Hc2e TG Level3

a c h erʼs
Te ide
Gu
Diana Jones
Anouk Kelly
ec n
S
ond iti o
Ed
Macmillan Education Cover design by Alejandro Flores, Gustavo Hernández and
Macmillan Publishers, S.A. de C.V. Cynthia Valdespino
Insurgentes Sur 1457, Piso 25 y 26, Cover illustration by Beto Petiches
Insurgentes Mixcoac, Alcaldía Benito Juárez, C.P. 03920, Cover photograph by © Adobe Stock, George Contorakes
Ciudad de México, México. Picture research by Ana Farfán and Jorge Martínez
Tel: (55) 5482 2200
Toll free: (800) 614 7650 The authors and publishers would like to thank the following
mx.elt@macmillaneducation.com for permission to reproduce their photographs: Getty Images
www.macmillanenglish.com/mx pp. 8, 9, 11, 12, 13, 14, 15, 16, 20, 21, 27, 29, 30, 32, 36, 38,
44, 56, 62, 68, 69, 71, 74, 80, 81, 83, 84, 85, 86, 91, 92, 93, 95,
98, 100, 101, 103, 104; ©iStockphoto pp. 21, 23, 26, 33, 35,
Companies and representatives throughout the world
38, 45, 47, 50, 57, 59, 74
Happy Campers Second Edition Teacher’s Guide 3
Workbook Credits:
Text, design and illustration D.R. © Macmillan Publishers,
S.A. de C.V., 2019
S.A. de C.V., 2020
Written by Angela Llanas and Libby Williams
Written by Anouk Kelly
Original design by Alejandro Flores, Gustavo Hernández and
Happy Campers is a registered trademark, property of Springer
Cynthia Valdespino
Nature Holdings Limited.
Page make-up by Trazo Magenta S.A.S. de C.V.
Workbook pages illustrated by: Zaira Zamudio: pp. 2, 4, 5, 7,
Based on Happy Campers, © Macmillan Education Limited, by
10, 11, 12, 15, 16, 17, 18, 19, 20, 22, 23, 24, 25, 26, 27, 28, 29,
Diana Jones 2015
30, 31, 32, 33, 35, 36, 38, 42, 44, 46, 48, 51, 54
Cover design by Alejandro Flores, Gustavo Hernández and
Published under Licence. First Published 2015, by Macmillan
Cynthia Valdespino
Education, a division of Springer Nature Limited.
Cover illustration by Beto Petiches
Cover photograph by © Adobe Stock, George Contorakes
Second digital edition published 2021
Picture research by Ana Farfán and Jorge Martínez
All rights reserved. No part of this publication may be
The authors and publishers would like to thank the following
reproduced, stored in a retrieval system or transmitted in any
for permission to reproduce the photographic material: Getty
form or by any means, electronic, mechanical, photocopying,
Images pp. 6, 8, 9, 12, 13, 14, 19, 24, 25, 30, 31, 32, 34, 39,
recording, or otherwise, without the prior written permission of
40, 41, 43, 45, 49, 50, 52, 55; ©iStockphoto pp. 8, 9, 13, 21,
the publishers.
37, 39, 43, 45, 49
Teacher’s Guide Credits:
These materials may contain links for third party websites.
We have no control over, and are not responsible for, the
Cynthia Valdespino
contents of such third party websites. Please use care
Page make-up by Trazo Magenta S.A.S. de C.V. when accessing them.
Cover design by Alejandro Flores, Gustavo Hernández and
Cynthia Valdespino CANIEM No. 2275
Cover photograph by © Adobe Stock, © iStockphoto
ISBN: 978-607-473-827-8
Student Book Credits:
S.A. de C.V., 2019
Written by Angela Llanas and Libby Williams

Cynthia Valdespino
Page make-up by Trazo Magenta S.A.S. de C.V.
Student Book pages illustrated by: Carolina García: pp. 14, 26,
38, 62, 74, 86, 98; Héctor Borlasca: pp. 3, 9, 10, 17, 18, 19, 20,
24-25, 27, 28, 31, 32, 33, 34, 37, 39, 40, 41, 42, 43, 44, 45, 46,
48, 49, 50, 51, 52, 53, 54, 55, 56, 57, 58, 60, 61, 62, 63, 64,
65, 66, 67, 68, 70, 72, 73, 75, 76, 77, 78, 79, 80, 81, 82, 87,
88, 89, 90, 91, 92, 93, 94, 96, 97, 99, 102; Scott Borroughs:
pp. 10-11, 22-23, 34-35, 46-47, 58-59, 70-71, 82-83, 94-95;
Serge Bloch: 7, 14, 26, 38, 50, 62, 74, 86, 98
Table of Contents
About Happy Campers Second Edition ........................................................................................ 5
Student’s Book ................................................................................................................................ 6
Workbook ........................................................................................................................................ 10
Teacher’s Guide ............................................................................................................................. 11
Digital Components ..................................................................................................................... 13
Scope and Sequence ......................................................................................................................... 14
Unit 1 Family and Numbers ................................................................................... 16

Unit 2 Dates ..................................................................................................................... 34
Unit 3 Telling the Time .............................................................................................. 52
Unit 4 Sports ................................................................................................................... 70
Unit 5 Activities ............................................................................................................ 88
Unit 6 Summer Fun .................................................................................................. 106
Unit 7 Food and Party ............................................................................................ 124
Unit 8 Abilities ............................................................................................................. 142
Workbook Notes .............................................................................................................................. 160
4
About Happy Campers Second Edition
This second edition of Happy Campers maintains the feature of providing a learning
environment in which teachers and students feel a continuous sense of achievement and
satisfaction. It also keeps its contents, approach, graded scope and sequence, and
straightforward methodology. Moreover, just like the first edition, it helps build confidence and
encourages a positive attitude towards English language learning through lessons and
activities focused on simple and achievable goals.
Key Features
• Properly labeled one-page lessons for presentation and practice of Vocabulary, Grammar,
Vocabulary in Context, Grammar in Context, Reading, and Writing.
• Extra scaffolding and practice in grammar and writing lessons that allow students to
consolidate their learning.
• Additional productive interaction in grammar lessons.
• Full-color Extra Practice pages for lessons 1-4 at the end of each unit.
• For levels 1-3, phonics awareness activities derived from the reading text.
• It’s Our World page where students engage in a fun activity that raises awareness
about socio-emotional education, sustainable development, health and well-being,
or cultural diversity.
• New digital components for both students and teachers.
• A new Workbook to consolidate Vocabulary, Grammar, Reading, Writing,
Phonics and Song (for levels 1-3) and Speaking (for levels 4-6). It also
includes a Starter lesson to level up students.
• Photo flashcards for all levels.
• New layout, design, pictures, and illustrations.
Components
For the students: For the teacher:
• Student’s Book • Teacher’s Guide
• Workbook • Digital Component:
• Digital Component: • Digital Student’s Book, videos, and audios
• Digital Student’s Book • Digital Teacher’s Guide
• Interactive activities • Projectable and printable posters
• Class videos and audios • Assessment Pack
• Customizable lesson plans
• Audio script
• Photo flashcards
5
Student’s Book
Unit 1
Lesson 1 Vocabulary
The Happy Campers Second Edition Student’s Book 02 1 Listen. Then echo.
is clearly divided into lessons and sections with Family and

Numbers
different aims. This new edition puts emphasis on
ten twenty
productive skills, extra scaffolding, and extended
practice.
thirty forty fifty sixty
Lesson 1 presents vocabulary about a specific

subject and the unit’s song.
seventy eighty ninety one hundred
The vocabulary section provides plenty of exposure
2
and practice and allows students to see, listen to, 03 Listen and underline.
and pronounce the new vocabulary in context. Young and Old!
How old is she? Thirty? Forty? Fifty?

How old is she?
She’s twenty / ten.
The song introduces the unit’s language in a fun Thirty? Forty? Fifty?
How old is he?
and memorable way where students will first She’s seventy-two / thirty-five. How old is he?
practice their listening skills and then practice their How old is she? Thirty? Forty? Fifty?
How old is she?
pronunciation as they sing along using the lyrics He’s ninety-nine / sixty-seven.
on the page. 03 3 Sing: Young and Old!
PHCEN3SB1E20_p008_019_U1.indd 8 6/11/21 10:31 AM
Lesson 2 Grammar
1 Read and underline. Focus
How old is she?
a) How old is she?
She’s ten.
He’s / She’s ten. How old is he?
He’s ninety-nine.
b) How old is he?

He’s / She’s eighty.
2 Complete. Lesson 2 presents grammar activities that guide

a) How old is ? students from controlled to free practice using extra
He’s . scaffolding.
b) How old is ?
.
The Focus box shows examples of the new grammar
c) ? structure that students will practice in the lesson.
.
3 Unscramble.
a) old / she / How / is ?
The last activity provides students with an

b) forty-three / She’s . opportunity to improve their productive skills.
4 Point, ask and answer.
How old is he? He’s eighty.
6
Lesson 3 Vocabulary in Context Lesson 4 Grammar in Context
1 Look. Who are the people in the photos? 04 1 Listen again and read.
They’re my cousins. He’s

my mom’s favorite nephew. Your favorite
Nice photos, Lisa! Who is he? Who is And he’s my
Who are they? silly friend Tom! silly friend!
she? She’s funny!
They’re my parents He’s my uncle. She’s my Ha! Look

and my grandparents. aunt. I’m her favorite niece. at his ears!
04 2 Read and listen. 2 Read and match.
a) Who is she? 1) He’s my uncle.
05 3 Listen and write. Then say.
b) Who are they? 2) She’s my aunt.
c) Who is he? 3) They’re my parents.
a) b)
3 Complete.
A: they?
B: They my grandparents.
c) and d)
A: Who he?
B: He my cousin.
e) f)
4 Write the names of four family members. Ask and answer.
Who is Juan? He’s my cousin.
Watch the
10 video. 11
PHCEN3SB1E20_p008_019_U1.indd 10 6/11/21 10:31 AM PHCEN3SB1E20_p008_019_U1.indd 11 6/11/21 10:31 AM
Lesson 3 provides a fun comic strip with an audio Lesson 4 provides the opportunity to notice the use
track that helps students develop reading and of the lesson’s extended grammar structures
listening skills while they learn new vocabulary in through the same comic strip they have read and
a relatable context. listened to in Lesson 3.
It also provides students with a dictation-like activity Through this well-scaffolded language input,
that allows them to improve their listening and students will practice grammar and then produce
pronunciation skills. a conversation using it.
Extra Pra
Lesson 2 ctice Lesson 3
Extra Practice
Reminder
1 Draw y
ourself. Th
en choose a Rem
ne. nd label. der in
Read and underli
Who
1 y-five. How old is she?
aunt is he
ds. 1) She’s twent She’s ten.
Who ?
is sh He’s my
r wor a) How old is she?
cousin
on 1 e nu
mbe
2) He’s twent y-five
. How old is he?
grandpare e? Sh co
e’s m usin.
Extra
Less le th e nts
parents Pra
tice d circ irt y-fiv He’s ninety-nine. 1 uncle
y au
nt. Who ctice
Prac ind an b) th Rea are
Extra mbe
rs. F ty-one 1) I’m forty-three. d an gran th
dpar ey? They
Less
on 4
e nu d
) twen b) How old is he? d un ents ’re m
rite th ight
2) He’s forty-three.
a) W derl . y
1 W ty-six 56 f) ni
nety-e ho is
she?
ine.
a) fif e
ne 1) Th
c) fo
rt y-ni
n
i n 2 Look and write. ey’re
my gr
-two m b
ghty r t y v e
2) Sh
e’s m andp
e) ei s e
a aren
f o s y co
usin ts.
u s h f o .
f o o n
t e
r e o n
i g t h
b) W
e r t y i i ho is
he?
f e n t w
i n t w e g 1) H
w r e o x e’s m
g o e y
w y un
v n i h 2) Sh cle.
f n r s y
f e’s m
y niec
h t
i n i a i v e.
t x -
t o i x e h She’s .
n t e
y u e y i v t
. c) W
f
i n t y
h ho ar
e th
t h r i g ey?
i e 1) H
t h t y e’s m
w e d y ne
i n 2) Th phew
o n c ey’re .
my pa
rent
s.
ch. 2 Wri
2 Mat three te q
vent y- uest
ions
a) se me a) .
-
b)
ur -
rt y-fo .
b) fo
. c) ? He’
s my
cous
in.
even 18 ? Sh
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c) ni PHC y aunt
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The pages in the Extra Practice section provide extended practice, review activities, and Reminder boxes to help
students remember and assimilate the new language from Lessons 1 to 4. They can be done in class or at home.
7
Student’s Book
Lesson 5 Reading
06 1 Read and listen.
My Family
Hi, my name is Nick.
I’m nine. This is my family.
Grandpa is sixty and Grandma
Lesson 5 offers a selection of fiction and nonfiction is fifty-five. I love my grandpa.

He’s funny! These are my
texts to consolidate, review, and extend the target parents. My mom is a teacher
and my dad is a firefighter.
vocabulary and grammar while developing reading

I have a sister. Her name is Sally.
She’s twelve.
and listening skills.

This is my uncle Eric and my aunt Eva.
It also provides a Phonics activity that presents I also have one cousin, Daniel.
Daniel wants to be a chef.
some of the most common sounds in the English He’s twenty-one.
language to support pronunciation.

And who is he?
The activities in this lesson include audios that help He’s Oscar, my cat.
He’s five. That’s thirty-six
develop reading, listening, and pronunciation skills. in human years!
07 2 Listen and say. Phonics
I love my uncle. I love my cousin. love funny honey
He’s very funny. She’s a honey! cousin uncle
12
Lesson 6 Writing
06 1 Listen again to My Family.
2 Match.
a) She’s twelve. 1) They’re Nick’s parents.
b) They’re Eric and Eva. 2) He’s Nick’s cousin.
c) He’s twenty-one. 3) He’s Nick’s grandpa.
d) She’s a teacher and 4) She’s Nick’s sister.
he’s a firefighter.
5) They’re Nick’s aunt
e) He’s sixty. and uncle.
3 Draw a picture of your family. Lesson 6 provides reading comprehension activities

that develop reading skills and comprehension
strategies such as identifying details, sequencing
events, and identifying and describing characters
and settings. Other activities work as pre-writing
opportunities to develop skills to write explanatory
and descriptive writing pieces.
My Family
4 Write about your drawing.
Hi, my name is . I’m .
This is my family.
13
8
How the Unit Ends It’s Our World
This course is part of Macmillan’s Education for Different Families
Sustainable Development and Citizenship Program 1 Read and match.

a) I’m Danna. This is my family.
which: deepens students’ knowledge of sustainable Grandma is sixty-nine and
Grandpa is seventy. These
development and global citizenship; helps them build are my parents. My dad is
thirty-nine and my mom is
the collaborative, creative, communicative, and critical thirty-six. This is my uncle José
and my aunt María. And they’re
thinking skills required to thrive in an interconnected my cousins.
world; and supports them in developing attitudes to b) I’m Mika and this is my family.
engage positively in tangible actions in their He’s Roger, my brother.
He’s sixteen.
communities and the world. c) My name’s Takumi. This is my
family. This is my dad. My dad
is forty-five and I’m eight.
2 Make a poster about your family. 3 Present. Then ask and answer.
Who is he? He’s my

grandfather.
These activities will expose students to the How old is he?

He’s
seventy-two.
concepts of diversity, responsibility toward our
planet, awareness of our interdependence, and
respect for other people and cultures according to
UNESCO’s four pillars. The It’s Our World activities
aim to broaden students’ view of the world and their
How is your
role in it. Students will also develop 21st century family different
from others?
skills like creativity, collaboration, communication,

14
and problem-solving.
PHCEN3SB1E20_p008_019_U1.indd 14 10/25/21 5:58 PM
Health and Socio-emotional Sustainable Cultural

Well-being Education Development Diversity
Review
1 Write the missing letters. /6
a) ne ew b) ncI
c) ie e d) a n
e) ou i f) g n ar ts
2 Write the numbers. /4
a) -
b) -
c) -
The Review page helps students consolidate the

grammar structures and vocabulary they worked
d)
3 Read and match.
a) How old is she? 1) She’s my aunt.
/5
on previously, which is essential to learning.
b) How old is he?
c) Who are they?
2) He’s thirty-four.
3) He’s my cousin.
Seeing their own progress will make students
d) Who is he? 4) They’re my parents.
happy campers!
e) Who is she? 5) She’s fifty-two.
15
9
Workbook
The Happy Campers Second Edition Workbook is designed to support students with speaking,
listening, reading, and writing skills. It also includes a Starter lesson that can be used for
vocabulary and grammar review or as a previous course diagnostic activity. The Starter lesson
is an effective tool to level up students as they start their new course.
Vocabulary Review and Grammar Review

pages focus on reinforcing the new words
and grammar structures students learned
throughout each unit.
The Reading section provides texts with fictional

stories supported by a dramatized reading available
in an audio.
The Writing section develops specific writing skills

such as identifying and understanding characters
and settings, recalling details, sequencing events,
and personalizing a story.
The Phonics page provides spelling and phonics The Song page includes the unit’s song, which helps
activities using the unit’s vocabulary. Students will refresh the unit’s vocabulary and structures. It also
pronounce specific sounds through audio tracks provides fun activities to practice what students
that develop pronunciation skills for specific sounds have learned.
in context.
10
Teacher’s Guide
The Happy Campers Second Edition Teacher’s Guide is designed to help teachers create a
positive environment in which their students can flourish.
Unit 1
Objectives Teacher Wor
the unit, stude
nts will: Teaching with kshop
By the end of Technology
Each unit opens with a comprehensive overview
to say ages.
• Use numbers questions about ages. Technology can How to Use the
er
• Ask and answ members.
help teachers
be more Different
engaged with
the class so stude Components
• Identify family questions about
Family and
more active learne nts become
er rs. Use techno
• Ask and answ to informally assess logy as a way Workbook: Use
the Workbook
of the language, skills, and detailed explanations

family members. students during practice, homew for extra
Numbers
make sure they class to ork, or to level
truly understand that require more up students
taught. Stude what is being practice.
nts will enjoy
technology witho interacting with Flashcards: Displa
ut the stress of y the flashcards
on the
Grammar
feeling tested board and have
. students ask
Teaching with
about the It’s Our World activity, which allow
questions about each other
Vocabulary How old … ?
Who is … ?: How
old Games vocabulary from
family members
using the
He’s Game: Say Your Lesson 3. Use
How old is he? Name Game World flashcard the It’s Our
Numbers: 10-10
0 is she? She’s ten. cousin. to guide a discus
is he? He’s my Materials: ball impor tance of sion on the
ts, aunt, ninety-nine. Who are learning about
parents, paren my aunt. Who each other’s
teachers to prepare the lessons ahead.

Ask students families.
Family: grand Who is she? She’s to sit in a large
niece, nephew parents. join them. Begin circle and then Teacher’s Digita
uncle, cousin, they? They’re
my grand by holding the l Component
Vocabulary
your name: I’m ball and saying • Class Planne :
Miss / Mr. (your r: Read the Class
the ball to the name). Pass beforehand and Planner
student on your use it to plan
will say She’s right. He or she contents. the unit
Skills fy It’s Our World (Mary / Tom).
/ He’s Miss / Mr.
(your name). I’m • Poster: Use
for and identi ty This will contin the Phonics poster
Listening: Listen
Cultural Diversi names in the ue until all the the short u sound to review
circle have been . Display it on
Start the Class

mentioned. the board,
numbers. ask students
7
Listen for specif
ic information. Different Famil
ies
nts will learn
about Classroom Man
agement
notebooks and
to write the words
in their min Tell students they will listen to “Young and Old!”
The Teacher Workshop isageamentioned
unique in theprogram of
circle the sound
ions In this unit, stude and equality. Explain the classr in this unit. they studied
and answer quest
Speaking: Ask
family members.
cultural divers
ity, inclusion,
is a poster about
the and teach them
oom rules to stude
the appropriate
nts • Assessment Have students look at the first picture on Page 12
Pack: Have stude again and underline the song.
about age and The final craft communicate. ways to the unit’s final nts complete
activity will
and guess the age of the people in it. Play Track 03. Play it one more time if necessary.
exam after you
(social es. This finish the
a nonfic tion text students’ famili last lesson or
Reading: Read unication skills
the Review page.
strategies to enhance the classroom experience.

their comm assessment, the For global
y. enhance TRACK
Engaging the
studies): My Famil aware of pack also offers
Then have volunteers share their answers with the
01
help them become Clas s exam and an a mid-term
cters in a text. and will ences You can use “The Happy end-of-the-year
Identify chara
1 Listen. Then echo.
exam.
e cultural differ Student’s Digita
small and simpl Campers Song”
Writing: Write
about family memb
ers.
between their
families. By notici
ng time you think students
learnor have some fun before or
need to relax,
any
focus,
Campers and
l Component
02
The Inks app:
and Happy class. 13
min
Explain to students that theyIt

willincludes
listen and point atideas on how to use technology,
about , students will
Have students
and answers after an activit practice all the
Write questions those differences You
ciate the could play it to welcome stude y. skills by compl
eting the
members. and will appre nts into
interactive activit
ages and family from each other the classroom. ies.
3 Sing Young and Old!

ms in You could
ions and custo choreograph even make up
fy the short u sound
. diversity of tradit them y and have them a
03 7
Phonics: Identi This will make you think it is appro perform it when
their community. the different numbers. Have students look at the min
teaching with games, classroom

will listen to the songmanagement
to be priate.
impor tant it is
aware of how ences
inclusive despi
te cultural differ
equality.
numbers and elicit their colors. Play Track 02 and Tell students they from
and to strive for
have students listen and point at the numbers as Activity 2 again and whisper read the lyrics as
they hear them. Play Track 02tips, and suggestionsVocabulary
again and have they listen. Play on how to
Track 03. Have use
students the
practice
in Context
students echo the numbers. whispering the lines a few times before singing
16 PHCEN3TG1E20_p0
16_033_U1.indd
17
10/27/21 12:15
PM
different
Tell students to draw a circle
17 around the words
that end in -ty. Have students say which two
series thecomponents.
song. Play Track 03 again and have the class
sing along.
PHCEN3TG1E20_p0
16_033_U1.indd
16
TRACK 02 Start the Class 5
min
10/27/21 12:15
different order. Play Track 05 and pause for
numbers don’t have -ty at the end (ten and one
PM
students to write the words. Play the track again.

hundred
Tell students ). Callthey six. listen
out will Have students respondfrom
to the characters
Have Mixed students Abilities check their answers
Remember that with thereaare
sixtycomic
the . Repeat with different
in Activity 1 introducenumbers.themselves.
classmate.
some students that are shy. You could mix
Explain that they are part of aLess camera
on 1 club called Start the Class Vocabulary
10 Ask volunteers
students who are to shy
write and the
Have
answers
don’t
studen ts look like to
at the firstonpicturethe
sing board.
out 7
The Shutterbugs. Show students the charactersmin

min
and guess the Tell students
age of the people on Page 12 they will listen
again and underl to “Young and
Try this! Explain to students that you will Tellloud studentswith students theyd willwho listensing to1the loudly. track This again could and Play Track 03. Playineittheoneagemorementio
in it. Old!”
ned in the song.
on Page 58 in Unit 3. Point at them asAim: they are from 10-100. , ninety, one hundre
Listen. Then
echo.
02
Then have volunt time if necess
ary.
call out the numbers in Activity 1 and they repeat encourage the words shy out students
loud.the Play
to participate
Track 05willonce and again. class.
rs y, eighty eers share their answe
Identif y numbe forty, fifty, sixty,
sevent Explain to studen 13
min rs with the
ten, twenty, thirty, ts that they
mentioned so they can easily identify them Vocabulary:
when Tracks 02 and
03 different numbe
rs. Have studen
listen and point
at
will repeat them. Call out the first three Materials: Audio
enjoy singing along while having
numbers and
a good
elicit their colors.
time
ts look at the 3 Sing Young 03
It includes interleaved Student’s Book pages with

Play Track and Old!
completing activities related to the comics. Play
have studen ts listen and point 02 and 7
at the numbe Tell students
they hear them. they will listen min
numbers (ten, twenty, thirty) and have Lesson 1 doing so.

rs as to the song from
Vocabulary students echo
Play Track 02
again and have Activit y 2 again
and whisper read
out1
Track 02 (Teacher’s Guide). Dictation transcript
call it
the numbers. the lyrics as
students repeat them after you. Then Un

they listen. Play
Tell students Track 03. Have
02 1 Listen. Then echo. that end in -ty
to draw a circle
around the words whispering the
lines a few times
students practic
e
answers.
. Have studen
a) grandparents ts say which the song. before singing
numbers don’t two Play Track 03
have -ty at the again and have
the next three (forty, fifty, sixty ) and have Family and
end (ten and sing along. the class
hundre
1 Look. Who are the people in

d ). Call out six one
. Have studen
Numbers10 b)ten parents sixty. Repeat ts respond
Finish the Class Try this! Explain

with
twent y
different numbe
10 Mixed Abilities Remem
students repeat them after you. Continue with
rs.
min
min some studen ber that there
the photos? c) aunt and uncle to students that 10 ts that are shy.
You could mix
are
seventy, eighty, ninety, and one hundred. Ask Tell the class they will saywill arepeat
chain rsof numbers, you will students who
min
call out the numbe are shy and don’t
in Activit loud with studen like to sing out
d)fiftycousin sixty
y 1 and they ts who sing loudly.
them. Call out encourage shy This could
the first three
Tellthree
students volunteers
they willto come
look at tothe
thepictures
board. Have in the starting with twenty, twenty-one , etc.) andDivide the doing
numbers (ten students to partici
, twenty, thirty enjoy singing pate and
forty have along while having
e) niece
students repeat
The lessons are divided into sections for teachers

thirty them after you. so. a good time
the next three Then call out
themoncall
comic Pagesout the numbers
10 and 11 and while
talkthe
about restthem. of the class into two groups. The first
ts repeatgroup
(forty, fifty, sixty
will start the
Grammar in Context
studen ) and have
f) nephew sevent y, eighty
them after you.
Continue with
Finis the Class
thirty
, ninety, and one
students
Point at the repeatcharactersafterandthem. ask students to firstninety chain. When one hundred students get
three volunteers
to to come , have
hundred. Ask
to the board. the Tell thehclass 10
to deliver effective, time efficient classes. It includes

them call out Have they will say a min
eighty the numbers starting with chain of numbe
name them (Tom and Lisa ). Have students look first student in the second group start a second
y studen while the rest twenty rs,
sevent ts repeat after of the , twenty-one,
them. class into two etc. Divide the
groups. The first
4 Write the names of four family

group will start
Start the Class

first chain. When
5 the
CHEER 01 at the photos and guess who the people are.03 2 Listen and und chainld! of numbers. The second chain will start with
erline. students get
9 to thirty, have
Finish the Class

first student in
Vocabulary in Context 10
min the
2 Listen 03 the second group
min start a second
2parents,
and underline. chain of numbe
ideas tocheer
start and finish each class, and a pacing
and O
Young min rs. The second
members. Ask and answer. 03 Lisa’s
Elicit Listengrandparents,
and underline. uncle, aunt, old13 sixty, sixty-one , etc. Then have students in the
Explain to studen 13 chain will start
sixty, sixty-one
Grammar
Fifty? ts that
min
, etc. Then have with
Thirty? Forty? they will
Tell students they will do an activity to
listen
practice
and underline studen
ell the class they will do a cheer. Write the
to a song first group start ts in the
How min is she?
on
the correc t option
s. Write another chain
with forty, forty-o
cousins, and Tom. first group start another fifty-ochain with forty, forty-one Activit y, 1.
is she? twenty / ten. the board and elicit the 50 + 1 = etc. Repea
How old She’s answe t with the rest ne,
r (51 ). Write of the numbe
ne on the board rs from
n the board. Play Cheer 01 and read it out loud. Tell students they will have a conversation about Explain to students that they will listen to a song spellingHow old is he?words for family numbemembers. Ask
and point out
thatstudents to
students to cheer to support teachers in keeping students
guide
Fifty?
Thirty? Forty? rs are written some
5 5 y-two / thirty-five.etc. Repeat with the rest ofcomethe to thenumbers

board and dictate from
with a hyphe
How old is he?
2 Start theoptions.
ClassWrite 50 +She’s
volunteer n. Have a
TRACK 02 1 sevent
lay the audio again and invite their family members. Have students write
Start the Class 3and04Unscramble.
underline the correct = write Thirty? the
different alphabet
order. PlayonTrack aWrite
sheet 05to write ofit paper.
and out.pause Say forofamily
for him or her
8 min Forty? Fifty?
fifty-tw
min min Read and listen. 810is she?

How old Activity 1. the numbers
1-9
on the board and elicit the answer (51 ). Write How words from this unit. the Ask students torow.track
point at the
in
students to write
even.
words. Play
40 abovethe
Point at theagain.
a row on the
ong. down the names of four family members in their min min
old is she? He’s ninety- nine / sixty-s Then write a
large board.
on track.
the
Explain to students that they will take turns Tell students they will listen to the characters from
numbe rs in order and
have students
Point at theon
fifty-one scrambled willsentences and
out explain astothey
loud as forty-o
Tell students they
the board read the comic
and point stripsome
that lettersstudents in the alphabet to
Drawspell out the words.
say them out
notebooks. Point at each speech bubble and invite Have check their answers
ne, forty-two,
etc.with a
counting out loud. Say ten and then throw a ball the comic in Activity 1 introduce themselves. 03 3 Sing: Young
and Old! studen
2. Invite a volunt
ts’ attention to
the song in Activit
one volunteer to ask Who is Juan? and another one students

listen
numbers tothat
it.are they
Remind will
written unscramble
them
with toa follow
hyphen. them
theHave in order
words a with classmate.
eer to read its y Page 16 can
title. Play Track be completed
03.
to a student for him or her to say twenty ; this
practice. as extra
Cheer transcript Explain that they are part of a camera club called 8 6/11/21 10:31
AM
to answer He’s my cousin. Then explain to the class totheir

writefingers.
volunteer a question
come Playtoand
the its
Track answer.
04.
board Point out
and dictate the
fifty-two Ask volunteers to write the answers on the board.
Happy Campers listen here. student will throw the ball to another student for The Shutterbugs. Show students the characters 20_p008_019_
U1.indd 8
correct himspelling for numbers out.like forty-three . Once

PHCEN3SB1E
that they will take turns asking and answering for Explain or her thatto parents
write it are a mom and a dad. Ask Tell students they will listen to the track again and
Now, it’s time to do a cheer. Ready? OK! him or her to say thirty and continue the game. on Page 58 in Unit 3. Point at them as they are 18 19
PM
PHCEN3TG1E20_p0 10/27/21 12:15
16_033_U1.indd
similar questions with a classmate about the four they have completed
students
Write who
the numbers the1-9
grandparents activity
inare individually,
andon
a row thegrandpa
elicit board. repeat the words out loud. Play Track 05 once again.
19
Who is he? He’s my uncle! When they get to one hundred, start again. mentioned so they can easily identify them when 18
invite
Thenthem writetoaact
grandma out40 the conversation in pairs.
16_033_U1.indd
names they wrote in their notebooks. Once and . Have

large students
above the
circle
row. thePoint
family at the
PHCEN3TG1E20_p0 10/27/21 12:15
PM
Who is she? She’s my aunt! completing activities related to the comics. Play
students have finished the activity, ask volunteers 10 Onewordsof the
numbers students
in the
in order
comic will
and ask How
strip.
have old issay
students she? them andout
Who are they? They’re my cousins! min
03
to perform Try
theirthis! Explain
dialogues fortothe
students
class. that the other
loud She’s is forty-three
will answerforty-two,
as forty-one, etc. . Finally,
10 a) grandparents Page 16 can be completed as extra
they will sing the song from Page 8 again. haveDraw them students’
switch roles. attention to the song in Activity min
1TryLook.this! Who Divide arethethe people
class in
into pairs. Explain 10 b) parents practice.
1 Finish
Divide the Class
the class into three groups and tell them 10
min 2. Invite a volunteer to read its title. Play Track 03.
the photos?
to students that they will each play a part
min
c) aunt and uncle
04 Listen again and read. 8
min Tellthat one group
students theywill
willsing
playthe questions,
a game another
to practice 4 Point, ask and answer. 9
from the comic on Pages 10 and 11. Have min
d) cousin
ell students they will listen to the comic strip on group
using he will
andsingshe. the three
Divide theoptions,
class intoandtwo
theteams.
third Tell students they will look at the pictures in the
Have some volunteers
students read theirread partsthe outinformation
loud. in the e) niece
This is a direct reference to the four-page
19 Extra
ages 10 and 11 and read along. Explain that they group
Draw willdown
a line sing the
theanswers.
center of Play Track and
the board 03. Tell comic on Pages 10 and 11 and talk about them. If possible, use the Student’s Digital
speech bubbles. Explain to students that they will f) nephew
will raise their hands when they hear questions students
label they will
the columns as switch
Correctroles and sing .the
and Incorrect Then Point at the characters and ask students to Component to watch the video.
take turns to ask and answer similar questions with
saysong again. such as He’s my aunt or She’s my
Practice section for students to have additional
with Who. a sentence name them (Tom and Lisa ). Have students look
a classmate.
05 3Point at the
Listen and third picture
write. Then in say.
Activity 215
Play Track 04. Then tell students to underline grandma. Students will have to decide if the at the photos and guess who the people are. min
and ask How old
PHCEN3TG1E20_p016_033_U1.indd 19 is he? Elicit He’s eighty. Then pair Finish the Class 10
min 10/27/21 12:15 PM
he questions with Who on Page 11. Finally, invite sentence is correct or incorrect and stand on the Elicit Lisa’s
Explain parents, that
to students grandparents,
they will listenuncle, toauntthe ,
ome volunteers to read them out loud. 1 Read and underline.
corresponding side of the board. If a student 8
up students and have them do the same with the
cousins
words for
, and Tom
family members
. and write them next to practice on the unit’s vocabulary and grammar.
Tell students Pagethey
practice.
18 can will do be an completedactivity to aspractice
extra
The Try this! box features alternative activities. makes a wrong decision, he or she will sit down.
Tell students they will complete some questions
min rest of the pictures on Page 9. Remind them to
the corresponding pictures. Say the words for
change the form of the questions depending on
spelling words for family members. Ask students to
write the alphabet on a sheet of paper. Say family
2 Read and match. 9 The team with the last student standing wins. family
04 members 2 Read andorder
in the listen. they appear in the 10
min and answer them according to the picture at the whether they are talking about a man or a woman.min words from this unit. Ask students to point at the
comic strip and have students point at the correct
xplain to students that they will match each end of each item. Have the class read the Focus Finally, invite some
Tell students theypairs to perform
will read the comic theirstripdialogues
as they letters in Use the Flashcards
the alphabet to spellfor outUnit the words. 1.
pictures. Repeat the activity with the words in a
uestion with its corresponding answer. Write box together.
Mixed Explain
Abilities Forthat
thewe Finish she Class
use the to talk about inlisten
front to of it.
theRemind
class. them to follow the words with
e, she, and they on the board. Tell students that a girl or a woman
activity, make sure andthehe teams
to talk are
about a boy or a
well their fingers. Play Track 04.
ou will call out a word for a family member and man. Divideinthe
balanced classofinto
terms two groups.
English Tell and
proficiency the first Finish Explain thethat Class
parents are a mom and a dad. Ask
8
min
This tag suggests when you can use the23vocabulary

hey will respond by saying he, she or they. For group
numberto askof the question
students sinceHowthisold
willismake
she? aandfairthe Tell students
students who they will do an activity
grandparents are and toelicit
practice grandpa
xample, say mom and elicit she. second
gameone andto answer She’s
encourage ten. Have
all students. a volunteer
Otherwise, saying ages. Ask
and grandma students
. Have studentsto write
circledown a random
the family
read the first
is a item
largerand solve
or ait team
as a class. Ask age on ainstrip the of paper. Have students find out
flashcards to visually reinforce the new words or
Ask students to work individually. Then have if there team with the words comic strip.
hem compare their answers with a classmate. students to complete
most advanced the activity
speakers, childrenindividually.
may feel the ages of their classmates in their rows. Each
PHCEN3TG1E20_p016_033_U1.indd 23 10 10/27/21 12:15 PM
inally, ask some volunteers to share their answers Then tell them to compare their answers with a
discouraged. student should answer according to the age on min
with the class. classmate. Finally, invite some volunteers to share
Try this! Divide the class into pairs. Explain
their strip of paper. Finally, have students in each
phrases of the unit.
their answers with the class. row line up in the order of their ages.
from the comic on Pages 10 and 11. Have
3 Complete. 9
The Mixed Abilities box provides classroom
ave students look at the activity and explain that
min
2 Complete. 9
min
students read their parts out loud.
If possible, use the Student’s Digital
Component to watch the video.
management tips and activities to help teachers deal
hey will write the correct words to complete the
ialogue. Remind them that we use is to talk about
Have students look at the pictures and the numbers.
Explain that they will complete the sentences using 05 3 Listen and write. Then say. 15
min
with the different levels of skills among students.

ne person and are to talk about more than one the correct word, depending on whether they are
Explain to students that they will listen to the Page 18 can be completed as extra
You can play the comic strip in a video for students
erson and when using the word you. Once they talking about a man or a woman, and writing the
Page 19 cansome
be completed assay
extra words for family members and write them next to practice.
ave finished writing, ask some volunteers to come ages in words. Invite students to the
numberspractice.
thirty, seventy, and eighty. Finally, invite
to hear and watch the unit’s vocabulary and
o the front and act out the dialogue.
family members in the order they appear in the
volunteers to read the questions and answers
comic strip and have students point at the correct Use the Flashcards for Unit 1.
out loud.
pictures. PageRepeat
practice.
17 canthe activity
be completed
25
with the aswords
extra in a grammar in context.
016_033_U1.indd 25 10/27/21 12:15 PM
21
23 11
PHCEN3TG1E20_p016_033_U1.indd 23 10/27/21 12:15 PM
Teacher’s Guide
The Happy Campers vibrant music and vocal program includes echoes, songs, cheers, dictations,
comic strip stories, and fiction and nonfiction reading and listening texts.
Two audios exclusively for teachers –a joyful song to activate the class and the
TRACK 01
characters’ introduction track.
You can have students practice their listening and writing skills and the unit’s
CHEER 01
grammar with the Cheers suggested for Lesson 4.
Your guide indicates the tracks available for your students: songs, vocabulary
06
echoes, comic strip stories and out-loud reading of texts.
Workbook Section in the Teacher’s Guide

