Libro Del Profesor PDF

1
Young
Achievers
Teacher’s
Achieving goals with Young Achievers! page 2
For the Student page 3 Book
Take a tour of the Student’s Book page 4
For the Teacher page 10
Digital Solutions page 12
Key Competences for Lifelong Learning page 16
Activity Bank page 17
Go Digital! Bank page 22
Student’s Book contents page 24

Unit 0 – Welcome page 26
Unit 1 – Time for school page 44
Unit 2 – Let’s celebrate! page 76
Language fun! Units 0-2 page 108
Unit 3 – Home, sweet home! page 114
Unit 4 – In the garden page 146
Unit 5 – People all around page 178
Unit 6 – Down on the farm page 216
Unit 7 – A picnic in the park page 248
Unit 8 – All about me! page 280
Picture dictionary page 317
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Achieving goals with
Young Achievers!
At this key stage of a child’s development and language learning,
focus on the four skills is imperative. With the inclusion of models to
follow, children are supported 100% with emphasis on success and
building confidence.
With Trinity GESE and Cambridge Language Assessment in mind,

children’s ability to communicate purposefully is at the forefront
of this course. Communicative activities appear throughout each
unit and give children ample opportunities to use the vocabulary
and grammar along with various communicative strategies: social
interaction, problem solving, game playing and interpretating
information.
Grammar is treated as a key part of the course and is highlighted

from the start. The focus is on production and fluency in order to
promote communication. Children are given the opportunity to
recycle and consolidate their knowledge of grammar at various
points during the course.
Vocabulary is introduced using a variety of age-appropriate and

high-interest themes and topics that are developed throughout
each unit. The key vocabulary is present not only in the exercises,
tasks, and activities where it is the main focus, but also integrated
into grammar and skills practice.
It is fundamental that English language learning is treated as

an integral part of the curriculum. In order to give children a
broader learning experience there is focus on CLIL and cultural
connections.
Young Achievers combines a variety of English language teaching

approaches in order to give students a rounded learning experience.
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For the Student
Student’s Book
The Student’s Book is made up of a Welcome, eight main and three review Unit 5
page 63
units. Each of the main units is divided into ten lessons plus a two-page unit
review. Throughout each unit, skills and language practice is fully integrated.
Sticker and Pop-out activities are included in every unit and provide fun
reinforcement of the unit language.
Young
1
1
Achievers
page 42
Unit 3
blend of skills, a fast-paced grammar
rong foundation. This, combined with
ary children all the confidence they need. Student’s
h integrated external exam practice for
Assesment to give them the tools they Book Unit 5
page 54
page 63
Unit 4
Sarah Fash
the support they need to achieve all
page 57
nt For the Teacher

Young Achievers Student’s Book
Unit 4
Teacher’s Book
Teacher’s Resource Book
Teacher’s Audio Material

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Audio CD Posters
page 66
he Student’s
Unit 5
dio CD Flashcards and

Word cards
Teacher’s i-book for IWB

• Includes Audiovisual material
ce:
vers
page 69
Activity Generator
Unit 5
ook
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achievers.net Stickers
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Pop-outs
230x287 mm lomo 8 mm
Activity Book Young

1
1
The Activity Book provides children

Achievers
Activity
with lesson-by-lesson further practice
Young Achievers will challenge and motivate. A blend of skills,
Book
a fast-paced grammar syllabus and phonics provides children
of the Student’s Book content. The
with a strong foundation. This, combined with a cross-curricular
and cultural focus gives primary children all the tools they need Sarah Fash
Digital
Activity Book
Picture dictionary at the back of
for success.
Throughout the course children are presented with integrated
external exam practice for both Trinity GESE and Cambridge
Picture dictionary
Also available
the book gives children an illustrated
Exams to give them the confidence they need.
Young Achievers Activity Book
Young Achievers aims to provide children with the support

reference of the main vocabulary
they need to achieve all their language goals.
Picture dictionary
from each unit. Extra listening
Young Achievers Activity Books provide additional support for
the Student’s Book. The material, designed to be fun and engaging, Unit 1 · Time for school 23
practice is included on the Audio CD

can be done in class or set as homework. The activity instructions
are simple and will allow the children to work independently.
Young Achievers Activity Books include:
along with all the songs, chants and
• Additional practice for all the Student’s Book pages
• Listening activities
stories in the Student’s Book. The
• Picture dictionary boo§ crayo> gl¤æ stic§ πe>
Activity Book Audio is also available
• Activity Book Audio CD
Includes Songs and Stories
from the Student’s Book!
to download from the course

website.
πenci¬ πenci¬ caßæ rub∫±® ru¬e®
1
www.richmondyoungachievers.net
Young
Achievers schoo¬ ba@ sharπe>e® chai® cloc§
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Book
Audio CD
Audio CD
Includes Songs
and Stories!
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CP: 592247
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Sa
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ill
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uc
ac
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S.L
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Cian Magenta Amarillo Negro BLANCO Troquel
16/01/14 12:10
3
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Take a tour of the Student’s Book
Lesson 1 Unit
Lesson 1
5 People all around
1 2.1 Read and listen. L”oo§! A ha†
1
Le†´fi d®esfi uπ! fo® m¥ ™ea∂. 2
Geor@æ, I´µ å
cowbo¥!
Each unit opens with a cartoon
featuring a group of school
children which introduces the
topics and themes of the unit. 3 S”ill¥ Geor@æ! Tha† 4 Tris™! Yo¤ an∂ Geor@æ ca>
ha† ifi fo® å gir¬! ∫¶ brot™e® an∂ sis†e®!
More practice activities
provide extra interactive
practice to reinforce the
lesson content throughout
Vocabulary is presented 2
han∂ arµ ea® ™ea∂ hai®
Listen and point.
the unit. They are ideal for
2.2
through visuals. At this level, ¬e@ fast finishers, as wrap-up

children are encouraged to
‡in@e® activities or homework.
trace letters and words in order
tø¶
You can access them on
to gain confidence writing. both the Teacher’s and
Student’s i-books.
foo† k>ææ mout™noßæ
3 Trace the words. e¥æ
60 More
practice
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practice P
F
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SC
Unit 5 Grammar is integrated into
Lesson 2
More
phonics
More
phonics Lesson 2
1 2.3 Listen and sing.
every lesson through model
The body rock texts. Children then move
Let’s get moving
i-poster
Blink your eyes towards independent use of
Songs and chants feature to the body rock.
i-flashcards to the beat. the language.
in every unit. Fun lyrics and Once you get started, Bend your knees.
catchy tunes motivate children
IWB
you won’t want to stop! Touch your ears. The grammar boxes are also
to participate and become
Touch your head. Shake your arms. available on both the Student’s
Touch your toes. Touch your hair.
more confident. Touch your fingers.
and Teacher’s i-books as
Hey, you’ve got it!
Touch your nose. You’re doing it, friend!
Visual grammar presentations
The Teacher’s i-book provides Clap your hands. Let’s go back – an animated, step-by-step
an additional IWB activity for Stamp your feet.
More
practice
and do it again.
More
practice P
presentation of the language.
F
all the songs and chants. 2 2.4 Sing and act out the song. Grammar SC
3 Write a Body rock. Touch your toes.
More
phonics
More
phonics
armfi earfi e¥efi £æe† fin@erfi hai®

handfi ™ea∂ k>æefi noßæ tø±fi
i-poster
1. Touc™ you® . 2. C”laπ you® .

i-flashcards
3. S”tamπ you® . 4. B’en∂ you® IWB .

5. S”ha§æ you® . 6. B”lin§ you® .
4 Give instructions.
C”laπ you® handfi.
Un it
More
Lesson 1
5 61People all around
practice
More
practice P
1
1 Trace and match.
Unit 5
Lesson 2
1 Find and write the number. F

2
Touc™ you® ™ea∂ Ben∂ you® k>æefi
8
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¬e@
07/11/13 14:44
arµ 3
C”laπ you® handfi S”ha§æ you® armfi
SC
7
e¥æ mout™ 4
6
S”tamπ you® ƒæe† B”lin§ you® e¥efi
5
k>ææ
More foo†
More
phonics phonics 1 2 3
han∂ ‡in@e®
Once children have worked
9
tø¶ ™ead
Use the Richmond i-tools
10
ea® noßæ
with a model, they are
11
to make the most of the 2 Read and colour. 12
activities. given the opportunity to i-poster

noßæ = oran@æ
e¥efi = brow>
personalise the material.

i-flashcards
hai® = g®æe> 4 5 6
handfi = purp¬æ
£æe† = pin§
IWB
¬egfi = g®e¥
mout™ = ®e∂
earfi = ¥ello≤
Activity Book
armfi = bl¤æ
60 61
4
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Unit 5
Lesson 3
Lesson 3 1 Trace the words.
Children are presented with bl¤æ g®æe> brow> blac§ ®e∂ blon∂
a variety of exercise types 2 2.5 Listen and complete.
I am special!
which are carefully guided I look in the mirror. Who do I see? I am special, it's easy to see!
and practise a range of skills.
I´√¶ go† hai®. I´√¶ go† hai®.

I´√¶ go† twø e¥efi. I´√¶ go† twø e¥efi.
I’ve got a mouth, two ears and a More
nose.
Skills activities contextualise More
practice
There will never be anyone else like me!
practice P
the grammar and vocabulary F

3 Read and match. Grammar
presented in each unit. I’ve got = I have got.
SC
More More
He’s has got.
phonicsgot = Hephonics
1
I´√¶ go† brow> hai®. She’s got = She has got.
I´√¶ go† g®æe> e¥efi. 3
I´√¶ go† blac§ hai®.

I´√¶ go† brow> e¥efi.
i-poster
i-flashcards
I´√¶ go† blon∂ hai®. 4
I´√¶ go† brow> e¥efi.
IWB
2
Extra interactive practice
I´√¶ go† ®e∂ hai®.
I´√¶ go† bl¤æ e¥efi.
62 More
practice
More
practice P
F
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Lesson 4 More
phonics
More
phonics
SC
Unit 5
Lesson 4
1 Trace the words.
Throughout the Student’s i-poster
I†´fi å jac§e†! T™e¥´®æ shø±fi!
Book, vocabulary is presented
i-flashcards
using illustrations and photos
in order to provide children shortfi IWB
with a visual record. sockfi

shir†
The Pop-outs provide a d®esfi
hands-on learning experience
and practise the language
presented in the lesson. skir† troußerfi
More
practice
More
practice P
F
2 2.6 Listen and number.
Grammar SC
3 Pop out and make a clothesline. What’s this? It’s a jacket.
More More
phonics are these?
What phonics They’re socks.
Extra interactive practice 1. Make a clothesline. 2. Pop out and colour clothes. 3. Hang your clothes.
i-poster
i-flashcards
Unit 5 Unit 5
Lesson 3 Lesson 4
IWB
1 Read and colour. 1 Trace and number.
1 2
sockfi jac§e† troußerfi
1 3
I´√¶ go† blon∂ 2
I´√¶ go† brow>
hai®. I´√¶ go† hai®. I´√¶ go†
brow> e¥efi. g®æe> e¥efi.
3 4
5
7
4 Point, ask and answer the questions.
I´√¶ go† ®e∂ hai®.
I´√¶ go† bl¤æ e¥efi.
I´√¶ go† blac§
hai®. I´√¶ go†
brow> e¥efi.
4
6
Wha†´fi thifi? Wha† a®æ t™eßæ?
2 Complete and colour.
shortfi skir† shir† d®esfi I†´fi å ®e∂ skir†. T™e¥´®æ bl¤æ sockfi.
blac§ blon∂ bl€æ brow> g®æe> ®e∂ 2 Complete and number. More
practice 63 More
practice P
1 2 3
I†´fi å T™e¥´®æ
1.
2.
shir†.
troußerfi.
F
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3. shø±fi.
I´√¶ go† brow> 4. d®esfi. SC
Activity Book
hai®. I´√¶ go† I´√¶ go† hai®. I´√¶ go† hai®.
g®æe> e¥efi. I´√¶ go† e¥efi. I´√¶ go† e¥efi.
More More
62 63 phonics phonics
5
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i-poster
i-flashcards
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Lessons 5 and 6
The children listen to and read a story. As the children move through the levels the amount of text increases
until they have the whole story written. The story is an ideal method to practise the unit language and extend
it in a natural, familiar context. The story is also available in interactive format on the Teacher’s i-book.
Unit 5 Unit 5
Lesson 5 Lesson 6
Katie’s pink dress M”uµ, loo§!
I†´fi å pin§ d®esfi! 5 I´µ sø angr¥! 6 L”oo§ a† m¥ d®esfi!
1
T™æ part¥ ifi tomorro≤! 2
Le†´fi bu¥ i†!

Yo¤ >æe∂ å >e≤ d®esfi Poo® A”n>! S”™æ´fi sa∂! A”n> ifi you® frien∂! S”™æ´fi mo®æ
K”at^æ. Le†´fi gø shoppin@! 7
importan† tha> t™æ d®esfi.
A”®æ yo¤ angr¥ 8
3 H”^, A”n>! 4 U™ o™! wit™ µæ, K”at^æ?
A”®æ ∑¶ stil¬ frêndfi?
I li§æ you® d®esfi!

Nø. I´µ sorr¥, A”n>. Wæ´®æ ∫±s† frêndfi fo®e√±®!
O™ nø! T™e®æ´fi jui©æ
o> m¥ d®esfi! 1 2.8 Read and listen.
1 2.7 Read and listen. 2 Complete the sentences.
2 Look and circle. 1. ifi ∑±arin@
1. T™e®æ´fi jui©æ o> t™æ shir† / troußerfi. å pin§ d®esfi an∂ whi†æ shø±fi.
2. ifi ∑±arin@
2. T™e®æ´fi jui©æ o> t™æ skir† / troußerfi. å bl¤æ shir† an∂ å g®e¥ skir†. A”n>
3. ifi ∑±arin@ M”uµ
å purp¬æ skir† an∂ å ¥ello≤ shir†. K”at^æ
3. T™e®æ´fi jui©æ o> t™æ sockfi / shø±fi. 3 Act out the story.
64
More
practice 65 More
practice P
F
491215 _ 0060-0071.indd 65 07/11/13 14:44
491215 _ 0060-0071.indd 64 07/11/13 14:44
SC
More More
phonics phonics

Each story aims to develop understanding of the
language and literacy skills such as comprehension, i-poster
sequencing and character development. The i-flashcards
exercises become more challenging through the Unit 5

Lesson 5 IWB Unit 5
Lesson 6
levels in accordance with children’s abilities and age. 1 Order, write and colour.
1 2
1 11 Listen and order.
2 Read, number and colour.

1. Hæ´fi ∑±arin@ blac§ troußerfi an∂ å ®e∂ T-shir†.
2. Hæ´fi ∑±arin@ brow> troußerfi an∂ å bl¤æ shir†.
S”™æ´fi / å pin§ d®esfi / an∂ / an∂ / ‰±arin@ / å purp¬æ 3. S”™æ´fi ∑±arin@ å g®æe> d®esfi.
‰±arin@ / g®e¥ shø±fi skir† / S”™æ´fi / å ¥ello≤ T-shir† 4. S”™æ´fi ∑±arin@ å pin§ skir† an∂ å g®e¥ jumπe®.
S”™æ´fi ∑±arin@ å
pin§ d®esfi an∂
g®e¥ shø±fi. .
2 Look, complete and colour.
jumπe® skir† T-shir†
1 2 3
3 Colour the scene and complete.

1. Hæ´fi ∑±arin@ shø±fi.
Activity Book
2. Hæ´fi go† hai®.
I†´fi å purp¬æ I†´fi å brow> I†´fi å ®e∂ 3. S”™æ´fi go† hai®.
. . .
4. S”™æ´fi ∑±arin@ shø±fi.
64 65
6
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Unit 5
Lesson 7 Lesson 7
The use of Stickers provides children with fun,

1 2.9 Listen and stick.
game-like activities. Sticker activities are included in 1

every unit. 2
The Teacher’s i-book provides an additional IWB

activity for every sticker activity in the Student’s Book.
More
practice
More
practice P
F
2 Look, number and complete. Grammar SC
What are you wearing?
blac§ brow> g®e¥ whi†æ More
I’m More
phonicswearingphonics
a grey dress and black shoes.
I´µ ∑±arin@ oran@æ

troußerfi, å g®æe> jac§e† I´µ ∑±arin@ å purp¬æ
i-poster
an∂ shø±fi. T-shir†,

The children have opportunities to practise i-flashcards
troußerfi an∂ bl¤æ shø±fi.

the language, to gain confidence in
I´µ ∑±arin@ å IWB
speaking and using English. Carefully

jumπe®, ®e∂ shortfi, g®e¥ I´µ ∑±arin@ å ¥ello≤
controlled practice of the language is
shø±fi an∂ ®e∂ sockfi. jumπe®, å
consolidated through dialogues, role-plays, 3 Ask and answer. skir† an∂ whi†æ shø±fi.
songs and games. Wha† a®æ yo¤ ∑±arin@? I´µ ∑±arin@...
66 More
practice
More
practice P
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F
07/11/13 14:44
SC
Phonics Unit 5
More More
Lesson 8 - Phonics
phonics phonics
Lesson 8
1 2.10 Listen and read. Bob the frog
i-poster
Children develop their pronunciation i-flashcards
through Phonics by focusing on specific

IWB
sounds and letters. In the early levels the
focus is on initial sounds, but as their skills Bob is a frog. He lives at the pond.
develop children move on to work with

silent letters, minimal pairs and consonant
clusters.
Uh oh! A dog!
The dog chases Bob! Hurry, Bob! Bob lands on a log!
2 Look and colour.

fro@ g®æe> pon∂ bl¤æ do@ blac§ lo@ brow>
Extra interactive practice 3 2.11 Listen and draw.
Help Bob find his way to the log!
Unit 5
Lesson 73 Phonics Unit 5
Lesson 86
1 Read and colour. 1 Look and complete.

1 2
3 bo≈ cloc§ soc§
l
p
4 f 5 More
practice
More
practice P
d
2 Look and complete. F

1 2 3 po† dol¬ lo@
SC
1
I´µ ∑±arin@ å pin§ skir†, å ®e∂

T™æ fro@ ifi o> t™æ
.
T™æ fro@ ifi i> t™æ T™æ fro@ ifi un∂e® t™æ
. .
More
phonics 67 More
phonics
shir†, pin§ sockfi an∂ blac§ shø±fi. 2
3 Look and circle.
I´µ ∑±arin@ a> oran@æ jumπe®, 1 2 3 4
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I´µ ∑±arin@ g®æe> shortfi, å ¥ello≤ 4

T-shir†, whi†æ sockfi an∂ g®e¥ shø±fi.
Activity Book
I´µ ∑±arin@ å ¥ello≤ an∂ purp¬æ d®esfi an∂ po† fro@ do@ soc§
whi†æ shø±fi. M”¥ do@ ifi brow> an∂ whi†æ. dol¬ cloc§ bo≈ lo@ i-poster
66 67
7
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IWB
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Unit 5
Lesson 9 - CLIL Lesson 9
1 2.12 Listen and draw.

Achieve! C LI L
I´√¶ go† hai®.

Each unit includes a focus on CLIL and I´√¶ go† e¥efi.
encourages children to see how their knowledge
of different subject areas can cross-over in to
English and vice versa.
2 Complete the sentences.

3 Draw and label.
1. Trace. 2. Cut and colour. 3. Label.
Hands-on project-type activities appear
throughout the book which encourage children hai®
to work together in pairs or small groups. ™ea∂
arµ
More
practice
More
practice P
k>ææ F
¬e@
SC
68 More More
phonics phonics
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Unit 5
Lesson 10 - Culture 1 2.13

Different people
Listen and number.
Lesson 10
Culture
i-poster
i-flashcards
Both the Teacher’s and the Student’s i-books I´√¶ go† hai®.
1
include a culture clip featuring real world I´√¶ go† e¥efi. IWB
images related to the unit’s cultural theme.
The clips are accompanied by an interactive
comprehension activity. 2 Read and tick (✔).
1. S”™æ´fi go† shor† blac§ hai®. S”™æ´fi go† lon@ blac§ hai®.
2. S”™æ´fi go† lon@ ®e∂ hai®. S”™æ´fi go† shor† brow> hai®.
3. Hæ´fi go† shor† blon∂ hai®. Hæ´fi go† shor† ®e∂ hai®.
3 2.14 Listen, stick and say the poem.
People are different everywhere!
They’ve got different faces!
They’ve got different hair!
She is short. He is tall.
It doesn’t matter
How different we are.
All of us are shining stars!
She is old. He is young.
69
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Interactive Answer Key

Unit 5 Unit 5
Lesson 9
Achieve! C LI L
1 Colour by number.
Different people Lesson 10
Culture
1 Draw the other half of the body.
1 2
2
1 = brow> 4
A range of activities throughout the book give

3
2 = blac§ 5
3 = bl¤æ 5
4 = g®æe>
1
children a glimpse of various cultural aspects of

5 = pin§
6 = ®e∂
7 = oran@æ 6
7
life in English speaking countries. 2 Look and circle.

5
1. S”™æ´fi go† brow> / blac§ hai®. 3. Hæ´fi go† blac§ / ®e∂ hai®.
2. S”™æ´fi go† long / short hai®. 4. Hæ´fi go† lon@ / shor† hai®.
2 Read, trace and colour. 3 Read and match.
1. Dra≤ you® hai®. 4. Dra≤ you® mout™. 1. Hæ ifi shor†. 2. S”™æ ifi tal¬. 3. Hæ ifi bi@. 4. S”™æ ifi smal¬.
2. Dra≤ you® e¥efi. 5. Dra≤ you® earfi.
3. Dra≤ you® noßæ.
3 Count and complete.
Ho∑ ‡in@erfi? tø±fi? handfi? £æe†?
Activity Book
man¥...
68
68 69
69
8
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Unit Review Reading activities
provide further
revision but also a
model for children
The unit review
consolidates and revises
Unit5 Review Unit5 Review to use as a guide
1 3 Look, read and number. to their own
grammar and vocabulary Listen and circle.
2.15
1 2 3 1 Hæ´fi go† shor† ®e∂ hai®

writing.
from the unit. Each 2 an∂ g®æe> e¥efi.
Hæ´fi go† shor† brow>
exercise focuses on a hai® an∂ brow> e¥efi.
different skill. 4
S”™æ´fi go† lon@ blon∂
hai® an∂ g®æe> e¥efi.
3 S”™æ´fi go† lon@ brow>
hai® an∂ bl¤æ e¥efi.
4 Look and complete.
Trud¥´fi go† lon@ hai® brow> The review

Speaking tasks encourage an∂ e¥efi.
writing task
children to use the S”™æ´fi ∑±arin@ å
skir†, a> T-shir† provides
unit language in a 2 Describe and guess. an∂ shø±fi.
S”™æ´fi ∑±arin@ å ®e∂ ha†, Ifi i† thifi o>æ? children with the
communicative way. oran@æ troußerfi an∂... 5 Draw a friend and write a description.
opportunity to
The Teacher’s i-book
bring together
provides an additional
P all the elements
IWB activity for further Yefi, i† ifi! of the unit and
F
speaking practice in the 70 71
personalise them.
unit review.
491215 _ 0060-0071.indd 70 10/02/14 14:54 491215 _ 0060-0071.indd 71 10/02/14 14:55
SC
Unit5 Review Unit5 Review

1 12 Listen and colour. 3 Read, draw and colour.
1 2 3 1 2
S”™æ´fi go† bl¤æ e¥efi. S”™æ´fi go† shor† hai®.
3 4
Hæ´fi go† brow> hai®. S”™æ´fi go† lon@ hai®.
2 Look and complete the descriptions. 4 Write sentences and draw.

H�æ´fi go† blac§ blon∂ bl€æ e¥efi.
blon∂ brow> g®æe> g®e¥ d®esfi jumπe® sockfi S”™æ´fi brow> g®æe> ®e∂ hai®.
1. S”™æ´fi ‰±arin@ å ¥ello≤ an∂ whi†æ shø±fi. S”™æ´fi go† 1 2
hai®. S”™æ´fi go† bl¤æ e¥efi.
2. Hæ´fi ‰±arin@ bl¤æ shortfi an∂ å T-shir†. Hæ´fi
‰±arin@ græe> shø±fi an∂ whi†æ . Hæ´fi go† blac§
hai®. Hæ´fi go† e¥efi.
Activity Book 70
3. S”™æ´fi ‰±arin@ å pin§
‰±arin@ blac§ shø±fi. S”™æ´fi go†
brow> e¥efi.
an∂ å ¥ello≤ skir†. S”™æ´fi
hai®. S”™æ´fi go† S”™æ´fi go†
S”™æ´fi go† brow>
S”™æ´fi go†
S”™æ´fi
brow> hai®.
go† bl¤æ
hai®.
bl¤æ e¥efi
e¥efi. .
71
514547 _ 0060-0071.indd 70 28/11/13 16:38 514547 _ 0060-0071.indd 71 28/11/13 16:38
Language Fun!
The Language fun! pages are a
way for children to review what Language fun!
they have learnt over the course Language fun! Units 0-5
Units 0-5 3 2.16 Listen and colour.

of three units through puzzles and 1 Look and circle. 1 2
games. These activities encourage

children to work alone, in pairs app¬æ
balloo>
and small groups. bananå
boo§
chai®
han∂
part¥ ha†
πenci¬
shø¶ 4 Play Describe and guess.
Language fun! T-shir†
Language fun! Units 0-5
Units 0-5 3 Follow the paths to the house. Hæ´fi ∑±arin@

1 Read, write and colour. 2 Draw and guess. å ®e∂ shir†. Ifi i† S”aµ?
1 2 3 4
I†´fi a> an†! Nø! I†´fi å spi∂e®! Yefi!
Laurå ifi ∑±arin@ å ¥ello≤ skir†, å g®æe> jumπe® an∂ brow> shø±fi. Yefi, i† ifi!
Sara™ ifi ∑±arin@ bl¤æ trousers, å bl¤æ jumπe® an∂ blac§ shø±fi.
Janæ ifi ∑±arin@ å pin§ skir†, å whi†æ T-shir†, sockfi an∂ shø±fi.
Mim^ ifi ∑±arin@ g®æe> shortfi, å ®e∂ T-shir†, bl¤æ sockfi an∂ shø±fi.
2 Look and colour the rabbits. 72 73
4 Circle what the family find. 491215 _ 0072-0073.indd 72 07/11/13 13:27 491215 _ 0072-0073.indd 73 07/11/13 13:28
72
i>=®e∂ o>=¥ello∑ un∂e®=bl€æ
73 Activity Book
9
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514606 _ 0002-0025.indd 9 03/12/14 12:49

For the Teacher
Teacher’s Book
A spiral bound guide with unit overviews for quick lesson plans, step-by-step guidance to Go Digital at your own
pace, interleaved Student’s Book, complete teaching notes plus extra suggestions for exploiting the course,
transcripts and answer keys, assessment guidance, cross references to support material, Key competences and
Activity bank to make the most of all the course materials. More
practice
More
practice P
F
P
SC SC
5
More More
phonics phonics
More More
P P
Overview
practice practice
Unit
F F
i-poster SC SC
Assessment criteria Go digital! i-flashcards
More
phonics
More
phonics
• Check children can understand and produce oral

Teacher’s i-book
IWB i-book
and written messages using the unit grammar:
Grammar Vocabulary Pronunciation Recycled language imperatives, have got, demonstratives and present Use the Richmondi-posteri-tools to complete the activities with
Language and
i-poster
continuous. i-poster
• Imperatives • Parts of the body: arm, • Phonics: short /o/ sound • Colours the children oni-flashcards
the IWB.
Assessment
i-flashcards
• Have got body, ear, eye, finger, foot, • Demonstrative • Check children can understand and produce oral i-flashcards
Activities in Lead-in and provide a digital alternative to
• Demonstratives: this,
IWB i-book
hair, hand, head, knee, leg, pronouns this/these and written messages using the unit vocabulary:
Lead-in
introduce the Speaking to the lesson. See lessons 1, 3, 4, 7, 8, 9
children
Skills objectives
these mouth, nose, toe • Short i sound parts of the body, verbs, adjectives, colours and
and ReviewSpeaking
of this unit.
• Present simple • Verbs: bend, blink, clap, • Party objects clothing.
guidance in
+
• Present continuous: have, need, shake, stamp, • Children can recognise and produce ‘o’ sounds. Activities + beside the rubric offer an additional interactive
affirmative and interrogative touch, wear • Check children can understand and produce activity to reinforce the activity content. See lessons 2, 3 and
are clearly listed.

• Adjectives: big, long, Review of this
functional language: identify parts of the body More More
P unit.
P
every lesson.
short, small, tall and colours, describe people and what they are
practice practice
• Clothes: dress, hat, jacket, wearing. providesMore

More
practice P PF
a visual grammar
practice
F
presentation. See lessons 2, 3,
jumper, shirt, shoes, shorts,
4 and 7 SC
More
practice of this
More
SC unit.
P P
F F
skirt, socks, trousers, T-shirt practice
• Colours: black, blond, Resources

More
phonics
More
SC SC practice which can be used for Fast
provides extra interactive
phonics F F
brown, grey, white
• Teacher’s i-book Finishersphonics
More
phonics
or as a Wrap-up
More SC SC activity. Alternatively, it can be used
• Student’s Book 1 CD 2 as homework. See lessons 1, 2, 3, 4, 6, 7 and 8 of this unit.

Language objectives • Teacher’s Resource Book 1
More
phonics
More
phonics
i-poster
audiovisual material is provided in lesson 10 of this unit.
Grammar Functions Language worksheet Unit 5, pages 16-18: Lesson 4 i-flashcards
• To use imperatives to give commands • To identify parts of the body Reading worksheet Unit 5, page 40: Lesson 6 i-poster
The unit review pages also cover additional Speaking activities
• To use have got to show possession • To identify colours Writing worksheet Unit 5, page 52: Lesson 9 IWB i-book
i-poster
reinforce the unit content. See Review of this unit.
toi-flashcards
• To use demonstrative to identify singular and • To describe people Speaking worksheet Unit 5, page 64: Lesson 2 i-flashcards
plural items • To describe what someone is wearing Listening worksheet Unit 5, page 74: Lesson 7 IWB i-book
• To practise the present simple tense Test Unit 5, pages 122-127: Unit 5 Review Use
IWB
Vocabulary Game Generator to create your own
thei-book
• To use the present continuous to describe what interactive games to review the key vocabulary from the unit
• Flashcards Units 1-5
someone is wearing at any time.
• Poster Units 5 and 2
Vocabulary Pronunciation • Extra famous artists Use the Interactive Routines Poster at the beginning of
• To identify and name parts of the body and • To highlight and practise the short /o/ sound Plain card Butcher paper each lesson.
clothing items Strips of paper for (1 body-sized sheet
• To identify and name colours and adjectives Pictionary per child)
The support
Realia: magazine Coloured markers,
Self-portraits by scissors, glue stick For suggestions on how to exploit the course
Skills objectives resources see our Activity bank, pages 18-25
Speaking
• To give instructions using imperatives
• To describe appearance using present continuous and
Reading
• To recognise the target language (have got, body parts, clothes)
• To see the grammar (have got, present continuous, this/these)
Key competences
Social and civic competence
material is
referenced
the structure have got in context LC Linguistic competence SCC Children become more aware of the dynamics of
Children develop skills using stories, songs, chants
• To ask and answer questions in the present continuous • To use reading strategies to improve comprehension and model dialogues as tools for helping language
the classroom and good working practice. Children
• To sing along to a chant/song to reinforce target • To understand the lyrics of a song in order to act out focus on how people dress but are encouraged to
acquisition. see beyond the first impression.
in every unit
language the gestures
• To use reading skills to match text with pictures or select the CAE Cultural awareness and expression
correct item Children work on their artistic and creative skills.
• To build confidence Children work on rhyme and rhythm to write their
and lesson.
MST Mathematical competence and basic
own chant.
Listening Writing competences in Science and Technology
• To identify characters in a story • To trace and write target vocabulary: body parts, clothing Children use numbers to order items and
items, colours sequences. LL Competence in learning to learn
• To follow the narrative of a story Children work strategies to make them more
• To listen and sing along • To write a full description about someone, using target competent and confident leaners.
language
• To listen to complete a gap fill Sense of initiative and entrepreneurship
• To identify clothing items in a matching exercise • To build confidence in freer writing
DC Digital competence IE Children practise working alone, planning and
Children use technology as a tool to reinforce executing a task as well as revising the unit
language acquisition by using audiovisual and the content. Children are made aware of
interactive whiteboard material. the importance of revision as an aid to
178 independent learning. 179
514606 YA1 TB_ Unit 5.indd 178 06/08/14 11:10 514606 YA1 TB_ Unit 5.indd 179 06/08/14 11:10
More
practice
More
practice P P
F F
Complete digital
SC SC
Full colour
More More
phonics phonics
Unit 5
teaching notes
5 People all around
Lesson 1
Student’s Book
i-poster
Unit
i-flashcards
for the additional

Language objectives IWB i-book
Open the i-poster. Listen to each word so that the
page with the

Vocabulary children can identify the part of the body and word. Drag the
Lesson 1 • Parts of the body: arm, cowboy, dress up, ear, eye, words to the different parts of the body. Listen to the words and
ask individual children to use the Richmond i-tools to circle the
IWB material
SCC finger, foot/feet, hair, hand, hat, head, knee, leg,
1 2.1 Read and listen. L”oo§! A ha† mouth, nose, silly, toe part of the body in the poster. Alternatively, use the spotlight to
answer key in
More cover a part of P the
P body and help children guess it.
1
• Review: brother, sister; colours practice
More
practice
1
F F
Functions
provided on the
2.1 Children read and listen to the story.
Geor@æ, I´µ å • Make suggestions: Let’s... SC SC
place.
Values: Talk with students about how we are all different: eyes,
cowbo¥! More
phonics
More
phonics
hair and skin. We like to dress differently. Emphasise that it is

Skills objectives important for us to respect each other, no matter how we look.
Reading
• Follow the narrative of a story
i-poster
Optional extra: Check comprehension by asking questions
about the story. Ensure children understand the idea that the
children are dressing up.
i-flashcards
Teacher’s i-book.
Listening
• Understand the narrative of a story
IWB i-book
Open the i-story by touching the first picture. Read and
3 S”ill¥ Geor@æ! Tha† 4 Tris™! Yo¤ an∂ Geor@æ ca> • Identify: body parts
listen to the story with the children. Use the i-flashcards to
ha† ifi fo® å gir¬! ∫¶ brot™e® an∂ sis†e®! introduce the new vocabulary.
Writing
• Trace body words and colours 2 2.2 Children listen and point.
Clear, concise
Optional extra: Ask children to point to various parts of
Materials their body.
• Teacher’s i-book
3 Children trace the words.
lesson
• Student’s Book 1 CD 2
• Poster Unit 5 Optional extra: Write the following letters on the board: e-a-
LL
2 h-d, t-e-o, n-e-f-i-g-r, s-n-o-e, d-h-n-a, f-o-t-o, e-t-f-e, y-e-e, k-e-n-e,
han∂ arµ ea® ™ea∂ hai®

2.2 Listen and point. r-m-a, i-h-a-r, l-g-e, a-e-r. Children order the letters and write
The Key ¬e@

‡in@e®
Anticipated difficulties
and attention to diversity
them in their notebooks.
Wrap up
AskMore
children inP pairs, to write and perform a new version of the
instructions
• The stories have incidental vocabulary which
tø¶ make lesson
Competences
More
practice practice
may impede comprehension. As the theme of warmer song using different body parts.
the story runs through the unit, it is important F
that children understand the key points of the Children SClisten and match the parts of the body.
are marked for planning

story in order to grasp the overall concept of Alternatively, use the Richmond i-tools and ask the children to
the unit. More
phonics write
More
the correct word in the space provided.
phonics
foo† k>ææ mout™noßæ Warmer Continuous assessment

easy. Extra
CAE
each activity DC
3 Trace the words.
60 More More
P
e¥æ Teach the children the rhyme Head, shoulders, knees and toes
Head, shoulders, knees and toes, knees and toes
Head, shoulders, knees and toes, knees and toes
i-poster
Children write the body parts in alphabetical order in their
notebooks.
suggestions
practice
and continuous
practice
Eyes and ears and mouth and nose. i-flashcards
F Head, shoulders, knees and toes, knees and toes.

600787 _ 0060-0071.indd 60 06/03/14 15:54 IWB At home
Key competence SC Continuous assessment
to enhance the
Lead-in • Activity Book 1 page 60
assessment SCC Children

More learn about
phonics
More the social environment in
phonics
which they live, observing and learning how
other children play and dress up together.
Ask some questions about the story to check
reading and listening comprehension.
Use the Unit 5 Poster (or open the i-poster on the
Teacher’s i-book) to introduce the idea of the children
playing. Revise the colours by pointing to the children
guidance is LL
Children learn strategies to remember, expand
and consolidate their vocabulary when they
make associations between what they hear and
i-poster
Check children show comprehension and point the
right part of the body.
individually and eliciting the colours.
Student’s Book
activities are
what they see.
provided. CAE
Tracing words will help children to develop
i-flashcards
their pencil skills and fine motor skills.

