Yazoo Level 3

Yazoo is a motivating story-based course for young learners,

which combines a clear grammar syllabus with a strong
focus on communication and progressive skills development.

The Teacher’s Book provides LEVEL 3

ok
• an overview of the course principles and approach
Teacher’s Bo

Teacher’s Book
• a list of useful classroom language
• a list of classroom games
• step-by-step lesson notes plus optional activities
• audioscripts and answers for the Pupils’ Book and
Activity Book
• unit word lists

The Active Teach CD-ROM provides an interactive version of

the Pupils’ Book and includes
• classroom audio
• animated stories
• flashcards for all vocabulary items
• printable Teacher’s Resources

Tessa Lochowski
Level 3 Components
Pupils’ Book Teacher’s Book
Pupils’ audio CDs Active Teach CD-ROM
Activity Book Class audio CDs
Pupils’ CD-ROM Vocabulary flashcards

A1
Tessa Lochowski
www.pearsonlongman.com

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 LEVEL 3
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Teacher’s Bo

Tessa Lochowski

YAZO_TB_03GLB_3382_TTL.indd 4 02/03/2011 16:04

 Yazoo 3
Unit Topic Language Skills: Pupils’ Book
Contents
Skills: Activity Book
pi Introduction to the Teacher’s Book
pviii List of Flashcards
pix Classroom language
pxi Classroom games
p4 Hello, girls and How are you? I’m fine, Speaking: Introducing yourself
boys! thank you.
Starter My classroom How many (bags)? (Three).
p6 How do you spell (‘book’)?
Imperatives: Stand up, Sit down
etc.
p7 Numbers 1-100 20 + 6 = 26
p8 Days of the It’s (Monday). What’s for lunch?
week and time (Chicken) and (spaghetti).
What’s the time? It’s (one) o’clock.
p9 The school fair How many (girls) can you see?
Where’s the (teacher)?
Prepositions: on, in, under, next to
1 Family and to be: affirmative, negative, Reading: My e-pals Listening: Identify people
p10 friends questions and short answers Listening: Complete a and animals.
questionnaire. Writing: Capital letters, question
Speaking: Ask and answer marks and full stops. Write about your
about personal details and likes. personal details.
2 Going on have got: affirmative, negative, Reading: Story Hurry up, Harry! Listening: Identify the correct suitcase.
p16 holiday questions and short answers Hurry up, Harry! It’s half past Writing: Write about your day. It’s half
two. It’s time for Maths. past seven. It’s time to get up.
Geography p22 My name is (Kevin). I’m from Project: Write about you.
Children around the world (Australia). I live in (the country). I’ve
got (two brothers). I like (football).
Review 1 p24 Phonics: /tʃ/, /dʒ/
3 Habits and Present simple for routines R: My holiday postcards L: Identify people from their routines.
p26 routines Expressions of time: every day/ L: Identify the correct picture. W: Use of and/or. Write about your
year, in the morning/evening, in S: Ask and answer about your holiday.
winter/summer, at night holidays.
4 Animal facts Present simple for facts R: Factual text The seasons L: Understand how often someone
p32 Adverbs of frequency: always, Summer is my favourite season does activities.
sometimes, never because we go to the beach. W: Write about the seasons.
My favourite season is … because …
Science p38 (Zebras) live (on the plains). Project: Write about an animal.
Animal habitats and diet (Pandas) eat (leaves and bamboo).
Review 2 p40 Phonics: /v/, /w/
5 Helping at Present continuous: affirmative R: A birthday party L: Understand what people are doing.
p42 home and negative L: Identify the children. W: Spelling rules for verbs + -ing (1).
S: Describe and identify the Write about what you, your family and
correct child. friends are doing now.
6 Shopping in Present continuous: questions R: Story The bear fight L: Identify the correct pictures.
p48 town and short answers W: Spelling rules for verbs + -ing (2).
Let’s (run). Don’t (run). Write a postcard.

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 Unit Topic Language Skills: Pupils’ Book Skills: Activity Book
Social science p54 I’m (a police officer). I work (at the Project: Write about a job.
Jobs in our community police station). I (help people).

Review 3 p56 Phonics: /ʃ/, /tʃ/

7 At the aquarium This is/These are R: The aquarium L: Listen for pronunciation
p58 Regular and irregular plurals: L: Listen and draw the route. of plurals.
watch–watches, baby–babies, S: Describe animals and fish in W: This is a/an (singular noun) These
foot–feet an aquarium. are (plural noun). Draw and write
about your aquarium.
8 Food Countable and uncountable R: Story Harry and Greta L: Identify the correct information.
p64 nouns with some/any W: There’s a/an/some and There are
There are some apples. Are there some. Write about your kitchen.
any cherries? There’s some milk.
Is there any cheese?
Science p70 (Fruit and vegetables) (keep you Project: Make a poster: an ‘eat well’ plate.
A healthy diet healthy). How often do you eat
(potatoes)?
Review 4 p72 Phonics: /ɜː/
9 An accident in was/were: affirmative, negative, R: Last weekend L: Identify the correct picture.
p74 the playground questions and short answers L: Identify locations last week. W: at, on, in with expressions of time.
S: Ask and answer about Write about where you were last
locations last week. weekend.
10 Holiday past simple of regular verbs: R: Story A week in London L: Understand a sequence of actions.
p80 activities affirmative, negative, questions first, second, third, fourth, fifth, W: First, Then and After that. Write
and short answers sixth, last about your last weekend.
On the( first) day they visited …
Social Science p86 I’m visiting (the dentist) because Project: Write about how to take care of your body.
Take care of your body (I’ve got toothache).

Review 5 p88 Phonics: /aʊ/

11 At the beach want to + verb R: A fantastic holiday! L: Understand requests.
p90 can/can’t for permission L: Match the children and W: and, or. Write about what you
the activities. want to do in the holidays.
S: Decide what to do.
12 Animal rescue must/mustn’t R: Story Our beautiful world L: Identify location.
p96 Rules for correct Object pronouns We must look after our beautiful W: can, must and mustn’t. Write
behaviour world. about the rules in your family.
Science p102 We mustn’t drop litter. We must Project: Make a poster about the environment.
Environment put it in the bin. We can pick up
litter in the park.
Review 6 p104 Phonics: /eɪ/
Goodbye song p106
The Yazoo Music Show p108
International Friendship Day p110
Carnival p111
Festivals in Britain p112
Audioscripts and Answer Key p113
Wordlist p130

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 Introduction
Yazoo is a motivating story-based course for young learners,
with five levels (Starter, 1-4). At each level, an appealing cast of
characters contextualise the language and make learning fun.
The course combines a clear grammar syllabus with a strong
focus on communication and a progressive development
of skills. Regular cross-curricular Content lessons introduce
children to subjects across the school curriculum, such as
Maths, Science and Social Science. Constant in-built recycling
and regular Reviews help to ensure that no one falls behind.
The wide variety of practice activities throughout the course
keep children interested and engaged and also cater for
different learning styles: visual, auditory, kinaesthetic, musical
and interpersonal.
The Yazoo course is appropriate for children who have started
learning English in pre-school or for children who have no
previous knowledge of the language. Yazoo Starter provides
a gentle introduction to English. The focus is on speaking
and listening skills, while pre-reading and pre-writing tasks
are also included. Yazoo 1 introduces learners to the English
alphabet and gradually builds learners’ confidence and
competence in reading and writing in English. Yazoo 2 and 3
place greater emphasis on reading and writing longer texts.
On completion of Yazoo 4, children will have attained
communication competencies up to level A1 of the Council
of Europe’s Common European Framework for Modern
Languages (CEF).
A full range of support components is provided for the
teacher, including full teaching notes, optional activities and
suggestions for games in this Teacher’s Book, as well as
digital resources and printable/photocopiable worksheets.
This ensures that lessons with Yazoo can proceed smoothly,
with clear learning objectives, logically staged practice
sequences and the option to vary procedures and pace with
additional, fully-correlated materials.
Principles of the course
In the Primary classroom, it is especially important that English
language lessons are enjoyable and unthreatening. A key
aim of the Yazoo series is to develop a positive attitude to
English through the use of motivating exercises, including
games, TPR activities, songs, stories and puzzles and plenty of
personalisation.
Syllabus
Yazoo 3 takes learners towards Cambridge Young Learners
Movers level. Greetings, classroom objects, numbers, days
of the week, time and prepositions are reviewed in the
Starter section.
In the early units, structures that were learned in Yazoo 2 are
revised and extended in new contexts and new structures
are then introduced. A Let’s learn! box draws attention to
the forms through examples. In the Pupils’ Book, practice
tasks require learners to circle, match or complete simple
write-in tasks. The Activity Book provides additional practice
of vocabulary and structure as well as the writing skills
development strand.
Unit structure
In addition to the Starter section, Yazoo 3 contains 12
six-page units, each focusing on a topic. Each unit is divided
into a, b and c spreads. The a and b spreads present the
target vocabulary and structures and practise them through
games, songs and personalisation activities. The c spread
consolidates the language presented and develops reading,
listening and speaking skills; work on writing skills and
paragraph writing is found in the Activity Book.
A cross-curricular Content lesson and a Review lesson are
included after each pair of units, providing an opportunity to
consolidate and extend new language in different contexts.
Yazoo 3 organisation
Unit 1a Unit 1b Unit 1c

CLIL
Review
Unit 2a Unit 2b Unit 2c Content
Lesson
Lesson

Unit 3a Unit 3b Unit 3c

CLIL
Review
Unit 4a Unit 4b Unit 4c Content
Lesson
Lesson

A Music Show and three Festivals lessons are provided at the

back of the Pupils’ Book.
The recommended plan for teaching Yazoo 3 during the
academic year is as follows:
Term 1 – Starter, Units 1, 2, 3, 4 and Festival 1
Term 2 – Units 5, 6, 7, 8 and Festival 2
Term 3 – Units 9, 10, 11 and 12, Festival 3 and the Music Show

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 Language presentation
New vocabulary is presented at the beginning of a lesson
through simple pictures. The new words are recorded so that
children can hear and repeat them.
In the a and b spreads, the new words and the target
structures are contextualised in a humorous, self-contained
cartoon story featuring the Yazoo 2 characters. Like Yazoo 2,
Yazoo 3 is set in a zoo and the main characters are five zoo
animals that wear clothes, talk and play in a band: Trumpet
the elephant, Chatter the monkey, Tag the tiger, Karla the
kangaroo and Patty the penguin. Sally the zoo keeper supplies
the adult human element needed in a primary course.
Additionally, the two children, Rob and Vicky, again feature
throughout.
Each story has two episodes. This breaks the language
down into manageable chunks and gives the children the
opportunity to guess what happens next and to look forward
to the conclusion. Through the stories, the learners get to know
the characters, identify with them and share their adventures.
They can act out the stories before moving on to practice
exercises. This helps to reinforce the new language in a fun
and non-threatening way.
Grammar
Grammatical structures are logically sequenced throughout
the Yazoo 3 syllabus, with each new item introduced
building on previous knowledge. Grammar items are always
introduced in the context of the story.
Simple examples of the target language for a lesson are
provided in a Let’s learn! box and the meaning reinforced
by means of humorous cartoons. A comprehensive practice
sequence follows the introduction of each new structure,
including practice in the Activity Book. Once introduced, new
language is regularly recycled in subsequent units.
For each area of grammar, extra printable/photocopiable
resources are provided on Yazoo 3 Active Teach CD-ROM. For
faster learners, these resources provide extension exercises
based on a particular structure. Where learners are finding
some difficulties with the structure, consolidation worksheets
provide extra practice.
Vocabulary
As is appropriate for the age group, vocabulary is presented
visually throughout Yazoo 3. Each language presentation
begins by introducing the key vocabulary in pictures. Learners
then encounter the key vocabulary in the context of the story.
Comprehensive and varied practice sequences in the Pupils’
Book and Activity Book help learners to reinforce and retain
new vocabulary.
A Picture Dictionary is provided at the end of the Activity Book
for reinforcement and review exercises.
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Practice
Yazoo 3 has been written to ensure that learners enjoy
varied and stimulating practice sequences. The wide variety
of practice exercises keep children interested and engaged
and also cater for different learning styles (see below). Every
Unit contains communicative activities, a song and a game to
activate the language.
The Activity Book provides pencil-to-paper practice exercises
to consolidate the new language. These may be allocated
for homework, but can often also provide the opportunity for
quiet time in the classroom. There is also one Listening activity
in every Activity Book unit. This is intended to be used in the
classroom and can be found on the Class CD.
Yazoo 3 provides teachers and learners with plenty of options
to vary classroom or home activities. The Active Teach
CD-ROM provides a range of printable/photocopiable
worksheets to vary or extend classroom procedures.
Additionally, the CD-ROM provides learners with fun digital
interactive exercises and games.
Skills development
Yazoo 3 provides a range of different reading text types in
addition to the cartoon presentations. In the c lessons of odd
units (1c, 3c, etc), there is a variety of short reading texts, which
also provide a model for writing. In the c lessons of even units
(2c, 4c, etc), there are longer, self-contained stories and a
poem for extensive reading. In these texts, new vocabulary is
presented in the context of known structures.
CLIL (Content) lessons recycle key vocabulary and structures
by examining topics from other areas of the primary school
curriculum, such as Social Science. Four to six new target
vocabulary items are presented in the text and practised.
They are included in the Picture Dictionary at the end of the
Activity Book.
A progressive Writing development syllabus is integrated into
Yazoo 3 Activity Book and is found in the c lesson of every unit.
A feature of the writing skill such as punctuation, etc is focused
on in each lesson and practised. Learners then complete a
personalised paragraph-length writing task. There is always a
model to help and guide them.
Speaking practice is integrated into every lesson. Learners
are encouraged to practise speaking in games or guided
dialogue exercises. A Listen and chant. exercise in each
Review lesson practises key phonics and will aid learners with
differentiating sounds and pronunciation.
Listening exercises are integrated throughout practice
sequences. In the c lessons of odd units (1c, 3c, etc), listening
tasks often provide familiarisation with Cambridge Young
Learners English Tests Starters and Movers Listening paper.
Learners can practise listening further at home with parents/
carers by using the Pupils’ CD. This contains the presentations,
songs and stories, the Pronunciation chants in the Review
lessons, the Festivals and My Picture Dictionary.
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 Songs
Songs are one of the best ways for children to learn and
remember language. Singing songs helps young learners
to build confidence in the language through repetition, and
promotes musical skills and development of rhythm. Yazoo 3
uses songs to consolidate new language in the a lesson of a
unit. All songs have a ‘karaoke’ version, with the music only.
Many songs in Yazoo 3 have accompanying actions, which
also supports kinaesthetic learners.
The Yazoo 3 songs are available on both the Class CDs and on
the Pupils’ CD for learners to listen again and sing at home.
Games and motivation
Keeping children motivated to learn English is a core objective
of the materials provided in Yazoo 3. Games provide
motivating and meaningful ways of practising the new
language in a genuinely communicative context, and are very
popular with children.
There are games throughout Yazoo 3. Photos are provided to
allow teachers to set up games quickly and keep pupils on
task. Additionally each Review lesson concludes with a fun
quiz or board game. There is a further list of classroom games
on page xi of this Teacher’s Introduction.
CLIL (Content and Language Integrated
Learning)
The regular CLIL lessons in Yazoo 3 provide learners with an
opportunity to learn about other areas of the primary school
curriculum such as Social Science or Science in English. The
lessons follow a guiding principle of CLIL that English in these
lessons is used to learn content, in addition to language.
CLIL lessons can help to promote critical thinking in language
learners and provide opportunities for children, even at young
ages, to encounter and use newly acquired language in a
meaningful way.
CLIL lessons can also help children who are weaker at
language learning, where they know and understand the
content which is being covered. The children are then able to
apply this knowledge in their first language to the CLIL lesson
in English.
Typically, CLIL lessons in Yazoo 3 include work on the four
skills - reading, listening, speaking and writing. Four to six
new target vocabulary items are presented in the text and
practised. They are included in the Picture Dictionary at the
end of the Activity Book. Each CLIL lesson ends with a Your
Project! task, which allows learners to personalise language
and content in a meaningful way and to create a piece of work
for the classroom wall or to show parents as a measure of
their progress in English.
Multiple intelligences
No two people absorb and retain information, new skills
and knowledge in the same way, which means that English
language teaching classrooms are full of children who learn
iii
A01_YAZO_TB_03GLB_3382_PRE.indd 6
more effectively in different ways! Yazoo 3 has been designed
to ensure that a broad range of children’s learning styles
are catered for, by providing a wide variety of materials and
practice activities.
Similarly, interaction patterns are also varied, allowing for
individual work, pair work, group work and whole-class
modes of learning.
The broad range of presentation types and practice activities
give opportunities for children to experiment with different
modes of learning and different intelligences – musical,
logical/mathematical, verbal/linguistic, kinaesthetic, visual/
spatial, interpersonal and intrapersonal.
Recycling and Review
The Yazoo 3 syllabus is structured to ensure that new
language is recycled in subsequent lessons in different
contexts. This maximises the number of times learners
encounter new language and aids with language retention.
A Review lesson at the end of every two units allows teachers
and learners to revise new language and will highlight any
weaknesses which may need reviewing. The recorded Picture
Dictionary in the Activity Book can be used at this point to
review active vocabulary.
The Activity Book also includes a Review page and concludes
with a My English exercise for learners to complete and
evaluate their progress.
Home-school connections
Components and exercises are provided throughout Yazoo 3
which will allow parents to review the progress their child is
making in English lessons and provide relevant support.
The My English exercises in the Activity Book Review lessons
encourage learners to reflect on their learning as they
progress through the course.
Both the Pupils’ CD and the Pupils’ CD-ROM provide fun
exercises and extra practice for learners to use at home.
Evaluation
Yazoo 3 provides a comprehensive range of printable
resources designed to measure progress and attainment
throughout the school year, which are easily downloadable
from Yazoo 3 Active Teach CD-ROM.
After each unit, a quick printable/photocopiable quiz is
provided to check a learner’s progress with new language.
More extensive attainment tests are provided for use at the
end of every four units or at the end of each school term.
Cambridge Young Learners English Tests
Yazoo 3 takes learners towards Cambridge Young Learners
Movers level and provides gentle familiarisation with exam
style tasks. Exam style listening tasks can be found in the c
lessons of odd units (e.g. Units 3c and 5c) and further
exam style tasks are found in the Activity Book Reviews,
(e.g. Reviews 5 and 6).
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 Course components
For pupils
Pupils’ Book
The 112-page Pupils’ Book presents, practises and revises the
target language of the course. It comprises:
• a two-page Hello lesson introducing the characters to
the children
• a four-page Starter section to review greetings, classroom
objects, numbers, days of the week, time and prepositions
• 12 six-page topic-based units, each organised into three
spreads, a, b and c
• 6 two-page ‘CLIL’ Content lessons after every two units
• 6 two-page Review lessons after every two units
• a Music Show to be performed by the children
• 3 Festival lessons: International Friendship Day, Carnival
and Festivals in Britain
• full-colour stickers for use with the sticker listening
exercises
Pupils’ CD
The Pupils’ CD is packaged with the Pupils’ Book and includes
all of the presentations, the songs and extended stories for
children to listen to at home with their parents. It also includes
the Pronunciation chants in the Review lessons, the Festivals
and My Picture Dictionary.
Pupils’ CD-ROM
The Yazoo 3 Pupils’ CD-ROM is packaged with the Activity Book
and comprises:
• interactive exercises for every unit of the Pupils’ Book
• listening practice exercises
• song-based exercises in every unit including a karaoke-
style exercise
• interactive practice of CLIL lessons
• interactive practice exercises for Review lessons
• animated versions of the extended stories
For teachers
Teacher’s Book
The 144-page Teacher’s Book comprises:
• this Introduction, which includes a list of flashcards, useful
classroom language and additional ideas for games
• detailed lesson-by-lesson teaching notes for the Pupils’
Book and Activity Book
• audioscripts and answer keys for the Pupils’ Book and
Activity Book (see page 113)
• wordlist (see page 130)
The lesson-by-lesson notes are presented together with a
reduced colour facsimile of the Pupils’ Book page, for easy
reference. Lesson objectives, target language, recycled
language and a list of materials required for the lesson are
given at the beginning of each lesson.

Activity Book Class CDs

The Class CDs contain all of the audio material in the Pupils’
The 112-page Activity Book provides further practice and
Book, including the cartoon stories, listening tasks, songs and
consolidation of the language presented in the Pupils’ Book. It
Picture Dictionary. Complete audioscripts for the recordings
comprises:
which are not included on the pages of the Pupils’ Book can be
• a four-page Starter section with practice exercises for found at the end of this Teacher’s Book.
classroom objects, numbers, days of the week and time
• 12 six-page units with practice exercises for all of the key
language introduced in the Pupils’ Book, as well as the
writing skills development strand
• six pages of activities to practise language used in the CLIL
content lessons
• six pages of revision exercises, including a My English
self-evaluation exercise
• a full colour Picture Dictionary illustrating all the key words
from the Pupils’ Book
• full colour cut outs for use in a number of games.
Suggestions on how to use the cut outs are given in the
relevant lessons
The lesson notes in this Teacher’s Book give guidance on how
to use the Activity Book exercises.

iv

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 Flashcards
There are 128 vocabulary flashcards for the key items
Join us at The Great
presented in the Pupils’ Book. The flashcards reproduce the
vocabulary pictures from each unit of the Pupils’ Book. Teachers Primary Place
Active Teach for Interactive Whiteboards
Yazoo 3 Active Teach is designed for use with any Interactive
Whiteboard (IWB). It can also be used with a computer and
projector. It contains all the Pupils’ Book lesson pages in
digital form, together with the class audio material.
In addition, it provides:
• an interactive exercise for each lesson spread including the
Review and CLIL spreads
Find inspiring ideas for your primary classroom, discover
• animated versions of the extended stories (also available new techniques and solutions that work, connect with other
to learners on the CD-ROM) primary teachers, and share your own stories and creativity.
• interactive flashcards for all the vocabulary in the Pupils’ The Great Teachers Primary Place is the place to go for free
Book, accessible by topic or in alphabetical order classroom resources and countless activities for primary
Yazoo 3 Active Teach also contains the following printable/ teachers everywhere.
photocopiable Teacher’s Resources:
Go to www.pearsonlongman.com/primaryplace and register
Additional activities: for membership.
• 12 Language Activity Worksheets – one for each unit of Members of The Great Teachers Primary Place will receive
the course exclusive access to:
• 12 Grammar Consolidation Worksheets designed to
• free articles on current trends in the primary classroom!
provide extra practice for children having difficulties with a
• free reproducible activity sheets to download and use in
particular grammar point
your classroom!
• 12 Grammar Extension Worksheets designed to provide
• free Teacher Primary Packs filled with posters, story cards
more challenging practice for children on a particular
and games to use in your classroom!
grammar point
• exclusive access to professional development via print
Evaluation resources: materials and web conferences.
• 12 Unit Quiz Worksheets for use after each unit
• 6 Progress Tests for use after each pair of units
• 3 Attainment Tests for use after every four units

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 Teaching with Yazoo 3
Unit and lesson structure
Each of the 12 units of the course consists of three spreads, a, b
and c. Each spread is designed to be taught over two lessons.
However, in teaching situations with shorter periods, it is
possible to extend the material over three teaching periods.
The Activity Book provides additional material that can be
used in class for quiet time or alternatively for homework.
The final spread in each unit consolidates language and
develops communicative skills. Lesson 1 usually focuses
on receptive skills, requiring learners to listen, read and
understand a text. Further reading practice is provided in
the Activity Book. Lesson 2 focuses on the productive skills of
speaking and writing, as well as listening. The Activity Book
contains the Writing skill strand.
As the book progresses, more of the language taught in
earlier lessons is recycled.
Warm-up – getting started
It is a good idea to signal the beginning of the lesson clearly
and start with a warm-up activity that is enjoyable and
involves the whole class. The step-by-step teaching notes
suggest a variety of warm-up activities.
Procedure for presenting vocabulary
The new words for each lesson are always presented in
Picture Dictionary style at the top of the Pupils’ Book page and
are also on the CD.
• Use the flashcards or classroom objects to present the
new words and their meaning. (Relating the new words to
tangible objects in the classroom also helps to make the
words more memorable for the children.)
• Tell the children to open their books and look at the
pictures. Play the CD; the children listen, point and repeat.
• Hold up the flashcards again in random order and elicit
the words.
• You can also present the vocabulary on an IWB, using the
flashcards on Yazoo 3 Active Teach.
Procedure for cartoon stories
• Invite the children to look at the pictures. Talk about each
frame and prompt discussion. Use L1 if necessary.
• Play the CD; the children listen and follow the words in
their books.
• Play the CD again, pausing after each frame to ask simple
questions to check understanding and focus on the new
vocabulary.
• Play the CD a third time, pausing for the children to repeat
as a class.
A01_YAZO_TB_03GLB_3382_PRE.indd 9
• Do the comprehension exercise on the story.
• Divide the class into groups, and give each group the role
of a character. Play the CD again; the children repeat their
parts. Encourage them to copy the characters’ voice and
intonation and to mime some of the actions.
• Repeat without playing the CD.
• Let the children practise acting out the story in groups.
• Invite a group or groups to perform for the class.
Procedure for Let’s learn!
The teaching notes give specific guidance in each lesson.
• Ask the children to look at the pictures and tell you who or
what they can see.
• Play the CD. The children listen, point and read the
examples silently.
• Play the CD again and pause after each item. The children
repeat as a class.
• Use flashcards, objects or mime to substitute other items in
the examples to show how a structure works with different
words. The children repeat the new sentences as a class.
• Invite individual children/pairs to repeat around the class.
• Ask the children to practise in pairs where appropriate.
Practice
The practice stage of the lesson involves a variety of different
activities, including further listening activities, speaking
activities and games. Simple heads down, pencil-to-paper
activities are also included.
There are also interactive practice activities on Yazoo 3
Active Teach.
Procedure for teaching songs
• Invite the children to look at the picture(s) and talk about
what they can see, saying who the characters are and
what they are doing.
• Play the CD. The children listen and follow in their books.
They can also clap the rhythm.
• Recite the lines of the song rhythmically like a chant. Say
each line and ask the children to repeat. Demonstrate
actions if the song lends itself to them.
• Play the CD. Ask the children to sing along and do
the actions.
• For some of the songs, you can divide the class into groups
and give them each a part to sing.
• Use the vocabulary flashcards and hold them up as the
words are heard in the song.
• Use the karaoke version (music only) when the children are
confident with the words of the song.
vi
1/3/11 13:56:35
 Procedure for games/role-plays
• Ask the children to look at the photo in their Pupils’ Book.
Elicit or explain what is happening. Read the speech
bubbles aloud with the class.
• Ask the children to cut out the cards from their Activity Book
if the game requires these. Check the children can name
the items in the pictures.
• Demonstrate the game with a child or group, until
everyone knows what to do.
• Let the children play the game in groups or pairs, if they
are able to do so. If you feel that they are not ready for pair
work, play the game as a team game, or with pairs/groups
in front of the class.
Ending the lesson
Always end the lesson on a positive and cheerful note.
The step-by-step teaching notes suggest a variety of
round-up exercises.
Procedure for CLIL (Content) lessons in
Yazoo 3
Yazoo 3 includes a CLIL spread after every second unit. The
spread is designed to be taught over two lessons. Lesson 1
focuses on receptive skills, requiring learners to listen to,
read and understand the information they are given about a
content area (Science, Geography, Social Science) in English.
Exercises in Lesson 2 are productive, and require pupils to
engage with the key vocabulary associated with the content
of the lesson, then use the language in a communicative
activity and finally personalise the language in a Your Project!
writing task. The key vocabulary in each CLIL lesson is
included in the Picture Dictionary at the end of the Activity Book
and recorded on the Class and Pupils’ CD.
• Introduce the topic of the CLIL spread in the Warm-up and
find out what prior knowledge the children have.
• Invite the children to open their books and look at the
photos/pictures. Ask questions about them and prompt
discussion.
• Play the CD; the children listen and point to each photo as
they listen to the recording of the text. Play the CD again,
pausing after each section and ask simple questions to
check understanding.
vii
A01_YAZO_TB_03GLB_3382_PRE.indd 10
• For the listening exercise (Exercise 2), play the CD twice,
pausing the second time to allow children to complete
the exercise.
• The Your Project! tasks require the children to draw pictures
or find pictures/photos to illustrate a piece of writing. The
projects can be given to children to complete at home or
they can also be completed in a subsequent lesson.
• Give children an opportunity to show and talk about their
projects in class. They can then be put on the classroom
wall for display, or given to children to present to their
family at home.
Using My Picture Dictionary
The Picture Dictionary in Yazoo 3 is at the end of the Activity
Book. The target vocabulary from each unit of the Pupils’ Book
can be found on pages 90–97. The key vocabulary from the
CLIL (cross-curricular) lessons and the Festivals can be found
on pages 97–98. The Picture Dictionary offers a way for the
children to review the words they have learned so far. They
label the pictures and build up their own reference dictionary.
All the words (except for the Festivals) are recorded on the
Class CD and the Pupils’ CD in the sequence in which they are
presented in the Pupils’ Book.
You can use the Picture Dictionary to review the cross-curricular
vocabulary after completing each CLIL lesson. Alternatively, you
can review all the vocabulary from the previous two units and
the CLIL lesson after completing Review lesson 2.
• Ask the children to find the correct page of the Picture
Dictionary in their Activity Book.
• Ask them to look at the pictures and elicit all the words they
can remember.
• If there is time in class, play the audio CD. The children listen,
point to the correct picture and repeat the word in chorus.
• They then label the pictures either in class or at home. They
can refer to the Pupil’s Book for help with spelling.
• Ask them to listen to their Pupils’ CD again at home and
learn the words in preparation for the Progress Test
(available on the Active Teach CD-ROM).
1/3/11 13:56:35
 List of Flashcards
Unit 1a Unit 6a Unit 8c Harry and Greta Unit 11b
aunt supermarket biscuit armbands
uncle library wall sandcastle
cousin cinema squirrel bucket
holiday food little spade
airport rope angry sun cream
Africa go shopping use
buy Unit 9a
Unit 2b accident Unit 12a
plane Unit 6c The bear fight nurse monster
taxi saucepan finger net
passport fight cry far
ticket swing middle near
money go for a walk stuck
suitcase Unit 9b worried
Unit 7a bandage
Unit 3b fish ambulance Unit 12b
weekend crab grapes fishermen
year dolphin yesterday ask
winter turtle safe
summer take a photo Unit 10a kind
photo album rain boat
mountain museum Unit 12c
ski Unit 7b statue litter
people sail sky
Unit 4b men stay desert
bird women jungle
show teeth Unit 10b ocean
wake up shark email camel
want feed wave drop
early tall dive
surf
Unit 5a Unit 8a row
doorbell bowl phone
home shelf
learn drawer Unit 11a
cook carrot flippers
talk cherry snorkel
ring sweets towel
bored chocolates video camera
pack
Unit 5b Unit 8b take
dishes fridge ready
floor butter
strawberry water
make omelette
wash fruit salad
taste

viii

A01_YAZO_TB_03GLB_3382_PRE.indd 11 1/3/11 13:56:35

 Classroom language
Greeting the children
Good morning, (____________).
Good afternoon, (____________).
Hello, (____________).
I’m glad to see you.
Is everybody here?
Who is away today?
Getting started
What day is it today?
What is today’s date?
Write down today’s date, please.
Now we’re going to (____________).
Today we’re going to (____________).
Let’s start.
Are you ready?
Get your books and pencils out.
Open your books at page (___).
ix
A01_YAZO_TB_03GLB_3382_PRE.indd 12
Managing the class
Put down/Pick up your pencils, please.
Come here, please.
Sit down./Stand up.
Put your hand up/down, please.
Give this/these out, please.
Hold up your picture./Show me your picture.
Draw/Colour/Stick/Cut out the picture.
Come up to the board.
Hurry up.
Come in.
Wait a minute, please.
Line up quietly.
It’s break time/lunch time.
Doing an exercise/lesson
Look at number (___).
Write in your notebooks.
Can you read this, please?
Say/Repeat after me.
Let’s listen to the (______).
Let’s sing/say it together.
Sorry, I don’t understand.
Can you say that again, please?
What’s (L1) in English?
What is it in (L1)?
Who knows the answer?
How do you spell it?
Who wants to write on the board?
Volunteers, please.
Is that right?
Let’s check the homework.
1/3/11 13:56:41
 Working in pairs/groups Ending the lesson
Work with your partner/group. That’s all for today.
Has everyone got a partner/group? Collect the cards, please.
Who’s your partner?/Who’s in your group? Put your books/things away, please.
Don’t show your partner. The lesson is over.
Change places with (____________), please. OK, you can go now.
Change your partner. See you on (___________).
Now ask your partner. Have a nice (____________).
Sit back-to-back. Say goodbye, everyone.
Goodbye.

Giving praise
Well done! Useful phrases for pupils
Great work! Can I have a (____________), please?
That’s excellent, (____________). Here you are.
That’s very nice. I don’t know.
Can I go to the toilet, please?
Can you help me, please?
Encouraging good behaviour
Can I go out?
Please stop talking. Thank you.
Can I answer the question?
Quiet, please.
It’s my/your turn.
Settle down and listen. Well done.
Sorry.
Is everyone sitting quietly? Good!
Thank you.
And now we’re waiting for (____________).
Finished.
Could you sit down like the others, please?

A01_YAZO_TB_03GLB_3382_PRE.indd 13 1/3/11 13:56:46

 Classroom games
Flashcard games
Can you remember? Display a set of flashcards on the board
and number them. Ask What’s Number 1? What’s Number 5?,
etc. For each correct answer, turn the flashcard over. When
all the flashcards are hidden, repeat the questions. Turn the
flashcard over to check the answer. If the answer is correct,
remove it and continue. You can play this as a team game.
Teams win a point for each correct answer.
I spy Select a set of flashcards from two lessons and hold
them in your hands. Say I spy/I can see something beginning
with (b). Ask the children to guess the word. When the children
guess correctly, show the flashcard.
Play the same game with classroom objects, the children’s
clothes, pictures or posters. Look around the room and say,
e.g. I spy/I can see something beginning with (d). The children
have to guess the object. This can be played in teams, with
points scored for each correct answer.
Snap! Divide the class into groups of three or four children.
Allocate each group a set of flashcards from two or three topic
areas. Deal them out to the players. Each player holds his/
her cards face down in a pile. In turn, players turn over the top
card of their pile and place it face up in the centre of the desk,
making a new pile. If a card matches the topic of the previous
one, the player who first says Snap! takes all the cards and
adds them face down to the bottom of his/her pile. If a player
runs out of cards, he/she is out. The winner is the player who
manages to get all of the cards.
Blind drilling Hold a set of flashcards facing away from the
class. The children have to guess which flashcard you are
holding in order to win it. Once all of the flashcards from
the set have been distributed, the child with the most cards
becomes the teacher.
Word and picture games
Pictionary Write a set of vocabulary items which the pupils
know on different pieces of paper. Divide the class into two
teams. Ask two pairs of children – one pair from each team –
to come to the board. Show one child from each pair a word
and ask them to draw on the board a picture representing
the word for their partner to guess. The first child to guess the
word for his/her team wins a point.
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A01_YAZO_TB_03GLB_3382_PRE.indd 14
Picture dictation Put pupils into pairs. Tell them they are
going to draw a picture very quickly. Give them the setting (in
a classroom, at the beach, in the playground, etc) and a list of
things to include in the picture. Give them 5 minutes to draw
their pictures. They must not show their partner their picture.
In turn, each pupil describes their picture to their partner, who
draws the picture as he/she listens, e.g. The camera is on the
bed, the passport is under the bed., etc. The aim of the game
is for the pair to finish with pictures which are as similar as
possible. The game can be adapted to focus on numbers,
prepositions, shapes, There is…/There are… or the present
continuous: A girl is swimming. Two boys are playing tennis.
Physical games
Simon says Use this game to review actions and classroom
instructions. The children have to follow instructions and do
as they are told when they hear Simon says … but do nothing
when an instruction is not preceded by these words.
Every time a child makes a mistake, they miss a turn. After
three mistakes, they are out and have to stop playing. You can
play this as a team game. The team with the fewest missed
turns or the group with most children still in the game wins.
In an alternative version of the game, carry out the instructions
yourself as you say them, but make some mistakes. Children
who copy your mistakes miss a turn.
Do the opposite! This game is a more complicated version
of Simon says. The rules are exactly the same, but this time,
pupils should do the opposite of the instruction when it is
preceded by Simon says. For example, when they are told
Simon says stand up! The pupils should sit down. When they
are told Simon says don’t open your books! pupils should
open their books. When they are told Touch your right ear!,
they should do nothing and so on.
Quickly, slowly This game is another extension of Simon says;
its aim is to review adverbs. The rules are exactly the same,
but this time, pupils should include the adverb in the way
they follow the instruction. For example, when they are told
Simon says stand up slowly! the pupils should stand up slowly.
Other useful adverbs for this game are: quickly, quietly, noisily,
happily, sadly.
1/3/11 13:56:46
 Class surveys
What has our class got? This activity has three parts and
could be used throughout an entire lesson or completed for
homework. In part one, groups of pupils take turns to ask one
another questions to complete their grids:
Have you Name Name Name Name Name
got…? Johan Katia Marcus Eric Helena
a camera 3
a passport 7
etc
In part two, the results are collated and pupils write a report
about their classmates: In my class, five people have got a
camera. One person has got a passport., etc.
In part three, pupils can create a colour bar chart or pie chart
with the results of their survey.
This activity could also be used to find out What did our class
do at the weekend? or Who are our favourite actors/pop stars/
sports stars?, etc.
Find someone who… This activity can be used to practise
question structures. Children circulate and ask questions
around the class: Can you ski? Do you like swimming? Have
you got three uncles? Did you go to the cinema yesterday?
until they have completed their grids:
Find someone who… Name
can ski Johan
likes swimming Maria
has got three uncles Georg
Other games
Dictation variation This game helps children to remember
how to construct a sentence and to remember the spelling
of new words. Dictate a series of words to the class, which
form a sentence, but in the wrong order. For example, dictate
watching, they, TV, are. The children write down the words and
try to reconstruct the ‘hidden’ sentence (They are watching TV.)
as quickly as possible.
Last letter, first letter In groups or as a whole class, select
a group of words to practise. The first pupil has to say a word
from the set. The next pupil has to say a word which begins
with the last letter of the previous word. For example, if the
word set is food and pupil A says banana, pupil B has to say a
word beginning with a – apple; pupil C then has to say a food
beginning with e and so on. You can continue the game until
the ‘chain’ is broken.
A01_YAZO_TB_03GLB_3382_PRE.indd 15
Hangman Use this game to review known words. Choose a
word and write one dash for each letter on the board. Children
guess letters. Write the correct guesses into the word; for
incorrect guesses, draw one piece of the Hangman picture.
If the children guess the word before you finish drawing the
hangman, they win.
Hot seat Use this game to review known words. One pupil
comes to the front of the class and sits with his/her back to the
board. Choose a word and write it on the board. The rest of
the class must describe the word to the pupil in the ‘hot seat’
(without saying the word or spelling it!) until he or she guesses
it correctly. You can also play this as a team game with one
pupil from each team in the ‘hot seat’; the first pupil to guess
the word scores a point for his/her team.
Board races Divide the class into two or more teams. Write a
vocabulary set randomly scattered on the board. The game
works best with at least sixteen different words on the board.
Invite one child from each team to the board. Say a word from
the random selection and the first child to find and touch it on
the board wins a point for their team.
Noughts and crosses This game can be used to review a
range of language, vocabulary or structures. Draw a 3×3 grid
on the board. Write 1–3 across the top and a–c down one side.
Divide the class into two teams, the Noughts and the Crosses.
Prepare a set of questions. The teams take turns to answer. If
a team gets the answer right, they can choose a square in the
grid by giving a grid reference. Write O or X in the square. The
aim of the game is for a team to be the first to win three Os or
Xs in a row – vertically, diagonally or horizontally.
Examples of questions:
Word sets: Say, e.g. Name an (item of food) beginning with (c).
Correct the sentence, e.g. There is five apples in the bowl?, etc.
Whispers down the line Prepare a list of target words or
sentences. Whisper a word/sentence to one pupil once. He/
she must then whisper it to another pupil and so on until the
‘whisper’ has made its way around the class. Ask the last
pupil to say the word/sentence out loud to check it is the same
as at the beginning. To keep the children busy, have two or
three whispers going around the class at once.
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1/3/11 13:56:46
 Hello, girls and boys! Hello, girls and boys! CD1 Track 2
• Ask the children to open their books at page 4. Give them
Aims: to meet the book characters; to practise common a moment to look at the picture. Then elicit what/who they
greetings can see. Ask them to point to various characters in the
picture. E.g. say Point to Karla/a kangaroo. Point to Sally
Target language: Hello/Hi, My name is …, This is (Vicky). ,
and say This is Sally. She’s the zookeeper. Remind the
How are you? I’m fine, thank you.
children that Sally looks after the animals at the zoo.
Recycled language: girl, boy, sister, friends, animals
• Play the CD and ask the children to follow the words in
Receptive language: Welcome to the zoo!
their books.
Materials: Class CD
• Play the CD again, pausing after each line for the children
to repeat the sentence. Encourage them to mimic the
voices and gestures of the characters. Repeat as necessary
Warm-up
until the children are confident.
• Introduce yourself to the class by saying Hello, girls and
boys. Welcome to the class. My name is [name]. Walk
round the class greeting each child and eliciting their first Extra!
name. Encourage them to say Hello, my name is [name]. Put the children in groups of eight. Allocate parts in each
group (Rob, Vicky, Chatter, Trumpet, Tag, Karla, Sally, Patty).
• Ask the children to introduce themselves to each other
The children act out in their groups.
round the class using Hello, my name is [name].

Lead-in
• Hold up the Pupils’ Book and talk about the characters on
the cover. Use this opportunity to see what the children can
remember about the characters. Remind the children that
the animals are friends and that they live in the zoo. Point
to individual characters and ask What’s his/her name? See
if any of the children can remember the animals’ names.
• Point to the animals again. Say, e.g. This is Tag. Then say
He’s a … . Pause for the children to tell you what kind of
animal Tag is (tiger). Do the same for the other characters:
This is Trumpet. He’s an elephant. This is Patti. She’s a
penguin. This is Chatter. He’s a monkey. This is Karla. She’s
a kangaroo.
• Point to the two children. Say This is Rob. He’s a boy. This
is Vicky. She’s a girl. Then point to the zebra and say This is
Ziggy. He’s a zebra. Tell the class that they will get to know
more about Ziggy during their English lessons and will
share his adventures with the other animals.

M01_YAZO_TB_03GLB_3382_S01.indd 4 1/3/11 11:29:39

 1 Write the names. For the next lesson
• Ask the children to learn the song by heart and sing it at
• Ask the children to tell you who they can see in the picture on the start of the next lesson. Remind them they can listen to
page 5. Point to the various characters and elicit their names. the Pupils’ CD at home with their parents.
• Write the names of the characters on the board. Point to
the names and ask the children to say the words aloud. Round-up
Then ask them to write the name of each character in the • Say I’m a tiger. My name is … . Pause for the children to
white boxes. tell you the name of the animal (Tag). Do the same for the
other animals and characters.
2 Sing along with the band. CD1 Tracks 3 and 4
• Tell the children they are going to listen to the characters
singing a song. Play the CD. The children listen and follow
the words in their books.
• Play the CD again. Ask the children to wave their hands
whenever they hear Hello.
• Teach the song line by line.
• Play the CD again. Encourage the children to join in.
• When the children are familiar with the song, play the
karaoke version and encourage them to sing along.

M01_YAZO_TB_03GLB_3382_S01.indd 5 1/3/11 11:29:44

 My classroom 3 Play the game.
Lesson 1 • Tell the class that the children in the photo are playing
a game of ‘Simon says’.
Aims: to revise classroom language and vocabulary • Read the speech bubble aloud with the class. Explain that if
Target language: numbers 1–20, classroom objects, you say Simon says before the instruction, e.g. Simon says
the alphabet, classroom instructions ‘Stand up‘. , they must do the action. But if you don’t say
Receptive language: How many…?, How do you spell…?, Simon says then they mustn’t do the action. If they do the
Simon says… wrong thing then they are out of the game. The winner(s) is
Materials: classroom objects the last person remaining at the end of the game.
• Read the instructions in the word star aloud with the class.
Ask the children to mime them. Then play the game.
Warm-up
• Review classroom objects and numbers 1–20. Activity Book page 2
• Count aloud from 1–20 with the class.
• Pick up three books and ask What are these? Elicit the
1 Find and circle.
answer books. Then ask How many books? Elicit the • Ask the children to count the objects in the pictures. They
answer three. then circle the correct number.
• Repeat with various classroom objects.
2 Look and write. Use It’s a or They’re.
1 Look, count and write. Then ask and answer. • Ask the children to look at the picture. Elicit known
• Say Open your books at page 6. Ask the children to look vocabulary by asking What’s this? What are these?
at the picture and to tell you who they can see (Rob, Vicky, • Explain that the sentence numbers match the numbers in
Trumpet, Tag, Karla, Patty, Chatter, Mr. Light). Ask Where the picture. Ask children to write sentences individually.
are Rob and Vicky? (in the classroom).
3 Look and circle.
• Point to a pencil. Ask What is it? Point to two books. Ask What
are they? Repeat with other objects around the classroom. • Tell the children to look at the pictures and circle the correct
• Read out the list of objects on the right. Ask the children to instructions.
find and count how many of each item they can see in the
picture. Tell them to write the number next to each object.
You could give them a time limit of two minutes to make
the exercise more challenging.
• Read out the speech bubbles underneath the list. Check
the answers by asking How many [object]? and eliciting
the answer.
• Now ask children to practise asking and answering
about the objects in the picture in pairs, using the speech
bubbles to help them.

2 Ask and spell.

• Revise the alphabet with the class. Elicit the letters a–z and
write them on the board. Say the alphabet aloud with the
class. Then point to individual letters and ask the children
to say them.
• Hold up a book and read the first speech bubble aloud
with the class. Read the second speech bubble; the
children repeat.
• Ask the children to practise spelling classroom objects in
pairs, using the words from the list in Exercise 1.
• Check the answers by asking individual pairs to ask and
answer a question.

M01_YAZO_TB_03GLB_3382_S01.indd 6 1/3/11 11:29:50

 Numbers 1–100
Lesson 2
Aims: to revise numbers 1–100
Target language: numbers 1–100 in numerical and written
form (20/twenty)
Receptive language: Do the sums … (20) plus (6) equals (26).
Materials: Class CD
Warm-up
• Play a game. Ask a volunteer to count from 1–20. Say Stop!
at a random number and ask the volunteer to come and
write the last number they said on the board. Repeat with
a few of the other children.
1 Listen, point and say. CD1 Track 5
• Play the CD and ask the children to follow the numbers in
their books.
• Play the CD again, pausing after each number for the
children to repeat.
• Put the children into pairs and ask them to point to the
numbers at random and say them aloud.
M01_YAZO_TB_03GLB_3382_S01.indd 7
2 Listen and match. CD1 Track 6
• Write 21 on the board. Ask the children to read the number.
Then write other numbers at random on the board. E.g. 54,
63, 38, etc. Ask them to tell you the number each time.
• Remind the children how to write numbers as words. Write
twenty-one, fifty-four, sixty-three, etc on the board and ask
individual children to come up to the board and match the
digits to their written forms.
• Tell the class they are going to listen to someone reading
the numbers. Play the CD, pausing after each number for
children to repeat.
• Play the CD a second time, pausing after each number for
children to match the digit with the correct word.
3 Read and circle.
• Ask the children to read the written numbers and circle the
correct digits.
4 Do the sums and write.
• Do the example sum on the board with the class. Say
Twenty plus six equals twenty-six. Ask the children to
repeat after you.
• Before you ask the children to do the other sums, make
sure they understand how to say plus and equals. Then
ask the children to do the remaining sums and write the
digits and words.
• Check the answers as a class by asking volunteers to read
out the sums.
Activity Book page 3
1 Write the numbers.
• Ask the children to read the digits and to write the
corresponding words.
2 Read and write.
• Ask the children to read the sums, then do the activity orally
as a class.
• Tell the children to write the answers as digits.
3 Do the sums. Tick or cross the answers.
• Tell the children to read the sums. Make sure they
understand to tick the boxes if the given answer is correct,
and cross them if the answer is incorrect.
Round-up
• Play a game to practise sums.
• Divide the class into two teams. Write a sum on the board,
e.g. thirty + six. The first person to put their hand up and
answer correctly wins a point for their team.
1/3/11 11:29:55
 Days of the week 4 Read and match. Then point, ask and answer.

and time
Lesson 3
Aims: to revise days of the week and time
Target language: days of the week, It’s [day of week].,
What’s the time?, It’s [number] o’clock.
Recycled language: food vocabulary
Receptive language: What’s for lunch?
Materials: Class CD, calendar, pictures of food from
magazines, teaching clock (optional)
Warm-up
• Use the pictures of food to revise food vocabulary that the
children know. Alternatively, put the children into pairs for a
race. Explain that they have one minute to think of as many
food words as they can remember. The pair with the most
words wins the game. Ask individual pairs to tell the class
the words they remembered.
1 Listen, point and say. CD1 Track 7
• Use a calendar to revise days of the week. Ask What day
is it today? Elicit the other days of the week too.
• Say Open your books at page 8 and tell the children to look
at the chart.
• Play the CD twice. The second time, pause after each day
for the children to repeat.
• Revise telling the time with the class. Show them three
o’clock on a teaching clock, or use the classroom clock/a
drawing on the board. Ask What’s the time? Elicit It’s three
o’clock. Repeat to practise different o’clock times.
• Ask the children to look at the first clock. Ask What’s the
time? and elicit It’s one o’clock. Then ask them to match the
remaining clocks to the correct time.
• Read the speech bubbles with the class. Put the children
into pairs to ask and answer about the remaining clocks.
Activity Book page 4
1 Order the letters and write the words. Then
write in the correct order.
• Ask the children to look at the anagrams and to write the
days of the week correctly in the first column.
• Then ask them to write the days of the week in the correct
order in the second column.
2 What’s for lunch? Look and circle.
• Ask the children to look at the pictures and to circle the
correct food.
3 What’s the time? Look and write.
• The children look at the clocks and write the correct time.

2 Look at 1. Listen and point. Then answer.

CD1 Track 8
Audioscript: TB page 113
• Draw the children’s attention to the pictures of food in
Exercise 1. Point to the food for Monday and ask What’s
this? Elicit the answer chicken and spaghetti. Repeat with
the other pictures.
• Say It’s Tuesday. What’s for lunch? Elicit the answer soup
and bread.
• Play the CD. Ask the children to point to the food items as
they hear them.
• Play the CD again, pausing after each question for the
class to give you the answer.

3 Look at 1. Ask and answer.

• Ask for a volunteer to read out the food words in the star
and check that the children understand them. Then read
the speech bubbles aloud with the class.
• Ask individual children the question in the first speech
bubble, changing the day of the week. They answer using
the words in the star and the pictures in Exercise 1.
• Now ask the children to ask and answer in pairs.