The Workbook section in the Teacher’s Guide includes notes to all activities and answer keys.
Workbook
use it for students
Starter Lesso
n . You can also
previous course ial lesson.
can or as a remed
lesson that you who are new
has a Starter
The Workbook grammar from
the
vocabulary and
use to review
run
door
down
Open
Notes and answer key

for the Starter lesson.
Read lake
shout
health lodge
boat house
cafeteria
cabin
eat pool
Write
he
U1
Is
he isn’t
health lodge
is next to the
The cafeteria Workbook page
Are they health lodge
front of the 8
they are The pool is in
lake
are next to the 1 Tell studen Workbook page
Are they elephant
s The boat houses ts they will comple 9
sequence. Have te the numerical
Yes, they are them work individ 1 Explain
around the classro ually. Walk to the class that
om and provid individually to they will work
e help if neede complete the
d. the correc t words sentences using
2 Explain from the box.
to students that classroom and Walk around
additions. Have they will solve provide help as the
four
160 5/14/21 12:45
PM
before solving
them look at the
example provid
needed.
the operations ed 2 Explain
and give help on their own. to students that
if needed. Monitor they will comple
conversation. te a
521.indd 160 Have them work
60_163_U1_OS_140 and provide help individually. Monito
PHCEN3TG1E20_p1 3 Explain as needed. r
to students that
some words and they will unscra
Step-by-step notes
match them to mble 3 Ask studen
images. Direct their corresponding ts to look at the
students’ attenti that they will pictures. Explain
provided and on to the examp complete the
its corresponding le what they see sentences accord
students comple picture. Have in each picture ing to
te the activity individually and . Have them work
and help as neede individually. Monito monitor their
d. r work.
on how to use the

4 Tell studen
ts they will solve
a riddle is (a puzzle a riddle. Elicit
to be solved in what
hidden meanin order to find a
g). Allow some
to solve it. minutes for studen
ts
Workbook for extended thirty
practice and review.

fifty
ninety eighty
Who
fifty Sheʼs
eighty five seven
ninety How
one
is
are they
ncle Theyʼre
How old
randparents are
sheʼs
iece
are they
ephew (Studentsʼ own
answers.)
are they
unt thirty-eight
thirty-six
is she
11 (Studentsʼ own
Workbook page
answers.)
is she
complete the
Workbook page
10 ts that they will cousin Sheʼs thirteen
1 Explain to studen Anna’s relative
s. Ask is he
the names of
niece
to a
they will listen family tree with Page 10 and
write (Studentsʼ own
answers.)
01 1 Tell the class picture the story from
to look at the
is
students to read
he
Ask students er. Have them
conversation. describe it using each family memb Heʼs thirty-fo
ur
volunteers to pay the names below help as needed.
and invite some t students to Provid e
members. Instruc work individually.
words for family ned. Play Track
to the names
mentio te the paragraph
close attention them write the
name
2 Tell students
they will comple
ers. Tell
ts listen, have memb
01. As studen it necessary, play t words for family 161
using the correc from PHCEN3TG1E20_p1
. If you deem the family tree 60_163_U1_OS_140
below each person information in 521.indd 161
them to use the Have them
Track 01 again. te the paragraph.
Activit y 1 to comple work.
and monitor their
work individually 5/14/21 12:45
PM
Answer key for all

the activities.
Anita Jim
Annie Jimmy
Ann James
Anna Annabel Rick
Patrick
Pat
sister
mom
grandma
aunt
dad
grandpa
uncle
cousins
162 5/14/21 12:45

PM
521.indd 162
60_163_U1_OS_140
PHCEN3TG1E20_p1
12
Digital Components
The Happy Campers Second Edition Digital Components for both the student and the teacher contain a
range of downloadable and projectable materials to support both students and teachers.
For the Student

The Student’s Digital Component includes access to:
• Downloadable digital Student’s Book with embedded audios and

videos. You may download the whole book or unit by unit to save
space in your electronic devices (computers, tablets or cell
phones).
• Interactive extra practice activities for grammar, phonics, and
writing.
• Interactive review activities that generate an automatic report for
the teacher; a helpful tool to measure student’s individual results.
For the Teacher

The Teacher’s Digital Component contains a range of projectable and downloadable materials to support
teachers and enrich the Happy Campers program:
• Digital Student’s Book with embedded audios and videos. It also

includes the extra practice interactive activities students work on,
with a special tool that will generate a performance report to the
teacher.
• Teacher’s Guide in PDF format.
• An Assessment Pack that includes ready-made tests for each
unit, as well as mid and end-of-year tests, both in PDF and
customizable formats.
• Printable and customizable class planners for 3-hour-a-week
programs.
• Printable and projectable phonics posters for levels 1-3 that can
be used to improve pronunciation skills.
• Printable and projectable audio script of the Student’s Book,
Workbook, and Cheers audio tracks.
• Happy Campers Actors Pack from the first edition.
Teaching with Technology

Technology has been a fundamental tool to accelerate learning skills in classrooms. It is well known that
digital devices like computers, tablets, or phones increase students’ motivation and engagement.
The downloadable and projectable materials for these devices are planned to expand your course, they
don’t substitute core content from the Scope and Sequence. The digital materials should be used according
to your own needs and pace; use them to support teaching and learning.
The Happy Campers Second Edition Teacher’s Guide includes in each unit opener a section called Teaching
with Technology which gives suggestions about how to use technology at home and in the class.
13
Scope and Sequence
Vocabulary Grammar It’s Our World Phonics
Unit 1 Numbers: 10 -100 How old is she? She’s

ten. How old is he?
Different Families Short u sound
Family and
Family: grandparents, He is ninety-nine.
Numbers Who is he? He’s my
parents, aunt, uncle,
Pages 16-33 cousin. Who is she?
cousin, niece, nephew
She’s my aunt. Who
are they? They’re my
grandparents.
Unit 2 Months of the Year:

January, February,
When’s your
birthday? It’s in
Caring for Others th sound
Dates March, April, May, August. What’s
Pages 34-51 June, July, August, the date today? It’s
September, October,
October fifteenth.
November, December
Ordinal Numbers:
1st-31st
Unit 3 Times of the Day:

in the morning, in
What time is it? It’s
noon. It’s 2 o’clock
Saving Energy w sound
Telling
the afternoon, in the in the afternoon.
the Time evening, at night, It’s 9:30 at night.
Pages 52-69 noon, midnight, early, What time do you
late eat breakfast? At
7 o’clock in the
Daily Activities: get morning. What time
up, eat breakfast, go do they go to bed?
to school, eat lunch, At 9 o’clock at night.
eat dinner, go to bed.
Unit 4 Sports: baseball,

basketball, football,
I’m playing
basketball. I’m not
Activating Yourself Short e sound
Sports golf, ping pong, playing football.
Pages 70-87 soccer, tennis, We’re playing
volleyball baseball. We’re not
playing volleyball.
Activities: listen to He’s listening to
music, talk on the
music. She’s doing
phone, watch TV,
her homework.
take pictures, do
homework, work on
the computer
14
Vocabulary Grammar It’s Our World Phonics
Unit 5 At the Park: climb

trees, have a picnic,
What are you doing?
I’m playing on the
Keep Your School
Clean
sh sound
Activities
play ball, play on the swings. I’m not taking
Pages 88-105
swings, ride a bike, a walk. We’re riding
ride a skateboard, bikes. We’re not
run, take a walk running. What’s he
doing? He’s washing
Chores: wash the the dishes. What are
dishes, sweep the they doing? They’re
floor, feed the pets, sweeping the floor.
set the table, make a
snack, wash the car
Unit 6 Clothes: T-shirt,

pants, cap, shorts,
What are you
wearing? I’m wearing
Traditional Clothes k sound
Summer Fun
jeans, swimsuit, sneakers. Are you
Pages 106-123
sandals, sneakers wearing shorts? Yes,
I am. / No, I’m not. Is
she swimming? Yes,
At the Beach: swim,
she is. / No, she isn’t.
sleep, fly a kite, sail a
She isn’t sleeping.
boat, eat ice cream,
build a sandcastle
Unit 7 Party Food: cake,

chips, sandwiches,
Are they eating cake?
Yes, they are. / No,
Healthy Party Short a sound
Food and
candy, juice, they aren’t. We’re
Party lemonade, popcorn, making decorations.
Pages 124-141 soda Are you baking a
cake? Yes, we are. /
No, we aren’t.
Party Time: sing,
dance, bake a cake
buy snacks, send
invitations, make
decorations
Unit 8 Abilities: draw, hop,

paint, play the guitar,
I can play the guitar.
I can’t whistle. Can
Different Abilities Long i sound
Abilities
play the drums, jump you whistle? Yes,
Pages 142-159
rope, speak English, I can. / No, I can’t.
whistle
15
Unit 1 Objectives
By the end of the unit, students will:
• Use numbers to say ages.
Family and • Ask and answer questions about ages.

• Identify family members.
Numbers • Ask and answer questions about

family members.
Vocabulary Grammar
Numbers: 10-100 How old … ? Who is … ?: How old
is she? She’s ten. How old is he? He’s
Family: grandparents, parents, aunt,
ninety-nine. Who is he? He’s my cousin.
uncle, cousin, niece, nephew
Who is she? She’s my aunt. Who are
they? They’re my grandparents.
Skills
Listening: Listen for and identify
It’s Our World
numbers.
Listen for specific information.
Cultural Diversity
Different Families
Speaking: Ask and answer questions In this unit, students will learn about
about age and family members. cultural diversity, inclusion, and equality.
Reading: Read a nonfiction text (social The final craft is a poster about the
studies): My Family. students’ families. This activity will
Identify characters in a text. enhance their communication skills
and will help them become aware of
Writing: Write about family members. small and simple cultural differences
Write questions and answers about between their families. By noticing
ages and family members. those differences, students will learn
from each other and will appreciate the
Phonics: Identify the short u sound.
diversity of traditions and customs in
their community. This will make them
aware of how important it is to be
inclusive despite cultural differences
and to strive for equality.
16
Teacher Workshop
Teaching with Technology How to Use the Different

Technology can help teachers be more Components
engaged with the class so students become Workbook: Use the Workbook for extra
more active learners. Use technology as a way practice, homework, or to level up students
to informally assess students during class to that require more practice.
make sure they truly understand what is being
Flashcards: Display the flashcards on the
taught. Students will enjoy interacting with
board and have students ask each other
technology without the stress of feeling tested.
questions about family members using the
vocabulary from Lesson 3. Use the It’s Our
Teaching with Games World flashcard to guide a discussion on the
Game: Say Your Name Game importance of learning about each other’s
Materials: ball families.
Teacher’s Digital Component:
Ask students to sit in a large circle and then
• Class Planner: Read the Class Planner
join them. Begin by holding the ball and saying
beforehand and use it to plan the unit
your name: I’m Miss / Mr. (your name). Pass
contents.
the ball to the student on your right. He or she
• Poster: Use the Phonics poster to review
will say She’s / He’s Miss / Mr. (your name). I’m
the short u sound. Display it on the board,
(Mary / Tom). This will continue until all the
ask students to write the words in their
names in the circle have been mentioned.
notebooks and circle the sound they studied
Classroom Management in this unit.

• Assessment Pack: Have students complete
Explain the classroom rules to students the unit’s final exam after you finish the
and teach them the appropriate ways to last lesson or the Review page. For global
communicate. assessment, the pack also offers a mid-term
exam and an end-of-the-year exam.
TRACK 01 Engaging the Class Student’s Digital Component and Happy
You can use “The Happy Campers Song” any Campers and The Inks app: Have students
time you think students need to relax, focus, practice all the skills by completing the
or have some fun before or after an activity. interactive activities.
You could play it to welcome students into
the classroom. You could even make up a
choreography and have them perform it when
you think it is appropriate.
17
Lesson 1
Aim: Identify numbers from 10-100.

Vocabulary: ten, twenty, thirty, forty, fifty, sixty, seventy, eighty, ninety, one hundred
Materials: Audio Tracks 02 and 03
Unit 1
Lesson 1 Vocabulary
02 1 Listen. Then echo.
Family and
Numbers
ten twenty
thirty forty fifty sixty
seventy eighty ninety one hundred
03 2 Listen and underline.
Young and Old!

How old is she?
She’s twenty / ten.
Thirty? Forty? Fifty?
How old is he?
She’s seventy-two / thirty-five. How old is he?

How old is she?
He’s ninety-nine / sixty-seven.
03 3 Sing: Young and Old!
18
Vocabulary
Start the Class 7

min Tell students they will listen to “Young and Old!”
Have students look at the first picture on Page 12 again and underline the age mentioned in the song.
and guess the age of the people in it. Play Track 03. Play it one more time if necessary.
Then have volunteers share their answers with the
02 1 Listen. Then echo. 13
min
class.
Explain to students that they will listen and point at

03 3 Sing Young and Old! 7
the different numbers. Have students look at the min
numbers and elicit their colors. Play Track 02 and Tell students they will listen to the song from
have students listen and point at the numbers as Activity 2 again and whisper read the lyrics as
they hear them. Play Track 02 again and have they listen. Play Track 03. Have students practice
students echo the numbers. whispering the lines a few times before singing
Tell students to draw a circle around the words the song. Play Track 03 again and have the class
that end in -ty. Have students say which two sing along.
numbers don’t have -ty at the end (ten and one
hundred ). Call out six. Have students respond
Mixed Abilities Remember that there are
sixty. Repeat with different numbers.
some students that are shy. You could mix
10
min
students who are shy and don’t like to sing out
Try this! Explain to students that you will loud with students who sing loudly. This could
call out the numbers in Activity 1 and they encourage shy students to participate and
will repeat them. Call out the first three enjoy singing along while having a good time
numbers (ten, twenty, thirty) and have doing so.
students repeat them after you. Then call out
the next three (forty, fifty, sixty ) and have
students repeat them after you. Continue with Finish the Class 10
min
seventy, eighty, ninety, and one hundred. Ask Tell the class they will say a chain of numbers,
three volunteers to come to the board. Have starting with twenty, twenty-one, etc. Divide the
them call out the numbers while the rest of the class into two groups. The first group will start the
students repeat after them. first chain. When students get to thirty, have the
first student in the second group start a second
chain of numbers. The second chain will start with
03 2 Listen and underline. 13
min
sixty, sixty-one, etc. Then have students in the
first group start another chain with forty, forty-one,
Explain to students that they will listen to a song
etc. Repeat with the rest of the numbers from
and underline the correct options. Write 50 + 1 =
Activity 1.
on the board and elicit the answer (51 ). Write
fifty-one on the board and point out that some
numbers are written with a hyphen. Have a
volunteer come to the board and dictate fifty-two
for him or her to write it out.
Write the numbers 1-9 in a row on the board.
Then write a large 40 above the row. Point at the
numbers in order and have students say them out
loud as forty-one, forty-two, etc.
Draw students’ attention to the song in Activity Page 16 can be completed as extra
practice.
2. Invite a volunteer to read its title. Play Track 03.
19
Lesson 2
Aim: Ask and answer questions about ages.

Grammar: How old is she? She’s ten. How old is he? He’s ninety-nine.
Materials: Audio Track 03, strips of paper, ball
Lesson 2 Grammar
1 Read and underline. Focus
How old is she?
a) How old is she?
She’s ten.
He’s / She’s ten. How old is he?
He’s ninety-nine.
b) H
ow old is he?
He’s / She’s eighty.
2 Complete.
a) How old is he ?

He’s thirty .
she ?
b) How old is
Sheʼs seventy .
c) How old is he ?

Heʼs eighty .
3 Unscramble.
a) old / she / How / is How old is she ?
b) forty-three / She’s Sheʼs forty-three .
4 Point, ask and answer.
How old is he? He’s eighty.
20
Grammar
Start the Class 8

min 3 Unscramble. 8
min
Explain to students that they will take turns
Point at the scrambled sentences and explain to
counting out loud. Say ten and then throw a ball
students that they will unscramble them in order
to a student for him or her to say twenty ; this
to write a question and its answer. Point out the
student will throw the ball to another student for
correct spelling for numbers like forty-three. Once
him or her to say thirty and continue the game.
they have completed the activity individually,
When they get to one hundred, start again.
invite them to act out the conversation in pairs.
10
min
One of the students will ask How old is she? and
03 Try this! Explain to students that the other will answer She’s is forty-three. Finally,
they will sing the song from Page 8 again. have them switch roles.
Divide the class into three groups and tell them
that one group will sing the questions, another 4 Point, ask and answer. 9
min
group will sing the three options, and the third
Have some volunteers read the information in the
group will sing the answers. Play Track 03. Tell
speech bubbles. Explain to students that they will
students they will switch roles and sing the
take turns to ask and answer similar questions with
song again.
a classmate. Point at the third picture in Activity 2
and ask How old is he? Elicit He’s eighty. Then pair
up students and have them do the same with the
1 Read and underline. 8
min rest of the pictures on Page 9. Remind them to
Tell students they will complete some questions change the form of the questions depending on
and answer them according to the picture at the whether they are talking about a man or a woman.
end of each item. Have the class read the Focus Finally, invite some pairs to perform their dialogues
box together. Explain that we use she to talk about in front of the class.
a girl or a woman and he to talk about a boy or a
man. Divide the class into two groups. Tell the first Finish the Class 8
min
group to ask the question How old is she? and the Tell students they will do an activity to practice
second one to answer She’s ten. Have a volunteer saying ages. Ask students to write down a random
read the first item and solve it as a class. Ask age on a strip of paper. Have students find out
students to complete the activity individually. the ages of their classmates in their rows. Each
Then tell them to compare their answers with a student should answer according to the age on
classmate. Finally, invite some volunteers to share their strip of paper. Finally, have students in each
their answers with the class. row line up in the order of their ages.
2 Complete. 9
min
Have students look at the pictures and the numbers.

Explain that they will complete the sentences using
the correct word, depending on whether they are
talking about a man or a woman, and writing the
ages in words. Invite some students to say the
numbers thirty, seventy, and eighty. Finally, invite
volunteers to read the questions and answers
out loud.
Page 17 can be completed as extra
practice.
21
Lesson 3
Aim: Identify family members.

Vocabulary: grandparents, parents, aunt, uncle, cousin, niece, nephew
Materials: Audio Tracks 02 (Teacher’s Guide), 04, and 05, sheets of paper
Lesson 3 Vocabulary in Context
1 Look. Who are the people in the photos?
Nice photos, Lisa! Who is he? Who is

Who are they? she? She’s funny!
They’re my parents He’s my uncle. She’s my

and my grandparents. aunt. I’m her favorite niece.
a) grandparents b) parents
c) aunt and uncle d) cousin
e) niece f) nephew
Watch the
10 video.
22
Vocabulary in Context
TRACK 02 Start the Class 5

min different order. Play Track 05 and pause for
students to write the words. Play the track again.
Tell students they will listen to the characters from
Have students check their answers with a
the comic in Activity 1 introduce themselves.
classmate.
Explain that they are part of a camera club called
Ask volunteers to write the answers on the board.
The Shutterbugs. Show students the characters
Tell students they will listen to the track again and
on Page 58 in Unit 3. Point at them as they are
repeat the words out loud. Play Track 05 once again.
mentioned so they can easily identify them when
completing activities related to the comics. Play
a) grandparents
1 Look. Who are the people in 10
min
b) parents
the photos? c) aunt and uncle
d) cousin
Tell students they will look at the pictures in the
e) niece
comic on Pages 10 and 11 and talk about them.
f) nephew
Point at the characters and ask students to
name them (Tom and Lisa ). Have students look
at the photos and guess who the people are.
Finish the Class 10
min
Elicit Lisa’s parents, grandparents, uncle, aunt,
Tell students they will do an activity to practice
cousins, and Tom.
spelling words for family members. Ask students to
write the alphabet on a sheet of paper. Say family
04 2 Read and listen. 10
min words from this unit. Ask students to point at the
Tell students they will read the comic strip as they letters in the alphabet to spell out the words.
listen to it. Remind them to follow the words with
their fingers. Play Track 04.
Explain that parents are a mom and a dad. Ask
students who grandparents are and elicit grandpa
and grandma. Have students circle the family
words in the comic strip.
10
min
from the comic on Pages 10 and 11. Have
students read their parts out loud.
05 3 Listen and write. Then say. 15
min
Explain to students that they will listen to the Page 18 can be completed as extra
words for family members and write them next to practice.
family members in the order they appear in the
comic strip and have students point at the correct Use the Flashcards for Unit 1.
pictures. Repeat the activity with the words in a
23
Lesson 4
Aim: Ask and answer questions to identify family members.

Grammar: Who is he? He’s my cousin. Who is she? She’s my aunt. Who are they?
They’re my grandparents.
Materials: Audio Track 04 and Cheer 01
Lesson 4 Grammar in Context
04 1 Listen again and read.
They’re my cousins. He’s

my mom’s favorite nephew. Your favorite
And he’s my
silly friend Tom! silly friend!
Ha! Look
at his ears!
2 Read and match.
a) Who is she? 1) He’s my uncle.
b) Who are they? 2) She’s my aunt.
c) Who is he? 3) They’re my parents.
3 Complete.
A: Who are they?
B: They ’re my grandparents.
A: Who is he?
B: He ʼs my cousin.
4 Write the names of four family members. Ask and answer.
Who is Juan? He’s my cousin.
11
24
Grammar in Context
CHEER 01 Start the Class 5

min 4 Write the names of four family 9
min
members. Ask and answer.
Tell the class they will do a cheer. Write the cheer
on the board. Play Cheer 01 and read it out loud. Tell students they will have a conversation about
Play the audio again and invite students to cheer their family members. Have students write
along. down the names of four family members in their
notebooks. Point at each speech bubble and invite
one volunteer to ask Who is Juan? and another one
Cheer transcript
to answer He’s my cousin. Then explain to the class
Happy Campers listen here.
that they will take turns asking and answering
Now, it’s time to do a cheer. Ready? OK!
similar questions with a classmate about the four
Who is he? He’s my uncle!
names they wrote in their notebooks. Once
Who is she? She’s my aunt!
students have finished the activity, ask volunteers
Who are they? They’re my cousins!
to perform their dialogues for the class.
1 Finish the Class 10

min
04 Listen again and read. 8
min Tell students they will play a game to practice
Tell students they will listen to the comic strip on using he and she. Divide the class into two teams.
Pages 10 and 11 and read along. Explain that they Draw a line down the center of the board and
will raise their hands when they hear questions label the columns as Correct and Incorrect. Then
with Who. say a sentence such as He’s my aunt or She’s my
Play Track 04. Then tell students to underline grandma. Students will have to decide if the
the questions with Who on Page 11. Finally, invite sentence is correct or incorrect and stand on the
some volunteers to read them out loud. corresponding side of the board. If a student
makes a wrong decision, he or she will sit down.
2 Read and match. 9
min
The team with the last student standing wins.
Explain to students that they will match each

question with its corresponding answer. Write Mixed Abilities For the Finish the Class
he, she, and they on the board. Tell students that activity, make sure the teams are well
you will call out a word for a family member and balanced in terms of English proficiency and
they will respond by saying he, she or they. For number of students since this will make a fair
example, say mom and elicit she. game and encourage all students. Otherwise,
Ask students to work individually. Then have if there is a larger team or a team with the
them compare their answers with a classmate. most advanced speakers, children may feel
Finally, ask some volunteers to share their answers discouraged.
with the class.
3 Complete. 9
min
Have students look at the activity and explain that

they will write the correct words to complete the
dialogue. Remind them that we use is to talk about
one person and are to talk about more than one
person and when using the word you. Once they
have finished writing, ask some volunteers to come Page 19 can be completed as extra
practice.
to the front and act out the dialogue.
25
Lesson 5
Aim: Read a text to practice language from the unit. Identify the short u sound.
Vocabulary: grandpa, grandma, mom, dad, sister
Phonics: short u sound; love, funny, honey, cousin, uncle
Lesson 5 Reading
My Family
Hi, my name is Nick.
I’m nine. This is my family.
Grandpa is sixty and Grandma
is fifty-five. I love my grandpa.
He’s funny! These are my
parents. My mom is a teacher
and my dad is a firefighter.
I have a sister. Her name is Sally.
She’s twelve.
This is my uncle Eric and my aunt Eva.

I also have one cousin, Daniel.
Daniel wants to be a chef.
He’s twenty-one.
And who is he?

He’s Oscar, my cat.
He’s five. That’s thirty-six
in human years!
07 2 Listen and say. Phonics
I love my uncle. I love my cousin. love funny honey
He’s very funny. She’s a honey! cousin uncle
12
26
Reading
Start the Class 15

min Phonics box. Play Track 07 again and ask students
Tell students they will play a game to practice what to repeat the sentences using the correct
they learned in Lesson 4. Divide the class into two pronunciation.
groups and have them stand in two lines in front of
10
the board. Ask How many family members live in min
Try this! Tell students they will play a game
your house? Have the students at the front of the
to review the story from Activity 1. Divide the
lines come to the board and write and say out loud
class into two teams. Write Yes and No in
how many family members live in their houses.
large letters on the board. Have one student
When students have had their turns, they will go
from each team come to the front of the class.
to the back of the line. Continue until the whole
Say a sentence with information from the
class has participated.
story (Grandpa is seventy-five. Daniel wants
to be a chef.) The first student to touch the
min correct answer on the board wins a point for
Tell students they will listen to the track and follow his or her team. Play several times until all
the words with their fingers as they listen. Have a students have participated. The team with the
volunteer read the title of the text out loud. Play most points wins.
Track 06. Then have students underline words for
family members in the text (grandpa, grandma,
parents, mom, dad, sister, uncle, aunt, and cousin). Finish the Class 15
min
Review the words they underlined orally. Ask Tell students they will draw a family tree showing
reading comprehension questions such as How Nick’s family. Have them write the name and the
old is Nick’s grandpa? How old is Nick’s grandma? age below each person. Circulate the classroom
Point out the other member of the family (Oscar, to provide help as needed. Invite some volunteers
the cat ). Ask How old is Oscar? Elicit five or to share their family trees with the class.
thirty-six in human years. Have students raise their
hands if they have a cat or a dog, and have them
say their pets’ names and ages.
07 2 Listen and say. 10

min
Tell students they will listen to a child talking about

his family, and that they will hear different words
with o, u, and ou. Play Track 07 and ask students to
listen carefully to the words love, uncle, funny,
cousin, and honey. Explain to students that the
short u sound is the same sound they hear in the
words sun and fun. Explain that it sounds like the
interjection uh and write it on the board so
students can visualize the sound; seeing that it
finishes with h will help them pronounce the short
u sound. Then tell them that they should relax the
mouth and tongue, and that the tongue should rest
on the bottom of the mouth while it is open to
pronounce the short u sound. Say sun and fun and
have students repeat after you a few times. Then
have them read out loud the words from the
27
Lesson 6
Aim: Recall details from a text. Write about family members.

Materials: Audio Track 06, cards, a photo of your family, colored pencils, markers
or crayons
Lesson 6 Writing
06 1 Listen again to My Family.
2 Match.
a) She’s twelve. 1) They’re Nick’s parents.
b) They’re Eric and Eva. 2) He’s Nick’s cousin.
c) He’s twenty-one. 3) He’s Nick’s grandpa.
d) She’s a teacher and 4) She’s Nick’s sister.
he’s a firefighter.
5) They’re Nick’s aunt
e) He’s sixty. and uncle.
3 Draw a picture of your family.
(Studentsʼ own drawings.)
My Family
4 Write about your drawing. (Studentsʼ own answers.)
Hi, my name is . I’m .
This is my family.
13
28
Writing
Start the Class 8

min 4 Write about your drawing. 8
min
Tell students they will do an activity to review what
Explain to the class that they will write
they learned in Lesson 5. Give each student a card
about the drawing they made in Activity 3. Show
and have them write a word from Lesson 3 on it,
students the photo of your family again. Tell them
such as parents. Explain that you will call out a
about your family, using the writing outline as a
word for family members and all the students who
model. Ask them to write their names in the first
have that word must stand up and then sit down.
blank space and their ages in the second one.
Repeat with other words.
Explain that they will complete the rest of the
paragraph with their own information. You could
06 1 Listen again to My Family. 8
min write some prompts on the board to help students
Tell students they will listen to the text from Lesson complete it. You may write She / He is my . He /
5 again. Explain that they will follow the story on She is a . He / She is old. to help students
Page 12 while they listen to it. Play Track 06. describe their families. Remember that there are
different types of families, so avoid writing They
2 Match. 8
min
are . as a prompt since many students may only
have one family member. Walk around the
Explain to students that they will work individually
classroom to monitor students’ work and provide
to match the sentences about Nick’s family in the
help as needed. When they have finished, have
left column to the correct information in the right
them exchange their sentences with a classmate
column. Tell them you will ask about the age of one
to check that they wrote the words for family
of Nick’s family members, and they will look at the
members and ages correctly. Finally, invite some
text and find the answer. Ask How old is Daniel?
volunteers to share their paragraphs with the class.
Elicit He’s twenty-one. Continue with other family
members. 10
min
Explain that they will complete the activity Try this! Divide students into groups of four
individually. Allow time for students to complete and have them share the paragraphs they
the activity and then have them share their wrote in Activity 4. Tell them to show their
answers with a classmate. pictures and take turns telling one another
about the people in them.
3 Draw a picture of your family. 9
min
Explain to students that they will draw a picture

Finish the Class 9
min
of their own families. Show the class a photo of
Tell students they will work in pairs and give clues
your family and tell students about your family
about the people they have seen in the unit so
members. Ask students to take out their colored
far. Tell them to take turns giving clues and
pencils, markers or crayons and have them work
guessing the people.
individually. Walk around the classroom to monitor
their work and provide help as needed. Invite
students to show their drawings to a classmate
and ask each other questions (Who is he? Who is
she? How old is he / she? ). Finally, have some
volunteers share their drawings with the class
and say who the people in them are, along with
their ages.
29
Itʼs Our World
Aim: Make a poster about family members.

Materials: cardboard, colored pencils, glue, scissors, cutouts, Unit 1 flashcard
1 Read and match. It’s Our World

Explain to students that they will read some Different Families
1
descriptions and match them to their Read and match.
a) I’m Danna. This is my family.
corresponding pictures. Point out that all families Grandma is sixty-nine and
Grandpa is seventy. These
are different. Once they have completed the are my parents. My dad is
thirty-nine and my mom is
activity, ask them to share their answers with a thirty-six. This is my uncle José
and my aunt María. And they’re
classmate and find out if there are similarities my cousins.
between the three families. b) I’m Mika and this is my family.
He’s Roger, my brother.
He’s sixteen.
2 Make a poster about your family. c) My name’s Takumi. This is my
family. This is my dad. My dad
is forty-five and I’m eight.
Explain to students that they will make a poster
2 Make a poster about your family. 3 Present. Then ask and answer.
using cutouts that represent the members of their
Who is he? He’s my
families. Ask students What size is your family? How old is he?
grandfather.
Elicit answers like large or small. Have students He’s

seventy-two.
take out the cardboard, colored pencils, glue,

scissors, and cutouts. Pair up students and set
a time limit for them to complete their drawings.
Monitor the activity. Once they have finished,
invite some volunteers to show their posters to How is your
family different
the class. Ask them questions about their posters from others?
(Who is he? Who is she? How old is he / she? 14
What does he / she like? ). PHCEN3SB1E20_p008_019_U1.indd 14 10/25/21 5:58 PM
3 Present. Then ask and answer.
Tell students they will work in pairs and take Write the question on the board and ask a
turns asking and answering questions about volunteer to read it out loud. Make sure everyone
their families on their posters from Activity 2. understands the question. Ask students to think
Read the sample dialogue. Then explain that about their best friends’ families. Guide them by
one student will point at one of the people in asking questions such as How many family
the poster and ask Who is he / she? and the other members does he/she have? What are their
student will answer with a word for that family names? How old are they? Where do they live?
member and his or her age. What do they like? Do you celebrate the same
holidays? Elicit answers from random students.
Then have them answer the question in groups of
three or four. Monitor and provide help with new
words they may need. If their vocabulary in English
is limited, let them use L1. You can use the It’s Our
World Unit 1 flashcard to present this subject.
30
Review
Aim: Review vocabulary and grammar from Unit 1.
Vocabulary: 10-100, grandparents, parents, aunt, uncle, cousin, niece, nephew
Grammar: How old is she? She’s ten. How old is he? He’s ninety-nine. Who is he?
He’s my cousin. Who is she? She’s my aunt. Who are they? They’re my grandparents.
Review look at Activity 2 and ask them to complete it

individually. Tell students to compare their
1 Write the missing letters. /6
a) ne p h ew u ncI e
b)
answers with a classmate. Check answers by
c) n ie c e d) a u n t having volunteers go to the board and write
e) c ou s i n f) g r a n d p ar e n ts
the answers.
2 Write the numbers. /4
15
thirty five min
a) -
Try this! Explain to students that they will
take turns counting number sequences
eighty two backward. Have the class form a circle. The
b) -
first student will say twenty. The next student
will say the previous number (nineteen ), and
c) forty - one so on. Play the game with different blocks of
ten numbers (1-10, 10-20, etc.).
d) one hundred
3 Read and match. /5
3 Read and match.
a) How old is she? 1) She’s my aunt.
Explain to students that they will match the
b) How old is he? 2) He’s thirty-four.
c) Who are they? 3) He’s my cousin. questions with their corresponding answers. Elicit
d) Who is he? 4) They’re my parents. from them the words that can help them decide
e) Who is she? 5) She’s fifty-two.
on the correct answer (he, she, and they). Have
15 students complete the activity individually and
PHCEN3SB1E20_p008_019_U1.indd 15 6/11/21 10:32 AM then check answers with a classmate. Read the
questions out loud and ask students to call out
1 Write the missing letters.
the answers.
Explain to students that they will complete the
words with the missing letters. Have students
look at the words and elicit whether they are
numbers or family members. Tell them they will
work individually. Check answers by having
volunteers go to the board and write the words.
2 Write the numbers.
Explain to students that they will write out each

number in words. Ask different students How
old is your (mom)? And have them write the
corresponding number in words on the board.
Then have volunteers write the corresponding
numerals after each word. Have students
31
Extra Practice
1
Extra Practice Lesson 1
Write the numbers. Find and circle the
1
number words. Write the numbers. Find and circle the number words.
35
a) fifty-six 56 b) thirty-five
49 21
Explain to students that they will write the c) forty-nine
82
d) twenty-one
98
e) eighty-two f) ninety-eight
numbers as shown in the example. Then have
them find the corresponding words in the word f o u f o r t y n i n e
e i g o n s h s e v e m
search. Circulate the classroom and provide help i n f r t h r e t f o s
as needed. Have students compare their answers g o w t w e n t y o n e
with a classmate. h f n e y r e e t w i i
t o i n r s v n w o x g
y u n i t x i a y f i h
2 Match. t h i n e y t x e i v t
w t h i r t y f i v e h
Tell students they will match the words with the o n i n e t y e i g h t
numbers. Have volunteers write the numbers

2 Match.
and words on the board. a) seventy-three
b) forty-four
c) ninety-seven
d) eighty
16
1 Read and underline. Extra Practice Lesson 2
Have volunteers read the questions and answers 1 Read and underline. Reminder
in the Reminder box out loud. Point out that a) How old is she? 1) She’s twenty-five. How old is she?
She’s ten.
2) He’s twenty-five.
questions always end with a question mark while How old is he?
He’s ninety-nine.
b) How old is he? 1) I’m forty-three.
answers end with period. Explain to the class that 2) He’s forty-three.
they will read the questions and underline the 2 Look and write.
correct answers. Then have pairs of students a b
read the questions and answers out loud to check

answers.
2 Look and write.