IWB
Monitor the activity checking children identify the
unit vocabulary.
180 181
included.
514606 YA1 TB_ Unit 5.indd 180 06/08/14 11:10 514606 YA1 TB_ Unit 5.indd 181 06/08/14 11:10
Each lesson includes what to look out for and Unit 5

Lesson 1-2
Unit 5
Lesson 3-4
suggestions of how to deal with diversity in the Unit

Lesson 1
5 People all around
1 Find and write the number.
1
2
1 Trace and match.
2 Touc™ you® ™ea∂ 3
Unit 5
Lesson 2
B”en∂ you® k>æefi

Unit 5
Lesson 3
1 Read and colour.
1 2
1 Trace and number.
2 sockfi 1 jac§e† 3
Unit 5
Lesson 4
troußerfi
classroom.
8
9 ¬e@ 6 arµ 3
7
1 Claπ you® handfi 4 S”ha§æ you® armfi 1 3
4 e¥æ 2 mout™ 4
6
6 S”tamπ you® ƒæe† 5 B”lin§ you® e¥efi I´√¶ go† brow>
10 k>ææ 11 foo† 5 brow> e¥efi. g®æe> e¥efi.
1 2 3 3 4
7 han∂ 8 ‡in@e®
9
12 tø¶ 1 ™ead 10
5
7
4
3 ea® 5 noßæ I´√¶ go† ®e∂ hai®. I´√¶ go† blac§ 6
11
I´√¶ go† bl¤æ e¥efi. hai®. I´√¶ go†
2 Read and colour. 12 brow> e¥efi.
5 shortfi 7 skir† 4 shir† 6 d®esfi
noßæ = oran@æ 2 Complete and colour.
e¥efi = brow> blac§ blon∂ bl€æ brow> g®æe> ®e∂ 2 Complete and number.
hai® = g®æe> 4 5 6
handfi = purp¬æ 1 2 3
£æe† = pin§ 3 1. I†´fi å shir†. 4

¬egfi = g®e¥ 2. T™e¥´®æ troußerfi.
Child’s Child’s
mout™ = ®e∂ own own 3. T™e¥´®æ shø±fi.
earfi = ¥ello≤ colouring colouring
1
armfi = bl¤æ I´√¶ go† brow> 4. I†´fi å d®esfi. 2
60 61 Child’s own writing Child’s own writing
62 63
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600809 _ 0060-0071.indd 62 10/03/14 12:14 600809 _ 0060-0071.indd 63 10/03/14 12:14
The Activity Book answers and transcripts

are available at the end of each unit.
204 205
10
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514606 YA1 TB_ Unit 5.indd 205 06/08/14 11:10
514606 _ 0002-0025.indd 10 03/12/14 12:49

Teacher’s Resource Book
A spiral bound photocopiable resource which provides a wealth of material which supplements the language and skills
covered in the Student’s Book. It includes Language, Reading, Writing, Speaking and Listening worksheets for every
unit, three Festival worksheets and Tests (Diagnostic, Unit, End of term and End of year). Both the Language worksheets
and Tests are presented at three levels to suit different abilities within the class. The Teacher’s Book suggests when each
worksheet could ideally be used. Reproductions of each worksheet with the answer key in place are included.
Unit 5 Unit 5 Unit 5
Language Writing Writing Listening Listening
Consolidation
ame: ame: ame:
1 Complete and colour. 1 Look, read and complete. 1 10 Listen and tick (4).
ha√æ go† hafi go† armfi eyefi fingerfi hea∂ legfi toefi
I g®æe> e¥efi. M”¥ cowbo¥´fi got twø
S”™æ brow> e¥efi. (1) e
, twø
I ®e∂ hai®.
Unit 5
(2) a
an∂ twø
Unit 5 S”ara™ Unit 5
S”™æ blon∂ hai®. Reading (3)
Reading l
. Hæ´fi ‰±arin@
Speaking å Speaking Test Test
2 Read, complete and colour. ame: ha† o> hifi (4) . h ame:
Support
ame:
Support
d®esfi shø±fi troußerfi T-shir† ∑±arin@ 1 Look and read. Then, tick (4) or cross (8).
∑±arin@ Hæ´fi go† †e> (5) 1 Take an∂ f
turns. Ask your classmate to name the clothes. 1 30 Listen and circle. Then, draw. (6 points)
1. Wha† ifi ™æ ?
1. O™ nø! T™e®æ´fi jui©æ o> m¥ skir†.
†e> (6) t
. Hæ´fi S”™æ´fi shor†. S”™æ hafi
Hæ´fi ∑±arin@ å ®e∂ , ‰±arin@ al¬ hifi cowbo¥ clot™efi! Jac§ shor† / lon@ ®e∂ hai®
blac§ an∂ g®e¥ shø±fi.
2. Wha† ifi s™æ ? 2 Look and complete. 2 11 Listen and colour. an∂ brow> / bl€æ e¥efi.
2. O™ nø! Hæ´fi go† å spi∂e® o> hifi ™ea∂. S”™æ´fi ‰±arin@ å pin§
S”™æ´fi ∑±arin@ a green d®esfi / skir†, whi†æ
an∂ brow> .
sockfi an∂ brow> /
3 Complete and match. 3. O™ nø! T™e¥´®æ angr¥. blac§ shø±fi.
I†´fi T™e¥´®æ
jumπerfi. 4. O™ ånø!shø¶.
Hæ´fi ‰±arin@ å d®esfi. 2 Look and number. (6 points)
shø±fi. Wha†´fi thifi? Wha† a®æ t™eßæ? 4
5
mout™ e¥æ
shortfi. 2 Look and read. Then, write Yes or No. 2 Take turns. Describe and guess the children. 6
7
å d®esfi . 1. Touc™ you® 2. S”tamπ you® 3. C”laπ you® 3 8 k>ææ foo†

d®esßefi. 1. Hæ´fi go† fou® e¥efi. ! ! !
52 Photocopiable © Santillana Educación, S.L.
74 Photocopiable © Santillana Educación, S.L.
9 arµ ‡in@e®
2 10
Photocopiable © Santillana Educación, S.L. 17
2. Hæ´fi go† o>æ mout™. 514665_P069_082_Listening.indd 74 05/08/14 10:22
hai® noßæ
514665_P047_058_Writing.indd 52 05/08/14 10:21
514665_P001_034_Language.indd 17 05/08/14 10:19
1
11 ¬e@ tø¶
3. Hæ´fi go† lon@ hai®.
12
æa® han∂
4. Hæ´fi ‰±arin@ å shir†. A”n> Geor@æ Kat¥ M”i§æ
5. Hæ´fi ‰±arin@ troußerfi. Hæ´fi go†... an∂ ™æ´fi ∑±arin@... Ifi i† M”i§æ?
40 Photocopiable © Santillana Educación, S.L. 64 Photocopiable © Santillana Educación, S.L. 122 Photocopiable © Santillana Educación, S.L.
514665_P035_046_Reading.indd 40 05/08/14 10:20 514665_P59_068_Speaking.indd 64 05/08/14 10:21 514665_P095_176_Test.indd 122 05/08/14 10:23
Teacher’s Audio Material

The pack includes 4 audio CDs: 1
1
Student’s Book Audio CDs 1 and 2 Young 1 Achievers
Young
1 Achievers Achievers
Young
Teacher’s
Resource
Activity Book Audio CD The Young Achievers

Teacher’s
Book
Audio CD
Young Achievers Teacher’s Audio Material
Student’s
Teacher’s Resource Book Audio CD

Teacher’s Audio Material Book
CP: 592984
Audio
includes 4 Audio CDs:
Material
Audio CD1
1
1
CP: 514724
Student’s Book Audio CDs 1 and 2

Activity Book Audio CD Young
Teacher’s Resource Book Audio CD Young
©S
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Achievers
ca ci ó n , S.L.
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Activity
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Book
© Sa
592984_cubierta _ 0001-0001.indd 1 Student’s 16/01/14 12:11 Audio CD
Book
Audio CD2 Includes Songs
and Stories!
514724_cubierta _ 0001-0001.indd 1 16/01/14 12:08
CP: 592306
CP: 592247
©
Sa
nt
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S.L
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592247_cubierta _ 0001-0001.indd 1 16/01/14 12:10
CP: 593113 Cian Magenta Amarillo Negro BLANCO Troquel

592306_cubierta _ 0001-0001.indd 1 16/01/14 12:09
www.richmondyoungachievers.net
Posters
Cian Magenta Amarillo Negro
593113_cubierta _ 0001-0002.indd 1 16/01/14 12:14
The Posters are an ideal tool to present the unit

language and setting. They can also be used in any
other lesson to practise the key language. There are
further ideas for working with the poster in the Activity
Bank on page 19 of the Teacher’s Book.
Young Achievers 1 © Santillana Educación, S.L. Unit 5
514783 _ 0001-0008.indd 5 17/10/13 15:48

514849 _ 0163-0198.indd 179
Flashcards and Word Cards

514849 _ 0163-0198.indd 181
82 photo flashcards each with an accompanying word

card. They are ideal for presenting, reinforcing and
reviewing vocabulary. There are also games suggestions
in the Activity Bank on page 19 of the Teacher’s Book.
shortfi
18/10/13 08:43
The flashcards are reproduced in the Picture Dictionary

in the Activity Book.
18/10/13 08:43
11
514606 _ 0002-0025.indd 11 03/12/14 12:49

How
Go Digital!
digital Tailor your digital teaching! Richmond teachers decide what digital
materials they or the children will use in the classroom or at home.
are you? Digital resources are the perfect aid to enhance your teaching,
motivate the children and make the most of all course materials.
Teacher’s Digital Solutions

The Young Achievers Teacher’s i-solutions pack includes:
Teacher’s i-book for IWB

1
Young
The solution to bring your teaching to life in the classroom. The Achievers
Teacher’s i-book is a fully interactive version of the Young Achievers Activity
Generator
course, which integrates all the teaching and learning materials

1
CP: 592004
cross-referenced into one single format for use with IWB or
©
Young
Sa
projector.
nt
Achievers
ill
an
Ed
a
uc
ac
ió
n,
S.L
.
Teacher’s
The one-touch zoom in feature guarantees the easiest and quickest i-book
Includes
Audiovisual
access to all the activities, answers, audio material, transcripts and

592004_cubierta _ 0001-0001.indd 1 material! 27/05/14 16:21
CP: 593043
teaching notes.
©
Sa
nti
llan
a Edu
Additional IWB activities which provide

cació
n, S.L.
digital alternatives to the lessons 593043_cubierta _ 0001-0001.indd 1

20/01/14 15:25
i-story
Interlinked
components
at page level
Visual
grammar
presentations
Extra
interactive
practice to
reinforce
the lesson
content
All course materials included

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More
practice
More
practice P P
F F
SC SC
i-posters i-story More
phonics
More
phonics
Touch i-poster to access. Touch to access the i-story in auto mode. Touch
i-flashcards the first picture to access the i-story in manual mode.
i-poster
Lead-in i-flashcards
Auto mode
Speaking IWB i-book
+ Show and
hide the
i-story text
Play and
pause the
i-story
i-flashcards Play and

i-poster
Manual mode pause the
Touch i-flashcards to access. i-story
Lead-in
Listen to
Speaking the word
+ Show
Show and
and
hide the
hide the
i-story
written
text
word
Change vignette
i-poster
MoreVisual grammar
practice P P presentations
More
practice Speaking i-flashcards
F F Lead-in
Additional Speaking activities are provided in the
Touch on the Student’s
SC SC Book pages to access the
unit review. Touch Speaking on the Student’s
grammar animations.
More
phonics
More
phonics
Book page to access.+
Play and
pause the
grammar
i-poster
animation
i-flashcards
IWB i-book
Use the
blank
space + the
Richmond
Draggable
i-tools for
items
further
grammar
explanations
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More
practice
More
practice P P
F F
Audiovisual material
SC SC
Interactive Routines Poster
Culture clips
More
phonics featuring real children in everyday
More
phonics Accessible from main books on-screen menus.
situations are provided in Lesson 10 of every unit. Touch the words and listen.
Touch on the Student’s Book pages to access. You
can also access all the videos for the level using the
i-poster
main books on-screen menus.
i-flashcards
IWB i-book
The Richmond i-tools

Show and hide subtitles Take the book and make it yours by inserting notes,
links and external files. It is also possible to write or
Vocabulary Game Generator paint on the i-book and in the zoom windows.
Accessible from main books bottom menu. Use

our
it to create your own IWB games at any time. Save all y
to
See Go Digital! Bank on page 22 to learn more sessions
teaching
about this tool. needs of
meet the
s.
idual clas
each indiv
Activity Generator
The solution to edit or create your own
personalised worksheets from the Teacher’s
Resource Book. Use an existing worksheet and
edit it or create a worksheet from scratch using
the images, texts and design elements from the
Teacher’s Resource Book.
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Student’s Digital Solutions
All the Student’s digital solutions are available for PC, tablet and VLE or LMS use.
They are also compatible with Windows, Linux and Mac operating systems.
Student’s i-book Student’s i-tools to personalise the bo
The solution for your students to access the

course contents in a different way. It contains:
• Audio material
• Audiovisual material Audio
• Visual grammar presentations material
• Extra interactive practice
Visual
grammar
presentations

to reinforce the lesson
content
The Young Achievers game

The solution for your
Encourages children
students to learn and have
to get the best results
fun. The game is ideal for
to unlock the next
fast finishers, as wrap-up
unit
activities or homework.
Includes learning
progress
Digital Activity Book bye

Good
to !
The solution for a complete tracking of your
a rking
children’s progress. m
ONLY available for VLE or LMS use
All Richmond digital solutions include a complete User’s Guide accessible from the main
menu screen. Check the User’s Guide to learn more about each digital solution.
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Key Competences for Lifelong Learning
Key competences combine the knowledge, skills and underpin one another. The basic skills of language,
attitudes necessary to develop and achieve success as literacy, numeracy and information and communication
well being active in all areas of social and civic life. Each technologies provide the foundation blocks for critical
of the competences is equally important and for that thinking, creativity, taking initiative, problem-solving,
reason there are many shared goals which support and decision-making and management of feelings.
Young Achievers works on the following Key Competences as set out by the European Commission:
Linguistic competence
LC This competence develops the use of language as a tool for communication. It involves understanding oral
messages, communicating verbally, reading and writing. The games and personalised activities in the series
motivate children to speak right from the outset. The emphasis on understanding oral messages is developed by
the stories, dialogues and songs where children learn to listen to extract relevant information. The ability to read
and understand texts is systematically introduced and developed through the series.
Mathematical competence and basic competences in Science and Technology

MST This competence develops the ability to use numbers and mathematical reasoning to solve a range of problems
and to use science to explain the natural world. The course provides plenty of opportunities for children to
apply their mathematical thinking in everyday contexts, for example, telling the time, using charts, completing
surveys or sequencing events. Children are made aware of the world around them and the effect human
activity has on it.
Digital competence
DC This competence involves the confident use of computers and other technology for learning, communication
and recreation. Through the integration of digital and multi-media resources, the children develop familiarity
and competence in this area. The children are encouraged to use the interactive material and, in higher levels, to
research information on the internet.
Social and Civic competences

SCC
This competence equips children with the necessary skills to participate fully in social and civic life.
Collaboration and tolerance is developed throughout the course by the inclusion of pair and group work.
Children learn about healthy lifestyles, empathise with characters in the stories and learn social rules through
games and role-plays.
Cultural awareness and expression

CAE
This competence is developed through a wide range of fun songs, chants, drama, stories and craft activities. The
pop-outs provide the opportunity to create and assemble games which are then used for language practice.
There is also a strong emphasis on appreciation and enjoyment of culture by the inclusion of popular stories and
works of art. The culture focus present in each unit shows aspects of life in English speaking countries.
Learning to learn
LL
This competence means children develop and become aware of effective ways to organise and manage
their own learning. The incorporation of the unit reviews encourages the children to be responsible, aware
learners who can reflect on their own progress. Throughout the course children are offered opportunities to
build on prior learning, to apply their knowledge and to make use of guidance.
IE Sense of initiative and entrepreneurship

This competence refers to the ability to turn ideas into actions. The skills to be able to work both proactively
as a member of a team and individually are developed by activities where the children create a product.
Throughout the course they are continually encouraged to use their imagination and to be creative.
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Activity Bank
Classroom Dynamics
Birthdays Names
This is often the most important event in a child’s calendar We may find ourselves calling out some names more than
and offers a great opportunity to show that we value them. others, or using certain tones of voice with certain names.
It’s a good idea to keep a birthday chart on the classroom This will send powerful messages to the class so we
wall. Make sure not to forget those students with birthdays should try to use all our students’ names in as positive a
in the holidays or on non-school days. way as we can.
Classroom display Roles and responsibilities

Children really value their work when it is displayed in class Most children value being given responsibility, this can be
and we encourage other students to notice and praise it. as simple as handing out pencils. These roles show that
It also motivates children to produce good work and think you trust the child to act responsibly. Although assigning
about presentation. tasks can be seen as a reward, it’s important to make sure
that all students get the chance to step up.
Choice
Offer children choices wherever possible as it will give Start as you mean to go on
them a greater sense of ownership in the class and also The beginning of the class is a key time for promoting a
helps establish a culture of negotiation. For young learners, caring dynamic in your class. Have a mini conversation
this can be as simple as choosing the song or story, but with a couple of students while the rest of the class are
can be built on throughout the course to promote more listening; ask about their family, likes and dislikes and so
autonomous learning. on. This allows everyone to learn more about each other
and as you show a genuine interest in each child you will
Humour raise their status in the eyes of the whole class.
Noticing the funny side of things and encouraging shared
laughter (not at any one’s expense) will help create a Your voice
much happier classroom environment. This is your most powerful teaching tool. How you use
your voice is key to getting the students attention and
It costs nothing to be polite holding their interest but it also gives strong messages
Hello, goodbye, please and thank you are so easy to learn about how you feel about them as a class and as
and are important markers of respect. If you insist on using individuals. Every time you talk to your class or the
these conventions you will promote mutual respect among individuals in it, you are providing a model of how you
your students. want them to talk to each other.
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Assessment Attention to Diversity
Observation Thinking time
Observing children in class and making regular notes on To include everyone when answering questions, tell the
their development can complement more formal children to stay quiet and put up their hands when they
assessment techniques, and help build a more complete have an answer so everyone has time to think. Alternatively,
picture of each child. have a pot of name cards and take names at random to
Keep on-going notes in a notebook with a page (or pages) answer questions so that all children have a turn.
for each child. During or after each lesson, make notes
about children’s comprehension, use of language, Praise
participation or behaviour. Praise all children, not just for the standard of their work,
It is hard to observe all the children on a regular basis, so but for making an effort, showing improvements or
try focussing on two or three children each lesson or week. helping others. Be enthusiastic and try to give helpful
Alternatively, choose a specific area of language learning to feedback too. For example, That’s great! Your writing is very
observe each week. clear and neat, it helps me to read it.
Portfolios Working in pairs and groups

A portfolio is a collection of each child’s work from over Organise groups in a variety of ways depending on the
the course of a term or school year. With young children, activity. Mixed ability groups work well, for example, while
it can include art and craft work, labelled diagrams and playing a game. Remember, weaker children can often
short pieces of writing. It is useful as an assessment tool learn more from a fellow student. For other activities, it can
as we can observe a child’s progress in their written work be more productive to put the stronger students together
through the year. It can also be a starting point for one- while you give more attention to a weaker group. Try to
to-one interviews with children to talk about their learning avoid having an identifiable group where weaker students
and progress. are always together.
Accessible learning
Make instructions and tasks accessible to all students.
Some children benefit if you accompany instructions
with gestures or pictures or if you show them a finished
example. Demonstrate tasks as much as possible and
provide visual references, for example, display the poster or
put up flashcards.
Fast finishers
To avoid boredom or frustration, have activities ready for
faster workers to go on to, for example, simple word
searches, a picture to label, a picture book to read.
Alternatively, ask fast finishers to help other students with
their work.
Making the most of the register

Rather than just reading out the names to elicit a yes from
the children, ask them all to answer a question when their
name is called. For example, Sally, tell me your favourite
colour. Some children may just say green while others may
say My favourite colour is green.
Password
At the end of the lesson, ask each child to think of a new
word they have learnt in today’s class. This new word is
their password. Ask each child to tell you their password
for the day. After saying their password, they can line up
or leave the room. This helps make children aware of their
own learning and lets you know which new words children
have noticed and found memorable.
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Flashcards Posters
Funny voices Beat the teacher!
Show picture cards and say the words in a funny voice Choose a word from the poster, write it on a piece of paper
for the children repeat. For example, a monster’s voice, a and keep it hidden. Give the class four chances to guess
squeaky voice, a whisper, a deep opera singer’s voice, etc. the word: Is it the (cat)? If they guess it, give them a point.
If not, show them the paper and award yourself a point.
Look and point
Put word cards around the classroom. Hold up a picture card, I-spy
ask the children to look for the matching word card and point Choose a word from the poster and say I spy with my little
to it as quickly as they can. Try holding up two cards. eye, something beginning with (T). The children try to guess:
Is it a table? The first child to guess correctly has the next
Mime games turn. Alternatively use colours; I spy with my little eye,
Hold a flashcard over a volunteer’s head so that the class something (green).
can see it, but the child cannot. The children mime the
word for the volunteer to guess.
Alternatively, show the card just to the volunteer who then
mimes it for the rest of the class.
Pelmanism on the board

Put picture cards face down on one side of the board and
word cards on the other. Divide the class into two teams.
A member from Team A turns over a picture card and a
word card and says the words. If the cards match, they
keep them and the team gets a point. If the cards do not
match, the child puts them back as before.
Quick flash
Show the children a picture card very quickly and then turn
it back straight away. The class say what they think it is. Jump the line
Read my lips! Play in an open space. Draw a line with chalk on the floor
and write yes on one side and no on the other. Display the
Put the flashcards on the board and silently mouth a word. poster and make a sentence about it: The girl is running.
The children try to read your lips. The first child to guess If the sentence is correct, the children run to the yes side.
the word mouths the next word. If not, they run to the no side.
Repeating game Which poster?
Put picture cards on the board, point to a card and say a Put several posters around the classroom. Say a word and
word. If the word is correct, the children repeat it. If not, ask the children to walk to or point to the poster with that
they keep silent. This can be extended to sentences: These word.
are pencils. It’s a green snake.
Whispers
Slow show
Children stand in a line. Whisper a word from the poster
Hold a picture card or word card behind a book and show to the first child. They then whisper it to the second child
it little by little. The class guess what the picture is before and so on. The last child goes to the poster and points to
they see the whole. the word they heard.
What’s missing? How many can you see?
Hold up word cards one by one, and say each word for the Display the poster at the front of the class and ask the
children to repeat. Remove a card then stick the remaining children to work in pairs. Ask How many (red) things can
ones to the board. Ask What’s missing? you see? Invite the children to look and find red things with
their partners. After about 30 seconds, ask pairs to say the
words they’ve found.
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Vocabulary Games Grammar Games
Air writing Four corners
When children are familiar with the alphabet, use your Take four cards and write like, love, don’t like, hate. Stick
finger to write a word in the air. The children call out each each card in one of the corners of the room. Ask: Do you
letter and then say which word the letters spell. like (spiders)? The children go to the corresponding corner.
Each corner then chants:
Can you remember? We (hate) spiders
Say I like apples and ask a child to repeat the sentence and Yes we do!
add another word, I like apples and cherries. Then the next We (hate) spiders
child repeats the sentence and adds another word and so on. How about you?
Change places Have you got it?
Sit the children in a circle of chairs. Say Change places if Put some picture cards on the board and ask the class to
you’re wearing (blue). Alternatively you can say: Change remember the words. Then ask a volunteer to
places if you’ve got a (cat); Change places if you like (ice stand outside the classroom while a second volunteer takes
cream). a card and puts it in their bag. The child comes back in and
says which picture is missing. They then have
Find the cards three chances to guess who has the object, by asking
Before class, draw simple pictures on cards and hide them Have you got the (pencil)?
around the classroom or playground. Divide the class into
teams. Give them two minutes to find the cards. Award a
point for each card found and a second point if they can
say the word.
Noughts and crosses

Draw a three by three grid on the board. Divide the class
into two teams and assign noughts to Team A and crosses
to Team B. Ask Team A a question, if they answer correctly
they draw a nought in a square. Then Team B has a turn.
The winner is the first team to draw three noughts or
crosses in a row.
Stand on it
Write colour words on pieces of paper and place them
on the floor in an open space. Divide the class into teams
and invite a volunteer from each team out. Ask a question:
What colour is a frog? The volunteers run and stand on the
answer, the first one wins a point. You can also play with
numbers: How many legs has a chicken got?
Throw the ball
Word tennis The class stands in a circle. Throw a ball to a child and ask:
Divide the class into two teams. Choose a category Can you ride a bike? The child answers Yes, I can/No, I can’t
(transport) and ask Team A to say a transport word. Team and then takes a turn to throw the ball and ask another
B then have five seconds to say a different word, then question. This game can be played with Do you like ..? or
Team A have five seconds to say another word and so on. Have you got ..? questions.
If they cannot think of a word in five seconds or if they
repeat a word, then the other team win the point. Where’s the …?
Ask a volunteer to stand outside the classroom for a
moment. Hide an object or picture card in the classroom.
Invite the volunteer back to look for it. Encourage the class
to chant Where’s the (sharpener)? quietly when the volunteer
is far away from the sharpener and loudly when close.
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Songs and Chants
Actions Extra verses
Combining language production with movement is A great number of songs can be extended by adding new
a powerful way to fix the language. It also makes the verses. This can be done in many cases by substituting key
experience more enjoyable and gives students who are not vocabulary items in the song.
confident with singing a chance to join in the activity. For
songs that don’t have obvious accompanying actions, get Funny voices
the children to invent them. Read or sing lines using funny voices and get the children
to mimic you. You can also sing lines as if you were a story
Answer back
character or a famous person.
Divide the class in half. Get each half of the class to sing
alternate lines. This can also work with more than two Humbug
groups, if your students are confident singers. Once students are familiar with a song, try humming lines
from the song to the class and choose volunteers to say or
Clap the rhythm
sing the words that go with that line. This activity could
Read out a line from the song. Then read it again but this still work with chants as even spoken words have melodic
time clap with each syllable. Encourage students to join intonation; you just have to exaggerate it!
hA
in. Then clap the rhythm
without saying the words. Make a recording
Children can clap lines This gives singing a clear
x
without singing and have purpose and encourages
e
others guess the line. children to make a
Alternatively, divide the real effort. Comparing
class into two groups recordings made at
where one group sings as different times will also
the others clap the rhythm. give them the chance to
hear directly how they can
Correct the mistakes
improve with practice.
Write the song words
e
on the board but Musical statues
include some mistakes, This is a good activity for
substituting, adding or students to get to know
x
removing certain words. songs at a passive level.
e
Play the track, students The children walk around
call out Stop! if they see a or dance on the spot
mistake and say what the while you play the song.
h
correct word is. Stop the track at random
points and the children
Dance routines
freeze like statues. If
Songs that don’t anyone moves, they are
immediately lend out of the game.
themselves to actions may
still be good to dance to. Divide the class into groups and get Transitions
them to invent a dance routine to accompany a song. Use song tracks to time events in the class, for example,
when students are tidying up at the end of class. They
Draw the song
should have finished the activity or be in place by the time
Once the children have been through the song, get them the track ends.
to draw it.
What comes next?
Echoes
Once children are familiar with a song, play the track,
Read out or sing lines of the song and get students to stop at key points and ask them to tell you the word or
repeat back to you. This activity can be made quite line that comes next.
sophisticated by insisting that students mimic accent and
intonation.
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arratives Go Digital! Bank
Every class is unique and has its own needs. The Teacher’s
i-book offers the possibility of saving all your teaching
sessions. This allows you to customise your Teacher’s i-book
for each of your classes, session by session if needed, in
order to meet every class’ needs individually. To learn more
about how to register and manage your teaching sessions,
open on your Teacher’s i-book.
Apart from all the course teaching and learning materials,

the Teacher’s i-book also includes the Vocabulary Game
Generator.
This tool allows you to create your own IWB games at any
time. Use the Vocabulary Game Generator to introduce
the key vocabulary at the start of a lesson, to review the
key vocabulary at any time in the unit or as a quick class
filler. The games are also ideal as wrap-up activities.
Check out the User’s Guide on the Teacher’s i-book to see

how to create your games.
Act Out!
Once the children are familiar with the story, divide the The Vocabulary Game Generator includes 6 different
class into groups making sure everyone has a part. You can types of games:
also increase the fun-factor by giving some students the
role of providing sound effects. Get the groups to practise Guess it!
the ‘miniplay’ and then perform for the rest of the class. Choose at least 4 pictures to create the game. Divide the
class in 4 teams. The teams take turns to play. A hidden
Help me remember picture appears on the screen. Touch to start the game.
Retell the story but pretend that you can’t remember As the time runs the picture reveals. The children from
particular events or lines from the story and get them team 1 say Stop! when they know the answer. Stop the
to help you. timer. If the answer is correct, give 2 points to the team
and use the Richmond i-tools to write their score and the
Making mistakes
time record on the chart provided. If the answer is wrong,
Check your students’ memory of the story by reading it team 2 has a go. Touch again. Give a point to team 2 if
out with deliberate mistakes. You can get them to call out they answer correctly.
when they hear a mistake or try and count the number of
mistakes they hear in the story.
Story quiz
Write a series of questions based on the story then divide
the class into teams. Players take turns to answer questions
about the story, winning points for their team with correct
answers.
Who said that?

Write the names of the characters on the board. Divide the
class into two teams. Read out a line from a speech bubble
or caption. Students race to the board and the first player
to touch the correct character name wins the point.
Spelling practice: Once they have guessed the word, a

member form the team to spell the word. Another member
uses the Richmond i-tools to write i ton the IWB. Touch
to validate. Give an extra point for correct spelling.
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Drag it! Simon says
The children drag words to the correct pictures. Use Touch to start the game. The children look and
the feedback button to validate individual answers. Also memorise the sequence as the pictures are highlighted.
includes an Interactive Answer Key. They touch the pictures to repeat the sequence. Touch
to watch the sequence again. The number of pictures in
the sequence increases as they play.
Grammar practice: once the activity is completed, use the

Richmond i-tools to write full sentences containing the key
words on the blank space provided on the screen. Choose a class representative to play on the IWB. The rest
of the class help the representative repeating the sequence
Memory
after first watching it. Use the Richmond i-tools to write
The children have to memorise the position of words and the words for the pictures on the screen if needed.
pictures against the clock. Once the cards turn, the children say
the numbers to find the pairs. This can be done as a competition Match it!
between two teams or individual children. Alternatively, you The children match the pictures with the words. Use
can also use the timer on the Richmond i-tools and give the feedback button to validate individual answers. Also
each team two or three minutes to do as much as possible. includes an Interactive Answer Key.
What’s missing?
The children look at the sequence of pictures, read
the words and drag the correct word to complete
the sequence. This type of game also promotes the
development of the children’s mathematical competence.
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Contents Young Achievers 1
Unit Vocabulary Grammar
Lesson 1Colours: blue, green, orange, pink, purple, red, yellow Present simple: be
0 Verbs: close, open, put away, sit down, stand up, take out Personal pronouns: I, you, it
Numbers: 1-10 Possessive adjectives: my, your, his, her
Welcome!
Days of the week: Monday, Tuesday, Wednesday, Thursday, Friday, Questions: What
Saturday, Sunday Imperatives: Hands up
Classroom objects: Present simple: be
1 book, chair, clock, crayon, glue stick, pen, pencil case, pencil, rubber,
ruler, school bag, sharpener, shelf, table
interrogative
Questions: What, How many
Time for school
Demonstratives: this
2 Party objects: balloon, cake, candle, card, party hat, present

Toys: ball, car, doll, teddy bear
Present simple: be
interrogative
Personal pronouns: he, she, they
Let’s celebrate!
Questions: What, How old
Family members: aunt, brother, cousin, dad, grandad, grandma, Present simple: be
3 mum, sister, uncle interrogative
Furniture: armchair, bed, bookcase, sofa Demonstratives: this, these
Home, sweet
Rooms in the house: bathroom, bedroom, kitchen, living room Questions: Where
home!
Prepositions of place: in, on, under
Fruits and vegetables: apple, banana, carrot, cherry, cucumber, Present simple: be
4 onion, orange, peach, pear, potato, tomato, watermelon

Insects:
interrogative
Questions: What, How many
In the garden Demonstratives: this, these, There is, There are
a, an
Prepositions of place: in, on, under, behind, in front of
Parts of the body: Imperatives: touch your toes, stamp your feet
5 leg, mouth, nose, toe
Verbs: bend, blink, clap, move, shake, stamp
have got:
Questions: What
People all Adjectives: short, tall, old, young Demonstratives: this, these
around Clothes: jacket, jumper, shirt, shoes, shorts, skirt, socks, trousers, T-shirt Present continuous:
Colours: black, blonde, brown, grey, white
6 Farm animals: cat, chick, cow, duck, goat, hen, horse, mouse, pig, sheep
Verbs: drink, eat, feed, go, play, run, sleep, swim
Demonstratives: this, that, these, those
be and adjectives
Down on the Adjectives: big, clean, dirty, fat, small, thin Present continuous:
farm Time: o’clock, numbers 1-12
Verbs: Present continuous:

7 Feelings: happy, hungry, sad, thirsty, tired Questions: What
Food: Present simple: b
A picnic in the
Weather: raining, snowing, sunny, windy interrogative
park
Likes and dislikes: like, not like
Sports: basketball, cycling, football, running, swimming, tennis have got:

8 Sports equipment: basketball, football, helmet, skipping rope, Ability: can, can’t
tennis racket, water bottle
All about me! Verbs: dance, jump, sing, ski, throw
Ordinal numbers: 1st-10th
Listening Speaking Reading Writing

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Contents
Phonics for Achieve!
Functions pronunciation Culture
Greetings and introductions:
What’s your/her/his name? My/Her/His name’s...

Classroom language: Hands up, Listen, Say thank you, Share, Take
turns
Identify classroom objects and quantities: What’s this? It’s a... Is it Initial letter sounds CLIL: Counting
a...? Yes, it is. / No, it isn’t.
Simon says: Play a game
Express quantities: How many... are there? There is/are...
Ask about names and ages: What’s your name? My name’s... How old a sound CLIL: Mixing colours
are you? I’m...
Birthday presents: singular and plural
Identify colours of objects: What colour are the party hats? They’re
red.
Ask where people are: Where’s grandma? She’s in the living room. e sound CLIL: Pet care
My family: A family album
Identify fruits and vegetables: What is this? It’s a cherry. Are these i sound CLIL: The life cycle of a watermelon
carrots? No, they aren’t.
Grow a plant
Count insects: How many bees are there? There are six bees.
Give instructions: Touch your head, Stamp your feet, Shake your o sound CLIL: Portraits
arms, Clap your hands, Bend your knees, Blink your eyes
Different people: How we look
Ask what someone is wearing: What are you wearing? I’m wearing...
Describe animals: This duck is fat and dirty. u sound CLIL: Telling the time
Ask what animals are doing: What’s the duck doing? It’s swimming. Life on the farm: Activities
Tell the time: It’s six o’clock.
Ask what people are doing: What are they doing? They’re sh or ch sound CLIL: Numbers 11-20
swimming.
Weather watch: Describing the
Ask how people feel: Are you hungry? Yes, I am. weather
Talk about likes and dislikes: I like ice cream, but I don’t like cake.
Ask about possession: Have you got a bike? Yes, I have. t or th sound CLIL: Taking turns, ordinal numbers
More
practice
More
-10th
1stpractice P P
Talk about favourite sports, colours, food: My favourite sport/
colour/food is... Move your body!:
F F School sport
Talk about abilities: I can climb a tree. I can’t ski. SC SC
More
practice
More
practice P PMore
practice
More
practice P P More
phonics
More
phonics
F F F F
Interactive practice Grammar presentation Audiovisual material
SC SC SC SC
More More More More i-poster
25
phonics phonics phonics phonics
491215
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25 IWB i-book 27/11/13 12:49
03/12/14 10:30
7/11/13 13:17
i-poster i-poster
Unit 0
Grammar
Overview
Vocabulary Pronunciation Recycled language
• Present simple be • Colours: blue, green,
• Personal pronouns: orange, pink, purple, red,
I, you, it yellow
• Possessive adjectives: • Verbs: close, open, put
my, your, his, her away, sit down, stand up,
• Questions: What take out
• Imperatives: Hands up • Numbers 1-10
• Days of the week:
Monday, Tuesday,
Wednesday, Thursday,
Friday, Saturday, Sunday
Language objectives
Grammar Functions
• To practise be in the 1 and 3 person affirmative
st rd
• To use greetings: Hello, Hi, Goodbye, See you later, Good morning
using contractions • To exchange simple information: My name’s... How are you?
• To use possessive adjectives • To understand classroom language: hands up, listen, say
• To make questions using What thank you, share, take turns
• To use imperatives to give commands • To state preferences: My favourite day is...
• To give commands using imperatives
Vocabulary Pronunciation
• To identify and name colours and days of the week • To highlight and practise long vowel sounds
• To count from 1 to 10 • To highlight and practise stressed syllables in days
of the week
Skills objectives
Speaking Reading
• To exchange simple greetings • To recognise the target language in the context of a story
• To ask and answer questions about other classmates’ names • To understand the lyrics of a song and join in
• To ask and answer questions to identify colours
• To count from 1to 10
• To say the days of the week
Listening Writing
• To understand and use a model dialogue • To trace and write target vocabulary: colours, numbers
• To understand greetings using a song as a model 1-10, days of the week
• To identify numbers and colours • To prepare a classroom language poster
• To identify days of the week and numbers 1-7
• To identify classroom language
26
514606 _ 0026-0043.indd 26 03/12/14 13:22

More
practice
More
practice P P
F F
SC SC
More More
phonics phonics
More
practice
More
practice P P
F F
i-poster SC SC

More
phonics
More
phonics
• Check children can understand and produce oral Teacher’s i-book

IWB i-book
and written messages using the unit grammar: i-poster

Present simple, personal pronouns, possessive Use the Richmond
i-posteri-tools i-poster
to complete the activities with
adjectives, questions and imperatives. IWB.
the children oni-flashcards
the
i-flashcards i-flashcards
• Check children can understand and produce oral Lead-in

Activities in Lead-in and
IWB i-book provide a digital alternative
and written messages using the unit vocabulary: to introduce the children to lessons.
Speaking
Speaking
colours, numbers 1-10 and days of the week.
• Check children can understand and produce Activities with+ + beside the rubric offer an additional
functional language: greetings, exchanging interactive activity to reinforce the activity content. See lessons
simple information, classroom language, stating More
practice
2 and
More 4 of this unit.
practice P P
preferences and commands.
F F
Provides a visual grammar presentation. See lesson 2
of
this unit.
More
practice SC
More
SC P P
Materials
practice
More More
phonics F F
Provides extra interactive practice which can be used for
phonics
• Teacher’s i-book Fast finishers or asSCa Wrap up activity. Alternatively, it can

SC
• Student’s Book CD 1 as homework. See lesson 6 of this unit.
be used More
More
• Teacher’s Resource Book 1
phonics phonics
i-poster
Diagnostic test, pages 96-97: Lesson 6 Use the Vocabulary Game Generator to create your own
• Extra i-flashcards
interactive games to review the key vocabulary from the unit
Paper - A4 and A3 Paper with a number: at i-poster
any time.
IWB i-book
Stickers for name tags 1-10
Ball Strips of paper Use the Interactive Routines Poster at the beginning of
i-flashcards
Crayons Scissors each

IWB
lesson.
i-book
Tape Glue
For suggestions on how to exploit the course

resources see our Activity Bank, pages 17-23
Key competences
LC Linguistic competence SCC Social and civic competence
Children develop skills using stories, songs, chants Children practise greetings and exchange simple
and model dialogues as tools for helping language information. Children practise turn-taking and
acquisition. working effectively in pairs.
CAE Cultural awareness and expression

MST Mathematical competence and basic Using a song exposes children to rhyme, rhythm
competences in Science and Technology and melody as well as aiding language acquisition.
Children develop numeracy and practise the
written and numerical form of the numbers.
Children identify colours in nature using a LL Competence in learning to learn
rainbow. Children practise deduction and associating words
with images to complete a matching activity.
DC Digital competence IE Sense of initiative and entrepreneurship

Children use technology as a tool to reinforce Children practise working alone, planning and
language acquisition by using the interactive executing a task as well as revising the unit
whiteboard material. content.
27
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esson 11
LLesson
Unit 0 Welcome!
LC
1 1.1 Read and listen.
1 H”^ Leø! H”^ Tob¥! H”^ L”il¥! 2

Wha†´fi ™e® naµæ?
3 H”^ Pe†e®! Le†´fi as§!

Hellø! Wha†´fi 4
you® naµæ?
H”ifi naµæ´fi
M”¥ naµæ´fi Tris™. Wha†´fi hifi naµæ? Geor@æ. Hæ´fi
m¥ gorillå!
SCC
2 Act out the dialogues.
H”^! H”o∑ aræ yo¤? Hellø! I´µ fi>æ, Goodb¥æ! Goodbyæ! S’ææ
than§ yo¤. yo¤ later!
600787 _ 0004-0009.indd 4 06/03/14 15:41
Key competence Continuous assessment

LC The story presents examples of language used Check children can recognise target language in
to communicate with other people in order to the story.
establish good relationships.
SCC Learning greetings and introductions develops Check children can introduce themselves.
essential communication and integration
skills and helps the children to participate and
collaborate actively in the classroom routines.
28
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Unit 0
Lesson 1
Language objectives 1 1.1 Children read and listen to the story.
Grammar More Values: BrieflyP discuss
practice
More
practice P with students what they do when they
• be 1st and 3rd person affirmative meet someone new.
F F
Ask students how they felt the first day of
school. Elicit ideas about how they can make someone who is
• Greetings: Hello. Hi. Goodbye. See you later. SC SC
new in their neighbourhood or in their class feel welcome.
• Possessive adjectives: my, your, his, her More
phonics
More
Optional extra: Ask some comprehension questions to check

phonics
children’s understanding, e.g., Point to Leo. In pairs, children can

Skills objectives repeat the procedure:
i-poster
Child 1: Point to Peter.
Reading
• Recognise the target language in the context Child 2: Point to Lily.
i-flashcards
of a story IWB i-book

Listening listen to the story with the children.
• Understand and use a model dialogue
Speaking 2 In pairs, children act out the dialogues.
• Exchange simple greetings Optional extra: Divide the class into two groups (boys and girls,
sitting on the left and sitting on the right). Tell group 1 to say
what the girl says, and group 2 to say what the boy says. Change
Materials the roles of the groups and repeat.
• Teacher’s i-book Wrap up
• Student’s Book 1 CD 1 Hold up the book and ask children to point to each of the
• Paper (A4 size) characters from the story. Children say Hi and their names.
Attention to diversity Initial evaluation

As it’s the first day, children may be nervous and shy. Practise phrases as children leave the classroom: Goodbye.
See you later. Insist children respond as they leave.
A mixture of levels will require careful pairing of
children, for example, weaker and stronger children
together.
At home
Some children may find ‘performing’ to the rest of
the group intimidating. • Activity Book 1 page 4
Some children may be reluctant to have their work • Optional extra: Give children a piece of paper each.
on display. Write Hi! My name’s ... on the board and tell them to copy.
Tell students to draw a portrait of themselves and write
Warmer their name. Display the pictures in the classroom in the
Greet children as they enter the classroom: Hello! Hi! next lesson.
Ask each child:
T: What’s your name?
C: I’m...
T: Hello…!
Lead-in
Point to the characters in the story and introduce them:
Trish, Lily, Leo, Toby, Peter and George. Ask children
where the characters are: school.
29
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Unit 0
Lesson 2
LC
Good morning!
It’s time to start the day. Hooray!

