestions as to how
language learning can be supported at home.
Teachers Notes These provide the teacher with a step-bystep guide to each lesson. They include facsimiles of the
corresponding Pupils Book pages, for easier classroom use.
The Teachers Notes outline the main objectives of the
lesson, and give details on how to begin and end each
lesson. They also include instructions on conducting the
class, providing practical classroom management
suggestions (Tips), optional ideas to provide variety and
cater for mixed-ability classes (Options), activities for fast
finishers (Fast finisher tips) and one or more extra activities
at the end of each lesson (Extra activities). The Teachers
Notes also include transcripts of all the material on the CD.
Find Out! 1
Photocopiable materials/cut-outs Additional

photocopiable materials/cut-outs are included, where
necessary, at the end of the Teachers Notes for each unit.
Fast Finisher Worksheets There are two photocopiable
Fast Finisher Worksheets for each unit. They are intended
for children who finish the Pupils Book activities quickly,
providing further practice of the key language.
Reading and Writing Worksheets There are two
photocopiable Reading and Writing Worksheets for each
unit, providing practice of the key language. These can be
used either with individual children, or with the whole class.
Unit Tests Teachers Notes and three pages of
photocopiable tests (covering reading, writing, listening
and speaking) are provided for each unit.
Self-evaluation Worksheet There is one photocopiable
Self-evaluation Worksheet for each unit. This gives children
the opportunity to reflect on and evaluate their learning in
the unit.
The Photocopiable Resources at the back of the Teachers
Resource File are divided into four sections, as follows:
Section 1: Evaluation includes a Learning to Learn Selfevaluation Worksheet and a photocopiable Teachers
Evaluation of the Unit Worksheet. There are also Class and
Individual Child Assessment Worksheets, and a variety of
photocopiable tests; an initial Diagnostic Test, three Term
Tests, and an End-of-year Test. This section also includes
Portfolio Worksheets and an End-of-year Certificate.
Section 2: Find Out about Science and Art has Teachers
Notes and tests for this optional Activity Book (see also 1.4,
below).
Section 3: DVD Resources is a 32-page section including
Teachers Notes, photocopiable worksheets and scripts
which can be used optionally with the Find Out! 1 DVD.
Section 4: Macmillan Childrens Readers Worksheets is a 4page section with two activity worksheets per Reader. These
can be used optionally with the Readers for Find Out! 1.
1.4 Find Out! 1 optional course components

Activity Book
This optional component provides 48 pages of activities
aimed at developing early reading and writing in English. The
activities are based on language that children have practised
aurally and orally with the Pupils Book. The Activity Book can
be used with the whole class in conjunction with the Pupils
Book, or with individual children. It also includes a Picture
Dictionary for children to colour and use as a reference.
Find Out about Science and Art Activity Book

This optional component provides 48 highly illustrated, fullcolour pages. It is aimed at reinforcing concepts covered in
Conocimiento del Medio and Plstica, and also develops the
cross-curricular content of each unit. It has 7 pages of
activities for each of the 6 units. (See also 1.3, above).
Macmillan Childrens Readers

There are two Readers for optional use with the other Find
Out! 1 course components. (See also 1.3, above.)
Introduction
page xi
Stories and Songs CD

Accompanying each Pupils Book is a CD which includes the
songs, chants and stories in Find Out! 1. The CD enables
children to listen at home to the stories and songs that have
been introduced in class, encouraging them to share their
language-learning experiences with their parents or carers.
CD ROM
Each Pupils Book is also accompanied by a CD ROM of 36
interactive games relating to the key language in each unit of
the Pupils Book. The CD ROM can be used independently in
the classroom, or at home.
DVD
The DVD accompanying Find Out! 1 includes a mix of
animation, songs and real-life sketches.
2 The course materials

2.1 The topics
The organising principle of this course is a series of topics
which provide a clear context for the language. The topics in
Find Out! 1 have been selected to reflect the interests and
needs of the young learner and exploit familiar situations and
routines.
2.2 The course characters

In Find Out! 1, the children are introduced to four course
characters. They are Sally and Peter (two children who are the
same age as children in the First Cycle), and their two mice
friends, Lisa and Ben. Lisa is bossy and older than Ben, who
is cheeky and slightly naughty. The two mice live with their
family in an abandoned dolls house at the bottom of Sally
and Peters garden. As the course progresses, the four course
characters find out about each other and the world around
them. The familiar, yet comical situations that the characters
find themselves in provide a meaningful context for the new
language. They also present a memorable introduction to
each topic, intended to capture the interest and imagination
of children and support them in their learning.
2.3 Selection and treatment of language

Find Out! gives children an opportunity to experience
language in a wide variety of contexts and aims to develop
their linguistic competence progressively over the six levels.
In Find Out! 1 children are presented with a carefully selected
balance of lexis and functional language, which is reinforced
and practised throughout the book in a systematic and
integrative manner. The language has been selected with the
following criteria in mind:
It is frequently used.
It has a clear communicative purpose, and is transferable
to the world outside the classroom.
It supports the teacher in the management of the language
class.
It links to and reinforces previous language learning.
It aids the understanding of cross-curricular content.
Introduction
page xii
2.4 The teaching programme

Find Out! 1 has been devised to take into account different
teaching situations. The wide range of supplementary course
materials includes photocopiable worksheets, DVD activities,
project ideas, an Activity Book and the Find Out about
Science and Art Activity Book.
Here is a suggested programme for the core material in Find
Out! 1:
First term: Introductory unit, Units 1 and 2, Christmas
Second term: Units 3 and 4, Easter
Third term: Units 5 and 6
2.5 The organisation of the unit

The six units in the Pupils Book each consist of eight lessons,
following the same general structure.
Lesson 1 The topic for the unit is introduced and a new lexical
set is presented using the flashcards. The children then look
at a full-page illustration showing the course characters
interacting in a familiar, yet humorous context related to the
topic. The children listen to a context-based song with the
new vocabulary embedded in a simple grammatical structure.
The context clearly establishes the communicative purpose of
the language. The children are asked to sing and point to the
items on the Pupils Book page. They are then expected to
trace and colour part of an illustration and they are also
encouraged to say the key vocabulary items.
Lesson 2 The children are given further practice of the key
language in this lesson. The aim is to develop active
recognition, and facilitate the production of new language.
The children play a teacher-led game with the flashcards and
sing the song again from Lesson 1. They then take part in a
listening task involving the course characters. The teacher
then uses the word cards to introduce the children to the
written form of the key vocabulary. Finally, the children do a
language activity in which they are required to use cognitive
skills such as observation, logical deduction, classification
and spatial awareness.
Lesson 3 The children are required to make a set of miniflashcards in this lesson, providing them with kinaesthetic,
hands on contact with the language. When they have made
their mini-flashcards, they sing the song from Lesson 1 with
them. This song provides the linguistic model for a simple
communicative game played in pairs. The children take turns
to ask and answer questions using the target functional
language in the song. The teacher is provided with
instructions on how to demonstrate and set up the game.
Lesson 4 This lesson presents a cross-curricular area related
to the topic. The children are either introduced to key
vocabulary items visually (for instance, through the use of
flashcards), or by Total Physical Response (TPR). They play a
game to help them with active recognition of the vocabulary.
The content is presented through the Pupils Book and the
children complete two activities to reinforce both conceptual
and linguistic understanding.
Lesson 5 The children are re-introduced to the cross-curricular
content of Lesson 4. They play a teacher-led game with the key
vocabulary and listen to a content-based chant or song. The
purpose of this chant or song is to give language practice and
Find Out! 1
reinforce cross-curricular learning. The children complete an

activity in their Pupils Book based on the song or chant, and
also complete a pictorial activity based on the Lesson 4
vocabulary.
Lesson 6 In this lesson the children listen to a story involving
the course characters (in Unit 6 the story is a traditional tale).
The story reinforces both the language and the crosscurricular content of the unit. The children listen to the story
twice. The first time they listen with the support of the story
cards and answer comprehension questions afterwards. They
then follow the story a second time in their Pupils Book. The
children complete two activities in the Pupils Book based on
the story. The first reinforces global understanding of the
story, and the second provides related language practice.
Lesson 7 The children begin the lesson by listening to the
story again. They are then asked to look for hidden items that
begin with a certain sound in the story frames. These items
provide an introduction to the Can you say ? pronunciation
feature of the unit: a phoneme-rich chant related to the topic.
In the second part of the lesson the children make a cut-out
and put stickers of the key vocabulary items on it. They are
also given an opportunity to personalise their cut-outs in some
way. The children are prompted to talk about their cut-outs in
a structured way, using the target language of the unit.
Lesson 8 The aim of this lesson is to revise what children have
learnt in the unit. The lesson begins with a team game, using
the flashcards to review the vocabulary of the unit. The
children then do the first activity, in which they listen and
number key vocabulary items. By tracing the words provided,
the children are gently exposed to writing in English. In the
second activity the children listen and review the content of
Lessons 4 and 5 by colouring, numbering or matching. They
are encouraged to think about their work and reflect on their
learning by colouring a face. Then they find the photographic
stickers of the key vocabulary items for that unit, and put them
onto the Big Cheese Picture Dictionary in the Pupils Book.
2.6 The organisation of the lesson

The lessons in Find Out! 1 have been carefully devised to
ensure that learning is as coherent as possible. Each activity
has a clear linguistic aim and follows on naturally from the
preceding task. All lessons follow the same general structure:
Opening activities The opening activities have several
purposes: to signify the beginning of the lesson; to introduce
useful language for classroom management; and to review
language from previous units.
Opening song/chant The lesson begins with a song/chant
that introduces and practises language which can be
integrated into the everyday running of the class, e.g. Hands
up!, Point , etc. The children are encouraged to sing the
song/say the chant and do the corresponding actions. A new
opening song or chant is provided for each term (see Units 1,
3 and 5).
The word of the day The children are prompted to guess a
recycled word from the previous unit in this activity. The
teacher shows the class the corresponding flashcard when
the word has been guessed correctly. The teacher then
prompts the class to repeat the word and puts the
flashcard face down on the board at the start of the lesson.
A new word of the day is presented in each lesson.
Find Out! 1
Main activities Each lesson is made up of four to seven main

activities aiming to develop linguistic skills. The activities
provide a balance and variety of material to sustain interest
and motivation, and develop communicative skills in a
systematic and integrated manner.
The range of activities is dependent on the aim of the lesson.
In general, however, the middle section of the lesson focuses
on oral and aural skills in a variety of teacher-led activities,
such as flashcard games, action games, Total Physical
Response (TPR) and mime. In the later stages of the lesson
the focus moves to the Pupils Book, where there are two
activities for children to complete. These help to settle the
children down and encourage personal reflection on learning.
The children are encouraged to work autonomously and the
teacher is then given the opportunity to move around the
class, providing individual support where necessary. Fast
finisher tips are included for this stage in each lesson.
Closing activities There are two closing activities to indicate
the end of the lesson. First, the children are asked to
remember the word of the day from the start of the lesson.
They then sing a closing song, or say a closing chant. The
children are again exposed to useful classroom management
language in the closing song or chant, e.g. Well done!, See
you soon!, etc. A new closing song or chant is provided for
each term (see Units 1, 3 and 5). At the end of each lesson
there is an extra activity for use in longer teaching periods.
2.7 The organisation of the Activity Book

The Activity Book provides 48 pages of activities aimed at
developing early reading and writing in English. The activities
are based on language that the children have practised aurally
and orally with the Pupils Book. The book provides seven
pages of activities for each of the six units of work, a page for
each of the festivals (Christmas and Easter), and a double-page
Picture Dictionary for children to colour. The activities are
designed to be used flexibly. However, some general guidelines
about when they can be used in the unit are provided below.
The activities for each unit follow the same general structure.
Activity 1 The children read the six key vocabulary items from
Lesson 1 in isolation and match, circle or write the number.
(Lessons 13)
Activity 2 The children write the key vocabulary items in
isolation. (Lessons 13)
Activity 3 The children write the key vocabulary items within
the target sentence. (Lessons 13)
Activity 4 The children read and/or write the key vocabulary
related to the cross-curricular content of the unit. (Lessons 45)
related to the cross-curricular content song. (Lesson 5)
related to the story. (Lesson 6)
Activity 7 The children do an activity that focuses on writing
both the first lexical set and words with cross-curricular
content. (Lessons 78)
Introduction
page xiii
3 Methodology
3.1 Child-centred learning
Find Out! 1 takes into account the emotional, psychological
and cognitive characteristics of young learners.
Children have an innate desire to learn. They are naturally
curious, and actively seek out and discover intentions and
purpose in the world around them. They also have a natural
need to communicate with their peers and teachers, and an
instinct for play and fun. As its name suggests, Find Out! aims
to arouse and maintain childrens curiosity, and to generate
in them a desire to learn about new things. Learning in Find
Out! is active, offering a wide range of cognitive, verbal,
physical and/or expressive challenges. The course materials
are also attractive and fun. In addition, Find Out! develops
social skills by encouraging children to share their ideas,
opinions and experiences.
3.2 A focus on meaning

Language activities which focus on discrete grammatical
items are often meaningless to children. To enable children to
learn effectively, the language in Find Out! 1 is presented in
an understandable context, enabling children to make
connections with it and the world around them. The topics
have been selected with the interests and experiences of
young learners in mind. Emphasis is placed on the
communicative purpose of new language, and on how it can
be transferred to the world outside the classroom.
3.3 A variety of language-learning

experiences
In Find Out! 1 children are provided with a range of texts and
discourse types: songs, chants, dialogues and story
narratives. The accompanying classroom activities provide
opportunities to practise and use the key language in a
structured manner. The activities also encourage the children
to be creative with this new language, facilitating deeper
learning.
3.4 The development of communicative skills

In all six levels of Find Out!, communicative skills are
developed in a systematic, integrated manner. The main
characteristics of Find Out! 1 are as follows:
Listening Listening activities serve several purposes. The
songs and chants provide a relaxed and memorable first
contact with the new language, as well as familiarising
children with pronunciation features, such as stress, rhythm
and intonation. Short, simple dialogues give practice in
understanding and responding to oral language in familiar
situations, while story narratives develop global
understanding. In each unit of Find Out! 1 there is also a Can
you say ? pronunciation activity which focuses on the
recognition and production of specific sounds in English.
Speaking Oral activities are systematically integrated into
Find Out! 1. In addition to singing songs and saying chants,
the children are prompted to give short answers and
personal responses, thereby demonstrating understanding.
In Lesson 3 of each unit the children make mini-flashcards,
Introduction
page xiv
which are then used to play a simple communicative game

in pairs. The teacher is provided with clear instructions on
how to demonstrate and set up the game. In Lesson 7 of
each unit the children make a cut-out and are prompted to
talk about it, using the key language for the unit in a
structured way.
Vocabulary Children are introduced to a topic-related
lexical set in the first lesson of each unit. The words in the
lexical set are presented by means of a flashcard activity.
This is followed by a word rap (recorded on the Class CD) to
model pronunciation. The new words are used with a
simple grammatical structure in a context that is
meaningful to the children, in order to establish their
communicative purpose. In Lesson 4 the children are
introduced to a new set of vocabulary items that are
related to the cross-curricular content of the unit, and the
teacher has the option of using a recorded drill to model
pronunciation. There are many opportunities for children to
practise and develop key vocabulary in each unit, and in
Lesson 8 the children are exposed to the written form of
the first lexical set. Vocabulary is systematically revised
and recycled throughout Find Out! 1 to ensure that it is
successfully transferred to long-term memory.
Reading and writing In the first cycle of primary education
the approach to reading and writing varies according to
different teaching contexts. In general it is dependent on
the childrens previous knowledge of English, the number
of hours provided for English-language teaching within the
curriculum, and the childrens reading and writing ability in
their first language or languages.
The Pupils Book provides initial exposure to the written
word in Lesson 8 of each unit. In this lesson, the children
read and match key vocabulary items when they read the
words and put the matching stickers on the Big Cheese
Picture Dictionary.
The photocopiable Reading and Writing Worksheets in each
unit of the Teachers Notes provide additional practice of
the key language. These can be used either with individual
children, or with the whole class.
This material can also be supplemented by the Activity
Book. This optional course component provides 48 pages
of activities to develop early reading and writing in English.
These activities are based on language that the children
have already practised (aurally and orally) in the Pupils
Book. Once again, the teacher can choose whether to use
this material with individual children, or with the whole
class in conjunction with the Pupils Book.
3.5 Supporting childrens learning

If children are to succeed, their language learning needs to be
supported. Find Out! 1 offers this support in several ways.
Teachers are provided with a range of visual course
components to assist the learner in actively making sense of
the language. Teachers are also presented with regular
opportunities to use techniques such as mime, gesture and
body language to support understanding. Support is also
provided through appropriate teaching language. The
Teachers Notes provide scripted classroom instructions in
English to help the teacher guide the children and check
understanding.
Find Out! 1
3.6 Managing diversity in the classroom

Find Out! 1 recognises that children learn at different rates
and have different learning styles and preferences. It provides
for classroom diversity in a number of ways. There is a wide
variety of activity types to activate different intelligences and
satisfy learning preferences. In addition, many tasks have
been devised to allow the teacher to conduct the same
activity on different levels. For example, the communicative
game in Lesson 3 has three different focuses: the first on the
teacher (who directs the activity); the second on two children
from the class (who demonstrate the game to their
classmates); and the third on pairwork. Similarly, the
production of language in many activities can be at word
and/or sentence level. The Teachers Notes include
information to help manage classroom diversity. Activities for
fast finishers, optional activities, tips for the teacher and an
extra activity are all included to provide support at appropriate
stages in the lesson. There is a wealth of additional material,
both photocopiable (in the Teachers Resource File) and
optional (in the course components), which can be used by the
teacher to promote active classroom participation.
3.7 Developing learner autonomy

One of the principal objectives of Find Out! is to develop the
skills and knowledge necessary for future learning. Learning
strategies such as predicting the content of the story from the
story cards; recording vocabulary in the Big Cheese Picture
Dictionary; and categorising and identifying patterns in
vocabulary groups, are all practised in Find Out! 1. Children
are also encouraged to become aware of what and how they
are learning. The stages of each lesson are clearly indicated
through the use of opening and closing songs or chants.
Chants are also used to introduce a feature of a particular
lesson, e.g. the story in Lesson 6, or the pronunciation
activity in Lesson 7 of each unit. Activities also encourage
personal reflection on language learning and allow children a
degree of autonomy as they work.
There are two types of Self-evaluation Worksheets in the
Teachers Resource File. In each unit of the Teachers Notes
there is a photocopiable Self-evaluation Worksheet, which
asks children to reflect on their classroom participation and
evaluate their learning in that unit. There is also a Learning to
Learn Self-evaluation Worksheet in Section 1 of the
Photocopiable Resources. This encourages children to reflect
on their behaviour in class and to think about the things they
can do to consolidate their learning at home.
3.8 Promoting a positive and collaborative

learning environment
Find Out! seeks to promote a classroom environment in which
children are encouraged to co-operate, and respect and help
each other. In Find Out! 1, this environment is promoted through
activities in which children are able to express their feelings. The
childrens tastes and personal experiences are also
systematically integrated into the course. Each unit provides
opportunities for the children to work with their classmates in a
co-operative manner; for instance, by participating in a variety
of communicative games, or by working in groups to produce
posters and classroom displays. Find Out! also addresses
diversity in the classroom (see 3.6) and promotes full pupil
participation, ensuring that each childs English-language
learning experience is as positive and successful as possible.
Find Out! 1
4 Classroom management
4.1 Classroom organisation
Find Out! 1 is a practical, easy-to-use course which supports
the teacher in the day-to-day running of the class. Classroom
routines play an important part in ensuring that activities run
smoothly and help the children to feel confident about what is
expected of them. Each lesson begins and ends with an
opening and closing routine. Other key features, such as the
story and activities with cross-curricular content, are
introduced by a chant in the appropriate lesson in each unit.
The lesson structure helps children to understand the
purpose of each activity and its expected outcome. The
Teachers Notes provide practical, concise instructions on
how to set up and monitor the activities, and advice on the
exploitation of the mini-flashcards and cut-outs.
4.2 Classroom language

Teachers are encouraged to use English in the classroom
wherever possible in Find Out! Classroom language and
frequently-repeated classroom instructions are introduced
through the songs in the opening and closing routines, and in the
core course material. This classroom language is integrated into
the rest of the lesson so that it can be quickly assimilated by the
children. Essential classroom language is scripted in the
Teachers Notes. Bold font is used to indicate what the teacher
says; italic font is used for the childrens responses. Brackets
appear around scripted words when they are optional.
However, it is also expected that children will use their own
language (L1) at different times during a lesson. The
Teachers Notes offer guidance as to when this is necessary
and appropriate.
5 Parent/Carer support of learning

The interest and encouragement of the family is an important
motivational factor for children in this age group.
Furthermore, language learnt in the classroom can be
practised and reinforced at home. Find Out! 1 aims to involve
parents or carers in childrens learning in a number of ways. A
letter to parents/carers is included at the start of the Hello!
unit, for use at the beginning of the course. It outlines what
the children will be doing in their English classes, and what
parents/carers can do to support this learning. A more
specific letter is included at the start of each subsequent unit.
This describes the content of that unit, and provides song
lyrics. The Pupils Book is accompanied by a Stories and
songs CD, which enables the children to listen to the story at
home with their family and to perform the songs with actions
or with the cut-out. An accompanying CD ROM can be used on
the computer at home, if one is available.
Finally, the interactive nature of the material in Find Out! 1
makes it ideal for performance. The children can act out the
stories and perform the songs for other classes, or for their
parents/carers. Alternatively, the teacher can make a
video/DVD recording of the childrens performance and allow
them to take it home to show to their families.
Introduction
page xv

1 Wheres the cheese?
The children play the game in pairs. The aim of the game is to
find different items. Each child jumbles their set of miniflashcards and places them face down, in a row on the table
in front of them. Child A then asks Wheres the (cheese)? Child
B turns over one of his/her own cards. If it is the correct card,
he/she holds it up, says Here!, and puts it to one side. If it is a
different card, however, he/she turns it back, face down on
the table. Child B then asks a question, e.g. Wheres the milk?
Child A turns over one of his/her cards. The children take
turns asking questions and guessing where the different
items are. The winner is the child who correctly guesses the
position of all six of their mini-flashcards first.
2 Bingo!
The game is played with the whole class. Each child chooses
four of their mini-flashcards to place, face up, on the table in
front of them. The remaining mini-flashcards should be put to
one side. Call out one of the items on the mini-flashcards, e.g.
living room. If any of the children have the picture of the
living room in front of them, they turn it face down on the
table. Continue with the other vocabulary items. When a child
has turned over all four of his/her mini-flashcards, they shout
Bingo! Repeat several times. The winner is the person who
shouts Bingo! first each time.
Options:
1 Call out the vocabulary items as part of a phrase, e.g. Im in
the (living room).
2 Organise the class into groups of four or five and prompt
them to play the game together.
3 Whats this?
The children play the game in pairs. Each child places their
mini-flashcards in a pile, face down, on the table in front of
them. They then pick up the top card in their pile and hold it
so that their partner cant see it. Child A starts by asking
Whats this? Child B has to guess the object, e.g. Is it (a ruler)?
If Child B guesses correctly they win the card and can have
another go. If he/she guesses incorrectly, however, Child A
has a turn to guess which card their partner has got. The
winner is the child who correctly guesses all six of their
partners mini-flashcards first.
Option:
You can also use Have you got a (dog)?
4 Can I have a (ruler), please?

The children play the game in pairs. Each child places three of
their mini-flashcards, face down, on the table in front of them.
Child A then asks their partner Can I have a (pen), please?
Child B looks at his/her three cards. If Child B has got that
page xvi
card, he/she says Here you are! and hands it over. If not,
he/she says No, sorry. Child B than has a turn at asking the
question. The winner is the first child to collect all three of
their partners mini-flashcards first.
5 Whats missing (1)?

The children play the game in pairs. Ask them to place one set
of mini-flashcards in a row, face up, on the table in front of
them. Child A covers their eyes while their partner removes
one of the cards from the row. When Child B has done this,
he/she asks Whats missing? Child A looks at the cards and
says what the missing card is. If this is correct, the card is put
to one side. If it is incorrect, the card is put back, face up, in
the row. The children take turns with their partner to remove
and guess the mini-flashcards. The game ends when all the
mini-flashcards have been correctly guessed.
6 Find your partner

The game is played with the whole class. Ask each child to
choose one of their mini-flashcards and to hold it against
their chest without letting anyone else see what it is. Explain
that they are going to try to find another child in the class
with the same card. Ask the children to stand up and move
around the class, saying the word for their card to different
classmates. Their classmates say No if they are holding a
different card, and Yes if they are holding the same one.
When a child finds a classmate with the same card, they raise
their hands and say Here! The children then choose another
mini-flashcard to continue the game.
Option:
Make the game more competitive by telling the children they
have three minutes to find as many partners as possible.
Record the names as the children find partners and shout
Here! Ask them to show you their mini-flashcards as they do
this, to be sure they are playing correctly. At the end of three
minutes, count up the scores. The winner is the child who has
found most partners in that time.
7 Walk your fingers

The game is played with the whole class. Ask the children to
spread their mini-flashcards face up on their tables. The cards
shouldnt be too close to each other. Make the movement of
legs walking with your index and fore-fingers, and encourage
the children to copy you. Explain to the class that they are
going for a walk. Say Lets eat some (apples). Signal to the
children that you want them to walk their fingers across their
tables to the apples card. Continue directing the children to
different cards. If you wish, ask the children to take turns
calling out the instructions.
Option:
You can also use Lets go to the (bedroom).
Find Out! 1
8 Pairs
The children play the game in pairs. Before they start to play,
ensure that they have written their name or initials on the
back of each mini-flashcard. The children spread out their two
sets of mini-flashcards face down on the table in front of
them. Child A then turns over two cards, one of their own and
one of their partners, and says the words for the items that
appear on each card. If the cards match, Child A keeps them.
If they dont match, however, Child A returns them, face
down, to their place on the table. Child B then has a turn. The
winner is the child who has collected the most mini-flashcards
by the end of the game.
The children continue guessing the cards until the pile is used
up. The winner is the child who has the most mini-flashcards
at the end of the game.
13 Whats missing (2)?

The children play the game in pairs. Each pair places one set
of mini-flashcards, face up, on the table in front of them. Child
A decides which card to leave out and then says the words for
all the other cards as quickly as possible. He/she then asks
their partner Whats missing? Child B listens, looks at the
cards, and decides what the missing word is. The children
take turns saying and guessing the words.
9 Finger-tip pictures
14 Order the cards
The children play the game in pairs. Ask them to place one set
of mini-flashcards, face up, on the table in front of them. With
their index finger, Child A then draws a picture in the air of
something that is on one of the mini-flashcards. Child B
watches and tries to guess what it is. The children take turns
to draw in the air and guess what the picture is.
The children play the game in pairs. Child B closes their eyes
while Child A arranges their set of mini-flashcards in a line.
Child A then hides them from Child B with a book or bag.
When Child B has opened his/her eyes, Child A tells them the
order of their cards, e.g. pencil, ruler, pen, etc. Child B listens
and puts his/her mini-flashcards in the same order. Child A
then removes the book or bag to check that Child Bs cards
are ordered correctly. The children swap roles and play the
game again.
10 Snap!
The children play the game in pairs, or in groups of three.
Before they play, ensure that they have written their name or
initials on the back of each mini-flashcard. Each child places
their cards in a pile, face down, on the table in front of them.
Child A then turns over their top card, says the corresponding
word, and places it in the middle of the table. Child B does
the same, placing their card next to the previous one, in the
centre of the table. If the two cards are the same, the children
call out Snap! The child who calls out Snap! first wins all the
cards in the middle of the table. The children continue to
build up their cards in piles in the middle of the table until
they find a pair of mini-flashcards that match. The child with
the most mini-flashcards at the end of the game is the
winner.
11 Liar!
The children play the game in pairs. Child A holds up one of
their mini-flashcards without letting their partner see what it
is and says the word, e.g. horse. Child B says Yes! if they
think their partner is telling the truth, or No! if they think
he/she is lying. Child A then shows them the mini-flashcard. If
Child B has guessed correctly, he/she wins the card. If they
have guessed incorrectly, however, Child A keeps the card.
The children continue the game with the remaining five miniflashcards. The child with the most cards at the end of the
game is the winner. If there is time, the children change roles
and play the game again. When the children are confident
with the language, encourage them to use sentences when
they guess what is shown on the cards, e.g. Its a (pencil), or I
can see some (apples).
12 Go fish!
The children play the game in pairs. Ask each pair to put their
two sets of mini-flashcards together into one pile, and to
shuffle them. They then place them, face down, in a pile in
front of them. Child A guesses what the first card in the pile
is, e.g. Its a (dog), and turns the top card over. If he/she has
guessed correctly, they keep the card. If not, they return it,
face down, to the bottom of the pile. Child B then has a turn.
Find Out! 1
15 Picture hats
The children play the game in pairs. Each child places their
set of mini-flashcards in a pile, face down, on the table in
front of them. Each child picks up their top card and, without
looking at the picture, holds it above their head so that their
partner can see what it is. Each child takes it in turn to guess
their own card, e.g. Is it a (ruler)? The first child to guess
correctly wins a point. Ask each pair to keep a record of their
points. The children then take another card and play the
game again. The winner is the child with the most points at
the end of the game.
16 Hot or cold?
This is a class game. The teacher asks two pupils to close
their eyes and put their heads down. The rest of the class
makes sure that they arent looking! While the two children
have their eyes closed, the teacher hides a mini-flashcard
somewhere in the classroom. The two children then stand up
and move around the room, trying to find the card. The rest of
the class helps them in their search by calling out Cold! or
Very cold! when they move away from the card, and Hot! or
Very hot! when they get closer. When the children find the
mini-flashcard, they say the word. Repeat the activity with
different pairs of children.
17 Whats number ?
Play this game as a class. Write a number on the back of each
of your mini-flashcards, and then tell the children what the
number on each one is. They write each number on the back
of their own mini-flashcards as you say them, e.g. The
(tortoise) is number (three). Quickly check that they have
numbered their cards correctly by asking e.g. Whats number
(three)? (The tortoise). Ask the class to place all their miniflashcards face down on the table in front of them. Then test
their memories by asking Whats number (four)?, etc. The
children raise their hands to tell you the word. Continue with
all the numbers.
page xvii
18 Kims game
Play this game as a class. Choose eight mini-flashcards that
the children have used in previous lessons, and place them
face up on a table. Invite the class to come to the table and
give them 1 minute to memorise the cards. Ask the children to
sit down again and challenge them to remember what
pictures are on all the mini-flashcards. The children raise their
hands when they think of the word for a picture on one of the
page xviii
cards. Write the words on the board as the children give them
to you, and count them as you do so. If the children have
difficulty remembering a word, support them by miming the
word or mouthing it silently to them.
Option:
This game can also be played in pairs.
Find Out! 1
Evaluation in Find Out! 1

In Find Out! 1 evaluation is an integral part of the
learningteaching process. The main evaluation tools are:
each childs progress over the whole course. This information

is valuable when writing end-of-term reports or speaking with
parents.
1 Teachers Evaluation of the Unit

(Photocopiable Resources Section 1, page 3)
2.3 Portfolio Worksheets (Photocopiable Resources

Section 1, pages 36-38)
This photocopiable sheet allows teachers to reflect on and

evaluate how well a unit has worked with a particular class.
Teachers can record and assess learning needs and
preferences, by noting which activities worked best, and
which activities, when used on another occasion, could be
amended to better suit the teaching context. Teachers can
also note if the lesson objectives were achieved, what extra
materials were used, and the general interest and motivation
of the children. This provides a useful record for future
teaching situations.
2 Informal evaluation
Informal evaluation is conducted by observing the children as
they perform different class activities, and by collecting their
work throughout the course. In Find Out! 1 the teacher is
provided with both photocopiable Class Assessment Sheets
and a photocopiable Individual Child Assessment Sheet.
Material is also provided to help children create Portfolios of
English, to serve as a record of their learning throughout the
course.
2.1 Class Assessment Sheets (Photocopiable

Resources Section 1, pages 4-9)
The photocopiable Class Assessment Sheets allow teachers
to record whole-class achievements for each unit. A set of
performance statements is provided, enabling teachers to
record if the different goals have been achieved in each unit
or not. By recording whole-class attainment in this way,
teachers can assess how effective teaching and learning has
been in each unit. The Class Assessment Sheets also include
spaces for individual Unit Test Scores, and short personal
comments.
2.2 Individual Child Assessment Sheet (Photocopiable

Resources Section 1, page 10)
The photocopiable Individual Child Assessment Sheet enables
teachers to record each childs achievements and progress
over all six units. The statements of performance on the lefthand side of each sheet can be easily matched with different
parts of the lesson or unit. The Individual Child Assessment
Sheets can be quickly completed by observing the children at
work during each lesson. Using the key, teachers can record if
each goal has been achieved, partly achieved, or not achieved
yet. Space is also provided for Unit Test Scores and
comments. The comments could include observations on the
childs participation and effort in class, as well as their
attitude to learning English. By recording a childs
achievements in all six units, teachers can assess, at a glance,
Find Out! 1
Keeping a portfolio of work, in which language-learning and

intercultural experiences are recorded, helps to increase selfawareness, develop learning autonomy, and enrich the
learning experience. Find Out! 1 includes three photocopiable
Portfolio Worksheets. These are provided in order to
encourage children to create their own English Portfolios. The
Portfolio Worksheets have three parts (as set out by The
Council of Europe): My Language Passport, My Language
Biography and My Dossier. In the My Language Passport,
children record their language skills. (They can keep their
completed Self-evaluation Worksheets and End-of-year
Certificates in this section.) In the My Language Biography,
children are encouraged to record any contact they have with
English language and culture in their daily lives. In the My
Dossier, children are encouraged to select and present
material they have produced in their English classes. Here
they can also record memories of school trips or exchanges,
and give details of favourite things related to English and
English-speaking cultures.
3 Formal evaluation
Formal evaluation in Find Out! 1 is conducted through a series
of tests. Tests are provided for the end of each unit. There are
also tests for the end of each term, and for the end of the
year. A Diagnostic Test is also included. This is for use with
classes that have already had some contact with English
before starting Find Out!. The tests reflect the linguistic and
cross-curricular content of the course, and use activity types
that the children will have previously met with in class. The
tests are straightforward to administer and suitable for
different teaching contexts. In addition to measuring
progress, the tests aim to motivate children by showing them
how much they have already learnt, thereby increasing their
confidence in their ability to learn English.
3.1 Diagnostic Test (Photocopiable Resources Section 1,

pages 11-14)
Find Out! 1 includes a photocopiable, three-page Diagnostic
Test. It is intended for use at the beginning of the course with
classes that have had some contact with English in the
second cycle of infant education. The Diagnostic Test is made
up of four simple listening tasks and an optional speaking
test. The purpose of the Diagnostic Test is to provide
information about the childrens English language level, and
to help identify any special learning needs in the class.
Guidelines for conducting the Diagnostic Test are provided,
along with a visual prompt for the oral test, transcripts for the
listening test, and a detailed marking scheme.
Evaluation
page xix
3.2 Unit Tests

Each of the three-page photocopiable Unit Tests in Find Out! 1
follows the same format, focusing on the four main linguistic
skills (listening, reading, writing and speaking) in turn. These
tests can be found at the end of each unit. Each test is for use
at the end of the unit. They begin with two simple listening
activities, which require children to recognise the key
vocabulary within a functional chunk of language. The
children are then asked to read and match the six key words.
(A fourth, optional activity is provided for centres which have
used the Activity Book, and wish to test ability to write the six
key words. A broken line indicates where to cut off this
activity, if it is not needed.) An optional oral test is also
provided for each unit, assessing the ability to produce
language at word and sentence level. Guidelines for
conducting the Unit Tests are given, along with visual
prompts for the oral tests, transcripts for the listening tests,
and a detailed marking scheme.
3.3 Term Tests (Photocopiable Resources Section 1,

pages 15-30)
The three photocopiable Term Tests are intended for use at
the end of Terms 1, 2 and 3 respectively. They have the same
format as the Unit Tests. The first Term Test assesses learning
in Find Out! 1 Units 1 and 2, the second in Units 3 and 4, and
the third in Units 5 and 6. It is advisable to review the key
language from the relevant units with the flashcards, before
children take each Term Test.
3.4 End-of-year Test (Photocopiable Resources

Section 1, pages 31-35)
The photocopiable four-page End-of-year Test assesses
learning over the academic year. It consists of two listening
activities (which require children to recognise key vocabulary
items from the course within a functional chunk of language);
two reading activities (in which children read and match key
words); and two optional writing activities (in which the
children write the key vocabulary items). There is also an
optional Speaking Test, assessing ability to produce language
at word and sentence level.
Evaluation
page xx
4 Self-evaluation
Self-evaluation is an important part of the learning process
in Find Out! 1. Asking children to regularly think about their
work encourages them to become more involved in their
learning, and helps them to better understand the learning
process.
4.1 Self-evaluation Worksheets

The photocopiable Self-evaluation Worksheets enable
children to review their progress in each unit. These
worksheets can be found at the end of each unit. The Selfevaluation Worksheets include eight illustrations of tasks
related to the main objectives of the unit. Next to each of
these illustrations are three small pictures of Bens face.
Children colour the face that best represents how well they
feel they have done each task. The Self-evaluation
Worksheets can be used with the whole class; teachers
should encourage the children to say which task each
illustration represents, as they go along. If the children are
keeping English Portfolios, ask them to keep their Selfevaluation Worksheets in them, to record their progress.
4.2 Learning to Learn Self-evaluation Worksheet

(Photocopiable Resources Section 1, page 2)
The photocopiable Learning to Learn Self-evaluation
Worksheet aims to prompt children to think about how
they are working in class, and what they can do to reinforce
their learning at home. It can either be used on a regular
basis, or occasionally, in order to review classroom
behaviour. The Learning to Learn Self-evaluation Worksheet
has illustrations of four situations in class, and four at home.
The children colour the picture of Bens face next to each
illustration that best represents their feelings about that
situation. If the children are keeping English Portfolios,
encourage them to put their completed Learning to Learn
Self-evaluation Worksheets in them, as a record of their
progress.
Find Out! 1
Teachers Notes
Hello!
Learning objectives
goodbye in English
Review or learn numbers 110
Key language
Vocabulary
Hello
Goodbye
Flowers
Numbers 1-10
Structures
Whats your name?
Im (name).
Lets be friends!
Lets count!
Letter to parents/carers
Teachers Notes
Number cards
Mini-flashcard envelope
Find Out! 1
Receptive language
Whos this?
How many can you see?
What number is it?
Pronunciation
Stress and rhythm
The hello song
Lets count chant
Socio-cultural aspects
Be ready to participate in classroom activities
Be willing to follow simple instructions
page 2
pages 38
pages 913
page 14
page 1
Letter to parents or carers

unit
Hello!
Dear Parent/Carer
This year your child will be learning English using the course book Find Out! 1. As its name suggests, Find Out!
aims to encourage children to use English to discover new things.
In Find Out! 1 there are six units of work. Each unit is based on a topic which reflects the interests and needs
of the young learner, and presents them with useful, everyday English. As your child works through each unit,
they will be able to personalise and use language in basic, real-life communicative situations in the
classroom.
In each unit there is a wide variety of enjoyable activities to develop linguistic skills. Your child will have the
opportunity to play vocabulary and communication games, sing and act out songs, practise pronunciation,
listen to and join in with a story, and make a personalised cut-out. In each unit your child will also use English
to find out about other areas of learning, such as Science or Art.
There are a number of ways in which you can assist with your childs learning during this course:
Your child will bring a letter home for you at the beginning of each new unit. This letter will provide you
with lyrics for the songs, as well as giving a short explanation about what your child will learn in that unit.
Listen to the stories and songs in Find Out! 1 together. Each Pupils Book is accompanied by a Stories and
Songs CD, which allows the children to listen to the stories and songs that they have worked on in class, at
home.
Encourage your child to talk about their cut-out with you. This can also be used to sing the songs from the
unit.
Play the Find Out! 1 CD ROM together. If you have a computer at home, find some spare moments to do the
CD ROM activities with your child, for fun.
Thank you in advance for your help in making your childs early contact with English as enjoyable and
successful as possible.
Yours
Class teacher
LE
IAB
OP
OC
OT
PH
Hello!
page 2
Macmillan Publishers Limited 2007
Hello!
Lesson 1
Learning objectives
goodbye in English
Review or learn numbers 1-5
Key language
Hello, goodbye
Whats your name?
Im (name).
Lets be friends!
Numbers 1-5
Main activities
Say hello to Ben, Lisa, Sally and Peter
Write names in books
Listen to The hello song and point to the
flashcards
Listen. Sing and point
Counting friends
Look and say the number
Trace and say the numbers one, two, three, four,
five
Materials
Flashcards: Ben, Lisa, Sally, Peter
A photocopied set of number cards (Teachers
Notes Hello! unit, pages 9-13), cut out and
coloured
CD 1
Pupils Book contents page, pages 2 and 3
Crayons or colouring pencils
Opening activities
Hold up the flashcard of Sally. Say Look! This is

Sally. Sallys a girl. Say hello to Sally. Prompt the
children say Hello, then once again stick the card on
the board.
Show the flashcard of Peter. Say Look! This is Peter.
Peters a boy. Say hello to Peter. The children greet
Peter. Tell the class in L1 that Peter is Sallys brother,
then stick the card on the board.
Finally, point to each card in turn and say hello to the
character. Encourage the children to greet the
characters with you.
Write names in books (PB contents page)
Hold up your copy of the Pupils Book, point to the
contents page and say Look at Ben and Lisa. Explain
to the children that Ben, Lisa, Sally and Peter are
going to help them learn English and to Find Out!
new things about the world around them.
Ask the children to turn to the contents page, at the
start of their Pupils Books. Show the children the
page and encourage them to write their name in the
space provided.
Listen to The hello song and point to the flashcards
Say to the children Lets listen to a song. Listen and
point to the flashcards (do the action). Play CD 1
(Track 2) and show the children how to wave and
point to the flashcards of the characters as they hear
them in the song.
Play the song again and encourage the children to
wave and point to the different characters with you as
they listen.
CD1
Ben:
Hello! Hello! (wave)

Whats your name?
Im Ben.
Lets be friends!
Lisa:

Whats your name?
Im Lisa.
Lets be friends!
Sally:

Whats your name?
Im Sally.
Lets be friends!
Greet the class

Greet the class. Say Hello, children! Encourage the
children to say Hello! to you. If you do not know the
class say Im ... (your name).
Ask the children their names. Say Whats your name?
Encourage them to respond by saying Im ... (their
name).
Main activities
Say hello to Ben, Lisa, Sally and Peter
Hold up the flashcard of Ben and say Look! This is
Ben. Bens a mouse. Say hello to Ben. Encourage the
class to say Hello, Ben. Tell the class in L1 that Ben
likes playing, but sometimes hes naughty. Stick the
card on the board.
Show the flashcard of Lisa and say Look! This is Lisa.
Lisas a mouse. Say hello to Lisa. Once again
encourage the class to say Hello, Lisa. Tell the class
in L1 that Lisa is Bens sister and that shes
sometimes bossy. Stick the card on the board next to
the picture of Ben.
Find Out! 1
The hello song
Peter: Hello! Hello! (wave)

Whats your name?
Im Peter.
Lets be friends!
All:
Hurray! (raise your arms)
Listen. Sing and point (PB pages 2 and 3)

Say Now open your books at pages 2 and 3. Write
the numbers 2 and 3 on the board and show the
children the pages.
Hello!
page 3
Ask the children to point to Ben and Lisas house. The

children point to the dolls house in the left-hand
corner of page 2. Then ask the class to point to Peter
and Sallys house. Explain to the class that in the
picture, Peter and Sally are meeting the mice for the
first time. Ask the children if they would like to have a
mouse friend.
Hold up page 2 and say Point to Ben. The children
point to the character on the page. Repeat with Lisa,
Sally and Peter.
Say Lets listen to the song again. Play CD 1 (Track
2). Then say Now lets sing the song and point to the
pictures. Play the CD again. The children sing the
song and point to the pictures of Ben, Lisa, Sally and
Peter on page 2 of their books.
Ask some of the children their names. Say Whats
your name? Encourage them to respond by saying
Im ... (their name).
Counting friends
Note: Before the class, prepare a set of number cards
(Teachers Notes Hello! unit, pages 913) to take with
you to the lesson. Photocopy them, then cut up the
photocopied set and colour the numbers.
Point to the flashcards of the course characters on
the board and say Ben, Lisa, Sally and Peter are
friends. Repeat the sentence in L1 if necessary. Then
hold up the number cards for 1 to 4 in turn and say
one, two, three, four friends.
Hello!
page 4
Touch the heads of five children in the class who are

sitting together and say one, two, three, four, five
friends. Signal to these children that they should
stand up. Count each child again, holding up the
number cards for 1 to 5 as you do so, and prompt the
rest of the class to say the numbers with you.
Repeat the procedure with different groups of five
children, prompting the rest of the class to repeat the
numbers with you each time.
Look and say the number
Hold up the number card for 1 and ask What number
is it? Prompt the children to say the word and then
stick the card on the board. Repeat with the numbers
2 to 5.
Point to the card for 1 again and signal to the class
that you want them to say the word. Then do the
same with the other numbers.
Repeat the procedure, pointing to a different number
each time. As the children become more confident,
make a game out of the activity by pointing to the
different number cards faster and faster.
Trace and say the numbers one, two, three, four, five
(PB pages 2 and 3)
Hold up your book and say Point to number 1. The
children find and point to the number. (It is on the
bird house on the tree.) Ask the children to trace the
number. They then continue to find and trace the
numbers 2 to 5. Finally, as a class, point to and say
each of the five numbers.
Find Out! 1
Answers:
1 on the bird house on the tree, 2 over the door of the
mouse house, 3 on Peters trouser leg, 4 on the flower
pot, 5 on the school bag
Fast finisher tip: If some of the children finish the
activity quickly, ask them to draw some of the things
with the numbers on them that they have traced, e.g.
the school bag.
Closing activities
Say goodbye
Hold up the flashcard of Ben, wave your hand and
say Goodbye, Ben. Encourage the children to do the
same. Repeat with the flashcards of Lisa, Sally and
Peter.
Extra activity: Back- or hand-writing game
Organise the class so that all the children are in
pairs. One child writes a number between 1 and 5 on
either their partners back, or on the palm of their
partners hand with their finger. The other child has
to guess and say what the number is. The children
swap roles after playing four or five times.
Find Out! 1
Hello!
page 5
Hello!
Lesson 2
Learning objectives
Identify and say numbers 6-10
Key language
Hello, goodbye
Whats your name?
Im (name).
Lets be friends!
Flowers
Numbers 1-10
Main activities
Sing The hello song and point to the flashcards
Count the flowers
Match the number
Listen to the chant Lets count and point to the
number cards
Find and say the numbers six, seven, eight, nine, ten
Say the chant Lets count
Make an envelope for the mini-flashcards
Materials
Flashcards: Ben, Lisa, Sally, Peter
Notes Hello! unit, pages 9-13), cut up and
coloured
One photocopy of the mini-flashcard envelope for
each child (Teachers Notes Hello! unit, page 14)
CD 1
Pupils Book pages 2 and 3
Sticky tape or glue, scissors, crayons or coloured
pencils
Opening activity
Greet the class
children to say Hello! to you.
Ask different children their names. Ask Whats your
name? and encourage them to respond by saying Im
(name).
If the children are confident with the language,
prompt individual children to ask their classmates
Whats your name?
Main activities
Sing The hello song and point to the flashcards
Hold up the flashcard of Ben and ask Whos this?
Listen to the childrens answer and then stick the
flashcard on one of the classroom walls, where the
children can easily see it.
Repeat the procedure with the flashcards of Lisa,
Sally and Peter, and stick them in different parts of
the classroom.
Hello!
page 6
Say Point to Ben. The children point to the flashcard of

Ben. Repeat the instruction with the different
characters. The children listen and point to the different
flashcards. As the children become more confident,
make a game out of the activity by asking them to point
to the different flashcards faster and faster.
Say Lets sing The hello song and point to the
flashcards. Play CD 1 (Track 2). The children sing
along and point to the different characters around the
room as they appear in the song.
Option: Stick the flashcards on the board in the
order they appear in The hello song (Ben, Lisa, Sally,
Peter). Play the karaoke version of the song on CD 1
(Track 3). The children point to the characters as they
sing along.
Count the flowers
Draw five flowers in a row along the bottom of the
board where the children can easily see them and say
Look at the flowers. How many can you see? Repeat
the sentence in L1, if necessary. Point to and count
each flower in turn with the children.
Draw an extra flower at the end of the row and ask
How many can you see now? Encourage the children
to count the six flowers in English with you.
Repeat the procedure, adding a flower each time,
until there are ten flowers on the board.
Match the number
Hold up the number card for 1 and ask What number
is it? Prompt the children to say one. Then stick the
card above the first flower on the board.
Hold up the number card for 2 and repeat the
question. Then ask a child to come to the front of the
class and stick the card above the second flower on
the board. Repeat with the number cards for 3 to 10.
Point to the number card for 1 again and signal to the
class that you want them to say one. Then do the
same with the other number cards.
Repeat the procedure, pointing to a different number
card each time. As the children become more
confident, make a game out of the activity by pointing
to the different number cards faster and faster.
Listen to the chant Lets count and point to the number
cards
Say Listen to the chant Lets count and point to the
number cards. Play CD 1 (Track 4). The children listen
and point to the different number cards with you as
they appear in the chant.
CD1
Lets count
One ... two,

Three, four, five,
Six ... seven,
Eight, nine, ten.
Lets count!
Find Out! 1
Lets count again!
Say the chant Lets count (PB pages 2 and 3)
One ... two,

Three, four, five,
Six ... seven,
Eight, nine, ten.
Lets count!
Lets count!
Say Lets say the chant Lets count. Play CD 1 (Track

4) and ask the class to say the chant with you.
Encourage the children to point to and count the ten
flowers in the flower pot (in the bottom right-hand
corner of page 2) as they say the chant.
Find and say the numbers six, seven, eight, nine, ten
(PB pages 2 and 3)
Say Now open your books at pages 2 and 3. Show
the children the pages.
Hold up your book and point to the blue number 6 on
the flower pot on page 3. Say Heres number six. Ask
the children to repeat the number. Draw a circle
round the number in your book. Ask the children to
draw a circle round it their books.
Say Point to number seven. Encourage the children
to look for the number seven in the picture, and to
raise their hands when they have found it. (It is over
the door of the childrens house.) The children then
say the number and draw a circle around it in their
books.
Ask the class to find and circle the other numbers,
eight, nine and ten, that are in the picture on page 3.
(Eight is on the running mans top, nine is on the
clown sitting on the flower pot, and ten is on the
boys sleeve.)
Finally, ask the class to point to and say each of the
numbers.
Find Out! 1
Make an envelope for the mini-flashcards (TN Hello!

unit, page 14)
Hand out a photocopy of the mini-flashcard envelope
(Teachers Notes Hello! unit, page 14) to each child.
Explain to the children (in L1 if necessary) that they
are going to make an envelope for the miniflashcards that they will make in their English classes.
Point to Ben and Lisa on the mini-flashcard envelope
and ask the children to colour them.
As the children are working, move around the class to
help them. Give them scissors and show them how to
cut out their envelope along the broken lines.
Demonstrate how to fold the envelope along the
dotted lines and then show them how to stick the
sides together with glue or sticky tape. Finally, the
children write their name on their envelope.
Note: Collect all the envelopes and keep them in a
box in the corner of the classroom. Remember to
hand out the envelopes when the children make and
play with the mini-flashcards in Lesson 3 of each
unit.
Hello!
page 7
Fast finisher tip: If some children finish the activity

quickly, ask them to decorate their envelopes.
Closing activities
Say goodbye
Hold up the flashcard of Ben, wave your hand and
say Goodbye, Ben. The children to do the same.
Repeat with the other character flashcards.
Extra activity: Get in order!
Hold up the different number cards in turn and say
the word. The children repeat each word after you.
Then choose ten children to come to the front of the
class and position them in a row. Ask them to close
their eyes. Hand each child one of the number cards,
and explain that they shouldnt look at the number
yet. When you say so, the children open their eyes,
look at the number on their cards and position
themselves in an ordered row (from 1 to 10) as
quickly as possible. The children then hold up and
say their number in turn. Repeat with another group
of ten children.
Hello!
page 8
Find Out! 1
BL
OP
IA
OC
Hello!
page 9
OT
PH
1
2
Number Cards
Number Cards
IA
OP
OC
OT
PH
E
BL
Hello!
page 10
3
4
IA
OP
OC
Hello!
page 11
PH
OT
5
6
BL
E
Number Cards
Number Cards
IA
OP
OC
OT
PH
E
BL
Hello!
page 12
7
8
Hello!
IA
OP
OC
page 13
PH
OT
9
10
BL
E
Number Cards
Name:
Class:
Mini-flashcard Envelope
Name:
Class:
Cut
Fold
Glue
BL
IA
OP
OC
OT
PH
Hello!
page 14
1 Classroom objects
Learning objectives
Receptive language
Learn a song for the opening and closing routines

objects
Learn how to ask where different classroom objects
are
Learn or review colours
(TPR)
colouring
Practise making the sound /r/ by saying a chant
Follow instructions to make a pencil case cut-out
Use the cut-out to talk about classroom objects
Key language
Vocabulary
Pen, pencil, pencil sharpener, ruler, rubber, crayon
Red, yellow, blue, green, orange, purple, brown
Structures
Wheres my (pen)?
Here!
Pencil case
Whats in my pencil case?
Wheres the (rubber)?
Open / Close your eyes
One, two, three, touch the colour (red).
Lets mix the different colours!
What colours the (pencil)?
Stand up! Sit down!
Lets colour the flowers ... .
My flowers are (blue).
Recycled language
Hello, goodbye
Numbers 1-10
Pronunciation
Sounds
Can you say ? chant: /r/ A red rubber and a red
ruler
Stress and rhythm
Wheres my crayon? song
The colours chant
Be ready to participate in classroom activities
Be willing to follow classroom routines and simple
instructions
Understand the importance of taking turns
Demonstrate an ability to reflect on learning
Cross-curricular content
Art: Find out about mixing primary colours
Teachers Notes
Colour wheels
Fast Finisher Worksheets
Reading and Writing Worksheets
Unit Test
Self-evaluation Worksheet
Answer Key
Find Out! 1
page 2
pages 323
page 24
pages 2526
pages 2728
pages 2932
page 33
page 34
page 1

1
Unit
Dear Parent/Carer
Your child has now had their first two English lessons using Find Out! 1. He/she has been introduced to the
course characters Peter and Sally, and their two cheeky mice friends, Ben and Lisa. Your child has learnt to
introduce him/herself in English and ask what another persons name is. He/she has also remembered/been
introduced to the numbers 110, and learnt a counting chant.
In Unit 1 your child will be introduced to a routine song to begin and end their English class. They will also be
introduced to the song Wheres my crayon? and The colours chant.
Wheres my crayon?
The colours chant
Stories and Songs CD: Track 4
Sally:
Wheres my crayon?
Wheres my ruler?
Wheres my rubber, Lisa?
Red and yellow make orange.