She’stwenty -
one Heʼs thirty .
Tell students they will look at the candles and .
pictures on the birthday cakes and write the ages

c d
and pronouns accordingly. Explain that the
candles show how old each person is. Point out
that they should look at the pictures before
writing and decide whether they will use he or
she. Complete the first item as a class. Then Sheʼs seventy
- Heʼs eighty -
have students complete the rest of the activity eight . three .
individually. Have volunteers write the answers
on the board. 17
32
Extra Practice
1
Draw yourself. Then choose and label.
1 Draw yourself. Then choose and label.
Read the words in the box out loud and explain
aunt cousin grandparents parents uncle
to students that they will write them under the
correct pictures. Point out that me in the family
tree represents the students. Do an example
grandparents with the class. Then have students complete the
activity individually. Review answers as a class.
parents aunt uncle
(Studentsʼ drawing
of themselves.)
me cousin
18
1 Read and underline.
Reminder
Who is he? He’s my cousin. Who are they? They’re my
Direct the class to the Reminder box. Divide the
Who is she? She’s my aunt. grandparents.
class into two teams and ask one team to read
1 Read and underline. the questions and the other team to read the
a) Who is she? 1) They’re my grandparents. answers.
2) She’s my cousin.
Explain to the class that they will read some
questions and underline the correct answers.
Have them complete the activity individually.
b) Who is he? 1) He’s my uncle.
Remind them to look at the picture before
2) She’s my niece.
choosing an answer. When they have finished,
have students compare their answers with a
classmate. Have volunteers share their answers
c) Who are they? 1) He’s my nephew.
with the class.
2) They’re my parents.
2 Write questions.
Have students look at the answers and explain

2 Write questions.
a) Who is he ? He’s my cousin. that they will write the questions for them. Have
Who is she volunteers write the questions on the board.
b) ? She’s my aunt.
c) Who are they ? They’re my parents.
19
33
Unit 2
Objectives
• Identify and name months of the year.
• Ask and answer questions about
birthdays.
Dates
• Identify and name ordinal numbers.
dates.
Vocabulary Grammar
Months of the Year: January, February, When is it?: When’s your birthday?
March, April, May, June, July, August, It’s in August. What’s the date today?
September, October, November, It’s October fifteenth.
December
Ordinal Numbers: 1st-31st
It’s Our World
Socio-emotional
Skills Education
Listening: Listen for and identify Caring for Others
months and ordinal numbers. In this unit, students will learn about
Listen for specific information. the importance of caring for others.
The final craft is a birthday card for a
Speaking: Ask and answer questions
classmate who has his or her birthday
about birthdays and dates.
this month. This activity will enhance
Reading: Read a nonfiction text (social their communication skills since they
studies): The Mayan Calendars. will need to agree on the content of the
Identify details in a text. card. Use the It’s Our World project to
create an atmosphere where students
Writing: Write about birthday months.
can work on their socio-emotional skills.
Phonics: Identify the th sound. Watch them closely while working and
use the different dynamics to approach
the values of listening and sharing. Have
them notice that building relationships
where they care for each other is a
priority.
34
Teacher Workshop

Songs are a great way of helping students Components
learn new vocabulary. You can find many Workbook: Use the Workbook for extra
online videos with songs about dates and practice, homework, or to level up students
celebrations you could use to help students that require more practice.
practice saying dates.
Flashcards: Use the flashcards to practice
vocabulary for ordinal numbers. Paste them
Teaching with Games on the board and cover the part with the
Game: Conversation Relay ordinal numbers for students to say them out
loud. Use the It’s Our World flashcard to help
Divide the class into several teams with equal
students talk about the ways they show care
number of students and have them form
for others.
lines. The last student in each line will ask
the student in front of him or her a question, Teacher’s Digital Component:
such as When’s your birthday? for him or her • Class Planner: Read the Class Planner
to answer and then ask the same question to beforehand and use it to plan the unit’s
the next student. When the student at the contents.
front of the line answers the question, he or • Poster: Use the Phonics poster to review
she will run to the back of the line and ask a the th sound. Ask students to write the
new question. This will continue until the first words in their notebooks and circle the
student is back in his or her original position. sound they studied in this unit.
The first team to achieve this wins. • Assessment Pack: Have students complete
the unit’s final exam after you finish the
Classroom Management last lesson or the Review page. For global
assessment, the pack also offers a mid-term
Make sure you are consistent in applying the
rules you established at the beginning of the
course. Students will behave better if they Student’s Digital Component and Happy
know what is expected from them. Campers and The Inks app: Have students
practice all the skills by completing the
Engaging the Class interactive activities.
To energize your class, choose one of the

following quick break tricks: dance to music
and then freeze in place when the music stops,
or do a series of stretches by reaching their
arms up to touch the sky and down to touch
their toes.
35
Lesson 1
Aim: Identify the months of the year.

Vocabulary: January, February, March, April, May, June, July, August, September,
October, November, December
Materials: Audio Tracks 08 and 09, magazine pictures representing several
well-known local and international holidays
Unit 2
Lesson 1 Vocabulary
Dates
January February March
April May June July August
September October November December
09 2 Sing: Birthday Song!
Birthday Song!
When’s your birthday? It’s in June, June, June.

Is it today? My birthday is in June.
Is it in January, March, or May? June is my month.
It’s in April, April, April.
My birthday is in April. When’s your birthday?
April is my month. Is it today?
Is it in January, March, or May?
When’s your birthday? It’s in August, August, August.
Is it today? My birthday is in August.
Is it in January, March, or May? August is my month.
3 Answer. When’s your birthday? (Studentsʼ own answers.)
20
36
Vocabulary
Start the Class 10

min 09 2 Sing: Birthday Song! 10
min
Tell students they will do an activity to talk about
Tell students they will listen to a song. Play Track
holidays. Put up the holiday pictures on the board
09 and have them point at the months in Activity 1
and elicit the names of the holidays. Write the
as they hear them mentioned. Practice saying the
name of the holiday under each picture and then
lines of the song. Play Track 09 again and have the
ask students to tell you the date of each one. Allow
class sing along.
them to use L1 if necessary.
3 Answer. When’s your birthday? 10

min
min
Explain to students that they will work with a

Tell students they will listen to the names of the
classmate to answer the question and talk about
months and then echo them. Elicit the current year
their birthdays. Model the activity by asking the
and then write the word calendar on the board.
question to a student and having him or her
Elicit the number of months in a year. Have
describe how he or she celebrates his or her
students look at the pictures and describe what
birthday. Walk around the classroom and correct
they see. Elicit some of the holidays and the
pronunciation if needed.
months in which they are celebrated. Explain some
illustrations students might not be familiar with,
Finish the Class 10
min
such as the turkey used to celebrate Thanksgiving.
Tell students they will do an activity to wrap up
Play Track 08 and have students listen and
what they learned during Lesson 1. Divide the
point at the months as they hear them mentioned.
class into two teams and have the students in each
Explain that in English the names of the months
team form a line according to the sequence of their
always begin with a capital letter. Play Track 08
birthday months. As they are lining up, make sure
again and have students echo the words.
they are saying their birthday months in English.
8
min
08 Try this! Explain to students that you
will play Track 08 again, and they will stand up
if they hear their birthday months. Play Track
08. Then play the track a second time and
have students say their birthday months out
loud when they hear them.

practice.
37
Lesson 2
Aim: Ask and answer questions about birthday months.

Grammar: When’s your birthday? It’s in August.
Materials: Audio Track 09
Lesson 2 Grammar
1 Underline. Focus
a) When’s your birthday? 1) It’s in school. When’s your birthday?
It’s in August.
2) It’s in July.
b) When’s your birthday? 1) It’s May.

2) It’s in May.
2 Complete.
a) Whenʼs Cyn’s birthday?
It’s in July.
b) Whenʼs Paul’s birthday?
Itʼs in November.
3 Ask three friends and complete. (Studentsʼ own answers.)
Name Birthday Month
a)
b)
c)
When’s your It’s in January.

birthday?
21
38
Grammar
Start the Class 10

min 2 Complete. 10
min
Tell students they will sing “Happy Birthday” for
Explain to students that they will complete some
the students with birthdays this month. Ask
questions and their answers. Have students look at
What’s the date today? and Who has a birthday
the picture and elicit the age of each child. Have
in (current month)? Invite students who have
students complete the sentences individually.
birthdays this month to come to the front. Then
Finally, ask some volunteers to read and answer the
ask When’s your birthday? Is it today? Elicit some
questions out loud.
answers and then have the rest of the class sing
“Happy Birthday.”
3 Ask three friends and complete. 10
min
1 Underline. 10
min
speech bubbles out loud. Explain that students will
Tell students they will read some questions and
ask a similar question to three classmates and
underline the correct answers. Have the class read
complete the chart with their information. Check
the Focus box together. Remind students that
that students understand what they are expected
Wh- words, such as When, Who and What, are
to do and remind them that months are written
used to ask questions like When’s your birthday?
with a capital letter in English. Team up students in
andWhat’s the date today?
groups of four and have them complete the activity.
Have students complete the activity individually.
Once they have finished, invite them to compare
their answers with a classmate. Finally, have some Mixed Abilities Walk around the classroom
volunteers share their answers with the class. while students complete Activity 3 and make
sure everyone is taking turns asking and
10
min answering the questions. If you see that
09 Try this! Tell students they will sing
someone is struggling, you could approach
the song from Lesson 1. Divide the class into
them and provide the necessary help to
four groups. Students with birthdays in April
encourage them to participate.
will be in the first group; students with
Keep walking around the classroom and
birthdays in June will be in the second one;
taking notes of mistakes so you can then, as a
students with birthdays in August will be in
class, provide feedback.
the third one; and the rest of the class will be
in the fourth group. Explain that the fourth
group will sing the questions from the song on
Finish the Class 10
min
Page 20, and the other teams will sing the
Tell students they will draw a picture that includes
verses that correspond to their birthday
a monthly calendar, a birthday cake, and a present.
months. Practice saying the lines a few times
Ask them to write My birthday is in (their birthday
before singing the song. Then play Track 09
month). Set a time limit for students to make their
and sing along.
drawings and then invite some volunteers to share
them with the class.

practice.
39
Lesson 3
Aim: Identify ordinal numbers.

Vocabulary: 1st-31st
Materials: Audio Tracks 10 and 11, flashcards with the months of the year (one
month per card), Memory with cardinal numbers from 1-31 and ordinal numbers
from 1st-31st
1 Look. What month is it?
Sam, what’s the date No, Clare. It’s February But February only
today? March first? twenty-ninth. has twenty-eight days!
There’s an extra day

this year. Leap Day.
11 3 Listen and match. Then say.
a 1 1) fourth
b 2 2) first
c 3 3) fifth
d 4 4) second
e
5 5) third
Watch the
22 video.
40
Start the Class 12

min they hear. Play Track 11. Finally, use the flashcard
Tell students they will review the months of the with the calendar to teach students the ordinal
year. Give twelve students the flashcards with the numbers from sixth to thirty-first. You may point at
months of the year written on them. Have students each day in the calendar and say the ordinal number
go to the board and form a line following the in it for students to repeat after you and then write it
correct order of the months of the year. Explain that on the board with its corresponding word number
they will have a parade: one by one, each student next to it. Have students copy the numbers with
will march and hold up his or her flashcard. Then, both numerals and letters in their notebooks. Finally,
the whole class will march in place and say the point at the ordinal numbers in the calendar and
months in order as the students hold up the have students say them chorally.
flashcards.
Dictation transcript
1 Look. What month is it? 5
min a) one-first
Tell students they will answer the question b) two-second
according to what they see in the comic. Have c) three-third
students point at the calendar in the story. Ask d) four-fourth
What month are Sam and Clare talking about? e) five-fifth
Elicit February.

min
Finish the Class 10
min
Explain to students that they will practice

Tell students they will read the comic strip as they
identifying ordinal numbers by playing Memory.
listen. Explain that a leap year occurs every four
Tell them they will play the game in groups of four.
years, and that in a leap year February has 29 days
Model the activity with the cards that have 1 and
instead of 28. Play Track 10. Pause when Clare
1st written on them. Set a time limit for students to
says February thirtieth and elicit whether that date
play Memory. Then write the ordinal numbers on
really exists. Once students have established that it
the board and label them with their written form
does not exist, continue playing Track 10.
(1st, first ). Finally, have students line up and, one by
one, say the ordinal numbers in sequence. If they
11 3 Listen and match. Then say. 15
min say them correctly, they go to their places and sit
Tell students they will listen to some ordinal and down. If they do not, they go to the end of the line
cardinal numbers and then match the columns. and get another turn.
Write March 1st on the board and have students
point at the corresponding phrase in the comic.
Write March 1st = March first. Explain that these
are called ordinal numbers and that they are often If possible, use the Student’s Digital
written with the number and its abbreviation. Component to watch the video.
Explain that we use ordinal numbers for dates.
Play Track 11 and pause for students to match
the ordinal numbers with their corresponding words. Page 30 can be completed as extra
Have students check their answers with a classmate. practice.
Ask students to circle the last two letters of each
word and explain that those letters are used when
abbreviating ordinal numbers. Write some examples Use the Flashcards for Unit 2.
on the board (first-1st, second-2 nd, etc.). Tell students
they will listen to Track 11 again and repeat what
41
Lesson 4
Aim: Ask and answer questions about dates.

Grammar: What’s the date today? It’s October fifteenth.
Sam! I have a
So today is February great idea for a OK. Say
thirtieth? March second? Leap Day photo! ‘‘cheese.”
Or is it March third?
No, look at the calendar!

It’s February twenty-ninth.
It’s Leap Day! Happy Leap Day!
2 Complete.
What’s
the date Itʼs February
today? twenty- ninth .
3 Match. 4 Ask and answer.
Febru ry
a) March first
29 th
What’s the date Today is
today? May fifteenth.
b) February M rch
twenty-ninth 3 rd
c) March
M rch
thirtieth 30th
d) March third M rch

1 st
23
42
Grammar in Context

min 10
min
Try this! Tell students they will do an activity
to practice what they have learned about
on the board. Play Cheer 02. Have some volunteers
months and dates during this unit. Write the
come to the board and underline the questions and
months of the year on the board and ask How
circle the answer. Explain to the class that you will
many days does each month have? Ask some
play the cheer again and this time they will cheer
volunteers to come to the front and write the
along. Play Cheer 02.
number of days next to the name of each
Divide the class into two groups and have them
month. Divide the class into two teams. Say
stand and face each other. Explain that one group
It’s the (third) month. It has (31) days. The first
will say the first part of the cheer and the other
student to give a correct answer (March) wins
group will say the answer.
a point for the team. Repeat with the
remaining months of the year. The team with
Cheer transcript the most points wins.
What’s the date today? Hey, hey! 3 Match. min
8
Today is May eight. Hey, hey!
Explain to students that they will match the words
in the left column with the dates in the right
column. Have two volunteers read one column
10 1 Listen again and read. 8
min each. Set a time limit for students to complete the
Tell students they will listen again to the comic activity individually. Invite some volunteers to share
strip from Page 22 and read along. Ask them to their answers with the class and encourage peer
listen very carefully so they can identify the phrase feedback.
Leap Day. If they don’t know its meaning, explain
that it refers to February 29 th, the extra day added 4 Ask and answer. min
9
every four years to the calendar. Finally, tell them to
clap once when they hear Leap Day. Play Track 10.
speech bubbles. Explain to students that they will
If students find it difficult to identify the words,
have a conversation about today’s date like the
play Track 10 again.
one in the example. Pair up students. Tell them
to practice saying different dates. Invite some
2 Complete. 8
min volunteers to share their conversations with the
Invite students to look at the pictures. Explain that class. Encourage peer feedback.
they will write the correct question and answer,
and that they can find this information in the comic Finish the Class min
9
strip from Pages 22 and 23. Check that they Have students look at the last panel in the comic
understand what they are expected to do and give strip from Activity 1. Divide the class into two
them some minutes to work individually. Once they teams. Have one team read out loud I have a great
have completed the activity, ask them to compare idea for a Leap Day photo! and the other say Happy
their answers with a classmate. Finally, have some Leap Day!
volunteers share their answers with the class.

practice.
43
Lesson 5
Aim: Read a nonfiction text to practice the unit language. Identify the th sound.
Vocabulary: sixth, fourteenth, sixteenth, seventeenth, nineteenth
Phonics: th sound; birthday, month, nineteenth, fourteenth
Lesson 5 Reading
The Mayan Calendars

Our calendar has twelve months
with twenty-eight, thirty, or
thirty-one days. There are many
Mayan calendars. One Mayan
calendar has nineteen months.
Eighteen months have twenty
days. But one month has
only five days!
The first month in the Mayan

calendar is Pop. The nineteenth
month is Uayeb.
Kayab is the seventeenth month.
Each month has a picture. What animal is it? It’s a turtle.
The picture for the fourteenth Both calendars have 365 days.
month is a plant under the One of those days is your birthday.
sun. The sixteenth month has When’s your birthday?
a picture of a different plant.
Some pictures on the Mayan

calendar are animals. The
picture for the second month
is a frog. And the sixth
month is a dog.
Phonics
13 2 Listen and complete the words with the th sound. birthday
a) bir t h day b) mon t h month

nineteenth
c) nineteen t h d) fourteen t h fourteenth
24
44
Reading
Start the Class 10

min 13 2 Listen and complete the 15
min
Tell students they will make predictions about the words with the th sound.
text in Activity 1. Ask them if they have heard
Tell students they will listen to some words with
about other types of calendars, such as the
the th sound and write the missing letters in them.
Chinese or Japanese calendars. Tell them to open
Remember that there are two th sounds: voiced
their books to Page 24 and have a volunteer read
and unvoiced. The one students will be learning in
the title of the text. Then invite the class to look
this unit is the voiceless one, which is the one used
at the artwork and ask What are they? Are they
in words like thank and third. Explain that to make
pictures or numbers? Write the two options on
this sound, they should put their tongue against the
different sides of the board and have students line
central front upper teeth and place their hand over
up on the side of the answer they think is correct.
their mouth so they can feel the air coming out.
Encourage several students to support their
Show them how to do it and then ask them to
answers. Then tell them that after they read the
make the voiceless th sound. Point at each word in
text, they will see who made the correct prediction.
the Phonics box and have the class repeat them
after you. Play Track 13 and have students listen
min carefully to the pronunciation. Play Track 13 again
Explain to students that they will listen to the track and have students repeat the words. Finally, have
and follow the words with their fingers as they students complete each word. Check answers
listen. Play Track 12. Invite the class to say whose as a class.
predictions from the previous activity were correct.
Then have students look for words for ordinal
Mixed Abilities Some students may have a
numbers in the text (first, nineteenth, fourteenth,
hard time practicing the th sound, so as they
sixteenth, second, sixth, and seventeenth) and
repeat the words, exaggerate the position of
write them on the board. Ask some volunteers to
your tongue so that they don’t feel
go to the board and number them in sequence.
embarrassed to do it too.
Divide the class into groups and have them read
the text again. Explain that they will take turns
reading a part of the text out loud. Remind them
Finish the Class 10
min
to read loudly and clearly so that everyone can
Tell students they will play a game to practice
understand. Circulate among the groups to check
saying months and birthdays. Have students list
intonation and rhythm and provide help as needed.
five months in their notebooks. Invite them to stand
Ask some comprehension questions when they
up and walk around asking their classmates
finish reading (What is the text about? What
When’s your birthday? If a classmate has a
animals are mentioned in the text? ). If you notice
birthday in one of those five months, students
that some students are struggling with the
will write down the classmate’s name next to the
questions, ask the class to point out where they
corresponding month. The first student to get a
found the answer to each question.
classmate’s name for each of the five months is
10
min
the winner.
think of a new month to add to a Mayan
calendar and draw their own illustrations
representing their months. Tell them to use
pictures similar to the ones in the Mayan
calendar from Activity 1. Have some
volunteers share their months with the class.
45
Lesson 6
Aim: Identify details in a text. Write about birthdays and dates.

Lesson 6 Writing
12 1 Listen again to The Mayan Calendars.
2 Read and check ( ).

Mayan Our Both
calendar calendar calendars
a) There are nineteen months.
b) There are 365 days.
c) There is a month called May.
d) There are pictures for each month.
e) There is a frog, a dog, and a turtle.
3 Read and complete.
days name’s seventeenth birthday
My nameʼs Yatziri. My birthday is in Kayab.

Kayab is the seventeenth month of the year in the Mayan
calendar. There are twenty days in Kayab.
4 Write about your birthday month. (Studentsʼ own answers.)
My birthday is in .
is the month of the year.
There are days in .
25
46
Writing
Start the Class 5

min
Tell students they will review the months of the celebrating New Year on the board next to
year. Get students into pairs and have them take the month. Invite some students to write the
turns asking and answering each other questions months in which they celebrate New Year on
about the months of the year (What is the ninth the board and make a drawing that represents
month? September). their celebration. Finally, ask other students
to share with the class how they celebrate
12 1 Listen again to 10
min
New Year.
The Mayan Calendars.
Tell students they will listen to the text from Lesson

4 Write about your birthday month. 10
5 again and read along. Ask students to recall min
some details from the text they read in Lesson 5. Explain to students that they will write about their
Play Track 12. Invite some students to say the birthday months. Elicit the ordinal numbers for the
details they recalled correctly. months of the year and the number of days each
month has and write them on the board. Read the
2 Read and check ( ). 10
min
first sentence out loud and have students complete
it with their birthday months. Allow the class time
Explain to students that they will check the correct
to complete their paragraphs. Remind students
option according to the information from Activity 1.
that months always begin with a capital letter in
Have five volunteers read one item each, and a
English. Circulate around the classroom to monitor
sixth one read the three options. Allow time for
students’ work and provide help as needed. Ask
students to complete the activity and then have
volunteers to share their sentences with the class.
them share their answers with a classmate. Finally,
copy the activity on the board and have the class
Finish the Class 10
min
say the correct options chorally.
Tell the class you will say a word or phrase from the
text on Page 24, and a student from each team will
3 Read and complete. 5
min go to the board and write it. Divide the class into two
Explain to students that they will fill in the blanks teams and have them line up in front of the board.
using the words in the box. Invite four volunteers to If the word or phrase is spelled correctly, the
read the words from the box out loud and correct team gets a point. The team with the most points
their pronunciation if necessary. It might be a good wins. Use words such as plant, frog, month, turtle,
idea to have students read the paragraph in silence animal, and birthday.
before completing it. In case they don’t remember
some of the information required, let them look at
the text from Page 24. Finally, ask them to share
their answers with a classmate.
10
min
Try this! Tell students they will talk about
their New Year’s traditions. Write New Year on
the board. Ask students to share with the
class how they celebrate New Year. You may
start the conversation by describing to them
your own New Year traditions and writing the
month in which you celebrate New Year on
the board. Draw some objects you use when
47
Itʼs Our World
Aim: Make a birthday card.

Materials: cardboard, colored pencils, markers or crayons, sheets of paper,
Unit 2 flashcard
1 Check ( ) the birthday card. It’s Our World

Explain that they will work individually to check Caring for Others
1 Check ( ) the birthday card.

the birthday card. Elicit from students the
a b
characteristics of a birthday card. Have the class Ha ppy
birthday!
identify the correct one and then share their Hey! It’s October. My birthday is in October.
Please come to my party in the classroom!
answers in pairs.
It’s on October 17th
Haley
2 Find out who has a birthday this month. c

PY BIRTHDAY
HAP
ay!
Invite two volunteers to read the information in It’s May and it’s your birthd
Happy Birthday to a very
special person.
You!
the speech bubbles. Ask What is the girl asking?
2 Find out who has a birthday this month.
Elicit his birthday date. Ask Does the boy only It’s in June.
On June fourth.
mention the day? Elicit No, he also mentions the When’s your
birthday?
month. Pair up students and have them talk about

their birthdays. Monitor and assist as necessary.
3 Make a card for a friend who has a birthday this month.
Once all pairs have finished, the students whose
birthday is in the current month will come to the
board and write the date. Point out the correct
spelling for the days (1st, 2 nd, 3 rd, and 4 th).
We’re all important.
How do you show
3
your care for others?
Make a card for a friend who has a

birthday this month. 26
Explain to students that they will work in groups

to make a birthday card for a friend who has a cardboard, colored pencils, markers or crayons.
birthday this month. Have students look at the Circulate the classroom and provide help as
cards from Activity 1. Ask Which card do you like needed.
the most? Instruct students to take out the
Ask the class to read the question. Have care of someone. Have them comment on your
students write the names of three people they experience by asking them questions such as
care about on a sheet of paper and describe Do you like what I did? Why? How did I show
actions that show they care. Ask volunteers to my care for him / her? Elicit answers and
share their answers with the class. Encourage encourage students to comment on their
students to have a class discussion by telling classmates’ opinions. You can use the It’s Our
them a personal experience in which you took World Unit 2 flashcard to present this subject.
48
Review
Vocabulary: fourteenth, third, twenty-second, thirty-first, sixteenth, February, April, August
Grammar: When’s your birthday? It’s in August. What’s the date today? It’s October
fifteenth.
Review 2 Unscramble.
1 Write the numbers. /5 Point at the scrambled words and explain to

fourteenth
a) 14th
students that they will unscramble them to write
b) 3rd third
c) 22nd twenty - second names of months. Tell them to pay attention to
d) 31st thirty - first the images since they are clues to find the correct
sixteenth
e) 16th
answers. Walk around the classroom and provide
2 Unscramble. /3
help as needed. Tell students to compare their
February answers with a classmate. Check answers by
a) Fbrueary
having volunteers write the words on the board.
Then divide the class into pairs and tell them
to write three scrambled months and exchange
b) Arpil April them with his or her partner, who will
unscramble them.
10
c) Ausgut August min
play a game to practice saying the months of
3 Complete. /2
a) Oliver: Whatʼs the date today? the year. Tell students to stand in a circle.
Karl: Today is (Studentsʼ own .answers.) Say Change places if your birthday is in
b) Claudia: Whenʼs your birthday?
is on March thirtieth. September. Students whose birthdays are in
Jena: My birthday
27
September will change places. Repeat with
other months.
1 Write the numbers.

3 Complete.
Tell students they will look at some ordinal
numbers and write the words for them. Draw two Explain to students that they will complete the
columns on the board. In the left column write the conversations by filling in the blanks. Check that
numbers 1, 2, 3, 4, 10, and 14. In the right column they understand the instructions and give them
write the endings –nd, –th, –th, –st, –th, and –rd. some minutes to work individually. Once they
Have volunteers go to the board and match the have completed the activity, ask them to compare
numbers to the endings. Invite another volunteer their answers with a classmate. Finally, have
to point at the numbers and have the class say some volunteers share their answers with
them out loud (first, second, third, fourth, tenth, the class.
fourteenth).
Have students complete the activity
individually. Then have volunteers write their
answers on the board to check them with
the class.
49
Extra Practice
It’s Our World

1 Look and complete.

Tell students they will complete the calendar by
writing the missing months of the year. Remind a) January b) April c) June
them to write the first letter of each month with
a capital letter. When they have finished, ask
students to compare their answers with a
classmate. Review the answers as a class.
d) September e) May f) March
2 Write the three missing months.
Explain to students that they will write the

missing months from Activity 1. When they
finish, have them check answers in pairs before
checking them as a class. g) October h) December i) February
2 Write the three missing months.

a) July b) August c) November
28
1 Complete. Extra Practice Lesson 2
Ask volunteers to read the question and answer 1 Complete.

Reminder
birthday When’s your birthday?

in the Reminder box out loud. Point out the a) When’s your ?
in November.
It’s in August.
It’s
correct punctuation for questions and answers. b) Whenʼs your birthday?
Explain to the class that they will complete the Itʼs in May.
questions and answers individually. Have c) When’s your birthday?
(Studentsʼ own answers.).
2 Look and answer.
2 Look and answer.
Tell students they will look at some kids holding June

T F S
W
calendars and answer questions about them.

S M T
April 1 2 3 4 5
T F S 9 10 11 12
S M T W 6 7 8 19
2 3 16 17 18
1 13 14 15
Have students look at the calendars and read 23 24 25 26

4 5 6 7 8 9 10 20 21 22
12 13 14 15 16 17 27 28
11
19 20 21 22 23 24
18
the months out loud. Ask a volunteer to read the 25 26 27 28 29 30
September
Jack
Takumi
first question. Then have students find the S M T W
1 2
T F
3
S
4 S
February
M T
1 2 3 4 5
W T F S
5 6 7 8 9 10 11 7 8 9 10 6
information about Takumi in the calendar he is

11 12 13
12 13 14 15 16 17 18 14 15 16 17
18 19 20
21 22 23 24 25
19 20 21 22 23 24 25 28
26 27
26 27 28 29 30
holding. Have students work individually and Lucy
Priscilla
then check answers as a class. Have students
a) When’s Takumi’s birthday? b) When’s Jack’s birthday?
work in pairs and take turns asking and Itʼs in April . Itʼs in June .
answering the questions. c) When’s Lucy’s birthday? d) When’s Priscilla’s birthday?

Itʼs in September. Itʼs in February .
29
50
Extra Practice

1 Write the numbers in order.
1
st
Write the numbers in order.
first, second , third , Explain to the class that they will complete the
fourth , fifth, sixth ,
sequence. Complete the first item as a class.
eighth ninth Then have students complete the activity
seventh, , , nd
individually. Check answers as a class.
tenth, eleventh , twelfth,
thirteenth, fourteenth, fifteenth,

sixteenth, seventeenth, eighteenth
,
nineteenth, twentieth, twenty - first ,
twenty-second, twenty - third , rd

twenty - fourth ,
twenty - fifth , twenty-sixth,

twenty-seventh,
twenty - eighth , twenty-ninth,
thirtieth , thirty-first. th
30

1 Look and write.
1 Look and write.

Reminder
Direct the class to the Reminder box. Divide
What’s the date today?
May It’s October fifteenth. the class into two teams. Have one team
read the question out loud and the other
S M T W T F S
1
2 3 4 5 6 7 8
a)
9
16
23
10
17
24
11
18
25
12
19
26
13
20
27
14
21
28
15
22
29
It’s May thirty-first . team read the answer. Explain to students that
they will write complete sentences to say the
30 31
June dates as in the example. Have students look

at the calendars and the pictures before
S M T W T F S
1 2 3 4 5
6 7 8 8 9 11 12
b)
13
20
14
21
15
22
16
23
17
24
18 19
25
Itʼs June fourteenth. completing the activity. Walk around the
26 27 28 29 30
classroom and provide help as needed. Then
November
have volunteers write the dates on the board.
S M T W T F S
1 2 3 4 5 6
7 8 9 10 11 12 13
c)
14
21
15
22
16
23
17
24
18
25
19
26
20
27 Itʼs November twenty- second. 2 Answer.
28 29 30
April Explain to the class that they will read the

S M T W T
1
F
2
S
3
question and write the current date. Then have
a volunteer write the answer on the board.
4 5 6 7 8 9 10
Itʼs April third

11 12 13 14 15 16 17
18 19 20 21 22 23 24
d) .
25 26 27 28 29 30
2 Answer.
a) What’s the date today?
(Studentsʼ own answers.) .
31
51
Unit 3 Objectives
• Identify times of the day.
Telling
• Tell the time.
• Identify daily activities.
the Time
• Ask and answer questions about the
times they do daily activities.
Vocabulary Grammar
Times of the Day: in the morning, in What time … ?: What time is it? It’s
the afternoon, in the evening, at night, noon. It’s 2 o’clock in the afternoon.
noon, midnight, early, late It’s 9:30 at night. What time do you eat
breakfast? At 7 o’clock in the morning.
Daily Activities: get up, eat breakfast,
What time do they go to bed?
go to school, eat lunch, eat dinner, go
At 9 o’clock at night.
to bed
It’s Our World

Skills Sustainable Development
Listening: Listen to and identify times
Saving Energy
of the day and daily activities.
In this unit, students will realize that
they can help the environment by
Speaking: Ask and tell the time. identifying the activities they can do
Ask and answer questions about daily every day to help save energy and fight
activities. global warming. The final craft is a
poster that shows the actions students
Reading: Read a nonfiction text (social do to save energy. They will take turns
studies): A School Day. asking and answering questions about
their posters; and by doing this, they will
Writing: Write about daily activities.
enhance their communication skills as
Phonics: Identify the w sound. well as their ecological conscience.
52
Teacher Workshop

There are many websites that will provide Components
you with interactive activities you can use to Workbook: Use the Workbook for extra
do a quick review of previous lessons. You practice, homework, or to level up students
may assign the activities as homework to that require more practice.
consolidate what was learned in class.
Flashcards: Distribute randomly the
vocabulary flashcards to groups of students.
Teaching with Games Write times of the day on the board and have
Game: Circle Game students place the flashcards next to the
time they do the activities in them. Use the
Ask students to make a large circle with their
It’s Our World flashcard to guide students’
chairs. Remove one of the chairs. Ask students
reflection on energy conservation.
to find a chair and sit down. The student who
doesn’t sit down will stand in the center of the Teacher’s Digital Component:
circle and say a sentence about daily routines • Class Planner: Read the Class Planner
(I get up at 6:00.). The students who do that beforehand and use it to plan the unit’s
activity at the same time will stand up and contents.
switch seats. The student who doesn’t sit • Poster: Use the Phonics poster to review
down, will say another sentence to repeat the w sound. Display it on the board,
the process. read the words out loud, and have students
repeat them.
Classroom Management • Assessment Pack: Have students complete

the unit’s final exam after you finish the
Vary the ways you organize your students last lesson or the Review page. For global
into pairs or groups. Have them work with the assessment, the pack also offers a mid-term
person to the right or left of them. Have them exam and an end-of-the-year exam.
make a list of six contacts (possible partners)
Student’s Digital Component and Happy
and call out Work with contact number (five)!
Campers and The Inks app: Have students
You can also prepare two sets of cards and
have students pair up with the students who
interactive activities.
have the matching cards. The cards could have
vocabulary words for students to match cards
with pictures to them, or the beginning of a
phrase / sentence to its end.
Engaging the Class

To energize your class, have students do some
quick activities like playing Tic-Tac-Toe for
3 minutes with a classmate, sing a song that
has motions, or clap their hands in different
slow and quick patterns.
53
Lesson 1
Aim: Identify times of the day.

Vocabulary: in the morning, in the afternoon, in the evening, at night, noon, midnight,
early, late
Materials: Audio Tracks 14 and 15, a large cardboard clock
Unit 3
Lesson 1 Vocabulary
Telling
the Time 9:0 0 A M
- 12:0 0 P M
in the morning
12:0 0 P M 6:0 0 P M 6:0 0 P M 9:0 0 P M

- - 9:0 0 P M
- 12:0 0 A M
in the afternoon in the evening at night
12:0 0 P M 12:0 0 A M
noon midnight early late
15 2 Listen and complete.
a) It’s 12 o’clock . It’s noon.
b) It’s 7 oʼclock in the morning.
c) It’s 2 oʼclock in the afternoon.
d) It’s 6 oʼclock in the evening.
e) It’s 10 oʼclock at night.
15 3 Sing: Let’s Go! Change the words in bold.
Let’s Go!
What time is it? It’s 12 o’clock.

What time is it? It’s 12 o’clock.
Let’s go! Let’s go! Let’s go! It’s 12 o’clock.
It’s noon.
32
54
Vocabulary
Start the Class 10

min 15 2 Listen and complete. 10
min
Tell students they will review what they know
Explain to the class that they will listen to a song
about times of the day. Write the word time on the
and complete the sentences. Play Track 15 and
board and draw a digital clock showing the time.
have students write the missing words. Play the
Ask students to give examples in L1 of times of the
track again for students to complete any word they
day and have them draw clocks on the board
have missed.
showing the times.
Have students compare their answers with a
classmate. Play Track 15 once more and pause it to
min check answers with the class. Invite some
Explain to students that they will listen to and echo volunteers to come to the front and show the times
some words and phrases to talk about times of the on a large cardboard clock or by drawing digital
day. Have students look at the clocks and pictures clocks on the board.
and identify the phrases in L1. Explain that noon
and midnight are different ways to say 12:00 p.m. 15 3 Sing: Let’s Go! Change 10
min
and 12:00 a.m. Make sure students understand the words in bold.
early and late.
Tell students they will listen to the song “Let’s Go!”
Play Track 14 and have students listen and
again. Explain that they will look at the words in
point at the clocks and pictures as they hear them
bold and notice how they change in each verse.
mentioned.
Pause after each verse and elicit from students the
Play the track again and have students echo the
changes (7 o’clock, 2 o’clock, 6 o’clock, 10 o’clock ).
phrases. Tell students to draw a circle around the
Write the changes on the board. You might want to
phrase with at and a square around the phrases
number them in the order they appear in the song
with in.
so students can identify them easily when singing
5
min
the song. Finally, play Track 15 and have students
14 Try this! Tell students they will sing along.
practice the vocabulary from Activity 1. Play
Track 14 again, pausing after each word for 15 Finish the Class 10
min
students to repeat it and clap twice.

Tell students they will listen to “Let’s Go!” again.
Have students decide on gestures for noon,
morning, afternoon, evening, and night. Play
Mixed Abilities Remember that telling the Track 15 and pause after the corresponding verses
time can be challenging for students who for students to stand up and make the gestures.
struggle with numbers. So, since the
beginning of this unit, you could pay attention
to those students and encourage them by
making them know that it is a matter of
practice.
In the classroom, you could sit them with
students who are strong with numbers when
working in pairs or teams, and always
recognize their effort and cheer them up.

practice.
55
Lesson 2
Aim: Ask and tell the time.

Grammar: What time is it? It’s noon. It’s 2 o’clock in the afternoon. It’s 9:30 at night.
Lesson 2 Grammar
1 Underline. Focus
a) What time is it? 1) It’s 4 o’clock in the What time is it?
morning. It’s noon.
It’s 2 o’clock in
2) In the morning.
the afternoon.
It’s 9:30 at night.
b) What time is it? 1) In the evening.
2) It’s 3 o’clock in the afternoon.
c) What time is it? 1) In the evening.

2) I t’s 9:30 at night.
2 Complete and draw.
a) What time is it ? b) What time is it?
It’s 1 o’clock in the afternoon. It’s midnight.
(Studentsʼ drawing (Studentsʼ drawing

of the time.) of the time.)
c) What time is it ? d) What time is it ?

It’s 10:30 in the morning. It’s seven o’clock in the evening.
(Studentsʼ drawing (Studentsʼ drawing

of the time.) of the time.)
3 Ask and answer.
What
time is it?
It’s 10 o’clock at
night. It’s late!
a b
10:00PM 3:00PM
c 6:00AM
d
7:00PM
e f
12:00AM 12:00PM
33
56
Grammar
Start the Class 10

min 3 Ask and answer. 10
min
Tell students they will review the vocabulary they
Tell students they will work in pairs to practice
learned to talk about times of the day. Write the
asking and telling the time. Draw a clock on the
vocabulary words from Lesson 1 on the board and
board with the hands showing 12:00 o’clock. Ask
ask students to repeat them. Then erase the last
Is it 12:00 noon or 12:00 midnight? Explain that
two letters in each word and ask students to say
a.m. and p.m. are used to indicate time before or
the words.
after noon or midnight. Say different times such as
3 o’clock in the afternoon and have students say
1 Underline. 10
min a.m. or p.m.
Tell students they will read some questions and Ask some volunteers to read the information in
underline the correct answers. Write the following the speech bubbles. Divide the class into pairs and
example on the board: What is it? It’s explain that they will take turns pointing at a clock
7 o’clock in the morning. Point out that 7 o’clock and asking and answering questions about the
occurs in the morning and in the evening, and that time. Encourage students to say if it is early or late.
the phrase in the morning indicates the time of the Circulate among the pairs to check understanding
day. Elicit other phrases that indicate the times of and pronunciation.
the day.
Have the class read the Focus box together.
Mixed Abilities In groups where half of
Then have students complete the activity
students are fast finishers, it can be effective
individually. Finally, invite some volunteers to
to have a fast finisher per pair or team. This
share their answers with the class.
will motivate and inspire their teammates
10
min
without them even noticing it.
15 Try this! Tell students they will listen
to the song from Lesson 1 again and sing
along. Divide the class in two groups and have Finish the Class 10
min
students stand and face one another. Explain Tell students they will do an activity to practice
that one group will sing the first lines of each what they learned in Lesson 2. Write a.m. and p.m.
verse and the other group will respond with on the board. Say It’s 6 o’clock in the morning.
the time. Practice saying the lines a few times Have students point at a.m. on the board. Repeat
before singing the song. Then play Track 15 with different times of the day.
and sing along. Have the groups switch roles.
2 Complete and draw. 10

min

questions and draw the correct time on the clocks.
Ask What does the small hand of the clock
indicate? Elicit the hours. Then ask What does the
large hand indicate? Elicit the minutes. Once they
have finished the activity, check answers by asking
each question out loud and inviting volunteers to
answer and show the corresponding clocks.
practice.
57
Lesson 3
Aim: Identify daily activities.