Good morning!
Good morning to you!
It’s time to start the day. Hooray!
Hello, what’s your name?
My name’s ....
My name’s ....
Hello, how are you?
I’m fine thanks.
I’m fine, thanks.
Good morning!
Good
More morning
practice
More
practice
to you!
P
CAE
2 Make a name tag. F

Grammar SC
LC
3 Ask and answer. I’m fine thanks. My name’s Sue.
More
I’m
phonics
More
= I am name’s
phonics = name is
Wha†´fi ™e® naµæ? Wha†´fi hifi naµæ?

He® naµæ´fi i-poster
Ka†æ. H”ifi naµæ´fi

i-flashcards
Davi∂.
IWB
600787 _ 0004-0009.indd 5 06/03/14 15:41

LC Songs are an invaluable way of practising new Give the children the opportunity to express their own
language, as children naturally use repetition as creativity when they sing.
an aid to memory.
CAE Tell children to write and draw the name tag Check all the names are spelt correctly.
and remind them of the importance of good
presentation.
LC Guided dialogues provide a framework for the Check children can use the target language
children to ask and answer questions which appropriately.
help children to express themselves more freely.
30
514606 _ 0026-0043.indd 30 03/12/14 13:22

More
practice
More
practice P P Unit 0
F F Lesson 2
SC SC
1
More More
Language objectives phonics

Children
i-poster listen and sing.
phonics
1.2
Grammar Optional extra:i-flashcards

Boys sing the odd lines, starting with the first
• be contractions: I’m, he’s, she’s line. Girls sing the even lines, starting with the second line.
i-poster
Switch groups so Lead-in
that children have a chance to sing the other
• Possessive adjectives: my, your, his, her lines.
i-flashcards Speaking
Functions
• Greetings: Good morning. See you later.
IWB i-book
Touch + to open the karaoke activity. Play the complete
song to demonstrate the activity. Then play the activity song.
• Exchange simple information: I’m / My name’s... The children listen and sing, saying the missing words as they
How are you?
are highlighted. Use the Richmond i-tools to write the missing
words on the IWB if needed.
Skills objectives Optional
More
practice
extra:
More Ask the children to find and circle different
practice P
greetings in the lyrics.
Writing
F
• Understand greetings using a song as a model
Visual grammar presentation
SC
Listening
• Understand the lyrics of a song in order to join in
Speaking
2 Children make a name tag using a sticker.
More
phonics
More
phonics
Optional extra: Drill His/Her name’s… Drill the question What’s

• Ask and answer questions about other classmates’ his/her name? Depending on the pronoun used, children drill
names back chorally His/Her name’s...
i-poster
Materials 3 Children ask and answer.

i-flashcards
• Teacher’s i-book Optional extra: Children tell the teacher about the child sitting
• Student’s Book 1 CD 1 next
IWB
to them, for example, His name’s Pedro. Go round the class
until everyone has participated. Prompt them with the question
• Stickers for name tags What’s his/her name?
Attention to diversity Wrap up

Teacher asks a child, What’s his/her name? whilst pointing to
Some children may struggle to keep up with another child in the class. Help children construct the correct
the chant. If you notice this, drill each line separately. sentence: His name’s / Her name’s… Repeat with different children.
Warmer Continuous assessment

Greet children as they enter the classroom: Good At random, select a child and ask the whole class:
morning! Hello! Hi! Tell children to turn to the person What’s his/her name?, the class answer. The same child points
on their right and say Good morning! Hello! Hi! Then to another child and asks: What’s his/her name? In response,
repeat with the person on their left and behind them. children chant: Her name’s Eva. Repeat with different children.
Lead-in
Draw a sun and a moon on the board. Elicit that it’s the At home
morning and not the night. Write morning under the
sun and night under the moon. Drill morning, then drill • Activity Book 1 page 5
Good morning! Drill individually and chorally.
31
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Unit 0
Lesson 3
MST
1 Colour and trace.
®e∂
oran@æ
¥ello≤
g®æe>
bl¤æ
purp¬æ
pin§
LC
2 Look and write.
More
practice
More
practice P
1. I†´fi purp¬æ . 2. I†´fi g®æe> . 3. I†´fi bl¤æ . 4. I†´fi ¥ello≤
F
.
SCC
3 Point, ask and answer. Grammar SC
What colour is it? It’s red.
More More
phonics phonics
Wha† colou® ifi i†?
I†´fi purp¬æ.
i-poster
i-flashcards
IWB
600787 _ 0004-0009.indd 6 06/03/14 15:41

MST Children become aware of how colours are Assess the activity by asking the colours of the rainbow.
present in a rainbow.
LC Writing and repeating simple vocabulary and Check the children’s writing.
structures systematically develop the writing skills
children will need later in the learning process.
SCC Learning to communicate in pair-work activities Monitor the activity and check children’s grammar.
encourages children to make constructive
relationships with others.
32
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Unit 0
Lesson 3
Language objectives 1 Children colour and trace.
Grammar Optional extra: Hold up the book and point to the colours
• Questions with What and be: What colour is it? individually for the children to say the corresponding word.
• Affirmative sentences with be: It’s red. Drill the individual sounds in blue, green, orange, pink, purple, red,
yellow. Pay particular attention to the vowel sounds in blue, green
Vocabulary and purple.
• Colours: blue, green, orange, pink, purple, red, yellow
Functions 2 Children look and write.
• Review: Greetings Optional extra: Write a colour on the board letter by letter.
Children have to put their hand up as soon as they know the
colour before the complete word is written.
Skills objectives
Writing
• Trace and write key vocabulary: colours 3 Children point, ask and answer.
Optional extra: Teacher asks children to find things in the
Speaking classroom that are the colours in activity 1, for example,
• Ask and answer questions identifying colours Point to something blue.
Fast finishers
Materials Children can write the colours out in order of preference.
• Ball Wrap up
Children play Colour Bingo. Draw a 2 x 3 grid on the board.
Children copy the grid in their notebooks and then write the
Attention to diversity name of a colour in each square. Say different colours at random.
Some children will need extra assistance when If children have that colour on their grid, they circle it. The first
tracing and writing. child to mark all his/her squares wins the game by saying Bingo!
If a child is struggling to ask and answer
questions, refer back to the model in the book.
Continuous assessment
Dictate the colours. Children write them in their notebooks.
Warmer Children read the list back to you. Write the words on the
Greet children as they enter the classroom: Good board. Children compare their spelling with a classmate. Tell
morning! Hello! Hi! Review His/Her name’s with a ball children to draw a small square of the corresponding colour
by throwing a ball to a child and say His/Her name’s… next to each word in their notebooks.
(the child’s name). Tell the same child to throw the ball
to someone else and use the same structure to say the
child’s name. At home
• Activity Book 1 page 6
Lead-in
Tell children your favourite colour by indicating to • Optional extra: Write on the board My favourite colour is…
something you are wearing, for example, My favourite Children copy the sentence and complete for homework.
colour is green, whilst pointing to your green T-shirt. Tell children to draw things that are their favourite colour.
Ask children to tell you their favourite colour.
33
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Unit 0
Lesson 4
MST
1 Trace and match.
®e∂ o>æ 4 7
si≈
oran@æ twø 9 ße√±>
¥ello≤
th®ææ
fou®
1 3 5 eigh†
ni>æ
g®æe> ‡i√¶ 6 8 10 2 †e>
bl¤æ 2 Point and say the numbers.
purp¬æ LL
3 1.3 Listen, number and stick.

¥ello≤ 2
pin§ oran@æ 7
®e∂ 1
4. I†´fi .
g®æe> 3
bl¤æ 5
pin§ 6
purp¬æ 4
600787 _ 0004-0009.indd 7 06/03/14 15:41

MST Children develop an understanding of key Check that the children make an effort to write properly.
mathematical concepts - counting, order and
association.
LL Children learn and practise observation, Check children stick the stickers in the right place.
deduction and association strategies to
remember and assimilate number and colour
vocabulary.
34
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Unit 0
Lesson 4
2 I n pairs, children point and say the numbers.
More
practice
More
practice P P
Language objectives F F
Vocabulary Optional extra: On the board, write the figure of a number very
SC SC
• Numbers 1-10 slowly. Children shout out the number when they recognise it. In
More
phonics pairs, children do the same, taking turns in writing and guessing.
More
phonics
i-poster
• Review: colours
i-flashcards
Skills objectives
3 1.3 Children
Lead-in
listen, number and stick.
Optional extra: In pairs, they take turns pointing to different
i-poster
Writing balloons and asking

i-flashcards
What colour is it?
Speaking
• Trace key vocabulary: numbers 1-10 IWB i-book

Touch + to open the memory game. This activity can
Speaking be done in two teams or more. Teams take turns to guess the
• Count from 1 to 10 colours. Use the Richmond i-tools to draw a chart on the IWB to
track the score of each team. Use the colours they get correct to
Listening note each of the points they get as they play.
• Identify numbers and colours
Fast finishers
Materials Children can write the numbers in order in their notebooks.
• Student’s Book 1 CD 1 Write a number on the board and children clap that number of
• Crayons times. Ask a child to do the same:
T: What number is this, (Ana)?
Attention to diversity C: Five. (Child claps five times.)
Some children will need extra assistance when Repeat with other children and numbers.
tracing and may need encouragement. Use more
confident children to model activities and target Continuous assessment
language.
Some children might work better with certain Tell children to think of a number between 1 and 10.
individuals. Change the pairs often to ensure Tell them to whisper that number to the person sitting
children are working with as many different next to them. Explain to children that they are going to leave
individuals as possible. the classroom according to their chosen number: Number
two, please stand up. Repeat the procedure until you have
said all the numbers.
Warmer
Children point to different objects in the classroom and
ask their partner what colour they are.
At home
Lead-in
Write numbers (in figures) 1 to 10 on the board, saying • Activity Book 1 page 7
each number out loud. Children practise counting as • Optional extra: Children draw a number of balloons
you point to each number. Point to numbers out of (between 1-10). Under the balloons they write a description,
order and children name them. for example, six red balloons. Demonstrate on the board to
ensure children understand what they must do.
1 Children trace and match.
Optional extra: Drill the numbers, one by one, paying
special attention to the long sounds in the numbers
Student’s Book CD 1
two, three and four. Exaggerate the length of the 1.3
vowel sound so children can see what they must do
1 What colour is it? It’s red. 5 What colour is it? It’s blue.
to produce the sound.
2 What colour is it? It’s yellow. 6 What colour is it? It’s pink.
3 What colour is it? It’s green. 7 What colour is it? It’s orange.
4 What colour is it? It’s purple.
35
514606 _ 0026-0043.indd 35 03/12/14 13:22

Unit 0
Lesson 5
LC
1 Trace the words.
M onda¥ Frida¥
1 5
Wed>esda¥ S”unda¥
3 7
Thursd
4
a¥ Satur6da¥ T¤esda¥
2
LC

LC
3 Say the days.
LC
Toda¥ ifi Child’s own writing .
M”¥ favouri†æ da¥ ifi Child’s own writing .
600787 _ 0004-0009.indd 8 06/03/14 15:41

LC Children consolidate key vocabulary, both Monitor the activity to check comprehension.
numbers and days of the week.
Saying the days helps children develop fluency Make children repeat the days and monitor their
and accuracy in the speaking activities and gives pronunciation.
them confidence in this linguistic competence.
Children learn to recognise, understand Check the activity personally and ask children to read
and write the days of the week through a the completed sentences aloud.
personalisation activity.
36
514606 _ 0026-0043.indd 36 03/12/14 13:22

Unit 0
Lesson 5
Language objectives 1 Children trace the words.
Vocabulary Optional extra: Spell the days of the week slowly. As soon
• Days of the week as children know the word, they say the complete word.
• Review: numbers
Functions
2 1.4 Children listen and number.
Optional extra: Say a day or a number and children say the
• Stating preferences: My favourite day is... corresponding day or number.
Skills objectives 3 Children say the days.

Writing Optional extra: Drill the days of the week with the children.
• Trace and write key vocabulary: days of the week Clap the syllables: Tues (clap) day (clap).
Speaking
• Say the days of the week 4 Children complete the sentences.
Optional extra: In pairs, children turn to their partner and repeat
Listening the exchange orally: Hello! My favourite day is… Say the days of
• Identify days of the week and numbers 1-7 the week randomly and signal for children to put their hands up
if it’s their favourite day.
Materials Fast finishers
• Teacher’s i-book Children copy in their notebook the following sentence:
• Student’s Book 1 CD 1 Tomorrow is __________ (day of the week).
• Piece of paper per child Wrap up
• Tape Chant the days of the week. Repeat but give a day at random
for children to give you the following day.
• Papers with a number: 1-10
Attention to diversity
Say a number 1-7. Ask a child to say which day it refers to.
Some children will need extra assistance when Repeat asking different children.
tracing and may need encouragement.
Some children may need help deciding on their
favourite day of the week. At home
Warmer
Stick the numbered papers around the room. Say a
• Optional extra: Give each child a piece of paper. On the
board, write: My favourite day is __________. Children copy
number and children point to the corresponding paper.
and complete the sentence. At home, children draw a
Lead-in picture of their favourite day.
Write numbers 1-7 on the board. Ask children what day
it is today. Ask children what day number it is (Monday
is one).
1.4
1 Monday 4 Thursday 7 Sunday

2 Tuesday 5 Friday
3 Wednesday 6 Saturday
37
514606 _ 0026-0043.indd 37 03/12/14 13:22

Unit 0
Lesson 6
LC
1 1.5 Listen and point.
3
4
SCC
5 1
1. S”a¥ than§ yo¤. 2. H”andfi uπ. 3. Ta§æ turnfi.
4. S”ha®æ. 5. L”is†e>.
IE
3 Make a poster.
DC
More 99 More
P
practice practice
F
600787 _ 0004-0009.indd 9 06/03/14 15:41
Key competence Continuous assessment SC

LC Children practise associating spoken language Check children understand classroom
More rules More
phonics phonics
with an image, which helps them to internalise or instructions.
and reflect on the way languages are organised.
SCC Talk about the importance of having classroom Check children understand each of the instructions
rules to help children and teachers participate in and classroom rules.
an effective and constructive way. i-poster
IE Making a poster helps children to reflect on what Display and praise all the children’s posters.
i-flashcards
they are doing. They have to plan ahead and turn
ideas into actions.
IWB
38
514606 _ 0026-0043.indd 38 03/12/14 13:22

Unit 0
Lesson 6
Language objectives 1 1.5 Children listen and point.
Grammar Optional extra: Drill each command focusing on intonation.
Have some fun with the children by exaggerating the intonation
• Imperatives and using gesture.
Functions
• Give commands using imperatives
Vocabulary
Optional extra: Teacher says a number and children point to
• Classroom language: hands up, listen, say thank the picture. In pairs, children take turns saying a number and
you, share, take turns pointing to the corresponding picture.
• Review: days of week
3 I n pairs or small groups, children make a
Skills objectives class rules poster.
Optional extra: Nominate a child from each group to hold up
Listening their poster for the class to see. Each child in the group can read
• Identify classroom language a rule out loud.
Writing
• Prepare a classroom language poster Fast finishers
Children write the class rules in order of importance.
Materials Wrap up
Act More
out the gestures from the lead-in and children say the phrases.
• Teacher’s i-book P
More
practice
Nominate
practice
confident children to do the same.
• Teacher’s Resource Book 1 F
• Student’s Book 1 CD 1 Children SC listen and match the words with the pictures.
• Piece of paper for class rules Encourage them to repeat the words as they complete
• Strips of paper
More
phonics theMore
activities.
phonics
• Poster-size paper for class poster

Final evaluation
• Scissors
• Glue Teacher’s Resource Book 1: Diagnostic test
i-poster
Attention to diversity i-flashcards At home

Some children will need extra assistance when IWB • Activity Book 1 page 9
writing their commands for their posters.
• Optional extra: Children copy their rules from page 9 into
Children will write at different paces. Don’t rush their notebooks and draw their own picture for
them in the project work. If necessary, set for each command.
homework.
Some children have more difficulty working in pairs
or small groups. One child may be more dominant. Student’s Book CD 1
1.5
Warmer
Say thank you. Take turns. Listen.
Play Hangman with the days of the week.
Hands up. Share.
Lead-in
1.6
Do the actions for the following commands: Say thank
you (hands together as in prayer), hands up (put your 1 Say thank you. 3 Take turns. 5 Listen.
hand up), take turns (point to yourself and then to 2 Hands up. 4 Share.
another child), share (open your arms out wide), listen
(cup your ear) and introduce the words as you do the
actions.
39
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Unit 0
Activity Book 1 Lessons 1-2
Unit
Lesson 1
0 Welcome! 1 Draw yourself and a friend.
Unit 0
Lesson 2
1 Trace and colour.

1 Goo∂ mornin@!
Hellø!
Child’s own drawing
2 Ho≤ a®æ yo¤? I´µ ‡i>æ, thankfi!
2 Read and complete.

Wha†´fi you® naµæ? M”¥ naµæ´fi Child’s own writing .
Wha†´fi you® H”ifi / H�e® naµæ´fi Child’s own writing .
frên∂´fi naµæ?
4 5
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600809 _ 0004-0009.indd 5 10/03/14 10:43
40
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Unit 0
Unit 0 Unit 0
Lesson 3 Lesson 4
1 Read and colour. 1 Connect the dots and colour.

bl¤æ
Child’s
®e∂ g®æe> own colour
ing
purp¬æ
oran@æ
pin§
2 Read and write. 6
¥ello≤ 7 2
3 ße√±>
si≈
2 Colour and write. twø
1.
I†´fi Child’s own writing
.
th®ææ
1 8
2. Child’s own writing eigh†
.
10
o>æ 4
3. Child’s own writing
.
†e>
5 fou® �
4. Child’s own writing
. ‡i√¶ ni>æ
6 7
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10/03/14 10:43 7 10/03/14 10:43
41
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Unit 0
Unit 0 Unit 0
Lesson 5 Lesson 6
1 Complete the words. M”¥ favouri†æ da¥ 2 1 Read and match.

1
ifi T¤esda¥ . 1
M”¥ favouri†æ da¥
ifi M”onda¥ .
2
I†´fi you® S”ha®æ!

4
tur> no≤.
Than§ yo¤!
3
Thursda¥ .
ifi ursda¥ 3
M”¥ favouri†æ da¥ H”andfi uπ!
ifi Wed>esda¥ .
6
4
5
ifi Frida¥ . L”is†e>!
ifi S”aturda¥ .
Thifi ifi
fo® yo¤!
M”¥ favouri†æ da¥ 5
S”a¥ than§ yo¤!
7 ifi S”unda¥ .
2 1 Listen and colour. Ta§æ turnfi!

8 9
600809 _ 0004-0009.indd 8 10/03/14 10:43

600809 _ 0004-0009.indd 9 10/03/14 10:43
Transcript
1
My favourite day is Wednesday.

My favourite colour is green.
My favourite day is Sunday.
My favourite colour is red.
My favourite day is Friday.
My favourite colour is blue.
My favourite day is Monday.
My favourite colour is pink.
My favourite day is Thursday.
My favourite colour is orange.
My favourite day is Saturday.
My favourite colour is purple.
My favourite day is Tuesday.
My favourite colour is yellow.
42
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Notes
43
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Unit
Grammar
1 Overview
• Present simple: be • Classroom objects: book, • Phonics: Initial letter • Days of the week
affirmative, negative and chair, clock, crayon, glue sounds • Colours
interrogative stick, pen, pencil case, • Numbers 1-10
• Questions: What, How pencil, rubber, ruler, school • Imperatives: take out
many bag, sharpener, shelf, table your book, point to…,
• Demonstratives: this • Other: school, cat, kitten, sit down, put away your
gorilla pen, stand up, open your
book, touch your head,
show me…
Language objectives
Grammar Functions
• To use be for affirmative, negative and interrogative • To make suggestions
statements for 1st and 3rd person • To understand and give commands and instructions
• To practise questions using What and How many • To use the phrases to make guesses
• To use demonstratives to indicate which objects • To ask about quantity
are being referred to
• To understand and use imperatives for commands
and instructions
• To identify and name classroom objects • To highlight and practise consonant sounds at the
• To understand common verbs related to the classroom beginning of words
and school
Skills objectives
Speaking Reading
• To exchange information to identify objects • To recognise the target language in the context of a story
• To ask and answer questions using the 3rd person • To interpret and respond to questions using the target
• To sing along to a chant/song to reinforce target language
language • To use reading strategies to improve comprehension
• To use commands to play a game: Simon says • To understand the lyrics of a song in order to join in
Listening Writing
• To understand and use a model dialogue • To trace and write key vocabulary: classroom objects,
• To understand classroom objects in the context of a story characters from a story, numbers and commands
• To identify classroom objects • To write individual consonants
• To identify characters in a story • To prepare a counting book
• To follow a narrative of a story
• To recognise consonants at the beginning of words
• To identify commands
44
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SC SC
More More
phonics phonics
More
practice
More
practice P P
F F
i-poster SC SC

More
phonics
More
phonics

IWB i-book
Present simple, questions, demonstratives and Use the Richmond
i-poster
imperatives. the IWB.
the children oni-flashcards i-flashcards
i-flashcards
• Check children can understand and produce oral Activities in Lead-in and
IWB i-book provide a digital alternative to
and written messages using the unit vocabulary: Lead-in to lessons. See lessons 1, 3, 4, 6, 7, 8, 9
introduce the children
Speaking
classroom objects. and Review of this unit.
Speaking
+
• Children can recognise and differentiate between
initial letter sounds. Activities with + beside the rubric offer an additional
• Check children can understand and produce interactive activity to reinforce the activity content. See
functional language: making suggestions, More
practice
lessons
More
practice
2, 3 PandP Review of this unit.
commands, guessing and asking about quantity. F F
Provides a visual grammar presentation. See lessons 2, 3,
4
and 7 More
More
More
practice
prac tice of
SC
More
this
practice
practiceSC unit.
PP PP
Materials More
phonics
More
FF FF
phonics
• Teacher’s i-book Fast

finishers or asSC
SCa Wrap
SC
SC up activity. Alternatively, it can
• Student’s Book 1 CD 1 be usedMore
More
More as homework. See lessons 1, 2, 3, 4, 6, 7 and 8
More
phonics
phonics phonics
phonics
• Teacher’s Resource Book 1 i-poster
of this unit.
Language worksheets Unit 1, pages 4-6: Lesson 7
Reading worksheet Unit 1, page 36: Lesson 6 Audiovisual material is provided in lesson 10 of this unit.
i-flashcards

Writing worksheet Unit 1, page 48: Lesson 4 The
i-posterunit review pages also offer additional Speaking activities
i-poster
IWB i-book
Speaking worksheet Unit 1, page 60: Lesson 8 to reinforce the unit content.
Listening worksheet Unit 1, page 70: Lesson 3 i-flashcards
i-flashcards
Use the Vocabulary Game Generator to create your own
Test Unit 1, pages 98-103: Unit 1 Review interactive
IWB
IWB i-book games to review the key vocabulary from the unit
i-book
• Flashcards Unit 1 at any time.
• Poster Unit 1 Use the Interactive Routines Poster at the beginning of each
• Extra lesson.
Realia: pencil, rubber, Small paper squares
pen, book, school bag, (10 per child)
glue stick, pencil case Paper - A4 and A5
Paper to wrap up Pencils
items Hole-punch resources see our Activity Bank, pages 17-23
Stickers String
Key competences
LC Linguistic competence CAE Cultural awareness and expression
Children develop skills using stories, songs, chants Using a chant exposes children to rhyme, rhythm
and model dialogues as tools for helping language and melody as well as aiding language acquisition.
acquisition. Children participate in acting out a story which
provides them with controlled practice. Children
MST Mathematical competence and basic produce their own pictorial reference of the
competences in Science and Technology classroom vocabulary.
Children develop numeracy and practise counting
using both the written and numerical form. LL Competence in learning to learn
Children practise tracing as an aid to writing
DC Digital competence autonomously. Children match words with pictures
Children use technology as a tool to reinforce or sounds.
language acquisition by using audiovisual and
interactive whiteboard material. Sense of initiative and entrepreneurship
IE
SCC Social and civic competence Children practise working alone, planning
Children practise turn-taking and learn to and executing a task as well as revising the
cooperate while playing games. Children focus on unit content. Children are made aware of the
expectations of teachers and fellow students and importance of revision as an aid to
norms of the classroom. independent learning.
45
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esson 11
LLesson
Unit 1 Time for school
LC
1 1.7 Read and listen. Wha†´fi i> you®
schoo¬ ba@?
1 Tris™, wha†´fi thifi? 2
I†´fi m¥ schoo¬ ba@. A πenci¬ caßæ,

3 si≈ πencilfi, twø bookfi...
th®ææ rub∫±rfi, 4
†e> crayonfi... an∂ m¥ gorillå!
LL
Hå, hå, hå!
2 1.8 Listen and circle the objects.
Loo§! I†´fi å πenci¬.
DC
10 More
practice
More
practice P
F
600787 _ 0010-0021.indd 10 06/03/14 15:41

LC ChildrenMore
read a story
phonics
Morewhich shows examples
phonics
Check children can recognise and understand
of language used to identify classroom objects the target language in the story.
and quantities.
LL Children use strategies to remember, expand Check children circle the correct objects.
and consolidate
i-poster
their vocabulary when they
make associations between what they hear and
what they see.
i-flashcards
IWB
46
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Unit 1
Lesson 1
More More
P P
1
practice practice
Language objectives 1.7 Children

F F read and listen to the story.
Vocabulary Values: Remind children that Trish is new at school. Ask children
SC SC
• book, clock, crayon, pen, pencil, pencil case, More
what they can do
More
in order to get to know people. Point out that
rubber, ruler, school bag, table
phonics
Leo is asking Trish questions because he’s curious about her and
phonics
wants to be her friend.

• Review: numbers 1-10
Optional extra: Hold up the following unit 1 Flashcards: school
i-poster
bag, pencil case, book, pencils, rubbers, crayons and ask children
Skills objectives to tell you how many Trish has.
i-flashcards
Listening IWB
i-book
• Understand and introduce classroom objects listen to the story with the children. Use the i-flashcards to
and review numbers in a story introduce the new vocabulary.
• Recognise the key vocabulary in order to identify
the image 2 1.8 Children listen and circle the objects.
Reading Optional extra: Children play Bingo. Children draw three of the
• Recognise the key vocabulary in the context objects from activity 2 in their notebooks. Read out the objects
of a story and children cross out the pictures as they listen. The winner is
the first child to cross out all their pictures and put their hands
up to say Bingo!
Materials
Put the unit 1 Flashcards of the items seen in the lesson on the
• Poster Unit 1 board. Tell the children to close their eyes and count to ten.
• Flashcards Unit 1 More Remove
More a flashcard.
P When the children open their eyes, they
practice practice
• Student’s Book 1 CD 1 must tell you which of the flashcards is missing.
• Realia: book, rubber, glue stick, pen, pencil case, F
pencil, school bag Children SClisten and drag the pictures to the correct place.
Alternatively, use the Richmond i-tools and ask the children to
More
Warmer phonics listen
More
and draw the items that they hear in the space provided.
phonics
More More
P P
practice practice
Slow spell the days of the week on the board for Count the items with the children and write the number on the
F F
children to say the complete word. Drill It’s Monday. IWB to review the key vocabulary from the previous unit.
Hooray! SC SC
More
phonics
More
phonics
i-poster
Initial evaluation
Lead-in
Show the class the unit 1 Poster. Point to different objects Dictate the items: book, clock, crayon, pen, pencil case,
i-flashcards
and say the colour: It’s blue. Children repeat. Then point pencil, rubber, ruler, school bag, table one at a time for the
i-poster
to an object and ask the children to tell you what colour children to draw in their notebooks.
IWB
it is.
i-flashcards
IWB
Open the i-poster. Listen to each word so the
i-book At home
children can identify the colour and word. Then ask
children to drag the word to correct objects in the • Activity Book 1 page 10
poster.
47
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Unit 1
Lesson 2
LL
LL 2 Trace the words.
1. πe> 2. sharπe>e® 3. πenci¬ caßæ
4. schoo¬ ba@ 5. crayo> 6. rub∫±®

LL
More
practice
More
P
3 Point and say.
practice
F
Grammar SC
It’s a pencil.
MoreIt’s = It is More
phonics phonics
i-poster
7. gl¤æ stic§ 8. boo§
i-flashcards
Loo§! I†´fi å πenci¬.

IWB
DC 9. ru¬e® 10. πenci¬ More

practice 11 More
practice P
F
600787 _ 0010-0021.indd 11 06/03/14 15:41

LL This activity improves children’s ability to Check children stick the stickers More
in the rightMore
box.
phonics phonics
connect visual and textual information in order
to match images and words.
Tracing is the first step towards learning to Check children are not having difficulties using the
write autonomously. pencil. i-poster
i-flashcards
IWB
48
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Unit 1
More
practice
More
practice P P
F F
SC SC Lesson 2
More More
phonics phonics
i-poster
Language objectives 1 1.9 Children listen and stick.

i-flashcards
Grammar Optional extra: Say the words in random order. Children call
Lead-in
• Present simple: be affirmative out the number of those objects that they have in their pencil
i-poster
case. Repeat in Speaking

i-flashcards pairs.
Vocabulary
• Classroom objects: book, crayon, glue stick, pen, IWB i-book
Touch + to open the memory game. This activity can
pencil case, pencil, rubber, ruler, school bag, sharpener be done as a whole class activity or in two teams. Children take
Functions turns to find the picture(s) for the words provided on the screen.
• Identify objects: It’s a pencil. Use the clue if needed.
Skills objectives
Optional extra: Slow spell the words from activity 2 on the board.
More More
P
Writing practice
Children call out the word
practice
when they know it. Repeat in pairs.
• Trace key vocabulary: school objects F
Speaking Visual grammar presentation
SC
• Use target language in short sentences to identify
objects
3 Children point and say.
More
phonics
More
phonics
Listening Optional extra: Hold up a flashcard or object and drill It’s a …

• Identify classroom objects and match to written word pen/pencil/ruler. Drill as a whole class, then boys and girls and
pairs of children.
Materials i-poster
Wrap up
• Teacher’s i-book Wrap up a book, crayon, glue stick, pen, pencil case, pencil,
i-flashcards
• Flashcards Unit 1 rubber, ruler and sharpener in scrap paper or newspaper. Pass
• Student’s Book 1 CD 1 the
IWB objects around the class. Children have to guess what the
object is. When a child thinks they know what it is, they can
• Realia: pencil, rubber, pen, book, school bag, More
practice
unwrap
More
practice P
the parcel.
glue stick, pencil case
F
• Paper to wrap up some realia
Children SC
listen and choose the correct picture.
Attention to diversity More

phonics Continuous assessment
More
phonics
Some children might find it difficult to keep up Write some words as anagrams on the board. In pairs,
More More
P P
practice
with the drills.
practice
If necessary, break the class into children race to order the letters and put their hands up
groups when F drilling.
F
when finished.
Children will
SC write
SC at different paces. i-poster
At home
More More
phonics phonics
Warmer i-flashcards
Hold up the unit 1 Flashcards from lesson 1 for children

IWB • Activity Book 1 page 11
to say the word. In pairs, children take things out of
i-poster
their pencil case and do the same. Children count how • Optional extra: Children draw a picture of the contents
many pens/pencils/crayons they have.
i-flashcards of their pencil case and label.
IWB i-book
Use the i-flashcards to review lesson 1 key vocabulary.
Lead-in
Name a classroom object and children have to find it in 1.9
their pencil case, hold it up and say its name. In pairs, 1 pen 5 crayon 9 ruler
children take turns saying a classroom object for their 2 sharpener 6 rubber 10 pencil
partners to find in their pencil cases.
3 pencil case 7 glue stick
4 school bag 8 book
49
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Unit 1
Lesson 3
What’s this?
CAE
1 1.10 Listen and chant.
Wha†´fi thifi? I†´fi å...!

Wha†´fi thifi? I†´fi å...!
Tel¬ µæ, p¬eaßæ. More
practice
More
practice
I†´fi
P å...!
Yipπææ!
F
Grammar SC
What’s this? It’s a book.
More More
phonics phonics
LC
2 1.11 Trace the words. Say the chant with these objects.
chai® i-poster
tab¬æ i-flashcards
IWB s™el‡
CAE
cloc§
3 Trace and draw.
I†´fi å schoo¬ ba@ . I†´fi å boo§. I†´fi å ru¬e®.
Child’s Child’s Child’s

own drawing own drawing own drawing
DC
12 More
practice
More
practice P
F
600787 _ 0010-0021.indd 12 06/03/14 15:41

CAE Listening
Moreto and joining
phonics
More
phonics
in with chants and Encourage children to participate and enjoy themselves.
songs help children to develop confidence in
their expression and artistic interpretation skills.
Drawing activities help children to develop Encourage children to be creative and to draw the
their imagination
i-poster
and creativity. school objects.
LC Tracing words will help the children to develop

i-flashcards Monitor the activity checking children identify the
their fine motor skills. unit vocabulary.
IWB
50
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More
practice
More
P P Unit 1
Lesson 3
practice
F F
SC SC
Language objectives
More
phonics
2 Children
i-postertrace the words. Then say the
More
1.11
phonics
Grammar chant with the objects.

i-flashcards
• Questions with What and be Optional extra: In pairs, children take turns pointing to various
• Demonstrative: this i-poster objects on their Lead-in
desk / in their pencil case and repeat the chant.
Ask volunteers to demonstrate their exchanges.
Speaking
Vocabulary i-flashcards
• Classroom objects: book, chair, clock, ruler, school IWB

Touch + to open the karaoke activity. The children listen
i-book
bag, shelf, table and join in the chant saying the missing words as the pictures
Functions are highlighted.
• Ask and answer questions: What’s this? It’s a…
3 Children trace and draw.
Skills objectives Optional extra: Slowly draw more school items on the board
and children put their hands up and say the word. In pairs,
Writing children draw more objects for their partner to guess.
• Trace and write key vocabulary: classroom objects
and furniture Fast finishers
Speaking Children draw and label other objects from their pencil case
• Participate in a chant to practise key grammar in their notebooks.
and vocabulary
Wrap up
Listening Divide the class into two teams. Hold up one of the unit 1
• Understand and use a model dialogue Flashcards and ask What’s this? The first child to raise his/her
hand and answer correctly wins a point for his/her team. The first
to score Pten points is the winner.
More More
practice
team
practice
Materials
F
Children read
SC the sentences and choose the correct answer.
• Teacher’s Resource Book 1 Encourage them to say the correct answer: It’s a (school bag)!
• Flashcards Unit 1 More
phonics Alternatively,
More
phonics use the Richmond i-tools to cover the bottom of the
• Student’s Book 1 CD 1 screen and ask children to take turns to write the correct answer
• Realia: pencil, rubber, pen, book, school bag, on the IWB. Remove the screen shade to check their answers.
glue stick, pencil case
Warmer
i-poster
More
practice
More
practice P P
Hold one of the unit 1 Flashcards facing towards you.i-flashcards
Teacher’s Resource Book 1: Listening worksheet Unit 1
F F
Quickly flip the picture so children see the image for Optional extra: Write the following letters on the board: b,
one second. Children
SC SC IWB
must guess what the object is. s, c, p, and t. Children open their notebooks and write the
phonicsContinue to flip the picture until they guess correctly.
More
names of items that start with those letters: book, school bag,
More
phonics
Repeat with other flashcards. chair (or clock or crayon), pencil (or pen or pencil case), table.
Walk around offering assistance with spelling as necessary.
i-poster
Lead-in
Play Simon says with the instruction (Simon says), point
to your book, the chair, the table, the clock, the shelf.
i-flashcards
At home
IWB
Use the i-flashcards to introduce new
i-book
vocabulary. Then open the lead-in activity. Children
take turns to play Simon says on the IWB.
1 1.10 Children listen and chant.

Optional extra: Split the class into boys and girls. Drill
the exchange (boys) What’s this? (girls) It’s a… Repeat
andMore
hold up different
More objects.
P Change roles for asking
practice practice
and answering. Repeat softly/loudly or quickly/slowly.
F
SC
More More
phonics phonics
51
i-poster
514606 _ 0044-0075.indd 51 03/12/14 12:54
Unit 1
Lesson 4
LC
1 Look, read and circle.
1. Ifi i† å ru¬e®? Yefi, i† ifi. / Nø, i† is>´†.
2. Ifi i† å tab¬æ? Yefi, i† ifi. / Nø, i† is>´†.
3. Ifi i† å πe>? Yefi, i† ifi. / Nø, i† is>´†.
4. Ifi i† å cloc§? Yefi, i† ifi. / Nø, i† is>´†.
5. Ifi i† å boo§? Yefi, i† ifi. / Nø, i† is>´†.P

More
practice
More
practice
F
Grammar SC
SCC Is it a pencil? Yes, it is.
2 Pop out and play a guessing game. Moreit a rubber?
Is
phonics No, it isn’t.
More
phonics
isn’t = is not
Ifi i† å boo§?
i-poster
i-flashcards
Nø, i† is>´†.
IWB
DC
More
practice 13 More
practice P
F
600787 _ 0010-0021.indd 13 06/03/14 15:41
LC This activity helps children to interpret written Ask the children the questions andphonics
make sure More
More each one
phonics
concepts. answers correctly.
SCC Talk with the children about the importance of Monitor the activity and check the use of the grammar.
participation and cooperation in games, and
i-poster
resolving conflicts with a positive attitude.
i-flashcards
IWB
52
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practice practice P P
F F
SC SC
More More
phonics phonics
Unit 1
i-poster Lesson 4
i-flashcards
Language objectives IWB

Use the i-flashcards to review the unit vocabulary. Show
i-book
Grammar the pictures and ask the children to say It’s (a pencil). Alternatively,
• Yes/No questions with be ask the children to come to the IWB and write the words using
the Richmond i-tools. Show the word flashcards to check their
Vocabulary answers.
• Classroom objects: book, clock, pen, ruler, table
Functions
• Guess: Is it a…? Yes, it is. / No, it isn’t.
1 Children look, read and circle.
Optional extra: Display the unit 1 Poster (or open the i-poster
on the Teacher’s i-book). Point to various objects and ask, Is it
Skills objectives a…?MoreChildrenMore
practice
put their hands
practice P up and reply Yes, it is. / No, it isn’t.
Invite children to come up to the poster and do the same.
Speaking F
• Ask and answer questions using target language: Is Visual grammar presentation
it a book? No, it isn’t. / Yes, it is. SC
Reading
• Interpret and respond to questions using the
2 C hildren pop out and play a guessing game
More
phonics
More
phonics
target language using unit 1 Pop-outs.