Blue and yellow make green.
Red and blue make purple.
Blue, red and yellow make brown.
Lisa:
Here!
Peter:
Wheres my pencil?
Wheres my pen?
Wheres my pencil sharpener, Ben?
Ben:
Here!
In addition, your child will: learn how to ask where different classroom objects are; make and play a game
with mini-flashcards; learn about mixing primary colours; listen to the story Sallys picture (Stories and Songs
CD: Track 6); practise making a specific sound by saying the chant A red rubber and red ruler; and make and
talk about a pencil case cut-out.
Thank you for making your childs early contact with English as enjoyable and successful as possible.
Yours
Class teacher
BL
IA
OP
OC
OT
PH
Unit 1
page 2
1 Classroom objects
Lesson 1
Learning objectives
objects
Sing the Wheres my crayon? song
Learn a song for the closing routine
Key language
Pen, pencil, pencil sharpener, ruler, rubber,
crayon
Wheres my (pen)?
Here!
Main activities
Play Whats in my pencil case?
Listen and say the words
Play Wheres my crayon?
Listen to the song Wheres my crayon? and point
to the flashcards
Trace and colour the classroom objects. Say the
words
Find and count the hidden pawprints. Write the
number
Materials
Flashcards: pen, pencil, pencil sharpener, ruler,
rubber, crayon
Notes Hello! unit, pages 9-13), cut out and
coloured
Pupils Book page 4
CD 1
A pencil case
Crayons or coloured pencils
Opening activities
Greet the class and say the chant Lets count
children to say Hello! back to you.
Hold up your hands and say Lets count! Point to each
of your fingers in turn and count from one to ten.
Encourage the children to join in counting with you.
Say Now you! Signal to the class that they should
hold up their hands and count their fingers aloud
with you.
Finally, say Lets say the Lets count chant again.
Play CD 1 (Track 4). Encourage the children to say the
chant with you and to point to each of their fingers in
turn as they do so.
Option: Arrange the number cards on the board from
1 to 10 and play the karaoke version of Lets count on
CD 1 (Track 5). Point to each card in turn as it appears
in the chant. The children look and say the number.
Play Word of the day

Explain to the children that at the beginning of every
class they will try to guess a secret word: the word of
the day.
Hold up the number card for 5, but dont let the
children see what it is. Ask Whats the word of the
day?
Say Its a number. What number is it? Encourage the
children to raise their hands and guess the number.
When a child guesses correctly, show the class the
card and ask them to repeat the number.
Finally, stick the card face down at the top of the
board.
Main activities
Play Whats in my pencil case?
Show the six flashcards of the classroom objects to
the children in turn. Hold each one up in order and
say pen ... pencil ... pencil sharpener ... ruler ...
rubber ... crayon. Then hold up the pencil case you
have brought with you and say pencil case.
Repeat this a second time, encouraging the children
to say each word after you.
Tell the children in L1 that they are going to play a
game.
Put the six flashcards into the pencil case and close
it. Give it a shake. Then pull out a flashcard, but do
not let the class see what it is.
Hold the flashcard to you and ask Whats in my
pencil case? Repeat the question in L1 if necessary.
Encourage the children to guess the classroom object
on the flashcard, and say in English and L1 what it is.
When a child guesses correctly, turn the flashcard
round so they can see what it is and say Yes, well
done! Its a (pencil). Repeat the procedure until the
children have guessed all six classroom objects on
the flashcards in the pencil case.
Stick the flashcards face up on the board in the same
order as they appear on the CD (pen, pencil, rubber,
crayon, pencil sharpener, ruler).
Say Listen. Play CD 1 (Track 6) and point to the
different classroom objects as they are mentioned on
the CD.
Say Now listen and repeat. Play the CD again. Now
point to the different flashcards on the board, and
prompt the class to repeat the words on the CD.
CD1
Classroom objects word rap
pen
pencil
rubber
crayon
pencil sharpener
ruler
[Repeat]
Find Out! 1
Unit 1
page 3
Listen to the song Wheres my crayon? and point to the

flashcards
Turn the flashcards over so that they are facing
upwards. Point to each card in turn and prompt the
children to tell you the name of the classroom object.
Support the children if necessary by giving them the
initial sound of each word, or silently mouthing the
word to them.
Say Lets listen to the song. Play CD 1 (Track 7) and
encourage the children to point to the flashcards of
the classroom objects as they are mentioned.
Play the song again and encourage the children to
point to the flashcards with you.
CD1
Wheres my crayon?
Sally:
Wheres my crayon?
Wheres my ruler?
Wheres my rubber, Lisa?
Lisa:
Here!
Peter: Wheres my pencil?

Wheres my pen?
Wheres my pencil sharpener, Ben?
Ben:
Here!
[Repeat]
Play Wheres my crayon?
Listen. Sing and point (PB page 4)
Turn over the flashcards so that they are face down

on the board. As you do so, show the class each
picture one more time, say the word for the object in
English, and ask the class to repeat it.
Scratch your head as if you were having difficulty
remembering something, and ask the class Wheres
my (crayon)? Repeat the question in L1 if necessary.
Point to the flashcard of a different classroom object
and ask the class Here? Encourage the class to shake
their heads and chorus No! Point to another card and
ask Here? Once again, the children chorus No!
Finally, point to the correct flashcard and ask Here?
Encourage the children to nod their heads and say
Yes! Show the children the flashcard and ask them to
say the word.
Place the flashcard face down on the board once
again and repeat the procedure with a different
classroom object, e.g. Wheres my (rubber)?
Play the game several times.
Say Open your books at page 4. Write the number on

the board and show the children the page. Point to
the two children and say Look at Sally and Peter.
Theyre drawing (mime sketching).
Point to Ben and Lisa and say Oh no! Look at Ben and
Lisa. Encourage the class to tell you in L1 that Ben
and Lisa are hiding the childrens drawing materials.
Ask the children Wheres the (ruler)? The children
find and point to the ruler which has been hidden in
the tree. Encourage the children to say Here! when
they find it. Repeat with the other classroom objects.
7). Then say Lets sing the song and point to the
pictures. Play the CD again. The children sing the
song and point to the pictures of the classroom
objects in their books.
Tip: If the children are having difficulty remembering

where the classroom objects are, turn over the cards
one by one and say the words one more time before
playing the game again. Alternatively, play the game
with only four of the six cards facing downwards. The
remaining two cards are left facing upwards.
Unit 1
page 4
Trace and colour the classroom objects. Say the words

(PB page 4)
Ask the children to trace and colour the hidden
classroom objects. As the children are working, walk
around the class and comment on their work. Ask
Wheres the (pencil sharpener)? The children point
to the item on the Pupils Book page and answer
Here! Then point to the different items and ask
Whats this? (a pencil).
Find Out! 1
Vocabulary extension:
If you feel the children can manage some
new/recycled vocabulary related to the topic of
classroom objects, ask them if they can think of any
more words for things they might find in the
classroom. Praise all logical answers.
Below are six related words that children may
already be familiar with in the classroom, to help
extend their range of vocabulary.
1 scissors
2 glue
3 book
4 paintbrush
5 paper
6 schoolbag
number (PB page 4)
Ask the children to look again at the picture on page
4 of their Pupils Books. Explain (in L1 if necessary)
that there are some hidden pawprints in the picture.
Say Find and count the hidden pawprints.
Demonstrate the activity by finding a pawprint and
circling it in your book. When the children have
finished finding and circling the pawprints, hold up
your book and point to the large pawprint in the
bottom right-hand corner. Say Write the number
here. The children count the circled pawprints and
write the number in the large pawprint on the page.
Ask the children how many pawprints there are, and
confirm the correct answer by counting the circled
pawprints in their books with them.
Answer:
5
activity quickly, ask them to draw some hidden
pawprints in the picture in their Pupils Books.
Explain that they should use pencil to do this, so that
the pawprints are not too easy to see, and that they
should draw no more than ten. The children then
exchange books with a partner to find and count the
pawprints.
Find Out! 1
Closing activities
Lets remember the word of the day
Point to the card of the word of the day at the top of
the board. Then scratch your head as if you were
trying to remember something and ask Whats the
word of the day?
Ask the class to put their hands up if they remember
and then choose one of the children to tell you the
word. When a child guesses correctly, turn the card
over and show it to the class.
Learn the closing song and say goodbye
Tell the children that they are going to learn a closing
song to finish the lesson.
Give the thumbs up sign to the class and say Well
done! Repeat the sentence in L1, if necessary. Ask the
children to repeat the action and the phrase. Praise
them for their work during the lesson and tell them
what aspects of their work and behaviour you are
happy with.
Play CD 1 (Track 8). Encourage the children to listen
to the closing song and do the actions with you.
Finally, say goodbye to the children as you leave the
class, and encourage them to say the same to you.
CD1
Closing song: Well done!
Well done! (thumbs up)

Well done! (thumbs up)
Well done everyone! (thumbs up)
Its the end of the lesson. (wave goodbye)
Well done everyone! (thumbs up)
Extra activity: Guess the object!
Ask a child to come to the front of the class, then
close their eyes and hold out their hands. Place a
classroom object in their hands and ask Whats this?
The child tries to guess the object. Repeat with
different classroom objects and different children.
Then organise the class into pairs and ask the
children to play the same game in their pairs.
Unit 1
page 5
1 Classroom objects
Lesson 2
Learning objectives
Learn a song for the opening routine
Show understanding of short listening texts
Key language
crayon
Wheres my (pen)?
Here!
Main activities
Play Close your eyes!
Sing the song Wheres my crayon? in groups
Listen and number
Find and colour
Materials
rubber, crayon
Photocopied number card for 9 (Teachers Notes
Hello! unit, page 13), cut out and coloured
Pupils Book page 5
CD 1
Rubbers and pencil sharpeners (optional)
Opening activities
Greet the class and learn the opening song
Tell the children that they are going to learn an
opening song to begin the lesson. Point to your
watch or the class clock and say Its time to begin.
Listen! Repeat the sentence in L1 if necessary.
Play the opening song on CD 1 (Track 9) The children
listen to the song and watch your actions.
Ask the children to stand up. Play the CD a second
time and encourage the class to dance and do the
actions with you as they listen.
CD1
Opening song: Its time to begin
Its time to begin. (point to your watch / the clock)

English is fun.
Its time to begin. (point to your watch / the clock)
Come on everyone! (beckon with your arm)
day?
Then say Its a number. What number is it?
Encourage the children to raise their hands and guess
the number.
Unit 1
page 6

board.
Main activities
Hold up the flashcards of the six classroom objects in
turn and say the words with the children.
Choose a pair of children and say Close your eyes. Do
the action to convey the meaning. The children
should also put their heads down on their desks to
avoid any peeking. Hold up the flashcard of e.g. the
pencil, put your finger over your mouth and say
Shhh! to the rest of the class. Hide the flashcard
somewhere in the room and return to the front of the
class.
Say Open your eyes. The two children open their
eyes. Make a questioning gesture and ask Wheres my
(pencil)? The two children move around the class
looking for the flashcard. Encourage the rest of the
class to participate in the game by saying Yes! when
the pair of children are close to the card, and No! when
they are moving away from it. Praise the children when
they find the card and ask them to return to their
seats. Repeat with another pair of children and the
flashcard for a different classroom object.
Option: If you prefer the children to remain sitting
down, stick the flashcard in a place they can see from
their chairs. The children look around the classroom
and point to the card when they see it.
Sing the song Wheres my crayon? in groups

Stick the flashcards onto the board in the order that
they appear in the song (crayon, ruler, rubber, pencil,
pen, pencil sharpener) and ask the children to say the
words as you do so.
Divide the class into two groups: group 1 is Sally and
group 2 is Peter. Then choose a confident pupil in
each group to take the parts of Lisa and Ben in the
song. These children say Here! at the end of their
groups verse.
Say Lets sing the song Wheres my crayon? again.
Play CD 1 (Track 7). Group 1 sings along with Sally,
and group 2 with Peter. Support the children by
pointing to the classroom objects on the board as
they appear in the song.
The groups then swap roles and sing the song again.
Listen and number (PB page 5)
Keep the flashcards on the board. Say Open your
books at page 5. Write the number on the board and
show the children the page.
Point to the two characters in the first activity and say
Look at Lisa and Sally. Then point to the different
classroom objects on the table and ask Whats this?
Encourage the children to tell you the words for the
objects in English.
Find Out! 1
Check answers by asking e.g. Whats number 1?

Listen to the childrens answers and point to the
corresponding flashcard on the board (pen).
Answers:
1 pen, 2 pencil, 3 crayon, 4 rubber, 5 pencil sharpener,
6 ruler
Find and colour (PB page 5)
Point to the second activity on page 5 of the Pupils
Book and ask the children Wheres the crayon? The
children find the crayon in the puzzle and say Here!
Say Colour the crayon. The children colour the crayon
in a colour of their choice. Then ask the children to
find and colour the other five classroom objects.
When the children have finished, ask them as a class
to point to each classroom object in turn and say the
word with you.
activity quickly, ask them to draw three more
classroom objects on the table in the first activity.
Closing activities
Say Listen to Sally and Lisa. Number the classroom

objects in order. Play CD 1 (Track 10). The children
listen and write the number next to the classroom
objects.
Tip: Use the pause button between each dialogue.
You can then check that all the children are
successfully completing the activity.
CD1
10
Listen and number
Number 1
Sally: Wheres my pen?
Lisa: Here!
Number 2
Sally: Wheres my pencil?
Lisa: Here!
Number 3
Sally: Wheres my crayon?
Lisa: Here!
Number 4
Sally: Wheres my rubber?
Lisa: Here!
Number 5
Sally: Wheres my pencil sharpener?
Lisa: Here!

word of the day?
Sing the closing song and say goodbye
Say Its the end of the lesson. Praise the children and
tell them what aspects of their work and behaviour you
are happy with.
Then give the thumbs up sign to the class and say
Well done! Ask the children to repeat the action and
the phrase.
Play CD 1 (Track 8). Encourage the children to sing
along and do the actions with you.
Extra activity: Wheres my rubber?
Put your hands behind your back and hide a small
rubber in one of them. Show your hands to a child in
the class and ask Wheres my rubber? The child
chooses a hand and says Here! Repeat with two or
three other children. When the children are confident
with the activity, organise them into pairs and let
them play the game with their rubbers and pencil
sharpeners.
Number 6
Sally: Wheres my ruler?
Lisa: Here!
Find Out! 1
Unit 1
page 7
1 Classroom objects
Lesson 3
Learning objectives
Make the mini-flashcards
Play a simple communicative game in pairs
Key language
Wheres my (pen)?
Here!
Main activities
Match the word cards to the flashcards
Play Whats this?
Make the cards on page 57 and sing the song
Play the game
Materials
rubber, crayon
Word cards: pen, pencil, pencil sharpener, ruler,
rubber, crayon
Scissors
CD 1
A Mini-flashcard envelope for each child
(Teachers Notes Hello! unit, page 14)
Opening activities
Greet the class and sing the opening song
Say Its time to begin. Ask the children to stand up.
Play CD 1 (Track 9) and encourage the class to dance
and do the actions with you as they sing along with
the song.
children see what it is. Ask Whats the word of the day?
the number.
board.
Main activities
Put the flashcards face up on the board and ask the
children to tell you the words as you do this.
Hold up one of the word cards and say the word.
Then stick the word card next to its flashcard on the
board. Repeat with the other words.
Unit 1
page 8
Take the word cards off the board and hold up one of
them, so the class can see what it is. Ask Who can
read the word? The children raise their hands.
Choose a child to come to the front of the class. The
child reads the word aloud and then matches the
word card to its flashcard on the board. Encourage
the whole class to say the word.
Repeat with the other word cards and different
children.
Play Whats this?
Hold one of the flashcards so that the class cant see
the picture on it. Ask Whats this? and flash the card
as quickly as possible to the children before hiding it
once again. Encourage the children to raise their
hands if they think they know what it is.
Flash the card several times more, or until the
majority of the children in the class have their hands
raised. The children then say the word. Repeat with
different flashcards.
Make the cards on page 57 and sing the song (PB
pages 5 and 57)
the board and show the children the scissors icon
below Lesson 3 on the page. Explain (in L1 if
necessary) that they are going to make some miniflashcards of classroom objects. Then say Go to page
57 in your books.
Show the children page 57 and check that they have
all found it. Make sure that they have got scissors.
Say Cut out the page here. Hold up your book and
point to the broken cutting line. Then say Now cut out
the mini-flashcards. Show the children where to cut.
The children work on their own to make their miniflashcards. Remind the children to write their name or
initials on the back of each mini-flashcard.
Tip: Make sure that the children store their miniflashcards in their envelope (Teachers Notes Hello!
unit, page 14) at the end of the lesson.
Ask the children to put their mini-flashcards face up
on the desk in front of them. Say Lets sing the song
Wheres my crayon? Explain to the children that when
they hear the word for a classroom object in the song,
they should point to that mini-flashcard. Play CD 1
(Track 7). The children sing the song and point to the
different mini-flashcards for each verse.
Option: Play the karaoke version of the Wheres my
crayon? song on CD 1 (Track 11). The children sing along
with the music and hold up their mini-flashcards as
Play the game (PB page 5)
Stage 1
Ask the children to place their mini-flashcards face
down on the desk in front of them. Explain to the
class that they are going to play a game and they can
only turn over one card each time.
Find Out! 1
Say Wheres my (rubber)? and signal to the children

that they should turn over one of the cards. If a child
turns over the correct card, they should hold it up
and say Here! Say Well done! to the children who
guess correctly.
Ask the children to turn their cards face down once
again and repeat the question with a different
classroom object, e.g. Wheres my (pen)?
Continue playing the game until all the children are
confident with the activity.
Stage 2
Ask a pair of confident children to come to the front
of the class and place a set of mini-flashcards face
down on the desk in front of them.
Encourage one child to ask the question Wheres my
(pencil)? The other child has to point to one of the
cards and say Here! He or she then turns over the
card. If it is correct, they score a point. If it isnt
correct, they dont score a point. The card is then put
back, face down, in a different place on the table.
Prompt the children to take it in turns to ask the
question and guess where the classroom object is.
The children continue playing until you tell them to
stop. The child with the most points at the end is the
winner.
Stage 3
Divide the class into pairs and encourage the children
to play the game.
While the children are working autonomously, go
around the class supporting and praising their
efforts.
Find Out! 1
Option: Play another game with the mini-flashcards.

A list of language games using the mini-flashcards
can be found in the Mini-flashcard Games Bank on
page xvi.
Closing activities
word of the day?
tell them what aspects of their work and behaviour
you are happy with.
the phrase.
Unit 1
page 9
Extra activity: Find your partner!

Ask the children to choose one of their miniflashcards, and to hold it against their chests without
letting anyone else see what it is. Explain that they
are going to try and find another child in the class
with the same card. Ask five children to stand up and
come to the front of the class with their card. Each
child shows you their card and quietly tells you the
word. Ask the five children to move around the class
saying their word to different children. Their
classmates answer No! if they have a different card
and Yes! if they are holding the same one. When the
children find someone with the same card they raise
their hands and say Here! Repeat the activity with
five other children.
Optional Activity Book activity

Do activities 1, 2 and 3 in Find Out! 1 Activity Book.
Unit 1
page 10
Find Out! 1
1 Classroom objects
Lesson 4
Learning objectives
Identify and say words for different colours
Find out about mixing primary colours to make
new ones
Key language
Main activities
Play Touch the colour!
Play Whats missing? with the colours
Listen to Lets find out!
Listen and point
Colour
Materials
Flashcards: red, yellow, blue, green, orange,
purple, brown
Pupils Book page 6
CD 1
Opening activities
the song.
day?
the number.
board.
Main activities
Play Touch the colour!
Show the children the red flashcard and say One,
two, three, touch the colour red! Demonstrate by
touching a red object in the classroom. The children
touch something red that is near to them, e.g. a
coloured pencil or an item of clothing.
Repeat with the other colours. Remember to hold up
the colour flashcard each time before you say One,
two, three, touch the colour ... .
Find Out! 1
When the class has touched objects for each colour

flashcard, give out the colour flashcards to seven
children. Ask them to come to the front of the class
and hold up their cards so that the class can see the
colours. Ask the class to repeat the words for the
colours after you.
If you wish, play CD 1 (Track 12). The children listen
and repeat the words for the colours. Then tell the
seven children holding the flashcards to stand in a
row in order, when they hear their colour. Play the CD
again. The children stand in a row as their colours are
mentioned and hold up their flashcards. The class
repeats the word for each flashcard colour as it is
mentioned on the CD.
CD1
12
Colours
Adult:
Children:
Adult:
Children:
Adult:
Children:
Adult:
Children:
Adult:
Children:
Adult:
Children:
Adult:
Children:
red
red
blue
blue
yellow
yellow
green
green
purple
purple
orange
orange
brown
brown
Play Whats missing? with the colours

Stick the colour flashcards in a line on the board.
Say to the children Look and listen. Whats missing?
Slowly call out the different colours in the order that
they appear on the board, but miss one of them out,
e.g. red, yellow, blue, ... , purple, orange, brown. The
children listen and call out the missing colour
(green). If they initially respond in L1, praise their
responses and repeat their answer in English.
Repeat the game several times.
Say Listen to Ben and Lisa. Today, lets find out
about ... ?
Play CD 1 (Track 13). Then repeat the question Lets
find out about ... ? and encourage the class to tell
you what they are going to learn about in the lesson:
colours.
Play CD 1 (Track 13) once more, so that the children
who didnt catch the word colours in the first listening
have the opportunity to hear it.
CD1
13
Lets find out!
Ben and Lisa: Lets find out!

Lets find out!
Lets find out about ... colours!
Unit 1
page 11
Encourage the class to use two coloured crayons or

pencils, red and blue, to make the colour purple. If
you are running short of time, however, ask the
children to use a purple crayon or colouring pencil to
complete the task. Repeat with the other plates of
paint.
Check the childrens work by holding up your book
and pointing to the different paints. The children tell
you the different colours.
activity quickly, ask them to continue mixing different
colours on a piece of scrap paper. What colours or
shades of colours can they make?
Closing activities
word of the day?
Listen and point (PB page 6)
the board and show the children the page.
Point to the paint palettes in the first activity and say
Listen and point to the colours. Play CD 1 (Track 14).
The children listen and point to the colour each time.
CD1
14
Lets find out about colours! Listen and

point
Number 1. Red and yellow make orange. (point to the

photo)
Number 2. Blue and yellow make green. (point to the
photo).
Number 3. Red and blue make purple. (point to the
photo)
Number 4. Red, yellow and blue make brown. (point
to the photo)
Check understanding by pointing to each photo in
turn and eliciting the secondary colour, e.g. Red and
yellow make ... ? (orange). Repeat the procedure
with the other photos.
you are happy with.
the phrase.
Extra activity: Guess the colour!
Hold a colour flashcard above your head without
seeing what the colour is. Ask the class Is it (red)?
The children look at the card and chorus Yes! or No!
Continue saying different colours until you correctly
guess the flashcard. Repeat with a different colour
card. When the children are confident with the
activity ask a pair of children to come to the front of
the class. Hold a card above their heads and ask
them to take turns and guess what colour it is. Once
again the rest of the class tells them if theyve
guessed correctly or not. Repeat with other pairs of
children.
Colour (PB page 6)

Point to the second activity and say Look at the
children. Then point to the first plate and say Look!
Red and blue make ... ? (purple). Ask the children to
colour the shape on the first plate in purple.
Unit 1
page 12

Do activity 4 in Find Out! 1 Activity Book.
Find Out! 1
1 Classroom objects
Lesson 5
Learning objectives
Learn The colours chant
Key language
crayon
Main activities
Play Call out the colours!
Listen to The colours chant and point to the
flashcards
Colour. Say and point
Draw and colour
Materials
Flashcards: red, yellow, blue, green, orange,
purple, brown
Pupils Book page 7
CD 1
One photocopied colour wheel for each child
(Teachers Notes Unit 1, page 24)
Opening activities
the song.
day?
the number.
board.
Main activities
Play Call out the colours!
Choose seven children to stand in a line facing the rest
of the class and give each child a colour flashcard.
As you give each child their flashcard, say the colour.
Explain to the seven children that you are going to
Find Out! 1
call out the words for different colours in English.

When a child hears their colour they should raise
their flashcard above their head.
Call out a colour, e.g. yellow, and signal to the child
holding that flashcard that they should raise it.
Repeat with the other colours. As the children
become more confident call out the different colours
faster and faster.
Repeat with another group of seven children.
Option: Ask the rest of the class to take it in turns to
call out different colours. The seven children listen
and hold up their corresponding flashcards.
Listen to The colours chant and point to the flashcards
Ask the seven children to remain at the front of the
class with their flashcards. Say Red and yellow and
signal to the children holding those flashcards that
you want them to step forward.
Say Red and yellow make ... ? Encourage the class to
tell you the answer, orange, and signal to the child
holding the orange flashcard that you want him/her
to stand next to the red and yellow flashcards.
Say in a rhythmic manner Red and yellow make
orange and ask the children to repeat the phrase with
you two or three times.
Repeat the procedure with the other three sentences.
Blue and yellow make green. Red and blue make
purple. Blue, red and yellow make brown.
Ask the seven children to stand in a line once more,
holding their colour flashcards, and say Lets listen
to The colours chant. Play CD 1 (Track 15). Encourage
the seven children to hold up their flashcard when
they hear their colour. The rest of the class points to
the flashcard of the colour.
CD1
15
The colours chant

[Repeat]
Colour. Say and point (PB page 7)
Point to the first two tubes of paint and say Look!
Red and yellow make ... ? (orange). Then point to the
other tubes and encourage the children to say the
complete sentences: Blue and yellow make green.
Red and blue make purple. Blue, red and yellow
make brown.
The children then work on their own to colour the two
white patches of paint.
When the children have finished, say Lets say The
colours chant and point to the pictures. Play CD 1
(Track 15). The children join in with the chant and
Unit 1
page 13
Closing activities
word of the day?
Ask the class to put their hands up if they remember,
are happy with.
the phrase.
point to the pictures in their books.

Draw and colour (PB page 7)
Point to the second activity and say Look! Number 1.
Blue and yellow make ... ? (green). Repeat with the
colours in numbers 2 to 4.
Then point to the rubber on the right of the activity
and ask Whats this? The children tell you the word
in English. Repeat the question with the other
classroom objects.
Point to number 1 and show the children how to
follow the path with their pencil until they reach the
corresponding classroom object on the opposite side
of the page (the rubber). The children then colour the
rubber green.
The children work on their own to draw the paths and
colour the other three classroom objects.
Finally, check answers by asking What colours the
(rubber)? (green). Say A green rubber and ask the
children to repeat the words. Do the same with the
other answers.
Answers:
1 a green rubber, 2 a purple pen, 3 an orange pencil
sharpener, 4 a brown ruler
Extra activity: Show me!

Ask the children to open their pencil cases. Say Show
me a (red) pencil sharpener. Repeat the instruction in
L1 if necessary. Prompt those children who have a red
pencil sharpener to hold it in the air. Repeat the
instruction with different classroom objects and
colours, e.g. Show me an orange crayon. The children
listen and hold up the different items that they have
in their pencil cases.
Individual project: Colour wheels

Photocopy one colour wheel (Teachers Notes Unit 1,
page 24) for each child in the class. Tell the children
to cut out the wheel where indicated, and colour
segment 1 blue, segment 3 red, and segment 5
yellow. When the children have finished point to
segments 1 and 3 and say Look. Blue and red. Then
point to segment 2 and say Blue and red make ... ?
(purple). The children colour segment 2 purple.
Repeat with segment 4 (orange), and segment 6
(green). If you wish, tell the children to push a pencil
through the centre of the wheel and twirl it between
the palms of their hands. The children will then see
how the colours mix together.


activity quickly, ask them to colour the different
paths the same colour as the corresponding
classroom objects.
Unit 1
page 14
Find Out! 1
1 Classroom objects
Lesson 6
Learning objectives
Listen to a story for global understanding
Key language
Crayon
Numbers 1-10
Main activities
Play Stand up! and Sit down!
Say The colours chant and point to the flashcards
Listen to Its story time!
Tell the story with the story cards
Tell the story again and ask the questions
Listen to the story
Look and number
Look and colour
Materials
Flashcards: green, orange, purple, brown
Story cards for Unit 1: Sallys picture
CD 1
green again. Signal that the sentence is correct and

the class should therefore stand up. When they have
done this, ask them to sit back down.
Say another sentence, e.g. Blue and red make
orange. The children listen and, as the sentence is
incorrect, they remain sitting down. Elicit the correct
answer from the children Blue and red make ... ?
(purple).
Repeat the procedure with other correct and incorrect
sentences. Ensure that the children sit down again
before you say the new sentence each time.
Say The colours chant and point to the flashcards
Stick the four flashcards on the board in the order of
the chant (orange, green, purple, brown). As you do
so, encourage the children to say the sentences with
you: Red and yellow make orange. Blue and yellow
make green. Red and blue make purple. Blue, red
and yellow make brown.
Say Lets say The colours chant and point to the
flashcards. Stand up. Play CD 1 (Track 15). The
children say the chant and point to the flashcards.
Tip: If the children need additional support, ask them
to open their Pupils Books at page 7 and follow the
pictures at the top of the page.
Option: Play the karaoke version of The colours

chant on CD 1 (Track 19). The children say the chant
and move/clap their hands to the rhythm.
Opening activities
Make sure the children are sitting where they can

easily see the story cards.
Say Its story time! and play CD 1 (Track 16) to get the
childrens full attention.

the song.
Hold up the number card for two, but dont let the
day?
the number.
board.
Main activities
CD1
16
Its story time!
Its story time!

Its story time!
Lets listen to the story!
Hold up the first story card and point to Sallys
picture. Ask Whats this? Then point to the crayon
and ask What colours the crayon?
Encourage the children to tell you in L1 what they think
is going to happen next in the story. Praise their ideas
and say Lets listen and find out. Either tell the story
yourself (by reading the text on the back of each story
card), or play CD 1 (Track 17). Hold up each story card
as you do so.
Play Stand up! and Sit down!

Say Listen! Blue and yellow make green. Explain to
the children that if the sentence is correct they
should stand up, and if it is incorrect they should
remain sitting down. Say Blue and yellow make
Find Out! 1
Note: A tone on the CD signals when to hold up the

next story card.
Unit 1
page 15
CD1
17
Sallys picture
Frame 1
Narrator: Ben and Lisa are in the garden.
Lisa:
Look at Sallys picture! Lets colour the
flowers.
Ben:
OK.
Lisa:
Wheres my red crayon?
Wheres my red crayon?
Ben:
Here!
Frame 2
Lisa:
Wheres my yellow crayon?
Wheres my yellow crayon?
Ben:
Here!
Frame 3
Lisa:
Wheres my blue crayon?
Wheres my blue crayon?
Ben:
Here!
Frame 6
Narrator: Heres Sally. Heres Peter.
Sally:
Look at my picture. Its fantastic!
Peter:
Yes! Red, yellow and blue make brown.
Check understanding by telling the story again and
asking questions. Hold up each story card in turn and
ask the following, in English or L1:
Frame 1
What colour is the flower? (red)
Frame 2
What colour is the flower? (yellow)
Frame 3
What colour is the flower? (blue)
Frame 4
Where are Ben and Lisa? (under a leaf)
Why? (its raining)
Frame 4
Lisa:
Oh no!
Ben:
Lets sit down here.
Frame 5
What colour are the flowers now? (red, yellow, blue
and brown)
Frame 5
Lisa:
Wow! Look at Sallys picture now.
Ben:
The flowers are red, yellow, blue and brown.
Frame 6
Are Sally and Peter happy? (yes)
Listen to the story (PB page 8)
Unit 1
page 16
Find Out! 1
Say Lets listen to the story again. Put your finger on

picture 1. Explain to the class that they should point
to the different pictures as they listen to the story.
Play CD 1 (Track 17) and encourage the children to
join in with the sound effects and key phrases as they
listen.
Ask the children Do you like the story?
Look and number (PB page 9)
Say Now look at page 9. Write the number on the
board and show the children the page.
Point to the activity and say Look at Sallys picture.
Look at the flowers. Point to the 1 in the box next to
the top right-hand picture. Then ask What colour is
the flower in this picture? (red).
Ask the children to number the three remaining
pictures in the order of the story.
When the children have finished, check their answers
by asking Number 1. What colour is the flower? (red).
Number 2. What colour are the flowers? (red and
yellow). Repeat with numbers three (red, yellow and
blue) and four (red, yellow, blue and brown).
Look and colour (PB page 9)
crayons.
Ask the children to guess what colour the last two
crayons in the sequence are (blue and red). Repeat
with the crayons in the second line. (The last two
crayons are red and yellow). Then ask the children to
colour the crayons.
Say Now lets say the colours together. Point to the
crayons in the first line and say the colours with the
children. Encourage the class to say a (blue) crayon,
etc. each time.
activity quickly, ask them to count the number of
blue, red and yellow crayons in the second activity.

you are happy with.
the phrase.
Extra activity 1: Number groups
Count to ten, touching ten childrens heads as you do
so. Ask these children to come to the front of the
class. Explain that you are going to call out some
numbers and they must get into groups of these
numbers.
Say: Listen! Six and four. The children organise
themselves into two groups: one group of six
children and the other of four. Repeat with other
combinations of numbers: seven and three, two and
eight, five and five, etc.
Ask the children to sit down and repeat the game
with another group of ten children.
Extra activity 2: Act out the story!

Ask five children to come to the front of the class to
act out the story. Decide which character each child
will play: the narrator, Ben, Lisa, Sally or Peter. Play
CD 1 (Track 17), or read the story aloud. The children
listen, mime the story and join in with the key
phrases. Encourage the whole class to applaud the
groups efforts and then choose five different
children to act out the story.

Closing activities
word of the day?
Find Out! 1
Unit 1
page 17
1 Classroom objects
Lesson 7
Learning objectives
Listen and join in with the story
Say a chant to practise the sound /r/
Make a pencil case cut-out and talk about it
Key language
crayon
A red rubber and a red ruler
Wheres my (pen)?
Here!
Main activities
Find and count the rubbers
Listen and say
Make the cut-out on page 59 and put the stickers
on. Colour
Sing the song Wheres my crayon? with the cut-out
Show and tell
Materials
Pupils Book pages 8, 10 and 59
CD 1
Scissors, crayons or colouring pencils
Illustrated classroom objects stickers
A completed pencil case cut-out
Opening activities
the song.
day?
the number.
board.
Unit 1
page 18
Main activities
Listen and join in with the story (PB page 8)
Ask the class to open their Pupils Books at page 8.
Point to the first story frame and say Wheres my red
crayon? Encourage the children to repeat the phrase.
Then answer Here! Once again the children copy you.
Repeat the procedure with the yellow crayon in frame
two and the blue crayon in frame three.
Say Now lets listen to the story again. Ask the
children to follow the story in their Pupils Books. Tell
the story or play CD 1 (Track 17) and encourage the
children to join in with the sound effects and key
language.
Find and count the rubbers (PB page 8)
Say Can you find the rubbers in the story? Prompt
the class to look at the story in their Pupils Books
and find the rubbers that have been hidden in the
story frames. Encourage the children to point to the
rubbers and say Here! when they find them. They
then draw a circle round each one.
Answer:
There are three rubbers hidden in frames 2, 4 and 6.
Listen and say (PB page 10)
Point to the pronunciation activity and say Look at
Peter. Peters got a rubber and a ... ? (ruler).
Repeat the word rubber. Exaggerate your mouth
position so that the children can clearly see how the
sound /r/ is formed. Remember that the English /r/ is
pronounced softly. The children repeat the word.
Say Lets listen to the chant. Play CD 1 (Track 18).
CD1
18
Can you say ? chant
Lisa:
Adult:
Children:
Adult:
Children:
Adult:
Children:
Can you say ... a red rubber and a red ruler?

ruler
ruler
a red ruler
a red ruler
A red rubber and a red ruler.
A red rubber and a red ruler.
Say Lets say the chant. Play CD 1 (Track 18). This

time the class joins in with the children. Repeat one
more time.
Make the cut-out on page 59 and put the stickers on.
Colour (PB pages 10 and 59)
Ask the children to look at the third photo on page 10
of their Pupils Books. Explain that it shows a girl
holding a completed pencil case cut-out. Say Lets
make the pencil case cut-out.
Find Out! 1
Say Open your books at page 59. Write the number

on the board and show the children the page. Make
sure that the children have got scissors.
Say Cut out the page and fold it like this. The
children cut out the page and fold the pencil case in
half along the dotted line. Then ask the children to
write their name on the front of the pencil case.
Say Lets open the pencil case. Point to the different
classroom objects in the case and ask the children to
say the words in English.
Show the children the illustrated stickers and ask
them to find the page in their books. Say Put the
stickers on the pencil case. The children stick the six
stickers in the places indicated on their pencil case.
When the children have finished, ask them to colour
the three white crayons in the pencil case cut-out. In
pairs, they take turns to ask and answer Wheres my
(blue) crayon? Here!
Sing the song Wheres my crayon? with the cut-out
Ask the children to hold up their pencil case cut-outs
and sing the song Wheres my crayon? Play CD 1
(Track 7). The children sing the song and point to the
classroom objects as they are mentioned.
Option: Point to the dots of colour on the back cover
of the pencil case. Play The colours chant on CD 1
(Track 15). The children point to the dots of colour as
they join in with the chant.
Find Out! 1
Show and tell

Ask the children to show their pencil case cut-out to a
classmate. Encourage the pairs to ask each other
Wheres my (blue) crayon? The other child points to it
and says Here!
The pencil case cut-outs can be put on the wall to
make a colourful classroom display, or they can be
taken home so that the children can talk about what
they have done in their English class with their
parents or carers.
Closing activities
word of the day?
you are happy with.
the phrase.
Unit 1
page 19

Extra activity: Memory game
Ask the children to close their pencil case cut-outs
and then ask What colours the pen? The children
raise their hands if they can remember what colour
the pen is. Repeat the procedure with the other
objects in the pencil case. If your pupils are very
confident with the language, organise them into pairs
to play the game.
Unit 1
page 20
Find Out! 1
1 Classroom objects
Lesson 8
Learning objectives
Review what the children have learnt in this unit
Help children self-evaluate
Key language
crayon
Wheres my (pen)?
(Red) and (yellow) make (orange)
Main activities
Play a team game
Listen and number. Trace
Colour and listen
Think about your work and colour a face
Put the stickers on the Big Cheese Picture
Dictionary
Materials
rubber, crayon, red, yellow, blue, green, orange,
purple, brown
Word cards: pen, pencil, pencil sharpener, ruler,
rubber, crayon
Photo stickers for the Big Cheese Picture
Dictionary
CD 1
A music CD (optional)
Opening activities
the song.
the number.
board.
Find Out! 1
Main activities
Play a team game
Put the flashcards for the unit on the board and ask
the children to say the words as you do so: pen,
pencil, pencil sharpener, ruler, rubber, crayon, red,
yellow, blue, green, orange, purple, brown.
Tell the children to stand up and make two equal
lines, Bens team and Lisas team.
Whisper one of the words, e.g. ruler, to the first child
in the line of each team. The child whispers the word
to the next team member, who then passes it on. The
last child in the team runs and touches the flashcard.
The first to touch the correct card wins a point for
their team.
Repeat the game. Ensure that different pairs of
children go to the board and touch the flashcard each
time.
Option: Choose one player from each team and ask
them to come to the front of the class. Say one of the
words. The first child to touch that card wins a point
for their team.
Listen and number. Trace (PB page 11)
on the board and show the children the page. Point
to the first activity and say Listen and write the
number. Play CD 1 (Track 20). The children listen and
write the number next to the classroom object.
CD1
20
Listen and number
Number 1
Peter: Wheres my ruler?
Lisa: Here!
Number 2
Peter: Wheres my crayon?
Lisa: Here!
Number 3
Peter: Wheres my pen?
Lisa: Here!
Number 4
Peter: Wheres my pencil?
Lisa: Here!
Number 5
Peter: Wheres my rubber?
Lisa: Here!
Number 6
Peter: Wheres my pencil sharpener?
Lisa: Here!
Check answers by asking Whats number 1? (ruler).
Listen to the answer, point to the flashcard of the
ruler and say Yes, well done!
Unit 1
page 21
Answers:
1 ruler, 2 crayon, 3 pen, 4 pencil, 5 rubber, 6 pencil
sharpener
Ask the children to point to the word ruler next to the
picture in their books. The children trace the word.
Then they trace the other words next to the
corresponding pictures.
Colour and listen (PB page 11)
Point to number 1 in the second activity and say
Look! Blue and yellow make ... ? (green). Ask the
children to colour the paint splodge green. The
children then work on their own to colour the paint
splodges in numbers 2, 3 and 4.
Say Now lets listen and check. Play CD 1 (Track 21).
The children listen and check their answers.
CD1
21
Colour and listen
Number 1: Blue and yellow make green.

Number 2: Red and yellow make orange.
Number 3: Red, yellow and blue make brown.
Number 4: Red and blue make purple.
Check answers by asking, e.g. Whats number 1?
Encourage the children to give you a full sentence in
answer, e.g. Blue and yellow make green. Continue
with the other answers.
Unit 1
page 22
Think about your work and colour a face (PB page 11)
Congratulate the children on successfully finishing
the unit. Ask the children in L1 which activities they
enjoyed most, which was their favourite song, etc.
Then point to the three small pictures of Bens face in
the bottom right-hand corner of the page. Encourage
the children to colour the first face if they think they
have done very well, the second face if they think
they have done well, and the third face if they think
they have done OK.
Walk around the class as the children are doing this
and comment on their self-evaluation.
Put the stickers on the Big Cheese Picture Dictionary
(PB page 54)
Hold up the first word card so that the children can
see it and ask Who can read the word? The children
raise their hands. Choose a child to come to the
front of the class. The child reads the word aloud
and then matches the word card to its flashcard on
the board.
children.
Finally, point to each word card and ask the children
to read and say the word.
Show the children the Big Cheese Picture Dictionary on
page 54 and ask them to find the page in their books.
The children will also need to find the photo stickers
for this unit.
Find Out! 1
Say Its a big cheese! Point to the first word and say
Look! Pencil. The children read the word. Then point
to the hole above the word and say Put the sticker of
the pencil here. The children put the correct sticker
on the hole above the word. They then read and put
the other classroom object stickers on the Big Cheese
Picture Dictionary.
Tip: If the children need more support, point to and
read the words aloud. The children can listen to you
and put the stickers on the Picture Dictionary, rather
than reading the words themselves.

activity quickly, ask them to turn back to Hello!
(pages 2 and 3). Can they find three classroom
objects in the picture? (Answers: A rubber, a ruler and
a pencil.)
Closing activities
word of the day?
Ask the class to put their hands up if they remember,
you are happy with.
the phrase.
Find Out! 1
Extra activity: Musical colours

Explain to the children that you are going to play a
CD and that they should dance to the music. After a
minute or so, stop the music and say a colour. The
children who are wearing that colour remain
standing. The children who are not wearing that
colour, however, have to sit down. Play the music
again and signal to the children who are still
standing up to continue dancing. Stop the music and
say a different colour. Once again, the children who
are not wearing that colour are eliminated and have
to sit down. The children standing at the end of the
game are the winners. To make the game fairer, the
teacher should turn over the colour flashcards to
decide the colours.
Evaluation of spoken language with the cut-out

To evaluate the childrens spoken language in this
unit, use the pencil case cut-out to generate speech.
Here are some ideas:
Say Point to the (pencil). The children listen and
point.
Ask Wheres the (pencil)? The children point to the
pencil and say Here!
Prompt the children to ask you Wheres the (pen)?
Listen, point to the object and say Here!
Ask What colours the (rubber)? The children tell
you the colours of the classroom objects.
Turn to the dots of colour on the back cover of the
pencil case cut-out. Prompt the children to tell you
(Blue) and (yellow) make green, etc.

Do activities 7 and 8 in Find Out! 1 Activity Book.
Optional DVD activity
See DVD photocopiables for this unit in the
Photocopiable Resources section.
Unit 1
page 23
Name:
Class:
Colour wheels
Unit 1
1
6
3
4
1
6
3
4
BL
IA
OP
OC
OT
PH
Unit 1
page 24
Name:
Class:
Fast Finisher Worksheet

Colour.
page 25
TO
Unit 1
PH
O
CO
PI
A
BL
Colour the classroom objects that you like best in each pair.
Point to and name the classroom objects.
Name:
Class:

Draw.
PH
OT
Draw the missing classroom object in each line.

Point to your drawings and name the classroom objects.
BL
IA
OP
OC
Unit 1
page 26
Name:
Class:
Reading and Writing Worksheet

Draw and write.
pencil
1
pencil
rubber pencil sharpener

pen ruler crayon
2
Unit 1
page 27
PH
OT
OC
OP
IA
BL
E
Draw the classroom objects on the shelves and write the words.
Name:
Class:

Trace and colour.
red
yellow
blue
green
orange
purple
brown
PH
OT
Trace the colour words and colour the paint box.
BL
IA
OP
OC
Unit 1
page 28
Teachers Notes Unit 1 Test

Listening
Listen and colour The pupils listen to Peter and
Sally asking where the different classroom objects
are. The pupils circle the classroom object that is
mentioned each time. (1 point for each correct
answer. Total 5 points)
CD2
Total points for listening and reading sections of test:

20 points.
Writing (optional)
Write The pupils label the different classroom objects
on the table. (1 point for each correct answer. Total 5
points)
Listen and circle
53
Number 1
Peter: (example) Wheres my rubber?
Number 2
Sally: Wheres my crayon?
Number 3
Sally: Wheres my pen?
Number 4
Peter: Wheres my ruler?
Number 5
Peter: Wheres my pencil sharpener?
Number 6
Sally: Wheres my pencil?
Listen and colour The pupils listen to the
sentences about mixing colours and colour the paint
marks the same. (2 points for each correct answer.
Total 10 points)
CD2
Listen and colour
54
Number 1
Number 2
Blue and yellow make green
Number 3
Number 4
Green and red make brown.
Number 5
Red, yellow and blue make brown.
Reading
Read and match The pupils read the classroom
object words and draw a line from the word to the
matching picture. (1 point for each correct answer.
Total 5 points)
ruler
pen
pencil
crayon
rubber
pencil
sharpener
Answers
1 pencil (example), 2 pencil sharpener, 3 crayon,
4 rubber, 5 ruler, 6 pen
Total points for listening, reading, and writing
sections of test: 25 points.
Speaking (optional)
Material: 1 copy of speaking test (Teachers Notes
Unit 1, page 32) and colour flashcards
Vocabulary 1 Point to each of the key classroom
items in part 1 of the speaking test and ask Whats
this? (rubber, ruler, pen, pencil, crayon, pencil
sharpener). Ask each pupil the question about three
different classroom objects. (1 point for each answer.
Total 3 points)
Vocabulary 2 Show four different colour flashcards
and ask What colours this? (red, yellow, blue, green,
purple, orange, brown). Ask each pupil the question
about four different cards. (1/2 point for each colour.
Total 2 points)
Questions Point to part 1 of the speaking test and ask
the pupil the question Wheres my (pen)? The child
points to the object and says Here! Prompt the pupil
to ask you similar questions with four other
classroom objects. (1 point for each question. Total 4
points)
Sentences Show the pupils the colour flashcards red,
yellow and orange. Prompt the child to tell you the
sentence: Red and yellow make orange. Repeat the
procedure with the other colour combinations: blue +
yellow = green, red + blue = purple, red + blue +
yellow = brown. Elicit four sentences. (1 point for
each sentence. Total 4 points)
Pronunciation rhyme Point to part 2 of the speaking
test and prompt the pupil to say the rhyme A red
rubber and a red ruler. (1 point for the pronunciation
of individual sounds, 1 point for rhythm and
intonation. Total 2 points)
Total points for speaking test: 15 points.
Total points for listening, reading, writing, and
speaking sections of test: 40 points.
Find Out! 1
Unit 1
page 29
Name:
Class:
Test
CD2
Listen and circle.
53
5
CD2
54
Listen and colour.
OT
PH
BL
IA
OP
OC
10
Unit 1
page 30
Name:
Class:
Test
Read and match.
1
ruler
pen
pencil
crayon
rubber
pencil
sharpener
Write.
pencil
Unit 1
page 31
TO
CO
PI
AB
LE
PH
O
Name:
Class:
Test
Part 1
Part 2
OT
PH
E
BL
IA
OP
OC
15
Unit 1
page 32
Name:
Class:
Colour.
I can ...
2 sing the songs

5 mix and make new colours
8 talk about the cut-out
3 play a game with the mini-ashcards

6 understand the story
Unit 1
page 33
PH
O
TO
CO
1 name the classroom objects

4 say the colours
7 say the chant
LE
AB
PI
Answer Key
Activity Book
Activity 1 p. 2
1 crayon, 2 pencil, 3 pencil sharpener, 4 pen, 5 ruler,
6 rubber
Colour.
Children colour the classroom objects they like.
2 hidden cheeses
Activity 2 p. 3
1 pencil, 2 ruler, 3 pen, 4 pencil sharpener, 5 rubber,
6 crayon
1 hidden cheese
Activity 3 p. 4
crayon, ruler, rubber, pencil, pen, pencil sharpener
2 hidden cheeses
Draw.
1 pencil, 2 pen, 3 pencil sharpener, 4 rubber, 5 crayon,
6 ruler

Draw and write.
1 pencil, 2 crayon, 3 rubber, 4 pencil sharpener, 5 ruler,
6 pen
Trace and colour.
Children trace the colour words and colour the paint
box.
Activity 4 p. 5
1 red, orange and yellow
2 blue, green and yellow
3 blue, purple and red
4 blue, brown, red and yellow
1 hidden cheese
Activity 5 p. 6
1 hidden cheese
Activity 6 p. 7
Frame 1 red, frame 2 yellow, frame 3 blue, frame 4 red,
yellow, blue and brown
2 hidden cheeses
Activity 7 p. 8
1 blue crayon, 2 green rubber, 3 red pencil sharpener,
4 orange pencil, 5 yellow ruler, 6 brown crayon,
7 purple pen
1 hidden cheese
Activity 8 p. 8
10 hidden cheeses in Unit 1
Unit 1
page 34
Find Out! 1
2 Families
Learning objectives
Receptive language
Identify and say words for different members of the

family
Learn how to ask and say who different family
members are
(TPR)
colouring
Practise making the sound /p/ by saying a chant
Follow instructions to make a family picture cut-out
Use the cut-out to talk about families
Key language
Vocabulary
Mummy, daddy, grandma, grandpa, (baby) brother,
sister, family, me
Present
Big, small
Structures
Whos this?
Tell me, please!
This is me.
Lets take a photo!