Vocabulary: get up, eat breakfast, go to school, eat lunch, eat dinner, go to bed
Materials: Audio Tracks 16 and 17, strips of paper
1 Look. What is Tom’s pet?
What time do Lisa

We’re late, Tom! What
and Clare eat lunch?
time do you get up?
At noon.
They eat
early!
At 7 o’clock, but I need to eat
breakfast before I go to school!
a) get up b) eat breakfast
c) go to school d) eat lunch
e) eat dinner f) go to bed
Watch the
34 video.
58
Start the Class 10

min
Tell students they will show times with their arms. Dictation transcript
Demonstrate how to mime the hour and minute a) get up
hands on a clock face using your arms. For b) eat breakfast
example, put your arms straight up and together c) go to school
to represent 12 o’clock and your left arm raised d) eat lunch
and right arm stretched out at shoulder level to e) eat dinner
represent 3 o’clock. Practice a few times. Then call f) go to bed
out different times and have students show them
with their arms.
Finish the Class 15
min
1 Look. What is Tom’s pet? 5

min
Tell students they will play a game to review
vocabulary from Lesson 3. Write the daily routines
Tell students they will find and point at Tom’s pet
from Lesson 3 on one strip of paper each. Have a
and answer the question. Have students look at
volunteer come to the front, choose a strip of paper,
the comic on Pages 34 and 35 before answering
and act out the daily routine for the class to guess.
the question. Elicit a cat.
Repeat with the other phrases.
min

listen to it. Remind them to follow the words with
their fingers. Play Track 16.
Say an activity from one of the dialogues (get
up, eat breakfast, go to school, eat lunch, eat
dinner, do homework, go to bed) and have students
point at the correct picture. Repeat with more
activities.
10
min
Try this! Divide the class into groups of four.
Explain that they will each play a part from the
story. Have students read their parts out loud.
Walk around the classroom and correct
pronunciation and intonation.
17 3 Listen and write. Then say. 10 If possible, use the Student’s Digital
min
Explain to students that they will listen to some
daily activities and write them next to their
corresponding pictures. Play Track 17 and pause Page 42 can be completed as extra
for students to write the phrases. Play Track 17 practice.
again. Have students check their answers with a
classmate. Ask volunteers to write the answers on
the board. Tell students they will listen to the track Use the Flashcards for Unit 3.
again and repeat the words. Play Track 17.
59
Lesson 4
Aim: Ask and answer questions about time and daily activities.
Grammar: What time do you eat breakfast? At 7 o’clock in the morning. What time
do they go to bed? At 9 o’clock at night.
You too, Tom.

Good night!
Do your
homework, Tom!
Time to eat dinner!
It’s 9 o’ clock,
Lucy. Time to
go to bed!
It’s 5:30!
What time
do you eat At 6:00. This is my Shutterbugs
dinner? Bye! homework.
2 Read and match.
a) What time do they eat lunch? 1) At 7 o’clock.
b) What time do you get up? 2) At noon.
c) What time do you eat dinner? 3) At 6 o’clock.
3 Ask and answer.
a) What time do you get up? b) What time do you eat lunch?
c) What time do you go to school? d) What time do you do homework?
What time do At 10:30 in

you eat lunch? the morning.
35
60
Grammar in Context

min Explain to students that they will read the comic
from Pages 34 and 35 again and identify the
Tell the class they will listen to a cheer and cheer
characters in the activity before matching the
along. Write the cheer on the board. Explain that
columns individually. Have them to compare their
you will play the cheer and they will whisper read
answers with a classmate. Finally, have some
it. Play Cheer 03. Play the cheer again for students
to cheer along. Finally, play Cheer 03 again and
have three volunteers ask the question in unison for 10
min
the rest of the class to answer it. Repeat several Try this! Divide the class in two groups.
times with different volunteers. Explain that they will take turns asking and
answering the questions from the comic strip
chorally. One group will ask the questions, and
Cheer transcript
the other group will answer them. Once they
have finished, have groups switch roles.
What time do you go to school?
At 7:00! At 7:00! I go to school at 7 o’clock.
3 Ask and answer. 10
min
Divide the class into pairs and tell them they will
min
take turns asking and answering the questions
from Activity 3. Invite two volunteers to read the
Tell the class they will listen again to the comic on
sample dialogue. Then point out that the answer
Pages 34 and 35 and read along. Tell them to pay
could also have been At 10:30 a.m. to talk about
close attention to the questions and answers. Play
the morning. Encourage them to use a.m. and p.m.
Track 16. Then ask students to underline the
in some of their answers. Circulate among the
questions and circle the answers in the comic strip.
students to check understanding and pronunciation.
Provide help as needed.
Finish the Class 10

min
Mixed Abilities Since there are students Tell students they will talk about their daily
who may need to listen to the track more activities and the times they do them. Write What
times than others, you could ask early finishers time do you eat breakfast? on the board. Invite
to use the extra play to check their answers. some volunteers to come to the front and answer
This will keep them interested and busy as the the question. Then have them ask questions to
rest of the students finish answering the their classmates about the time they do other daily
activity. activities. Provide help as needed.
2 Read and match. 10

min
Tell students they will read some questions and

match them to their corresponding answers. Write
What time do you eat lunch? on the board. Ask
students to read the question out loud. Erase eat
lunch and ask them to say the whole question
again. Erase two more words and have students
repeat the question. Then erase the remaining Page 43 can be completed as extra
practice.
words and have them say the question.
61
Lesson 5
Aim: Read a nonfiction text to practice the unit language. Identify the w sound.
Vocabulary: get dressed, do homework, relax, talk, rest
Phonics: w sound; where, when, we, work
Lesson 5 Reading
6:00AM
A School Day
It’s 6:00 in the morning. Time to get up!
Children get dressed and eat breakfast.
It’s almost time to go to school!
12:00PM
At noon many children eat lunch at school.
They eat in the cafeteria with their friends.
It’s a time to relax, eat, and talk.
7:00PM
Children do homework in the evening.

Sometimes they have a lot of homework.
10:00PM
At 9 or 10 o’clock at night, many children go

to bed. It’s late and it’s time to rest.
What a long day!
19 2 Listen and echo. Then underline the words with the w sound.
Where are we?
We’re at school. Phonics
We work, work, work where when
we work
When we’re at school.
36
62
Reading
Start the Class 10

min 19 2 Listen and echo. Then 15
min
Tell students they will review telling the time. Write underline the words with
different times on the board and ask What time is the w sound.
it? Remind students that times can be written in
different ways (7 o’clock, 7:00, and 7:00 a.m. or
the w sound. Explain that the w sound is very
p.m.). Have students say the times and then have
similar to the oo sound; the only difference is that
the class repeat them chorally.
the lips are slightly more closed, like forming a
small tight circle. Show them that their jaw should
min be mostly closed. Write water, world, and wind on
Tell students they will listen to a text and read the board and point at each word as you model the
along. Have a volunteer read the title of the text. w sound.
Explain that the text is about the activities children Have students practice the w sound. Then point
usually do on a school day. Point at the clocks in at each word in the Phonics box and have them
each of the pictures and ask What time is it? Elicit repeat the words after you. Play Track 19 and ask
the times from students. students to repeat the sentences. Finally, have
Tell the class they will listen to the text and them underline the words with the w sound in
follow the words with their fingers in their books. Activity 2. Monitor and provide help if necessary.
Play Track 18. Then have students look for words
in the text that say what the children are doing (get
Mixed Abilities If you notice that certain
dressed, eat breakfast, go to school, eat lunch, do
students are not pronouncing the w sound
homework, go to bed). Ask What time do the
correctly, at the end of the activity point out
children from the text get up / eat lunch / do
the mistake to the whole class so that those
homework / go to bed? Have some volunteers
students don’t feel singled out. Do some
write the answers on the board.
choral repetitions with the words from
10
min
Activity 2 until most students pronounce the
Try this! Tell students they will play a game w correctly.
to review the text from Activity 1. Divide the
class into two teams. Write True and False in
large letters on the board. Ask one student Finish the Class 10
min
from each team to go to the board. Explain Tell students they will work with a classmate to ask
that you will say a sentence and they will and answer questions about the text in Activity 1.
decide if the sentence is true or false based on Provide an example (What time do the children get
the text. Say Children get up at 10 o’clock at up? They get up at 6 o’clock.). Walk around the
night. The first student to touch the correct classroom to make sure students are asking and
answer on the board wins a point for his answering the questions correctly. Correct
or her team. Play several times with different pronunciation and intonation as needed.
sentences until all the students have
participated. The team with the most
points wins.
63
Lesson 6
Aim: Recall the sequence of events from a text. Write about daily activities.
Materials: Audio Track 18, six cards with daily activities, music, colored pencils
Lesson 6 Writing
18 1 Listen again to A School Day.
12:00PM
2 Number the activities in order.
4 They eat lunch in the cafeteria. 1 Children get up.
2 They eat breakfast. 6 They go to bed.
3 They go to school. 5 They do homework.
3 Look at the clock and draw an activity from your day.
[insertar reducción de página

13 del SB 3]
8:00 AM
I get up at
37
64
Writing
Start the Class 8

min pencils and set a time limit for them to make their
Tell students they will do an activity to review drawings. Walk around the classroom to monitor
daily-routine activities. Have six volunteers come to students’ work and provide help as needed. Have
the board and give them the six cards with daily students show their drawings to a classmate. Then
activities written on them. Tell them to stand in invite some volunteers to share their drawings with
order, according to the sequence of the routines, the class and describe their activities. You may ask
and show the cards to the class. Then invite the questions to help students describe their drawings,
class to read the cards out loud. such as Where are you? What is that (point at
something in their drawings)? Do you do that
18 1 Listen again to A School Day.
5
min everyday? What do you do before? Do you like
doing that? What time do you do that? Encourage
students to comment on their classmates’ drawings
5 again. Remind them to whisper read while they
and ask questions about them.
listen. Play Track 18.
4 Write about your drawing. 10

2 Number the activities in order. 7
min
min
Explain to the class that they will write some

Explain to students that they will work individually
sentences about their drawings from Activity 3.
to number the sentences in the order they are
Read out loud the beginning of the example
mentioned in the text from Page 36. Invite some
sentence and ask some volunteers to complete it
volunteers to read the six sentences in the activity.
with the time. Then give the class enough time to
Allow time for students to complete the activity.
complete the activity. Write some prompts on the
Walk around the classroom and provide help as
board to help students write their paragraphs (I get
needed. Finally, have them share their answers
up at . I eat breakfast at . I get dressed
with a classmate. Monitor and correct if necessary.
at . I go to school at .). Point out that the
10
min
sentences should follow the order of what they do
Try this! Divide the class into two teams and every day, and that each sentence starts with a
have them line up. Tell them you will say a capital letter and ends with a period. Walk around
word or phrase from the lesson, and a student the classroom to monitor students’ work and
from each team will write it on the board. If the provide help as needed. Finally, invite some
word is spelled correctly, the team gets a point. volunteers to share their sentences with the class.
Use words and phrases such as morning, late,
go to bed, and eat lunch. The team with the Finish the Class 10
min
most points wins. Tell students they will play a game to practice
vocabulary for daily activities. Have the class form
a circle. Give random students the six cards with
3 Look at the clock and draw 10
min
daily activities. Play some music and have students
an activity from your day. pass the cards around the circle to the right. Stop
the music and have students with the cards take
Explain to students that they will make a drawing
turns miming the activities for the class to guess.
of an activity they do at 8 o’clock in the morning in
the space provided. Write I eat breakfast at
8 o’clock. on the board and make a drawing of
yourself eating breakfast. Try to add details so
students have a clearer example of what they
should draw. Tell students that it is an activity you
do every day. Have students take out their colored
65
Itʼs Our World
Aim: Make a poster and talk about daily activities that save energy.
Materials: construction paper, colored pencils, markers or crayons, Unit 3 flashcard
1 Match the activities to the pictures. It’s Our World

Explain to the class that they will match the Saving Energy
activities to the images. Tell them to look at the 1 Match the activities to the pictures.
pictures. Invite some volunteers to say what the a) turn on / off the lights
children are doing. Then have students complete b) ride my bike
the activity. Ask some volunteers to explain c) take a shower
how those activities help save energy. Write

d) play outside
their ideas on the board.
2 Check ( ) the activities that help you save energy. Write one more.
a) play videogames in the b) turn off the lights in the
2 Check ( ) the activities that help you afternoon
c) play outside in the
morning
d) watch TV at night
save energy. Write one more. afternoon (Studentsʼ own
e) use a car f) answers.)
Tell students they will read some activities and 3 Make a poster with actions you do to save energy.
check the ones that help save energy. Read the Then ask and answer.
What do you do I play outside in
to save energy? the afternoon.
sentences out loud. Then read the first item and
ask Does playing video games help save energy?
Elicit No and ask students to support their
answers. Repeat with each item before having
students complete the activity individually. Then
I save energy.
brainstorm more energy-saving activities as a What do you do
to save energy?
class and have them choose one and write it in

the space provided. 38
3 Make a poster with actions you do to save Then pair students up. Have them take turns
energy. Then ask and answer. asking and answering questions about the
activities in their posters.
Tell students they will create a poster showing
the activities they do to save energy.
Write the question on the board and read it out with the class and write them on the board.
loud. Then have students brainstorm ideas in Ask What else could you do to save energy?
groups of three or four. Before brainstorming, Elicit answers and give some examples about
tell students to look at their answers from activities you do to save energy. You can use
Activities 1 and 2. Have students work the It’s Our World Unit 3 flashcard to present
individually to answer the question. Finally, this subject.
ask some volunteers to share their answers
66
Review
Vocabulary: in the morning, at night, in the afternoon, in the evening, get up, go to
school, go to bed, do homework, eat lunch
Grammar: It’s 2 o’clock in the afternoon. It’s 9:30 at night. What time do you eat
breakfast? At 7 o’clock in the morning.
Review 2 Answer about yourself.
1 Write the times of day. /3 Explain to students that they will answer the

questions in Activity 2 with their own information.
a) It’s 5 o’clock in the morning .
Write the time school starts on the left side of the
board, the time students eat lunch on the center
Itʼs 3 oʼclock in of the board, and the time students eat breakfast
3:00PM b) the afternoon . on the right side of the board. Have four to six
volunteers go to the board. Explain that you will
Itʼs 7 oʼclock in ask a question and they will stand under the
c) the evening . correct time. Ask What time do you go to school?
and have them stand under the corresponding
time. The students who are sitting down must
Itʼs 9 oʼclock
at night confirm if the time is correct. Continue with the
d) .
other activities.
Have students answer the questions in
Activity 2 individually. Walk around the classroom
2 Answer about yourself. (Studentsʼ own answers.) / 5
and provide help as needed. Tell students to
a) What time do you get up? .
b) What time do you go to school? . compare their answers with a classmate. Review
c) What time do you go to bed? . answers by reading the questions chorally and
d) What time do you do homework? .
having volunteers say their answers.
e) What time do you eat lunch? .
39 15
min
PHCEN3SB1E20_p032_043_U3.indd 39 6/11/21 12:03 PM Try this! Tell students they will play a game
to review the unit vocabulary. Have them
1 Write the times of day.
stand in a circle. Say Change places if you get
Explain to students that they will look at the up at 6 o’clock. Students who get up at 6:00
clocks and write the time as the example in the will change places. Continue with other
first item. Have students identify the types of routines and times.
clocks in Activity 1 (analog and digital) and elicit
the times. Write the times on the board. Explain
to students that you will say the times, but in
mixed order, and that they will point at the
corresponding clock. Start out slowly at first,
and then increase speed while students point
at the clocks.
Have students complete the activity. Correct if
necessary and encourage peer feedback.
67
Extra Practice
1 Circle.
1 Circle.
1 2
Explain to students that they will look at the word
or phrase and circle the correct clock. Have a) in the afternoon
7:00 AM 2:00 PM
students compare their answers with a classmate.
Then review answers as a class. 1 2
b) early 4:00 AM 6:00 PM
1 2
c) in the morning 8:00 AM 10:00 PM
1 2
d) at night
9:00 PM 5:00 AM
1 2
e) late 8:00 AM 11:00 PM
40
1 Match. Extra Practice Lesson 2
Direct students’ attention to the Reminder box Reminder

What time is it? It’s noon.
and invite a volunteer to read the sentences out It’s 2 o’clock in the afternoon.
It’s 9:30 at night.
loud. Explain to them that they will match the
clocks with the times. Have volunteers share their 1 Match.
answers with the class. a)

8:00AM
1) It’s 5 o’clock in the afternoon.
2 Draw the time. Answer. b) 5:00PM

2) It’s midnight.
Explain to students that they will draw the time

c) 3) It’s 8 o’clock in the morning.
on the clock and then answer the question. Have 9:00PM
some volunteers share their clocks and answers

d) 4) It’s 9 o’clock at night.
with the class. 12:00AM
e) 5) It’s 7 o’clock in the evening.

7:00PM
2 Draw the time. Answer.
a) What time is it?

(Studentsʼ .
own answers.)
(Studentsʼ drawing
of the time.)
41
68
Extra Practice

1 Write.
1 Write.
Explain to students that they will write phrases
a) eat breakfast for daily activities next to their corresponding
pictures. Have students look at the pictures and
do the first item as a class. Then have students
b) eat lunch complete the activity individually. If necessary, let
students look at the vocabulary words from
Lesson 3. Walk around the classroom and provide
c) go to bed help as needed. Review the answers as a class.
d) eat dinner
e) go to school
f) get up
42
1 Complete.
1 Complete. Reminder
Direct the class to the Reminder box. Divide the
do you eat lunch? What time do you
a) What time
class into two teams, have one team read the
b) What time do they get up?
eat breakfast?
At 7 o’clock in the
c) What time do you go morning. questions out loud and the other team read the
What time do they
to school?
go to bed? answers. Explain to the class that they will
(Studentsʼ own At 9 o’clock at night.
2 Make a daily schedule.
answers.)
complete the questions. Then have volunteers
Activity Time write the missing words on the board to check
answers.
get up At 6:45 in the morning.
2 Make a daily schedule.

eat breakfast
Have students look at the chart. Explain that they

go to school
will complete it with their own information. Tell
them to look at the example before they start
working individually. Walk around the classroom
eat lunch
and provide help as needed.
eat dinner
go to bed
43
69
Unit 4
Objectives
• Identify and name sports.
• Write sentences about what people
are doing and not doing.
Sports • Identify and name activities.

• Talk about what people are doing
and not doing.
Vocabulary Grammar
Sports: baseball, basketball, football, Present progressive affirmative:
golf, ping-pong, soccer, tennis, volleyball I’m playing basketball. I’m not playing
football. We’re playing baseball. We’re
Activities: listen to music, talk on the
not playing volleyball. He’s listening to
phone, watch TV, take pictures, do
music. She’s doing her homework.
homework, work on the computer
Skills It’s Our World

Listening: Listen for and identify sports
Health and Well-being
and activities. Activating Yourself
Listen for specific information. In this unit students will learn the
importance of getting more active. For
Speaking: Talk about sports and the final product, students will play
activities. Charades using a list of activities they do
Reading: Read a fiction text: Fun in to get active. Point out the importance
the Park. of physical activity for their health and
development. Physical activity helps
Writing: Write sentences about what
children improve social skills, develop
people are doing and not doing.
coordination, strengthen the body,
Write about activities at the park.
improve sleep, and raise energy levels,
Phonics: Identify the short e sound. among many other benefits. Students
should know how necessary it is to
adopt a healthy lifestyle at a young age
and keep it throughout their lives.
70
Teacher Workshop
Teaching with Technology Engaging the Class

There are many videos online you could use as To energize your class, you could write a word
wrap-up activities at the end of each lesson. in English on the board and see how many
For example, if students are learning about words students can make with each of the
sports, you could look for a video with fun letters in that word.
facts about sports and have students watch
it and then talk about what they found more How to Use the Different
interesting. This kind of activities engages Components
their attention in the topic and arouses their
Workbook: Use the Workbook for extra
curiosity, which usually leads them to do some
practice, homework, or to level up students
independent research about the topics they
that require more practice.
were interested in.
Flashcards: Show students each flashcard
Teaching with Games covering the words with your hand and have
them say the activities. Use the It’s Our World
Game: Memory Game flashcard to help students talk about how
Materials: 12 pairs of cards with matching being active helps their health.
pictures and words Teacher’s Digital Component:
Make a set of 12 cards with matching pictures • Class Planner: Read the Class Planner
and words. Number the cards from 1 to 24 in beforehand and use it to plan the unit’s
a random order. Stick the cards on the board contents.
with the number side facing students. Divide • Poster: Use the Phonics poster to review
the class into two teams and have them take the short e sound. Display it on the board
turns choosing two numbers. Turn over the and ask students to write the words in their
cards; if they are a match, students claim both notebooks and circle the sound they studied
cards. The team with the most cards wins. in this unit.
Classroom Management the unit’s final exam after you finish the
last lesson or the Review page. For global
Having students use a checklist during
reading activities is really useful since they
follow the guidelines needed to have a quiet
and organized classroom. You can give each Student’s Digital Component and Happy
student a checklist or write it on the board and Campers and The Inks app: Have students
have them copy it in their notebooks. You can practice all the skills by completing the
add items to the checklist such as I am reading interactive activities.
in silence. I am not distracting my classmates.
I am underlining the words I don’t know.
71
Lesson 1
Aim: Identify and name sports.

Vocabulary: baseball, basketball, football, golf, ping-pong, soccer, tennis, volleyball
Unit 4
Lesson 1 Vocabulary
Sports
baseball basketball
football golf ping-pong
soccer tennis volleyball
Let’s Play!
I’m not playing football . We’re not playing
I’m playing basketball . volleyball .

Basketball is fun! We’re playing baseball .
Let’s play!
Baseball is fun!
Let’s play!
We’re not playing tennis .
We’re playing ping - pong .

Ping - pong is fun!
Let’s play!
21 3 Sing: Let’s Play!
44
72
Vocabulary
Start the Class 10

min
2
21 Listen and complete. 13
Tell students they will do a warm-up activity to talk min
about sports. Have students look at Pages 44 and Explain to the class that they will listen to a song
45 and say what the lesson is about. Write the and complete the lyrics. Have a volunteer read the
word sports on the board. Ask students to give song before playing the track. Play Track 21. Tell
examples of sports that use balls. Write them on students you will play the song again for them to
the board and invite students to come up to the complete the sentences. Pause after each line to
front and draw the corresponding ball next to each give students time to write the words. Have
sport. Then elicit sports that do not use balls. Have students compare their answers with a classmate.
students say the sports they like to play and write Play Track 21 once more and pause it to check
them on the board. Allow them to use L1 if answers with the class. Write students’ correct
necessary, but encourage them to use English as answers on the board.
much as possible.

min
21 3 Sing: Let’s Play! 7
min
Explain to the class that they will listen and point at Tell students they will listen to the song from
the different sports. Explain that football and Activity 2 again and point at the sports in Activity
soccer are two different sports in English. Play 1. Play Track 21. Play the track again for students
Track 20 and have students listen and point at the to sing along.
pictures as they hear them mentioned. Play Track
20 again and have students echo the words. Elicit 21 Finish the Class 10
min
the sports that end in -ball.

Explain to students that you will say the sports
10
min
from Activity 1 and they will mime playing them.
Try this! Tell students they will review the Say baseball and mime bating a ball for students to
sports from Activity 1. Write underscores on understand the activity. Then explain that they will
the board for each word from Activity 1. For listen to Track 21 and sing along while miming the
example, for soccer write _ _ _ _ _ _. Then sports. Play Track 21.
write in the third and fifth letters (_ _ c _ e _).
Tell students they will guess the words and
spell them. Have students work in pairs.
Review answers by having some students
write the missing letters on the board.

practice.
73
Lesson 2
Aim: Talk about sports people are and aren’t playing.

Grammar: I’m playing basketball. I’m not playing football. We’re playing baseball.
We’re not playing volleyball.
Lesson 2 Grammar
1 Look and underline. Focus

I’m playing basketball.
I’m not playing football.
We’re playing baseball.
a) I’m / We’re
We’re not playing volleyball.
playing tennis.
b) I’m / We’re c) I’m not / We’re not

playing baseball. playing golf.
2 Write.
a) We / baseball We’re not playing baseball .

b) I / golf Iʼm playing golf .
c) I / soccer Iʼm not playing soccer .
d) We / tennis Weʼre playing tennis .
3 Draw a picture of yourself playing a sport. Then guess.
I’m not playing

You are soccer, I’m
playing soccer. playing tennis.
45
74
Grammar
Start the Class 10

min one. Explain to students that indicates yes and
Tell students they will review vocabulary from indicates no. Ask Do you like playing soccer? Do you
Lesson 1. Have a volunteer come up to the front like playing tennis? Elicit answers from a couple of
and stand with his or her back to the board. Draw a volunteers and write a check mark or a cross mark
ball, or other piece or equipment, used for a on the board according to the students’ answers.
particular sport from Lesson 1 on the board. Have Have students complete the activity individually.
the student make guesses about the sport and the Circulate among them to check understanding and
class say yes or no until the student guesses the provide help as needed. Then ask some volunteers
sport. Repeat with different students and sports. to write the sentences on the board.
1 Look and underline. 10

min
3 Draw a picture of yourself playing 10
min
a sport. Then guess.
Have the class read the Focus box together.
Explain to students that they will read some Tell students they will draw themselves playing
sentences and underline the correct option their favorite sport in the space provided. Ask
according to the image in each item. Say I’m What sport(s) do you like to play? Write some of
playing basketball and mime the action. Write the the students’ answers on the board. Set a time limit
sentence on the board. Say I’m not playing football for students to draw their pictures.
and mime playing baseball with a student. Say Once they have finished, tell students to pair up
We’re playing baseball and write it on the board. with a classmate who drew a different sport. The
Say We’re not playing volleyball. first student will say You are playing (soccer) and
Then tell students to complete the activity. the second student will show his or her picture and
Point out that we is used to talk about more than say Yes, I’m playing (soccer) or I’m not playing
one person. Once they have finished the activity, soccer. I’m playing (tennis). Then have students
ask them to compare their answers with a classmate. switch roles.
Finally, review the answers as a class. A good idea to practice the pronoun we is
getting some volunteers with similar drawings into
10
min pairs. The first pair will say We are playing (tennis).
03 Try this! Tell students they will sing
The second pair will say We’re not playing (tennis).
the song from Lesson 1. Divide the class into
We are playing (ping-pong), and so on. Provide
three groups and invite two students from
help as needed.
each group to come to the board. Explain that
each group will sing one verse and the student
Finish the Class 10
min
at the board will mime the actions.
identifying affirmative and negative sentences.
Divide the class into two teams. Have one student
Mixed Abilities Before starting the Try this! from each team go to the board. Write Yes and No
activity, make sure that the students that will on the board. Say I’m playing soccer but mime
mime the actions are comfortable doing so. playing ping-pong. The first student to touch the
You could ask outgoing students to do it, while correct answer on the board wins a point for his or
more reserved students sing the song with her team. Play several times until all students have
their teammates. participated. The team with the most points wins.
2 Write. 10 Page 53 can be completed as extra

min
practice.
Tell students they will write affirmative or negative
sentences according to the mark at the end of each
75
Lesson 3
Aim: Identify and name activities.

Vocabulary: listen to music, talk on the phone, watch TV, take pictures, do
homework, work on the computer
Materials: Audio Tracks 22 and 23, six strips of paper with activities written
on them
1 Look. What is Lisa’s grandma doing?
Hi, Mom, Hi, Dad. I need a

I need to family picture. Where
take a family are Jack and Holly?
picture. Where
is Dad?
Jack is doing his

homework and Holly is
talking on the phone.
He’s reading and

listening to music.
a) listen to music b) talk on the phone
c) watch TV d) take pictures
e) do homework f) work on the computer
Watch the
46 video.
76
Start the Class 10

min Tell students they will listen to the audio again
Explain to students that they will talk about and say the activities out loud. Play Track 23 and
activities they enjoy and activities they don’t like pause after each word for students to repeat it.
doing. Divide the board into two columns and label
each one as like and don’t like respectively. Ask
some students to come to the front and fill in the
a) listen to music
columns with their own information. You may start
b) talk on the phone
the activity by writing an activity you like and
c) watch TV
another one you don’t like.
d) take pictures
e) do homework
1 Look. What is Lisa’s grandma doing? 10
min f) work on the computer
Explain to students that they will look at the comic,
find Lisa’s grandma, and say what she is doing.
Elicit where the people are (at home). Have Finish the Class 10
min
students look at the pictures and find and point Explain to the class that they will act and guess
at Lisa’s grandma. Have students answer the some activities. Write the six activities from
question. Elicit She’s working on the computer. Activity 3 on strips of paper, one strip per activity.
Have a volunteer come to the board, choose a strip
min
of paper, and act out the activity for the class to
guess. Continue playing with the other activities.
Tell students they will listen to the comic strip and
read along. Remind them to follow the words with
their fingers. Play Track 22. Mixed Abilities Bear in mind that some
Say an activity from one of the scenes ( Jack is students are outgoing, while others are shy. It
doing his homework.) and have students point at could be a good idea to let students choose
the correct picture. Repeat with the rest of the who will act out the activities and who will
activities and have students underline them in guess them. This way, students will feel more
the comic strip. comfortable and will have a better performance
10
min
during the activity since they will be enjoying it.
Try this! Divide the class into groups of
four. Explain to students that they will each
role-play a character from the story (Lisa,
Mom, Dad, and Jack). Have students read their
parts out loud.

min
phrases and write them next to their corresponding
pictures. Play Track 23 and pause for students to Page 54 can be completed as extra
practice.
write the phrases. Play Track 23 again and have
students check their answers with a classmate.
Then invite volunteers to write the answers on
the board. Use the Flashcards for Unit 4.
77
Lesson 4
Aim: Ask and answer questions about activities.

Grammar: He’s listening to music. She’s doing her homework.
Look at Suki!
She’s watching TV!
Jack, I need a family
picture. Where is
Grandma?
She’s working on OK! I’m taking

the computer! the picture now.
Say “cheese!”
a) Jack is doing his homework.
b) Holly is talking on the phone.
c) Suki is watching TV.
d) Grandma is working on the computer.
e) Lisa is taking a picture now.
3 Say and guess.
Grandma! Grandma
She’s working on is working on the
the computer. computer.
47
78
Grammar in Context

min
Once they have finished, have students compare
their answers with a classmate and point at the
characters in the comic. Finally, have some
on the board. Play Cheer 04. Explain to the class
that you will play it again, and this time they will
cheer along. Play Cheer 04 again.
3 Say and guess. 10
min
Tell students they will work in pairs to talk about

Cheer transcript
the characters in the comic from Activity 1. Have
two volunteers read the sentences in the speech
bubbles. Explain that one student will say an
He’s reading a book. She’s watching TV.
action, and the other one will guess which
She’s talking on the phone.
character from the comic strip is performing it.
At home, home, home!
They should mention and guess at least three
actions and characters. Monitor and provide help
as needed. If time allows, have them switch roles.
min
Tell students they will listen again to the comic Finish the Class 10
min
strip from Pages 46 and 47 and read along. Draw a Tell students they will change some words in the
two-column chart on the board and write the cheer from the Start the Class activity for other
names of the characters in the first column. Have activities from this lesson to create a new cheer.
students copy the chart in their notebooks. Tell Team up students in groups of three. Have them
them they will scan the comic and then close their rewrite and do their cheers. Tell them they can
books and complete the second column by writing include clapping and finger snapping for rhythm.
what each character in the comic is doing. Play Have several groups go to the board and say
Track 22 for students to check their answers. Then their cheers.
play the track again and have students read along.
10
min
that they will take turns saying true and false
sentences about the characters’ activities in
the comic (Holly is talking on the phone. Holly
is working on the computer.) and saying
whether the sentences are true or false.
Monitor and help them with their pronunciation
if necessary. Ask pairs to switch roles.
2 Look and complete. 10

min
Explain to the class that they will complete the

sentences with information about the characters
from the comic on Pages 46 and 47. Have some
volunteers identify the characters in each item
before completing the sentences. Have students Page 55 can be completed as extra
practice.
complete the activity individually.
79
Lesson 5
Aim: Read a fiction text to practice the unit language. Identify the short e sound.
Vocabulary: come to the park
Phonics: short e sound; Betty, pen, pencil, ten
Lesson 5 Reading
Fun in the Park

Sara is at the park.
Her friend Bella is at home.
“Come to the park, Bella!”
“Paul, Will, and Annie are here.

We’re playing soccer and listening to music.
We need you! Please come!”
“Thanks, Sara, but I can’t play
soccer today. I’m watching TV.”
“Come on!
It’s warm and sunny!
We’re having fun. You love
soccer and … ”
“But, Sara, my leg!”

“Oh! That’s right. Get well soon!”
25 2 Listen and complete the words with the short e sound. Then say.
B e tty! Do you have a p e n?
Y e s, in my p e ncil case, Phonics
th e re are t e n! Betty pen pencil ten
48
80
Reading
Start the Class 15

min 25 2 Listen and complete the words 10
min
Tell students they will do an activity to practice with the short e sound.
vocabulary from Lesson 1 and 3. Explain to the Then say.
class that the first student in each row will decide
on an activity or sport and the last student in the
the short e sound and complete the sentences in
row will act it out. Have the student at the head of
Activity 2. Tell them that it is a relatively quick,
each row whisper an activity to the student behind
relaxed sound. Explain that the sides of their
him or her. Then, this student will whisper it to the
tongues should lightly touch the upper and lower
next student, and so on. The last student in the
teeth. Write bed on the board and make the short e
row will act out the activity.
sound while pointing at the letter e in bed. Have
students repeat after you. Tell them to put their
min hands on their throats to feel the vibration or
Explain to students that they will listen to a story movement when making the short e sound. Have
and follow the words in their books with their them say more words with the short e sound (egg,
fingers. Elicit activities students like to do when enter, elephant).
they go to the park and write them on the board. Play Track 25 and ask students to listen to the
Have a volunteer read the title of the story. Play words and complete the activity. Check answers as
Track 24. Then have students look for phrases in a class. Then point at each word from the Phonics
the text that show what Sara and her friends are box and have the class repeat them after you. Play
doing (playing soccer, listening to music). Next have Track 25 again and ask students to repeat the
them look for phrases that show what Bella is words with the short e sound.
doing (watching TV ). Ask Why is she watching
TV? Students may give their answers in L1. 24 Finish the Class 15
min
10 Divide the class into groups of three and explain

min
Try this! Divide the class into several teams. that one student will be the narrator, another one
Explain that they will take turns saying as Sara, and the last one Bella. Each will read his or
many words as they can remember from the her part. Play Track 24 so they know when each
story. A student in each team will say the first person speaks. Then have them read their parts
word, and the rest of the team will take turns out loud. Correct pronunciation if necessary.
adding more words. Tell them to try not to
repeat words, and that if someone repeats a
word they will start the chain again. Circulate
around the classroom and provide help
as needed.
81
Lesson 6
Aim: Recall details from a text. Write about activities to do at the park.
Materials: Audio Tracks 21 and 24, sets of cut-up sentences
Lesson 6 Writing
24 1 Listen again to Fun in the Park.
2 Underline True or False.

a) Sara is listening to music. True False
b) Paul, Will, and Annie are playing basketball. True False
c) Bella is playing soccer. True False
3 Draw yourself and two friends playing sports in the park.
(Studentʼs own drawings.)
4 Write about your drawing.
(Studentsʼ own answers.)

Come to the park! I’m .
is playing .
is .
We’re not today.
49
82
Writing
Start the Class 10

min
the board and write their answers. When you have
Tell students that they will review the story from
several different examples, have students make
Lesson 5. Divide the class into groups. Write sets
their drawings. Walk around the classroom to
of four or five sentences from the story on Page
monitor students’ work and provide help as
48. Give each group a set of cut-up sentences and
needed. Have students show their drawings to a
have students arrange them in the correct order.
classmate. Then invite some volunteers to share
their drawings with the class and say what they
24 1 Listen again to Fun in the Park. 5
min and their friends are doing.
Explain to students that they will read and listen to
the story from Lesson 5. Tell them to pay close 4 Write about your drawing. 10
min
attention to the activities the characters are doing.
Tell students they will write some sentences about
Play Track 24.
the drawings they made in Activity 3. Read the
first sentence out loud and explain that Come to
2 Underline True or False. 5
min the park! is an invitation. Remind them that all
Explain to students that they will read some sentences start with a capital letter and that
sentences and decide if they are true or false people’s names are also capitalized.
according to the story from Activity 1. Say We are Give students enough time to complete the
having a picnic. Elicit false. Now have some sentences and then invite them to exchange them
volunteers read the sentences out loud. Have with a classmate. Walk around the classroom to
students complete the activity individually. Monitor monitor students’ work. Finally, ask some
and provide help as needed. Finally, have students volunteers to share their sentences with the class.
share their answers with a classmate.
10
min
Mixed Abilities If there are early finishers for
Try this! Tell students they will write three this activity, you could have them get together,
sentences in their notebooks using some exchange sentences, and proofread them.
words you will write on the board. Draw a grid Then, they could write a clean version of their
on the board with six rows and four columns. sentences.
In the first column, write the pronouns I, you,
he, she, we, and they. In the second column,
write am, are, and is. In the third column, write 21 Finish the Class 10
min
talking, playing, watching, reading, and

Tell students you will play the song from Lesson 1.
listening. In the fourth column, write a book,
Divide students into two groups and have two
TV, volleyball, to music, tennis, and on the
volunteers from each group go to the board.
phone. Have students write their sentences.
Explain that one group will sing the line in the
Finally, have some volunteers read their
negative form and the other group the one in the
sentences to the class.
affirmative form. The volunteers at the board will
sing the last two lines of each verse. Play Track 21.
3 Draw yourself and two friends 10

min
playing sports in the park.
Explain to students that they will draw a

picture of themselves and their friends at the park
playing sports. Ask individual students What do
you do when you go to the park? Have them go to
83
Itʼs Our World
Aim: Talk about ways of getting more active.