Optional extra: Divide the class into two teams. Choose
a pop-out and ask the teams to guess what you have. The
Materials winning
i-poster team gets a point.
i-flashcards
• Teacher’s Resource Book 1 Distribute blank stickers and children make labels for objects
• Flashcards Unit 1 inIWBtheir classroom: chair, table, clock, school bag, crayon, etc.
Encourage children to write clearly and decorate their labels.
• Realia: pencil, pen, book, school bag, pencil case More
practice
More
P
Children
practice
attach their stickers to the corresponding object.
• Blank stickers
F
Children SC
look at the pictures, listen to the questions
Attention to diversity and drag the correct answer. Repeat using your own questions
Stretch the stronger children and use them
More
phonics (different
More
phonics vocabulary from previous lessons). Children answer
to model activities and target language whilst your questions orally: Yes, it is! No, it isn’t!
simplify tasks for the weaker ones.
Change pairs of children frequently so children Continuous assessment
work with different individuals. i-poster Teacher’s Resource Book 1: Writing worksheet Unit 1
Optional extra: Point to an object on the child’s desk and
Warmer i-flashcards
ask Is it a ...? If the child answers correctly they can tidy their
Point to various objects and ask children What’s this? books away.
IWB
Remind children to reply using the structure It’s a…
Children repeat the procedure in pairs.
At home
Lead-in
Display objects or the unit 1 Flashcards on a table. • Activity Book 1 page 13
Place the word flashcards on the board. Ask a child to • Optional extra: Children draw a different object from
take a word card and match it with the corresponding lesson 4 and write next to it, Is it a…? and Yes, it is. / No, it
object or flashcard. Once a match has been made, the isn’t.
child holds up the object and says It’s (a pencil).
53
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Unit 1
Lesson 5
Mandy’s first day at school
1 I†´s t™æ ‡irs† 2 Goo∂ mornin@ M”and¥!
da¥ o‡ schoo¬.
Le†´fi gø!
Hellø M”isfi Jo>efi!

3 Oπe> you® bookfi, p¬eaßæ. 4
Le†´fi pla¥!
LC
LL
1 1.12 Read and listen. 2 Match and trace.
1 2 3 4
M”isfi Jo>efi M”and¥ K”itt¥ M”uµ

14
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LC Stories are an important vehicle for internalising Check children can follow and understand the story
new vocabulary and structures. Children are by asking some general comprehension questions.
motivated to listen to a good story, and so
language is acquired naturally.
LL Matching activities involve learning skills Check children do the activity correctly and identify
and abilities such as observing and linking the characters.
information.
54
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More
practice
More
practice P P
F F
SC SC Unit 1
More
phonics
More
phonics Lesson 5
Language objectives i-poster
1 1.12 Children read and listen to the story (1-8).
Grammar Optional extra: Ask students to point to Mandy, Mum, Kitty and
• Imperatives Miss Jones in the story.
i-flashcards
• Present simple IWB i-book

listen to the story with the children.
Vocabulary
• Classroom objects: book, cat, shelf
2 C hildren match and trace.
Optional extra: Write the names of the characters slowly on the
Skills objectives board, letter by letter but in a random order. Children guess the
Reading name of the person you are writing.
• Follow a narrative
Fast finishers
Listening Children can read the story to themselves quietly.
• Identify characters in a story
Writing Wrap up
Play Hangman with the names of the characters.
• Trace the names of characters from the story
in order to practise letter formation
Materials Read lines from the story. Children call out the person who says
the line.
At home
Attention to diversity • Activity Book 1 page 14
Children may have difficulty in following the
narrative of the story so ensure you keep checking
and testing comprehension so they don’t get lost.
Some children read at different paces. Don’t rush
the slower children but give the quick finishers
additional exercises.
Warmer
Put a book behind your back. Children must put their
hands up to guess what object you’re hiding. Remind
them of the structure, Is it a…?
Lead-in
Children open their books and look at the pictures in
the story on pages 14 and 15. Ask children to say what
objects they can see in each picture.
55
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Unit 1
Lesson 6
5 Wha†´fi thifi? 6
Meo≤!
I†´fi m¥ ca†.
He® naµæ ifi K”itt¥.
Yefi, i† ifi! K”itt¥ Ifi i† å ca†?
7 ifi o> t™æ s™el‡! 8 Goodb¥æ
M”isfi Jo>efi!
Ta§æ K”itt¥
hoµæ, p¬eaßæ.
Goodb¥æ M”and¥!
SCC
Goodb¥æ K”itt¥!
1 1.13 Read and listen. 2 Circle the school objects.
LL
1 2 3 4
CAE
3 Act out the story.

DC More P
practice 15 More
practice
F
600787 _ 0010-0021.indd 15 06/03/14 15:41

SCC Compare the school in the pictures with the Find out if children can see any differences
More and
More
phonics phonics
children’s school to develop an awareness of encourage them to share them with the rest of the class.
being part of a global community.
LL This activity helps children to see connections Check children do the activity correctly and identify
between concepts and images. the objects.
i-poster
CAE Encouraging the children to act out the story will Encourage and observe childreni-flashcards
while they are
help them to express feelings. performing.
IWB
56
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More
practice
More
practice P P
F F
SC SC Unit 1
More
phonics
More
phonics Lesson 6
Grammar Optional extra: Read and listen to the story again, but pause at
• Imperatives different points, children say the next word in the story.
i-flashcards
• Present simple IWB i-book

listen to the story with the children again.
Vocabulary More P P More
• Classroom objects: book, cat, pencil, school bag, shelf

practice practice
2 C hildrenF circle
F
the school objects.
SC SC
Optional extra: Tell children to write the names of each of the
Skills objectives More
phonics objects. More
phonics
Reading
• Follow a narrative 3 I n small groups, children act out the story.
• Build confidence in reading skills i-poster
Optional extra: Ask children to come to the front of the class
Listening and act out the story.
i-flashcards
• Use a model for production IWB

Open the i-story and show the pictures without text or
i-book
Speaking audio as a prompt as children act out the story.

• Use the text to act out the story
Wrap up
More
practice
More
P
Read a line from
practice
the story. Children call out who said the line.
Materials F
• Teacher’s i-book Children drag
SC the numbers to order the story.
More
More
phonics
• Realia: a mix of school and non-school objects Teacher’s Resource Book 1: Reading worksheet Unit 1
Optional extra: Show students a mix of school and non-school
Attention to diversity objects. Ask children to point to the objects that are for school.
i-poster
Some children may have more difficulty in

reproducing the script orally. Be attentive in your i-flashcards At home
monitoring to assist with pronunciation.
Warmer • Optional extra: Children draw their favourite scene from
Children tell you the characters they remember from the story.
Mandy’s first day at school. On the board draw simple
pictures of the key elements of the story as children
mention them. Elicit the girl’s name. Write Mandy on
the board.
Lead-in
Draw a happy and an angry face on the board. Mime
and teach the words happy and angry. Children look at
picture 2 on page 14. Ask them if the teacher is happy.
Then ask them if the teacher is happy in picture 6 on
page 15.
57
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Unit 1
Lesson 7
MST
1 Trace the words.
1 o>æ 2 twø 3 th®ææ 4 fou® 5 fi√¶
MST
6 si≈ 7 ße√±> 8 eigh† 9 ni>æ 10 †e>
2 Answer the questions.
1. H”o≤ man¥ πencilfi a®æ t™e®æ? Th®ææ
2. H”o≤ man¥ πencilfi a®æ t™e®æ? Ni>æ
3. H”o≤ man¥ πencilfi a®æ t™e®æ? S”e√±>
More
practice
More
P
H”o≤ man¥ πencilfi a®æ t™e®æ? Fi√¶
practice
4.
F
LC
3 Play a guessing game. Grammar SC
How many pencils
Ho≤ man¥ πencilfi More More
are there? Six
phonics phonics
a®æ t™e®æ?
Fi√¶. i-poster
i-flashcards
IWB
Yefi! Tha†´fi righ†!
DC
16 More
practice
More
practice P
F
600787 _ 0010-0021.indd 16 06/03/14 15:41

MST TracingMore
the words More
for the numbers encourages Check children can write, identify and express numbers
phonics phonics
children to see the link between the figure and 1-10.
the written word.
Children develop mathematical thinking: Check children answer and write the correct numbers.
counting, recognising, writing figures and using
number patterns 1-10.
i-poster
LC Playing games helps children to learn vocabulary

i-flashcards If possible get the students to do the interactive practice
and grammar and practise turn-taking and how in front of you to check grammar comprehension.
to encourage
IWB each other rather than compete.
58
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Unit 1
Lesson 7
Language objectives More
practice 1 Children trace the words.
More
practice P P
Grammar Optional extra:

F Slow
F trace the numbers on the board and
• Questions with How many and be children shout out the number before you finish.
SC SC
Vocabulary
2 C hildren answer the questions.
More More
phonics phonics
• Review: numbers 1-10, classroom objects

Optional extra: Choral and individual drill, How many pencils
Functions are there? Hold up the unit 1 Flashcards and children substitute the
• Ask about quantity: How many? i-poster
word pencils accordingly and repeat the question. Repeat with
more objects using the flashcards.
i-flashcards
Skills objectives IWB i-book

Open the i-poster. Choral and individual drill, How many
Writing pencils are there? Use the Richmond i-tools to circle the objects and
More
tice
More
P
• Trace and write key vocabulary: numbers helppracthem count. Repeat with
practice
more objects from the i-poster.
F
Reading
• Answer questions with the target language Visual grammar presentation
SC
Speaking
• Ask and answer questions with target language: 3 C hildren play a guessing game.
More
phonics
More
phonics
How many…? Optional extra: Hold up a unit 1 Flashcard, for example, a

rubber. Tell children you’re going to think of a number. Children
put their hands up to volunteer a number. Say Yes, that’s right!
Materials when
i-poster
you are given the right number. Distribute the unit 1
• Teacher’s i-book flashcards and repeat the procedure. Redistribute the flashcards
until every child has a turn to think of a number.
i-flashcards
• Poster Unit 1 Fast
IWB finishers
• Flashcards Unit 1 Children draw a number of objects from their pencil case and
write the name of the object and the number next to the
• Realia: several pencils/pens drawing.
Wrap up
Attention to diversity AskMore
children a How many...? question about the classroom.
Some children might be more confident at counting
More
practice P
Children
practice
race to count.
than others and work at a different pace. F
Children retain vocabulary differently. Reassure
Children SC take turns to count the items in each picture
the children who are struggling to remember the
and match the pictures with the numbers. Use the Richmond
classroom items. More
phonics i-tools
phonicsto write the numbers (7, 4, 3, 9) on the IWB.
More

Review days of the week by asking children to finish the
sentence, Hooray, today is… Children repeat together Teacher’s Resource Book 1: Language worksheet Unit 1
with enthusiastic stress on hooray. i-poster Optional extra: Use the unit 1 Poster. Ask the following
questions: How many chairs/clocks/tables/children are there?
Review the classroom objects. In pairs, children

take turns closing their eyes and their partner puts IWB At home
something from their pencil case in their hand. They
must guess what the object is.
• Optional extra: Children draw a number of objects of
their choice. Underneath, they write, for example, How
many pencils are there? as well as the number of objects
they have drawn.
59
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Unit 1
Phonics Lesson 8
LC
1 1.14 Listen and write the first letter.
1 2 3 4
Th®ææ π † ® ©
5 6 7 8
Ni>æ
S”e√±> b fi @
, ©
LL
2 Circle the first letter.
Fi√¶ 1 2 3
® ∫ ≤ µ † > ‡ ¬ √
4 5 6
More
practice
More
practice P
F
> ∂ @ ¤ † Ω ∫ π ∂
SC
DC More
phonics 17 More
phonics
600787 _ 0010-0021.indd 17 06/03/14 15:42

LC Phonics activities help children to reflect, Check children write the correct letter.
i-poster
interiorise and apply the language

pronunciation rules. i-flashcards
LL This activity helps children to make links Check children circle the correct letter.
IWB
between sounds and words developing
deduction strategies and practising basic
pronunciation language objectives.
60
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Unit 1
Lesson 8
More P P
1
More
practice practice

F F listen and write the first letter.
Optional extra: Hold up a unit 1 Flashcard and elicit the first
Vocabulary SC SC
letter only. Drill the first letter, chorally and individually. Repeat
• Review: Classroom objects, numbers More More
phonics
the procedure but elicit the first letter and then the entire word.
phonics
Pronunciation
• Phonics: initial consonant sounds - b, c, f, g, n, p,
r, s, t
2 C hildren circle the first letter.
i-poster
Optional extra: Hold up a unit 1 Flashcard and tell children to
write the first letter in their notebooks.
i-flashcards
Skills objectives IWB

Open the i-flashcards and elicit the first letter of the
i-book
Speaking word. Drill the first letter, chorally and individually. Ask children
• Produce initial consonant sounds to take turns to write the letter on the IWB using the Richmond
Listening i-tools. Repeat the procedure with the entire word.
• Recognise consonant sounds Fast finishers
Writing Children practise saying the first letters of other objects in the
• Practise letter formation classroom and write them down in their notebooks.
Wrap up
Materials Play I spy. Display the unit 1 Poster (or open the i-poster on
the Teacher’s i-book). Describe an item from the poster: I spy
• Teacher’s i-book with my little eye something that has the beginning sound t. What
• Teacher’s Resource Book 1 is it? Children give their answers. Allow the child who guesses
• Student’s Book 1 CD 1 correctly to choose the next item and repeat. Help him/her with
first lettersPof each word.
More More
practice
• Poster Unit 1 thepractice
• Flashcards Unit 1 F
Children SC
listen to the words and choose the correct initial
sound for each word.
phonics
More
phonics
Some children may find it difficult to differentiate Continuous assessment

between the b and p sound. Allow plenty of drilling
opportunities, draw attention to the position of Teacher’s Resource Book 1: Speaking worksheet Unit 1
your mouth and exaggerate so that children can see Optional extra: Dictate the sounds p, t, r, c, b, s and children
i-poster
clearly and are able to copy. write the letters down in their notebook.
i-flashcards
Warmer
Display the unit 1 Poster for counting practice. SayIWB At home
Three. Individual children name the objects that appear • Activity Book 1 page 17
three times in the poster: Three rulers. Continue with
• Optional extra: Children draw objects that start with
More other numbers. P P each of the letters they have written down at the
More
t
prac ice practice
Lead-in F F assessment stage.

Flashcards of a pencil, rubber, book,
Stick the unitSC1 SC
school bag, glue stick and crayon on the board. Tell
More
phonics
More
phonics
the children they have thirty seconds to remember

where the cards are. Children close their eyes. Turn 1.14
the flashcards over. When the children open their eyes,
i-poster 1 p, pencil 3 r , rubber 5 b, book 7 g, glue stick
point to each flashcard and invite children to tell you
i-flashcards
what the object is before turning it over. 2 t, table 4 c, clock 6 s, school bag 8 c, crayon
IWB i-book
To review the key vocabulary covered in previous
lessons use the Vocabulary Game Generator. See page
22 for interactive games descriptions and ideas.
61
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Unit 1
Lesson 9
Achieve! C LI L
MST
1 Count and write.
‡i√¶ rub∫±rfi si≈ gl¤æ stickfi ni>æ crayonfi

fou® πenfi o>æ πencil caßæ th®ææ ru¬erfi S”tan∂ uπ.
CAE
2 Make a class counting book.
3. Make a cover.
1. Draw . 2. Write.
SCC
3 Read the book with your classmates.
O>æ πenci¬ Twø ru¬erfi
18
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MST This activity develops various basic mathematical Check children write the numbers properly.
skills and thought processes such as locating,
counting, relating, etc.
CAE Doing craft work improves artistic creativity, Let children express themselves with this activity.
as well as enhancing skills of perception and
communication.
SCC Pair work activities help children to cooperate and Observe the children without interfering in the
teach important social skills, such as turn-taking communication.
and respect.
62
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Unit 1
Lesson 9
Language objectives 1 Children count and write.
Optional extra: Children count how many of each item they
Vocabulary
have in their pencil case.
• Review: numbers 1-10, classroom objects
Functions
• Count school objects 2 C hildren make a class counting book.
Divide the class into groups and distribute a sheet of paper
to each child. Go over the instructions in the Student’s Book.
Skills objectives Groups work together to make their books. Each page should
include a number, the word and a drawing of the number of
Writing school objects. Distribute an extra sheet of paper to each group
• Identify and write key vocabulary freehand and assign one child in each group to design the cover. Punch
Reading holes in the left-hand margin of the pages once they are finished
• Understand and use child’s own counting book and help children assemble their books with string.
Speaking
• Exchange information using counting book 3 Children read the book with their classmates.
Optional extra: Ask a group to read out their counting book to
the rest of the class, each child reads one of the pages.
Materials
Hold up one of the class counting books and call on volunteers
• Flashcards Unit 1 to read different pages out loud.
• 10 A5 pieces of paper per group
• Hole-punch Continuous assessment
• String
Hold up a unit 1 Flashcard, for example, a rubber. Children
turn to the corresponding page in their counting book and
Attention to diversity tell you how many of that item there are. Continue with more
objects.
Ensure that all children are comfortable collaborating
and are involved.
In group/project work, more confident children At home
may dominate. Monitor to ensure all children are
contributing. • Activity Book 1 page 18
• Optional extra: Children make their own counting book.
Warmer
More Tell children to
More write down any number between 1
P P
practice practice
and 10. Say a number and if the child has written that
number they FputF their hands up. Repeat with different
single numbersSC and
SC groups of numbers.
More More
phonics phonics
Lead-in
Hold up a unit 1 Flashcard, e.g. pencil and ask How
many...? Children look in their pencil cases and count
i-poster
their own pencils. Children compare with their partner.
Repeat with another flashcard.
i-flashcards
IWB
Open the lead-in activity. Children listen to
i-book
the question, count the objects and answer orally or

come to the IWB to choose the correct answer. Use the
Richmond i-tools to write the numbers (3, 8, 4, 2, 5, 6)
on the board.
63
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SC
More More
phonics phonics
Unit 1
Simon says Lesson 10

Culture
i-poster
LC
1 1.15 Listen and tick (✔).
1 2
i-flashcards
Ta§æ ou† S”i† dow>.
you® boo§. Pu† awa¥
Poin† tø... you® πe>.
IWB
✔
✔
3
S”tan∂ uπ.
Oπe> you® boo§. 4
✔ Touc™ you® ™ea∂.

✔
S”ho≤
µæ you®
πenci¬.
LL
2 Play Simon says.
S”imo> sayfi,
´S”tan∂ uπ! ´
1919
600787 _ 0010-0021.indd 19 06/03/14 15:42

LC Children learn to use the correct vocabulary, Check children do the right actions or movements.
functional language and expressions to optimise
the communication and the learning process.
LL Playing games is important to develop attention, Use the Simon says game to check children are
concentration and observation. All this will help applying what they have learnt.
children to remember and assimilate classroom
instructions easily.
64
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Unit 1
Lesson 10
1 P P
More
Language objectives
More
practice
Children listen and tick (✓).
practice
1.15
F F
Vocabulary Optional extra: In pairs, children take turns finishing the
• open, put away, show me, sit down, stand up, sentence Point
SC to…
SC / Show me… with various objects.
More More
take out, touch your head phonics phonics
2 C hildren play Simon says. P

More More
practice practice
• Review: numbers 1-10, classroom objects, colours F

Optional extra: In groups of four, children play Simon says.
Functions Allow one minute for eachSC child to be ‘Simon’. Say change to
• Use imperatives for commands
i-poster
i-flashcards
indicate another
More
phonics child to take on the role of ‘Simon’.
More
phonics
Skills objectives IWB i-book

Watch the video School is fun! Complete the
comprehension activity with the children.
Reading i-poster
• Identify commands Wrap up i-flashcards
Speaking Play Charades.

IWB Ask a child to come to the front of the class.
• Use imperatives to play a game Whisper one of the commands from activity 1 for them to act
out. Children put their hands up and say the corresponding
Listening command. The child who guesses correctly, goes up and acts
• Identify commands out another command provided by the teacher.
Materials Continuous assessment

• Teacher’s i-book Write all the commands jumbled up on the board. Children
• Student’s Book 1 CD 1 rearrange the words and write the list of commands in their
notebooks.
Warmer
Children stand up. Tell them that they are robots. At home
Practise walking around the class with them as robots.
Then say Stop! and children remain perfectly still. Give • Activity Book 1 page 19
children the following commands, encouraging them to
do the actions like robots: Sit down. Take out your book.
Open your book. Show me your pencil. Put away your Student’s Book CD 1
book. Touch your head. 1.15
Lead-in 1 Point to... 3 Open your book.

Say: Point to the clock. Children point to the clock. 2 Sit down. 4 Touch your head.
Then say: Open your… and use an appropriate gesture
for ‘book’. Children finish your sentence. Repeat the
command: Show me your pencil. Repeat using the verbs
show and point with other classroom objects.
65
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Unit1 Review
LL
1 1.16 Listen and tick (✔). Then listen and sing.
School objects
✔
What's in the pencil case? Let me see!
I see school objects just for me!
✔
Is it a ...? Can it be?
Yes, it's a ..., just for me!
✔ ✔
LL
2 Point and say. Then colour. Child’s own colouring
Wha†´fi thifi? I†´fi å ...
1 2
4
3 5
20
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LL Activities 1-4 of the review lesson provide a Check children’s progress in each skill.
comprehensive review of all four language skills.
66
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P P
Unit 1
More More
practice practice
Review
F F
SC SC
More More
phonics phonics
Language objectives Warmer

Shuffle the unit 1 Flashcards. Choose a flashcard and slowly
Grammar draw the object on the board, children must guess what you are
• Present simple: be affirmative, negative and i-poster
drawing. The child who guesses correctly comes to the front of
interrogative the class and repeats the game.
i-flashcards
• Questions: What, How many IWBMore

practice i-book To review
More
P Pthe key vocabulary covered in previous
practice
• Demonstratives: this lessons use theF Vocabulary

F Game Generator. See page 22
Vocabulary for interactiveSCgames
SC descriptions and ideas.
• Classroom objects More
phonics
More
Lead-in
phonics
Functions Display the unit 1 Poster. In pairs, children face each other and
• Ask and answer questions to identify objects draw an object from the poster in the air for their partner to
i-poster
guess. Explain that they have three guesses. They must use the
Skills objectives More structure: Is itP a ruler?
i-flashcards
practice
More
P
practice
Yes it is. / No, it isn’t.
Listening IWB i-book F F
Open the i-poster. Children drag the words to the objects.
• Review the target vocabulary and grammar SC SC
in a song
1
More More
Children
i-posterlisten and tick (✓). Then listen
phonics phonics
1.16
Speaking and sing. i-flashcards
• Ask and answer questions using the target Optional extra: Divide the class into two groups. Play the
vocabulary and grammar Lead-in
i-poster
song. One group sings the questions; the other group sings the
Reading answers. Play the
i-flashcards song again and swap.
Speaking
• Match pictures with the vocabulary in structures
using the target grammar of the unit
IWB
i-book
song to demonstrate the activity. Play again and the children listen
Writing More and sing the song
P P saying the missing words as they see them.
More
• Write target vocabulary: classroom objects practice practice
F F
2 C hildren point and say. Then colour.
SC SC
Materials More
phonics
Optional extra: In pairs, children take turns to point to objects
More
phonics
• Teacher’s i-book in the classroom and ask and answer their partner, What’s this?
It’s a… Go round the class and children ask and answer as
• Student’s Book 1 CD 1 many questions as they can in a minute. Count how many each
• Poster Unit 1 i-poster
pair gets through. The winning pair is the pair with the most
• Flashcards Unit 1 questions asked and answered.
i-flashcards
• A4 paper IWB
Open the Speaking activity. Play What’s this? Children
i-book
have to guess what the object is using the visual clues.

Some children might find it difficult to keep up
with the chants when you review them so ensure
you keep them all together.
67
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Unit1 Review
IE
3 Read and match.
I†´fi å rub∫±®. I†
ru´¬fie®å.
I†´fi I†´fi å
å tab¬æ.
cloc§.
IE
4 Write and colour.
gl¤æ stic§ πe> rub∫±® rule®
1. Ifi i† å ru¬e® ? 2. Ifi i† å rub∫±® ?
Yefi, i† ifi. Yefi, i† ifi .
Child’s
own colouring
3. Ifi i† å gl¤æ stic§ ? 4. Ifi i† å πe> ?

Yefi, i† ifi . Yefi, i† ifi .
21
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IE Reading and writing activities develop a Check and correct children’s work.
positive personal attitude towards independent
learning and make children aware of their
own capacities, limitations and achievements.
Children learn about their common mistakes
and how to work in order to improve them.
68
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Unit 1
Review
3 Children read and match.
Optional extra: Using the unit 1 Flashcards, play
Pelmanism as a class, inviting one child up at a time.
4 C hildren write and colour.

Optional extra: In pairs, children play a guessing game.
Children take turns putting an object from their pencil
case in their partner’s hands. The child, who is guessing,
must shut his/her eyes and only use touch to guess
what the object is. They must use the structure, Is it
a…? Yes, it is. / No, it isn’t.
Fast finishers
Children write more questions with the structure,
Is it a…?
Wrap up
Give each child some A4 paper. Tell children to copy
the song from activity 1 and to complete the verse
with a classroom object and draw a picture.
Final evaluation
Teacher’s Resource Book 1: Test Unit 1
At home
• Activity Book 1 pages 20-21
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Unit 1
Unit
Lesson 1
1 Time for school 1 Read, write and draw.
Unit 1
Lesson 2
1 2
1 Number the objects.
1. 1. å boo§ 2. å2.crayo>
å boo§ å crayo> 3. å3.πe> å πe> 4. å4.πenci¬
å πenci¬ Child’s
5. 5. å πenci¬
å πenci¬ caßæcaßæ6. å6.rub∫±®
å rub∫±®7. å7.ru¬e®
å ru¬e® å schoo¬
8. å8.schoo¬ ba@ba@9. å9.tab¬æ
å tab¬æ own drawing
1
3 5
I†ªfi å rub∫±®. I†ªfi å crayo>.
7 8 3 4
9 4 2
6
Child’s
2 Trace and colour. own drawing
1 2
I†ªfi å πe> . I†ªfi å ru¬e®.
5 6
å πenci¬ å rub∫±®
3 4 Child’s
own drawing
å ru¬e® å πenci¬ caßæ I†ªfi å πenci¬. I†ªfi å boo§ .

10 11
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Unit 1
Unit 1 Unit 1
Lesson 3 Lesson 4
1 Read and complete the sentences. 1 Read and trace.
boo§ cloc§ 1 Ifi i† å πenci¬ caßæ? 2 Ifi i† å πenci¬ caßæ?
1 Wha†ªfi thifi? 2 Wha†ªfi thifi?
Nø, i† is>ª†. Yefi, i† ifi.

2 Trace and answer.
Ifi i† å tab¬æ? Ifi i† å πe>?
I†ªfi å cloc§ . I†ªfi å boo§ . 1 2
2 Read and circle.

1. I†ªfi å πenci¬ caßæ. 2. I†ªfi å schoo¬ ba@.
Yefi, i† ifi. Nø, i† is>ª† .

Ifi i† å gl¤æ stic§? Ifi i† å rub∫±®?
3 4
3. I†ªfi å s™el£. 4. I†ªfi å chai®.
Nø, i† is>ª† . Yefi, i† ifi .

12 13
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Unit 1
Unit 1 Unit 1
Lesson 5 Lesson 6
1 2 Listen and complete. 1 3 Listen and order.
ca† M”and¥ M”isfi Jo>efi 2 4

Goo∂ mornin@, 2
Wha†ªfi thifi?
1
M”and¥ !
1
3
Hellø, M”isfi Jo>efi ! I†´fi m¥ ca† .
2 Draw a pet and write its name.
M”¥ πe†´fi naµæ ifi Child’s own writing .
Child’s
own drawing
2 4 Listen and number.
4 Goodb¥æ M”and¥! Goodb¥æ K”itt¥! 2 Oπe> you® bookfi, p¬eaßæ.

3 K”itt¥ ifi o> t™æ s™el£! 1 I†´fi t™æ ‡irs† da¥ o£ schoo¬.
14 15
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Transcript
2,3,4
See pages 14-15 of the Student’s Book for

the transcript.
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Unit 1
Unit 1 Unit 1
Lesson 7 3
Phonics Lesson 84
1 Count and write. 1 Complete the words.

∫ ∫ © æ @ § ¬ > ø π π ® ® fi †
1. π enci ¬ 5. † ab¬æ
2. fi choo¬ ∫ a @ 6. © l ø c§
1. H”o≤ man¥ an∂ a®æ t™e®æ? †e>
3. π e> 7. ® ub∫±®
2. H”o≤ man¥ an∂ a®æ t™e®æ? si≈
4. ∫ oo § 8. sha ® p æ >e®
3. H”o≤ man¥ an∂ a®æ t™e®æ? fou® 2 Number the objects.
2 Trace and draw. 1 2
1 2
3
Child’s Child’s
own drawing own drawing
5
6
fou® πencilfi eigh† bookfi
3 4 4
Child’s Child’s
twø ru¬erfi si≈ πenfi 8 7

16 17
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Unit 1
Unit 1 Unit 1
Lesson 9
Achieve! C LI L
Simon says
Lesson 10
Culture
1 Count and match. 1 Look, read and tick (✔).

7 o>æ
1 ✔ 2 ✔
10 twø
5 th®ææ
S”i† dow>! S”ho≤ µæ you®
2 fou® πenci¬ caßæ.
3 4 ✔
9 ‡i√¶
3 si≈
Touc™ you® ™ea∂! S”tan∂ uπ!
8 se√±>
5 ✔ 6
1 eigh†
6 ni>æ
Oπe> you® boo§. Ta§æ ou† you®
4 †e> schoo¬ ba@.
18 19
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Unit 1
Activity Book 1 Review
Unit 1 Review Unit 1 Review

1 5 Listen, look and circle. 3 Find and circle.
crayonfi πenfi rub∫±rfi ru¬erfi
1. Yefi, i† ifi. / Nø, i† is>´†.
4 Count and match.

3. Yefi, i† ifi. / Nø, i† is>´†. 1. twø crayonfi
2. th®ææ πenfi
3. fou® rub∫±rfi
4. ‡i√¶ ru¬erfi
5 Look, read and colour the correct option.
2 Complete and trace. H”ellø Goo∂ 1
2
S”i† dow>. Ta§æ ou†
you® πenci¬.
1. Goo∂ mornin@!
H”ellø C”loßæ Pu† awa¥
2. H ellø ! M¥ naµæ´fi S ally you® boo§. you® boo§.
20 21
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Transcript
5
1
Teacher: Is it a book?
Boy: Yes, it is.
2
Teacher: Is it a pen?
Boy: No, it isn’t.
3
Teacher: Is it a rubber?
Boy: No, it isn’t.
4
Teacher: Is it a clock?
Boy: Yes, it is.
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Unit 2
Grammar
Overview
• Present simple: • Party objects: balloon, • Phonics: a sound • Classroom objects
be affirmative, negative, birthday party, cake, • Colours
interrogative candle, card, party hat, • Numbers 1-10
• Personal pronouns: present
he, she, they • Toys: ball, bat, car, doll,
• Questions: What, How old teddy bear
Language objectives
Grammar Functions
• To use Present simple with be for affirmative, negative • To identify party objects and quantities
and interrogative statements • To describe party objects
• To practise questions using What and How old • To ask about age
• To use contracted forms of be in affirmative sentences • To say one’s age
• To practise singular and plural forms • To count up to 10
• To spell target vocabulary
• To identify and name party objects and toys • To highlight and practise the short a sound
Skills objectives
Speaking Reading
• To identify objects using target language in short • To recognise the target language in the context of a story
sentences • To interpret and respond to questions using the target
• To ask and answer questions identifying age, colours language and Wh questions
and quantity • To understand and follow a model dialogue
• To copy words from a story to reinforce target language
• To practise target language in a chant to facilitate
recognition and production
• To use contractions: It’s a / They’re in connected speech
• To reproduce a model dialogue
Listening Writing
• To identify party objects and numbers • To trace and write target vocabulary: party objects,
• To engage with a narrative and follow the development characters, numbers
of a story • To write questions using What and be to identify colour
• To identify features of connected speech in • To write affirmative answers using contractions
a song/chant • To write target language without the help of tracing
• To recognise target language through chants and songs to build confidence and develop writing skills
• To recognise short a sound in target language • To write singular and plural contraction forms of be
• To use prediction strategies to improve listening skills • To focus on word order and rewrite sentences correctly
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SC SC
More More
phonics phonics
More
practice
More
practice P P
F F
i-poster SC SC

More
phonics
More
phonics

IWB i-book
Present simple, questions and personal pronouns. Use the Richmond
i-poster
• Check children can understand and produce oral the IWB.
i-flashcards
and written messages using the unit vocabulary: Activities in Lead-in and
party objects and toys. Lead-in to lessons. See lessons 1, 2, 3, 5, 6, 9,
Speaking
• Children can recognise and produce a sounds. 10 and Review ofSpeaking
this unit.
+
• Check children can understand and produce
functional language: identifying objects and Activities with + beside the rubric offer an additional
quantities, describing objects, asking and interactive activity to reinforce the activity content. See
answering questions about age. More
practice
lessons
More
practice
2, 4,P7, 8
P and Review of this unit.
F F
Provides a visual grammar presentation. See lessons 2, 3,
Materials 4
and 7 More
More
More
practtice
prac ice
of
More this
SC SC unit.
practice PP PP
practice
• Teacher’s i-book More

phonics
More
phonics
F F F F
• Student’s Book 1 CD 1 Fast
finishers or asSCa
SC SCWrap
• Teacher’s Resource Book 1 be
More
More
used as
More
More
homework. See lessons 1, 2, 3, 4, 6, 7 and 8
phonics phonics
Language worksheets Unit 2, pages 7-9: Lesson 7 i-poster phonics
of this unit.
phonics
Reading worksheet Unit 2, page 37: Lesson 6

Writing worksheet Unit 2, page 49: Lesson 4 i-flashcards
Audiovisual material is provided in lesson 10 of this unit.
Speaking worksheet Unit 2, page 61: Lesson 8
IWB i-booki-poster
i-poster
Listening worksheet Unit 2, page 71: Lesson 3 The unit review pages also include additional Speaking activities
Test Unit 2, pages 104-109: Unit 2 Review reinforce the unit content. See Review of this unit.
toi-flashcards
i-flashcards
• Extra
Use
IWB the
IWB Vocabulary Game Generator to create your own
i-book
i-book
Paper to wrap up String interactive games to review the key vocabulary from the unit
items Tape at any time.
Stickers Paper plates
Paint: red, yellow, Paper bag Use the Interactive Routines Poster at the beginning of
blue Small soft ball each lesson.
Paintbrushes
Bowls of water
Key competences
LC Linguistic competence CAE Cultural awareness and expression
Children develop skills using stories, songs, chants Using a chant and a song exposes children to
and model dialogues as tools for helping language rhyme, rhythm and melody as well as aiding
acquisition. language acquisition. Children look at the link
between celebrations and music. Children
MST Mathematical competence and basic participate in acting out a story which provides
competences in Science and Technology them with controlled practice.
Children practise ordering items. Children ask and
answer questions about age. LL Competence in learning to learn
Children practise tracing as an aid to writing
DC Digital competence autonomously. Children match words with pictures
Children use technology as a tool to reinforce or sounds.
language acquisition by using the audiovisual
and interactive whiteboard material. IE Sense of initiative and entrepreneurship
Children practise working alone, planning
SCC Social and civic competence and executing a task as well as revising the
Children practise turn-taking and cooperation while unit content. Children are made aware of the
working with a partner. Children look at the social importance of revision as an aid to
conventions and traditions of celebrating birthdays. independent learning.
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Unit
Lesson 1
2 Let’s celebrate!
CAE
1 I†´fi Geor@æ´fi birthda¥! 2

Happ¥ birthda¥,
Geor@æ!
Ma§æ å wis™!
B”lo≤ ou† t™æ
cand¬efi, Geor@æ!
3
Le†´fi oπe> p®eßentfi! 4
B”ananafi!
LC
Wha† ifi i†? B”ananafi!
2 Trace the words. 3 1.18 Listen and number.
6 car∂ 2 balloo>
1 ca§æ 3 part¥ ha†
5 p®eßen† 4 cand¬æ
DC
22 More
practice
More
practice P
F
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CAE Children
Morelook at birthday
More
celebrations. Ask children how they celebrate their birthday.
phonics phonics
LC Children make the association between the Monitor the activity to check comprehension.
spoken and written word.
i-poster
i-flashcards
IWB
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Unit 2
Lesson 1
Language objectives
More
practice
1 More
1.17
practice
Children
P P
read and listen to the story.
Vocabulary Values: Explain
F toF children that birthday presents, like
• Party objects: balloon, birthday party, cake, George’s bananas,

SC SC do not need to be expensive and that often
More inexpensive, homemade presents can be very meaningful.
candle, card, party hat, present phonics
More
phonics
Optional extra: Hold up the book and point to the individual

party items. Ask comprehension questions to check children’s
Skills objectives i-poster
understanding: What is it? Encourage children to use complete
Listening sentences: It’s a (candle). In pairs, children take turns pointing
• Identify party objects and review numbers and asking questions.
i-flashcards
Reading
IWB
i-book
• Recognise the key vocabulary in the context listen to the story with the children. Use the i-flashcards to
of a story introduce the new vocabulary.
Writing
• Write and trace key vocabulary 2 Children trace the words.
Optional extra: Use the unit 2 Flashcards (print or interactive)
to drill each word individually and chorally.
Materials
• Teacher’s i-book 3 1.18 Children listen and number.
• Student’s Book 1 CD 1 Optional extra: Children count how many party objects they can
see in the story.
• Poster Unit 2
• Flashcards Unit 2 Wrap up
Do a picture dictation. Dictate the words balloon, card, cake,
party
Morehat, candle, present, birthday party and children draw them
practice practice P
in their notebook.
Weaker learners may find the new vocabulary difficult F
to assimilate. Help children to grasp meaning by Children SC
listen and find the objects inside the labyrinth.
using flashcards, repetition, examples and drawing.
Some children may have better developed writing More phonics Initial evaluation
More
phonics
skills than others and as such, finish tasks quicker.

More
practice Use the exercise
More
P P provided for fast finishers.
practice Hold up the unit 2 balloon Flashcard completely covered
F F by a plain piece of card the same size. Slowly reveal the
Warmer picture and encourage the children to guess what it is.
SC SC
More Play Hangman with Happy birthday! Elicit the letters
More
i-poster Children say the name when they recognise the object.
phonics phonics
from children and drill. Repeat with other flashcards.

i-flashcards
Lead-in IWB At home

i-poster
Display the unit 2 Poster and drill balloon, card, cake,
i-flashcardsparty hat, candle and present. • Activity Book 1 page 22
IWB
Open the i-poster. Listen to each word and point
i-book • Optional extra: Children make a birthday card for George.
to the object so the children can identify the object and
word. Then ask the children in turns to drag the word
to the correct object in the poster. Ask the children to
count the number of balloons, cakes, cards, etc. in the 1.18
poster and use the Richmond i-tools to make them
1 It’s a cake. 3 It’s a party hat. 5 It’s a present.
write the numbers on the IWB.
2 It’s a balloon. 4 It’s a candle. 6 It’s a card.
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Unit 2
Lesson 2
MST
1 balloonfi
5 p®eßentfi
Ma§æ å wis™!
3 cand¬efi
4 party ha†
2 ca§æ
More
practice
More
practice P
LC
F
2 Point and say. Grammar SC
It’s a cake.
CAE
3 1.20 Listen and chant. They’re
phonics balloons.
More More
phonics
They’re = They are
It’s a party!
It’s a party! Hip-hip-hooray!i-poster
Let’s celebrate this special day.
i-flashcards
Balloons and candles! IWB
Party hats, too!