Smile!
What colours the hat / present?
Look at the different families.
Is this a (big) family?
Its grandmas birthday.
Grandmas got a big family.
Recycled language
Wheres the (pen)?

Numbers 1-10
Pronunciation
Sounds
Can you say ? chant: /p/ A purple present for
Peter
Stress and rhythm
Were a happy family song
The family song
Understand that there are different types of family
units
Understand and respect the rules of a game
Show ability to work alone or in pairs for short
periods
Social science: Find out about different families
Teachers Notes
Unit Test
Answer Key
Find Out! 1
page 2
pages 324
pages 2526
pages 2728
pages 2932
page 33
page 34
page 1

2
Unit
Dear Parent/Carer
Your child is about to start Unit 2 of their English course book Find Out! 1. The topic of this unit is families,
and in the next week they will need to bring a photo of their family to their class.
In Unit 2 your child will be introduced to the song Were a happy family and The family song.
Were a happy family
The family song
Peter:
Whos this?
Whos this?
Tell me, please!
Child 1:
Family, family,
This is a big family.
Mummy, daddy and grandma,
Brother, sister and grandpa.
Family, family,
Ben:
This is my mummy. This is my daddy.
This is my baby brother.
Sally:
Whos this?
Whos this?
Tell me, please!
Lisa:
This is my grandma. This is my grandpa.
This is my sister, too.
Child 2:
Family, family,
This is a small family.
Mummy, daddy and baby,
Mummy, daddy and baby.
Family, family,
All:
Were a happy family!
Yes, were a happy family!
In addition, your child will: learn how to say who different family members are; make and play a game with
mini-flashcards; learn and say words for different sizes; listen to the story Grandmas birthday (Stories and
Songs CD: Track 9); practise making a specific sound by saying the chant A purple present for Peter; and
make and talk about a family picture cut-out.
Thank you again for making your childs early contact with English as enjoyable and successful as possible.
Yours
Class teacher
OT
PH
E
BL
IA
OP
OC
Unit 2
page 2
2 Families
Lesson 1
Learning objectives
Find out about Ben and Lisas family
Identify and say words for different members of
the family
Sing the song Were a happy family
Key language
Mummy, daddy, grandma, grandpa, (baby)
brother, sister
Whos this?
Tell me, please!
Main activities
Listen and do the action
Meet the mouse family
Play Yes or no?
Listen to the song Were a happy family and point
to the flashcards
Trace and colour the hats. Say the family words
number
Materials
Flashcards: Lisa, Ben, mummy, daddy, grandma,
grandpa, (baby) brother, sister, crayon
Pupils Book page 12
CD 1
Opening activities
the song.
Finally, ask the children to repeat the question Wheres

the crayon? and stick the flashcard face down on the
board.
Main activities
Mime that you are holding a camera and say Lets
take a photo. Smile!
Draw the shape of a smile in the air with your fingers
and encourage the children to give you a big smile.
Make the sound of a shutter lens closing Click!
Continue giving instructions. The children listen and
do the action, e.g. Stand up and smile! Count to 10
and smile! Turn around and smile! Say hello and
smile! Girls smile!
Meet the mouse family
Draw a large rectangle on the board. It should be big
enough to put the eight family flashcards inside. Say
Look! Its a picture. Its a picture of Lisa and Bens
family. Heres Lisa and heres Ben. Stick the cards of
Lisa and Ben on the board, in the middle of the
rectangle.
Hold the remaining six flashcards so that the children
cant see them and ask Whos in the picture?
Listen to the suggestions of the children in L1 or
English and praise them for their ideas. When the
children guess a member of the family, say the word
in English and put the character on the board inside
the outline of the picture. The family consists of
mummy, daddy, grandma, grandpa, (baby) brother,
and sister. Continue with the activity until all the
family members are on the board.
Arrange the flashcards on the board so that they are
in the same order as they appear on the CD (mummy,
daddy, brother, grandma, grandpa, sister).
different family members as they are mentioned on
the CD.
Say Now listen and repeat. Play CD 1 (Track 22) again.
Once again, point to the different cards on the board
and prompt the class to repeat the words on the CD.
CD1
Families word rap
22
Hold up the flashcard of the crayon, but dont let the

Then say Its a classroom object. Whats this?
the object.
flashcard and ask them to repeat the word.
Take a second card and hold the two cards up so that the
backs of the flashcards are facing the class. Make a show
of shuffling the two flashcards, and then ask Wheres the
crayon? Choose a child to point to one of the cards and
say Here! Show the child and the class the flashcard.
mummy
daddy
brother
grandma
grandpa
sister
Find Out! 1
[Repeat]
Play Yes or no?
Point to the card of grandma and say This is grandma.
Nod your head to the class to signal that the sentence
is true and prompt the children to chorus Yes!
Unit 2
page 3
Ben:
This is my mummy. This is my daddy.

This is my baby brother.
Sally:
Whos this?
Whos this?
Tell me, please!
Lisa:
This is my grandma. This is my grandpa.

This is my sister, too.
All:
Were a happy family!

Yes, were a happy family!

on the board and show the children the page. Say
Look! Its grandmas birthday. Repeat the sentence
in L1 if necessary. Then say Point to grandma. The
children find and point to grandma. Repeat with the
other members of the family.
pictures. Play the CD again. The children sing the song
and point to the pictures of the mice in their books.
Trace and colour the hats. Say the family words (PB
page 12)
Point to the card of mummy and say This is mummy.

Once again nod your head to the class to signal that
the sentence is true and prompt the children to
chorus Yes!
Point to the card of daddy and say This is grandpa.
Look at the children expectantly. If they do not
respond, repeat the sentence again with a questioning
intonation. When the children have chorused No!, ask
the class to tell you the correct word.
Repeat several times with all the flashcards. Alternate
between giving correct and incorrect information.
Listen to the song Were a happy family and point to
the flashcards
Quickly check that the flashcards on the board are in
the same order as they appear in the song (mummy,
daddy, brother, grandma, grandpa, sister). Point to
each flashcard in turn, ask Whos this? and prompt
the children to say the word for the family member. If
the class needs more support, give them the first
sound of each word, or mouth the word in an
exaggerated manner.
Say Lets listen to the song and point to the
flashcards. Play CD 1 (Track 23). The children listen
to the song and point to the flashcards on the board.
CD1
23
Were a happy family
Peter: Whos this?

Whos this?
Tell me, please!
Unit 2
page 4
Point to the party hat on Bens head and Say Look! A

hat!
Ask the children to trace and colour the party hats on
the mices heads. As the children are working, walk
around the class and comment on their work. Point to
the different members of the mouse family and ask
Whos this?
families, ask them if they can think of any more
family words. Praise all logical answers.
already be familiar with for the family, to help extend
their range of vocabulary.
1 uncle
2 aunt
3 cousin
4 stepmother/stepfather
5 stepbrother/stepsister
6 godmother/godfather
number (PB page 12)
bottom right-hand corner. Say Write the number here.
The children count the circled pawprints and write the
Find Out! 1
number in the large pawprint on the page. Ask the

children how many pawprints there are, and confirm
the correct answer by counting the circled pawprints in
their books with them.
Answer:
4
pawprints in the picture in their Pupils Books. Explain
that they should use pencil to do this, so that the
pawprints are not too easy to see, and that they should
draw no more than ten. The children then exchange
books with a partner to find and count the pawprints.
Closing activities
Point to the flashcard of the word of the day at the
top of the board. Then scratch your head as if you
were trying to remember something and ask Whats
the word of the day?
word. When a child guesses correctly, turn the
flashcard over and show it to the class.
Find Out! 1

you are happy with.
the phrase.
Extra activity: Make a class birthday chart!

Draw a big birthday cake on a piece of card and put it
on the classroom wall. Hand out a strip of card to
each child and ask them to draw a birthday candle on
it. Draw a candle on the board for them to copy. The
children then decorate and write their names on their
candles. Collect the candles. When it is a childs
birthday, stick their candle on the cake for that week
and ask the class to sing Happy Birthday to them.
Unit 2
page 5
2 Families
Lesson 2
Learning objectives
Key language
brother, sister
Whos this?
Main activities
Play Whos this?
Sing the song Were a happy family in groups
Listen and number
Draw and colour
Materials
Flashcards: Lisa, Ben, mummy, daddy, grandma,
grandpa, (baby) brother, sister, ruler
Pupils Book page 13
CD 1
Opening activities
the song.
Hold up the flashcard of the ruler, but dont let the
the object.
Take a second flashcard and hold the two cards up so
that the backs of the cards are facing the class. Make
a show of shuffling the two flashcards, and then ask
Wheres the ruler? Choose a child to point to one of
the cards and say Here! Show the child and the class
the flashcard.
Finally, ask the children to repeat the question
Wheres the ruler? and stick the flashcard face down
on the board.
Main activities
Play Whos this?
Place one of the family flashcards, e.g. grandma,
behind another flashcard or a piece of paper, so that
the children cant see who it is. Make a questioning
gesture and ask Whos this?
Slowly raise the flashcard, until the children can see
part of it over the top of the paper/flashcard and say
Hello! Then lower the flashcard back down again.
Do this again several times, and continue to repeat
the question Whos this? Each time the mouse
character should reveal itself more and more. The
children raise their hands when they think they know
who it is.
When the children have guessed correctly, show
them the flashcard and ask them to say the word
again together.
Finally, when the children have guessed all the
characters, stick the cards on the board in the order
of the song (mummy, daddy, brother, grandma,
grandpa, sister). Point to each flashcard in turn and
ask the class to say the word.
Sing the song Were a happy family in groups
Divide the class into four groups: group 1 Peter,
group 2 Ben, group 3 Sally, and group 4 Lisa.
Say Lets sing the song Were a happy family again.
Play CD 1 (Track 23) and encourage each group to
sing along with their character. Support the children
by pointing to the family members on the board as
The groups swap roles and sing the song again.
Put the six flashcards of the family members on the
board. Then say Open your books at page 13. Write the
number on the board and show the children the page.
Say Look at Sally and Peters family! Point to the
different pictures of Sally and Peters family and ask
Whos this? Encourage the children to tell you who
the characters are.
Say Lets listen and number the pictures in order.
Play CD 1 (Track 24). The children listen and number
the pictures in the order they hear them.
CD1
24
Listen and number
Number 1
Lisa: Whos this?
Sally: This is my mummy.
Number 2
Lisa: Whos this?
Peter: This is my grandpa.
Unit 2
page 6
Find Out! 1
Option: If the children already know the Happy

Birthday! song, sing it to grandma.

activity quickly, ask them to draw a birthday cake
next to grandma.
Closing activities
Number 3
Lisa: Whos this?
Sally: This is my daddy.
Number 4
Lisa: Whos this?
Peter: This is my grandma.
Number 5
Lisa: Whos this?
Sally: This is my brother, Peter.
Number 6
Lisa: Whos this?
Peter: This is my sister, Sally.
Check answers by asking Whos number 1? (mummy).
Answers:
1 mummy, 2 grandpa, 3 daddy, 4 grandma, 5 Peter, 6
Sally
Point to the second activity on page 13 of the Pupils
Book and ask the children Whos this? (grandma).
Say Draw and colour grandma. The children
complete the drawing of grandma and colour it in.
When the children have finished, say Happy Birthday,
grandma! and encourage the children to repeat the
phrase with you.
Find Out! 1
are happy with.
the phrase.
Extra activity: Do the action!
Touch the head of each child in the class and say a
word for a family member, e.g. mummy, grandma,
brother. Check that each child knows their word and
then say, e.g. Grandmas stand up! All the children
who are grandma should stand up. Repeat the
instruction with the other groups.
Then say Listen and do the action. Call out the word
for a family member and an action. The whole class
listens and the children of that group do the action,
e.g. Daddy touch a pencil! Other actions include Clap
your hands!, Stand up!, Sit down!, Touch the colour
(green)!, Count to 10!, Smile!, etc. If the action is
new to the class, demonstrate it when you give the
instruction. When the children are confident with the
activity, call out two or three groups at the same
time, e.g. Mummy, sister and grandpa stand up!
Unit 2
page 7
2 Families
Lesson 3
Learning objectives
Key language
brother, sister
Whos this?
Main activities
Say The disappearing chant
Play the game
Materials
Flashcards: mummy, daddy, grandma, grandpa,
(baby) brother, sister, pencil sharpener
Word cards: mummy, daddy, grandma, grandpa,
brother, sister
Scissors
CD 1
Opening activities
the song.
Hold up the flashcard of the pencil sharpener, but
dont let the children see what it is. Ask Whats the
word of the day?
the object.
Wheres the pencil sharpener? Choose a child to
point to one of the cards and say Here! Show the
child and the class the flashcard.
Wheres the pencil sharpener? and stick the flashcard
face down on the board.
Unit 2
page 8
Main activities
children.
Say The disappearing chant
Hold up the family flashcards in turn and prompt the
children to say the words. Then stick the flashcards
on the board in the order below:
mummy
daddy
brother
grandma
grandpa
sister
Point to each flashcard in turn and say the words
rhythmically. Then ask the children to repeat the
chant with you.
Say Goodbye, brother! and take the card of Ben and
Lisas brother away. Ask the children to say the chant
again. Support them by pointing to each card as they
say the words. Point to the empty space for the
brother card and then go on to the next flashcard.
Say Hello, brother! and replace the flashcard. Then
say Goodbye, grandpa! and remove that flashcard.
Repeat the chant as before, pointing to the flashcards
as you do so.
When the children are confident with the activity,
remove a second flashcard and repeat the chant,
once more pointing at the flashcards and spaces to
support the children.
Continue to remove the flashcards until there are no
flashcards on the board and the children are saying
the chant from memory.
pages 13 and 61)
necessary) that they are going to make some miniflashcards of the mouse family. Then say Go to page
61 in your books.
Find Out! 1
Ask the children to put their mini-flashcards face up on
the desk in front of them. Say Lets sing the song Were
a happy family! Explain to the children that when they
hear a family member in the song, they should point to
that mini-flashcard. Play CD 1 (Track 23). The children
sing the song and point to the different mini-flashcards
for each verse.
Option: Play the karaoke version of the song Were a
happy family on CD 1 (Track 25). The children sing
along with the music and hold up their miniflashcards as they appear in the song.
Stage 1
Hold up one of the mini-flashcards so that the back of
the mini-flashcard is facing the class. Ask Whos this?
The children raise their hands to make a guess. When
a child guesses correctly, say Well done! Repeat with
the other five mini-flashcards.
Find Out! 1
Stage 2
Ask two confident children to come to the front of the
class with their mini-flashcards. The children put their
cards in a pile, face down, on the table in front of
them.
Each child should then pick up their top miniflashcard and hold it so that their partner cant see it.
One child starts by asking Whos this? The other child
has to guess which mouse family member it is. If they
guess correctly they win the mini-flashcard. Their
partner then picks up a second mini-flashcard and
they have another go. If they guess incorrectly,
however, the other child has their turn at guessing
which mini-flashcard their partner has got. The
children take it in turns to guess the mouse family
members on the mini-flashcards.
Stage 3
Divide the class into pairs and encourage them to
play the game. The children continue taking turns to
guess until one child manages to win all six miniflashcards.
efforts.
page xvi.
Unit 2
page 9
Closing activities
you are happy with.
the phrase.
Unit 2
page 10

Extra activity: Bingo!
Ask the children to choose four of their miniflashcards and place them face up on the table in
front of them. Call out a mouse family member, e.g.
grandpa. If the children have the picture of grandpa
mouse in front of them, they should turn it over so
that it is face down. Continue with the other mouse
family members. When the children have turned over
all four family members, they shout Bingo! Repeat
several times.

Find Out! 1
2 Families
Lesson 4
Learning objectives
Find out about big and small families
Key language
brother, sister, family, me
Big, small
Main activities
Listen and do the actions
Listen and point
Colour
Materials
Flashcards: big family, small family, pencil
Pupils Book page 14
CD 1
Opening activities
Say Its time to begin. Ask the children to stand up. Play
CD 1 (Track 9) and encourage the class to dance and do
the actions with you as they sing along with the song.
Hold up the flashcard of the pencil, but dont let the
day?
the object.
Wheres the pencil? Choose a child to point to one of
the cards and say Here! Show the child and the class
the flashcard.
Finally, ask the children to repeat the question Wheres
the pencil? and stick the flashcard face down on the
board.
Main activities
Then call out the two adjectives without doing the

actions. This time the children listen and do the
corresponding actions on their own. Once again,
repeat this several times.
Finally, say the two words. The children repeat the
words with you.
Hold up the flashcard of the big family and ask Is this
a big family? Encourage the children to say Yes. Say
Yes, this is a big family. Then hold up the flashcard
of the small family and ask again Is this a big family?
Encourage the class to say No. Then say No, this is a
small family. Either repeat the procedure,
encouraging the students to repeat Yes, this is a big
family and No, this is a small family, or play CD 1
(Track 26). Pause the CD after each sentence and ask
the class to repeat it.
CD1
26
Big and small families
Adult:
Children:
Adult:
Children:
Adult:
Children:
Adult:
Children:
big
big
small
small

about ... ? Play CD 1 (Track 27). Then repeat the
question Lets find out about ... ? and encourage the
class to tell you what they are going to learn about in
the lesson: families.
who didnt catch the word families in the first
listening have the opportunity to hear it.
CD1
27
Lets find out!

Lets find out!
Lets find out about ... families!
on the board and show the children the page.
Point to the photos of the families in the first activity
and say Listen and point to the family. Play CD 1
(Track 28). The children listen and point to the family
described each time.
CD1
Lets find out about families! Listen and

point
Listen and do the actions
28
Place the palms of your hands close to each other

and say small. Then open your arms and say big.
Do this again and encourage the class to join in with
the actions. Repeat several times.
Number 1: This is a small family. This is my daddy.

This is me. This is my mummy.
Find Out! 1
Unit 2
page 11
The children work on their own to colour the four

different frames. When they have finished, point to
each picture in turn and prompt the class to say This
is a (big) family.
activity quickly, ask them to count the family
members in each picture on the page and write the
number next to the picture.
Closing activities
Number 2: This is a big family. This is my grandma.

This is my baby brother. This is my
mummy. This is my grandpa. This is my
sister. This is my daddy. This is me!
Number 3: This is a small family. This is me. This is
my baby brother. This is my mummy.
Number 4: This is a big family. This is my brother.
This is my baby brother. This is my daddy.
This is my sister. This is me. This is my
mummy. This is my grandpa.
Colour (PB page 14)
families.
Point to picture 1 and ask Is this a big family or a
small family? (small). Explain to the children that
they should colour the picture frame red if the family
is small. Ask them to take out a red crayon or pencil
and colour a small dot on the frame.
Then point to picture 2 and ask Is this a big family or a
small family? (big). Explain that the class should
colour this picture frame blue. Once again, ask the
children to take a blue crayon or pencil and colour a
small dot on the frame. Explain that they must colour
the picture frames for 3 and 4 in the same way,
depending on whether the family is big or small.
Unit 2
page 12
you are happy with.
the phrase.
Finally, say goodbye to the children as you leave
the class, and encourage them to say the same to
you.
Extra activity: Family photos
Take in a selection of your family photos and show
them to the children. Point to each person in the
photos in turn and say, e.g. This is my sister. This is
my grandma. This is me. This is a (small) family.
Ask the children to bring in photos of themselves and
their families to show in the next lesson.

Find Out! 1
2 Families
Lesson 5
Learning objectives
Learn The family song
Talk about your family
Key language
Big, small
This is me.
Main activities
Listen and point
Listen to The family song and point to the
flashcards
Colour. Sing and point
Draw
Materials
Flashcards: mummy, daddy, grandma, grandpa,
(baby) brother, sister, big family, small family,
rubber
brother, sister
Pupils Book page 15
CD 1
A selection of magazines
Some large sheets of paper
Scissors and glue
Opening activities
the song.
Hold up the flashcard of the rubber, but dont let the
children see what what it is. Ask Whats the word of
the day?
the object.
a show of shuffling the two cards, and then ask
Wheres the rubber? Choose a child to point to one
Find Out! 1
of the cards and say Here! Show the child and the
class the flashcard.
Wheres the rubber? and stick the flashcard face
down on the board.
Main activities
Listen and point
Hold up the flashcard of mummy and ask Whos this?
Listen to the childrens answer, then stick the
flashcard on one of the classroom walls where the
children can easily see it.
Repeat the procedure with the flashcards of daddy,
grandma, grandpa, brother and sister, and
stick these cards in different parts of the
classroom.
Say Listen and point. Grandma! Prompt the
children to point to the card of grandma. Do
the same with the other family cards. Then say
Me! and point to yourself. The children point to
you.
Repeat the procedure, changing the order of the
flashcards. As the children become more confident,
make a game out of the activity by asking them to
point faster and faster.
Option: Ask a confident pupil to call out words for
the different family members. The rest of the class
listens and points to the flashcards as directed.
Listen to The family song and point to the flashcards
Say Lets listen to The family song and point to the
flashcards.
Play CD 1 (Track 29). Prompt the children to point to
the flashcards of the different family members around
the room as they listen.
Support the children by pointing to the different
flashcards with them as they listen to the song.
CD1
29
The family song
Child 1: Family, family,

Mummy, daddy and grandma,
Brother, sister and grandpa.
Family, family,
Child 2: Family, family,
Mummy, daddy and baby,
Mummy, daddy and baby.
Family, family,
Colour. Sing and point (PB page 15)
Say Open your books at page 15. Write the
number on the board and show the children
the page.
Unit 2
page 13
FO1_TN_eng_OK_FO1_TN_eng.qxd 26/06/14 10:01 Pgina 82
Draw (PB page 15)

Point to the empty picture frame in the second
activity and say Look! Draw you (point to the class)
and your family.
As the children are drawing, move around and talk to
them about what they have drawn. Ask Is this a (big)
family? and Whos this? Encourage them to point to
their pictures and tell you, e.g. This is a (small) family.
This is my (mummy). This is me.
Organise the class into pairs. Ask the children to show
their partners their drawing and say who the family
members are.
Finally, ask different children to stand up and show
their classmates their drawing. Prompt them to say
who the family members are in their pictures.
activity quickly, ask them to write the names of their
family members above their drawing.
Closing activities
Point to the first picture and ask Is this is a big family?

(Yes). Prompt the class to tell you that its a big family.
Then point to the uncoloured family member in the
same picture and ask Whos this? Encourage the
children to answer This is my brother.
Repeat the procedure with the second picture, then
ask the children to colour the brothers in each picture.
If children have brought photos of their families to
the lesson, invite them to the front one by one, to
show their photos to the class. Encourage them to
use This is my family ... , This is my ... , This is me.
Offer support by prompting, if necessary.
Say Lets sing The family song and point to the
pictures. Play CD 1 (Track 29). The children join in with
the song and point to the pictures of the different
family members in their books as they do so.

are happy with.
the phrase.

Stick the flashcards of the family members on the
board.
Hold up a word card and say the word. Then stick the
word card on the board next to its flashcard. Repeat
with the other word cards.
Take the word cards off the board and hold one up to
the class. Ask Who can read the word? The children
raise their hands. Choose a child to come to the front
of the class. The child reads the word aloud and then
matches the word card with its flashcard on the
board. Encourage the whole class to say the word.
Repeat with the other word cards.
Unit 2
page 14
Extra activity: Class survey

Find out if the children in the class have got big or small
families. Put the flashcard of the small family on the
board and say This is a small family. Then, below this,
put the flashcard of the big family and say This is a big
family. Ask a child to hold up their drawing and tell you
This is a (big) family. Listen and draw a mark next to the
flashcard of the (big) family on the board. Repeat the
procedure with the rest of the children in the class.
Finally, count the marks on the board aloud with the
children to find out how many big and small families
there are in the class. If there are more than ten marks,
continue counting in L1. The children listen and follow
as you count, pointing to each mark in turn.
Find Out! 1
FO1_TN_eng_OK_FO1_TN_eng.qxd 26/06/14 10:01 Pgina 83
Group project: Make a family wall display

Organise the children into groups of six to eight. Tell
them they are going to make a poster in their groups,
in L1 if necessary. Take a selection of magazines into
the class and ask each group to cut out pictures of
different families. At the same time, give two children
in each group a large piece of paper and ask them to
write and brightly colour the heading for their poster:
Families. The children then stick their pictures on the
paper to create a poster. Ask the children to label the
different family members on their poster.

Find Out! 1
Unit 2
page 15
2 Families
Lesson 6
Learning objectives
Key language
brother, sister
Big, small
Main activities
Sing The family song and point
Listen to the story
Look and number
Count and write
Materials
Flashcards: big family, small family, pen
Story cards for Unit 2: Grandmas birthday
CD 1
A book wrapped up in paper (optional)
Opening activities
Main activities
Sing The family song and point
Divide the class into two groups. One side of the
class is group 1 and the other group 2.
Ask six children from group 1 to come to the front of
the class and stand in front of their group. Point to
each child in turn and say Youre mummy, daddy,
grandma, grandpa, brother and sister.
Say the family words again and encourage the rest of
the group to say them with you. Then ask the class Is
this a big or a small family? (big). Give the group the
flashcard of the big family.
Ask three children from group 2 to come to the front
of the class and say Youre mummy, daddy and
baby. Prompt the children in group 2 to repeat the
words, and then once again ask the class Is this a big
or a small family? (small). Give the group the
flashcard of the small family.
Say Lets sing The family song and point. Play CD 1
(Track 29). The children sing along with the song and
point to the flashcards and the different family
members as they are mentioned.
Option: Play the karaoke version of The family song

on CD 1 (Track 33). The children sing along and
move/clap their hands to the music.

the song.
Hold up the flashcard of the pen, but dont let the
the object.
that the backs of the cards are facing the class. Make a
show of shuffling the two cards, and then ask Wheres
the pen? Choose a child to point to one of the cards and
say Here! Show the child and the class the flashcard.
Wheres the pen? and stick the flashcard face down on
the board.

Say Its story time! and play CD 1 (Track 30) to get
the childrens full attention.
CD1
30
Its story time!
Its story time!

Its story time!
Hold up the first story card and point to Sally. Ask
Whos this? Then point to the other characters on the
card and repeat the question.
Encourage the children to tell you in L1 what
they think is going to happen next in the story.
Praise their ideas and say Lets listen and find
out. Either tell the story yourself (by reading
the text on the back of each story card), or play CD
1 (Track 31). Hold up each story card as you do so.
next story card.
Unit 2
page 16
Find Out! 1
CD1
31
Grandmas birthday
Frame 1
Narrator:
Sally:
Peter:
Ben:
Lisa:
Its grandmas birthday. Grandmas got

a big family.
Hello Ben. Hello Lisa.
Whos this?
This is my grandma.
Its her birthday.
Frame 2
Mummy
and daddy: Heres a blue present, grandma.
Grandma: Thank you, mummy, daddy and baby
brother!
Frame 3
Grandpa:
Grandma:
Heres a red present, grandma.

Thank you, grandpa!
Frame 4
Lisa:
Grandma:
Heres a yellow present, grandma.

Thank you, Lisa!
Frame 5
Grandma:
Ben:
Grandma:
Hmm. Wheres Ben?

Surprise! Happy Birthday, grandma!
Oh!
Frame 6
Grandma:
Find Out! 1
Thank you for my presents. This is my

big, happy family!

Frame 1
Is it Bens birthday? (No, its grandmas.)
Frame 2
What colours the present? (blue)
Is it from grandpa? (No, its from mummy and daddy.)
Frame 3
What colours the present? (red)
Is it from Ben? (No, its from grandpa.)
Frame 4
What colours the present? (yellow)
Is it from grandpa? (No, its from Lisa.)
Frame 5
What is the present? (a cheese cake)
Is it from Sally? (No, its from Ben.)
Frame 6
Is grandma happy? (yes)
Has grandma got a small family? (No, shes got a big
family.)
Say Lets listen to the story again. Put your finger
on picture 1. Explain to the class that they should
Unit 2
page 17
point to the different pictures as they listen to the

story.
listen.
Point to the first activity and say Look at grandmas
presents. What colour is the first present (blue).
Ask the children to number the three remaining
pictures in the order of the story.
When the children have finished, check their answers
by asking What colour is the first present?
Encourage the children to say Its blue. Repeat with
the other presents.
Answers:
The second present is red. The third present is yellow.
The fourth present is green.
Count and write (PB page 17)
presents! Then ask What colour are the presents?
(red, blue, yellow and green).
Say to the class Lets count the green presents! Point
to and count the green presents and show the
children where to write the total (5) in the key.
The children then work on their own to count and
write the number of other presents.
Check answers by asking How many (green) presents
are there? Encourage the children to answer There
are (five).
Answers:
5 green presents, 8 blue presents, 10 yellow presents, 6
red presents

are happy with.
the phrase.
Extra activity 1: Pass the present!
If you have time before the class, wrap a book in
some paper to make a present. Show the class and
say Look! Its a present. Arrange the class into a circle
and ask one child to stand/sit in the middle with their
eyes closed.
Say Lets pass the present! Play some music and
signal to the children that you want them to pass the
present around the circle. The children continue to
pass the present until you stop the music. Signal to
the child who is holding the present at that moment
that they should hide it behind their back.
Ask the child in the middle to open their eyes. Then
ask him/her Whos got the present? The child,
without moving from the spot, has three attempts to
guess which classmate has got the present. Repeat
the procedure with different children.

Ask nine children to come to the front of the class to
will play: the narrator, mummy, daddy, grandma,
grandpa, Ben, Lisa, Sally or Peter. Play CD 1 (Track 31),
or read the story aloud. The children listen, mime the
story and join in with the key phrases. Encourage the
whole class to applaud the groups efforts and then
choose nine different children to act out the story.



activity quickly, ask them to draw an extra present on
the page and colour it a different colour.
Closing activities
Unit 2
page 18
Find Out! 1
2 Families
Lesson 7
Learning objectives
Say a chant to practise the sound /p/
Make a family picture cut-out and talk about it
Key language
Mummy, daddy, grandma, grandpa
Main activities
Find and count the small presents
Listen and say
on. Draw
Sing the song Were a happy family with the cut-out
Show and tell
Materials
Flashcard: any classroom object
CD 1
Scissors
Crayons or colouring pencils
Illustrated family members stickers
A completed family picture cut-out
Opening activities
the song.
Hold up the flashcard of the classroom object, but dont
let the children see what it is. Ask Whats the word of
the day?
the object.
Wheres the (pencil)? Choose a child to point to one
Wheres the (pencil)? and stick the flashcard face
down on the board.
Find Out! 1
Main activities
Ask the class to open their Pupils Book at page 16.
Point to the second frame and say Heres a blue
present, grandma. Encourage the children to repeat
the phrase. Then answer Thank you, mummy and
daddy! Once again the children copy you. Repeat the
procedure with the presents in frames three and four.
language.
Find and count the small presents (PB page 16)
Say Can you find the small presents in the story?
Prompt the class to look at the story in their Pupils
Book and find the small blue presents that have been
hidden in the story frames. Encourage the children to
point to the presents and say Here! when they find
them. They then draw a circle round each one.
Answer:
There are three small presents hidden in frames 1, 4
and 6.
Ask the children to turn to page 18. Point to Peters
purple present and say Look! A present.
Make the sound /p/. Exaggerate your mouth position
so that the children can clearly see how the bottom
and top lip press together to form the sound. Also
exaggerate the plosive nature of the sound. Then say
present. The children repeat the sound and the word.
CD1
32
Can you say ? chant
Lisa:
Adult:
Children:
Adult:
Children:
Adult:
Children:
Can you say ... a purple present for Peter?

Peter
Peter
present for Peter
present for Peter
A purple present for Peter.
A purple present for Peter.

more time.
Draw (PB pages 18 and 63)
of their Pupils Books. Explain that it shows a boy
holding a completed family picture cut-out. Say Lets
make the cut-out.
Unit 2
page 19
Say Cut out the page and fold it like this.

Demonstrate cutting along the broken line and folding
the cut-out in half along the dotted line. The children
cut out and fold their page frame in half. Then ask the
children to write their name on the front of their
picture frame. (My family by _________________.)
Say Lets open the picture frame! Point to the
pictures of Ben and Lisas family inside and say Look!
Its Ben and Lisas family.
Then show the children the illustrated stickers and
ask them to find the page in their books. Say Put the
stickers of Ben and Lisas family onto the cut-out.
The children put the stickers onto the cut-out, where
indicated.
Finally, say Now look at the empty picture frame on
the front of the cut-out. Draw your family in it. Use
L1 if necessary. The children draw members of their
family in the white space on their picture frame.
Ask individual students to show their work to the
class. Prompt them to describe the pictures of their
families, e.g. This is a (small) family. This is my
(sister), etc.
activity quickly, ask them to draw presents next to the
different members of the mouse family on the cut-out.
Sing the song Were a happy family with the cut-out
Ask the children to hold up their picture frame cutouts and sing the song Were a happy family. Play CD
1 (Track 23). The children sing and point to the mouse
Unit 2
page 20
family members inside their cut-outs, as they are

mentioned in the song.
Option: Play The family song on CD 1 (Track 29).
Encourage the children to point to the family
members on page 15 of their Pupils Book as they
sing along with the song.
Show and tell
Ask the children to show their picture frame cut-outs
to a classmate. Encourage the children to point to the
family members on their classmates cut-out and ask
Whos this? They answer This is my ... .
The cut-outs can be put on the wall to make a
colourful classroom display, or they can be taken
home so that the children can talk about what they
have done in their English class with their parents or
carers.
Closing activities
Find Out! 1

you are happy with.
the phrase.
Tell the children to look at the mouse family on their
cut-out. Give them 20 seconds and then say Put your
cut-outs away. Walk around the room to check they
have done this. Then say Think about the mouse
family. What colour is grandmas hat? The children
raise their hands if they can remember what colour
the hat is. Repeat the procedure with the other hats
in the mouse family picture.
Find Out! 1
Unit 2
page 21
2 Families
Lesson 8
Learning objectives
Key language
Big, small
Whos this?
Main activities
Play a team game
Listen and number
Dictionary
Materials
Flashcards: Ben, Lisa, mummy, daddy, grandma,
grandpa, (baby) brother, sister, any classroom
object
brother, sister
Dictionary
CD 1

Wheres the (crayon)? and stick the flashcard face
down on the board.
Main activities
Play a team game
Divide the class into two groups. One group is Bens
team and the other is Lisas. Stick the flashcard of
Ben on one side of the board, and the flashcard of
Lisa on the other side.
Hold up one of the family flashcards so that the back
of the flashcard is facing the class, and ask one of the
teams Whos this? The children in that team raise
their hands. Choose a child from the team to make a
guess. If the child guesses correctly they win the
flashcard for their team. If they guess incorrectly,
however, the other team has their turn at guessing
the family member. If neither team guesses correctly,
put the card down and pick up another flashcard to
continue the game.
The two teams take it in turns to guess all six of the
family cards. The team that has guessed the most
cards correctly at the end of the game is the winner.
Finally, hold up each flashcard in turn and prompt the
children to say who it is.
to the first activity and say Listen and number the
family members in order. Play CD 1 (Track 34). The
children listen and number the pictures of the family
members in order.
CD1
Listen and number
Opening activities
34
Number 1
Peter: Whos this?
Ben: This is my daddy.

the song.
Hold up the flashcard of the classroom object, but dont
let the children see what it is. Ask Whats the word of
the day?
the object.
that the backs of the flashcards are facing the class.
Make a show of shuffling the two flashcards, and then
ask Wheres the (crayon)? Choose a child to point to
one of the cards and say Here! Show the child and the
Unit 2
page 22
Number 2
Peter: Whos this?
Lisa: This is my sister.
Number 3
Peter: Whos this?
Ben: This is my (baby) brother.
Number 4
Peter: Whos this?
Lisa: This is my grandpa.
Number 5
Peter: Whos this?
Ben: This is my mummy.
Number 6
Peter: Whos this?
Lisa: This is my grandma.
Check answers by asking Whos number 1? (daddy).
Listen to the answers, point to the card and say Yes,
daddy. Continue with the other answers.
Find Out! 1
Answers:
1 daddy, 2 sister, 3 (baby) brother, 4 grandpa, 5 mummy,
6 grandma
Point to the four pictures in turn and ask Is this a big

family? (Yes, this is a big family), Whos this? (This is
grandma), etc.
Ask the children to point to the word daddy and the

picture. The children trace the word. Finally, the
children trace the other five words in their books.

Point to the second activity on the page and say Look
at the families. Listen and number the pictures in
order. Play CD 1 (Track 35). The children listen and
number the pictures in the order they hear them.
CD1
35
Listen and number
Girl:
This is a small family. This is my mummy, my

daddy, and me.
Boy:
This is a big family. This is my grandma, my

grandpa, my daddy, my sister, my baby
brother and me.
Girl:
This is a big family. This is my mummy, my

daddy, my grandpa, my baby brother, and me.
Boy:
This is a small family. This is my mummy, my

baby brother, and me.
Answers:
1 3, 2 4, 3 1, 4 2
Check answers by asking Whos in the first family on
the CD? (My mummy, my daddy and me). Encourage the
children to tell you the different members in each family.
Find Out! 1

Point to the three small pictures of Bens face in the
bottom right-hand corner of the page and encourage
the children to colour the first face if they think they
have done very well, the second face if they think
they have done well, and the third face if they think
they have done OK.
(PB page 54)
front of the class. The child reads the word aloud
and then matches the word card to its flashcard on
the board.
children.
Show the children the Big Cheese Picture Dictionary
Unit 2
page 23
on page 54 and ask them to find the page in their

books.
for this unit.
Say Its a big cheese! Point to the first family member
word and say Look! Mummy. The children read the
word. Then point to the hole above the word and say
Put the sticker of mummy here. The children put the
correct sticker on the hole above the word. They then
read and put the other family member stickers on the
Big Cheese Picture Dictionary.

(pages 2 and 3) and find three members of the mouse
family (not Ben and Lisa) in the picture. (Answers:
grandma, grandpa, sister).
Closing activities
you are happy with.
the phrase.
Unit 2
page 24

Ask the children to open their Pupils Books at page 54.
Cover a word and its matching sticker with a small
piece of paper. Hold up your Pupils Book and point to
the covered word and its sticker. Ask Whats this? The
children remember and say the word. Repeat with
several other stickers and their words on the page.
Repeat the question Whats this? and prompt the
children to say the correct word again with you. Then
organise the class into pairs.
Ask a pair of confident children to demonstrate the
question and answer routine. They take it in turns to
cover a word and its matching sticker and ask their
partner what it is. The class then plays the game in
pairs.

unit, use the family picture cut-out to generate
speech. Here are some ideas:
Say Point to your (daddy). The children listen and
point.
Look at different childrens cut-outs and point to a
member of their family. Ask Whos this? The child
says This is my (mummy).
Prompt different children to point to a mouse sticker
and ask you Whos this? Answer This is (mummy).
Point to the mouse family and say This is a big
family. Then point to different childrens families
on their cut-outs and prompt them to say This is a
(small) family, etc.

Find Out! 1
Name:
Class:

Look and circle.
1
page 25
OT
Unit 2
PH
OC
OP
IA
BL
Look and circle the differences in photo 2.

Point to and name the family members.
Name:
Class:

Write and draw.
1
PH
OT
Colour each path to the family members in a different colour.

Follow each line with your nger and say This is my (mummy).
BL
IA
OP
OC
Unit 2
page 26
Name:
Class:

Write and draw.
grandma sister daddy brother

grandpa mummy
mummy
LE
Unit 2
page 27
PH
O
TO
CO
PI
AB
Write the family words and draw the presents.
Name:
Class:

Trace and draw.
1
A small family.
A big family.
3
A small family.
A big family.
PH
OT
Trace the words and draw a big family in picture box 4.
BL
IA
OP
OC
Unit 2
page 28

Listening
Reading
Listen and circle The pupils listen to Lisa and

Ben saying who the different family members are.
The pupils circle the family member that is mentioned
each time. (1 point for each correct answer. Total 5
points)
Read and match The pupils read the family words

and draw a line from the word to the matching family
member. (1 point for each correct answer. Total 5
points)
20 points.
CD2
55
Listen and circle
Number 1
Ben: (example) This is my daddy.
Number 2
Lisa: This is my sister.
Number 3
Ben: This is my grandma.
Number 4
Lisa: This is my mummy.
Number 5
Ben: This is my grandpa.
Number 6
Lisa: This is my baby brother.
Writing (optional)
Listen and number The pupils listen to the

sentences about the different families and number
the pictures. (2 points for each correct answer.
Total 10 points)
Speaking (optional)
Write The pupils label the different family members

at the table. (1 point for each correct answer. Total 5
points)
Answers
1 grandpa (example), 2 daddy, 3 grandma, 4 mummy,
5 brother, 6 sister
CD2
56
Listen and number
Number 1
8 year old boy: This is a small family. This is my daddy,
my mummy and me.
Number 2
6 year old boy: This is a big family. This is my daddy,
my mummy, my two sisters, my brother and me.
Number 3
4 year old girl: This is a small family. This is my daddy,
my mummy, my baby brother and me.
Number 4
12 year old girl: This is a big family. This is my
grandma, my daddy, my mummy, my brother, my sister
and me.
Number 5
10 year old boy: This is a small family. This is my
daddy, my mummy, my sister and me.
Number 6
9 year old girl: This is a big family. This is my daddy,
my mummy, my three sisters and me.
grandma
brother
mummy
Find Out! 1
Vocabulary 1 Point to three of the family members in

part 1 of the speaking test and ask Whos this?
(mummy, daddy, brother, sister, grandma, grandpa).
(1 point for each answer. Total 3 points)
Vocabulary 2 Point to two of the four families in part
2 of the speaking test and ask Is this a big or small
family? (1 point for each answer. Total 2 points)
Questions Point to a family member in part 1 of the
speaking test and ask the pupil the question Whos
this? The child answers. Prompt the pupil to ask you
similar questions with four other family members.
(1 point for each question. Total 4 points)
Sentences Point to each of the four families in part 2
of the speaking test and prompt the pupils to tell you
This is a big / small family. (1 point for each sentence.
Total 4 points)
Pronunciation rhyme Point to the Can you say...?
activity for the unit (Pupils Book page 18) and
prompt the pupil to say the rhyme A purple present
for Peter. (1 point for the pronunciation of individual
sounds, 1 point for rhythm and intonation. Total
2 points)
sister
grandpa
6

Unit 2, page 32) and Pupils Book page 18
daddy

Unit 2
page 29
Name:
Class:
Test
CD2
55
Listen and circle.
5
CD2
56
Listen and number.
OT
PH
E
BL
IA
OP
OC
10
Unit 2
page 30
Name:
Class:
Test
Read and match.
1
grandma
brother
mummy
sister
grandpa
6
daddy
Write.
grandpa
Unit 2
page 31
PH
O
TO
CO
PI
AB
LE
Name:
Class:
Test
Part 1
Part 2
OT
PH
E
BL
IA
OP
OC
15
Unit 2
page 32
Name:
Class:
Colour.
I can ...
1 name the members of the family

4 identify and say words for different sizes
7 say the chant
2 sing the songs

5 identify big and small families

BL
IA
OP
Unit 2
page 33
OC
OT
PH
Answer Key
Activity Book
Activity 1 p. 9
1 sister, 2 daddy, 3 brother, 4 grandpa, 5 grandma,
6 mummy
Look and circle.

People circled in picture 2
1 Big boy
2 Little boy
3 Little girl
4 Grandpa
5 Grandma
6 Big girl
2 hidden cheeses
Activity 2 p. 10
1 c, grandma, 2 f, grandpa, 3 b, sister, 4 a, daddy,
5 d, mummy, 6 e, brother
1 hidden cheese
Activity 3 p. 11
mummy, daddy, brother
grandma, grandpa, sister
1 hidden cheese
Activity 4 p. 12
1 small, 2 big, 3 big, 4 small, 5 big, 6 small
2 hidden cheeses
Colour and match.

1 d grandma, 2 a sister, 3 f daddy, 4 e brother,
5 c grandpa, 6 b mummy

Write and draw.
1 mummy, 2 grandpa, 3 daddy, 4 brother, 5 sister,
6 grandma
Trace and draw.
Children trace the words and draw a big family.
Activity 5 p. 13
daddy, grandma, brother, sister and grandpa, mummy
2 hidden cheeses
Activity 6 p. 14
1 grandma, 2 mummy and daddy, 3 grandpa
1 hidden cheese
Activity 7 p. 15
big, me, daddy, mummy, grandma, grandpa, brother
and sister
small, me, mummy and daddy
1 hidden cheese
Activity 8 p. 15
Unit 2
page 34
Find Out! 1
3 Food
Learning objectives
Receptive language

routines
Learn how to ask for food in English
(TPR)
colouring and drawing
Practise making the sound /s/ by saying a chant
Follow instructions to make a fridge cut-out and put
stickers on it
Use the cut-out to talk about where food comes
from
Key language
Stress and rhythm

The food song
Vocabulary
Apples, pears, tomatoes, cheese, ham, eggs
Food, animals, plants
Sandwich, fridge
Structures
Can I have some (cheese), please?
Here you are!
Thank you.
No, (sorry).
Im hungry!
Whats in my shopping bag?

Lets eat (some tomatoes)!
Are you hungry?
Lets eat / drink some .
Lets have a picnic!
Lets make some sandwiches!
Recycled language
Mummy, daddy, grandma, grandpa, brother, sister,
family, me
Whos this?
Hello
Goodbye
Numbers 1-10
Pronunciation
Sounds
Can you say ? chant: /s/ Six sandwiches for Sally
Understand the importance of saying please and
thank you
Show interest in finding out where different food
comes from
periods
Science: Find out about where food comes from
Teachers Notes
Unit Test
Answer Key
Find Out! 1
page 2
pages 324
pages 2526
pages 2728
pages 2932
page 33
page 34
page 1

3
Unit
Dear Parent/Carer
Your child is about to start Unit 3 of their English course book Find Out! 1. The topic of this unit is food.
In Unit 3 your child will be introduced to The food song and the chant Yum, yum, yum!
The food song
Ben:
Can I have some apples, please?
Apples please, apples please?
And some pears?
Milk and chicken

Come from animals.
Milk and chicken.
Yum, yum, yum!
Sally:
Here you are!
Ben:
Thank you.
Bananas and oranges

Come from plants.
Bananas and oranges.
Yum, yum, yum!
Lisa:
Can I have some ham, please?
Ham please, ham please?
And some eggs?
Peter:
Here you are!
Lisa:
Thank you.
Ben:
Can I have some cheese, please?
Cheese please, cheese please?
And some tomatoes?
Sally:
Here you are!
Ben:
Thank you. Mmmmm!
In addition, your child will: learn and say words for different types of food; make and play a game with miniflashcards; learn how to ask for food in English; listen to the story The picnic (Stories and Songs CD: Track
12); practise making a specific sound by saying the chant Six sandwiches for Sally; and make and talk about a
fridge cut-out.
Yours
Class teacher
OT
PH
E
BL
IA
OP
OC
Unit 3
page 2
3 Food
Lesson 1
Learning objectives
Learn a new song for the opening routine
Sing The food song
Key language
Here you are!
Thank you.
Main activities
Play Whats in the bag?
Play Im hungry!
Listen to The food song and point to the flashcards
Trace and colour the food. Say the words
number
Materials
Flashcards: apples, pears, tomatoes, cheese, ham,
eggs, mummy
Pupils Book page 20
CD 1
Opening activities
Greet the class and tell the children that they are
going to learn a new opening song to begin the
lesson. Ask the children to stand up.
Raise a hand and say Hands up! Signal to the
children that they should put a hand in the air. Then
lower your hand and say Hands down! Signal to the
children that you want them to do the same.
Say Turn around! and encourage the children to do
the action. Then say Sit down! and signal to the
children that you want them to sit down.
Ask the children to stand up again and repeat the
instructions. The children listen and do the actions
with you.
Finally, play the opening song on CD 1 (Track 36) and
do the actions. The children listen and do the actions
with you.
CD1
36
Opening song: Hands up! chant
Hands up! Hands down! (do the actions)

Lets turn around!
Hands up! Hands down!
Lets sit down!

Hold up the flashcard of mummy, but dont let the
children see who it is. Say Its the word of the day.
Then ask Whos this? The children raise their hands
and try to guess the word.
When a child guesses correctly, ask the class to say
the word with you.
Finally, ask the question Whos this? one more time
and encourage the children to repeat it. Then stick
the flashcard face down on the board.
Main activities
Play Whats in the bag?
Draw the outline of a big shopping bag on the board.
Then write the name of a local supermarket that all
the children are familiar with at the top of the bag.
The outline of the bag needs to be big enough to put
the six food flashcards inside. Say This is my
shopping bag. Whats in my shopping bag?
Place a flashcard of one of the food items, e.g.
tomatoes, behind a piece of paper or another card.
Slowly raise the flashcard, until the children can see
part of it over the top of the paper/card. Then lower
the card back down again.
Continue to repeat the question Whats in my
shopping bag? Each time you should reveal more
and more of the food. The children raise their hands
when they think they know what it is.
When the children guess the item say Yes, tomatoes.
Show the class the card and say Mmmm! Lets eat
the tomatoes! Mime eating a tomato and encourage
the children to do the same. Then stick the card on
the board inside the outline of the shopping bag.
Repeat the procedure with the other food flashcards.
Arrange the flashcards in the shopping bag on the
board so that they are in the same order as the CD
(apples, pears, cheese, tomatoes, ham, eggs).
different food items as they are mentioned on the CD.
Say Now listen and repeat. Play the CD again. Once
again, point to the different flashcards on the board
and prompt the class to repeat the words.
CD1
37
Food word rap
apples
pears
cheese
tomatoes
ham
eggs
[Repeat]
Play Im hungry!
Sit down on your chair, rub your stomach and say Im
hungry!
Find Out! 1
Unit 3
page 3
Lisa:

Ham please, ham please?
And some eggs?
Peter: Here you are!

Lisa:
Thank you.
Ben:

Cheese please, cheese please?
And some tomatoes?
Sally:
Here you are!
Ben:
Thank you. Mmmmm!