Materials: Unit 4 flashcard
1 Look and say which children are active. It’s Our World
Explain to students that they will work in pairs to Activating Yourself
identify which children are physically active and 1 Look and say which children are active.
Picture A Picture B
describe what they are doing. Tell the class to
look at the pictures. Ask Do you think being
active is good for your health? Why? Elicit
answers from some volunteers. Help them with
any vocabulary they may need and point out that
being active helps us to be fit and healthy. Pair up 2 Make a list of activities you do to get more active.(Studentsʼ
own answers.)
students and have them discuss and choose the
correct option. Check answers and invite some playing soccer
students to mention other physical activities they

can do to stay healthy.
2 Make a list of activities you do to get 3 Play Charades using words from Activity 2.
more active. You’re running.

No, he’s not running.
He’s playing soccer.
Tell students they will list activities they could do

to get more active, preferably different from the
I’m active and stay
ones in Activity 1. Pair students up and have healthy. What do you
do to be physically
them brainstorm ideas. Once they have come up

active?
with several examples, explain that they will 50
make their lists individually. PHCEN3SB1E20_p044_055_U4.indd 50 6/11/21 10:35 AM
list from Activity 2 for the other two students to

3 Play Charades using words from Activity 2.
guess. The player who guesses the activity first
Tell students they will play Charades. Divide the gets a point. Have groups continue playing until
class into groups of three and explain that one of all students have mimed an activity. The student
them will mime a physical activity from his or her with the most points wins.
Write the question on the board. Explain to friends do. Ask them to write the activities they
students that they will work with a classmate to come up with during the discussion in their
talk about what they do to be physically active. notebooks. Finally, encourage them to choose
You may help them start their conversations by the activities they would like to include in their
describing your own physical activities and daily routine in order to have a healthier lifestyle.
writing them on the board. Tell them they can You can use the It’s Our World Unit 4 flashcard
also talk about activities their families and to present this subject.
84
Review
Vocabulary: basketball, football, soccer, tennis, volleyball, listen to music, do
homework
Grammar: I’m not playing football. We’re not playing volleyball. He’s listening to
music. She’s doing her homework.
Review 2 Look and write.
1 Write the missing double letters. /4 Explain to students that they will look at some
a b pictures and write affirmative and negative
so c c er te n n is sentences about them according to the marks at
the end of the sentences. Circulate around the
c d classroom to monitor students and provide help
basketba l l vo l l eyba l l as needed. Tell them to compare their answers
with a classmate. Review the answers by reading
2 Look and write. /4 the sentences out loud and having the class point
at the corresponding pictures.
a) He ʼs listening to music.
15
min
Try this! Tell students they will play a
b) She ʼs doing her homework
. miming game. Mime playing one of the
sports seen in this unit. Have students
imitate your actions. Then mime playing
c) I ʼm not playing football
. another sport and have students mime the
first and second actions. Mime a third sport
for students to mime all three in the correct
d) We ʼre not playing soccer
. order. Repeat with the remaining sports.
Finally, have volunteers come to the board
51 and mime them in the same order while the
PHCEN3SB1E20_p044_055_U4.indd 51 6/11/21 10:35 AM rest of the class calls out the names of
the sports.
1 Write the missing double letters.
Explain to students that they will look at the

pictures and write the missing letters. Have
Mixed Abilities You could have early
students identify the four sports by looking at the
finishers exchange books and compare their
pictures. Explain to students that you
answers. When the rest of the students
will say the sports in random order, and they will
finish, early finishers can help them check
point at the corresponding picture. Start out
their answers in small teams.
slowly and increase speed while students point at
the different sports. Tell students to complete the
activity individually and then have volunteers
write the correct words on the board for students
to check spelling.
85
Extra Practice
1
Unscramble and match.
1 Unscramble and match.
Explain to students that they will unscramble the
soccer
words and match them to their corresponding a) cceros
pictures.
When students have finished, have them b) kbasbllaet basketball
compare their answers with a classmate. Review
answers as a class.
c) sealbabl baseball
d) yvlolellab volleyball
e) gipn-pngo ping - pong
f) Iogf golf
g) IotfoIab football
52
1 Underline. Extra Practice Lesson 2
Have students look at the Reminder box. Invite a Reminder

I’m playing basketball. We’re playing baseball.
volunteer to read the information out loud. I’m not playing football. We’re not playing volleyball.
Explain to the class that they will look at the

1 Underline.
pictures and underline the correct option. Have
students share their answers with the class.
2 Draw yourself and your friend playing

a sport. Then complete.
a) We’re / We’re not b) I’m / I’m not c) We’re / We’re not
Explain to students that they will draw playing volleyball. playing golf. playing ping-pong.
themselves and a friend playing a sport. Then, 2 Draw yourself and your friend playing a sport. Then complete.
they will write one sentence about what they

are doing and another sentence about what
they are not doing. Have them share their work
with a classmate. (Studentsʼ own drawings.)
We’re (Studentsʼ own . We’re not (Studentsʼ own .

answers.) answers.)
53
86
Extra Practice

1 Look and read. Then underline True or
1 Look and read. Then underline True or False.
False.
a) I’m working on the computer. True False
Explain to students that they will underline the
correct answer according to the image next to
b) He’s taking a picture. True False each sentence. Have students complete the
activity individually. Review the answers as
c) I’m doing my homework. True False a class.
d) She’s listening to music. True False

2 Look and underline.
Explain to students that they will underline the

2 Look and underline. correct option in each sentence according to
the corresponding picture. Have students
compare their answers in pairs.
a) They’re playing volleyball / b) He’s listening to music /

basketball. watching TV.
c) She’s working on the computer / d) He’s playing golf / baseball.

doing her homework.
54

1 Look and write.
Reminder
Have students look at the Reminder box. Invite a
He’s listening to music. She’s doing her homework.
volunteer to read the information out loud.
1 Look and write. Explain to the class that they will look at
the pictures and write sentences about what the
He’s listening to music
a) .
people are doing. Then have volunteers write
the sentences on the board to check them
Heʼs talking on the phone . with the class.
b)
c)Sheʼs working on the computer

.
d) Sheʼs watching TV .
e) Heʼs taking pictures .
f) Sheʼs playing basketball .
55
87
Unit 5
Objectives
• Identify and name park activities.
• Make sentences about what people
are and aren’t doing.
Activities • Identify and name chores.

• Talk about what people are doing
and not doing.
Vocabulary Grammar
At the Park: climb trees, have a picnic, Present progressive: What are you
play ball, play on the swings, ride a bike, doing? I’m playing on the swings. I’m
ride a skateboard, run, take a walk not taking a walk. We’re riding bikes.
We’re not running. What’s he doing?
Chores: wash the dishes, sweep the
He’s washing the dishes. What are they
floor, feed the pets, set the table, make a
doing? They’re sweeping the floor.
snack, wash the car
It’s Our World

Skills Sustainable Development
Listening: Listen for and identify park
Keep Your School Clean
activities and chores.
In this unit students will learn about the
importance of spending time in clean and
Speaking: Talk about what people are healthy environments as well as how
and aren’t doing. to take care of them. The final craft is a
poster with ideas on how to keep the
Reading: Read a fiction text: Chores
school clean. This activity will help them
Are Fun!
realize that taking care of their school is an
Writing: Write about chores. action that benefits not only themselves,
Complete sentences. but the whole student body and faculty.
By doing this, they will start to develop
Phonics: Identify the sh sound.
the attitude needed to help achieve the
Sustainable Development Goals.
88
Teacher Workshop

Cellphones can be a great tool when teaching. To energize your class, you could have them do
You can ask students to do several activities a quick break trick such as taking out a sheet of
with their phones. For example, you can assign paper and doodling for 3 minutes.
for homework the task of recording a video
in which students review vocabulary words How to Use the Different
orally or answer some reading comprehension Components
questions.
Workbook: Use the Workbook for extra
Teaching with Games practice, homework, or to level up students
that require more practice.
Game: Spelling Relay Game
Flashcards: Paste the vocabulary flashcards
Materials: different-colored board markers on different parts of the classroom. Say
or chalks the words and ask students to point at the
Organize students into teams and have them correct flashcard or race to it. Use the It’s Our
form a line. Call out a word. The first student World flashcard to help students talk about
will write the first letter of the word and give what they do to keep their school clean.
the marker or chalk to the next student, who Teacher’s Digital Component:
will write the next letter of the word, and so • Class Planner: Read the Class Planner
on. Students can only write one letter at a beforehand and use it to plan the unit’s
time. The first team to correctly spell the word contents.
gets a point. If a student writes an incorrect • Poster: Use the Phonics poster to review
letter, the next student can erase the letter and the sh sound. Ask students to write the
correct it, but cannot write an additional letter. words in their notebooks and circle the
The team with the most points wins. sound they studied in this unit.
Classroom Management the unit’s final exam after you finish the
You could greet students everyday at the door.
This way they will feel welcome and special,
which will set a positive tone during the class.
Students will be willing to participate more Student’s Digital Component and Happy
and follow the rules you establish since they Campers and The Inks app: Have students
will know that you care about their well-being. practice all the skills by completing the
This will also help them be more engaged in interactive activities.
the class.
89
Lesson 1
Aim: Identify and name park activities.

Vocabulary: climb trees, have a picnic, play ball, play on the swings, ride a bike, ride a
skateboard, run, take a walk
Unit 5
Lesson 1 Vocabulary
Activities
climb trees have a picnic
play ball play on the ride a bike

swings
ride a skateboard run take a walk
27 2 Listen and underline.
In the Park
What are you doing What are you doing

In the park today? In the park today?
I’m / I’m not taking a walk We’re / We’re not running
In the park today. In the park today.
I’m / I’m not playing on the swings We’re / We’re not riding bikes
27 3 Sing: In the Park.
56
90
Vocabulary
Start the Class 10

min 27 3 Sing: In the Park. 10
min
Tell students they will look at Pages 56 and 57 and
Tell students they will listen to the song from
predict what the lesson is about. Have them give
Activity 2 again and wag their fingers saying no
examples of activities they can do at the
when they hear the word not. Play Track 27. Play
park in L1.
Track 27 again and have the class sing along.

min Finish the Class 10
min
Explain to students that they will listen to some Tell students they will draw a picture of their
activities and point at them as they hear them favorite park activities and label them with phrases
mentioned. Have students look at the pictures and from Activity 1. If their favorite activities are not
identify any items they already know the words for. included in the vocabulary words from this lesson,
Play Track 26 and have students point at each you may help them with the phrases they need to
phrase. Then play the track again and have label their drawings. Have volunteers share their
students echo the phrases. drawings with the class.
10
min
Try this! Tell students they will scramble and
unscramble words from Activity 1. Give them
strips of paper and have each student write a
scrambled word; then have them write their
names on the other side. Collect the strips of
paper and give one to each student. Have
students unscramble the words and return
them to the students who scrambled them to
check the answers.
27 2 Listen and underline. 10

min
Explain to students that they will listen to a song

and underline the correct option in the lyrics. Mime
one of the activities from Activity 1, such as take a
walk. Elicit the word or phrase from students and
say I’m taking a walk. Repeat with the rest of the
activities.
Tell students they will listen to the song and
read along. Play Track 27. Explain that they will
listen again, and this time they will underline the
correct option. Play Track 27. Then play it once
more, pausing it to check answers with the class.
Write students’ correct responses on the board.

practice.
91
Lesson 2
Aim: Write and talk about what people are doing and not doing.
Grammar: What are you doing? I’m playing on the swings. I’m not taking a walk.
We’re riding bikes. We’re not running.
Lesson 2 Grammar
Focus
What are you doing? I’m not taking a walk. We’re not running.
I’m playing on the swings. We’re riding bikes.
a) What are you doing?
I’m running .
b) What are you doing?

We’re climbing trees .
c) What are you doing?

I’m playing on the swings .
2 Look and underline. 3 Mime an activity and talk to a friend.
a) I’m / I’m not taking What am I doing?
a walk. You’re
walking.
b) We’re / We’re not I’m not walking.

riding skateboards. I’m running.
c) I’m / I’m not

having a picnic.
d) We’re / We’re not

climbing trees.
e) I’m / I’m not riding
a bike.
57
92
Grammar
Start the Class 10

min 3 Mime an activity and talk to a friend. 10
min
Explain to students that they will play Simon Says
Divide the class into pairs. Explain that one student
with the phrases for park activities from Lesson 1.
will mime an activity from Lesson 1 and ask What
Tell students that if you say Simon says before a
am I doing? for the other student to say the activity.
phrase, they will mime the action. If you don’t say
Tell students they will correct their partner if the
Simon says, they will stay still. Students who mime
answer is wrong. Have them look at the example in
actions when they shouldn’t will sit down. Continue
their books before they start their conversations.
playing until there is only one student standing.
Ask them to switch roles. Monitor and provide help
as needed.
1 Look and complete. 10
min
Have the class read the Focus box together. Finish the Class 10
min
Explain that you can address one person (singular) Tell students they will play a game to practice
or a group of people (plural), that I refers to one vocabulary for park activities. Divide the class into
person, and we to more than one. two teams and have one student from each team
Tell students they will read some questions and come to the board. Write Yes and No on the board.
complete their answers according to what the Say I’m playing ball but mime riding a skateboard.
children in each picture are doing. Now ask The first student to touch the correct answer on
students to look at the pictures. Point at the first the board wins a point for his or her team. Play
question and ask a volunteer to describe the several times until all students have participated.
picture and guess the answer. Encourage peer The team with the most points wins.
feedback and correct the answer if necessary.
Have students complete the remaining answers
Mixed Abilities If there are students who are
individually. Monitor and help if necessary. Once
not able to walk or move for these type of
they have finished the activity, invite some
activities, you can point them as the score
volunteers to write the three answers on the board.
keepers. Describe their task in an exciting way
10
min
so they feel important; this way, they will pay
Try this! Write the base form of the verbs attention, feel useful, and participate in class.
climb, have, play, ride, run, and take in one
column on the board. Write climbing, having,
playing, riding, running, and taking in random
order in another column. Have students copy
the words in their notebooks, match them, and
circle the spelling differences. Review answers
as a class.

min
Tell students they will underline the correct option

depending on the mark next to each sentence. Ask
the class to look at the sentences. Explain that the
ones followed by a check mark should be
affirmative, and the ones followed by a cross
should be in the negative form. Walk around the Page 65 can be completed as extra
practice.
classroom and provide help as needed. Finally,
review answers as a class.
93
Lesson 3
Aim: Identify and name chores.

Vocabulary: wash the dishes, sweep the floor, feed the pets, set the table, make a
snack, wash the car
Materials: Audio Tracks 27, 28, and 29, strips of paper with lines from the song in
Lesson 1 (one set for every four students)
1 Look. Is Tom helping?
What They’re washing

are the car. But Tom is What’s Tom doing now?
they washing his hair, too!
doing?
He’s taking out the trash.
And I’m cleaning up!
a) wash the dishes b) sweep the floor
c) feed the pets d) set the table
e) make a snack f) wash the car
Watch the
58 video.
94
10
27 Start the Class min
min
Explain to students that you will give them strips of Explain to students that they will listen to the
paper with lines from “In the Park” and they will names of the actions shown in the pictures and
put them in order. Divide students into groups of write them on the lines. Have six volunteers
four and give each group a set of strips of paper. describe one picture each. Play Track 29 and pause
Finally, tell students they will listen to “In the Park” after each item for students to write the phrases.
and check that the strips of paper are ordered Play Track 29 again for students to check their
correctly. Play Track 27 for students to check their answers. Ask volunteers to write the answers on
answers. the board. Tell students they will listen to the
phrases again and repeat what they hear. Play
1 Look. Is Tom helping? 10
min
Track 29.
Tell students they will look at the pictures and

identify if Tom is helping his friends. Elicit Yes, he is. Dictation transcript
Ask students how they help out at home and write a) wash the dishes
their answers on the board. b) sweep the floor
c) feed the pets
min
d) set the table
e) make a snack
Tell students they will read the comic strip on Pages
f) wash the car
58 and 59 as they listen to it. Remind them to
follow the words with their fingers. Play Track 28.
Describe one of the scenes and have students
Finish the Class 10
min
point at the correct frame. For example, say Tom is
Tell students they will play Charades using the
washing the dishes, Clare is setting the table, and
actions from this unit. Tell a volunteer an activity to
Lisa is taking photos. Elicit It is the third scene.
act out for the class. The first student to guess it
10
min
will act out a new activity. Play the game several
Try this! Explain to students that they will times to allow as many students as possible to
each read the part of a character from the participate.
story: Lisa, Clare, Tom, or Sam. Divide the
class into groups of four. Have them choose
their roles and then read their parts out loud. If
time allows, ask them to change roles and act
out the story once more.


practice.
Use the Flashcards for Unit 5.
95
Lesson 4
Aim: Ask and answer questions about chores.

Grammar: What’s he doing? He’s washing the dishes. What are they doing? They’re
sweeping the floor.
Materials: Audio Tracks 27, 28, and Cheer 05
Tom is Oh, no! Now, what’s He’s sweeping

washing Tom doing? the floor.
the dishes.
What’s Clare
doing?
She’s setting the table.

We’re making a snack.
No, I’m feeding the pets.
2 Match.
a) What are they doing? 1) She’s setting the table.
b) What’s he doing? 2) They’re washing the car.
c) What’s she doing? 3) He’s washing the dishes.
3 Look and point to the pictures in the comic. Then ask and answer.
What are Tom They're washing

and Sam doing? the car.
59
96
Grammar in Context
Start the Class

CHEER 05 10
min
Mixed Abilities If there are some students

Tell the class they will listen to a cheer and read it
who look shy when singing songs and don’t
as they listen. Write the cheer on the board. Play
like participating in this type of activities, don’t
Cheer 05. Explain to the class that you will play the
single them out because this might discourage
cheer again and they will cheer along. Play Cheer
them. Instead, you could make a different
05 again. Then have them do the cheer in pairs.
seating arrangement where they are among
extrovert students who will sing and even
Cheer transcript dance. You can also encourage them by
Happy Campers listen here. singing and dancing in a goofy way, showing
Now, it’s time to do a cheer. Ready? OK! that your class is a safe place for them to be
What’s he doing? He’s washing the dishes! themselves. Little by little, they will show
What are they doing? They’re making a snack! more confidence and they will enjoy this type
of activities.

min
3 Look and point to the pictures 12
Tell the class they will listen again to the comic strip min
in the comic. Then ask and answer.
from Lesson 3 and read along. Explain that they
will point at each of the chores as they hear them Explain to students that they will work in pairs to
mentioned. Play Track 28. ask and answer questions about the comic on
Pages 58 and 59. Tell students to look at the
10
2 Match. min pictures in the comic on Page 59. Point at Tom
washing the dishes and ask What is Tom doing?
Explain to the class that they will match the
Elicit He’s washing the dishes. Pair up students and
questions with the answers. Draw three columns
tell them to take turns pointing at the characters
on the board. Write He in the first column, She in
and asking and answering questions about what
the second column, and They in the third one.
they are doing. Circulate among the pairs to check
Write Sam and Tom, Clare, and Tom at the bottom
pronunciation. Finally, have them switch roles.
of the board. Have the class match the pronouns to
the characters’ names. Point out that is refers to
Finish the Class 13
min
one person and are to more than one person, but
Explain to students that they will change the
remind them that you are can be used for one or
chores in the comic for other activities they do at
more people. Ask students to work individually.
home. Tell them they can include washing the dog,
Walk around the classroom to provide help as
making the bed, folding clothes, etc. Have students
needed. Once they have finished the activity, tell
work in groups of four. Have them rewrite the
them to compare their answers with a classmate.
comic and read it out loud. Help them with any
Invite some volunteers to share their answers
vocabulary they may need.
with the class.
10
min
27 Try this! Write the lyrics of “In the
Park” from Lesson 1 on the board but
substitute the park activities for the chores
in Lesson 3. Practice saying the lines of the
song. Play Track 27 at a low volume and have Page 67 can be completed as extra
practice.
the class sing the new version of the song.
97
Lesson 5
Aim: Read a text to practice unit language. Identify the sh sound.

Vocabulary: clean, take out the trash
Phonics: sh sound; shiny, shoes, shocking, shirt
Materials: Audio Tracks 30 and 31, cards with chores or park activities
Lesson 5 Reading
Chores Are Fun!

Kendra and Seth are riding bikes. Zack
is taking out the trash. “Dad is making a
snack. Let’s do chores and then eat!” Zack
says. “I’m not doing chores. Chores aren’t
fun!” Seth says.
Kendra and Seth are playing ball. Zack

is washing the car. Kendra wants to help
Zack. She wants a snack, too. But Seth
doesn’t like chores.
Kendra is cleaning and Zack is sweeping

the floor. Seth smells the cookies. Now
he wants to help. He’s setting the table.
Zack, Kendra, and Seth are eating the

snacks and taking a walk. “See, Seth,
chores are fun!” Zack says.
31 2 Listen and complete the words with the sh sound. Then say.
a) S h eila has s h iny s h oes. Phonics

b) S h eila’s s h oes are s h iny. shiny shoes
c) S h ep has a s h ocking s h irt.

shocking shirt
60
98
Reading
Start the Class 10

min 31 2 Listen and complete the words 15
min
Tell students you will give them some cards and with the sh sound. Then say.
they will find the students with the matching card.
Prepare cards with chores or park activities and cut
the sh sound and complete the sentences with
them in half vertically. Mix up the halves and hand
those words. Explain that to make this sound, the
them out to students. Explain that they have to
middle part of the tongue lifts to the roof of the
stand up and walk around to find the missing part
mouth. Model the sound with ship and have
of the phrase, for example, if a student gets a card
students repeat after you. Write the word on the
with the word setting he or she should find the
board and point at the letters sh as you say it. Now
person who has the card with the words the table
play Track 31 and ask students to listen to the
in it. When they find the matching parts, the two
words. Have them complete the sentences
students will stand together. Finally, when
individually. Remind them that people’s names
everybody has found their match, pairs will read
begin with a capital letter.
the phrases out loud.
Next, point at each word from the Phonics box
and have the class repeat them after you. Explain
min that shocking means that the shirt has a very bright
Tell students they will listen to a story and follow color. Play Track 31 again and ask students to
the words in their books with their fingers as they repeat the words with the sh sound.
read. Elicit the chores students do at home. Have a
volunteer read the title of the story. Explain that fun Finish the Class 10
min
means something you enjoy doing. Play Track 30. Write the following words on the board: feed table
Then have students look for words in the text that the snack take pets. Explain that there is a hidden
show the chores the characters are doing (taking phrase among the words. Ask students to copy the
out the trash, making a snack, washing the car, words in their notebooks and circle the ones that
cleaning, sweeping the floor, and setting the table). make the phrase (feed the pets). Write other
Next, have students look for activities that are not hidden phrases on the board for them to find
chores: (riding bikes, playing ball, eating the snacks, and circle.
and taking a walk).
Divide the class into groups and tell students
they will read the text again in their group. Explain
that they will take turns reading a part of the text
out loud. Remind them to read clearly so everyone
can understand. The rest of the group will follow
the words in their books with their fingers as they
listen. Circulate among the groups to check
intonation and rhythm and provide help as needed.
15
min
Try this! Divide the class into several teams.
Explain that they will write as many words as
they can remember from the story. Circulate
around the classroom and provide help if
needed. Then, teams will exchange lists, open
their books, and grade the answers. The team
with the most correct words wins.
99
Lesson 6
Aim: Recall the sequence of events from a text. Write about chores.
Materials: Audio Track 30, cards with parts of sentences written on them,
cards, music
Lesson 6 Writing
30 1 Listen again to Chores Are Fun!
2 Number the events in order.
4 3 1 2
3 Draw yourself and your friends doing chores today.
Today we’re
61
100
Writing
Start the Class 9

min 3 Draw yourself and your friends 10
min
Explain to students that you will write some doing chores today.
activities on the board and they will copy them in
Explain to students that they will talk about the
their notebooks. Tell them that, without looking at
chores they usually do and then make a drawing of
their books, they will write the name of the
themselves and their friends doing chores. Ask
character in the story from Lesson 5 who does
individual students What chores do you do? Have
each activity next to it. Write setting the table,
some volunteers go to the board and write their
taking out the trash, sweeping the floor, cleaning,
answers. As soon as you have different examples,
making a snack, playing ball, riding bikes, and
pair up students and have them make their
taking a walk on the board as a list.
drawings in the space provided. Walk around the
Have students complete the activity individually
class and ask them questions about their drawings
and then check answers chorally as a class.
while they work (What are you doing? Who are
you in the drawing? Who is helping you?). Finally,
30 1 Listen again to Chores 5
min have volunteers share their drawings with the class
Are Fun!
and say what they are doing with their friends.
Tell students they will listen to the text from Page
60 to check their answers to the Start the Class 4 Write about your drawing. 9
min
activity. Play Track 30.
sentences about the picture they drew in Activity
30 2 Number the events in order. 9
min 3. Ask some volunteers to say a sentence about the
Explain to students that they will work in pairs to chores they drew, beginning with Today we’re and
number the events in the order they happen in the write them on the board. Remind students that
story from Lesson 5. Ask some volunteers to each sentence starts with a capital letter and
describe what the characters are doing in each people’s names are also capitalized. Have students
image. Divide students into pairs and have them work individually. Walk around the classroom to
solve the activity. monitor students’ work and provide help as
Tell the class they will listen to “Chores Are needed. Allow students enough time to complete
Fun!” to check answers. Play Track 30. Finally, their sentences. Then have them exchange their
check answers as a class. books with a classmate to check that all sentences
mention chores. Finally, correct students’
15
min sentences, if necessary.
to practice making sentences. Have them sit in
Finish the Class 8
min
a large circle. Write words of sentences from
the story in Lesson 5 on separate cards and
vocabulary for chores. Explain to students that they
hand them out to students. Explain that you
will write chores from Unit 5 on cards. Tell them
will give them cards with parts of sentences in
you will call out chores at random order, and that
them and they will pass them around while
when they listen to the chore on their card they will
the music is playing. When the music stops,
stand up and then sit down. Give each student a
the students with the cards will go to the
card and have them write a chore on it . Finally, call
center of the circle and stand following the
out the words. Do it slowly at first, then do it faster.
correct order of the words in the sentence.
Repeat the activity with several sentences or
until most students have participated.
101
Itʼs Our World
Aim: Talk about activities students do to keep their school clean.

Materials: cardboard, colored pencils, glue, scissors, cutouts, Unit 5 flashcard
1 Check ( ) the activities you do to keep It’s Our World

your school clean. Then share.
Keep Your School Clean
Explain to students that they will read a list and 1 Check ( ) the activities you do to keep your school clean. Then share.
check the correct activities. Ask Do you think it is (Studentsʼ own answers.)
important to keep your school clean? Why? Elicit a) eat a healthy lunch
several answers. Have students complete the b) sweep the floor
activity individually. Invite them to compare their c) clean up
answers with a classmate. d) play sports with my friends
e) say hi to my friends g) take out the trash
2 Make a poster. f) respect my teachers h) clean the tables and chairs
2 3
Explain to students that hey will make a poster to Make a poster. Present your poster.
show what they do every day to keep their school

Keep Your
What’s she She’s sweeping
doing? the floor.
clean. Team up students in groups of four and ool Cle n
have them take out the cardboard, colored pencils, Sc h
glue, scissors, and cutouts. Set a time limit for
students to make their posters. Point out that
having a healthy space helps us to be healthy too.
I clean up. What are
3 Present your poster

you doing to keep your
school clean?
Tell students they will now present the posters 62

they made in Activity 2. Have two volunteers
read the dialogue in Activity 3. Invite students to
come up to the front and present their posters.

Encourage the class to ask questions about
them as in the example.
Read the question out loud. Elicit as many could take their actions to the next level by
answers as possible and write them on the helping clean their community. Tell them they
board. Have students realize how important it could help clean parks and elicit similar ideas.
is to work and study in a clean environment. Ask What do you like about living in a clean
Invite them to say what they like about working neighborhood? Elicit some answers and write
in a clean classroom and playing in a clean yard them on the board. Congratulate students on
or garden. Write some of their ideas on the good ideas. You can use the It’s Our World
board and encourage them to always keep their Unit 5 flashcard to present this subject.
school neat and tidy. Then explain that they
102
Review
Vocabulary: taking a walk, setting the table, sweeping the floor, playing on the
swings, having a picnic, washing the car
Grammar: What’s he doing? He’s washing the dishes. What are they doing? They’re
sweeping the floor.
Review 2 Complete.
1 Write the –ing form of the verbs. /5 Explain to students that they will complete the
making
a) take taking b) make
sentences with the verbs in the box. Have them
c) set setting d) run running read the example sentence before they start
working. Pair up students to compare their
sweeping feeding
e) sweep f) feed
sentences and then invite volunteers to write
2 Complete. /5
them on the board to check answers with
washing
setting
playing
having
taking
sweeping
the class.
a) They ʼre taking a walk. 15

ʼs setting the table. min
b) He
c) Sheʼs sweeping the floor.
d) They ʼre playing on the swings. to review the verbs they learned in Unit 5.
e) Theyʼre having a picnic. Draw a grid for Tic-Tac-Toe on the board.
f) Sheʼs washing the car.
Write verbs from this unit in the infinitive
3 Look and answer. /2
form in each square. Divide the class into two
a) What’s she doing? teams: O and X. Have the teams take turns
Sheʼs taking out
the trash . saying and spelling the verbs with the – ing
ending. If they spell the verbs correctly, they
b) W
hat are they doing? choose a module and write their symbol in it.
Theyʼre washing the
car The first team to win three squares in a row,
.
vertically, horizontally, or diagonally, wins.
63
3 Look and answer.

1 Write the –ing form of the verbs.
Explain to students that they will answer the
Explain to students that they will write the – ing
questions according to the activities the children
form of each verb. Point out that for both take and
in the pictures are doing. Tell students to work
make, we eliminate the -e and add – ing. Point out
individually and then compare their answers with
that for set and run, we double the last letter
a classmate. Finally, have volunteers write the
before adding – ing. Have students compare their
sentences on the board.
answers with a classmate. Then have volunteers
write the correct words on the board.
103
Extra Practice
1
Write
1 Write.
Tell students they will write the words from the climb trees have a picnic take a walk
box next to their corresponding pictures. Have play on the swings ride a bike play ball
volunteers read the activities in the box out loud.

ride a bike
Do the first item as a class. Then have students a)
complete the task individually. Walk around the

classroom and provide help as needed. Review b) climb trees
answers as a class.
c) take a walk
d) play on the swings
e) have a picnic
f) play ball
64
1 Look and write questions and answers. Extra Practice Lesson 2
Have students look at the Reminder box. Invite a Reminder

What are you doing? I’m not taking a walk. We’re not running.
volunteer to read the information out loud. I’m playing on the swings. We’re riding bikes.
Explain to the class that they will look at the

1 Look and write questions and answers.
pictures and write questions and answers. Have
a) What are you doing ?
I’m climbing a tree .
I’m not (Studentsʼ own .
answers.)
b) What are you doing ?

We’re having a picnic .
We’re not (Studentsʼ own .
answers.)
c) What are you doing ?

Iʼm riding a bike .
(Studentsʼ own .
answers.)
What are you doing ?

d)
Weʼre riding skateboards
.
(Studentsʼ own .
answers.)
65
104
Extra Practice

1 Match.
1 Match.
a) take out the trash
activities to the pictures. Have them work
individually. Tell students to compare their
answers with a classmate. Read the phrases out
b) feed the pets
loud and have students point at the
corresponding pictures.
c) sweep the floor
d) wash the dishes
e) set the table
f) wash the car
66
Reminder
Have students look at the Reminder box. Invite a
What’s he doing? What are they doing?
He’s washing the dishes. They’re sweeping the floor. volunteer to read the questions and answers out
loud. Explain to the class that they will look at the
pictures and underline the correct answer to each
a) What’s he doing? 1) He’s sweeping the floor.
2) He’s feeding the pets.
question. Tell students to work individually, and
then have them compare their answers with a
b) What’s she doing? 1) She’s cleaning.
2) She’s eating a snack. classmate. Have volunteers write the answers on
the board.
c) What are they doing? 1) They’re setting the table.
2) They’re washing the car.
2 Draw your family doing chores.
2 Draw your family doing chores. What are they doing?
What are they doing?
They’re
(Studentsʼ Tell students they will draw a picture of their
own answers.) families doing chores. Then ask them to complete
(Studentsʼ own . the sentences below with information about their
drawings.) They’re drawings. Have students show and describe their
(Studentsʼ
drawings to a classmate.
own answers.)
67
105
Unit 6 Objectives
• Identify and name clothes.
• Make questions and answers using
Summer Fun verbs ending in – ing.

• Identify and name beach activities.
• Answer yes / no questions.
Vocabulary Grammar
Clothes: T-shirt, pants, cap, shorts, Present progressive interrogative:
jeans, swimsuit, sandals, sneakers What are you wearing? I’m wearing
sneakers. Are you wearing shorts? Yes,
At the Beach: swim, sleep, fly a kite,
I am. / No, I’m not. Is she swimming? Yes,
sail a boat, eat ice cream, build a
she is. / No, she isn’t. She isn’t sleeping.
sandcastle
Skills It’s Our World

Listening: Listen for and identify
Cultural Diversity
clothes and beach activities. Traditional Clothes
In this unit students will learn about
Listen for specific information and
cultural diversity. The final craft is
complete a text.
a poster about students’ favorite
Speaking: Ask and answer questions traditional clothes to be presented to
about what people are wearing and the class. This activity will enhance their
doing at the beach. cultural awareness since they will notice
Ask and answers yes / no questions. that their everyday clothes are different
from the ones worn in other cultures.
Reading: Read a fiction text: Fun with
By noticing such differences, they will
Grandpa.
learn that diversity is present in several
Writing: Write about beach activities aspects of their daily life. Additionally,
and clothes. they will learn that clothes play a key
Write about a visit to a lake. role in cultural identity since clothing
has meaning; it shows who a person is
Phonics: Identify the k sound.
both as an individual and as a part of
something larger like society.
106
Teacher Workshop

Online dictionaries are a great tool when Take a few minutes and celebrate birthdays
teaching students to pronounce new words. with the class. Create a fun ritual to
Most online dictionaries have a pronunciation acknowledge students’ birthdays, such as
button that allows users to listen to the audio singing “Happy Birthday.” Create a group
pronunciation of the words. You could also take celebration for students whose birthdays occur
advantage of this tool to teach students British during vacations.
and American pronunciations. Click on the
audio options and allow students to listen to How to Use the Different
the correct pronunciation of new words.
Components
Teaching with Games Workbook: Use the Workbook for extra
Game: Odd One Out that require more practice.
Give students sets of words and have them Flashcards: Show students the vocabulary
decide which word is different from the rest. flashcards and have them chorally drill each
The words can be provided in written form or word. Use the It’s Our World flashcard to
orally. This activity will help students become activate student’s previous knowledge on
aware that words can be classified in different traditional clothes.
ways, while developing critical thinking skills. Teacher’s Digital Component:
Be prepared to accept different answers. • Class Planner: Read the Class Planner
beforehand and use it to plan the unit’s
Classroom Management contents.
Changing from one activity to another • Poster: Use the Phonics poster to review
can easily become a noisy time; therefore, the k sound. Display it on a wall, read the
attention and quiet signals are essential in the words out loud, and have students repeat
classroom. Raising your hand is a signal for the them.
class to stop talking and listen to the teacher. • Assessment Pack: Have students complete
Another way to quiet the class is to clap once the unit’s final exam after you finish the
and have students repeat the single clap. last lesson or the Review page. For global
Student’s Digital Component and Happy
Campers and The Inks app: Have students
interactive activities.
107
Lesson 1
Aim: Identify and name clothes.

Vocabulary: T-shirt, pants, cap, shorts, jeans, swimsuit, sandals, sneakers
Materials: Audio Tracks 32 and 33, clothes flashcards
Unit 6
Lesson 1 Vocabulary
Summer Fun
T-shirt pants
cap shorts jeans
swimsuit sandals sneakers
My Clothes
What are you wearing? Sneakers, sneakers.