M01_YAZO_TB_03GLB_3382_S01.indd 8 1/3/11 11:30:01

 The school fair
Lesson 4
Aims: to revise vocabulary and prepositions of place
Target language: in, on, under, next to; How many … can
you see?, Where’s the …? It’s [preposition] the table.
Recycled language: girls, boys, police officer, clown,
animals, food, dolls, robots, cars, classroom objects, days
of the week and time, numbers
Materials: Class CD, classroom objects, A4 paper (optional)
Warm-up
• Play a game to revise vocabulary for animals, food, toys
and days of the week. Say a word from one of these
categories, e.g. frog. Ask the children to continue an animal
word chain around the class, e.g. frog, dog, cat, lion, etc.
See how long they can continue it.
1 Listen and number. CD1 Track 9
Audioscript: TB page 113
• Use classroom objects to revise prepositions of place. Put
your pen on, under, next to and in your bag/pencil case
and elicit the prepositions.
• Say Open your books at page 9 and tell the children to look
at the pictures. Read the prepositions aloud with the class.
M01_YAZO_TB_03GLB_3382_S01.indd 9
Then ask Where’s the cat? and elicit the correct answer
each time, e.g. It’s on the hat.
• Play the CD. Ask and the children to point to each preposition
as they hear it.
• Play the CD again, pausing after each item for the children
to number the boxes.
2 Look, read and answer.
• Ask the children to look at the picture in their books. Ask
them what they can see and elicit known vocabulary and
structures. E.g. How many pizzas can you see? Where’s the
cat? What day is it? etc.
• Read question one and elicit the answer. Then ask
the children to work in pairs to answer the remaining
questions as quickly as possible. The first pair to put their
hands up and answer all the questions correctly wins.
• Check the answers by asking the questions and eliciting
the answers.
3 Look at 2. Ask and answer.
• Ask the class to tell you more things they can see in the
picture in Exercise 2. E.g. tigers, elephants, kangaroos,
boys, balls, bikes, computer games, dolls, cars, etc. Write
these words on the board.
• Ask individual children questions about the picture. E.g.
How many boys can you see? Elicit answers.
• Read the speech bubbles aloud with the class. Then ask
the children to work in pairs to ask each other questions
about the picture using the prompts on the board and the
speech bubbles to help them.
Activity Book page 5
1 Find and circle. Then choose and write.
• Ask the children to look at the wordsnake and the circled
word. Ask the children to find and circle the other words in
the wordsnake.
• Tell the children to write the words from the wordsnake into
the correct categories.
2 Do the crossword.
• Ask the children to look at the pictures and identify the
objects. They then complete the crossword by writing the
correct words in the spaces.
Round-up
• Play a drawing dictation game to practise prepositions.
E.g. say Draw a table. Draw a ball under the table. Draw a
chair next to the table. Draw a cat on the chair. Draw a hat
on the table. Draw a rabbit in the hat. Children could do
this individually on a piece of A4 paper, or you could play
as a class, asking for volunteers to come and draw on
the board.
1/3/11 11:30:07
 1a He’s from Africa.
Lesson 1 Vocabulary
Aims: to understand a cartoon story; to learn vocabulary
Target language: aunt, uncle, cousin, holiday, airport,
Africa
Recycled language: noise, mobile phone, friend, zebra
Receptive language: It’s a beautiful day.
Materials: Class CD, vocabulary flashcards
Warm-up
• Introduce the topic of the lesson. Tell the children they are
going to meet a friend of the zoo animals. His name is
Ziggy and he’s from Africa. He’s here on holiday with his
family. Use the flashcards to teach holiday, airport and
Africa. Ask the children what they know about Africa.
• Draw a family tree on the board to revise family words. Use
the flashcards to introduce the new words aunt, uncle and
cousin. Point to the family tree and say, This is my mum.
This is her sister. She’s my aunt.
1 Listen, point and say. CD1 Track 10
• Ask the children to open their books and look at
the pictures.
• Play the CD. The children point to each word as they listen.
• Play the CD again, pausing after each word for the children
to repeat.
• Hold up the flashcards in random order and elicit the
words from the class.
Extra!
Prepare the children to act out the story. Divide them into
groups and allocate roles. Play the CD. The children repeat
their character’s lines. Encourage them to mimic their
character’s voice and mime appropriate actions. Repeat
without playing the CD. Let them practise, then invite groups
to act out the story in front of the class.
Activity Book page 6
1 Circle the family words.
• Ask the children to tell you as many family words as they can.
• Tell them to find and circle all the family words.
2 Look and write. Use family words from 1.
• Tell the children to look at the pictures. Read out the
example sentence. Pause before the answer and
encourage the class to say it.
• Tell them to complete the other sentences in the same way,
using the family words from Exercise 1.
3 Read and write. Use words from 1.
• Read out the example sentence. Pause before the answer
and encourage the class to say it. Tell them to complete the
rest of the text the same way using words from Exercise 1.

2 Listen and read. CD1 Track 11

• Talk about the story with the class. Ask questions about
each frame. E.g. Who can you see in picture 1? Where’s
Ziggy? Look at picture 3. Who are they? (Ziggy, his aunt,
uncle and cousin)
• Play the CD. Tell the children to follow the story in
their books.
• Play the CD again, pausing after each picture to ask more
questions. E.g. Is it a beautiful day? Is it a mobile phone?
etc. Elicit yes/no responses.
• Ask the children to find and point to the new words
from Exercise 1.
• Play the CD a third time, pausing for the children to
repeat as a class.

3 Read again and circle.

• Ask the children Is Ziggy an elephant? and elicit no. Ask Is
Ziggy a zebra? Elicit yes. Say Circle a zebra.
• Ask the children to read the sentences, look back at the
story, then circle the correct answers.
• The children work individually.

10

M01_YAZO_TB_03GLB_3382_S01.indd 10 1/3/11 11:30:14

 Lesson 2 Structure
Aims: to practise be
Target language: I’m/You’re/He’s/She’s/We’re (from) …,
countries, greetings and introductions
Recycled language: elephant, zebra, tiger, colours
Receptive language: Let’s…
Materials: Class CD, a world map/globe, your country’s
flag (optional)
Warm-up
• Ask the children where Ziggy comes from (Africa). Write
the English names of the countries from this lesson on the
board. Can anyone find them on the map/globe?
4 Let’s learn! Listen and say. CD1 Track 12
• Ask the children to look at the pictures. Say tiger, elephant,
zebra and ask the children to point to the correct picture.
• Play the CD. The children follow the words in their books.
• Play the CD again and pause after each sentence. They
repeat as a class.
• Point to yourself and say I’m a teacher. Point to the whole
class and say You’re pupils. Point to a boy/girl and say He’s
a boy./She’s a girl. Then, gesturing to show the whole class
and yourself, say We’re in the classroom. Repeat the gestures
and sentences and ask the class to repeat after you.
M01_YAZO_TB_03GLB_3382_S01.indd 11
5 Listen and stick. CD1 Track 13
Audioscript: TB pages 113–114
• Explain that the children in the pictures are holding the flag
of their country.
• Ask the class to find the stickers at the back of their books.
Elicit the colours of each flag.
• Play the CD twice. The second time, pause after each item
to allow time for the children to stick the correct flag.
6 Look at 5. Read, circle and write.
• The children circle the correct country, then complete the
sentences with colour words to describe the flags.
7 What about you? Write.
• Show the children your country’s flag if you have brought
one. Say I’m from … My flag is …
• Ask individual children Where are you from? What colour is
your flag? Elicit I’m from … My flag is …
• Tell them to complete the sentences in their books.
8 Sing along with the band! CD1 Tracks 14 and 15
• Talk about the picture. Say Look at Karla the kangaroo.
Where’s she from? (Australia). Repeat for the other animals
and children in the picture (Trumpet: Kenya, Tag: India,
Vicky: England, the other children: France and Greece).
• Play the CD. The children listen, follow in their books and
clap along with the rhythm.
• Teach the song line by line, using actions.
• Play the CD again. Encourage the children to join in and do
the actions.
Activity Book page 7
4 Choose and write. Then colour.
• Ask the children to look at the pictures and name the
countries.
• Do the exercise orally as a class before children complete
it individually and colour the flags.
5 Read and match.
• Ask the questions and invite individuals to answer without
looking at the book.
• They then match the questions and answers in the exercise.
6 Write. Then answer about you.
• The children complete the questions, then answer about
themselves.
Round-up
• Put the children into pairs and tell them to make sentences
about the picture in Exercise 8. E.g. He’s a boy., He’s an
elephant., They’re happy., She’s from England., etc. Give them
a time limit of 1 minute to make the task more challenging.
11
1/3/11 11:30:20
 1b Are you hungry?
Lesson 1 Vocabulary
Aims: to understand a cartoon story; to learn vocabulary
Target language: England, sauce, shy, tired, hungry
Recycled language: food words, family words, holiday
Receptive language: Welcome to …, It’s nice to meet you.
Materials: Class CD, food pictures/play food (optional)
Warm-up
• Review food words. Ask the children to tell you as many
foods as they can. Prompt them with the food pictures/
play food if you have any, or draw different foods on the
board. Include the food words from the story (spaghetti,
ice cream, cheese).
1 Listen, point and say. CD1 Track 16
• Act out the adjectives, e.g. say I’m hungry. and rub
your tummy.
• Do the actions again in a different order and invite children
to say You’re hungry. etc.
• Ask the children to open their books and look at the
pictures.
• Play the CD. The children point to each word as they listen.
• Play the CD again, pausing after each word for the children
to repeat.
Extra!
Prepare the children to act out the story. Let them practise in
their groups. Then invite groups to act out the story in front
of the class.
Activity Book page 8
1 Find, circle and write.
• Ask the children to look at the pictures. Elicit the words.
• Tell them to look at the circled word. Elicit the number of the
picture that it matches.
• Make the exercise a race. The first one to put up his/her
hand with correct answers (and spellings) is the winner!
2 Choose and write.
• The children match the words to the pictures and complete
the sentences.
3 Choose and write.
• Tell the children to look at the word bank and find all the
countries, then ask which group they belong in, 1, 2, 3
or 4 (4). Repeat for the other sets of words (food words,
adjectives, family words).
• Tell them to write the words in the correct groups.

2 Listen and read. CD1 Track 17

• Talk about the story with the class. Ask questions about
each frame. E.g. Look at picture 1. Where are they? Who
can you see in picture 2? (Ziggy, his aunt, uncle and cousin).
• Play the CD. Tell the children to follow the story in their books.
• Play the CD again, pausing after each picture to ask
more questions. E.g. Is she shy? Are they hungry? Elicit
yes/no responses.
• Ask the children to find and point to the new words from
Exercise 1.
• Play the CD a third time, pausing for the children to repeat
as a class.

3 Read again and write yes or no.

• Read out the first statement and invite the class to answer
yes or no.
• Tell the childrem to read the story again and compete the
exercise individually.

12

M01_YAZO_TB_03GLB_3382_S01.indd 12 1/3/11 11:30:26

 Lesson 2 Structure
Aims: to practise be
Target language: Are you/they (tired)?, Yes, I/am./Yes, we
are./Yes, they are. / No, I’m not./No, we aren’t./No, they
aren’t ., Is he/she/it (tired)?, Yes he/she/it is. / No, he/she/it
isn’t .; She/It isn’t ... They aren’t ... (Activity Book)
Recycled language: animals, hungry, tired, shy, big, small,
funny, happy, strong; teacher, dancer, doll, robot, police
officer (Activity Book)
Materials: Class CD
Warm-up
• Use mime to revise adjectives that the children know. As
you mime, ask the children what you are miming. E.g. Am I
tired? Elicit answers.
• Ask for volunteers to mime adjectives and have the class
ask them questions and guess what they are miming.
4 Let’s learn! Listen and say. CD1 Track 18
• Ask the children to look at the pictures. Say Tag is a lion.
Chatter is a kangaroo. They’re tired. Elicit yes or no.
• Play the CD. The children follow the words in their books.
• Play the CD again and pause after each sentence. They
repeat as a class.
M01_YAZO_TB_03GLB_3382_S01.indd 13
• Ask various questions about the children. Point to a child
and ask the class Is he/she a monkey? Elicit No, he/she
isn’t. Repeat using other pronouns, known adjectives and
nouns. Elicit correct short answers.
• Write some prompts on the board, e.g. shy, tired, kangaroo.
Encourage the children to ask similar questions using these
words of other children in the class.
5 Look, read and circle.
• Ask the children to look at the pictures. Ask the first question
and elicit the correct answer.
• The children circle the correct answers individually.
• Check the answers by asking individual children to ask and
answer the questions.
6 Play the game.
• Make sure children know the animal words in the box.
• Explain that the children in the photo are playing a
guessing game. Read the speech bubbles aloud for the
class to repeat.
• Ask pairs of children to come to the front, choose an animal
and mime it. The class asks questions to guess the animal.
Activity Book page 9
4 Listen and number. CD1 Track 19
Audioscript: TB page 114
• Ask questions about the picture to revise vocabulary. E.g. Is
she a dancer? Are they lions? etc. Elicit short answers.
• Play the CD twice. The second time, the children number
the pictures as they listen.
5 Write Is or Are. Then look at 4 and answer.
• The children complete the questions with Is or Are. Then
they look at the picture and write the correct short answers.
The sentence numbers match the picture numbers.
6 Answer about you.
• The children write their own short answers.
7 Look and correct the sentences. Use is/isn’t
or are/aren’t.
• Look at the first picture; read the example with the class.
• Go through the rest of the exercise orally before asking the
children to write.
Round-up
• Ask various children to mime an adjective. E.g. happy, shy.
The other children ask them questions, (e.g. Are you tired?)
until they guess correctly.
13
1/3/11 11:30:32
 1c My e-pals Activity Book page 10
1 Read. Then answer.
Lesson 1 Reading • Tell the children they are going to read an email from a boy
Aims: to read and understand an email; to consolidate and answer some questions about him.
vocabulary • Give them time to read the text silently. Then ask the
Recycled language: vocabulary and structures from Unit 1 questions below to check comprehension.
Receptive language: What’s your/her favourite …?, How • Now tell them to write down the answers. Then they
old are you?, How old is he/she? can check their answers by asking and answering the
questions in pairs.
Materials: Class CD, vocabulary flashcards
• Check the answers as a class.

Warm-up 2 Choose and write.

• Review vocabulary learned so far using flashcards and • Check the children know the words in the word bank.
mime. Ask Where are you from? What colour is your flag? • They choose the correct word to complete each sentence.
How old are you? What’s your favourite food/animal? etc
around the class.

1 Look at the photos. Find, point and say.

• Tell the children they are going to read an email by the girl
in the photo.
• Ask them to read the words, then find the correct photos
and say the words. Elicit other known vocabulary from the
photos (red, blue, girl, boy, animal, mum, dad, grandma).
• Encourage the children to make predictions about the text
based on the photos. Prompt them with questions. E.g.
Where’s she from? How old is she? Is she at school or on
holiday?, etc.

2 Listen and read. Then number. CD1 Track 20

• Play the CD. The children follow the email in their books.
• Play the CD again and pause after each numbered
sentence. Give the children time to find the right photo and
write the number in the box.
• Check the answers by asking individual children to read
the numbered sentences aloud and say which photo they
belong to, a, b, c, or d.

3 Read again and write yes or no.

• Explain that the children are going to read Lucy’s email
again and decide if the the sentences are right or wrong.
• Read the first sentence aloud and elicit yes from the class.
• Tell them to complete the exercise individually or in pairs.
• Check the answers as a class.

14

M01_YAZO_TB_03GLB_3382_S01.indd 14 1/3/11 11:30:38

 Lesson 2 Listening, Speaking, Writing
Aims: Listening: complete a questionnaire; Speaking:
ask and answer about personal details and likes;
Writing (Activity Book): write about your personal details;
capital letters, question marks and full stops
Recycled language: vocabulary and structures from Unit 1.
Materials: Class CD, notebooks, Quiz
Warm-up
• Ask the children what they can remember about the girl
they read about in the previous lesson. Ask What’s her
name? How old is she? Where’s she from? What’s her
favourite food/animal?, etc.
4 Listen and write. CD1 Track 21
Audioscript: TB page 114
• Tell the children they are going to listen to another girl
answering the same questions. Ask What’s her name?
Elicit Ewa. Ask the children to make a question for the next
heading (How old is she?), then elicit the answer. Repeat
for each heading; the children guess the answers.
• Play the CD and let the children listen once through.
• Play the CD again, pausing after each response from Ewa.
Explain that they only need to write one or two words.
M01_YAZO_TB_03GLB_3382_S01.indd 15
5 Read and match.
• The children read the questions and match them to the
correct responses as in the example.
• Check by asking pairs to ask and answer the questions.
6 Ask and write. Use the questions in 5.
• Tell the class to look at the photo. Explain that the girl is
asking the boy questions and writing down his answers.
• Put the children in pairs. Write the headings from Exercise 4
on the board; the children copy them into their notebooks.
• Ask one child the questions and write his/her answers next
to each heading on the board.
• Tell the children to ask their partner questions and to write
their answers in their notebooks next to the headings.
7 Tell the class.
• Demonstrate the activity using the notes you wrote on
the board and the speech bubble.
• Then say to one child Tell me about [name]. Elicit one or two
pieces of information, then continue around the class.
Activity Book page 11
3 Look. Then circle capital letters, questions
marks and full stops.
• Write the example sentences from the Activity Book on the
board. Circle the capital letters, question marks and full
stops and explain when we use them.
• Tell the children to do the same for numbers 1-4.
4 Write with capital letters, questions marks
and full stops.
• Write my name is marc on the board and invite a child to
come up and puncutate it.
• The children rewrite the questions and statements with the
correct punctuation.
5 Draw and write about you.
• The children complete the sentences about themselves
and draw their own face in the frame.
Round-up
• Do a survey to find out the most popular food and/or
animal in the class. Elicit several animals or food items that
children like and write them on the board. Ask everyone in
the class What’s your favourite animal/food? Keep a tally to
work out the overall favourite.
Evaluation
• The children are now ready for the Quiz for this unit.
See the Active Teach Resources section.
15
1/3/11 11:30:44
 2a
2a I’ve got a camera. Extra!
Prepare the children to act out the story. Let them practise in
Lesson 1 Vocabulary their groups. Then invite groups to act out the story in front
of the class.
Aims: to understand a cartoon story; to learn vocabulary
Target language: shorts, shirt, map, camera, sunglasses,
Activity Book page 12
swimsuit, smile
Recycled language: clothes, holiday, cheese, black, white 1 Read and match. What’s missing? Draw.
Receptive language: very nice, It’s lovely., lots of,
• The children draw a line to match each sentence to the
Has he/she got …?, What are these?
correct picture. Make sure they understand that one picture
Materials: Class CD, pictures of clothes from magazines is missing. They will have to identify and draw the missing
(optional) object in the frame provided (the sunglasses).

2 Look and write.

Warm-up
• Ask the children to look at the pictures and identify each
• Review clothes vocabulary to prepare for the story. Point to
item. They then read the questions and answer using short
various items of clothing, on yourself and on other children,
answers. If the answer is negative they must write another
and ask What’s this? What colour is it? What are these? Elicit
sentence with the correct word.
correct answers (It’s (a) …, They’re …). Alternatively, you
can use pictures of clothes from magazines.

1 Listen, point and say. CD1 Track 22

• Use realia or pictures from magazines to teach the
new vocabulary.
• Play the CD. The children point to each word as they listen.
• Play the CD again, pausing after each word for the children
to repeat.

2 Listen and read. CD1 Track 23

• Talk about the story with the class. Ask questions about 2a
each frame. E.g. What’s in Ziggy’s bag in picture 1? What
colour are Ziggy’s shorts? What colour is the swimsuit in 1 Listen, point and say.

picture 3? What has Tag got in picture 4?

• Play the CD. Tell the children to follow the story in their
shorts shirt map camera sunglasses swimsuit smile
books.
2 Listen and read.
• Play the CD again, pausing after each picture to ask more
They’re for He’s got I’ve got sunglasses
questions. E.g. Has he got red shorts? Has she got a pink 11
You’ve got lots of my holiday Where’s
22
black and and a shirt, too.
shirt?, etc. Elicit yes/no responses. clothes, Ziggy. in Turkey! Turkey? white shorts.

• Ask the children to find and point to the new words from
Exercise 1. Very nice,
Look, it’s on
• Play the CD a third time, pausing for the children to repeat the map. Ziggy!

as a class.

3 Read again and number in order. 3

3
I haven’t got shorts. It’s lovely.
4
4
I’ve got a camera.
Smile, Ziggy!
I’ve got a new swimsuit. Say ‘cheese’!
• Read the sentences aloud.
• Tell the children to read the story again and number the
sentences in the order in which they appear in the story. Cheese!

3 Read again and number in order.

I’ve got a new swimsuit. I’ve got sunglasses and a shirt.

I’ve got a camera. 1 You’ve got lots of clothes.
16

16
M02_YAZO_PUB_03GLB_3351_S02.indd 16 19/11/10 09:56:23

M02_YAZO_TB_03GLB_3382_S02.indd 16 1/3/11 11:31:14

 Lesson 2 Structure
Aims: to practise have got
Target language: I/We/They’ve got., He/She‘s got.,
I/We/They haven’t got., He/She hasn’t got.
Recycled language: colours, clothes, classroom objects,
toys
Receptive language: What’s he/she got…?, lucky
Materials: Class CD, pictures of clothes from magazines
(optional)
Warm-up
• Revise the new vocabulary from Lesson 1. Divide the class
into two teams. Then mime a word/show a picture and the
first person to say the word correctly wins a point for their
team.
4 Let’s learn! Listen and say. CD1 Track 24
• Ask the children to look at the pictures and tell you who/
what they can see (Tag, Patty, Ziggy, a map, etc).
• Play the CD. The children follow the words in their books.
• Play the CD again and pause after each sentence. The
children repeat as a class.
• Hold up a book and say I haven’t got a pen. I’ve got a
book. Point to a child and say, e.g. He/She hasn’t got a
book. He’s got a blue pencil., etc.
4 Let’s learn! Listen and say.
I’ve got a camera.
She hasn’t got a camera.
She’s got sunglasses.
5 Look and circle.
1 The girl has got / hasn’t got green shorts.
2 She’s got / hasn’t got a yellow swimsuit.
3 She’s got / hasn’t got orange sunglasses.
4 The boy has got / hasn’t got black shorts.
5 He’s got / hasn’t got a blue T-shirt.
6 He’s got / hasn’t got red shoes.
6 Look at 5 and say.
She’s got a white T-shirt.
7 Sing along with the band!
We’ve got books and bags and pens.
We’ve got family and we’ve got friends.
We’ve got bikes and lots of toys.
We are very lucky girls and boys.
We are very lucky girls and boys.
We’ve got houses and we’ve got warm beds.
We’ve got shoes and hats for our heads.
We’ve got games and we’ve got toys.
shirt.
We are very lucky girls and boys.
We are very lucky girls and boys.
M02_YAZO_PUB_03GLB_3351_S02.indd 17
M02_YAZO_TB_03GLB_3382_S02.indd 17
• Write some prompts on the board (e.g. book, pencil, pen,
ruler, blue shoes). Ask the children to make similar sentences
about other children in the class using these words.
5 Look and circle.
• Tell the children to look at the pictures of the boy and girl.
Ask about each picture. E.g. What’s she got? Elicit correct
answers ( e.g. a white T-shirt, etc )
• Read the sentences and elicit the correct answers orally.
• Ask the children to circle the correct answers individually.
6 Look at 5 and say.
• Read the examples in the speech bubbles.
• Write prompts on the board, e.g. a pink hat. The children
make sentences using the prompts and the picture in
Exercise 5, e.g. She’s got a pink hat. He hasn’t got a pink
hat. He’s got a blue hat.
• Do this orally around the class first, then ask the children to
do the exercise in pairs.
7 Sing along with the band! CD1 Tracks 25 and 26
• Talk about the picture. Say He’s got orange shorts. He’s got
a blue T-shirt. Elicit Rob. Repeat with the other characters.
• Play the CD. The children listen, follow in their books and
clap to the rhythm.
• Teach the song line by line, using actions.
• Play the CD again. Encourage the children to join in and do
the actions.
We haven’t got a camera.
We’ve got a map. Activity Book page 13
3 Read and match.
• The children read the sentences and identify the correct
picture. Then they write the names next to the sentences.
4 Find, choose and write.
• Read the names under each person and identify the
objects. Tell the children to follow the line from Rosie. It
doesn’t lead to the swimsuit. Read the example aloud.
• The children then follow the lines from the other children
to the objects and complete the sentences with the correct
verb forms in the word bank.
He hasn’t got a white T-shirt.
He’s got a blue T-shirt.
5 Write about you. Use ’ve got or haven’t got.
• The children complete the sentences about themselves,
using the verb forms in the rubric.
Round-up
• In pairs, the children compare what they have got on their
desks or in their bags. E.g. one child says, I’ve got a book.
Their partner then says I haven’t got a book. I’ve got a pen.
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 2b Have you got 3 Read again and write yes or no.

your passports?
Lesson 1 Vocabulary
Aims: to understand a cartoon story; to learn vocabulary
Target language: plane, taxi, passport, ticket, money,
suitcase
Recycled language: slide, I’ve got …
Receptive language: Have fun!, surprise, Thank you., This
is fun., Have you got…?
Materials: Class CD, vocabulary flashcards
Warm-up
• Talk to the children about going on holiday. Ask them
what things they take when they go on holiday. Revise
the clothes from the previous lesson, and other known
vocabulary. Encourage them (in L1) to tell you other things
they may need to go on holiday, such as passports, tickets,
suitcases, etc. Then use the flashcards to present the new
vocabulary.
1 Listen, point and say. CD1 Track 27
• Ask the children to open their books and look at the
pictures.
• Play the CD. The children point to each word as they listen.
• Play the CD again, pausing after each word for the children
to repeat.
• Say one of the target words then show the children the
flashcards one at a time. The children shout the word when
they see the matching flashcard.
• Read out the first statement and elicit where to find the
answer (frame 1). Invite the class to answer yes.
• Tell them to read the story again and to do the exercise
individually.
Extra!
Prepare the children to act out the story. Let them practise in
their groups. Then invite groups to act out the story in front
of the class.
Activity Book page 14
1 Look and circle. Then write.
• The children circle the word in each pair that matches the
picture. Then they use it to complete the sentence below.
2 Look and tick or cross. Then write.
• The children look at the picture and identify which of the
things in the checklist they can see. They tick or cross the
items according to whether they are in the picture.
• They then use the words in the checklist to complete
the text.
2b
1 Listen, point and say.

2 Listen and read. CD1 Track 28

plane taxi passport ticket money suitcase
• Talk about the story with the class. Ask questions about 2 Listen and read.
each frame. E.g. Who can you see in picture 1? Picture 2: Have you got the tickets
Here they are!
1 for the plane, your 2
What’s this? (a suitcase). Picture 4: Where are they? (at the money and suitcases? Yes, we have. The taxi is
here, Ziggy!
playground). Are they happy? (yes).
• Play the CD. Tell the children to follow the story in their books.
• Play the CD again, pausing after each picture to ask more Have you
Goodbye! Have
questions. E.g. Ask Have the zebras got their tickets? Have got your
passports? fun in Turkey.
they got their passports? Elicit yes/no responses. No, we haven’t! Thank you. Bye!

• Ask the children to find and point to the new words from 3 I’ve got a surprise! 4 It’s a slide!
Exercise 1. What is it, Sally?

• Play the CD again, pausing for the children to repeat as a

class.

Thank you, Sally!

This is fun!

3 Read again and write yes or no.

1 The zebras have got their tickets. yes 3 Chatter has got their money.
2 They’ve got their passports. 4 Sally has got a surprise.
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 Lesson 2 Structure 5 Listen and tick or cross. Then read and circle.
Aims: to practise have got CD1 Track 30
Target language: Have you/they got …?, Yes, I/they have. / Audioscript: TB page 115
No, I/they haven’t., Has he/she got …?, Yes, he/she has. /
• Ask the children to look at the chart. Tell them they are
No, he/she hasn’t.
going to listen to Sam and Mary talking and answering
Recycled language: mobile phone, computer, camera,
questions. Explain that if Sam and Mary have got the
passport, suitcase, new, holiday, England, cheese, clothes
object, they must put a tick and, if not, a cross.
Receptive language: It’s very nice.
• Play the CD twice, pausing the second time after each
Materials: Class CD, scissors, cut outs from Activity Book person’s answer for the children to complete the chart.
page 99, a bag of small classroom objects (optional)
• Check the ticks and crosses, then tell them to read the
questions and circle the correct answers.
Warm-up 6 Look at 5. Ask and answer.
• Draw simple pictures on the board, e.g. computer, bike,
pen, camera, suitcase, passport. Elicit the words, then ask • Read the speech bubbles aloud and ask the children to
individual children to come up and write the words under repeat. Elicit that the answer comes from the tick for Mary
the pictures. for the mobile phone.
• In pairs, the children ask and answer questions about
4 Let’s learn! Listen and say. CD1 Track 29 Mary and Sam. They use the information in Exercise 5.
• Ask the children to tell you what they can see. 7 Make cards. Then play the game. AB page 99
• Play the CD. The children follow the words in their books.
• Tell the class that the children in the photo are playing a
• Play the CD again and pause after each question and
guessing game with cut out pictures. Read the speech
answer. The children repeat as a class.
bubbles aloud and ask the children to repeat.
• Ask the children more questions about the characters. E.g.
• Ask them to cut out the cards on page 99 of their Activity
Has Chatter got his bag? (No, he hasn’t.)
Books. Put the children into pairs to play. They combine
• Use the prompts on the board to ask questions about
their cards and shuffle them.
yourself and the children. E.g. Have I/you got a pen?
• Ask a child to come to the front to demonstrate. Child 1
takes the top card but doesn’t show it to child 2. Child 2
4 Let’s learn! Listen and say. asks, e.g. Have you got a camera? If child 1 says Yes, I
Have you got Yes, I have.
your camera,
have. he gives the card to child 2. If he says No, I haven’t.
Chatter?
child 1 keeps the card. Child 2 then takes the next card and
child 1 asks a question.
Has she got a bike?
No, she hasn’t. • The winner is the player with the most cards at the end.
5 Listen and tick or cross. Then read and circle.
Activity Book page 15
3 Has she got suitcase A or B? Listen and tick
or cross. Then answer. CD1 Track 31
Sam
✓
Audioscript: TB page 115
Mary
• The children listen and put a tick or cross in each box.
1 Has Sam got a mobile phone? Yes, he has. / No, he hasn’t.
2 Has Mary got a camera? Yes, she has. / No, she hasn’t.
• They read the sentences and write short answers.
3 Has Sam got a passport? Yes, he has. / No, he hasn’t. • Ask which is the girl’s suitcase (A).
4 Has Mary got a computer? Yes, she has. / No, she hasn’t.

6 Look at 5. Ask and answer. 4 Look and circle.

Has Mary got a mobile phone?
7 Make cards. Then play the game.
Have you got a camera?
Yes, she has.
• The children look at the numbered people. They read the
page 99 sentences and circle the correct answers.
Yes, I have.
Here you are.
5 Write Have or Has. Then answer about you.
• The children complete each question then answer it.

Round-up
• Fill a bag with known classroom objects. The children ask
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you questions, e.g. Have you got a pen ?.
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 2c Hurry up, Harry! 3 Read and match.
• Use the example to show the children what to do. Read out
Lesson 1 Reading the statement and elicit the matching response.
• Tell them to read the story again and match the other
Aims: to read and understand a longer story; to learn new
statements with the correct responses.
vocabulary
Target language: late, hurry up, Maths, cup, telling the Activity Book Page 16
time, It’s time for …, It’s time to …
Recycled language: vocabulary and structures from Units 1 Look and tick.
1 and 2 • The children look at the pictures from the story and tick the
Receptive language: I’m sorry., Slow down!, What’s the correct option in each pair of statements.
time?
Materials: Class CD, a learning clock (optional) 2 Choose and write.
• The children choose the correct words from the word bank
to complete the sentences.
Warm-up
• Use a toy clock or draw clock faces on the board and ask
the children What’s the time? Revise ‘o’clock’ and teach ‘half
past’.
• Tell the class they are going to read a story about a boy
called Harry who is always late for school. Ask the children
what time school starts. Elicit nine o’clock. Draw a clock
showing half past nine and say It’s half past nine. Harry is
late. Say Hurry up Harry! and mime the action of Hurry up
by waving your hand in your own direction.
• Ask (in L1 if necessary) the children if they are ever late for
school or other activities, and if so, why.

1 Listen, point and say. CD1 Track 32

• Ask the children to open their books and look at the
pictures at the top of page 21. Tell them that these are
2c
words they will hear in the story.
Harry, it’s seven Hurry up, Harry! It’s
• Play the CD. The children follow the words in their books. 1
o’clock. It’s time
2 eight o’clock. It’s
to get up! time for breakfast.
• Play the CD again and pause after each word for the
children to repeat. OK, Mum.

2 Listen and read. CD1 Track 33

• Tell the children to look at the pictures in the story and
ask some simple questions about each frame. E.g. What Hurry up, Harry!
can you see? Where’s Harry? What’s the time? Who’s with 3 It’s half past eight. 4 Hurry up, Harry!
Have you got your Yes, I have. It’s nine o’clock.
Harry? Is he happy? school books? It’s time for
school. We’re late.
• Play the CD and let the children listen all the way through.
They follow the story in their books.
• Play the CD again and tell the children to follow the text with
their fingers. Pause after each frame and ask questions to
check comprehension of the story and the new vocabulary.
E.g. What’s the time in picture 1? Is Harry late for school? Is
he late for football? What’s he got in picture 8? 1 Listen, point and say. 2 Listen and read.

3 Read and match.

1 It’s eight o’clock. a It’s time for bed.
2 It’s nine o’clock. b It’s time for football.
3 It’s half past two. c It’s time for breakfast.
4 It’s half past three. d It’s time for Maths.
5 It’s half past nine. e It’s time for school.
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 Lesson 2 Writing • Check the answers by asking children around the class to
each read a sentence aloud.
Aims: to develop Writing skills (Activity Book): write clock
times, write about your day Activity Book page 17
Target language: It’s time for …, It’s time to …
3 Look, read and match.
Recycled language: vocabulary and structures from Units
1 and 2 • Tell the children to match the times to the correct clocks.
Materials: Class CD, a learning clock (optional), Quiz • Check answers as a class.

4 Look and write. Then match.

Warm-up • Tell the children to look at picture 1. Ask them what they can
• Ask the class what they can remember about the story see (a bed, the sun, a clock). Ask What’s the time? Elicit Half
in the previous lesson. Draw a clock face on the board past seven. Say It’s time to … and invite the class to finish
showing seven o’clock. Elicit It’s seven o’clock. Then mime the sentence (get up).
the action of getting up and say It’s time to … . Ask the • Tell them to look at the numbered pictures and write the
class to finish the sentence (get up). times then draw matching lines.
• Do the same for some of the other times and actions in the
story (eight o’clock: time for breakfast; half past two: time 5 Draw and write about your day.
for Maths; half past three: time for football; half past nine: • Tell the children they are going to write about their day.
time for bed, etc). Draw a clock face on the board showing ten o’clock. Write
• Ask the children to open their books at the story page. Play It’s … . and ask What’s the time? Complete the gap.
the CD and let them listen to the story again. Then write It’s time … . And ask the children to suggest
responses.
4 Choose and write.
• Now tell them to do the same about themselves in their
• The children complete the summary of the story, using Activity Books. This can be set for homework.
words from the word bank. You can do some or all of the
exercise orally with the class first. Pupil’s Book pages 20–21
5 Listen again and act out. CD1 Track 33
• Tell the class they are going to act out the story. Ask them
to open their Pupils’ Book at the story page again.
half past eight late hurry up Maths cup • Divide the class into groups of four and allocate a role to
Hurry up, Harry!
each child (Mum, Harry, Sam and the teacher).
Hurry up, Sam! It’s half past
5 6
It’s half past three. It’s time for football. • Play the CD. Pause after each frame and demonstrate
two. It’s time for
Maths. You’re late. actions to accompany the words.
• Play the CD again, pausing after each speech bubble
for the children to repeat the lines of their character.
Encourage them to mimic their character’s voice, and to
I’m sorry.
perform the actions.
Slow down, Harry!

Hurry up,
• The children act out the story in their groups.
7 Hooray! We’re 8
Harry! It’s half
the winners! past nine. It’s
• If there is time, invite groups to act out in front of the class.
time for bed.

Round-up
• Ask the children to draw four round clock faces in their
notebooks. Read out some times. E.g. It’s ten o’clock. It’s
Look, Mum, I’ve got half past four. It’s six o’clock. It’s half past eleven. Ask the
It’s four o’clock. Harry is happy! the cup! I’m tired.
Goodnight. children to draw the times on their clocks. They compare
their clocks with a partner and say the times.
4 Choose and write.
past cup late It o’clock time for
It’s seven (1) o’clock . Harry is in bed. It’s time to get up. It’s eight o’clock. It’s
Evaluation
(2) for breakfast. It’s half (3) eight. Harry has got his school • The children are now ready for the Quiz for this unit.
books. It’s nine o’clock. It’s time (4) school. It’s half past two. Harry is
(5) for Maths. (6) ’s half past three. It’s time for football. It’s See the Active Teach Resources section.
half past nine. It’s time for bed. Harry is tired. He’s got the (7) .

5 Listen again and act out.

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 Geography: 3 Read again and circle.
Children around • Read the example sentence aloud and elicit the answer.

the world • Ask the children to read the texts again and complete the
exercise individually.
Lesson 1 Reading
Activity Book page 18
Aims: to read about children from around the world; to
revise language from Units 1 and 2 1 Look and write.
Target language: village, farm, cow, horse • Ask the children to look at the pictures. Read the children’s
Recycled language: to be, have got, countries, animals, names and the countries.
country, city, house, flat • Tell the children that they have to complete the sentences
Receptive language: national park, I live…., There are lots with the names and countries.
of …., We like …. • Do the exercise orally as a class before children complete
Materials: Class CD, world map/globe (optional) the sentences individually.

2 Choose and write.

Warm-up • Read the words in the word bank aloud with the class and
• Review various countries that the children have learnt in check that they understand them. Say farm, city, Africa and
previous units (France, England, Greece, Turkey, Argentina, ask the class to tell you which words in the word bank they
Poland) by using the world map if you have one. associate with each place.
• Talk about where people live and revise vocabulary from level • They then use the words to complete the sentences.
2 (city, country, flat, house). E.g. ask Where do you live? Do you
live in a house? Do you live in a city or in the country?, etc. 3 Choose and write. Then number.
• The children complete the sentences using the words in the
1 Listen, point and read. CD1 Track 34
word bank. They then match the sentences to the pictures
• Ask the children to open their books. Draw attention to by writing the sentence numbers in the boxes.
the flags. Ask them if they know which country any of the
flags represent.
• Tell them they are going to read about some children who G e o g r a p hy
live in different parts of the world. Invite them to look at
1 Listen, point and read.
the photos of the children and ask Where’s he/she from?
Encourage them to make guesses.
• Play the CD. The children listen and follow in their books. Where are
you from?
Say Point to Kevin. and ask Where’s he from? See if the
children’s predictions were correct.  
a b
• Ask other questions about the children. E.g. What’s his/ My name is Kevin. My name is Hasina.
her name? Does Kevin live in a city? Does Diego live in I’m from Australia.
I live in the country
I’m from India. I
live in Mumbai. It’s
a house?, etc. Help the children guess the meaning of with my mum and a very big city. I’ve
dad. We’ve got a got a big family. We
any words they don’t know (farm, cow, national park) by farm with cows and live in a very small 1
drawing their attention to the other words used in texts. horses. There are house.
lots of kangaroos here, too.
E.g. Children might be able to guess farm by associating it
with the country and horses. c  d 

My name is Ahadi. I’m Diego. I’m from

2 Listen and number. CD1 Track 35 I’m from Kenya, Argentina. I live
in Africa. I live in a in a flat in Buenos
Audioscript: TB page 115 small village with Aires city. It’s a
my family. It’s in a big city. I’ve got
national park. There two brothers. We
• Tell the children they are going to listen to the children are lions, zebras and like football. Our
talking again. elephants here. I like the elephants. favourite team is Boca Juniors.

• Play the CD and ask them to point to each child as

2 Listen and number.
they speak.
• Play the CD again, pausing after each section so that the 3 Read again and circle.

children can number the boxes under the photos. 1 Kevin lives in the country. yes / no 3 Ahadi is from England. yes / no
2 Hasina has got a big family. yes / no 4 Diego likes tennis. yes / no
• Check the answers as a class.
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 Lesson 2 Vocabulary, Speaking, Writing
Aims: to consolidate vocabulary from Lesson 1; to talk about
where different children live; to write about yourself
Target language: to be; have got; I’m from …, I live …,
I like …
Recycled language: countries, animals, places to live
Receptive language: He/She lives …, He/She likes …
Materials: blank A4 paper or notebooks
Warm-up
• Ask the children what they can remember about the
children they read about in the first lesson. Prompt them
with questions. E.g. Where’s Kevin from? Does he live with
his family? etc. Elicit short answers.
4 Choose and write. Then number the photos.
• Ask the children to look at the photos and elicit known
vocabulary (elephant, horse, farm, boy, football, city).
• Read the words under the photos and ask which of the
children in the texts they refer to. E.g ask Who lives in
Australia? (Kevin). Who lives in a village? (Ahadi), etc. Tell
the children they are going to use these words to complete
the sentences.
• Children complete the sentences individually.
Children around the world
4 Choose and write. Then number the photos.
a b c d
Australia India Kenya Argentina
1 Hasina is from India . She lives in a big
2 Ahadi is from . She lives in a small
3 Diego is from . He lives in a
4 Kevin is from . He lives on a
5 Say and guess. I’m from India.
I live in a big city.
I’ve got a big family.
You’re Hasina.
Right.
• Read the first sentence aloud with the class and ask
them to point to the correct photo. Repeat with the rest
of the sentences.
• They then work individually and write the correct number
under each photo.
5 Say and guess.
• Tell the class that the children in the photos are playing a
guessing game. Read the first speech bubble aloud. Ask
the children to guess which child from Exercise 1 is being
described, then read the second speech bubble to find out
the answer.
• Tell the class they are going to play the same game in
pairs. Explain that each child chooses one of the children
from Exercise 1 and talks about where they are from, where
they live, etc. Their partner then guesses the name of the
child they are talking about.
• Write I’m from … , I live in … , I’ve got … , I like … on the
board. Tell the children to use these sentence beginnings
to help them describe their child.
• Circulate around the class helping the children as necessary
and listening for common mistakes. Ask individual pairs to
play the game aloud.
6 Your project! Where are you from? Write and
draw a picture.
• Read the text about Diego aloud with the class. Ask What’s
his name? Where’s he from? Where does he live?, etc.
• Tell the children they are going to write a similar text about
themselves and draw a picture. They can do this in their
notebooks, or on a loose piece of paper if you wish to
make a class display later.
• Go round the class and help the children as necessary.
• Ask various children to share what they have written with
the class.
1
farm flat city village
Activity Book page 97
city . She’s got a big family. My Picture Dictionary: Cross-curricular links
. She likes the elephants.
. He likes football. CD1 Track 39
. They’ve got cows and horses.
Wordlist TB page 130
• The children can label the photos in their Picture Dictionary
now. Play the CD. The children listen and repeat. Then they
write the words under the pictures. Alternatively, they do
this in the Review Lesson 2.
(See Introduction page vii.)

6 Your project! Where are you from? Write and draw a picture.

My name is Diego.
I’m from Argentina.
I live in a big city.
I’ve got two brothers.
I like football.

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 Review 1
Lesson 1
Aims: to consolidate language from Units 1 and 2; to focus
on the sounds /tʃ/ and /dӡ/
Recycled language: to be, have got, vocabulary from Units
1 and 2
Receptive language: Yum, yum!
Materials: Class CD, vocabulary flashcards (Units 1a, 2b)
Warm-up
• Use the flashcards to revise holiday words. Divide the class
into two teams and show the flashcards one by one. The
first person to put up their hand and say the word correctly
wins a point for their team. Elicit any other holiday words
the children know and give the teams a point for each
word (e.g. sunglasses, map, camera, ice cream).
1 What can you see in the picture?
Find and circle.
• Read the words aloud with the class.
• Give them a time limit of one minute to look at the picture in
Exercise 2 and circle all the words they can see.
2 Listen and number. CD1 Track 36
Audioscript: TB page 116
• Ask questions about the picture. E.g. How many suitcases
can you see? What has the woman got? Is the boy eating
an ice cream? What are the men doing?, etc.
• Play the CD all the way through.
4 Listen and chant. CD1 Track 37
Audioscript: TB page 116
• Ask the children to look at the picture and ask what they
can see (chicken, chips, jelly, jam).
• Read the chant and draw attention to the letters in
pink and blue.
• Play the CD. Pause after each set of sounds (/tʃ/ /tʃ/ /tʃ/ –
/dӡ/ /dӡ/ /dӡ/) and ask the children to repeat.
• Continue and pause again after the first set of phrases
(Chicken and chips. Yum, yum!). Ask what sound the
children heard (tʃ). Continue and pause after the second
set of phrases (Jelly and jam. Yum, yum! ) Ask what sound
the children heard (dӡ).
• Play the rest of the CD. Encourage the children to join in
the chant. They then repeat the chant quickly four times.
Activity Book page 19
1 Circle and write.
• Ask the children to look at the pictures and ask them
questions. E.g. What colour are zebras? How many legs
have they got? Are they big or small?, etc.
• Tell the children to read the sentences about zebras and
to use the verbs on the right to complete the sentences.
• Read the first one aloud as an example. This can be set
for homework.
Review 1
1 What can you see in the picture? Find and circle.
suitcase map spaghetti sunglasses tickets ice cream taxi camera

• Play the CD again and pause after each sentence. Tell the 2 Listen and number.
children to point to the person being described each time.
• Play the CD a third time, pausing after each sentence for the
children to write the correct number in each box.
• Check the answers by eliciting sentences about each of the
numbered people in the picture. Say Number 1. Elicit He’s
got a bag and a map. Repeat with the other people in
the picture.
1
3 Look at 2. Play the game.
• Tell the class they are going to play a guessing game in
pairs. Read the speech bubbles aloud with the class. Ask 3 Look at 2. Play the game.
them to point to the correct person in the picture in Exercise Have you got an ice cream? Yes, I have.
2 (number 6). Have you got a suitcase? No, I haven’t.
• Ask an individual child to think of a person in the picture. You’re 6. Right. My turn.

Encourage the class to ask similar questions until they

4 Listen and chant.
guess the person correctly.
• Put the class in pairs to play the game. Chicken and chips. Yum, yum!
• Check the answers by asking individual pairs to ask and Jelly and jam. Yum, yum!
answer their questions.

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 Lesson 2 Activity Book page 19
Aims: to consolidate language by playing a game; to 2 Write and check. Now colour.
evaluate progress • This is a self-assessment activity. Ask the children to look at
Target language: vocabulary and structures from Units 1 the pictures and write the correct words/phrase.
and 2 • Check the answers as a class. The children tick or cross
Materials: Class CD, Progress Review 1 each box. They then colour the appropriate face: OK, Good
or Excellent, depending on how many ticks they got. This
can also be set for homework.
Warm-up CD1 Track 37
• Practise the chant again from Lesson 1. Activity Book pages 90–91, 97
My Picture Dictionary CD1 Tracks 38 and 39
5 Play the game.
Wordlist TB page 130
• Tell the children to look at the picture. Ask them to tell you
as many things that they can see in the picture as possible, • The children can now label the pictures in their Picture
(e.g. suitcase, plane, map, ticket, boy, girl, computer game, Dictionary. Play the CD if there is time. The children listen
hat, sunglasses, etc). Give them a time limit of one minute. and repeat. Then they write the words under the pictures.
• Tell them they are going to play a game. Put them in pairs. (See Introduction page vii.)
Tell them it’s a race to complete the questions, find the
numbered people/objects in the picture and answer Evaluation
the questions. • You can use Progress Review 1 as a test in class.
• Check the answers as a class. Each pair gets a point for See the Active Teach Resources section.
a correct question and a point for a correct answer. The
fastest pair also gets a bonus of 5 points.

5 Play the game.

1
2

6
3
9 10
8

12

11
4
5

5 he got a 9 she
1 What it? ?
computer game a book?

10 he
2 What they? 6 he tired?
a passport?

11 he
3 she on holiday? 7 he hungry?
a suitcase?

he got a 8 she a 12
4 he
mobile phone? sunglasses?
camera?

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 3a He comes every
morning.
Lesson 1 Vocabulary
Aims: to understand a cartoon story; to learn vocabulary
Target language: morning, afternoon, evening, postman,
postcard, parcel, beach, time expressions: in the morning/
afternoon/evening, at night
Recycled language: telling the time; night
Receptive language: Yippee!, Lucky Ziggy!
Materials: Class CD
Warm-up
• Play a miming game to introduce morning, afternoon and
evening. Mime getting up. Stretch your arms above your
head and say It’s seven o’ clock in the morning. It’s time
to get up. Mime eating lunch. Rub your tummy and say It’s
half past twelve in the afternoon. It’s time for lunch. Finally,
mime going to bed. Yawn and say It’s nine o’clock in the
evening. It’s time to go to bed.
• Elicit other things that the children do in the morning,
afternoon and evening. Then say It’s the morning/
afternoon/evening. Ask individual children to tell you what
it’s time to do.
Extra!
Prepare the children to act out the story. Let them practise in
their groups. Then invite groups to act out the story in front
of the class.
Activity Book page 20
1 Choose and write.
• Read the words in the word bank aloud and check the
children understand their meaning. Revise night.
• Tell the children to write each word under the correct
picture.
2 Read and circle.
• Remind the children about the warm-up activity. Mime
getting up and say It’s time to get up. Read the example
aloud with the children.
• They read the other sentences and choose the correct
expression in each one.
3 Choose and write.
• Read the words in the word bank aloud.
• Tell the children to look at the pictures and use the words in
the word bank to complete the sentences.

1 Listen, point and say. CD1 Track 40

• Ask the children to open their books and look at the pictures.
• Play the CD. The children point to each word as they listen.
3a
• Play the CD again, pausing after each word for the children 1 Listen, point and say.
to repeat.

2 Listen and read. CD1 Track 41 morning afternoon evening postman postcard parcel beach

• Talk about the story with the class. Ask questions about 2 Listen and read.

each frame. E.g. Who can you see in picture 1? What has 1 Every morning the postman 2 The postcard is from Ziggy.
comes at half past seven.
Karla got in picture 2? What has Chatter got in picture 3?
Hello. What have
• Play the CD. Tell the children to follow the story in their books. you got today? Read it, Karla.

• Play the CD again, pausing after each picture to ask more

questions. E.g. What has the postman got? Where is Ziggy
There’s a postcard
on holiday? etc. Elicit responses. for you and a
parcel for Sally. Yippee!
• Ask the children to find and point to the new words from
3 Lucky Ziggy!
Exercise 1. Ooh. A parcel
for me. 4
• Play the CD a third time, pausing for the children to repeat.

3 Read again and write yes or no.

• Read the first statement aloud and invite the class to
answer yes or no. It isn’t your parcel.
It’s for Sally. Oh, no!

• Tell them to read the story again and to complete the

exercise individually. 3 Read again and write yes or no.
1 There’s a parcel for Karla. no 3 Ziggy is in England.
2 The postcard is from Ziggy. 4 Chatter has got the postcard.

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 Lesson 2 Structure
Aims: to practise the present simple
Target language: He/She (plays). , I/You/We/They (play).
Recycled language: sports, time expressions
Receptive language: Lucky Ziggy!
Materials: Class CD
Warm-up
• Play a miming game with verbs the children know. Say In
the morning I play football. Ask the children to mime the
action of playing football. Repeat using other known verbs
(e.g. get up, do my homework, go to school).
4 Let’s learn! Listen and say. CD1 Track 42
• Ask the children to look at the pictures. Say football, tennis,
basketball and ask them to point to the correct picture.
• Play the CD. The children follow the words in their books.
• Play the CD again and pause after each sentence. They
repeat as a class.
• Write play football, watch TV, get up, do my homework, go to
school, have breakfast on the board. Ask individual children
to make sentences with one of the verbs (e.g. I watch TV in
the evening). Then say He watches TV in the evening. Ask
other children to do this in pairs around the class.
4 Let’s learn! Listen and say.
I play
football. We play tennis.
He plays
basketball.
5 Listen and stick. Then write. CD1 Track 43
Audioscript: TB page 116
• Tell the children to look at the pictures and ask what they
are. Elicit morning, afternoon, evening, night.
• Ask them to find the stickers at the back of their Pupils’
Books. Elicit the verbs and write them on the board (play,
sleep, swim, watch).
• Play the CD. Tell the children to listen and point to each
sticker as they hear the verb.
• Explain that the children must stick the correct sticker on
the correct time of day. Play the CD again, pausing for the
children to choose and stick the correct sticker.
• Read the example sentence aloud; ask the children to
repeat. They then complete sentences 2-4.
• Check the answers as a class and ask the children where
the boy is on holiday. Elicit the beach.
6 Read and circle.
• Read the example sentence aloud with the children. Point
to the Look! feature in Exercise 4 and remind them how to
conjugate the verbs have, go and do.
• They then circle the correct form of the verb in each sentence.
7 Sing along with the band! CD1 Tracks 44 and 45
• Talk about the picture. Ask What have Karla and Patty got?
(a postcard). Tell the children the postcard is from Ziggy and
they are going to listen to a song about his holiday.
• Play the CD. The children listen, follow in their books and
clap to the rhythm.
• Teach the song line by line using actions.
Look!
I go He goes. • Play the CD again. Encourage the children to join in and do
I do She does.
I have He has. the actions.

Activity Book page 21

5 Listen and stick. Then write.
4 Read and circle.
• The children read each sentence and circle the correct form
1 In the morning we swim . 3 In the evening we TV . of the verb.
2 In the afternoon we 4 At night I .
volleyball. 5 Choose and write. Use the correct form.
6 Read and circle. • The children look at the pictures and the sentences. Then
1 Sally get up / gets up at half past six every day.
2 Tag have / has eggs for breakfast every day.
they complete the sentences with the correct form of the
3 Rob and Vicky go / goes to school at half past eight. verbs in the word bank.
4 They do / does their homework in the evening.

6 Read and write.

8
7 Sing along with the band!

Lucky, lucky Ziggy. Lucky, lucky Ziggy. • The children read the postcard and complete it with the
Every day he plays. Every day he plays. correct form of each verb in brackets.
Lucky, lucky Ziggy. Lucky, lucky Ziggy.
He’s on holiday. He’s on holiday.

He plays on the beach.

Round-up
He swims in the sea. • In pairs, the children play a miming game. One child
He eats an ice cream.
He watches TV. mimes an action, (e.g. watch TV) and their partner makes a
sentence (e.g. In the evening, I watch TV.).
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 3b Do they play Extra!
basketball? Prepare the children to act out the story. Let them practise in
their groups. Then invite groups to act out the story in front
Lesson 1 Vocabulary of the class.