Say Look at Lisa and Ben. Rub your stomach and say
Theyre hungry. Repeat the sentence in L1 if
necessary. Say Point to the (cheese). The children
point to the food item in the fridge. Repeat with the
other five food items.
38). Then say Now lets sing the song and point to
the pictures. Play the CD again. The children sing the
song and point to the pictures of the food in their
books.
Point to the flashcards in the bag on the board and
say to a child Can I have some apples, please?
Signal to the child that you want them to go to the
board to fetch you the flashcard of the apples. Say
Thank you.
Repeat with different children until you have received
all the items.
Listen to The food song and point to the flashcards
Put the flashcards back on the board in the order that
they appear in the song (apples, pears, ham, eggs,
cheese, tomatoes). Prompt the children to say each
word. If the class needs more support, give them the
first sound of each word, or mouth the word in an
exaggerated manner.
Say Lets listen to the song and point to the
flashcards. Play CD 1 (Track 38). The children listen
to the song and point to the flashcards on the board.
CD1
38
Ben:
The food song

Apples please, apples please?
And some pears?
Sally:
Here you are!
Ben:
Thank you.
Unit 3
page 4
Trace and colour the food. Say the words (PB page 20)
Ask the children to trace and colour the different
foods. As the children are working, walk around the
class and comment on their work. Point to the
different foods and ask Whats this? Encourage the
children to say the words.
new/recycled vocabulary related to the topic of food,
ask them if they can think of any more words for
things they might eat. Praise all logical answers.
already be familiar with for food, to help extend their
range of vocabulary.
1 sausages
2 hamburgers
3 yoghurt
4 peaches
5 melon
6 grapes
number (PB page 20)
Find Out! 1

Answer:
4
pawprints.
Extra activity: Im hungry!

Organise the group so that they are standing or
sitting in a line. The last child in the line should be
next to the board. Stick the flashcards on the board
and say the words with the children.
Go to the beginning of the line, rub your stomach and
say Im hungry! Then say Can I have some (apples),
please? to the child next to you. This child repeats the
phrase or, if this is too challenging, just the food word
to the next child, who passes it on. When the message
arrives at the last child, signal that they should remove
the correct flashcard from the board and pass it back
down the line. As each child passes the card on they
say Here you are! Finally, when the card arrives back
to you, say Thank you! and mime eating. Repeat with
another item of food. When the children are confident
with the activity, choose a child to begin the chain and
choose the food.
Closing activities
are happy with.
the phrase.
Find Out! 1
Unit 3
page 5
3 Food
Lesson 2
Learning objectives
Learn a new song for the closing routine
Key language
Here you are!
Thank you.
Main activities
Do the action and guess the food
Sing The food song in groups
Listen and circle
Look and colour
Materials
eggs, grandma
Pupils Book page 21
CD 1
Opening activities
Greet the class. Raise a hand and say Hands up!
Signal to the children that they should put a hand in
the air. Then lower your hand and say Hands down!
Signal to the children that you want them to do the
same. Say Turn around! and encourage the children
to do the action. Then say Sit down! and signal to the
children that you want them to sit down.
Repeat the instructions again without doing the actions.
The children listen and do the actions on their own.
encourage the children to say the words and do the
corresponding actions with you.
Hold up the flashcard of grandma, but dont let the
the word with you.
Main activities
Do the action and guess the food
Hold a food flashcard in front of you so that the class
can see it, but you cant. Explain to the class that you
want them to mime eating the food that they can see.
Watch the children doing the mime, then say
(Apples)! Can I have some (apples), please?
If you guess incorrectly, the children answer No!
Repeat the question with another food item, e.g. Can
I have some (cheese), please?
When you guess correctly, encourage the children to
mime offering you the food and say Here you are! Say
Thank you and mime eating the food. Repeat with the
other flashcards.
Finally, hold up each flashcard and say the word. The
children repeat it.
Sing The food song in groups
Order the flashcards on the board as they appear in
the song (apples, pears, ham, eggs, cheese,
tomatoes). Point to each card, say the word and ask
the children to repeat it.
Divide the class into four groups: group 1 Ben, group
2 Sally, group 3 Lisa, and group 4 Peter.
Say Lets sing The food song again. Play CD 1 (Track
38) and encourage each group to sing along with their
character. Support the children by pointing to the food
flashcards on the board as they appear in the song.
Listen and circle (PB page 21)
show the children the page. Point to the first activity
and say Look at Sally and Peter. They are shopping.
Repeat the sentence in L1 if necessary.
Point to the different food items in each picture and
prompt the children to say the words.
Then point to picture 1 and say Lets listen to Sally!
Play CD 1 (Track 39) and listen to dialogue number 1.
Pause the CD and ask Apples or pears? (apples).
Point to the circle around the apples in picture 1 of
the Pupils Book. Say Circle the apples and
demonstrate with your finger that the children should
circle them in their books.
Repeat the procedure with the remaining dialogues.
CD1
39
Listen and circle
Number 1
Sally:
Hello! Can I have some apples, please?
Shopkeeper: Here you are.
Sally:
Thank you.
Unit 3
page 6
Find Out! 1
walk around the class and comment on their work.

Ask, e.g. What colour are the (eggs)? and encourage
different children to reply.
activity quickly, ask them to draw another item of
food in the shop.
Closing activities
Tell the children that theyre going to learn a new
closing song to sing at the end of the lesson.
Say Lets tidy up the classroom! Mime tidying up
your desk and signal to the children that you want
them to tidy their things up, too.
Then say Lets sing the closing song. Play CD 1
(Track 40) and encourage the children to do the
actions and join in with the song.
Number 2
Peter:
Hello! Can I have some eggs, please?
Peter:
Thank you.
Number 3
Sally:
Hello! Can I have some cheese, please?
Sally:
Thank you.
Number 4
Peter:
Hello! Can I have some tomatoes,

please?
Peter:
Thank you.
Check answers by asking Whats number 1? (apples).
Repeat with the other pictures.
Answers:
1 apples, 2 eggs, 3 cheese, 4 tomatoes
Point to the shop in the second activity and say Look
at the shop. Point to the ham. The children point to
the picture of the ham. Repeat with the other food
items.
Point to the ham again and ask What colour is the
ham? The children look at the key to see what colour
the ham is (pink).
Continue with the other items of food.
Finally, the children work on their own to colour the
different food items. As the children are working,
Find Out! 1
CD1
40
Closing song: See you soon!
Goodbye! Goodbye! (wave goodbye)

Lets tidy up the room! (mime tidying up)
Goodbye! Goodbye! (wave goodbye)
See you soon!
Say See you soon! to the children as you leave
you.
Show the children a food flashcard and prompt them
to say the word. Then turn the card over and stick it
face down on the board. Repeat the procedure with
the other food flashcards.
Say Lets count to 10! Count aloud with the children.
Then rub your stomach and say Im hungry! Can I
have some apples, please? Choose a child from the
class to find the apples for you. Ask the child to come
to the board and turn over one of the flashcards. Can
they remember where the apples are?
Stick the card face down again and say Lets count
again! Count aloud with the children. Then rub your
stomach and say Can I have some ham, please? Ask
a different child to come to the board and try to
remember where that card is. Repeat the procedure
with different children and different food items.
Unit 3
page 7
3 Food
Lesson 3
Learning objectives
Key language
Here you are!
Thank you.
No, (sorry).
Hello, goodbye
Main activities
Look and guess
Play the game
Materials
eggs, brother
Word cards: apples, pears, tomatoes, cheese, ham
eggs
Scissors
CD 1
A plastic shopkeepers apron or overall (optional)
Plastic foods (optional)
Opening activities
Greet the class and say Lets sing the opening song!
Ask the class to stand up and play CD 1 (Track 36).
Encourage the children to say the words and do the
Hold up the brother flashcard, but dont let the
the word with you.
Main activities
children.
Look and guess
Hold the food flashcards in front of you so that the
class cant see the pictures. Look at the top card and
say Whats the word?
Mouth the food word in an exaggerated way. Insist
that the children raise their hands if they think they
know the food word, and do not call it out. Repeat
the procedure several times, or until the majority of
the children in the class have their hands raised.
Then choose a child to say the word. Repeat the
activity with the other food flashcards.
Tip: If the children have difficulty guessing a word,
say it a little louder each time until the children are
able to guess it.
pages 21 and 65)
below to Lesson 3 on the page. Explain (in L1 if
necessary) that they are going to make some miniflashcards of foods. Then say Go to page 65 in your
books.
on the desk in front of them. Say Lets sing The food
song! Explain to the children that when they hear the
word for a food in the song, they should point to that
mini-flashcard. Play CD 1 (Track 38). The children sing
the song and point to their mini-flashcards as they
are mentioned.

Unit 3 page 8
Option: Play the karaoke version of The food song

on CD 1 (Track 41). The children sing along with the
music and hold up their mini-flashcards as they
appear in the song.
Find Out! 1

Stage 1
Go up to one of the children and say Hello!
Encourage the child to reply.
Point to the mini-flashcards on the childs desk and
ask Can I have some apples, please? Signal to the
child that you want them to pass you the apples
flashcard, and prompt them to say Here you are! as
they pass it over.
Say Thank you and Goodbye. Encourage the child to
say Goodbye in return. Repeat with other children in
the class and different items of food.
Stage 2
Place three mini-flashcards face down on a desk at
the front of the class and place yourself behind it, as
if you were a shopkeeper.
Ask a confident child to come to the desk. Greet the
child and prompt them to ask you for an item of food,
e.g. Can I have some (apples), please? Look at each
card on the desk without showing them to the child.
If you have that item of food say Here you are! and
hand it over. If you havent got that card, say No,
(sorry).
Repeat the exchange several times with other
children and different items of food.
Ask two of the children to demonstrate the dialogue
in front of the class. The child who is the shopkeeper
should choose which three food flashcards they have
in their shop.
Find Out! 1
Stage 3
Divide the class into pairs and ask them to practise
the dialogue.
While the children are doing this activity, go around
the class supporting, encouraging and praising their
efforts.
Option: Take a shopkeepers apron or overall into
the class, to make the role play more realistic. If you
have access to plastic food items, use different foods
that the children know to create a shop.

page xvi.
Closing activities
Unit 3
page 9

you.
Extra activity: Guess the food!

Take a food flashcard and place it on your head so
that you cant see it, but the children can. Say one of
the food items, e.g. pears. The children look at the
card and say Yes! if you are correct, or No! if its a
different card. Continue saying different foods, until
you guess the card.
Ask a child to come to the front of the class and hold
a flashcard above their head so they cant see what it
is. Prompt them to guess the food. Repeat with
different children and different food flashcards.
When the children are confident with the activity,
encourage them to play the game in pairs with their
mini-flashcards.

Unit 3
page 10
Find Out! 1
3 Food
Lesson 4
Learning objectives
Identify and say words for new foods
Find out where food comes from
Key language
Animals, plants
Main activities
Play Heads down!
Listen and point
Colour
Materials
Flashcards: chicken, milk, oranges, bananas,
grandpa
Pupils Book page 22
CD 1
Green and blue crayons or coloured pencils
Repeat the procedure with two other food flashcards:

the children mime peeling and eating an orange, and
eating a chicken leg.
Then say Lets drink some milk! Show the children
the milk flashcard. The children mime pouring and
drinking the milk.
Stick the food flashcards on the board and say the
words. The children repeat the words with you.
If you wish, play CD 1 (Track 42) and ask the class to
repeat the words again as they listen. Play the CD
again and invite different children to come up to the
board to take down each flashcard as it is mentioned
on the recording. The rest of the class repeats the
word as the flashcard is taken down.
CD1
42
Food
Adult:
Children:
Adult:
Children:
Adult:
Children:
Adult:
Children:
chicken
chicken
milk
milk
oranges
oranges
bananas
bananas
Play Heads down!
Opening activities
Greet the class and say Lets sing the opening
song! Ask the class to stand up and play CD 1
(Track 36). Encourage the children to say the words
and do the corresponding actions with you.
Hold up the flashcard of grandpa, but dont let the
the word with you.
Main activities
Rub your stomach and say Im hungry! Then point to
the class and ask the children Are you hungry?
Repeat the question in L1 if necessary. Encourage the
children to say Yes!
Hold up one of the food flashcards, e.g. bananas
and say Lets eat some bananas! Mime handing
out bananas to the children and encourage them to
mime peeling their bananas and then eating them.
Find Out! 1
Put the four food flashcards face up on the board.

Explain to the children that they are going to play a
memory game. Say Heads down! Show the children
that you want them to put their heads down on their
desks and close their eyes.
Remove one of the food flashcards from the board
and then say Heads up! Whats missing? The
children raise their heads and say what the missing
food flashcard is.
Repeat the game, removing a different food flashcard
each time.
the lesson: food.
who didnt catch the word food in the first listening
CD1
43
Lets find out!

Lets find out!
Lets find out about ... food!
Unit 3
page 11
Colour (PB page 22)

Point to picture 1 in the second activity and ask the
children to say the food word (cheese). Say Cheese
comes from ... ? (animals).
Explain to the children that they should colour the
plate blue if the food comes from animals. Ask them
to take out a blue crayon or pencil and colour a small
dot on the plate.
Point to picture 2 and repeat the procedure. Then
point to picture 3 and ask the children to say the
word (apples). Ask the class Apples come from ... ?
(plants).
Explain that the class should colour the plate green if
the food comes from plants. Once again, ask the
children to take a green crayon or pencil and colour a
small dot on the frame. The children work on their
own to colour the rest of the plates blue or green.
Check answers by asking Number 1. Cheese comes
from ... ? (animals). Repeat with the other five plates
in the activity.
Answers:
1 Cheese comes from animals.
2 Eggs come from animals.
3 Apples come from plants.
4 Ham comes from animals.
5 Pears come from plants.
6 Tomatoes come from plants.
Point to the pictures in the first activity and say
Listen and point to the animals or the plants. Play
CD 1 (Track 44). The children listen and point to the
animals or the plants.
CD1
44
Lets find out about food! Listen and point
Number 1: Look at the animals. Milk comes from

animals. Ham comes from animals.
Chicken comes from animals. (point to the
animals)
Number 2: Look at the plants. Bananas come from
plants. Tomatoes come from plants.
Pears come from plants. (point to the
plants)
Check understanding by pointing to the animals and
asking Animals or plants? Repeat the question with
the plants.
Finally, point to each picture one more time and say
animals and plants. The children say the words with
you.
Fast finisher tip: If some of the children finish

quickly, ask them to think of and draw other types of
food that come from either animals or plants.
Closing activities
Say See you soon! to the children as you leave the
Option: Explain to the class in L1 that a plant is a

living thing that grows in the earth and has a stem,
leaves and roots. Then talk to the class about what
animals have in common (they move, have eyes, etc.)
Unit 3
page 12
Find Out! 1
Extra activity: Animals and plants

Organise the class into ten groups and give each
group a food name: apples, pears, tomatoes, cheese,
ham, eggs, chicken, milk, oranges or bananas.
Play a music CD and encourage all the children to
dance. Stop the music and say Animals! All the
children who are in a food group that comes from
animals should sit down. If a child fails to sit down
when they should, they are out and miss a turn.
Ask the children to stand up once again and play the
music. Stop the music again and say Plants! This
time, the children who are in a food group that
comes from plants should sit down.
Give the groups a different food name and continue
playing the game.

Find Out! 1
Unit 3
page 13
3 Food
Lesson 5
Learning objectives
Learn the Yum, yum, yum! chant
Talk about where food comes from
Key language
Animals, plants
Main activities
Match the flashcards
Listen to the chant Yum, yum, yum! and point to
the flashcards
Colour. Say and point
Draw and colour
Materials
Flashcards: apples, pears, tomatoes, cheese,
ham, eggs, chicken, milk, oranges, bananas,
sister
Word cards: apples, pears, tomatoes, cheese, ham,
eggs
Pupils Book page 23
CD 1
A selection of real foods children will know
(optional)
Magazines or supermarket leaflets with pictures
of foods in them; large sheets of paper and glue
(optional)
Opening activities
Hold up the sister flashcard, but dont let the children
see who it is. Say Its the word of the day. Then ask
Whos this? The children raise their hands and try to
guess the word.
the word with you.
Main activities
Match the flashcards
side of the board and say plants. Once again the

class says the word.
Hold up one of the food flashcards, e.g. bananas, and
say (Bananas) come from ... ? (plants). Confirm the
answer by sticking the flashcard next to the drawing
of the plants.
Hold up a second card, e.g. ham, and say Ham comes
from ... ? (animals). Signal to the children that they
should raise their hands if they know the answer.
Choose a child to come to the front of the class and
stick the card on the board below the drawing of the
animals. Prompt the child to say the complete
sentence: Ham comes from animals. Repeat with the
other food flashcards.
Listen to the chant Yum, yum, yum! and point to the
flashcards
Remove all the flashcards from the board except for
milk and chicken below the animals, and bananas
and oranges below the plants.
Say Lets listen to the chant Yum, yum, yum! Play
CD 1 (Track 45). The children listen to the chant.
Support the children by pointing to the food
flashcards on the board as they appear in the chant.
Encourage the children to point to the flashcards on
the board with you.
CD1
45
Milk and chicken

Come from animals.
Milk and chicken.
Yum, yum, yum!
Bananas and oranges
Come from plants.
Bananas and oranges.
Yum, yum, yum!
[Repeat]
Colour. Say and point (PB page 23)
Say Open your books at page 23. Write the
number on the board and show the children
the page.
Point to the foods in the first activity and say Look at
the foods. Elicit the food words and say Milk and
chicken come from ... ? (animals). Then repeat the
procedure. Say Bananas and oranges come from ... ?
(plants).
Point to the black-and-white drawings in the activity
and say Colour the chicken and the bananas.
When the children have finished, say Now lets
say the chant Yum, yum, yum! Play CD 1 (Track
45). Encourage the children to join in with the
chant and point to the pictures of the foods in their
books as they say the words.
Draw a simple picture of a cow and a pig on one side

of the board and say animals. The children repeat the
word. Then draw a simple tree and plant on the other
Unit 3
page 14
Find Out! 1

their classmates their drawings. Prompt them to say
what the foods they have drawn are, and where they
come from, e.g. (Eggs) come from (animals).
activity quickly, ask them to count the bananas and
oranges in the bowls and to write the numbers on the
page. (Answers: There are 4 bananas and 3 oranges.)
Closing activities

Stick the flashcards of the apples, pears, tomatoes,
cheese, ham and eggs on the board.
Point to the first plate in the second activity. Trace
your finger around the border of the plate and say
Look at the animals. Explain to the class that they
should draw and colour one food that comes from
animals on that plate.
Then point to the border on the second plate and say
Look at the plants. Explain that the children should
draw and colour one food that comes from plants on
that plate.
As the children are drawing, move around the class
and talk to them about what they have drawn. Ask
Whats this? Then encourage the children to tell you
what the food is and where it comes from.

(Track 40). Encourage the children to do the actions
and join in with the song.
Extra activity: Where does it come from?
Take a selection of real foods into class. Hold up the
different foods and say the words in English. Ask the
children Does it come from plants or animals? The
children tell you where they think each food comes
from.
Group project: Make a food poster

Take a selection of magazines or supermarket
leaflets into class. Put the children into groups of six
to eight, and explain that they are going to make a
food poster in their groups. Ask each group to cut
out photos of foods that come from animals and
plants. Give two children in each group a large piece
of paper or card to make the poster. Show them how
to divide it into two. Ask them to draw a cow, a pig
and a hen on one side, and a selection of plants on
the other. The group sticks their food pictures onto
the poster, positioning them according to where they
come from. Ask the children to label the different
foods on their posters and use them to make a
classroom display.

Find Out! 1
Unit 3
page 15
3 Food
Lesson 6
Learning objectives
Key language
Animals, plants
Main activities
Play Hands up!
Say the chant Yum, yum, yum! and point to the
flashcards
Listen to the story
Look and colour
Look and draw
Materials
Flashcards: chicken, milk, oranges, bananas,
daddy
Story cards for Unit 3: The picnic
CD 1
Bread and sandwich fillings (optional)
Opening activities
Hold up the flashcard of daddy, but dont let the
the word with you.
Main activities
Play Hands up!
Say Listen! Cheese comes from animals. Explain to
the children that if the sentence is true they should
put both their hands up, and if it is untrue they
should keep them down. Signal that the sentence is
true and that the class should therefore raise their
hands.
Unit 3
page 16
Ask the children to put their hands back down and

then say Apples come from animals. The children
listen and, as the sentence is untrue, keep their
hands down. If the children are unsure, repeat the
sentence again. Repeat the procedure with other true
and untrue sentences, ensuring that the children put
their hands back down each time before you say a
new sentence.
Option: If the class needs more support, hold up the
corresponding food flashcard as you say each
sentence.
Say the chant Yum, yum, yum! and point to the
flashcards
Stick the food flashcards on the board in the order of
the chant (milk, chicken, bananas, oranges). Ask the
children to say each word with you as you do so.
Say Lets say the chant Yum, yum, yum! and point to
the flashcards. Stand up. Play CD 1 (Track 45) and
encourage the children to point to the flashcards as
they say the chant.
Support the children by saying the chant with them.
Option: Play the karaoke version of the chant Yum,
yum, yum! on CD 1 (Track 49). The children say the
chant and move/clap their hands to the rhythm.
CD1
46
Its story time!
Its story time!

Its story time!
Hold up the first story card and point to Ben. Ask
Whos this? Then ask in English or L1 Whats the
matter with Ben? (Hes hungry).
Encourage the children to tell you in L1 what they think
is going to happen next in the story. Praise their ideas
and say Lets listen and find out. Either tell the story
yourself (by reading the text on the back of each story
card), or play CD 1 (Track 47). Hold up each story card
as you do so.
next story card.
Find Out! 1
CD1
47
The picnic
Frame 1
Narrator:
Lisa:
Ben:
Lisa and Ben are in the kitchen.

Im hungry!
And Im very hungry!
Frame 2
Narrator: Here are Sally and Peter.
Peter:
Lets have a picnic! Lets make some
sandwiches!
Sally:
Good idea! Can I have some cheese,
please?
Peter:
Here you are.
Sally:
Thank you.
Frame 3
Sally:
Peter:
Sally:
Frame 4
Sally:
Peter:
Sally:
Frame 6
Peter:
Lisa:
Sally:
Peter:
All:
Thank you.
Here you are, Ben!
Thank you.
Mmm!
Great sandwiches, Sally!
Can I have an apple, please?
No, sorry.
Ouch! Here you are! Look! Apples come
from plants.
Ha! Ha! Ha!


Here you are!
Thank you.
Frame 1
Whos hungry? (Lisa)
Whos very hungry? (Ben)
Can I have some tomatoes, please?

Here you are!
Thank you.
Frame 2
Whats Peters idea? (to have a picnic)
What does Sally make? (a sandwich)
Whats in the sandwich? (cheese)
Frame 5
Narrator: Peter, Sally, Lisa and Ben have a picnic in
the garden.
Sally:
Here you are, Peter!
Peter:
Thank you.
Sally:
Here you are, Lisa!
Find Out! 1
Lisa:
Sally:
Ben:
All:
Frame 3
Whats in the sandwich now? (cheese and ham)
Frame 4
Whats in the sandwich now? (cheese, ham and
tomatoes)
Unit 3
page 17
Frame 5
Where are Peter, Sally, Lisa and Ben? (in the garden)
Frame 6
Are the sandwiches good? (yes)
Where does the apple come from? (the tree)
listen.
Point to the first activity and say Look at the
sandwiches. Whats in sandwich number 1? (ham,
tomato and eggs). Repeat the question with the
other three pictures.
Answers:
Number 1: ham, tomato, eggs
Number 2: ham, cheese and eggs.
Number 3: cheese, eggs and tomato.
Number 4: cheese, ham and tomato.
Say Now look and colour the plate of the sandwich in
the story. When the children have finished, check their
answers by asking What number is it? (number 4).
Look and draw (PB page 25)
Point to the second activity on page 25 and say Lets
say the food words together. Point to the food in the
first row and say the words with the children:
tomatoes, ham, tomatoes, ham. Then ask the
children to guess what the last two food items in the
sequence are (tomatoes, ham).
Repeat the procedure with the second row: eggs,
pears, cheese, eggs, (pears, cheese) and with the
third row: apples, cheese, apples, cheese, (apples,
cheese).
Finally, ask the children to draw two pictures of foods
to complete each of the food sequences.
Check answers by pointing to the pictures in each
sequence and asking the class Can I have some
(tomatoes), please? If tomatoes are one of the two
foods that the class has drawn for that sequence,
they answer Yes, here you are! If they are not drawn
for that sequence, they reply No, (sorry).
Closing activities
Extra activity 1: Make a sandwich!
Ask the children to draw a sandwich theyd like to
eat. When they have finished, ask different children
to stand up and show their drawings to the class. Ask
them Whats in your sandwich? The children tell you
the different ingredients.
Option: Take some bread and some sandwich fillings

into class and invite different children to come to the
front and make a sandwich. The children name the
different ingredients as they do so. Insist that all the
children wash their hands before handling the food.
When they have finished, cut the sandwiches into
smaller pieces so that all the class can sample them.

will play: the narrator, Sally, Peter, Ben or Lisa. Play


activity quickly, ask them to colour the foods they
have drawn in the sequences.
Unit 3
page 18
Find Out! 1
3 Food
Lesson 7
Learning objectives
Say a chant to practise the sound /s/
Make a fridge cut-out and talk about it
Key language
Tomatoes, cheese, ham
Here you are!
Thank you.
Im hungry!
Six sandwiches for Sally
Main activities
Find and count the egg sandwiches
Listen and say
on
Sing The food song with the cut-out
Show and tell
Materials
Flashcard: any family member
CD 1
Scissors
Illustrated food stickers
A completed fridge cut-out
Then point to frame number 2 and say Can I have

some cheese, please? Once again the children copy
you. Repeat the phrase with the ham in frame 3 and
the tomatoes in frame 4.
language.
Find and count the egg sandwiches (PB page 24)
Say Can you find the egg sandwiches in the story?
Prompt the class to look at the story in their Pupils
Book and find the egg sandwiches that have been
point to the sandwiches and say Here! when they find
Answers:
There are three hidden sandwiches: in the drawer
(frame 1), in the fridge (frame 2), in Sallys basket
(frame 5).
Sally and look at the sandwiches. Lets count the
sandwiches! Count the sandwiches with the children.
(There are six.)
Say the word sandwich. Exaggerate your mouth
sound /s/ is formed. The children repeat the word.
CD1
Opening activities
Hold up the flashcard of any member of the family,
but dont let the children see who it is. Say Its the
word of the day. Then ask Whos this? The children
raise their hands and try to guess the word.
the word with you.
Main activities
Ask the class to open their Pupils Book at page 24.
Point to frame number 1, rub your stomach and say
Im hungry! Encourage the children to repeat the
phrase.
Find Out! 1
48
Can you say ? chant
Lisa:
Adult:
Children:
Adult:
Children:
Adult:
Children:
Can you say ... six sandwiches for Sally?

Sally
Sally
Six sandwiches for Sally.
Six sandwiches for Sally.

more time.
Make the cut-out on page 67 and put the stickers on
(PB pages 26 and 67)
of their Pupils Books. Explain that it shows a boy
holding a completed fridge cut-out. Say Lets make
the fridge cut-out.
children cut out the page and fold it where indicated,
Unit 3
page 19
along the dotted line, to make their fridges. Then ask

the children to write their name on the front of their
fridges.
Say Lets open the fridge! Point to the drawings of
plants on the left-hand side of the fridge and say
Look! This food comes from plants. Then point to the
drawings of animals on the right-hand side of the
fridge and say Look! This food comes from animals.
them to find the page in their books. Then say Take
off the tomato sticker. The children peel the tomato
sticker off the page.
Point to the inside of the fridge and say Do tomatoes
come from animals or plants? (plants). Show the
children that they should put the tomato sticker on
the left-hand side of the fridge, where indicated,
below the drawings of the plants.
Repeat the procedure with the other food stickers.
The children stick them either on the left-hand side of
the fridge if they come from plants, or the on the
right-hand side of the fridge if they come from
animals.
their classmates their fridges. Prompt them to point
to the different foods in the fridge and say where they
come from, e.g. (Apples) come from (plants).
Unit 3
page 20

activity quickly, ask them to draw a picture on the
front of their fridge.
Sing The food song with the cut-out
Ask the children to hold up their fridge cut-outs and
sing The food song. Play CD 1 (Track 38). The children
sing the song and point to the items of food in their
fridge cut-outs as they are mentioned.
Option: Play the chant Yum, yum, yum! on CD 1
(Track 45). Encourage the children to join in with the
words. They mime taking out the food from their
fridge cut-out and eating it, every time they hear the
words Yum, yum, yum!
Show and tell
Ask different children to stand up and show their
classmates their cut-out. Prompt them to point to a
picture of a food in their fridge and say Im hungry.
Can I have some (cheese), please? Prompt the class
to respond Yes, here you are!
classroom display, or they can be taken home so that
the children can talk about what they have done in
their English class with their parents or carers.
Find Out! 1

Extra activity: Im hungry!
Bring a completed fridge cut-out with you to the
class. Point to the food inside the fridge cut-out and
ask the children to put ticks next to five items in their
own fridges. Demonstrate this with your cut-out.
Ask a child to stand up with their fridge cut-out and
ask them for an item of food. Rub your stomach and
say Im hungry! Can I have some (apples), please?
Prompt the child to look in their cut-out. If the apples
sticker has a tick next to it, they reply Yes, here you
are! If there isnt a tick next to the apples, however,
they say No, (sorry)! Encourage the rest of the class
to raise their hands and ask similar questions.
Repeat with different children.
When the children are confident with the activity, put
them in pairs to continue asking and answering
together.
Closing activities
Find Out! 1
Unit 3
page 21
3 Food
Lesson 8
Learning objectives
Key language
Animals, plants
Here you are!
Thank you.
Main activities
Play a team game
Match and listen
Materials
eggs, chicken, milk, oranges, bananas, any family
member
Word cards: apples, pears, tomatoes, cheese,
ham, eggs
Photo stickers for the Big Cheese Picture Dictionary
CD 1
A selection of foods from this unit on paper
plates; a plastic knife (optional)
Opening activities
Hold up the flashcard of any member of the family,
but dont let the children see who it is. Say Its the
word of the day. Then ask Whos this? The children
raise their hands and try to guess the word.
the word with you.
Main activities
Play a team game
Put the food flashcards for the unit on the board and
ask the children to say the words as you do so:
apples, pears, tomatoes, cheese, ham, eggs, chicken,
milk, oranges, bananas.
Unit 3
page 22

lines, one for Bens team and one for Lisas team.
Whisper one of the words, e.g. bananas, to the first
child in the line of each team. The child whispers the
word to the next team member, who then passes it
on. The last child in the team runs and touches the
flashcard. The first child to touch the correct card
wins a point for their team.
Repeat the game with different key vocabulary.
Ensure that a different pair of children go to the
board to touch the flashcard each time.
words. The first child to touch the corresponding
flashcard wins a point for their team.
to the first activity and say Look at the fridge. Bens
hungry. Listen and number the food in order. Play CD
1 (Track 50). The children listen and number the
foods in the order they hear them.
CD1
50
Listen and number
Number 1
Ben: Im hungry! Can I have some apples, please?
Ben: Thank you.
Number 2
Ben: Im hungry! Can I have some cheese, please?
Sally: Here you are!
Ben: Thank you.
Number 3
Ben: Im hungry! Can I have some tomatoes,
please?
Ben: Thank you.
Number 4
Ben: Im hungry! Can I have some pears, please?
Ben: Thank you.
Number 5
Ben: Im hungry! Can I have some eggs, please?
Ben: Thank you.
Number 6
Ben: Im hungry! Can I have some ham, please?
Ben: Thank you.
Check answers by asking Whats number 1? (apples).
Listen to the answer, point to the picture and say Yes,
(apples). Continue with the answers for 2-6.
Find Out! 1
Answers:
1 apples, 2 cheese, 3 tomatoes, 4 pears, 5 eggs, 6 ham
Ask the children to point to the word apples in the
picture and trace the word. They then trace the other
five words beside the corresponding pictures.
Match and listen (PB page 27)
Point to picture 1 in the second activity and elicit the
word in English (oranges). Then say Oranges come
from ... (plants). Follow the line from the oranges to
the plants with your finger and say Yes, oranges
come from plants.
Ask the children to work on their own to match the other
food items with the drawings of either animals or plants.
When the children have finished, say Now lets
listen! Play CD 1 (Track 51). The children listen and
check their answers.
CD1
51
Match and listen
Number 1: Oranges come from plants.

Number 2: Milk comes from animals.
Number 3: Bananas come from plants.
Number 4: Chicken comes from animals.
Check answers by asking Whats number 1? Encourage
the children to give you a full sentence in answer, e.g.
Oranges come from plants. Continue with the other
answers.
Find Out! 1
Answers:
1 Oranges come from plants.
2 Milk comes from animals.
3 Bananas come from plants.
4 Chicken comes from animals.
bottom right-hand corner of the page and encourage
children to colour the first face if they think they have
done very well, the second face if they think they
have done well, and the third face if they think they
have done OK.
(PB page 55)
matches the word card to its flashcard on the board.
children.
Unit 3
page 23

for this unit.
Look! Apples. The children read the word. Then point
to the hole above the word and say Put the sticker of
the apples here. The children put the correct sticker
on the hole above the word. They then read and put
the other food stickers on the Big Cheese Picture
Dictionary.

(pages 2 and 3). Can they find three food items in the
picture? (Answers: Apples, a pear and some cheese.)
Closing activities
Extra activity: Guess the food!

Chop up a selection of foods from the unit, e.g.
bananas, pears, apples, cheese and tomatoes, and
put them on different paper plates. Invite a child to
come to the front of the class and ask them to close
their eyes. Give them one of the foods to taste. The
child should try to guess what the food is, and say
the word in English. Repeat with different children
and foods.

unit, use the fridge cut-out to generate speech. Here
are some ideas:
Say the word for a food and ask the children to
point to it in their fridge cut-out.
Point to a food in the fridge cut-out and ask
children to say the word.
Ask Can I have some (apples), please? The
children point to their cut-out and say Yes, here
you are!
Invite a child to ask you Can I have some (cheese),
please? Look in the fridge cut-out and respond
appropriately.
Point to one of the foods in the fridge cut-out and
prompt the children to tell you where it comes
from, e.g. (Eggs) come from (animals).


Unit 3
page 24
Find Out! 1
Name:
Class:

Find and colour.
Unit 3
page 25
PH
O
TO
CO
PI
AB
LE
Find and colour the food in the shopping basket.

Point to and name the different food.
Name:
Class:

Look and colour.
1
PH
OT
Colour the two food items that are the same in each row.
Point to and name the food in each row.
BL
IA
OP
OC
Unit 3
page 26
Name:
Class:

Count and write.
ham
ham
eggs cheese
tomatoes
pears
LE
apples
Unit 3
page 27
PH
O
TO
CO
PI
AB
Count the different foods and write the food word next to the correct number.
Name:
Class:

Trace and colour.
apples
bananas
milk
chicken
oranges
PH
OT
Trace the food words and colour the pictures.
BL
IA
OP
OC
Unit 3
page 28

Listening
Reading
Listen and number The pupils listen to Sally

asking a shopkeeper for different items of food. The
pupils number the food that is mentioned each time.
(1 point for each correct answer. Total 6 points)
Read and match The pupils read the food words and
draw a line from the word to the matching food
picture. (1 point for each correct answer. Total 6
points)
CD2
57
ham
cheese
pears
eggs
Listen and number
Number 1
Sally: (example) Can I have some pears, please?
Shopkeeper: Here you are! Sally: Thank you!
Number 2
Sally: Can I have some tomatoes, please?
bananas
tomatoes
apples

20 points.
Writing (optional)
Number 3
Sally: Can I have some cheese, please?
Number 4
Sally: Can I have some ham, please?
Number 5
Sally: Can I have some apples, please?
Number 6
Sally: Can I have some eggs, please?
Number 7
Sally: Can I have some oranges, please?
Listen, number and match The pupils listen
to the sentences about where different food comes
from. They number the food items, and then match
them to the plants or animals picture. (2 points
for each correct answer. Total 8 points)
CD2
58
Listen, number and match
Number 1
Milk comes from animals.
Number 2
Oranges come from plants.
Number 3
Bananas come from plants.
Number 4
Chicken comes from animals.
Write The pupils label the different food items on the

table. (1 point for each correct answer. Total five
points)
Answers
1 apples (example), 2 pears, 3 cheese, 4 eggs,
5 tomatoes, 6 ham
Speaking (optional)
Vocabulary Point to each of the key food items in
picture 1 of the speaking test and ask Whats this?
(apples, pears, eggs, cheese, ham, tomatoes, milk,
chicken, bananas, oranges). (1/2 point for each
the pupil Can I have some (cheese), please? The
child mimes passing the food item and says Here you
are! Prompt the pupil to ask you for four other food
items. (1 point for each question. Total 4 points)
Sentences Point to the animals in part 2 of the
speaking test, then point to the eggs in part 1 and say
Eggs come from animals. Prompt the child to say
four different sentences about where food comes
from.
(1 point for each sentence. Total 4 points)
Pronunciation rhyme Point to the Can you say ...?
prompt the pupil to say the rhyme Six sandwiches for
Sally. (1 point for the pronunciation of individual
sounds, 1 point for rhythm and intonation. Total 2
points)
Find Out! 1

Unit 3 page 29
Name:
Class:
Test
CD2
57
Listen and number.
6
CD2
58
Listen, number and match.
OT
PH
E
BL
IA
OP
OC
8
Unit 3
page 30
Name:
Class:
Test
Read and match.
ham
cheese
pears
eggs
6
5
bananas
tomatoes
apples
Write.
apples
5
5
page 31
OT
Unit 3
PH
OC
OP
IA
BL
Name:
Class:
Test
Part 1
Part 2
PH
OP
OC
OT
15
E
BL
IA
Unit 3
page 32
Name:
Class:
Colour.
I can ...
1 name the foods

4 name more foods
7 say the chant
2 sing the songs

5 say where food comes from

BL
IA
OP
Unit 3
page 33
OC
OT
PH
Answer Key
Activity Book
Activity 1 p. 16
cheese 1, ham 3, pears 7, tomatoes 7, eggs 10, apples 9
Find and colour.

pear, apple, egg, ham, tomato, cheese
2 hidden cheeses
Look and colour.

apples 1 and 4, pears 1 and 3, cheese 2 and 4,
tomatoes 2 and 5, eggs 2 and 5, ham 4 and 5
Activity 2 p. 17
1 cheese, 2 apples, 3 tomatoes, 4 pears, 5 eggs, 6 ham
1 hidden cheese
Activity 3 p. 18
pears, ham, eggs, cheese, tomatoes
Count and write.

1 ham, 5 apples, 7 tomatoes, 1 cheese, 4 pears, 6 eggs
1 hidden cheese
Trace and colour.

Children trace the words and colour the apples, milk,
chicken, bananas and oranges.
Activity 4 p. 19
apples, bananas and oranges
milk, ham and chicken
2 hidden cheeses
Activity 5 p. 20
milk, chicken, milk, chicken
bananas, oranges, bananas, oranges
1 hidden cheese
Activity 6 p. 21
1 cheese, 2 ham, 3 tomatoes, 4 apples
1 hidden cheese
Activity 7 p. 22
1 milk, 2 cheese, 3 ham, 4 tomatoes, 5 bananas,
6 apples, 7 pears, 8 chicken, 9 eggs, 10 oranges
1 hidden cheese
Activity 8 p. 22
Unit 3
page 34
Find Out! 1
4 The body
Learning objectives
Receptive language

body
Learn how to ask about ability
Identify and say words for different forms of
exercise
Learn how to suggest doing an exercise
(TPR)
matching
Practise making the sound /f/ by saying a chant
Follow instructions to make an exercise cut-out and
put stickers on it
Use the cut-out to talk about exercise
Puppet
Can (Ben) dance?
... two times
Lets do some exercise!
Stretch (your arms)!
Bend (your legs)!
Is exercise good for you?
Recycled language

Numbers 1-10
Pronunciation
Sounds
Can you say ? chant: /f/ Four friends play football
Stress and rhythm
The body song
Exercise is good for you! song
Key language
Vocabulary
Head, body, arms, legs, hands, feet
Run, swim, play football, ride a bike
Structures
Exercise is fun!
Teachers Notes
Unit Test
Answer Key
Find Out! 1
Understand the importance of looking after our
bodies
periods
PE: Find out about the importance of regular
exercise to stay healthy
page 2
pages 322
pages 2324
pages 2526
pages 2730
page 31
page 32
page 1

4
Unit
Dear Parent/Carer
Your child is about to start Unit 4 of their English course book Find Out! 1. The topic of this unit is the human
body.
In Unit 4 your child will be introduced to The body song and the song Exercise is good for you!
The body song
Puppet:
Can you clap your hands?
Can you touch your head?
Can you touch your body?
Just like me?

Exercise is fun!
Lets run!
Lets ride a bike!
Its fun, fun, fun!
Lisa:
Yes, yes, yes!

Exercise is fun!
Lets swim!
Lets play football!
Its fun, fun, fun!
Puppet:
Can you touch your arms?
Can you touch your legs?
Can you touch your feet?
Just like me?
Ben:
No, no, no!
In addition, your child will: learn how to ask about ability; make and play a game with mini-flashcards; learn
how to suggest doing an exercise; listen to the story Lets play! (Stories and Songs CD: Track 15); practise
making a specific sound by saying the chant Four friends play football; and make and talk about an exercise
cut-out.
Yours
Class teacher
OT
PH
E
BL
IA
OP
OC
Unit 4
page 2
4 The body
Lesson 1
Learning objectives
body
Sing The body song
Key language
Main activities
Play Whats missing? with the flashcards
Listen to The body song and do the actions
Trace and colour the parts of the body. Say the
words
number
Materials
Flashcards: head, body, arms, legs, hands, feet,
apples
Pupils Book page 28
CD 1 and CD 2
A piece of coloured card for each child (optional)
Then touch your head and say Head. Touch your

head. The children copy the action. Repeat the
instruction with the other parts of the body, e.g.:
Body. Touch your body.
Arms. Touch your arms.
Legs. Touch your legs.
Feet. Touch your feet.
Each time the children listen and copy your action.
Repeat the instructions several times.
When the children are comfortable with the language,
begin to give the instructions without doing the
action. If the children need more support, do the
action with them once again.
Stick the body flashcards on the board so that they
are in the same order as they appear on the CD
(head, body, legs, arms, hands, feet).
different parts of the body as they are mentioned on
the CD.
Say Now listen and repeat. Play the CD again. Point
to the different flashcards on the board, and prompt
the class to repeat the words on the CD.
CD2
Body word rap
Opening activities
head
body
legs
arms
hands
feet
[Repeat]
Hold up the flashcard of the apples, but dont let

the children see what it is. Say Its the word of
the day.
Then ask Are you hungry? Encourage the children to
guess the food on the flashcard. Prompt the class to
ask for the food each time, e.g. Can I have some
(tomatoes), please?
When a child guesses correctly, ask the class to
repeat the word. Finally, stick the flashcard face down
on the board.
Point to each flashcard again and prompt the children

to say the word. If the class needs more support, give
them the first sound of each word, or mouth the word
in an exaggerated manner.
Slowly call out the different parts of the body in the
order that they appear on the board, but miss out
one of them, e.g. head, body, ... , arms, hands, feet.
The children listen and say what the missing part of
the body is (legs). If the children initially respond in
L1, praise their responses and repeat their answer in
English.
Repeat the game several times. As the children
become more confident, call out the body words
faster and faster.
Main activities
Listen to The body song and do the actions
Say Lets listen to The body song. Play CD 2 (Track 2)

and as the children listen, demonstrate the actions of
the song. The children listen to the song and watch
your actions as they do so.
Show the class your hands and say Hands. Clap your
hands. Do the action and ask the children to do the
same.
Find Out! 1
Unit 4
page 3
When the song has finished ask the class Can Lisa
dance? (yes) and Can Ben dance? (no).
Trace and colour the parts of the body. Say the words
(PB page 28)
parts of the puppets body. As the children are
working, walk around the class and comment on their
work. Point to the different parts of the puppets
body and ask Whats this? Encourage the children to
reply, e.g. the head.
new/recycled vocabulary related to the topic of the
body, ask them if they can think of any more words
for the different parts. Praise all logical answers.
already be familiar with for parts of the body, to help
1 fingers
2 toes
3 shoulders
4 tummy
5 back
6 neck
CD2
The body song
Puppet: Can you clap your hands?

Can you touch your head?
Just like me?
Yes, yes, yes!
Lisa:
Puppet: Can you touch your arms?

Just like me?
No, no, no!
Ben:
[Repeat]
Ask the children to stand up and play the CD a

second time. This time the children listen to the song
and do the actions with you.
the board and show the children the page. Say Look at
the puppet. Repeat the word in L1 if necessary. Explain
to the class that the puppet is dancing.
Say Point to the puppets head. The children point to
the head. Repeat with the other parts of the body.
Say Lets listen to the song again. Play CD 2
(Track 2). Then say Now lets sing the song and point
to the pictures. Play the CD again. The children sing
the song and point to the pictures of the puppets
body in their books.
Unit 4
page 4

number (PB page 28)
bottom right-hand corner. Say Write the number here.
The children count the circled pawprints and write the
number in the large pawprint on the page. Ask the
children how many pawprints there are, and confirm
the correct answer by counting the circled pawprints in
their books with them.
Answer:
5
pawprints.
Closing activities
Find Out! 1

class and encourage them to say the same to you.
Find Out! 1
Extra activity: Make helping hands!

Hold up your hands and say Hands! Lets make some
helping hands. Give a piece of coloured card to each
child. The card needs to be big enough for them to
draw around their hands. When they have done this,
they cut the shape out. Each child then writes their
name on their hand. Collect the hands in. They can
be kept in a pile on your desk. When you need a child
to help you, take a flashcard from the pile and say
The helping hand today is ... (Juan).
Helping hands can help you give out and collect in
material, clean the board or pick up rubbish.
Alternatively, the hands can be used to make an
attractive wall display. The children can count the
hands and see which hands are the same and which
are different.
Unit 4
page 5
4 The body
Lesson 2
Learning objectives
Key language
Main activities
Sing The body song in groups
Listen and number
Draw and colour
Materials
ham
Pupils Book page 29
CD 1 and CD 2
Opening activities
Hold up the flashcard of the ham, but dont let the
children see what it is. Say Its the word of the day.
(tomatoes), please?
on the board.
Main activities
Show the class your hands and ask Can you clap your
hands? Prompt the children to do the action.
Then ask Can you touch your head? The children
once again do the action. Repeat the question with
the other parts of the body, e.g.:
Can you touch your arms?
The children listen and do the action each time. If you
see, however, that the children need more support,
demonstrate the action as you ask the question.
When the children are comfortable with the language,
ask the questions in a different order. You can also
Unit 4
page 6
make a game out of the activity by asking the

questions faster and faster.
Sing The body song in groups
Stick the flashcards on the board in the order of the
song (hands, head, body, arms, legs, feet). Prompt
the children to say the word each time.
Then organise the class into two groups: group 1 Lisa,
group 2 Ben. Say Lets sing The body song again.
Play CD 2 (Track 2). Encourage group 1 (Lisa) to sing
along with verse 1 and group 2 (Ben) to sing along
with verse 2. Support the children by pointing to the
flashcards of the different parts of the body as they
appear in the song.
books at page 29. Write the number on the board
and show the children the page. Say Look at Sally
and Peter. Point to Ben and Lisa playing the music,
and explain to the class that the children are dancing
to the music.
Point to the different pictures and prompt the children
to say the body words, e.g. Clap your ... ? (hands),
Touch your ... ? (head). Repeat with the other pictures.
Then say Lets listen and number the pictures in
order. Play CD 2 (Track 3). The children listen and
CD2
Listen and number
Number 1
Ben: Can you touch your legs?
Peter: Yes!
Number 2
Lisa: Can you touch your head?
Peter: Yes!
Number 3
Ben: Can you touch your arms?
Sally: Yes!
Number 4
Lisa: Can you touch your body?
Peter: Yes!
Number 5
Ben: Can you clap your hands?
Sally: Yes!
Number 6
Lisa: Can you touch your feet?
Sally: Yes!
Check answers by asking What number is: Can you
touch your legs? (1). Repeat with the other pictures.
Find Out! 1

activity quickly, ask them to draw strings on the
puppet.
Closing activities
you.
Answers:
Can you clap your hands? 5, Can you touch your head? 2,
Can you touch your feet? 6, Can you touch your legs? 1,
Can you touch your arms? 3, Can you touch your body? 4
Point to the dotted picture in the second activity and
ask Whats this? (the puppet). Then say Point to the
number 1. The children find and point to dot number 1
in the drawing.
Explain to the children that they need to complete the
puppet by drawing lines to join the dots 1-10. The
children work on their own to complete the drawing.
When the children have joined the dots, ask them to
colour their puppet.
Walk around the class to look at the childrens work.
When they have finished colouring, say Point to the
head. Signal to the class that they should point to
the puppets head. Repeat the instruction with the
other parts of the puppets body.
Find Out! 1
Extra activity: Lisa says ...

Show the class the flashcard of Lisa. Say Lisa says ...
clap your hands! Signal to the children that they
should clap their hands. Repeat with another action,
e.g.: Lisa says ... touch your arms! The children do
the action. Hide the flashcard behind your back and
say Touch your feet! Signal to the children that they
should do nothing.
Continue playing by giving different instructions
from the lesson to the children. The children do
the actions when you say Lisa says , or do
nothing when you dont. When the children are
ready, begin to give the instructions without the
flashcard.
Unit 4
page 7
4 The body

children.
Lesson 3
Make an action chain
Learning objectives
Key language
Main activities
Make an action chain
Play the game
Materials
Flashcards: head, body, arms, legs, hands, feet, eggs
Word cards: head, body, arms, legs, hands, feet
Scissors
CD 1 and CD 2
Opening activities
Hold up the flashcard of the eggs, but dont let the
(tomatoes), please?
on the board.
Main activities
Unit 4
page 8
Stick the hands flashcard on the board and prompt

the class to tell you the body word. Say Clap your
hands two times! Do the action with the class.
Stick a second body flashcard on the board (legs),
and prompt the class to tell you the body word. Then
say Touch your (legs) two times! Demonstrate to the
class how you want them to first clap their hands two
times, and then touch their legs two times. Do each
action as rhythmically as possible and encourage the
children to join in. Repeat the actions several times.
Finally, stick a third body flashcard on the board and
elicit the new body word. Say the action, e.g. Touch
your feet (four) times! and then prompt the class to
add the new action to the chain. The class does the
three actions as rhythmically as possible several times.
Create a new action chain with the remaining body
flashcards.
pages 29 and 69)
the board and show the children the scissors icon below
to Lesson 3 on the page. Explain (in L1 if necessary) that
they are going to make some mini-flashcards of parts
of the body. Then say Go to page 69 in your books.
on the desk in front of them. Say Lets sing The body
song. Explain to the children that when they hear a
part of the body in the song, they should point to that
mini-flashcard.
Play CD 2 (Track 2). The children sing the song and
point to the mini-flashcards for each verse.
Option: Play the karaoke version of The body song
on CD 2 (Track 4). The children sing along with the
music and hold up their mini-flashcards as they
appear in the song.
Stage 1
Place a set of mini-flashcards face down on the table
in front of you. Then ask the children to stand up and
say Listen! Can you do two actions?
Find Out! 1
Pick up two of the mini-flashcards and ask the

children if they can do two actions with the parts of
the body shown on the cards, e.g. Can you (touch
your head) and (clap your hands)?
The children listen and try to do the two actions at
the same time. They answer Yes or No.
Place the flashcards back on the table and pick up
another two. Ask the children to do two new actions with
the parts of the body shown on these cards. Encourage
them to do the two actions simultaneously.
Stage 2
Ask a confident child to come to the front of the class
and pick up two flashcards. Prompt the child to ask
the rest of the class the question. Once more, the
class listens and attempts to do the two actions
simultaneously. Repeat with different children.
Stage 3
play the game.
around the class supporting and praising their efforts.
Option: Play another game with the mini-flashcards. A
list of language games using the mini-flashcards can be
found in the Mini-flashcard Games Bank on page xvi.