I’m wearing a cap . Sneakers, sneakers .
Are you wearing shorts?
What are you wearing?
Yes, I am.
I’m wearing a T-shirt .
Cap, cap .
Cap, shorts.
Are you wearing jeans ?
No, I’m not.
T-shirts, T-shirts .
I’m wearing sneakers . T-shirts, T-shirts.
Are you wearing a cap ?
No, I’m not.
33 3 Sing: My Clothes.
68
108
Vocabulary
Start the Class 13

min 33 2 Listen and complete. 10
min
Explain to students that they will look a some
Tell students they will listen to a song and write the
clothes flashcards and talk about what they are
missing words. Play Track 33 and pause the audio
wearing. Prepare flashcards with drawings of
to allow enough time for students to write the
clothes. Write the word clothes on the board and
words. Play the song more than once if necessary.
use the flashcards to show students the pictures of
Check answers with the class.
some clothes. Elicit the names of the clothes
students are wearing today, focusing on words
33 3 Sing: My Clothes. 7
they already know. Let them speak in L1 if min
necessary. Have volunteers say their favorite Tell students they will listen to the song from
clothes and draw them on the board. Activity 2 again and follow the words with their
fingers as they listen. Explain that when they hear
min
the word not, they should wag their fingers. Play
Track 33 and have students sing along.
Explain to students that they will listen to words for
clothes and point at their corresponding pictures.
33 Finish the Class 10
min
Have students look at the pictures and identify the
clothes in L1. Play Track 32. Play the track again Explain to students that they will sing “My Clothes”
and have students echo the words. again. Divide the class into three groups and assign
15
a verse to each one. All three groups will sing the
min
questions together, but each group will sing the
Try this! Tell students they will draw a
answers in their corresponding verse. Play Track 33
picture of themselves wearing some of the
and have students sing their parts.
clothes on Page 68. Have them draw an arrow
pointing at each item of clothing and label it
with the corresponding word. Circulate among
the students and provide help as needed.
Have students compare their drawings with
the person next to them. Encourage them
to name the colors of the clothes to practice
words for colors.

practice.
109
Lesson 2
Aim: Ask and answer questions about clothes.

Grammar: What are you wearing? I’m wearing sneakers. Are you wearing shorts?
Yes, I am. / No, I’m not.
Materials: Audio Track 33, flashcards with pictures of the vocabulary from Lesson 1
Lesson 2 Grammar
1 Underline the questions with Focus
a yes / no answer.
I’m wearing sneakers.
a) What are you wearing?
b) Are you wearing shoes? Yes, I am. / No, I’m not.
c) Are you wearing jeans?
2 Underline.
a) What are you wearing? 1) I’m wearing a cap.
2) Yes, I am.
b) Are you wearing sandals? 1) No, I’m not.

2) I’m wearing a T-shirt.
c) What are you wearing? 1) No, I’m not.

2) I’m wearing sneakers.
3 Complete. 4 Ask and answer what you
are wearing.
a) What are you
wearing ? Are you wearing
shorts? Yes, I am.
b) I ʼm wearing
a T-shirt.
c) Are you wearing
sandals?
d) No, I’m not .
I’m wearing sneakers.
69
110
Grammar
Start the Class 5

min students complete the activity individually. Walk
Explain to students that they will review the around the classroom and provide help as needed.
vocabulary from Lesson 1. Show the flashcards to Finally, check answers as a class.
the class. Invite some volunteers to say the names
of the clothes. Repeat until each clothing item has 3 Complete. 8
min
been mentioned. Then show the cards faster and
ask the class to say the words for clothes chorally.
sentences with the correct words. Ask students to
read the incomplete sentences silently before
1 Underline the questions with a 10
min completing them. Invite them to look at the Focus
yes / no answer.
box again. Monitor their work and offer help as
Have the class read the Focus box together. Explain needed. Then have students share their answers
to students that they will read some questions and with a classmate.
underline the ones with a yes / no answer. Remind
students of the questions they learned in previous 4 Ask and answer what you 10
min
units (What are you doing? What’s the date today? are wearing.
What time is it? ). Point out that they all begin with
Tell students they will have a conversation about the
the word What. Tell the class that these questions
clothes they are wearing. Divide the class into pairs.
always ask for information (an activity, the date, or
Explain that one student will ask a yes / no question
the time) and What are you wearing? asks for
with the name of a clothing item from Page 68, and
information about clothes. Explain that we do not
the other student will answer Yes, I am or No, I’m not
give yes / no answers to this type of questions.
depending on what they are wearing at that
Ask students to complete the activity
moment. Have them switch roles. Monitor and
individually. Monitor and help if necessary. Once
correct their pronunciation if necessary.
they have finished, have them compare their
answers with a classmate before checking them as
Finish the Class 10
min
a class.
Tell students they will do an activity to practice
10
min
yes / no questions. Form the class into rows. Ask
33 Try this! Tell students they will students at the head of each row Are you wearing
listen to the song from Page 68 again and stand (sneakers)? Students will answer Yes, I am or No,
up and say Yes, I am each time they listen Yes, I’m not. Then, the first student in each row will
I am. Play Track 33. Then play it a second time repeat the question to the student sitting next to
so students repeat the action when they listen him or her, who will ask the question to the next
No, I’m not. student, and so on. Repeat with different
clothing items.
2 Underline. 7
min

questions to their correct answers. Have the class
look at the questions. Invite three volunteers to
read out loud one question each. Remind students
of the questions with a yes / no answer from
Activity 1. Ask Do you see questions with a “yes /
no” answer in this activity? Elicit yes and have Page 77 can be completed as extra
practice.
111
Lesson 3
Aim: Identify and name beach activities.

Vocabulary: swim, sleep, fly a kite, sail a boat, eat ice cream, build a sandcastle
1 Look. Where are the children?
Is Tom swimming?
Is he sailing a boat?
Where’s Tom?
Is he flying a kite?
No, he isn’t.
No, and he
isn’t eating
ice cream.
Too bad! Yum!
a) swim b) sleep
c) fly a kite d) sail a boat
e) eat ice cream f) build a sandcastle
Watch the
70 video.
112
Start the Class 8

min 35 3 Listen and write. Then say. 10
min
Have students look at the comic strip on Pages 70
Explain to students that they will listen to some beach
and 71 and memorize as much as they can about
activities and write them next to their corresponding
what the characters are wearing. Tell students to
pictures. Do the first item with the class before
close their books. Then have them tell a classmate
playing the audio; mime swimming for students to
as much as they can remember about what the
say the corresponding word. Play Track 35 and pause
characters are wearing.
the audio to allow students appropriate time to write
the words. Play Track 35 again. Have students check
1 Look. Where are the children? 5
min their answers with a classmate.
Tell students they will look at the pictures in the
comic and answer the question. Point out the
different characters and elicit their names (Lisa,
a) swim
Claire, Tom, and Sam). Have a volunteer read the
b) sleep
question and have students answer at the beach.
c) fly a kite
d) sail a boat
min e) eat ice cream
Tell students they will read the comic strip as they f) build a sandcastle
listen to it. Play Track 34. Draw two columns on the
board. In the right column, write a kite, a sandcastle,
a boat, and ice cream. Explain to students that they Finish the Class 15
min
will look at the comic strip and complete the left Tell students they will play a game to practice
column with the appropriate verbs. For example, vocabulary for park and beach activities. Divide the
flying will line up with a kite. Have students copy class into two teams. Write the park activities from
the columns and words in their notebooks. Unit 5 and the beach activities from Unit 6 on
strips of paper. Have one member from each team
come to the board, choose a strip of paper, and act
Mixed Abilities You could carry out
out the activity for their team to guess. They must
Activity 2 as a game. Form small teams
keep miming the action until a teammate guesses.
making sure that there are fast finishers in all
Continue until students have guessed all
teams. Let them know that the first team to
the activities.
finish the activity wins.
10
min
Try this! Tell students they will take turns
reading the comic strip with a classmate. Pair If possible, use the Student’s Digital
up students and set a time limit for them to Component to watch the video.
read the comic. Walk around the classroom
and correct pronunciation if needed.
practice.
Use the Flashcards for Unit 6.
113
Lesson 4
Aim: Ask and answer questions about beach activities.

Grammar: Is she swimming? Yes, she is. / No, she isn’t. She isn’t sleeping.
Look! Sam is Is Tom sleeping?

building
a sandcastle!
Yes, he is! And

Hey! My look! There’s
ice cream! my ice cream!
2 Look and write.
a) I s he building a sandcastle? b) I s she building a sandcastle?

Yes , he is . No , she isnʼt .
c) Is she swimming? d) Is he sleeping?

No , she isnʼt . Yes , he is .
3 Look at a classmate and answer. (Studentsʼ own answers.)

a) Is he sleeping? , .
b) Is she eating? , .
c) Is she wearing sandals? , .
4 Look and point to the pictures in the comic. Then ask and answer.
Is Tom No, he isn’t.
swimming?
71
114
Grammar in Context

min 3 Look at a classmate and answer. 10
min
Tell the class they will do a cheer. Write the lyrics of Explain to students that they will answer the
the cheer on the board. Have students copy them questions with information about three different
in their notebooks. Play Track 06. Have students classmates. Have a volunteer read the questions
underline Is he and Is she in the questions, and Yes, out loud. Choose a student and ask the class to
he is! and No, she isn’t! in the responses. Explain to look at him or her. Ask Is (name of the student)
them that you will play the cheer again and this sleeping? Elicit No, he isn’t. / No, she isn’t. Have
time they will cheer along. students answer the questions individually. Remind
them to use short answers, as in the previous
activity. Monitor and provide help as needed.
Cheer transcript
Finally, have them compare their answers with a
classmate before checking them as a class.
Is he sailing a boat? Yes, he is! Yes, he is!
4 Look and point to the pictures 10
Is she eating ice cream? No, she isn’t! No, she min
in the comic. Then ask and answer.
isn’t!
Divide the class into pairs. Explain that one student
will ask questions about the activities the
min
characters in the comic strip are doing or not doing.
Let them look at Page 70 if necessary. The other
Tell the class they will listen to the comic from
student will answer Yes, he / she is or No, he / she
Pages 70 and 71 and read along in their books.
isn’t depending on what they are doing. Have them
Play Track 34.
switch roles. Monitor and correct their
pronunciation if necessary.
2 Look and write. 10
min
Explain to students that they will look at the Finish the Class 8
min
pictures of the characters and write answers to the Have students work in groups of three. Explain that
questions. Ask Is Claire taking pictures? Elicit yes they will rewrite the comic strip by changing the
and write Yes, she is. on the board. Then ask Is she activities in it for other activities they do at school
sleeping? Write the negative short answer No, she (reading a book, listening to an audio, paying
isn’t. on the board. Tell students to look at the attention, answering a question, etc.). Help them
comic strip and ask Is Tom flying a kite? Elicit No, with any vocabulary they may need.
he isn’t. Ask What is Tom doing? and elicit He’s
sleeping. Write the questions and answers on
the board.
Have students complete the activity individually.
Walk around the classroom to monitor students’
work. Have some volunteers share their answers
with the class. Finally, tell students to circle Is he or
Is she in the questions and he is / she is or he isn’t /
she isn’t in the answers. Point out that when we
want to ask what people are doing, we start yes /
no questions with Is he / Is she, and we use he is /
she is or he isn’t / she isn’t to answer them. Page 79 can be completed as extra
practice.
115
Lesson 5
Aim: Read a text to practice the unit language. Identify the k sound.
Vocabulary: jacket
Phonics: k sound; look, Kirk, sneakers, pink
Lesson 5 Reading
Fun with Grandpa

It’s hot and sunny. Eddie, Lily, Mom,
and Grandpa are at the lake.
What’s Grandpa wearing?
Is he wearing a jacket and pants?
Yes, he is! Oh, Grandpa!
Is Eddie building a sandcastle?

Yes, he is!
Lily isn’t building a sandcastle.
She’s flying a kite with Mom.
Eddie wants to swim with his sister, Lily.

“Let’s swim, Lily! Come on, Grandpa!”
Look! Grandpa is swimming in his clothes!

He’s wearing pants and a jacket.
He isn’t wearing a swimsuit.
Eddie and Lily are having fun with Grandpa!
37 2 Listen and say. Underline the words with
Phonics
the k sound. Say it again to a partner.
look Kirk
Look at Kirk’s sneakers. Look at Kirk’s cap.
sneakers pink
They’re both pink. How cute is that?
72
116
Reading
Start the Class 10

min
beginning with the top line, and have students
Tell students they will play a game to practice the
repeat after you until the entire sentence is
vocabulary from Lesson 3. Divide the class into two
read out. Divide the class into pairs. Explain
teams. Write Yes and No on the board. Have a
that they will take turns reading the sentence
volunteer from each team stand away from the
in the same way. Circulate around the
board. Say I’m swimming but mime flying a kite.
classroom, correcting pronunciation and
The first student to touch the correct answer on
providing help as needed. Have volunteers
the board wins a point for his or her team. Vary
read the sentence out loud. Encourage
miming correct and incorrect actions. Play until all
students to speak clearly and naturally.
students have participated. The team with the
most points wins.
37 2 Listen and say. Underline 10
36 1 Read and listen. 15 min
min the words with the k sound.
Tell students they will listen to a story about some Say it again to a partner.
kids playing with their grandpa at the lake. Pair up
students and have them look at the pictures and
the k sound. Explain that this sound, unlike the
name as many beach activities as they can. Invite a
ones they learned in previous units, doesn’t involve
volunteer to read the title of the story. Then tell the
the vocal cords, so they won’t feel any vibration
class they will read the story as they listen to it.
when making the sound. Tell them to place the
Play Track 36.
back of the tongue pressing against the palate at
Have students look for words in the text that
the back of the mouth and exhale to make the k
say what activities the children are doing (building
sound. Write kid on the board and have students
a sandcastle, flying a kite, and swimming.) Ask
repeat the word after you a few times.
students to talk about the activities in the story
Play Track 37 and ask students to listen
they would like to do. Invite them to share their
carefully to the words. Invite some volunteers to
ideas with the class and to talk about the people
read out loud the sentences. Explain that even
in their families who would do these activities
though cute and cap are written with the letter c,
with them.
they have the k sound. Have the class underline the
k sound in the sentences. Finally, divide the class
they will read the text again in their groups. Explain
into pairs and tell them to read the words in the
that they will take turns reading one paragraph
Phonics box out loud. Encourage them to
each out loud. Remind them to read clearly so
exaggerate the k sound.
everyone can understand. The rest of the group
will follow the words in their books with their
Finish the Class 15
min
fingers as they listen. Circulate among the groups.
Tell students they will choose one of the scenes
Listen for words students have difficulty
from the story and make their own drawings to
pronouncing correctly and provide help as needed.
illustrate it. Have them write captions that describe
10
min
their drawings. Invite them to share their pictures
Try this! Tell students they will read a with a classmate and describe what the characters
triangle sentence. Write the following words are doing. Ask some volunteers to show and
and phrases on the board, each one on a line describe their drawings to the class.
below the previous one to form a right triangle:
Eddie / Eddie and Lily / Eddie and Lily are /
Eddie and Lily are having / Eddie and
Lyly are having fun / Eddie and Lyly are having
fun with Grandpa. Read each line out loud,
117
Lesson 6
Aim: Write sentences about what people are doing and wearing. Write a text about
a visit to the lake.
Materials: Audio Track 36, music
Lesson 6 Writing
36 1 Listen again to Fun with Grandpa.
2 Look at the pictures of Grandpa. Answer.
a) Is he building a sandcastle? Yes , he is .
b) Is he swimming? Yes , he is .
c) Is he wearing a swimsuit? No , he isnʼt .
d) Is he wearing a jacket and pants? Yes , he is .
3 Look at Lily and Eddie. Write sentences about their clothes. (Studentsʼ
own answers.)
a) Eddie is wearing a T-shirt .
b) He .
c) Lily is wearing .
d) She .
4 Imagine you are at the lake. Write about your visit to the lake.
(Studentsʼ
own answers.)
It’s hot and sunny. , ,
, and I are at the lake.
What are wearing?
Is wearing
and ? , .
Is wearing
and ? , .
73
118
Writing
Start the Class 9

min 3 Look at Lily and Eddie. Write 9
min
Tell students they will play a game to review sentences about their clothes.
vocabulary from Lesson 5. Divide the class into two
Tell students they will write sentences about the
teams. Tell students you will say a word or phrase
clothes Lily and Eddie are wearing. Have students
from the story in Lesson 5 and a student from each
look at the picture of Lily and Eddie on Page 72.
team will go to the board and write it. The first
Ask What is Eddie wearing? Elicit Eddie is wearing
student to spell the word or phrase correctly wins a
a T-shirt and a swimsuit. Explain that they can also
point for his or her team. The team with the most
refer to Eddie as he and to Lily as she. Invite them
points wins.
to look at Page 68 to see the names of the different
clothes one can wear at the beach. Have students
36 1 Listen again to 9
min work individually. Monitor and provide help as
Fun with Grandpa.
needed. Finally, invite some volunteers to come to
Tell students that they will listen to the text from the front and read out loud their sentences.
Lesson 5 again. Play Track 36. Ask questions about
the story such as How many people are there at
Mixed Abilities If you notice some
the lake? What is Eddie doing? What is Lily doing?
pronunciation errors as students read their
What is Mom doing? What is Grandpa doing? Elicit
sentences out loud, you can take notes and
the answers and invite students to say what they
give them feedback as a class so that nobody
like about the story.
feels singled out.
2 Look at the pictures of Grandpa. 7

min
Answer.
4 Imagine you are at the lake. 10
min
Explain to students that they will work individually Write about your visit to the lake.
to answer the questions according to the pictures
Explain to the class that they will write sentences
on Page 72. Have students look at the pictures and
about an imaginary visit to the lake from the story
describe what they see. Allow time for students to
in Lesson 5, pretending they are Eddie or Lily. Let
complete the activity and provide help as needed.
them look at the story in Lesson 5 again. Ask Is Lily
When they have finished, invite them to share their
wearing a swimsuit and sneakers? Elicit No, she
answers with a classmate.
isn’t. Remind students that each sentence starts
Now, tell the class to read the story in Lesson 5
with a capital letter and people’s names are also
again to check their answers. Ask some volunteers
capitalized. Allow them enough time to complete
to read the questions and the rest of the class to
the sentences. Walk around the classroom to
read the answers.
monitor their work. Then invite a couple of
15
min
volunteers to read their paragraphs to the class.
play a game to practice vocabulary for beach Finish the Class 6
min
activities. Tell the class to write down their Tell students they will play a game to practice
favorite beach activities. Have students form vocabulary for clothes and activities. Name a lexical
two circles, one inside the other. Play some set such as clothes. Call out words at random. If the
music while they walk in opposite directions. word fits the set, students clap, for example, jeans
Stop the music and ask them to share their (clap), pants (clap), sandcastle (don’t clap), T-shirt
favorite beach activities with the students (clap), and boat (don’t clap). Repeat with different
across from them. lexical sets, such as activities. You may also choose
to have volunteers lead rounds of the game.
119
Itʼs Our World
Aim: Make a poster of favorite traditional clothes and present it to the class.
Materials: construction paper, sheets of paper, colored pencils, glue, scissors,
Unit 6 flashcard
1 Look at Devi and Raul. What are It’s Our World

they wearing?
Traditional Clothes
Tell students they will talk about the traditional 1 Look at Devi and Raul. What are they wearing?

I’m Raul
clothes the children in the pictures are wearing. I’m Devi and
I live in India.
Look! I’m wearing
a skirt from India.
and I live in
Colombia.
I’m wearing a
bandana from
Tell the class to look at the pictures. Ask Where is

Colombia.
Devi from? Elicit She is from India. Ask Where

is Raul from? Elicit He is from Colombia.
Ask students to point at Raul’s hat and elicit its
colors (blue, black, red, white, yellow). Pair up (Studentsʼ own
2 Make a list of traditional clothes from your country.
students and have them describe the children’s answers.)
clothes. Encourage them to use vocabulary from
this unit, but tell them they may use other words
they know. Ask them to describe as many pieces
3 Make a poster of your favorite clothes from your country.
of clothing as they can.
Draw pictures of traditional Cut out your drawings and Talk about
clothes from your country. paste them on a poster. your poster.
2 Make a list of traditional clothes from

your country.
All countries
have different
Tell students they will work in pairs to brainstorm s nd ls
shorts
ht traditional clothes.
Are you wearing
traditional clothes from their countries and write

traditional clothes
today? What are
you wearing?
them in the space provided. Encourage them to p nts T-shirt poncho
describe them the same way they described 74
Devi’s and Raul’s clothes in Activity 1. Walk PHCEN3SB1E20_p068_079_U6.indd 74 6/11/21 10:38 AM
around the classroom and help as needed.

their favorite clothes from their countries and
present it to their classmates. Divide the class into
3 Make a poster of your favorite clothes
groups. Tell students to choose their favorite
from your country.
traditional items of clothing from the list they made
Explain to students that they will make a poster of in Activity 2. Invite groups to present their posters.
Divide the class into small groups and read the Then guide a discussion towards the reasons
question out loud. Encourage students to share why each country has its own traditional
what they are wearing and ask them if their clothes. Walk around the classroom listening to
clothes are traditional clothes. Then ask them to students. Point out that it is important to
say what is different between their clothes and respect and value differences among us. You
the ones their classmates are wearing. Elicit a can use the It’s Our World Unit 6 flashcard
few examples and write them on the board. to present this subject.
120
Review
Vocabulary: jeans, cap, shorts, pants, sneakers, sandals
Grammar: What are you wearing? I’m wearing sneakers. Are you wearing shorts? Yes,
I am. Is she swimming? No, she isn’t.
Review 15
min
1 Look and complete the puzzle. /6
spell words from Activity 1. Have students
b
c stand in small circles and give them a word
a
a to spell. The first student will say the first
c c
letter, the next will say the second letter, and
j e a n s
b
so on. The student next to the one who said

d
s f p h
a p o the last letter will say the whole word. Allow
d e s n e a k e r s e
students to play several times in their circles
d n t
with different words. Walk around the
a t s
l s classroom while students are playing to
s monitor spelling and provide help as needed.
f
2 Write the –ing form of the verbs. /6
2 Write the –ing form of the verbs.
a) eat eating b) fly flying
Explain to the class that they will complete the
c) swim swimming d) ride riding
e) build building f) watch watching verbs with the –ing ending. Review which base
3 Complete the questions and answers. /6 verb doubles the final consonant (swimming) and
a) Are you wearing sandals? Yes, I am . which one drops the final –e (riding) to form the
b) Is she wearing jeans? No, she isnʼt .
c) What are youwearing? I ʼm wearing jeans. –ing word. Have students think of other examples
75
of verbs that double the consonant and verbs that
drop the final –e. Then have students complete
the activity individually. Invite volunteers to write
1 Look and complete the puzzle. the correct words on the board so students can
check their answers.
Tell students they will complete a puzzle with
words for clothes. Point at the letters next to the
3 Complete the questions and answers.
pictures and explain that they have to use them
to find where to write the words in the crossword Tell students they will complete two questions
puzzle. Elicit the first item (cap) and have and their answers. Complete the first question
students write the letters in the corresponding with the class. Elicit the correct form of the verb
squares. Tell students to complete the puzzle be for the pronoun you (are) and write the
individually. Walk around the classroom to complete question on the board (Are you wearing
monitor students and provide help as needed. Tell sandals?). Set a time limit for students to
them to compare their answers with a classmate. complete the activity. Have students compare
their answers with a classmate and then check
answers as a class.
121
Extra Practice
1
Write
1 Write.
Explain to students that they will write the names
of the clothes in the pictures. Do the first item as
a class. Then have students complete the activity
individually. Review answers as a class.
a) T-shirt b) sneakers c) swimsuit
d) pants e) cap f) sandals
g) shorts h) jeans

76
1 Look and underline. Extra Practice Lesson 2
Draw students’ attention to the Reminder box 1 Look and underline.

Reminder
and invite a volunteer to read the questions and I’m wearing sneakers.
another one the answers. Explain to the class that Yes, I am. / No, I’m not.
they will look at the picture of the boy and

underline the correct answer for each question as
in the example provided. Then have students
share their answers with the class. a) Are you wearing a cap? 1) Yes, I am.
2) No, I’m not.
2 Answer about yourself. b) Are you wearing pants? 1) Yes, I am.
2) N
o, I’m not.
Tell students they will write answers about c) Are you wearing a swimsuit? 1) Yes, I am.
themselves. Read the questions out loud. Walk 2) No, I’m not.
around and check students’ answers while they d) Are you wearing sneakers? 1) Yes, I am.
2) No, I’m not.
are working.
2 Answer about yourself. (Studentsʼ own answers.)
a) Are you wearing a T-shirt?
.
b) Are you wearing a cap?
.
c) Are you wearing sneakers?
.
d) What are you wearing?
.
77
122
Extra Practice

1 Write
1 Write.
build a sandcastle eat ice cream fly a kite

Explain to students that they will label the
sail a boat sleep swim
pictures with the words from the box. Have
volunteers read the words in the box out
loud. Do the first item as a class. Then have
students complete the activity individually. Have
a) build a b) sleep c) swim

sandcastle
d) eat e) sail a f) fly a

ice cream boat kite
78
Reminder
Ask students to read the sentences in the
Is she swimming?
Yes, she is. / No, she isn’t. Reminder box so they remember how to ask and
She isn’t sleeping.
answer questions about actions happening at the
moment of speaking. Tell them that they will
complete the questions and answers according to
what they see in the pictures. Then have
Is sailing building
a) he
a boat?
b) Is she a sandcastle?
No , she isnʼt . volunteers write the sentences on the board.
No, he isnʼt. Is she eating ice cream?
Is he flying a kite?
Yes , he is .
Yes , she is . 2 Draw your friend at the beach.
Then answer.
2 Draw your friend at the beach. Then answer.
Tell students they will draw a picture of a friend

at the beach and then answer the questions
according to what they drew. Have students
(Studentsʼ own drawings.) show their drawings to a classmate and explain
what their friends are doing.
a) Is your friend swimming? (Studentsʼ

, own answers.)
.
(Studentsʼ
b) Is your friend building a sandcastle? , own answers.)
.
79
123
Unit 7
Objectives
• Identify and name party food and
party-time activities.
Food and • Ask and answer questions about

party food and party-time activities.
Party • Write sentences about party food

and party-time activities.
Vocabulary Grammar
Party Food: cake, chips, sandwiches, Present progressive interrogative:
candy, juice, lemonade, popcorn, soda Are they eating cake? Yes, they are. / No,
they arenʼt. Weʼre making decorations.
Party Time: sing, dance, bake a cake,
Are you baking a cake? Yes, we are. / No,
buy snacks, send invitations, make
we arenʼt.
decorations
Skills Itʼs Our World

Listening: Listen for and identify party
Health and Well-being
food and party-time activities. Healthy Party
Listen for specific information. In this unit, students will learn about the
importance of eating healthy food. For
Speaking: Talk about party food and
the final product, students will create
party-time activities.
a menu for a party that will include
Reading: Read a nonfiction text: healthy snacks. This activity will help
Party Time! them reflect on the benefits of having
Identify details in a text. healthy eating habits. Make sure that
students know the health benefits of
Writing: Write about what people are
eating well. It is important for them to
eating and doing at a party.
understand that a well-balanced diet will
Phonics: Identify the short a sound. help them improve their memory, have
better energy levels throughout the day,
and make them feel happy since what
we eat has an impact on our mood.
124
Teacher Workshop

If you have access to computers in school, try out Components
activities to practice the vocabulary and language Workbook: Use the Workbook for extra
from the unit. Alternatively, you can suggest links practice, homework, or to level up students
for students to do extra practice at home. that require more practice.
Teaching with Games Flashcards: Show students the vocabulary

flashcards and have them say sentences using
Game: Chain Game phrases for party-time activities. Use the
Divide students into several teams and have Itʼs Our World flashcard to help students talk
each team form a line. Explain that the first about healthy habits.
student will say a vocabulary word from this Teacherʼs Digital Component:
unit. The next student will repeat the word and • Class Planner: Read the Class Planner
then say another one. The third student will beforehand and use it to plan the unitʼs
repeat the first two words and add a new one, contents.
and so on. The objective is to say the most • Poster: Use the Phonics poster to review
words in a row in the correct order. Start a new the short a sound. Display it on a wall, read
chain when a student makes a mistake or canʼt the words out loud, and have students
remember. The team that says the longest repeat them.
chain of words wins. • Assessment Pack: Have students complete
the unitʼs final exam after you finish the
Classroom Management last lesson or the Review page. For global
To increase concentration in class, give assessment, the pack also offers a mid-term
students opportunities to move around the exam and an end-of-the-year exam.
classroom. Change seating plans at the Studentʼs Digital Component and Happy
beginning of each new unit, making sure Campers and The Inks app: Have students
students sit in different places in the classroom practice all the skills by completing the
throughout the year. interactive activities.
Engaging the Class

Divide the board into sections so you always
know where to write the date, the dayʼs
objectives, and other important information.
The aim is for students to have a clear idea of
what they will learn during class. By having an
organized board where the aims of the class
are clear, students will have a precise idea of
the activities they need to carry on during the
day. This will engage them and improve their
learning and conduct.
125
Lesson 1
Aim: Identify and name party food.

Vocabulary: cake, chips, sandwiches, candy, juice, lemonade, popcorn, soda
Materials: Audio Tracks 38 and 39, pieces of paper, music
Unit 7
Lesson 1 Vocabulary
Food and
Party
cake chips
sandwiches candy juice
lemonade popcorn soda
There’s a Party!
There’s a party going on! Are they drinking Are they eatingpopcorn?
Hey! Hey! Yes, they are.
soda ?
They’re eatingpopcorn!
There’s a party going on!
No, they aren’t.
Hey! Hey!
They aren’t drinking Yum! Yum!
Are they eating cake ?
soda !
Yes, they are. There’s a party going on!
No! No!
They’re eating cake !
Hey! Hey!
There’s a party going on!
Yum! Yum! There’s a party
Hey! Hey!
going on!
There’s a party going on! Hey! Hey!
Hey! Hey! There’s a party
There’s a party going on! going on!
Hey! Hey! Hey! Hey!
39 3 Sing: There’s a Party.
80
126
Vocabulary
Start the Class 10

min
39 3 Sing: Thereʼs a Party. 10
min
Tell students they will look at Pages 80 and 81
Tell students they will listen to the song from
and predict what the lesson is about. Ask them to
Activity 2 again and follow the words in their books
describe the images they see in those pages. Elicit
as they listen. Explain that when they hear No, they
local customs and traditions for birthday parties.
arenʼt they will wag their fingers to indicate no; and
Allow students to share their ideas freely.
when they hear Yes, they are they will nod
their heads. Play Track 39. Play Track 39 again
min and have the class sing along and mime the actions
Explain to students that they will listen, echo, and at the same time.
point at the different party foods. Have students
10
look at the pictures and identify the party foods. Finish the Class min
Play Track 38. Play Track 38 again and have Explain to students that they will try to memorize
students echo the words. as much as they can about the pictures and words
in Activity 1. Have students study the words and
39 2 Listen and complete. 10
min
the pictures and then ask them to close their books.
Divide the class into pairs. Name the party foods
Tell students they will listen to a song and
one by one. In pairs, have students say as many
complete the lyrics. Have students look at the
details as they can remember about the pictures,
photos on Page 81 and elicit what the children are
for example, for cake elicit It is white. It has berries.
doing. Point at the children and elicit the food they
are eating. You could use this activity to practice
colors by asking them to describe the childrenʼs Mixed Abilities It is a good idea to have
clothes. Play Track 39. Tell students you will play students make a "student contract" when
the song again for them to complete the sentences. working with mixed-abilities classes. In this
Play Track 39. Have students compare their contract students will commit to help each
answers with a classmate. Check answers as other and participate in group activities. You
a class. may lay down the terms of the contract with
students and write them on a poster to display
15
min on a classroom wall. Some terms could be
Try this! Tell students they will do a class
I will participate in group activities. I will help
activity to practice using party-food vocabulary.
my teammates when necessary. I will be
Tell students to write their favorite party food
patient when helping my teammates.
on a small piece of paper. Play some music.
Have students stand up and walk around the
classroom looking for classmates who chose
the same food as them. Explain that when the
music stops, they will get together in groups
according to their favorite party food. Ask
groups to say the word they chose.

practice.
127
Lesson 2
Aim: Ask and answer questions about party food.

Grammar: Are they eating cake? Yes, they are. / No, they arenʼt.
Materials: party-food flashcards
Lesson 2 Grammar
1 Underline the answer. Focus
a) Are they drinking juice? Are they eating cake?
Yes, they are.
1) No, they aren’t.
No, they aren’t.
2) Yes, they are.
b) Are they eating sandwiches? c) Are they eating popcorn?
1) Yes, they are. 1) Yes, they are.
2) No, they aren’t. 2) No, they aren’t.
2 Unscramble.
a) chips / they / Are / eating b) drinking / they / Are / juice
Are they eating chips ? Are they drinking juice ?
c) cookies / eating / they / Are d) they / Are / cake / eating
Are they eating cookies ? Are they eating cake ?
3 Point. Then ask and answer.
Are they eating
popcorn? Yes, they are.
a b
c d
81
128
Grammar
Start the Class 10

min 2 Unscramble. 10
min
Tell students they will play a game to practice the
Tell students they will unscramble some sentences
vocabulary they learned in Lesson 1. Ask a
to write questions. Tell students to look at the
volunteer to come to the front of the class and
scrambled sentences and read the Focus box.
stand with his or her back to the board. Draw a
Invite a couple of volunteers to mention some of
party food on the board. The student at the board
the words for party food from Activity 1. Draw
will ask questions about the party food and the rest
students’ attention to Activity 1 and ask Are the
of the class will say yes or no until the student at
children eating hamburgers? Elicit No, they arenʼt.
the board guesses correctly. Repeat with different
Ask Are they eating cake? Elicit Yes, they are. Now
students and party foods.
have them complete the activity individually.
Monitor their work and offer help as needed.
1 Underline the answer. 10
min Finally, invite some volunteers to read their
Have the class read the Focus box together. Have answers out loud.
one student read the question and have the class
read the answers. Explain to students that they will 3 Point. Then ask and answer. 10
min
read some questions and underline the correct
Tell students they will have a conversation about
answers. Remind students that we begin some yes
party food. Explain to students that they will look
/ no questions with Are they, and we answer these
at the pictures in Activity 3 and ask questions to a
questions with Yes, they are or No, they arenʼt. Ask
classmate about them. Tell them they will answer
students to read the three questions and answer
according to the mark next to each image. Pair up
them according to what the children in the pictures
students. Draw their attention to the pictures of
are doing. Monitor and help if necessary. Once they
party food and elicit their names. Walk around the
have finished, have them compare their answers
classroom listening to students interact and
with a classmate before checking them as a class.
providing help if necessary.
10
min
Try this! Tell students they will do an Finish the Class 10
min
activity to practice using party-food Explain to students that you will write a word on
vocabulary. Have pairs go to the board and the board and they will work in teams to write
give them a flashcard with the image of a words that starts with each of the letters of the
party food on it. Tell them to show it to the word on the board. Divide the board into four
class and ask their classmates Are they (eating sections and the students into four teams. Have a
cake / drinking lemonade)? to elicit Yes, they volunteer from each team stand in front of a
are. / No, they arenʼt. Ask What are they section. Write a long word at the top of the board,
(drinking / eating)? Elicit words for food or such as sandwiches. Explain that they are not
drinks. Repeat the activity with different allowed to repeat any words in any single round.
students and vocabulary words. The teams that write all the words correctly get a
point. Repeat with different words. The team with
the most points wins.

practice.
129
Lesson 3
Aim: Identify and name party-time activities.

Vocabulary: sing, dance, bake a cake, buy snacks, send invitations, make decorations
Materials: Audio Tracks 39, 40, and 41, strips of paper
1 Look. Are they preparing for a celebration?
Are you sending

the invitations?
Yes, we are! Look! Tom

is making decorations.
a) sing b) dance
c) bake a cake d) buy snacks
e) send invitations f) make decorations
Watch the
82 video.
130
39
Start the Class 10
min
Explain to students that they will sing “Thereʼs a
a) sing
party!” from Lesson 1. Divide the class into seven
b) dance
groups. Each group will sing one verse. Have each
c) bake a cake
group stand in a different part of the classroom.
d) buy snacks
Play Track 39 and ask students to sing their
e) send invitations
assigned parts.
f) make decorations
Mixed Abilities You might want to team up

10
shy and outgoing students for singing min
Try this! Tell students they will do an activity
activities. This will help shy students feel more
to practice the vocabulary from Lesson 3.
comfortable when singing since their
Write prepare a party on one side of the board
teammates will probably sing louder. By
and do at a party on the other side. Elicit what
achieving this, you will ensure everyone is
things you do to prepare a party (send
enjoying the activity.
invitations, make decorations, bake a cake, buy
snacks) and what things you do at a party
(sing, dance).
1 Look. Are they preparing for a 10
min
celebration?
10
Tell students they will look at the pictures in the Finish the Class min
comic and answer the question. Ask a volunteer to Tell students they will play a game to practice the
read the question and elicit the answer from the vocabulary from Unit 7. Write party food and
class ( Yes, they are.). Ask students to support their party-time activities on strips of paper. Divide the
answers. class into two teams. Have the first person in each
team come to the board, choose a strip of paper,
min
and act it out for his or her team to guess. Continue
the activity until all students in both teams have
participated.
listen. Play Track 40. Point at the picture in the
circle in the last scene of the comic strip on Page
83 and ask Are Tom and Sam dancing? Elicit Yes,
they are. Play Track 40 again and have students
whisper read along.

min If possible, use the Studentʼs Digital
party-time activities and write them next to their
corresponding pictures. Play Track 41 and pause
for students to write the phrases and words. Tell practice.
students to exchange books with a classmate and
play Track 41 again for them to check their
classmatesʼ answers. Tell students they will listen Use the Flashcards for Unit 7.
to the audio one more time and repeat what they
hear. Play Track 41.
131
Lesson 4
Aim: Ask and answer questions about party-time activities.