Aims: to understand a cartoon story; to learn vocabulary

Target language: weekend, year, winter, summer,
photo album, mountain, ski
Recycled language: parcel, friends, basketball, family,
holiday,
Receptive language: Well done., I don’t know., funny
Materials: Class CD, vocabulary flashcards
Warm-up
• Revise the days of the week and elicit/teach weekend. Ask
the class what they do at the weekend.
1 Listen, point and say. CD1 Track 46
• Ask the children to open their books and look at the pictures.
• Play the CD. The children point to each word as they listen.
• Play the CD again, pausing after each word for the children
to repeat.
• Say one of the target words then show the children the
flashcards one at a time. The children shout the word when
they see the matching flashcard.
Activity Book page 22
1 Find, circle and tick.
• Ask the children to look at the pictures and check they
know the words.
• Tell them to look at the circled word. Ask them which
picture this matches and show them the tick in the box.
• Make the exercise a race. The first child to find all the
words in the wordsearch is the winner!
2 Read and write. Use words from 1.
• The children look at the pictures and read the sentences.
They use one of the words from Exercise 1 to complete
each sentence.
3 Find the odd one out. Then write.
• Tell the children to look at the words in number 1. Ask them
which word is different. Talk about why photo album is the
odd word out.
• Tell the children to write the odd words out on the lines.

2 Listen and read. CD1 Track 47

• Talk about the story with the class. Ask questions about 3b
each frame. E.g. Look at picture 1. What has Tag got? What
has Sally got in picture 2? Are they at the beach in picture 1 Listen, point and say.

3? Who can you see in picture 4?

• Play the CD. Tell the children to follow the story in their books.
weekend year winter summer photo mountain ski
• Play the CD again, pausing after each frame to ask more album
2 Listen and read.
questions. E.g. Does Sally’s family go on holiday in summer?
Well done, Tag.
Do they go the beach? etc. Elicit yes/no responses. 1
What’s in the
2 It’s a new photo album.

parcel, Sally? Look. They’re

• Ask the children to find and point to the new words from my friends.
Exercise 1.
I don’t know.
• Play the CD a third time, pausing for the children to repeat
as a class. Do they play
basketball?
No, they don’t but they
watch it every weekend.
3 Read again and circle.
• Read out the first statement with the class, eliciting the 3 This is my family. 4
Here’s a funny
correct option. Do you ski every year? photo. Who’s this?

• Tell the children to read the sentences, then look back at the
story to find which option is correct. They circle that option.

Yes, we do. We go to the

mountains in winter. We don’t It’s me!
go on holiday in summer.
3 Read again and circle.
1 Sally has got a new photo album / 3 Her family skis every year / weekend.
camera. 4 They go on holiday in summer / winter.
2 Her friends play / watch basketball.
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 Lesson 2 Structure 5 Listen and circle. CD1 Track 49
Aims: to practise the present simple Audioscript: TB page 116
Target language: Do you/they (play)?, Yes, I/we/they do. / • Ask the children to look at the pictures.
No, I/we/they don’t . ; I/they play/don’t (play). (Activity Book) • Tell them they are going to listen to people talking about
Recycled language: activities from Unit 3 what they do or don’t do.
Materials: Class CD, scissors, cut outs from Activity Book • Play the CD twice. The second time, pause after each item
page 101, vocabulary flashcards for them to circle the correct answer.

6 What about you? Read and circle.

Warm-up
• Read the questions aloud and ask individual children
• Revise weekend, summer, winter using the flashcards.
around the class to answer Yes, I do./No, I don’t.
Elicit sentences from the class about what they do at the
• Then ask the children to read the questions individually
weekend and in summer/winter.
and to circle the answer that is true for them.
4 Let’s learn! Listen and say. CD1 Track 48
7 Make cards. Then play the game. AB page 101
• Ask the children to look at the pictures and tell you who
• Tell the class that the children in the photo are playing a
they can see (Karla, Tag, Trumpet, Patty).
game with cut out pictures.
• Play the CD twice. The second time, pause after each
• Read the speech bubbles aloud; the children repeat.
sentence. They repeat as a class.
• Ask them to cut out the cards on page 101 of their
• Ask various questions about the children. E.g. Do you play
Activity Books.
tennis? Elicit short answers.
• Put the children into pairs. Tell them to put all the ‘time’
• Ask several children who answered Yes, I do. to stand up.
cards in the middle of the table, face down. They each keep
Ask the class Do they play tennis? Elicit Yes, they do. Ask
their own set of ‘verb’ cards to play with.
the group at the front Do you play tennis? Elicit Yes, we do.
Repeat using other verbs and negative answers. • Invite a child to the front to demonstrate. Child 1 takes the
top card from his own ‘verb’ pile; he then takes the top ‘time’
card. He asks a corresponding question, e.g. Do you play
football every day? If child 2 says Yes, I do. he takes the verb
card. If he says No, I don’t. child 1 keeps the card. (The time
4 Let’s learn! Listen and say. Do you play card is returned to the bottom of the pile.) Players should
basketball? No, we don’t.
Do you play
basketball?
take turns turning over the cards and asking the questions.
The winner is the player with the most cards at the end.
Yes, I do.

He plays basketball. They don’t play basketball.

Activity Book page 23

5 Listen and circle.

4 Listen and tick or cross. Then write. CD1 Track 50
Audioscript: TB page 117
• The children listen to the CD and put a tick or cross in each
space depending on what Lucy and Tom do or don’t do.
1 Yes, I do. / 2 Yes, we do. / 3 Yes, they do. / 4 Yes, I do. /
No, I don’t. No, we don’t. No, they don’t. No, I don’t.
They then write the verbs in the sentences.

6 What about you? Read and circle.

5 What about you? Write true sentences.
1 Do you go to the beach in summer? Yes, I do. / No, I don’t.
2 Do you watch TV every day? Yes, I do. / No, I don’t.
• The children complete the sentences so that they are true
3 Do you play football every weekend? Yes, I do. / No, I don’t. for them.
4 Do you ski in winter? Yes, I do. / No, I don’t.
5 Do your friends play basketball? Yes, they do. / No, they don’t.
6 Write the questions in the correct order.
7 Make cards. Then play the game. page 101 Then answer about you.
Do you play • The children write the questions in the correct order and
football every day? Yes, I do.
write short answers about themselves.

Round-up
• Ask the children to say one thing they do and one thing
they don’t do every weekend.
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 3c My holiday postcards Activity Book page 24
1 Read. Then write yes or no.
Lesson 1 Reading • Tell the children they are going to read a postcard from a
Aims: to read and understand a postcard; to consolidate girl and respond to some statements about it.
vocabulary • Give them time to read the text silently. Then check that
Recycled language: vocabulary and structures from Unit 3, they understand statements 1–6.
zoo, climb, bus, park • Now tell them to write yes or no for each statement
Materials: Class CD, holiday postcards (optional) depending on whether it is true or false.
• Check the answers as a class.

Warm-up 2 Choose and write.

• Bring some holiday postcards into class to show the • Check the children know the words in the word bank.
children. Use the postcards to elicit known vocabulary • The children look at the pictures and then choose the
and to talk about your own holidays. E.g. I go to the beach correct words to complete the sentences.
in summer. I ski in the mountains in winter. If you don’t
have postcards, you can use the flashcards from previous
lessons as prompts.
• Ask Where do you go on holiday? Do you go in summer or
winter? What do you do on holiday?, etc. around the class.

1 Look at the photos. Find, point and say.

• Ask the children to read the words in Exercise 1 silently, then
find the photos that show those things. The children say the
words aloud as they point to those things in the photos.
• Encourage the children to make predictions about the text
based on the photos. E.g. ask Is it summer or winter? Are
they at the beach?, Is it in the city or the country?, etc.

2 Listen and read. Then number. CD1 Track 51

• Play the CD and tell the children to follow in their books.
3c
• Play the CD again and pause after each postcard. Give the 1 Look at the photos. Find, point and say.
postcard mountain sea bus beach ski
children time to find the right photo and write the number
in the box. 2 Listen and read. Then number.
• Check the answers.
• Ask questions to check comprehension. E.g. Where is Nick c

on holiday? Is Jack on holiday in the mountains? Does Sue b

watch TV in the evenings? a

3 Read again and write the name.

• Tell the children to read the sentences and decide whether
each one is about Nick, Sue or Jack, the children who wrote
the postcards in Exercise 2.
1 2
• Read out number 1 and elicit Jack from the class. Ask them Dear Sam,
I’m on holiday in France with
where they found this information in the postcard (I’m on my family. We go to the beach
every morning and swim in the
holiday in London.) sea. In the afternoon we play
football or tennis in the park.
• Tell them to complete the exercise individually or in pairs. It’s fun.
Love
Then check the answers as a class. Nick
1
3
Dear Grandma, Dear John,
We’re on holiday in the mountains. I’m on holiday in London.
In the morning we ski or climb. In
Every day we visit the city.
the afternoon we go for a walk.
In the evening we eat spaghetti We walk or go by bus. In the
or pizza for dinner and then we afternoon we go to the park
watch TV. It’s great. or the zoo. I like London.
Love Love
Sue Jack

3 Read again and write the name.

1 He’s on holiday in London. Jack 4 He goes to the city by bus.
2 She’s on holiday in winter. 5 He plays football in the park.
3 He swims in the sea. 6 She watches TV.

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 Lesson 2 Listening, Speaking, Writing
Aims: Listening: identify the correct picture; Speaking: ask
and answer about holidays; Writing (Activity Book): and/or ;
write about your holiday
Recycled language: vocabulary and structures from Unit 3
Materials: Class CD, Quiz
Warm-up
• Ask the children what they can remember about the
children’s postcards from the previous lesson. Elicit
sentences. E.g. Jack goes to London on holiday. Sue goes
to the mountains. Nick goes to the beach. Ask similar
questions about the postcard in the Activity Book.
4 Listen and circle. CD1 Track 52
Audioscript: TB page 117
• Tell the children they are going to listen to a boy answering
questions about his holiday. Read each question and elicit
vocabulary from the pictures. Ask the children to guess the
answers.
• Play the CD and let the children listen all the way through.
• Play the CD again, pausing after each response. The
children circle the correct letter each time.
4 Listen and circle.
1 Where do you go on holiday?
A B
2 What do you do in the morning?
5 Look at 4. Write and answer.
• The children complete the questions from Exercise 4 and
use the information they gathered to write the answers.
• Check the answers by asking pairs of children to ask and
answer the questions aloud.
6 Ask and answer about you. Use the
questions in 5.
• Put the children in pairs. Tell them to ask each other the
questions from Exercise 5 and to answer about themselves.
• They can make a note of their partner’s answers if they
wish, for Exerise 7.
7 Tell the class.
• Ask an individual child, What can you tell me about [name]?
Elicit one or two pieces of holiday information and then ask
another child. Go round the class.
Activity Book page 25
3 Look. Then circle and and or.
• Tell the children to look at the pictures and read out
the example sentences with and and or. Tell them that
the slash between the pictures of the football and the
basketball indicates or and the plus sign between the
pictures of the soup and bread indicates and. Write the
example sentences on the board and circle the words and
and or and elicit when we use them.
• Tell the children to circle and or or in sentences 1-4.
4 Look and write and or or.
• Look at the pictures and do the exercise orally with the
C class first, choosing and or or in each case.
• The children then write and or or to complete each sentence.

5 Draw or stick a photo. Then write about

A B C
3 What do you do in the afternoon?
your holiday.
• The children complete the sentences about themselves
and draw a picture or stick a photo of their holiday in the
A B C
frame. This can be set for homework.
4 What do you do in the evening?

Round-up
A B C • Play a game of quick-fire questions. Ask an individual child
5 Look at 4. Write and answer. to think about their holiday. Give the class one minute to
1 Where do you on holiday? We . ask him/her as many questions as possible. The child can
2 What you in the morning? I . only answer yes or no. E.g. Do you go to the beach? Do
3 What you in the afternoon? I .
4 What you in the evening? I . you go in summer? Do you watch TV in the evening? Then
another child answers questions.
6 Ask and answer about you. Use the questions in 5.
Where do you go on holiday? I go to the beach.
Evaluation
7 Tell the class.
• The children are now ready for the Quiz for this unit.
Alex goes to the beach on holiday. See the Active Teach Resources section.
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 4a She doesn’t like meat. Extra!
Prepare the children to act out the story. Let them practise in
Lesson 1 Vocabulary their groups. Then invite groups to act out the story in front
of the class.
Aims: to understand a cartoon story; to learn vocabulary
Target language: panda, China, leaves, meat, awake,
Activity Book page 26
excited
Recycled language: Saturday, new 1 Look and circle.
Receptive language: everyone, sweet
• The children look at each picture and read the words
Materials: Class CD underneath it. Make sure the children understand all the
words. They circle the word that describes each picture.

Warm-up 2 Read and write eat or don’t eat.

• Tell the children they are going to read a story about a new
• Ask the children to look at the pictures and identify the
animal at the zoo where Tag and his friends live. Talk about
animals. Elicit what the animals eat/don’t eat. The children
what animals you can see at the zoo.
then complete the sentences with eat or don’t eat.
• Ask the children to guess what the new animal is, and elicit
panda. Ask the class what they know about pandas. E.g. 3 Choose and write.
What colour are they? Where do they live? What do they eat?
• The children use the words in the word bank to complete
• Elicit/Teach some of the new vocabulary (e.g. China, leaves).
the text.
Ask the children how they feel when they go to the zoo and
elicit/teach excited.

1 Listen, point and say. CD1 Track 53

• Ask the children to open their books and look at
the pictures.
• Play the CD. The children point to each word as they listen.
• Play the CD again, pausing after each word for the children
to repeat.
• Point randomly at the pictures and ask the children to say 4a
the words.
1 Listen, point and say.

2 Listen and read. CD1 Track 54

• Talk about the story with the class. Ask questions about
panda China leaves meat awake excited
each frame. E.g. What can you see in picture 1? Is the
2 Listen and read.
panda awake? Are the children excited?, etc.
1 It’s Saturday. Everyone is excited. There’s a new
2 animal at the zoo.
• Play the CD. Tell the children to follow the story in
Wow! A panda.
their books. Her name is Pandora.
• Play the CD again, pausing after each picture to ask more She’s very sweet.
How old is she?
questions. E.g. What’s her name? Where does she come Does she come She’s three.
from? How old is she? Does she eat meat?, etc. Elicit full from Africa?
No, she doesn’t.
She comes from China.
sentence responses if possible.
• Ask the children to find and point to some of the new words 3 4
from Exercise 1.
• Play the CD a third time, pausing for the children to repeat What does She eats leaves.
she eat? She doesn’t like meat.
2 3 Look. She’s awake.
as a class. Does she sleep a lot?
Hello, Pandora.
Yes, she does. She
3 Read again and circle. sleeps all the time.

• Read the example sentence, eliciting the correct option.

• Tell the children to read sentences 2-4, then look back at
the story to find which option is correct. 3 Read again and circle.
1 Everyone is excited / tired. 3 She comes from England / China.
2 Pandora is a zebra / a panda. 4 She eats leaves / meat.
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 Lesson 2 Structure
Aims: to practise the present simple
Target language: Does he/she (eat)… ?, Yes, he/she does. /
No, he/she doesn’t., He/She (eats)…, He/She doesn’t (eat)…
Recycled language: vocabulary from Unit 3a,
Receptive language: me and you
Materials: Class CD
Warm-up
• Ask the class what they can remember about the new
animal at the zoo. E.g. What’s her name? Where does she
come from? Elicit full sentence answers if possible.
4 Let’s learn! Listen and say. CD1 Track 55
• Ask the children to tell you what they can see.
• Play the CD. The children follow the words in their books.
• Play the CD again and pause after each sentence. They
repeat as a class.
• Elicit the names of the other characters at the zoo (Ziggy,
Chatter, Trumpet, Karla, Patty) and write them on the
board. Then elicit some foods (e.g. meat, leaves, bananas,
fish) and write them on the board. Ask individual children
questions. E.g. Does Patty eat meat? Elicit the answer No,
she doesn’t. She eats fish.
4 Let’s learn! Listen and say.
Does he eat meat?
Yes, he does.
He eats meat.
He doesn’t eat leaves.
5 Look, read and circle.
1 Sarah plays / doesn’t play tennis. 4 Luke plays / doesn’t play football.
• Put the children into pairs to ask and answer about the
story characters in the same way, using the words on the
board as prompts.
5 Look, read and circle.
• Ask the children to look at the pictures of the bedrooms.
Elicit known vocabulary, (e.g. panda, TV, books, football, etc)
and ask Does Sarah play tennis? Does Luke read books in
his bedroom?, etc.
• Tell the children to circle the correct options individually.
• Check the answers by asking for volunteers to read the
correct sentences.
6 Look at 5. Ask and answer.
• Read the speech bubbles with the class. Ask the children
to point to the football in Luke’s bedroom in Exercise 5 as
they read the answer.
• Write the verbs from Exercise 5 on the board (play, watch,
like, ski, read). Ask individual children to make questions,
e.g. Does Sarah like pandas? Ask others to answer.
• Then ask the children to do the same thing in pairs.
7 Sing along with the band! CD1 Tracks 56 and 57
• Talk about the picture. Say Who is in the picture? (Rob, Vicky,
Patty, Chatter, Pandora), Where does Pandora live? (at the
zoo). Ask the class if they think Pandora likes the zoo.
• Play the CD. The children listen, follow in their books and
clap to the rhythm.
• Teach the song line by line.
• Play the CD again. Encourage the children to join in.
Does he eat leaves?
No, he doesn’t. Activity Book page 27
4 Look and write.
• The children look at the pictures and identify the activities.
Explain that a cross means that the girl doesn’t do the activity.
• Do the activity orally first. Elicit sentences, e.g. She doesn’t
play football. She watches TV.
• The children then write the correct form of the verb.

Look at 4. Write Yes, she does

2 Sh e watches / doesn’t watch TV in
her bedroom.
3 She likes / doesn’t like pandas.
6 Look at 5. Ask and answer.
Does Luke play football?
7 Sing along with the band!
Does Pandora like the zoo?
Yes, she does.
Does she like me and you?
Yes, she does. Yes, she does.
She likes me and you.
Does Chatter like the zoo?
Yes, he does.
Does he like me and you?
Yes, he does. Yes, he does.
He likes me and you.
M04_YAZO_PUB_03GLB_3351_S04.indd 33
5 He reads / doesn’t read books in
his bedroom. 5 or
6 He skis / doesn’t ski.
No, she doesn’t.
Yes, he does.
• The children use the information in Exercise 4 to answer the
questions, using short answers.
6 Write the questions in the correct order.
Then answer about you.
• The children write the words in the correct order to
make questions. They then write short answers about
themselves/their family.
Round-up
33
• In pairs the children ask each other questions, using the
verbs from the lesson (e.g. Do you like pandas?).
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 4b They always wake
up early.
Lesson 1 Vocabulary
Aims: to understand a cartoon story; to learn vocabulary
Target language: bird, show, wake up, want, early
Recycled language: Sunday, next to, late, playground,
in the afternoon, have a shower
Receptive language: Oh, dear!, I’m fine., This is fun.
Materials: Class CD, vocabulary flashcards
Warm-up
• Mime the action of waking up. Say On Sunday, I wake up
late. I wake up at nine o’clock. Mime waking up again and
say It’s Monday. It’s time for school. I wake up early.
Ask the class What time do you wake up on Sunday?
Elicit the answer I wake up early/late. Ask them again,
alternating days.
• Explain the difference between wake up and get up
if necessary.
Extra!
Prepare the children to act out the story. Let them practise in
their groups. Then invite groups to act out the story in front
of the class.
Activity Book page 28
1 What’s missing? Look and match. Then draw.
• The children match each of the words to one of the pictures
by drawing a line. They identify which picture is missing
(bird) and draw a bird in the empty frame.
2 Read and write. Use words from 1.
• The children look at the picture. They then use the words
from Exercise 1 to complete each sentence.
3 Answer about you.
• The children read the questions and answer about
themselves. They write Yes, I do. or No, I don’t. in numbers
1, 2, 3, and 4. In number 5 they write a word or short
sentence, e.g. I want a doll.

1 Listen, point and say. CD1 Track 58

• Ask the children to open their books and look at the pictures.
• Play the CD. The children point to each word as they listen.
• Play the CD again, pausing after each word for the children
to repeat.
• Hold up the flashcards in random order and elicit the
words from the class.
4b
1 Listen, point and say.
2 Listen and read. CD1 Track 59
• Talk about the story with the class. Ask questions about
each frame. E.g. Who lives next to Patty’s family in picture bird show wake up want early

1? (the birds) Where is Pandora in picture 2? (in the 2 Listen and read.

playground) Is Trumpet in the playground? (No, he isn’t.) 1 On Sunday Patty shows Pandora the zoo. 2 This is the Here’s Chatter.
playground.
Is Pandora happy in picture 4? (Yes, she is.)
• Play the CD. Tell the children to follow the story in their books.
• Play the CD again, pausing after each picture to ask more
questions. E.g. Do the birds wake up late? (No, they don’t.)
Does Trumpet have a shower every day? (Yes, he does.) I live here with my family. We live next to the birds. We sometimes play
They always wake up early. They never get up late. here in the afternoon.
Elicit short answers.
3 4
• Ask the children to find and point to the new words from Oh, dear!
Exercise 1.
• Play the CD a third time, pausing for the children to repeat
as a class.
I’m fine.

Read again and write yes or no.

This is fun.
3 This is Trumpet. He has I want a
a shower every day. shower, too!
• Read the first statement aloud and invite the class to
answer yes. 3 Read again and write yes or no.

• Tell them to read the story again and complete the exercise 1 It’s Sunday. yes 3 Trumpet has a shower every day.
2 The birds wake up late. 4 Chatter wants a shower, too.
individually. 34

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 Lesson 2 Structure 5 Look and write. Use always, sometimes
Aims: to learn adverbs of frequency or never.
Target language: always, sometimes, never
• Ask the children to look at the pictures in the chart. Say, e.g.
Recycled language: time expressions: in the (morning),
He has a shower. Ask them to point to the correct picture.
every (day); vocabulary from Units 3 and 4; clean your teeth
• Read the adverbs of frequency aloud, then point to the
Materials: Class CD, vocabulary flashcards
ticks in the chart and encourage the children to make
sentences. E.g. He sometimes has a shower. Do the activity
Warm-up orally first, then ask the children to complete the sentences,
• Invite individual children to tell you something they do in using always, sometimes or never.
the morning, afternoon and evening. E.g. ask What do you
do in the morning? Elicit sentences, e.g. I wake up. /I clean
6 Write about your Sunday.
my teeth. Ask the same question about the afternoon and • The children complete the sentences about themselves
evening and elicit, e.g. I eat lunch. I do my homework. using adverbs of frequency.
• Ask individual children to tell the class their answers.
4 Let’s learn! Listen and say. CD1 Track 60
• Read Tag’s speech bubble aloud with the class. 7 Play the game.
Emphasise the adverb of frequency. • Tell the class that the children in the photo are playing a
• Play the CD twice. The second time, pause after each game. Read the phrases and the speech bubbles.
sentence. The children repeat as a class. • Write always, sometimes, never as headings on the board,
• Copy the symbols and the example sentences on the high enough so that the children can stand under them.
board, leaving gaps for the adverbs. Ask the children to • Say I walk to school. Invite volunteers to say whether they
complete each sentence orally. always, sometimes or never walk to school.
• Leave the symbols on the board and write have a shower, • Ask individual children to come and stand under the
eat eggs for breakfast, go to school by bus next to them. appropriate heading on the board and say their sentence,
One by one, point to a symbol and a phrase to elicit a e.g. I always walk to school.
sentence, e.g. I always have a shower. • Repeat using the phrases in the box as prompts.

Activity Book page 29

4 Let’s learn! Listen and say.
I always clean

He always gets up early.

my teeth in
the morning.
4 Listen and circle. Then write. CD1 Track 61
We sometimes go to the park.
Audioscript: TB page 117
They never go to school on Sunday. • The children identify the pictures. They listen to the CD and
circle always, sometimes or never next to each picture.
5 Look and write. Use always, sometimes or never. • Check the answers. The children then use the correct
adverb and verb to complete the sentences.

always ✓ 5 Write the words in the correct order. Then

sometimes ✓ ✓ tick or cross for you.
never ✓ ✓
• The children write the words in the correct order to make
On Sunday ...
sentences with sometimes, always or never, then tick or
1 John never wakes up early. 4 He walks to school.
2 He has a shower. 5 He plays tennis. cross the sentences according to what they do themselves.
3 He has breakfast.

Write about your Sunday.

6 Write about you. Use always, sometimes
6

1 I get up late in the morning. or never.

2 I go to the park in the afternoon.
3 I do my homework in the evening. • The children write sentences about themselves using
7 Play the game.
always, sometimes or never and the prompts on the left.
I walk to
walk to school school.
get up early I always walk I sometimes walk I never walk
Round-up
to school. to school.
eat lunch at school to school. • Play a flashcard game in pairs to revise the lesson
clean my teeth
go to school on Sunday vocabulary. Show a flashcard; the first pair to say a
go to bed late correct sentence using the word wins a point.
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 4c The seasons
Lesson 1 Reading
Aims: to read and understand a poem about the seasons;
to learn new vocabulary
Target language: spring, autumn, snow, blow, fall, warm,
wind
Recycled language: vocabulary and structures from Units
3 and 4, weather vocabulary
Receptive language: everyone, There are no flowers. The
days are short.
Materials: Class CD, vocabulary flashcards (Unit 3b)
Warm-up
• Revise the words summer and winter by showing the
flashcards. Ask the children questions. E.g. Is it hot or cold in
winter? What do you do in summer? Revise other weather
vocabulary the children know (e.g. cloudy, sunny).
• Tell the children they are going to read a poem about the
seasons. Elicit/Teach autumn and spring. Ask the children
what they know about these seasons. E.g. What colour are
the leaves in autumn? Is it hot or cold in spring? Are there
flowers in autumn? Is it sunny in spring?, etc.
3 Read again and write the season.
• Read the example sentence aloud with the class. Ask the
children to find the sentence in the poem. Then read the
other sentences. Ask them to find the sentences in the
poem and to tell you which season they found them in.
• Tell the children to complete the sentences by writing
the correct seasons.
Activity Book page 30
1 Choose and write. Then match.
• The children use the words in the word bank to complete
each of the sentences about the seasons. They then
match the sentences to the pictures by writing the correct
sentence number in each box.
2 Choose and write.
• Read the phrases in the word bank aloud with the class.
Ask the children which season each phrase describes. Do
the exercise orally first before asking the children to write
the phrases in the correct frames.

1 Listen, point and say. CD1 Track 62

• Ask the children to open their books and look at the
pictures at the top of page 37. Tell them that these are
words they will hear in the poem.
• Play the CD. The children point to each word as they listen.
4c
• Play the CD again, pausing after each word for the children
to repeat. 1 2

Spring
2 Listen and read. CD1 Track 63
• Tell the children to look at the pictures. Say the names of
Everyone is happy in spring.
the seasons and ask the class to point to the correct picture The birds wake up early and sing.
It’s warm and we can play
each time. Ask questions. E.g. Is it sunny in picture 1? Where in the park every day.
Summer
In summer it’s always hot.
We go to the beach a lot.
In summer it’s time to play.
It’s a school holiday!

are they in picture 2? Are the leaves on the trees in picture 4?

• Play the CD and let the children listen all the way through.
They follow in their books.
• Play the CD again. Tell the children to follow the text with
their fingers. Pause after every couple of lines and ask
questions to check comprehension of the poem and the
new vocabulary. E.g. Is it warm in spring? Is it cold in
summer? What colour are the leaves in autumn? Are there
flowers in winter?
1 Listen, point and say. 2 Listen and read.

3 Read again and write the season.

1 The birds wake up early and sing in spring .
2 We go to the beach a lot in .
3 It sometimes snows in .
4 The leaves fall from the trees in .
5 It’s warm and we can play in .
6 It’s time for school again in .
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 Lesson 2 Writing 5 Ask and answer.
Aims: to develop Writing skills (Activity Book): use because • Tell the children what your favourite season is and why. E.g.
to join sentences; write about the seasons My favourite season is summer because it’s hot.
Target language: because • Then read the speech bubbles aloud with the class.
Recycled language: vocabulary and structures from Units • Ask the question of individual children around the class
3 and 4 and encourage them to explain why their favourite season
Materials: Class CD, Quiz is spring/summer/autumn/winter.
• Invite the children to ask and answer in pairs.

Warm-up Activity Book page 31

• Ask the class what they can remember about the poem
in the previous lesson. Read sentences from the poem
and ask the class to tell you the season. E.g. It sometimes
snows. (winter); It’s windy. (autumn), etc.
• Ask the children to open their books. Play the CD and let
them listen to the poem again.
4 Read and match.
• Read the example sentence. Draw attention to the fact that
the two parts are joined by because. Explain that we use
because when we want to give a reason for something.
Do the rest of the exercise orally, then ask the children to
match the sentence parts in their books.
• Check the answers by asking children around the class to
read a sentence each.
hot hot
3 Read and match.
• Tell the children to match the two halves of each sentence.
• Check answers as a class.
4 Choose and write. Use because.
• Tell the children to use because and the phrases in the
word bank to complete each sentence about the seasons.
5 Draw or stick a photo. Write about the
seasons.
• Tell the children they are going to write about the seasons
they like and don’t like. Read the text aloud with your own
responses first to show them what to do. E.g. I like spring
because it’s warm. I don’t like winter because it’s cold. My
favourite season is summer because it’s hot.
• Now tell them to do the same about themselves. This can
be set for homework.
hot hot hot hot hot

cold cold cold cold cold cold cold Round-up

spring autumn snow blow fall warm windy • Do a class survey to find out which is the most popular
season. Write the four seasons on the board in a column.
3 4
Say Put your hand up if your favourite season is spring. Ask
Autumn Winter some of the children who have put their hands up Why is it
your favourite season? Count the hands together with the
In autumn we say ‘Hello friends’. In winter it sometimes snows. class and put a tally next to spring on the board. Do the
It’s time for school again. The days are short, the cold wind blows.
It’s windy and the yellow leaves There are no flowers, there are no bees. same for the other seasons.
fall from the autumn trees. There are no leaves on the trees.
• You could use this information to make a class poster
about the children’s favourite season.

Evaluation
• The children are now ready for the Quiz for this unit.
See the Active Teach Resources section.

4 Read and match.

1 Spring is my favourite season because a we go to the beach.
2 Summer is my favourite season because b it sometimes snows.
3 Autumn is my favourite season because c it’s warm and I can play.
4 Winter is my favourite season because d leaves fall from the trees.

5 Ask and answer.

What’s your favourite season? My favourite season is winter because it snows.
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 Science: 3 Read again and circle.
Animal habitats and diet • Ask the children to look at number 1 and ask them Do
zebras live in jungles? Elicit No, they don’t.
Lesson 1 Reading • Ask the children to read the texts again and complete the
exercise individually.
Aims: to read about animal habitats and diet; to revise
language from Units 3 and 4 Activity Book page 32
Target language: jungle, forest, plains, fruit, nuts, grass
Recycled language: live, eat, drink, swim, water, leaves, 1 Look, choose and write.
flowers, insects, fish, wings, mountains, hot, rainy, snow • Ask the children to look at the pictures and identify the
Receptive language: herd, trunks, sea, ocean animals and food.
Materials: Class CD, pictures of animals from magazines • They then look at the chart. Show them how to use it to
(optional) make sentences about the animals. Read the example
sentence aloud with the class.
• Do the exercise orally as a class. Then ask the children to
Warm-up write sentences individually.
• Show the class pictures of animals and revise those that
they know (e.g. zebra, elephant, monkey, penguin, panda). 2 Read and write. Use words from 1.
Ask the children if they know about these animals’ habitat Then number.
and diet. E.g. ask Where do they live? Is it hot or cold? Do
• Ask the children to look at the pictures. They read the texts
they eat meat?, etc.
and write the name of the animal in each one.
1 Listen, read and point. CD1 Track 64 • Then ask them to number the pictures with the
matching texts.
• Ask the children to open their books and to look at the
• Check the answers by asking individual children to read
photos of the animals.
the texts and point to the pictures.
• Tell them they are going to read about where these animals
live and what they eat. Write the animals’ names on the
board, and ask the children to find and point to them in their
own books. Then point to the animals on the board and ask,
Science Where do they live?
e.g. Do they live in Africa? Is it hot or cold in Africa? Do they What do they eat?
eat leaves? Encourage them to make guesses. 1 Listen, point and read.
• Play the CD and the children listen and follow in their
books. Then ask Where do (zebras) live? What do they eat?
See if the children’s predictions were correct. Focus on a
Zebras live on the b
Monkeys live in
plains in Africa. It’s jungles where it’s hot
the key words (plains, jungle, forest, grass, fruit, nuts) and very hot. Zebras eat and rainy. Monkeys
check that the children understand them. grass and leaves. eat fruit, leaves,
Lots of zebras live nuts and flowers.
• Help the children guess the meaning of any words they and eat together in They sometimes eat
don’t know (herd, trunk) by drawing their attention to the a herd. insects.

other words used in the texts. E.g. children might be able to c d e

guess herd by associating it with live and eat together.

2 Listen and number. CD1 Track 65 1

Audioscript: TB page 118 Elephants live in
Africa, too. They eat
• Tell the children they are going to listen to some more grass, leaves and fruit.
Elephants are very big so
information about the animals. they eat a lot. They drink
water with their long
• Play the CD and ask them to point to the animal they think trunks.
is being spoken about as they listen.
• Play the CD again, pausing after each sentence so that the 2 Listen and number.
children can number correctly the box in each photo.
3 Read again and circle.
• Check the answers as a class by saying a number and 1 Zebras live in jungles.
asking individual children to say the name of the animal 2 Monkeys sometimes eat insects. yes / no
3 Penguins eat fish.
that matches it.
38
Penguins live in the Pandas live in China.
snow in Antarctica. They They live in forests in the
eat fish and small sea mountains. It’s very rainy.
animals. Penguins have Pandas eat leaves and
got wings but they can’t bamboo. They sometimes
fly. They swim in the cold eat small animals. They
ocean. eat a lot every day.
yes / no 4 Pandas live on the plains. yes / no
5 Elephants eat grass. yes / no
yes / no 6 Monkeys eat bamboo. yes / no

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 Lesson 2 Vocabulary, Speaking, Writing 5 Say and answer.
Aims: to consolidate vocabulary from Lesson 1; to talk about • Tell the class that the children in the photos are playing a
animal habitats and diet; to write about an animal guessing game. Read the first speech bubble aloud. Ask
Target language: They live … ., They eat … . the children to guess which animal is being described, then
Recycled language: animals, food, weather, places to live read the second speech bubble to find out the answer.
Materials: pictures of animals including those from Lesson • Tell the class they are going to play the same game in
1 (optional), blank A4 paper or notebooks pairs. Each child chooses one of the animals from Exercise
4 and talks about where they live and what they eat. Their
partner guesses the animal. If they answer correctly, the
Warm-up first child says Right. If they answer incorrectly, the first child
• Ask the children what they can remember about the animals says Wrong and the second child guesses again. Tell them
they read about in the first lesson. Show the animal pictures to use the words from Exercise 4.
and ask questions. E.g. Do zebras eat meat? Do elephants • Circulate around the class helping the children as
live in the snow?, etc. necessary and listening for common mistakes. Check the
activity by asking individual pairs to play the game aloud.
4 Choose and write.
6 Your project! Write about an animal. Draw or
• Ask the children to look at the photos of the animals and
identify them. Read the words at the top of the exercise
find a picture.
aloud and ask the children to match each word to an • Ask the children to look at the photo of the panda and ask
appropriate photo by pointing. Where do pandas live? What do they eat? etc. Read the text
• Read the first fact file aloud with the class. about the panda aloud with the class.
• Do the rest of the exercise orally with the class. The • Tell the children they are going to write a similar text about
children then work individually and use the words to an animal of their choice and draw or stick a picture of it.
complete the fact files. They can do this in their notebooks, or on a loose piece of
• Check the answers by asking individual children to read paper if you wish to make a class display later.
out the fact files. • Go around the class and help children as necessary.
• Ask various children to share what they have written with
the class.
Animal habitats and diet
Activity Book page 97
4 Choose and write.
snow forests plains jungle My Picture Dictionary: Cross-curricular links
grass and leaves bamboo fruit and nuts fish
CD1 Track 69
1 forests 2
They live in They live in the
in the mountains.
Wordlist TB page 130
mboo . .
They eat ba They eat
.
• The children can label the pictures in their Picture Dictionary
now. Play the CD. The children listen and repeat. Then they
3 4
write the words under the pictures. Alternatively, they do this
They live on the They live in the
in in the Review Lesson 2.
.
They eat Antarctica. (See Introduction page vii.)
They eat
. .

5 Say and answer.

They live in the jungle.

They eat fruit.
They’re monkeys.
Right.

6 Your project! Write about an animal. Draw or find a picture.

Pandas live in China.

They live in forests in the mountains.
They eat bamboo and leaves.

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 Review 2 4 Listen and chant. CD1 Track 67
Audioscript: TB page 118
Lesson 1
• Ask the children to look at the picture and tell you who and
Aims: to consolidate language from Units 3 and 4; to focus what they can see (a girl, a violin, winter).
on the sounds /v/ and /w/
• Read the chant and draw attention to the letters in pink
Target language: present simple, adverbs of frequency and blue.
Recycled language: vocabulary from Units 3 and 4 • Play the CD. Pause after each set of sounds (/v/ / v/ / v/ –
Materials: Class CD, pictures of the seasons from /w/ /w/ /w/) and ask the children to repeat.
magazines (optional) • Continue and pause again after the first set of phrases
(Vicky plays the violin). Ask what sound the children heard (v).
Continue and pause after the second set of phrases (every
Warm-up
weekend in winter). Ask what sound the children heard (w).
• Use the pictures to revise the seasons and weather
• Play the rest of the CD. Encourage the children to join in
vocabulary. Write the four seasons on the board as
the chant.
headings and ask the class to tell you as many words as
• Ask the class to repeat the chant quickly four times.
they can that they associate with each season. E.g. winter:
cold, snow, wind, coat, hat; summer: hot, beach, flowers,
Activity Book page 33
ice cream, holiday, etc.
1 Read and circle.
1 Choose and write.
• Ask the children to look at the picture. They read each
• Read the season words aloud with the class.
question or sentence and choose the correct answer.
• Ask them to choose the correct season to complete Read the first one aloud as an example. This can be set
each sentence. for homework.
2 Listen and circle. CD1 Track 66
Audioscript: TB page 118
• Ask the children to look at the pictures. Elicit vocabulary,
e.g. volleyball, homework, watch TV, family, friends, park,
etc. Read the words under the pictures aloud with the class Review 2
and check that they understand the meanings. 1 Choose and write.
hot
• Play the CD and let the children listen all the way through. spring summer autumn winter
1 In summer the days are hot. cold
• Play the CD again and pause after each picture has been 2 In the leaves fall from the trees.
described. Tell the children to point to the picture being
hot
3 In it sometimes snows.
4 In there are lots of flowers.
described each time. cold

• Play the CD a third time, pausing after each section for the 2 Listen and circle.
children to circle the correct words under the pictures.
• Check the answers by eliciting a sentence about each
picture. E.g. (picture 1) She always plays volleyball at school.

3 What about you? Write always, sometimes 1 never / 2 in the afternoon / 3 in the morning / 4 always /
always in the evening in the evening sometimes
or never. Then tell the class.
3 What about you? Write always, sometimes or never. Then tell the class.
• Ask the children to read the sentences and write always, 1 I go to the beach in spring.
sometimes or never according to what is true for them. 2 My family goes on holiday in summer.
3 My friends play tennis in winter.
• If necessary, draw the symbols from page 35 on the board 4 I wear sunglasses in summer.
5 My friends and I play with the leaves in autumn.
and write the adverbs of frequency next to them. 6 I wake up early in winter.
• Ask individual children to read their answers aloud.
4 Listen and chant.

Vicky plays th
e violin
ever y weekend in winter.

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 Lesson 2 Activity Book page 33
Aims: to consolidate language by playing a game; to 2 Write and check. Now colour.
evaluate progress • This is a self-assessment activity. Ask the children to look at
Target language: vocabulary and structures from Units 3 the pictures and write the correct words/phrase.
and 4 • Check the answers as a class. The children tick or cross
Materials: Class CD, Progress Review 2, Attainment Test 1-4 each box. They then colour the appropriate face: OK, Good
or Excellent, depending on how many ticks they got. This
can also be set for homework.
Warm-up CD1 Track 67
• Practise the chant again from Lesson 1. Activity Book pages 91-92, 97
My Picture Dictionary CD1 Tracks 68 and 69
5 Play the game.
Wordlist TB page 130
• Tell the children they are going to play a game of Snakes
and Ladders. Ask them if they know how to play the game. • The children can now label the pictures in their Picture
Explain that they start on square 1 and throw a die. They Dictionary. Play the CD if there is time. The children listen
move the number of squares indicated on the die and and repeat. Then they write the words under the pictures.
complete the statement or question on the square. If they (See Introduction page vii.)
land on the bottom of a ladder they can climb up, but if
they land on the head of a snake they must slide down. Evaluation
They take turns with a partner. The winner of the game is • You can use Progress Review 2 as a test in class.
the first person to get to the Finish square. • An Attainment Test that tests language from Units 1–4 is
• Check the answers when the pairs have all finished also available.
playing. Pairs get one point for each correct answer. Ask See the Active Teach Resources section.
who reached the Finish square first in each pair.

5 Play the game.

17 18 . . . lions eat fish? 19 He . . . go to 20

bed late.

16 It . . . snows in 15 They . . . to 14 I like . . . because 13

summer. school in the the trees are
evening. green.

9 Pandas . . . eat 10 11 He . . . ice 12 She . . . at

meat. cream. 7 o’clock.

8 . . . monkeys 7 Saturday and 6 5 The postman . . .

eat fruit? Sunday are the . . . We . . . to the beach in the morning.
in summer.

1 2 . . . they . . . 3 4 . . . she . . . every

every winter? weekend?

27
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 5a I’m cooking. Extra!
Prepare the children to act out the story. Let them practise in
Lesson 1 Vocabulary their groups. Then invite groups to act out the story in front
of the class.
Aims: to understand a cartoon story; to learn vocabulary
Target language: doorbell, home, learn, cook, talk, ring,
Activity Book page 34
bored
Recycled language: guitar, song 1 Find and circle. Then write.
Receptive language: I’ve got an idea., Let’s…, You can…,
• Ask the children to look at the pictures and check they
This is fun., Oh, dear! What a mess., Who is it?
know the words.
Materials: Class CD, vocabulary flashcards
• Tell them to look at the circled word. Elicit the number of the
picture that it matches.
Warm-up • Make the exercise a race. The first one to put up his/her
hand with the correct answers (and spellings) is
• Play a miming game to revise verbs that the children know,
the winner!
e.g. sleeping, singing, playing the guitar, reading, watching
TV, etc. Ask the children to guess the verb each time. Say, 2 Read and match.
e.g. Yes, I’m reading. if they guess correctly.
• Also mime some of the new verbs for the lesson (cooking, • The children look at the pictures. Elicit known vocabulary,
talking, ringing, learning) and elicit/teach the words. e.g. spaghetti, family, friend, sing, doorbell, doll, etc.
• Read each sentence in the middle of the page and tell the
1 Listen, point and say. CD1 Track 70 children to match it to one of the pictures by drawing a
line. Show them the example and then ask them to do the
• Ask the children to open their books and look at the pictures.
exercise individually.
• Play the CD. The children point to each word as they listen.
• Play the CD again, pausing after each word for the children
to repeat.
• Hold up the flashcards in random order and elicit the
words from the class.

2 Listen and read. CD1 Track 71 5a

• Talk about the story with the class. Ask questions about
1 Listen, point and say.
each frame. E.g. What has Tag got in picture 1? Where is
Sally in picture 2? Where are the children in picture 3? Is
Sally happy in picture 4?
doorbell home learn cook talk ring bored
• Play the CD. Tell the children to follow the story in
2 Listen and read.
their books.
Tag is playing his guitar. Karla and Trumpet are
• Play the CD again, pausing after each picture to ask more 1
learning a new song. Chatter is talking to Rob.
2 2 Sally is at home.
questions. E.g. Who is bored? Who’s got an idea?, etc. Elicit
Hello. I’m cooking.
one word responses. You can help me.
• Ask the children to find and point to the new words from Hello, Rob. Hello,
Vicky. I’m bored.
Exercise 1. I’ve got an Oh, good.
• Play the CD a third time, pausing for the children to repeat idea. Let’s
visit Sally.
as a class.
3
3 44 Oh, dear. What a mess!
3 Read and circle.
The doorbell is
• Read the example sentence aloud, eliciting the correct ringing. Who is it?

option. This is fun.

• Then tell the children to read the story again and complete
the exercise individually.

3 Read again and circle.

1 The animals are / aren’t at school. 3 Sally is at home / at the beach.
2 Chatter is bored / excited. 4 The animals help / ring Sally.
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 Lesson 2 Structure
Aims: to learn the present continuous
Target language: I’m/You’re/He’s/She’s/We’re/They’re
(cooking).
Recycled language: action verbs from Lesson 1, family
words, rooms
Receptive language: Yum, yum!, make a cake, crumb
Materials: Class CD, vocabulary flashcards
Warm-up
• Revise the rooms of the house to prepare for the lesson.
Draw a simple outline of a house on the board, with two
rooms upstairs and two rooms downstairs. Draw various
objects in each room. Point to the rooms and elicit the words.
4 Let’s learn! Listen and say. CD1 Track 72
• Ask the children to look at the pictures. Say cook, talk, sing
and ask them to point to the correct picture each time.
• Play the CD. The children follow the words in their books.
• Play the CD again and pause after each sentence. They
repeat as a class.
• Mime cleaning your teeth; elicit You’re cleaning your teeth.
• Mime other verbs, e.g. cooking and elicit guesses.
• Children come to the front of the class and mime an action.
Elicit sentences from the class, e.g. He’s/They’re singing.
4 Let’s learn! Listen and say.
I’m cooking.
She’s singing.
5 Listen and stick. Then circle.
1 My dad is cleaning his teeth.
1 2
2 My brother is learning the
3 My mum is cooking.
3 4
4 My grandma and grandpa
Look at 5. Say and answer.
6
He’s cleaning his teeth. It’s Dad. Picture 1.
7 Sing along with the band!
We’re cooking in the kitchen.
We are having lots of fun.
We are making a cake
To eat with everyone.
Yum, yum! Yum, yum!
We’re eating every crumb!
We’re cleaning up the kitchen.
We are having lots of fun.
We are eating the cake.
We’re eating every crumb!
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5 Listen and stick. Then circle. CD1 Track 73
Audioscript: TB page 118
• Tell the children to look at the picture and guess the rooms.
Ask, e.g. Where’s the kitchen? and they point to it.
• Ask them to find the stickers at the back of their Pupils’
Book. Tell the children that the people in the stickers are all
in the house on page 43. Ask questions about the stickers.
E.g. What are they doing? (They’re reading.) Where are
they? (in the living room).
• Play the CD. Tell the children to listen and point to each
sticker as they hear the rooms.
• Explain that the children must stick the stickers on the
correct windows, according to the numbers they hear. Play
the CD again, pausing for the children to choose and stick
the correct sticker.
• Read the first sentence aloud and elicit the answer yes. The
children then read sentences 2-4 and circle yes or no.
6 Look at 5. Say and answer.
• Read the speech bubbles aloud as a class. Draw attention
to dad cleaning his teeth in the house in Exercise 5.
• Put the children into pairs and explain that, in turn, one
makes a sentence about a person in the house, and the
other says who it is and points to the picture.
7 Sing along with the band! CD1 Tracks 74 and 75
• Talk about the picture. Ask Where are they? What are they
doing? Say They’re making a cake.
We’re talking.
• Play the CD. The children listen, follow in their books and
clap to the rhythm.
• Teach the song line by line, using actions.
• Play the CD again. Encourage the children to join in and do
the actions.
Activity Book page 35
yes / no
3 Look and match.
guitar. yes / no
• The children look at the picture. Ask them to match 1-5 with
yes / no
a-e to make sentences about the picture.
are talking.
yes / no
4 Write ’m, ’re, ’s or is.
• The children complete the sentences using ’m, ’re, ’s or is.
5 Choose and write.
• The children choose a verb from the word bank to describe
each picture and complete the sentences using the present
continuous.
Round-up
• Play a flashcard game to consolidate vocabulary. Show the
flashcards from Lesson 1 and elicit the word each time.
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 5b You aren’t helping. Extra!
Prepare the children to act out the story. Let them practise in
their groups. Then invite groups to act out the story in front
Lesson 1 Vocabulary of the class.
Aims: to understand a cartoon story; to learn vocabulary
Target language: dishes, floor, strawberry, make, wash,
Activity Book page 36
taste
Recycled language: birthday, clean, cake 1 What’s missing? Circle and write. Then draw.
Receptive language: Come in., Oh, good., Surprise!, Happy
• Ask the children to find and circle in the wordsnake the
birthday.
words in the word bank.
Materials: Class CD, vocabulary flashcards
• They then write each word under the matching picture.

2 Read and match. Then number.

Warm-up CD1 Tracks 74 and 75
• Start the lesson by singing the song from the previous
lesson. Ask children to mime the actions as they sing.
• Ask the children when we make a cake and elicit birthday.
Ask them if they know what we say/sing on someone’s
birthday (Happy Birthday). Sing the song as a class if the
children are familiar with it.
1 Listen, point and say. CD1 Track 76
• Ask the children to open their books and look at the
pictures.
• Play the CD. The children point to each word as they listen.
• Play the CD again, pausing after each word for the children
to repeat.
• Say one of the target words then show the children the
flashcards one at a time. The children shout the word when
they see the matching flashcard.
2 Listen and read. CD2 Track 1
• Read the example sentence aloud with the class. Match
the sentence parts together orally with the class, then ask
them to draw matching lines.
• Then ask them to look at the pictures and to match the
sentences to the pictures by numbering the boxes.
3 Find the odd one out. Then write.
• Tell the children to look at the words in number 1. Ask them
which word is different. Talk about why doorbell is the odd
word out.
• Tell the children to write the odd words out on the lines.
5b
1 Listen, point and say.

• Talk about the story with the class. Ask questions about
each frame. E.g. Look at picture 1. Who can you see? What
dishes floor strawberry make wash taste
has Patty got in picture 2? What’s on the table in picture 3?
Who is the cake for? (Tag). 2 Listen and read. Trumpet,
Yes, we are!
Hello, Sally. Is Chatter here? Chatter, you I’m cleaning the
I’m washing
• Play the CD. Tell the children to follow the story in their books. 1 2 aren’t helping. floor. Patty isn’t
the dishes.
helping.
• Play the CD again, pausing after each picture to ask more
questions. E.g. Is Chatter washing the floor? Is it Chatter’s
birthday?, etc. Elicit yes/no responses.
• Ask the children to find and point to the new words from Yes, he is. We’re making
a cake for Tag. It’s his Yes, I am!
Exercise 1. birthday. Come in.
Oh, good.
• Play the CD a third time, pausing for the children to repeat This cake
3
3
is beautiful.
4
Hello, Tag! Happy Birthday, Tag!
as a class. Trumpet! Surprise!