Extra activity: Whats missing?
Organise the class into pairs and ask the children to
place one set of mini-flashcards face up on the table
in front of them. Then ask one child to cover their
eyes whilst their partner removes one of the cards.
When their partner has removed a card, the first child
looks and says what it is. The children take it in turns
to remove and guess the mini-flashcards.
Closing activities


Find Out! 1
Unit 4
page 9
4 The body
Lesson 4
Learning objectives
Identify and say words for physical activities
Find out about the importance of regular exercise
Key language
Main activities
Listen and point
Listen and number
Materials
Flashcard: pears
Pupils Book page 30
CD 1 and CD 2
Opening activities
Hold up the flashcard of the pears, but dont let the
(tomatoes), please?
on the board.
Main activities
Say Lets do some exercise! Repeat the sentence in
L1 if necessary.
Explain to the children that before they do any
exercise, they should always warm up.
Say Stand up! Stretch your arms! Stretch your arms
in the air and encourage the children to do the same.
Then say Bend your legs! Bend one leg at the knee.
Then bend the other. The children copy you.
Say Stretch your body! Stretch first to one side and
then the other. Once again the children copy you.
And finally, say Touch your feet! The children do the
action. Repeat several times.
Ask the class Are you ready to do some exercise now?
Run on the spot and say Lets run! Signal to the
children that you want them to run with you.
Unit 4
page 10
Then mime swimming and say Lets swim! Once

more, signal to the children that you want them to do
the action with you.
Repeat with Lets play football!, and Lets ride a bike!
When the class is ready, give the instruction without
the corresponding action The children listen and do
the action.
If the children need more support, do the actions with
them once again.
Ask the children to sit down. Invite one child to the
front of the class. Say Run! Prompt the class to
repeat Run! The child at the front mimes running.
Invite a different child to the front of the class and
repeat the procedure for Swim! Then continue with
different children for Play football! and Ride a bike!
and repeat the words for the four different forms of
exercise as they hear them.
CD2
Exercise
Adult:
Children:
Adult:
Children:
Adult:
Children:
Adult:
Children:
run
run
swim
swim
play football
play football
ride a bike
ride a bike

the lesson: exercise.
who didnt catch the word exercise in the first
listening have the opportunity to hear it.
CD2
Lets find out!

Lets find out!
Lets find out about ... exercise!
Point to the photos in the first activity and say Listen
and point to the activities. Play CD 2 (Track 7). The
children listen and point to the different forms of
exercise pictured in their books. Prompt the children
to say Lets (swim)! etc., each time.
Find Out! 1
Check answers by asking Whats number 1? (Lets

ride a bike.) Repeat with the other pictures.
Answers:
1 Lets ride a bike! 2 Lets swim!, 3 Lets run!, 4 Lets
play football!
Finally, ask the children to choose two pictures that
show activities they want to do. Ask them to colour
the frames of these two pictures. When they have
finished, ask them to hold up their books so that
everyone can see the coloured frames and then, as a
class, say Exercise is good for you! Praise the
children for their work.
quickly, ask them to count all the children they can
see on page 30 and write the number on the page.
Closing activities
CD2
Lets find out about exercise! Listen and

point

Number 1. Lets swim!
Number 2. Lets ride a bike!
Number 3. Lets run!
Number 4. Lets play football!
Point to the pictures of the children in the second
activity and say Look at the children. Theyre doing
exercise! Point to each picture in turn and say the
activity with the children.
Say Now listen and number the pictures in order.
Play CD 2 (Track 8). The children listen and number
the pictures in the order they hear them.
CD2
Listen and number
Number 1: Exercise is good for you! Lets ride a bike!

Number 2: Exercise is good for you! Lets swim!
Number 3: Exercise is good for you! Lets run!
Number 4. Exercise is good for you! Lets play
football!

Extra activity: Musical statues
Explain to the children that you are going to play
some music, and that while the music is playing they
have to do one of the actions. As soon as the music
stops, however, the children have to stay completely
still, like a statue. The children remain frozen in their
positions until you play the music once more. Ask the
children to stand up and say Run! Play the music.
The children run on the spot until you stop the music.
Repeat with the different actions: swim, ride a bike,
play football, clap your hands, etc.

Tip: Use the pause button between each sentence.

Find Out! 1
Unit 4
page 11
4 The body
Lesson 5
Learning objectives
Learn the song Exercise is good for you!
Key language
Exercise is fun!
Main activities
Listen to the song Exercise is good for you! and
point
Draw
Materials
cheese
Word cards: head, body, arms, legs, hand feet
Pupils Book page 31
CD 1 and CD 2
Magazines, scissors, glue and a large sheet of
paper (optional)
Opening activities
Hold up the cheese flashcard, but dont let the
(tomatoes), please?
on the board.
Main activities
Mime running on the spot and say Lets ... ? Prompt
the children to say the action. Repeat the phrase
Lets run! and signal to the class that you want them
to stand up and do the action with you.
Mime swimming and say Lets ... ? Once again the
children say the exercise (swim). Say Lets swim!
again and encourage the class to mime the action
with you. Repeat the procedure with Lets play
football! and Lets ride a bike!
Unit 4
page 12
Ask a confident pupil to suggest one of the activities.

Prompt them to say Lets (play football)! The rest of
the class listens and mimes the activity.
Choose another child to suggest an activity. The rest
of the class, once again, mimes doing the suggested
exercise. Repeat the procedure with different pupils.
Finally, ask Is exercise good for you? (yes).
Listen to the song Exercise is good for you! and point
Ask a child Can you run? Then invite them to come to
the front of the class and do the action.
Ask another child Can you ride a bike? Once again,
invite the child to come to the front of the class,
stand next to the child who can run, and mime the
action.
Repeat the procedure with Can you swim? and Can
you play football?
Say Lets listen to the song Exercise is good for
you! and point. Ask the four children at the front to
mime their actions, and then play CD 2 (Track 9). As
the class listens, point to the children doing the
actions in turn.
Ask the whole class to stand up and play the CD a
second time. This time the children listen to the
song and mime the actions with you.
CD2

Exercise is fun!
Lets run!
Lets ride a bike!
Its fun, fun, fun!
Exercise is fun!
Lets swim!
Lets play football!
Its fun, fun, fun!
Point to the first picture in the first activity and say
Lets ... ? Prompt the class to tell you the two forms
of exercise in the picture (run, ride a bike).
Repeat with the second picture (swim, play football).
Then ask the children to colour the bike in the first
picture and the football in the second.
When the children have finished colouring, say Lets
sing the song Exercise is good for you! and point to
the pictures. Play CD 2 (Track 9). The children join in
with the song and point to the pictures of the
different types of exercise in their books.
Stick the flashcards on the board.
Find Out! 1

Extra activity: Make an exercise poster!
Give out some magazines that you have brought with
you to the class and ask the children to cut out
pictures of people doing different forms of exercise.
Stick these onto a large sheet of paper. The children
can arrange the pictures randomly, or in groups
showing the same exercise. The children can also
draw pictures of themselves doing exercise to add to
the poster. When the poster is finished, hang it up in
the classroom. Use it to revise forms of exercise and
the parts of the body.
Draw (PB page 31)
Point to the empty picture frame in the second
activity on page 31 and say Look! Draw you (point to
the children) doing some exercise. Repeat the
instruction in L1 if necessary.
As the children are drawing, move around the class
and monitor their work.
Finally, ask the children to show their drawing to a
classmate and say, e.g. Lets (play football)!
activity quickly, ask them to add more detail to their
pictures, e.g. to show where they do their exercise.
Closing activities
Group project: Class experiment

Explain to the children that they are going to do an
experiment. Ask them to place their hands on the
lower part of their chests and count the number of
movements upwards (breaths) that they make in 30
seconds. Record the different number of breaths on
the board.
Then say Lets run! With the class, run on the spot
for one minute. (Children who suffer from asthma
or have other health problems should not attempt
this.)
Immediately afterwards, ask the children to place
their hands back on their chests and count the
number of movements (breaths) they make in 30
seconds. Write this second set of numbers on the
board.
Discuss with the class in L1 why the second set of
numbers is higher than the first.
Explain in simple terms that during exercise we need
more energy. We breathe in more oxygen and the
heart pumps it in blood to the muscles. Thats why
we breathe faster.
Tell the children that its very important to exercise
regularly to have a strong, healthy body.

Find Out! 1

Unit 4
page 13
4 The body
Lesson 6
Learning objectives
Key language
Exercise is fun!
Main activities
Sing the song Exercise is good for you!
Listen to the story
Look and number
Draw
Materials
Flashcard: tomatoes
Story cards for Unit 4: Lets play!
CD 1 and CD 2

CD2
10
Its story time!

Its story time!
Hold up the first story card and ask Where are Ben
and Lisa? (in the garden). Then point to Lisa and say
in English or L1 Lisas got an idea. Encourage the
children to tell you in L1 what they think Lisas idea is
and what is going to happen next in the story. Praise
their ideas and say Lets listen and find out. Either
tell the story yourself (by reading the text on the back
of each story card) or play CD 2 (Track 11). Hold up
each story card as you do so.
next story card.
CD2
11
Opening activities
Hold up the flashcard of the tomatoes, but dont let the
(tomatoes), please?
on the board.
Main activities
Sing the song Exercise is good for you!
Say Lets sing the song Exercise is good for you! Ask
the class to stand up.
sing the song and do the actions. Support the class
by miming the different types of exercise with them
as they appear in the song.
Option: Play the karaoke version of the song Exercise
is good for you! on CD 2 (Track 13). The children sing
along and move/clap their hands to the music.
Unit 4
page 14
Its story time!
Lets play!
Frame 1
Narrator: Ben, Lisa, Peter and Sally are in the
garden.
Lisa:
Lets do some exercise, Ben.
Ben:
OK! Exercise is good for you.
Frame 2
Lisa:
Ben:
Can you touch your arms? Can you touch

your feet?
No. Ahh!
Frame 3
Lisa:
Ben:
Can you swim?

No!
Frame 4
Lisa:
Ben:
Can you ride a bike?

No. Whooah!
Frame 5
Lisa:
Ben:
Can you play football?

Yes! Peter! Sally! Lets play football!
Frame 6
Peter:
Sally:
Great idea, Ben. Exercise is good for you!

Yes! And its fun.

Frame 1
Lisa says Lets do some ... ? (exercise)
Does Ben say yes or no? (yes)
Find Out! 1
Frame 2
Can Ben touch his arms and his feet? (no)
Frame 3
Can Ben swim? (no)
Frame 4
Can Ben ride a bike? (no)
Frame 5
Can Ben play football? (yes)
Frame 6
Is Ben happy now? (yes)
Exercise is ... ? (good for you / fun)
picture 1. Explain to the class that they should point to
the different pictures as they listen to the story.
Play CD 2 (Track 11) and encourage the children to join
in with the sound effects and key phrases.
Point to the first activity and say Look at the
exercise. Draw attention to the number 1 in the box
beside the second picture. Say Can you ... ? Prompt
the children to respond (touch your head and arms).
Find Out! 1
Repeat with the other three pictures. Ask the children

to think about the story and number the pictures in
the correct order.
When the children have finished, check their
answers by asking Whats number 1? Can you ... ?
The children respond (touch your head and arms).
Repeat with the other pictures.
Answers:
1 Can you touch your head and arms?
2 Can you swim?
3 Can you ride a bike?
4 Can you play football?
Draw (PB page 33)
Point to the picture of Ben in the second activity
and say Look at Ben. Ben wants to play football
with his friends. Repeat the sentence in L1, if
necessary.
Then point to Lisa, Sally and Peter and say Here are
Lisa, Sally and Peter. Draw Bens path to his friends.
Hold your book up and demonstrate drawing his path
with your finger.
The children work on their own to draw Bens path
through the maze. Ask them to raise their books
when they have finished, follow the path with their
finger and say Lets play football!
the activity quickly, ask them to colour Bens path
through the maze in their favourite colour.
Unit 4
page 15
Closing activities
Unit 4
page 16
Extra activity: Act out the story!

will play: the narrator, Sally, Peter, Ben or Lisa. Play

Find Out! 1
4 The body
Lesson 7
Learning objectives
Say a chant to practise the sound /f/
Make an exercise cut-out and talk about it
Key language
Main activities
Find and count the footballs
Listen and say
on. Draw
Sing The body song with the cut-out
Show and tell
Materials
Flashcard: chicken
CD 1 and CD 2
Scissors
Illustrated body stickers
A completed exercise cut-out
Opening activities
Hold up the flashcard of the chicken, but dont let the
(tomatoes), please?
on the board.
Main activities
Point to Lisa in frame number 2 and say Can you touch
your head? Encourage the children to repeat the
phrase. Then point to frame number 3 and say Can you
swim? Once again the children repeat the question.
Repeat the procedure with the actions in frames 4 and
5, Can you ride a bike? and Can you play football?
Find Out! 1

language.
Find and count the footballs (PB page 32)
Say Can you find the footballs in the story? Prompt
the class to look at the story in their Pupils Book and
find the black-and-white footballs that have been
point to the footballs and say Here! when they find
Answers:
There are three black-and-white footballs hidden in
frames 1, 3 and 6.
Ben and his friends. Theyre playing football.
Repeat the word football. Exaggerate your mouth
sound /f/ is formed. The children repeat the word.
CD2
12
Can you say ... ? chant
Lisa:
Adult:
Children:
Adult:
Children:
Adult:
Children:
Can you say ... four friends play football?

football
football
Four friends play football.
Four friends play football.

more time.
holding a completed exercise cut-out. Say Lets make
the exercise cut-out.
Say Cut out the page and write your name here
(point to My name is ________ on the cut-out). The
children cut out the page and write their name in the
space.
them to find the page in their books. Say Put the
body stickers on the cut-out. The children stick the
six body stickers onto the cut-out, where indicated.
Finally, point to the two white circles in the picture
Unit 4
page 17
and say Now draw you doing exercise. The children

draw themselves in one of the white circles in the
picture, doing an exercise from this unit.
classmates their cut-out. Prompt them to point to
their drawing of themselves and say Lets (play
football)!
activity quickly, ask them to draw a friend doing an
exercise in the other white circle in their picture.
Sing The body song with the cut-out
Ask the children to hold up their cut-outs and sing The
body song. Play CD 2 (Track 2). The children sing and
point to the different parts of the body shown in their
cut-outs, as they are mentioned in the song.
Option: Play the song Exercise is good for you! on CD
2 (Track 9). The children join in with the song and
point to the different forms of exercise in their cutouts, as they hear them mentioned.
Show and tell
Ask the children to show their cut-out to a classmate.
Encourage them to point to a person doing an action
on their cut-out and ask their classmate Can you
(run)?, etc. They respond Yes or No.
Unit 4
page 18

carers.
Closing activities
you.
Find Out! 1
Extra activity: I spy!

Explain to the class that they are going to play a
game with their cut-outs which starts with the rhyme
I spy with my little eye ... . Tell them that the same
rhyme exists in their language.
In this variation of the game, however, you will say
the rhyme out loud and then mouth the key word
silently, e.g. I spy with my little eye ... some (legs),
etc.
The children look at the movement of your mouth
and try to guess the word that you are saying. The
word chosen should be illustrated in the cut-out. If
the children cant guess the word at first, gradually
increase the volume of your voice until you are
whispering, and then saying the word. The children
raise their hands to tell you the word. Repeat with
other key vocabulary from this unit (head, body,
arms, hands, feet, run, swim, play football, ride a
bike).
Find Out! 1
Unit 4
page 19
4 The body
Lesson 8
Learning objectives
Review what children have learnt in this unit
Key language
Main activities
Play a team game
Listen and match
Dictionary
The children in that team raise their hands. Choose a

child from the team to make a guess. If the child
guesses correctly they win the flashcard for their
team. If they guess incorrectly, however, the other
team has their turn at guessing the part of the body.
If neither team guesses correctly, put the flashcard
down and choose another.
The two teams take it in turns to guess the body
flashcards. The team that has guessed the most
flashcards correctly at the end of the game is the
winner.
Finally, hold up each flashcard in turn and prompt the
to the first activity and say Look at the puppet. Listen
and number the parts of the body in order. Play CD 2
(Track 14). The children listen and number the parts
of the puppets body in the order they hear them.
CD2
Materials
Flashcards: Ben, Lisa, head, body, arms, legs,
hands, feet, bananas
Word cards: head, body, arms, legs, hands, feet
Dictionary
CD 1 and CD 2
Opening activities
Hold up the flashcard of the bananas, but dont let the
(tomatoes), please?
on the board.
14
Listen and number
Number 1
Puppet: Can you touch your head?
Number 2
Puppet: Can you clap your hands?
Number 3
Puppet: Can you touch your feet?
Number 4
Puppet: Can you touch your arms?
Number 5
Puppet: Can you touch your legs?
Number 6
Puppet: Can you touch your body?
Ask the class Whats number 1? Listen to the answer,
point to the flashcard and say Yes, Head. Can you
touch your head? Continue with the other answers.
Answers:
1 head, 2 hands, 3 feet, 4 arms, 5 legs, 6 body
Main activities
Ask the children to point to the outline of the word

head. Hold up your book and demonstrate tracing the
word with your finger. Ask the children to trace this,
and the other five words. Walk around the class to
offer support, if necessary.
Play a team game
Listen and match (PB page 35)
Divide the class into two groups. One group is Bens

team and the other is Lisas. Stick the flashcard of
Ben on one side of the board, and the flashcard of
Lisa on the other side.
Hold up one of the body flashcards so that the
children cant see what it is and tell them that its a
part of the body. Ask one of the teams Whats this?
Point to the pictures in the second activity and say

the words for the different forms of exercise with the
class.
Say Lets listen to Peter and Sally. Play CD 2 (Track
15) and listen to number 1. Pause the CD and say
Peter says ... ? (Lets play football). Show the
children the line from the picture of Peter in the
Unit 4
page 20
Find Out! 1
centre of the second activity, to the football.

Play the CD again. The children listen and match the
other three activities with Peter or Sally.
CD2
15
Listen and match
Number 1
Peter: Exercise is good for you. Lets play football!
Number 2
Sally: Exercise is fun. Lets swim!
Number 3
Peter: Exercise is fun. Lets run!
Number 4
Sally: Exercise is good for you. Lets ride a bike!
Check answers by asking Peter says ... ? (Lets play
football, run). Sally says Lets ... ? (Lets swim, ride a
bike).
right-hand corner of the page. Encourage children to
colour the first face if they think they have done very
well, the second face if they think they have done
well, and the third face if they think they have done
OK.
Find Out! 1

(PB page 55)
children.
for this unit.
Say Its a big cheese! Point to the first body word and
say Look! Hands. The children read the word. Then
point to the hole above the word and say Put the
sticker of the hands here. The children put the
correct sticker on the hole above the word. They then
read and put the other body stickers on the Big
Cheese Picture Dictionary.
Unit 4
page 21


(pages 2 and 3). Can they see three types of exercise
in the picture? (Answers: run, ride a bike, play
football.)
Closing activities

To evaluate childrens spoken language in this unit,
use the exercise cut-out to generate speech. Here are
some ideas:
Say the word for a part of the body and ask
children to point to the corresponding sticker on
the cut-out.
Point to a body sticker on the cut-out and ask
children to say the word.
Ask Can you touch your (head)? The children do
the action.
Prompt the children to ask you questions with Can
you ... ?, e.g. Can you (ride a bike)? Listen and do
the action.
Ask the children to point to different activities in
the cut-out and make suggestions, e.g. Lets (play
football)!


Ask the children to open their Pupils Books at page 55.
piece of paper. Hold up your Pupils Book and point to
the covered word and its sticker. Ask Whats this? The
children remember and say the word. Repeat with
several other stickers and their words on the page.
Each time, prompt the children to say the correct word
with you. Then organise the class into pairs.
pairs.
Unit 4
page 22
Find Out! 1
Name:
Class:

Draw.
page 23
OT
Unit 4
PH
OC
OP
IA
BL
Draw the parts of the body.

Point to and name the different parts of the body.
Name:
Class:

Draw.
PH
OT
Draw the missing object in each picture.

Point to and name each activity.
BL
IA
OP
OC
Unit 4
page 24
Name:
Class:

Write and colour.
body
body
feet
legs
hands
head
2
arms
Unit 4
page 25
PH
OT
OC
OP
IA
BL
Write the words and colour the picture.
Name:
Class:

Trace and draw.
1
Lets run.
Lets ride a bike.

3
Lets play football.
Lets swim.
PH
OT
Trace the words and draw the missing exercise.
BL
IA
OP
OC
Unit 4
page 26

Listening
Writing (optional)

and Peter saying the actions they can do. The pupils
number the action that is mentioned each time.
Write The pupils label the different parts of the body.

CD2
Answers
1 head (example), 2 hands, 3 arms, 4 body, 5 feet,
6 legs
Listen and number
59
Narrator: Number 1
Sally: (example) Can you touch your head? Peter: Yes!
Narrator: Number 2
Peter: Can you clap your hands? Sally: Yes!
Narrator: Number 3
Sally: Can you touch your legs? Peter: Yes!
Narrator: Number 4
Peter: Can you touch your feet? Sally: Yes!
Narrator: Number 5
Sally: Can you touch your body? Peter: Yes!
Narrator: Number 6
Peter: Can you touch your arms? Sally: Yes!
sentences about exercise being good for you and
number the exercise that is mentioned each time. (2
points for each correct answer. Total 10 points)
CD2
Listen and number
60
Number 1
Exercise is good for you. Lets play football.
Number 2
Exercise is good for you. Lets swim.
Number 3
Exercise is good for you. Lets run.
Number 4
Exercise is good for you. Lets ride a bike.
Number 5
Exercise is good for you. Lets touch our feet.
Reading

Speaking (optional)
Vocabulary 1 Point to three of the key parts of the
body in part 1 of the speaking test and ask Whats
this? (head, body, arms, legs, hands, feet). (1 point
for each answer. Total 3 points)
Vocabulary 2 Point to two of the activities in part 2 of
the speaking test and ask What exercise is this?
(run, ride a bike, swim, play football). (1 point for
each exercise. Total 2 points)
the pupil Can you touch your head? The child says
Yes. Prompt the pupil to ask you four similar
questions with the different parts of the body. (1
point for each question. Total 4 points)
Sentences Point to one of the activities in part 2 of
the speaking test and say Lets Prompt the pupil to
finish the suggestion. Then prompt the pupil to make
similar suggestions for the other three activities. (1
point for each sentence. Total 4 points)
prompt the pupil to say the rhyme Four friends play
football. (1 point for the pronunciation of individual
points)
Read and match The pupils read the body words and
draw a line from the word to the matching part of the
body. (1 point for each correct answer. Total 5
points)


20 points.
1
arms
hands
head
body
feet
legs
Find Out! 1
Unit 4
page 27
Name:
Class:
Test
CD2
59
Listen and number.
5
CD2
60
Listen and number.
OT
PH
E
BL
IA
OP
OC
10
Unit 4
page 28
Name:
Class:
Test
Read and match.
1
arms
hands
head
body
feet
legs
5
Write.
1
head
Unit 4
page 29
PH
OT
OC
OP
IA
BL
Name:
Class:
Test
Part 1
Part 2
OT
PH
E
BL
IA
OP
OC
15
Unit 4
page 30
Name:
Class:
Colour.
I can ...
1 name the parts of the body

4 name different types of exercise
7 say the chant
2 sing the songs

5 suggest doing an exercise

BL
IA
OP
Unit 4
page 31
OC
OT
PH
Answer Key
Activity Book
Activity 1 p. 23
1 hands, 2 head, 3 body, 4 arms, 5 legs, 6 feet
Draw.
1a head, 2d body, 3b hand, 4c leg
2 hidden cheeses
Draw.
1 play football (ball), 2 run (trainers), 3 swim (goggles),
4 ride a bike (wheel)
Activity 2 p. 24
1 feet, 2 body, 3 head, 4 arms, 5 hands, 6 legs
2 hidden cheeses
Activity 3 p. 25
hands, head and body
arms, legs and feet
Write and colour.

1 body, 2 head, 3 hands, 4 arms, 5 feet, 6 legs
1 hidden cheese
Trace and draw.

Children trace the words and draw a child swimming in
picture 4.
Activity 4 p. 26
1 b, 2 d, 3 c, 4 a
1 hidden cheese
Activity 5 p. 27
1 run, 2 ride a bike, 3 swim, 4 play football
1 hidden cheese
Activity 6 p. 28
1 b, 2 a, 3 d, 4 c
2 hidden cheeses
Activity 7 p. 29
1 play football, 2 run, 3 ride a bike, 4 swim, 5 head,
6 arms, 7 hands, 8 body, 9 legs, 10 feet
1 hidden cheese
Activity 8 p. 29
Unit 4
page 32
Find Out! 1
5 Pets
Learning objectives
routines
Learn how to ask about and express possession in
English
(TPR)
Practise making the sound /t/ by saying a chant
Follow instructions to make a pets cut-out and put
stickers on it
Use the cut-out to talk about pets
Key language
Vocabulary
Dog, cat, rabbit, tortoise, hamster, parrot
Box
Structures
Heres the (cat).
(Tortoises) eat (fruit and vegetables).
Receptive language
Whats in the bag/box?

Its heavy.
Sally and Peters friend
His names ... .
Teachers Notes
Unit Test
Answer Key
Find Out! 1
Wheres the (cat)?

Pet food
What do (cats) eat?
Lets have a race!
Are you ready? Go!
Carrots
Heres the prize!
Recycled language

Can you touch your (head)?
I can run.
Im hungry!
Tomatoes, apples
Numbers 1-10
Pronunciation
Sounds
Can you say ? chant: /t/ Tortoise eats ten
tomatoes
Stress and rhythm
The pets song
Respect animals and understand the importance of
looking after them properly
Show willingness to talk about themselves and
their pets
periods
Social science: Find out about the different foods
pets eat
page 2
pages 323
pages 2425
pages 2627
pages 2831
page 32
page 33
page 1

5
Unit
Dear Parent/Carer
Your child is about to start Unit 5 of their English course book Find Out! 1. The topic of this unit is pets.
In Unit 5 your child will be introduced to The pets song and the chant Ive got a rabbit.
The pets song
Ive got a rabbit
Ben:
Have you got a parrot?
Ive got a rabbit. Rabbits eat

vegetables and fruit.
Peter:
No, no, no.
Ive got a dog. Dogs eat meat.
Ben:
Have you got a dog?
Peter:
No, no, no.
Ive got a hamster. Hamsters eat

meat, fruit and vegetables.
Ive got a parrot. Parrots eat fruit
and seeds.
Ben:
Have you got a tortoise in your box?
Peter:
Yes, yes, yes! Ive got a tortoise in my box.
Lisa:
Have you got a hamster?
Sally:
No, no, no.
Lisa:
Have you got a cat?
Sally:
No, no, no.
Lisa:
Have you got a rabbit in your box?
Sally:
Yes, yes, yes! Ive got a rabbit in my box.
In addition, your child will: learn and say words for different pets; make and play a game with mini-flashcards;
learn how to ask about and express possession in English; listen to the story The race (Stories and Songs CD:
Track 18); practise making a specific sound by saying the chant Tortoise eats ten tomatoes; and make and
talk about a pets cut-out.
Yours
Class teacher
BL
IA
OP
OC
OT
PH
Unit 5
page 2
5 Pets
Lesson 1
Learning objectives
Learn a new song for the opening routine
Sing The pets song
Key language
Main activities
Play Whats in the bag/box?
Listen to The pets song and point to the
flashcards
Trace and colour the pets
number
Materials
Flashcards: dog, cat, rabbit, tortoise, hamster,
parrot, legs
Pupils Book page 36
CD 1 and CD 2
A bag or shoe box
Opening activities
Greet the class and encourage the children to say
Hello! to you.
Tell the children that they are going to learn a new
opening song to begin the lesson.
Point to the window and say Window. Point to the
window! Prompt the children to do the action.
Then point to the door and say Door. Point to the
door! Signal to the children that you want them to do
the same. Repeat the procedure with the board and
the floor.
Give the instructions again. The children listen and do
the actions with you.
do the actions. The children listen and do the actions
with you.
CD2
16
Opening song: Lets point! chant
Lets point to the window!

Lets point to the door!
Lets point to the board!
Lets point to the floor!
Find Out! 1

Hold up the legs flashcard, but dont let the children
see what it is. Say Its the word of the day. Its a
body word. Encourage the children to guess the part
of the body.
repeat the word. Then ask Can you touch your legs?
The children do the action.
Repeat the question with the children, and stick the
flashcard face down on the board.
Main activities
Play Whats in the bag/box?
Put the six pet flashcards inside a bag or, if you have
one, inside an old shoe box. Pierce the top of the box
several times to make breathing holes.
Show the bag/box to the class and say Uff! Look at
my bag/box. Its very heavy. Mime that it is very
heavy. Peep into it and say Whats in the bag/box? If
you are using a shoebox with holes in it, the children
will understand that there is an animal in there. If you
have the flashcards in your bag, make the sound of
one of the animals to help the children guess what
the contents are.
Listen to the childrens suggestions in L1 or English
and praise them for their ideas. Say Good idea. No, it
isnt a mouse. Yes, well done! Its a (rabbit).
When the children guess a pet, take it out of the
bag/box, stroke it and say Hello, (rabbit)! Stick the
flashcard on the board. Continue with the other pets
until all the flashcards are on the board.
Tip: If the children are having difficulty imagining
which animals are inside the bag/box, mime and
make the sound of the animal to help them.
Stick the pets flashcards on the board in the order
they appear on the CD (dog, cat, rabbit, tortoise,
hamster, parrot).
different pets as they are mentioned.
Say Now listen and repeat. Play CD 2 (Track 17)
again. Once again, point to the different flashcards on
the board and prompt the class to repeat the words
on the CD.
CD2
17
Pets word rap
dog
cat
rabbit
tortoise
hamster
parrot
[Repeat]
Unit 5
page 3
answer Yes or No, and then ask other children the

same question.
Repeat the question and answer routine with the
other pet flashcards, asking different children.
Say Now lets listen to the song and point to the
flashcards. Play CD 2 (Track 18) The children listen to
the song and point to the flashcards on the board.
CD2
18
The pets song
Ben:
Peter:
Ben:
Peter:
Ben:
Peter:
Have you got a parrot?

No, no, no.
Have you got a dog?
No, no, no.
Have you got a tortoise in your box?
Yes, yes, yes! Ive got a tortoise in my box.
Lisa:
Sally:
Lisa:
Sally:
Lisa:
Sally:
Have you got a hamster?

No, no, no.
Have you got a cat?
No, no, no.
Have you got a rabbit in your box?
Yes, yes, yes! Ive got a rabbit in my box.

Point to the flashcards of the six pets in turn and
prompt the children to say the words. If the class
needs more support, give them the first sound of
each word, or mouth the word in an exaggerated
manner.
Say Close your eyes! Do the action to convey the
meaning and signal to the class that they should also
put their heads down on their desks to avoid any
peeking.
Remove one of the pet flashcards and then say Open
your eyes! The children open their eyes. Hold up the
flashcard that you have removed from the board,
without letting the class see the picture, and say Ive
got a ... ?
Signal to the children that they should look at the
flashcards on the board and try to identify the
missing pet. Prompt the children to say the word in
English. Once again, support the children by giving
them the first sound of each word, or by mouthing
the word in an exaggerated manner.
Repeat the procedure several times, removing a
different pet flashcard each time.
Listen to The pets song and point to the flashcards
Organise the pet flashcards on the board so that they
are in the same order as the song (parrot, dog,
tortoise, hamster, cat, rabbit).
Point to the picture of the parrot and ask a confident
child (Teresa), have you got a parrot? Repeat the
question in L1 if necessary. Encourage the child to
Unit 5
page 4

Say Point to the (parrot). The children point to the
picture. Repeat with the other pets on the page.
Say Look at Ben and Lisa. Encourage the children to
tell you that Ben and Lisa are trying to guess Sally
and Peters pets.
Point to the drawing of Sally and say Look! Sallys
got a box. Whats in the box? (a rabbit).
Then point to the drawing of Peter and say Look!
Peters got a box. Whats in the box? (a tortoise).
pictures. Play the CD again. The children sing the song
and point to the pictures of the pets in their books.
Trace and colour the pets (PB page 36)
Ask the children to trace and colour the different pets
in their books. As the children are working, walk
around the class and comment on their work. Point to
the different animals and ask Whats this? Encourage
the children to say the words for the pets.
new/recycled vocabulary related to the topic of pets,
ask them if they can think of any more words for pets
they might have at home. Praise all logical answers.
already be familiar with for pets, to help extend their
range of vocabulary.
1 fish
2 turtle
Find Out! 1
3 guinea pig
4 lizard
5 mouse
6 snake
number (PB page 36)
Answer:
6
pawprints.
Find Out! 1
Closing activities
Extra activity: Magic pets!
Hold up your pencil and tell the class that it is a
magic wand. Explain that you are going to change
them all into different pets, but when you say Magic
pets! they must all stand completely still. Ask the
children to stand up. Wave your wand and say One,
two, three ... be a cat! Encourage the children to
mime being a cat and make the noise. Wave your
wand again and say Magic pets! The children freeze
in their positions. Wave your wand once more and
say One, two, three ... be a parrot! The children do
the new action. Continue with the dog, rabbit,
tortoise and hamster.
Unit 5
page 5
5 Pets
Lesson 2
Learning objectives
Learn a new song for the closing routine
Key language
Main activities
Play Guess the pet!
Sing The pets song in groups
Listen and tick
Find and colour
Materials
parrot, hands
Pupils Book page 37
CD 2
Opening activities
Hello! to you.
Point to the window and say Point to the window!
Signal to the children that they should do the action.
Then point to the door and say Point to the door!
Prompt the children to do the same. Repeat the
procedure with the board and the floor.
Repeat the instructions again without doing the
actions. The children listen and do the actions on
their own.
encourage the children to say the words and do the
Hold up the hands flashcard, but dont let the
Its a body word. Encourage the children to guess the
part of the body.
repeat the word. Then ask Can you clap your hands?
Repeat the question with the children, and stick the
flashcard face down on the board.
Main activities
Play Guess the pet!
Hold up one of the pet flashcards so that the children
cant see what it is, and say Ive got a pet!
Flash the card to the children. The children should only
see the picture for a split second. Ask them to raise
Unit 5
page 6
their hands when they think they know what the picture
is. Flash the card a second and third time, if necessary.
Choose a child to tell you the name of the pet. Then
say Yes, Ive got a (cat).
Show the children the card and ask different children
Have you got a (cat)? The children answer Yes or No.
Stick the card onto the board and repeat the
procedure with the other flashcards.
Sing The pets song in groups
Order the flashcards on the board as they appear in
the song (parrot, dog, tortoise, hamster, cat, rabbit).
Point to each card, say the word and ask the children
to repeat it.
Divide the class into four groups: group 1 Ben, group
2 Peter, group 3 Lisa, and group 4 Sally.
Say Lets sing The pets song again. Play CD 2 (Track
18) and encourage each group to sing along with their
character. Support the children by pointing to the pets
on the board as they are mentioned in the song.
Listen and tick (PB page 37)
Keep the flahscards on the board. Say Open your
show the children the page. Point to Andy in the
picture and say This is Sally and Peters friend. His
names Andy.
Explain to the children that Andy has got a lot of pets.
Point the pet pictures in turn and ask Whats this?
Encourage the children to tell you.
Draw a tick on the board and say Listen and tick the
pets that Andy has got. Repeat the instruction in L1,
if necessary.
Play CD 2 (Track 19). The children listen and put a tick
next to each of Andys pets.
CD2
19
Listen and tick
Number 1
Sally: Hello Andy. Have you got a hamster?
Andy: Yes!
Sally: Wow!
Number 2
Peter: Hello Andy. Have you got a rabbit?
Andy: No!
Peter: Oh!
Number 3
Sally: Hello Andy. Have you got a dog?
Andy: Yes!
Sally: Wow!
Number 4
Peter: Hello Andy. Have you got a parrot?
Andy: Yes!
Peter: Wow!
Find Out! 1
As the children are colouring, walk around the class

and comment on their work.
Finally, ask the children What colours the parrot?
(green and yellow), etc.
activity quickly, ask them to colour the background of
the garden.
Closing activities
Number 5
Sally: Hello Andy. Have you got a cat?
Andy: Yes!
Sally: Wow!
Number 6
Peter: Hello Andy. Have you got a tortoise?
Andy: No!
Peter: Oh!
Check answers by asking What pets has Andy got? (a
hamster, a dog, a parrot, a cat).
Answers:
1 hamster 3, 2 rabbit 7, 3 dog 3, 4 parrot 3, 5 cat 3,
6 tortoise 7
Find and colour (PB page 37)
Point to the second activity on page 37 and say Look.
The pets are in the garden.
Hold up your book and say Find the parrot. Point to
the parrot and encourage the children to point to the
parrot in their books. Repeat the procedure with the
other pets (dog, cat, rabbit, tortoise and hamster).
Note: Each animal has a grey dot on its outlined parts.
Point to the parrot and say Colour the parrot green
and yellow. The children follow your instructions.
When they have finished, give them instructions to
colour another pet in different colours. Continue until
all the pets are coloured.
Find Out! 1
Tell the children that they are going to learn a new

closing song to sing at the end of the lesson.
Hold up the palm of your hand as if you were a
policeman stopping the traffic and say Its time to
stop! Encourage the children to copy you.
Say Lets listen to the closing song and do the
actions. Ask the children to stand up and then play
CD 2 (Track 20). Encourage the children to dance to
the music and join in with the actions.
CD2
20
Closing song: Its time to stop!
Its time to stop! (hold up the palm of your hand)

Its the end of the lesson.
Its time to stop! (hold up the palm of your hand)
See you next time! (wave goodbye)
Wave and say See you next time! as you leave the
class. Encourage them to wave back and say the
same to you.
Extra activity: Class survey
Find out how many children in the class have got
pets. Stick the pet flashcards on the board. Point to
the first flashcard and ask Have you got a (dog)?
Signal to the children that they should raise their
hands if they have. Count the children who put up
their hands and write the number on the board next
to the pet card. Say the numbers above 10 in English.
The children who know these numbers can join in.
Repeat with the other pet flashcards.
Option: Before asking each question, ask the

children to predict how many of them are going to
put their hands up. Write the number on the board
and say it in English. Count the children and compare
the prediction with the result.
Unit 5
page 7
5 Pets
Lesson 3
Learning objectives
Key language
Main activities
Play Guess the pet!
Play the game
Materials
parrot, feet
Word cards: dog, cat, rabbit, tortoise, hamster,
parrot
Scissors
CD 2
Opening activities
Hello! to you.
Say Point to the window! Signal to the children that
they should do the action. Repeat the instruction with
the door, the board and the floor. The children do the
actions.
Say Lets sing the opening song! Play CD 2 (Track 16)
and encourage the children to say the words and do
the corresponding actions with you.
Hold up the feet flashcard, but dont let the children
of the body.
repeat the word. Then ask Can you touch your feet?
Finally, repeat the question with the children and
stick the flashcard face down on the board.
Main activities
Unit 5
page 8
children.
Play Guess the pet!
Hold a pet flashcard in front of you so that the class
can see it, but you cant. Then say to the class This is
your pet.
Explain to the children that they should mime the pet
that theyve got. The class mimes the pet on the
flashcard.
Watch the children doing the mime and then ask
Have you got a (dog)? The children answer Yes or
No. To make it more entertaining, deliberately find it
difficult to guess which pet they have got. Repeat
with different flashcards.
Finally, hold up each flashcard in turn and ask Have
you got a (dog)? The children listen and respond Yes
or No.
pages 37 and 73)
on the board and show the children the scissors icon
necessary) that they are going to make some miniflashcards of pets. Then say Go to page 73 in your
books.
on the desk in front of them. Say Lets sing The pets
song. Explain to the children that when they hear the
word for a pet in the song, they should point to that
particular mini-flashcard. Play CD 2 (Track 18). The
children sing the song and point to the different miniflashcards as they hear them mentioned in the song.
Option: Play the karaoke version of the The pets
song on CD 2 (Track 21). The children sing along with
the music and hold up their mini-flashcards as they
appear in the song.
Find Out! 1

page xvi.
Stage 1
Ask a confident child to hold up one of their pet miniflashcards so that only they can see the picture. Ask
them Have you got a (cat)? The child answers Yes or
No. Repeat the question until you manage to guess
the pet card.
Ask the same child to take another card. This time,
however, prompt different children in the class to ask
a question, e.g. Have you got a (dog)? Prompt
different members of the class to ask a question until
one of them guesses the pet on the card.
Closing activities
Stage 2
Ask two children to come to the front of the class with
their mini-flashcards. The children place their miniflashcards face down on the table in front of them.
Each child should then pick up their top card and
hold it so that their partner cant see it. The first child
starts by asking their partner, e.g. Have you got a
(parrot)? If they guess correctly they win the card.
Their partner then picks up a second card and they
have another go. If they guess incorrectly, however,
the other child has their turn.
Stage 3
play the game. The children continue taking turns
until one child manages to guess and win all six
flashcards.
around the class supporting and praising their efforts.
Find Out! 1

and choose one of the children to tell you the word.
When a child guesses correctly, turn the card over
and show it to the class.
Say Its time to stop! Signal to the children that they

should stop what they are doing.
Say Lets sing the closing song. Ask the children to
stand up and then play CD 2 (Track 20). Encourage
the children to sing along and join in with the actions.
same to you.
Unit 5
page 9
Extra activity: Partners

Ask the children to choose one of their pet miniflashcards and hold it against their chest without
anyone else seeing what it is. Explain that they are
going to try and find another child in the class whos
got the same pet. Ask five children to stand up and
come to the front of the class with their cards. Each
child shows you their card and quietly tells you their
pet. Remind them how to ask the question Have you
got a ... ? Then ask the five children to move around
the class asking different children the question. Their
classmates answer No if they are holding a different
card, and Yes if they are holding the same one. When
the children find a classmate with the same card they
raise their hands and say Here! Repeat the activity
with another five children.

Unit 5
page 10
Find Out! 1
5 Pets
Lesson 4
Learning objectives
Identify and say words for different pet foods
Find out about what pets eat
Key language
Main activities
Play Yes or no?
Listen and point
Match
Materials
Flashcards: seeds, fruit, vegetables, meat, arms
Pupils Book page 38
CD 2
Opening activities
Hello! to you.
Hold up the arms flashcard, but dont let the children
of the body.
repeat the word. Then ask Can you touch your arms?
Main activities
CD2
22
Pet food
Adult:
Children:
Adult:
Children:
Adult:
Children:
Adult:
Children:
meat
meat
fruit
fruit
vegetables
vegetables
seeds
seeds
Point to the seeds flashcard and say Seeds. Nod your

head to the class to signal that this is true. Prompt
the children to put their hands on their heads and
chorus Yes!
Point to the fruit flashcard and say Fruit. Once again,
nod your head to the class to signal that this is true.
Encourage the children to put their hands on their
heads and chorus Yes!
Then point to the flashcard of the meat and say
Vegetables. Look at the children expectantly. If they
do not respond, repeat the word again with a
questioning intonation. When the children have
chorused No!, ask Whats this? Prompt the class to
tell you the correct word.
Repeat several times, giving correct and incorrect
information. The children put their hands on their
heads when the sentence is correct, and keep their
hands down when the sentence is false.
about ... ?
Play CD 2 (Track 23). Then repeat the question Lets
find out about ... ? and encourage the class to tell
you what they are going to learn about in the lesson:
pets.
who didnt catch the word pets in the first listening
CD2
23
Lets find out!

Lets find out!
Lets find out about ... pets!
Play Yes or no?
Hold up the flashcards for seeds, fruit, vegetables

and meat in turn and tell the class what each one is,
e.g. Meat. Point to each flashcard and prompt the
children to repeat the word after you.
Divide the class into four groups: seeds, fruit,
vegetables and meat. Ask them to stand up as a
group when they hear their word. Either call out the
words or play CD 2 (Track 22). Encourage the rest of
the class to say the words as each group stands up,
and then repeat the procedure.

Point to the photos in the first activity and say Listen
and point to the pets. Play CD 2 (Track 24). The
children listen and point to the animals.
Pause the CD after each sentence. Prompt the
children to say the word for the pet and then to
repeat the whole phrase.
Find Out! 1
Unit 5
page 11

quickly, ask them to draw the pets next to their bowls
of food in the second activity.
Closing activities
same to you.
CD2
24
Lets find out about pets! Listen and point
Number 1. Dogs eat meat.

Number 2. Cats eat meat.
Number 3. Parrots eat fruit and seeds.
Number 4. Tortoises eat fruit and vegetables.
Number 5. Rabbits eat fruit and vegetables.
Number 2. Hamsters eat meat, fruit and vegetables.
Match (PB page 38)
at the pets. Point to each animal in turn and prompt
the children to say the words for the pet. Then point
to the different bowls of pet food and say Look at the
pet food. Point to each bowl in turn and prompt the
class to say the words for the different foods.
Move your finger along the matching line and say
Look! Cats and dogs eat meat.
Ask the children to work on their own to match the
other pets with their foods.
Finally, check answers by saying Cats and dogs eat ...
? (meat). Then prompt the whole class to say the
sentence. Repeat with the other animals.
Extra activity: Pets

Organise the class into six groups and give each
group a pet name: dogs, cats, rabbits, tortoises,
hamsters, parrots.
Play a music CD and encourage all the groups to
dance or mime being their pet. Suddenly stop the
music and say Fruit! All the children who are miming
pets that eat fruit sit down (tortoises, hamsters,
rabbits and parrots).
Ask the children to stand up once again and play the
music. The children continue dancing. Stop the music
again and say Meat! This time, the children who are
miming a pet that eats meat sit down (hamsters, cats
and dogs). Continue with Vegetables! and Seeds!
Ask the groups to swap roles and play the game
again.

Answers:
Cats and dogs eat meat. Parrots eat fruit and seeds.
Rabbits and tortoises eat fruit and vegetables.
Hamsters eat meat, fruit and vegetables.
Unit 5
page 12
Find Out! 1
5 Pets
Lesson 5
Learning objectives
Say the chant Ive got a rabbit
Talk about your pets
Key language
Ive got a (rabbit).
Main activities
Identify the pet foods on the flashcards
Play Stand up! with the flashcards
Listen to the chant Ive got a rabbit and point to
the flashcards
Draw
Materials
parrot, seeds, fruit, vegetables, meat, head
parrot
Pupils Book page 39
CD 2
Photos of your pet and those belonging to
children in the class (optional)
Magazines, scissors, glue and a large sheet of
card (optional)
Opening activities
Hello! to you.
Hold up the head flashcard, but dont let the children
of the body.
repeat the word. Then ask Can you touch your head?
Main activities
Identify the pet foods on the flashcards
Stick the flashcards on the board, or on a wall where
the children can see them.
Find Out! 1
Ask the class Who can see some meat? The children
board and point to the meat. Praise the child and
then point to the cat and dog flashcards. Say Cats
and dogs eat meat. Prompt the class to repeat the
phrase.
Then ask the class Who can see some fruit and
vegetables? Once again, choose a child to come to
the board and point to the flashcards of the fruit and
vegetables. Point to the rabbit and tortoise flashcards
and say Rabbits and tortoises eat fruit and
vegetables. Ask the class to repeat this with you.
Repeat the procedure with the flashcards of fruit and
seeds and the flashcards of meat, fruit and
vegetables.
Play Stand up! with the flashcards
Say Listen! Cats and dogs eat meat. Explain to the
children that if the sentence is correct they should
stand up, and if it is incorrect they should remain
sitting down. Signal that the sentence is correct and
that the class should therefore stand up.
When the class has sat down again, say another
sentence, e.g. Parrots eat meat. The children listen
and, as the sentence is incorrect, they remain sitting
down. Point to the parrot flashcard and ask Parrots
eat ... ? Prompt the children to reply (fruit and seeds).
Repeat the procedure with other correct and incorrect
sentences. Ensure that the children sit down before
you say a new sentence each time.
Listen to the chant Ive got a rabbit and point to the
flashcards
Say Lets listen to the chant Ive got a rabbit and
point to the flashcards.
Play CD 2 (Track 25). As the children listen, point to
the different flashcards of the pets when they are
mentioned.
CD2
25
Ive got a rabbit. Rabbits eat vegetables and fruit.

Ive got a dog. Dogs eat meat.
Ive got a hamster. Hamsters eat meat, fruit and
vegetables.
Ive got a parrot. Parrots eat fruit and seeds.
Say Point to the rabbit in the first activity. Then ask
What do rabbits eat? (fruit and vegetables). Repeat
the procedure with the other pets in the activity.
Point to the hamster and the parrots food and ask
the children to colour them. When they have finished,
say Lets say the chant Ive got a rabbit and point to
the pictures. Play CD 2 (Track 25). The children join in
with the chant and point to the pictures in their
books.
Unit 5
page 13

activity quickly, ask them to draw their pets food in
the picture, as well.
Closing activities
same to you.

Stick the flashcards on the board.
Take the pets word cards off the board and hold one
up to the class. Ask Who can read the word? The
children raise their hands. Choose a child to come to
the front of the class. The child reads the word aloud
and then matches the word card with its flashcard on
the board. Encourage the whole class to say the word.
Draw (PB page 39)
If you have one of the pets on the flashcards, point to
the flashcard and tell the children Ive got a (dog).
Encourage them to raise their hands if they also have
a pet. Choose a child and prompt them to say Ive got
a (cat). Repeat with different children.
If you havent got a pet, ask the class Have you got a
pet? Then follow the same procedure as above.
Point to the second activity on the page and say
Heres a picture frame. Draw your pet in the picture
frame. Ask children who dont have a pet to draw a
pet they would like. Give them the word for their pet
in English, if necessary.
Finally, encourage the children to show their
drawings to the class and say Ive got a (cat). (Cats)
eat (meat), etc.
Unit 5
page 14
Extra activity: Pet photos

Ask the children to bring some photos of their pets to
the class. If you have a pet, begin by showing the
class your photos and talking about them, e.g. This
is my (dog). Its name is Malan. Its brown and
white. It eats meat. It can run, etc. Then encourage
the children to show their photos to the class and
talk about them.
Support the children in their attempts by asking
questions, e.g. Whats its name?, Does it eat
(meat)?/ What does it eat?, What colour is it?, Can
it (run)?, etc. Praise the children for their efforts.
Group project: Make a pets poster!

Bring some magazines with you to the class. Explain
to the children in L1 if necessary that they are going
to make a pets poster. Ask them to cut out photos of
pets from the magazines. They then stick these onto
a large sheet of card. The children can either arrange
the pictures randomly, or in groups of the same pet.
Put the finished poster up in the classroom and use it
to revise colours, numbers and words for different
animals.

Find Out! 1
5 Pets
Lesson 6
Learning objectives
Key language
Ive got a (rabbit).
Main activities
Say the chant Ive got a rabbit and point to the
flashcards
Listen to the story
Look and colour
Find and match
Materials
Flashcards: dog, rabbit, hamster, parrot, body
Story cards for Unit 5: The race
CD 2
Opening activities
Hello! to you.
Hold up the body flashcard, but dont let the children
of the body.
repeat the word. Then ask Can you touch your body?
Finally, repeat the question with the children, and
Main activities
Say the chant Ive got a rabbit and point to the
flashcards
Stick the pet flashcards on the board in the order
they are mentioned in the chant (rabbit, dog,
hamster, parrot). Ask the children to say the pet
words with you as you do this.
Point to the rabbit card and say Rabbits eat ... ?
(vegetables and fruit). Repeat the procedure with the
other flashcards on the board. Encourage the class to
repeat the whole sentence with you each time.
Find Out! 1
Say Now lets say the chant Ive got a rabbit and
point to the flashcards. Play CD 2 (Track 25).
Encourage the children to say the chant and point to
the flashcards.
Option: Play the karaoke version of the chant Ive

got a rabbit on CD 2 (Track 29). The children say the
chant and move/clap their hands to the rhythm.
CD2
26
Its story time!
Its story time!