Grammar: Weʼre making decorations. Are you baking a cake? Yes, we are. /
No, we arenʼt.
Materials: Audio Track 40, Cheer 07, colored paper sheets, colored pencils
No, we aren’t!
Are you OK, girls? We’re singing
Are you running? and dancing!
We need lots of
food. Let’s buy
snacks and a cake! Oh! Fun!
No! Let’s
bake a cake!
2 Read and complete. Then match.
a) We ʼre sending invitations.
b) We ʼre singing and dancing.
c) Are you running?
3 Read the story again. Complete and underline the correct answer.
a) Are you running? 1) Yes, we are. 2) No, we aren’t.
b) Are you sending invitations? 1) Yes, we are. 2) No, we aren’t.
c) Are you having fun?. 1) Yes, we are. 2) No, we aren’t.
4 Mime and Are you No, we’re not.

guess. running? We’re dancing.
83
132
Grammar in Context

min
Monitor and provide help as needed. Finally,
Tell the class they will do a cheer. Write the cheer have students compare their answers with a
on the board. Play Cheer 07. Tell students to say classmate before checking them as a class.
the cheer along with the audio, exaggerating the
pronunciation. Play the cheer once more. 4 Mime and guess. 10
min
Tell students they will ask and answer each other

Cheer transcript questions about party-time activities. Explain to
Happy Campers listen here. the class that they will work in groups of three or
Now, itʼs time to do a cheer. Ready? OK! four. Tell them that one student will mime one of
Are you buying snacks? Yes, we are! the activities mentioned in the song from Lesson 1
Are you baking a cake? No, we arenʼt. or the comic strip on Lessons 3 and 4 for their
Weʼre dancing and singing. Itʼs party time! teammates to guess it by asking questions about it
like the one in the sample conversation. The
student miming the activities will answer Yes, I am
min
or No, Iʼm not followed by the correct activity,
depending on what he or she is miming. Invite a
Tell the class they will read and listen to the comic
pair of students to read out loud the speech
strip from Lesson 3. Play Track 40. Divide the class
bubbles; one will ask the question and the other
into groups of three. Explain to students that they
one will answer it. Remind them that every
will each read a characterʼs role from the comic
member of the team must participate. Have them
strip. The first group will say Clareʼs part, the
repeat the game using different activities and
second group will say Tomʼs part, and the third
making sure all students mime at least one time.
group will say Samʼs part. Have groups read their
dialogues out loud.
Finish the Class 10
min
Tell students to imagine they throw a birthday

2 Read and complete. Then match. 7
min party and explain that they will make an invitation
Explain to students that they will complete the like the one in the comic strip from Page 82. Have
sentences and match them to their corresponding students look at the invitation in the first scene of
images. Have the class look at the pictures of the the comic strip on Page 82. Distribute colored
characters. Ask Are Clare and Lisa making paper sheets and ask students to take out their
decorations? Elicit No, they arenʼt. Ask What are colored pencils. Have each student make an
they doing? Elicit They are sending invitations. Now invitation for his or her own party. Tell students to
tell students to work individually and complete the decorate the invitations with drawings of the
activity. Remind them to use the –ing form of the activities they want to do at their parties. Then
verbs. Circulate around the classroom to monitor have them ask and answer questions about their
studentsʼ work. Invite some volunteers to share parties to a classmate (Are you dancing? Yes, we
their answers with the class. are. Are you eating cake? No, we arenʼt.). Walk
around and monitor the activity. Display studentsʼ
3 Read the story again. Complete 10
min
invitations on the classroom walls.
and underline the correct answer.
Tell students they will read the comic from Pages

82 and 83 again, complete the questions, and
underline the correct answers. Ask Are the girls Page 91 can be completed as extra
practice.
baking a cake? Elicit No, they arenʼt.
133
Lesson 5
Aim: Read a nonfiction text. Identify the short a sound.

Vocabulary: play party games, eat party food, listen to music, salad, fruit
Phonics: short a sound; at, that, fat, cat, black, hat
Materials: Audio Tracks 42 and 43, party-food flashcards
Lesson 5 Reading
Party Time!
All children love parties!
What’s she doing?
She’s making decorations.
Look at all the fun colors.
They’re playing party games.

They’re happy.
What are your favorite party games?
The children are eating a lot of party food.

They’re eating salad, and fruit, too.
It looks delicious!
Now they’re dancing and singing.

They’re listening to music and having fun!
It’s party time!
Phonics
43 2 Listen and repeat. Underline the words
with the short a sound. at that fat
cat black hat
Look at that fat cat with a black party hat.
84
134
Reading
Start the Class 10

min mat, rat, fan) on the board and have students
Tell students you will show them some party-food identify the vowel in each word. Then drill
flashcards and they will say the words out loud. pronunciation while pointing at the words on the
Have the class form a circle. Explain that you will board for students to identify the letter in a written
pass the cards around the circle and they will read and oral way. Invite a couple of volunteers to read
the word on them out loud and pass them on to the the tongue twister in Activity 2 out loud. Explain to
next student. Ask students to begin passing the the class that a tongue twister is a phrase that is
cards slowly. Then ask students to pass them difficult to say because it contains many similar
around faster, or in alternating directions, to make sounds. Now ask students to listen carefully and
the game more challenging and fun. play Track 43. Have the class repeat the tongue
twister. Play Track 43. Correct their pronunciation if
min
necessary. Finally, have the class look at the words
in the Phonics box and drill pronunciation as a class.
Tell students they will listen to information about
what children do at parties and read along. Ask 10
min
students to get into pairs, look at the pictures, and
Try this! Explain to students that you will
name as many things as they can to activate
write some incomplete sentences on the board
previous knowledge. Walk around the classroom to
and they will copy and complete them in their
monitor and provide help as needed. Encourage
notebooks. Write What she doing? She
them to follow the words with their fingers as they
making decorations. Theyʼre party games.
listen. Play Track 42. Have students underline the
Theyʼre dancing singing. on the board. Tell
words in the text that show the activities the
students that each sentence has one missing
children are doing (making decorations, playing
word. Have students complete the activity in
party games, eating a lot of party food, singing,
pairs. Have volunteers complete the questions
dancing, listening to music).
and answers on the board.
they will read the text again in their groups. Explain
that they will take turns reading a part of the text Finish the Class 10
min
out loud. Remind them to read clearly so everyone Explain to students that they will play a game to
can understand; the rest of the group will follow practice the vocabulary they learned in Activity 1.
the words in their books with their fingers as they Divide the class into two teams and have them line
listen. Circulate among the groups to check up in pairs. Explain that you will say a word from
intonation and rhythm. Ensure that all students are the story, and the students in each pair will take
participating. turns writing its letters. The first student will write
the first letter; the second student will write the
43 2 Listen and repeat. Underline 10
min
second letter; the first student will write the third
the words with the short letter, and so on. If the word is spelled correctly, the
a sound. pair gets a point for their team. Try words such as
party, parties, decorations, fun, games, salad,
Explain to students that they will read a tongue
dancing, singing, listening, and having fun. The
twister to identify and practice the short a sound.
team with the most points wins.
You might want to teach students the short a sound
using the word apple. Explain that they should hold
the tongue lower in the mouth when making the
short a sound. Write apple on the board, point at the
vowel a, and have them say the sound several times.
Then write more words with the short a sound (van,
135
Lesson 6
Aim: Recall details from a text. Write about what people are doing at a party.
Lesson 6 Writing
42 1 Listen again to Party Time!
2 Underline True or False.
a) The girl is making decorations. True False
b) They’re sending invitations. True False
c) They’re eating salad and fruit. True False
d) They’re dancing and singing. True False
3 Draw your friends at a party.
[insertar reducción de página

13 del SB 3]
What are they doing? They’re .

They’re eating a lot of and .
They’re . It’s party time!
85
136
Writing
Start the Class 9

min 3 Draw your friends at a party. 9
min
Tell students they will play a game to review the
Explain to students that they will draw a picture of
vocabulary they learned in Lesson 5. Divide the
their friends at a party. Tell them they can draw any
class into teams. Have students open their books
kind of party. Circulate around the classroom to
to Page 84. Read an action mentioned in "Party
monitor studentsʼ drawings and provide help as
Time!" and have students look for it in the text. The
needed. Write questions about their pictures on
first team to find the action will stand up with their
the board (What are they doing? Are they dancing?
fingers pointing at the words in the text. Give the
What are they eating? ). Have students show their
team a point and repeat with more actions. The
drawings to a classmate and describe the scene by
team with the most points wins.
answering the questions.
42 1 Listen again to Party Time! 5
min 4 Write about your drawing. 9
min
Tell students they will listen to the text from
Lesson 5 again. Remind them to follow the story in
sentences about the picture they drew in Activity 3.
their books as they listen. Play Track 42. Have
Have a volunteer read the question. Tell students
students identify the kind of party they see in the
they will work individually to complete the activity.
photo (a birthday party) and invite them to explain
Tell them to recall their answers to the questions on
their answers.
the board from Activity 3 so they find it easier to
write their paragraphs. Circulate around the
2 Underline True or False. 9
min classroom to monitor studentsʼ work and provide
Explain to students that they will work individually help as needed. Then tell students to share their
to decide if the sentences are true or false writings with a classmate.
according to the text they listened to in Activity 1.
Invite volunteers to read the four sentences out Finish the Class 9
min
loud. Answer the first item with the whole class Tell students they will do an activity to practice the
and ask them to say where the answer is in the text sound they learned in Unit 7. Explain that they will
from Lesson 5. Remind them that they can look at look at Pages 84 and 85, find words with the short
the story on Page 84 if they donʼt remember a sound, and list them in their notebooks. Walk
something. Allow time for students to complete the around the classroom to monitor studentsʼ work
activity and then have them share their answers and provide help as needed. Invite some volunteers
with a classmate. Invite some volunteers to read to write the words on the board for the class to
the sentences out loud and have the class say true confirm their answers. Ask them to think about
or false. other words with the short a sound. Invite
volunteers to write them on the board. Finally, have
students add them to their lists.
137
Global
ItʼsCitizenship
Our World
Aim: Make a healthy menu and present it to the class.

Materials: cardboard, colored pencils, Unit 7 flashcard
1 Look at the party food. What It’s Our World

are they eating?
Healthy Party
1
Explain to students that they will work in pairs to Look at the party food. What are they eating?
ask and answer questions about what the

children in the picture are eating using complete
sentences. Tell the class to look at the picture.
Ask What food do you see on the table? Elicit
several answers. Pair up students and have them
talk about the food in the picture.
2 Make a list of food for a healthy class party.

2 Make a list of food for a healthy 3 Write your menu. Illustrate it.

class party. Show it to the class. Vote on the
Explain to students that they will work with their best menu.
classmates to think of healthy food they could

include in a menu for a class party. Organize the
class into groups of three or four. Tell them to
imagine that they will have a class party with
healthy food and drinks. Ask What healthy food
do you like? Elicit several answers. Correct them if
they mention a snack or a drink that is not
healthy. Now have them write a list of the healthy
Healthy food is delicious.
What’s your favorite?
food and drinks they would have at the party. 86
Once they have finished, invite some volunteers PHCEN3SB1E20_p080_091_U7.indd 86 6/11/21 10:40 AM
to read out loud their teamsʼ list to the class. they made in Activity 2 to write and decorate a
healthy menu. Have students take out the
3 Write your menu. Illustrate it. Show it to cardboard and the colored pencils. Invite students
the class. Vote on the best menu. to share their menus and vote on the best one.
Explain to students that they will work

individually to choose some items from the list
Write the question on the board and read it out to explain why it is healthy. You may guide them
loud. Elicit as many examples of healthy food as on their conversations by saying your favorite
possible and write them on the board. Now food and explaining why it is good for your
give each student a sheet of paper and have body (Apples are my favorite healthy food.
them draw their favorite healthy food. Invite Theyʼre good for me because they have many
them to share their drawings with a classmate. nutrients and fiber.). You can use the Itʼs Our
Invite volunteers to say what they like about World Unit 7 flashcard to present this subject.
their favorite healthy food and encourage them
138
Review
Vocabulary: lemonade, cake, candy, popcorn, juice, chips, bake a cake, make
decorations, send invitations, buy snacks
Grammar: Are they eating cake? Yes, they are. / No, they arenʼt. Are you baking a
cake? Yes, we are. / No, we arenʼt.
Materials: sheets of paper
Review 2 Complete.
1 Find and circle six words. /6 Tell students they will complete questions and

answers about party activities. Ask students to
read the example and complete the first item with
the class. Have students complete the activity
individually. Circulate among students to monitor
l e m o n a d e their work and provide help as needed. Review
a x f g k l v d answers by asking volunteers to read the
j g b k s e a c
u a d c a y i a
complete questions and answers out loud. You
i p o p c o r n may invite volunteers to come up to the board
c s l h h d s d
and write the sentences for the class to check
e w b t i u o y
t y u i p d a e
their answers.
c a k e s s f g
2 Complete. /3
a) Are you baking a cake? Yes, we are .
b) Are they makingdecorations? No, theyarenʼt.
c) Are you sending invitations? No , we aren’t.
d) Are they buying snacks? Yes , they are.
87
1 Find and circle six words.
Tell students they will look at some pictures of

party food and find the corresponding words in
the wordsearch. Allow some minutes for them to
complete the task and then invite volunteers to
write their answers on the board.
15
min
Try this! Tell students they will do an
activity to review vocabulary from Unit 7. Ask
students to write three scrambled vocabulary
words from Unit 7 on a sheet of paper. Pair up
students and tell them to exchange papers
and unscramble their classmatesʼ words.
139
Extra Practice
1
Unscramble. Then match.
1 Unscramble. Then match.
words and then match them to the correct a) a
cke cake
pictures. Have students check their answers
in pairs. b) daschnwies sandwiches
c) schip chips
d) eomdalen lemonade
e) cuije juice
f) ropcopn popcorn
g) daso soda
h) c dyan candy
88
1 Look and complete. Extra Practice Lesson 2
Have students look at the Reminder box. Ask one 1 Look and complete.

Reminder
Are they eating cake?
student to read the question and the rest of the Yes, they are.
No, they aren‘t.
class to read the answers chorally. Explain to the a) Are they eating cake?
Yes , they are
class that they will look at the pictures and write .
questions and answers for each one. Remind

b) Are they drinking juice?
them that the check mark or cross indicates No , they arenʼt .
whether the answer is affirmative or negative.

Have volunteers read the questions and answers
Are they eating candy?
out loud. c)
No , they arenʼt .
Are they drinkinglemonade?

d)
Yes , they are .
Are they eating popcorn

e) ?
Yes , they are .
Are they eating candy ?

f)
Yes , they are .
89
140
Extra Practice

1 Complete.
1 Complete.
Explain to students that they will complete the list
tivities with the vocabulary they learned in Unit 7. Have
them do the activity individually. Then invite
a) send invitations volunteers to read their answers out loud.
b) drink lemonade
c) make decorations 2 Complete using the words from Activity 1.
d) eat party food Explain to students that they will complete the
e) bake a cake sentences using the activities listed in Activity 1.
Remind them to write the correct form of the verb
f) sing Happy Birthday!
(– ing form). Do the first item as a class. Have
g) buy snacks volunteers share their answers with the class.
h) play games
2 Complete using the words from Activity 1.
singingHappy Birthday!
a) She’s b) He’s baking acake .
c) They’re buying snacks. d) She’sdrinkinglemonade.
e) They’re playing games. f) We’resending invitations.
g) They’re eating party food. h) We’re making decorations

.
90
1 Look. Then read and underline.
1 Look. Then read and underline.
Reminder
Draw studentsʼ attention to the Reminder box.
We’re making decorations.
a
1) We’re making
Are you baking a cake? Ask a volunteer to read it out loud to remind
Yes, we are. / No, we aren’t.
decorations.
students of how to make affirmative sentences
2) We’re baking a cake.
and yes / no questions about actions happening
b c d
now. Then tell them to underline the statements
that describe the pictures correctly. Do the first
item together. Check answers as a class.
2
1) We’re buying snacks. 1) We’re drinking soda. 1) We’re dancing.
Look and complete. Then answer.
2) We’re sending 2) We’re sending 2) We’re running.
invitations. invitations.
Tell students they will ask and answer questions
2 Look and complete. Then answer.
about the pictures. Explain that they will first
a) Are you making decorations? complete the questions and then look at the
No , we arenʼt. corresponding pictures and answer accordingly.
Pair up students to share their answers before
b) Are you eating popcorn?
Yes are . checking them with the class.
, we
Areyou singing Happy Birthday?

c)
No , wearenʼt.
91
141
Unit 8 Objectives
• Identify and name abilities.
Abilities • Write and talk about abilities.

abilities.
Vocabulary Grammar
Abilities: draw, hop, paint, play the Can : I can play the guitar. I canʼt whistle.
guitar, play the drums, jump rope, speak Can you whistle? Yes, I can. / No, I canʼt.
English, whistle, climb trees
Itʼs Our World
Skills Socio-emotional
Listening: Listen for and identify Education
abilities. Different Abilities
In this unit, students will identify
Speaking: Talk about abilities. some of their abilities and inabilities.
For the final product, students will
Reading: Read a fiction text: I Can Help, write a questionnaire and administer
Too! it to some of their peers, and, at the
Identify details in a text. same time, they will practice the use
of can and canʼt. This activity will help
Writing: Write about abilities.
them recognize their strengths and
Phonics: Identify the long i sound. weaknesses. This will lead them to
understand themselves and develop
self-awareness, which is crucial to set
goals and make decisions. By identifying
and acknowledging what they are good
at, they will get to form their identity
around their talents rather than around
their vulnerabilities, which will help them
have good self-esteem and play to their
strengths when pursuing goals.
142
Teacher Workshop
Teaching with Technology and the activities they have enjoyed the most.
Interactive whiteboards provide teachers and Praise students for all their efforts throughout
students with a wide range of resources. They the school year.
can be used for providing word and language
presentations, playing music and chants, How to Use the Different
listening to native speakers reading texts, and Components
doing interactive activities. Workbook: Use the Workbook for extra
Teaching with Games that require more practice.
Game: Word Tennis Flashcards: Paste the vocabulary flashcards
Divide the class into two teams. Pretend that on the board and have students draw in their
there is a ball that bounces back and forth notebooks the activities on the flashcards. Use
between the two teams. Say a category, for the Itʼs Our World flashcard to discuss about
example, activities. The first student on Team abilities and inabilities.
A will say an activity and then pass the ball to Teacher’s Digital Component:
Team B. The first student on Team B will also • Class Planner: Read the Class Planner
name an activity and then pass the ball to the beforehand and use it to plan the unitʼs
second student on Team A, and so on. Teams contents.
get a point each time they say a correct word. • Poster: Use the Phonics poster to review
If a student repeats a word or cannot answer, the long i sound. Display it on the board
the opposing team gets a point. Repeat the and ask students to write the words in their
game with different categories. The team with notebooks and circle the sound they studied
the most points wins. in this unit.
Classroom Management the unitʼs final exam after you finish the
Modeling ideal behavior is an easy and
effective way to teach students how to behave
in class. You could model behaviors, such as
maintaining eye contact, listening and avoiding Student’s Digital Component and Happy
interrupting, keeping phones in their pockets Campers and The Inks app: Have students
or backpacks, among others, with another practice all the skills by completing the
teacher or a volunteer student. interactive activities.
Engaging the Class

Encourage your class to remember the skills
they have learned throughout the school year.
Invite them to share how they keep their work
organized and tidy. Ask them to say or write
the things they have learned during the term
143
Lesson 1
Aim: Identify and name abilities.

Vocabulary: draw, hop, paint, play the guitar, play the drums, jump rope, speak
English, whistle
Materials Audio Tracks 44 and 45, music
Unit 8
Lesson 1 Vocabulary
Abilities
draw hop
paint play the play the

guitar drums
jump rope speak English whistle
All Day Long!
I can jump, jump, jump I can play, play, play I can play, play, play
All day long! All day long! All day long!
I can jump rope I can play the I can play
And sing this song.
guitar the drums
But I can’t whistle And sing this song. And sing this song.
All day long.
But I can’t whistle But I can’t whistle
I can’t whistle and sing
All day long. All day long.
this song.
I can’t whistle and sing I can’t whistle and
this song. sing this song.
45 3 Sing: All Day Long!
92
144
Vocabulary
Start the Class 10

min 15
min
Tell students they will look at Pages 92 and 93 and Try this! Tell students they will do an activity
predict what the lesson is about. Write the word to practice the vocabulary they learned in
abilities on the board. Give them an example of an Lesson 1. Elicit some special abilities students
unusual ability you or someone well-known has have (play soccer, swim, dance) and write
and write it on the board. them on the board along with some of the
abilities from Activity 1. Tell students to
min
choose an ability from the board they can do
well and write it on a piece of paper. Play
Explain to students that they will listen and point at
some music. Have students stand up and walk
the different abilities. Play Track 44 and have
around the classroom, showing one another
students point at the pictures as they hear them
their pieces of paper. Explain that when the
mentioned. Point out that hop is usually on one leg,
music stops they should get together in
while jump is on both legs. Hop and jump to
groups based on their abilities. If some
demonstrate their meaning. Play Track 44 again
students donʼt share an ability with someone
and have students echo the words.
else, let them know that it is OK to share
abilities as well as not to share them since
45 2 Listen and complete. 10
min diversity is a good thing. Have students share
Explain to the class that they will listen to a song their abilities with the class.
and complete the lyrics with the missing words.
Have students read the incomplete lyrics before
playing the audio. Play Track 45 more than once 45 Finish the Class 10
min
and pause the recording to allow enough time for
Tell students they will listen to "All Day Long!"
students to write the words. Then check answers
again, but this time they will act out the activities
as a class.
when they hear them mentioned. Play Track 45.
45 3 Sing: All Day Long! 10

min
Tell students they will listen to "All Day Long!"

again and whisper read the lyrics as they listen.
Play Track 45. Tell the class they will listen to the
song again and sing along. Explain that they should
wag their fingers when they hear the word canʼt.
Play Track 45.

practice.
145
Lesson 2
Aim: Write and talk about abilities.

Grammar: I can play the guitar. I canʼt whistle.
Lesson 2 Grammar
1 Look and match. Focus
I can play the guitar.
I can’t whistle.
a) I can draw.
b) I can’t play the drums.
a) I can / can’t b) I can / can’t bake

hop. cookies.
c) I can / can’t play d) I can / can’t

the guitar. bake cakes.
(Studentsʼ own
3 Write about two things you can do and two things you can’t do.
answers.)
a) I can .
b) I can’t .
c) I can .
d) I can’t .
4 Share with a friend what you can or can’t do.
I can speak
I can paint but
English but I can’t
I can’t play the
jump rope.
guitar.
93
146
Grammar
Start the Class 5

min 3 Write about two things you can 9
min
Tell students they will say as many words and do and two things you canʼt do.
phrases as they can remember from Lesson 1. Give
Tell students they will write true sentences about
them 2 minutes and then have them open their
themselves. Ask them to think about two things
books and see how well they remembered.
they can do and two things they canʼt do. If
necessary, let them look at Lesson 1 to get some
1 Look and match. 8
min ideas. Circulate among students and provide help
Have the class read the Focus box together. as needed. Finally, have some volunteers come to
Explain to students that we use can for affirmative the front and read their sentences out loud.
statements and canʼt for negative statements. Tell
students they will read some sentences and match 4 Share with a friend what 9
min
them to their corresponding pictures. Mime an you can or canʼt do.
activity you cannot do and elicit I canʼt. Then act
Tell students they will talk with a classmate about
out an activity you can do and elicit I can.
things they can and canʼt do. Have students read
Ask students to listen carefully to you and raise
out loud the information in the speech bubbles.
their right hand when you say I can and their left
Explain that they should mention at least two
hand when you say I canʼt. Say I can / I canʼt /
things they can do and two things they canʼt do.
I canʼt / I can and have students raise their hands
Walk around the classroom and offer help if
accordingly.
necessary. Invite some volunteers to share their
Now ask students to complete the activity.
abilities and inabilities with the class.
Monitor and provide help as needed. Then invite
them to compare their answers with a classmate
before checking them as a class. Mixed Abilities Donʼt forget to mention to
students that we all have different abilities
15
min and that some of the things that we canʼt do
Try this! Explain to students that they will play
yet, we will be able to do them in a future. Itʼs
a game to talk about their abilities. Divide the
all about practice. Monitor closely so that
class into several groups and have each group
students maintain a respectful attitude
form a circle. The first student will say
towards the class so all students feel free
something he or she can do, such as I can jump
to share.
rope. The second student will repeat the first
sentence and add another one. Continue until a
student makes a mistake, and then begin a new
Finish the Class 10
min
chain of sentences with the next student.
Explain to students that they will work with a
classmate to take turns naming the activities on the
board, and then, they will do those activities. Write
min the following activities on the board: spell my name
Explain to students that they will underline the word backward, draw a cat, whistle “Happy Birthday,”
that describes each picture. Ask students to look at hop five times, and say the names of five
the pictures in Activity 2 and read the four items classmates. Set a time limit for them to complete
silently. Have them look at the first picture and ask the activity. If they canʼt do an activity, they will say
Can the boy hop? Elicit No. Have them complete the I canʼt (spell my name backward).
activity individually. Monitor their work and offer help
as needed. Finally, invite some volunteers to read out Page 101 can be completed as extra
loud their answers. practice.
147
Lesson 3
Aim: Identify characters and their abilities and inabilities. Write words for abilities.
Vocabulary: climb trees, whistle, play the guitar, draw, paint, speak English
Materials: Audio Tracks 45, 46, and 47
1 Look. Can Lisa ride a skateboard?
Can you play

the guitar?
Let’s take some pictures.

Lisa, can you climb trees?
Yes, I can!
Listen!
Yes, I can!
Look!
a) climb trees b) whistle
c) play the guitar d) draw
Hello!
e) paint f) speak English
Watch the
94 video.
148
45 Start the Class 10

min
Mixed Abilities Early finishers can check
Tell students they will sing again the song from answers with you or other early finishers.
Lesson 1 in groups. Divide the class into three Then, they can write the answers on the board
groups and assign each group a verse. Tell them for the class to check.
they will sing their verse and mime the actions
mentioned in it. Play Track 45.
1 Look. Can Lisa ride a skateboard? 10
min a) climb trees
Tell students they will look at the pictures in the b) whistle
comic from Pages 94 and 95 to find out whether c) play the guitar
Lisa can ride a skateboard. Remind students that d) draw
can and canʼt are used to talk about abilities. Read e) paint
the question out loud and elicit the correct answer f) speak English
(No, she canʼt.).

min Finish the Class 10
min
Tell students they will read the comic strip on Tell students you will write some words on the
Pages 94 and 95 as they listen. Play Track 46. board for them to match and make phrases that
Point at the scenes in the story and ask questions express abilities. List the following words on the
about the activities Lisa can do (Can Lisa climb board: play, jump, speak, ride, climb, play, build, and
trees? Can Lisa ride a skateboard? Can Lisa jump fly. Have students copy them in their notebooks.
rope? Can Lisa play the guitar? ) Elicit yes or no Then write the following words in different places
accordingly. Point out that Tom uses the expression on the board: a skateboard, volleyball, the guitar, a
I bet you canʼt to say that he thinks Lisa canʼt ride a kite, trees, English, a sandcastle, and rope. Set a
skateboard. time limit for students to write the phrases in their
notebooks. Walk around the classroom and provide
10
min help as needed. Have volunteers share their
complete phrases with the class.
read the comic strip from Pages 94 and 95 in
groups. Tell them they will each read a part:
Lisa, Clare, Tom, or Sam. Divide the class into
groups of four. Have students read their parts
out loud. If there is enough time, have them
switch roles and reread the story.
If possible, use the Studentʼs Digital
min
Explain to students that they will listen to some Page 102 can be completed as extra
activities and write the phrases next to their practice.
corresponding images. Play Track 47 and pause for
students to write the answers. Play Track 47 again
and then have students check their answers with a Use the Flashcards for Unit 8.
classmate. Tell students they will listen again and
repeat the words. Play Track 47.
149
Lesson 4
Aim: Ask and answer questions about abilities.

Grammar: Can you whistle? Yes, I can. / No, I canʼt.
Materials: Audio Track 46 and Cheer 08, colored pencils
Can you jump

I know! Can you ride a Yes, I can! Look!
rope, Lisa?
skateboard? I bet you can’t.
Yes, I can!
Watch! No, I can’t!
2 Answer like Lisa.
a) Can you play the guitar?Yes , I can .
b) Can you jump rope? Yes , I can .
c) Can you ride a skateboard? No , I canʼt.
3 Unscramble the questions. Then answer about yourself.
a) play / Can / the drums / you
Can you play the drums? (Studentsʼ
, own answers.)
.
b) you / pictures / take / Can
Can you take pictures? (Studentsʼ
, own answers.)
.
c) climb / trees / Can / you
Can you climb trees ? (Studentsʼ
, own answers.)
.
4 Ask and answer. Can you

climb trees?
Yes, I can.
95
150
Grammar in Context

min 3 Unscramble the questions. 10
min
Then answer about yourself.
on the board. Play Cheer 08. Explain to the class Explain to the class that they will work individually
that you will play the cheer again and this time they to unscramble the sentences in order to make
will cheer along. Play Cheer 08. Divide the class questions, and then they will answer them with
into two groups. Have one group say the questions information about themselves. Ask the class to
and the other group say the answers. Then switch read the scrambled questions silently. Answer the
roles. first item together. Walk around the classroom to
monitor studentsʼ work and offer help if necessary.
Once they have finished the activity, invite some
Cheer transcript
volunteers to read the questions out loud for other
volunteers to answer.
Now, itʼs time to do a cheer. Ready? OK!
4 Ask and answer. 7

Yeah, yeah! Can you draw? Yes, I can. I can draw. min
Hey, hey! Can you paint? No, I canʼt. I canʼt paint. Explain to students that they will have a
conversation like the one in the example. Ask two
volunteers to read the text in the speech bubbles.
min
Write some of the abilities from Lessons 1 and 3
on the board. Remind them to use Can you to ask
Tell the class they will listen to the comic strip from
questions and can and canʼt to answer them. Pair
Lesson 3 again. Play Track 46. Play the track again
up students and set a time limit for them to
and have students read the comic out loud.
practice their conversations. Finally, invite some
pairs to share their conversations with the class.
2 Answer like Lisa. 10
min
Explain to the class that they will work individually to Finish the Class 9
min
write Lisaʼs answers next to the questions. Tell
Explain to students they will make a new scene for
students to look at the comic strip in Lessons 3 and
the comic on Pages 94 and 95 in their notebooks.
4 and find a question beginning with Can you. Have
Tell them to choose an activity from Lesson 3 that
them underline the four questions in the comic strip
hasnʼt been mentioned in the comic. Explain that
and draw a circle around Lisaʼs answers. Set a time
one of the characters will ask Lisa a question about
limit for students to complete the activity. Circulate
that activity (Can you speak English? Can you
among students and provide help as needed. When
whistle? Can you paint? Can you draw? ) for Lisa to
they have finished, have them compare answers
answer it ( Yes, I can. / No, I canʼt.). Ask students to
with a classmate. Finally, invite some volunteers to
take out their colored pencils and set a time limit for
share their answers with the class.
them to complete the activity. Walk among
students and help if needed.

practice.
151
Lesson 5
Aim: Read a text to practice the unit language. Identify the long i sound.
Vocabulary: build a tree house, ride a bike, make sandwiches, make decorations
Phonics: long i sound; Hi, Mike, like, fly, my, bright, white, kite
Materials: Audio Tracks 48 and 49, sets of cut-up sentences
Lesson 5 Reading
I Can Help, Too!

It’s Saturday. Daniel, Tina, and their dog
Bruno are very happy. Mom and Dad are
building a tree house. Tina and Daniel
want to help.
There are so many things they can do!

Daniel can climb trees. He can help paint
the tree house. Daniel can’t ride a bike.
He can’t go to the store. But he can make
sandwiches for the family.
Tina can’t climb trees. But she can ride a

bike to the store. She can also draw. She
can make decorations.
And what can Bruno do? He can help,

too! He can eat the sandwiches!
And together they can have fun!
49 2 Listen and repeat. Underline the
Phonics
words with the y sound as in kite.
Hi Mike like fly my
Hi, Mike! Would you like to fly my
bright white kite
bright red and white kite?
96
152
Reading
Start the Class 10

min
times. Then explain that kit has the short i sound
Tell students you will give them cut-up sentences
they learned in Grade 2. Now, write the letter e at
on strips of paper, and they will make five
the end of kit to form kite and read the word out
sentences by putting the strips of paper in order.
loud a couple of times for students to notice the
Write the following cut-up sentences on strips of
change in the i sound. Explain that that sound is
paper: I can / play / the guitar / . I canʼt / whistle / .
the long i sound. Have them repeat the word a
Can / you / play / the guitar / ? Yes, / I can / . No, /
couple of times. Write sit, shin, and hid on the
I canʼt / . Divide students into groups of four and
board and repeat the process. Tell students that
give each group a set of cut-up sentences. Remind
the letter y also has the long i sound. Write sky and
them that they have to put the correct punctuation
July on the board and have them repeat after you to
at the end of each sentence. Set a time limit for
identify the long i sound in those words. Have
students to complete the activity. Check answers
students read out loud the words in the Phonics
with the class by asking different groups to read
box and drill pronunciation. Now play Track 49 and
the sentences out loud.
ask students to listen carefully to the tongue
twister. Then have them repeat it. Correct their
min pronunciation if necessary. Ask them to underline
Tell students they will read and listen to a story. Tell the words that have the y sound as in kite.
them to open their books to Page 96. Invite a
volunteer to read the title of the story. In pairs, have 10
min
students look at the pictures and predict what Try this! Explain to students that they will
happens in the text. Tell students to listen to the read a triangle sentence. Write the following
track and follow the words in their books with their words and phrases on the board, each one on
fingers as they listen. Play Track 48. Ask the class if a line below the previous one: She / She can /
their predictions were correct. Then tell them to She can ride a bike / She can ride a bike to the
point at the characters and name them (Mom, Dad, store. Read each line out loud, beginning with
Daniel, Tina, and Bruno). Then have students look the top line, and have students repeat until the
for phrases in the text that show what Daniel and entire sentences is read out. Have students
Tina can do (Daniel can climb trees, paint the tree make their own triangle sentences with Mom
house, and make sandwiches. Tina can ride a bike, and Dad are building a tree house.
draw, and make decorations.).
Divide the class into groups of four and tell
students they will read the text again in their Finish the Class 10
min
groups. Explain that they will read one paragraph Tell students they will play a game to practice this
each out loud. unitʼs vocabulary. Draw a line down the middle of
the board and ask students to stand in a straight
49 2 Listen and repeat. Underline the 15min line in front of it. Write Yes, I can. to the left of the
words with the y sound as in kite. line and No, I canʼt. to the right. Ask questions with
Can using actions from the story (Can you ride a
bike? Can you go to the store? ). Students will stand
the long i sound, and then, they will practice the
to the left or the right of the line depending on their
sound by saying a tongue twister. Explain to
answers. Play the game several times. You could
students that the long i sound sounds like the letter
include other activities to make the game more
i or the pronoun I in English. Have them say the
challenging.
sound several times. Write kit on the board, read it,
and have students repeat after you a couple of
153
Lesson 6
Aim: Recall the main idea and details from a text. Write about abilities.
Lesson 6 Writing
48 1 Listen again to I Can Help, Too!
2 Read and underline Tina’s answers.
a) Can you climb trees? 1) Yes, I can. 2) No, I can’t.
b) Can you draw pictures? 1) Yes, I can. 2) No, I can’t.
c) Can you go to the store? 1) Yes, I can. 2) No, I can’t.
d) Can you ride a bike? 1) Yes, I can. 2) No, I can’t.
3 Draw yourself and a friend doing something you like.
It’s Saturday. This is me and my friend .

We’re having fun.
I can . I can’t .
He can . He can’t .
Can you ?
97
154
Writing
Start the Class 8

min
min
7
Tell students they will read some words and find Try this! Tell students they will work in
the hidden phrase. Write the following words on groups to say as much as they can remember
the board: hop, play, jump, whistle, the, rope, and about the story from Lesson 5. Divide the class
bike. Have students copy the words in their into groups of four and instruct them to close
notebooks and circle the ones that make the hidden their books before doing the activity. Walk
phrase ( jump rope). Write other hidden phrases on around and monitor groups as they work.
the board for students to find and circle. Finally, invite volunteers to share their answers
with the class. Encourage peer feedback.
48 1 Listen again to I Can Help, Too! 4
min

3 Draw yourself and a friend doing 9
5 again. Have them follow the story in their books min
something you like.
as they listen. Play Track 48.
Tell students they will make a drawing of
48 2 Read and underline 13
min
themselves and their friends doing something they
Tinaʼs answers. like. Ask volunteers to share with the class the
activities they enjoy the most and write them on
Explain to students that they will read some
the board. Have them make their drawings
questions and work individually to decide whether
individually. Walk around the classroom asking
Tina can do the activities mentioned in the
students questions about their drawings (Who is
questions. Ask students to point at Tina on Page
he / she? What is he / she doing? What are you
96. Have volunteers read the four questions out
doing in the picture? ). Pair up students and have
loud. Remind them that they can look at the story
them describe their drawings to each other.
on Page 96 if they forgot any detail. Give students
Monitor the activity and provide help if necessary.
time to complete the activity and then invite them
to share their answers with a classmate.
4 Write about your drawing. 7
Tell students they will listen to the story again min
to check their answers. Play Track 48. Ask some Tell students they will write about their drawings
volunteers to read the questions for the rest of the from Activity 3. Tell them they can use the answers
class to say the correct answers chorally. to the questions you asked in Activity 3 to
Divide the board into four squares. Label the left complete the sentences and describe what they
column Daniel and the right column Tina. Tell can and canʼt do. Walk around the classroom and
students to copy the chart in their notebooks. provide help if necessary. Then invite some
Explain that they will work with a classmate to list volunteers to read their texts out loud.
the things Daniel and Tina can do in the top two
squares and the things they canʼt do in the bottom Finish the Class 9
min
two squares. Have volunteers complete the chart Explain to students that they will play a game
on the board and then read the activities out loud. to practice the vocabulary from the story on Page
96. Divide the class into small groups. Write the
vocabulary about abilities from the story on Page
Mixed Abilities To motivate students, you
96 on the board. Explain that one member from
can even the pairs based on their performance.
each group will mime an action for his or her group
This will motivate students who struggle with
to guess. The first student to guess correctly will
English without feeling singled out, and it will
choose and mime another word from the board.
also motivate students who feel confident
Continue until all students have mimed at least
using the language by helping others.
one word.
155
Itʼs Our World
Aim: Make a survey about studentsʼ abilities.