3 Read again and write yes or no.

• Read the first statement aloud with the class. Elicit the
answer no and the picture that tells us this (1).
• Tell the children to read the story again and complete the I’m not eating the cake.
I’m tasting a strawberry.
exercise individually.
3 Read again and write yes or no.
1 They’re making a cake for Sally. no 3 Patty is cleaning the floor.
2 Chatter is washing the dishes. 4 Trumpet is tasting a strawberry.
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 Lesson 2 Structure
Aims: to practise the present continuous
Target language: I’m not/He/She isn’t/They aren’t (playing).,
Where am I?, I’m/He’s/She’s/They’re (playing) .
Recycled language: house vocabulary
Receptive language: What am I doing?
Materials: Class CD, vocabulary flashcards (Units 5a and
b), cut outs from Activity Book page 103
Warm-up
• Play a miming game to revise vocabulary from Lesson 1.
Mime washing the dishes, cleaning the floor, etc. Ask What
am I doing? Elicit, e.g. You’re washing the dishes.
4 Let’s learn! Listen and say. CD2 Track 2
• The children look at the pictures. What can they see?
• Play the CD twice. The second time, pause after each
sentence. They repeat as a class.
• Show the children some Unit 5 flashcards (verbs) to elicit
more negative sentences. Write the verbs on the board.
Show the ‘make’ flashcard and say She isn’t cooking.
She’s making a card. Show the ‘talk’ flashcard and elicit
They aren’t washing the dishes. They’re talking. Elicit more
negative sentences from the class using the flashcards and
the prompts on the board.
4 Let’s learn! Listen and say.
I’m not playing
basketball.
5 Find the differences and write.
cook sleep wash the dishes clean the floor
1 The man is cleaning the floor . 1
2 The woman . 2
3 The girls . 3
4 The boys . 4
5 The cat . 5
6 Make cards. Then play the game.
I’m washing my
hands. Where am I?
No, I’m not.
Yes, I am.
Your turn.
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5 Find the differences and write.
• The children look at the pictures. Read the verbs aloud with
the class. They point to the people doing the actions.
• Read the example sentences and do the rest of the
exercise orally with the class. Then tell the children to
complete the sentences in writing.
• Check the answers by asking individual children to read
out their sentences.
6 Make cards. Then play the game. AB page 103
• Tell the class that the children in the photo are playing a
game with cut out pictures.
• Read the speech bubbles; the children repeat.
• Ask them to cut out the cards on page 103 of their
Activity Books. Describe each card (e.g. She’s doing her
homework.) and ask the children to hold up the correct
card each time. For each card ask Where is he/she? Elicit
where in the house they think the people might be doing
the activities (e.g. She’s in the bedroom).
• Put the children in pairs to play. Demonstrate how to play
with a child. Each child has their own shuffled cards face
down on the desk. Child 1 takes the top card but doesn’t
show it to child 2. Child 1 thinks of an appropriate room/
location, mimes the action on his/her card and says, e.g.
I’m (washing my hands). Where am I? Child 2 has to guess
where child 1 is by asking questions, e.g. Are you in the
(bathroom)? If child 2 guesses correctly, he/she can keep
the card. The winner is the player with the most cards at
the end.
He isn’t playing
basketball.
Activity Book page 37
They aren’t playing
basketball. 4 Listen and circle. CD2 Track 3
Audioscript: TB page 119
• The children look at the pictures. They listen to the CD and
eat strawberries circle a or b depending on what each child is doing.
5 Look at 4 and write.
• The children look at the pictures in Exercise 4, number 1.
Read the example aloud with the class.
• Then tell them to look back at the pictures they circled and
The man isn’t cleaning the floor .
use the verb prompts to complete the sentences.
The woman .
The girls . 6 Write about you.
The boys .
The cat .
• Read the first prompt and the example sentence aloud with
page 103
the class.
• Then tell them to use the remaining prompts to write true
Are you in the
bathroom?
sentences about themselves, using the present continuous.
Are you in the
Round-up
kitchen? • Play the miming game as in the warm-up, but this time ask
the children to mime in pairs and guess the actions.
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 5c My birthday party 3 Read again and circle.
• Tell the children to read the sentences and decide whether
Lesson 1 Reading each is true or false.
• Read out number 1 and elicit yes from the class.
Aims: to read and understand a description of a birthday
• Tell them to complete the exercise individually or in pairs.
party; to consolidate vocabulary
Then check the answers as a class.
Recycled language: vocabulary and structures from Unit 5;
hat, presents, friends, excited, bored, smiling, wearing; toys Activity Book page 38
Receptive language: blow out the candles, There are …,
What are they doing? 1 Read. Then circle.
Materials: Class CD, photos of a birthday party (optional) • Tell the children they are going to read about a girl’s
birthday party and answer some questions about it. Ask
them to look at the pictures and elicit known vocabulary,
Warm-up e.g. presents, candles, party, friends.
• Remind the children what happened in the story in the last
• Give them time to read the text silently.
lesson. (It was Tag’s birthday and the animals made a
• Now read out the first sentence and elicit the correct
cake for him.) Talk about birthdays. Ask the children what
answer. Ask the children to read the other sentences and
they do on their birthday (make a cake, open presents,
to complete the exercise individually.
have a party, play games, sing Happy Birthday, etc). If you
have some pictures of a birthday party, show them to the • Check the answers as a class.
children to elicit vocabulary. 2 Look, read and tick.
1 Look at the photos. Find, point and say. • Ask the children to look at each picture and to tick the
• Tell the children they are going to read about a boy’s sentence which correctly describes it.
birthday party.
• Ask them to read the words in Exercise 1 silently, then find
the photos that show these words. Ask the children to say
the words aloud in order, then point to relevant photos.
Elicit other known vocabulary from the photos, (e.g. living
room, mum, friends, party).
• Encourage the children to make predictions about the
5c
text based on the photos. E.g. ask How old is he? What 1 Look at the photos. Find, point and say.
presents has he got? Is he happy? What are his friends cake hats presents candles friends

doing?, etc.
2 Listen and read. Then number. c

2 Listen and read. Then number. CD2 Track 4 a b

• Play the CD and tell the children to follow in their books.

• Play the CD again and pause after each speech bubble.
Give the children time to find the matching photo and write
the correct number in the box.
1 d
• Check the answers by asking individual children to read the
1
speech bubbles aloud and say which photo they match. It’s my birthday today. I’m 2
in the kitchen with my mum. I’m excited! I’m opening my
• Ask questions to check comprehension. E.g. Is the boy She’s making my birthday cake. presents in the living room.
It’s got white icing on it! I’m My sister is helping me.
bored? What presents has he got? What’s his mum doing? helping my mum. I’m tasting She’s excited, too. Wow! I’ve
the cake. Mmm! It’s lovely. got a robot, a football, a
What are his friends singing? guitar and a mobile phone.
3
4
I’m having a birthday party at home.
My friends are here. We’re wearing party My friends are singing Happy
hats. We’re dancing and playing party games. Birthday to me. I’m not singing
We aren’t bored. We’re all smiling and because I’m blowing out the
having lots of fun. I love birthday parties. candles on my cake. There are
eight candles. I’m eight today.

3 Read again and circle.

1 John is having a birthday party. yes / no
2 His birthday cake has got apples on it.
yes / no
3 His friends are singing a song. yes / no
46
4 He’s got lots of presents. yes / no
5 John and his friends are playing
football. yes / no
6 They’re bored. yes / no

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 Lesson 2 Listening, Speaking, Writing
Aims: Listening: identify children; Speaking: describe and
identify the correct child; Writing (Activity Book): spelling
rules for verbs + -ing, write about what you, your family and
friends are doing
Recycled language: vocabulary and structures from Unit 5
Materials: Class CD, Quiz
Warm-up
• Ask the children what they can remember about John’s
birthday party and elicit sentences. E.g. He’s opening his
presents. Use mime to help if necessary.
4 Listen and match. CD2 Track 5
Audioscript: TB page 119
• Ask the children to look at the picture. Describe individual
children and ask the class to point to them, e.g. He’s eating
cake. As a class, read the names of the children.
• Play the CD and let the children listen all the way through.
Tell them to point to each child in the picture as they hear
them described.
• Play the CD again, pausing after each section. The children
match the names to the children in the picture.
• Check the answers by reading out a name and eliciting
what he/she is doing.
4 Listen and match.
Daisy Peter
5 Look at 4. Choose and write.
• Read the verbs and ask the children to use each one to
complete the sentences about the children in Exercise 4.
• Check the answers by asking individual children to read
out their sentences.
6 Look at 4. Say and answer.
• Read the speech bubbles aloud with the class. Ask them to
point to Daisy in the picture in Exercise 4.
• Put the children into pairs. Ask them to take turns describing
the children in Exercise 4 and guessing their identity.
Activity Book page 39
3 Look. Then read and circle.
• Ask the children to read the verbs in the box. Draw their
attention to how verbs ending in -e lose the e when we
add ing.
• Read the example sentence aloud, then tell the children to
circle the correct form of the verb in the other sentences.
4 Choose and write.
• Read the verbs in the word bank aloud with the class. Ask
them to circle the verbs ending in -e. Remind them that
these will lose the e in the present continuous.
• Do the exercise orally with the class first. Then ask them to
complete the text individually.
• Check the answers by asking individual children to read
out sentences. Write the answers on the board so that
Tony
children can check that they have spelt the verbs correctly.

5 What are you, your family and friends doing

now? Choose and write.
• Ask the children to use the verbs in the word bank to write
an email describing what they or their family/friends are
doing now.
• First, tell them to circle the verbs they want to use in their
email, and then to use the model in Exercise 4 to write it.
Jane Anna Jim • Circulate around the class to help children as necessary.
5 Look at 4. Choose and write.
Alternatively you can set this for homework.
dance watch ring eat open

1 Daisy is opening her presents.

Round-up
2 Peter cake. • Ask the children to imagine being at a birthday party.
3 Tony the doorbell.
4 Jane TV. Ask an individual child to say what they are doing, e.g.
5 Anna and Jim . I’m opening my presents. Then ask the next child to
add another sentence, e.g. I’m singing Happy Birthday.
6 Look at 4. Say and answer.
Continue until the children run out of ideas.
She’s opening
her presents.
It’s Daisy.
Evaluation
Right. Your turn. • The children are now ready for the Quiz for this unit.
See the Active Teach Resources section.

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 6a
1a Are you going
to town?
Lesson 1 Vocabulary
Aims: to understand a cartoon story; to learn vocabulary
Target language: supermarket, library, cinema, food, rope,
go shopping, buy
Recycled language: town, swing, playground, carry,
bags, strong; zoo, school, airport, mountain, film, suitcases
(Activity Book)
Receptive language: We can …, There’s the … .
Materials: Class CD, vocabulary flashcards
Warm-up
• Tell the children they are going to read a story about the
animals going to town and elicit places you can visit in
town, e.g. park, playground, swimming pool, shops. Show
the flashcards (supermarket, library, cinema) to elicit/teach
the new vocabulary.
1 Listen, point and say. CD2 Track 6
• Ask the children to open their books and look at the pictures.
• Play the CD. The children point to each word as they listen.
• Play the CD again, pausing after each word for the children
to repeat.
• Stick the flashcards of the words on the board and say the
words in random order. Ask for volunteers to come up to
the front and point to the correct flashcard.
2 Listen and read. CD2 Track 7
• Talk about the story with the class. Ask questions about
each frame. E.g. Who can you see in picture 1? Point to the
Extra!
Prepare the children to act out the story. Let them practise in
their groups. Then invite groups to act out the story in front
of the class.
Activity Book page 40
1 Read and number.
• Ask the children to look at the pictures and elicit the places.
• Tell the children to read the sentences and number
the pictures.
2 Choose and write. Then match.
• Ask the children to look at the pictures. For each picture,
elicit what the person is doing and where they are, e.g.
He’s in the library. He’s reading a book. Use the words in
the word bank as prompts if necessary.
• Read the example sentence aloud with the class and ask
them to point to the picture that matches it. Tell them to
use the words in the word bank to complete the rest of the
sentences, then number the matching picture in each case.
• Check the answers by asking individual children to read
the sentences aloud and to point to the matching pictures.
6a
1 Listen, point and say.
supermarket library cinema food rope go shopping buy

library in picture 2. Where are they in picture 3? What’s 2 Listen and read.

Chatter got in picture 4?, etc. 1 2 2

Are you going

• Play the CD. Tell the children to follow the story in to town? Yes, I am. I’m
going shopping.
their books. There’s the
We can library. Wow! There’s
• Play the CD again, pausing after each picture to ask more help you. the cinema.
We’re going to
questions. E.g. Where’s Sally going? What’s she buying?, OK.
page 4 thumbnail the supermarket.
etc. Elicit one word responses.
• Ask the children to find and point to some of the new words Lots of food and a rope. I’m carrying the rope.
from Exercise 1. 3
What are We’re making a new 4 4
You can carry the bags.
you buying? swing in the playground. You’re strong, Trumpet.
• Play the CD a third time, pausing for the children to repeat
as a class.

3 Read again, find and write the name. Thank you,

Trumpet.
• Read out the first sentence. Ask the children to find the
sentence in the story, and ask them who says it (Sally).
• Tell them to read the story again. They find each sentence 3 Read again, find and write the name.
1 I’m going shopping. Sally 3 I’m buying food and a rope.
in the story and write who says it. 2 There’s the cinema. 4 I’m carrying the rope.

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 Lesson 2 Structure • Use the flashcards to ask other questions about the
characters. E.g. show the cinema flashcard and ask Are
Aims: to practise the present continuous Trumpet and Chatter going to the cinema? Elicit Yes, they
Target language: Am I/Are you/Is he/she/Are we/they are. Then show other flashcards and elicit similar questions
(drinking)? and short answers and answers from the children.
Recycled language: vocabulary from Lesson 1; food
vocabulary, wear, skirt, stand up, toy shop, zoo
5 Look and write.
Receptive language: I’m coming with you. • Ask the children to look at the picture; ask questions, e.g. Is
Materials: Class CD, vocabulary flashcards he wearing a hat? Elicit short answers.
• Read the example question and answer aloud. Do the rest
of the exercise orally as a class if necessary. Then ask the
Warm-up children to complete the exercise in writing.
• Play a flashcard game to revise vocabulary. Show three or • Check the answers by inviting pairs of children to read the
four flashcards quickly one after the other (e.g. cinema, food, questions and answers aloud.
supermarket). Ask the class to say the words in the correct
order. Repeat using other flashcards. 6 Look at 5. Ask and answer.
• Read the example speech bubbles and the food words.
4 Let’s learn! Listen and say. CD2 Track 8
• Ask the class questions about the picture in Exercise 5
• Ask the children to look at the pictures and tell you what using the prompts. E.g. Is he buying eggs? Elicit Yes, he is.
they can see. Elicit Tag is eating, etc. • Ask the children to ask and answer in pairs. Circulate to
• Play the CD twice. The second time, pause after each make sure the children are speaking correctly.
question and answer. They repeat as a class.
• Divide the class into two groups, one to ask the questions 7 Sing along with the band! CD2 Tracks 9 and 10
and the other to answer. Play the CD a third time, pausing • Talk about the picture. E.g. ask Where are they going? (to
so that each group can repeat their part. They swap roles. the cinema).
• Play the CD. The children listen, follow in their books and
clap to the rhythm.
• Teach the song line by line.
• Play the CD again. Encourage the children to join in.
4 Let’s learn! Listen and say.
Are they going Activity Book page 41
to the library?
Is he sitting down?
Yes, he is.
No, they aren’t. 3 Write and match.
Is he drinking?
No, he isn’t. • The children complete each question, then match the
questions to the answers.
5 Look and write.
1 Is the man buying (buy) apples? 4 Write and circle.
No, he isn’t.
2 he (buy) cheese? • Ask the children to look at picture 1. Read the example
3 the woman (stand up)? aloud with the class. Then ask them to write questions
using the verb prompts. They look at the pictures and circle
4 she (wear) a sweater?
the correct answer each time.
page 55 thumbnail
they (smile)?
5 Look and write.
6 Look at 5. Ask and answer.
spaghetti rope ice cream cheese • Ask the children to look at the numbered people in the
Is he buying rope? No, he isn’t.
sausages strawberries bread eggs
picture. Elicit questions using the prompts then ask the
7 Sing along with the band! class to answer them.
Are you going to the toy shop? I’m not going to the toy shop.
• Tell them to write the full questions and answers.
Are you going to the zoo? I’m not going to the zoo.
Are you going to the cinema? I’m going to the cinema. Round-up
Where are you going to? Are you coming, too?
Yes, I’m coming with you.
• In pairs, the children play a guessing game. One child
Yes, I’m coming with you. thinks about a place in town (e.g. the library). Their partner
asks questions to guess where they are going, e.g. Are you
going to the cinema? until they guess correctly.
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 6b
1a Wait here. 3 Read again and number in order.

Don’t move. • Read the sentences aloud with the class. Explain that
they describe key points in the story. The children have to
number them in order.
Lesson 1 Vocabulary • Tell the children to read the story again and complete the
exercise individually.
Aims: to understand a cartoon story; to learn vocabulary
Target language: man, thief, wait, move, chase, stop,
brave Extra!
Recycled language: library, police Prepare the children to act out the story. Let them practise in
their groups. Then invite groups to act out the story in front
Receptive language: brave, clever, Well done., Yummy!
of the class.
Materials: Class CD

Activity Book page 42

Warm-up
• Draw a police officer’s helmet on the board and elicit the
word police officer. Draw a thief’s swag bag on the board
and teach the word thief.
• Tell the children they are going to read and listen to a story
about a police officer and a thief. Ask questions to help
them make predictions about the story. E.g. What’s in the
bag? What’s the police officer doing? What’s the thief doing?
1 Listen, point and say. CD2 Track 11
• Ask the children to open their books and look at the pictures.
• Play the CD. The children point to each word as they listen.
• Play the CD again, pausing after each word for the children
to repeat.
• Say the words in random order and ask the children to
point to the pictures as you say the words.
2 Listen and read. CD2 Track 12
1 Choose and write.
• The children circle the word that describes each picture.
They then write the correct word on the line under the
picture.
2 Choose and write.
• Ask the children to look at the picture. Elicit known
vocabulary, (e.g. man, woman, boy, dog, car, thief, police
officer).
• Read the sentences in the word bank and ask them to
write each sentence in the correct speech bubble.
6b
1 Listen, point and say.

• Talk about the story with the class. Ask questions about
each frame. E.g. Where is Sally in picture 1? Who can you
see in picture 2? Are Trumpet and Chatter running in man thief wait move chase stop brave

picture 3? Are they happy in picture 4? 2 Listen and read.

• Play the CD. Tell the children to follow the story in 1 2

I’m going to the library. Look at that man.

their books. Wait here, please. Why is he running?
Don’t move.
• Play the CD again, pausing after each picture to ask more Why are the police
chasing the man?
questions. E.g. Who is the man in the green sweater? Who
is chasing him? Elicit one word responses. page 4 thumbnail
• Ask the children to find and point to the new words from
Exercise 1. You’re brave and clever
animals. Thank you.
• Play the CD a third time, pausing for the children to repeat 3 Stop, thief! 4
Well done!
He’s coming this
as a class. way. Let’s help. Let’s go and have
an ice cream.

Yummy!

3 Read again and number in order.

The police are chasing the thief. 1 Sally is going to the library.
The animals are helping the police. The animals have got the thief.
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 Lesson 2 Structure
Aims: to learn imperatives and Let’s …
Target language: Run., Let’s (run)., Don’t (run).
Recycled language: vocabulary from previous units, river
Receptive language: make a mess, Sally says … .
Materials: Class CD, vocabulary flashcards (Unit 6a)
Warm-up
• Give the children instructions and ask them to mime the
actions, e.g. Move. Run! Stop! Stand up! Sit down!, etc. Then
ask individual children to give similar instructions to the
class and ask the class to follow them.
4 Let’s learn! Listen and say. CD2 Track 13
• Ask the children to look at the pictures and tell you what
they can see.
• Play the CD. The children follow the words in their books.
• Play the CD again and pause after each instruction. They
repeat as a class.
• Write cinema, library, school, zoo, swimming pool on the
board. Point to school and say Let’s learn English. Don’t run
in the classroom. Listen to the teacher. Mime the actions to
help the children understand. Elicit other similar sentences
for the other places on the board.
4 Let’s learn! Listen and say.
Run!
Yes, let’s run.
5 Listen and circle.
1 2
a b
3 a b 4
page 5 thumbnail
6 Read and match.
1 Grandma is coming today.
2 This is a library.
3 It’s 7 o‘clock in the morning.
4 The police are chasing the thief.
5 I’m bored.
6 I’m hungry.
7 Play the game. Sally says
Sally says ‘Dance, please’. ‘Stop, please’.
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5 Listen and circle. CD2 Track 14
Audioscript: TB page 120
• Ask the children to look at the pictures and elicit known
vocabulary, e.g. library, river, kitchen, pizza, football. Say
Look at picture 1. Where are they? What are they doing?
Repeat with the other pictures.
• Play the CD and let the children listen all the way through.
• Play the CD again, pausing after each section for them to
circle the correct picture.
• Check the answers as a class and elicit a sentence about
each circled picture. E.g. (number 1) Let’s go to the library.,
(number 2) Don’t swim in the river., (number 3) Let’s make
a pizza., (number 4) Don’t play football.
6 Read and match.
• Read the example aloud with the class. Explain that they
have to match the responses to the statements.
• Ask the children to complete the exercise individually.
7 Play the game.
• Tell the class that the children in the photos are playing a
game called ‘Sally says’. Explain that the game is similar to
the game ‘Simon says’.
• Look at the photos and ask what the children are doing.
Read the speech bubbles aloud with the class. Explain that
if you say Sally says before the instruction (e.g. Sally says
‘Stop, please’.) they must do the action. But if you don’t say
Sally says then they mustn’t do the action. If they do the
Don’t run.
wrong thing then they are out of the game. The winner(s) is
the last person remaining at the end of the game.
• You can play the game as a whole class, or in small groups.
Activity Book page 43
3 Listen and number. Then choose and write.
a b
CD2 Track 15
Audioscript: TB page 120
a b
• The children look at the pictures. They listen to the CD and
number each picture.
• They choose the correct sentence from the word bank and
write it on the line under each picture.
a Let’s have lunch. 4 Read and write. Use Let’s or Don’t.
b Let’s go to the cinema.
c Please don’t talk. • The children read the sentences and write Let’s or Don’t to
d Wake up!
e Please don’t make a mess. complete each one.
f Let’s help.
Let’s
Round-up
sit down.
• Play a flashcard game to revise the unit vocabulary. The
children play in pairs. Show a flashcard, e.g. library. The
first pair to say a correct sentence using the word, e.g. Let’s
go to the library. wins a point.
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 6c The bear fight 3 Read again and answer.
• Read out the first question and elicit the example answer.
Lesson 1 Reading Read the rest of the questions aloud and ask the children
to tell you the answers. Ask them to point to the relevant
Aims: to read and understand a longer story; to learn new pictures in the story as they answer the questions.
vocabulary
• Tell the children to complete the exercise individually
Target language: saucepan, fight (v), swing (v), go for in writing.
a walk
Recycled language: vocabulary and structures from Units Activity Book page 44
5 and 6
Receptive language: There’s a …, Don’t worry., Are you OK? 1 Read and tick.
Materials: Class CD, vocabulary flashcards • The children read the sentences under each picture and
tick the one which correctly describes it.

Warm-up 2 Choose and write.

• Revise some action verbs in preparation for the story. Draw
some very simple prompts on the board, (e.g. a TV, a pair
of skis, a mountain). Point to each prompt and ask What
am I doing? Elicit sentences, e.g. You’re watching TV. Then
use the flashcards to teach the new verbs for the story.
• Read the verbs aloud with the children. Ask the children to
look at the silhouettes and match the verbs to them. They
then use the verbs in the present continuous to complete
the sentences.

1 Listen, point and say. CD2 Track 16

• Ask the children to open their books and look at the
pictures at the top of page 53. Tell them that these are
words they will hear in the story.
• Play the CD. The children point to each word as they listen.
• Play the CD again, pausing after each word for the children
to repeat.
• Show the flashcards in random order and ask the children
to shout out the words. 6c
2 Listen and read. CD2 Track 17
• Tell the children to look at the pictures. Ask some simple 1 Adam! Harry! 2
Where are you? We’re in my Good. It’s a lovely
questions about each frame. E.g. Where are they boys? bedroom, sunny day. Let’s
Are you Grandma! go for a walk.
Where’s grandma? Are they climbing a mountain?, etc. watching TV?
No, we aren’t. Oh, no, Grandma!
We’re playing!
• Play the CD. Tell the children to follow the story in
their books.
• Play the CD again and tell the children to follow the
text with their fingers. Pause after each frame and ask
questions to check comprehension of the story and 3 4

the new vocabulary. E.g. Where are the boys? Are they What are
What?
you playing?
watching TV? What are they playing?
I’m swinging
on a rope and We’re climbing
Harry is skiing. a mountain
now, Grandma.
Are you OK?

1 Listen, point and say. 2 Listen and read.

3 Read again and answer.

1 Are Harry and Adam in the bedroom? Yes, they are.
2 Are they watching TV?
3 Is Grandma in the kitchen?
4 Is she carrying a saucepan?
5 Are the boys playing a computer game?
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 Lesson 2 Writing Activity Book page 45
Aims: to develop Writing skills (Activity Book): spelling of 3 Look! Then read and circle.
present continuous; writing a postcard • Ask the children to read the verbs in the box. Draw their
Recycled language: vocabulary and structures from Units attention to how verbs ending in -i, -m, -n and -t double the
5 and 6, holiday vocabulary, places, weather, activities final letter when we add ing.
(Activity Book) • Read the example sentence aloud, then tell the children to
Receptive language: There isn’t … circle the correct form of the verbs in the other sentences.
Materials: Class CD, vocabulary flashcards, Quiz
4 Choose and write.
• Read the verbs in the word bank aloud with the class.
Warm-up
• Ask them to complete the text individually, paying attention
• Ask the class what they can remember about the story in
to the spelling of the verbs in the present continuous.
the previous lesson. Show them the flashcards and elicit
• Check the answers by asking individual children to read
sentences. E.g. They’re going for a walk. I’ve got a saucepan.
out sentences. Write the answers on the board so that
Play the CD and let them listen to the story again.
children can check that they have spelt the verbs correctly.
4 Choose and write. Write the correct verb
5 Read and circle.
forms.
• Tell the children that they are going to write a holiday
• The children complete the summary of the story, using the
postcard. First they read the questions then circle the
words from the word bank. You can do some or all of the
answers they want to use in their postcard.
exercise orally with the class before asking the children to
write the words. 6 Write a postcard. Draw or stick a photo.
• Check the answers by asking children around the class to
• Ask the children to use the answers they chose in
read a sentence each aloud.
Exercise 5 to write a postcard. They can also use the model
text in Exercise 4 to help them.
• Circulate around the class to help children as necessary.
Alternatively you can set this for homework.

Pupils’ Book pages 52–53

saucepan fight swing go for a walk 5 Listen again and act out. CD2 Track 17
Arthur! There’s a • Tell the class they are going to act out the story. Ask them
5 Yes! Harry is 6
bear in the bedroom!
chasing a bear! A bear? to open their Pupils’ Books at the story page again.
Yes. The boys are
In your
fighting a bear! • Divide the class into groups of four and allocate a role to
bedroom? each child (Grandma, Grandpa, Harry and Adam).
• Play the CD. Pause after each frame and demonstrate
Yes! I’m fighting actions to accompany the words.
the bear now!
• Play the CD again, pausing after each speech bubble for the
7
I’m coming, boys! I’ve got 8 We’re playing a children to repeat the lines of their character. Encourage them
a saucepan! Don’t worry! computer game,
Grandpa! to mimic their character’s voice, and to perform the actions.
• The children act out the story in their groups.
• Invite some groups to act out in front of the class.
Let’s make
spaghetti!
Round-up
• Play a miming game to finish the lesson. The children play
in pairs. One child acts out an action from the story (e.g.
4 Choose and write. Write the correct verb forms. skiing, climbing a mountain). Their partner guesses what
fight ski watch swing mountain saucepan bedroom they are doing (e.g. You’re skiing.).
Harry and Adam are in the (1) bedroom . They aren’t (2) TV. Adam is
(3) on a rope and Harry is (4) . Now they’re climbing a
(5) . Now they’re (6) a bear. Grandpa is scared. He’s got a Evaluation
(7) . But there isn’t a bear. Harry and Adam are playing a computer game!
• The children are now ready for the Quiz for this unit.
5 Listen again and act out. See the Active Teach Resources section.
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 Social Science: 3 Read again and circle.
Jobs in our community • Read the example sentence aloud and elicit the answer.
• Then ask the children to read the texts again and complete
Lesson 1 Reading the exercise individually.

Aims: to read about people’s jobs; to revise language from
Units 5 and 6
Target language: librarian, police officer, police station, fire
station, post office
Recycled language: fire engine, work, drive
Receptive language: use, find, letters
Materials: Class CD, pictures of people doing different jobs
(optional)
Activity Book page 46
1 Choose and write.
• Ask the children to read the words in the word bank and to
identify the pictures they describe.
• Read the example sentence then ask them to write a
similar sentence about each picture using the words in the
word bank.

2 Read and match.

Warm-up
• Show the pictures to revise jobs the children know, or
brainstorm jobs as a class and write them on the board,
Talk about what these people do in their jobs. E.g. ask
Where does he/she work? Who does he/she help?, etc.
• Ask the children if they know anyone who does any of
these jobs.
1 Listen, point and read. CD2 Track 18
• Ask the children to open their books and to look at the
photos of the people.
• Tell them they are going to read about the jobs the people
do. Draw attention to the photos and ask questions about
them. E.g. What’s his/her job? Where is he/she? What’s
this? What is he/she doing?, etc. Encourage the children to
make guesses, eliciting full sentences if possible.
• Read the example sentence aloud with the class then ask
the children to match the sentence halves.
• Check the answers by asking individual children to read
the full sentences.
3 Choose and write.
• Ask the children to identify the job in the picture (postman).
Ask them what they can tell you about what a postman does.
• Read the words in the word bank and the example
sentence. Ask the children to complete the exercise
individually.
Social Science
What’s your job?
1 Listen, point and read.

• Play the CD and the children listen and follow in their a I’m a firefighter. b I’m a librarian.
books. Then say Point to the firefighter. Ask Where does he I work at the fire I work at the
station. I help library. I use my
work? Focus on the key words (librarian, police station, fire people in fires. I computer and
station, police car, fire engine, post office) and check that drive a fire engine. help people
It’s very big and find books. I
the children understand them. See if the children’s earlier it’s got lots of read stories to
predictions were correct. water in it. children, too.

• Help the children guess the meaning of any words they c d e

don’t know (letters, work, drive) by drawing their attention to

the other words used in texts. E.g. children might be able to
guess letters by associating it with postwoman and parcels.
I’m a police officer. I’m a postwoman. I work
1
2 Listen and number. CD2 Track 19 I work at the police at the post office. I get
station. I help people in up very early every day.
Audioscript: TB page 120 I’m a teacher. I work at the town. I usually walk I carry letters and parcels
the school. I help children but I sometimes drive a to your home. I don’t drive
with English and Maths.
• Tell the children they are going to listen to some more police car. a car, I ride my bike.

information about the jobs in the photos.

• Play the CD and ask them to point to the photos they think 2 Listen and number.

are being spoken about as they listen.
• Play the CD again, pausing after each section so that the
children can number the box in each photo.
• Check the answers as a class by saying a number and
asking individual children to read out the relevant text.
54
3 Read again and circle.
1 She works at the police station. She’s a firefighter / police officer.
2 He works at the library. He’s a doctor / librarian.
3 He works at the fire station. He’s a librarian / firefighter.
4 He works at the school. He’s a teacher / police officer.
5 She works at the post office. She’s a postwoman / teacher.

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 Lesson 2 Vocabulary, Speaking, Writing 4 Listen and number. Then write. CD2 Track 20
Aims: to consolidate vocabulary from Lesson 1; to talk about Audioscript: TB pages 120–121
jobs; to write about a job • Ask the children to look at the photos of the people and
Target language: He’s a (job)., He works at the (place)., He identify them. Ask a child to think of one of the jobs and
drives a police car., He helps people., Do you work/drive/ ask the class to try and guess what it is. Ask questions to
help … ? prompt children’s guesses. E.g. Do you help children? Do
Recycled language: vocabulary from Lesson 1 you work in a school?, etc. Encourage the children to ask
Materials: pictures of jobs (optional), blank A4 paper or similar questions.
notebooks • Tell the children they are going to listen to the people
being asked about their jobs. Play the CD, pausing after
each dialogue for the children to identify the person and
Warm-up to number the photo.
• Ask the children what they can remember about the • Play the CD again for the children to check their own
people they read about in the first lesson. answers.
• Show pictures of people doing their jobs (if you have them). • Point to photo 1 and read the example sentence aloud. Ask
Hold up a picture of a police officer and ask What’s his the children to complete the sentences individually. Explain
job? Where does he work? Does he drive a car?, etc. Elicit that the sentence numbers match the photo numbers.
the answers He’s a police officer. He works at the police • Check the answers; children read the sentences aloud.
station. He sometimes drives a car. Repeat with pictures
of the other jobs. If you don’t have pictures you could draw 5 Play the game.
prompts on the board to elicit the information, e.g. a police
• Tell the class that the children in the photos are playing
officer’s helmet, a book, a bike/letter, a blackboard and
a guessing game. Read the questions and ask a child to
chalk, a water hose.
read the answers. After each question and answer, ask the
children to guess which job is being described.
• Tell the class they are going to play the same game in
pairs. Each child chooses one of the jobs from Exercise 4.
Their partner asks questions to guess the job. Tell them to
use the words from Exercise 4 as prompts.
Jobs in our communit y • Circulate around the class helping the children as
4 Listen and number. Then write. necessary and listening for common mistakes. If time
permits, ask individual pairs to play the game aloud.

6 Your project! Write about a job. Draw or find

a picture.
1
1 She drives a fire engine
. She’s a firefighter . • Ask the children to look at the photo of the zookeeper and
2 She teaches children English and . She’s . ask What’s her job? Where does she work? Read the text
3 He sometimes rides a . He’s .
4 She children find books. She’s . about the zookeeper aloud with the class.
5 He sometimes drives a . He’s .
• Tell the children they are going to write a similar text about
5 Play the game. a job of their choice and draw or find a picture. They can do
this in their notebooks, or on a loose piece of paper if you
Do you help children? Yes I do. wish to make a class display later.
Do you work at the library? No I don’t. • Go around the class and help children as necessary.
Do you drive a police car? Yes, I do. • Ask various children to share what they have written.
You’re a police officer. Yes, I am.
Activity Book page 98
My Picture Dictionary: Cross-curricular links
6 Your project! Write about a job. Draw or find a picture. CD2 Track 25
This is a police This is a zoo keeper. Wordlist TB page 130
officer. He works at She works at the zoo.
the police station. She feeds the animals • The children can label the photos in their Picture Dictionary
He helps people. every day and gives now. Play the CD. The children listen and repeat. Then they
He drives a police car. them water.
write the words under the photos. Alternatively, they do this
55 in the Review Lesson 2. (See Introduction page vii.)

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 Review 3 4 Listen and chant. CD2 Track 22
Lesson 1 Audioscript: TB page 121
• Ask the children to look at the picture; ask questions. E.g.
Aims: to consolidate language from Units 5 and 6; to focus
on the sounds /tʃ/ and /ʃ/
What are the children doing? (running). Who’s chasing the
children? (the goat), etc.
Recycled language: vocabulary from Units 5 and 6
• Read the chant. Draw attention to the pink and blue letters.
Materials: Class CD
• Play the CD. Pause after each set of sounds (/ʃ/ /ʃ/ /ʃ/ – /tʃ/
/tʃ/ /tʃ/) and ask the children to repeat.
Warm-up • Continue and pause again after each set of phrases (She’s
• Play a game to revise jobs, places in town, rooms in a house chasing; the shy children; to the shop). In each case, ask
and verbs. Write those categories on the board as headings. what sounds the children heard.
Divide the class into groups and say a word in one of the • Play the rest of the CD. Encourage the children to join in.
categories (e.g. police officer) and write it on the board under • Ask the class to repeat the chant quickly four times.
the correct heading. Give the children two minutes to think of as
many words as they can for each category. The winners are the Activity Book page 47
group with the most words. Ask them to come up to the board
1 Listen and match. Then circle and write.
and write the words they brainstormed under the headings.
CD2 Track 23
1 Choose and write. Audioscript: TB page 121
• Read the words in the word bank aloud with the class. • Ask the children questions about the picture. E.g. Is he/she
Read the example and elicit the final word in number 1 carrying a bag? Tell them to listen to the CD and match
(buy). Explain that they have to complete categories 2-4 each name to one of the children in the picture.
with the words in the word bank. Remind them of the • Play the CD twice, pausing the second time for the children
warm-up activity if they don’t understand. to draw matching lines.
• Ask them to complete the exercise individually. • Check the answers. Then ask the children to read the
sentences, then circle and write the correct verb each time.
2 Listen and circle. Then ask and answer.
CD2 Track 21
Audioscript: TB page 121 Review 3
1 Choose and write.
• Tell the children that the boy in the picture is talking on the librarian make kitchen cinema buy shop firefighter garden
phone about his family and what they are doing. 1 cook learn jump make
2 school library supermarket
• Play the CD and ask the children to listen all the way through. 3 teacher police officer postman
• Play the CD again, pausing after each section for the 4 bathroom bedroom living room

children to circle the correct phrase. 2 Listen and circle. Then ask and answer.

• Check the answers by asking questions. E.g. Is mum 1 Mum is making a cake / cooking lunch.
2 Dad is washing the floor / watching TV.
making a cake? Elicit No, she isn’t. She’s cooking lunch. 3 Tom is learning the guitar / doing his homework.
4 Susan is talking to mum / reading a book.
• Read the speech bubbles with the children. Then ask them
to ask and answer similar questions about each person. What’s Mum doing? No, she isn’t.
Is she making a cake? She’s cooking lunch.

3 What about you? Choose and write. Then

tell the class.
3 What about you? Choose and write. Then tell the class.
• Read the words and phrases in the word bank aloud and learning English singing standing up sitting down
wearing brown shoes laughing listening writing
ask the children to mime each one to check understanding. 1 I’m .
• Ask individual children to complete the sentences about 2 I’m not .
3 My teacher .
themselves, their teacher and their friend. 4 We .
• Check the answers by asking individual children to read
4 Listen and chant.
their sentences aloud.
She’s chasing the shy children
t o t he s h
op.

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 Lesson 2 • To play it in pairs, tell the children to start on circle 1 and
move through the quiz completing the sentences or
Aims: to consolidate language by doing a quiz; to evaluate answering the questions in pairs. The first pair to finish gets
progress a bonus of 5 points.
Target language: vocabulary and structures from Units 5 Check the answers as a class when the pairs have all
and 6 finished playing by asking individual children to read
Materials: Class CD, Progress Review 3 sentences aloud. They get one point for each correct
answer. The winners are the pair with the most points.

Warm-up CD2 Track 22 Activity Book page 47

• Practise the chant again from Lesson 1.
2 Write and check. Now colour.
5 Do the quiz. • This is a self-assessment activity. Ask the children to look at
• The quiz can be done as a team game with the whole the pictures and write the correct words/phrase.
class or in pairs. • Check the answers as a class. The children tick or cross
• To play it as a team game, divide the class into two teams, each box. They then colour the appropriate face: OK, Good
A and B. Say a number and ask a child in Team A to say or Excellent, depending on how many ticks they got. This
and complete the sentence or answer the question in the can also be set for homework.
circle. If they don’t know the answer, they can ask their
team mates. Give two points if the child answers with a Activity Book pages 92-93, 98
full sentence and one point if the child has help or doesn’t My Picture Dictionary CD2 Tracks 24 and 25
answer with a full sentence. If the answer is wrong, ask Wordlist TB page 130
the other team.
• The children can now label the pictures in their Picture
Then ask Team B a question and so on until all the questions
Dictionary. Play the CD if there is time. The children listen
have been asked. The team with the highest score wins.
and repeat. Then they write the words under the pictures.
(See Introduction page vii.)

Evaluation
• You can use Progress Review 3 as a test in class.
5 Do the quiz. 2 3
Are you
See the Active Teach Resources section.
1 at home?
.
The phone is
She’s .
4
START .
Are you
skiing?
16
The kitchen .
15
It’s my
is a mess. 5
14
birthday. Let’s

clean the floor.

a cake.

WE LL
17
I’m tasting a
Is she buying

NE !
.

DO
a rope? Is she going
to the cinema?
6

13
18 eat in the
FINISH classroom.
20

Are they reading? 19 7

I
This is a He’s Are you
learning
library. Please the thief. wearing
12 English.
black shoes?
talk.
Wait here,
please. Don’t 9 8
10
!
I’m I’m bored.

They’re the dishes. go to the

11
Help! It’s a bear. cinema.
basketball. !

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 7a These are crabs. Extra!
Prepare the children to act out the story. Let them practise in
Lesson 1 Vocabulary their groups. Then invite groups to act out the story in front
of the class.
Aims: to understand a cartoon story; to learn vocabulary
Target language: fish, crab, dolphin, turtle, take a photo,
Activity Book page 48
rain (v)
Recycled language: Let’s go …., You’ve got …. 1 Look and number.
Receptive language: Oh no!, I’ve got a good idea.,
• Ask the children to look at the picture and read the words
Can you …?
on the right.
Materials: Class CD, vocabulary flashcards
• Show them how the fish in the picture are labelled number
1. Ask them to write the numbers 2–6 next to the other sea
animals in the picture.
Warm-up
• Tell the class they are going to read a story about Tag 2 Read, look and match. Then write.
and Patty going to see some sea animals. Talk to the
• The children look at the pictures and say what they can see.
children about animals that live in the sea and elicit known
vocabulary (e.g. octopus, whale, penguin). • Read the first text aloud and elicit that it describes a turtle.
Ask them to read the texts and match each one to the
1 Listen, point and say. CD2 Track 26 correct picture. They then write the name of the animal
each time.
• Ask the children to open their books and look at
the pictures.
• Play the CD. The children point to each word as they listen.
• Play the CD again, pausing after each word for the children
to repeat.
• Say one of the target words. Then show the children the
flashcards one at a time. The children shout the word when
they see the matching flashcard.

Listen and read. CD2 Track 27

2
7a
• Talk about the story with the class. Ask questions about
1 Listen, point and say.
each frame. E.g. Is it sunny in picture 1? What can you see
in pictures 2 and 3? What has Patty got in picture 4?
• Play the CD. Tell the children to follow the story in
fish crab dolphin turtle take a rain
their books. photo
2 Listen and read.
• Play the CD again, pausing after each picture to ask more
1 Oh, no! It’s raining. 2 What’s this?
questions. E.g. What’s this? What are these?, etc. Elicit one
word responses.
• Ask the children to find and point to the new words from
Exercise 1.
• Play the CD a third time, pausing for the children to repeat
I’ve got a good idea. Let’s It’s a dolphin. And
as a class. go and see the fish. that’s a turtle.
You’ve got your camera. Can you
3 Read again and write yes or no. 3
What are these? 4
take a photo of me, please?

• Read out the example sentence and elicit the answer.

• Then tell the children to read the story again and complete
the exercise individually.
They’re crabs. Look,
these are fish.They’re Yes, of course.
my favourites!
Oh, dear!
3 Read again and write yes or no.
1 It’s sunny. no
2 Patty and Tag are looking at the fish.
3 Patty has got her camera.
58 4 There’s a crab in the photo.

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 Lesson 2 Structure
Aims: to learn the use of This is and These are
Target language: This is a/an …., These are …., What are
these? Activity Book: Is this…? Yes, it is./No, it isn’t., Are
these…? Yes, they are./No, they aren’t.
Recycled language: vocabulary from Lesson 1, It’s/They’re
swimming., octopus, What’s this?
Receptive language: I/It/They can see …
Materials: Class CD, vocabulary flashcards
Warm-up
• Revise vocabulary from the previous lesson by playing a
flashcard game. Show the class one of the flashcards, but
cover it with a piece of paper. Slowly reveal the picture. The
children guess as quickly as they can what the flashcard
shows. Repeat with the other flashcards.
4 Let’s learn! Listen and say. CD2 Track 28
• Ask the children to look at the picture and ask them what
they can see.
• Play the CD twice. The second time, pause after each
sentence. They repeat as a class.
• Draw a fish on the board and elicit This is a fish. Then draw
several more fish and elicit These are fish. Repeat with realia
from around the classroom, (e.g. one pencil/several pencils).
4 Let’s learn! Listen and say.
This is an octopus.
5 Listen and stick. Then match and write This is or These are.
1 2
3
a b c These are
fish. a dolphin. crabs.
6 Look at 5. Point, ask and answer.
What are these? These are fish. What’s this?
7 Sing along with the band!
This is a fish.
It’s swimming in the sea.
I can see the fish
and it can see me.
It can see me.
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5 Listen and stick. Then match and write
This is or These are. CD2 Track 29
Audioscript: TB page 121
• Ask the children to find the stickers at the back of their Pupils’
Books. Say the words, fish, crabs, dolphin, turtle and ask the
children to point to the correct sticker each time.
• Play the CD. Tell the children to point to each sticker as
they listen.
• Explain that the children must stick the stickers in the
correct order. Play the CD again, pausing for the children to
choose the correct sticker and stick it in their books.
• Draw attention to the matching line between the picture of
the crabs and the sentence below. Tell them to match the
other pictures to the sentences and to complete them with
This is or These are.
6 Look at 5. Point, ask and answer.
• Read the speech bubbles aloud with the class. Ask the
children to point to the fish and the turtle in Exercise 5.
Elicit that there are several fish and only one turtle.
• The children work in pairs. One points to a picture and asks
a question. The other answers. Then they swap roles.
7 Sing along with the band! CD2 Tracks 30 and 31
• Talk about the picture. Ask Where are they? How many
dolphins can you see? Can you see a shark?, etc.
• Play the CD. The children listen, follow in their books and
clap to the rhythm.
• Teach the song line by line using actions.
• Play the CD again. Encourage the children to join in and do
These are crabs. the actions.
Activity Book page 49
4
3 Look and circle.
• Ask the children to look at the pictures and to circle the
correct words in each sentence.
4 Look and write. Use This is or These are.
d • The children look at the pictures and complete the sentences
a turtle.
with This is or These are.
This is a turtle. 5 Write and answer.
• Ask the children to look at the pictures, complete each
question and write short answers. Explain that when there
These are dolphins. is a cross through the picture they write a negative answer.
They’re swimming in the sea.
I can see the dolphins
and they can see me. Round-up
They can see me. • Ask the children to tell each other about the things in their
bag or desk, using the target language. E.g. This is my
rubber. These are my pencils.
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 7b It’s got big teeth. 3 Read again and circle.
• Read the first statement aloud with the class. Elicit
Lesson 1 Vocabulary the answer.
• Tell the children to read the story again and complete the
Aims: to understand a cartoon story; to learn vocabulary
exercise individually, circling the correct option each time.
Target language: people, men, women, teeth, shark,
feed, tall
Extra!
Recycled language: pool, friend; Activity Book: short, big,
Prepare the children to act out the story. Let them practise in
small, slow, fast, hot, cold
their groups. Then invite groups to act out the story in front
Receptive language: I can’t see., Come here!, I’m here., of the class.
There’s a …, It’s OK.
Materials: Class CD, vocabulary flashcards
Activity Book page 50

Warm-up CD2 Tracks 30 and 31 1 Find and circle. Then write.

• Start the lesson by singing the song from the previous • Ask the children to look at the pictures and check they know
lesson. Ask the children to do the actions as they sing. the words. They find and circle the words in the wordsearch.
• Ask the children which sea animals are in the song (fish, • They then write each word under the correct picture.
dolphins) and revise the other sea animals from the
previous lesson (turtle, crab, octopus). Ask them if they 2 Choose and write.
know an animal which has very big teeth and lives in the • Read the words in the word bank with the class and make
sea. Elicit/Teach shark. sure they understand them.
• Then ask them to look at the pictures. Tell them to choose
1 Listen, point and say. CD2 Track 32
the correct word to complete each sentence.
• Ask the children to open their books and look at the pictures.
• Play the CD. The children point to each word as they listen.
• Play the CD again, pausing after each word for the children
to repeat.
• Say the words in random order and ask them to point to
the correct picture. 7b
• Say one of the target words then show the children the
1 Listen, point and say.
flashcards one at a time. The children say the word when
they see the matching flashcard.

2 Listen and read. CD2 Track 33 people men women teeth shark feed tall

2 Listen and read.

• Talk about the story with the class. Ask questions about
1 Lots of people are at the pool. Two men are 2feeding the sharks.
each frame. E.g. How many men are in the pool in
I can’t see. These women are very tall.
picture 1? What can you see in picture 2? What is Patty
doing in picture 3?
• Play the CD. Tell the children to follow the story in their
books.
• Play the CD again, pausing after each picture to ask more Come here, Patty!
questions. E.g. Are the men playing with the shark? Are the 2 3
I’m here. Patty, there’s a big
women small?, etc. Elicit yes/no responses. shark in the pool.
• Ask the children to find and point to the new words from
Exercise 1.
• Play the CD a third time, pausing for the children to repeat
as a class. Wow! Look at this
shark! Look at
its teeth! Patty, It’s OK. The shark
where are you? is my friend!
3 Read again and circle.
1 The men are eating / feeding the sharks. 3 The shark has got big teeth / feet.
2 The women / men are tall. 4 The shark is in the park / pool.

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 Lesson 2 Structure 5 Choose and write.
Aims: to learn plurals • Ask the children to look at the picture. Say I can see two
Target language: regular and irregular plural forms of babies. Ask them to point to the babies in the picture.
nouns, a pair Repeat with the other people/animals in the picture.
Recycled language: watch (n) , fox, dress, dish, strawberry, • Then tell the children to complete the sentences with
baby, family, spy, fish, children, man, men, women, feet, the plural form of the words in the word bank. Check
These are…, present continuous the answers by asking individual children to read their
Materials: Class CD, cut outs from Activity Book page 105 sentences aloud.

6 Look at 5. Ask and answer.

Warm-up • Read the first speech bubble aloud with the class. Ask
• Play a drawing game to revise vocabulary from Lesson 1. them to point to the children in the picture. Elicit the answer
Ask an individual child to come up to the board and whisper in the second speech bubble.
a word to them, e.g. fish. The child starts to draw a fish on • Then tell the children to work in pairs, asking and
the board and the class try to guess what it is. answering about the picture in Exercise 5.

4 Let’s learn! Listen and say. CD2 Track 34 7 Make cards. Then play the game. AB page 105
• Ask the children to look at the pictures and tell you what • Tell the class that the children in the photo are playing a
they can see. game with cut out pictures and words.
• Play the CD twice. The second time, pause after each pair • Ask them to cut out the cards on page 105 of their
of words. They repeat as a class. Encourage the children to Activity Books.
notice the spellings of the various plurals. • Read the speech bubble aloud and ask the children to
• Write on the board I’ve got a watch. She’s got two … . Ask repeat. They will play the game in pairs.
a child to write the missing plural (watches) on the board. • Ask the players to combine their cards, shuffle them then
Then read the sentences with the class. Repeat with some lay them out in rows on the desk, face down.
of the other plurals. • This is a memory game. Demonstrate how to play with a
child. Child 1 picks up two cards; if they match (e.g. babies:
the picture and the word) he/she keeps the pair. If they
don’t match, he/she puts the cards back in their original
4 Let’s learn! Listen and say.
positions on the desk. Players take turns. The winner is the
one with the most pairs of cards at the end.
watch watches strawberry strawberries foot feet
fox
dress
foxes
dresses
baby
family
babies
families
child
man
children
men
Activity Book page 51
dish dishes spy spies woman women
fish fish 3 Write the plurals. Then listen and check.
5 Choose and write. CD2 Track 35
baby fox woman child man
1 The children are on the swings.
Audioscript: TB page 122
2 The are sleeping.
3 The are reading. • The children look at the words in the word bank and write
4 The are playing tennis. the plural of each one in the correct column. They then
5 The are hiding.
listen to the CD to check their answers.
6 Look at 5. Ask and answer.
What are the children doing? They’re playing on the swings.
4 Look, count and write.
Right. • The children look at the pictures and write the correct
7 Make cards. Then play the game. page 105 number of people or objects each time.
These are babies.
Look, ‘babies’. It’s 5 Look and write.
a pair.

• Ask the children to complete the sentences individually with

the correct plurals using the pictures as prompts.

Round-up
teeth / feet. • Divide the class into two teams. Say a word, (e.g. man). The
k / pool.
first person to tell you the correct plural form wins a point
61 for their team.
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 7c The aquarium
Lesson 1 Reading
Aims: to read and understand information about an
aquarium; to consolidate vocabulary
Recycled language: vocabulary and structures from
Units 1–7
Receptive language: aquarium, clownfish, pets, show,
flippers
Materials: Class CD, vocabulary flashcards (Unit 7a)
Warm-up
• Show the children the flashcards from Unit 7a to revise sea
life vocabulary. Ask the children where they can go to see
sea animals. Elicit/teach aquarium and ask the class if
there is an aquarium in their town. Ask if they go there and
what they can see there.
1 Look at the photos. Find, point and say.
• Tell the children they are going to read about an aquarium.
• Ask them to read the words in Exercise 1 silently, then find
the photos that show these words. Ask the children to say
the words aloud in order, then point to the relevant photos.
Elicit other known vocabulary from the photos, (e.g. people,
jump, swim).
• Encourage the children to make predictions about the text
based on the photos. E.g. ask What colour are the fish
in picture a? What can you see in picture b? What is the
dolphin doing in picture e?, etc.
2 Listen and read. Then number. CD2 Track 36
• Play the CD and tell the children to follow in their books.
• Play the CD again and pause after each numbered section.
Give the children time to find the right photo and write the
number in the box.
• Check the answers by asking individual children to read
each numbered section aloud and say which photo it
matches.
• Ask questions to check comprehension. E.g. What time
does the aquarium open? What colour are the clownfish?
Do sharks eat people? Is the turtle big or small?, etc.
3 Read again and circle.
• Tell the children they are going to read the text again and
circle the correct option in each sentence.
• Read out number 1 and elicit the answer from the class.
• Tell them to complete the exercise individually or in pairs.
Then check answers as a class by asking individual
children to read a sentence aloud.
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Activity Book page 52
1 Look, read and number.
• Tell the children they are going to read about a different
aquarium. Ask them to look at the pictures and elicit known
vocabulary, e.g. octopus, turtle, shark, fish.
• Give them time to read the text silently.
• Now read out number 1 and ask the children to tell
you which picture it describes. Ask the children to read
numbers 2-4 and match them to the correct pictures.
• Check the answers as a class.
2 Look at 1. Read and write yes or no.
• Ask the children to read the text in Exercise 1 again and to
answer the questions.
3 Order the letters and write the words.
• Ask the children to look at the pictures and the anagrams.
They write the letters of each word in the correct order.
7c
1 Look at the photos. Find, point and say.
shark fish turtle children dolphin
2 Listen and read. Then number.
WELCOME TO
THE BLUE SEA AQUARIUM
Come and visit the Blue Sea Aquarium. It’s a great day out for families. We open at 8 o’clock every
morning so come early and have fun. Look at these photos of our sea animals.
1 These fish are hungry! The children are feeding them.
2 These are clownfish. They’re beautiful colours – yellow,
a orange, black and white. Lots of people have got clownfish at e
home as pets.
3 These people are brave. They’re walking next to the sharks.
The sharks have got lots of big teeth. Don’t worry. Sharks
don’t eat people. They eat fish and crabs.
4 There’s a dolphin show every day at the aquarium. Look at
these dolphins. They’re jumping and playing.
5 This is a green turtle. It’s very big. It hasn’t got feet. It’s got
flippers for swimming.
b c d
1
3 Read again and circle.
1 The children are feeding the fish / turtle. 4 The clownfish are orange and white /
2 Sharks eat people / crabs. pink and green.
3 The green turtle has got feet / flippers. 5 The dolphins are jumping / sleeping.
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 Lesson 2 Listening, Speaking, Writing
Aims: Listening: draw a route; Speaking: describe animals
and fish; Writing (Activity Book): writing about your aquarium
using This is a/an… and These are…
Recycled language: vocabulary and structures from Unit 7
Materials: Class CD, vocabulary flashcards (Units 7a and
7b), pictures of sea animals (optional), Quiz
• Play the CD again, pausing after each section. Ask the
children to draw lines to show the order in which the two
children look at the animals.
• Check the answers by asking a child to tell you the order in
which the children visit the sea animals (clownfish, turtle,
octopus, sharks, dolphins).
• Ask them which sea animals the children don’t visit (crabs).
Ask them to complete the sentence under the picture.