Its story time!
Hold up the first story card and ask Where are Sally
and Peter? (in the garden). Point to the two pets and
ask What have Sally and Peter got? (a rabbit and a
tortoise). Then point to Sally and say in English or L1
Sallys got an idea. Encourage the children to tell
you in L1 what they think Sallys idea is, and what
they think is going to happen next in the story. Praise
their ideas and say Lets listen and find out. Either
tell the story yourself (by reading the text on the back
of each story card), or play CD 2 (Track 27). Hold up
each story card as you do so.
next story card.
CD2
27
The race
Frame 1
Narrator:
Peter, Sally, Ben and Lisa are in the

garden.
Sally:
Ive got a rabbit.
Peter:
Ive got a tortoise.
Sally:
Lets have a race!
Ben and Lisa: Good idea!
Frame 2
Narrator:
Rabbit and Tortoise have a race.
Sally:
Are you ready? Go!
Rabbit:
Look at me! I can run.
Tortoise:
Oh dear!
Frame 3
Rabbit:
Look! Some carrots. Im hungry!
Peter:
Rabbits eat vegetables.
Unit 5
page 15
Frame 4
Rabbit:
Peter:
Frame 5
Sally:
Frame 6
Ben:
Peter:
Lisa:
Look! Some apples. Im hungry!

Rabbits eat fruit.
Look, Rabbit! Look at Tortoise!
Run Rabbit, run!
Tortoise is the winner!
Heres your prize.
Well done, Tortoise!

Frame 5
Can Rabbit run now? (No, hes too full.)
Frame 6
Whos the winner? (Tortoise)
Whats the prize? (a tomato)
listen.
Frame 1
Whats Sallys idea? (to have a race)
Frame 2
Do Ben and Lisa have a race? (No, Rabbit and Tortoise
have a race.)
Who can run? (Rabbit)

Point to the first activity and say Look at the bowls of
food. What food is in bowl 1? (fruit and seeds).
Repeat with the other three bowls.
Frame 3
Whos hungry? (Rabbit)
What do rabbits eat? (vegetables)
Frame 4
Whos hungry? (Rabbit)
What do rabbits eat? (fruit)
Unit 5
page 16
Answers:
Number 1: fruit and seeds
Number 2: fruit and vegetables
Number 3: meat and vegetables
Number 4: meat, fruit and vegetables
Say Now decide which food Rabbit eats in the story
and prompt children to tell you (the food in bowl 2).
Find Out! 1
Then say Colour Rabbits bowl. Walk around the

class while the children are working and offer
support, if necessary. When the children have
finished, check understanding by asking Rabbits eat
... ? (fruit and vegetables).
Find and match (PB page 41)
Point to the second activity on the page and ask
Which pets are in the garden? The children look at
the picture in their books and find the pets.
Point to the hamster in the key and ask Have you got
a hamster? Then follow the matching line from the
hamster in the key to its hiding place in the garden.
Say Yes, Ive got a hamster.
The children work on their own to draw lines from the
pets in the key to their hiding places in the garden.
Encourage the children to say Ive got a (hamster),
etc. when they find each one.
quickly, ask them to draw another pet in the garden.
Closing activities

same to you.
Extra activity: Act out the story!
Ask seven children to come to the front of the class
to act out the story. Decide which character each
child will play: the narrator, Sally, Peter, Ben, Lisa,
Tortoise or Rabbit. Play CD 2 (Track 27), or read the
story aloud. The children listen, mime the story and
join in with the key phrases. Encourage the whole
class to applaud the groups efforts and then choose
seven different children to act out the story.


Find Out! 1
Unit 5
page 17
5 Pets
Lesson 7
Learning objectives
Say a chant to practise the sound /t/
Make a pets cut-out and talk about it
Key language
Rabbits eat (vegetables).
Rabbits eat (fruit).
Tortoise eats ten tomatoes.
Numbers 1-10
Main activities
Find and count the tomatoes
Listen and say
on
Sing The pets song with the cut-out
Show and tell
Materials
Flashcard: any part of the body
CD 2
Scissors
Illustrated pets stickers
A completed pets cut-out
Opening activities
Rabbits eat fruit. Once again the children repeat the

sentence.
language.
Find and count the tomatoes (PB page 40)
Say Can you find the small tomatoes hidden in the
story? Prompt the class to look at the story in their
Pupils Books and find the small tomatoes that have
been hidden in the story frames. Encourage the
children to point to the tomatoes and say Here! when
they find them. They then draw a circle round each
one.
Answers:
There are three small tomatoes hidden in frames 2, 3
and 5.
Point to the tortoise in the pronunciation activity and
say Look at the tortoise. Then point to the tomatoes
and say Look at the tomatoes. Lets count the
tomatoes! (There are ten tomatoes.)
Say the word tomatoes. Exaggerate your mouth
sound /t/ is formed. The children repeat the word.
CD2
Can you say ? chant
28

Hello! to you.
Lisa:
Adult:
Children:
Adult:
Children:
Adult:
Children:

Hold up the flashcard of the part of the body you
have chosen, but dont let the children see what it is.
Say Its the word of the day. Its a body word.
Encourage the children to guess the part of the body.
repeat the word. Then ask Can you touch your
(head)? The children do the action.
Main activities
Write the number on the board and show the class
the page. Point to Rabbit in frame 3 and say Rabbits
eat vegetables. Encourage the children to repeat the
sentence. Then point to Rabbit in frame 4 and say
Unit 5
page 18
Can you say ... Tortoise eats ten tomatoes?

tomatoes
tomatoes
ten tomatoes
ten tomatoes

more time.
Make the cut-out on page 75 and put the stickers on
(PB pages 42 and 75)
holding a completed pets cut-out. Say Lets make the
pets cut-out.
children cut out the page and fold the cut-out in half,
along the central dotted line.
Then show the children how to cut along the broken
lines on the reverse side of the cut-out to make six
Find Out! 1
flaps. Say Lets open the cut-out! Lift the flaps and
point to the drawings of the different pet foods in
bowls underneath. Say Look! Its the pets food.
them to find the page in their books. Then say Take
out the dog sticker. The children peel the dog sticker
off the page.
Lift flap 1 and say Dogs eat ... ? (meat). Show the
children that they should put the dog sticker above
the bowl of dog food, where indicated. Ask them to
lift the other flaps in their cut-out and put the stickers
onto the correct places for the other pets.
Finally, ask the class to write their name on their cutout in the space provided.
Sing The pets song with the cut-out
Ask the children to open their cut-outs and sing The
pets song. Play CD 2 (Track 18). The children point to
the different pets in their cut-outs as they are
mentioned in the song. At the end, ask the children to
lift a flap on their cut-out and show the picture of the
pet to a classmate. Prompt them to say Ive got a
(hamster), etc.
Option: Play the chant Ive got a rabbit on CD 2
(Track 25). The children join in with the chant and
point to the different pets and their foods in the cutout, as they hear them mentioned.
Find Out! 1
Show and tell

classmates their cut-out. Prompt them to lift a flap,
point to the pet below and say Ive got a (dog).
(Dogs) eat meat, etc.
The cut-outs can be put on the wall to make a colourful
classroom display, or they can be taken home so that
the children can talk about what they have done in
their English class with their parents or carers.
Closing activities
same to you.
Unit 5
page 19
Extra activity 2: What does it eat?

Hold up the cut-out and lift one of the flaps without
letting the class see the picture. Say Ive got a (dog).
Prompt a confident child in the class to tell you what
dogs eat, e.g. Dogs eat (meat). Make a show of
looking at the drawing of the pet food next to dog
sticker and say Yes! Repeat the procedure with a
different pet. When the class is confident with the
activity, put the children in pairs to play the game
together.
Extra activity 1: Guess the pet!

Ask a child to hold up their cut-out and lift one of the
six flaps, without letting you see the pet below.
Explain to the class that you are going to try and
guess the pet. Ask the child Have you got a (cat)?
The child answers Yes or No. Repeat the question
until you manage to guess the pet that the child is
looking at.
Ask the same child to lift another flap. This time,
however, prompt different children in the class to ask
the question Have you got a (dog)? The children
repeat the question until one of them guesses the pet.
Organise the class into pairs. The children play the
game in their pairs.
Unit 5
page 20
Find Out! 1
5 Pets
Lesson 8
Learning objectives
Key language
Main activities
Play a team game
Match and listen
Dictionary
Materials
parrot, any part of the body
parrot
Dictionary
CD 2
Opening activities
Hello! to you.
Hold up the flashcard of the part of the body you
have chosen, but dont let the children see what it is.
Say Its the word of the day. Its a body word.
Encourage the children to guess the part of the body.
repeat the word. Then ask Can you touch your (feet)?
Finally, repeat the question with the children, and
Main activities
Play a team game
Put the pet flashcards on the board and ask the
children to say the words as you do so.
lines, one for Bens team and one for Lisas team.
Whisper one of the words, e.g. dog, to the first child
in each team. The children whisper the word to the
Find Out! 1
next team member, who then passes it on. The last

child in each team runs and touches the flashcard.
The first one to touch the correct card wins a point for
their team.
Repeat the procedure with different words for pets.
Ensure that a different pair of children have the chance
to go to the board and touch the flashcard each time.
pet words. The first child to touch that flashcard wins
a point for their team.
to the first activity and say Look at Andy. Look at his
pets. Listen and number the pictures in order. Play
CD 2 (Track 30). The children listen and number the
pictures in the order they hear them.
CD2
30
Listen and number
Number 1
Peter: Have you got a dog?
Andy: Yes!
Number 2
Sally: Have you got a hamster?
Andy: Yes!
Number 3
Peter: Have you got a rabbit?
Andy: Yes!
Number 4
Sally: Have you got a tortoise?
Andy: Yes!
Number 5
Peter: Have you got a cat?
Andy: Yes!
Number 6
Sally: Have you got a parrot?
Andy: Yes!
Check answers by asking the class, e.g. Whats
number 1? (dog).
Listen to the answer, point to the flashcard of the dog
and say Yes, dog. Continue with the other pets.
Answers:
1 dog, 2 hamster, 3 rabbit, 4 tortoise, 5 cat, 6 parrot
Hold up your book and point to the word dog. Trace
the word with your finger and point to the picture of
the dog. The children trace the other five words.
Point to the row of pets in the second activity and say
the words with the children.
Then point to the bowls of pet food in the row below
Unit 5
page 21
the pets. Say the words for the different foods with
the class.
Point to the cat and dog in picture 1, and trace the
linking line from them to their bowl with your finger.
Say Cats and dogs eat meat. The children then work
on their own to match the pets with their food bowls.
Say Now lets listen. Play CD 2 (Track 31). The
children listen and check their answers.
CD2
31
Match and listen
Number 1. Cats and dogs eat meat.

Number 2. Parrots eat fruit and seeds.
Number 3. Hamsters eat meat, fruit and vegetables.
Number 4. Rabbits and tortoises eat fruit and
vegetables.
Check answers by asking What do cats and dogs eat?
Encourage the children to give you the full sentence
as an answer, e.g. Cats and dogs eat meat.
Answers:
1 Cats and dogs eat meat.
2 Parrots eat fruit and seeds.
3 Hamsters eat meat, fruit and vegetables.
4 Rabbits and tortoises eat fruit and vegetables.
the unit. Ask them in L1 which activities they enjoyed
most, which was their favourite song, etc.
Unit 5
page 22
bottom right-hand corner of the page. Prompt the

have done OK.
(PB page 56)
children.
for this unit.
Look! Dog. The children read the word. Then point to
the hole above the word and say Put the sticker of
the dog here. The children put the correct sticker on
the hole above the word. They then read and put the
other pet stickers on the Big Cheese Picture
Dictionary.
Find Out! 1


(pages 2 and 3). Can they find three pets in the
picture? (Answers: a dog, a tortoise and a rabbit.)
Closing activities

unit, use the pets cut-out to generate speech. Here
are some ideas:
Say Point to the (dog). The children lift up the flap
and point to the picture.
Lift up the flaps in turn and point to each pet,
asking Whats this? The children say the words for
the pets.
Point to one of the pets and ask Have you got a
(dog)? The children answer Yes or No.
Choose a pet from in the cut-out and prompt a
child to ask you Have you got a (cat)? Answer Yes
or No.
Lift each flap and point to the different bowls of
food, asking What do (rabbits) eat?
Ask the children to tell you what pets theyve got
and what they eat, e.g. Ive got a (dog). (Dogs) eat
(meat).


same to you.

Extra activity: Sing and do the actions!

Ask the class to choose a favourite song from Find
Out! 1. Play the song. The children sing along and do
the actions.
Find Out! 1
Unit 5
page 23
Name:
Class:

Count and draw.
PH
OT
Count and draw the missing pets in the picture.

Point to and name the different pets.
BL
IA
OP
OC
Unit 5
page 24
Name:
Class:

Draw.
7
2
1
10
page 25
OT
Unit 5
PH
OC
OP
IA
BL
Join the dots. Draw a pet in the box.

Say Ive got a (rabbit) in my box.
Name:
Class:

Write and draw.
cat
rabbit
rabbit
tortoise
dog
parrot
hamster
PH
OT
Write the pet words and draw the missing parts.
BL
IA
OP
OC
Unit 5
page 26
Name:
Class:

Trace and draw.
meat
fruit and vegetables
BL
E
seeds
Unit 5
page 27
PH
OT
OC
OP
IA
Trace the pet food words and draw the pet food in the bowls.

Listening
Listen and circle The pupils listen to different
children saying which pet theyve got. The pupils
circle the pet that is mentioned each time. (1 point for
each correct answer. Total 5 points)
Writing (optional)
Write The pupils label the different pets (1 point for
CD2
61

20 points.
Listen and circle
Narrator: Number 1
Peter: (example) Have you got a rabbit? Boy: Yes.
Narrator: Number 2
Peter: Have you got a dog? Girl: Yes.
Narrator: Number 3
Peter: Have you got a cat? Girl: Yes.
Narrator: Number 4
Peter: Have you got a tortoise? Boy: Yes.
Narrator: Number 5
Peter: Have you got a hamster? Boy: Yes.
Narrator: Number 6
Peter: Have you got a parrot? Girl: Yes.
Listen, number and match The pupils listen to
the sentences about what food pets eat. They
number the pets, and then match them to the pet
food. (2 points for each correct answer. Total 10
points)
Answers
1 cat (example), 2 dog, 3 parrot, 4 rabbit, 5 hamster,
6 tortoise
Speaking (optional)
Vocabulary 1 Point to three of the key pets in part 1 of
the speaking test and ask Whats this? (dog, cat,
parrot, tortoise, hamster, rabbit). (1 point for each
Vocabulary 2 Point to two of the different pet foods
in part 2 of the speaking test and ask What food is
this? (fruit, vegetables, meat, seeds). (1 point for
each item. Total 2 points)
CD2
62
Listen, number and match
Number 1
(example) Dogs eat meat.
Number 2
Parrots eat fruit and seeds.
Number 3
Rabbits eat fruit and vegetables.
Number 4
Number 5
Cats eat meat.
Number 6
Tortoises eat fruit and vegetables.
Reading
Read and match The pupils read the pet words and
draw a line from the word to the matching pet.
1
cat
hamster
parrot
Questions Point to one of the pets in part 1 of the

speaking test and ask the pupil Have you got a
(dog)? The child says Yes or No. Prompt the pupil to
ask you four similar questions with the different pets.
Sentences Point to one of the pets in part 1 of the
speaking test, then point to the pet food in part 2 and
say (Dogs) eat Prompt the pupil to finish the
sentence. Then prompt the pupil to make similar
sentences for three other pets.
(1 point for each sentence. Total 4 points)
prompt the pupil to say the rhyme Tortoise eats ten
tomatoes. (1 point for the pronunciation of individual
points)
Unit 5
dog
page 28
tortoise
rabbit
Find Out! 1
Name:
Class:
Test
CD2
61
Listen and circle.
5
CD2
62
Listen, number and match.
page 29
OC
Unit 5
PH
OT
OP
IA
BL
E
10
Name:
Class:
Test
Read and match.
1
cat
hamster
parrot
dog
tortoise
rabbit
Write.
cat
OT
PH
IA
OP
OC
5
E
BL
Unit 5
page 30
Name:
Class:
Test
Part 1
BL
Part 2
Unit 5
page 31
PH
OT
OC
OP
IA
15
Name:
Class:
Colour.
I can ...
1
OT
PH
1 name the pets

4 name the pet foods
7 say the chant

BL
IA
OP
OC
2 sing the songs

5 say what pets eat
Unit 5
page 32
Answer Key
Activity Book
Activity 1 p. 30
1 dog, 2 rabbit, 3 parrot, 4 hamster, 5 cat, 6 tortoise
Count and draw.

1 parrot, 2 hamsters, 1 dog, 2 tortoises, 1 rabbit, 1 cat
2 hidden cheeses
Draw.
Childs drawing of pet in box
Activity 2 p. 31
1 tortoise, 2 rabbit, 3 cat, 4 hamster, 5 parrot, 6 dog

1 hidden cheese
Activity 3 p. 32
parrot, dog and tortoise
hamster, cat and rabbit
1 hidden cheese
Write and draw.

1 rabbit, 2 dog, 3 parrot, 4 cat, 5 tortoise, 6 hamster
Trace and draw.
Children trace the words and draw: meat in the dogs
bowl, fruit and vegetables in the rabbits bowl, seeds in
the parrots bowl.
Activity 4 p. 33
1 Rabbits eat vegetables and fruit.
2 Dogs eat meat.
3 Tortoises eat vegetables and fruit.
4 Cats eat meat.
5 Hamsters eat fruit, vegetables and meat.
6 Parrots eat fruit and seeds.
2 hidden cheeses
Activity 5 p. 34
vegetables, meat, fruit and seeds
1 hidden cheese
Activity 6 p. 35
1 rabbit, tortoise, 2 vegetables, 3 fruit
1 hidden cheese
Activity 7 p. 36
1 tortoise, 2 cat, 3 dog, 4 hamster, 5 rabbit, 6 parrot,
7 meat, 8 vegetables, 9 seeds, 10 fruit
1 hidden cheese
Activity 8 p. 36
Find Out! 1
Unit 5
page 33
6 Houses
Learning objectives
Identify and say words for different rooms in a house
Learn how to ask where somebody is and say
where you are
Learn how to say what things are made of
(TPR)
Listen and understand a traditional tale
Practise making the sound /h/ by saying a chant
Follow instructions to make a house cut-out and
put stickers on it
Use the cut-out to talk about the rooms in a house
Key language
Vocabulary
Bedroom, kitchen, bathroom, living room, hall,
garage, house
Big, small
Structures
Its made of (wood).
Look at this house!
Go away!
Im hungry!
Receptive language
This is the (kitchen).
Wheres (Ben)?
Teachers Notes
Unit Test
Answer Key
Find Out! 1
Hide and seek

Houses are made of different materials.
Lets build a house!
The wolf
Henry goes to the house made of (straw).
Henry jumps down the chimney.
Recycled language

Big, small
Im hungry!
Run!
Pronunciation
Sounds
Can you say ? chant: /h/ Hungry Henry says huff,
huff, huff!
Stress and rhythm
The houses song
Show interest in finding out about houses around
the world
Understand the value of doing things well
Show enjoyment of a traditional tale and
participate in the reading
periods
Understand and respect the rules of a game
Social science: Find out about what houses are
made of
page 2
pages 325
pages 2627
pages 2829
pages 3033
page 34
page 35
page 1

6
Unit
Dear Parent/Carer
Your child is about to start Unit 6 of their English course book Find Out! 1. The topic of this unit is houses.
In Unit 6 your child will be introduced to The hide and seek song and The houses song.
The houses song
Sally:
Ben! Ben! Are you in the kitchen?
Are you in the kitchen?
Are you in the living room?
Houses, houses, big and small.

Look at this house. Its made of stone.
Look at this house. Its made of wood.
Ben:
No! No! No!

Look at this house. Its made of brick.
Look at this house. Its made of straw.
Peter:
Ben! Ben! Are you in the garage?
Are you in the garage?
Are you in the bathroom?
Ben:
No! No! No!
Lisa:
Ben! Ben! Are you in the hall?
Are you in the hall?
Are you in the bedroom?
Ben:
Yes! Yes! Yes!
Im in the bedroom.
Look at me!
In addition, your child will: learn how to ask where somebody is and say where they are; make and play a
game with mini-flashcards; learn how to say what things are made of; listen to the traditional tale The three
little pigs (Stories and Songs CD: Track 21); practise making a specific sound by saying the chant Hungry
Henry says huff, huff, huff!; and make and talk about a house cut-out.
Yours
Class teacher
BL
IA
OP
OC
OT
PH
Unit 6
page 2
6 Houses
Lesson 1
Learning objectives
Find out about Ben and Lisas house
Identify and say words for different rooms in a
house
Sing The hide and seek song
Key language
garage, house
Main activities
Make a house with the flashcards
Play Hide and seek with the flashcards
Listen to The hide and seek song and point to the
flashcards
Trace and colour the rooms of the house
number
Materials
Flashcards: bedroom, kitchen, bathroom, living
room, hall, garage, tortoise
Pupils Book page 44
CD 2
more flashcards on the first floor (bedroom,

bathroom).
Point to the house and say Look at the house! Repeat
the sentence in L1 if necessary.
Hold up one of the flashcards, e.g. kitchen, without
letting the children see what it is. Point to the ground
floor of the house on the board and say This is
the ... ? Prompt the children to suggest the room.
Listen to their answers and when a child guesses
correctly, say Yes, this is the kitchen. Show the class
the flashcard, stick it on the board inside the house
outline, and say the word again.
Repeat the procedure with the flashcards for the
other rooms of the house.
Keep the flashcards on the board. Say Listen. Play CD
2 (Track 32) and point to the different rooms as they
are mentioned on the CD.
Say Now listen and repeat. Play the CD again. Point
to the different flashcards on the board and prompt
the class to repeat the words on the CD.
CD2
32
Houses word rap
bedroom
bathroom
living room
garage
kitchen
hall
[Repeat]
Opening activities
Play Hide and seek with the flashcards
Explain to the class that they are going to play a

game called Hide and seek.
Ask a child to come to the front of the class. Point to
the house on the board and ask them to imagine that
they are hiding in one of the rooms. The child should
draw a cross on the board behind that flashcard. Turn
your back whilst the child is drawing. The rest of the
class, however, can see where the child draws the
cross.
When the child has replaced the flashcard, point to
one of the room flashcards and ask Are you in the
(bedroom)? The child answers Yes or No. Point to
another flashcard and ask Are you in the (kitchen)?
Again the child answers Yes or No. Continue asking
the question until you guess where the child is
hiding. Repeat the procedure with different children.
When the children are confident with the activity, ask
them the question without pointing to the room
flashcards.
Finally, point to each room flashcard one more time
and ask the children to say the word.

Hello! to you.
Hold up the tortoise flashcard, but dont let the
Ive got a ... ? Encourage the children to guess the
pet that youve got. Prompt the children to ask, e.g.
card and ask them to repeat the word. Then ask What
do tortoises eat? (fruit and vegetables).
Finally, stick the flashcard face down on the board.
Main activities
Make a house with the flashcards
Draw a very simple outline of a two-storey house on
the board. The outline should be big enough to stick
six flashcards inside: four flashcards on the ground
floor (kitchen, living room, hall and garage), and two
Find Out! 1
Unit 6
page 3

Ben:
Yes! Yes! Yes!

Im in the bedroom.
Look at me!

on the board and show the children the page. Say
Look at Ben and Lisas house. Point to the kitchen.
The children find and point to the kitchen. Repeat
with the other parts of the house in their books.
Ask Wheres Ben? The children look for Ben in the
picture. (He is hiding under the bed in the bedroom.
We can see his tail.)
33). Then say Now lets sing the song and point to
the pictures. Play the CD again. The children sing the
song and point to the pictures of the rooms in the
house in their books.
Trace and colour the rooms of the house (PB page 44)
rooms of the house. As they are working, walk
around the class and comment on their work. Ask
Wheres the (kitchen)?, or point to the different
rooms of the house in the Pupils Book and ask
Whats this?
Option: Add a competitive element to the game by
awarding points. If you guess the room where the
child is hiding in three guesses or less, you win a
point. If you dont guess the room in the first three
guesses, however, the class wins the point.
Listen to The Hide and seek song and point to the
flashcards
Say Lets listen to The hide and seek song and point
to the flashcards. Play CD 2 (Track 33). The children
listen to the song and point to the flashcards on the
board as the rooms are mentioned in the song.
CD2
33
Sally:
Ben:

Ben! Ben! Are you in the kitchen?
Are you in the kitchen?
No! No! No!
Peter: Ben! Ben! Are you in the garage?

Are you in the garage?
Ben:
No! No! No!
Lisa:
Ben! Ben! Are you in the hall?

Are you in the hall?
Unit 6
page 4
houses, ask them if they can think of any more words
for things they might find in each room of the house.
Praise all logical answers.
already be familiar with for things in houses, to help
1 fridge
2 sofa
3 bed
4 bath
5 car
6 stairs
number (PB page 44)
Find Out! 1

Answer:
4
pawprints.
Closing activities
Extra activity: Rooms in a house

Play this game in the playground or, if you have
space, at the back of the classroom. Draw a plan of a
house on the floor with a piece of chalk. Place a
flashcard in each room and say This is the kitchen.
This is the bedroom, etc., as you do so. Stand in one
of the rooms and say Im in the (kitchen). Repeat
with the other parts of the house.
Divide the class into two teams: Bens team and
Lisas team. Each team stands in a line at opposite
ends of the house. Say Im in the (bedroom). The
first child in each team runs to stand in the bedroom
on the plan. The child that gets there first wins a
point for their team. Continue with the next pair of
children and a different part of the house. Keep a
record of points scored. The winning team is the one
with the most points at the end of the game.

Option: If you do not have space in your classroom

and/or are unable to take the class outside, put the
room flashcards on different parts of the board and
then ask one child from each team to come to the
board to play the game. The two children listen to
the sentence and then touch the correct room
flashcard on the board. The child who touches the
correct flashcard first wins a point for their team.

same to you.
Find Out! 1
Unit 6
page 5
6 Houses
Lesson 2
Learning objectives
Key language
garage, house
Main activities
Play a guessing game
Sing The hide and seek song in groups
Listen and number
Look and match
Materials
room, hall, garage, rabbit
Pupils Book page 45
CD 2
Opening activities
Hello! to you.
Hold up the rabbit flashcard, but dont let the
flashcard and ask them to repeat the word. Then ask
What do rabbits eat? (fruit and vegetables).
Main activities
Hold up one of the room flashcards and prompt the
children to say the word, e.g. This is the ... ? (kitchen).
Ask the class to mime an action that you do in that
room. The children all think of an action and then
perform their different mimes at the same time.
Repeat with the other room flashcards.
Hold up a room flashcard in front of you so that the
class can see what it is, but you cant. Explain to the
children that they are in this room and you want them
to mime the actions for that room.
Watch the children doing their mimes and try to
guess which room it is. Ask Are you in the (garage)?
The children answer Yes or No. Continue asking until
you successfully guess the room.
Unit 6
page 6
To make things more entertaining, deliberately find it

difficult to guess where the children are.
Option: Swap roles, so that the teacher performs the
different actions and the children try to guess which
room of the house he/she is in.
Sing The hide and seek song in groups
Put the flashcards on the board in the same order as
the song (kitchen, living room, garage, bathroom,
hall, bedroom). Point to each card, say the room
word, and ask the children repeat it.
Divide the class into four groups: group 1 Sally, group
2 Peter, group 3 Lisa, and group 4 Ben.
Say Lets sing The hide and seek song again. Play
CD 2 (Track 33) and encourage each group to sing
along with their character. Support the children by
pointing to the room flashcards on the board when
they are mentioned in the song.
show the children the page. Point to the first activity
and say Look at the rooms of the house. Point to the
first picture of Lisa and ask Where is Lisa? Prompt
children to reply (in the kitchen). Say the room word
with the children and then repeat the procedure with
the other five pictures.
Say Listen and number the pictures in order. Play CD
2 (Track 34). Pause the CD after the first dialogue and
show the children that they should put a number 1 in
the box beside the picture of Lisa in the hall. Then
continue to play the CD. The children listen and
Tip: Use the pause button between each dialogue to
check that all the children are successfully
completing the activity.
CD2
34
Listen and number
Number 1
Sally: Lisa! Are you in the hall?
Lisa: Yes! Im in the hall.
Number 2
Peter: Lisa! Are you in the kitchen?
Lisa: Yes! Im in the kitchen.
Number 3
Ben: Lisa! Are you in the living room?
Lisa: Yes! Im in the living room.
Number 4
Peter: Lisa! Are you in the garage?
Lisa: Yes! Im in the garage.
Number 5
Sally: Lisa! Are you in the bedroom?
Lisa: Yes! Im in the bedroom.
Find Out! 1

activity quickly, ask them to draw a picture of Ben in
another room of the house. Encourage them to show
their drawings to the class and say Im in the
(garage), etc.
Closing activities
same to you.
Number 6
Ben: Lisa! Are you in the bathroom?
Lisa: Yes! Im in the bathroom.
Check answers by asking Whats number 1? (The
hall). Repeat with the other numbers and rooms.
Answers:
1 hall, 2 kitchen, 3 living room, 4 garage, 5 bedroom, 6
bathroom
Look and match (PB page 45)
Point to the second activity on page 45 and say Look
at Ben and Lisas house! Then point to the first
picture of Ben brushing his teeth. Encourage the
children to say what Ben is doing, in L1 if necessary.
Then ask Wheres Ben? Prompt the children to reply
(in the bathroom). Hold up your book and trace the
line linking Ben to the bathroom with your finger.
The children then work on their own to match the
other pictures of Ben with the rooms of the house.
Check answers by pointing to each picture of Ben in
turn and asking Im in the ... ? Prompt the children to
reply each time. Repeat the procedure for all the
pictures.
Extra activity: Guess the room!

Explain to the class that you are in a room of the
house. Mime an action that you might do in that
room, e.g. take off your coat in the hall. Ask the
children to guess where you are. Encourage the
children to raise their hands when they guess and to
ask Are you in the (hall)?
When a child guesses correctly, ask them to come to
the front of the class. Show the child a different room
flashcard, and ask them to mime an action for that
room. The class tries to guess which room it is. The
child who guesses correctly continues with the next
action. Repeat the activity until all the room
flashcards have been used.
Answers:
Ben is brushing his teeth in the bathroom, Ben has an
umbrella in the hall, Ben is cooking in the kitchen,
Ben has a pillow in the bedroom.
Find Out! 1
Unit 6
page 7
6 Houses
Lesson 3
Learning objectives
Key language
garage, house
Main activities
Play the game
Materials
room, hall, garage, cat
Word cards: bedroom, kitchen, bathroom, living
room, hall, garage
Scissors
CD 2
Opening activities
Hello! to you.
Hold up the cat flashcard, but dont let the children see
what it is. Say Its the word of the day. Ive got a ... ?
Encourage the children to guess the pet that youve got.
Prompt the children to ask, e.g. Have you got a (dog)?
do cats eat? (meat).
Main activities
Unit 6
page 8

children.
Hold up the room flashcards one at a time and prompt
the class to say the words. Then shuffle the flashcards.
Choose six children to come to the front of the class
and ask them to stand in a row. Hand each child one
of the room flashcards. Explain that they can look at
their card, but they shouldnt let anyone else see
what it is.
Touch the head of the first child in the row and ask
the rest of the class Wheres (Elisa)? Then turn to the
child and ask Are you in the (bathroom)? The child
looks at the flashcard and answers Yes or No.
Signal to the rest of the class that they should
continue to ask the question. Invite different
classmates to guess the room. Prompt them to ask Are
you in the (hall)? When a child guesses correctly, the
child at the front shows their flashcard and says Yes.
Touch the head of the second child in the row and,
once again, ask Wheres (Teresa)? The class then
tries to guess where that child is. Repeat the
procedure with all the children in the row.
Collect the flashcards and ask the six children to sit
down. Then shuffle the flashcards again. Choose
another group of six children to come to the front of
the class and repeat the game.
pages 45 and 77)
on the board and show the children the scissors icon
necessary) that they are going to make some miniflashcards of rooms in a house. Then say Go to page
77 in your books.
Ask the children to put their mini-flashcards face up on
the desk in front of them. Say Lets sing The hide and
seek song. Explain to the children that when they hear
the room in the song, they should point to that miniflashcard. Play CD 2 (Track 33). The children sing the
song and point to the mini-flashcards for each verse.
Find Out! 1
Option: Play the karaoke version of The hide and

seek song on CD 2 (Track 35). The children sing
along with the music and hold up their miniflashcards as they appear in the song.
Stage 1
Tell the children that they are going to play a game of
Hide and seek with their mini-flashcards. Ask a
confident child to hold up one of their room
flashcards so that only they can see the picture.
Explain that they are hiding in this room. Ask them
Are you in the (kitchen)? The child looks at the card
and answers Yes or No. Repeat the questions until
you manage to guess where they are hiding.
Ask the same child to hold up another card so that
only they can see it. This time, however, prompt
different children in the class to ask the question Are
you in the (hall)? The children ask until one of them
guesses the room on the card.
Stage 2
Ask two children to come to the front with their miniflashcards. The children place their mini-flashcards
face down on the table in front of them. Each child
should pick up their top card and hold it so that their
partner cant see it. The first child starts by asking
Are you in the (kitchen)? If they guess correctly they
win the card. Their partner then picks up a second
card and they have another go. If they guess
incorrectly, however, the other child has a turn.
Find Out! 1
Stage 3
play the game. Each pair continues to take turns until
one child manages to guess and win all six miniflashcards.
efforts.
page xvi.
Closing activities
Unit 6
page 9

same to you.
Extra activity: Walk your fingers
Ask the children to spread their mini-flashcards
around their desks. The cards shouldnt be too close
to each other. Make the movement of legs walking
with your index and fore-fingers, and encourage the
children to copy you. Explain to the class that they
are going to go for a walk around the house. Say Go
to the kitchen. Signal to the children that you want
them to walk their fingers across their desks to their
mini-flashcard of the kitchen. Continue with another
room. Say, e.g. Go to the living room. The children
once again walk their fingers to that mini-flashcard.
Continue directing the children around the house.
Then ask different children to give the instructions.

Unit 6
page 10
Find Out! 1
6 Houses
Lesson 4
Learning objectives
Find out what houses are made of
Key language
House
Its made of (wood).
Main activities
Play What is it?
Listen and point
Match and colour
Materials
Flashcards: straw, brick, wood, stone, hamster
Pupils Book page 46
CD 2
Small samples of straw, wood, brick and stone, or
things made from them (optional)
Opening activities
Hello! to you.
Hold up the hamster flashcard, but dont let the
do hamsters eat? (meat, fruit and vegetables).
Main activities
Play What is it?
Put the straw, brick, wood and stone flashcards on
the board. Point to each flashcard and ask What can
you see?
Prompt the children to raise their hands and tell you
in English or L1 what materials they can see. Listen to
each answer, then point to the corresponding
flashcard and say Yes, (wood).
Find Out! 1
When the children have named the four different

types of materials, point to each flashcard in turn and
say What is it? The children reply each time with the
word for the material (straw, brick, wood, stone).
Prompt the children to repeat the words several times
with you.
and repeat the words for the materials together. Then
play the CD again. Encourage the children to repeat
the word for each material and to point to the
corresponding flashcard on the board as they hear
the material mentioned.
CD2
36
House materials
Adult:
Children:
Adult:
Children:
Adult:
Children:
Adult:
Children:
straw
straw
wood
wood
brick
brick
stone
stone
Option: If possible, take some small samples of the

different materials into class with you. Pass them
round, so that the children have the opportunity to
touch them. Encourage the children to say the words
for the materials as they hold the samples.
Point to the materials flashcards on the board and
prompt the children to say the word for each (straw,
brick, wood, stone). If the class needs more support,
give them the first sound of each word, or mouth the
word in an exaggerated manner.
Slowly call out the words for the different materials in
the order that they appear on the board, but miss one
out, e.g. straw, brick, ... , stone. The children listen
and say the word for the missing material (wood). If
they initially respond in L1, praise their responses
and repeat their answer in English.
Play the game several times. As the children become
more confident, call out the words for the different
materials faster and faster.
the lesson: houses.
who didnt catch the word houses in the first listening
Unit 6
page 11
Match and colour (PB page 46)

at the houses. Then point to the photos of the
different materials below them and say Look at the
materials. Point to each material in turn and prompt
the class to say the word.
Point to the first picture of the straw hut. Follow the
matching line from it to the bundle of straw and say
Ask the children to work on their own to match the
other houses with the correct materials. Ask them to
colour the houses the same colour as their materials.
Finally, check answers by saying First house. Its
made of ... ? (straw). Prompt the whole class to say
the complete sentence. Repeat with the other three
pictures.
Answers:
First house Its made of straw.
Second house Its made of wood.
Third house Its made of brick.
Fouth house Its made of stone.
quickly, ask them to count the number of windows in
each house in the first activity. They then write the
number of windows next to the photo of each house.
Closing activities
CD2
37
Lets find out!

Lets find out!
Lets find out about ... houses!
Point to the photos in the first activity and say Look
at the different houses. Listen and point to the
houses. Play CD 2 (Track 38). The children listen and
point to the house in their books that is described
each time.
CD2
38
Lets find out about houses! Listen and

point
Number 1. Look at this house. Its made of wood.

Number 2. Look at this house. Its made of straw.
Number 3. Look at this house. Its made of brick.
Number 4. Look at this house. Its made of stone.
Unit 6
page 12

same to you.
Find Out! 1
Extra activity: Build a house! chant

This chant is a variation of the traditional chant One
potato, two potatoes, three potatoes, four ...
Draw a brick on the board and say One brick. Ask the
class to repeat the words after you. Then draw a
second brick and say Two bricks. Once again, the
children repeat the words. Continue until there are
seven bricks on the board.
Say the chant to the class:
One brick, two bricks, three bricks, four,
Five bricks, six bricks, seven bricks, more!
The children say the chant with you, first normally,
then as a whisper gradually increasing in volume.
Finally, divide the class into pairs. The children put
their fists one on top of the other to mime building a
house as they say the chant together.

Find Out! 1
Unit 6
page 13
6 Houses
Lesson 5
Learning objectives
Sing The houses song
Key language
House
Big, small
Its made of (wood).
Look at this house!
Main activities
Identify the houses
Play Lets build a house!
Listen to The houses song and point to the
flashcards
Draw
Materials
Flashcards: straw, wood, brick, stone, parrot
Pupils Book page 47
CD 2
Several large pieces of paper with a house crosssection drawn on them (one for each group),
magazines, scissors and glue (optional)
Cardboard boxes, ice lolly sticks, glue, scissors,
string and a hairdryer (optional)
Opening activities
Hello! to you.
Hold up the parrot flashcard, but dont let the
do parrots eat? (fruit and seeds).
Main activities
Identify the houses
Open your Pupils Book at page 47 and hold it up so
that the class can see it.
Point to the picture of the houses in the first activity
and ask the class Who can see a house made of
brick? The children raise their hands. Choose a child
Unit 6
page 14
to come to the front and point to the brick house.

Praise the child and then say Its made of brick.
Prompt the class to repeat the sentence. Put the
flashcard of brick on the board.
Then ask the class Who can see a house made of
straw? Once again, choose a child to come to the
front and point to the straw house. Say Its made of
straw and ask the class to repeat the sentence with
you. Then put the straw flashcard on the board.
Repeat the procedure with the houses made of wood
and stone, adding their flashcards to the board as
well.
Play Lets build a house!
Say Lets build a house! Mime stacking bricks higher
and higher to convey meaning, or repeat the
sentence in L1 if necessary.
Ask the children to stand up. Then point to the straw
flashcard on the board and say Lets build a house!
Its made of straw. Mime lifting handfuls of straw to
build a straw house. The children follow your
example. Then tell the children to stop, and mime
being tired.
Point to the wood flashcard and say Lets build a
house! Its made of wood. This time, mime nailing
wood with a hammer. Once again, the children copy
your actions.
Repeat the procedure with the house made of bricks
(mime laying the cement and placing the bricks in a
line) and the house made of stone (mime lifting a
heavy stone). Once again, mime being tired after
such hard work.
Give the instructions again, this time without doing
the mime yourself.
Finally, point to materials flashcards and prompt the
children to say the words for each with you.
Listen to The houses song and point to the flashcards
Say Lets listen to The houses song and point to the
flashcards.
Play CD 2 (Track 39). The children listen. Point to the
different materials flashcards as they appear in the
song.
CD2
39
The houses song

Look at this house. Its made of stone. (point to the
stone flashcard)
Look at this house. Its made of wood. (point to the
wood flashcard)
Look at this house. Its made of brick. (point to the
brick flashcard)
Look at this house. Its made of straw. (point to the
straw flashcard)
[Repeat]
Find Out! 1
Closing activities
same to you.

Point to the first activity and say Look at the houses.
Point to the first house and say Its made of ... ?
(wood).
Repeat with the other houses.
Point to the doors of the houses and ask the children
to colour them in. When the class has finished
colouring, say Lets sing The houses song and point.
Play CD 2 (Track 39). The children join in with the
song and point to the pictures of the houses in their
books when they hear them.
Draw (PB page 47)
at the picture frame. Then say Draw you (point to the
children) in the house you like best (point to the
different houses in the first activity). Repeat the
sentence in L1, if necessary.
As the children are working, move around the class
commenting on their work. Point to the house each
child likes best and prompt them to tell you what its
made of, e.g. Its made of (stone).
the class their work.
Extra activity: Make a house display

Divide the class into groups of four or five children.
Hand out a large piece of paper to each group with a
cross-section of a house drawn on it. Also hand out
some old magazines. Ask the children to look for
pictures of furniture and furnishings for their house,
and to cut them out. The children group their
pictures together by room and stick them onto their
house in the appropriate places, to make a poster.
Use the posters to make a colourful classroom
display.
Group project: Build a house!

Ask the children to bring different materials with
them from home for this activity, e.g. empty
cardboard boxes, string, card, ice lolly sticks, etc. The
children work in groups of four or five to make their
houses. Encourage them to show their houses to the
class and to talk about the materials used. Ask the
children to think how strong the different materials
are. Then test how strong each house is, by blowing
air onto it from a hairdryer.


second activity quickly, ask them to colour their
picture.
Find Out! 1
Unit 6
page 15
6 Houses
Lesson 6
Learning objectives
Key language
House
Big, small
Its made of (wood).
Look at this house!
Main activities
Sing The houses song and point to the flashcards
Listen to the story
Look and number
Listen and number
Materials
Flashcards: straw, brick, wood, stone, dog
Story cards for Unit 6: The three little pigs
CD 2
Opening activities
Greet the class and sing the opneing song
Hello! to you.
Hold up the dog flashcard, but dont let the children
see what it is. Say Its the word of the day. Ive got
a ... ? Encourage the children to guess the pet that
youve got. Prompt the children to ask, e.g. Have you
got a (parrot)?
do dogs eat? (meat).
Main activities
Sing The houses song and point to the flashcards
Ask the class Who can build a house? Mime stacking
bricks one on top of another to convey meaning.
Repeat the question in L1 if necessary.
Put the four flashcards of materials on the board.
Invite four children to come to the front of the class.
Say to the first child: Build a house. Its made of
stone. Point to the stone flashcard and signal to the
child that they should mime lifting heavy stones. Tell
the child to stop after a minute or so.
Unit 6
page 16
Repeat the question Who can build a house? Then

ask the second child at the front to build a house,
this time with brick. Point to the brick flashcard and
encourage the second child to mime building with
bricks.
Repeat with the third and fourth children. Ask them
to build a house made of wood and a house made of
straw. Ask the four children to stay at the front of the
class.
Point to the first child and say Its made of stone.
Prompt the class to say the sentence with you. Then
point to the second, third and fourth children and
repeat the sentence for their houses, saying Its
made of brick, Its made of wood, etc. Encourage the
class to repeat the sentence after you each time, and
give each child the flashcard for their material.
Finally, say Lets sing The houses song and point to
the flashcards. Ask the four children at the front of
the class to hold up their materials flashcards in turn
when they hear them mentioned.
Play CD 2 (Track 39). Encourage the class to sing and
point to each materials flashcard as it is held up in
the song.
to open their Pupils Books at page 47 and look at
the pictures in the first activity.
Option: Play the karaoke version of The houses song

on CD 2 (Track 44). The children sing along and
move/clap their hands to the music.
CD2
40
Its story time!
Its story time!

Its story time!
Hold up the first story card and say Look! This is
Henry. Henrys a wolf. Then hold up the second story
card and say Look at the little pigs! How many little
pigs can you see? (three).
Ask the children to tell you in L1 which story they think
it is (The three little pigs). Encourage the class to tell
you what they know about the story. Then say Lets
listen to the story. Either tell the story yourself (by
reading the text on the back of each story card), or play
CD 2 (Track 41). Hold up each story card as you do so.
next story card.
Find Out! 1
CD2
41
Frame 1
Narrator:
Henry:
Heres Henry the wolf.

Im hungry!
Frame 2
Narrator:
Pig 1:
Pig 2:
Pig 3:
Here are three little pigs.

Look at my house. Its made of straw.
Look at my house. Its made of wood.
Look at my house. Its made of brick.
Frame 3
Narrator: Henry goes to the house made of straw.
Henry:
Are you in the bedroom, little pig? Im
hungry!
Pig 1:
Yes, Im in the bedroom. Go away!
Henry:
Huff, huff, HUFF!
Narrator: Run little pig, run!
Frame 4
Narrator: Henry goes to the house made of wood.
Henry:
Are you in the kitchen, little pig? Im
hungry!
Pig 2:
Yes, Im in the kitchen. Go away!
Henry:
Huff, huff, HUFF!
Narrator: Run little pig, run!
Frame 5
Narrator: Henry goes to the house made of brick.
Henry:
Are you in the living room, little pig? Im
hungry!
Find Out! 1
Pig 3:
Henry:
Yes, Im in the living room. Go away!

Huff, huff, huff, huff, huff, HUFF!
Frame 6
Narrator: Henry jumps down the chimney.
Henry:
Owwww!
The three little pigs: Goodbye, Henry!
ask the following questions, in English or L1:
Frame 1
Whats his name? (point to the wolf) (Henry)
Is he hungry? (yes)
Frame 2
How many pigs can you see? (three)
How many houses can you see? (three)
Frame 3
This house is made of ... ? (straw)
Wheres the first little pig? (in the bedroom)
Frame 4
This house is made of ... ? (wood)
Wheres the second little pig? (in the kitchen)
Frame 5
This house is made of ....? (brick)
Wheres the third little pig? (in the living room)
Frame 6
Henry jumps down the ... ? (chimney)
Is Henry happy? (no)
Unit 6
page 17
Are the three little pigs happy? (yes)

listen.
Point to the first activity and say Look at the houses.
Ask the children to number the three houses in the
order of the story.
When the children have finished, check their answers.
Ask Number 1. Its made of ... ? Encourage the
children to give you the whole sentence when they
reply. (Its made of straw.) Repeat with the other
pictures.
Number 5
Henry the wolf: Are you in the garage?
Pig:
Yes.
Number 6
Henry the wolf: Are you in the bathroom?
Pig:
Yes.
Check answers by asking Whats number 1? (Are you
in the living room?) Repeat with the other numbers.
Answers:
1 Are you in the living room?
2 Are you in the bedroom?
3 Are you in the hall?
4 Are you in the kitchen?
5 Are you in the garage?
6 Are you in the bathroom?
Closing activities
Answers:
Number 1. Its made of straw.
Number 2. Its made of wood.
Number 3. Its made of brick.

Point to each of the drawings of the pigs in the

second activity and ask Wheres the pig? Prompt the
class to tell you the different rooms of the house.
Say Lets listen and number the pictures in order.
Play CD 2 (Track 42). The children listen to Henry and
number the pictures in the order they hear them on
the CD.

same to you.
Tip: Use the pause button between each dialogue to

check that all the children are successfully
completing the activity.
CD2
42
Listen and number
Number 1
Henry the wolf: Are you in the living room?
Pig:
Yes.
Number 2
Henry the wolf: Are you in the bedroom?
Pig:
Yes.
Number 3
Henry the wolf: Are you in the hall?
Pig:
Yes.
Extra activity 1: Playground game

This is an adaptation of a popular British playground
game called Whats the time, Mr Wolf? You can either
play the game with the whole class, or with groups of
children.
Demonstrate the game first with the whole class.
Pretend you are the wolf, and walk slowly around the
playground. The class walks behind you, chanting
Are you hungry, Mr Wolf? Keep walking, and without
looking back say No! to them each time.
Continue for a while like this. Then suddenly turn
round and say Yes! Im hungry! Try to catch one of
the children before they can get away. When the
class is confident with the game, divide the children
into groups of eight or ten and ask for volunteers to
be the wolf in each group.
Number 4
Henry the wolf: Are you in the kitchen?
Pig:
Yes.
Unit 6
page 18
Find Out! 1

will play: the narrator, Henry the wolf, or the first,
second or third little pig. Play CD 2 (Track 41), or read
the story aloud. The children listen, mime the story
and join in with the key phrases. Encourage the
whole class to applaud the groups efforts and then
choose five different children to act out the story. If
you wish, use tables turned on their sides to
represent the three little pigs houses.

Find Out! 1
Unit 6
page 19
6 Houses
Lesson 7
Learning objectives
Say a chant to practise the sound /h/
Make a house cut-out and talk about it
Key language
Are you in the (kitchen), little pig?
Yes, Im in the (kitchen).
Go away!
Im hungry!
Main activities
Find and count the houses
Listen and say
on. Draw
Sing The hide and seek song with the cut-out
Show and tell
Materials
Flashcard: any pet
CD 2
Scissors
Illustrated house stickers
A completed house cut-out
Opening activities
Hello! to you.
pig? Encourage the children to repeat the wolfs

question. Then rub your stomach and say Im hungry!
Once again, the children copy you.
Point to the little pig in frame 3 and say (in the little
pigs voice) Yes, Im in the bedroom. The children
repeat the little pigs reply after you. Then wave your
arms and say (in the little pigs voice) Go away! The
children do the same.
Repeat the procedure with the second little pig in the
kitchen (frame 4), and the third little pig in the living
room (frame 5).
Say Lets listen to the story again. Ask the children
to follow the story in their books. Tell the story or
play CD 2 (Track 41) and encourage the children to
join in with the sound effects and key language.
Find and count the houses (PB page 48)
Say Can you find the small houses hidden in the
story? Prompt the class to look at the story in their
Pupils Book and find the small houses that have
been hidden in the story frames. Encourage the
children to point to the houses and say Here! when
they find them. They then draw a circle round each
one.
Answers:
There are 3 small houses hidden in frame 1, frame 3
and frame 6.
Point to the picture in the first activity and say Look
at Henry. He says Huff!
Prompt the children to imitate the /h/ sound and to
say the word Huff! Then say Lets listen to the chant.
Play CD 2 (Track 43).
CD2
43
Can you say ? chant
Lisa:

Hold up the pet flashcard you have chosen, but dont
let the children see what it is. Say Its the word of the
day. Ive got a ... ? Encourage the children to guess
the pet that youve got. Prompt the children to ask,
e.g. Have you got a (dog)?
do (dogs) eat?
Main activities
Write the number on the board and show the class
the page. Point to Henry the wolf in frame 3 and say
(in the wolfs voice) Are you in the bedroom, little
Unit 6
page 20
Adult:
Children:
Adult:
Children:
Adult:
Children:
Can you say ... Hungry Henry says huff,

huff, huff?
huff, huff, huff
huff, huff, huff
Henry says huff, huff, huff!
Henry says huff, huff, huff!
Hungry Henry says huff, huff, huff!
Hungry Henry says huff, huff, huff!

more time.
Tip: If the children have difficulty making the sound
/h/, ask them to whisper the chant, rather than
saying it out loud. The /h/ sound is much easier to
produce when whispered.
Find Out! 1

of their books. Explain that it shows a girl holding a
completed house cut-out. Say Lets make the house
cut-out.
Show the children how to cut out the page and fold it
in half along the dotted line. Then ask them to write
their name on the front door and colour the
background.
Say Open your house. Hold up one of the cut-outs
and open it. Point to the different rooms inside and
ask the class to tell you what they are.
them to find the page in their books. The children
then put the stickers in the rooms of the house cutout, where indicated.
Ask the children to draw themselves in one of the
rooms. Finally, encourage them to hold up their cutouts in turn and tell the class where they are, e.g. Im
in the (kitchen).
Sing The hide and seek song with the cut-out
Ask the children to open their house cut-outs and
sing The hide and seek song. Play CD 2 (Track 33).
The children sing the song and point to the different
rooms in the house cut-out as they are mentioned.
Find Out! 1
Option: Point to the outside of the house and say Its

made of ... ? (brick). Sing The houses song on CD 2
(Track 39). The children join in and point to the front
of their house cut-out, when they hear it mentioned.
Show and tell
Ask different children to stand up and show the class
their cut-out. Prompt them to point to the drawing of
themselves in the house and say Im in the (kitchen).
carers.
Closing activities
Unit 6
page 21
Extra activity: Hide and seek!