And lots of presents, just for you!
DC
More
practice 23 More
practice P
F
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MST Children develop numeracy skills while ordering Check children write the correct number.
More More
according to what they hear. phonics phonics
LC Repetition helps children’s pronunciation Monitor the activity and repeat each word
as well as internalising the vocabulary. with children.
i-poster
CAE Songs and rhymes help children to develop Encourage children to participate and enjoy
i-flashcards
confidence and at the same time revise themselves.
the language.
IWB
80
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Unit 2
Lesson 2
Language objectives 1 1.19 Children listen and number.
Grammar Optional extra: Display the unit 2 Poster on the board (or open
• be 3rd person singular and plural the i-poster on the Teacher’s i-book). Point to a singular item
and ask: What’s this? Elicit: It’s a (cake). Repeat the procedure but
• Singular and plural nouns thisMore
time pointMore
to a pluralP item and ask: What are these? They’re
practice practice
Vocabulary (balloons). Repeat with other singular and plural items.
• Party objects: balloon, cake, candle, card, present, F
party hat Visual grammar presentation
SC
Functions
• Identify objects More 2 Children point and say.
practice
More
phonics
More
practice P
More
phonics
P
Optional extra: Display the unit 2 Poster on the board (or open
F F
the i-poster on the Teacher’s i-book). Children take turns to
Skills objectives come to the SC SC
board and point to singular or plural items on the
Speaking phonics poster. The class have to give the correct answer.
More
i-poster
More
i-poster
phonics
• Repeat target language in a chant

i-flashcards
Listening
• Recognise target language using a chant as a model
3 i-flashcards
1.20 Children listen and chant.
Lead-in
i-poster
Optional
IWB
extra: Divide the class into two groups. Groups chant
Reading alternate lines. Speaking
i-flashcards Change roles.
• Understand the lyrics of a song in order to join in IWB
Touch + to open the karaoke activity. Children listen and
i-book
chant. Ask individual children to come to the IWB to touch the

Materials correct object when the music stops. Encourage the rest of the
children to help him/her by repeating the word: balloons! party
• Teacher’s i-book hats! etc.
• Poster Unit 2 Wrap up
• Flashcards Unit 2 Divide the children into groups of three. Give each group a unit
2 Flashcard in secret. Give the children a minute to think of a
wayMore
to mime their flashcard. Each group takes turns to mime
practice
their flashcardPand the class try to guess.
practice
Some children may find the 3rd person plural F

they’re difficult to pronounce.
Children listen
SC and choose the correct object. Alternatively,
Some children may be shy when it comes to group use the Richmond i-tools and ask the children to write the
activities. Encourage participation and ensure that More
phonics names
phonicsof the objects.
More
all children get an equal chance to participate.

Warmer
Stick the unit 2 Flashcards in a line on the board and Draw a Noughts and Crosses grid on the board. Number
i-poster the squares on the grid 1 to 6. Divide the children into two
More drill. RemovePone
More
P
of the flashcards. Repeat the drill, but
practice practice
children must say the missing object. Continue untili-flashcards
all teams: X and O. Team X chooses a square. Hold up a
F F
flashcards have been removed. unit 2 Flashcard. A child from team O names the object.
SC SC If the child does this correctly, put an O in the square. If not,
IWB
More
phonics Lead-in More
phonics
team X has a turn.
Lead the children in a chant to focus attention on
singular and plural nouns. Clap once and say one
present. Children repeat model. Clap twice and say two
At home
i-poster
presents. Repeat the chant with other party objects: • Activity Book 1 page 23
i-flashcards
balloon/balloons, card/cards.
IWB i-book
Use the Vocabulary Game Generator to review
the key vocabulary covered in the previous lesson. Play
What’s missing? See page 22 for interactive games 1.19
descriptions and ideas.
1 They’re balloons. 4 It’s a party hat.
2 It’s a cake. 5 They’re presents.
3 They’re candles.
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Unit 2
Lesson 3
LC
1 1.21 Listen, read and circle.
1 2
Wha† colou® a®æ t™æ part¥ hatfi? Wha† colou® ifi t™æ ca§æ?
T™e¥´®æ ®e∂ / purp¬æ. I†´fi pin§ / ¥ello∑.
3 4
Wha† colou® a®æ t™æ balloonfi? Wha† colou® ifi t™æ p®eßen†?
More
practice
More
P
SCC T™e¥´®æ pin§ / bl€æ. I†´fi g®æe> /F oran@æ.
practice
2 Ask and answer. Grammar SC

What colour is the balloon? It’s blue.
LL
3 Read and match. More
What
phonics colour are
More
the candles? They’re red.
phonics
1. 2. 3. 4.
i-poster
i-flashcards
IWB
T™e¥´®æ oran@æ. T™e¥´®æ g®æe>. T™e¥´®æ ¥ello≤. T™e¥´®æ bl¤æ.

DC
24 More
practice
More
practice P
F
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LC ChildrenMore
practise intensive
More
listening in order to Check children circle the right option between
identifyphonics
objects in phonics
a picture and a sentence. two colours.
SCC Controlled pair-work activities help children to Monitor children while they do the task.
work together as well as internalising the target
language.
i-poster
LL The matching activity provides children Ask children to count the candles first and then get
i-flashcards
with the opportunity to interpret pictures them to say the colours.
and make association between images and
IWB
descriptions.
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F F
SC SC
More More
phonics phonics
Unit 2
i-poster Lesson 3
i-flashcards

Open the lead-in activity. Children listen to the question,
i-book
Grammar look at the picture and answer orally or come to the IWB
• Questions: What colour and be to choose the correct answer. Use the Richmond i-tools to
• Singular and plural affirmative sentences with be underline the party objects in the question.
Vocabulary
• Party objects: balloon, cake, candle, party hat, present 1 1.21 Children listen, read and circle.
• Review: colours Optional extra: Using the unit 2 Flashcards (print or
Functions interactive) ask children: What colour are the (party hats)?
• Identify colours of objects They’re
More purple.More
What colour
P is the (cake)? It’s yellow. Drill answers
practice practice
chorally and individually.
F
Skills objectives Visual grammar presentation
SC
Speaking
• Ask and answer questions to identify colours 2 Children ask and answer.
More
phonics
More
phonics
Listening Optional extra: Display the unit 2 Poster (or open the i-poster on
• Identify colours and party objects the Teacher’s i-book). Ask questions: What colour are the balloons?
What colour are the candles? What colour are the party hats?
i-poster
Materials 3 Children read and match.
• Teacher’s i-book i-flashcards
Optional extra: Stick the unit 2 Flashcards to the board (or open
• Teacher’s Resource Book 1 the
IWB
i-flashcards on the Teacher’s i-book). Point to one of the
• Student’s Book 1 CD 1 flashcards and say a word. If correct, children repeat the word;
if not, children stay silent. Repeat the procedure but this time
• Poster Unit 2
using complete sentences: It’s a (red balloon).
• Flashcards Unit 2
• Paper Wrap up
Point to different objects in the classroom, singular and plural.
Children say what colour things are. In pairs, children take turns
Attention to diversity to point at objects in the classroom and their partner must say
More
t
More
P
Some children may find Wh questions difficult to prac ice what colour the
practice
objects are.
produce. Drill structure as required and model with F
stronger learners. Children SC listen and drag the objects to the correct place.
Alternatively, use the Richmond i-tools and ask the children
Warmer More
phonics to write
phonics the names of the party objects.
More
Write the word present in the wrong order on the

board. Invite a child to come to the board and write Continuous assessment
the first letter of the word. If the first letter is written
correctly, the child then asks a classmate to come to the Teacher’s Resource Book 1: Listening worksheet Unit 2
board and write the next letter of the word. Repeati-poster with
cake, balloon, candle and party hat. i-flashcards At home
Lead-in IWB • Activity Book 1 page 24
Do the following chant with children:
Teacher: Say b. Children: b
Teacher: Say l. Children: l
Teacher: Say u. Children: u
Teacher: Say e. Children: e
Teacher: What’s the word? Children: Blue!
Repeat with orange, green, red, pink, purple and yellow.
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Unit 2
Lesson 4
IE
1 Read and stick. I´µ ‡i√¶!
I´µ ße√±>!
1 2
I´µ eigh†! I´µ si≈!

3 4
More
practice
More
practice P
CAE
2 Write and draw. Child’s own drawing
Grammar
F
SC
How old are you?
H”o≤ ol∂ a®æ yo¤? Morefive.
I’m
phonics
More
phonics
I´µ Child’s own writing.

i-poster
LC
3 Ask and answer. i-flashcards
H”o≤ ol∂ a®æ yo¤? I´µ si≈. IWB

T™e¥´®æ bl¤æ.
DC
More
practice 25 More
practice P
F
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IE The activity allows children to make associations Assess the children not only on whether the sticker is in
More More
between words and pictures and make choices. the correct box, but also if they know how to find
phonics the
phonics
stickers with autonomy.

CAE Children are given the chance to personalise Monitor the activity personally and check the use of
the activity. the grammar structures, especially punctuation.
i-poster
LC Asking and answering questions help children Check children’s use of the short form I’m in this
to interact using the target language. informal context. i-flashcards
IWB
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More More
P P
Unit 2
practice practice
F F
SC SC Lesson 4
More More
phonics phonics
i-poster
Language objectives 1 Children read and stick. i-flashcards
Grammar Optional extra: Distribute blank stickers and children make

Lead-in
• Question: How old are you?
i-poster
a label with their name and age: I’m Ana. I’m six. Encourage
children to write clearly.
Speaking
• be affirmative: I’m (six).
i-flashcards
Vocabulary
IWB i-book
Touch + to open the activity. Children have to answer to
• Review: numbers 1-10 the question How old are you? by guessing the number of candles
on the cake. This activity can be done in two teams. Encourage
Functions children to form a correct sentence to answer: I’m five! Full
• Ask about age sentences Moredouble. Use the Richmond i-tools to write the
score
More
practice practice P
numbers on the IWB.
Skills objectives F
Speaking SC
• Ask and answer questions about age
Writing
2 C hildren write and draw.
More
phonics
More
phonics
Optional extra: Ask individual children How old are you? Insist on
• Practise writing the word form of numbers complete answers: I’m... Drill the question as a whole class, then
boys and girls and finally pairs of children.
Materials i-poster
• Teacher’s i-book 3 C hildren ask and answer.

i-flashcards
• Teacher’s Resource Book 1 Optional extra: Play music. Children get up and walk around the
room. When the music stops, children sit in the chair closest to
• Poster Unit 2 IWB
them and introduce themselves to their new partner: I’m Sara.
• Blank stickers I’m six. How old are you?
• Music
Wrap up
Display the unit 2 Poster (or open the i-poster on the Teacher’s
Attention to diversity i-book). Put children into teams of four. Ask How many balloons
are there? (Nine) The first team to give the correct answer gets a
The Wrap up activity may prove difficult for
point. Repeat the procedure with party objects candle, cake, party
some children, as it relies on both receptive and More
practice
More
P
hat,practice
present and card.
productive skills, listening and writing. Repeat
exponents as many times as needed and provide F
assistance when necessary. Children SC listen and match the cake with the correct child.
Ensure that all children get a chance to participate Alternatively, use Richmond i-tools to write the number of
in group activities. Praise participation and
More
phonics candles
phonics on each cake.
More
encourage learner autonomy in group games and

less reliance on the teacher. Continuous assessment
Teacher’s Resource Book 1: Writing worksheet Unit 2
Warmer i-poster
Display the unit 2 Poster (or open the i-poster on the
Teacher’s i-book). Divide the class into two teams.i-flashcards At home
Children take turns asking about the colour of the party
objects on the poster. In order to earn a point, theIWB • Activity Book 1 page 25
question formation must be correct. Insist on complete • Optional extra: Children draw a picture of themselves
answers. with a birthday cake and candles. Underneath children
write I’m (name). I’m (age).
Lead-in
Write a number between 1-10 in secret on a piece of
paper. Ask a child to guess the number and say up or
down to guide the children to the correct number.
Continue until children guess the number. In pairs,
children repeat the procedure.
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Unit 2
Lesson 5 A surprise for Dad
1 Da∂ lo√±fi chocola†æ ca§æ.
Toda¥ ifi Da∂´fi birthda¥! 2
Thankfi, M”uµ!
Le†´fi havæ å part¥!

Le†´fi ∂ecora†æ! Wha† colou®
a®æ t™æ part¥ hatfi? Wæ >æe∂ å p®eßen†.
3
4
O™ nø!
T™e¥´®æ g®æe>
LC an∂ ¥ello≤.
LC 2 Trace and complete. I†´fi T™e¥´®æ
1. Wha† colou® ifi t™æ car∂? I†´fi pin§.
2. Wha† colou® a®e t™æ part¥ hatfi? T™e¥´®æ bl¤æ.
3. Wha† colou® a®e t™æ balloonfi? T™e¥´®æ g®æe>.
26
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LC Listening to and following a story helps Check children can follow and understand the story
the children to see the key vocabulary and by asking some general comprehension questions.
grammar in context.
By completing the written activities children Check children see the differences between It’s
become progressively more competent in the and They’re.
expressions of writing language.
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More
practice
More
practice P P
Unit 2
F F
Lesson 5
SC SC
More
1
More
phonics phonics
Language objectives 1.22 Children read and listen to the story (1-8).
Optional extra: Divide the class into two groups. Listen again
Grammar and tell the first group to read out the girl’s dialogue and the
• be: singular and plural i-poster
second group to read out the boy’s. Change the roles of the
Vocabulary i-flashcards
groups and repeat again.
• Review: party objects IWB i-book
Functions listen to the story with the children. Use the i-flashcards to
• Identify and describe the colour of objects introduce the new vocabulary.
Skills objectives 2 C hildren trace and complete.

Reading Optional extra: Show the unit 2 Poster (print or interactive).
• Use prediction to aid comprehension and Point to different objects, singular and plural, and ask children
engagement and to develop reading strategies What colour is/are...? Children respond using complete
sentences: It’s... They’re...
Listening
• Engage with narrative and follow development Wrap up
of the story Give children a piece of paper entitled My Perfect Present for
Dad/Mum. Children draw and colour a picture of a present they
Writing would like to give to their mum or dad. Display children’s work
• Trace and write key vocabulary in order to practise around the classroom.
letter formation
Materials Write on the board:
• Teacher’s i-book 1 It’s pink.
• Student’s Book 1 CD 1 2 They’re orange.
• Poster Unit 2 3 They’re red.
In pairs, children write appropriate questions:
• Piece of paper (one for each child) 1 What colour is the balloon?
2 What colour are the candles?
Attention to diversity 3 What colour are the presents?
Children may have difficulty in following the
narrative of the story. Ask questions at regular At home
intervals to check comprehension and repeat
the listening if necessary. • Activity Book 1 page 26
Warmer
Draw a picture of you on the board and write
underneath This is me! Draw a picture of your mother
and father and say: This is my Mum. This is my Dad.
Write the words Mum and Dad on the board and drill.
Lead-in
Write Happy Birthday on the board. Elicit words
associated with a birthday party: balloon, party hat, card,
cake. Children open their book and look at the pictures
in the story on page 26. Encourage children to engage
with the story by asking questions: How many balloons
can you see? What colour are the balloons?
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Unit 2
Lesson 6
5 Le†´fi ma§æ soµæ cardfi.

Le†´fi ma§æ å p®eßen†. 6
OK
Goo∂ i∂eå!
7
Da∂´fi hoµæ! 8
S”urprißæ!!!
O>æ, twø, th®ææ...
SCC Happ¥ birthda¥, Da∂!

LL 2 Look and complete.
1 2 3 4
CAE ∫å ¬ ¬ ø ø > ©å § æ π ® æ fi æ > † © å ® ∂ fi

DC More
practice 27 More
practice P
F
600787 _ 0022-0033.indd 27 06/03/14 15:44

SCC The story shows children how we participate Check children show understanding
More
of the story.
More
in birthday celebrations - being nice, giving phonics phonics
presents and making the people we love happy.
LL Children are given further opportunity to Check the spelling when children write the words.
improve writing skills, showing increasing
clarity, accuracy and confidence. i-poster
CAE Using the story as a speaking model provides Encourage and observe children when they
i-flashcards
children with controlled practice of key are performing.
vocabulary and grammar.
IWB
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More
practice
More
practice P P
Unit 2
F F
Lesson 6
SC SC
More
1
More
phonics phonics
Optional extra: Ask children comprehension questions to check
Grammar understanding: Is Dad happy? Is there a cake? Is there a present?
• be: singular and plural i-poster
Play the recording again. This time children follow the story and
Vocabulary read aloud with the recording.
i-flashcards
• Review: party objects, classroom objects IWB i-book

Skills objectives
Reading 2 C hildren look and complete.
• Follow a narrative and develop comprehension Optional extra: Drill the words chorally. Mouth the word balloon
skills silently to the class. Children lip-read and guess the word. In
pairs, children take turns to lip-read other party objects from
Listening activity 2 and the story.
• Engage with narrative and follow development
of the story
Speaking 3 C hildren act out the story.
• Act out the story using the text as a model Optional extra: Choose pairs of children to act out the story for
the rest of the class.
Writing
• Trace and write target vocabulary Wrap up
Give each child a piece of paper. Children copy the title of the
story: A surprise for Dad. Underneath the title children draw their
Materials More
practice
favourite
More
P P
part of the story and label the characters: Mum, Dad,
practice
sister. P F F
More More
• Teacher’s i-book practice

brother,practice
• Teacher’s Resource Book 1 FSC SC

More
More
phonics
Sequencing:
SC Children drag the numbers to put the story in
phonics
• Poster Unit 2 order.

More More
• Flashcards Units 1 and 2 phonics phonics
i-poster Continuous assessment

• Piece of paper (one for each child) i-flashcards
Teacher’s Resource Book 1: Reading worksheet Unit 2
IWB i-book
Attention to diversity i-poster
the party vocabulary with the children. See page 22 for
Some children may be shy when it comes interactive games descriptions and ideas.
i-flashcards
to acting out the story. Be aware of this and
encourage more reticent children to participate.
Praise their contributions.
IWB
At home
Warmer
Show children the unit 2 Poster (print or interactive).
• Optional extra: Children draw a picture of a birthday party
and label the objects.
Describe an item from the poster: I spy with my little
eye something yellow. Children try to guess the object.
The child who guesses correctly repeats the game. Take
turns with other children.
Lead-in
Stick unit 1 and unit 2 Flashcards, mixed up, on the
board. Tell children to remember the story and call out
the words that are not in it.
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Unit 2
Lesson 7
MST
1 1.24 Listen, count and write.
Happy birthday!
Happy, happy birthday!

From all of us to you! H”o≤ ol∂ ifi ™æ toda¥?
We wish you happy birthday, H”æ´fi ‡i√¶ !
and fun the whole year through!
It’s time to light the candles.
Let’s light them right away.
First we need to know one thing.
H”o≤ ol∂ ifi s™æ toda¥?
More
S”™æ´fi si≈P !
More
practice practice
F
CAE Grammar SC
2 1.25 Listen and sing. How old is he? He’s five.
More old areMore
How
phonics they? They’re seven.
phonics
LC 3 1.26 Read, listen and circle.
i-poster
i-flashcards
1. H”o≤ ol∂ ifi s™æ? 2.

IWB H”o≤ ol∂ ifi s™æ?
S”™æ´fi si≈/‡ivæ. S”™æ´fi th®ææ/fou®.
3. H”o≤ ol∂ ifi shæ? 4. H”o≤ ol∂ ifi s™æ?

S”™æ´fi †e>/ni>æ. S”™æ´fi eigh†/†e>.
DC
28 More
practice
More
practice P
F
600787 _ 0022-0033.indd 28 06/03/14 15:45

MST WritingMore
the ages inMore
this activity, the children Revise and check that children can write, identify and
should phonics
use their knowledge
phonics
of numbers and express the numbers 1-10.
apply it to do the activity.
CAE Singing songs helps children to develop Assess the activity checking if they can follow the song.
confidence in their expression and artistic
skills, i-poster
cultivating their own creativity.
LC Children recognise and practise the Check if children circle the correct number and show
structures, vocabulary and functional language. understanding of the grammar.
i-flashcards
IWB
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Unit 2
Lesson 7
Language objectives Lead-in
Ask several children How old are you? Display unit 2 Poster (or
Grammar open the i-poster on the Teacher’s i-book). Point to the boy
• Questions with be: How old is he? wearing the badge six and ask, How old is he today? and lead
Vocabulary More children in responding:
practice P P
More
practice
He’s six. Point to a girl on the poster and
• Review: numbers 1-10 repeat the procedure: How old is she today? She’s (seven). Drill as
F F
a whole class, then boys and girls and finally pairs.
Functions SC SC
• Ask about name and age
• Count 1-10
More
phonics
1 More
phonics
1.24 Children
i-poster listen, count and write.
Optional extra:i-flashcards
Play the recording again. This time children
click their fingers to the rhythm. Pause the recording before the
Skills objectives i-poster Lead-in say the answer and clap five times. Repeat
answer five. Children
with six. Speaking
Reading i-flashcards
• Read and answer questions with the target IWB

Touch + to open the activity. Play the complete song
i-book
language to demonstrate the activity. Then play the activity song. The
Listening children listen and sing, saying the missing words as they are
• Recognise and circle key vocabulary (numbers) highlighted.
using a song as a model
• Identify numbers and link the spoken word with 2 1.25 Children listen and sing.
the written form Optional extra: Invite a boy and a girl to the front of the class
and ask them How old are you today? The child holds up the
Speaking corresponding number of fingers. Lead the children in singing
• Ask and answer questions with target language: the song again, this time substituting the information in the
How old…?
book for the age of the volunteer. Repeat with other children
Writing
More
practice
More
P
from the group.
practice
• Write key vocabulary: numbers F

SC
Materials
• Teacher’s i-book 3 More
phonics1.26
More
Children
phonics
read, listen and circle.
• Teacher’s Resource Book 1 Optional extra: Display the unit 2 Poster (or open the i-poster on
the Teacher’s i-book). Point to a character on the poster and ask
• Student’s Book 1 CD 1 children: How old is she? (She’s four). In pairs, children take turns
• Poster Unit 2 pointing,
i-poster
asking and answering.
• Stickers
Wrap up
i-flashcards
Hand out stickers. Children write their age and sit in a circle.
Attention to diversity AIWB
child points to somebody in the circle and asks: What’s (her)
name? Lead the rest of the class in answering: (Her) name’s
Some children may have difficulties with the first
(Sara). How old is she? She’s (six). Continue until every child has
listening activity, as it involves both listening and More
practice
More
P
hadpractice
a turn asking and answering.
writing.
F
Help group dynamics and switch pairs during the
lesson. Pair stronger with weaker children and Children listen
SC and drag the numbers to the correct picture.
allow them to benefit from working with children
they might not usually work with.
More
More
phonics
Teacher’s Resource Book 1: Language worksheets Unit 2

Warmer
Write x-i-s on the board. In pairs, children race to order
the letters and put their hand up when finished. Checki-poster At home
by asking one pair to spell out the word and another to
write it on the board. Repeat with numbers 1-10. i-flashcards • Activity Book 1 page 28
IWB
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Phonics
Unit 2
Lesson 810
LL
1 1.27 Listen and match.
3 4
Andy and Ann
1. Andy loves his hat.
ol∂ ifi ™æ toda¥? It's a fantastic, fabulous party hat!
! 2. Ann loves her cat.
It’s a fantastic, fabulous cat!
3. Andy loves his bat.
ol∂ ifi s™æ toda¥? It’s a fantastic, fabulous bat! 1 2

4. Ann loves her rat.
! What? She loves a rat?
I don't believe that!
LC
2 1.28 Say the chant.
LC
3 1.29 Listen, tick (4) and stick.
1. ha† 2. ca†
4 app¬æ 4 an†
3. ba† 4. ha†
More More
P
4 ra† 4 ma> practice practice
SC
DC
More
phonics 29 More
phonics
600787 _ 0022-0033.indd 29 06/03/14 15:45

LL Children make links between words in the chant Check the matching activity personally.
i-poster
and the sounds to interiorise the pronunciation.
i-flashcards
LC Chants provide an excellent model of Make children repeat the chant to sound more natural.
pronunciation and intonation patterns. IWB
Children further practise association between Check children recognise the sounds in each word.
sounds, words and pictures.
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Unit 2
Lesson 8
Language objectives 2 1.28 Children say the chant.
Optional extra: Divide the children into boys and girls. Girls
Vocabulary chant verses about Ann and clap when they hear a word with
• bat, cat, hat, rat a short a sound. Boys chant verses about Andy and click their
Pronunciation More
fingers when they hear a word with a short a sound. Swap roles
P P
More
• Phonics: short a sound practice

and repeat chant softly/loudly, quickly/slowly.
practice
F F

phonics
3 1.29
More
SC SC
Children listen, tick (✓) and stick.
Optional extra:i-poster
Distribute slips of paper with an a. Say several
phonics
Listening words. If the word has a short a sound, children hold up their
• Recognise short a sound in language i-flashcards
paper. If it doesn’t, children remain still. Use the words pencil,
• Identify and match vocabulary with pictures i-poster pink, green, red,Lead-in
hat, bat, cake, cat, apple, ant, crayon, dad, that,
i-flashcardstable, book. Speaking
Materials IWB i-book

Touch + to open the Memory game. This activity can
• Teacher’s i-book be done as a whole class activity or in two teams. Children take
• Teacher’s Resource Book 1 turns to find the picture(s) for the words provided on the screen.
Use the clue if needed.
• Slips of paper (one for each child) Wrap up
Children write a in their notebooks. Dictate cat. Children make a
mind map, write the word and draw a picture beside it. Repeat
Attention to diversity procedure with the words bat, rat, hat.
Children may have difficulty distinguishing
between long and short vowel sounds. Drill and Fast finishers
exaggerate the sounds. Children add more words with the short a sound to the
map. P
More More
practice
mind
practice
Maintain children’s interest in the repetition of the

chant by changing children’s roles and repeating F
chant softly/loudly, quickly/slowly. Children SC
listen and choose the correct sound. Encourage
children to repeat with the correct pronunciation.
More More
Warmer phonics phonics
Draw a party hat line by line on the board. As you draw, Continuous assessment
children try to guess what it is. Repeat with other party
Teacher’s Resource Book 1: Speaking worksheet Unit 2
objects.
Optional extra: Turn your back to the children and spell
Lead-in i-poster
bat in the air with your finger. Children read the word and
Draw a picture of boy and a girl on the board and say it aloud. Repeat the procedure with hat, cat, rat and
i-flashcards
More label them AndyP Pand Ann. Drill the short a sound with
practice
More
practice party. In pairs, children take turns at writing and reading
children before drilling Ann and Andy. Repeat the the words in the air.
F F IWB
procedure with rat, bat, cat and hat.
SC SC
At home
1
More More
phonics phonics
i-poster
1.27 Children listen and match.
Do a substitution drill with children. • Activity Book 1 page 29
Point to Ann and children say her name. Repeat with
Lead-in
i-poster
Andy, bat, cat, rat and hat. In pairs, children take turns
i-flashcardspointing and answering.
Speaking Student’s Book CD 1
IWB i-book
Touch + to open the karaoke activity. Play 1.29
the complete song to demonstrate the activity. Then 1 apple 2 ant 3 rat 4 man
play the activity song. The children listen and sing,
saying the missing words as they appear on the screen.
Encourage the children to pronounce correctly.
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Unit 2
CAE
Lesson 9
1 Look and complete the words.

Achieve! C LI L
®e∂ + ¥ello≤ = ø ® å > @ æ
¥ello≤
+ bl¤æ = @® æ æ >
bl¤æ + ®e∂ = π ¤ ® π ¬ æ
CAE
2 Pop out and make a birthday balloon.
1. Mix and make new colours. 2. Paint your balloon.
3. Attach a piece of string. 4. Describe your balloon.

M”¥ balloo> ifi
¥ello≤, oran@æ
an∂ bl¤æ.
30
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CAE The activity introduces children to the Check if children know which colours to mix
concepts of colours and tones and the results to obtain another.
of mixing primary colours.
Doing craft work improves artistic creativity, Monitor children’s progress throughout the activity
as well as enhancing skills of perception and to encourage their creativity.
communication.
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Unit 2
Lesson 9
Language objectives 1 Children look and complete the words.
Vocabulary Optional extra: Divide children into pairs. One child sits with
• Review: colours their back to their partner. Their partner chooses a colour and
spells it with their finger on their back while the seated child tries
Functions to guess what it is. Children then change roles.
• Describe the colour of objects
2 C hildren pop out and make a birthday balloon.
Skills objectives Optional extra: Display children’s balloons around the
classroom. In pairs, children point and ask each other questions:
Writing What colour is the balloon? It’s (blue, yellow and purple)!
• Consolidate spelling skills: colours
Fast finishers
Children write their name and age on the back of the balloon.
Materials
• Red, yellow, blue paint Children draw and colour two party objects and two school
objects in their notebooks. Children exchange notebooks with
• Paper plate their partner and write sentences underneath: It’s a (yellow cake).
• Paintbrushes It’s a (green pen).
• Small bowl of water
• String and tape At home
• Slips of paper (five for each child)
• Crayons
Activity logistics will require careful monitoring to
ensure children stay on task.
Some children may not be as visual or kinaesthetic
as others and therefore may find it difficult to
conceive ideas for their balloon. Encourage them
to share and work in pairs and groups.
Warmer
Children place a red, blue, yellow, orange and green
crayon on the desk in front of them. Give each child five
slips of paper. Dictate red. Children select a red crayon,
write red on a slip of paper and hold it in the air when
More finished. Repeat
P P
More the procedure with the rest of the
practice practice
colours.
F F
Lead-in SC SC
More
phonics
On a paper plate mix the colours red and yellow. Ensure
More
phonics
children can see. Ask children to predict what colour

will be created: Look, red and yellow! What colour will I
make? Ask a volunteer to come to the front of the class
i-poster
and mix the colours. Lead the children in responding
chorally: It’s orange!
i-flashcards
IWB
Open the lead-in activity. Children take turns to
i-book
play Simon says on the IWB.
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SC
More More
phonics phonics
Unit 2
CAE
Birthday surprises Lesson 10
Culture
1 Look and complete. i-poster
i-flashcards
å p®eßen† p®eßentfi
1 2 IWB
å †edd¥ ∫±a® †edd¥ ∫±arfi å bal¬ ballfi

3 4
oon.
å ca® carfi å dol¬ dollfi

LL
2 Look and write.
balloon.
1. T™eyª®æ †edd¥ ∫±arfi .
2. I†ªfi å ca® .
3. T™eyª®æ dolls .
31
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CAE Children look at the concept of present Ask children to point to or say what present they get
giving and typical birthday presents. or give for birthdays.
LL Children use the images and what they have Monitor children to see they can deduce the answers
learnt in the unit to complete the sentences. from the pictures.
96
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Unit 2
Lesson 10
Language objectives 1 C hildren look and complete.
Vocabulary Optional extra: Dictate the words from the activity letter by
• Toys: ball, car, doll, teddy bear letter. Make some words singular and others plural:
Grammar p-r-e-s-e-n-t
• Singular and plural forms p-r-e-s-e-n-t-s
Functions Children copy the words in their notebooks. Check by eliciting
• Ask about quantity spelling for each one and writing them on the board.
Skills objectives
2 C hildren look and write.
Optional extra: Write the following jumbled sentences on the
Writing board for children to order in their notebooks:
• Develop writing skills: order affirmative
sentences with be presents / They’re
• Write target language without the help of teddy bear / a / It’s
tracing in order to build confidence red / doll / It’s / a
Speaking ball / blue / a / It’s
• Play a spelling game to reinforce the correct
form of target language Fast finishers
Children
More
t
draw
More a picture for each sentence.
P P
prac ice practice
Materials Wrap up F F
• Teacher’s i-book Children divide a page SC ofSCtheir notebooks in half. They draw
• Flashcards Unit 2 and label three of their favourite objects from the lesson in both
More More
singular
phonics andphonics
plural form: doll/dolls.
Attention to diversity Watch the video Birthday party. Complete the

Children do not develop at the same rate and they comprehension activity with the children.
do not assimilate new vocabulary in the same way. i-poster
Aid recognition and later recall by contextualising Continuous assessment

i-flashcards
new language and recycling it at different stages in

the lesson. P P
More More
practice practice
Do the
IWB i-bookfollowing chant with children:
F F T: Give me a d. C: d
Warmer SC SC T: Give me an o. C: o
More
phonics Use the unit 2 Flashcards (print or interactive) to
More
phonics
T: Give me an l. C: l
teach ball, car, doll and teddy bear. Drill the new words T: Give me an l. C: l
individually and chorally. Display the flashcards on the T: What does that spell? C: Doll!
board. Children close their eyes. Quickly remove one Repeat with ball, car, present and teddy bear. This time choose
i-poster
card from the board. Children open their eyes and say a stronger child to be the caller and the class responds.
which flashcard is missing.
i-flashcards
IWB i-book
Use the Vocabulary Game Generator to play At home
What’s missing? with the words ball, car, doll and teddy
bear. Add the rest of the key vocabulary from the unit to • Activity Book 1 page 31
the game to make it more challenging. See page 22 for • Optional extra: Children write a complete sentence
interactive games descriptions and ideas. underneath their pictures from the Wrap up activity: It’s a
doll. / They’re dolls.
Lead-in
Draw a teddy bear on the board and write the words
underneath. Ask children: How many teddy bears are
there? (One.) Draw two teddy bears on the board. Ask
children: Now how many teddy bears are there? (Two.)
Focus children’s attention on the plural ‘s’ and explain
that it means more than one.
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Unit2 Review
LL
1
T™e¥ ´µ eigh†.
2
S”™æ ª®æ ‡i√¶.
3
I ´fi ße√±>.
4
Hæ ´fi si≈.
LL
2 Ask and write. Child’s own answers
Naµæ A”@æ Wha†´fi you® naµæ?

1.
M”¥ naµæªfi...
2.
H”o≤ ol∂ a®æ yo¤?
3.
Iªµ...
4.
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LL Review lessons provide a comprehensive revision Check children’s ability to work on each skill as well
of all the skills. They also review vocabulary and as their grammar and vocabulary use.
grammar, and allow teachers to continuously
assess the children’s progress.
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Unit 2
Review
Children line up in two lines facing the board. Using units 1
Grammar and 2 Flashcards secretly show the last child in each line a card.
• Singular and plural forms P P
More More
practice practice
This child then whispers the word to the next child in line and
• Questions and affirmative statements with be this continuesF upF this line. The child at the top runs to the board
Vocabulary and writes theSC word
SC on the board. Repeat procedure until every
phonicschild has had an opportunity to write on the board.
• Party objects
More More
phonics
• Toys Lead-in
• Colours Sing the chants/songs from the unit (tracks 1.20, 1.24 and 1.27).
i-poster
• Numbers 1-10 Children clap every time they hear the target language from the
unit.
i-flashcards
Functions
• Ask and answer about name and age IWB
Open the Speaking activity. Ask children questions about
i-book
what they can see on the screen. Use the sample questions as
Pronuntiation a model. Alternatively, ask children about their own names and
• Short a sound ages. For further practice, choose two children so they ask each
other their names and ages.
Skills objectives
Writing 1 1.30 Children listen and match.
• Write the 1st and 3rd person contraction forms of be
More
practice Optional extra:
More
P PChildren write their age on a sticker and attach
practice
it. Point to a child

F F and ask the group: How old is he? How old are
• Order sentences correctly they? Elicit full sentences. In pairs, children take turns to point at
• Write target vocabulary from the unit without SC SC
different children in the class, asking and answering.
the aid of tracing More
phonics
More
phonics
Reading 2 I n groups of four, children ask and write.

• Match pictures with correct answers using Optional extra: Ask a volunteer from each group to come to
the target grammar of the unit i-poster
the front of the class and report the information they have learnt
Listening about the members of their group.
i-flashcards
• Review the target vocabulary through songs IWB i-book

Open the i-poster. Ask a child to touch one of the audio
and chants buttons to listen to a sentence. Check that they understand the
• Identify numbers and order sentences question and answer correctly. For further practice, ask more
Speaking questions about the different party objects and toys: How many
• Ask and answer questions about name and age balloons are there? How many blue party hats are there? How many
using the target vocabulary and grammar candles are on the cake? Ask the children to use the Richmond
i-tools to write the key vocabulary on the IWB. Use the spotlight
to cover the poster except one child so you focus the attention
Materials on a particular area of the poster. Ask questions about him/her:
What colour is his/her party hat? What number is he/she? Is he/she
playing with a car/doll/teddy bear?
• Flashcards Units 1 and 2 Student’s Book CD 1
• Poster Unit 2
1.30
• Stickers
1 She’s five. 3 They’re seven.
2 He’s six. 4 I’m eight.
Monitor speaking activities closely to ensure
all children collaborate equally. Ensure that all
participants are praised equally for their efforts.
Some children might find it difficult to keep up with
the chants when you review them. If you notice this,
start again and drill each line individually.
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LL
Unit2 Review
3 Match and complete.
I†´fi T™e¥´®æ
5 1. T™e¥´®æ balloonfi. 1
2. I†´fi å †edd¥ ∫±a®.
4 3. T™e¥´®æ cand¬efi. 3
4. I†´fi å ca§æ.
5. T™e¥´®æ part¥ hatfi.
6 6. T™e¥´®æ carfi. 2
LL
4 Look and say the colour.
Wha† colou® a®æ t™æ cand¬efi?

T™e¥ª®æ bl¤æ.
LL
5 Look, read and answer.
1.Ifi t™æ p®eßen† bl¤æ?

Yefi, i† ifi. / Nø, i† is>ª†.
2.A”®æ t™æ balloonfi ®e∂?
Nø, t™e¥ a®e>ª†. / Yefi, t™e¥ a®æ.
3. A”®æ t™æ part¥ hatfi pin§?
Yefi, t™e¥ a®æ. .
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LL Revision allows children to recycle the language Check children’s ability to work on each skill as well
they have learnt. These reviews will give them a as their grammar and vocabulary use.
chance to see how much they have learnt before
they move on to the next unit. The more they
can do this, the more confident they will become
about themselves.
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More P P
Unit 2
More
practice practice
F F
SC SC Review
More More
phonics phonics
3 C hildren match and complete.

Optional extra: Attach unit 2 word Flashcards to the board.
i-poster
Children take turns to come to the board and play Memory with
the words cake, party hat, balloon, candle, teddy bear and car.
i-flashcards
IWB
Use the Vocabulary Game Generator to play Memory
i-book
with the words cake, party hat, balloon, candle, teddy bear and
car. See page 22 for interactive games descriptions and ideas.
Fast finishers
Children secretly choose a unit 2 word Flashcard and hide
it from their partner, who tries to guess the object by asking
questions: What colour is it? Is it (a cake)?
4 C hildren look and say the colour.

on the Teacher’s i-book). Invite a volunteer to come to the front
More of the class, point
P P to the party object vocabulary they have learnt
More
practice practice
so far and ask questions: What colour is the balloon? Children

F F
spell and say the answer chorally: b-l-u-e, blue!
SC SC
5 C hildren look, read and answer.

More More
phonics phonics
Optional extra: Stick eight random units 1 and 2 Flashcards on

the board and secretly choose one. Encourage children to ask
i-poster
you questions in order to guess: Is it red? No, it isn’t. Is it yellow?
Yes, it is. In pairs, children take turns asking and guessing.
i-flashcards
IWB
Use the Vocabulary Game Generator to review the key
i-book
vocabulary from units 1 and 2. Play Guess it! See page 22 for
interactive games descriptions and ideas.
Wrap up
Write the letters p, b, c on the board. In pairs, children have
five minutes to write as many words as possible as they can
remember from units 1 and 2 beginning with the letters:
present, pencil, pen, purple, pink, party, party hat
birthday, blue, ball, balloon, book, bat
cake, card, candle, crayon, car, cat
Children count how many words they have. The pair with the
most come to the front of the class and write them on the board.
Final evaluation
At home
• Optional extra: Children make anagrams with six
of their favourite vocabulary items from the unit to
be used in the next lesson.
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Unit 2
Unit
Lesson 1
2 Let’s celebrate! 1 Look, read and match.
Unit 2
Lesson 2
1 Look, complete and colour. Child’s own colouring.

1. I†´fi
T™e¥´®æ
balloonfi.
å ca§æ.
1
π ® ¥ ™ † 2 © §
å † å å æ
2. I†´fi p®eßentfi.
T™e¥´®æ å ca§æ.
I†´fi å part¥ ha† . I†´fi å ca§æ . 3. I†´fi crayonfi.

3 ∫ ¬ o > 4 π æ æ † T™e¥´®æ å gl€æ stic§.
å ¬ o fi ® fi > fi
2 Complete the sentences. ca§æ cand¬efi gaµæ p®eßentfi
ca§æ cand¬efi
L’e†´fi ea† ca§æ ! L’e†´fi oπe> p®eßentfi !
T™e¥´®æ balloonfi . T™e¥´®æ p®eßentfi . 1 2
2 Look and complete. 3

1 2
© å § æ
© å L’e†´fi pla¥ å gaµæ ! L’e†´fi blo≤ ou† t™æ cand¬efi !
4 ∫ å ¬ ¬ ø ø > fi 3 4
® ∂
∂ ¬
5
π ® æ fi æ > † fi
fi
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102
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Unit 2
Unit 2 Unit 2
Lesson 3 Lesson 4
1 Read, trace and colour. 1 Trace, match and draw candles.
Wha† colou® a®æ t™æ balloonfi?
1. S”™æ´fi fou®.
T™e¥´®æ purp¬æ an∂ g®æe>. 2. I´µ eigh†.