5 Listen again and match. CD2 Track 38

Warm-up Audioscript: TB page 122
• Ask the children what they can remember about the
aquarium from the previous lesson and elicit sentences. • Play the CD again; the children match the sentences.
E.g. The sharks have got big teeth. The turtle is big., etc. • Check the answers by asking the children to read the
Use the flashcards or pictures to help if necessary. sentence pairs aloud.

4 Listen and draw the route. Then write. 6 Look, point and say.
CD2 Track 37 • Ask the children to look at the picture of the aquarium.
Audioscript: TB page 122 Read the speech bubbles aloud with the class and tell
them to point to the sea animals.
• Ask the children to look at the plan of the aquarium and • In pairs, the children take turns describing the animals.
ask them to name and point to the animals they can see.
Ask, e.g. Where are the dolphins? as a prompt if necessary. Activity Book page 53
Tell them they are going to listen to two children talking
about the route they took through the aquarium. 4 Look! Then match and write.
• Play the CD and let the children listen once all the way • Ask the children to look at the box. Draw their attention to
through. Tell them to point to each of the sea animals in the how This is used with singular nouns and These is used
picture as they hear them described. with plural nouns.
• Then ask them to look at the words on the left and read
the example sentence aloud. Ask the children to write
4 Listen and draw the route. Then write. more sentences with This is or These are using the words
THE BLUE SEA AQUARIUM on the left.

5 Look and write.

• Ask the children to look at the picture and ask them
questions about it. E.g. What’s number 1?, etc. Then ask
them to complete the text individually.

6 Draw and write about your aquarium.

The children don’t visit the
5 Listen again and match.
1 Look at these fish.
2 This is a turtle.
3 This is an octopus.
4 Look at these sharks.
5 These are dolphins.
6 Look, point and say.
These are
sharks.
They’re
grey.
• Ask the children to use the language and vocabulary
. from Exercises 4 and 5 to write their own text about an
aquarium, and to draw a picture.
a They’ve got very big teeth. • Circulate around the class to help children as necessary.
b They’re my favourites.
c Look at its flippers.
Alternatively you can set this for homework.
d They’re beautiful colours.
e It’s got lots of arms. Round-up
• Play a game of twenty questions. Think of a sea animal
These are that the children know. They ask questions to guess what
dolphins.
They can
the animal is. You can only answer yes or no. E.g. Is it big?
jump.
(yes). Is it (grey)? (yes). Is it a shark? (yes).

Evaluation
• The children are now ready for the Quiz for this unit.
See the Active Teach Resources section.
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 8a
1a There are some Extra!
apples. Prepare the children to act out the story. Let them practise in
their groups. Then invite groups to act out the story in front
of the class.
Lesson 1 Vocabulary
Aims: to understand and sing a song; to learn vocabulary Activity Book page 54
Target language: bowl, shelf, drawer, carrot, cherry,
sweets, chocolates 1 Choose and write.
Recycled language: apples, bananas • Ask the children to look at the pictures and circle the word
Receptive language: secret store, lots of that describes them.
Materials: Class CD, vocabulary flashcards • They then write the word on the line under the picture.

2 Look and write.

Warm-up • Ask the children to look at the picture. Ask questions about
• Revise food vocabulary with the class to prepare for the it. E.g. Where are the cherries? Are they on the shelf?, etc.
song. Put the class in pairs and give them one minute to • Tell the children to look at the chart and show them how to
write down as many food words as they know. The winners make sentences about the picture.
are the pair with the most words. • Read the example sentence aloud with the class and point
• Show the flashcards to elicit/teach the new food to the cherries in the picture.
vocabulary (carrot, cherry, sweets, chocolates). • Then ask the children to write more sentences using the
chart. Check the answers by asking individual children
1 Listen, point and say. CD2 Track 39
to read a sentence aloud and to point to the items in the
• Ask the children to open their books and look at the picture when they do so.
pictures.
• Play the CD. The children point to each word as they listen.
• Play the CD again, pausing after each word for the children
to repeat.
• Stick the flashcards of the words on the board and say the
words in random order. Ask for volunteers to come up to
the front and point to the correct flashcard.
8a
1 Listen, point and say.
2 Listen and sing. CD2 Tracks 40 and 41
• Tell the class they are going to listen to a song about the
animals looking for some treats. Talk about the pictures bowl shelf drawer carrot cherry sweets chocolates
with the class. Ask questions about each picture. E.g. 2 Listen and sing.
What’s in the drawer? What has Chatter got? What’s in the 1
There are some apples in the bowl.
box?, etc. There are some carrots in the drawer.
There are some bananas on the shelf.
• Play the CD. The children listen, follow in their books and But we’re looking for the Secret Store!
clap to the rhythm. Are there any cherries?
Are there any sweets?
• Read the song again, maintaining the rhythm, and ask the
class to repeat each line after you. page 4 thumbnail
Are there any chocolates?
Are there any treats?

• Ask the children to find and point to some of the new words There aren’t any cherries in the bowl.
There aren’t any sweets in the drawer.
from Exercise 1. There aren’t any chocolates on the shelf.
But here it is, the Secret Store!
• Play the CD again and sing the song as a class.

3 Read again and match. 2 There are lots of cherries.

There are lots of sweets.
• Read out the first sentence. Ask the children to find and There are lots of chocolates.
point to the apples in the picture. There are lots of treats.

• Tell the children to read the song again and match the
phrases to make sentences. 3 Read again and match.
1 The apples are a on the shelf.
2 The carrots are b in the bowl.
64 3 The bananas are c in the drawer.

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 Lesson 2 Structure
Aims: to learn the use of There are … with countable nouns.
Target language: There are some…., There aren’t any….,
Are there any …? + countable noun, Yes, there are./No,
there aren’t.
Recycled language: vocabulary from Units 7 and 8,
classroom objects
Materials: Class CD, cut outs from Activity Book page 107
Warm-up
• Hold up a classroom object, (e.g. a pencil). Position it in
different places in the classroom, (e.g. on the table, under
a desk, etc). Ask Where’s the pencil? each time and elicit
sentences using prepositions of place.
4 Let’s learn! Listen and say. CD2 Track 42
• Ask the children to look at the picture and tell you what they
can see in the bowl (bananas and apples).
• Play the CD. The children follow the words in their books.
• Play the CD again and pause after each sentence. They
repeat as a class.
• Divide the class into three groups: questions, answers and
statements.
• Play the CD again, pausing so that each group can repeat
their part.
4 Let’s learn! Listen and say.
Are there any apples?
Are there any cherries?
No, there aren’t.
There are some bananas.
There aren’t any cherries.
5 Write some or any. Then match.
A B
page 5 thumbnail
1 There are some apples in the bowl. There aren’t
2 There are photos on the shelf. There aren’t
3 There are flowers under the shelf. There aren’t
4 There are sweets on the table. There aren’t
5 There are school bags on the door. There aren’t
6 There are people next to the window. There aren’t
6 Make cards. Then play the game. page 107
Are there any chairs
in our classroom?
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• Draw a simple picture on the board of some cherries,
carrots and bananas. Ask questions and elicit answers
about them. E.g. Are there any cherries? Yes, there are. Are
there any apples? No, there aren’t. Then elicit statements,
e.g. There are some carrots., There aren’t any apples.
5 Write some or any. Then match.
• Ask the children to look at the pictures. Say There are some
cakes on the table. There aren’t any sweets on the table.
Ask the class which picture it is (B).
• Read the example sentence aloud. Do a couple more items
of the exercise orally as a class. Then ask the children to
complete the sentences and write A or B.
• Check the answers by inviting individual children to read
the sentences and say which picture each describes.
6 Make cards. Then play the game. AB page 107
• Tell the class that the children in the photo are playing a
game with cut out pictures.
• Read the speech bubbles aloud; the children repeat.
• Ask them to cut out the cards on page 107 of their Activity
Books. In pairs they each shuffle and combine their cards
and put them in a pile face down on the table.
• Demonstrate how to play with a child. Child 1 picks up the
top card from the pile, e.g. chairs, and asks child 2 Are
there any chairs in our classroom? If child 2 answers Yes,
there are., he/she keeps the card. If child 2 answers No,
there aren’t., child 1 puts it to the bottom of the pile.
• Players take turns asking the questions. The winner is the
player with the most cards at the end.
Yes, there are. Activity Book page 55
3 Listen and tick or cross. Then draw.
CD2 Track 43
Audioscript: TB page 122
• The children listen to the CD. They tick the things that are in
the cupboard and cross the things that aren’t. Play the CD
again for them to check their answers.
• They then draw the items which they have ticked in the
cupboard (sweets, carrots, saucepans).
bananas. A
books. 4 Look at 3 and circle.
carrots.
cakes. • The children look at their pictures in Exercise 3. They read
clothes.
trees. each question and circle the correct answer.
5 Write. Then answer about you.
• The children complete the questions and answer Yes, there
are. or No, there aren’t. about themselves.
Yes, there are.
Round-up
• The children draw some food in a bowl and describe it to
their partner, e.g. There are some … There aren’t any …
65
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 8b
1a Is there any pizza? Extra!
Prepare the children to act out the story. Let them practise in
their groups. Then invite groups to act out the story in front
Lesson 1 Vocabulary
of the class.
Aims: to understand a cartoon story; to learn vocabulary
Target language: fridge, butter, water, omelette, fruit salad
Activity Book page 56
Recycled language: sweets, hungry, lunch, pizza, milk,
cheese, eggs, apples, bananas, What are you doing?, Let’s 1 Complete and draw.
make…., We’ve got….
• Ask the children to use the pictures and the words in the
Receptive language: Sorry, Sally. I’ve got an idea. word bank to complete the crossword. They then draw a
Materials: Class CD, vocabulary flashcards picture of the word which appears vertically in the grey
squares in the crossword (omelette).

Warm-up 2 Choose and write.

• Tell the children that they are going to read a story about
• Read the words in the word bank with the class. Read the
the animals making an omelette. Show them the omelette
headings and elicit which of the foods come from animals
flashcard. Ask the children if they know how to make an
and which come from plants. Do the activity orally first with
omelette and elicit the ingredients (eggs, milk, cheese,
the class, before children write the answers in their books
butter). Mime making an omelette and ask the children to
individually.
copy you.
3 Answer about you.
1 Listen, point and say. CD2 Track 44
• Tell the children to read the questions and write short
• Ask the children to open their books and look at
answers about themselves. Ask the children to share their
the pictures.
answers with the class.
• Play the CD. The children point to each word as they listen.
• Play the CD again, pausing after each word for the children
to repeat.
• Stick the flashcards on the board and say the words in
random order. Ask for volunteers to come up to the front
and point to the correct flashcard. 8b
2 Listen and read. CD2 Track 45 1 Listen, point and say.

• Talk about the story with the class. Ask questions about
each frame. E.g. What are the animals doing in picture
fridge butter water omelette fruit salad
1? What’s in the fridge in pictures 2 and 3? What are the
animals making in picture 4? 2 Listen and read.
What are you It’s time for lunch.
There’s some
• Play the CD. Tell the children to follow the story in 1
doing? Why are you
2
Is there any pizza
milk and some
eating the sweets? Sorry, Sally. in the fridge?
their books. We’re hungry. butter.

• Play the CD again, pausing after each picture to ask more

questions. E.g. Is there any pizza in the fridge? Are there
any eggs?, etc. Elicit short answers. page 4 thumbnail
There’s some
• Ask the children to find and point to the new words from water. But there
isn’t any pizza.
Exercise 1. Is there any Good, I’ve got an idea. Let’s
3 Yes, there’s 4
cheese? make a cheese omelette.
• Play the CD again, pausing for the children to repeat as lots of cheese.

a class.

3 Read again and write yes or no.

• Read out the example sentence aloud and elicit
Are there
the answer. any eggs? We can make a fruit salad, too.
Yes, there are. We’ve got apples and bananas.
• Tell the children to read the story again and complete the
3 Read again and write yes or no.
exercise individually.
1 The animals are hungry. yes 3 There are some eggs in the fridge.
2 It’s time for breakfast. 4 Patty wants to make a cake.

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 Lesson 2 Structure
Aims: to learn the use of There is with uncountable nouns.
Target language: There’s some…., There isn’t any….,
Is there any…? + uncountable noun, Yes, there is./
No, there isn’t.
Recycled language: food vocabulary, vocabulary from Unit 8
Materials: Class CD, pictures of food (optional)
Warm-up
• Mime drinking or eating various (uncountable) foods (e.g.
spaghetti, fruit, ice cream, bread and butter, water) and
ask the children to guess the food. Alternatively show the
children some pictures of these foods and elicit the names.
4 Let’s learn! Listen and say. CD2 Track 46
• Ask the children to look at the picture. What can they see?
• Play the CD twice. The second time, pause after each
sentence. The children repeat as a class.
• Divide the class into three groups to say the questions, the
answers and the statements. Play the CD again, pausing
so that each group can repeat their part.
• Draw a simple picture on the board of some cheese, bread
and milk. Ask questions and elicit answers about them.
E.g. Is there any milk? (Yes, there is.) Is there any spaghetti?
(No, there isn’t.) Then elicit statements, e.g. There’s some
cheese., There isn’t any spaghetti.
4 Let’s learn! Listen and say.
Is there
any bread?
Is there
any honey?
5 Listen and stick. Then write.
1 In the fridge there’s some page 5 thumbnail
butter and some
2 On the shelf there’s some .
3 In the cupboard there’s some . by looking at the relevant picture.
6 Look at 5. Ask and answer. Is there any milk in the fridge?
ice cream cheese chicken butter
milk fruit water spaghetti
jelly honey salad bread Is there any cheese in the cupboard?
In my fridge I’ve got some
7 Play the game.
ice cream and some cheese.
In my fridge
I’ve got some
ice cream.
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5 Listen and stick. Then write. CD2 Track 47
Audioscript: TB page 123
• Tell the children to look at the picture. What can they see?
• Ask them to find the stickers at the back of their Pupils’
Book. Elicit the nouns and write them on the board.
• Play the CD. Tell the children to listen and point to the
correct sticker each time.
• Explain that the children must stick the stickers in/on the
correct piece of furniture. Play the CD again, pausing for
the children to choose the correct sticker and stick it in their
books.
• Read the first sentence aloud and elicit the missing word
(milk). Do 2-3 orally before the children complete the
exercise individually.
6 Look at 5. Ask and answer.
• Read the speech bubbles aloud with the class.
• Ask the children to work in pairs, asking and answering
about the pictures in Exercise 5 using the words in the box.
7 Play the game.
• Tell the class that the children in the photo are playing a
game. Look at the photo and read the speech bubbles
aloud with the class.
• You can play the game as a whole class, or in groups. Start
with a sentence then a child repeats your sentence and
adds an additional food item. The game continues until a
player forgets the words in the chain.
Yes, there is.
Activity Book page 57
Look and write A or B.
No, there isn’t. 4
There’s some bread.
There isn’t any honey. • The children look at the pictures. They read the sentences
and write A or B according to which picture each sentence
describes.
5 Look at 4. Write Is or Are. Then circle.
• The children complete each question with Is or Are.
Do the first couple of items orally first to check that they
understand to write Is with uncountable nouns and Are
. with countable nouns. Then they circle the correct answer
6 Choose and write.
Yes, there is.
• Read the headings and check that the children understand
them. They copy the words into the correct frame depending
No, there isn’t.
on whether they are countable or uncountable.
In my fridge
I’ve got some
ice cream, some
Round-up
cheese and some • Describe a picture for individual children to draw on the
butter.
board. E.g. There’s some butter on the table. There isn’t any
cheese. There are some cherries.
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 8c Harry and Greta 3 Read again and answer.
• Read out the first question and the example answer. Read
Lesson 1 Reading the rest of the questions aloud and ask the children to tell
you the answers.
Aims: to read and understand a longer story; to learn new
• Tell the children to complete the exercise individually.
vocabulary
Target language: biscuit, wall, squirrel, little, angry Activity Book page 58
Recycled language: vocabulary and structures from
previous units 1 Choose and write.
Receptive language: Good morning., Please come in., Stop • The children read the sentences and copy each one onto
it!, Thank you. the line under the picture it describes.
Materials: Class CD, vocabulary flashcards
2 Choose and write.
• Ask the children to look at the pictures. Tell them to use the
Warm-up words in the word bank to complete the sentences.
• Draw a simple house on the board with biscuits and cakes
on the walls and roof. Ask What’s this? What are these?,
etc. Tell the children that they are going to listen to a story
about a brother and sister who find a house made of
cakes and sweets. Ask if they know a similar story in their
language and talk about what happens (use mime and L1
if necessary). Elicit vocabulary connected with the story.

1 Listen, point and say. CD2 Track 48

• Ask the children to open their books and look at the
pictures at the top of page 69. Tell them that these are
words they will hear in the story.
• Play the CD. The children point to each word as they listen.
• Play the CD again, pausing after each word for the children
to repeat. 8c
• Show the flashcards in random order and ask the children
to shout out the words.
1 2
2 Listen and read. CD2 Track 49
• Tell the children to look at the pictures and ask some
simple questions about each frame, E.g. Where are they?
Look at that
What has the woman got?, etc. house, Greta.
• Play the CD. Tell the children to follow the story in their books. Harry and his sister, Greta, go for a walk in
There are sweets and cakes on the doors
and windows. There are biscuits and
• Play the CD again and tell the children to follow the text with the forest. They see a beautiful house. chocolates on the walls.

their fingers. Pause after each frame and ask questions to A very old woman lives in the house. 4 These cherries are for you,
little boy and this big cake is
Good morning. I’ve got some cakes and
check comprehension. E.g. What do Harry and Greta see in 3
sweets in my house. Please come in.
for you, little girl.

picture 1? What is on the doors and windows of the house?

Who lives in the house? Where does the old woman put
Harry? What do the squirrels do in picture 7? etc.

Thank you.

1 Listen, point and say. 2 Listen and read.

3 Read again and answer.

1 Where’s the house? It’s in the forest.
2 What’s on the walls?
3 What has the old woman got for Harry?
4 What can Greta see in the trees?
5 What do the squirrels eat?
6 Is the old woman happy?
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 Lesson 2 Writing Activity Book page 59
Aims: to develop Writing skills (Activity Book): write 3 Look! Then match and write.
sentences using There’s a/an/some… and There are • Read the sentences in the box aloud. Remind the class that
some…; write about your kitchen. we use There’s a/an and There are some with countable
Recycled language: vocabulary and structures from nouns and There’s some with uncountable nouns.
Units 7 and 8 • Ask them to write sentences using the table.
Materials: Class CD, Quiz • Check the answers by asking individual children to read
sentences aloud.

Warm-up CD2 Track 49 4 Read and write a , some or any.

• Ask the class what they can remember about the story in
• Ask the children to look at the picture of the kitchen. Ask
the previous lesson. Ask questions. E.g. Where are Harry
questions about it. E.g. Is there any bread? Is there an
and Greta? Who lives in the house? What is on the walls of
apple? Are there any cherries?
the house?, etc. Play the CD and let them listen to the
• Do the exercise orally first with the class. Read the description
story again.
of the kitchen and ask children to tell you the missing words.
4 Choose and write. The children then complete the text in their books.
• Check the answers by asking individual children to read
• The children complete the summary of the story, using
sentences aloud.
words from the word bank. You can do some or all of the
exercise orally with the class before asking the children to 5 Draw and write about your kitchen.
complete the exercise individually.
• Ask the children to draw a picture of their own kitchen. They
• Check the answers by asking individual children around
then use the prompts to write about it. They can use the
the class to read a sentence aloud.
text in Exercise 4 as a model to help them.
• Circulate around the class to help children as necessary.
Alternatively you can set this for homework.

Pupils’ Book pages 68–69

5 Listen again. Now you tell the story.
CD2 Track 49
biscuit wall squirrel little angry
• Tell the class they are going to tell the story from Exercise 2.
5 Aha! Now I’ve got you! Greta can see some squirrels in the trees.
Ask them to open their Pupils’ Books at the story page again.
Get in the cupboard! 6 • Divide the class into groups of four and allocate a role to
each child (Harry, Greta, the old woman and the narrator).
• Play the CD. Pause after each frame and demonstrate
actions to accompany the words.
Please, come
and help my
• Play the CD again, pausing after each speech bubble
Help! brother!
for the children to repeat the lines of their character.
The squirrels eat the biscuits and Greta and Harry run away. They’re happy. Encourage them to mimic their character’s voice, and to
chocolates. They eat the walls and the The old woman is very angry. perform the actions.
doors! Greta opens the cupboard. 8

7 • The children tell the story in their groups.

Thank you, squirrels!

Round-up
• Play a game of ‘Hangman’. Write, e.g. six dashes on the
Stop it! You’re eating my house! board to represent the individual letters of the word forest.
Ask the children to call out individual letters and write
4 Choose and write. the letters on the dashes when they guess correctly. The
biscuits angry walls little squirrels forest children have ten guesses to find the word.
Harry and his sister, Greta see a house in the (1) forest . There are (2)
and chocolates on the (3) . They meet an old woman. She’s got cherries for
Harry and a cake for Greta. She puts the (4) boy in a cupboard. Greta asks Evaluation
the (5) to help her brother. They eat the doors, windows and walls of the
house. Greta and Harry run away. The old woman is very (6) .
• The children are now ready for the Quiz for this unit.
See the Active Teach Resources section.
5 Listen again. Now you tell the story.
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 Science:
A healthy diet
Lesson 1 Reading
Aims: to read about a healthy diet; to revise language from
Units 7 and 8
Target language: vegetables, peas, sugar, salt, fat
Recycled language: food vocabulary, imperatives
Receptive language: It is/isn’t good for you., They keep you
healthy., They give you … ., They help your body grow.
Materials: Class CD, pictures of food (optional)
Warm-up
• Tell the children they are going to read about healthy food.
Brainstorm foods the children know. Then ask them which
of the foods they like. E.g. Do you like fish? Then ask them
which they think are healthy. E.g. Is fish good for you? Are
chocolates good for you?
1 Listen, point and read. CD2 Track 50
3 Read again and write.
• Read the example sentence and answer aloud. Ask the
children to point to the part of the text which gives the
answer. Help the children if necessary.
• Then ask the children to complete the exercise individually.
Activity Book page 60
1 Match and write.
• Ask the children to look at the pictures, match them to
the correct part of the ‘eat well’ plate and write the words
underneath.
• Check the answers by asking individual children to read
the words aloud and to point to where the food is on the
‘eat well’ plate.
2 Look, choose and write.
• Ask the children to look at the pictures and identify the
food. Ask if they think it’s a healthy meal in each case.
• Read the text and ask them to use the words from the word
bank to complete the sentences.

• Ask the children to open their books and to look at the

photos of food on the plate.
• Ask questions. E.g. Is cheese good for you? Encourage
them to make guesses about which foods are healthy.
• Play the CD. The children listen and follow in their books.
Draw attention to each food group and ask more questions
about them. E.g. Is fruit good for you? Is it healthy to eat lots Science Do you eat a
of sweets? See if the children’s predictions were correct. healthy diet?

• Help the children guess the meaning of any words they 1 Listen, point and read.

don’t know (energy, fat, sugar, salt, bones, portions) by The ‘eat well’ plate
drawing their attention to other words in the texts. E.g. Fruit and
vegetables
Children might be able to guess energy by associating it
with help you work well at school.
1 Bread, rice,
2 Listen and number. CD2 Track 51 potatoes and
pasta
Audioscript: TB page 123
• Tell the children they are going to listen more information Meat, fish Milk, cheese, butter
and eggs and yoghurt
about the food in the photos. Biscuits, sweets,
chocolates and crisps
• Play the CD, pausing after each section so that the children
Bread, rice, potatoes and pasta are good for Meat, fish and eggs help your body grow big.
can point to the correct food group. you. They give you energy and help you work But don’t eat lots of red meat because it’s got
well at school. Eat these with every meal. lots of fat. Eat two portions of fish every week.
• Play the CD again, pausing after each section so that the
Fruit and vegetables keep you healthy. Eat five Milk, cheese, butter and yoghurt make your
children can number the boxes in each food group. portions every day. You can eat a banana with bones strong. But don’t eat lots of cheese or
breakfast, salad with lunch, an apple in the butter because they’ve got lots of fat. Eat two
• Check the answers by asking individual children to read afternoon and carrots and peas with dinner. portions of cheese every week.
each food group number aloud. Biscuits, sweets, cakes, chocolates and crisps
2 Listen and number. aren’t good for you. They’ve got lots of sugar,
fat and salt. You can eat these sometimes as a
treat but don’t eat lots.
3 Read again and write.
1 Bread, rice and pasta give you energy .
2 Eat five of fruit and vegetables every day.
3 Red meat has got lots of .
4 Milk, cheese and yoghurt make your strong.
5 Sweets and crisps have got lots of fat, and .

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 Lesson 2 Vocabulary, Speaking, Writing
Aims: to consolidate vocabulary from Lesson 1; to talk about
a healthy diet; to make an ‘eat well plate’.
Target language: I eat these foods …., How often do you
eat …?, Good, that’s healthy.
Recycled language: vocabulary and structures from the
previous lesson
Receptive language: Is it healthy/not healthy?
Materials: pictures of food (optional), A3 sheets of paper to
make posters, scissors, glue
Warm-up
• Ask the children what they can remember about the food
they read about in the first lesson.
• Draw a circle on the board and divide it into five sections
like the ‘eat well’ plate on page 70. Write eat lots in the
top two larger sections, eat some in two of the bottom
sections and don’t eat lots in the smallest bottom section.
Ask individual children to come to the board and write food
words in each section.
4 Read and tick or cross.
• Ask the children to look at the ‘eat well’ plate on page 70
again and check if the information on the board is correct.
E.g. ask Is it healthy to eat lots of biscuits? Is fruit healthy?, etc.
A h e a l t hy d i e t
4 Read and tick or cross.
1 Eat bread, rice or pasta with every meal. ✓
2 Eat fruit and vegetables every day.
3 Eat red meat for dinner every day.
4 Eat lots of butter and cheese.
5 Eat chocolate as a special treat.
6 Eat lots of sugar and salt.
5 Do you eat a healthy diet? Tick or cross. Then ask and answer.
I eat these
foods …
with every meal
every day
every week
sometimes
as a treat
How often do you eat
potatoes or pasta?
With every meal.
Good. That’s healthy.
6 Your project! Make an ‘eat well’ plate.
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• Read the example sentence and tell them that the tick on
the line means that it is healthy.
• Read each sentence and ask the children Is it healthy or
not healthy? They then work individually putting a tick or a
cross next to each sentence.
• Check the answers by saying healthy, and asking
individual children to read the sentences aloud which are
ticked. Do the same for the crossed sentences.
5 Do you eat a healthy diet? Tick or cross.
Then ask and answer.
• Tell the class that they are going to answer some questions
about what they eat. Ask them to identify the foods along
the top of the chart. Tell them about your own diet, e.g. I
eat pasta every day. I sometimes eat meat., etc.
• Tell the class to complete the chart for themselves. Ask
individual children How often do you eat fruit? Elicit answers.
• Read the speech bubbles under the chart aloud with the
class. Then ask the children to ask and answer similar
questions with a partner.
• Circulate around the class, helping the children as
necessary and listening for common mistakes.
• Take feedback by asking individual pairs for some of their
questions and answers.
6 Your project! Make an ‘eat well’ plate.
• Ask the children to look at the photo of the poster and say
what food they can see. Read the labels on the poster
aloud with the class.
• Tell the children they are going to make a similar poster
of an ‘eat well’ plate . They can do this individually, in
✓ healthy pairs or in groups. Encourage them to find pictures of
✗ not healthy food in magazines and to stick them on their plates with
handwritten labels.
• Circulate around the class and help children as necessary.
Alternatively, you can ask the children to make the posters at
home and bring them to the next lesson to show the class.
• You can make a display of the posters in the classroom.
Activity Book page 98
My Picture Dictionary: Cross-curricular links
CD2 Track 55
Wordlist TB page 131
• The children can label the pictures in their Picture
Dictionary now. Play the CD. The children listen and repeat.
Then they write the words under the pictures. Alternatively,
they do this in the Review Lesson 2.
(See Introduction page vii.)
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 Review 4
Lesson 1
Aims: to consolidate language from Units 7 and 8; to focus
on the sound /ɜː/
Recycled language: vocabulary from Units 7 and 8
Materials: Class CD, vocabulary flashcards (Unit 7a)
Warm-up
• Use the flashcards from Unit 7a to revise sea animals.
Cover each flashcard with a piece of paper, then slowly
reveal each picture. Ask the children to tell you the words
as quickly as possible.
1 Find the odd one out. Then write.
• Read the chant and draw attention to the letters in pink
and blue.
• Play the CD. Pause after each set of sounds (/ɜː/ /ɜː/ /ɜː/ –
/ɜː/ /ɜː/ /ɜː/) and ask the children to repeat.
• Continue and pause again after the first set of phrases
(Three girls). Ask in which word they heard the /ɜː/ sound
(girls). Draw their attention to the written form in their books
(ir). Continue and pause after the second set of phrases
(with thirteen purple turtles). Ask in which words they heard
the /ɜː/ sound (thirteen, purple, turtles). Draw their attention
to the written form in their books (ir and ur).
• Explain/elicit that these two letter combinations make the
same sound.
• Play the rest of the CD. Encourage the children to join in
the chant.
• Ask the class to repeat the chant quickly four times.

• Read the words in the first line aloud with the class. Elicit
that the odd one out is circled. Ask the children to work in
pairs to find and circle the odd word out in numbers 2-5.
They then write those words in the text. Give them a time
limit to do this.
• The first pair to complete the text are the winners.
• Check the answers by asking the fastest pair to read out
the completed text.
Activity Book page 61
1 Look and read. Then choose and write.
• Ask the children to look at the pictures and read the words.
Tell them to use the words to complete the sentences.
Explain that they will not need one of the words (chocolates).

2 What’s in the fridge? Listen and tick or cross.

CD2 Track 52
Audioscript: TB page 123
• Ask the children to look at the pictures and identify the Review 4
food. Tell them they are going to listen to two children
1 Find the odd one out. Then write. You can see (1) sharks ,
talking about the food in the fridge. Explain that they must 1 apples sharks cherries bananas (2) ,
put a tick by the food that is in the fridge, and a cross by the 2 crabs men women children (3) ,
3 cakes biscuits chocolates dolphins (4) and
food that isn’t in the fridge. 4 omelette butter turtles water (5) in the sea.
• Play the CD and let the children listen all the way through. 5 fish teeth hair feet
2 What’s in the fridge? Listen and tick or cross.
• Play the CD again, pausing after each exchange for the
children to tick or cross.
• Check the answers by asking questions. E.g. Is there any
✗
ice cream in the fridge? Are there any sausages in the
fridge? Elicit short answers.

3 Look at 2. Ask and answer.

• Read the speech bubbles with the children. Then ask them 3 Look at 2. Ask and answer.
Is there any butter in the fridge? Yes, there is.
to ask and answer similar questions in pairs, according to
Are there any cherries? No, there aren’t.
what they ticked and crossed in Exercise 2.
4 Listen and chant.
4 Listen and chant. CD2 Track 53
Three girls with th
Audioscript: TB page 123 ir t e en
pu r p l e t u r
tles.
• Ask the children to look at the picture and ask questions.
E.g. How many girls are there? What have they got?
(turtles). What colour are they?, etc.

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 Lesson 2 Activity Book page 61
Aims: to consolidate language by playing a game; to 2 Write and check. Now colour.
evaluate progress • This is a self-assessment activity. Ask the children to look at
Target language: vocabulary and structures from Units 7 the pictures and write the correct words/phrase.
and 8 • Check the answers as a class. The children tick or cross
Materials: Class CD, Progress Review 4, Attainment Test 5-8 each box. They then colour the appropriate face: OK, Good
or Excellent, depending on how many ticks they got. This
can also be set for homework.
Warm-up CD2 Track 53
• Practise the chant again from Lesson 1. Activity Book pages 94–95, 98
My Picture Dictionary CD2 Tracks 54 and 55
5 Play the game.
Wordlist TB pages 130–131
• Ask the children questions about the picture. E.g. What’s
this? How many women are there? Is there any bread on • The children can now label the pictures in their Picture
the table?, etc. Dictionary. Play the CD if there is time. The children listen
• Tell them they are going to play a game. Put them in pairs. and repeat. Then they write the words under the pictures.
Tell them it’s a race to complete the questions, find the (See Introduction page vii.)
numbered people/objects in the picture and answer
the questions. Evaluation
• Check the answers as a class. Each pair gets a point for • You can use Progress Review 4 as a test in class.
a correct question and a point for a correct answer. The • An Attainment Test that tests language from Units 5–8 is
fastest pair also gets a bonus of 5 points. also available.
See the Active Teach Resources section.

5 Play the game.

1 11
7

9
5 3
2

10

12

1 How many are 5 What’s this? 9 there

there? biscuits in the bowl?

2 How many are 6 What are these? 10 there

there? butter on the dish?

3 How many are bread 11 there

7 Is there
there? on the table? birds in the trees?

are 8 Are there

4 How many 12 there
carrots in the bag? crabs in the water?
there?

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 9a We were in the
playground.
Lesson 1 Vocabulary
Aims: to understand a cartoon story; to learn vocabulary
Target language: accident, nurse, finger, cry, middle
Recycled language: hospital, playground, rollerblades,
bike
Receptive language: Quick., Here I am., What’s the
matter?, Everything is OK.
Materials: Class CD, vocabulary flashcards
Warm-up
• Mime a minor accident, (e.g. cutting your finger). Say Ouch!
My finger. It was an accident. Tell the children they are
going to read a story about Vicky having an accident.
• Ask the children if they have ever had an accident (L1 if
necessary). Then use the flashcards to teach the new words
for the lesson. Show the flashcards and say the words.
Extra!
Prepare the children to act out the story. Let them practise in
their groups. Then invite groups to act out the story in front
of the class.
Activity Book page 62
1 Look and circle.
• Ask the children to read the words and to circle the correct
picture each time.
2 Number in order. Then choose and write.
• The children look at the pictures. Elicit known vocabulary
(e.g. park, girl, mum, bike, accident). Then point to the
picture numbered 1 and tell them this is the first picture in
the story. Ask them to number the other pictures 2–4 in the
order they happen.
• Read the speech bubble in picture 1 aloud. Then ask them
to use the sentences in the word bank to complete the
speech bubbles in the remaining pictures.

1 Listen, point and say. CD2 Track 56

• Ask the children to open their books and look at
the pictures.
• Play the CD. The children point to each word as they listen.
• Play the CD again, pausing after each word for the children
to repeat.
• Say one of the target words. Then show the children the
flashcards one at a time. The children shout the word when
9a
they see the matching flashcard. 1 Listen, point and say.

2 Listen and read. CD2 Track 57

• Talk about the story with the class. Ask questions about accident nurse finger cry middle

each frame. E.g. Where is Vicky in picture 1? Who is helping 2 Listen and read.
What’s the matter?
Vicky in picture 2? 1 Vicky is at the hospital. She’s crying. 2

Quick. Where’s We were in the playground. Chatter

• Play the CD. Tell the children to follow the story in the nurse? was on his rollerblades and Tag was on
his bike and there was an accident.
their books.
Here I am.
• Play the CD again, pausing after each picture to ask more
questions. E.g. Where was in the accident? Who was in the
accident?, etc. Elicit one-word responses.
• Ask the children to find and point to the new words from 3 4 And I was in the middle.
Look at my fingers.
Exercise 1.
• Play the CD a third time, pausing for the children to repeat 3
You were lucky. Everything is OK.
Karla, please go home with Vicky.
as a class.

3 Choose and write.

• Read out the example sentence. Explain that the children
have to complete the sentences with the words.
3 Choose and write.
• Then tell the children to read the story again and complete fingers nurse crying home
the exercise individually. 1 Vicky is crying . 3 The is helping Vicky.
2 Her aren’t OK. 4 Vicky and Karla are going .
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 Lesson 2 Structure
Aims: to learn the past simple (be: affirmative)
Target language: was, were
Recycled language: vocabulary from the previous lesson,
On + days of the week, family, places
Receptive language: all right
Materials: Class CD, vocabulary flashcards
Warm-up
• Revise the days Saturday and Sunday by drawing a two-
week calendar on the board (Monday to Sunday and
Monday to Friday) to use in Exercise 4. Then elicit and write
on the board places that the children go on these days,
e.g. the park, the shops, the beach.
4 Let’s learn! Listen and say. CD2 Track 58
• Ask the children to look at the pictures. Say Saturday. Elicit
playground. Do the same for Sunday and Monday.
• Play the CD. The children follow the words in their books.
• Play the CD again and pause after each sentence. They
repeat as a class.
• Write I/he/she/it was at the park. and You/we/they were at
the park. on the board, underlining was and were. Point to
the Monday after Sunday on the board and say
On Saturday I was in the playground.
4 Let’s learn! Listen and say.
On Sunday we were at the beach.
Saturday Sunday
It’s Monday. I am at school. Point to Sunday on the board
and say On Sunday, I was at the park.
• Ask individual children to make similar sentences about
where they were at the weekend, using the words and
sentences on the board as prompts. When a child says a
sentence, e.g. On Saturday, I was at the zoo., ask the class
to report back, e.g. On Saturday, he/she was at the zoo.
• Ask a group of children who were all in the same place on
Saturday, (e.g. in the playground), to stand together and
say On Saturday, we were in the playground. Then elicit a
sentence from the class: On Saturday, they were in
the playground.
5 Look and write was or were.
• Ask the children to look at the picture. Then read the first
sentence aloud with the class. Do a couple of the items
orally before asking the children to write was or were to
complete the text individually.
6 Write about you. Then tell the class.
• Read the words in the box aloud with the children. Tell
the children where you/your friends were on the given
days, then ask them to complete the sentences about
themselves and their friends.
• Ask individual children to read their sentences aloud.
7 Sing along with the band! CD1 Tracks 59 and 60
• Talk about the picture. E.g. ask Where are they? What has
Tag got?, etc.
• Play the CD. The children listen, follow in their books and
clap to the rhythm.
• Teach the song line by line, using actions.
• Play the CD again. Encourage the children to join in and do
the actions.
Monday

5 Look and write was or were. Activity Book page 63

On Sunday it (1) was hot
and sunny. I (2)
my dad and my baby brother.
with 3 Look, read and circle.
We (3) at the park.
The trees (4) green.
• Ask the children to look at the pictures and to circle the
My brother (5) tired. correct verb form in each sentence.
I (6) happy.

Read and write. Use was or were.

The ducks (7) hungry.
4
6 Write about you. Then tell the class.
at home
1 On Saturday I . at the shops / park
• Ask the children to look at the picture and remind them of
2 On Sunday I . in the garden / playground the story from the previous lesson. Read the first sentence,
3 My friends . with my mum / grandpa
then children write the correct verb form to complete the text.
7 Sing along with the band!

It was a hot afternoon. There was an accident

I was at the zoo.
I was at the zoo.
I was with all of my friends.
Tag and Chatter were there, too.
Tag and Chatter were there, too.
Chatter was on his rollerblades.
Tag was on his bike.
Tag was on his bike.
5 Choose and write.
in the playground.
But we are all right. • Ask the children to read the sentences and use the verbs in
But we are all right. either the present or the past to complete them.
Round-up
• Revise vocabulary from the previous lesson by showing the
flashcards and eliciting the words.
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 9b 9b I wasn’t careful. Extra!
Prepare the children to act out the story. Let them practise in
Lesson 1 Vocabulary their groups. Then invite groups to act out the story in front
of the class.
Aims: to understand a cartoon story; to learn vocabulary
Target language: bandage, ambulance, grapes, yesterday
Activity Book page 64
Recycled language: vocabulary from Unit 9a, fast
Receptive language: I’m sorry., OK., I can … 1 Find, circle and tick.
Materials: Class CD, vocabulary flashcards • Ask the children to look at the pictures. They find and circle
the words in the wordsearch. They tick each picture when
they find the word.
Warm-up CD2 Tracks 59 and 60
• Start the lesson by singing the song from the previous 2 Read and write. Use words from 1.
lesson. Ask children to mime the actions as they sing.
• Ask the children to use words from Exercise 1 to complete
• Ask them questions about Vicky’s accident. E.g. Were the the sentences.
animals at the zoo? Was the accident at the park? Was
Chatter on his bike?, etc. 3 Find the odd one out. Then write.
1 Listen, point and say. CD2 Track 61 • Read number 1 and show the children how the odd
word out is circled. Ask them to circle the odd word out in
• Ask the children to open their books and look at the pictures. numbers 2-4. They then use the words to complete the text.
• Play the CD. The children point to each word as they listen.
• Play the CD again, pausing after each word for the children
to repeat.
• Check the meaning of yesterday. E.g. say Today is Monday.
Yesterday was Sunday.
• Say one of the target words then show the children the
flashcards one at a time. The children shout the word when
they see the matching flashcard.

2 Listen and read. CD2 Track 62 9b

• Talk about the story with the class. Ask questions about 1 Listen, point and say.
each frame. E.g. What has Vicky got on her fingers in
picture 1? What’s on the table in picture 2? What’s Trumpet
doing in picture 3? Are there any grapes in picture 4? bandage ambulance grapes yesterday
• Play the CD. Tell the children to follow the story in
2 Listen and read.
their books. Were you in an ambulance?
1 Vicky has got a bandage on her fingers. 2

• Play the CD again, pausing after each picture to ask more I’m sorry. I
No, I wasn’t.
wasn’t careful.
questions. E.g. What were the animals sorry about? Was
Tag’s bike OK yesterday?, etc. Elicit full sentence responses
where possible.
• Ask the children to find and point to the new words from And I was too fast.
Sorry. We’ve got
Exercise 1. some grapes for you.
Thank you.

• Play the CD a third time, pausing for the children to repeat 3 Were you and Chatter OK yesterday? 4 Where are Trumpet!
the grapes?
as a class.

3 Read again and write yes or no.

Yes, we were. And my
• Read the first statement and answer aloud with the class. bike was OK, too.
Sorry, Vicky. I can
• Tell the children to read the story again and to complete the get you some more.
exercise individually.
3 Read again and write yes or no.
1 Vicky was in an accident. yes 3 Tag and Chatter are sorry.
2 She’s got a bandage on her head. 4 They’ve got some grapes for Vicky.

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 Lesson 2 Structure • Help the children to ask similar questions around the class
using the places on the board as prompts.
Aims: to learn the past simple (be)
Target language: Were we/you/they… ?, Was he/she… ? + 5 Listen and match. Then write. Use was/
short answers; He/She was/wasn’t… , They were/weren’t… wasn’t or were/weren’t. CD2 Track 64
Recycled language: places in town, adjectives Audioscript: TB page 124
Materials: Class CD
• Ask the children to look at the pictures and elicit the places
they represent (cinema, beach, circus, playground). Draw
Warm-up attention to the matching line and number 1 and ask Was
• Elicit places in town and write them on the board, (e.g. Anna at the park yesterday? Elicit No, she wasn’t. She was
shops, cinema, park, beach). Then play a chain game at the circus.
around the class. Say, e.g. Yesterday I was at the cinema. • Play the CD twice. The second time, pause after each item
Ask one of the children to continue by repeating your for the children to match the names and the pictures.
sentence and adding a place, e.g. Yesterday I was at the • Ask the children to complete numbers 2–4.
cinema and the shops. Continue the chain around the
class until someone makes a mistake.
6 Look at 5. Ask and answer.
• Read the speech bubbles aloud with the class.
4 Let’s learn! Listen and say. CD2 Track 63 • Then tell the children to work in pairs, asking and
• Ask the children to look at the pictures and tell you who answering about the children in Exercise 5.
they can see (Tag, Vicki, Rob, Patty, Karla).
• Play the CD. The children follow the words in their books.
7 Play the game.
• Play the CD again and pause after each sentence. They • Tell the class that this is a miming game.
repeat as a class. • Read the speech bubbles aloud with the class. Then read
• Use the list of places on the board and ask individual the words on the board in the photo and ask the children to
children questions. E.g. Were you at the cinema yesterday? mime each one.
Elicit the short answer, then ask the rest of the class Was he • Demonstrate the game by miming one of the words and
at the cinema yesterday? Elicit the short answer again. eliciting questions from the class, e.g Were you excited
yesterday? Yes, I was./No, I wasn’t. until they guess correctly.
Were you at the • The children can play the game in pairs or groups.
4 Let’s learn! Listen and say.
hospital yesterday? No, we weren’t.
Were you scared yesterday?
Yes, I was. Activity Book page 65

She was scared. They weren’t at the hospital.

4 Listen and circle. Then correct the sentences.
She wasn’t happy. They were at the zoo. CD2 Track 65
5 Listen and match. Then write. Use was/wasn’t or were/weren’t. Audioscript: TB page 124
1 Anna 2 Alex 3 Carol and Sue 4 Tom and Pete
• The children listen to the CD and circle the correct picture.
• They look at picture 1a and sentence 1. Elicit that sentence
a b c d
1 is incorrect. Read aloud the correct example sentences
with the class.
1 Anna wasn’t at the park yesterday. She was at the
• They correct and rewrite sentences 2 and 3.
circus .
2 Alex at school. He at the . 5 Look and circle.
3 Carol and Sue at the shops. They at the
. • The children look at the pictures, read the questions and
4 Tom and Pete in the town. They in the
. circle the correct answer each time.

Write Was or Were. Then answer about you.

6 Look at 5. Ask and answer.
Was Anna at the park yesterday? No, she wasn’t.
6
7 Play the game. • Ask the children to complete the questions, then answer
Were you bored No, I wasn’t.
each question about themselves.
yesterday?

Round-up
Were you tired?
• Mime being at particular places (e.g. at the library). Ask
Where was I yesterday? Elicit full sentence responses, e.g.
Yes, I was.
77 You were at the library.
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 9c Last weekend Activity Book page 66
1 Look, read and number.
Lesson 1 Reading • Tell the children they are going to read Jill’s diary. Ask them
Aims: to read and understand information about a child’s to look at the pictures and elicit known vocabulary.
diary; to consolidate vocabulary • Give them time to read the text silently.
Recycled language: vocabulary and structures from • Now read the first sentence aloud and ask the children to
Unit 1–9, ghosts tell you which picture it relates to (4). Ask the children to
Materials: Class CD read the other sentences and number each one.
• Check the answers as a class.

Warm-up 2 Read again and answer.

• Revise the time to prepare for the lesson. Draw a clock on • Ask the children to read the text in Exercise 1 again and to
the board and various times on it, e.g. 1 o’clock; half past 2. answer the questions.
Ask the children to tell you the time. Then say a time and
ask individual children to come and draw the time on 3 Choose and write.
the clock. • Ask the children to put each word in the word bank into the
• Revise morning, afternoon, evening by miming activities correct category.
at different times of the day, e.g. waking up, eating lunch,
going to bed.

1 Look at the photos. Find, point and say.

• Tell the children they are going to read about a boy’s
weekend. Elicit what days there are in the weekend.
• Ask them to read the words in Exercise 1, then find the
matching photos and say all of the words. Elicit other known
vocabulary from the photos, e.g. bed, toys, circus.
• Encourage the children to make predictions about the text
based on the photos. Prompt them by asking questions if
necessary. E.g. Where was Ben on Saturday? Was he at the
cinema?, etc.

2 Listen and read. Then number. CD2 Track 66

• Tell the children to look at the photos; ask some simple
questions about each one. E.g. What has the boy got on his
leg in photo a? Where is photo c? Where are the children in
photo d?
• Play the CD and tell the children to follow in their books.
• Tell them that they are going to number the photos in the
order in which the weekend’s activities took place.
• Play the CD again and pause after each section. Give the
children time to find the right photo and write the number
in the box.
• Check the answers by asking individual children to read
the sections of text aloud and say which photo they match.

3 Read again and match.

• Read out number 1 and elicit the answer from the class.
• Tell the children to read the text again and to match the
remaining sentence parts.
• Tell them to complete the exercise individually or in pairs.
Then check the answers as a class.

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 Lesson 2 Listening, Speaking, Writing • Check the answers by asking questions and elicting full
sentence responses. E.g. Where was Daisy on Monday?
Aims: Listening: identify locations last week; Speaking: ask (She was at the library.)
and answer about locations last week; Writing (Activity • Ask them which day Daisy was at home (Sunday), and ask
Book): at, on, in with expressions of time; write about where them to complete the sentence at the bottom of the activity.
you were last weekend
Recycled language: vocabulary and structures from Unit 9 5 Look at 4. Choose and write.
Materials: Class CD, Quiz • Read the words in the word bank aloud with the class. Ask
the children to look at the matching lines in Exercise 4 and
to write in the diary where Daisy was each day.
Warm-up
• Ask the children what they can remember about Ben’s 6 Look at 5. Ask and answer.
diary from the previous lesson. Ask questions. E.g. Where • Read the speech bubbles aloud with the class and tell
was he on Saturday afternoon? Was he at the zoo?, etc. them to find Saturday in Daisy’s diary.
4 Listen and match. Then write. CD2 Track 67 • Put the children into pairs. Ask them to ask and answer
about the other days in Daisy’s diary.
Audioscript: TB page 125
• Ask the children to look at the pictures and name the places Activity Book page 67
(shop, library, cinema, beach, zoo, park). Read the days of
4 Look! Then read and circle.
the week aloud with the class. Tell them they are going to
listen to Daisy talking about where she was last week. • Ask the children to look at the box. Draw their attention to
• Play the CD and let the children listen all the way through. the prepositions used with different expressions.
• Play the CD again. The children point to the pictures as they • Then ask them to read the sentences and circle the correct
hear them being described. preposition each time.
• Play the CD a third time, pausing after each exchange.
5 Look and write.
Ask the children to draw lines from each day of the week to
the correct place. • Ask the children to look at the diary. Ask questions,
e.g. Where were you on Saturday morning? What time
were you at the cinema?, etc. Elicit full sentence responses,
e.g. On Saturday morning, I was at the library., etc.
4 Listen and match. Then write.
1 4 • Then ask them to complete the text individually.
Where was Daisy?
6 Where were you last weekend?
Monday
2 Tuesday 5
Choose and write.
Wednesday
• Ask the children to circle where they were last weekend
Thursday
Friday
and write the places in the diary, in preparation for writing
3 Saturday 6 in the following activity.
Sunday
7 Write about your last weekend.
Daisy was at home on . • Ask the children to use the diary in Exercise 6 to write about
5 Look at 4. Choose and write. their last weekend.
park zoo beach home shops cinema library • Circulate around the class to help children as necessary.
My Diary by Daisy Alternatively, you can set this for homework.
Monday Friday
at the library at the
Tuesday Saturday
Round-up
at the at the • Ask the children to work in pairs. Give them two minutes to
Wednesday Sunday
at the at
ask each other about where they were last weekend (e.g.
Thursday Where were you on Saturday morning?) Then ask individual
at the children to tell the class one thing about their partner (e.g.
6 Look at 5. Ask and answer.
He/she was at the shops on Saturday morning.).
Where was Daisy She was at
last Saturday? the beach. Evaluation
• The children are now ready for the Quiz for this unit.
79 See the Active Teach Resources section.