Explain to the class that they are going to play Hide
and seek with their cut-outs. Ask the children to put
a cross in one of the rooms of their house cut-out,
without letting anyone else see it.
Ask a child to stand up with their cut-out closed. Ask
Are you in the (garage)? Prompt the child to look in
their cut-out. If they have put their cross in that room
they answer Yes. However, if they have put their
cross in another room, they answer No. Encourage
the rest of the class to raise their hands and ask
similar questions, until someone guesses correctly.
Repeat the game with different children.
When the children are confident with the activity, put
them in pairs and ask them to play the game.
When the game ends, tell the children to secretly
draw another cross in a different part of their house
cut-out and play the game again.

same to you.
Unit 6
page 22
Find Out! 1
6 Houses
Lesson 8
Learning objectives
Key language
garage, house
Its made of (wood).
Main activities
Play a team game
Match and listen
Dictionary
Materials
Flashcards: Ben, Lisa, bedroom, kitchen,
bathroom, living room, hall, garage, any pet
Word cards: bedroom, kitchen, bathroom, living
room, hall, garage
Dictionary
CD 2
Opening activities
Hello! to you.
Hold up the pet flashcard you have chosen, but dont
let the children see what it is. Say Its the word of the
day. Ive got a ... ? Encourage the children to guess
the pet that youve got. Prompt the children to ask,
e.g. Have you got a (dog)?
do (dogs) eat?
Main activities
Play a team game
Divide the class into two groups, Bens team and
Lisas team. Stick the flashcard of Ben on one side of
the board, and the flashcard of Lisa on the other side.
Hold up one of the room flashcards so that the class
cant see what it is. Say Im in the ... ?
Find Out! 1
Prompt a member of one of the teams to ask Are you

in the (bedroom)? If the child guesses correctly, they
win the card for their team. If they guess incorrectly,
however, the other team has a turn.
The two teams take turns to guess the room that
youre in. Continue the game until all the room
flashcards have been used. The team that guesses
the most flashcards correctly is the winner.
Collect in the room flashcards. Then hold up each
flashcard in turn and prompt the class to say the word.
to the first activity and say Look at Ben and Lisas
house. Listen and number the rooms in order. Point
to the number 1 in the box next to bathroom, as an
example. Play CD 2 (Track 45). The children listen and
number the rooms in the order they hear them
mentioned.
CD2
45
Listen and number
Number 1
Ben: Are you in the bathroom?
Lisa: No!
Number 2
Ben: Are you in the living room?
Lisa: No!
Number 3
Ben: Are you in the kitchen?
Lisa: No!
Number 4
Ben: Are you in the hall?
Lisa: No!
Number 5
Ben: Are you in the bedroom?
Lisa: No!
Number 6
Ben: Are you in the garage?
Lisa: Yes! Im in the garage!
Ask the class Wheres Lisa? (In the garage). Then ask
Whats number 1? Listen, point to the flashcard and say
Yes, bathroom. Repeat the question for numbers 2-6.
Answers:
1 bathroom, 2 living room, 3 kitchen, 4 hall, 5 bedroom,
6 garage
Hold up your book so that the class can see it and
trace the word bathroom with your finger.
Ask the children to trace the other five room words in
their books.
Ask the class to look at the second activity in their
books. Point to the first picture and say Look at this
house. Its made of ... ? (wood). Follow the matching
Unit 6
page 23
line to the picture of the wood and say Yes. Its made
of wood.
Ask the children to work on their own and match the
other three houses to their materials.
When the children have finished, say Now lets listen
and check. Play CD 2 (Track 46). The children listen
and check their answers.
CD2
46
Match and listen
Number 1. Look at this house. Its made of wood.

Number 2. Look at this house. Its made of stone.
Number 3. Look at this house. Its made of brick.
Number 4. Look at this house. Its made of straw.
Check answers by asking Number 1. Its made of ... ?
(wood). Encourage the children to give you the full
sentence as an answer. Repeat with numbers 2-4.
Answers:
1 Its made of wood.
2 Its made of stone.
3 Its made of brick.
4 Its made of straw.
bottom right-hand corner of the page and prompt the
Unit 6
page 24

have done OK.
(PB page 56)
children.
Show the children the Big Cheese Picture Dictionary
on page 56 and ask them to find the page in their
books.
for this unit.
Say Its a big cheese! Point to the first room word
and say Look! Bathroom. The children read the word.
Then point to the hole above the word and say Put
the sticker of the bathroom here. The children put
the correct sticker on the hole above the word. They
then read and put the other room stickers on the Big
Cheese Picture Dictionary.
Find Out! 1


(pages 2 and 3). Can they name the rooms in Peter
and Sallys house, and in the mouse house?
(Answers: Peter and Sallys house: kitchen, bedroom,
hall, garage. The mouse house: bathroom, bedroom,
living room, garage.)
Closing activities
same to you.

Ask the children to open their Pupils Books at page
56.
piece of paper. Hold up your Pupils Book and point
to the covered word and its sticker. Ask Whats this?
The children remember and say the word. Repeat
with several other stickers and their words on the
page.
Repeat the question Whats this? and prompt the
children to say the correct word again with you. Then
organise the class into pairs.
pairs.

unit, use the house cut-out to generate speech. Here
are some ideas:
Say Open your cut-out and point to the (bedroom).
The children listen and point.
Point to each of the rooms in turn and ask Whats
this? The children say the word for each room.
Prompt different children to hold up their cut-out,
point to their drawing of themselves and say Im in
the (hall).
Encourage the children to find out where you are
by asking Are you in the (kitchen)?, etc. Answer Yes
or No.
Point to the front of the house and prompt the
children to say Its made of brick.

Find Out! 1
Unit 6
page 25
Name:
Class:

Colour and nd.
PH
BL
IA
OP
OC
OT
Colour Peters path through the house to nd his friends.

Follow the path with your nger and name the rooms.
Unit 6
page 26
Name:
Class:

Draw.
Unit 6
page 27
PH
O
TO
CO
PI
A
BL
Draw yourself in one of the rooms of the house.

Say Im in the (bathroom).
Name:
Class:

Write and draw.
bedroom bathroom kitchen

living room hall garage
1
bedroom
PH
OP
OC
OT
Write the words for the rooms of the house and draw the missing parts.
BL
IA
Unit 6
page 28
Name:
Class:

Trace and match.
a
straw
b
wood
c
stone
d
brick
E
Unit 6
page 29
PH
OT
OC
OP
IA
BL
Trace the words and match to the pictures.

20 points.
Listening
and Peter asking where the other is. The pupils
number the room of the house that is mentioned
each time. (1 point for each correct answer. Total 8
points)
CD2
63
Answers
1 hall (example), 2 kitchen, 3 living room, 4 bedroom,
5 bathroom, 6 garage
Speaking (optional)
Vocabulary 1 Point to three of the rooms in part 1 of
the speaking test and ask What rooms this?
(kitchen, living room, hall, bedroom, bathroom,
garage). (1 point for each answer. Total 3 points)
Listen, number and colour The pupils listen to

the sentences about the houses. They number and
colour each house. (2 points for each correct number
and colour. Total 6 points)
CD2
Listen, number and colour
Number 1:
(example) Look at this house. Its made of straw.
Its yellow.
Number 2:
Look at this house. Its made of brick. Its red.
Number 3:
Look at this house. Its made of stone. Its brown.
Number 4:
Look at this house. Its made of wood. Its brown.
Reading
Read and match The pupils read the words and draw
a line from the word to the matching room of the
house. (1 point for each correct answer. Total 6
points)
1
bedroom
hall
living
room
page 30
bathroom
4
Unit 6
Write The pupils label the different rooms of the

house. (1 point for each correct answer. Total 5
points)
Listen and number
Number 1
Peter: Are you in the hall, Sally?
Number 2
Sally: Are you in the bedroom, Peter?
Number 3
Peter: Are you in the bathroom, Sally?
Number 4
Sally: Are you in the kitchen, Peter?
Number 5
Peter: Are you in the living room, Sally?
Number 6
Sally: Are you in the garage, Peter?
Number 7
Peter: Are you in the bedroom, Sally?
Number 8
Sally: Are you in the living room, Peter?
64
Writing (optional)
kitchen
Vocabulary 2 Point to two of the different materials in

part 2 of the speaking test and ask Whats this?
(wood, stone, straw, brick). (1 point for each answer.
Total 2 points)
Questions Ask the child to imagine theyre hiding in
one of the rooms of the house. Point to one of the
rooms in part 1 of the speaking test and ask the pupil
Are you in the (garage)? The child says Yes or No.
Prompt the pupil to ask you four similar questions
with the different rooms. (1 point for each question.
Total 4 points)
Sentences Point to one of the houses in part 2 of the
speaking test and say Its made of Prompt the
pupil to finish the sentence. Then prompt the pupil to
make similar sentences for three other houses. (1
point for each sentence. Total 4 points)
prompt the pupil to say the rhyme Hungry Henry says
huff, huff, huff! 2 (1 point for the pronunciation of
individual sounds, 1 point for rhythm and intonation.
Total 2 points)
garage
Find Out! 1
Name:
Class:
Test
CD2
63
Listen and number.
8
CD2
64
Listen, number and colour.
BL
Unit 6
page 31
PH
O
TO
CO
PI
A
Name:
Class:
Test
Read and match.
1
bedroom
hall
living
room
bathroom
4
kitchen
garage
Write.
hall
OT
PH
BL
IA
OP
OC
4
Unit 6
page 32
Name:
Class:
Test
Part 1
IA
BL
E
Part 2
page 33
OC
Unit 6
PH
OT
OP
15
Name:
Class:
Colour.
I can ...
1
OT
PH
1 name the rooms in a house

4 name different materials for houses
7 say the chant

BL
IA
OP
OC
2 sing the songs

5 say what houses are made of
Unit 6
page 34
Answer Key
Activity Book
Activity 1 p. 37
1 bathroom, 2 bedroom, 3 living room, 4 hall, 5 kitchen,
6 garage
Colour and find.

hall, kitchen, living room, bathroom, bedroom, garage
2 hidden cheeses
Draw.
Childs own drawing
Activity 2 p. 38
1 hall, 2 kitchen, 3 garage, 4 living room, 5 bathroom,
6 bedroom
1 hidden cheese
Write and draw.

1 bedroom, 2 bathroom, 3 garage, 4 living room,
5 hall, 6 kitchen
Activity 3 p. 39
1 kitchen, 2 living room, 3 garage, 4 bathroom, 5 hall,
6 bedroom
Trace and match.

Children trace the words and match the words and
pictures.
1 hidden cheese
Activity 4 p. 40
1 straw, 2 brick, 3 stone, 4 wood
2 hidden cheeses
Activity 5 p. 41
1 stone, 2 wood, 3 brick, 4 straw
1 hidden cheese
Activity 6 p. 42
1 brick, 2 wood, 3 straw
1 hidden cheese
Activity 7 p. 43
1 bedroom, 2 bathroom, 3 garage, 4 living room,
5 kitchen, 6 hall, 7 straw, 8 wood, 9 brick, 10 stone
1 hidden cheese
Activity 8 p. 43
Find Out! 1
Unit 6
page 35
Christmas
Learning objectives
Receptive language
Listen and understand a traditional Christmas tale

Follow instructions to make a Christmas card cut-out
The tree is happy / sad.

The children play in the big tree.
Its cold.
This small tree is lovely.
I want this tree.
Key language
Vocabulary
Christmas tree
Big / small
Numbers 1-10
Recycled language
Numbers 1-10
Pronunciation
Structures
Im a (big) tree.
A (yellow) star.
We wish you a Merry Christmas
Happy Christmas!
Stress and rhythm

We wish you a Merry Christmas! song
Teachers Notes
Christmas Activity Page
Christmas card cut-out
Answer Key
pages 26
page 7
page 8
page 6
Find Out! 1
Appreciate that the biggest is not always the best
Enjoy listening to a traditional Christmas tale
page 1
Christmas
Lesson 1
Learning objectives
Listen to a traditional Christmas tale for global
understanding
Key language
Christmas tree
Big / small
Numbers 1-10
Main activities
Tell the story with the Pupils Book
Listen to the story
Draw a Christmas tree
Sing We wish you a Merry Christmas!
Materials
Flashcards: the big and small tree, any classroom
object
Pupils Book page 52
CD 1 and CD 2
A photocopy of the Christmas Activity Page for
each child (Teachers Notes Christmas, page 7)
Green and brown card, plain and coloured paper,
scissors, glitter, tinsel, glue (optional)
Opening activities
the opening song.
Choose a flashcard of a classroom object to reuse
from Unit 1. Hold the flashcard so that the class cant
see what it is and say Heres the word of the day.
the object.
card and ask them to repeat the word.
a show of shuffling the two cards, and then ask
Wheres the (crayon)? Choose a child to point to one
Christmas
page 2
class the flashcard. If necessary, repeat the

procedure until one of the children in the class gives
the correct answer.
Wheres the (crayon)? and stick the flashcard face
down on the board.
Main activities
Hold up the flashcard of the big and small trees. Point
to the big tree on the flashcard and say Look! This is a
big tree. Then point to the small tree and say This is a
small tree. Stick the flashcard face up on the board.
Make the shape of a tall tree by stretching your arms
above your head. Say A big tree. Ask the children to
stand up and do the same action.
Then place the tips of your fingers together to make a
triangle shape at head level with your arms, and say
A small tree. Once again, encourage the children to
do the action with you.
Repeat the instructions several times. The children
listen and do the different actions.
Finally, point to the big tree on the flashcard again
and say A big tree. Prompt the children to repeat the
phrase. Then point to the small tree on the flashcard
and say A small tree. Repeat the sentences one more
time.
CD2
47
Its story time!
Its story time!

Its story time!
Point to the flashcard of the big and small tree on the
board and say In the story theres a big tree.
Point to the big trees happy face. Make a happy face
yourself, and ask Is the big tree happy? (yes).
Then point to the small tree on the flashcard and say
And in the story theres a small tree.
Point to the small trees sad face and ask Is the small
tree happy? (no). Confirm the childrens answer by
making a sad face and saying The small trees sad.
Say Lets find out about the big tree and the small
tree.
Tell the story with the Pupils Book (PB page 52)
Hold up your Pupils Book at page 52 and point to the
small tree in the first frame. Ask Whats this? (the
small tree). Say The small trees sad. Encourage the
children to tell you in L1 why they think the small tree
is sad. Praise their ideas and say Lets listen and find
out. Play CD 2 (Track 48). Point to each story frame in
your Pupils Book as they listen to the story.
Find Out! 1
Children:
Happy Christmas!
Tell the story again and ask the questions (PB page 52)
asking questions. Point to each story frame in your
Pupils Book in turn and ask the following, in English
or L1:
Frame 1
What colour is the small tree? (green)
Is the small tree happy? (no)
Why not? (its small)
Frame 2
Is the big tree happy? (yes)
Why? (its big)
Frame 3
Do the children play in the big tree? (yes)
Do the children play in the small tree? (no)
Frame 4
What colour is the big tree now? (red, yellow and
orange)
What colour is the small tree now? (green)
Is the small tree happy? (no)
Note: A tone on the CD signals when to point to the
next story frame.
CD2
48
The small Christmas tree
Frame 1
Narrator:
Small tree:
Frame 2
Narrator:
Big tree:
Here is a big tree. The tree is happy.

Look at me. Im big!
Frame 3
Narrator:
The children play in the big tree.
Frame 4
Narrator:
Big tree:
Small tree:
Look at the big tree now.

Im red, yellow and orange.
And Im green.
Frame 6
Narrator:
Find Out! 1
Frame 6
The small tree is a Christmas tree now! Is it happy?
(yes)
Heres a small green tree. The tree is

sad.
Im small!
Frame 5
Boy:
Girl:
Frame 5
Is it hot? (no)
Do the children like the small tree? (yes)
Brrr! Its cold.

This small tree is lovely. I want this
tree!
Look! The small tree is a Christmas
tree. Now its very happy.

Say Look at picture 2 in the story. Point to the big
tree. The children point to the big tree. Repeat with
the small tree.
Then say Lets listen to the story again. Put your finger
on picture 1. Explain to the class that they should point
listen.
Draw a Christmas tree (TN Christmas, page 7)
Ask two children to hand out photocopies of the
Christmas Activity Page (Teachers Notes Christmas,
page 7). There should be one copy for each child.
Point to the first activity and say Look. Find
number 1. The children find the number 1 on the
page. They then join the dots between the numbers 1
and 10 to complete the outline of a Christmas tree.
Encourage them to say the numbers out loud as they
work.
Christmas
page 3
When the children have finished ask Whats this? (a

Christmas tree). Repeat the phrase Christmas tree
and encourage the class to say it with you. Ask the
children to colour and decorate their trees.
While the children are working, play We wish you a
Merry Christmas! on CD 2 (Track 49) as background
music.
activity quickly, ask them to draw presents under
their tree.
Sing We wish you a Merry Christmas!
Say We wish you a Merry Christmas! in a rhythmic
manner, and ask the children to repeat it several
times.
Play We wish you a Merry Christmas! on CD 2 (Track
49). Encourage the children to sing along and sway in
time with the music.
CD2
49
We wish you a merry Christmas!

you are happy with.
the phrase.
Play the closing song on CD 1 (Track 8). Encourage
the children to sing along and do the actions with
you.
Say Happy Christmas! to the children as you leave
the class and encourage them to say the same to
you.
Extra activity: Make a class Christmas tree!
Cut out three large, green card triangles and stick
them one above the other on the classroom wall, so
that they make the shape of a Christmas tree. Add a
brown card rectangle to the base of the tree (the
trunk). Give the children plain and coloured paper,
scissors, glitter, tinsel, glue, crayons, etc., so that
they can draw and make some decorations to stick
on the class Christmas tree.

[Repeat]
Tip: Ask the children to write their name and class on
their Christmas Activity Page, in the spaces provided.
Collect them in at the end of the lesson. They will be
needed again in the next lesson.
Closing activities
Christmas
page 4
Find Out! 1
Christmas
Lesson 2
Learning objectives
Listen and join in with a traditional Christmas tale
Make a Christmas card cut-out
Key language
Christmas tree
Big / small
A (yellow) star.
Happy Christmas!
Main activities
Find the stars
Draw an eight-point star
Make a Christmas card cut-out
Materials
Flashcard: any classroom object
Pupils Book page 52
Named Christmas Activity Pages from the previous
lesson (Teachers Notes Christmas, page 7)
A photocopy of the Christmas card cut-out for
each child (Teachers Notes Christmas, page 8)
Scissors
CD 1 and CD 2
Pieces of card, tin foil, string or thread and a hole
punch (optional)
A completed Christmas card cut-out
Opening activities
the opening song.
Choose a flashcard of a classroom object to reuse
from Unit 1. Hold the flashcard so that the class cant
see what it is and say Heres the word of the day.
the object.
card and ask them to repeat the word.
that the backs of the flashcards are facing the class.
Make a show of shuffling the two cards, and then ask
Wheres the (pencil)? Choose a child to point to one
Find Out! 1
of the flashcards and say Here! Show the child and

the class the flashcard. If necessary, repeat the
procedure until one of the children in the class gives
the correct answer.
Wheres the (pencil)? and stick the flashcard face
down on the board.
Main activities
Point to the small tree in frame 2 and say sadly Im
small! Encourage the children to repeat the phrase.
Then point to the big tree in frame 2 and say happily
Look at me. Im big! Once again the children copy
you.
children to follow the story in their books. Tell the
story or play CD 2 (Track 48). Encourage the children
to join in with the sound effects and key language as
they listen.
Find the stars (PB page 52)
Point to the star on the Christmas tree in frame 6 of
the story and say Look! A star. Ask the children to
repeat the word with you.
Say Can you find some more stars in the story?
Prompt the class to look at the other story frames
and find more small stars that have been hidden in
them.
Encourage the children to point to the stars and say
Here! when they find them. They then draw a circle
round each one.
Answer:
There are two stars in frame 1 and frame 4.
Draw an eight-point star (TN Christmas, page 7)
Hand out the named photocopies of the Christmas
Activity Page from the previous lesson (Teachers
Notes Christmas, page 7). Then point to the second
activity on the page and say Lets draw a star.
Draw a cross on the board with a vertical and
horizontal line, as in picture 1 on the Christmas
Activity Page. The children copy this in the empty
picture frame on their photocopy.
Draw a second cross with two diagonal lines, as in
picture 2. The children do the same.
Finally, draw lines connecting the eight points of the
star, as in picture 3. The children do the same.
Ask the children What colour is your star? Listen to
their answers and comment on their ideas. Then ask
the children to colour their stars.
As the children are working, walk about the class and
talk to them about their stars. Ask What colours your
star? Encourage them to reply Its a (yellow) star.
Fast finisher tip: Ask any children who finish the
activity quickly to draw an eight-point star at the top
of their Christmas tree in the first activity.
Christmas
page 5

Say Lets sing We wish you a Merry Christmas!
Repeat the phrase We wish you a Merry Christmas!
in a rhythmic manner, and ask the children to repeat
it after you several times.
hold up their Christmas card cut-outs as they sing
along.
Option: Play the karaoke version of We wish you a
Merry Christmas! on CD 2 (Track 50). Encourage the
children to sing along and shake hands with a
classmate each time they say Merry Christmas!
Closing activities
Make a Christmas card cut-out (TN Christmas, page 8)
Ask two children to hand out photocopies of the
Christmas card cut-out (Teachers Notes Christmas,
page 8). There should be one for each child.
Make sure that all the children have got scissors.
Show the children your completed cut-out and say
Cut out the card and fold it like this. The children cut
out the card and fold it in half. Show the children how
to cut along the broken lines to make the Christmas
tree shape, and how to fold it in half along the dotted
lines.
Write Happy Christmas! on the board and ask the
children to repeat it with you. Then ask the children
to open their Christmas cards and copy the greeting
in them. They write their name below the greeting
and decide who they are going to send their card to.
Finally, the children draw and colour decorations on
their Christmas tree.
The children take their cards home with them at the
end of the class, so that they can give them to a
friend or family member.
Fast finisher tip: If some children finish the activity
quickly, ask them to help you make some Christmas
tree decorations. Encourage them to draw circles
(around jar lids, or other circular objects) on pieces of
paper. They then cut these out and colour them, to
make baubles.
Christmas
page 6
you are happy with.
the phrase.
Play the closing song on CD 1 (Track 8). Encourage the
children to sing along and do the actions with you.
Say Happy Christmas! to the children as you leave the
Extra activity: Christmas stars
Ask the children to draw some eight-point stars on
pieces of card. The children cut them out and wrap
tin foil around the shapes. Use a hole punch to make
a hole in one of the points of the star, and loop a
piece of string or thread through it. Tie the two ends
of the string or thread together. Ask the children to
hang their stars on the class Christmas tree.
Alternatively, hang the stars up at the classroom
window, where they will twinkle as they swing on
their strings.
Answer Key
Activity Book
p. 44
Children read and colour the stars. Eleven stars are on
the tree and Ben is holding one star.
Find Out! 1
Name:
Class:
Christmas Activity Page
4
8
2
10
Christmas
page 7
PH
OT
OC
OP
IA
BL
Name:
Class:
Christmas Card Cut-out
BL
IA
OP
OC
OT
PH
Christmas
page 8
Easter
Learning objectives
Recycled language
Sing an Easter song

Find and count Easter eggs
Colour and decorate an Easter egg

Numbers 1-9
Pronunciation
Key language
Vocabulary
Easter egg
Numbers 1-9
Structures
My Easter egg is (blue, yellow and purple).
Receptive language
Stress and rhythm

Easter eggs song
Be willing to follow classroom routines and simple
instructions
Be prepared to participate in classroom activities
periods
Egg
Teachers Notes
Find Out! 1
pages 23
page 1
Easter
Lesson 1
Learning objectives
Find out about how people celebrate Easter in
other countries
Key language
Easter egg
My Easter egg is (blue, yellow and purple).
Numbers 1-9
Main activities
Play Guess the object!
Sing. Count and write
Colour
Materials
Flashcards: Easter egg, any food flashcard
Pupils Book page 53
CD 1 and CD 2
Hard-boiled eggs (one for each child, plus two or
three extra), felt-tip pens or paint (optional)
Continue to reveal the picture of the Easter egg bit by

bit, until the children are able to guess what it is.
Praise the children for guessing correctly and say
Yes, its an Easter egg.
Stick the flashcard on the board and say the sentence
again. The class repeats it with you.
Sing. Count and write (PB page 53)
to the first activity and say Look at the children. Look
at the Easter eggs.
Explain to the class in L1 that in Britain, it was once
the custom for children to roll painted, hard-boiled
eggs down a hill at Easter.
Point to Andys Easter egg near the top of the hill and
ask What colour is Andys Easter egg? (red, blue,
purple, yellow and green). Repeat the question with
Peters egg (yellow and blue) and Sallys egg (red and
green).
Say Lets listen to the song Easter eggs. Listen and
point to the eggs.
Play CD 2 (Track 51). The children listen and point to
the pictures of the different coloured Easter eggs
rolling down the hill in their books.
CD2
Easter Eggs
Opening activities
51
Easter eggs, Easter eggs,

One, two. (count on your fingers)
Red and green,
Yellow and blue.

Say Lets sing the opening song! Ask the class to
stand up and play CD 1 (Track 36). Encourage the
children to say the words and do the corresponding
actions with you.
Choose a flashcard for an item of food to reuse from
Unit 3. Hold the flashcard so that the class cant see
what it is and say Heres the word of the day.
guess the food on the card. Prompt the class to make
guesses by asking for the food each time, e.g. Can I
have some (tomatoes), please?
on the board.
Main activities
Play Guess the object!
Hold a piece of paper or card in front of the Easter
egg flashcard, so that the children can only see a tiny
part of the picture. Ask Whats this? The children try
to guess what the hidden picture is.
Reveal a little more of the Easter egg by slowly
pulling down the piece of card and ask once again
Whats this? Prompt the children to make another
guess.
Easter
page 2
Easter eggs, Easter eggs,

One, two, three. (count on your fingers)
Red, blue and purple,
Yellow and green.
[Repeat]
Say Now lets sing the song and do the actions! Play
CD 2 (Track 51) again. The children sing the song and
count on their fingers as they hear the numbers
mentioned.
Point to Sallys Easter egg at the bottom of the hill
and ask What colour is Sallys Easter egg? (red and
green).
Say Lets count the red and green eggs. Count the
eggs with the class. (There are six in total.)
Ask the children to continue by finding and counting
the yellow and blue eggs, and the red, blue, purple,
yellow and green eggs. They write the total for each
egg next to its picture in the key.
Check answers by asking How many (yellow and
blue) eggs can you see?
Answers:
6 red and green eggs, 5 yellow and blue eggs, 9 red,
blue, purple, yellow and green eggs
Find Out! 1
Closing activities
Finally, say Happy Easter! to the children as you
leave the class. Encourage them to say Happy Easter!
to you.
Option: Sing the karaoke version of the Easter Eggs

song on CD 2 (Track 52) and do the actions.
Extra activity: Easter egg race

Take one hard-boiled egg into class for each child.
The children colour their eggs using felt-tip pens or
paint. Take two or three extra eggs with you, in case
a child drops and cracks their egg. When the children
have coloured their eggs, make a simple ramp in the
classroom (or go outside to find a slope), and have
an Easter egg race.
Colour (PB page 53)

Point to the picture of Sally holding her painted
Easter egg and say Look at Sallys Easter egg.
Ask the children What colour is Sallys Easter egg?
(red and green).
Point to the large unpainted Easter egg next to Sally
and say Now decorate and colour the big Easter egg.
The children decorate and colour the egg in their
books.
As the children are working, take the opportunity to
walk around the class and comment on their eggs.
Encourage the children to tell you what colour their
eggs are, e.g. My Easter egg is (blue, yellow and
purple).
Find Out! 1
Easter
page 3
Section 1: Evaluation
Contents
Learning to Learn Self-evaluation Worksheet
page 2
Teachers Evaluation of the Unit
page 3
Class Assessment Sheets:

Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Unit 6
Individual Child Assessment Sheet

Tests:
Diagnostic Test
Term 1 Test
Term 2 Test
Term 3 Test
End-of-year Test
Portfolio Worksheets:
My Language Passport
My Language Biography
My Dossier
End-of-year Certificate
Find Out! 1
pages 49
page 4
page 5
page 6
page 7
page 8
page 9
page 10
pages 1135
pages 1114
pages 1518
pages 1924
pages 2530
pages 3135
pages 3638
page 36
page 37
page 38
page 39
page 1
Name:
Class:
Learning to Learn Self-evaluation Worksheet

Colour.
In class I ...
1
At home I ...
5
2 listen to the teacher

5 listen to the songs
8 play the Find Out! 1 CD ROM
3 co-operate
6 listen to the stories
BL
IA
OP
OC
OT
PH
1 participate
4 make an effort
7 show my cut-out to my family
Section 1
page 2
Class:
Teachers Evaluation of the Unit

Unit: . . . .
Title: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Date: . . . . . . . . . . . . . . . . . . .
1 The unit
Number of hours / lessons to complete the unit:
Were the objectives of the unit achieved?

Lesson 1: Yes / Partly / No
Comments:

Successful / enjoyable activities:
Amended activities / activities to amend next time you teach the unit:
Additional materials used:

Fast Finisher Worksheets:
Reading and Writing Worksheets:
Unit Self-evaluation Worksheet:
Learning to Learn Self-evaluation Worksheet:
Other materials:
2 The children
page 3
OT
Section 1
PH
OC
OP
IA
BL
Level of interest and motivation:

Level of participation:
Children that needed extra support:
Children that completed the Fast Finisher Worksheets:
Children that completed the Reading and Writing Worksheets:
Additional comments:
KEY
3 yes
with difficulty/sometimes
7 no
Pupils name
BL
IA
OP
OC
OT
PH
Section 1
page 4
Ide
nt
Ide ifies
nti and
As fies sa
ks an ys
w
d
Pro wher say ord
du e c s w s fo
Pro ces lass ord r cla
du sh roo s fo ss
Giv ces ort, m m o r co room
es the o bje lou
o
Ex verb sou delle cts a rs bjec
tra
ts
al nd d o re
c
Ca ts s and /r/ ral and
ptu pe no an ph re
r
s
c
Re res ific n-ve d sa ases pon
ad glo inf rba ys
wi ds a
o
t
s
b
h
Un an al a rma l res e c th th pp
de d m nd tio po ha e rop
Co rstan atch spe n fro nse nt penc riate
-op ds es cif m s to
il c ly
i
as
Pa erat the wor c me simp sim
ec
p
rtic es cro ds
l
a
ute
l
n
e
w
f
d
i
s
i
o
ou
n
o
Wo pat ith s-c r c g ial
r
a
t
rks es cla urr las in t ogu l in
h
s
i
i
s
e
s
c
n
t
r
ruc
Sh ind cl sm ula oo e s s
ow ep ass ate r c m tor
tio
y
e
ns
If c s co nde room s in onte obje Sal
in
pa nt cts ly
hil nfid ntl
co
a
sp
(
i
dre en y
c
w
r
m
nte
t
ivi an
i
Re
i
i
t
x
c
n
c
h
xt
tie d g ing p tur
ad wo e in
ict e
s
s
r
p
r
o
t
Re and k w he
up rim ure
ir a
ad
s
a
i
w
t
w
r
h
ork y c
s a rit
b
olo
nd es the F ility
urs
wr cla ind to
ite ssr
l
)
s c oo Out earn
las m ! 1
En
A
a
sro n
g
c
om d co tivit lish
an lou y Bo
d c r w ok
olo or :
ur ds
wo in i
rds sol
in atio
se n
nte
nc
es
an
ds
ho
rt t
ex
ts
Class:
Class Assessment Sheet

Unit 1 Classroom objects
Unit Test Additional

score
comment
IA
OP
BL
E
Pupils name
Section 1
page 5
OC
PH
OT
KEY
3 yes
7 no
Ide
n
Ide tifies
nti an
As fies d sa
ks an ys
d
Pro wher say word
du e c s w s fo
c
Pro es lass ord r fa
du sh roo s fo mi
Giv ces ort, m m o r siz ly m
es the od bje es em
be
Ex verb sou elle cts a
rs
tra
al nd d o re
Ca cts s and /p/ ral and
ptu pe no an ph re
r
s
c
Re res ific n-ve d sa ases pon
ad glo inf rba ys
ds
w
o
s
t
Un an bal a rma l res he ith th app
de d m nd tio po cha e rop
Co rstan atch spe n fro nse nt fami riate
ly
cu ly
i
t-o
ut
p
rtic es cro ds
l
a
le
n e
Wo ipat with ss-c for f ing dial ora
rks es cla urr am in t ogu l in
Sh ind in cl ssm icula ily m he s es struc
ow ep ass ate r c em tor
tio
y
e
ns
If c s co nde room s in onte bers Gra
in
n
p
n
hil nfid ntl
w
t
co
dre en y acti air a (di ith dma
nte
Re
f
v
n
f
p
n
c
itie d
ere ic s b
xt
ad wo e in
gro n tur irt
s
s
r
t
Re and k w the
up fam es hd
a
i
ad
i
r
w
y
t
ork ilies
s a writ h th abi
nd es e F lity
in
wr fam ind to
so
cie
ite
l
s f ily w Out earn
ty)
am or ! 1
E
n
d
A
ily
g
wo s and ctivi lish
rds si ty B
an zes ook
d s in
:
ize iso
s i lat
n s ion
en
ten
ce
sa
nd
sh
ort
tex
ts
Class:
Unit 2 Families

score
comment
KEY
3 yes
7 no
Pupils name
BL
IA
OP
OC
OT
PH
Section 1
page 6
Ide
nt
As ifies
ks an
Pro for d d sa
du iffe ys w
Pro ces rent ord
du sho foo s fo
Giv ces rt, m ds a r di
es the od nd ffer
Ex verb sou elle res ent
tra
al nd d o po foo
Ca cts s and /s/ ral p nds a ds
ptu pe no an hr pp
Re res cific n-ve d sa ases rop
ad glo inf rb ys
wi riat
a
o
Un s and bal a rma l res the c th th ely
h
de
t
p
n
m
a ef
o
d io
Co rsta atch spe n fro nse nt ridg
ec
-op nds es cif m s to
utPa erat the food ic m simp sim
ou
ea
rtic es cr
p
l
t
e
w
l
nin d e o
os
w
i
o
p
Wo ate ith s-c rds g i ialo ra
rks s in cla urri wit n th gu l ins
tru
Sh ind cla ssm cul h p e s es
cti
i
t
ow ep ss at ar
co ctur ory
on
e
r
s
e
o
s
e
si
If c con nde om in nte s The
nc
pa nt
hil fid nt
a
p
c
on
i
i
l
(
d
c
r
e
y
t
w
n
i
r
Re en nc
an he
v
tex
i
i
c
t
ei
ad
ies d g re
t
w
n
rou foo
Re s and ork w the
d
p
ad
ir a
i
c
w
w
t
o
h
s a rit
ork m
nd es the bility
es
fro
wr foo Fin to
ite d
d O lea
m)
s f wo
r
u
oo rd t! 1 n E
d w s in A ng
ord iso ctivi lish
s i lat ty B
n s ion o
ok
en
:
ten
ce
sa
nd
sh
ort
tex
ts
Class:

Unit 3 Food

score
comment
Section 1
page 7
BL
IA
OP
OC
Pupils name
OT
PH
KEY
3 yes
7 no
Ide
nt
Ide ifies
nti and
As fies sa
ks an ys
w
d
Pro abou say ord
du t a s w s fo
b
c
Pro es ility ord r pa
du sh
a s fo rts
Giv ces ort, m nd re r di of t
es the od sp ffer he b
Ex verb sou elle ond ent ody
tra
al nd d o s a typ
Ca cts s and /f/ ral ppro es o
ptu pe no an ph pr f e
i
r
c
x
Re res ific n-ve d sa ases ately erci
se
ad glo inf rba ys
w
o
t
Un s an bal a rma l res he c ith th
de d m nd tio po ha e
Co rstan atch spe n fro nse nt exer
cis
ec
i
Pa erat the bod c me simp sim
utrtic es cro y w an le ple
ou
w
d
t
Wo ipat ith ss-c ord ing ial ora
rks es cla urr s w in t ogu l in
h
s
i
i
i
e
tru
Sh ind n cl ssm cula th p e s s
cti
ow ep ass ate r c ict tor
on
y
e
si
If c s co nde room s in onte ures Let
nc
n
p
hil nfid ntl
s
pla
on
dre en y acti air a t (th
tex
Re
v
y
e
n
itie d
!
i
ad n wo ce in
m
t
g
s
p
s
r
ou ort
Re and rk w the
p w an
i
ad
i
r
t
ork ce o
s a writ h th abi
nd es e F lity
fe
xe
wr bo ind to
rci
d
ite
lea
y
O
se
s b an ut
r
n
)
od d e ! 1
E
n
y a xe Act gli
nd rcis ivit sh
ex e w y B
erc o
o
ise rds ok:
wo in i
rds sol
in atio
se n
nte
nc
es
an
ds
ho
rt t
ex
ts
Class:
Unit 4 The body

score
comment
KEY
3 yes
7 no
Pupils name
BL
IA
OP
OC
OT
PH
Section 1
page 8
Ide
nt
Ide ifies
nti and
As fies sa
ks an ys
w
d
Pro abou say ord
du t p s w s fo
o
c
s
e
Pro s
s ord r p
du sh ess s fo ets
Giv ces ort, m ion a r pe
es the o nd t fo
Ex verb sou delle res ods
tra
al nd d o pon
Ca cts s and /t/ ral ds a
ptu pe no an ph
r pp
c
Re res ific n-ve d say ases ropr
ad glo inf rba s
w iat
o
s
b
Un an al a rma l res the c ith th ely
de d m nd tio po ha e
Co rstan atch spe n fro nse nt pet c
uti
ou
t
p
rtic es cro ds
l
a
e
le
n
w
f
d
i
s
i
o
Wo pat ith s-c r p ng ial ora
rks es cla urr ets in t ogu l in
Sh ind in cl ssm icula wit he s es struc
ow ep ass ate r c h p tor
tio
y
e
ns
If c s co nde room s in onte ictur The
in
n
e
p
hil nfid ntl
r
t
co
s
a
ac
dre en y acti ir a (w
nte
e
Re
h
v
n
n
c
a
i
xt
tie d g t p
ad wo e in
s
s
r
e
r
o
t
t
Re and k w he
up s e
i
ad
a
i
r
w
t
w
t
ork )
s a rit h th abi
nd es e F lity
wr wo ind to
ite rd
l
s w s fo Out earn
ord r p ! 1 A En
s f ets cti glis
or
h
a v
pe nd ity B
ts foo oo
an ds k:
df
oo in is
ds ola
in tio
se n
nte
nc
es
an
ds
ho
rt t
ex
ts
Class:

Unit 5 Pets

score
comment
IA
OP
BL
E
Pupils name
Section 1
page 9
OC
PH
OT
KEY
3 yes
7 no
Ide
nt
Ide ifies
nti and
As fies sa
ks an ys
w
d
Pro wher say ord
du e s s w s fo
Pro ces ome ord r di
du sh bo s fo ffer
Giv ces ort, m dy is r m ent
es the o
an ate roo
Ex verb sou delle d re rials ms i
tra
na
d
al nd
o sp
ho
Ca cts s and /h/ ral onds
us
ptu pe no an ph
e
r ap
c
Re res ific n-ve d sa ases pro
p
ad glo inf rba ys
wi ria
o
s
t
b
t
Un an al a rma l res he h th tely
de d m nd tio po cha e
Co rstan atch spe n fro nse nt hous
ec
i
utPa erat the hou c me simp sim
ou
p
rtic es cro se
l
a
e
t
l
n
e
w
d
w
i
s
i
n
o
ial
Wo pat ith s-c or
g
r
a
rks es cla urr ds w in t ogu l in
Sh ind in cl ssm icula ith he s es struc
ow ep ass ate r c pic tor
tio
y
e
ns
If c s co nde room s in onte ture The
in
pa nt s
hil nfid ntl
t
co
a
hre
(
i
dre en y
c
r
w
nte
t
ivi an ha
Re
e
n
c
xt
tie d g t h
litt
ad wo e in
s
l
s
r
o
e
r
o
t
u
pig
Re and k w he
up se
ir a
ad
s
i
s
w
t
w
h
ork are
s a rit
b
nd es the F ility
ma
wr hou ind to
de
ite
l
of)
s h se a Out earn
ou nd ! 1
E
se ma Act ngli
an te ivi sh
d m ria ty B
ate ls w oo
ria ord k:
ls
wo s in i
rds sol
in atio
se n
nte
nc
es
an
ds
ho
rt t
ex
ts
Class:
Unit 6 Houses

score
comment
Name:
Class:
Individual Child Assessment Sheet

KEY
3 yes
7 no
Unit
Identifies and says the vocabulary items introduced in Lesson 1
Identifies and says the vocabulary items introduced in Lesson 4

Asks the question introduced in Lesson 1 and responds appropriately
Produces short, modelled oral phrases with the cut-out
Produces the target sound and says the chant in Lesson 7
Gives verbal and non-verbal responses to simple oral instructions in context
Extracts specific information from simple dialogues
Captures global and specific meaning in the story
Reads and matches the key vocabulary with pictures
Understands the cross-curricular content
Co-operates with classmates in pair and group work
Participates in classroom activities
Works independently
Shows confidence in their ability to learn English
If children work with the Find Out! 1 Activity Book:
Reads and writes key vocabulary in isolation
Reads and writes key vocabulary in sentences and short texts
Unit Test score
Comments:
BL
IA
OP
OC
OT
PH
Section 1
page 10
Teachers Notes Diagnostic Test

Listening
Listen, count and circle. The pupils listen and circle
the number of pencils that they hear.
CD2
65
Listen, count and circle
Number 1
Two pencils.
Number 2
Three pencils.
Number 3
Five pencils.
Number 4
Eight pencils.
Number 5
Ten pencils.
Teaching option: If your pupils have only learned the
numbers 15, dictate: Number 1: Two pencils Two
pencils. Number 2: Four pencils Four pencils.
Number 3: One pencil One pencil. Number 4: Five
pencils Five pencils. Number 5: Three pencils
Three pencils.
Listen and colour The pupils listen and colour

the pools of paint. (1 point for each correct answer.
Total 6 points)
CD2
66
Listen and colour
Number 1
Green.
Number 2
Red.
Number 3
Blue.
Number 4
Yellow.
Number 5
Orange.
Number 6
Purple.
Teaching option: If your pupils have learned different
colours in infantile, dictate six colours that they have
previously seen.
Listen and circle The pupils listen and circle

the food that they hear. (1 point for each correct
CD2
67
Listen and circle
Number 1
(example) Mmm! An apple.
Number 2
Mmm! A banana.
Number 3
Mmm! An orange.
Number 4
Mmm! A pear.
Number 5
Mmm! A tomato.
Number 6
Mmm! An apple.
Listen and circle The pupils listen and colour
the classroom instruction that they hear. (1 point for
CD2
68
Listen and circle
Number 1
(example) Hello!
Number 2
Sit down.
Number 3
Listen!
Number 4
Point to the chair.
Number 5
Touch your nose.
Number 6
Open your book.
Total points for listening test: 20 points.
Speaking (optional)
Section 1, page 14)
Vocabulary Point to the different objects in each
vocabulary group and ask Whats this? (1 point for
each category if the pupils can recognise and point
to two or more of the vocabulary items. 2 points for
each category if the pupils can say two or more of
the vocabulary items. Total 10 points)
Answers
1 (classroom objects) pencil, pen, rubber, pencil
sharpener, ruler, crayon
2 (families) mummy, daddy, sister, brother, grandma,
grandpa
3 (food) apple, cheese, tomato, pear, ham, eggs
4 (the body) head, body, arms, legs, hands, feet
5 (pets) dog, cat, tortoise, rabbit, parrot, hamster
Total points for listening and speaking sections of
test: 30 points.
Find Out! 1
Section 1
page 11
Name:
Class:
Diagnostic Test
CD2
Listen, count and circle.
65
4
CD2
Listen and colour.
66
OT
PH
E
BL
IA
OP
OC
6
Section 1
page 12
Name:
Class:
Diagnostic Test
CD2
67
Listen and circle.
5
CD2
68
Listen and circle.
Section 1
page 13
PH
O
TO
CO
PI
AB
LE
Name:
Class:
Diagnostic Test
OT
PH
E
BL
IA
OP
OC
10
Section 1
page 14
Teachers Notes Term 1 Test

Listening
Listen and circle The pupils listen to the
sentences and circle the object / person that is
CD2
69
Listen and circle
Number 1
Peter: Wheres my pen? Lisa: Here!
Number 2
Peter: Wheres my pencil sharpener? Lisa: Here!
Number 3
Peter: Wheres my ruler? Lisa: Here!
Number 4
Peter: Whos this? Lisa: This is my brother.
Number 5
Peter: Whos this? Lisa: This is my daddy.
Number 6
Peter: Whos this? Lisa: This is my grandma.
Listen, number and colour The pupils listen to
the sentences about the families and number them.
They colour the picture frame blue if the family is big
and red if the family is small. (2 points for each
correct answer. Total 8 points)
CD2
70
Listen, number and colour
Number 1
6 year old boy: This is my mummy, my daddy, my baby
brother and me.
Number 2
8 year old girl: This is my mummy, my daddy, my
grandma, my brother, my baby brother and me.
Number 3
6 year old girl: This is my daddy, my mummy and me.
Number 4
8 year old boy: This is my mummy, my daddy, my
grandpa, my sister, my brother and me.
Reading
Read and circle The pupils read the words and circle
the correct word below each picture. (1 point for each
Answers
1 ruler, 2 pen, 3 pencil sharpener, 4 grandma, 5
daddy, 6 brother
20 points.
Writing (optional)
Answers
1 mummy (example), 2 pencil (example), 3 sister,
4 pencil sharpener, 5 daddy, 6 rubber, 7 brother, 8
pen, 9 grandma, 10 crayon, 11 grandpa, 12 ruler
Speaking (optional)
Section 1, page 18) and Pupils Book page 10 or 18
Vocabulary 1 Point to three of the classroom objects
in part 1 of the speaking test and ask Whats this?
(crayon, pen, pencil, rubber, ruler, pencil sharpener).
Vocabulary 2 Point to three of the different family
members in part 2 of the speaking test and ask Whos
this? (mummy, daddy, brother, sister, grandma,
grandpa). (1 point for each answer. Total 3 points)
Questions 1 Point to part 1 of the speaking test and ask
the pupil the question Wheres my (pen)? The child
points to the object and says Here! Prompt the pupil to
ask you similar questions with four other classroom
objects. (1 point for each question. Total 4 points)
Questions 2 Point to a family member in part 2 of the
speaking test and ask the pupil the question Whos
this? The child answers. Prompt the pupil to ask you
similar questions with four other family members. (1
Sentences 1 Point to the painting on the table in
part 1. Say two colours, e.g. Red and blue. Prompt
the child to tell you what colour the two colours
make: Red and blue make purple. Repeat the
procedure with another colour combination. (1 point
for each sentence. Total 2 points)
Sentences 2 Point to the two families in part 2 of the
speaking test and prompt the pupils to tell you This is
a big / small family. (1 point for each sentence. Total
2 points)
activity for unit 1 (Pupils Book page 10) and prompt
the pupil to say the rhyme A red rubber and a red ruler.
OR
Point to the Can you say...? activity for unit 2 (Pupils
Book page 18) and prompt the pupil to say the rhyme
A purple present for Peter. (1 point for the
pronunciation of individual sounds, 1 point for
rhythm and intonation. Total 2 points)
Write The pupils write a family member word and a

classroom object word below each picture. (1 point
Find Out! 1
Section 1
page 15
Name:
Class:
Term 1 Test
CD2
69
Listen and circle.
6
CD2
Listen, number and colour.
70
OT
PH
E
BL
IA
OP
OC
8
Section 1
page 16
Name:
Class:
Term 1 Test
Read and circle.
1
ruler / rubber
4
pencil / pen
5
crayon /
pencil sharpener
6
grandma /
grandpa
mummy /
daddy
brother / sister
Write.
1
2
mummy
pencil
10
12
BL
IA
11
OP
Section 1
page 17
PH
OT
OC
10
Name:
Class:
Term 1 Test
Part 1
Part 2
OT
PH
E
BL
IA
OP
OC
20
Section 1
page 18

Listening
sentences and the food / part of the body that is
Answers
1 cheese, 2 pears, 3 eggs, 4 arms, 5 feet, 6 head
20 points.
CD2
71
Listen and circle
Number 1
Peter: Can I have some pears, please?
Number 2
Peter: Can I have some ham, please?
Number 3
Peter: Can I have some eggs, please?
Number 4
Teacher: Can you touch your body?
Boy: Yes!
Number 5
Teacher: Can you touch your legs?
Boy: Yes!
Number 6
Teacher: Can you touch your feet?
Boy: Yes!
Listen and number The pupils listen to the sentences
about exercise and healthy food and number each
picture. (1 point for each correct answer. Total 8
points)
CD2
72
Listen and number
Number 1
Lets ride a bike.
Number 2
Lets run.
Number 3
Lets swim.
Number 4
Lets play football.
Number 5
Chicken comes from animals.
Number 6
Number 7
Oranges come from plants.
Number 8
Milk comes from animals.
Reading
Find Out! 1
Writing (optional)
Write The pupils label the different food and parts of
the body. (1 point for each correct answer. Total 10
points)
Answers
1 head (example), 2 cheese (example), 3 arms, 4 ham,
5 hands, 6 eggs, 7 body, 8 pears, 9 leg, 10 apples,
11 feet, 12 tomatoes
Speaking (optional)
Vocabulary 1 Point to three of the food items in part 1
of the speaking test and ask Whats this? (apples,
pears, eggs, tomatoes, bananas, cheese, ham, milk).
Vocabulary 2 Point to three of the different parts of
the body of the child (Peter) in part 2 of the speaking
test and ask Whats this? (head, body, arms, legs,
hands, feet). (1 point for each answer. Total 3 points)
Questions 1 Point to part 1 of the speaking test and
ask the pupil Can I have some (cheese), please? The
child mimes passing the food item and says Here you
are! Prompt the pupil to ask you for four other food
items. (1 point for each question. Total 4 points)
Questions 2 Point to part 2 of the speaking test and
ask the pupil Can you touch your head? The child
says Yes. Prompt the pupil to ask you four similar
questions with the different parts of the body. (1
Sentences 1 Point to the tree in part 1 of the speaking
test, then point to the apples on the table and say
Apples come from plants. Prompt the child to say
two different sentences about where food comes
from, e.g. Cheese come from animals. (1 point for
each sentence. Total 2 points)
Sentences 2 Point to one of the sport activities in
part 2 of the speaking test and say Lets Prompt
the pupil to finish the suggestion. Then prompt the
pupil to make similar suggestions for two other
Section 1
page 19
FO1_TN_eng_FO1_TN_eng.qxd 26/06/14 09:30 Pgina a270
activities. (1 point for each sentence. Total 2 points)

the pupil to say the rhyme Six sandwiches for Sally.
OR
Four friends play football. (1 point for the
Section 1
page 20
Find Out! 1
Name:
Class:
Term 2 Test
CD2
71
Listen and circle.
6
CD2
Listen and number.
72
OT
PH
E
BL
IA
OP
OC
8
Section 1
page 22
Name:
Class:
Term 2 Test
Read and circle.
1
cheese / ham
4
apples / pears
5
ham / eggs
6
legs / arms
feet / hands
body / head
Write.
1
head
2
4
10
11
12
IA
BL
cheese
OC
page 23
OT
Section 1
PH
OP
10
Name:
Class:
Term 2 Test
Part 1
Part 2
OT
PH
E
BL
IA
OP
OC
20
Section 1
page 24