2 Match and colour.
®e∂
ca§æ cand¬efi gaµæ p®eßentfi bl¤æ
pin§ 3. T™e¥´®æ ni>æ.
oran@æ
3 Read, look and answer. 2 Count and circle.
1 2 3
T™e¥´®æ I†´fi
1.
1. Wha† colou® a®æ t™æ cand¬efi? T™e¥´®æ oran@æ.
2. Wha† colou® ifi t™æ cake?
2. I†´fi pin§.
3. Wha† colou® a®æ t™æ p®eßentfi?
3. T™e¥´®æ bl¤æ .
4. Wha† colou® ifi t™æ part¥ ha†?
4. I†´fi ®e∂ . Hæ´fi ‡i√¶ / fou®. T™e¥´®æ twø / th®ææ. S”™æ´fi ße√±> / ‡i√¶.
24 25
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103
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Unit 2
Unit 2 Unit 2
Lesson 5 Lesson 6
1 6 Listen and order. 1 Read and colour.

3 1 2 balloonfi = bl€æ ca§æ = purp¬æ
cand¬æ = ¥ello∑ p®eßen† = ®e∂
2 Read, trace and circle.

1. Ifi i† M”uµ? 2. Ifi i† Da∂?
2 Read look and match.

1. Wha† colou® ifi t™æ cand¬æ? I†´fi purp¬æ.
2. Wha† colou® ifi t™æ ca§æ? I†´fi ¥ello≤.
3. Wha† colou® ifi t™æ p®efient? T™e¥´®æ bluæ.
Yefi, i† ifi. / Nø, i† is>´†. Yefi, i† ifi. / Nø, i† is>´†. 4. Wha† colou® a®æ t™æ balloonfi? I†´fi ®e∂.
26 27
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Transcript
See page 26 of the Student’s Book for the
6
transcript.
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Unit 2
Unit 2 Unit 2
Lesson 7 3
Phonics Lesson 86
1 Connect the dots, draw candles and colour. 1 Read and complete the poem.
Andy and Ann
and colouring Andy loves his part¥ ha† .
It’s a fantastic, fabulous part¥ ha† !
o>æ two
†e> th®ææ Ann loves her ca† .
It’s a fantastic, fabulous ca† !
ni>æ fou® Andy loves his ba† .

It’s a fantastic, fabulous ba† !
eigh† ‡i√¶ Ann loves her ra† . 1. Wha† colou® a

ße√±> si≈ It’s a fantastic, fabulous ra† ! 2. Wha† colou® i
2 Trace, count and complete. 2 Circle the pictures that have the same a sound as cat. 3. Wha† colou® a
4. Wha† colou® i
Ho≤ ol∂ a®æ yo¤?
I´µ si≈ . I´µ ‡i√¶ . Wæ´®æ ße√±> .
1 2 3
3 Look and complete the words.
1. ∫ å † 2. © å † 3. ™ å †
28 29
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105
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Unit 2
Unit 2 Unit 2
Lesson 9
Achieve! C LI L
Birthday surprises Lesson 10
Culture
1 Look and colour. 1 Look and circle.
1=®e∂ 2=oran@æ 3=¥ello∑ 4=g®æe>
1 2
5=bl€æ 6=purp¬æ 7=pin§
5 å cand¬æ / å balloo> /
2
cand¬efi balloonfi
2
3
1
4
4 7 3 4
7
1
1 3
å ca§æ / å p®eßen† /
4
7
ca§efi p®eßentfi
6
5
2 Add s if necessary.
1 2 3 4
2 Read, colour and complete.

1 . Wha† colou® ifi i†? 2. Wha† colou® ifi i†? 3. Wha† colou® ifi i†?
part¥ ha† fi †edd¥ ∫±a® car∂ ca® fi
5 6 7 8
I†´fi ¥ello≤ . I†´fi ®e∂ . I†´fi pin§ . πenci¬ fi rub∫±® fi dol¬ ba† fi
30 31
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106
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Unit 2

1 7 Listen and number. 3 Look and complete.
3 1 2 I´µ T™e¥´®æ S”™æ´fi
I´µ ‡i√¶. S”™æ´fi si≈. T™e¥´®æ th®ææ.

1 2 3

1. I†´fi å balloo>.
I†´fi g®æe>.
4
1 4 Circle and match.
1 2 3
2. T™e¥´®æ p®eßentfi.
T™e¥´®æ ®e∂.
3
3. I†´fi å ca§æ. balloonpresentcandlecakepartyhatcard
I†´fi pin§. 4
5 6
4. T™e¥´®æ cand¬efi.
2
T™e¥´®æ oran@æ. y
Happ ay!
i r t h d
B
32 33
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Transcript
7
1
Let’s open the presents.

2
Let’s eat cake.
3
Let’s play a game!
107
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Language fun!
Units 0-2
SCC
1 Play The question game.
1. What’s your 2. Is it a pen? 3. How many

name? school bags
are there?
My name’s
.
7. What colour 6. What’s this? 5. How old is 4. Is it a book?

is the party she?
hat?
8. How many 9. What colour 10. What’s this? 11. How old
candles are are the are they?
there? rubbers?
14. How many 13. How old 12. Are they

presents are are you? balloons?
there?
34
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SCC Through the game activity, children practise Check children participate in an effective
grammar in a communicative way. and constructive way.
108
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Language fun!
Units 0-2

Display the units 1 and 2 Posters. Divide children into
Vocabulary two groups. Assign each group a unit and hand out ten
• Numbers corresponding units 1 and 2 word Flashcards to each group.
• Colours Team members take turns coming to the board, attaching their
• Days of the week flashcard to the correct object on the poster and identifying it
• Classroom objects correctly. Award one point for each object correctly identified.
• Party objects
• Toys
1 Children play The question game.
Optional extra: Draw four columns on the board and label them
Grammar More
as classroom objects, party objects, colours and days of the week.
More
P P
• Present simple: affirmative, negative, interrogative practice
Children copy the table in their notebooks. Dictate the
practice
F F
• Questions using What and How many following words:
• Imperatives blue Sunday SC SC
More Thursday purple
More
• Personal pronouns: he, she, they phonics phonics
rubber cake
Functions green pencil case
• Give instructions i-poster
candles present
• Express quantities Children listen and write the word in the correct column. Check
answers as a group on the board.
i-flashcards
IWB i-book
Interactive game: Touch the activity to open the
Skills objectives interactive game. This game can be done as a whole class
Speaking activity or in two teams. Throw the die, the counter will move.
• Ask and answer questions using target language A member from team A chooses a member from team B to
answer the question. If team B answers correctly, they score one
Listening
point. If not, team B chooses a member from team A to answer.
• Identify target language and draw the
Continue until the game is over.
corresponding picture
• Identify and follow commands Fast finishers
Children draw and label their favourite item on the page.
Reading
• Identify target language and match to the
corresponding picture
Writing
• Spell target language from the units
Materials
• Posters Units 1 and 2
• Paper bag
Warmer
Divide children into groups of three. Assign one
unit (0, 1 or 2) to each child. Hand out two slips of
paper to each child. Children look through their unit,
choose two words and write an anagram for each one.
Children exchange slips of paper and spell the word
correctly on the slip of paper. Children may use their
books to help if necessary.
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Language fun!
Units 0-2
LL
2 Say and draw.
Fou® purp¬æ cand¬efi
61 3
2 7 10 + +
5
4
9 8
3 Play Charades.
SCC
S”i† dow>!
35
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LL With this activity, children are learning Assess the activity checking the drawings
fundamental basic skills such as communication children make.
and initiative to choose what to say,
mathematical thinking, presentation with the
diagrams and numbers, and abstract thinking
to draw what they hear.
SCC Make the most of the interactions that occur Check if children participate and behave
in these plays to practise children’s interactive appropriately.
and cooperative skills: working together,
agreement, listening, appreciating and
110 accepting the actions of others.
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Language fun!
Units 0-2
2 Children say and draw a phrase.
Optional extra: Display the units 1 and 2 Posters.
Divide children into pairs. Ask children questions about
how many of each object they can see in the posters.
Children write the correct answer in their notebook.
The winning pair is the one with the most correct answers.
3 C hildren play Charades.

Optional extra: Play Simon Says with the children using
the following imperatives:
Close your books.
Open your notebooks.
Put away your pens.
Sit down.
Stand up.
Take out your crayons.
Invite volunteers to the front of the class to take the role
of giving instructions.
Wrap up
Turn your back to the class and spell one of the words
from units 1 and 2 in the air with your finger. Children
call out the correct answer. In pairs, children take turns
spelling the target language with their finger on their
partner’s back while their partner tries to guess the word.
Teacher’s Resource Book 1: End of Term 1 Test
Optional extra: Place a selection of units 1 and 2
Flashcards in a paper bag. Children take turns coming
to the front of the class and choosing a card. They ask
questions in order to guess: What colour is it? Is it a
classroom object? Is it a book? Continue until all children
have had a turn.
At home
• Optional extra: Children draw and label five of their
favourite items from the unit.
111
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Language fun!
Activity Book 1 Units 0-2
Language fun!
Units 0-2 3 Read, draw and colour.

1 Look, choose and colour.
Child’s Chil
1 2 3 4 5 6 d’s
Chil wing own drawing own d d’s
n dra rawin
g
ow
Child’s own answers.
6
6 1
1 3
3 3
4 1 3 3 3
5
5 1 I†´fi å bl¤æ πenci¬. 2 I†´fi å ®e∂ chai®. 3 T™e¥´®æ pin§ ratfi.
5
5
2
5 Child’s 4 T™e¥´®æ g®æe> ru¬erfi.
6 own drawing
2
4 3
4 1
4 3
3 1
4 Play I spy.
3 6 I sp¥ soµethin@ ∫±ginnin@ wit™...
2 Read and answer.

1. Wha† colou® a®æ t™æ balloonfi? Child’s own writing .
2. H”o≤ man¥ part¥ hatfi a®æ t™e®æ? T™e®æ a®æ ‡i√¶ part¥ hatfi .
3. Wha†´fi hifi naµæ? Hifi naµæ ifi Jos™ .
4. H”o≤ ol∂ ifi ™æ toda¥? Hæ ifi si≈ .
5. Ifi thifi å p®eßen†? Yefi, i† ifi .
34 35
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112
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Notes
113
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Unit 3
Grammar
Overview
• Present simple: • Family members: • Phonics: e sound • Numbers
be affirmative, negative aunt, brother, cousins, • Prepositions
and interrogative dad, grandad, grandma, • Colours
• Demonstrative: this, these grandparents, mum, sister,
• Questions: Where uncle
• Prepositions of place: • Furniture: armchair, bed,
in, on, under bookcase, chair, lamp,
sofa, table
• Rooms in a house:
bathroom, bedroom,
kitchen, living room
Language objectives
Grammar Functions
• To use demonstrative pronouns to introduce singular • To identify family members
and plural people and animals • To identify rooms in a house and furniture
• To ask and answer questions using be + this • To describe the location of people and objects
• To ask and answer questions using Where + be to locate • To identify pets and their needs
people and objects
• To practise the Present simple tense
• To identify and name family members • To highlight and practise the e sound
• To identify and name rooms and furniture
Skills objectives
Speaking Reading
• To ask and answer questions with target language • To recognise the target language in the context of a story
• To talk about family members • To use reading strategies to improve comprehension
• To sing along to a chant/song to reinforce target • To understand the lyrics of a song in order to join in
language
• To use prepositional phrases in Simon Says
Listening Writing
• To identify characters in a story • To trace and write target vocabulary
• To follow a narrative of a story • To prepare a family album
• To identify family members, rooms in a house • To write sentences with this/these
and furniture • To build confidence in freer writing
• To use a model for short exchanges
• To identify the location of objects and persons
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F F
SC SC
More More
phonics phonics
More
practice
More
practice P P
F F
i-poster SC SC
More
phonics
More
phonics

Teacher’s i-book
IWB i-book
Present simple, demonstratives, questions and Use the Richmond
prepositions of place. i-poster
the IWB.
• Check children can understand and produce oral i-flashcards

Lead-in
family members, rooms in a house and furniture. Speaking to the lesson. See lessons 1, 2, 5, 6, 7, 9
and Review of this unit.
• Children can recognise and produce e sounds. Speaking
+
• Check children can understand and produce Activities with + beside the rubric offer an additional
functional language: identify family members, interactive activity to reinforce the activity content. See
identify and describe rooms in a house and More
practice
lessons
More
practice
3, 7 PandP Review of this unit.
furniture, describe the location of people and
objects, talk about pets and their needs. F F
Provides a visual grammar presentation.
ice lessons
See
More
More
practtice
prac
SC
More SC
More
practice
practice
2, 3, P4,
P 7PPand 8 of this unit.
Materials More
phonics
More
phonics
F F
Provides extra interactive
F F
practice which can be used for
finishers or asSCa SC
SC Wrap
• Student’s Book 1 CD 1 be used More
More
More
phonics
as homework. See lessons 1, 2, 3, 4, 6, 7 and 8 of
More
phonics
phonics
this unit.phonics
i-flashcards
Writing worksheet Unit 3, page 50: Lesson 4 IWB i-booki-poster
i-poster
Speaking worksheet Unit 3, page 62: Lesson 8 The unit review pages also include additional Speaking activities
Listening worksheet Unit 3, page 72: Lesson 3 reinforce the unit content. See Review of this unit.
toi-flashcards
i-flashcards
Test Unit 3, pages 110-115: Unit 3 Review IWB i-book

Use
IWB Vocabulary Game Generator to create your own
thei-book
• Flashcards Unit 3 interactive games to review the key vocabulary from the unit
• Posters Units 2 and 3 at any time.
• Extra
Classroom objects: children’s family Use the Interactive Routines Poster at the beginning of
book, crayons, pen, pictures, each lesson.
pencil, rubber a photo album
Realia: a family photo, paper, glue, string
Key competences
Children develop skills using stories, songs, chants Children look at family relationships, life at home,
and model dialogues as tools for helping language good table manners and responsibility of taking
acquisition. part in household chores.

Children practise drawing and good presentation.
MST Mathematical competence and basic
competences in Science and Technology
Children practise counting and ordering and
improve their spatial awareness. Children look LL Competence in learning to learn
at the needs of domestic animals. Children become more confident writing – both
tracing and freehand. Children develop awareness
to sounds and spelling.
Digital competence IE Sense of initiative and entrepreneurship

DC
Children use technology as a tool to reinforce Children practise working alone, planning and
language acquisition by using the audiovisual executing a task as well as revising the unit content.
and interactive whiteboard material. Children are made aware of the importance of
revision as an aid to independent learning.
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Unit
Lesson 1
3 Home, sweet home!
SCC
1 Le†´fi gø tø m¥ 2
houßæ fo® din>e®!
OK!
M”uµ an∂ Da∂,
3
I´µ hoµæ!
Thifi ifi m¥ muµ. 4
Thifi ifi m¥ da∂. Geor@æ! Ußæ å for§!
LL
Ni©æ tø µæe† yo¤.
2 1.32 Listen and point. 3 Trace the words.
CAE
grandmå
granda∂
muµ da∂
brot™e® sis†e®
DC
36 More
practice
More
practice P
F
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SCC Talk about
More
the importance
More
of table manners. Discuss the pictures and ask the children to think
Explain phonics
that mealtimesphonics
are an important about good table manners.
meeting place for family and to develop
personal relationships.
LL This activity will help children to associate and Make sure children point to the correct picture as
remember the key vocabulary. they repeat the names.
i-poster
CAE Tracing the simple outlines of the words help

i-flashcards Check that none of the children are having
the children to develop their writing and fine difficulties using the pencil properly.
motorIWB
skills.
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Unit 3
Lesson 1
Language objectives 1 1.31 Children read and listen to the story.
Vocabulary
More
Values: Discuss
practice
More
P why
P
practice it is important to have good table manners.
• Family members: brother, dad, grandad, grandma, Elicit some simple
F F table manners. Mime the following rules for
mum, sister being polite at the table and write them on the board: Do not eat
SC SC
with your hands. Chew with your mouth closed. Do not talk with
• Review: imperatives More
phonics
More
food in your mouth. Help clean up.

phonics
Functions Optional extra: Read the story aloud and ask children to follow
• Make suggestions: Let’s... the words with their finger.
• Introduce family members i-poster
Then children read the text aloud with you and try to start and
finish at the same time as you, reading the text at normal speed.
i-flashcards
Skills objectives IWBMore

practice i-book Open the
More
practiceP Pi-story by touching the first picture. Read and
F F with the children. Use the i-flashcards to

listen to the story
Reading introduce theSCnew
• Recognise the target language in the context SC vocabulary.
of a story More
2
More
phonics phonics
1.32 Children listen and point.

Listening Optional extra: Display the unit 3 Poster. Child 1 comes to
• Understand and introduce family members the board. Say Point to grandad. Then invite child 2 to come
in a story i-poster
up and child 1 now says Point to the sister. Continue with other
• Identify family members i-flashcards
volunteers from the class.
Writing IWB i-book
Open the i-poster. Listen to each word so the children can
• Trace key vocabulay: family members identify the family members. Then ask children to drag the word
to the correct person.
Materials
• Teacher’s i-book 3 Children trace the words.
Optional extra: Individually, children make anagrams of the
• Poster Unit 3 words from activity 3 in their notebooks. In pairs, children read
• Flashcards Unit 3 each others’ anagrams and unscramble the letters.
Wrap up
More Point
Moreto the various family members in the story for children
P
Attention to diversity practice practice
to say the word. Children do the same in pairs.
Family can be a sensitive topic for some children F
for various reasons, so make sure you know about Children SC read and drag the pictures to the correct place.
More
practice the children’s
More
practice P
P family background so you can make Alternatively, use the Richmond i-tools and ask the children
the appropriate
F F adjustments.
More
phonics to write
phonics the correct word in the space provided.
More
SC SC
More
phonics Warmer More
phonics
Initial evaluation
Hide a unit 3 Flashcard behind your back. Children Children write the family members in alphabetical order
guess: Is it a…? Say: Yes, it is. / No, it isn’t. When a child
i-poster in their notebooks.
guesses correctly, invite him/her to choose a flashcard
i-poster
for the class to ask the same question with another i-flashcards
i-flashcards
object. At home
IWB
IWB
i-book
the key vocabulary from unit 3. See page 22 for games

instructions and ideas.
Lead-in
Review Let’s. Give children instructions to follow, for 1.32
example: Let’s open our books, Let’s stand up, Let’s sit down,
This is my grandad. This is my grandma.
etc. Children carry out the actions.
This is my mum. This is my dad.
This is my brother. This is my sister.
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Unit 3
Lesson 2
CAE
2 4
Thifi ifi m¥ famil¥.
1
3
5
More
practice
More
practice P
F
LL Grammar
2 Read and trace. This is my mum.
More are myMore
SC
These
phonics brothers.
phonics
i-poster
i-flashcards
T™eßæ a®æ m¥ IWB
grandpa®entfi. Thifi ifi m¥ Thifi ifi m¥

grandmå. granda∂.
Thifi ifi m¥ Thifi ifi m¥ T™eßæ a®æ m¥

DC
unc¬æ. aun†. cousinfi.
More
practice 37 More
practice P
F
600787 _ 0036-0047.indd 37 06/03/14 15:49
Key competence Continuous assessment. SC

CAE Learning about other families helps the children Encourage children to compare their
More family with
More
the one
to see similarities and differences between they see in the image. phonics phonics
people and cultures.
LL This activity gives children the opportunity to Allow the children to practise making more sentences.
see the grammar and vocabulary in context
whilst practising writing. i-poster
i-flashcards
IWB
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F F
SC SC
More More
phonics phonics
Unit 3
i-poster Lesson 2
i-flashcards

Open the lead-in activity. Introduce the family tree
i-book
Grammar concept to the children. Use this is / these are to review the
• Demonstrative: this/these with be family members. Ask the children to drag a family member out of
the family tree. Use the Richmond i-tools to make children write
Vocabulary the words. Alternatively, ask children to complete the family tree
• Family members: aunt, cousins, grandparents, uncle adding more members: aunt, uncle, cousins. Make sure they draw
Functions them in the correct place.
• Introduce family members
Pronunciation 1 1.33 Children listen and number.
• Short i in this and long i in these Optional extra: Say a number and children say the respective
family word. Then, say a family word and children give you the
number.
Skills objectives
Listening 2 Children read and trace.
• Identify family members Optional extra: Draw a quick family tree with stickmen on the
Writing board and elicit the family words from activity 2. Write them
• Trace key vocabulary: family members under the stickmen. Point to the stickmen and children drill the
More
practice
More
P
words. practice
F
Materials Visual grammar presentation
SC
• Student’s Book 1 CD 1 Wrap
More
phonics
up
More
phonics
• Photo of your family Hold up various classroom objects. If you hold up one pen,
• Classroom objects: crayons, pens, pencils, rubbersMore for More
example, children say this. If you hold up two rubbers, the
P
practice
children
practice
say these.
i-poster F
Attention to diversity Children SC
listen and choose the correct picture.
i-flashcards
Some children may find it difficult to differentiate
between the long i and short i sounds in production. More
phonics
More
IWBphonics At home
Draw attention to the position of your mouth and
exaggerate what you are doing with your lips • Activity Book 1 page 37
in order to produce the different sounds so that • Optional extra: Children draw a family portrait and write
children can see clearly and are able to copy. sentences under each person to introduce that family
i-poster
member: This is my mum. The portrait can be of their own
Warmer i-flashcards family.
Draw two stickmen on the board, each one representing
male/female relatives. Write dad under the male stickman
IWB
and elicit mum under the female stickman. Continue with Student’s Book CD 1
brother/sister and grandad/grandma. Drill the family
1.33
members individually and chorally.
This is my family. 3 This is my sister.
Lead-in 1 These are my brothers. 4 This is my dad.
Bring in a photo of your family. Introduce your family 2 This is my mum. 5 This is my baby sister.
using the target language: This is my… As you introduce
each member, pause after This is my… Children put
their hand up to tell you who they think it is.
Write This is my sister on the board next to one
stickman. Draw two stickmen, cross out This is and write
These are my sisters. Highlight the plural ‘s’.
Drill the short i in this and the long i in these and point
out the position of your lips to help children pronounce
the sounds.
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Unit 3
Lesson 3
1
LL
1.34 Listen and stick.
1 2
3 4
LC
2 1.35 Complete the sentences.
1. D å ∂ ifi i> t™æ kitc™e>. 2. M ¤ µ ifi i> t™æ livin@ rooµ.

3. G ® å > ∂ å ∂ ifi i> 4. G ® å > ∂ µ å ifi i> More
practice
More
practice P
LL
t™æ ∫±drooµ. t™æ bathrooµ. F
3 Ask and answer. Grammar SC
Where’s Dad?
More More
He’s
phonicsin the kitchen.
phonics
W™e®æ´fi Grandmå?
S™æ´fi i> t™æ kitc™e>.
i-poster
i-flashcards
DC
IWB
38 More
practice
More
practice P
F
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LL The activity
More develops children’s ability to
More
Check children stick the stickers in the right box.
connect phonics
visual and textual
phonics
information, and
requires them to process information.
LC Learning to write at this stage develops children’s Repeat the writing activity on a piece of paper.
competence in linguistic communication and
improves communication skills.
i-poster
LL Asking and answering questions consolidates Ask the children to write an example.
learning.
i-flashcards
IWB
120
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Unit 3
Lesson 3
to guess the word. Use the Richmond i-tools to make children
Language objectives write
Morethe words
Moreon the IWB (correct spelling gets an extra point).
P
Grammar practice practice
Use different colours to write the points of each team.
• Questions with Where and be F
• Affirmative sentences with be in 3rd person Visual grammar presentation
SC
Vocabulary
• Rooms: bathroom, bedroom, kitchen, living room 2 More
phonics 1.35
More
Children
phonics
complete the sentences.
• Review: family members Optional extra: Write the sentences from activity 2 on the board
Functions with the words in the incorrect order, for example, the kitchen in Dad
• Ask and answer questions about someone’s location is. Children write the correct order of the words in their notebooks.
• Use prepositions to describe locations 3 Children ask and answer.
i-poster
Optional
i-flashcards extra: Display the unit 3 Poster (or open the i-poster on
Skills objectives the Teacher’s i-book) for one minute. Children try and memorise
where
IWB the members of the family are in the house. In pairs, children
Writing take turns to ask Where’s…? and answer He’s/She’s in the…
• Trace and write key vocabulary: rooms in the house
Fast finishers
Speaking Children write sentences in their notebooks about the location of
• Ask and answer questions using target language the members of the family in the Poster (print or interactive).
Listening
• Identify family members and rooms of the house Wrap up
Show each unit 3 Flashcard very quickly. Children say the
room of the house. Then they look at the unit 3 Poster (print or
More More
P
Materials practice
interactive)
practice
and say the member of the family in that room.
• Teacher’s i-book F
• Teacher’s Resource Book 1 Children SC listen and match the room with the correct
• Poster Unit 3 member of the family. Encourage them to repeat the sentences
More after they listen.
More
phonics phonics
• Student’s Book 1 CD 1 Continuous assessment

Attention to diversity i-poster
Optional extra: Using the Poster, make some true/false
Some children will need extra assistance when sentences about the location of the family members, for
i-flashcards
writing the words in activity 2. example, Dad’s in the bathroom. Children listen to your
IWB statements and answer No, he/she isn’t or Yes, he/she is.
Warmer
Use the unit 3 Poster (print or interactive) and say
the individual family members. Children say the At home
corresponding room. As you haven’t taught the rooms • Activity Book 1 page 38
yet, see how much children know and allow them to
say the word in L1 if necessary.
Lead-in Student’s Book CD 1
Use the unit 3 Poster (print or interactive), point to
1.34
More
practice the various rooms
P P in the house and say the words for
More
1 Where’s Dad? He’s in the 3 Where’s Grandad? He’s in

practice
children to repeat.
F F Drill the rooms individually and
kitchen. the bedroom.
chorally. SC SC
2 Where’s Mum? She’s in the 4 Where’s Grandma? She’s in
1 living room. the bathroom.
More More
phonics phonics
i-poster
1.34 Children listen and stick.
Display the Poster (or open the i-poster 1.35
on the Teacher’s i-book) again and point to the rooms. 1 Dad is in the kitchen. 3 Grandad is in the bedroom.
Lead-in
i-poster
This time, children say who’s in the room according to 2 Mum is in the living 4 Grandma is in the
i-flashcardsactivity 1: Dad’sSpeaking
in the kitchen. room. bathroom.
IWB
Touch + to open the activity. Play Guess it!
i-book
Divide the class in groups (up to four). Teams take turns

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Unit 3
Lesson 4
LL
1 Look, trace and circle.
1. W™e®æ´fi m¥ brot™e®?
Ifi ™æ i> t™æ kitc™e>?
Yefi, ™æ ifi. / Nø, ™æ is>´†.
Ifi ™æ i> t™æ ∫±drooµ?
Yefi, ™æ ifi. / Nø, ™æ is>´†.
2. W™e®æ´fi m¥ sis†e®?
Ifi s™æ i> t™æ livin@ rooµ?
Yefi, s™æ ifi. / Nø, s™æ is>´†.
Ifi s™æ i> t™æ bathrooµ?
Yefi, s™æ ifi. / Nø, s™æ is>´†.
MST
2 Look and match. More
practice
More
practice P
i> o> un∂e® F

Grammar SC
1 2 3 The doll is on the box.
More More
phonics phonics
LL
3 Look and complete. i> o> un∂e®
i-poster
i-flashcards
1. T™æ πenci¬ ifi o> t™æ πenci¬ caßæ. IWB
2. T™æ πenci¬ ifi i> t™æ πenci¬ caßæ.
3. T™æ πenci¬ ifi un∂e® t™æ πenci¬ caßæ.

DC
More
practice 39 More
practice P
F
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LL Children learn to predict information from Allow children to look at the pictures
More
for as long
More
as they
visual clues. need to, in order to observe the locations
phonics of phonics
the children.
MST This activity develops skills such as observation, Check children understand the spatial concepts.
location and association, as well as logical and
spatial thinking. i-poster
LL Children consolidate both their understanding of Get children to explain the connections
i-flashcards
between
the language and observational skills to make the images and the prepositions.
association between the sentences and pictures.
IWB
122
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Unit 3
Lesson 4
Language objectives 2 C hildren look and match.
Grammar Optional extra: Write three new sentences on the board:
• Prepositions: in, on, under 1. The crayon is in the pencil case.
2. The crayon is on the pencil case.
• Review: questions with be in 3rd person
3. The crayon is under the pencil case.
Vocabulary Children drawMore
pictures to represent the statements in their
• Review: family members, rooms in the house,
More
practice P
notebook. practice
classroom objects F
Functions Visual grammar presentation
SC
• Describe positions using prepositions
3 C hildren look and complete.
More
phonics
More
phonics
Optional extra: In pairs, children take turns to move their pencil

Skills objectives in/on/under other objects from their pencil case. Their partner
Reading must say the correct preposition: in/on/under.
• Interpret and respond to questions using i-poster
the target language Fast finishers
Writing Children
i-flashcards make new sentences with other objects from their
• Trace target language: prepositions pencil case and write similar sentences.
IWB
• Use the correct prepositions in sentences
Wrap up
Use the unit 3 Poster and use the chant from activity 1. Ask
Materials the question Where’s my brother? Is he in the kitchen? Children
respond chorally with Yes, he is. / No, he isn’t. Then ask the
• Teacher’s i-book second question in the chant: Is he in the bedroom? Children
• Teacher’s Resource Book 1 More
practice
More
respond
practice P
Yes, he is. / No, he isn’t.
• Poster Unit 3 F
Children SC read the sentences and match with
Attention to diversity the correct picture. Encourage them to repeat the sentences
More
phonics as they
phonics match them.
More
Activity 1 might be overwhelming as it requires

grammar knowledge as well as reading skills.
Do the first one as a class so children feel more
confident doing the task. Teacher’s Resource Book 1: Writing worksheet Unit 3
i-poster
Warmer
To review family words, draw your family tree with
i-flashcards At home
names of your relatives. Elicit the family members from
the children.
• Optional extra: Children draw a different object from
lesson 4 and write a sentence about where the object is,
Lead-in for example, The rubber is on the pen.
Teacher’s i-book) and ask Where’s…? whilst pointing
to the different members of the family. Children use full
sentences: Grandma is in the living room.
1 Children look, trace and circle.

Optional extra: Lead a chant using the script in activity
1. In the first section, boys chant with the questions and
girls respond. Swap roles for the next section.
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Unit 3
Lesson 5 Timmy and Willy
11 22
Timm¥ an∂ hifi famil¥ a®æ Timm¥ ifi sa∂. Hæ misßefi
movin@ intø å >e≤ houßæ. hifi frêndfi.
33 44
M”uµ an∂ Da∂ ha√¶ å surprißæ I†´fi å pupp¥! Timm¥ lo√±fi hifi
SCC fo® Timm¥. Wha† ifi i†? >e≤ pupp¥. H”ifi naµæ´fi Will¥.
LC
1 1.36 Read and listen. 2 Look and complete.
1 2 3 4
Thifi ifi Timm¥ . Thifi ifi M”uµ . Thifi ifi Will¥ . Thifi ifi Da∂ .
40
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SCC Tell the children about the responsibility Find out if children have pets at home and how they
of taking care of animals. look after them.
LC Children are naturally motivated to listen and Ask the children to point to the vocabulary of this
read a good story, and so language is acquired activity in the story.
naturally.
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More
practice
More
practice P P
Unit 3
F F
Lesson 5
SC SC
More
1
More
phonics phonics
Grammar Optional extra: Dictate four true or false statements. Children
• This is… stand up if the statements are false and sit down if true.
i-poster
Statements to dictate: 1. Timmy is happy. 2. Timmy has a new
• Review: Is it a…?; prepositions kitten. 3. Timmy misses his friends. 4. The puppy’s name is Wolly.
i-flashcards
Vocabulary
• love, miss, move house, puppy, sad, surprise
IWB i-book
listen to the story with the children.
Skills objectives 2 C
hildren look and complete.
Reading Optional extra: Children take out their family portraits, take turns
• Understand the narrative of a story to point to various members and say This is… Confident children
• Respond to a text can come to the front of the class, address the class and repeat
• Use predictive strategies to help comprehension the procedure.
Listening Wrap up
• Identify characters in a story Children predict what will happen in the next part of the story.
Writing Encourage them to think about what will happen to Timmy
• Write names of characters from the story and Willy.
Materials
• Teacher’s i-book Write the instalments of the story on the board in a different
order. Children tell you the correct order.
• Family portrait
At home
Children may have difficulty in following the • Optional extra: Children draw a picture of Willy and
narrative of the story, so ensure you keep checking underneath write This is Willy. He’s… (age). He’s… (colour).
and testing comprehension so they don’t get lost.
Some children read at different paces. Don’t rush
the slower children but give the quick finishers
additional activities.
Warmer
Play Simon Says with instructions using prepositions, for
example, Simon says, ‘Put your pencil on your book.’
Lead-in
Draw a house line by line on the board. Children guess
what you’re drawing. Say: It’s a house. It’s a new house.
Ensure children understand the concept of new and
explain, with pictures, that Timmy is moving to a new
house. Draw a smiley face and an unhappy face on the
board. Pre-teach happy and sad, and ask the children if
Timmy will be happy or unhappy about moving house.
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Unit 3
Lesson 6
5 6
∂. Hæ misßefi Timm¥ an∂ Will¥ a®æ i> Will¥ alsø >æedfi e≈ercißæ.
êndfi. t™æ kitc™e>. Will¥ >æedfi Timm¥ ta§efi hiµ tø t™æ par§.
foo∂ an∂ wa†er.
7 8
Timm¥ and Will¥ a®æ i>

t™æ par§. T™e¥ lo√¶ tø ru> T™e¥ lo√¶ ho† dogfi toø!
SCC an∂ pla¥.
i> o> un∂e®
LL 2 Complete the sentences.
1 2 3 1. Will¥´fi o> t™æ chai®.
2. Will¥´fi un∂e® t™æ tab¬æ.
DC
3. Will¥´fi i> t™æ bo≈.
More
practice 41 More
practice P
F
600787 _ 0036-0047.indd 41 06/03/14 15:49

SCC Talk about taking responsibility helping with Ask children what they do at home
Moreto help. More
household chores, like looking after the pets. phonics phonics
LL Children consolidate both their understanding of Get children to explain the connections between
the language and observational skills to make the the images and the prepositions.
association between the sentences and pictures. i-poster
i-flashcards
IWB
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Unit 3
Lesson 6
1 P P
More More
Language objectives practice

Children read and listen to the story (1-8).
practice
1.37
F F
Optional extra: On the board, write some key sentences from
Vocabulary the story. Elicit the
SC SC missing word in each sentence. Give the first
• Review: prepositions More letter if you see children struggling, or use actions to elicit:
More
phonics phonics
1. Willy needs food and…

Skills objectives 2. Willy also needs…
Listening i-poster
3. Timmy and Willy are in the…
• Understand and use a model for later production 4. They love…
i-flashcards
Reading More
IWBpractice i-book
More
P P
practice
• Follow a narrative listen to the story

F F with the children again.
• Use comprehension strategies

2 C hildren complete the sentences.
SC SC
• Build on confidence in reading skills More

phonics
More
phonics
Optional extra: Use the cat (unit 6) Flashcard and place it in

various places in the classroom. Dictate a mixture of true and
Materials false sentences about the cat’s location and children say Yes, it
i-poster
is / No, it isn’t accordingly. For example, The cat is on the chair.
The cat is under the table. The cat is in the bin.
i-flashcards
• Student’s Book 1 CD 1 IWB

Open the i-story and show the pictures without text
i-book
• Flashcard cat (Unit 6) or audio as a prompt as children act out the story.
Wrap up
Review what puppies need. Give the first letter if children are
practice
More
struggling.
practice P
Some children may have difficulty following the F
story. Pause after each part and ask children to tell
what has happened, in L1 if necessary. Sequencing:
SC Children drag the numbers to put the story
in order.
More More
phonics
Warmer
phonics
Children tell you the characters they remember from

the story in lesson 5. Elicit the names of the boy and Teacher’s Resource Book 1: Reading worksheet Unit 3
puppy. Ask the children why Timmy is happy (Because
he’s got a new puppy). i-poster
At home
Write the word puppy on the board and elicit what a pet • Activity Book 1 page 41
needs or use My notes on the Teacher’s i-book and IWB • Optional extra: Children draw their favourite scene from
Richmond i-tools. Draw a dog food dish and pre-teach the story.
food. Continue with water and exercise. Write the words
under the pictures and drill A dog needs food, water and
exercise.
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Unit 3
Lesson 7
LC
1 1.38 Listen, trace and stick.
Ifi thifi å tab¬æ?
1 2 Ifi thifi å bookcaßæ?
Nø, i† is>´†. I†´fi å chai®. Yefi, i† ifi.

3
Ifi thifi å so‡å? 4 Ifi thifi å so‡å? Yefi, i† ifi.
More
practice
More
practice P
SCC
Nø, i† is>´†. I†´fi a> armchai®. Grammar
F
2 Point, ask and answer. Is this a sofa? No, it isn’t.

SC
More More
phonics phonics
i-poster
i-flashcards
Ifi thifi å so‡å? IWB
Nø, i† is>´†. I†´fi å ∫¶∂.