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 10a We climbed a
mountain.
Lesson 1 Vocabulary
Aims: to understand a cartoon story; to learn vocabulary
Target language: boat, museum, statue, sail, stay
Recycled language: holiday, mountain, high, wet, windy,
past simple (be), days of the week and time expressions:
On Sunday … ., This morning … ., Last weekend … .,
adjectives (Activity Book)
Receptive language: I’ve got an idea!, Why don’t you …?
Materials: Class CD, vocabulary flashcards
Extra!
Prepare the children to act out the story. Let them practise in
their groups. Then invite groups to act out the story in front
of the class.
Activity Book page 68
1 Look, read and circle.
• Ask the children to look at Tom’s diary. Ask questions, e.g.
Where was he on Monday? Was he happy/scared?, etc.
• Then ask the children to read the sentences and circle the
correct words each time.
• Check the answers by asking individual children to read
the correct sentences aloud.

2 Choose and write.

Warm-up
• Ask the class if they can remember where Ziggy is (on • Tell the children they are going to read an email from Tom
holiday in Turkey). Elicit activities that the children think about his holiday. Read the example sentence aloud and
Ziggy likes to do on holiday (e.g. go to the beach, swim in do a couple of the items orally with the class.
the sea, play with friends, go shopping). Use the flashcards • Then ask the children to use the words in the word bank to
to elicit/teach the new vocabulary for the lesson. Show the complete Tom’s email.
flashcards and say the words. • Check the answers by asking individual children to read
sentences aloud.
1 Listen, point and say. CD2 Track 68
• Ask the children to open their books and look at the pictures.
• Play the CD. The children point to each word as they listen.
• Play the CD again, pausing after each word for the children
to repeat.
• Hold up the flashcards in random order and elicit the
words from the class.
10a
1 Listen, point and say.
2 Listen and read. CD2 Track 69
• Talk about the story with the class. Ask questions about
each frame. E.g. What is Ziggy doing in picture 1? Where is boat museum statue sail stay

Ziggy in pictures 2 and 3? 2 Listen and read.

• Play the CD. Tell the children to follow the story in 1 2

their books.
• Play the CD again, pausing after each picture to ask more
questions. E.g. Where was Ziggy last weekend? Where was
he on Sunday evening?, etc. Elicit full sentence responses.
• Ask the children to find and point to the new words from
Exercise 1.
• Play the CD a third time, pausing for the children to repeat 3 4

as a class.

3 Read again and write.

• Read out the example sentence. Ask them what other time
words are in the story (On Sunday, This morning, etc).
• Then tell the children to read the story again and use time
words to complete the sentences individually. 3 Read again and write.
1 Last weekend Ziggy was on a boat. 3 In the he was at home.
2 On he was in the 4 This he was at a
80 mountains. museum.

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 Lesson 2 Structure
Aims: to learn the past simple
Target language: past simple (regular verbs: verb + -ed,
affirmative)
Recycled language: vocabulary from Units 9 and 10
Receptive language: laugh
Materials: Class CD
Warm-up
• Play a miming game to revise verbs which the children will
use in the lesson. Mime play (football), walk, climb, wait,
watch TV, wash, jump, listen, clean (teeth/bedroom), sail,
etc. Ask the class to shout out the word each time. You
could ask individual children to come up to the front of the
class, whisper a verb and ask them to mime it.
4 Let’s learn! Listen and say. CD2 Track 70
• Ask the children to look at the diary and tell you what day it is
today (Tuesday). Ask What day was yesterday? Elicit Monday.
• Play the CD. The children follow the words in their books.
• Play the CD again and pause after each verb. They point to
and repeat the words as a class. Draw their attention to the
way that the past tense is formed: by adding -ed. Explain the
Look! feature: add -d to regular verbs that end in -e.
4 Let’s learn! Listen and say.
Yesterday cleaned
I played climbed
basketball. listened
played
sailed
stayed
5 Look, read and circle.
1 2 3 4
Last Saturday Harry was very busy. In the morning he cleaned / climbed his bedroom.
Then he played / helped his dad. They watched / washed the car. In the afternoon he
visited / helped his aunt and uncle. After that he watched TV / played football.
• Go around the class and ask individual children to make
sentences using the verbs in the list. E.g. Yesterday I played
football. Ask the class to report back Yesterday he/she
played football. Ask pairs of children to make sentences to
practise we/they. Pay attention to the pronunciation of the
past tense endings.
5 Look, read and circle.
• Ask the children to look at the pictures. Elicit a sentence
about each picture, e.g. He cleaned his bedroom.
• Read the example sentence aloud. Then ask the children to
read the text and circle the correct verb in each sentence.
• Check the answers by asking individual children to read
the sentences aloud.
6 What about you? Circle. Then tell the class.
• Read the verbs aloud with the class.
• Ask the children to circle the things that they did last Saturday.
• They then tell their partner what they did, e.g. Last
Saturday, I helped my mum.
• Ask individual children to tell the class one thing they did
last Saturday.
7 Sing along with the band! CD3 Tracks 1 and 2
• Talk about the picture. E.g. ask Who’s this? What are they
doing?, etc. Elicit full sentence responses.
• Play the CD. The children listen, follow in their books and
clap to the rhythm.
• Teach the song line by line, using actions.
• Play the CD again. Encourage the children to join in and do
helped visited the actions.
jumped waited
talked
watched Activity Book page 69
walked Look!
washed liked
3 Listen and number. CD3 Track 3
Audioscript: TB page 125
• Play the CD. The children number the pictures 2–6.
• Play the CD again for them to check their answers.
• Check the answers by asking children around the class to
read sentences about Megan in the correct order.

6 What about you? Circle. Then tell the class. 4 Look at 3. Choose and write.
watched TV helped my mum played volleyball • Ask the children to use the verbs in the word bank to
listened to music visited my grandma Last Saturday I . . .
cleaned my bedroom played with my friends complete the sentences about Megan.

7 Sing along with the band! 5 Choose and write the verbs in the past.
Yesterday I walked to school Then circle for you.
and I talked to all my friends.
Yesterday I was at school • The children choose a verb from the word bank to complete
and I played with all my friends.
each sentence. They write the verb in the past tense.
We climbed, we jumped, we played basketball.
We liked our day at our lovely school! • They circle yes or no about themselves.
Yesterday I walked to school
and I laughed with all my friends. Round-up
Yesterday I was at school.
I was happy with my friends. 81 • In pairs, the children tell each other the things from
Exercise 6 that they did yesterday.
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 10b Did he sail on
a boat?
Lesson 1 Vocabulary
Aims: to understand a cartoon story; to learn vocabulary
Target language: email, wave, dive, surf, row, phone
Recycled language: Sally has got…, Let’s…,
Last weekend …, was/were
Receptive language: Please …, Lucky Ziggy!, Great!
Materials: Class CD, vocabulary flashcards
Warm-up CD3 Tracks 1 and 2
• Start the lesson by singing the song from the previous
lesson. Ask children to do the actions as they sing.
1 Listen, point and say. CD3 Track 4
• Ask the children to open their books and look at the pictures.
• Play the CD. The children point to each word as they listen.
• Play the CD again, pausing after each word for the children
to repeat.
• Stick the flashcards on the board and say the words in
random order. Volunteers come up to the front and point
to the correct flashcards.
Extra!
Prepare the children to act out the story. Let them practise in
their groups. Then invite groups to act out the story in front
of the class.
Activity Book page 70
1 Look and number.
• Ask the children to look at the picture and number each
item using the words on the right.
2 Choose and write.
• Read the words in the word bank with the class and read
the example sentence aloud. Tell the children to complete
the sentences with the words in the word bank.
3 Read and match.
• Tell the children to match the sentence halves. Check the
answers by asking individual children to read the complete
sentences aloud.

2 Listen and read. CD3 Track 5

• Talk about the story with the class. Ask questions about
each frame. E.g. What are the animals doing in picture 1? 10b
What colour are the fish in picture 2? Are the animals bored
in picture 4? 1 Listen, point and say.

• Play the CD. Tell the children to follow the story in their
books.
email wave dive surf row phone
• Play the CD again, pausing after each picture to ask more
Listen and read. Did he surf on
questions. E.g. Did Ziggy dive in the sea? Did he row a 2
the waves?
Sally has got an Please read it What did he do? Did
boat?, etc. Elicit yes/no responses. 1
email from Ziggy. to us, Sally! 2
he dive in the sea?

• Ask the children to find and point to the new words from
Exercise 1.
• Play the CD a third time, pausing for the children to repeat
as a class.
Listen! ‘Last
weekend I was No, he didn’t.
3 Read and circle. very busy …’
3
Did he row a 4
Listen! We
boat on the sea? can visit Ziggy
• Read out the example sentence and elicit the answer. and have a
holiday, too.
• Tell the children to read the story again and complete the
exercise individually.

Great! Let’s
He didn’t row a phone Rob and
boat. He sailed Lucky Ziggy! Vicky! Let’s all
on a boat. go to Turkey.
3 Read and circle.
1 Sally has got a postcard from Ziggy. yes / no 3 Ziggy sailed on a boat last week. yes / no
2 Ziggy surfed on the waves. yes / no 4 The animals are excited. yes / no

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 Lesson 2 Structure
Aims: to learn the past simple
Target language: Did you/he/she (dive)? + short answers;
He/She (dived)., He/she didn’t (dive).
Recycled language: vocabulary from Unit 10
Materials: Class CD, cut outs from Activity Book page 109
Warm-up
• Revise vocabulary from the previous lesson. Mime actions
(e.g. rowing a boat). Say Yesterday, I … . Invite the children
to finish your sentence, (e.g. rowed a boat).
4 Let’s learn! Listen and say. CD3 Track 6
• Ask the children what they can see in the pictures.
• Play the CD. The children follow the words in their books.
• Play the CD again and pause after each sentence. They
repeat as a class.
• Divide the class into three groups. Play the CD again,
pausing so that each group can repeat a different part:
questions, answers and statements.
• Write verbs from Unit 10a on the board. E.g. wash, listen,
help, watch, play. Point to a verb and ask individual
children Did you wash the dishes yesterday? Elicit Yes, I
did. or No, I didn’t. Point to other verbs and encourage the
children to ask and answer questions around the class.
4 Let’s learn! Listen and say.
Did you dive in the
sea yesterday?
Did you climb
a mountain?
Listen and tick or cross. Then circle.
5
1 2
✗
4 5
• Then point to an individual child and ask Did he/she play
football yesterday? Elicit Yes, he/she did./ No he/she didn’t.
5 Listen and tick or cross. Then circle. CD3 Track 7
Audioscript: TB page 125
• Play the CD. Tell the class to listen and point to each picture.
• Play the CD again, pausing for the children to put a tick if
Jack did the activity and a cross if he didn’t.
• Then ask them to read the questions and circle the
correct answers.
6 Look at 5. Ask and answer.
• Read the speech bubbles aloud with the class.
• Ask the children to ask and answer in pairs about the
information in Exercise 5.
7 Make cards. Then play the game. AB page 109
• Read the speech bubbles aloud with the class.
• Ask them to cut out the cards on page 109 of their Activity
Books. Describe each card, e.g. playing football, etc. and
ask the children to hold up the correct card.
• Demonstrate how to play with a child. Each player has their
own shuffled cards face down on the desk. If child 1 picks
up watching TV, he/she asks Did you watch TV yesterday?
Child 2 then picks up the top card from his/her pile. If it also
shows watching TV, he/she answers Yes, I did. If it shows
a different activity, he/she answers No, I didn’t. If the cards
match, child 2 keeps the pair; if not, each card is returned
to the bottom of the pile.
• Players take turns asking and answering questions. Set a
Yes, I did. time limit. The player with the most pairs at the end of the
game is the winner.
No, I didn’t.
He dived in the sea.
He didn’t climb a mountain. Activity Book page 71
4 Look, read and correct the sentences.
3
• The children use the pictures to write negative and
affirmative sentences. Do some of the exercise orally first,
then ask them to complete the sentences individually.

5 Look at 4 and answer.

1 Did Jack watch TV yesterday?
2 Did he play football?
3 Did he listen to music?
4 Did he clean his bedroom?
5 Did he phone his friend?
6 Look at 5. Ask and answer.
Did Jack watch TV yesterday?
7 Make cards. Then play the game.
Did you watch
TV yesterday?
Did you phone
your grandma
yesterday?
st week. yes / no
yes / no
M10_YAZO_PUB_03GLB_3351_S10.indd 83
Yes, he did. / No, he didn’t.
Yes, he did. / No, he didn’t. • The children read the questions and look at the pictures/
Yes, he did. / No, he didn’t.
Yes, he did. / No, he didn’t. days in Exercise 4. They write Yes, she did. or No, she
Yes, he did. / No, he didn’t.
didn’t. according to the information.
No, he didn’t. 6 Write. Then answer about you.
page 109
• Ask the children to complete each question using
the words in the word bank. They then answer about
Yes, I did. themselves with short answers.
Round-up
No, I didn’t.
• Invite the children to ask you questions about what you did
yesterday. E.g. Did you play football? Give them a time limit
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 10c A week in London
Lesson 1 Reading
Aims: to read and understand a longer story; to learn new
vocabulary
Target language: first, second, third, fourth, fifth, sixth, last
Recycled language: vocabulary and structures from
previous units
Receptive language: Buckingham Palace, the Queen,
Hyde Park, Serpentine Lake, Houses of Parliament,
Big Ben, Natural History Museum, London Eye, River
Thames, Madame Tussaud’s Museum, Prince William,
Oxford Street, dinosaur
Materials: Class CD, postcards or pictures of London
(optional)
Warm-up
• Draw a simple picture of Big Ben on the board (or show a
picture) and ask the children where they can see it. Elicit
London. Ask the children what they know about London
and if they have ever been (use L1 if necessary).
• Use pictures of London (if you have them) to elicit other
known vocabulary, e.g. park, river, shops, museum, the
Queen. Tell them they are going to listen to a story about
two children who visited London last year.
1 Listen, point and say. CD3 Track 8
• Ask the children to open their books and look at the
pictures at the top of page 85. Tell them that these are
words they will hear in the story.
• Play the CD. The children point to each word as they listen.
• Play the CD again, pausing after each word for the children
to repeat.
• Show the flashcards in random order and ask the children
to shout out the words.
2 Listen and read. CD3 Track 9
• Tell the children to look at the pictures and ask some
simple questions about each frame. E.g. What’s this?
Where are they? Who’s this? Is it sunny?, etc.
• Play the CD and let the children listen all the way through.
• Play the CD again. The children follow the story in
their books.
• Play the CD a third time. Pause after each frame and ask
questions to check comprehension. E.g. Where were Sam
and Katie on holiday? What did they visit on the second
day? Did they like the dinosaurs at the Natural History
Museum? Who was their favourite at Madame Tussaud’s?
Was it a good holiday?, etc.
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3 Read again and write yes or no.
• Read out the first sentence and the answer. Read the rest
of the sentences aloud and ask the children to say yes or
no. Ask them to point to the relevant frame in the story as
they give you the answers.
• Tell the children to complete the exercise individually.
Activity Book page 72
1 Look and match.
• The children read the ordinal numbers and match each to
one of the words below.
2 Write. Then match.
• Ask the children to look at the photos and ask questions,
e.g. What did Sam and Katie do on the first day?
• Ask them to write an ordinal number in each of the gaps
(number 2 - second, etc). They then match the sentence
parts. Explain that the photo numbers match the sentence
numbers.
3 Answer the questions.
• Ask the children to read the questions and write short
answers (Yes, they did. or No, they didn’t.) They use the
information from Exercise 2.
10c
1 2
Last summer Sam and Katie were on holiday On the first day they visited Buckingham
in England. They visited London for a week. Palace. The Queen wasn’t at home.
3 4
On the second day they visited Hyde Park. On the third day they were at the Houses
It was a sunny day. Sam and Katie rowed a of Parliament. They listened to Big Ben.
boat on the Serpentine Lake. It was fun. It was 8 o’clock.
1 Listen, point and say. 2 Listen and read.
3 Read again and write yes or no.
1 Sam and Katie visited London last summer. yes
2 They talked to the Queen.
3 They dived in the Serpentine Lake.
4 They liked the dinosaurs in the museum.
5 They were scared on the London Eye.
6 They visited Madame Tussaud’s on the last day.
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 Lesson 2 Writing
Aims: to develop Writing skills (Activity Book): write time
sequencers: first, then, after; write about last weekend
Recycled language: vocabulary and structures from Units
9 and 10
Materials: Class CD, Quiz
Warm-up CD3 Track 9
• Ask the class what they can remember about the story in
the previous lesson. Ask questions, e.g. Where did Sam
and Katie go on holiday? What did they visit?, etc.
• Play the CD and let them listen to the story again.
4 Choose and write.
• The children complete the summary of the story, using
the words in the word bank. You can do some or all of the
exercise orally with the class before asking the children to
write the words individually.
Activity Book page 73
4 Look! Then number in order.
• Read the sentences in the box, focusing the children’s
attention on the time sequencers in bold.
• Read the sentences aloud and ask the children to number
them 1–3 individually.
first second third fourth
5 6
On the fourth day it rained. They visited
the Natural History Museum. They liked
the dinosaurs. They were scared!
7 8
5 Choose and write.
• Read the words in the word bank aloud with the class.
Remind them that we use the words in the with morning,
afternoon, evening.
• Do some of the exercise orally first with the class. Read
the text and ask individual children to tell you the missing
words. The children then complete the exercise individually.
• Check the answers by asking individual children to read
sentences aloud.
6 What did you do last weekend? Circle.
• Ask the children to read the phrases in the word bank and
circle the things that they did last weekend. Tell them they
will use these words in the writing task below.
7 Write about last Saturday or Sunday. Draw
or stick a photo.
• Ask the children to write about last Saturday or Sunday. Tell
them to use the prompts on the page and the phrases they
circled in Exercise 6. They can use the text in Exercise 5 as a
model to help them.
• Circulate around the class to help children as necessary.
Alternatively, you can set this for homework.
Pupils’ Book pages 84–85
5 Listen again. Now you tell the story. CD3 Track 9
• Tell the class they are going to tell the story. Ask them to
open their Pupils’ Books at the story page again.
• Divide the class into groups of eight and allocate each child
fifth sixth last one of the story frames to focus on.
• Play the CD. Pause after each frame and demonstrate
actions to accompany the words.
• Play the CD again, pausing after each sentence for the
children to repeat.
• The children read out the story in their groups and do the
accompanying actions.
On the fifth day they were on the London Eye
next to the River Thames. It was very high. • If there is time, invite some groups to tell the story in front of
They weren’t scared. They were excited.
the class. They can line up in order of the frames from 1–8.

Round-up
• Play a game to consolidate ordinal numbers. Ask six
children to stand in front of the class. Give each one a
different ordinal number from first to sixth. Say You’re (first).
On the sixth day they visited Madame On the last day they visited lots of shops in
Tussaud’s Museum. There were lots of famous Oxford Street. They were very happy. It was Give them one minute to position themselves in the correct
people. Prince William was their favourite. a great holiday.
order, one behind the other. Repeat with other children and
make the time limit shorter.
4 Choose and write.
last were visited first fourth Museum Big Ben
Sam and Katie were on holiday last summer. They (1) visited London. On the (2)
Evaluation
day they visited Buckingham Palace. On the second day they visited Hyde Park. On the third • The children are now ready for the Quiz for this unit.
day they listened to (3) . On the (4) day they visited the Natural History
Museum. On the fifth day they (5) on the London Eye. On the sixth day they visited See the Active Teach Resources section.
Madame Tussaud’s (6) . On the (7) day they were in Oxford Street.

5 Listen again. Now you tell the story.

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 Social Science:
Take care of your body
Lesson 1 Reading
Aims: to read about taking care of your body; to revise
language from Units 9 and 10
Target language: toothache, cold (n), cough, sneeze,
temperature
Recycled language: present continuous, I’ve got …,
imperatives, nurse, bandage, accident, playground,
hospital, clean your teeth, meals, sweets, because
Receptive language: Be careful., X-ray, the back of, You
need …, My (teeth) hurt when…, take care of, Take (this
medicine).
Materials: Class CD
Warm-up
• Tell the children they are going to read about how to take care
of their bodies. Ask the children who they go to see if they are
not well (L1 if necessary). Elicit/Teach doctor, dentist, etc.
• Ask children what common illnesses they can think of. Use
mime to help (e.g. mime coughing, sneezing, toothache,
etc) and elicit/teach the words.
1 Listen, point and read. CD3 Track 10
• Ask the children to open their books and to look at
the photos.
• Ask questions. E.g. Look at photo a. What has the girl got on
3 Read again and write.
• Read the example sentence and answer aloud. Ask
the children to point to the part of the text which gives
that answer.
• Then ask the children to complete the exercise individually.
Activity Book page 74
1 Read and match.
• Ask the children to look at the pictures. Read the speech
bubbles aloud with the class.
• Ask them to match the pictures to the speech bubbles.
2 Read and tick or cross.
• Ask the children to work in pairs to tick and cross the right
options a-c each time.
• Check the answers as a class. Ask pairs to read the ticked
options aloud and ask the class if they agree. Tell each pair
to give themselves a point for each correct answer. Ask
each pair how many points they scored.
3 Choose and write.
• Ask the children to read the words in the word bank and
use them to complete the text in pairs.
• Check the answers by asking pairs of children to read out
their answers, one child reading the patient’s lines and the
other the doctor’s lines.
Social Science How can you take care
of your body?

her arm? What has the man got in photo b? Look at photo 1 Listen, point and read.
c. Is the dentist looking at her eyes?, etc. Encourage the Be careful. Don’t run too You need glasses to help you see.
a
fast in the playground. b

children to make guesses about who each child is visiting

and why.
• Play the CD. The children listen and follow in their books.
• Make statements about the photos and ask them to point
to the relevant photo. E.g. He’s an optician. She’s at the I’m at the hospital. I’ve got a bandage
on my arm. There was an accident in I can’t see the board when I sit at the
hospital. She’s got toothache, etc. the playground. The nurse is showing back of the classroom. I’m visiting the
• Help the children guess the meaning of any words they me an X-ray. My arm is broken. optician. He’s looking at my eyes.

don’t know (e.g. X-ray, hurt, medicine) by drawing their c

Don’t eat lots of sweets.
d
You’ve got a cold. Take this medicine
Clean your teeth after meals. every morning and night. Stay in
attention to the other words used in texts. E.g. children might bed. Drink lots of water.
be able to guess X-ray by associating it with arm is broken.

2 Listen and number. CD3 Track 11

Audioscript: TB page 126
I’m visiting the dentist because I’ve got I’m visiting the doctor because I’ve got
• Tell the children they are going to listen to more information toothache. My teeth hurt when I eat hot a cough and I’ve got a temperature.
about the people in the photos. food or when I drink cold drinks. I’m sneezing a lot, too.

• Play the CD and ask them to point to each photo as they listen. 2 Listen and number.
• Play the CD again, pausing after each section so that the 3 Read again
children can number the boxes correctly. 1 A dentist
2 A
• Check the answers by asking individual children to read 3 An
the text and number aloud. 4 A
and write.
helps me when I’ve got toothache.
gives me medicine when I’m not well.
looks at my eyes and gives me glasses.
looks after me when I’m in hospital.

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 Lesson 2 Vocabulary, Speaking, Writing • Read sentences a-d aloud with the class. Then play the CD
and ask them to match them to sentences 1-4.
Aims: to consolidate vocabulary from Lesson 1; to talk about • Check the answers by asking individual children to read
how to take care of your body; to draw and write about each ‘problem’ and ‘advice’ aloud.
taking care of your body
Target language: I’m visiting the (dentist) because I’ve got 5 Say and answer.
(a temperature)., Go to the dentist/doctor/optician., Stay in • Read the speech bubbles aloud with the class. Tell the
bed., Drink water., Don’t run., Be careful., Always …. class about other ‘problems’ and ask individual children to
Recycled language: from previous lesson give you advice, e.g. I’ve got toothache. Go to the dentist.
Materials: Class CD, A4 paper (optional) • Put the children into pairs. One child explains a problem
and the other gives advice. Tell them to use the
expressions in Exercise 4 to help them.
Warm-up • Circulate around the class, helping the children as
• Ask the children what they can remember about the necessary and listening for common mistakes. Check the
people they read about in the first lesson. Mime being a answers by asking pairs of children to act out exchanges.
doctor, an optician, a dentist and ask them to guess who
you are. 6 Your project! Draw and write about how to
take care of your body.
4 Choose and write. Then listen and match.
CD3 Track 12 • Ask the children to look at the pictures and read the text
aloud with the class.
Audioscript: TB page 126
• Tell the children they are going to draw and write about how
• Ask the children to look at the pictures and elicit known to take care of their bodies, using the text in Exercise 6 as
vocabulary, e.g. bandage, finger, sneeze, board, teeth, a model. They can do this in their notebooks, or on a loose
toothache. piece of A4 paper if you wish to make a class display later.
• Read the words in the word bank with the class and ask • Go round the class and help children as necessary.
the children to complete the sentences with them. Alternatively, you can ask the children to do this at home
and share what they have written in the next lesson.

Activity Book page 98

Ta ke c a r e o f yo u r b o d y
My Picture Dictionary: Cross-curricular links
4 Choose and write. Then listen and match. CD3 Track 16
cold broken toothache see
a Wordlist TB page 131
You need glasses. Go to
1 My finger is broken . the optician.
• The children can label the pictures in their Picture
b
Always be careful in the Dictionary now. Play the CD. The children listen and repeat.
2 I’ve got a bad . playground. Don’t run Then they write the words under the pictures. Alternatively,
too fast.
they do this in the Review Lesson 2.
c
Stay in bed. Use a tissue
3 I’ve got .
when you sneeze.
(See Introduction page vii.)

d
Go to the dentist every
4 I can’t the six months. Always clean
board very well. your teeth after meals.

5 Say and answer.

I‛ve got a cold. Stay in bed.

6 Your project! Draw and write about how to take care of your body.

Don’t get a Take care of

cold. Eat lots your teeth.
of fruit and Don’t eat lots of
drink lots of sweets. Clean
water. Use a your teeth after
tissue when meals. Go to the
you sneeze. dentist every six
months.

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 Review 5 Activity Book page 75

Lesson 1 1 Choose and write.

• Ask the children to look at the pictures and read the words.
Aims: to consolidate language from Units 9 and 10; to focus Tell them to use the words to complete Karla’s story.
on the sound /aʊ/
Recycled language: vocabulary from Units 9 and 10 2 Now choose the best name for the story.
Materials: Class CD, vocabulary calendar (optional) • The children choose what they think is the best name for
the story in Exercise 1. Ask individual children to tell you the
name they chose.
Warm-up
• Use a calendar to revise days of the week (or write them
on the board). Then ask questions round the class, e.g. Did
you visit your grandma on Monday? Did you play computer
games on Saturday?, etc.

1 Listen and say the name. CD3 Track 13

Audioscript: TB page 126
• Tell the children to look at the pictures and ask questions
about what the children did. E.g. What did he do on
Monday? Elicit He watched TV.
• Show them how the chart works by playing the first part of
the CD and pausing after each line. Tell them to follow in
their books and to point to the correct person. Elicit Lucy.
• Then play the CD all the way through, pausing before each
name is revealed for the class to tell you the answer. Then
play the last line for them to check their answers.

2 Look at 1. Ask and answer.

• Read the speech bubbles aloud with the class. Review 5
• In pairs, they take turns pretending to be one of the children 1 Listen and say the name.
in Exercise 1. Their partner has to guess who that child is by Monday Tuesday
asking questions.

3 Listen and chant. CD3 Track 14

Yes, I did. No, I didn’t. Yes, I did. No, I didn’t.
Audioscript: TB page 126 Wednesday Thursday Friday

• Ask the children to look at the picture. Say, e.g. Point to

the clown. Then ask Who is next to the clown? (a cowboy).
Where are they? (in town). Yes, I did. No, I didn’t. Yes, I did. No, I didn’t. Yes, I did. No, I didn’t.
• Read the chant and draw attention to the letters in pink.
• Play the CD. Pause after each set of sounds (/aʊ/ /aʊ/ /aʊ/
– /aʊ/ /aʊ/ /aʊ/) and ask the children to repeat. James Lucy Tom Mary

• Continue and pause again after the first set of phrases (The 2 Look at 1. Ask and answer.
cowboy and clown). Ask in which word(s) they heard the Did you watch TV on Monday? Yes, I did.
/aʊ/ sound (cowboy, clown). Continue and pause after the Did you play tennis on Wednesday? No, I didn’t.
second set of phrases (were in town). Ask in which word(s) You’re Lucy. Yes, that’s right.

they heard the /aʊ/ sound (town).

3 Listen and chant.
• Play the rest of the CD. Encourage the children to join in
The cowboy and
the chant. clown
were in to
• Ask the class to repeat the chant quickly four times. wn.

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 Lesson 2 Activity Book page 75
Aims: to consolidate language by playing a game; to 3 Write and check. Now colour.
evaluate progress • This is a self-assessment activity. Ask the children to look at
Target language: vocabulary and structures from Units 9 the pictures and write the correct words/phrase.
and 10 • Check the answers as a class. The children tick or cross
Materials: Class CD, Progress Review 5 each box. They then colour the appropriate face: OK, Good
or Excellent, depending on how many ticks they got. This
can also be set for homework.
Warm-up CD3 Track 14
• Practise the chant again from Lesson 1. Activity Book pages 95–96, 98
My Picture Dictionary CD3 Tracks 15 and 16
4 Play the game.
Wordlist TB page 131
• Tell the children they are going to play a game of Snakes
and Ladders. Remind them that they start on square 1 and • The children can now label the pictures in their Picture
throw a die. They move the number of squares indicated Dictionary. Play the CD if there is time. The children listen
on the die and complete the sentence or answer the and repeat. Then they write the words under the pictures.
question on the square. If they land on the bottom of a (See Introduction page vii.)
ladder they can climb up, but if they land on the head of a
snake they must slide down. They take turns with a partner. Evaluation
The winner of the game is the first person to get to the • You can use Progress Review 5 as a test in class.
Finish square. See the Active Teach Resources section.
• Check the answers when all pairs have finished playing.
Pairs get one point for each correct answer. Ask who
reached the Finish square first in each pair.

4 Play the game.

17 18 Did you . . . 19 They . . . listen 20

your teeth this to the radio last
morning? night.

16 . . . they at 15 He . . . his 14 We . . . at the zoo 13

the cinema bedroom this yesterday.
yesterday? morning.

9 He wasn’t first.
He was . . . .
10 11 museum
I . . . at a
last
12 Did she . . . on
the waves?
weekend.

8 Today it’s Monday. 7 He was scared. 6 5 She . . . play tennis

Yesterday was . . . . He . . . brave. Did you . . . on a this morning.
boat last week?

1 2 I . . . at the cinema 3 4 Did she watch TV

on Saturday. yesterday?

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 11a We want to visit 3 Read again and circle.

Ziggy.
Lesson 1 Vocabulary
Aims: to understand a cartoon story; to learn vocabulary
Target language: flippers, snorkel, towel, video camera,
pack, take, ready
Recycled language: have got, present continuous,
everyone, excited, holiday, dive, sea, surf, waves, Hurry!,
suitcase, swimsuit
Receptive language: Hi, (name)., Yippee!, I can’t wait!,
That’s a good idea., Come on, let’s go!
Materials: Class CD, vocabulary flashcards
Warm-up
• Ask the children if they can remember where Ziggy is on
holiday (Turkey). Tell them the other animals are going to
visit Ziggy in Turkey. Ask the class what they will need to
take with them. Elicit known vocabulary (tickets, passports,
swimsuits, shorts, sunglasses, etc).
1 Listen, point and say. CD3 Track 17
• Ask the children to open their books and look at the pictures.
• Play the CD. The children point to each word as they listen.
• Play the CD again, pausing after each word for the children
to repeat.
• Say one of the target words. Then show the children the
flashcards one at a time. The children shout the word when
they see the matching flashcard.
• Read out the example sentence. Ask the children which
other things Patty is taking (a swimsuit, a towel) and ask
them to circle those words.
• Then tell the children to read the story again and circle the
things the other characters are taking.
Extra!
Prepare the children to act out the story. Let them practise in
their groups. Then invite groups to act out the story in front
of the class.
Activity Book page 76
1 Read and match.
• Ask the children to read the words in each list and to match
each list to a picture.
2 Read and write. Use words from 1.
• Ask the children to look at Vicky’s email and elicit what the
pictures represent.
• Read the example sentence, then ask the children to use
the picture clues to complete the email.
• Check the answers by asking individual chidren to read
lines from the email aloud.
11a
1 Listen, point and say.

2 Listen and read. CD3 Track 18

• Talk about the story with the class. Ask questions about flippers snorkel towel video pack take ready
camera
each frame. E.g. Are the animals excited or bored in picture 2 Listen and read.
1? What’s in the suitcase in picture 3? 1 Everyone is excited. They 2 I want to dive
Hi, Rob. Hi, Vicky. I want to surf
want to go on holiday. in the sea.
• Play the CD. Tell the children to follow the story in Do you want to go Yes, we do. We
in the waves.
to Turkey with us? want to visit Ziggy!
their books.
• Play the CD again, pausing after each picture to ask more
questions. E.g. Where are the animals going? What are
they packing?, etc. Elicit full sentence responses
Hurry! Go and pack
Yippee! I can’t wait!
where possible. your suitcases.
The animals are packing. We Are you ready,
• Ask the children to find and point to the new words from 3
We’ve got our flippers, want
4
everyone? Yes, we’re ready.

Exercise 1. snorkels, swimsuits and towels. to take

the
• Play the CD a third time, pausing for the children to repeat video
camera.
as a class.

Come on, let’s go!

3 Read again and circle.

1 Patty is taking flippers a bandage a swimsuit a towel a passport.
2 Karla is taking shorts sunglasses a map a video camera a photo album.
3 Rob is taking sunglasses a map a hat a radio flippers.
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 Lesson 2 Structure tomorrow. Point to, e.g. play football in the right column
and say I don’t want to play football tomorrow. Elicit other
Aims: to learn the use of want to sentences from the children.
Target language: I want to (verb + activity/place)., He/She • Point to play football again and ask Do you want to play
wants to …., I don’t want to…., He/She doesn’t want to…., football tomorrow? Elicit No, I want to go to the zoo. Then
Do you want to …?, Does he/she want to …? + short answers ask the class Does he/she want to play football tomorrow?
Recycled language: vocabulary from previous lesson, go Elicit No, he/she wants to go to the zoo. Repeat with other
shopping, go for a walk, go to the…, aquarium, zoo, beach, activities.
mountains, cinema, play (activity), fly a kite
Receptive language: Yes, please!, all day
5 Listen and circle. CD3 Track 20
Materials: Class CD Audioscript: TB pages 126–127
• Tell the children they are going to listen to children talking
about what they want to do tomorrow. Play the first section
Warm-up on the CD and elicit the correct answer.
• Ask individual children to mime activities they like to do
• Play the rest of the CD and ask them to complete the
on holiday. Ask the class to guess. E.g. go to the zoo/
exercise individually.
aquarium/cinema/beach/mountains, play football, watch
TV, play computer games. Write the activities in two 6 What about you? Ask and answer.
columns on the board when the class has guessed them.
• Read the words in the word bank and the speech bubbles
4 Let’s learn! Listen and say. CD3 Track 19 aloud with the children.
• In pairs, they ask and answer about what they want to
• Ask the children to look at the calendar. Ask What day is it
do tomorrow.
today? Elicit Friday. Ask What day is it tomorrow?
• Play the CD twice. The second time, pause after each 7 Sing along with the band! CD3 Tracks 21 and 22
sentence for the class to repeat.
• Talk about the picture. E.g. ask What has Karla got in her
• Using the list of activities on the board, put ticks next to the
bag?, etc.
left ones and crosses next to the right ones. Point to, e.g.
• Play the CD. The children listen, follow in their books and
go to the zoo in the left column. Say I want to go to the zoo
clap to the rhythm.
• Teach the song line by line, using actions.
4 Let’s learn! Listen and say. No, I want to • Play the CD again. Encourage the children to join in and do
Do you want to play go swimming.
football tomorrow? the actions.

Activity Book page 77

5 Listen and circle.
What do they want to do tomorrow?
1 Tom wants to play football / play basketball .
2 Daisy wants to go shopping / go swimming.
3 Mary wants to go to the aquarium / go to the zoo.
4 Sam wants to go the beach / go to the mountains.
6 What about you? Ask and answer.
go for a walk play volleyball go swimming
go to the cinema go to the zoo
Do you want to go for a walk tomorrow?
Do you want to go to the cinema?
Tag wants to go swimming.
He doesn’t want to play football.
3 Look, choose and write.
• Explain that the crossed pictures mean she doesn’t want
to do something. Read the example sentence. The children
complete the texts using the phrases in the word bank.
4 Look at 3. Write Yes, he/she does or No,
fly a kite visit my friends he she doesn’t.
play computer games
• Ask the children to read the questions and write short
No, I don’t.
answers. Tell them to look at the pictures in Exercise 3.
Yes, I do.

7 Sing along with the band!

I want to go to the beach.
I want to swim in the sea.
I want to play with my friends.
Do you want to come with me?
5 Write. Then answer about you.
Yes, please! Yes, please! • Ask the children to complete the questions and to answer
I want to go on holiday. about themselves.
Yes, please! Yes, please!
I want to play all day.

Do you want to go on holiday?

Round-up
Do you want to swim in the sea? • Play a chain game around the class. Say I want to play
Do you want to see some fish?
Do you want to come with me? tennis tomorrow. Ask a child to add another sentence and
repeat yours, e.g. I want to play football tomorrow. She
wants to play tennis. Continue around the class.
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 11b Can we make a
sandcastle?
Lesson 1 Vocabulary
Aims: to understand a cartoon story; to learn vocabulary
Target language: armbands, sandcastle, bucket, spade,
sun cream, use
Recycled language: vocabulary from Unit 11a, have got,
make, sea, under, umbrella, hot, pink, black
Receptive language: Welcome to …, I know!, Here you
are., Thank you.
Materials: Class CD, vocabulary flashcards
Warm-up CD3 Tracks 21 and 22
• Start the lesson by singing the song from the previous
lesson. Ask the children to mime the actions as they sing.
Ask them questions about the song. E.g. Does Karla want
to go to the beach? Does she want to go to the cinema?,
etc.
Extra!
Prepare the children to act out the story. Let them practise in
their groups. Then invite groups to act out the story in front
of the class.
Activity Book page 78
1 Do the crossword.
• Ask the children to look at the pictures and identify them.
Tell them to write each word in the crossword.
2 Read and circle.
• Read the example aloud with the class.
• Read out numbers 2-6 and ask individual children to tell
you the correct response. The children then circle the
correct responses in their books.

1 Listen, point and say. CD3 Track 23

• Ask the children to open their books and look at the pictures.
• Play the CD. The children point to each word as they listen.
• Play the CD again, pausing after each word for the children
to repeat.
• Hold up the flashcards in random order and elicit the
words from the class.
11b
2 Listen and read. CD3 Track 24 1 Listen, point and say.

• Talk about the story with the class. Ask questions about
each frame. E.g. Where are they in picture 1? What’s Karla
wearing in picture 2? What has Trumpet got in picture 3? armbands sandcastle bucket spade sun cream use

What colour is Ziggy in picture 4? 2 Listen and read. I’ve got my armbands on.
Sally and the animals go to the beach. Can we go in the sea?
• Play the CD. Tell the children to follow the story in their books. 1 2

• Play the CD again, pausing after each picture to ask more Yes, you
can.
questions. E.g. Can Karla go in the sea? Where can they
make sandcastles?, etc. Elicit short answer responses.
Can I have an
• Ask the children to find and point to the new words from ice cream?
Welcome Hello,
Exercise 1. to Turkey! Ziggy! No, you can’t.
Not now.
• Play the CD a third time, pausing for the children to repeat You’re pink
3 Can we make a 4
and black! I know! I haven’t
as a class. sandcastle? We’ve got got my sun cream.
our buckets and spades.

3 Read again. Find and write.

• Read the first statement and example answer aloud with
the class. You can make a sandcastle You can use our sun
under the umbrella. cream. Here you are.
• Tell the children to read the story again and complete the The sun is very hot. Thank you.
sentences with the words in the word bank. 3 Read again. Find and write.
armbands buckets beach sun cream
1 Sally and the animals are at the 3 Trumpet and Tag have got their
beach . and spades.
2 Karla is wearing her . 4 Ziggy hasn’t got his .
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 Lesson 2 Structure • Ask individual children questions. E.g. Can I use your
rubber, please? Can I have an ice cream, please? Elicit
Aims: to learn the use of Can I…? for asking permission answers Yes, you can. or No, you can’t. Then invite
Target language: Can I/you/we/he/she/they (verb + the children to ask your permission to do things in the
action/place), (please)? Yes, I/you/he/she/they can., classroom. E.g. Can we watch TV/play computer games/
No, I/you/he/she/they can’t. read a book/learn English?, etc. Answer their questions
Recycled language: vocabulary from Unit 11, do your appropriately. Write prompts on the board if necessary.
homework, go to bed, get up late, Saturday, Sunday, watch
TV, play football, living room, eat chocolates, breakfast,
5 Listen and tick or cross. CD3 Track 26
climb trees, garden, sleep, mobile phone Audioscript: TB page 127
Receptive language: friend’s house • Ask the children to look at the pictures and elicit the
Materials: Class CD, vocabulary flashcards questions they think the children are asking.
• Play the CD. The children check their predictions.
• Play the CD again and ask them to put a tick if the answer
Warm-up
is yes, and a cross if the answer is no.
• Give the six flashcards from the previous lesson to
• Check the answers by asking the questions and elicting
individual children. Read out sentences from the story,
the short answers.
e.g. I’ve got my armbands on. The children hold up their
flashcard when they hear their word. 6 Yes, he/she/they can. or
Look at 5. Write
4 Let’s learn! Listen and say. CD3 Track 25 No, he/she/they can’t.
• Ask the children to tell you what they can see. • Read the first question aloud with the class. Elicit the
• Play the CD twice. The second time, pause after each answer No, she can’t. from the cross in picture 1. Then tell
question and answer. The children repeat as a class. the children to answer the questions in their books.
• Divide the class into two groups, one to ask the questions 7 Read and tick or cross. Then ask and answer.
and the other to answer. Play the CD a third time, pausing
so that each group can repeat their part. • Read the speech bubbles aloud with the class. Ask
individual children the same questions.
• Read the questions in the chart on the left. Then ask the
children to put a tick or cross in the You column.
4 Let’s learn! Listen and say. Can we go
Can I go and play?
• Ask them to work in pairs and ask their partner the
to the Yes, you
bathroom, can. questions. Tell them to record the answers in the Your
please? friend column with either a tick or a cross.

No, you can’t. Do your

homework, please.
Activity Book page 79
Listen and tick or cross.
Listen and match. CD3 Track 27
5
3
1 2 3 4
Audioscript: TB page 127

✗ • Read aloud speech bubbles 2 and a with the class. Elicit

which picture they match. They then listen to the CD and
6 Look at 5. Write Yes, he/she/they can or No, he/she/they can’t.
complete the exercise.
1 Can she have an ice cream?
2 Can they watch TV?
3 Can he use her camera? 4 Read and write. Use can or can’t.
4 Can they swim in the sea?
• Ask the children to read the dialogue and complete it using
7 Read and tick or cross. Then ask and answer.
can or can’t.
Can you ... You Your

watch TV in your bedroom?

friend
Can you watch TV No, I can’t.
5 Answer about you. Write Yes, I/we/they
in your bedroom?
get up late on Saturday? can. or No, I/we/they can’t.
go to bed late on Saturday?
play football in your living room? • Ask the children to read the questions, then answer about
eat chocolates for breakfast? themselves or their friends.
climb trees in the garden?
sleep at your friend’s house? Can you get up
late on Saturday? Yes, I can. Round-up
use a mobile phone at school?
• Ask pairs of children to share the answers to their
93 questionnaire in Exercise 7.
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 11c A fantastic holiday!
Lesson 1 Reading
Aims: to read and understand information about a holiday
camp; to consolidate vocabulary
Recycled language: vocabulary and structures from
Units 1–11
Receptive language: Remember to …., camping, tent,
sports centre, Be careful!
Materials: Class CD, vocabulary flashcards (Units 10 and 11)
Warm-up
• Tell the children they are going to read about a holiday
camp. Invite them to share their own experiences of
holiday camps and elicit activities you can do there, (e.g.
swimming, surfing, diving, playing tennis, climbing, sailing,
etc). Use the flashcards from Units 10 and 11 to help elicit
vocabulary if necessary.
1 Look at the photos. Find, point and say.
• Ask the children to read the words in Exercise 1 silently,
then find the photos associated with them. Then ask the
children to say the words aloud and to point to the pictures
they are associated with.
• Encourage the children to make predictions about the text
based on the photos. E.g. ask Where are they? What are
they doing?, etc.
Activity Book page 80
1 What do they want to do? Read and tick
or cross.
• Tell the children they are going to read about Mary and
John’s holiday. Give them time to read the text silently.
• Now read out the activities in the two columns under the
text. Ask the children to tell you which activities Mary wants
to do (sleep in a tent and go for walks), and which activities
John wants to do (cook food on a fire and ride his bike). Tell
them to tick the activities that Mary and John want to do
and cross the activities that they don’t want to do.
• Check the answers as a class.
2 Read again and answer.
• Ask the children to read the text in Exercise 1 again and to
answer the questions.
3 Find the odd one out. Then write.
• Ask the children to circle the odd word out and to write it on
the line.

2 Listen and read. Then number. CD3 Track 28 11c

• Play the CD and tell the children to follow in their books. 1 Look at the photos. Find, point and say.
• Play the CD again and pause after each section. Give flippers friends mountains tent fire

the children time to find the correct photo and write the 2 Listen and read. Then number.

number in the box.

• Check the answers by asking individual children to read CAMP FUN!
ACTIVITY HOLIDAYS FOR YOU
the numbered texts aloud and say which photo each one Do you want to have a fantastic holiday? Do you want to make new friends? Do you want to learn something
matches (a-c). new? Come to one of our great holiday camps!

• Ask questions to check comprehension. E.g. Where can you a b c

surf in the waves? Where can you ski? Where can you sleep
in a tent?

3 Read again and circle.
• Read out number 1 and elicit the answer from the class.
• Tell the children to read the text again and to complete the
exercise individually or in pairs.
WATER FUN
1 Do you love watersports? At Water
Fun you can swim in the sea and surf
in the waves. Or you can swim in the
pool in our fantastic sports centre.
You can learn to dive and sail a boat.
Remember to pack your swimsuit and
flippers – and lots of sun cream.
CAMPING FUN
2 Do you love camping? At Camping Fun
you can sleep in a tent. You can go for
a walk in the country or you can ride a
bike. You can cook your food on a fire.
MOUNTAIN FUN
3 Do you love the mountains? At
Mountain Fun you can walk and
climb in the mountains. In autumn
you can see bears and other animals
– be careful! In winter you can ski.
Remember to bring warm clothes and
boots. You can buy skis at the Camp.

4 Answer for you.

3 Read again and circle.
• Tell the children to answer the questions about which of the 1 At Water Fun you can surf in the waves / climb a mountain.
three holiday camps they would like to go to and why. Then 2 At Camping Fun you can ski / sleep in a tent.
3 At Mountain Fun you can see bears / swim in the sea.
ask individual children to share their ideas with the class.
4 Answer for you.
1 Where do you want to go? To .
2 Why? Because I want to .
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 Lesson 2 Listening, Speaking, Writing
Aims: Listening: listen to a conversation; Speaking: talk
about what you want to do; Writing (Activity Book): and/or;
write about what you want to do in the holidays
Recycled language: vocabulary and structures from Unit 11
Materials: Class CD, Quiz
Warm-up
• Ask the children what they can remember about the
holiday camps from the previous lesson. Ask, e.g. Where
can you learn to dive?, etc. Elicit the names of the different
holiday camps and the activities you can do there.
5 Listen and match. CD3 Track 29
Audioscript: TB page 127
• Ask the children to look at the pictures and elicit known
vocabulary e.g. boots, country, swimming pool, towel,
flippers, snorkel, volleyball. Read the names of the children
aloud with the class. Tell them they are going to listen to
the children talking about what they want to do.
• Play the CD and let the children listen all the way through.
• Play the CD again and tell the children to point to each of
the pictures as they hear them described.
• Play the CD a third time, pausing after each section for the
children to draw matching lines.
5 Listen and match.
1 Tom and Paul 2 Jane and Anna 3 Sue and Peter
a b c d
6 Number in order. Then listen and say.
• Check the answers by asking questions,. e.g. What do Tom
and Paul want to do? (They want to play volleyball).
6 Number in order. Then listen and say.
CD3 Track 30
Audioscript: TB page 127
• Ask the children to read the dialogue and to number the
speech bubbles 1–6.
• Play the CD for children to check their answers.
• Then ask them to practise reading the dialogue in pairs.
7 Ask and answer.
• Read the speech bubbles aloud with the class. Ask
individual children questions, using the expressions on the
left as prompts. The children answer using the appropriate
prompt on the right.
• Ask them to ask and answer in pairs, using the prompts.
• Ask pairs of children to say their dialogues aloud.
Activity Book page 81
4 Look. Then write and or or.
• Ask the children to look at the sentences in the box. Draw
their attention to the way and and or are used.
• Then they complete each sentence using either and or or.
5 Look, read and write.
• Tell the class they are going to complete a text about what
a child wants to do on holiday. Explain that the child wants
to do the activities with a tick next to them, but doesn’t
want to do the activities with a cross next to them.
• Read the example sentence aloud with the class then ask
them to complete the text individually.
4 Alex and Sally
• Ask individual children to read sentences aloud.
6 What do you want to do on holiday? Read
and tick or cross.
• Ask the children to put a tick next to the activities they want
to do and a cross next to the ones they don’t want to do.

Hello, Sue.
1
Me too. Let’s go.
7 Write about the holidays.
Yes, good Yes, you’re right.
• Ask the children to use the activities from Exercise 6 to write
idea. I’ve got Do you want to go to about what they want to and don’t want to do on holiday.
my swimsuit. the swimming pool?

No, not
• Circulate around the class to help children as necessary.
Hello, Peter. Do
today. It’s you want to swim Alternatively, you can set this for homework.
too cold. in the sea today?

7 Ask and answer. Do you Good idea.

Round-up
want to go Let’s go to the
swimming? swimming pool. • Ask individual children to tell the class one thing they want
go for a walk the aquarium
to do and one thing they don’t want to do on holiday.
go shopping the swimming pool
play basketball
see the fish
my house
the sports centre
Evaluation
go swimming the country • The children are now ready for the Quiz for this unit.
play computer games the town
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 12a You must be brave. Extra!
Prepare the children to act out the story. Let them practise in
Lesson 1 Vocabulary their groups. Then invite groups to act out the story in front
of the class.
Aims: to understand a cartoon story; to learn vocabulary
Target language: monster, net, far, near, stuck, worried
Activity Book page 82
Recycled language: armbands, swim, stay, beach, scared,
sea, turtle, move, brave, cry, everyone, want to, help, 1 Find, circle and tick.
There’s a…., present continuous
• Ask the children to identify the pictures. Tell them to find
Receptive language: Help!, What’s the matter?
and circle the words in the wordsearch. They tick each
Materials: Class CD, vocabulary flashcards picture as they find the word.

2 Read and write. Use words from 1.

Warm-up
• Ask the children to look at the pictures and elicit known
• Ask the class if they can remember where Sally and the
vocabulary, e.g. net, thief, bee, children, shark, plane,
animals are now (visiting Ziggy in Turkey). Tell them they
beach, etc. Tell them to use words from Exercise 1 to
are going to listen to a story about the animals on holiday.
complete the speech bubbles.
Show them the flashcards and say the words. Tell them
they will hear these words in the story and ask them to • Check the answers by asking individual children to read
predict what the story is about (L1 if necessary). the speech bubbles aloud.

1 Listen, point and say. CD3 Track 31

• Ask the children to open their books and look at the pictures.
• Play the CD. The children point to each word as they listen.
• Play the CD again, pausing after each word for the children
to repeat.
• Stick the flashcards on the board and say the words in
random order. Volunteers come up to the front and point
to the correct flashcards.

2 Listen and read. CD3 Track 32

12a
1 Listen, point and say.
• Talk about the story with the class. Ask questions about
each frame. E.g. What is Patty doing in picture 1? What’s
next to Patty in picture 2? What animal can you see in
monster net far near stuck worried
picture 3? Is Carrie happy in picture 4?
2 Listen and read.
• Play the CD. Tell the children to follow the story in their books.
1 Sally is worried. Patty 2 Patty is scared.
• Play the CD again, pausing after each picture to ask more isn’t wearing armbands. Help! What’s the matter, Patty?
questions. E.g. Is Carrie a monster? What’s the matter with Look, Sally.
I’m swimming.
Carrie in picture 3?, etc.
• Ask the children to find and point to the new words from
Exercise 1. There’s a monster
Patty! You mustn’t swim far. in the sea!
• Play the CD a third time, pausing for the children to repeat You must stay near the beach.
as a class. I’m not a monster! I’m a turtle.
3 4
3
I’m Carrie Caretta. I can’t move.
4 You must be
brave, Carrie.
3 Read again and circle. You mustn’t cry.

• Read out the example sentence.

• Then tell the children to read the story again and complete
We must
the exercise individually. help Carrie.

Carrie Caretta is stuck in a net. Everyone wants to help Carrie.