Materials: construction paper, colored pencils, markers or crayons, Unit 8 flashcard
1 Look at the pictures and write sentences It’s Our World

about what these people can or canʼt do.
Different Abilities
Explain to students that they will look at the 1 Look at the pictures and write sentences about what these people can

or can’t do.
pictures and write sentences about what the
children in them can and canʼt do. Draw studentsʼ
attention to the pictures. Point at each picture a) She can play b) He can c) She canʼt bake
and ask What is he / she doing? Have a volunteer basketball . jump rope . a cake .
read the example. Have students complete the 2 Write a list of activities you can and can’t do.
activity individually. (Studentsʼ own answers.)
2 Write a list of activities you can and

canʼt do.
Tell students they will make a list of their abilities

3 Find out how many friends in your class can and can’t do each activity.
and inabilities. Ask volunteers questions about Share your results.
their abilities (Can you swim? Can you climb v

Our Abilities
trees? ) and write their answers on the board as a Questions Me Student 1 Student 2
list (I can swim. I canʼt climb trees.). Have students Can you ride a skateboard?
Can you play the drums?
write their own lists in the space provided. Can you play the guitar?
Can you sing songs?
3 Find out how many friends in your class We all have different abilities.
What are your abilities?
can and canʼt do each activity. Share 98
your results. PHCEN3SB1E20_p092_103_U8.indd 98 6/11/21 10:43 AM
Tell students they will administer a questionnaire lists in Activity 2 each and fill in their charts. Tell
to their classmates to find out who can and canʼt students to take out their materials and draw their
do some activities. Explain that they will work in charts before administering the questionnaires.
groups of four to make a chart like the one in the Display the charts on the classroom walls.
example. Have them choose one ability from their
Write the question on the board. Tell students share with their classmates and which ones
they will work in groups to talk about their they donʼt. Then bring the class together and
abilities. Explain that each one will describe the point out that not everyone has the same
activities they enjoy and are good at to their abilities, and that it is important to recognize,
teammates. Write some prompts on the board respect, and value the differences among us.
to guide their discussions (Do you like to … ? Can You can use the Itʼs Our World Unit 8 flashcard
you … ? Yes I can. No I canʼt. I can … I canʼt …). to present this subject.
Next, ask them to notice what abilities they
156
Review
Vocabulary: ride a bicycle, swim, dance, paint, play the guitar, whistle, sing, hop,
speak English, play the drums
Grammar: I can play the guitar. I canʼt whistle. Can you whistle?
Review 10
min
Try this! Explain to the class that they will
1 Find and circle the activities. /8
stand up and do a This is the way we …
demonstration. Call out an ability, for
example, hop. Tell students to say This is
the way we hop while miming the action.
s a k h o p a e i m w o m Repeat with different activities from this
w p b v y u f b a t h w p
i y a r l c s i n g i h o
unit. You may also choose to have volunteers
m d t a t a e y q m s s c lead a round.
r i d e a b i k e d t z d
a v u f h z x g n b l d a
z l l p a i n t g c e w n
w b v a i j p i m h u n c 2 Unscramble.
q y x i h b r g w i r c e
p l a y t h e g u i t a r Explain to students that they will arrange the
words in the correct order to form sentences.
Monitor the activity and provide help if necessary.
Tell students to compare their answers with a
classmate before checking them as a class.
2 Unscramble. /4
a) Can / whistle / you b) speak / can / I / English
Can you whistle? I can speak English
.
c) you / paint / Can d) can’t / play / I / the drums
Can you paint ? I canʼt play the drums
.
99
1 Find and circle the activities.
Explain to students that they will first identify the

abilities in the pictures and then find and circle the
words in the wordsearch. Circulate among the
students and provide help as needed. Have them
say the words they circled.
157
Extra Practice
1 Complete the words.

Then write them in the puzzle. 1 Complete the words. Then write them in the puzzle.
Explain to students that they will look at the

photos and complete the words for abilities. Once
they have completed the words, draw their
attention to the puzzle and explain that they will
r a w a picture wh i s t l e p a i n t a picture
solve it by writing in the words they completed. a) d b) c)
Solve the first item as a class and have students Hello!
complete the activity individually.
d) play the g u i ta r e) speak E ng l i s h

b
a d r a w
h
c p a i n t
s
d g u i t a r
l
e E n g l i s h
100
1 Check (✔) or cross (8) the things you can Extra Practice Lesson 2
or canʼt do. Then write sentences. Reminder
1 Check ( ) or cross ( ) the things you can
or can’t do. Then write sentences. I can play the guitar.
Direct studentsʼ attention to the Reminder box (Studentsʼ own answers.) I can’t whistle.
and ask them to read both sentences.

a) whistle .
Explain to students that they will look at some
pictures and describe what the children are
doing. Then, they will draw a check mark or a b) paint .
cross next to each activity according to whether

they can or canʼt do the activities in the photos. I knew it!
c) speak English .

Tell them to write the corresponding sentence
(I can / canʼt whistle.). Invite volunteers to share
their answers with the class.
d) play the drums .
2 Complete the sentences.

Write what you can and canʼt do. e) play the guitar .
Explain to students that they will write true

sentences about themselves. Have them read the 2 Complete the sentences. Write what you can and can’t do.
(Studentsʼ own. answers.)
a) I can speak English , but I can’t sing
example before working on their own. Have
b) I can , but I can’t .
volunteers share their sentences with the class. c) I , but I .
d) , but .
101
158
Extra Practice

a) oph hop
words and then match them to their corresponding
pictures. Review answers as a class. Have
b) rwda draw volunteers write the words on the board.
c) pmuj rpeo jump rope
d) plya hte giutra play the guitar
e) inatp paint
f) htiwsle whistle
g) encda dance
h) paesk ghislnE speak English
102
1 Complete.
1 Complete.
Reminder
Have a volunteer read the information in the
Can you swim? Can you whistle?
a)
I can .
Yes, I can. / No, I can’t. Reminder box out loud. Tell the class they will
Yes,
b) Can you play golf? complete the questions and answers.
No, I canʼt.
c) Can you jump rope?
Yes, I can .
2 Answer.
d) Can you play the guitar?
I canʼt. Tell students they will answer questions about
No,
themselves. Then invite volunteers to read the
2 Answer. (Studentsʼ own answers.)
a) Can you play soccer? , . questions out loud for others to answer them.
b) Can you whistle? , .
c) Can you bake a cake?
d) Can you ride a bike? ,
, .
.
3 Look at the pictures and write three
questions. Then answer about yourself.
3 Look at the pictures and write three questions. Then answer about
yourself.
Tell students they will write questions about the
a) Can you play the guitar ?
(Studentsʼ own answers.) abilities shown in the pictures. Explain that they
.
will answer them with their own information.
b) Can you play the drums? Read the example as a class. Invite some
students to share their questions and answers
c) Can you climb trees ? with the class.
103
159
Workbook
Starter Lesson
The Workbook has a Starter lesson that you can previous course. You can also use it for students
use to review vocabulary and grammar from the who are new or as a remedial lesson.
door run
down Open
shout Read
lake
health lodge
boat house
Write eat cafeteria
cabin
pool
Is he
he isn’t
Are they
they are The cafeteria is next to the health lodge
Are they elephants The pool is in front of the health lodge

Yes, they are The boat houses are next to the lake
160
U1
Workbook page 8 Workbook page 9
1 Tell students they will complete the numerical 1 Explain to the class that they will work
sequence. Have them work individually. Walk individually to complete the sentences using
around the classroom and provide help if needed. the correct words from the box. Walk around the
classroom and provide help as needed.
2 Explain to students that they will solve four
additions. Have them look at the example provided 2 Explain to students that they will complete a
before solving the operations on their own. Monitor conversation. Have them work individually. Monitor
and give help if needed. and provide help as needed.
3 Explain to students that they will unscramble 3 Ask students to look at the pictures. Explain
some words and match them to their corresponding that they will complete the sentences according to
images. Direct students’ attention to the example what they see in each picture. Have them work
provided and its corresponding picture. Have individually and monitor their work.
students complete the activity individually. Monitor
and help as needed.
4 Tell students they will solve a riddle. Elicit what

a riddle is (a puzzle to be solved in order to find a
hidden meaning). Allow some minutes for students
to solve it.
thirty
fifty eighty
ninety Who
Sheʼs
How
fifty seven
is
eighty five ninety one
are they
Theyʼre
ncle How old are
sheʼs
randparents
are they
iece (Studentsʼ own answers.)
are they
ephew thirty-eight thirty-six
is she
unt (Studentsʼ own answers.)
is she
Sheʼs thirteen
is he
cousin
is he
niece Heʼs thirty-four
161
01 1 Tell the class they will listen to a 1 Explain to students that they will complete the
conversation. Ask students to look at the picture family tree with the names of Anna’s relatives. Ask
and invite some volunteers to describe it using students to read the story from Page 10 and write
words for family members. Instruct students to pay the names below each family member. Have them
close attention to the names mentioned. Play Track work individually. Provide help as needed.
01. As students listen, have them write the name
below each person. If you deem it necessary, play 2 Tell students they will complete the paragraph
Track 01 again. using the correct words for family members. Tell
them to use the information in the family tree from
Activity 1 to complete the paragraph. Have them
work individually and monitor their work.
Anita Jim
Ann James Annie Jimmy
Anna Annabel
Rick
Pat Patrick
mom sister
aunt grandma
dad
uncle grandpa
cousins
162
02 1 Tell students they will listen to a rhyme 03 1 Explain to the class that they will listen
and say it. Ask students to listen carefully to the to a song and complete its lyrics. Play Track 03
pronunciation of the words love, uncle, funny, more than once if needed. Pause the audio when
cousin, and honey. Play Track 02. Then divide the necessary to give enough time for students to
class into groups of four and have each student say write the missing words. Invite some volunteers
one line of the rhyme. Walk around the classroom to share their answers with the class.
and check pronunciation.
2 Explain to students that they will unscramble
2 Tell students they will practice the short u the lines of the last stanza of the song. Have them
sound. Invite the class to say each word three complete the activity individually. Monitor and
times, loudly and clearly. Invite some volunteers to provide help as needed.
come to the front and say the words. Check their
pronunciation and correct if necessary. 03 3 Tell students they will listen to “Young
and Old!” again and correct any mistake in Activity
3 Tell students they will read some sentences 2. Play Track 03. Then play the audio once again
and underline the words with the short u sound. and invite the class to sing along.
Say the word love several times for students to
identify the vowel sound. Tell them to whisper read
the sentences and underline the words with the
same sound as love.
How old
Thirty
seventy two
Fifty
seventy two
How old is he
How old is he
Thirty? Forty? Fifty
Heʼs ninety-nine
Heʼs ninety-nine
163
U2
1 Tell students they will complete the months of 1 Tell students they will complete the dialogue
the year. Elicit the first answer (March ). Have with the words in the box. Remind them that wh-
students complete the activity individually. Remind words are used to ask questions. Circulate around
them that the months of the year are always the classroom and provide help as needed.
capitalized.
2 Explain to the class that they will complete the
2 Tell students they will write the number words questions with the correct wh– word and answer
of the ordinal numbers and the ordinal numbers of them with the information in the calendars. Monitor
the number words. Have them work individually. and provide help if necessary.
Circulate around the classroom and provide help as
needed. 3 Explain to students that they will answer
questions about people’s birthdays. Have them
3 Explain to students that they will complete the complete the activity individually. Walk around the
sentences about three classmates’ birthdays. Have classroom and provide help as needed.
them read the example before they start the
activity. Monitor and provide help as needed.
March
Whatʼs date
June is
whenʼs
August September in October
October December
Whatʼs
Itʼs May seventeenth
9th twelfth
18th twenty second
twenty eighth 31st Whenʼs
Itʼs in August. On August ninth
(Studentsʼ own
answers.)
164
04 1 Tell students they will listen to a 1 Tell students they will complete some
story and read long. Have students look at the sentences with information from the story on Page
illustrations. Explain that Field Day is a day when 16. Have them work individually. Encourage them
there are no classes and there are games, to read the story on Page 16 again to confirm their
competitions, and food instead. Play Track 04. answers.
Have students explain what happens to Mike.
Help them with any vocabulary they may need. 2 Explain to the class that they will draw a
picture of their favorite part of the story. Circulate
around the classroom to monitor students’
drawings and provide help as needed.
3 Tell the class they will write about the picture

they drew in Activity 2. Help students with any
vocabulary they may need.
April 18th
first
second
third
165
05 1 Tell students they will listen to some 06 1 Explain to the class that they will listen
words and fill in the blanks spaces. Ask students to to a song and complete the lyrics. Play Track 06
listen carefully to the words with the th sound you more than once if necessary. Check answers as a
are going to play. Play Track 05. Then play the track class and write them on the board.
once more for students to repeat the words. Help
them with their pronunciation if necessary. Finally, 06 2 Tell students they will listen to the
have them fill in the blank spaces. song from Activity 1 again and sing along. Play
Track 06 and then ask What was your favorite part
2 Explain to students that they will look at the of the song? Choose the part of the song that most
pictures and match them to their corresponding children liked and sing it again together without
sentences. Monitor and provide help as needed. playing the track.
Finally, have students chorally say the sentences
out loud. 3 Tell students they will rewrite a stanza from
the song in Activity 1 using their own birthday
3 Explain to students that they will check the date. Write the stanza on the board and complete
words with the th sound. Suggest that students it with your own information. Have students
whisper the words to identify the th sound before complete the verse and sing it to a classmate.
checking an item. Monitor students’ work and
provide help as needed.
t h t h
t h t h
birthday June
in
May is
August
Itʼs
month today
January
Whenʼs
March
May
(Studentsʼ own month
answers.)
166
U3
1 Explain to students that they will underline 1 Have students look at the pictures. Explain
the phrase or word that best describes the image. that they will work individually to complete the
Have them complete the activity individually. questions and answers about times and daily
Monitor the students’ work and provide help activities. Circulate and provide help as needed.
as needed.
2 Explain to students that they will unscrambled
2 Tell students they will match the daily activities the sentences. Have them work individually.
to the pictures. Give students some time to Provide help if necessary.
complete the activity. Walk around the classroom
and provide help as needed. 3 Tell students they will read some questions
and answer them with their own information.
Monitor and correct any mistake you notice.
What time
2 oʼclock
What time get up

I get up at
do
eat lunch
Itʼs 6 oʼclock
What time is it
I eat dinner at 7 oʼclock
in the evening
What time do you
go to school
167
07 1 Explain to the class that they will listen 1 Explain to students that they will number the
to the story and read along. Have students look pictures according to the sequence of events in the
at the illustrations. Point at the first two pictures story from Page 22. Refer students to the story
and ask what the time is in each one. Then invite a on Page 22 if they don’t remember some details.
volunteer to read the title of the text. Play Track 07. Monitor and provide help if needed.
Invite some students to explain what happens to
Walter. Provide help with any vocabulary they 2 Tell the class they will complete the paragraph
may need. with information from the story on Page 22. Refer
students to the story on Page 22 if they don’t
remember the times. Monitor and correct any
spelling mistake you notice.
3 Explain to students that they will write a

paragraph similar to the one in Activity 2 about
their own daily routine. Remind them to write the
activities in the correct order and mention the
time they do them. Monitor and provide help if
necessary.
4 2 1 3
6:30
7 oʼclock
8:30
2 oʼclock
afternoon
3:30
Wally
168
08 1 Tell students they will practice 09 1 Tell students they will listen to a song
identifying and pronouncing the w sound. Ask and complete the lyrics. Ask 10 volunteers to read
students to listen carefully to the words with the one verse each. Correct pronunciation if needed.
w sound. Play Track 08. Play it once more for Play Track 09 more than once if necessary. Pause
students to repeat the words. Correct pronunciation the audio after each verse to allow students time to
if necessary. write the missing words.
2 Explain to students that they will underline 09 2 Tell students they will listen to “Let’s
the words that begin with the w sound. Have Go!” again to check their answers from Activity 1.
some volunteers read the words out loud before Play Track 09. Invite some volunteers to come to the
completing the activity individually. Check answers board and write the answers. Finally, play Track 09
with the class. again and have students sing along.
3 Tell students they will read some tongue 3 Explain to students that they will complete a
twisters and match them to their corresponding new verse for “Let’s Go!” with information from
pictures. Explain to students what a tongue twister the picture. Draw students’ attention to it and ask
is (a sentence that is difficult to say because it has What is the girl doing? What time is it? Elicit some
many similar sounds). Invite some volunteers to answers. Remind students to use the vocabulary
read the tongue twisters out loud. Have students for daily activities they have learned in the unit. Pair
complete the activity. up students and invite them to sing their verses.
is 2 oʼclock
go
noon
What time is it in the evening
What time is it
7 oʼclock
in the morning
What time is it
12 oʼclock 12 oʼclock
12 oʼclock midnight
169
U4
1 Tell students they will look at the images and 1 Explain to students that they will work
find the word for each sport in the word search. individually to underline the correct answer,
Circulate the classroom and provide assistance depending on the activity each child is doing. Have
if needed. students look carefully at the picture before
completing the activity. Walk around the classroom
2 Explain to students that they will complete the and provide help if needed.
names of the sports from Activity 1. Have students
work individually. Monitor and help as needed. 2 Tell students they will write the words in the
correct order to make sentences. Have them work
3 Tell students they will write the activities that individually. Provide help as needed.
describe the pictures. Provide help if necessary.
3 Explain to students that they will look at each
picture and write a sentence describing the
people’s activities. Have students work individually
and provide help if needed.
b a o f v y
k l e s f b
Heʼs watching TV
Weʼre doing our homework
Iʼm not listening to music
talk on the watch TV do homework

phone
Heʼs watching Heʼs taking Weʼre listening

work on the listen to music take pictures TV pictures to music
computer
170
10 1 Explain to the class that they will 1 Explain to students that they will write
listen to a story and read along. Have students look sentences about the characters in the story from
at the illustrations. Ask What is Betty doing? Elicit Page 28. Have students look at the pictures before
some answers and write them on the board. Have describing them. Walk around the classroom and
a volunteer read the title of the text. Play Track 10. provide help if necessary. Check answers as a
Then have students explain why Betty is upset. class.
Help them with any vocabulary they may need.
2 Explain to students that they will complete the
story with the activities they and their families
usually do on Saturday mornings. Circulate around
the classroom to monitor their work.
3 Explain to students that they will make a

drawing to illustrate their stories from Activity 2.
Monitor and help if needed.
Jeff and Stella are Henry is doing

watching a movie on TV his homework
171
11 1 Tell students you will play a track and 12 1 Tell students they will listen to a song
they will listen carefully to the words with the short and complete the lyrics. Have students read the
e sound. Play Track 11. Play the audio once more incomplete verses before playing Track 12. Play
and invite students to repeat the sentences. Track 12. Play it more than once if needed.
2 Explain to students that they will read some 12 2 Tell students they will listen again to
words with the short e sound and underline Track 12 to check their answers from Activity 1.
the words that rhyme with them. Write them on the board. Then play the track again
and invite students to sing along.
3 Explain to students that they will clap every
time they say pen, ten, bed, red, wet, net, bell, and 3 Tell students to look at the pictures. Explain that
well, and stomp their feet when they say e, e, e! they will complete the verse by telling what the
Divide the class into two groups and have one group children in the pictures are doing. Monitor and help
read the chant while the other clap and stomp their as needed. Pair up students and have them sing the
feet. Then switch roles. verses to each other.
not not not

football tennis
playing
playing
Baseball
Ping pong
play
not playing golf playing soccer

Soccer
172
U5
1 Explain to students that they will underline the 1 Tell students they will work individually to
activity that corresponds to each picture. Set a time match the questions to the answers. Monitor and
limit for students to complete the activity and provide help as needed.
provide any help if needed. Invite some volunteers
to share their answers with the class. 2 Explain to students that they will put the
words in order to make sentences. Have students
2 Explain to students that they will unscramble work individually. Circulate around the classroom
the words in the box and complete the sentences. and provide help if necessary.
Have students work individually. Monitor and
provide help as needed. 3 Explain to students that they will complete the
sentences by writing what each child in the picture
3 Explain to students that they will read a riddle is doing. Have students work individually. Check
and find the mystery word. Elicit or explain what a answers with the class.
riddle is (a puzzle to be solved in order to find a
hidden meaning). Have students work out the
riddle and the mystery word individually. Walk
around the classroom and provide help as needed.
U5 Vocabulary Review Grammar Review
1 Look and underline the correct answer. 1 Match.
a) What are you doing? 1) He’s climbing a tree.
b) What is he doing? 2) We’re playing ball.
c) What is she doing? 3) They’re setting the table for lunch.
d) What are they doing? 4) She’s running in the park.
2 Unscramble the sentences.
a) h
aving a picnic / We’re / b) She’s / on the swings / playing
a) have a picnic / b) climb trees / c) ride a skateboard /
in the park today Sheʼs playing on
play on the swings take a walk ride a bike Weʼre having a picnic the swings .
in the park today .
2 Unscramble the words. Then complete the sentences.
c) Sam / riding a skateboard / is d) feeding the birds / are /
Fede Tkae Ste Wsah
Sam is riding Mom and Dad
Feed Wash a skateboard Mom and Dad are

a) the pets. b) the car. .
feeding the birds
c) Take out the trash. d) Set the table.
.
3 Look and write the sentences.
3 Solve the riddle.
a) Mario is climbing
a tree .
My first letter is in set but is
b) Mineko
not in pet.
riding a bike .
My fourth letter is in carrot Mario Miguel
but not in parrot. c) Maria and Miguel are Maria
My last letter is the third playing ball .
letter in bike.
d) Julio is taking
Children love me. I’m good
Mystery word a walk . Mineko
to eat. Julio
I’m a s n a c k . e) Jorge is riding Jorge
What am I?
a skateboard .
32 Student’s Book pages 56 and 58 Student’s Book pages 57 and 59 33
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173
13 1 Ask students to look at the pictures 1 Ask students to read the story from Page 34
and invite some volunteers to describe them using again. Explain that they will check all the activities
the words and phrases they learned to talk about that the family does for Mother’s Day. Walk around
activities. Tell the class they will listen to an audio the classroom and help if necessary.
about Mother’s Day. Instruct them to pay close
attention to the activities mentioned. Play Track 13. 2 Explain to students they will complete the text
As students listen, have them follow the words with with the correct verbs Circulate around the
their fingers. Then explain to students that not every classroom and monitor students’ work.
country celebrates mothers the same way. Ask them
whether there is a special celebration for mothers in 3 Have students write sentences describing what
their countries and, if so, have some volunteers they do on Mother’s Day. If student’s do not
describe the celebration. celebrate Mother’s Day, ask them if there is a
celebration for women in their country they could
describe instead, or suggest that they write about
something special they have done for their mothers
or for someone they recognize as a mother figure.
Ask them to work individually. Walk around the
classroom and provide help as needed.
Unit 5 Reading Unit 5 Writing
13 1 Read and listen. 1 Read again and check ( ) the things they do for Mother’s Day.
a) make breakfast b) take out the trash

Mother’s Day
c) make a snack d) eat dinner
Mother’s Day is a day to celebrate our
moms. They do many things to help us. e) ride a bike f) wash the dishes
In the morning, they help us get up and
get ready to go to school. They help us 2 Complete the story.
do our homework and they make yummy
dinners for us. On Mother’s Day I like to
do things for my mom.
It’s Mother’s Day today. We are helping Mom. Right now,
Today is Mother’s Day. This is our Mom is taking a walk. Dad is making
mom. We love her very much. Every
breakfast. I ʼm setting the table and my brother
Mother’s Day we get up early and make
a big breakfast for her. She likes to eat is taking out the trash. Whoops, Dad! Now the
breakfast in bed as a special treat.
dog is eating Mom’s egg!
When we get home from school, we
make a snack for her. Mom likes cookies
and milk. Then we all take a walk before
dinner.
3 Write about what you do on Mother’s Day. (Studentsʼ own answers.)
On Mother’s Day I
Today we’re eating a delicious

dinner. It’s Mom’s favorite. After
dinner Mom watches TV. I’m
washing the dishes and my
brother is taking out the trash.
My Mom has a great day on
Mother’s Day. And we do, too!
34 Student’s Book page 60 Student’s Book page 61 35
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174
14 1 Ask students to listen carefully to the 15 1 Explain to the class that they will listen
words with the sh sound. Play Track 14. Explain that to a song and check the pictures that show the
you will play it again and this time they will repeat activities the children mentioned are doing. Play
the sentences as clearly as they can. Play Track 14 Track 15. Circulate the classroom and provide
again. Correct their pronunciation if necessary. assistance if needed.
2 Explain to students that they will cross out the 15 2 Tell students they will listen to “In the
words in the rhyme that have the sh sound. Have Park” to check the answers in Activity 1. Play Track
them work individually. Provide help as needed. 15. Then play it once more and have the class
sing along.
3 Explain to students that they will say the name
of each object and color only the ones that have the 3 Explain to students that they will rewrite a verse
sh sound. Have them work individually. Provide help for “In the Park” mentioning an activity they are
as needed. doing in the park and another one they are not doing.
Tell them to illustrate the verse. Write an example on
the board before students work on their own. Then
pair up students and have them sing their verses to
each other.
Unit 5 Phonics Unit 5 Song
14 1 Listen and repeat. 15 1 Listen and check ( ) what the children in the song are doing.

Sheila has shiny shoes.
Sheila’s shoes are shiny.
Shep has a shocking shirt.
2 Read the text and cross out ( ) the words
with the sh sound. Then say it. 15 2 Listen again and sing In the Park.
Sharky shark is fishing fresh fish

at the seashore. But Sharky In the Park
shark doesn’t know fresh fish are
What are you doing What are you doing
friends not food. In the park today? In the park today?
I’m not taking a walk We’re not running
I’m playing on the swings We’re riding bikes
3 Color the pictures that have the sh sound.
3 Write the stanza and draw yourself. Then sing it to a classmate.
What are you doing
In the park today?
(Studentsʼ own negative answers.) (Students’ own
In the park today. drawings.)
(Studentsʼ own affirmative answers.)
In the park today.
36 Student’s Book page 60 37
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175
U6
1 Explain to students that they will work 1 Tell the class they will look at the photos of
individually to match the words for items of Tara and Julian and write questions about them for
clothing to the corresponding pictures. Circulate the answers in Items a) and b). Remind students to
the classroom and provide help as needed. use the –ing form of the verbs. Monitor and provide
help as needed.
2 Tell students they will look at the clothes the
children are wearing and answer the questions. 2 Explain to students that they will write two
Ask students to complete the activity individually. more sentences about what the children from
Provide help as needed. Activity 1 are wearing. Circulate around the
classroom and provide help if necessary.
3 Explain to students that they will look at the

pictures and complete the sentences in the
affirmative or negative form, according to what the
children are doing and not doing. Monitor and help
if necessary.
What’s Whatʼs he
she wearing wearing

isnʼt isnʼt
jeans, sneakers, a jacket ʼs flying ʼs eating
a T-shirt, a skirt, shoes
a shirt, shorts, sneakers

isnʼt isnʼt
a cap, a T-shirt, shoes ʼs swimming ʼs building
jeans,
176
16 1 Explain to students that they will listen 1 Tell students they will look at the pictures of the
to a text and whisper read along. Ask students to animals made of sand on Page 40 and check the
look at the pictures and guess what the text is about. correct options. Check answers with the class.
Tell the class they will listen to a description about
sandcastle contests. Instruct them to pay close 2 Tell students they will draw themselves and
attention to the verbs ending in –ing. Play Track 16. their families building a sandcastle. Ask students to
imagine how their own sandcastle would be before
drawing it. Encourage them to be creative. Walk
around the classroom and help as needed.
3 Tell students they will complete the text to

describe their drawings from Activity 2. Walk around
the classroom and provide help if necessary.
(Studentʼs own drawings.)
ʼre
building
177
17 1 Tell students they will listen and repeat 18 1 Explain to the class that they will listen
a poem to practice the k sound. Draw students’ to a song and follow the lyrics with their fingers.
attention to the poem and ask them to read it silently. Play track 18. Then play the song once more and
Then play Track 17 and ask students to listen and have students sing along.
pay attention to the pronunciation of the words.
Explain that they will hear the poem once more and 2 Tell students they will look at the girl and
this time they will repeat the words as they listen to complete the questions and answers according
them. Play Track 17. to what she is wearing. Invite volunteers to share
their answers with the class.
17 2 Tell students they will listen to the poem
from Activity 1 again and check the words they hear. 3 Explain to students that they will complete
Play Track 17. If necessary, play the track again so a verse from “My Clothes” with their own
students can review the words they checked. information. Pair students up and have them sing
their verses to each other.
3 Tell students they will find words with the k
sound in the wordsearch and write them in the
spaces provided. Then have them say the words to
a classmate. Allow some time for students to do
the activity. Walk around the classroom and
provide help as needed.
What wearing
wearing (Studentsʼ own answers.)
Are wearing
I am
(Studentsʼ own
jacket answers.)
look
sneakers
kite
pink
178
U7
1 Explain to students that they will look at the 1 Explain to students that they will work
pictures and write the corresponding word for each individually to put the words in order to make
one. Explain that they will work individually and sentences. Circulate around the classroom to
use the vocabulary they learned in this unit. Walk monitor students’ work and provide help as
around the classroom and provide help as needed. needed.
2 Tell students they will look for some 2 Explain to students that they will complete the
vocabulary words in the word search and complete questions and then look at the pictures to answer
the party activities with them. Have them read the them accordingly. Have them complete the activity
incomplete phrases individually before starting the individually. Monitor and provide help as needed.
activity and answer any questions they may have.
Set a time limit for them to complete the activity.
3 Explain to students that they will solve a

riddle and find the mystery word. Give students a
few minutes to read and analyze the clues before
completing the activity. Monitor and solve any
questions students may have.
The children are making decorations

candy soda
Are they sending invitations for the party
cake popcorn We are buying snacks
Is he singing and dancing
bake
buy Is
make
No he isnʼt
send
sing dance
Are
No they arenʼt
Are
No they arenʼt
Is
l e m o n a d e No he isnʼt
179
19 1 Tell the class that they will listen to 19 1 Explain to students that they will work
a story in which a boy moves to a new town. Ask individually to number the activities mentioned
students to look at the pictures before reading and in the story from Page 46 in the correct order.
listening to the text. Instruct them to pay close Monitor and help if necessary. Play Track 19 so
attention to the order in which the activities are they can check their answers.
mentioned. Play Track 19. If you deem it necessary,
play it a second time. 2 Explain to the class that they will think of an
ending to the story from Page 46 and draw it. Set
a time limit for students to make their drawings.
Circulate around the classroom to monitor
students’ work.
3 Tell students they will write the description of

the drawing they made in Activity 2. Then have
them show their drawings and descriptions to
a classmate. Ask some volunteers to share their
drawings and descriptions with the class.
4 2
1 3
180
20 1 Tell students they will listen to a tongue 21 1 Explain to the class that they will listen
twister to practice the short a sound. Play Track 20 to a song and number the pictures in the order they
and have students listen to the tongue twister. Then hear them mentioned. Play track 21.
read it out loud to the class and ask them to repeat it
after you. Invite students to underline the words with 21 2 Tell students they will listen to the
the short a sound that are the same as in the word song again to check their answers from Activity 1.
cat. Monitor and provide help as needed. Play Track 21. Once they have checked the
answers, play the song once more and invite the
2 Tell students that they will practice the short a class to sing along. Play Track 21.
sound. Read the three items out loud and have the
class repeat them after you. Help them with their 3 Draw students' attention to the incomplete
pronunciation if necessary. verse and explain that they will complete it with
information about their friends. Walk around the
3 Explain to students that they will read the classroom and provide help if necessary. Pair up
sentence and circle the letters that sound like a in students and invite them to sing their new verses
cat. Tell them that whispering the sentences may to each other.
help them identify the sound more easily.
4 Tell students they will write three more words

with the short a sound. Provide help if needed.
3 2 1

181
U8
1 Tell students that they will match the abilities 1 Tell students they will look at some pictures
with the pictures. Set a time limit for students of children doing activities and complete the
to complete the activity. Circulate around the questions. Tell students to answer them according
classroom and provide help as needed. to their own abilities. Circulate around the
classroom to monitor students’ work and provide
2 Explain to students that they will rearrange the help as needed.
letters to write words for abilities. Have students
work individually. Provide help if necessary. 2 Tell students they will use the information
in the answers from Activity 1 to write complete
3 Tell students they will complete the sentences sentences about their own abilities and inabilities.
with words for abilities. Have them work Have them work individually. Provide help as
individually and provide help as needed. needed.
jump rope paint whistle

(Studentsʼ own (Studentsʼ own (Studentsʼ own
answers.) answers.) answers.)
ride play speak

a skateboard the guitar English
(Studentsʼ own (Studentsʼ own (Studentsʼ own
answers.) answers.) answers.)
whistle draw
hop paint (Studentsʼ own answers.)
rope drums
play speak
trees
182
22 1 Tell the class that they will listen to 1 Explain to students that they will work
some descriptions of bats, elephants, crocodiles, individually to complete the chart by writing the
and sloths. Ask students to look at the pictures names of the animals that can do each of the
before reading and listening to the text. Instruct abilities listed in the left column. Monitor and help if
them to pay close attention to the abilities each necessary.
animal has. Play Track 22. If you deem it necessary,
play it a second time. 2 Explain to the class that they will write the
name of their favorite animal and then make a
drawing of it in the space provided. Monitor and
offer help if needed.
3 Tell students that they will write sentences

about what their favorite animals can and can’t
do. Circulate around the classroom to monitor
students’ work.
elephants sloths crocodiles

bats
elephants crocodiles
sloths
183
23 1 Explain to students that they will listen 24 1 Explain to the class that they will listen
to a text and complete it with the words in the box. to the song "All Day Long!" and complete the lyrics.
Play Track 23 more than once to allow enough time Have students read the incomplete sentences
for students to write the words. Invite volunteers before playing the track. Play Track 24 more than
to read the text out loud. Pay attention to once if needed.
pronunciation and correct if necessary. Play Track
23 again and have students repeat the sentences. 24 2 Explain to the class that they will
listen to "All Day Long!" again to check their
2 Tell students they will make drawings answers from Activity 1. Play Track 24 and
to illustrate the sentences. Walk around the encourage students to sing along.
classroom to monitor their work. Pair up students
and have them take turns reading the sentences to 3 Tell students they will look at the picture of
each other. the child hopping and complete a new verse for
"All Day Long!" with this activity. Walk around the
3 Tell students to read the sentences from classroom and provide help if needed.
Activity 2 again and underline the words with the
long i sound. Check answers with the class. 4 Tell students they will sing their verses from
Activity 3 with a classmate. Monitor and provide
help as needed.
can whistle
Mike
like fly rope sing
bright
canʼt whistle
kite
whistle
drums
can
play guitar canʼt
(Studentsʼ drawing of (Studentsʼ drawing

an owl flying at night.) of a kite in the sky.)
can hop hop hop whistle
(Studentsʼ drawing hop whistle

(Studentsʼ drawing
of someone fighting
of a bike at night.) sing
with a crocodile.)
184

Hc2e TG Level3

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a c h erʼs

Original design by Alejandro Flores, Gustavo Hernández and

About Happy Campers Second Edition ........................................................................................ 5

Student’s Book ................................................................................................................................ 6

Teacher’s Guide ............................................................................................................................. 11

Digital Components ..................................................................................................................... 13

Scope and Sequence ......................................................................................................................... 14

Unit 1 Family and Numbers ................................................................................... 16

is clearly divided into lessons and sections with Family and

Lesson 1 presents vocabulary about a specific

and pronounce the new vocabulary in context. Young and Old!

How old is she? Thirty? Forty? Fifty?

on the page. 03 3 Sing: Young and Old!

PHCEN3SB1E20_p008_019_U1.indd 8 6/11/21 10:31 AM

b) How old is he?

2 Complete. Lesson 2 presents grammar activities that guide

How old is he? He’s eighty.

PHCEN3SB1E20_p008_019_U1.indd 9 6/11/21 10:31 AM

They’re my cousins. He’s

They’re my parents He’s my uncle. She’s my Ha! Look

Who is Juan? He’s my cousin.

PHCEN3SB1E20_p008_019_U1.indd 10 6/11/21 10:31 AM PHCEN3SB1E20_p008_019_U1.indd 11 6/11/21 10:31 AM

Lesson 5 offers a selection of fiction and nonfiction is fifty-five. I love my grandpa.

vocabulary and grammar while developing reading

and listening skills.

some of the most common sounds in the English He’s twenty-one.

language to support pronunciation.

develop reading, listening, and pronunciation skills. in human years!

PHCEN3SB1E20_p008_019_U1.indd 12 6/11/21 10:32 AM

3 Draw a picture of your family. Lesson 6 provides reading comprehension activities

PHCEN3SB1E20_p008_019_U1.indd 13 6/11/21 10:32 AM

Sustainable Development and Citizenship Program 1 Read and match.

Who is he? He’s my

These activities will expose students to the How old is he?

skills like creativity, collaboration, communication,

Health and Socio-emotional Sustainable Cultural

The Review page helps students consolidate the

PHCEN3SB1E20_p008_019_U1.indd 15 6/11/21 10:32 AM

Vocabulary Review and Grammar Review

The Reading section provides texts with fictional

The Writing section develops specific writing skills

of the language, skills, and detailed explanations

teachers to prepare the lessons ahead.

Start the Class

strategies to enhance the classroom experience.

Explain to students that theyIt

3 Sing Young and Old!

teaching with games, classroom

students to write the words. Play the track again.

The Shutterbugs. Show students the charactersmin

It includes interleaved Student’s Book pages with

numbers (ten, twenty, thirty) and have Lesson 1 doing so.

students repeat them after you. Then Un

1 Look. Who are the people in

Finish the Class Try this! Explain

The lessons are divided into sections for teachers

to deliver effective, time efficient classes. It includes

4 Write the names of four family

Start the Class

Finish the Class

5 5 y-two / thirty-five.etc. Repeat with the rest ofcomethe to thenumbers

min min Read and listen. 810is she?

one volunteer to ask Who is Juan? and another one students

• Downloadable digital Student’s Book with embedded audios and

• Digital Student’s Book with embedded audios and videos. It also