DC
42 More
practice
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practice P
F
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LC At this age,
More children are improving their writing
More
Check how children do the activity of tracing over
phonics they arephonics
skills when tracing over the letters and the dotted letters.
making an effort to follow the lines.
SCC Working together in class gives the children the Ask some of the children to do the activity with you
opportunity to understand the social reality in to keep a track of their progress.
whichi-poster
they live and learn, which will help them
develop personally and socially.
i-flashcards
IWB
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More
practice
More
practice P P Unit 3
F F
Lesson 7
SC SC
1
More More
Language objectives
phonics phonics
i-poster
1.38 Children listen, trace and stick.
Grammar Optional extra:i-flashcards
Draw the pieces of furniture on the board. For
• Present simple question: Is this a sofa? each one, ask Is this a dog? Is this a balloon? Is this a cake? Is this
Lead-in
i-poster
a present? Is this a card? Is this a candle? Elicit and model the
• Short answers with be i-flashcardsresponse: No, itSpeaking
isn’t. It’s a…
Vocabulary IWB
Touch + to open the activity. Play What’s this? Set the
i-book
• Furniture: armchair, bed, bookcase, chair, sofa, table
timer in the Richmond i-tools to make it more challenging for
the children. Divide the class in two groups and play again. Ask
Skills objectives individual children from team A to draw members of the family
using prepositions. Team B has to say a correct sentence to
Writing score.
• Trace and write key vocabulary: furniture
Reading
• Identify the key vocabulary: furniture
2 C hildren point, ask and answer the questions.
Optional extra: Stick the unit 3 Flashcards on the board (or
• Use the target language modelled in the listening open the i-flashcards on the Teacher’s i-book). Point to one of
Speaking the flashcards and say It’s a … If you have said the correct word,
• Ask and answer questions with target language children repeat it. If not, they stay silent. Go back to the ones
which you identified incorrectly and children say the correct
More
practice
More
P
item. practice
Materials F
• Teacher’s i-book Visual grammar presentation
SC
• Student’s Book 1 CD 1 Fast
More
finishers
phonics
More
phonics
Children draw another object of their choice in their notebooks

• Poster Unit 3 and next to it, write Is this a…?
Wrap
i-poster
up
Attention to diversity Use the unit 3 Poster (print or interactive). Point to the various
pieces of furniture and ask children Is this a…? Children come up
i-flashcards
Some children might be more confident at countingMore
practice
More
P
to the poster individually
practice
and ask similar questions.
than others and work at a different pace. IWB F
Children retain vocabulary differently. Reassure
the children who are struggling to remember the Children SC
listen and choose the correct answer. Use the
classroom items. Richmond i-tools to write the names of the different furniture.
More More
phonics phonics
Warmer
More
practice
More
practice P P
Draw an outline of a house on the board and divide Teacher’s Resource Book 1: Language worksheets Unit 3
F F
it into the individual rooms. Elicit the different rooms, Optional extra: Children copy the outline of a house in
giving the first
SC letter
SC as necessary. i-poster
their notebooks and write the pieces of furniture in the
More More
phonics phonics
respective rooms.
Hold up the unit 3 Flashcards. Drill the words

i-poster
IWB
individually and chorally. Children indicate which part At home
of the house the flashcards should go in. Stick each
i-flashcards
flashcard in the rooms of the house on the board. • Activity Book 1 page 42
IWB
Open the i-flashcards and follow the instructions
i-book • Optional extra: Children draw their bedroom plan and
above. Use the Vocabulary Game Generator to play label the pieces of furniture.
Memory with the children. See page 22 for games
instructions and ideas.
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Unit 3
LC
Phonics Lesson 8

and Jen
B en
Ben and Jen are the best of friends,
best of friends, best of friends.
Ben and Jen are the best of friends.
They love to play all day.
Ben and Jen have a big pet hen,

a big pet hen, a big pet hen.
Ben and Jen have a big pet hen.
They play with the hen all day.
Ben and Jen have a big red jet,
a big red jet, a big red jet,
Ben and Jen have a big red jet.
They play with the jet all day.
Ben and Jen are the best of friends,

best of friends, best of friends.
Ben and Jen are the best of friends.
They love to play all day.
MST
2 1.40 Trace, listen and number.
®e∂ 5 eg@ 1
4 †e> 3 ∆e†
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practice
More
practice P
™e> 6 ∫±∂ 7 F
DC
2 ¬e@ 8 πe> SC
More
phonics 43 More
phonics
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LC The song gives children the chance to practise Listen and sing with children. i-poster
rhythm which will help them to remember the
sounds more accurately. i-flashcards
MST Numbering the pictures involves sequencing, Ask children to say and write numbers 1-10.
associating, ordering and also writing. IWB
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Unit 3
Lesson 8
Language objectives Fast finishers
Children practise singing the song to themselves.
Vocabulary
• bed, best, egg, hen, jet, leg, pen, pet, red, ten Wrap up
Children stand up. Say different words from the list: Jen, day, cat,
Pronunciation jet, dad, hen, Ben, pen, pink, six, red, blue, dog, lamp, bed, hat,
• Identify the phonic sound e in a set of words desk. If the word has the short e sound, children flap their arms
containing the sound
to imitate a hen flapping its wings. If the word does not have the
short e sound, they remain still.
Skills objectives Write the same list of words randomly on the board and invite a
Listening volunteer to the front of the class. Have him/her read the words
• Recognise the phonic e in a song outMore
loud in any order. Children flap their ‘wings’ whenever they
More
practice P
hearpractice
a word with the short e sound.
Writing
F
• Trace words with the phonic e
Children SC
listen to the words and drag the circle to the
images containing the correct sound.
Materials More
phonics
More
phonics
• Teacher’s i-book Continuous assessment

• Teacher’s Resource Book 1 Teacher’s Resource Book 1: Speaking worksheet Unit 3
• Student’s Book 1 CD 1 Optional extra: Hold the units 1 and 2 Flashcards and drill
• Flashcards Units 1 and 2 i-poster
the words. Children put their hands up when they think the
• Flashcard hen (Unit 6) i-flashcards
word contains the target phonic.
Warmer IWB
At home
Hold up the hen (unit 6) Flashcard and say hen for
children to repeat. Then drill It’s a hen. Focus • Activity Book 1 page 43
on the e phonic and drill individually and chorally. • Optional extra: Children copy the following from the board:
My pet is a… (type of animal).
Lead-in It is… (colour).
Write on the board My favourite pet is a… and go It is… (size: big or small).
More
practice round the class
More
P asking
practice P children to complete the
sentence. Provide
F F the English word if children only
know it in L1.SC SC Student’s Book CD 1
1
More More
phonics phonics
i-poster
1.39 Children listen and sing. 1.40
Split the class into boys and girls. 1 jet 3 egg 5 ten 7 pen
Play the song again. The boys sing along to the odd 2 hen 4 red 6 leg 8 bed
Lead-in
i-poster
lines and the girls sing along to the even lines. Swap
i-flashcardslines so now the boys are singing the even lines.
Speaking
IWB i-book
Touch + to open the karaoke activity. Play
the complete song to demonstrate the activity. Then
play the activity song. The children listen and sing,
saying the missing words as they are highlighted. Use
the Richmond i-tools to make the children write the
highlighted words on the IWB. Alternatively, use the
shade to cover the pictures of the song and make them
repeat without the visual help.
2 1.40 Children trace, listen and number.

Optional extra: Mouth one of the words from activity
2 silently to the class. Children lip-read what you are
saying and respond by saying the word aloud.
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Unit 3
SCC
Lesson 9
Achieve! C LI L
1 1.41 Listen and number the pictures.
2 4
A πe† >æedfi foo∂. A πe† >æedfi wa†e®.

1 3
CAE A πe† >æedfi e≈ercißæ. A πe† >æedfi lo√¶.

2 Trace the words.
MST
3 Make a pet care chart.
1. Fold your paper. 2. Draw and write.
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SCC Children reflect on the responsibility Ask children if they have pets and which ones,
of looking after pets. to review vocabulary.
CAE Comment on the importance of holding the pencil Check how children do the activity of tracing.
correctly and applying the appropriate pressure.
This will help to improve their artistic skills.
MST Children begin to understand the natural world If possible, get the children to explain their charts
around them and the living creatures in it along in front of the class.
with their needs.
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Unit 3
Lesson 9
Language objectives 1 1.41 Children listen and number the pictures.
Optional extra: Say a number and children chorally drill
Vocabulary
the sentence.
• Review: exercise, food, love, water
Functions
• Express needs: A pet needs… 2 Children trace the words.
Turn your back to the class and write a word with your index
finger in the air: food. Children read the word and say it out loud.
Skills objectives Divide the class into pairs. Children take turns to write and read
the words in the air. Then they make a full sentence using the
Listening word, for example: A pet needs food.
• Identify target language: pets’ needs
Writing
• Trace target language
3 Children make a pet care chart.
Distribute paper. Ask children to fold their sheet of paper in four
• Prepare a pet care chart and then unfold the sheet. They write the title Pet care at the top
and label the four sections: Food, Water, Exercise, Love. Children
then draw pictures to illustrate the words. Invite children to the
Materials front of the class one at a time to share their charts and describe
• Teacher’s i-book each section.
• Student’s Book 1 CD 1 Fast finishers
Children help their classmates if they have finished their own pet
• Paper care chart.
• Crayons or coloured pencils
Wrap up
Children come to the front of the class, hold up their pet care
Attention to diversity chart and read the different sections out. Encourage the other
Some children might need more assistance with children to clap after the child has presented their chart.
crafts in the classroom. Ensure you monitor and be
on hand to help. At home
Warmer • Activity Book 1 page 44
More Children holdP out
More
P
the picture of their chosen animal • Optional extra: Children add their favourite pet to their
practice
family portrait and write his name underneath.
practice
from homework and introduce their pet:
My pet is a… F(typeF
of animal). Prepare for the next class: Ask children to bring in some
It is… (colour).
SC SC photographs of several family members.
phonicsIt is… (size: big or small).
More More
phonics

Play Pictionary with the words puppy, food, water,
i-poster 1.41
exercise, love. Teacher draws the first one and then asks
four volunteers to draw the remaining words.
i-flashcards 1 A pet needs exercise. 3 A pet needs love.
IWB
Open the lead-in activity. Describe the picture to
i-book 2 A pet needs food. 4 A pet needs water.
the children. Ask questions so the children can complete
the description orally.
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phonics phonics
Unit 3
SCC
My family
1 Pop out and make a family album.
Lesson 10
Culture
i-poster
1. Make a cover. 2. Stick photos of your family members.
IWB
3. Write about your family. 4. Make a family album.
SCC
2 Show your album.
Thifi ifi m¥ muµ. Wha†´fi ™e® naµæ?
He® naµæ ifi He¬e>.

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SCC Transmit the idea that all the different family Ask children to explain their family albums to the
models are equally valid, socially acceptable other children.
and worthy of respect.
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Unit 3
Lesson 10
Language objectives 1 Children pop out and make a family album.
More P P
More
Vocabulary
practice
Optional extra: In pairs, children point to each other’s photos
practice
• Family members and say true/false

F F sentences, for example, This is your dad… Their
partner replies
SC Yes,
SC it is. / No, it isn’t. It’s my… accordingly.
Functions More More
• Introduce family members in an album

2 C hildren show their albums.
phonics phonics
More
practice
More
practice P
• Ask about others’ family: What’s her/his name? F
Optional extra: In feedback, children hold up their partner’s
i-poster
SC
album, point to various photos and say This is Pablo’s brother. His
Skills objectives name is…phonics
i-flashcards
More
Go round the class and ensure everyone has a turn.
More
phonics
Speaking IWB i-book

Watch the video Family album. Complete the
• Talk about family members using a photo album comprehension activity with the children.
i-poster
Writing
• Write about family members Fast finishers
i-flashcards
ChildrenIWBdraw a picture of a real or imaginary pet that they

would like.
Materials
• Teacher’s Resource Book 1 Play a spelling game.
• Poster Unit 3 Teacher: Give me an m. Children: m
• Realia: a photo album, photos of family members T: Give me a u. C: u
• Paper T: Give me an m. C: m
T: What does that spell? C: Mum!
• Glue
• String Repeat with dad. This time, choose a stronger child to be the
caller and the class responds.
Warmer
Display the unit 3 Poster (or open the i-poster on the At home
Teacher’s i-book). Make statements about the family • Activity Book 1 page 45
members, for example, I’m in the living room. (Grandad,
Grandma), I’m on the chair (cat). Children put their • Optional extra: Encourage children to show their albums
hands up and say the family member. The child then to their family.
makes another sentence about another member for
their peers to guess.
Lead-in
Show your photo album to the class and teach the
word album. Flick through the pages and elicit who
the members are. If children guess correctly, say That’s
right, this is my mum.
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Unit3 Review
LL
1 Grandmå 2 M”uµ
M”uµ brot™e® Granda∂ Grandmå Da∂ sis†e®

3 brot™e® Da∂ 4 sis†e® Granda∂
LL
2 Look and write.
1 4
Thifi ifi m¥ Thifi ifi m¥ M”uµ
Grandmå . .
2 5
Thifi ifi m¥ Thifi ifi m¥ bab¥
Granda∂ . brot™e® .
3 6
Thifi ifi m¥ sis†e® Thifi ifi m¥ Da∂
. .
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LL Review lessons provide a comprehensive revision Check whether children are making more progress
of all four language skills: listening, speaking, in one skill than in the others.
reading and writing. They also review
vocabulary and grammar, and allow teachers
to continuously assess the children’s progress.
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More
practice
More
practice P P
F F Unit 3
More More
SC SC
Review
phonics phonics

Display the unit 3 Poster. Go round the class and ask individual
Grammar i-poster
children about the location of the members of the family in the
• This is my… i-flashcardsposter, for example, Where’s Mum?
• Prepositions
IWB i-book
Open the i-poster. The children listen and drag the
Vocabulary objects or the family members to the correct place. Repeat
• Family members using your own instructions. Encourage children to give their
own instructions to their classmates. Use the Richmond i-tools
Skills objectives to circle the key vocabulary covered in the unit and in previous
units.
Writing
• Write key vocabulary: introducing family members 1 1.42 Children listen and match.
Reading Optional extra: Display the unit 3 Poster and write the names
• Identify the key grammar of the unit of the family members on one side of the board and the rooms
Listening of the house on the other. In pairs, children make complete
• Review the key vocabulary and grammar in a sentences based on the poster, for example, Brother is in the
matching exercise bedroom.
• Identify location of persons
Speaking 2 C hildren look and write.
• Ask and answer questions using the key vocabulary Optional extra: Children choose three family members
and grammar and draw a picture of each one. Underneath, children write
This is my… as in activity 2.
Materials Student’s Book CD 1

1.42
• Student’s Book 1 CD 1 1 Where’s Grandma? Grandma is in the bathroom.
• Poster Unit 3 2 Where’s Mum? Mum is in the bedroom.
• Flashcards Unit 3 3 Where’s my brother and Dad? They are in the kitchen.
• Flashcard cat (Unit 6) 4 Where’s my sister and Grandad? They are in the living room.
There may be more than one possible answer in
activity 2, so be flexible when correcting the children.
Warmer
Draw a Noughts and Crosses grid on the board. Draw a
More
practice
More
P P
different piece of furniture in each square on the grid.
practice
F F
Divide the class into two teams: X and O. Ask a child
from team X SCto SC
come up, point to a piece of furniture
More and name it: It’s a (sofa). If the child is correct, rub out
More
phonics phonics
the picture and put an X in the space. If not, the picture

remains. Repeat with the other team. The first team
to get three X’s or three O’s in a row – horizontally,
i-poster
vertically or diagonally – wins. Children continue to play
in small groups.
i-flashcards
IWB i-book
the key vocabulary covered in the unit. See page 22 for
games instructions and ideas.
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Unit3 Review
IE
3 Read and circle.
1 2
B”orifi ifi B”orifi ifi o> /

un∂e® / i> t™æ ∫±∂. un∂e® t™æ armchai®.
IE
4 Point, ask and answer.
Where’s the dog?
i> o> un∂e® chai® bo≈ tab¬æ

1 2 3 W™e®æ´fi t™æ do@?
I†´fi o> t™æ chai®.
5
IE
Read and draw.
1. B”orifi ifi o> t™æ so‡å. 2. B”orifi ifi i> t™æ bo≈.
Child’s Child’s
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IE Review lessons develop a positive personal Children check and correct their work.
attitude towards independent learning and
make the children aware of their own capacities,
limitations and achievements.
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Unit 3
Review
3 Children read and circle. Final evaluation
Optional extra: Display the unit 3 Flashcards on the
board and place the Flashcard of the cat in various Teacher’s Resource Book 1: Test Unit 3
locations. Children put their hands up and tell you the
location of the cat, for example, The cat is on the sofa.
Children get up one at a time, put the flashcard in
At home
another location and repeat the procedure. • Activity Book 1 pages 46-47
• Optional extra: Children write their favourite five
4 C hildren point, ask and answer.
More
practice
More
practice P P
F F vocabulary items/characters from unit 3 in their notebooks

Optional extra: In pairs, children look at the unit 3 and draw a picture.
Poster (printSCorSCinteractive) and take turns to ask
phonics each other about the location of the various members
More More
phonics
of family using the same format from activity 1, for

example:
i-poster
A: Where’s Mum?
B: Mum is in the bedroom.
i-flashcards
IWB
Open the Speaking activity. Put an item in/on/
i-book
under a piece of furniture. Play Where is it? by asking

the children about the location of the different items:
Where is the hen? The first child who gives a correct
answer comes to the IWB, moves the item to a
different place and then asks the rest of the children a
question: Where is the…?
5 C hildren read and draw.

Optional extra: In pairs, children write new sentences
with prepositions about their favourite character
from the unit and their partner draws the corresponding
picture.
Wrap up
Write the following words on the board: bedroom,
cat, bathroom, hamster, sister, puppy, brother, dad,
kitchen, mum, dog, living room. Divide the class into
pairs. Children classify the words into three lists: Family
members, Pets and Rooms. The first pair to finish wins
the game. Check answers on the board.
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Unit 3
Unit
Lesson 1
3 Home, sweet home!
1 Trace, look and number.
Unit 3
Lesson 2
1 2
brot™e® da∂ granda∂ grandmå muµ sis†erfi
1 2
2 Thifi ifi m¥ 1 Thifi ifi m¥

Thifi ifi m¥ granda∂ . T™eßæ a®æ m¥ sis†erfi . muµ. grandmå.
3 4
Thifi T™eßæ
1 2
Thifi ifi m¥ da∂ . Thifi ifi m¥ brot™e® .

2 Draw and label your family.
T™eßæ a®æ m¥ grandpa®entfi. Thifi ifi m¥ unc¬æ.
3 4
Child’s own drawing and writing
Thifi ifi m¥ bab¥ sis†e®. T™eßæ a®æ m¥ cousinfi.

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Unit 3
Unit 3 Unit 3
Lesson 3 Lesson 4
1 Trace and number. 1 Draw each person in a different room and colour.
2
Child’s
1 own
M”uµ drawing
Child’s
own
Da∂ drawing
3 4
2 Look and complete the answers.

H�æ´fi S”™æ´fi kitc™e> livin@ rooµ
1. W™e®æ´fi M”uµ? S™æ´fi i> t™æ Child’s own writing .
2. W™e®æ´fi Da∂? Hæ´fi i> t™æ Child’s own writing .
2 bathrooµ 4 kitc™e> 3 Read and draw. Child’s
1 ∫±drooµ 3 livin@ rooµ Child’s
Child’s T™æ ca† ifi unde® t™æ tab¬æ. own
2 Read, look and match. own own

drawing
drawing
drawing
1. W™e®æ´fi M”uµ? S”™æ´fi i> t™æ kitc™e>.

2. W™e®æ´fi Da∂? Hæ´fi i> t™æ bathrooµ.
3. W™e®æ´fi Grandmå? Hæ´fi i> t™æ ∫±drooµ. Child’s
own
4. W™e®æ´fi m¥ brot™e®? S”™æ´fi i> t™æ livin@ rooµ. T™æ ca† ifi o> t™æ chai®. drawing T™æ ca† ifi i> t™æ bo≈.
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600809 10/03/14 12:12
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Unit 3
Unit 3 Unit 3
Lesson 5 Lesson 6
1 Complete the pictures and write the names. 1 Read, trace and match.
1. Will¥ >æedfi lo√¶.
2. Will¥ >æedfi e≈ercißæ.

Child’s
own
drawing
3. Will¥ >æedfi foo∂.
4. Will¥ >æedfi wa†e®.

1. H”ifi naµæ´fi Timm¥ . 2. H”ifi naµæ´fi Will¥ . 2 Draw something a puppy needs and colour.
2 Read, look and circle.
1 2 3
W™e®æ´fi Will¥? Will¥ ifi o> / Will¥ ifi o> / Will¥ ifi o> /
i> t™æ bo≈. i> t™æ bo≈. unde® t™æ bo≈.
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Unit 3
Unit 3
Lesson 7 3 Phonics Unit 3
Lesson 86
1 Find and circle the words. 3 4

1 Read and draw.
2 1 2
d o p s s b r n a
t b v h s o l i r
a o f a o q a b m Child’s Child’s
1 5 own drawing own drawing
b o o k c a s e c
l c y r p k p d h
e a e s s e r k a
w s a f g j t l i
y h s o f a s o r å ™e> o> å ∫±∂ †e> ®e∂ πenfi
2 Read and colour. 2 Look and complete the words.
1 2 3
chai® = pin§
ca† = yello≤
∫±∂ = purp¬æ ∫ å † ∂ ø @ ∫ æ ∂
boo§ = orangæ 4 5 6
bookcaßæ = ®e∂
π æ > æ g@ © å †
7 8 9
3 Look at the picture and complete.
∫±drooµ livin@ rooµ
∆ æ † ¬ å mπ ¬ æ @
Ifi thifi å livin@ rooµ ? Nø, i† is>´†. I†´fi å ∫±drooµ . 3 Colour the objects that have the short e sound.
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Unit 3
Unit 3 Unit 3
Lesson 9
Achieve! C LI L
1 Read and draw. My family Lesson 10
Culture
1 Follow the maze. 1 2
Child’s Child’s
Thifi ifi m¥ muµ. S”™æ´fi Ifi thifi you® brot™e®?

i> t™æ livin@ rooµ. Nø, i†´fi m¥ da∂.
3 4
Child’s Child’s
T™eßæ a®æ m¥ sis†erfi. T™e¥ a®æ Ifi thifi you® da∂? Nø, i†´fi m¥
i> t™æ kitc™e>. granda∂. Hæ´fi i> t™æ ∫±drooµ.
2 Complete the sentences. 5 6
bookfi e≈ercißæ foo∂ lo√¶ πenfi wa†e®

Child’s Child’s
1. A πe† >æedfi wa†e® . 3. A πe† >æedfi lo√¶ .

2. A πe† >æedfi foo∂ . 4. A πe† >æedfi e≈ercißæ . Ifi thifi you® grandmå? Thifi ifi µæ!
Yefi, i† ifi.
44 45
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144
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Unit 3

1 8 Listen, circle and complete the sentences. 4 Look and circle.
1. 1. W™e®æ´fi
W™e®æ´fi m¥ granda∂
m¥ granda∂ / da∂?Hæ´fi i>
/ da∂? Hæ´fit™æi> t™æ kitc™e> . . 1 2
2. 2. W™e®æ´fi
W™e®æ´fi m¥ muµ
m¥ muµ / sis†e®? S”™æ´fiS”™æ´fi
/ sis†e®? i> t™æi> t™æ livin@ rooµ. .
3. 3. W™e®æ´fi
W™e®æ´fi m¥ muµ
m¥ muµ / grandmå?
/ grandmå? i> t™æi> t™æ bathrooµ .
S”™æ´fiS”™æ´fi .
2 Look and label. i> / o> i> / o>
bathrooµ ∫±drooµ kitc™e> livin@ rooµ 3 4
1 2
i> / un∂e® un∂e® / o>

kitc™e> ∫±drooµ
3 4
5 Read, look and number the sentences.
2 T™æ bir∂ ifi i> t™æ bo≈. 4 T™æ bir∂ ifi o> t™æ bookcaßæ.
1 T™æ bir∂ ifi o> t™æ armchai®. 3 T™æ bir∂ ifi un∂e® t™æ tab¬æ.
bathrooµ livin@ rooµ 6 Draw a room and write.
3 Look and write. Thifi ifi m¥ Child’s own writing
1. granda∂ 4. sis†e®
Child’s
own drawing
2. muµ 5. grandmå
3. da∂ 6. brot™e® .
46 47
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12:12 _ 0036-0047.indd 47 10/03/14 12:12
Transcript
8
1
Boy: Where’s my grandad?
Girl: He’s in the kitchen.
2
Boy: Where’s my sister?
Girl: She’s in the living room.
3
Boy: Where’s my grandma?
Girl: She’s in the bathroom.
145
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Unit
Grammar
4 Overview
• Present simple be: • Fruit and vegetables: • Phonics: i sound • Family members
affirmative, negative apple, banana, carrot, • Numbers
and interrogative cherry, cucumber, • Prepositions of place
• Questions: What, How onion, orange, peach,
many pear, potato, tomato,
• Demonstrative: this, that watermelon
• there is / there are • Insects: ant, bee, butterfly,
• Indefinite articles: a, an ladybird, spider
• Prepositions of place: • Other: flower, garden,
behind, in, in front of, grass, plant, seed, sun,
next to, on, under tree, water, fish, hit, kick,
pig, swim, swing
Language objectives
Grammar Functions
• To use demonstrative pronouns (this/these) to identify • To identify fruits and vegetables
singular and plural items • To identify insects and objects in nature
• To use there is / there are to express the existence and • To describe the position of objects
amount of objects • To describe the life cycle of a plant
• To identify indefinite articles • To describe a picture
• To ask questions using Where + be to locate objects • To count insects
• To ask questions using How many + be to identify quantity
• To locate objects using prepositions of place (behind, in
front of, on, next to, under)
• To identify and name fruits and vegetables • To highlight and practise short and long i sounds
• To identify and name insects and other elements in nature
• To recognise the life cycle of a plant
Skills objectives
Speaking Reading
• To ask and answer questions to identify objects with • To recognise the target language of the unit and match to the
target language corresponding image
• To ask and answer questions about quantity and • To recognise the target language in the context of a narrative
location of objects • To follow the narrative of a story and respond to a text
• To sing along a chant/song to reinforce target language • To use reading strategies such as prediction to improve
• To use a model for role-play comprehension
• To understand the lyrics of a chant in order to join in
Listening Writing
• To identify fruits, vegetables and insects • To trace and write target vocabulary: fruits, vegetables,
• To follow the narrative of a story insects, nature, prepositions
• To identify the location of objects • To write questions and affirmative sentences using this/these
• To trace and write prepositions of place
• To write sentences with there is / there are
• To identify and write the correct form of the indefinite article
• To trace and write numbers
146
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F F
SC SC
More More
phonics phonics
More
practice
More
practice P P
F F
i-poster SC SC
More
phonics
More
phonics

Teacher’s i-book
IWB i-book
Present simple, questions, demonstratives, there Use the Richmond
is / there are, indefinite articles and prepositions i-poster
the IWB.
of place. i-flashcards
• Check children can understand and produce oral Activities in Lead-in and
Lead-in
and written messages using the unit vocabulary: Speaking to the lesson. See lessons 1, 2, 5, 6, 7,
fruit and vegetables and insects. 8, 9 and Review Speaking
of this unit.
+
• Children can recognise and produce i sounds. Activities with + beside the rubric offer an additional
• Check children can understand and produce interactive activity to reinforce the activity content. See lessons
functional language: identify fruit, vegetables More
practice
2, 7More
and 10 of
practice P this
P unit.
and insects, describe the position of objects.
F F
See
More

More lessons
practtice
prac
More
SC
More
practice
ice SC
practice 2, 3, P4 PP 7 of this unit.
P and
Materials More
phonics
More
FF FF
phonics

SC Wrap
• Student’s Book 1 CD 1 be
More
More used as
More
More homework. See lessons 1, 2, 3, 4, 6, 7 and 8 of
phonics
• Teacher’s Resource Book 1 phonics phonics
phonics
this unit.
Language worksheets Unit 4, pages 13-15: Lesson 7 i-poster
Reading worksheet Unit 4, page 39: Lesson 6 i-flashcards Audiovisual material is provided in lesson 10 of this unit.
Writing worksheet Unit 4, page 51: Lesson 4
i-poster
Speaking worksheet Unit 4, page 63: Lesson 8 IWB
i-poster
The unit review pages also cover additional Speaking activities
i-book
Listening worksheet Unit 4, page 73: Lesson 3 reinforce the unit content. See Review of this unit.
toi-flashcards
i-flashcards
Test Unit 4, pages 116-121: Unit 4 Review

• Flashcards Units 1-4 IWB
IWB i-book
i-book
• Poster Unit 4 interactive games to review the key vocabulary from the unit
• Extra at any time.
3 pieces of paper folded in Classroom objects:
half and stapled together pencil, pen, book, Use the Interactive Routines Poster at the beginning of
(one for each child) rubber, crayons each lesson.
Realia: an apple, paper Paper
cups, soil, seeds, water Glue
Slips of paper Markers For suggestions on how to exploit the course
Paper bag Crayons resources see our Activity Bank, pages 17-23
Key competences
Children develop skills using stories, songs, chants Children practise working in pairs and small groups.
and model dialogues as tools for helping language Children learn to identify fruit and vegetables, how
acquisition. they grow and where they are sold.
Children become more comfortable with joining in
Mathematical competence and basic songs and chants and acting out stories. Children take
MST
part in craft activities which develop motor skills and
competences in Science and Technology creativity.
Children develop an understanding of the food we
grow and eat and the life cycle of plants. Children LL Competence in learning to learn
learn about common garden insects. Children become more autonomous writing,
spelling and making decisions.

DC Digital competence Children practise working alone, planning
Children use technology as a tool to reinforce and executing a task as well as revising the
language acquisition by using audiovisual and unit content. Children are made aware of the
interactive whiteboard material. importance of revision as an aid to
independent learning. 147
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Unit
esson 11
LLesson
4 In the garden
LC
1 2 L”oo§ a† al¬ t™æ √±@etab¬efi!

Le†´fi gø tø L”il¥´fi gar∂e>!
Wha† a®æ yo¤ doin@? 4 M”mµ... å sala∂! Le†´fi ea†!

3
Wæ´®æ pickin@ √±@etab¬efi.

LL
Le†´fi gø tø t™æ kitc™e>!
2 Trace the words.
c™err¥ bananå
5 6 3
πea® 1 πeac™
2 4
7 oran@æ
LC app¬æ wa†erµelo>
DC
48 More
practice
More
practice P
F
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LC The story
More
introduces the topic of the fruit and
More
Check children have understood the context of
vegetables
phonicsalong with developing reading and
phonics
the story.
listening skills.
LL Children learn to associate the written form Check that all the children are tracing the words
of the words with images as a strategy to appropriately.
learn vocabulary.
i-poster
i-flashcards
IWB
148
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Unit 4
More
practice
More
practice P P
Lesson 1
F F
Language objectives 1 1.43 Children

SC SC read and listen to the story.
Vocabulary More
phonics
Values: Discuss healthy eating habits with the class. Explain that
More
phonics
• Fruit: apple, banana, cherry, fruit salad, orange, fruits and vegetables give us lots of vitamins and are important
peach, pear, watermelon for growing up healthy and strong.
• Review: family members Optional extra: Divide the class into two groups. Tell group
i-poster
one to take the girls’ role in the story and group two to take
Functions the boys’. Change roles and repeat.
i-flashcards
• Make suggestions: Let’s... P i-story

IWBMore
practice i-book Open the
More
P
practice by touching the first picture. Read and
listen to the story
F F with the children.
Skills objectives SC SC
Listening More
phonics2 Children trace the words.
More
phonics
• Recognise key vocabulary language: fruit Optional extra: Draw a picture of a lunch box on the board or IWB
(open My Notes on the Teacher’s i-book and use the Richmond
Reading i-tools to draw it). Elicit what the object is and draw three items
• Recognise the key vocabulary in the context of a story i-poster
of fruit. Children copy, draw and label three items of fruit they may
Writing have in their lunch box.
i-flashcards
• Trace key vocabulary: fruit IWB

Use the Vocabulary Game Generator to play What’s
i-book
missing? with the children. See page 22 for games instructions

Materials and ideas.
Optional extra: Display the unit 4 Flashcards on the walls of
• Poster Unit 4 the classroom. Give instructions: Point to the watermelon. Point
• Flashcards Unit 4 to the pear.
• Paper bag
Wrap up
Put the unit 4 Flashcards in a paper bag. Invite a child to
practice
pickMore
one. If theP child identifies the object correctly, they keep
practice
Some children may be unfamiliar with some fruit the card. Continue until all the children have had a turn.
included in the lesson. Use realia if needed and F
stress the importance of fruit and vegetables. Explain Children SC
take turns to match each word with the
that they are full of vitamins and are important for pictures. Use the Richmond i-tools and ask children to write
growing up healthy and strong. More
phonics theMore
colour of each fruit.
phonics
Warmer Initial evaluation

Choose a lexical set that children have studied in a Display the unit 4 Poster (or open the i-poster on the
previous unit, e.g., family members. Say a word, fori-poster Teacher’s i-book). Point to target language on the poster and
More example, mother, and clap. The children say another
practice P P
More
practice say: This is an orange. It’s green. Children stand up if the sentence
word from the same set and so on until they can’t i-flashcards is true and touch their nose if the sentence is false.
F F
think of any more words. In pairs, children repeat the
procedure. SC SC IWB
More
phonics
More
phonics At home
Lead-in
Slow spell the words garden and fruit on the board. • Activity Book 1 page 48
Children call out the word if they recognise it. Display the
i-poster
unit 4 Poster. Point to target language from the lesson
and elicit the name of the fruits from the children.
i-flashcards Student’s Book CD 1
IWB i-book
Open the i-poster. Follow the instructions for the 1.44
poster exploitation above. Then listen to each word and 1 It’s a cherry. 4 It’s an orange. 7 It’s a watermelon.
point to the fruits and vegetables as they are mentioned.
2 It’s an apple. 5 It’s a pear.
Listen again and ask volunteers to come to the IWB and
drag the words they hear to the correct place. 3 It’s a peach. 6 It’s a banana.
149
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Unit 4
CAE
Lesson 2
A cheer to fruit
Peaches and cherries are very sweet.
Oranges and pears are a yummy treat!
All these fruits are good for you.
Watermelons, apples and bananas, too!
Eating fruit makes you healthy and strong,
So let’s eat fruit all year long!
LC
Wha†´fi thifi?
I†´fi å πea®.
Wha† a®æ t™eßæ?
T™e¥´®æ oran@efiP.
More More
practice practice
F
Grammar SC
LC What’s this? It’s an apple.
3 Read, match and complete. More are these?
What
phonics
More
They’re pears.
phonics
1. Wha†´fi thifi? I†´fi / T™e¥´®æ å c™err¥.

i-poster
2. Wha† a®æ t™eßæ? I†´fi / T™e¥´®æ πearfi.

i-flashcards
IWB
3. Wha† a®æ t™eßæ? T™e¥´®æ bananafi.
4. Wha†´fi thifi? I†´fi å wa†erµelo> .

DC
More
practice 49 More
practice P
F
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CAE Songs give children the opportunity to Practise the chant with and without
Morethe musicMore
so
the rhythm can be slowed down ifphonics
phonics
practise rhyme and rhythm while consolidating necessary.
the vocabulary.
LC This oral activity helps to consolidate the Ask pairs of stronger children to ask and answer
question forms and vocabulary in questions in front of the class and ask the rest of
a communicative way. the class to repeat what they have said.
i-poster
i-flashcards
IWB
150
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Unit 4
More
practice
More
practice P P
F F
SC SC Lesson 2
More More
phonics phonics
i-poster
Language objectives 1 1.45 Children listen and chant.

i-flashcards
Grammar Optional extra: Listen again. This time children whisper the
• Questions with What + be + demonstratives
i-poster chant and clickLead-in
their fingers. Repeat the procedure, gradually
getting louder Speaking
each time and then reverse the process.
• Affirmative sentences with be in the 3rd person i-flashcards
Vocabulary IWB i-book

Touch + to open the activity. Children chant and say the
• Review: fruits missing words as they are highlighted.
Functions
• Identify fruits 2 Children point, ask and answer.
Optional extra: Hand out a slip of paper to each child. Children
draw a fruit basket. Dictate six items of the target language and
practice
children
More
drawpractice P
the corresponding items.
Speaking F
• Ask and answer questions using the target language Visual grammar presentation
SC
Listening
• Follow a chant 3 Children read, match and complete.
More
phonics
More
phonics
Writing Optional extra: Children point to each others’ fruit basket

• Write affirmative sentences using be drawings and ask and answer: What’s that? It’s a pear. What are
these? They’re apples. Model the activity individually and chorally
with the group first.
Materials
i-poster
• Teacher’s i-book Fast finishers

i-flashcards
• Student’s Book 1 CD 1 Children write another question and affirmative sentence in their
notebooks.
IWB
• Poster Unit 4 Wrap up
• Slips of paper Choose an item from the page and mouth it silently to the class.
Children lip-read and call out the word. In pairs, children repeat
procedurePwith different items from the page.
More More
practice
thepractice
Attention to diversity F
Some children may be reluctant to speak. Provide lots
Children SC
listen and choose the correct picture. Children
of opportunities through repetition and choral chants,
use the Richmond i-tools to write the colours of the fruits.
and ensure that children understand the task by More More
phonics phonics
modelling each activity.
More
practice
More
P P
Warmer
practice
Draw fruit on the board. Children put their hands up when

Play HangmanF onF the board or IWB (open My Notes on they know what it is. Insist children give complete answers:
the Teacher’sSCi-book)
SC with the words garden, fruit and
i-poster
It’s a... / They’re...
phonicssalad from lesson 1.
More More
phonics
i-flashcards
Lead-in At home
IWB
Hold up the unit 4 Flashcards (or open the i-flashcards
i-poster
on the Teacher’s i-book) and children say the name of
i-flashcards
the fruit. • Optional extra: Children label the items in their fruit
basket: It’s a cherry. They’re pears. Display children’s work
IWB i-book
Open the lead-in activity. Memory game: find pairs.
on the classroom walls in the following class.
151
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Unit 4
Lesson 3
MST
A”®æ t™eßæ
potatø±fi?
Nø, t™e¥ a®e>´†. T™e¥´®æ carrotfi.
1 2 3
LC
2 Trace and number.
2 3
1. tomatø±fi
2. cucum∫±rfi
4
3. onionfi 1
4. potatø±fi
5
5. carrotfi More
practice
More
practice P
F
Grammar SC
LC
3 Point, ask and answer. Are these onions? Yes, they are.
More
phonics
More
phonics
DC
A”®æ t™eßæ cucum∫±rfi? Nø, t™e¥ a®e>´†. T™e¥´®æ tomatø±fi.
50 More
practice
More
practice P
i-poster
F
600787 _ 0048-0059.indd 50 i-flashcards 06/03/14 15:50

MST Asking children
More about where fruit and
More
Evaluate IWB
the level of general knowledge about types
phonics
vegetables are grown makes them aware of
phonics
of vegetables.
where our food comes from.
LC Tracing the words helps children to develop Check children are tracing the words.
their writing skills in a controlled way.
i-poster
i-flashcards
IWB
152
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Unit 4
Lesson 3
Language objectives 1 1.46 Children listen and point.
Grammar Optional extra: Display the unit 4 Poster (or open the i-poster
• Questions using demonstratives on the Teacher’s i-book). Point to the potatoes and ask the
• Yes/No answers children: Are these carrots? Lead the children in responding: No,
• The plural s they aren’t! They’re potatoes. Repeat the procedure several times.
Vocabulary
• Vegetables: carrots, cucumbers, onions, potatoes, 2 Children trace and number.
tomatoes Optional extra: Write r-r-o-a-c-t on the board. Children race to
order carrot and put up their hand when finished. Children make
Functions their
Moreown anagram in their
More
P notebooks and swap their notebook
• Identify vegetables practice practice
with their partner and order the letters.
• Ask and answer about vegetables F
SC
Skills objectives
Speaking
3 Children point, ask and answer.
More
phonics
More
phonics
Optional extra: Ask a child to stand with their back to the board.
• Ask and answer questions using target language On the board draw a pair of vegetables, e.g., two onions and write
• Identify vegetables They’re onions. The child then tries to guess the object by asking the
• Use a model for short exchanges group
i-poster
questions: Are these potatoes? The group responds: No, they
aren’t. / Yes, they are! Repeat with several volunteers.
Listening
• Identify the correct vegetable
i-flashcards
Wrap up
Writing Display
IWB unit 4 Flashcards (or open the i-flashcards on the
• Trace and write target vocabulary: vegetables Teacher’s i-book) on the board or IWB. Children draw a grid with
six squares and write the name of a flashcard in each square. Call
out the objects at random. Children cross out the word if it is in
Materials their grid. The first child to write a cross on all six words in their
More More
P
• Teacher’s i-book practice
gridpractice
calls out Bingo!
• Student’s Book 1 CD 1 Children take
SC turns to drag the images to the correct place.
• Poster Unit 4
More
More
phonics
• Slip of paper for each child Teacher’s Resource Book 1: Listening worksheet Unit 4
Attention to diversity i-poster At home

Model speaking activities with stronger students and
provide plenty of praise and encouragement to help
i-flashcards • Activity Book 1 page 50
children feel comfortable. • Optional extra: Children draw and label a picture of their
IWB garden, including the various fruits and vegetables seen in
the unit so far.
Warmer
Invite seven children to the front of the class. Distribute
unit 4 Flashcards. Play the chant from the previous Student’s Book CD 1
lesson again and encourage children to chant along.
Volunteers hold up their flashcards when they hear 1.46
their word. 1 Are these potatoes? No, they aren’t. They’re carrots.
2 Are these onions? Yes, they are.
Lead-in
Spell vegetable on the board or IWB and elicit some 3 Are these cucumbers? No, they aren’t. They’re potatoes.
examples. Display the unit 4 Poster, point to the
various vegetables and say the words for children
to repeat.
153
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Unit 4
Lesson 4
MST
1 1.47 Listen and count.
ladybir∂
but†er‡l¥
an†
∫¶æ
H”o≤ man¥ ladybirdfi a®æ t™e®æ?
spi∂e® Le†´fi coun†! More
practice
More
practice P
F
SCC Grammar SC
2 Ask and answer questions. How many spiders are there?
More is one spider.
There
phonics
More
phonics
H”o≤ man¥ but†er‡lêfi a®æ t™e®æ? T™e®æ a®æ fou® but†er‡lêfi.