Listening
sentences and circle the pet / room of the house that
is mentioned each time. (1 point for each correct
CD2
73
Listen and circle
Number 1
Child 1: Have you got a cat?
Child 2: Yes!
Number 2
Child 1: Have you got a tortoise?
Child 2: Yes!
Number 3
Child 1: Have you got a hamster?
Child 2: Yes!
Number 4
Lisa: Are you in the living room, Ben?
Ben: Yes!
Number 5
Lisa: Are you in the kitchen, Ben?
Ben: Yes!
Number 6
Lisa: Are you in the bathroom, Ben?
Ben: Yes!
sentences about houses and pet food and number
each picture. (1 point for each correct answer. Total
8 points)
CD2
74
Listen and number
Number 1
Number 2
Look at this house. Its made of brick.
Number 3
Look at this house. Its made of wood.
Number 4
Look at this house. Its made of stone.
Number 5
Dogs eat meat.
Number 6
Rabbits eat fruit and vegetables.
Number 7
Parrots eat fruit and seeds.
Number 8
Reading
Answers
1 rabbit, 2 dog, 3 tortoise, 4 kitchen, 5 garage, 6
bedroom
20 points.
Writing (optional)
Write The pupils write a pet word and a room of the
house word below each picture. (1 point for each
Answers
1 dog (example), 2 kitchen (example), 3 cat, 4 garage,
5 hamster, 6 bedroom, 7 parrot, 8 living room, 9
tortoise, 10 bathroom, 11 rabbit, 12 hall
Speaking (optional)
Vocabulary 1 Point to three of the six pets in part 1 of
the speaking test and ask Whats this? (dog, rabbit,
parrot, tortoise, hamster, cat). (1 point for each
Vocabulary 2 Point to three of the different rooms of the
house in part 2 of the speaking test and ask Whats
this? (bathroom, bedroom, living room, hall, kitchen,
garage). (1 point for each answer. Total 3 points)
Questions 1 Point to one of the pets in part 1 of the
speaking test and ask the pupil Have you got a
(dog)? The child says Yes or No. Prompt the pupil to
ask you four similar questions with the different pets.
Questions 2 Ask the child to imagine theyre hiding in
one of the rooms of the house in part 2 of the
speaking test. Point to one of the rooms and ask the
pupil Are you in the (garage)? The child says Yes or
No. Prompt the pupil to ask you four similar
questions with the different rooms. (1 point for each
question. Total 4 points)
Sentences 1 Point to one of the pets in part 1 of the
speaking test and say (Dogs) eat Prompt the pupil
to finish the sentence. Then prompt the pupil to make
similar sentences for two other pets. (1 point for each
sentence. Total 2 points)
Find Out! 1
Section 1
page 25
Sentences 2 Point to one of the houses in picture 2 of

the speaking test and say Its made of Prompt the
pupil to finish the sentence. Then prompt the pupil to
make similar sentences for two other houses. (1 point
for each sentence. Total 2 points)
the pupil to say the rhyme Tortoise eats ten tomatoes.
OR
Henry says huff, huff, huff! (1 point for the
Section 1
page 26
Find Out! 1
Name:
Class:
Term 3 Test
CD2
73
Listen and circle.
6
CD2
74
Listen and number.
OT
PH
E
BL
IA
OP
OC
8
Section 1
page 28
Name:
Class:
Term 3 Test
Read and circle.
1
hamster / rabbit
4
dog / cat
5
kitchen / hall
parrot / tortoise
6
living room /
garage
bedroom /
bathroom
Write.
1
2
dog
kitchen
12
AB
10
PI
CO
11
Section 1
page 29
TO
PH
O
LE
10
Name:
Class:
Term 3 Test
Part 1
Part 2
OT
PH
E
BL
IA
OP
OC
20
Section 1
page 30
Teachers Notes End-of-year Test

Listening

25 points.

sentences and circle the object that is mentioned each
time. (1 point for each correct answer. Total 6 points)
Writing (optional)
CD2
75
Listen and circle
Number 1
Child 1: Wheres my rubber? Child 2: Here!
Number 2
Child 1: Whos this? Child 2: This is my mummy.
Number 3
Child 1: Can I have some ham, please?
Child 2: Here you are.
Number 4
Child 1: Can you clap your hands? Child 2: Yes!
Number 5
Child 1: Have you got a rabbit? Child 2: Yes!
Number 6
Child 1: Are you in the bedroom? Child 2: Yes!
sentences and number each picture. (1 point
Look and write The pupils write the words below the
pictures. (1 point for each correct answer. Total 7 points)
Answers
1 ruler, 2 mummy, 3 rubber, 4 apples, 5 cheese,
6 pears, 7 grandma
Write. The pupils write the word below each picture.
Answers
1 legs, 2 head, 3 parrot, 4 cat, 5 tortoise, 6 bedroom,
7 kitchen, 8 garage
Speaking (optional)
Section 1, page 35)
CD2
76
Listen and number
Number 1
Number 2
Number 3
Lets ride a bike.
Number 4
Number 5
Cats eat meat.
Number 6
This is my big family.
Reading
Answers
1 ruler, 2 pencil, 3 grandma, 4 sister, 5 pears, 6 ham
Read and match The pupils read the words and draw a
line from the word to the matching part of the picture.
1
2
3
4
5
6
7
head
feet
body
rabbit
tortoise
living room
hall
Find Out! 1
Vocabulary Point to one classroom object, one family

member, one type of food, one part of the body, one
pet and one room of the house in the picture of the
speaking test and ask Whats / Whos this? (1 point
for each answer. Total 6 points)
Questions Point to the relevant part of the picture
and ask the pupil one of the following questions:
1 Wheres the (pen)? 2 Whos this? (e.g. mummy)
3 Can I have some (cheese), please? 4 Can you touch
your feet? 5 Have you got a (dog)? 6 Are you in the
(kitchen)? Encourage the child to respond
appropriately, then prompt the child to ask you six similar
questions. (1 point for each question. Total 6 points)
Sentences Point to the relevant part of the picture
(shown in brackets) and say the following sentences:
1 (Red) and (yellow) make orange. (painting) 2 This
is a (big) family. (family having a picnic) 3 Tomatoes
come from plants. (picnic) 4 Lets ride a bike. (bike)
5 Dogs eat meat. (dog) 6 Its made of wood. (wooden
house). Point to a scene and prompt the pupil to say
a similar sentence each time. (1 point for each
sentence. Total 6 points)
Pronunciation rhyme Point to one of the Can you
say...? activities in the Pupils Book (Units 16) and
prompt the pupil to say the rhyme. (1 point for the
Section 1
page 31
Name:
Class:
End-of-year Test
CD2
75
Listen and circle.
CD2
76
6
Listen and number.
OT
PH
E
BL
IA
OP
OC
6
Section 1
page 32
Name:
Class:
End-of-year Test
Read and circle.
1
ruler / rubber / pen / pencil /

grandpa /
crayon
pencil sharpener mummy /
grandma
5
brother / sister / apples / pears /

daddy
tomatoes
ham / eggs /
cheese
Read and match.
E
BL
7
IA
OP
Section 1
page 33
OC
OT
head
feet
body
rabbit
tortoise
living room
hall
PH
Name:
Class:
End-of-year Test
Look and write.
6
2
4
1
3
Write.
BL
IA
OP
OC
OT
PH
Section 1
page 34
End-of-year Test
20
Section 1
page 35
Portfolio Worksheet
My Language Passport
Name
Age
School
Draw a picture of you here.
Class
At home I speak
At school I speak
Date
BL
IA
OP
OC
OT
PH
Section 1
page 36
Portfolio Worksheet
My Language Biography
English words I see / hear around me
English songs and games I know
Countries I know where

people speak English
Famous people I know who

speak English
English - speaking films I know
Sports people I know who

speak English
Festivals I know in English - speaking

countries
Section 1
page 37
PH
OT
OC
OP
IA
BL
Friends and family who speak English
Portfolio Worksheet
My Dossier
My Dossier
What is it?
Where is it from?
Date
BL
IA
OP
OC
OT
PH
Section 1
page 38
End-of-year Certificate
Fantastic!
u
t
l
a
ations
r
g
n
o
C
for working hard
and completing
Find Out! 1
Teacher: ________________________
School:
________________________
Date:
________________________
Great!
Section 1
page 39
PH
OT
OC
OP
IA
BL
Well
done!
Section 2: Find Out about Science and Art 1
Contents
Syllabus
Teachers Notes
Unit 1 Test
Unit 2 Test
Unit 3 Test
Unit 4 Test
Unit 5 Test
Unit 6 Test
Test Answer Key
page 2
page 3
page 16
page 17
page 18
page 19
page 20
page 21
page 22
Cristina Casado, Tracey Chapelton and Lia Limcaoco
Find Out about Science and Art 1
Section 2
page 1
Syllabus
Title
Key language
Receptive
language
Unit 1
Classroom
objects
Vocabulary:
Pen, pencil, pencil sharpener, crayon, ruler, rubber,
school bag, book, pencil case, scissors, glue, paper
Classroom, playground, dining room, bathroom
Red, yellow, orange, blue, purple, green, brown
Structures:
Lets tidy up!
(pink) (pencil), The (pen) is pink.
How many ?
Hooks, bookcase, bin,
Social Science: Identifying classroom

objects and where they belong;
identifying appropriate school
behaviour
Art: Finding out about mixing primary
colours to make secondary colours
Unit 2
Families
Vocabulary:
Mummy, daddy, brother, sister, grandma, grandpa,
baby, uncle, aunt, cousin
Wash up, make the bed, study, watch TV, cook, tidy
up
Big family, small family
Colours
Structures:
Whos this?
Wheres my (mummy)?
This is a (small) family.
Birthday cake, pattern
Social Science: Finding out about

different-sized and different types of
families; identifying activities families
do together
Art: Working with patterns and
sequences
Unit 3
Food
Vocabulary:
Cheese, ham, eggs, tomatoes, apples, pears,
chicken, bananas, milk, ice cream, pizza, biscuits,
food, oranges, bread, paella, lentils
Sweet, savoury
Ham sandwich,
Science: Finding out where different

fruits come from; classifying foods
Social Science: Finding out about food
preparation and food preservation;
identifying meals
Art: Exploring symmetry in food;
copying a still life
Unit 4
The body
Vocabulary:
Head, body, arms, legs, hands, feet, shoulders,
fingers, knees, toes, body, teeth, hair, face
Run, swim, play basketball / tennis, dance, skip
Yes, no
Stretch, touch, shake,
Unit 5
Pets
Vocabulary:
Dog, cat, rabbit, tortoise, parrot, hamster, lion, tiger,
elephant, fish, frog, snake
Wild animals, pets
Walk, swim, fly, jump
Legs, ears, tail, eyes, body, nose
Brush, give, feed, walk, water
Colours, numbers 1-5
Circle, square
Structures:
(Lions) are wild animals.
(Cats) walk.
Chick, kitten, puppy,
Unit 6
Houses
Vocabulary:
Bedroom, bathroom, kitchen, living room, garage,
hall, attic, dining room, garden, house
Bath, bed, fridge, table, sofa, desk, chair, bin
Wood, straw, brick, stone
Spots, stripes, flowers, squares
Colours
Structures:
Yes / No
Its made of (wood).
Where are you?

Sleep, eat, wash,
Section 2
page 2
crayon, traffic lights,

good, bad, gameboy,
sofa, bike,
Ice cream, dog, baby
orange juice, fried

egg, tomato soup,
banana yoghurt,
cupboard, fridge,
freezer, tree, roots,
trunk, leaves, fruit
red, green
Do you have (paella)
for breakfast?
bend, kick, wave,

clap, snap
Can you (run)?
Wash your / brush
your
Symmetry
tadpole, baby
Colour, smudge,
finger
read, cook
I (eat) in the
(kitchen).
Table, lamp, basket,
fireplace
My bedroom
Social Science: Learning about

different types of exercise and that
exercise is good for you and fun;
finding out about healthy habits;
connecting body parts to actions
Art: Exploring body symmetry
Science: Classifying animals; finding

out about adult and baby animals;
finding out about animal body parts
Social Science: Caring for pets
Art: Working with pastel crayons;
following colour and shape patterns
Science: Finding out what different

household items are made of
Social Science: Identifying furniture
and where it goes; describing activities
that are done at home
Art: Drawing patterns; designing a
room
Teachers Notes
1 Classroom objects
1 How many books?
Learning objectives
Revise and extend classroom vocabulary
Identify and count classroom objects
Key language
School bag, book, pencil case, pen, ruler, rubber
Receptive language
How many ?
Warm up activity
Place six rulers, three rubbers, four books, five pens,
one pencil case and two school bags on a table at the
front of the class.
Count the items with the children and write the
numbers on the board if necessary.
Ask How many school bags?, etc.
Point and say. Trace
Ask children to look at the picture. Say each
classroom item and pupils point to the picture and
repeat the word.
Pupils trace the classroom words.
Count and write
Tell the children to count the items in the picture and
write the answer in the boxes.
Ask How many rulers? and the children tell you their
answer.
Answers:
books 10, rubbers 2, school bags 5, pens 9, rulers 6,
pencil cases 1
2 Tidy up the room

Learning objectives
Revise and extend classroom vocabulary
Identify where things go in the classroom
Key language
Scissors, glue, paper, ruler, book, school bag.
Lets tidy up the (paper).
Receptive language
Hooks, bookcase, bin
Introduction
Children will develop an awareness of where classroom
objects belong.
Warm up activity
Empty a pencil case with a pair of scissors, a ruler
and glue onto the table. Ask a child to come and put
the items back where they belong. Say the name of
each item as they are put back into the pencil case.
Ask pupils to repeat the words.
Do the same with a school bag, (taking it off the hook
and throwing it onto the floor), a piece of paper
(scrunching it up and throwing it next to the bin) and
a book (taking it off the bookshelf).
Circle
Ask the children to look at the picture of the
classroom. Get them to tell you one or two items
which are in the wrong place.
The children then circle in red the objects that are in
the wrong place.
Match
The children have to draw a line from the object to
where it goes.
Point to each object in turn and get the class to say
with you Lets tidy up the (glue).
Answers:
1 pencil case, 2 pencil case, 3 pencil case, 4 hooks, 5
bookcase, 6 bin
3 Lets be good!
Learning objectives
Introduce places in the school
Identify appropriate behaviour in these places
Key language
Classroom, playground, dining room, bathroom
Receptive language
Traffic lights, good, bad
Introduction
Children will develop an awareness of correct and
incorrect behaviour in different parts of the school
Warm up activity
Mime an action for each of the places on the
worksheet and say the name of the place you are in,
e.g. mime washing hands and say Im in the
bathroom.
Repeat the mimes, but instead of saying the places,
shrug your shoulders and ask Where am I?
Write the words classroom, playground, dining room,
and bathroom on the board.
Section 2
page 3
Look and colour

Point to picture 1a and ask Good or bad? Shake your
head and say no. Point to picture 1b and ask the
same question. Nod your head and say good.
Explain to the children that they should colour the
traffic lights next to each picture green (the bottom
circle) if it shows good behaviour and colour the
traffic lights red (the top circle) if the picture shows
bad behaviour.
Answers:
1a red, 1b green, 2a green, 2b red, 3a green, 3b red, 4a
red, 4b green.
Ask the children to point to the pictures showing
good behaviour and to say Lets be good.
4 Whats in the classroom?

Learning objectives
Identify objects which belong in a classroom
Identify what children have in their own pencil cases
Key language
Glue, scissors, ruler, pencil, pencil sharpener,
rubber, pencil case
Receptive language
Gameboy, sofa, bike, ice cream, dog, baby
Warm up activity
Hold up pictures of different objects (you could use
Find Out 1 flashcards) and ask pupils to say yes if you
find this in a classroom, or no if you dont. For
example, hold up a picture of a cat and elicit no.
Circle
The children circle the objects they would usually find
in a classroom.
Introduction
Children will be familiar with the colours blue, red and
green.
Warm up activity
Find three classroom objects that are pink, white and
black.
Point to the black object and say black. The children
say the word together. Repeat this for the other two
colours.
Read and say
Tell the children to read and say the colours at the
top of the page.
Write
Explain to the children that they should look at the
classroom object and write the colour below.
Ask the children to say pink pencil (or The pencil is
pink), etc.
Answers:
1 pink, 2 green, 3 black, 4 white, 5 blue, 6 red
6 Crayon maths
Learning objective
Revise the concept of mixing colours
Key language
Primary colours: red, blue, yellow
Secondary colours: purple, orange, green, pink,
white
(Blue) and (red) make (purple).
Receptive language
Crayon
Answers:
glue, scissors, book, ruler, pencil, rubber, pencil
sharpener, pencil case.
Introduction
Children will be familiar with the concept of mixing
primary colours to make secondary colours in Art class.
Read and tick (3)

Point to the classroom objects in the chart and ask
Say the first item, glue and ask pupils to put up their
hands if they have this in their pencil case. They then
put a tick in the box.
Ask children to continue putting ticks in the chart if
they have this in their own pencil case.
Warm up activity
Hold up a piece of paper and a blue crayon. Colour a
blue blob and ask What colour is it?
Hold up a yellow crayon and ask What colour is it?
Colour over the blue blob with the yellow crayon and
ask What colour? Elicit the answer: green.
5 What colours the pencil?

Learning objectives
Revise and extend colours
Write colour words
Key language
Black, white, pink, blue, red, green
(Pink) (pencil)
Section 2
page 4
Look and colour. Write

Explain to the children that they should look at the
sums and colour the blobs after the equals sign in the
appropriate colour.
They then write the appropriate colour under each
blob. Tell them to look at the box at the top of the
page if they need help.
Get the class to say each sum, e.g. (Blue) and (red)
make (purple).
Answers:
1 purple, 2 orange, 3 pink, 4 green
7 Light and dark

Learning objectives
Revise colours
Introduce the concept of light and dark
Key language
Light, dark, red, green, blue
Introduction
The children will develop an awareness of how to
create different tones of the same colour.
Warm up activity
Take a purple pencil and lightly shade some paper,
leaning it against the board so that the whole class
can see. Say Light purple.
Do the same again, but this time putting more
pressure on the pencil. Say Dark purple.
Read and colour
Ask the children to read the words under each picture
and to colour the classroom objects accordingly using
coloured pencils.
Then ask them to point to each picture and say (light)
(red).
2 Families
1 Extended family
They then label their picture, e.g. by writing the

family word under each person.
2 This is my family
Learning objective
Identify family members
Key language
Mummy, daddy, uncle, aunt, cousin
This is my (mummy).
Warm up activity
Ask five children to come to the front of the class and
take on the role of the family members listed above.
The teacher takes the role of the brother or sister and
says This is my (mummy), etc.
Ask other children to come up and take your role as
sister/brother and say This is my ().
Trace and say. Look and match
Ask the children to trace the dotted words and say
them.
Ask them to read and repeat the sentences inside the
speech bubbles.
Tell them they have to draw a line to the appropriate
family member.
Answers:
1 c, 2 e, 3 b, 4 a, 5 d
3 Wheres my family?
Learning objectives
Revise and extend family vocabulary
Draw and write about their own family
Learning objectives
Revise key language from Unit 2
Key language
Uncle, aunt, cousin, mummy, daddy, sister,
brother
Key language
Mummy, daddy, brother, sister, grandma, grandpa
Wheres my (mummy)?
Warm up activity
Ask children out to the front of the class to role-play a
family: one as a grandmother to two brothers with their
respective families, each having two children each.
Identify each member and ask a child to identify
his/her family by saying This is my (daddy), etc.
Explain that daddys brother is an uncle. The wife is
an aunt and their children are called cousins.
Warm up activity
If possible take in photos of your family members as
listed above (or draw a picture of each one on the
board).
Ask individual children to come out and point to and
identify the family members.
Now ask Wheres my (mummy)? and get different
children to come out and point to the correct person.

Tell the children to point to the pictures and say the
words.
Explain that daddy and uncle are brothers and so
the uncles wife is an aunt and the children are
cousins.
Ask the children to trace the words.
Read and match. Write

Point to each speech bubble, read it and ask the
children to repeat after you.
Tell the children to draw a line from each speech
bubble to the appropriate family member.
They then write the name of the family member under
the picture (using the words in the speech bubble to
help with spelling if necessary).
Draw and write

The children should draw members of their own
family. Explain that they can draw their whole family
or just three or four members.
Answers:
1 mummy, 2 grandma, 3 brother, 4 sister, 5 grandpa,
6 daddy
Section 2
page 5
4 Things I do with my family

Learning objective
Identify activities pupils do around the house with
their family
Key language
Wash up, make the bed, study, watch TV, cook,
tidy up
Introduction
Children will develop an awareness of activities they do
with their family and activities they do by themselves.
Warm up activity
Mime each of the activities listed above and then say
the words. Do they mimes again and ask the children
to say and mime after you. Repeat this several times.
Write the words on the board.
Next, mime an action and say Mummy? Daddy? Elicit
a yes or no according to whether they do the activity
or not. Continue with sister? brother? you? Write the
family members who do the activity next to the words
on the board. Repeat with the other activities.
Look and tick (3). Trace
Explain to children that they should tick only the
activities they do with their family.
They then trace the words.
Draw
The children draw an activity they do with their
family.
5 Families around the world

Learning objectives
Count family members
Classify families into big or small
Key language
Numbers 1-10, big, small
Ask them if they think each family is big or small.

They then write big or small in the gaps and then say
the sentences together.
Answers:
1 (5) big, 2 (3) small, 3 (3) small, 4 (7) big, 5 (8) big,
6 (4) small.
6 Grandmas birthday cake

Learning objectives
Revise colours
Follow colour and line patterns
Key language
Red, blue, green, orange
Receptive language
Birthday cake, pattern
Introduction
Children at this stage need to develop an awareness of
different colour and line patterns. This worksheet
introduces jagged, spiral, curvy and broken patterns.
Warm up activity
Draw four different patterns on the board using
coloured chalk: red spiral, blue jagged, green curvy and
orange broken (following the key on the worksheet).
Point to each of the patterns and get children to draw
the pattern in the air with their finger.
Say each colour and ask children to hold up a felt-tip
pen of the correct colour.
Point and say. Draw
Say a colour and get children to point to the correct
colour on their worksheet and to repeat the word
together.
They then complete the patterns on the birthday cake
using the correct colour.
7 Grandmas quilt
Introduction
The children will develop an awareness of different
families from around the world.
Learning objectives
Identify colours
Follow a colour pattern
Warm up activity
Sing a counting song.
Make four groups of children: two groups should be
small and two groups big.
Point to a group and ask the children to say big or
small.
Key language
Red, blue, green
Count and say. Write big or small

Ask the children to count how many people are in
each family and to say the number. They then write
the number in the box.
Section 2
page 6
Introduction
Children learn to identify a sequential pattern.
Warm up activity
Draw a colour pattern series on the board from left to
right, twice.
Ask the children to tell you what the next colour is.
Look and say. Colour

Ask the children to say the colours and point to them.
Ask them what they think the next colour is.
Tell them to finish colouring the quilt following the
pattern from left to right, top to bottom.
Answers:
red blue green red blue green etc.
Optional: ask the children to continue writing the
colours on the quilt, following the pattern.
3 Food
1 Sweet or savoury?
Learning objectives
Revise and extend food vocabulary
Categorise foods
Key language
Sweet, savoury, ice cream, pizza, biscuit, pears,
cheese, ham
Introduction
Children will learn to classify foods according to
whether they are sweet or savoury.
Warm up activity
Draw the above foods on the board (or stick up
pictures of them). Say the word and the children
repeat. Write the words on the board.
Explain the concept of sweet and savoury.
Divide the class in two: the sweet group and the
savoury group.
Point to an item of food on the board. If it is
sweet the children in the sweet group stand up.
If it is savoury the children in the savoury group
stand up.
Point and say. Circle
Say each food word and the children point to the
picture and repeat the word.
Explain to them that they should circle the sweet
foods in pink and the savoury foods in brown.
Write.
The children classify the foods they circled by writing
them in the correct column.
Answers:
Savoury foods: cheese, ham, pizza
Sweet foods: biscuits, ice cream, pears
2 Preparing food
Learning objectives:
Revise food vocabulary
Identify prepared foods
Key language
Eggs, tomatoes, oranges, bananas
Receptive language
Orange juice, fried egg, tomato soup, banana
yoghurt
Introduction
Children will learn about the relationship between
uncooked ingredients and how they can be used to
make other foods.
Warm up activity
Revise the key language above using Find Out! Unit 3
flashcards.
Draw pictures of the other food items on the board.
Say the words.
Tell the children that you are going to say the name
of a prepared food that is on the board.
Throw a soft ball at someone. Whoever gets the ball
has to say the corresponding uncooked food, e.g you
point and say orange juice. The child says oranges.
Write and match
Children look at the photos 1-4 and write the correct
food word under each one.
They then match these foods to the prepared foods in
photos a-d.
Answers:
1 b, 2 a, 3 d, 4 c
3 Where foods go
Learning objectives:
Revise and extend food vocabulary
Identify food storage places in the kitchen
Key language
Ice cream, ham, pizza, bread, biscuits, milk
Receptive language
Cupboard, fridge, freezer
Introduction
Children will become aware that that different foods are
kept in different places.
Warm up activity
Point to the pictures on the worksheet of the storage
places and say cupboard, fridge and freezer.
Divide the class into three groups, each one is
storage place. Say different food items and pupils
stand up if the food is kept in their place, e.g. say
milk and pupils who are in the fridge group stand up.
Section 2
page 7
Trace and match

The children trace over the food words.
They then draw a line from the food to where it is
usually kept in the kitchen.
Answers:
Fridge: milk, ham
Cupboard: bread, biscuits
Freezer: ice cream, pizza
4 Where fruit comes from

Learning objective
Identify and write parts of a fruit tree
Receptive language
Tree, roots, trunk, leaves, fruit, apples, pears
Introduction
Children will be familiar with the idea that some fruits
come from trees. By the end of this worksheet they will
notice that trees have distinctive parts.
Warm up activity
Draw a basic outline of the main parts of a tree on
the board and label them (roots, trunk, leaves,
fruit).
Stretch your hands down in front of you and spread
out your fingers to mime the word roots. Stand up
straight and still to mime the word trunk. Clasp your
hands together over your head, forming a circle to
mime the word leaves. Put your fists over your
head, where the leaves were before to mime the
word fruit.
Turn it into a game by pointing at each word and
getting the children to mime the appropriate
actions.
Tell the children to point and read out loud the parts
of the apple tree.
They then trace the words.
Write and colour
The children label the pear tree in the same way as
the apple tree.
They then colour their picture.
Answers:
1 leaves, 2 fruit, 3 trunk, 4 roots
5 Breakfast time
Learning objectives
Identify breakfast foods
Draw a breakfast meal
Key language
Bread, milk, orange juice, biscuits, ham, chicken,
paella, lentils
Yes, no
Receptive language
Breakfast
Do you have [paella] for breakfast?
Introduction
Children will learn to identify which foods are usually
consumed at breakfast time.
Warm up activity
Draw the food items from the worksheet on the board
and say the words.
Explain the meaning of breakfast.
Ask the children Do you have [milk] for breakfast? Ask
similar questions about the rest of the food, eliciting
yes/no answers.
Read and circle
Explain to the children that they should draw a circle
round the foods that people usually have for
breakfast.
Answers:
Breakfast foods: bread, milk, orange juice, biscuits,
ham
Draw and colour your breakfast.
The children draw and colour what they have for
breakfast.
6 Symmetry in food
Learning objective
Draw the symmetric half of certain foods
Key language
Biscuit, egg, pear, apple
Receptive language
Symmetry
Introduction
Children will discover that certain foods are symmetric,
and that therefore their shape and colour is exactly the
same on both sides.
Warm up activity
Draw a circle on the board.
Rub out the right half, leaving on the board only the
outline of the left half.
Section 2
page 8
Tell one child to come up to the board and draw the

missing half.
Repeat the same process with a square, and with a
triangle.
Draw and colour
Explain to children that they have to draw and colour
the missing half of the foods so that both sides are
exactly the same.
They then write the food words under the pictures.
Answers:
1 apple, 2 pear, 3 biscuit, 4 egg
7 Still life
Learning objectives
Describe the painting Still Life with Apples by
Cezanne
Complete a drawing
Key language
Apples, pears, red, green, three
Introduction
Children will be used to looking at real paintings in
their Art class. In this worksheet they will learn to draw
within a given frame, focussing on the shape, size,
quantity and colour of the fruit, using Cezannes
painting as a model.
Warm up activity
Hold up a picture of an apple and say the word. Stick
the picture on the board. Repeat with pear.
Get four children to come up to the board and give
them green and red chalk. Tell them that they have to
draw a red apple and a green pear.
Talk about the differences and similarities in each
picture, focusing on size and shape.
Look, count and say
Look at Cezannes painting and talk about what the
children can see in the picture in L1.
Say How many red apples? and How many green
pears? Discuss the answers with the children as their
perceptions may vary. The most likely answers are
three red apples and three green pears.
Get pupils to say the number they think for each and
then write it in the correct box.
Ask pupils to say Three (red)(apples).
Draw and colour
Explain to the children that Cezanne was copying his
painting but forgot to draw the fruit and to colour it
in. They have to finish the painting so that it is as
similar as possible to the original painting.
4 The body
1 Parts of the body
Learning objectives
Revise and extend body vocabulary
Key language
Shoulders, hands, fingers, knees, feet, toes
Warm up activity
Point to each part of your body as listed above and
say the word. The children repeat.
Say the words again and the children have to point to
the correct part of their own body. Then you point
and they say the words.
Write the words on the board and ask the children to
repeat them.
Look and write. Say
Explain to the children that they should label the
boys body, using the words in the word box.
Then say, number 1 and the children point and say
the corresponding body part, e.g. shoulders.
Answers:
1 shoulders, 2 hands, 3 fingers, 4 knee, 5 feet, 6 toes.
2 Warm up exercises
Learning objectives
Practise body vocabulary
Become aware of action verbs
Do simple exercises
Key language
Arms, knees, bodies, legs, toes, shoulders
Receptive language
Stretch , touch, shake, bend
Introduction
Children should be able to complete the activity
without focussing on the action verbs, by using the
pictures as a guide.
Warm up activity
Mime the following actions and say the words:
stretch your arms (arms straight up in the air), touch
your knees, touch your toes, shake your body, bend
your legs (bending at the knees).
Tell one child to come out and be the teacher. He/she
mimes an action, and the rest of the children will
have to join in and mime the same action.
Trace and match
Explain to the children that they have to trace the
words to complete the sentences.
They then draw a line to match the pictures to the
sentences.
Answers:
1 d, 2 f, 3 a, 4 c, 5 b, 6 e
Section 2
page 9
3 Exercise is good for you

Learning objective
Revise and extend activity words
Key language
Dance, skip, run, play basketball, play tennis, swim
Yes, no
Receptive language
Can you (run)?
Introduction
At this stage, children are expected to develop an
understanding of how doing exercise is good for their
health.
Warm up activity
Mime the key vocabulary, say the words and then
write the words on the board.
Ask the children Can you (play tennis)? and mime
playing tennis, so that they understand. Elicit a yes/
no answer and encourage them to mime the action.
Repeat with the other activities.
Trace and tick
Read the sentences with the children and get them to
mime the actions as you read each sentence.
Explain to them that they have to trace the words to
complete the sentences.
They then tick the box next to the activities that they
can do.
Draw
The children draw and colour an activity that they can
do.
4 Healthy habits
Learning objectives
Revise and extend parts of the body
Identify healthy daily activities
Key language
Hands, teeth, hair, face
Yes, no
Receptive language
Wash your , brush your
Introduction
Children are expected to understand the concept of
healthy habits, though they are only expected to
reproduce the parts of the body and not the action
verbs. They should be able to complete the activities
using the pictures as a guide.
Warm up activity
Ask the children Do you wash your hair?, Do you
wash your face?, Do you brush your teeth?, Do you
brush your hair?, while miming the actions. Elicit
yes/no answers.
Section 2
page 10
Ask the questions again but leaving out the body

word, e.g Do you wash your ? while miming the
action. Get the children to finish the question for you,
saying the appropriate body part.
Trace and match
The children trace the words to complete the
sentences. They then match the sentences to the
pictures.
Answers:
1 (c) Brush your hair. 2 (a) Wash your hands. 3 (d) Wash
your face. 4 (b) Brush your teeth.
Tick (3)
Explain to the children that they have to tick the box
if they do these healthy activities.
5 Lets move
Learning objectives
Practise parts of the body vocabulary
Match body parts and actions
Key language
Arms, hands, fingers, feet
Receptive language
We kick/wave/clap/snap with our
Introduction
Children will develop an awareness of which body parts
are used to perform certain actions.
Warm up activity
Mime the actions, say the words and then write the
words kick, clap, wave and snap on the board.
Say the words arms, hands, fingers and feet,
pointing to each part on your body as you go along.
Say the actions again and the children say the
corresponding body part.
Look and match
Ask the children to read out loud the parts of the
body and the action words.
Explain that they have to match the actions to the
part of the body that is used.
Answers:
wave arms, clap hands, kick feet, snap fingers
Read and write
Read the sentences out loud to the children and get
them to guess the missing word and say it out loud.
They then write the missing words in the gaps.
Answers:
We wave with our arms. We kick with our feet. We clap
with our hands. We snap with our fingers.
6 The monsters body

Learning objective
Identify and draw parts of the body following a
key
Key language
Arms, legs, hands, feet
Warm up activity
Say the body parts listed above and get pupils to
point to them.
Draw a monster on the board or show children a
picture of one. Say Its a and elicit monster.
Read, draw and colour
Tell the children that they have to read the key and
draw the correct number of each body part on the
monster. They should draw the arms and legs before
the feet and hands.
They then colour it in.
7 Body symmetry
Learning objective
Complete the drawing of a body
Key language
Body, arm, leg, head
Receptive language
Symmetry
Introduction
The children will develop an awareness of how our
bodies are symmetrical (i.e. they are the same on both
sides). Completing symmetrical drawings is also an
important art activity at this stage.
Warm up activity
Open the classroom door and tell a child to stand
behind it so that only one symmetric half of his/her
body can be seen from inside the classroom.
Invite another child to come out and draw in the air
the missing half.
Try to get the child to name the parts of the body as
he/she is drawing in the air.
Draw and colour. Write
The children have to draw and colour the missing half
of Sallys body so that both sides are exactly the
same.
They then label the body parts using the words in the
box.
Answers:
1 head, 2 body, 3 arm, 4 leg
5 Pets
1 Pets and wild animals
Learning objectives
Revise and extend animal vocabulary
Identify and classify pets and wild animals
Key language
Lion, tiger, elephant, dog, rabbit, cat
Wild animals, pets
(Lions) are wild animals. / (Dogs) are pets.
Introduction
Children will be familiar with classifying animals in
different ways and in this worksheet will practise
categorising them into wild animals or pets.
Warm up activity
Mime or make the sound of each of the animals
above in turn. The children guess which animal it is.
Say the words after the children guess correctly and
then write the words on the board.
Point to the words on the board and the children
mime the animal.
Tell the children to look at the pictures of the animals
at the top of the worksheet. Then tell them to point to
the animals and say them with you.
Ask the children to trace the words next to each animal.
Write and say
Write Wild animals and Pets on the board and ask the
children what a lion is. Then ask them to give you an
example of a pet.
Then tell the children to classify the animals by
writing them in the correct column.
Answers:
Wild animals: lion, tiger, elephant
Pets: cat, dog, rabbit
Ask the children to make simple sentences (orally)
using the information from the chart, e.g. (Lions) are
wild animals. (Dogs) are pets.
2 How animals move

Learning objectives
Practise animal vocabulary
Identify the different ways animals move
Key language
Cats, fish, parrots, frogs, dogs, tortoises
Walk, swim, fly, jump.
Introduction
The children will learn to handle information and use it
to fill in a chart.
Section 2
page 11
Warm up activity
Mime the actions: walk, swim, jump and fly. Say the
words and get the children to repeat them.
Write the words on the board. Point to one and mime
it. Ask the children to do the action as well.
Play Simon Says, using only the verbs walk, swim, fly,
and jump.
They then write the words in the box at the top under
the correct picture of each animal.
Answers:
1 f dog, 2 c cat, 3 e frog, 4 a hamster, 5 b parrot,
6 d snake.
4 Animal body parts

Trace. Read and say
Say the first word in each phrase and get children to
say/guess the dotted word.
The children trace the action words.
They then read the whole phrase out loud.
Read and tick (3)
Tell them to point to the fish in the chart.
Say Fish ? and elicit the word swim.
Show how the word swim has a tick under it in the
chart. Point out that some of the animals can do more
than one action.
Answers:
fish: swim; frogs: swim, jump; dogs: walk, swim, jump;
cats: walk, jump; tortoises: walk; parrots: fly, walk
Ask them to complete the chart. They can look at the
pictures at the top of the page for reference.
3 Baby animals
Learning objectives
Write animal vocabulary
Revise colours and the word baby
Identify which baby animals come from which
adult animal
Key language
Hamster, parrot, cat, snake, dog, frog
Receptive language
Chick, kitten, puppy, tadpole, baby
Introduction
The children are not expected to learn the words for the
baby animals, but to develop an awareness of how
baby animals come from adult animals.
Warm up activity
Draw the animals on the board or hold up pictures of
them. Say the words: dog, cat, frog, parrot, snake
and hamster and then write them on the board.
Point to the word and ask them to read and say it.
Colour and match. Write
Ask the children to identify the colours in in the maze.
Mime the action of carrying a baby. Ask the children
what you are holding. They should know baby from
Unit 2.
Point to each of the baby animals and say the words.
Explain to the children that they have to colour the
paths to match the baby animal with the appropriate
adult animal.
Section 2
page 12
Learning objective
Revise and extend body parts vocabulary
Identify the parts of an animals body
Key language
Legs, ears, tail, eyes, body, nose
Introduction
The children will become familiar with the new
vocabulary: ears, eyes, tail and use this knowledge to
label the parts of an animal.
Warm up activity
Draw an animal with a tail on the board. Point to the
different body parts and say the words. Ask the
children to repeat.
Play Simon Says touching the different body parts.
Say eyes and the children point to the part of the dog
and say the word.
Then tell them to trace the part they say.
Repeat with the other body parts.
Write
Ask them to write the parts of the cat using the
picture of the dogs body parts as a guide.
Answers:
1 ears, 2 tail, 3 eyes, 4 body, 5 nose, 6 legs
5 Caring for animals

Learning objective
Develop an awareness of looking after a pet
Key language
Brush, give, feed, walk, dog, water
Warm up activity
Ask the children (in L1) if they have a pet and what it is.
Then ask what they do to care for their pet.
Say Ive got a dog and mime the actions on the
worksheet. Elicit and say the key phrases in English,
e.g. Walk the dog.
Read, match and say
The children read the sentences and draw a line to
match the sentences to the pictures.
Finally, ask them to read each sentence out loud.
Answers:
1 b, 2 d, 3 a, 4 c
6 Fish scales
Learning objectives
Revise colours
Experience colouring with pastel crayons
Key language
Yellow, red, blue, green, orange
Numbers 1-5
Receptive language
Colour, smudge, finger
Pink, purple, brown
Introduction
The children will practise using the medium of pastel
crayons and the technique of using their fingers to
smudge colour.
Warm up activity
Ask the children to say the numbers they see on the
page.
Ask the children to name the colours they see on the
page.
Draw a fish on the board with scales. Use coloured
chalk to colour one scale and show how you use your
finger to smudge the coloured chalk on the board.
Tell the children to lift their index finger and rub on
their desks in small circles as a practice.
Colour and smudge. Say
Explain to the children that the number one
corresponds to the colour yellow and that they have
to colour the fish scale marked 1 in yellow.
Explain that after they colour the scale, they have to
use their finger to smudge the colour.
Ask them to colour the other scales.
Then ask What colour is 1? etc.
You can also ask them to say the other colours on the
fish, e.g. pink, purple and brown.
7 Patterned snakes
Learning objectives
Practise going from left to right in handwriting
Identify and follow different patterns
Key language
Snake
Orange, red, yellow, blue, green, purple
Circle, square
Receptive Language
Pencil, wax crayons, felt tip pens
Introduction
The children will become aware of different colour and
shape patterns. They will also practise using different
art mediums for colouring, i.e. crayons and felt tip pens.
Warm up activity
Ask them if they remember what a snake is. Ask them
to make a hissing sound, making a snake movement
with their hands.
Look for things around the class that are orange, red,
yellow, blue, green or purple. Ask the children What
colour?
Draw a circle and a square on the board.
Point to the circle and ask the children to say circle.
Ask the children to make circles in the air with their
finger, and say circle at the same time.
Point to the square on the board and ask the children
to say square. They then make squares with their
fingers, saying the word at the same time.
Look and complete. Say
Ask the children what colour the first snake is.
Ask what shapes they see. Ask them what shape they
think should follow.
Tell them to complete the snake from left to right
using colouring pencils.
Ask them to identify the pattern by saying circle,
circle, square, etc.
Ask the children to look at the second snake and say
the colours they see.
Tell them to complete the snake from left to right
using wax crayons.
They then identify and say the pattern, e.g. red, blue,
yellow, red, blue, yellow, red, etc.
Look at the third snake and ask children to name the
colours.
They then complete the pattern using felt tip pens
and say the pattern, green, purple, green, purple, etc.
6 Houses
1 Where are you?
Learning objective
Revise and extend vocabulary related to houses
Key language
Attic, dining room, bathroom, kitchen, hall, garden
Im in the (bathroom).
Receptive language
Where are you?
Warm up activity
Draw a quick sketch of a house on the board with an
attic and a dining room.
Point to the attic and say attic, asking the children to
repeat after you.
Point to the dining room and say dining room, asking
the children to repeat after you.
Look and trace
Tell the children to look at the drawing of the house,
paying careful attention to which room each of the
family members are in.
Section 2
page 13
The children trace the dotted words.

Say each of the family members in turn, e.g. Lisa and
the children say where they are, e.g. Im in the
bathroom.
Look and write

Tell the children to look at the floor plan and guess
the names of the rooms.
They then write the name in the correct place.
2 Things I do at home
Answers:
1 bedroom, 2 bathroom, 3 dining room, 4 kitchen,
5 hall, 6 garage
Learning objectives
Revise room vocabulary
Identify activities done in each room
4 Whats it made of?
Key language
Bedroom, dining room, bathroom, living room,
kitchen
Learning objectives
Revise materials
Identify what household objects are made out of
Receptive language
Sleep, eat, wash, read, cook
I (eat) in the (dining room).
Key language
Wood, brick, stone, straw
Warm up activity
Mime activities typically performed in the kitchen
(stirring, chopping), bedroom (sleeping), bathroom
(washing hands, brushing teeth), dining room
(eating), living room (watching TV) and elicit the
name of the room you would be in.
Read and write
The children read the sentences and write the name
of the appropriate room on each line, using the visual
cues to help them.
Tell the children to read their answers out loud
together.
Answers:
1 bedroom, 2 dining room, 3 bathroom, 4 living room,
5 kitchen
3 Floor plan
Learning objective
Revise and write room vocabulary
Key language
Kitchen, bedroom, bathroom, hall, garage, dining
room
Introduction
Children will practise using and understanding a floor
plan.
Warm up activity
Familiarise the children with a floor plan by drawing a
simple sketch on the board. If possible draw an
object in each of the rooms which easily identifies
that room.
Point to each of the rooms and say the name. Point to
the rooms again, this time eliciting the names from
the children.
Section 2
page 14
Receptive language
Table, lamp, basket, fireplace
Whats it made of?
Introduction
Children will practise recording information in a chart
format.
Warm up activity
Bring in to class something made of straw and
something made of stone.
Write the words wood, brick, stone and straw on the
board.
Point to the item made of straw and ask Whats it
made of? eliciting the word straw. Do the same with
the stone item. Repeat with bricks and wood using
items in the classroom (e.g. the wall, a table), or
alternatively, draw a simple sketch on the board.
Tell the children to look at the items in the living
room. Point to each one and say the word. Then say
the word and the children point and repeat.
The children then trace over the dotted words.
Read and tick (3)
Tell the children to look at the chart and tick what
materials the items are made of, looking at the
picture to help them.
Answers:
lamp stone; table wood; basket straw;
fireplace brick.
5 Whats in the room?

Learning objectives
Introduce furniture vocabulary
Revise rooms
Key language
Bathroom, bedroom, kitchen, dining room, living
room
Bath, bed, fridge, table, sofa
Introduction
The children will develop an awareness of which items
of furniture are kept in which rooms.
Warm up activity
Draw a picture of each of the items of furniture listed
above on the board.
Say each word and ask the children to repeat.
Say each word and get children to come out and
point to the correct picture.
Read and say. Choose and draw

Tell the children to point to the first pattern on the
worksheet and say it. Tell them to take turns reading
and saying the rest of the patterns to the person
sitting next to them.
Explain to the children that they should choose one
of the patterns and draw it on Bens bed and then
another to draw on Lisas bed.
They then colour in the patterns.
Finally, in pairs the pupils describe their patterns to
each other e.g. they point to the pattern on Bens bed
and say black and white squares.
7 My bedroom
Learning objectives
Revise and extend furniture vocabulary
Encourage creativity in art
Key language
Bed, desk, chair, lamp, bin
My bedroom

Say each of the items of furniture on the worksheet.
The children point to the correct item in the house
picture and say the word.
The children then trace over the dotted words.
Introduction
Children will practise free drawing using the picture of
Peters bedroom as a model.
Match
Say each item again and the children say which room
they think it should go in, e.g. bed bedroom.
The children match the room words to the furniture.
Warm up activity
Ask the children to think about their bedrooms and to
say the names of as many items as they can that are
in them.
Tell them to think of all the colours and patterns that
are in their bedrooms as well.
Answers:
1 table, 2 fridge, 3 bath, 4 sofa, 5 bed.
Look and read

The children look at the picture of Peters room and
point and say the name of each item.
6 Decorate the beds

Learning objectives
Revise colours
Learn pattern words
Draw and colour. Write

Ask the children to draw their bedroom in the space
provided.
Then tell them to colour their drawings and label
some of the objects/furniture.
Key language
Spots, stripes, flowers, squares
Pink, blue, orange, green, yellow, red, black,
white
Introduction
Children will become aware that patterns are used for
decoration and will practise drawing a pattern of their
choice.
Warm up activity
Draw a striped pattern on the board and say stripes.
Ask the children to repeat the word. Do the same for
spots, flowers and squares.
Ask a child to come to the board and say Point to the
spots. Repeat this process until you feel the children
are familiar with the names of the patterns.
Section 2
page 15
Name:
Class:
Test
Look and circle.
1
school bag /glue pen /pencil case

4
scissors /ruler
rubber /ruler
6
pen /pencil
scissors/glue
Read and colour.

1
A green rubber.
A pink book.
3
IA
OP
OC
OT
PH
A blue school bag.
E
BL
Section 2
page 16
A black pencil
sharpener.
Name:
Class:
Test
Read and write.
mummy grandpa grandma brother

uncle daddy cousin aunt
daddy
This is my
5
8
7
page 17
OT
Section 2
PH
OC
OP
IA
BL
Name:
Class:
Test
Read and match.
bananas
bread
3
eggs
oranges
5
biscuits
chicken
Write.
Savoury foods
Sweet foods
eggs
IA
OP
OC
OT
PH
E
BL
Section 2
page 18
Name:
Class:
Test
Write.
1
arms head
hands fingers
legs knees
feet toes
head
Match.
1
run
dance
3
skip
swim
5
play tennis
Section 2
page 19
PH
O
TO
CO
PI
AB
LE
play basketball
Name:
Class:
Test
Write and match.
elephant cat dog tiger hamster

parrot lion snake
lion
Wild
animals
Pets
O
PH
CO
TO
BL
A
PI
Section 2
page 20
Name:
Class:
Test
Read and match.
hall
kitchen
living room
bedroom
bathroom
garage
Look and write.
wood stone straw brick

1
stone .
Its made of _____________
Its made of _____________ .

4
page 21
IA
OP
OC
Section 2
OT
Its made of _____________ .

PH
Its made of _____________ .
BL
Test Answer Key

Test 1
Look and circle
1 school bag, 2 pencil case, 3 ruler, 4 scissors, 5 pen, 6 glue
Test 2
Read and write
1 daddy, 2 grandma, 3 uncle, 4 mummy, 5 brother, 6 cousin, 7 aunt, 8 grandpa
Test 3
Read and match
1 eggs, 2 bread, 3 oranges, 4 biscuits, 5 chicken, 6 bananas
Write
Savoury foods: eggs, bread, chicken
Sweet foods: oranges, biscuits, bananas
Test 4
Write
1 head, 2 fingers, 3 arms, 4 hands, 5 legs, 6 knees, 7 toes, 8 feet
Match
1 swim, 2 play tennis, 3 play basketball, 4 run, 5 dance, 6 skip
Test 5
Write and match
1 lion, 2 elephant, 3 parrot 4 cat, 5 dog, 6 tiger, 7 snake, 8 hamster
Wild animals: lion, snake, elephant, tiger
Pets: parrot, dog, cat, hamster
Test 6
Read and match
Look and write

1 stone, 2 straw, 3 brick, 4 wood
Section 2
page 22

Find Out 1 Teacher&#39;s Pack

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Find Out 1 Teacher&#39;s Pack

Uploaded by

Copyright:

Available Formats

FO1_TN_eng_FO1_TN_eng.

qxd 26/06/14 09:28 Pgina 1

Donna Shaw with Mark Ormerod

FO1_TN_eng_FO1_TN_eng.qxd 26/06/14 09:28 Pgina 2

FO1_TN_eng_FO1_TN_eng.qxd 26/06/14 09:28 Pgina 3

Mini-flashcard Games Bank

FO1_TN_eng_FO1_TN_eng.qxd 26/06/14 09:28 Pgina 4

Review or learn how to greet people and say

Learn a song for the opening and closing routines

Identify and say words for different members of the

Learn a new song for the opening and closing

Lets take a photo!

Whats in my shopping bag?

FO1_TN_eng_FO1_TN_eng.qxd 26/06/14 09:28 Pgina 5

Stress and rhythm:

Show interest in learning English

Show interest in learning English

Art: Find out about mixing

Understand that there are

Social science: Find out about

Understand the importance of

Science: Find out about where

Stress and rhythm:

Wheres the (pen)?

Mummy, daddy, grandma,

FO1_TN_eng_FO1_TN_eng.qxd 26/06/14 09:28 Pgina 6

Identify and say words for different parts of the

Learn a new song for the opening and closing

Identify and say words for different rooms in a

Whats in the bag/box?

This is the (kitchen).

FO1_TN_eng_FO1_TN_eng.qxd 26/06/14 09:28 Pgina 7

Apples, pears, tomatoes, cheese,

Understand the importance of

PE: Find out about the

Head, body, arms, legs, hands,

Respect animals and understand

Social Science: Find out about

Dog, cat, rabbit, tortoise,

Show interest in finding out

Social science: Find out about

Stress and rhythm:

Stress and rhythm:

Stress and rhythm:

FO1_TN_eng_FO1_TN_eng.qxd 26/06/14 09:28 Pgina 8

Listen and understand a traditional Christmas tale

The tree is happy / sad.

Sing an Easter song

FO1_TN_eng_FO1_TN_eng.qxd 26/06/14 09:28 Pgina 9

Red, yellow, green, orange

Stress and rhythm:

Appreciate that the biggest is

Red, yellow, blue, green, purple

Stress and rhythm:

Be willing to follow classroom

FO1_TN_eng_FO1_TN_eng.qxd 26/06/14 09:28 Pgina 10

1.1 Main aims of Find Out!

1.2 Main aims of Find Out! 1

To present language in a fun and reassuring context which

1.3 Course Components of Find Out! 1

Write, draw and/or colour.

A cut-out activity that uses the stickers.

FO1_TN_eng_FO1_TN_eng.qxd 26/06/14 09:28 Pgina 11

Find Out! 1 Teachers Resource File

Find Out 1 Teacher's Pack

Find Out 1 Teacher's Pack