3 Read again and circle.

1 Sally / Patty is swimming. 3 Carrie Caretta can / can’t move.
2 There’s a monster / a turtle in the sea. 4 The animals want to help / watch
Carrie.
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 Lesson 2 Structure • Write several prompts on the board, (e.g. listen to the
teacher, sit at your desk, run, eat). Ask the children which of
Aims: to learn the use of must/mustn’t the activities they must do and which they mustn’t do in the
Target language: I/You/We must/mustn’t… (instruction)., classroom. Put a tick or a cross next to each phrase. Then
help each other elicit sentences from individual children using the prompts
Recycled language: vocabulary from Units 1–12 and must or mustn’t.
Receptive language: make a mess, be quiet, left, right,
5 Look and write must or mustn’t.
traffic lights, cross the road, across, loud music, rules
Materials: Class CD • Ask the children to look at the picture and elicit known
vocabulary, (e.g. children, car, football, run, etc).
• Read the example sentence aloud. Do some of the
Warm-up exercise orally with the class before asking the children to
• Play a miming game to revise/teach clean your teeth, complete each sentence with must or mustn’t. Help with
make a mess, wash your hands, eat sweets, fight, play any unknown vocabulary.
loud music, cross the road. Mime the actions first and say
the words. Then say the words and ask the children to 6 Sing along with the band! CD3 Tracks 34 and 35
mime the actions. • Talk about the picture. E.g. ask Who can you see in the
picture? Where are they? How many pencils are there?, etc.
4 Let’s learn! Listen and say. CD3 Track 33
• Play the CD. The children listen, follow in their books and
• Ask the children to look at the picture and tell you what they clap to the rhythm.
can see. • Teach the song line by line using actions.
• Play the CD. The children follow the words in their books. • Play the CD again. Encourage the children to join in and do
• Play the CD again and pause after each sentence. They the actions.
repeat as a class.
Activity Book page 83
3 Read and match.
• Tell the children to look at the pictures. Read example
sentence c aloud with the class and elicit that it matches
picture 1, the library. Then ask them to match the other
4 Let’s learn! Listen and say.
sentences to the pictures.
I must clean my teeth every day.
I mustn’t make a mess in my room.
We must wash our hands before meals.
4 Look and write. Use must or mustn’t.
We mustn’t eat lots of sweets. Then number.
You mustn’t fight at school.
You must look
left and right. You mustn’t play loud music.
• Ask the children to look at the picture and elicit vocabulary.
5 Look and write must or mustn’t. Then ask the children to complete each sentence with must
or mustn’t.
3
• Check their answers, then ask them to number the boxes
in the picture 2-6 to match sentences 2-6.
4
1

2
5 Write the school rules. Use must or mustn’t.
• The children look at the list on the left and write the school
rules using must or mustn’t. Explain that a tick next to the
1 You mustn’t play football near 3 You look left and right
the road. before you cross the road.
activity means you must do it and a cross means that
2 Cars stop at the 4 You run across the road. you mustn’t.
traffic lights.
• Ask individual children to read their sentences aloud.
6 Sing along with the band!
In our school there are rules.
They help us every day to work and to play. Round-up
School starts at eight. We mustn’t be late. • Invite the children to tell the class some rules they have at
We like school. School is great.
We must listen to our teacher. We mustn’t talk.
home, e.g. I must clean my room every day. I mustn’t play
We mustn’t run in class. We must walk. loud music., etc.
We must be quiet in the library.
We must help each other, you and me.
We must do our homework every day.
Then we can go out and play.
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 12b You’re safe with us,
Carrie.
Lesson 1 Vocabulary
Aims: to understand a cartoon story; to learn vocabulary
Target language: fishermen, ask, safe, kind
Recycled language: far, beach, boat, help, dive, tired
Receptive language: Be careful!, Me too.
Materials: Class CD, vocabulary flashcards
Warm-up CD3 Tracks 34 and 35
• Start the lesson by singing the song from the previous
lesson. The children do the actions as they sing.
1 Listen, point and say. CD3 Track 36
• Ask the children what they can remember about the story
in the previous lesson. Then tell them to open their books
and look at the pictures.
• Play the CD. The children point to each word as they listen.
• Play the CD again, pausing after each word for the children
to repeat.
• Distribute the flashcards and say the words in random
order. The person holding the corresponding flashcard
should stand up. Repeat with other children.
Extra!
Prepare the children to act out the story. Let them practise in
their groups. Then invite groups to act out the story in front
of the class.
Activity Book page 84
1 Look and number.
• Ask the children to look at the picture and number each
item using the words on the right.
2 Look at 1 and circle.
• Remind the class of the meaning of near and far by mime
or by drawing simple pictures on the board. Ask questions
about the picture in Exercise 1, e.g. Is the boy near the
sandcastle? Is the whale near the beach?, etc.
• Read the example sentence aloud with the class. Then ask
them to look at the picture in Exercise 1 and circle near or
far from in each sentence.
3 Choose and write.
• Tell the children to look at the pictures and elicit vocabulary,
e.g. fish, boy, teacher, classroom, girl, woman, firefighter.
Then ask them to use the words in the word bank to
complete the sentences.

2 Listen and read. CD3 Track 37

• Talk about the story with the class. Ask questions about 12b
each frame, e.g. Is Carrie near the beach in picture 1?
Who’s in the boat in picture 2? What are Rob and Vicky 1 Listen, point and say.

doing in picture 3? Is Carrie happy in picture 4?

• Play the CD. Tell the children to follow the story in their books.
fishermen ask safe kind
• Play the CD again, pausing after each picture to ask more
2 Listen and read.
questions. E.g. What do the animals ask the fishermen? Do
Carrie is too far from the beach. The fishermen want to help.
Rob and Vicky want to help Carrie?, etc. 1 2

Can you help us, please?

• Ask the children to find and point to the words from
Exercise 1.
• Play the CD a third time, pausing for the children to repeat
as a class. Look. There are some
fishermen. They’ve got Yes, we can
a boat. Let’s ask them. help you.
3 Choose and write.
3 Rob and Vicky dive into the sea. 4 We’ve got her.
• Read out the example sentence and elicit the answer.
• Tell the children to read the story again and use the words Rob! Vicky!
Be careful.
in the word bank to complete the sentences. I’m tired.
You’re safe
with us, Carrie.

Me too. Thank you.

You’re very kind.
3 Choose and write.
safe boat fishermen help
1 Everyone wants to help Carrie. 3 They’ve got a .
2 Tag sees some . 4 Carrie is .
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 Lesson 2 Structure 5 Choose and write. Listen and check.
CD3 Track 39
Aims: to learn the use of object pronouns
Target language: me, you, him, her, it, us, them Audioscript: TB page 128
Recycled language: vocabulary from Units 1–12 • Ask the children to look at the pictures.
Materials: Class CD, vocabulary flashcards, cut outs from • Read the speech bubbles aloud with the class and elicit
Activity Book page 111 the missing words. They are in the wordbank.
• Then tell them to complete the speech bubbles individually
in writing.
Warm-up
• Play the CD for the children to check their answers.
• Play a flashcard game to revise vocabulary. Divide the
class into groups. Show a flashcard and ask the groups to 6 Make cards. Then play the game. AB page 111
remember a line from the story with that word in it, i.e. Let’s
• Tell the class that they are going to play a game with cut outs.
ask them. The fishermen want to help. You’re safe with
us, Carrie. You’re very kind. The first group to say a correct • Ask them to cut out the sentence strips and pronoun cards
sentence wins a point. on page 111 of their Activity Books.
• The children play the game individually. Ask each player to
4 Let’s learn! Listen and say. CD3 Track 38 put their cut outs face up on the table.
• Ask the children to look at the picture and tell you what they • Demonstrate how to play with an individual child. Read one
can see. of the sentence strips, e.g. Trumpet is very strong. Look at.
• Play the CD. The children follow the words in their books. Ask the child to find the matching pronoun (him) as quickly
as possible and to position it next to the sentence strip.
• Play the CD again and pause after each sentence. They
repeat as a class. • Give the children a time limit of two minutes. The first player
to complete all their sentences correctly is the winner.
• Point to yourself and say I’m the teacher. Look at me. Then
point to various children and say You’re a student. Look at • Check the answers by asking individual children to read
you. or She’s kind. I like her. Repeat with the other object out their completed sentences.
pronouns. Ask the children to repeat after you.
Activity Book page 85
4 Listen and match. Then read and circle.
4 Let’s learn! Listen and say. CD3 Track 40
I like him.
I like her.
Look at us.
I like them.
Audioscript: TB page 128
We’re friends.
I like you.
You like me. • Tell the children to look at the picture. Elicit known vocabulary,
e.g. playground, swing, boy, mum, dad, girl, dog, doll, bag.
Play the CD and ask them to draw matching lines from the
5 Choose and write. Listen and check. dog, doll and bag to the main picture.
I / me you He / him She / her it they / them • Ask the children to read the questions under the picture
Hi, Sue. (1) I’m Do you want to watch This is Mary. (3) ’s Nice to meet
bored! TV with (2) me ? my friend. I sit next to (5) , Mary. and to circle the answer each time.
(4) at school.

5 Read and match.

Yes, please. • Tell the children to match each of the sentences on the left
Mum, where’s my That’s Tom. (7) ’s my These football boots Thanks, (9) ’re
football? I can’t brother. I like (8) . are for you, Tom. great. Can I wear
to a sentence on the right. Explain that the bold words can
find (6) . Happy Birthday! (10) today? help them.

6 Choose and write.

• Ask the children to use the words in the word bank to
6 Make cards. Then play the game. page 111
complete the sentences.

Round-up
• The children act out the dialogue from Exercise 5 in groups.
Divide the class into groups of five and allocate each child
a role: Mary, Sue, Mum, Tom and Dad. If time permits,
invite groups to act out the dialogue in front of the class.
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 12c Our beautiful world
Lesson 1 Reading
Aims: to read and understand a longer story; to practise
new vocabulary
Target language: litter, sky, desert, jungle, ocean, camel,
drop
Recycled language: vocabulary and structures from
Units 1–12
Receptive language: nature, Hold my hands., Make a
wish., All around the world., Wow!, Amazing!, Incredible!,
Fantastic!, You’re right., look after
Materials: Class CD, vocabulary flashcards, globe (optional)
3 Read again and answer.
• Read out the first question and elicit the answer. Read the
rest of the questions aloud and ask the children to find the
answers in the story.
• Tell the children to complete the exercise individually.
Activity Book page 86
1 Read and write yes or no.
• Ask the children to look at the pictures from the story. They
read the sentences below each picture and write yes or no.
2 Choose and write.
• Ask the children to look at the pictures and to use the
words in the word bank to complete the sentences.

Warm-up
• Draw a picture of the world on the board (or present the
globe) and say It’s our beautiful world. Ask the children to
tell you places they can see or visit in the world, (e.g. cities,
towns, villages, mountains, sea, rivers, etc).
• Show the flashcards of the desert, jungle and ocean
and elicit vocabulary associated with these places, (e.g.
animals, weather).
• Tell the class they are going to listen to a story about two
children who go around the world.

1 Listen, point and say. CD3 Track 41

• Ask the children to open their books and look at the
pictures at the top of page 101. Tell them that these are
words they will hear in the story.
12c
• Play the CD. The children point to each word as they listen.
Stop! You mustn’t drop
• Play the CD again, pausing after each word for the children 1 litter, children. We live 2
in a beautiful world.
to repeat. Who are you?
• Show the flashcards in random order and ask the children
to shout out the words.

2 Listen and read. CD3 Track 42

I’m Nelly Nature.
Hold my hands.
• Tell the children to look at the pictures and ask some simple Can we go up
in the sky? Yes, we can! Look! A desert and camels!
questions about each frame. E.g. What can you see in the 3
Where do 4

you want to
ocean? Is it hot in the mountains?, etc. go? You must
make a wish.
• Play the CD. The children follow the story in their books.
• Play the CD again and tell the children to follow the It’s very
hot here.
text with their fingers. Pause after each frame and ask All around
the world!
questions to check comprehension. E.g. Who is the
woman? Is it cold in the desert? What animals are in the
jungle?, etc.
1 Listen, point and say. 2 Listen and read.

3 Read again and answer.

1 Where do the children want to go? All around the world .
2 What do they see in the desert?
3 What do they see in the jungle?
4 Where is the snow? In the .
5 Where is the whale? In the .
6 Who must look after our world?
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 Lesson 2 Writing Activity Book page 87
Aims: to develop Writing skills (Activity Book): can, must and 3 Look! Then circle.
mustn’t; write about the rules in your family. • Read the sentences in the box aloud and focus the
Recycled language: vocabulary and structures from Units children’s attention on the modal verbs can and must/
11 and 12 mustn’t. Ask them to circle the modal and main verb in
Materials: Class CD, vocabulary flashcards, Quiz sentences 1–3.

4 Write in the correct order.

Warm-up CD3 Track 42 • Ask What can you do in the park? Elicit sentences, e.g. You
• Ask the class what they can remember about the story in can play football. Ask What mustn’t you do in the park? and
the previous lesson. Ask questions. E.g. What’s the woman’s elicit sentences, e.g. You mustn’t drop litter.
name? Where do the children go? What do they see in the
• Show the children the jumbled sentences and read out
jungle?, etc. Use the flashcards to help if necessary.
the example. Ask them to write sentences 2–5 in the
• Play the CD and let them listen to the story again. correct order.
4 Choose and write. • Check the answers by asking individual children to read
sentences aloud.
• The children complete the summary of the story, using
words from the word bank. You can do some or all of the 5 Read and tick. Then write about the rules in
exercise orally with the class before asking the children to your family.
write the words.
• Ask the children to read the sentences and tick the things
• Check the answers by asking children to each read a
they can do and the things they must/mustn’t do at home.
sentence aloud.
• Ask them to use the sentences they ticked to write about
the rules in their home.
• Circulate around the class to help children as necessary.
Alternatively, you can set this for homework.

Pupils’ Book pages 100–101

5 Listen again. Now you tell the story.
CD3 Track 42
litter sky desert jungle ocean camel drop
• Tell the class they are going to tell the story. Ask them to
Mountains open their Pupils’ Books at the story page again.
5 6
and snow!
• Divide the class into groups of three and allocate each
Wow! A jungle, child a role (Nelly Nature, boy, girl).
parrots and monkeys. Amazing! It’s
Incredible!
rainy here.
It’s cold here. • Play the CD. Pause after each frame and demonstrate
actions to accompany the words.
• Play the CD again, pausing after each line for the children
to repeat the lines of their character. Encourage them to
An ocean mimic their character’s voice, and to perform the actions.
and a whale!
7 8

You’re right, Nelly. • The children tell the story in their groups. They mime the
We must look after
our beautiful world. actions where appropriate.
Fantastic! It’s
cloudy here.
Round-up
• Ask the children to tell the class about the rules in their
home. Each child tells the class one thing they can/must/
mustn’t do.
4 Choose and write.
jungle desert litter hot world ocean Evaluation
The children drop (1) litter . Nelly Nature sees them. The children make a wish.
• The children are now ready for the Quiz for this unit.
They want to go all around the (2) . They fly with Nelly. They see camels in
the (3) . It’s (4) there. They see parrots and monkeys in the See the Active Teach Resources section.
rainy (5) . They see mountains and snow. They see a big whale in the
(6) . It’s amazing. They go home. They must look after their wonderful world.

5 Listen again. Now you tell the story.

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 Science:
Environment
Lesson 1 Reading
Aims: to read about how to look after our world; to revise
language from Units 11 and 12
Target language: look after, pick up (litter), waste (water),
save (water), turn off (the tap)
Recycled language: vocabulary and structures from
Units 1–12
Receptive language: clean up, put (it) in the (bin), important,
think about other people
Materials: Class CD
Warm-up
• Tell the children they are going to read about looking after
our world. Ask How can you look after your world? Write
must and mustn’t on the board as headings. Invite the
class to tell you what they think they must or mustn’t do to
look after their world, e.g. We mustn’t drop litter., We must
walk to school. See how many ideas the children can come
up with and help them with vocabulary as necessary.
2 Listen and number. CD3 Track 44
Audioscript: TB page 128
• Tell the children they are going to listen to information
about how to look after our world.
• Play the CD and ask them to point to the correct photo as
they listen.
• Play the CD again, pausing after each section so that the
children can number the box in each photo.
• Check the answers by asking individual children to read
the texts and corresponding numbers aloud.
Activity Book page 88
1 Read and number. Then tick or cross.
• Ask the children to look at the pictures. They read the
sentences and number each picture.
• They then put a tick on the line next to each sentence if it’s
good for our world, and a cross if it isn’t good for our world.
• Invite the children to share their answers with the class.
2 Choose and write.
• Read the text and ask the children to use a word from the
word bank to complete each sentence.

1 Listen, point and read. CD3 Track 43

• Ask the children to open their books and to look at
the photos.
• Ask questions. E.g. What can you see in photo b? What are
Science How can we look
they doing? What’s he/she doing?, etc. Encourage them to after our world?
make guesses about what the children are doing to look 1 Listen, point and read.
after their world.
• Play the CD. Tell the children to listen and follow in their b
a
books. Make statements about the photos and ask them to We live in one We mustn’t drop
world, you litter. We must
point to each photo as you say them. E.g. We mustn’t drop and me, with put it in the bin.
mountains,
litter. We must be kind to animals., etc. deserts,
We can help to
clean up our
forests, towns and
• Help the children guess the meaning of any words they seas. We must
world. We can
pick up litter in
don’t know (waste, save, bin, pick up, headphones, turn off ) look after our the park or on
wonderful world. the beach. 1
by drawing their attention to the other words used in texts.
E.g. Children might be able to guess mustn’t waste water c d

We must be kind
by associating it with Water is very important. Water is very
important. We mustn’t to animals. We
waste water. We must must look after
save it. Turn off the the fish and the
water when you clean birds, too. We can
your teeth or wash the feed the birds with
dishes. Have a shower, nuts and seeds
not a bath. in winter.

e f

We must think We mustn’t

about other always go by
people. We must car. We can
be quiet. We sometimes
mustn’t play loud walk or ride
music. We can a bike to
use headphones school. Or
to listen to music. we can go
by bus.

2 Listen and number.

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 Lesson 2 Vocabulary, Speaking, Writing 4 Do you look after our world? Tick or cross.
Aims: to consolidate vocabulary from Lesson 1; to complete Then ask and answer.
a questionnaire about looking after our world; to make a • Tell the class that they are going to answer some questions
poster about our wonderful world to find out if they are helping to look after our world.
Target language: We must/mustn’t …., Do you …? • Read the questions aloud with the class and ask individual
Recycled language: vocabulary and structures from the children to answer yes or no. Then tell the children to tick or
previous lesson cross the questions in the Me column.
Receptive language: Well done!, Good. But you can do • Tell the children to work in pairs. They ask each other the
more., Oh, dear! same questions and record the answers in the My friend
Materials: A3 sheets of paper to make a poster; A4 sheets column.
of paper to draw pictures, scissors, glue • Tell them to add up how many ticks they have got and to
read the key at the bottom of the questionnaire. Ask the
children to put their hands up if they got 4–6 ticks. Say Well
Warm-up done! You’re helping to look after our world.
• Ask the children what they can remember about the
information they read in the first lesson. Mime doing 5 Your project! Make a poster.
various actions, (e.g. dropping litter, turning off the tap, • Ask the children to look at the photo of the poster and ask
feeding the birds, etc). Elicit sentences from the class using what they can see. Read the labels on the poster aloud
must and mustn’t, e.g. We mustn’t drop litter. We must be with the class.
kind to animals. • Tell the children they are going to make a similar poster
about our wonderful world. They can do this individually, in
3 Read again and write must or mustn’t. pairs or groups. Encourage them to draw pictures showing
• Read the example sentence aloud. how they can look after their world and to stick them on
• Then ask the children to complete the sentences with must their poster, with labels.
or mustn’t. • Circulate around the class and help children as necessary.
Alternatively, you can ask the children to make the posters
at home and bring them to the next lesson to show the
class.
Environment • You can make a display of the posters in the classroom.
3 Read again and write must or mustn’t.
1 We mustn’t drop litter. 5 We play loud music. Activity Book page 98
2 We save water. 6 We look after our
3 We always go by car. wonderful world. My Picture Dictionary: Cross-curricular links
4 We be kind to animals. CD3 Track 49
4 Do you look after our world? Tick or cross. Then ask and answer.
Wordlist TB page 131
Me My friend
Do you …
1 put litter in the bin?
• The children can label the photos in their Picture Dictionary
2 walk or ride a bike to school? now. Play the CD. The children listen and repeat. Then they
3 turn off the tap when you clean your teeth?
write the words under the photos. Alternatively, they do this
4 use your headphones when you play music?
5 look after your pet? in the Review Lesson 2.
6 feed the birds in the park?
(See Introduction page vii.)
Key 4–6 ticks = Well done! You’re helping to look after our world.
2–3 ticks = Good. But you can do more.
0–1 tick = Oh, dear! You aren’t helping. You must help.

5 Your project! Make a poster.

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 Review 6 4 Listen and chant. CD3 Track 46
Lesson 1 Audioscript: TB page 129

Aims: to consolidate language from Units 11 and 12; to
focus on the sound /eɪ/
Recycled language: vocabulary from Units 11 and 12
Receptive language: Right. My turn.
Materials: Class CD, vocabulary flashcards (Unit 11b)
Warm-up
• Use the flashcards from Unit 11b to revise vocabulary.
Stick the flashcards on the board and elicit the words.
Then ask the children to close their eyes. Remove one of
the flashcards. Ask the class to tell you which flashcard is
missing. Repeat removing different flashcards each time.
1 What can you see in the picture? Find
and circle.
• Read the words in the word bank aloud with the class.
Tell them to find as many of the words as possible in the
picture in Exercise 2.
• They circle each word as they find it. Give them a time limit
of one minute.
2 Listen and number. CD3 Track 45
Audioscript: TB page 129
• Ask the children to look at the picture and to tell you what
they can see. Tell them they are going to listen to the
people in the picture talking.
• Play the first conversation and point to the box with the
example answer 1. Play the rest of the CD and ask the
children to point to the correct people in the picture
each time.
• Play the CD again and tell the children to number each box.
• Ask the children to look at the picture and ask questions:
Are the children happy? What are they doing?, etc.
• Read the chant and draw attention to the letters in pink.
• Play the CD. Pause after each set of sounds (/eɪ/ /eɪ/ /eɪ/ –
/eɪ/ /eɪ/ /eɪ/) and ask the children to repeat.
• Continue and pause again after the first set of words
(Hooray!). Elicit in which syllable they heard the /eɪ/ sound
(the second). Continue and pause after the next set of
phrases (It’s a holiday today). Ask in which words they
heard the /eɪ/ sound (holiday, today). Repeat with the final
set of phrases (Let’s play! - play).
• Play the rest of the CD. Encourage the children to join in
the chant.
• Ask the class to repeat the chant quickly four times.
Activity Book page 89
1 Listen and circle. CD3 Track 47
Audioscript: TB page 129
• Ask the children to look at the pictures and elicit known
vocabulary. Read the questions aloud with the class. Tell
them to listen to the CD and circle the correct answer to
each question.
Review 6
1 What can you see in the picture? Find and circle.
armbands sun cream fishermen bucket spade
sandcastle sun video camera
2 Listen and number.
START

3 Look at 2. Play the game.

• Read the speech bubbles aloud with the children.
1
• Ask them to look at the picture in Exercise 1 and to choose
a numbered person. Working in pairs, their partner has to
guess who they’ve chosen, according to clues such as Can
I have an ice cream? and I want to make a sandcastle.
• They swap roles.
3 Look at 2. Play the game.
Can I have an ice cream? You’re number 1.
Right. My turn. I want to make a sandcastle.
You’re 4. Right.

4 Listen and chant.

Hooray! It ’s a holiday today.

Let ’s pla
y!

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 Lesson 2 • To play it in pairs, tell the children to start on circle 1 and
move through the quiz completing the sentences or
Aims: to consolidate language by doing a quiz; to evaluate answering the questions in pairs. The first pair to finish gets
progress a bonus of five points.
Target language: vocabulary and structures from Units 11 Check the answers as a class when the pairs have all
and 12 finished playing by asking individual children to read
Materials: Class CD, Progress Review 6, Attainment Test 9-12 sentences aloud. They get one point for each correct
answer. The winners are the pair with the most points.

Warm-up CD3 Track 46 Activity Book page 89

• Practise the chant again from Lesson 1.
2 Write and check. Now colour.
5 Do the quiz. • This is a self-assessment activity. Ask the children to look at
• The quiz can be done as a team game with the whole the pictures and write the correct words.
class or in pairs. • Check the answers as a class. The children tick or cross
• To play it as a team game, divide the class into two teams, each box. They then colour the appropriate face: OK, Good
A and B. Say a number and ask a child in Team A to say or Excellent, depending on how many ticks they got. This
and complete the sentence or answer the question in the can also be set for homework
circle. If they don’t know the answer, they can ask their
team mates. Give two points if the child answers with a Activity Book pages 96–97, 98
full sentence and one point if the child has help or doesn’t My Picture Dictionary CD3 Tracks 48 and 49
answer with a full sentence. If the answer is wrong, ask the Wordlist TB page 131
other team.
Then ask Team B a question and so on until all the • The children can now label the pictures in their Picture
questions have been asked. The team with the highest Dictionary. Play the CD if there is time. The children listen
score wins. and repeat. Then they write the words under the pictures.
(See Introduction page vii.)

Evaluation
3 • You can use Progress Review 6 as a test in class.
4
5 Do the quiz. 2 You mustn’t • An Attainment Test that tests language from Units 9–12 is
1
I litter. Don’t move. also available.
an ice cream, See the Active Teach Resources section.
please? there!
5
I want to
.
START
17
16 You do
your homework.
You wear
I a hat on the
a banana, beach.
15 6
please? He’s funny.
You

WE LL
18 Look at
talk in the
library. .

NE
DO !
You play 7
14
football in your You
bedroom. listen to your
FINISH 19 teacher.

8
I want to make They’re in the
20 She’s
a . boat. Can you
I’m the see ? swimming.
13
winner. Look Can you see
at ! ?
12

I want to 10 9
. Can you ride 11
your bike in Can you eat
the library? chocolates
You are
We must put in bed?
kind. I like
in the
.
bin.
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 Goodbye!
Aims: to revise language from Units 1-12; to sing a song
Target language: You can …
Recycled language: vocabulary and structures from
Units 1–12
Receptive language: bright, laugh
Materials: Class CD, vocabulary flashcards (Units 1-12)
Warm-up
• Tell the children it’s nearly time for the summer holidays
and ask What can you do in the summer holidays? Elicit
vocabulary, (e.g. go to the beach, swim in the sea, go to
the park, play with friends, etc).
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1 Sing along with the band. CD3 Tracks 50 and 51
• Ask the children to look at the picture and ask questions.
E.g. Who can you see in the picture? Where are they?
What’s he/she doing?, etc. Say I’m wearing a blue
swimsuit. I’m playing ball on the beach. Who am I? Elicit
Sally. Describe the other characters in a similar way and
ask the children to guess who you are describing, e.g. I’m
swimming in the sea. I’m climbing a tree. I’m wearing a
green hat. I’m making a sandcastle., etc.
• Play the CD. The children listen, follow in their books and
clap to the rhythm.
• Teach the song line by line. Ask the children to suggest an
action after each line.
• Divide the class into two groups, 1 and 2. Tell them they are
going to sing and do actions for alternate lines of the song.
Play the CD again. Group 1 sings and does actions for the
first line You can run in the park. Group 2 does the same for
the second line You can stay at home., etc. The whole class
sings the chorus together and mimes waving goodbye as
they sing.
1 Sing along with the band.
You can run in the park. Summer holiday!
You can stay at home. Summer holiday!
You can climb in the forests in the trees. Goodbye, my friends, goodbye to you.
You can play on the beach. Summer holiday!
You can laugh with your friends. Summer holiday!
You can swim in the bright blue sea. Goodbye from the animals in the zoo!
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 Round-up
• Use a selection of flashcards from the course and play a
team game. Divide the class into two teams and show
various flashcards. The first person to put their hand up
gets a chance to say the word and win a point for their
team. You could allocate an additional point if they can
correctly write the word on the board.

You can swim and dance. Summer holiday!

You can skip and jump. Summer holiday!
You can climb to the tops of the trees. Goodbye, my friends, goodbye to you.
You can paint and draw. Summer holiday!
You can read and dream. Summer holiday!
You can dive in the bright blue sea. Goodbye from the animals in the zoo!

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 The Yazoo Music Show
Aims: to consolidate vocabulary and grammar in an
enjoyable way
Recycled language: vocabulary and grammar from
Yazoo 3
Materials: Class CD, dressing up props (if possible)
Warm-up
• Play a game of ‘Simon says’ with the class. Give various
instructions to revise vocabulary from the course. E.g. Stand
up, sit down, clean your teeth, run, smile, etc. If you say
Simon says before the instruction, the children must do the
action. If you don’t say Simon says, they mustn’t do it.
• Talk about the course. Ask the children about their favourite
character in the book, their favourite lesson, their favourite
song. Let them look through their books to find them.
The Yazoo Music Show CD3 Track 52
• Ask the children open their books at page 108 and to look
at the characters and say who they can see. Ask them to
describe what the children/characters are doing and what
they’re wearing.
• Read the dialogue of the musical aloud with the class.
• Play the CD and let the children listen all the way through.
• Play the CD again. Pause after every spoken section and
ask the children to repeat. Let them listen to the songs and
encourage them to perform appropriate actions.
• Play the CD again and ask the children to join in with the
words and the songs.

The Yazoo Mus ic

All: Hello!
Sally: Hello!
Child 1
(to Sally): Hello! What’s your name?
Sally: My name is Sally.
Child 2: Are you from England?
Sally: Yes, I am.
All: My name is … .
All: We’re from … .
All sing: I’m from England. (Unit 1a)

Sally: Here are my friends: Chatter,

Trumpet, Tag, Karla and Patty.
Animals: Hello! We’re the animals in the zoo!
Child 3: Do you like the zoo?
Chatter: Yes, we do. Do you?
Children: Yes, we do.
All sing: Does Pandora like the zoo?
(Unit 4a)

Trumpet: I’m hungry.

Animals: You’re always hungry, Trumpet.
Children
4 & 5: We’re making a cake!
You can help us!
All sing: We’re cooking in
the kitchen.
(Unit 5a)

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 • Divide the class into seven groups and allocate one of the
songs from the musical to each group. Extra!
Many schools invite the parents to end-of-year parties.
• Allocate roles to various children in the class: Sally,
Consider having an end-of-term concert/party and getting
Children 1–9, Chatter, Trumpet, Tag, Karla, Patty.
the children to perform this musical in front of their family
• The children perform the musical. The actors read their
and friends.
parts and each group sings the song as it has been
allocated.
• If possible, make space in the classroom for the
performance to be done in one large area (or ask if you
can use the hall or gymnasium in the school).
• Make the whole thing fun and praise the children’s efforts.

azoo Music Show

Child 6: I love cake! Delicious!
Child 7: Are there any sweets or
chocolates?
Animals: Let’s look in the kitchen.
All sing: There are some apples in the
bowl. (Unit 8a)

Tag (to
children): Were you at school yesterday?
Children: Yes, we were.
Child 8: I talked to all my friends.
Child 9: I played basketball. It was fun.
All sing: Yesterday I walked to school.
(Unit 10a)

Tag: Can we go out

and play now, Sally?
Sally: You must do your homework
first.
Children: We do our homework every day.
Then we can play.
All sing: In our school there are rules.
(Unit 12a)

Karla: Now it’s summer and we don’t

go to school in summer.
All: Hurray!
Karla: What do we do in summer?
All: We go on holiday.
All sing: You can run in the park.
(Goodbye!)
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 International • Teach the song line by line.
• Play the CD again. Encourage the children to join in.

Friendship Day 4 Make a Friendship Day poster.

• Tell the children they are going to make a poster about
Aims: to read about International Friendship Day; to sing a
International Friendship Day. They can do this individually,
song; to make a Friendship Day poster
in pairs, or in groups.
Target language: friend, laugh, share, kind,
• Ask them to draw or find pictures in the magazines of friends
We’re (verb + ing) ….
or people doing things together, sharing, or being kind to
Recycled language: present continuous, smile, play, help,
each other. Tell them to stick these on the poster and write
toys, party, volleyball
captions using some of the target language from the lesson.
Receptive language: Friendship Day, You make me (smile).,
• Circulate around the class, helping as necessary.
together, Let’s …, have fun, make a poster
Alternatively, you could set this for homework and ask the
Materials: Class CD, A3 sheets of paper for poster, scissors, children to bring their posters to show the class in the next
glue, magazines (optional) lesson. You could also make a display of the posters.

Activity Book page 98

Warm-up
My Picture Dictionary: Festivals
• Tell the children they are going to read about a festival
called International Friendship Day. Ask them what they Wordlist TB page 131
know about this festival. Tell them (L1 if necessary) that the • The children can label the pictures in their Picture
festival takes place on the first Sunday in August every year. Dictionary now. Dictate the words or tell them to copy
It is a day for people to celebrate their friends. They do this from their Pupils’ Book.
by giving flowers, cards or gifts.
• Invite the children to tell you what the word ‘friend’ means Round-up
to them. • Play a miming game to consolidate vocabulary from the
lesson. E.g. say We’re sharing. Ask the children to mime the
1 Listen, point and say. CD3 Track 53 action of sharing. Repeat with other verbs.
• Ask the children to open their books and look at the pictures.
• Play the CD. The children point to each word as they listen.
• Play the CD again, pausing after each word for the children
to repeat.
• Say one of the target words. Then ask the children to point 1 Listen, point and say.
to the correct picture in their books. Explain that they will
use these words in the lesson. friend laugh share kind

2 Listen, read and match.

2 Listen, read and match. CD3 Track 54 1 I’m helping my
friend. We’re
• Ask the children to look at the photos. Tell them they show making a poster.

children celebrating International Friendship Day. Ask 2 We’re laughing

questions. E.g. Where are they? What are they doing? Elicit together. We’re
having a party.
other known vocabulary (e.g. pizza, volleyball, friends, party).
• Play the CD and ask the children to listen and follow in 3 We’re sharing.
We’re eating
their books. pizza.

• Play the CD again, pausing after each speech bubble so

4 We’re playing
that the children can number the boxes under each photo. volleyball
together. We’re
• Check the answers by asking individual children to read having fun.
each speech bubble and to point to the photo it matches. 3 Listen and sing.
1
3 Listen and sing. CD3 Tracks 55 and 56 Friends, friends, You’re my friend.
it’s Friendship Day! You make me smile.
Let’s laugh and play together. You help me every day.
• Tell the children they are going to listen to a song about
Friends, friends, You’re kind.
International Friendship Day. it’s Friendship Day. You share your toys with me.
Let’s love and help each other. We smile and laugh and play.
• Play the CD. The children listen, follow in their books and
clap to the rhythm. 4 Make a Friendship Day poster.
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 Carnival • Say one of the target words. Then ask the children to point
to the correct picture in their books. Repeat. Explain that
they will use these words in the lesson.
Aims: to read about Carnival; to sing a song; to make a
Carnival mask 2 Listen, read and match. CD3 Track 58
Target language: mask, streamers, costume, throw, dance • Ask the children to look at the photos. Tell them they show
Recycled language: present continuous, sister, clown, people celebrating Carnival. Ask questions, e.g. What’s
dress, party, cowboy, pirate, dancer, laugh, friends this? What are these? What are they wearing? What are
Receptive language: Notting Hill Carnival., There are lots they doing? Elicit other known vocabulary, e.g. clown, hat,
of …, beautiful, Happy Carnival to you. balloon, friends, party.
Materials: Class CD, card for making masks, colouring • Play the CD and ask the children to listen and follow in
pencils, scissors, string, vocabulary flashcards their books.
• Play the CD again, pausing after each speech bubble so
that the children can number the boxes in each photo.
Warm-up • Check the answers by asking individual children to read
• Tell the children they are going to read about a festival out each speech bubble and to point to the photo it
called Carnival. Ask them what they know about this matches.
festival. Tell them (L1 if necessary), that the festival usually
takes place in February. It is a day when people dress up 3 Listen and sing. CD3 Tracks 59 and 60
and parade in the streets. • Tell the children they are going to learn a song about
• Invite the children to tell you what the word carnival means Carnival. Ask them to look at the picture and elicit vocabulary
to them and elicit vocabulary. (cowboy, clown, dancer, pirate, mask, streamers, etc).
1 Listen, point and say. CD3 Track 57 • Play the CD. The children listen, follow in their books and
clap to the rhythm.
• Ask the children to open their books and look at the pictures. • Teach the song line by line.
• Play the CD twice. The second time, pause after each word • Play the CD again. Encourage the children to join in.
for the children to repeat.
4 Make a carnival mask.
• Tell the children they are going to make a carnival mask.
• Ask them to draw the outline of a mask and then decorate it
by colouring it in. Show them how to make two small holes
1 Listen, point and say.
at the sides of the mask. Then show them how to thread
string through the holes so that they can wear their mask.
mask streamers costume throw dance • Circulate around the class, helping as necessary.
2 Listen, read and match. Alternatively, you could set this for homework and ask the
1 This is me. I’m going to a children to bring their masks to show the class in the next
carnival with my sisters.
I’m wearing a clown lesson. You could also make a display of the masks in
costume and a big hat.
It’s red, yellow and blue. the classroom.
My little sister is wearing
a clown costume, too.
2 Look at these people.
Activity Book page 98
They’re at the Notting
Hill Carnival. They’re 1 My Picture Dictionary: Festivals
dancing to the music.
They’re wearing beautiful Wordlist TB page 131
costumes.
3 We’re at a party. We’re • The children can label the pictures in their Picture
laughing and having fun.
There are lots of balloons Dictionary now. Dictate the words or tell them to copy
and streamers.
from their Pupils’ Book.
3 Listen and sing.

I’m a cowboy, you’re a dancer. Round-up

Happy Carnival to you!
We are clowns and they are pirates.
• Play a flashcard game to consolidate vocabulary from the
Happy Carnival to you! lesson. Show the flashcards quickly to the children. Ask
Throw your streamers, put your masks on. them to remember the sequence in which you showed
Happy Carnival to you!
Dance and laugh with all your friends now. them and invite them to repeat the words in the correct
Happy Carnival to you! order. Repeat, varying the sequence in which you show
4 Make a carnival mask. the flashcards.
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 Festivals in Britain
Aims: to read and talk about festivals in Britain; to make
a calendar
Target language: months of the year, names of festivals,
When is (Mother’s Day)? It’s in (March).
Recycled language: school holiday
Receptive language: Britain
Materials: Class CD, A4 card for making a calendar,
colouring pencils, scissors, glue
Warm-up
• Tell the children they are going to read about festivals
in Britain. First, ask them to talk about festivals in their
own country. Elicit the names of festivals and ask When is
[festival]? Elicit/Teach the names of the months as they arise.
4 Answer for you.
• Ask the children to read and answer the questions about
themselves. Then ask individual children for their answers.
5 Make your own calendar.
• Tell the children they are going to make their own calendar,
showing festivals in their own country. They can do this
individually, or in pairs or groups.
• Ask them to draw the calendar on a piece of card like the
one in their Pupils’ Book. Tell them to write the months
on the calendar and the names of the festivals from their
own country in each month. Ask them to draw pictures to
illustrate each festival.
• Alternatively, you could set this for homework and ask
the children to bring their calendars to show the class
in the next lesson. You could also make a display of the
calendars in the classroom.

1 Listen, point and say the months. CD3 Track 61 Round-up

• Ask the children to open their books and look at the • Do a class quiz. Divide the class into two teams. Ask
pictures. questions, e.g. When is New Year’s Day? The first person
• Play the CD and let the children listen all the way through. to put their hand up and answer correctly wins a point for
their team.
• Play the CD again, pausing to let the children repeat
each month.
• Say the months in a random order and ask the children to
point to the correct month in their books.

2 Listen, read and point. CD3 Track 62

Audioscript: TB page 129
• Ask the children to look at the photos. Tell them they show
things from various festivals in Britain. Draw attention to 1 Listen, point and say the months.

particular photos and ask questions. E.g. Who’s this? What 2 Listen, read and point.
are these? What are they doing?
• Play the CD and let the children listen all the way through. January February March April
• Play the CD again, pausing after each festival so that the
children can point to the matching photo.

3 Look at 2. Ask and answer. New Year’s Day

May
Pancake Day
June
Mother’s Day
July
Easter
August

• Read the speech bubbles aloud with the class. Ask them to
point to January in Exercise 2. Then ask individual children
similar questions. E.g. When is Father’s Day? Elicit It’s in June. May Day Father’s Day School holidays Notting Hill Carnival
• Then ask the children to ask and answer questions about September October November December

the festivals in pairs.

Harvest Festival Hallowe’en Bonfire night Christmas

3 Look at 2. Ask and answer.

When is New Year’s Day? It’s in January.

4 Answer for you.

1 When is your birthday?
2 What’s your favourite month? Why?

5 Make your own calendar.

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 Audioscripts and Answer Key
My classroom The school fair
PB page 6 PB page 9
1 KEY: 14 pencils 6 pens 2 computers 12 books 7 rubbers 1 KEY: on – 2; under – 3; next to – 4
4 desks 4 chairs 5 rulers 2 pencil cases 10 crayons CD1 Track 9
1 Where’s the cat? – The cat is in the hat.
AB page 2 2 Where’s the cat? – The cat is on the hat.
1 KEY: 2 twelve 3 six 4 nine 3 Where’s the cat? – The cat is under the hat.
2 KEY: 3 They’re books. 4 It’s a board. 5 They’re bags. 4 Where’s the cat? – The cat is next to the hat.
6 It’s a chair. 2 KEY: 2 four 3 six 4 10 5 under the table 6 in the box
3 KEY: 2 Open your book. 3 Be quiet, please. 7 on the chair 8 next to the police officer
4 Listen, please.
AB page 5
Numbers 1–100 1 KEY: Circle: rubber, robot, ruler, soup, pizza, tiger, penguin,
doll, pencil, chicken, car
PB page 7 Write: soup, pizza, chicken; tiger, penguin; robot, doll, car;
2 KEY: 21 – twenty-one; 33 – thirty-three; 44 – forty-four; rubber, ruler, pencil
52 – fifty-two; 65 – sixty-five; 76 – seventy-six; 2 KEY: 1 thirty 2 computer 3 girl 4 Thursday 5 doll
87 – eighty-seven; 99 – ninety-nine 6 bread 7 rubber
3 KEY: 2 39 3 21 4 86 5 67 6 54
4 KEY: 2 59, fifty-nine 3 45, forty-five 4 92, ninety-two Unit 1a
5 34, thirty-four
PB page 10
AB page 3 3 KEY: 2 at the airport 3 on holiday 4 from Africa
1 KEY: (l–r) thirty, fifty, seventy, ninety, twenty, forty, sixty, eighty,
one hundred AB page 6
2 KEY: 2 56 3 87 4 93 5 39 6 48 7 77 8 62 1 KEY: Circle: uncle, grandma, aunt, cousin, brother, dad,
3 KEY: 2 7 3 3 4 7 5 3 6 3 grandpa, sister
2 KEY: 2 cousin 3 uncle
Days of the week and time 3 KEY: 2 holiday 3 airport 4 aunt 5 uncle 6 cousin

PB page 8 PB page 11
5 KEY: 1 Argentinian flag 2 Turkish flag 3 Polish flag
2 CD1 Track 8
CD1 Track 13
It’s Monday. What’s for lunch? – Chicken and spaghetti.
Boy: Hello, how are you?
It’s Tuesday. What’s for lunch? – Soup and bread.
Anna: I’m fine, thanks.
It’s Friday. What’s for lunch? – Pizza and salad.
Boy: What’s your name?
It’s Thursday. What’s for lunch? – Sausages and eggs.
Anna: My name is Anna.
It’s Sunday. What’s for lunch? – Burger and potatoes.
Boy: Where are you from, Anna?
It’s Saturday. What’s for lunch? – Cheese sandwiches.
Anna: I’m from Poland and this is my flag.
It’s Wednesday. What’s for lunch? – Fish and chips.
It’s white and red.
4 KEY: 1 d 2 c 4 b
Girl: Hello, how are you?
AB page 4 Bahar: I’m fine, thanks.
1 KEY: Monday, Wednesday, Sunday, Tuesday, Girl: What’s your name?
Saturday, Thursday Bahar: My name is Bahar.
1 Monday 2 Tuesday 3 Wednesday 4 Thursday Girl: Where are you from, Bahar?
6 Saturday 7 Sunday Bahar: I’m from Turkey and this is my flag. It’s red.
2 KEY: 2 sausages and eggs 3 chicken and spaghetti
4 pizza and salad Girl: Hello, how are you?
3 KEY: 2 It’s nine o’clock. 3 It’s two o’clock. Carlos: I’m fine, thanks.
4 It’s ten o’clock. Girl: What’s your name?
Carlos: My name is Carlos.

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 Girl: Where are you from, Carlos? 5 KEY: 2 Is, No, he isn’t. 3 Are, No, they aren’t.
Carlos: I’m from Argentina and this is my flag. It’s blue 4 Is, No, it isn’t. 5 Is, Yes, he is. 6 Are, Yes, they are.
and white. 7 KEY: 2 It isn’t a kangaroo. It’s a frog.
6 KEY: 1 white 2 Turkey, red 3 Poland, white, red 3 They aren’t robots. They’re dolls.
4 She isn’t a queen. She’s a teacher.
AB page 7
4 KEY: 2 ’m from 3 is 4 is 5 ’s from 6 is 7 is 8 ’s from 9 is
5 KEY: 2 a 3 d 4 b
Unit 1c
6 KEY: What, Where, from, What colour, flag PB page 14
2 KEY: 2 b 3 a 4 c
Unit 1b 3 KEY: 2 no 3 no 4 no 5 yes 6 yes

PB page 12 AB page 10
3 KEY: 2 no 3 yes 4 yes 1 KEY: 2 Turkey 3 red and white 4 chicken
5 elephants 6 no
AB page 8 2 KEY: 2 England 3 blue 4 spaghetti 5 monkeys 6 funny
1 KEY: 1 hungry 2 tired 3 shy 4 spaghetti 5 ice cream
6 cheese PB page 15
s a u c e i u m l 4 KEY: 3 Poland 4 white and red 5 spaghetti
6 monkeys 7 no
k z w e c c f b t
CD1 Track 21
s p a g h e t t i Hello, it’s nice to meet you.
h r t h e c l p r It’s nice to meet you too.
What’s your name?
y q r t e r n m e
My name is Ewa.
g s o t s e b d d How old are you?
v k l a e a w v u I’m nine years old.
Where are you from, Ewa?
r d s q m m y j k
I’m from Poland. This is my flag. It’s white and red.
h u n g r y x p u What’s your favourite food?
2 KEY: 2 on holiday 3 shy 4 spaghetti with sauce Spaghetti.
3 KEY: 1 England, Greece 2 sauce, cheese 3 tired, shy And what are your favourite animals?
4 aunt, uncle I like monkeys. They’re funny.
Are you shy?
PB page 13 No, I’m not.
5 KEY: 2 Yes, he is. 3 No, they aren’t. 4 Yes, I am. Thank you, Ewa.
5 No, it isn’t. 6 Yes, they are. 5 KEY: 2 f 3 e 4 b 5 c 6 a

AB page 9 AB page 11
4 KEY: 2 police officer 3 tigers 4 robot 5 clown 6 bears 3 KEY: 1 My name is Peter. 2 How old are you? I’m eight.
CD1 Track 19 3 Where are you from? I’m from France.
1 Is she a dancer? – Yes, she is. She’s a dancer. 4 Are you shy? Yes, I am.
Is she tired? – No, she isn’t. She isn’t tired. 4 KEY: 2 What’s your name?
2 Is he a teacher? – No, he isn’t. He’s a police officer. 3 I’m from France.
Is he happy? – No, he isn’t. He isn’t happy. 4 My flag is red, white and blue.
3 Are they lions? – No, they aren’t. They’re tigers. 5 Where are you from?
Are they strong? – Yes, they are. They’re very strong. 6 My favourite food is chips.
4 Is it a doll? – No, it isn’t. It’s a robot. 7 What’s your favourite food?
Is it big? – No, it isn’t. It’s small.
5 Is he a clown? – Yes, he is. He’s a clown.
Is he funny? – Yes, he is. He’s very funny.
6 Are they bears? – Yes, they are. They’re bears.
Are they big? – Yes, they are. They’re very big.

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 Unit 2a AB page 15
3 KEY: 2 Yes, she has. 3 Yes, she has. 4 No, she hasn’t.
PB page 16 5 Yes, she has. 6 No, she hasn’t. 7 Yes, she has.
3 KEY: 2 I’ve got sunglasses and a shirt. Suitcase A
3 I’ve got a new swimsuit. 4 I’ve got a camera. CD1 Track 31
Has she got sunglasses? – Yes, she has.
AB page 12
Has she got shorts? – Yes, she has.
1 KEY: 1 It’s a map. 2 It’s a camera. 3 Look at his smile. Has she got shoes? – Yes, she has.
5 It’s a swimsuit. 6 They’re shorts. 7 They’re sunglasses. Has she got a swimsuit? – No, she hasn’t.
2 KEY: 2 sunglasses. 3 No, it isn’t. It’s a flag. Has she got a dress? – Yes, she has.
4 Yes, they are. They're shorts. 5 No, it isn’t. It’s a camera. Has she got a camera? – No, she hasn’t.
6 No, it isn’t. It’s a map. Has she got a computer game? – Yes, she has.
PB page 17 4 KEY: 2 Yes, they have. 3 Yes, he has. 4 No, they haven’t.
5 KEY: 2 Have 3 Has 4 Has
5 KEY: 2 ‘s got 3 hasn’t got 4 hasn’t got 5 ‘s got
6 hasn’t got
Unit 2c
AB page 13
3 KEY: 2 Nick 3 Paul 4 Fred and Nick 5 John and Fred PB page 20
4 KEY: 2 hasn’t got 3 haven’t got 4 hasn’t got 5 haven’t got 3 KEY: 2 e 3 d 4 b 5 a
6 has got 7 has got 8 has got
AB page 16
1 KEY: 2 a 3 b 4 a
Unit 2b 2 KEY: 2 Hurry up 3 half past eight 4 late 5 cup
PB page 18 PB page 21
3 KEY: 2 no 3 no 4 yes 4 KEY: 2 time 3 past 4 for 5 late 6 It 7 cup
AB page 14 AB page 17
1 KEY: 2 taxi 3 suitcase 4 plane 5 money 6 passport 3 KEY: 2 b 3 a 4 c
2 KEY: passport 3, ticket 3, camera 3; map 7, sunglasses 7, 4 KEY: 2 d It’s time for English. 3 a It’s time for lunch.
money 7 4 b It’s time for bed.
Write: passport, ticket, camera, map, sunglasses, money

PB page 19 Children around the world

5 KEY: mobile phone: Mary 3; computer: Sam 3 Mary 7;
passport: Sam 7 Mary 3; camera: Sam 3 Mary 3
PB page 22
2 Yes, she has. 3 No, he hasn’t. 4 No, she hasn’t. 2 KEY: 2 d 3 c 4 a
CD1 Track 30 CD1 Track 35
Narrator: Have you got a mobile phone, Sam? 1 I’m from India. I live in a small house in Mumbai.
Sam: Yes, I have. Look. It’s new and it’s very nice. 2 I’m from Argentina. I live in a flat in Buenos Aires city.
Narrator: Mary, have you got a mobile phone? 3 I’m from Kenya. I live in a National Park.
Mary: Yes, I have. 4 I’m from Australia. I live on a farm.
Narrator: Have you got a computer, Sam? 3 KEY: 2 yes 3 no 4 no
Sam: Yes, I have. AB page 18
Mary: I haven’t got a computer.
1 KEY: 2 Felipe, Argentina 3 Aruna, India 4 Adla, Kenya
Narrator: Sam, have you got a passport?
2 KEY: 1 cows 2 taxis, cars 3 zebras, lions
Sam: No, I haven’t.
3 KEY: 1 horses 2 family 3 park 4 city
Mary: I’ve got a passport. It’s for my holiday in
Number pictures in this order: 4, 2, 1, 3
England.
Narrator: Have you got a camera, Mary? PB page 23
Mary: Yes, I have.
4 KEY: 2 Kenya, village 3 Argentina, flat 4 Australia, farm
Narrator: Sam, have you got a camera?
a2 b3 d4
Sam: Yes, I have. Here it is. Say ‘cheese!’
Narrator: Cheese!

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 Review 1 CD1 Track 43
I’m on holiday with my family. We’re at the beach.
PB page 24 In the morning we swim.
1 KEY: map, sunglasses, tickets, ice cream, camera In the afternoon we play volleyball.
2 KEY: 2 (girl with suitcase and ice cream) In the evening we watch TV.
3 (men running with tickets) At night I sleep.
4 (tall woman with sunglasses and camera) 6 KEY: 2 has 3 go 4 do
5 (girl with sunglasses and suitcase)
AB page 21
6 (girl with ice cream sitting on bench)
CD1 Track 36 4 KEY: 2 write 3 watches 4 does 5 go 6 play
1 He’s got a bag and a map. 5 KEY: 2 go to the beach, plays volleyball, swims
2 She’s got a suitcase and an ice cream. 3 plays computer games, watches TV
3 They’ve got tickets. 6 KEY: 2 swims 3 play 4 plays 5 eat 6 go 7 goes
4 She’s got sunglasses and a camera. 8 watch 9 write
5 She’s got sunglasses. She hasn’t got a camera.
6 She’s got an ice cream. She hasn’t got a suitcase. Unit 3b
4 CD1 Track 37
/tʃ/ /tʃ/ /tʃ/ /dʒ/ /dʒ/ /dʒ/ PB page 28
/tʃ/ /tʃ/ /tʃ/ /dʒ/ /dʒ/ /dʒ/ 3 KEY: 2 watch 3 year 4 winter
Chicken and chips. Yum, yum! Chicken and chips. Yum, yum!
AB page 22
Jelly and jam. Yum, yum! Jelly and jam. Yum, yum!
Chicken and chips. Yum, yum! Jelly and jam. Yum, yum! 1 KEY: 1 winter 3 year 4 ski 5 mountains 6 weekend
Chicken and chips. Yum, yum! Jelly and jam. Yum, yum! w z s u m m e r t
Chicken and chips. Yum, yum! Jelly and jam. Yum, yum! e y a g h e t t y
AB page 19 e y t s k i l p e
1 KEY: 2 aren’t 3 have got 4 have got 5 are 6 aren’t k r r w u p s e a
PB page 25 e e k t s e b d r
5 KEY: 1 is (a plane) 2 are (maps) 3 Is (No, she isn’t.) n c w i n t e r m
4 Has (No, he hasn’t.) 5 Has (Yes, he has.) d r y b t q s n g
6 Is (Yes, he is.) 7 Is (Yes, he is.)
m o u n t a i n s
8 Has, got (No, she hasn’t.) 9 Has, got (No, she hasn’t.)
10 Has, got (Yes, he has.) 11 Has, got (Yes, he has.) 2 KEY: 2 winter 3 ski 4 mountains 5 weekend 6 year
12 Has, got (Yes, he has.) 3 KEY: 2 beach 3 weekend

AB page 19 PB page 29
2 KEY: 1 England 2 isn’t 3 Yes, she has. 5 KEY: 2 Yes, we do. 3 No, they don’t. 4 No, I don’t.
CD1 Track 49
1 Do you play football every day?
Unit 3a Yes, I do. Football is my favourite sport.
PB page 26 2 Do you go to the beach in summer?
3 KEY: 2 yes 3 no 4 no Yes, we do.
3 Do they play in the garden in the afternoon?
AB page 20 No, they don’t. They do their homework in the afternoon.
1 KEY: 2 evening 3 afternoon 4 night 4 Do you swim in winter?
2 KEY: 2 in the morning 3 in the afternoon 4 at night No, I don’t. I swim in summer.
3 KEY: 2 parcel 3 beach 4 postcard
AB page 23
PB page 27 4 KEY: Lucy (3): watch TV, play basketball, go to the beach;
5 KEY: 2 play 3 watch 4 sleep Lucy (write): 2 play basketball 3 play football
4 go to the beach 5 ski
Tom (3): play basketball, play football, ski;
Tom (write): 1 watch TV 2 play basketball 3 play football
4 go to the beach 5 ski

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 CD1 Track 50
Tom: Lucy, what do you do at the weekend? Do you
watch TV?
Lucy: Yes, I do. I watch TV and I play basketball.
Tom: Do you play football?
Lucy: No, I don’t. I don’t like football.
Tom: Do you go to the beach in summer?
Lucy: Yes, I do. I go to the beach every weekend in summer.
Tom: Do you ski in winter?
Lucy: No, I don’t. How about you, Tom? What do you do at
the weekend? Do you watch TV?
Tom: No, I don’t. I play basketball and I play football with
my friends.
Lucy: Do you go to the beach every weekend in summer?
Tom: No, I don’t. But I ski in winter. My family go to the
mountains every year.
6 KEY: 2 Do you play computer games? Yes, I do./No, I don’t.
3 Do you swim in the sea? Yes, I do./No, I don’t.
4 Do you do your homework on Saturday? Yes, I do./No, I don’t.
Unit 3c
PB page 30
2 KEY: a 2 c 3
3 KEY: 2 Sue 3 Nick 4 Jack 5 Nick 6 Sue
AB page 24
1 KEY: 2 no 3 no 4 yes 5 no 6 yes
2 KEY: 1 climb 2 play volleyball, swim in the sea
3 go to the shops, visit the zoo
PB page 31
4 KEY: 2 A 3 C 4 B
CD1 Track 52
1 Hello, John. Do you go on holiday every year?
Yes, I do. I go on holiday every summer with my family.
Where do you go?
We go to the mountains.
2 What do you do in the morning on holiday?
The mountains are lovely in summer. I go for a walk.
3 What do you do in the afternoon? Do you play computer
games?
I don’t like computer games and I don’t watch TV. I read
a book.
4 What do you do in the evening?
I go to the town with my family and we have dinner. It’s
great. I have lots of fun on holiday.
5 KEY: 1 go, go to the mountains 2 do, do, go for a walk
3 do, do, read a book 4 do, do, go to the town
AB page 25
3 KEY: 2 or 3 and 4 or
4 KEY: 2 and 3 or 4 or 5 and 6 or
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Unit 4a
PB page 32
3 KEY: 2 a panda 3 China 4 leaves
AB page 26
1 KEY: 2 leaves 3 panda 4 meat 5 excited
2 KEY: 1 eat 2 eat, don’t eat 3 eat, don’t eat
3 KEY: 2 panda 3 China 4 leaves 5 meat
PB page 33
5 KEY: 2 doesn’t watch 3 likes 4 plays 5 doesn’t read
6 skis
AB page 27
4 KEY: 2 doesn’t eat 3 goes 4 watches 5 doesn’t swim
5 KEY: 2 No, she doesn’t. 3 Yes, she does. 4 Yes, she does.
5 No, she doesn’t.
6 KEY: 2 Does your mum eat meat? Yes, she does./No, she
doesn’t. 3 Does your friend eat meat? Yes, he/she does./
No, he/she doesn’t. 4 Does your grandma watch TV? Yes,
she does./No, she doesn’t.
5 Does your dad go to school? No, he doesn’t.
6 Does your grandpa play football? Yes, he does./No, he
doesn’t.
Unit 4b
PB page 34
3 KEY: 2 no 3 yes 4 yes
AB page 28
1 KEY: 2 b 3 e 4 a 5 (draw) 6 c
2 KEY: 2 birds 3 wake up 4 late 5 want
PB page 35
5 KEY: 2 sometimes 3 always 4 never 5 sometimes
AB page 29
4 KEY: 2 sometimes has 3 never walks 4 sometimes
wakes up
CD1 Track 61
1 Do you have a shower every day?
Yes, I do. I always have a shower and clean my teeth in
the morning.
2 Do you have breakfast every day?
No. I sometimes have breakfast. But I don’t have breakfast
at the weekend.
3 Do you walk to school every day?
No, I don’t. I never walk to school. I always go by bus.
4 Susan, do you wake up early every day?
No, I don’t. I sometimes wake up early. But at the weekend
I get up late.
5 KEY: 2 Our teacher never eats meat. 3 I sometimes watch TV.
4 We always walk to school. 5 My friend sometimes wears
brown shoes.
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 Unit 4c
PB page 36
3 KEY: 2 summer 3 winter 4 autumn 5 spring 6 autumn
AB page 30
1 KEY: 2 spring 4 autumn 3 summer l–r: 2, 4, 3, 1
2 KEY: Spring: the birds wake up early
Summer: we go to the beach, it’s a school holiday
Autumn: the leaves are yellow, it’s time for school again
Winter: there are no flowers, the cold wind blows
4 CD1 Track 67
/v/ /v/ /v/ /w/ /w/ /w/
/v/ /v/ /v/ /w/ /w/ /w/
Vicky plays the violin Vicky plays the violin
every weekend in winter every weekend in winter
Vicky plays the violin every weekend in winter.
Vicky plays the violin every weekend in winter.
Vicky plays the violin every weekend in winter.
AB page 33
1 KEY: 2 c 3 c 4 a 5 a 6 c

PB page 37 PB page 41
4 KEY: 2 a 3 d 4 b 5 KEY: 2 Do, ski 4 Does, play tennis 5 comes 6 go
7 weekend 8 Do 9 don’t 11 wants an 12 wakes up
AB page 31 14 spring 15 don’t go 16 never 18 Do 19 doesn’t
3 KEY: 2 d 3 b 4 a
4 KEY: it’s a school holiday, because it’s cold, because I can AB page 33
play in the leaves, because it's warm 2 KEY: 1 wakes up 2 No, they don't. 3 always

Animal habitats and diet Unit 5a

PB page 38 PB page 42
2 KEY: a 2 b 4 d 5 e 3 3 KEY: 2 bored 3 at home 4 help
CD1 Track 65
AB page 34
1 They live on the plains. They drink water with their trunks.
2 They live in herds on the plains. They eat leaves and grass. 1 KEY: 1 talk 2 bored 4 learn 5 home 6 doorbell 7 ring
3 They live in the mountains. They eat leaves and bamboo. d l w q a t g y
4 They live in jungles. They eat fruit and nuts.
o e r f a a h j
5 They live in the snow in Antarctica. They eat fish.
3 KEY: 2 yes 3 yes 4 no 5 yes 6 no o a y j q l o d
r r c o o k m f
AB page 32
b n c k u c e e
1 KEY: 2 Penguins eat fish. 3 Pandas eat bamboo. 4 Monkeys
eat fruit and nuts. 5 Elephants eat leaves and grass. e n b b o r e d
2 KEY: 2 penguins 3 pandas 4 monkeys 5 elephants l p f x b t h k
l–r: 5, 2, 4, 3, 1
l a r i n g m p
PB page 39 2 KEY: 1 I’m cooking spaghetti. 2 I’m learning a new song.
4 KEY: 2 jungle, fruit and nuts 3 plains, grass and leaves 3 I’m talking to my friend. 5 I’m at home with my family.
4 snow, fish 6 I’m ringing the doorbell.

PB page 43
Review 2 5 KEY: 2 no 3 yes 4 no
PB page 40 CD1 Track 73
1 KEY: 2 autumn 3 winter 4 spring Good morning. I’m Emily and this is my house.
2 KEY: 2 in the afternoon 3 in the evening 4 sometimes 1 This is the bathroom. My dad’s cleaning his teeth.
CD1 Track 66 2 This is the bedroom. My brother’s sleeping.
Hello, my name is Sue. In the morning I walk to school. I 3 This is the kitchen. My mum’s cooking.
always play volleyball with my friends at school. We have 4 This is the living room. My grandma and grandpa
lots of fun. At 2 o’clock, I come home and have lunch. In the are reading.
afternoon I do my homework. In the evening I watch TV with AB page 35
my family. We like films about animals. I sometimes go to the
3 KEY: 2 d 3 b 4 a 5 c
park with my friend after school, but we never go to the shops.
4 KEY: 2 ’s 3 ’m 4 ’re 5 is 6 ’s
5 KEY: 2 ’re cooking 3 is ringing 4 ’re sleeping 5 ’s talking
6 ’s learning
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 Unit 5b Who’s that boy?
That’s Peter.
PB page 44 What’s he doing?
3 KEY: 2 yes 3 no 4 yes He’s eating some cake.

AB page 36 Who’s that boy at the door?

That’s Tony.
1 KEY: Circle and write: 1 make 2 wash 4 floor 5 taste
What’s he doing?
Draw: 6 strawberry
He’s ringing the doorbell. He wants to come in.
2 KEY: 2 c 3 e 4 a 5 f 6 b
l–r: 1, 5, 3, 4, 6, 2 Who’s that girl?
3 KEY: 2 basketball 3 ring 4 lunch That’s Jane.
What’s she doing?
PB page 45 She’s bored. She’s watching TV.
5 KEY: 2 is/isn’t washing the dishes 3 are/aren’t cooking
Who are they?
4 are/aren’t eating strawberries 5 is/isn’t sleeping
That’s Anna and her brother Jim.
AB page 37 What are they doing?
4 KEY: 2 b 3 a 4 b They’re dancing.
CD2 Track 3 5 KEY: 2 is eating 3 is ringing 4 is watching
1 What’s Emma doing? 5 are dancing
Emma isn’t doing her homework. She’s reading a book. AB page 39
2 Tom, what are you doing?
3 KEY: 2 dancing 3 making 4 tasting 5 smiling 6 having
I’m helping Mum. I’m not cleaning the floor. I’m washing
4 KEY: 3 ’re dancing 4 ’re singing 5 ’s making 6 ’s visiting
the dishes.
7 ’re watching 8 ’m writing
3 What are you doing?
We’re tired. We aren’t playing tennis. We’re watching TV.
4 What are George and Sam doing? Unit 6a
They’re hungry. They aren’t cooking. They’re eating lunch.
5 KEY: 2 isn’t cleaning, ’s washing 3 aren’t playing,
PB page 48
’re watching 4 aren’t cooking, ’re eating 3 KEY: 2 Chatter 3 Sally 4 Chatter

AB pages 40
Unit 5c 1 KEY: l–r: 6, 1, 4, 5, 2, 3
2 KEY: 2 ’s reading, library 3 ’s watching, cinema
PB page 46
4 ’s climbing, rope 5 ’re carrying, airport
2 KEY: 2 a 3 c 4 d 6 ’re walking, ’re going, school
3 KEY: 2 no 3 yes 4 yes 5 no 6 no l–r: 3, 4, 1, 2, 6, 5
AB page 38 PB page 49
1 KEY: 2 at home 3 computer game 4 her presents 5 KEY: 2 Is, buying; Yes, he is. 3 Is, standing up; No, she isn’t.
5 She isn’t 6 playing party games 4 Is, wearing; Yes, she is. 5 Are, smiling; Yes, they are.
2 KEY: 2 They’re dancing. 3 She’s opening her presents.
4 They’re singing. AB page 41
3 KEY: 2 d Are 3 a Are 4 e Is 5 c Are
PB page 47
4 KEY: 2 Are they watching; No, they aren’t.
4 KEY: See below. 3 Is he doing; Yes, he is. 4 Are they going; No, they aren’t.
CD2 Track 5 5 KEY: 2 Is the woman buying a ticket? No, she isn’t.
Who’s that girl in the living room? 3 Are the girls walking? Yes, they are.
She’s Daisy. It’s her birthday. 4 Is the man carrying a suitcase? No, he isn’t.
What’s she doing? 5 Is the boy playing with the dog? Yes, he is.
She’s opening her presents. She’s got a computer game.

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 Unit 6b 2 KEY: 2 ’s swinging 3 ’s skiing 4 ’re going
5 ’s carrying 6 ’s climbing
PB page 50
PB page 53
3 KEY: 2 The police are chasing the thief.
3 The animals are helping the police. 4 KEY: 2 watching 3 swinging 4 skiing 5 mountain
4 The animals have got the thief. 6 fighting 7 saucepan

AB page 42 AB page 45
1 KEY: 2 man 3 wait 4 brave 5 chase 6 thief 7 move 3 KEY: 2 running 3 sitting 4 skiing
2 KEY: 2 He’s a thief! 3 Stop! 4 Move! 4 KEY: 2 ’s sleeping 3 is eating 4 are swimming
5 You’re a brave boy. 6 I’m chasing the dog. 5 are running 6 ’re having

PB page 51
Jobs in our community
5 KEY: 2 b 3 a 4 b
CD2 Track 14 PB page 54
1 I’m bored. I want to read a book. 2 KEY: a 3 b 4 d 2 e 5
Let’s go to the library. There are lots of books there. CD2 Track 19
2 Mum, can I go to the river with my friends? 1 He works at the school. He’s a teacher.
OK, but don’t swim in the river. It’s very cold. 2 She sometimes drives a police car. She’s a police officer.
3 I’m hungry. It’s time for lunch. 3 He drives a fire engine. He’s a fire fighter.
Let’s make a pizza. 4 He works at the library. He’s a librarian.
Mm, good idea. 5 She works at the post office. She’s a postwoman.
4 Come on, let’s play football. 3 KEY: 2 librarian 3 fire fighter 4 teacher 5 postwoman
No, don’t play football now, please. It’s time for school.
6 KEY: 2 c 3 d 4 f 5 b 6 a AB page 46
1 KEY: 2 ’s a zookeeper. 3 He’s a librarian. 4 He’s a police
AB page 43 officer. 5 She’s a teacher. 6 She’s a firefighter.
3 KEY: l–r: 3 Move! 2 Let’s move. 1 Don’t move. 2 KEY: 2 f 3 d 4 a 5 c 6 e
4 Sit down, please! 6 Don’t sit down. 5 Let’s sit down. 3 KEY: 2 early 3 post office 4 letters 5 carry 6 drive 7 ride
CD2 Track 15
1 Oh no! There’s a bee. PB page 55
Don’t move! 4 KEY: l–r: 5, 2, 4, 1, 3
2 I don’t like this music. 2 Maths, a teacher
Let’s move. 3 bike, a postman
3 Look at the tree. Quick! Move! 4 helps, a librarian
4 Good morning, Mrs Brown. 5 police car, a police officer
Good morning, children. Now sit down, please. CD2 Track 20
5 Phew! I’m tired. 1 Hello. Do you help people?
Me too. Let’s sit down. Yes, I do. I help people in fires.
6 Look, Mum. Can I sit down? Do you drive a fire engine?
No, don’t sit down. The paint is wet. Yes, I do.
4 KEY: 2 Let’s 3 Don’t 4 Let’s 5 Don’t 6 Don’t Are you a firefighter?
7 Don’t 8 Let’s Yes, I am.
2 Hello. Do you help people?
Yes, I do. I teach children English and Maths.
Unit 6c Do you work at the school?
PB page 52 Yes, I do.
3 KEY: 2 No, they aren’t. 3 Yes, she is. 4 No, she isn’t. Are you a teacher?
5 Yes, they are. Yes, I am.
3 Hello. Do you help people?
AB page 44 Yes, I do. I carry letters to their homes.
1 KEY: 2 The boys are climbing a mountain. Do you drive a car?
3 The boys are fighting the bear. I sometimes ride a bike and I sometimes drive a car.
4 The boys are playing a computer game. Are you a postman?
Yes, I am.

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 4 Hello. Do you help people? Who’s that girl coming out of the supermarket?
Yes, I do. I help children find books. Oh, that’s Susan. She’s helping her mum.
Do you work at the library? Is she carrying a bag?
Yes, I do. Yes, she’s carrying a shopping bag.
Are you a librarian?
Is Jim buying a banana?
Yes, I am.
No, he isn’t buying a banana.
5 Hello. Do you help people?
Is he buying strawberries?
Yes, I do. I help people in the town.
Yes, he’s buying strawberries.
Do you work at the library?
No, I don’t. I work at the police station. I sometimes drive Who’s that boy riding his bike?
a police car. That’s John. He isn’t very good. He’s learning.
Are you a police officer? Oh no, look at that dog!
Yes, I am. What’s it doing? Is it walking with the boy?
No, it’s chasing a cat. Stop, Fido! Bad dog!
Review 3
PB page 57
PB page 56
5 KEY: 1 cooking 2 ringing 3 No, I’m not. 4 No, I’m not.
1 KEY: 1 buy 2 cinema, shop 3 librarian, firefighter 5 strawberry 6 Don’t 7 Yes, I am./No, I’m not. 8 Let’s
4 kitchen, garden 9 washing 10 Run 11 playing 12 move
2 KEY: 2 watching TV 3 learning the guitar 4 talking to mum 13 No, they aren’t. 14 No, she isn’t. 15 make
CD2 Track 21 16 Please 17 No, she isn’t. 18 chasing 19 don’t 20 ’m
Where’s mum? Is she in the kitchen?
Yes, she is. AB page 47
What’s she doing? Is she making a cake? 2 KEY: 1 isn’t 2 No, he isn’t. 3 Let’s
No, she isn’t. She’s cooking lunch.
What’s Dad doing? Is he watching TV?
Yes, he is. He’s watching TV.
Unit 7a
What about Tom? Is he doing his homework? PB page 58
No, he isn’t. He’s learning the guitar. Can you hear him? 3 KEY: 2 yes 3 yes 4 no
Is Susan there? What’s she doing? Is she talking to mum?
Yes, she is. She’s talking to mum in the kitchen. AB page 48
4 CD2 Track 22 1 KEY: l–r, top to bottom: 3, 4, 1, 6, 5, 2
/ʃ/ /ʃ/ /ʃ/ /tʃ/ /tʃ/ /tʃ/ 2 KEY: 2 a dolphins 3 d crab 4 c fish
/ʃ/ /ʃ/ /ʃ/ /tʃ/ /tʃ/ /tʃ/
She’s chasing She’s chasing PB page 59
the shy children the shy children 5 KEY: 2 a These are 3 d This is 4 b This is
to the shop to the shop CD2 Track 29
She’s chasing the shy children to the shop. 1 What are these?
She’s chasing the shy children to the shop. These are crabs.
She’s chasing the shy children to the shop. 2 What are these?
These are fish.
AB page 47 3 What’s this?
1 KEY: See below. This is a turtle.
2b 3a 4b 5a 6b 4 What’s this?
CD2 Track 23 This is a dolphin.
Who’s that girl?
That’s Anna. She’s waiting for a bus with her friends. AB page 49
Is she wearing a dress? 3 KEY: 2 These are 3 These are 4 This is
No, she isn’t. She’s wearing shorts. 4 KEY: 2 These are 3 This is 4 These are 5 These are
6 This is
Look at Tom. What’s he doing?
5 KEY: 2 it isn’t. 3 Is this your camera? Yes, it is.
He’s talking.
4 Are these your sunglasses? No, they aren’t.
Is he talking to his friend?
No, he’s talking on the phone.

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 Unit 7b Come over here. This is a turtle.
Wow! It’s really big. Look at its flippers.
PB page 60 What’s this?
3 KEY: 2 women 3 teeth 4 pool It’s an octopus. It’s got lots of arms.
Agh! Look at these sharks. They’ve got very big teeth. I think
AB page 50 they’re hungry!
1 KEY: 1 shark 3 people 4 men 5 women 6 teeth 7 feed Mmm... Let’s go and see the dolphins. They’re my favourites.
There’s a dolphin show at 2 o clock.
p e o p l e q w
OK.
r g f i s a e o 5 KEY: 2 c 3 e 4 a 5 b
t e e t h h p m CD2 Track 38 See CD2 Track 37.
t r e m a z f e AB page 53
y l d u r m e n 4 KEY: 2 These are sharks. 3 These are crabs. 4 This is a
w q i x k f o j dolphin. 5 This is a whale. 6 These are octopuses.
5 KEY: 2 octopus 3 fish 4 crabs 5 shark 6 turtle
c h i l d r e n
2 KEY: 1 b tall 2 a slow 2 b fast 3 a small 3 b big Unit 8a
4 a cold 4 b hot 5 a happy 5 b sad 6 a new 6 b old
PB page 64
PB page 61
3 KEY: 2 c 3 a
5 KEY: 2 babies 3 men 4 women 5 foxes
AB page 54
AB page 51
1 KEY: 2 cherries 3 carrots 4 drawer 5 sweets 6 box
3 KEY: sharks, crabs, turtles; boxes, dresses, watches; spies, 2 KEY: 2 The banana is in the drawer.
babies, families 3 The apples are in the bowl.
CD2 Track 35 4 The carrot is in the drawer.
Group one: shark, sharks; crab, crabs; turtle, turtles 5 The sweets are on the shelf.
Group two: box, boxes; dress, dresses; watch, watches 6 The chocolates are on the shelf.
Group three: spy, spies; baby, babies; family, families 7 The potatoes are in the cupboard.
4 KEY: 2 three 3 seven 4 four 8 The cake is in the cupboard.
5 KEY: 2 women, dresses 3 men, watches 4 teeth
5 feet 6 babies PB page 65
5 KEY: 1 any 2 some, any, B 3 some, any, A 4 some, any, A
Unit 7c 5 some, any, B 6 some, any, B

PB page 62 AB page 55
2 KEY: a 2 c 3 d 5 e 4 3 KEY: 2 3 3 3 4 7 5 7 6 3
3 KEY: 2 crabs 3 flippers 4 orange and white 5 jumping CD2 Track 43
1 Are there any apples in the cupboard?
AB page 52 No, there aren’t. There aren’t any apples in the cupboard.
1 KEY: l–r, top to bottom: 3, 4, 2, 1 2 Are there any sweets?
2 KEY: 2 no 3 yes 4 no 5 no Yes, there are. There are some sweets in the cupboard.
3 KEY: 2 clownfish 3 turtle 4 shark 5 dolphin 6 octopus 3 Are there any carrots in the cupboard?
Yes, there are. There are some carrots in the cupboard.
PB page 63 4 Are there any dishes in the cupboard?
4 KEY: Route follows this order: clownfish, turtle, octopus, No, there aren’t. There aren’t any dishes in the cupboard.
sharks, dolphins 5 Are there any strawberries in the cupboard?
The children don’t visit the crabs. No, there aren’t. There aren’t any strawberries in the cupboard.
CD2 Track 37 6 Are there any saucepans in the cupboard?
Here we are at the aquarium. Let’s look at the sea animals. Yes, there are. There are some saucepans in the cupboard.
Yes, good idea. Look at these fish. They’re clownfish. 4 KEY: 2 Yes, there are. 3 Yes, there are. 4 No, there aren’t.
They’re beautiful colours. 5 No, there aren’t. 6 Yes, there are.

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 Unit 8b A healthy diet
PB page 66 PB page 70
3 KEY: 2 no 3 yes 4 no 2 KEY: 2 Milk, cheese, butter and yoghurt 3 Biscuits, sweets,
chocolates and crisps 4 Fruit and vegetables
AB page 56 5 Meat, fish and eggs
1 KEY: 2 milk 3 fridge 4 shelf 5 drawer 6 butter CD2 Track 51
7 water 8 cheese 1 These foods give you energy.
Draw: omelette 2 These foods make your bones strong.
2 KEY: This food is from animals: butter, burgers, chicken, eggs; 3 These foods are bad for you because they’ve got lots of
This food is from plants: cherries, fruit salad, chips sugar, fat and salt.
4 Eat five portions of these foods every day. They are very
PB page 67
good for you.
5 KEY: 1 milk 2 fruit 3 bread 5 These foods help your body grow big.
CD2 Track 47 3 KEY: 2 portions 3 fat 4 bones 5 sugar, salt
1 Is there any milk?
Yes, there is. There’s some milk in the fridge. AB page 60
2 Is there any bread? 1 KEY: l–r: fruit (Fruit and vegetables); biscuit (Biscuits, sweets,
Yes, there is. There’s some bread in the cupboard. chocolates and crisps); bread (Bread, rice, potatoes and
3 Is there any butter? pasta); butter (Milk, cheese, butter and yoghurt); fish (Meat,
Yes, there is. There’s some butter in the fridge. fish and eggs); rice (Bread, rice, potatoes and pasta);
4 Is there any fruit? vegetables (Fruit and vegetables); cheese (Milk, cheese,
Yes, there is. There’s some fruit on the shelf. butter and yoghurt)
2 KEY: 2 potatoes 3 grow 4 energy 5 healthy 7 fat
AB page 57
8 vegetables 9 sugar
4 KEY: 2 B 3 B 4 A 5 B 6 A
5 KEY: 2 Is, No, there isn’t. 3 Is, Yes, there is. PB page 71
4 Are, No, there aren’t. 5 Are, Yes, there are. 4 KEY: 2 3 3 7 4 7 5 3 6 7
6 Are, Yes, there are.
6 KEY: Countable: sweets, strawberries, carrots, potatoes,
cherries; Uncountable: butter, milk, meat, water, fruit
Review 4
PB page 72
Unit 8c 1 KEY: 2 crabs 3 dolphins 4 turtles 5 fish
2 KEY: sausages 3 butter 3 carrots 3; ice cream 7 cherries 7
PB page 68 CD2 Track 52
3 KEY: 2 There are biscuits and chocolates. I’m hungry. Is there any chicken in the fridge?
3 She’s got some cherries. 4 She can see some squirrels. No, there isn’t. There isn’t any chicken.
5 They eat the biscuits and chocolates, the walls and doors. Are there any sausages?
6 No, she isn’t. Yes, there are. There are some sausages.
Is there any ice cream in the fridge?
AB page 58
No, there isn’t. There isn’t any ice cream.
1 KEY: 2 The old woman has got Harry. 3 The squirrels eat Are there any cherries?
the house. 4 Harry and Greta are happy. No, there aren’t. There aren’t any cherries.
2 KEY: 2 biscuit 3 wall 4 little 5 squirrel 6 angry Is there any butter in the fridge?
PB page 69 Yes, there is. There’s some butter.
Are there any carrots?
4 KEY: 2 biscuits 3 walls 4 little 5 squirrels 6 angry
Yes, there are. There are some carrots.
AB page 59 4 CD2 Track 53
3 KEY: possible answers: 2 There’s a box on the shelf. /3ː /3ː/ /3ː/ /3ː/ /3ː/ /3ː/
3 There’s some milk in the fridge. 4 There are some sweets Three girls Three girls
in the drawer. with thirteen purple turtles with thirteen purple turtles
4 KEY: 1 a 2 a 3 a 4 some 5 some 6 some 7 any Three girls with thirteen purple turtles.
8 some 9 some 10 any Three girls with thirteen purple turtles.
Three girls with thirteen purple turtles.

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 AB page 61 2 KEY: 2 Yesterday 3 ambulance 4 accident, bandage
1 KEY: 2 omelette 3 bowl 4 shark 5 fridge 6 fish 7 squirrels 5 nurse 6 fingers
3 KEY: 2 accident 3 bandage 4 sorry
PB page 73
PB page 77
5 KEY: 1 men (2) 2 women (3) 3 children (4) 4 babies (2)
5 a squirrel 6 foxes 7 any (Yes, there is.) 5 KEY: 2 b wasn’t, was, beach 3 a weren’t, were, cinema
8 any (Yes, there are.) 9 Are, any (No, there aren’t.) 4 d weren’t, were, playground
10 Is, any (No, there isn’t.) 11 Are, any (Yes, there are.) CD2 Track 64
12 Are, any (No, there aren’t.) 1 Was Anna at the park yesterday?
No, she wasn’t. She was at the circus.
AB page 61 2 Was Alex at school yesterday?
2 KEY: 1 Yes, there are. 2 These 3 Is, any No, he wasn’t. He was at the beach.
3 Were Carol and Sue at the shops yesterday?
No, they weren’t. They were at the cinema.
Unit 9a 4 Were Tom and Pete in the town yesterday?
PB page 74 No, they weren’t. They were in the playground.
3 KEY: 2 fingers 3 nurse 4 home AB page 65
AB page 62 4 KEY: 2 a, weren’t at the cinema. They were in the playground.
1 KEY: 2 b 3 a 4 b 5 a 3 b, They weren’t with their mum. They were with their friends.
2 KEY: l–r, top to bottom: 3, 4, 2, 1 CD2 Track 65
2 She’s crying. 3 I’m a nurse. 4 You can go home now. Was it cloudy yesterday?
No, it wasn’t. It was sunny yesterday.
PB page 75 Where were Tom and Alex yesterday? Were they at the
5 KEY: 2 was 3 were 4 were 5 was 6 was 7 were cinema?
No, they weren’t. They were in the playground.
AB page 63 Were they with their mum?
3 KEY: 2 was 3 was 4 were No, they weren’t. They were with their friends.
4 KEY: 2 were 3 were 4 was 5 was 6 was 7 was 8 was 5 KEY: 2 Yes, they were. 3 No, we weren’t. 4 No, I wasn’t.
5 KEY: 2 ’re, were 3 's, was 4 are, were 5 is, was 6 ’m, was 6 KEY: 2 Were 3 Were 4 Was 5 Was 6 Were

Unit 9b Unit 9c
PB page 76 PB page 78
3 KEY: 2 no 3 yes 4 yes 2 KEY: a 3 c 4 d 2
3 KEY: 2 c 3 a 4 b
AB page 64
1 KEY: 1 nurse 2 bandage 3 grapes 5 yesterday AB page 66
6 accident 7 fingers 1 KEY: Number: 4, 1, 2, 3
2 KEY: 2 No, they weren’t. 3 No, she wasn’t.
a m b u l a n c e
4 Yes, she was. 5 Yes, she was. 6 Yes, they were.
c l a f q i s s e 3 KEY: playground: swing, slide; hospital: ambulance, nurse;
c a n i r a z p g supermarket: cheese, spaghetti; aquarium: turtle, shark;
i s d n u r s e r circus: clown

d r a g a y r q a PB page 79
e l g e b q e e p 4 KEY: Tuesday 1 Wednesday 3 Thursday 6 Friday 5
Saturday 4
n i e r r p x k e
Daisy was at home on Sunday.
t l j s x d a o s
y e s t e r d a y

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 CD2 Track 67
Where were you last week, Daisy? Were you at school?
No, I wasn’t at school. Last week was a school holiday.
Where were you on Monday? Were you at the park?
No, I wasn’t. I was at the library. It was very quiet.
Where were you on Tuesday?
I was with my mum and dad. We were at the shops.
Where were you on Wednesday?
I was with my friends. We were at the cinema. The film was
about pirates. It was great!
Where were you on Thursday?
5 KEY: 2 3 3 3 4 7 5 7
On Thursday I was at the park with my friends. It was fun.
How about Friday?
I was at the zoo. The monkeys were funny. One big monkey
was hungry.
And where were you last weekend?
On Saturday, it was a beautiful sunny day. I was at the
beach with my mum and dad. It was fun! On Sunday I was
tired. I was at home all day.
5 KEY: Tuesday – shops; Wednesday – cinema; Thursday –
park; Friday – zoo; Saturday – beach; Sunday – home
AB page 67
4 KEY: 2 in 3 at 4 in
5 KEY: 2 In 3 At 4 in 5 On 6 At 7 in 8 At 9 in 10 In
Unit 10a
PB page 80
3 KEY: 2 Sunday 3 evening 4 morning
AB page 68
1 KEY: 2 cinema, scared 3 museum, happy 4 circus, funny
5 toy shop, great 6 boat, windy
2 KEY: 2 boat 3 wet 4 museum 5 statues 6 sunny
PB page 81
5 KEY: helped, washed, visited, watched TV
AB page 69
3 KEY: l–r: 1, 3, 6, 5, 4, 2
CD3 Track 3
Hello, I’m Megan. Last Saturday I was very busy.
In the morning I cleaned my bedroom.
Then I helped my mum with the shopping.
After that I played volleyball with my friend.
In the afternoon I visited my aunt and uncle.
In the evening I watched TV because I was tired.
Then I listened to music before bed.
4 KEY: 2 helped 3 played 4 visited 5 watched 6 listened
5 KEY: 2 played 3 climbed 4 sailed 5 talked 6 stayed
Z01_YAZO_TB_03GLB_3382_AUAK.indd 125
Unit 10b
PB page 82
3 KEY: 2 no 3 yes 4 yes
AB page 70
1 KEY: l–r, top to bottom: 8, 6, 7, 10, 5, 9, 4, 3, 2
2 KEY: 2 beach 3 people 4 phoned 5 sea 6 rowed
7 sailed 8 dived 9 waves 10 surfed
3 KEY: 2 d 3 f 4 b 5 a 6 e
PB page 83
2 Yes, he did. 3 Yes, he did. 4 No, he didn’t.
5 No, he didn’t.
CD3 Track 7
1 What did you do yesterday? Did you watch TV?
No, I didn’t. I didn’t watch TV.
2 Did you play football?
Yes, I did. I played football.
3 Did you listen to music?
Yes, I did. I listened to music.
4 Did you clean your bedroom?
No, I didn’t. I didn’t clean my bedroom.
5 Did you phone your friend?
No, I didn’t. I didn’t phone my friend.
AB page 71
4 KEY: 2 didn’t dive, dived 3 didn’t wash, washed
4 didn’t cook, cooked 5 didn’t watch, watched
6 didn’t visit, visited
5 KEY: 2 No, she didn’t. 3 Yes, she did.
4 No, she didn’t. 5 No, she didn’t. 6 Yes, she did.
6 KEY: 2 Did, clean 3 Did, play 4 Did, phone 5 Did, listen
Unit 10c
PB page 84
3 KEY: 2 no 3 no 4 yes 5 no 6 no
AB page 72
1 KEY: 1st – first; 2nd – second; 3rd – third; 4th – fourth;
5th – fifth; 6th – sixth; (picture) – last
2 KEY: 2 e second 3 f third 4 c fourth 5 d fifth 6 a sixth
7 b last
3 KEY: 2 Yes, they did. 3 No, they weren’t. 4 Yes, they were.
PB page 85
4 KEY: 2 first 3 Big Ben 4 fourth 5 were
6 Museum 7 last
AB page 73
4 KEY: Then I played football. (2); After that I listened to music. (3)
5 KEY: 2 First 3 Then 4 afternoon 5 After that 6 evening
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 Take care of your body 3 Who am I? Guess.
Did you watch TV on Monday?
PB page 86 Yes, I did.
2 KEY: 1 b 2 a 3 d 4 c Did you play tennis on Wednesday?
CD3 Track 11 Yes, I did.
1 The optician is looking at my eyes. I need glasses to help Now I know your name. You’re James.
me see. Yes, that’s right.
2 I’m at the hospital. A nurse is helping me. My arm is broken. 4 Who am I? Guess.
3 I’m sneezing and I’ve got a temperature. I’ve got a bad cold. Did you paint a picture on Tuesday?
4 I’m visiting the dentist. I’ve got toothache. No. I didn't.
3 KEY: 2 doctor 3 optician 4 nurse Did you visit your grandma on Friday?
No, I didn't.
AB page 74 Now I know your name. You're Mary.
1 KEY: 2 a 3 b 4 c Yes, that's right.
2 KEY: 1c 3 3 CD3 Track 14
2a 3 2b 7 2c 3 /aʊ/ /aʊ/ /aʊ/ /aʊ/ /aʊ/ /aʊ/
3a 3 3b 3 3c 7 The cowboy and clown The cowboy and clown
4a 3 4b 7 4c 3 were in town were in town
3 KEY: 2 temperature 3 sneezing 4 cold 5 water The cowboy and clown were in town.
6 fruit 7 medicine The cowboy and clown were in town.
The cowboy and clown were in town.
PB page 87
4 KEY: 2 c cold 3 d toothache 4 a see AB page 75
CD3 Track 12 1 KEY: 2 middle 3 accident 4 helped 5 cried
1 My finger is broken. 6 bandage 7 home
Always be careful in the playground. Don’t run too fast.
2 I’ve got a bad cold. PB page 89
Stay in bed. Use a tissue when you sneeze. 4 KEY: 2 was 4 Yes, she did. 5 didn’t 6 sail 7 wasn’t
3 I’ve got toothache. 8 Sunday 9 second 11 was 12 surf (Yes, she did.)
Go to the dentist every six months. Always clean your 14 were 15 cleaned 16 Were (No, they weren’t.)
teeth after meals. 18 clean (Yes, I did.) 19 didn’t
4 I can’t see the board very well.
AB page 75
You need glasses. Go to the optician.
3 KEY: 1 Was 2 sailed 3 No, she didn’t.

Review 5
Unit 11a
PB page 88
PB page 90
1 KEY: 1 Lucy 2 Tom 3 James 4 Mary
CD3 Track 13 3 KEY: 1 a swimsuit, a towel, a passport 2 shorts, sunglasses,
1 Who am I? Guess. a video camera 3 sunglasses, a map, a hat
Did you watch TV on Monday? AB page 76
Yes, I did.
1 KEY: 2d 3a 4b
Did you play tennis on Wednesday?
2 KEY: 2 tickets 3 swimsuit 4 towel 5 video camera
No, I didn’t.
6 camera 7 flippers 8 snorkel 9 sunglasses
Now I know your name. You’re Lucy.
Yes, that’s right. PB page 91
2 Who am I? Guess. 5 KEY: 2 go shopping 3 go to the aquarium
Did you paint a picture on Tuesday? 4 go to the mountains
Yes, I did. CD3 Track 20
Did you clean your room? 1 Hi, Tom. What do you want to do tomorrow? Do you want
No, I didn't. to play football?
Now I know your name. You’re Tom. No, I don’t. I want to play basketball.
Yes, that’s right. 2 Hi, Daisy. What do you want to do tomorrow? Do you want
to go swimming?
No, I don’t. I want to go shopping.

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 3 Hi, Mary. What do you want to do tomorrow? Do you want Unit 11c
to go the zoo?
No, I don’t. I want to go to the aquarium. PB page 94
4 Hi, Sam. What do you want to do tomorrow? Do you want 2 KEY: 1 b 2 c 3 a
to go to the beach? 3 KEY: 2 sleep in a tent 3 see bears
No, I don’t. I want to go to the mountains.
AB page 80
AB page 77 1 KEY: Mary: 7, 7, 3; John: 3, 7, 3, 7
3 KEY: 1 go shopping, go swimming, play basketball 2 KEY: 2 Yes, he does. 3 Yes, she does.
2 go to the cinema, visit his grandma, play football, go for 4 No, she doesn’t. 5 Yes, they do.
a walk 3 KEY: 2 book 3 ice cream 4 saucepan
4 KEY: 2 No, she doesn’t. 3 Yes, she does. 4 No, he doesn’t.
5 Yes, he does. 6 No, he doesn’t. PB page 95
5 KEY: 2 Do, want 3 Do, want 4 Does, want to 5 KEY: 2 a 3 b 4 c
CD3 Track 29
1 Hello, Paul.
Unit 11b Hello, Tom. What do you want to do today?
PB page 92 Um, I don’t know.
3 KEY: 2 armbands 3 buckets 4 sun cream Do you want to play volleyball?
Yes, good idea. Let’s go to the sports centre.
AB page 78 Great!
1 KEY: 2 armbands 3 sun cream 4 umbrella 2 Hello, Jane.
5 bucket 6 snorkel 7 sandcastle 8 flippers Hello, Anna. What do you want to do today?
2 KEY: 2 b 3 a 4 b 5 b 6 a Um, I don’t know.
It’s a lovely sunny day. Do you want to go for a walk?
PB page 93 Yes, good idea. I’ve got my walking boots.
5 KEY: 2 7 3 3 4 7 OK, let’s go. We can go for a walk in the country.
CD3 Track 26 3 Hello, Sue.
1 Can I have an ice cream, please? Hello, Peter. Do you want to swim in the sea today?
No, you can’t. It’s time for lunch. No, not today. It’s too cold.
2 Can we watch TV, Dad? Yes, you’re right. Do you want to go to the swimming pool?
No, you can’t. Please do your homework. Yes, good idea. I’ve got my swimsuit.
3 Can I use your camera, please? Me too. Let’s go.
Yes, you can. But be careful. 4 Hello, Alex.
4 Can we swim in the sea, Mum? Hello, Sally. What do you want to do today?
No, you can’t. You haven’t got your armbands. Mm, I don’t know.
6 KEY: 1 No, she can’t. 2 No, they can’t. 3 Yes, he can. Do you want to learn to sail a boat?
4 No, they can’t. No, not today.
Do you want to learn to dive?
AB page 79
Yes, good idea. I’ve got my flippers. Let’s go and see
3 KEY: 2 b 3 a 4 c some fish.
CD3 Track 27 6 KEY: See below.
1 Can I watch TV in my room? CD3 Track 30
No, you can’t. It’s late. Hello, Sue (1)
2 Can I use your phone, please? Hello, Peter. Do you want to swim in the sea today? (2)
Yes, you can. It’s on the table. No, not today. It’s too cold. (3)
3 Can I play football in the park? Yes, you’re right. Do you want to go to the swimming pool? (4)
No, you can’t. Please do your homework. Yes, good idea. I’ve got my swimsuit. (5)
4 I'm hungry. Can I have an apple, please? Me too. Let’s go. (6)
Yes, of course. Here you are.
4 KEY: 2 can’t 3 can 4 can 5 can 6 can 7 Can AB page 81
8 can’t 9 can 4 KEY: 2 or 3 and 4 or
5 KEY: learn to sail a boat, make new friends, visit a museum,
go to the library, get up early in the morning

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 Unit 12a Tom: Mum, where’s my football? I can’t find it.
Sue: That’s Tom. He’s my brother. I like him.
PB page 96 Dad: These football boots are for you, Tom. Happy Birthday!
3 KEY: 2 turtle 3 can’t 4 help Tom: Thanks, they’re great. Can I wear them today?

AB page 82 AB page 85
1 KEY: 1 monster 2 brave 3 net 4 move 5 far 6 near 4 KEY: See below.
7 worried 9 stuck 2 playing 3 him 4 swing 5 her 6 sitting 7 them
CD3 Track 40
m b t u r t l e w The Green family are in the playground today. What are they
o j w h m o v e o doing? Sam Green is playing with a ball. There’s a dog next
n n e t c s u f r to him. It wants to play with the ball, too. Polly Green is on
the swing. Her doll is on the swing next to her. Their mum
s k f j x t y o r
and dad are sitting down. They’re watching Sam and Polly.
t n q c d p p f i There’s a bag next to them.
e e s k l y z a e 5 KEY: 2 d 3 e 4 f 5 b 6 a
6 KEY: 2 us 3 them 4 him 5 it
r a s t u c k r d
l r b r a v e q x
Unit 12c
2 KEY: 1 net 2 monster, brave 3 move 4 worried, near
5 far 6 turtle PB page 100
3 KEY: 2 camels 3 parrots and monkeys 4 mountains
PB page 97 5 ocean 6 We must look after our world.
5 KEY: 2 must 3 must 4 mustn’t
AB page 86
AB page 83 1 KEY: 2 yes 3 yes 4 no 5 no 6 yes 7 no 8 no
3 KEY: 1 d 2 b, e 3 a, f 2 KEY: 1 desert 2 Parrots, jungle 3 Whales, ocean
4 KEY: 2 must 3 mustn’t 4 must 5 must 6 mustn’t
l–r: 2, 1, 3, 4, 5, 6 PB page 101
5 KEY: 2 We must listen to our teacher. 3 We mustn’t eat food 4 KEY: 2 world 3 desert 4 hot 5 jungle 6 ocean
in class. 4 We must help each other.
AB page 87
3 KEY: 2 must tidy up 3 mustn’t play
Unit 12b 4 KEY: 2 You can ride a bike. 3 You must take litter home.
PB page 98 4 You mustn’t play loud music. 5 You mustn’t climb the trees.

3 KEY: 2 fishermen 3 boat 4 safe

Environment
AB page 84
1 KEY: top to bottom, l–r: 9, 2, 1, 7, 3, 6, 8, 5, 4 PB page 102
2 KEY: 2 far from 3 far from 4 near 2 KEY: 2 d 3 e 4 c 5 f
3 KEY: 2 ask 3 kind 4 safe CD3 Track 44
How can we look after our world?
PB page 99 1 Don’t drop litter. You must put litter in the bin.
5 KEY: 3 She 4 her 5 you 6 it 7 He 8 him 9 they 10 them 2 Be kind to animals. You can feed the birds in winter.
CD3 Track 39 3 Think about other people and don’t play loud music.
Mary: Hi, Sue. I’m bored! 4 You must save water. You mustn’t waste it.
Sue: Do you want to watch TV with me? 5 Don’t always go to school by car. You can sometimes walk
Mary: Yes, please. to school or go by bus.
Sue: This is Mary. She’s my friend. I sit next to her at school.
Mum: Nice to meet you, Mary.

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 AB page 88 3 What does Katie want to do?
1 KEY: 2 b 7 3 h 7 4 f 3 5 d 7 6 a 3 7 c 7 8 g 3 Hi, Katie. It’s Saturday. Do you want to go to the zoo?
2 KEY: 2 drop 3 waste 4 walk 5 loud 6 feed No, I don’t want to go to the zoo. I was at the zoo last
weekend.
PB page 103 Do you want to go to the swimming pool?
3 KEY: 2 must 3 mustn’t 4 must 5 mustn’t 6 must No, I haven’t got my swimsuit.
What do you want to do?
I want to go to the aquarium. I want to see the sharks.
Review 6 4 Where was Jane on Saturday evening?
PB page 104 Where were you on Saturday evening, Jane? Were you
1 KEY: Circle: sun cream, bucket, spade, sandcastle, sun at the library?
2 KEY: l–r: 6, 2, 1, 3, 4, 5 No, I wasn’t at the library. I was at the circus. It was fun.
CD3 Track 45 PB page 105
1 Mum, can I have an ice cream? Please?
5 KEY: 1 dive 2 Can, have 3 drop 4 Stay 5 must 6 him
Yes, OK. You can have an ice cream.
7 must 8 her 9 Yes, I can./No, I can’t. 10 litter 11 you
Thanks, Mum.
12 No, I can’t. 13 go swimming 14 sandcastle
2 I’ve got a ball. I want to play volleyball. Jill, do you want to
15 mustn’t 16 Can, have 17 must 18 can 19 them
play volleyball with me?
20 me
Yes, please. I love volleyball.
3 Tom, the sun is very hot today. You must wear sun cream AB page 89
on the beach. And you must wear a hat. 2 KEY: 1 want 2 Can 3 mustn’t
OK, Dad.
4 Mum, I want to make a sandcastle. I’ve got my bucket,
but where’s my spade? International Friendship Day
Um. Oh look, it’s in my bag. PB page 110
Great.
2 KEY: l–r, top to bottom: 4, 2, 3, 1
5 Mum, can I swim in the sea?
Yes, you can, but you must wear your armbands. And
don’t go far. Carnival
6 Hey, stop! You mustn’t walk your dog on the beach.
PB page 111
Sorry!
4 CD3 Track 46 2 KEY: l–r, top to bottom: 1, 2, 3
/eɪ/ /eɪ/ /eɪ/ /eɪ/ /eɪ/ /eɪ/
Hooray! Hooray! Festivals in Britain
It’s a holiday today. It’s a holiday today.
Let’s play! Let’s play! PB page 112
Hooray! It’s a holiday today. Let’s play! 2 CD3 Track 62
Hooray! It’s a holiday today. Let’s play! When is Hallowe’en?
Hooray! It’s a holiday today. Let’s play! It’s in October.
When is the Notting Hill Carnival?
AB page 89
It’s in August.
1 KEY: 2 B 3 A 4 B
When is Bonfire night?
CD3 Track 47
1 What does Daisy want to do? It’s in November.
Mum, can I go to the playground with my friends, please? When is Mother’s Day?
Do your homework first, Daisy. Then you can play with It’s in March.
your friends. When is Harvest Festival?
OK, Mum. It’s in September.
2 What mustn’t John do at the beach? When is Pancake Day?
Can I go to the beach, Mum? It’s in February.
Yes, but you must drink lots of water. You mustn’t sit in the
sun and you must wear a sun hat.

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 Wordlist
Unit 1a Unit 3b Unit 5b
aunt weekend dishes
uncle year floor
cousin winter strawberry
holiday summer make
airport photo album wash
Africa mountain taste
Unit 1b ski Unit 6a
England Unit 4a supermarket
sauce panda library
shy China cinema
tired leaves food
hungry meat rope
Unit 2a awake go shopping
shorts excited buy
shirt Unit 4b Unit 6b
map bird man
camera show thief
sunglasses wake up wait
swimsuit want move
smile early chase
Unit 2b Unit 4c stop
plane spring brave
taxi autumn Unit 6c
passport snow saucepan
ticket blow fight
money fall swing
suitcase warm go for a walk
Unit 2c windy Social Science
half past eight Science Jobs in our community
late Animal habitats and diets librarian
hurry up jungle police officer
Maths forest police station
cup plains fire station
Geography fruit post office
Children around the world nuts Unit 7a
village grass fish
farm Unit 5a crab
cow doorbell dolphin
horse home turtle
Unit 3a learn take a photo
morning cook rain
afternoon talk Unit 7b
evening ring people
postman bored men
postcard women
parcel teeth
beach shark
feed
130 tall

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 Unit 8a Unit 10b Unit 12b
bowl email fishermen
shelf wave ask
drawer dive safe
carrot surf kind
cherry row Unit 12c
sweets phone litter
chocolates Unit 10c sky
Unit 8b first desert
fridge second jungle
butter third ocean
water fourth camel
omelette fifth drop
fruit salad sixth Science
Unit 8c last Environment
biscuit Social Science look after
wall Take care of your body pick up (litter)
squirrel toothache waste (water)
little cold (n) save (water)
angry cough turn off (the tap)
Science sneeze International Friendship Day
A healthy diet temperature friend
vegetables Unit 11a laugh
peas flippers share
sugar snorkel kind
salt towel Carnival
fat video camera mask
Unit 9a pack streamers
accident take costume
nurse ready throw
finger Unit 11b dance
cry armbands Festivals in Britain
middle sandcastle January
Unit 9b bucket February
bandage spade March
ambulance sun cream April
grapes use May
yesterday Unit 12a June
Unit 10a monster July
boat net August
museum far September
statue near October
sail stuck November
stay worried December

131

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 Pearson Education Limited
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and Associated Companies throughout the world.

www.pearsonlongman.com

© Pearson Education Limited 2011

The right of Tessa Lochowski to be identified as the author of this Work has been asserted by her in accordance with the
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All rights reserved; no part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form
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ISBN: 978-1-4082-3338-2

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