MST
3 Trace, count and complete. i-poster
1. T™e®æ a®æ fou® but†er‡lêfi i-flashcards

.
2. T™e®æ a®æ eigh† antfi IWB

.
3. T™e®æ ifi o>æ ∫¶æ .
4. T™e®æ a®æ ni>æ ladybirdfi .

DC More
practice 51 More
practice P
F
600787 _ 0048-0059.indd 51 06/03/14 15:50

MST The children practise counting and observing. Children need to remember the More
spelling of the
More
They also learn to recognise and write the numbers they know. Check that phonics
their independent
phonics
numbers. writing is correct.
SCC Tell the children about the importance of Monitor the activity and check that all the children
participation and cooperation in pairwork. are taking part appropriately.
i-poster
i-flashcards
IWB
154
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Unit 4
Lesson 4
Language objectives 2 C hildren ask and answer questions.
Optional extra: Point to classroom objects around the room and
Grammar
say:MoreHow manyMorechairs are there? Let’s count! Children put up their
• Questions with How many + be practice P
hand when they know the
practice
answer: There are (ten) chairs.
• there is / there are
F
Vocabulary Visual grammar presentation
• Insects: ant, bee, butterfly, flower, grass, insect, SC
ladybird, spider, trees 3 C hildren trace, count and complete.
More
phonics
More
phonics
• Review: numbers Optional extra: Display the unit 4 Poster (or open the i-poster
on the Teacher’s i-book). Write the following on the board
Functions
or IWB:
• Count
There are ___________ bees. There are ___________ spiders.
There
i-poster
are ___________ ladybirds. There are ___________ butterflies.
Skills objectives Children copy it in their notebooks and count how many of
i-flashcards
each animal they can see in the poster. Children can check their
Writing answers with a classmate.
• Trace and write the key vocabulary IWB
Reading Fast finishers

• Ask and answer questions about quantity using Children make new sentences with other animals from the unit 4
target language Poster (print or interacive) and write similar sentences.
Listening
• Identify the number of key vocabulary: insects Wrap up
Give each child a slip of paper. On the board draw a garden
with grass, flowers and trees. Label and drill the new language.
Materials Children copy the image in their notebooks, choose four insects
and draw from 1-10 of these in the garden. Invite volunteers to
• Teacher’s i-book the front of the class and display their pictures. Lead the class in
• Teacher’s Resource Book 1 asking and answering questions about the pictures, for example:
• Student’s Book 1 CD 1 What are these? They’re ants. How many ants are there? There are
More
practice
More
P
• Poster Unit 4 five practice
ants.
• Slip of paper for each child F
• Crayons Children SC listen and choose the correct answer. Using
the Richmond i-tools children take turns to write the name
More
phonics of each
phonics animal.
More
Children may need assistance in activity 3 to write Continuous assessment
numbers, as they don’t have the added support of Teacher’s Resource Book 1: Writing worksheet Unit 4
tracing. i-poster
Warmer i-flashcards At home

Play Hangman with the word insect on the board or IWB
(open My Notes on the Teacher’s i-book and use the IWB • Activity Book 1 page 51
Richmond i-tools). Elicit meaning and drill chorally. • Optional extra: Children draw and label a picture of their
favourite insect.
Lead-in
Teacher’s i-book). Point to the insects one by one and Student’s Book CD 1
elicit the names. Drill chorally and individually. 1.47
1 1.47 Children listen and count.

How many ladybirds are there?
Let’s count! There are nine.
Let’s count! There are eight.
How many bees are there?
Optional extra: Display the unit 4 Poster (or open the
How many butterflies are there? Let’s count! There is one.
i-poster on the Teacher’s i-book). Point to the animals
Let’s count! There are four. How many spiders are there?
on the poster and say: It’s a (bee)! Children repeat the
How many ants are there? Let’s count! There is one.
sentence and mime the animal.
155
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Unit 4
Lesson 5
At the market H”o≤ man¥
H”o≤ man¥ c™errêfi a®æ t™e®æ?
1 carrotfi a®æ t™e®æ? 2
T™e®æ a®æ twø c™errêfi. Ifi thifi å bananå?
T™e®æ ifi o>æ carro†.
L’e†´fi gø tø t™æ mar§e†!
3
4
Wha† a®æ t™eßæ?

Wha†´fi thifi?
MST
I†´fi å wa†erµelo>. T™e¥´®æ πeac™efi.
LL
2 Look and write. å πea® a> onio>
1. 2. 3.
a> app¬æ å spi∂e® a> oran@æ
4. 5. 6.
å ∫¶æ a> an† å cucum∫±®
52
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MST Talk about the importance of eating fruit and Ask children which fruit and vegetables in the story
vegetables to keep our body healthy. they like.
LL The activity shows children how spelling of Check children have understood when to use the articles
words influences the use of indefinite articles. a and an.
156
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More
practice
More
practice P P
F F
SC SC Unit 4
More
phonics
More
phonics Lesson 5
Grammar Optional extra: Children listen again, this time reading the text
• Indefinite articles aloud. Boys and girls repeat alternate lines.
i-flashcards
• Review: questions with How many + be, there is / IWB i-book

there are listen to the story with the children.
Vocabulary
• market 2 C hildren look and write.
• Review: fruit, vegetables Optional extra: Draw a bee line by line on the board. Children
put up their hands and call out the name when they guess
what the image is: It’s a bee! Do the same with an apple.
Skills objectives Drill both sentences paying particular attention to a and an.
Writing
• Write the correct form of the indefinite article Fast finishers
• Spell target language More
practice Children readP the
More
P story to themselves quietly.
practice
F F
Reading
• Follow the narrative of a story Wrap up SC SC
Make two piles of unit 4 word Flashcards with four cards in
• Respond to a text More
phonics
More
phonics
each. Choose three of the same category and one of another,

Listening e.g., fruit and vegetables. Divide the class into two teams.
• Identify target language in a story As each team turns over a card, they say what it is and what
i-poster
category it belongs to. The aim is to identify the ‘odd one out’
and say why it is different.
Materials
i-flashcards
IWB
i-book
vocabulary covered in the lesson. See page 22 for interactive

• Student’s Book 1 CD 1 games descriptions and ideas.
• Poster Unit 4
• Flashcards Unit 4 Continuous assessment
Draw a 10 x 10 grid on the board and fill it in with the
Attention to diversity following letters: AAA, B, C, EE, H, I, L, M, NN, OO, PP, RR, S,
Some children may struggle with activity 2, as it TT, U, V, W. Explain to children that they can make many
requires grammatical knowledge as well as productive words from the unit with these letters, but they must not
writing skills. Monitor closely and individually help use other letters. In pairs, children form their words before
weaker learners. checking answers with the whole class.
Warmer At home
Display the unit 4 Poster (or open the i-poster on
the Teacher’s i-book). Point and say: There are five • Activity Book 1 page 52
red bananas. Children stand up and say Correct if the • Optional extra: Write on the board:
statement is true and stay silent and put their finger on In my kitchen there is ______________.
their nose if not. Repeat the procedure several times. In my kitchen there are _____________.
Children find singular and plural fruit and vegetable items
Lead-in at home and finish the sentences.
Ask children questions to provide a context and to
generate interest in the story. Hold up the book and
point: Where is Mum? She is in the kitchen. How many
carrots are there? There is one carrot. Where is Mum now?
She is at the market.
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Unit 4
Lesson 6
5 6
Ifi thifi å bananå? A®æ t™eßæ app¬efi?
e†´fi gø tø t™æ mar§e†!

Nø, i† is>´†! Nø, t™e¥ a®e>´†!
I†´fi å cucum∫±®. T™e¥´®æ tomatø±fi.
7 Ifi thifi å πea®? Mmµ! 8
Nø, i† is>´†!
I†´fi a> onio>!
H”å, hå, hå!
SCC

LC
I†´fi å I†´fi a> T™e¥´ræ
1. I†´fi å wa†erµelo>. 2. T™e¥´ræ πeac™efi.
3. I†´fi å cucum∫±®. 4. T™e¥´ræ tomatø±fi.
CAE
5. I†´fi a> onio>.
DC
More
practice 53 More
practice P
F
600787 _ 0048-0059.indd 53 06/03/14 15:50

SCC Children use the story to identify where Find out if children are familiar with
Morethis kind of local
More
food is sold. shop and encourage them to sharephonicstheir experience
phonics
with the rest of the class.
LC This activity helps consolidate the grammar Encourage children to scan the story for the sentences.
by completing sentences.
i-poster
CAE Acting out the story helps children to Ask the children to perform the story in small groups.
i-flashcards
consolidate the language and develop
speaking skills.
IWB
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Unit 4
More
practice
More
practice P P
Lesson 6
F F
Language objectives Lead-in SC SC
Ask children questions to elicit what they remember from the
Grammar More
phonics
More
story: Where are they? They are (in the kitchen).
phonics
• Affirmative sentences of be
• Indefinite articles 1 1.49 Children read and listen to the story (1-8).
• Singular and plural noun forms i-poster
Optional extra: Children listen to the whole story again and
• Questions with How many + be More
stamp their feet
practice
i-flashcards P Pwhen they hear fruit vocabulary.
More
practice
F F
• Review: fruit, vegetables, numbers SC SC with the children again.
listen to the story
More More
phonics phonics
Skills objectives 2 C hildren read and complete.

Optional extra: Display the unit 4 Flashcards at different points
Speaking i-poster
around the classroom. Point to one and ask: What is it? Children
• Reproduce model text reply chorally: It’s an orange. Insist on correct production of a/an.
i-flashcards
• Ask and answer about the quantity of items

IWB
Open the i-flashcards on the Teacher’s i-book and show
i-book
Reading them one by one without text and ask: What is it? It’s (an orange).
• Follow a narrative Play the audio or show the text to validate. Insist on correct
Listening production of a/an.
• Understand and use a model for later production
• Build on confidence in listening skills 3 C hildren act out the story.
Optional extra: Divide the children into groups of three. Children
Materials practise the story in groups. Encourage confident children to
change some of the questions. Invite groups to role play their
• Teacher’s i-book story to the class.
• Student’s Book 1 CD 1 Wrap up
• Flashcards Unit 4 More
practice
Children
More
draw their favourite part of the story and label
P
thepractice
target language accordingly.
• Slip of paper for each child
F
• Crayons
Children drag
SC the numbers to the correct place.
More
phonics
Some children may have difficulties following the

narrative. Ask concept-check questions to check
comprehension and play the listening a number of
times if necessary. i-poster At home
Some children may be reluctant to act out the
story in front of their peers. Encourage reticent i-flashcards • Activity Book 1 page 53
children with praise. However, do not force them
to perform. IWB
Warmer
Hand out a slip of paper to each child. Children draw
and label a picture of their favourite vegetable. Collect
the pictures and attach them to the wall. Ask the
children: How many (cucumbers) are there? There are five
cucumbers!
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Unit 4
Lesson 7
CAE
1 1.50 Listen, write and sing.
The insects are marching
The insects are marching in the grass. Hoorah! Hoorah!
The insects are marching in the grass. Hoorah! Hoorah!
The insects are marching in the grass.
The insects are marching in the grass.
And they all go marching on and on and on.
The butterflies are in front of the bees. Hoorah! Hoorah!

The ladybirds are behind the ants. Hoorah! Hoorah!
1. ladybirdfi 2. ∫¶efi
LC 3. antfi 4. but†er‡lêfi
More
practice
More
P
2 Read, stick and trace.
practice
F
1. T™æ but†er‡l¥ ifi ∫±hin∂ t™æ ‡lo∑±®. Grammar SC
The bee is behind
2. T™æ ∫¶æ ifi i> fron† o£ t™æ ‡lo∑±®. Moreflower.
the
phonics
More
phonics
3. T™æ an† ifi un∂e® t™æ ‡lo∑±®.

4. T™æ ladybir∂ ifi o> t™æ ‡lo∑±®. i-poster
1. 2. 3. 4. i-flashcards
IWB
LC
3 Point and say.

DC
54 More
practice
More
practice P
F
600787 _ 0048-0059.indd 54 06/03/14 15:50

CAE Singing in
MoreEnglish helps
More children to develop Encourage all the children to join in the song, and
phonics phonics
confidence and artistic interpretation. monitor their progress.
LC Repetition gives children the opportunity Check that children can identify the preposition
to internalise the grammar and vocabulary. shown on each sticker.
i-poster
i-flashcards
IWB
160
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Unit 4
More
practice
More
practice P P
Lesson 7
F F

SC SC listen, write and sing.
Grammar More
phonics
Optional extra: Invite four children to the front of the class and
More
phonics
i-poster
• Prepositions of place: behind, in front of, under, on give each a unit 4 Flashcard: banana, cherry, pear and apple.
Children sing the song again, this time replacing insects with
i-flashcards
Vocabulary fruit, e.g., The bananas are in front of the pears. Ask children
• Review: flower, grass i-poster Lead-in
questions to check comprehension: Where are the bananas? The
Functions i-flashcardsbananas are in Speaking
front of the pears.
More P P
• Describe positions using prepositions
More
practice practice
IWB i-book
Touch + to open the activity. Play the complete song to
F F
demonstrate the activity. Then play the activity song. Children
Skills objectives theSCwords as the images appear on the screen.
sing and say SC
More More
phonics phonics
i-poster
Speaking
• Use the target language modelled in the song 2 C hildren read, stick and trace.
i-flashcards
Optional extra: Invite children to the front of the class and
• Identify the location of objects using target i-poster Lead-in the room. Ask the class to describe where
arrange them around
language their classmatesSpeaking
are.
i-flashcards
• Ask and answer questions to identify objects

IWB i-book
Touch + to open the activity. Divide the class in groups.
Listening Children look at the IWB and guess where the insect is. When
• Identify the position of the key vocabulary children know the answer they raise their hand. The teacher
• Follow a song stops the clock and if the answer is correct, gives one point to
Writing the Moreteam. If it’s not correct, restart the clock. Use the Richmond
the scorePof each team.
More
practice
• Trace key vocabulary: prepositions of place i-tools to writepractice
• Write key vocabulary: insects F
SC
Materials
3 C hildren point and say.
More
phonics
More
phonics
• Teacher’s Resource Book 1 on the Teacher’s i-book). Give children time to look at the
• Student’s Book 1 CD 1 poster and then say Close your eyes! Cover one of the insects on
• Poster Unit 4 poster (use the spotlight in the Richmond i-tools to do so on
thei-poster
the IWB) and say Open your eyes. Ask children: What is under the
• Flashcards Unit 4 ladybird?
i-flashcards The spider is under the ladybird. Repeat the procedure
PP P
• Realia: apple More More More
practice More practice
practice
withpractice
other target language from the unit.
• Classroom objects IWB
F
F
F
SC SC
More
Children SC
More
listen and choose the correct part of the picture.
phonics phonics
Some children may dominate pair and group work.

More
phonics Wrap
phonics up
More
Place several classroom objects around the classroom. Give

Monitor carefully and encourage participation from i-poster
children clues about the objects, for example: It’s blue. It’s on
weaker children.
i-flashcardsthe desk. Children guess the object: Is it a pen?
Warmer i-posterIWB
Use the Vocabulary Game Generator to assess the key
i-book
Write Vegetables, Fruit and Insects on the board in three vocabulary covered in the lesson. See page 22 for interactive
i-flashcards
separate columns. Say banana, carrot, spider and potato, games descriptions and ideas.
one by one. Children say the corresponding column. IWB
Lead-in
Bring an apple to class. Ask children: Where is the apple? Teacher’s Resource Book 1: Language worksheet Unit 4
Lead the children in answering: The apple is (on the
table). Repeat the procedure several times: The apple is
(under the chair). The apple is (in the bag).
At home
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Unit 4
LC
1 1.51
Phonics
Listen and repeat.
Lesson 810
Jim and Kim

Jiµ an∂ K”iµ a®æ twinfi.
T™e¥ kic§. T™e¥ hi†.
T™e¥ swiµ. T™e¥ swin@.
T™e¥ ea† ‡is™. Jiµ an∂ K”iµ a®æ √±r¥ ‡i†!

LL
2 Circle the words with the same sound as Jim and Kim.
LC
3 1.52 Listen and circle.
1 2 3
More
practice
More
practice P
F
pi@ ‡is™ pin§ SC
DC
More
phonics 55 More
phonics
600787 _ 0048-0059.indd 55 06/03/14 15:50

LC The activity helps children to interiorise and Check children are pronouncingi-poster
the i sound
apply pronunciation and spelling rules. They appropriately.
will learn how groups of words can have a i-flashcards
common sound.
LL This activity helps children to make links Check children circle the right IWB
words.
between sounds and words.
162
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Unit 4
Lesson 8
Language objectives 1 1.51 Children listen and repeat.
Optional extra: Children stand up. Say kick and mime the action.
Vocabulary
Children do the same. Repeat with hit, swim, swing, fish and
• fish, fit, pig, twins, hit, kick, swim, swing
fit. Play the chant again. This time, children join in and do the
Pronunciation actions. Repeat several times.
• Phonics: i sound
2 Children circle the words with the same sound as
Skills objectives Jim and Kim.
Optional extra: Children repeat the chant with boys and girls
Listening saying alternate lines.
• Recognise the phonic i in a chant
• Use model for target sound reproduction
Writing
3 1.52 Children listen and circle.
Optional extra: Mime the actions and children say the verb:
• Circle words with the phonic i Kick! Swim! Swing!

Children practise singing the chant to themselves.
• Teacher’s Resource Book 1 Wrap up
• Student’s Book 1 CD 1 Hold up units 1-4 word Flashcards, one with a word
• Flashcards Units 1-4 containing a short a sound, one with a short e sound and one
with a short i sound, e.g., hat, bed and fish. Drill each word
chorally and individually. Divide the children into three groups
Attention to diversity and give each group a flashcard. Children think of as many
Children may find it difficult to hear the difference words as they can for the sound in two minutes. Say Stop!
between the short i sound and the long i. Drill words Redistribute the flashcards and children repeat the process.
as necessary and ensure children can see the position Continue until each team had completed the activity for each
of your mouth when pronouncing the words. sound. The winner is the group who got the most correct words
More
practice
More
P
Repetition and choral drilling through the use of for each
practice
sound.
More
practice
More
practice P P
chants can help children develop familiarity with F
F F
sound patterns and imitate features of English in a Children SC
listen and choose the words with the i sound.
SC SC
natural way.
More More
More phonics More phonics
phonics phonics
Warmer
Draw a picture of a pig on the board and say pig. Teacher’s Resource Book 1: Speaking worksheet Unit 4
Children repeat. Say It’s a pig and drill the sentence. i-poster
Hold the units 3 and 4 Flashcards and drill the words.
Draw a picture of a fish and say fish for children to Children put their hands on their head when they think the
i-flashcards
i-poster
repeat. Then drill It’s a fish. Focus on the i phonic and word contains the target phonic.
drill individually and chorally, taking care that children
i-flashcards
IWB i-book
Open the i-flashcards. Show the flashcards one by
pronounce the short i sound and not the long i. one. Children stand up when they think the word contains
the i sound. Encourage correct pronunciation by asking
Lead-in IWB
them to say the word out loud.
Draw a boy and a girl on the board and tell children:
This is Jim. This is Kim. Drill the sentences. Tell the
children that they are twins. At home
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Unit 4
MST
Lesson 9
Achieve! C LI L
1 1.53 Listen, number and trace. 1 1.54 Listen and sti
The life cycle

1
2 of a watermelon
I†´fi å sprou†. I†´fi å ßæe∂.

4
3
2 Ask and answer.
I†´fi å plan†. I†´fi å wa†erµelo>. W™e®æ a®æ t™æ carrot

CAE
2 Pop out and make a life cycle wheel. 3 Grow a plant.
1. Pop out. 2. Colour. 3. Attach. 1. Decorate a cup.
4. Plant a seed. Water.
LC
3 Name each stage of the life cycle.
56
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MST This activity involves learning about the stages Check that the children understand that this is a
in the life cycle of a watermelon in a simplified sequence of images over time.
way.
CAE Craft work improves creativity, as well as enhancing Let children enjoy this activity and express themselves
skills of perception and communication. when colouring in their life cycle wheel.
LC The oral activity encourages the children to Observe the children and make sure they understand
produce the language from activity 1. Saying the the concept of life-cycle stages.
words is a way of memorising the new vocabulary.
164
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Unit 4
Lesson 9
Language objectives 1 1.53 Children listen, number and trace.
Optional extra: Divide the children into groups 1-4. Say: Group
Grammar
number 1! Children reply: It’s a seed! Group number 2!: It’s a
• Review: affirmative sentences with be
sprout! and so on.
Vocabulary
• plant, seed, sprout, watermelon
Functions
2 Children pop out and make a life cycle wheel.
Optional extra: In pairs, children trace one item of the target
• Describe the life cycle of a watermelon vocabulary on their partner’s back while their partner tries to
guess what it is: It’s a seed!
Skills objectives This activity may need to be modelled beforehand with a
stronger child.
Speaking
• Describe the life cycle of a watermelon through Fast finishers
the preproduction of a model text using the Children help their partner if they have finished their life cycle
target language wheel.
Listening
• Identify target language and number accordingly 3 Children name each stage of the life cycle.
Writing Optional extra: Say It’s a seed! Children turn their life cycle
• Trace target language wheel to the corresponding scene. Invite volunteers to the front
• Prepare a life cycle wheel of the class one at a time to share their wheels and describe each
section. Children listen and find the correct scene.
Materials Wrap up
• Teacher’s i-book Spell sprout on the board letter by letter. Children shout the
word when they know what it is.
• Paper
• Glue In pairs, children take turns spelling words from the unit in
the air with their finger while their partner tries to guess the
• Crayons or coloured pencils correct answer.
Attention to diversity At home

Some tasks may prove difficult for less creative
children and they may become frustrated. Monitor • Activity Book 1 page 56
carefully and provide individual assistance to help • Optional extra: Children draw a picture of their favourite
children finish the task. scene from the life cycle of a watermelon and write the
corresponding sentence underneath.
Warmer
Play Pictionary on the board with the word watermelon.
Elicit from children the names of other fruit and
More
practice
More
P P
practice
vegetables they have learnt in the unit and write them 1.53
on the board.F InF pairs, children play the game again.
SC SC The life cycle of a watermelon
More
phonics
1 It’s a seed. 3 It’s a plant.
Hold up the watermelon Flashcard (or open the 2 It’s a sprout. 4 It’s a watermelon.
i-flashcards on the Teacher’s i-book). Children put
their hands in the air if they like watermelon. Tell
i-poster
children that they are going to learn about how a
i-flashcards
watermelon grows.
IWB
Open the lead-in activity. Play Simon says! with
i-book
the children.
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SC
More More
phonics phonics
Unit 4
LL
Green fingers Lesson 10
Culture
1 1.54 Listen and stick. i-poster
i-flashcards
IWB
I†´fi å ßæe∂.
2 Ask and answer.

LC
behin∂ i> fron† o‡ >ex† tø

wa†erµelo>. W™e®æ a®æ t™æ carrotfi? T™e¥´®æ >ex† tø t™æ potatø±fi.
MST
3 Grow a plant.
1. Decorate a cup. 2. Make small holes. 3. Fill the cup with soil.
4. Plant a seed. Water. 5. Place it in the sun. 6. Water every day.
5757
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LL Children practise prepositions by matching Check that the children have stuck the stickers in the
images with what they hear. Organising is an appropriate boxes.
important skill in the language learning process.
LC Children develop comprehension skills and also Listen to the children and monitor their pronunciation
their ability to interact linguistically. and understanding of the prepositions.
MST Experimentation and observation are If the children plant their seeds at home or in the
important stages of the scientific process in classroom, ask them to report back to the class on the
order to explain the natural world and draw progress of their plants.
166 evidence-based conclusions.
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More
practice
More
practice P P
Unit 4
F F
SC SC
More
phonics
More
phonics
i-poster
Lesson 10
i-flashcards
Lead-in
i-poster
Optional extra: Boys ask the questions and girls reply. Switch
Grammar roles and play the track again.
Speaking
• Questions with Where + be
i-flashcards
• Preposition of place: next to IWB

Touch + to open the activity. Play What’s missing?
i-book
After ten seconds of observation, children must guess what

• Review: prepositions of place; questions with be;
picture is missing from the table.
short answers
Vocabulary
• plant, soil, sun, water 2 C hildren ask and answer.
Optional extra: Select a child and ask the class: Where is (Sarah)?
• Review: seed, need; vegetables and fruit Sarah is next to (Peter). Repeat the procedure several times. Invite
Functions children to ask the class questions.
• Describe the position of objects More P P
Fast finishers
More
practice practice
Children count
F how
F many items of fruit and vegetables they
Skills objectives can see on the
SC page.
SC
Speaking More
phonics
More
phonics
• Ask and answer questions to describe the position 3 C hildren grow a plant. P
More More
practice practice
of objects F
Optional extra: Play Hangman on the board with the words soil,
Writing i-poster water and sun. Elicit fromSCchildren what a plant needs: What does
• Identify location of objects a plant need?
i-flashcards
More
phonics A plant needs soil, water and sun!
More
phonics
IWB i-book
Watch the video Let’s go to the market! Complete the
Materials comprehension activity with the children.
i-poster

i-flashcards
• Poster Unit 4 Distribute

IWB the ‘journals’ – one for each child. Children write
My Plant on the cover. On the first page children draw a picture

• Realia: paper cups, soil, seeds, water, markers of their cup of soil. Children draw a new picture each week as
• 3 pieces of paper folded in half and stapled the plant grows.
together (one for each child)
Attention to diversity Play I spy with objects in the classroom using the prepositions:
Some children might need more assistance with I spy with my little eye something next to the computer.
crafts in the classroom. Ensure you monitor and be
on hand to help. Additionally, activity 3 may produce
a mess and need extra time to clear up at the end At home
of the activity. • Activity Book 1 page 57
• Optional extra: Children colour and decorate their
Warmer journals. Encourage children to show their plants to their
Display the unit 4 Poster (or open the i-poster on the family when they go home.
Teacher’s i-book). Tell children to imagine that there is
an extra spider hidden in the poster. Encourage children
to ask you questions: Is it under the tree? Is it next to the Student’s Book CD 1
watermelon? Is it on the flower? The child who guesses
correctly has the next turn. 1.54
Lead-in Where are the potatoes? They’re in front of the oranges.

Invite two volunteers to the front of the room. Tell one Where are the tomatoes? They’re behind the carrots.
of the children: Simon says, ‘Stand in front of (Jane).’ Where are the apples? They’re in front of the cucumbers.
Children model. Ask the class: Where is (Mike)? Mike is in
front of (Jane). Drill the question individually and chorally,
paying particular attention to intonation. Repeat the
procedure with behind and next to.
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Unit4 Review
LL
1 Child’s own drawing 2 Child’s own drawing
3 Child’s own drawing 4

Child’s
own
drawing
LL
2 Look and complete the sentences. thifi t™eßæ
Yefi, i† ifi. Nø, i† is>´†. Yefi, t™e¥ a®æ. Nø, t™e¥ a®e>´†.
1 2
A”®æ t™eßæ bananafi? Ifi thifi a> app¬æ?

Yefi, t™e¥ a®æ. Yefi, i† ifi.
3 4
Ifi thifi å cucum∫±®? A”®æ t™eßæ πeac™efi?

58
Nø, i† is>´†. Nø, t™e¥ a®e>´†.
600787 _ 0048-0059.indd 58 06/03/14 15:50

LL The review lessons provide a comprehensive Check whether some children are making more
review of all skills as well as vocabulary and progress in one skill than in the others.
grammar. They allow teachers to continuously
assess the children’s progress.
168
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Unit 4
Review
Divide the class into two teams. Draw a line down the centre
Grammar of the board or IWB (open My Notes on the Teacher’s i-book
• Questions with How many + be and use the Richmond i-tools to draw and write) and write
• Prepositions of place the letters of the alphabet across the top of the board. One
• Questions using demonstrative pronouns child from each team comes to the board and writes a word
More beginning with the letter A from unit 4, e.g., apple (children may
• Short Yes/No answers practice P P
More
practice
also use words from previous units). The team with the most
• there is / there are correctly speltF words
F
is the winner.
Vocabulary SC SC
• Fruit and vegetables More

phonics
• Insects Display the unit 4 Poster (or open the i-poster on the Teacher’s
i-book). Hold up a units 1-4 word Flashcard. Children read the
• Numbers word. If the word does not match an image in the poster, the
i-poster
group remains silent. If correct, they call out and read the word
Skills objectives out loud. Repeat the procedure with different word cards.
i-flashcards
Speaking
IWB
Open the i-poster. Children listen, count and choose the
i-book
• Ask and answer questions using the key vocabulary correct answer.
and grammar
• Ask questions to identify the location of an object 1 1.55 Children listen and draw.
Optional extra: Tell children to close their eyes. Hide a teddy
• Ask questions about quantity
bear (unit 2) Flashcard somewhere in the classroom. Encourage
• Describe a picture children to ask you questions: Is it under the table? The child
Listening who guesses correctly may then hide the teddy and repeat the
• Identify location of target language items procedure.
• Identify location of persons
Reading 2 C hildren look and complete the sentences.
Optional extra: Place units 1-4 Flashcards in a pile. Choose
• Identify the target language of the unit and match
a card and hold it so that children can’t see the image. Ask
it to the correct image
children: What’s this? Children ask questions to guess: What
Writing colour is it? Is it a vegetable? In pairs, children take turns choosing
• Write questions and affirmative sentences using an item from the page and asking and answering questions
target language about it.
Materials Student’s Book CD 1

• Teacher’s i-book 1.55
• Student’s Book 1 CD 1 1 How many ants are there? There are three ants.
• Poster Unit 4 Where are the ants? The ants are behind the butterfly.
• Flashcards Units 1-4 There are three ants behind the butterfly.
2 How many bees are there? There are two bees.
Where are the bees? The bees are in front of the ladybird.
Attention to diversity There are two bees in front of the ladybird.
Some children may struggle to remember structures 3 How many butterflies are there? There is one butterfly.
and vocabulary studied earlier in the unit. Pair Where is the butterfly? The butterfly is on the flower.
stronger children with weaker learners to allow for There is a butterfly on the flower.
peer teaching and use repetition, gestures and visual 4 How many watermelons are there? There is one
images. watermelon.Where is the watermelon? The watermelon is
in the box.There is a watermelon in the box.
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Unit4 Review
LL
3 Read and match.
1 There are eight flowers.
There are two butterflies.
There is one spider.
2 There is one tree.

There are ten bees.
There are three flowers.
There are four ladybirds.

3 There are six bees.
There are two flowers.
There is one butterfly.
Nø, t™e¥ a®e>´†.

There are two bees.
4 There are three ladybirds.
There is one butterfly.
LL
There are eight flowers.
a> app¬æ? 4 Draw a picture.

LL
5 Describe your picture.
T™e®æ ifi...
Child’s
own drawing
T™e®æ a®æ...
πeac™efi?
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LL The review lessons give children a chance to Check and correct children’s work.
see how much they have learnt before they
move on to the next unit. The more they can
do this, the more confident they will become
about themselves.
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Unit 4
Review
More
practice
More
practice P P

F F
Optional extra:
SC SCDisplay the unit 4 Poster (or open
More
phonics the i-poster on the Teacher’s i-book). Ask students:
More
phonics
How many bees are there? There are three bees. Give
children one minute to study the poster and memorise
how many of each insect they can see. Take down the
i-poster
poster. In pairs, students write a list of how many they
can remember: There are two spiders.
i-flashcards
IWB i-book
Open the Speaking activity. Show the pictures to
the children and ask them to spot the differences. Use
the Richmond i-tools to tick or circle the differences.
Encourage children to form complete correct sentences.
4 C hildren draw a picture.

Optional extra: Write on the board:
There is _____________ in my picture.
There are _____________ in my picture.
Children copy and write five sentences about their
picture using the model provided.
5 C hildren describe their picture.

Optional extra: Children exchange pictures with their
partner and ask questions: How many (ants) are there?
More
There are five Pants.
practice P
More
practice
F F
Wrap up SC SC
More
phonics
Divide the class into three teams: Fruits, Vegetables
More
phonics
and Insects. Choose a unit 4 Flashcard and flash it

very quickly in front of the class. The ‘Fruits’ go first
and guess the item. If the answer is incorrect, the
i-poster
‘Vegetables’ can have a turn and so on. One mark is
awarded for each correct answer.
i-flashcards
IWB
Use the Vocabulary Game Generater to review
i-book
the key vocabulary covered in the unit. See page 22

for interactive games descriptions and ideas.
Final evaluation
At home
vocabulary items/characters from unit 4 in their
notebooks and draw a picture.
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Unit 4
Unit
Lesson 1
4 In the garden 1 Trace, circle and draw.
Unit 4
Lesson 2
1 Look and write.

1. Wha† a®æ t™eßæ? 2. Wha†´fi thifi?
1 2
app¬æ Child’s Child’s

7 wa†erµelo> own drawing own drawing
πeac™ w t b a p p l e c f
a i w e u s o k b i 3
t g r l v f c x a e
e h p e a r j w n g
T™e¥´®æ å πeac™ / πeac™efi. I†´fi a> app¬æ / app¬efi.
6
r d f f v o t s a q 2 Look and match.
m o t x g a b u n b
e c c h e r r y a c
bananå 1. I†´fi bananafi.
l n q j w b m h k t
oran@æ o r a n g e d f k g 2. T™e¥´®æ å πea®.
n g b t s p e a c h
5
3. I†´fi cherriefi.
4
πea® 4. T™e¥´®æ å wa†erµelo>.

c™err¥ 3 Write the indefinite article. å a>
2 Find the words. 1. a> oran@æ 2. å πea® 3. å c™err¥ 4. a> app¬æ

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Unit 4
Unit 4 Unit 4
Lesson 3 Lesson 4
1 Trace, connect the dots and write. 1 Trace and match.
Yefi, t™e¥ a®æ. Nø, t™e¥ a®e>´†. 1
an†
4
1. A”®æ t™eßæ potatø±fi? 2. A”®æ t™eßæ tomatø±fi? but†er‡l¥
1 10
2
9 2
10
1
10
3
8
ladybir∂ 5
1
9 9 4
7
8
2
8
2
5 6
1 10
3
∫¶æ
7
3
7
3 2
9
8
spi∂e®
3
4 4
6 5
6
5
4
5 6
7
2 Read and circle with different colours.
Nø, t™e¥ a®e>´†. Yefi, t™e¥ a®æ. 1. T™e®æ a®æ twø butter‡lêfi. (red)
2 Order and write. 2. T™e®æ a®æ twø antfi. (green)
1 2 3 3. T™e®æ a®æ th®eæ ∫¶efi. (blue)
å ø π † fi ø † æ ¤ © ¤ ∫ © µ fi æ ® > ø ø fi > ^ 4. T™e®æ ifi o>æ spi∂e®. (pink)
3 Read, look and circle.
1. A”®æ t™e®æ an¥ ladybirdfi? Yefi, t™e®æ a®æ. / Nø, t™e®æ a®e>´†.
2. A”®æ t™e®æ an¥ spi∂erfi? Yefi, t™e®æ a®æ. / Nø, t™e®æ a®e>´†.
3. A”®æ t™e®æ an¥ ∫¶efi? Yefi, t™e®æ a®æ. / Nø, t™e®æ a®e>´†.
potatø±fi cucum∫±rfi onionfi 4. A”®æ t™e®æ an¥ antfi? Yefi, t™e®æ a®æ. / Nø, t™e®æ a®e>´†.
50 51
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173
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Unit 4
Unit 4 Unit 4
Lesson 5 Lesson 6
1 Look and find. 1 9 Listen and order.

3 4
1 b d f i o
3
a i p k r
n j e j a
4
2 a h a y n
n c r m g
a p p l e
2 Look and colour. 2 1

1 =®e∂ =¥ello≤
2 =g®æe>
3 =bl¤æ
4 =pin§
5 =oran@æ
6
1
4
5
1
2 10 Listen and number.
6 4
1 Nø, i† is>´†! I†´fi å cucum∫±®.
2
3 Ifi thifi å πea®? M”mµ!
5
3 6
4 Nø, i† is>´†! I†´fi a> onio>!
2 Nø, t™e¥ a®e>´†! T™e¥´®æ tomatø±fi.
52 53
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Transcript
See pages 52-53 of the Student’s Book for the
9,10
transcript.
174
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Unit 4
Unit 4
Lesson 810
1 Read, trace and number. 1 Trace and number.

1. T™æ ladybirdfi a®æ un∂e® t™æ ‡lo∑±rfi. 1 2 3
2. T™æ but†er‡lêfi a®æ ∫±hin∂ t™æ ‡lo∑±rfi.
3. T™æ antfi a®æ o> t™æ t®ææ.
4. T™æ ∫¶efi a®æ i> fron† o£ t™æ ‡lo∑±rfi.
W™e®æ a®æ t™æ
ladybirdfi?
2
4
3
4 5 6
2 Read and draw. Child’s

3 own drawing
1 T™æ antfi a®æ
∫±hin∂ t™æ ‡lo∑±®.
2
Child’s 3 fis™ 4 swin@ 5 pi@
own drawing
Child’s
T™æ ∫±efi a®æ i> own drawing T™æ but†er‡lêfi a®æ 2 kic§ 1 hi† 6 swiµ
fron† o£ t™æ ‡lo∑±®. o> t™æ ‡lo∑±rfi.
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Unit 4
Unit 4 Unit 4
Lesson 9
Achieve! C LI L
1 Look and circle.
Green fingers Lesson 10
Culture
1 Complete the puzzle.
1 4
fi
π 3
® π
2 ø ¬ L’e†´fi ea†!
¤ fi å W™e®æ a®æ
≤ å † æ ®µ æ ¬ ø > t™æ app¬efi? T™æ app¬efi
a®æ ∫±hin∂
æ † t™æ c™errêfi.
∂
2 Read, trace and draw. 1. T™æ oran@efi a®æ i> fron† o£ / ∫±hin∂ t™æ πeac™efi.
2. T™æ c™errêfi a®æ i> fron† o£ / ∫±hin∂ t™æ app¬efi.
1 2
Child’s Child’s
3. T™æ bananafi a®æ i> fron† o£ / ∫±hin∂ t™æ πearfi.
2 Read and number.
1. T™æ bananafi a®æ i> fron† 1
å ßæe∂ å sprou† o£ t™æ app¬efi.
4
3 4
2. T™æ oran@efi a®æ ∫±hin∂
Child’s Child’s
t™æ c™errêfi. 2
own drawing own drawing 3. T™æ πearfi a®æ i> fron†
o£ t™æ oran@efi.
4. T™æ c™errêfi a®æ ∫±hin∂ 3
å plan† å wa†erµelo> t™æ app¬efi.
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176
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Unit 4

1 Find the letters and complete the mystery word. 3 Count and match.
1 2 3 4 5 6 7 8 1. T™e®æ a®æ se√±> πeac™.
L A D Y B I R D 2. T™e®æ a®æ o>æ c™errêfi.
1. I†´fi ∫±hin∂ t™æ t®ææ. 5. I†´fi o> t™æ t®ææ.
2. I†´fi i> fron† o£ t™æ flo‰±rfi. 6. I†´fi i> t™æ t®ææ. 3. T™e®æ ifi e¬e√±> app¬efi.
3.
4.
I†´fi
I†´fi
un∂e® t™æ but†er‡lêfi.
i> t™æ grasfi.
7.
8.
I†´fi
I†´fi
un∂e® t™æ ∫¶æ.
o> t™æ app¬efi. 4 Find and circle with a different colour.
∫¶efi = ¥ello≤
ladybirdfi = ®e∂
but†er‡lêfi = purp¬æ
spi∂erfi = bl¤æ
antfi = oran@æ
‡lo‰±rfi = pin§
2 Read and draw.

1. T™æ ∫¶æ ifi i> fron† o£
t™æ t®ææ. 5 Circle, count and complete the sentences.
2. T™æ ant ifi nex† tø t™æ 1. T™e®æ ifi / a®æ o>æ spi∂e®.
Child’s flo‰±®. 2. T™e®æ ifi / a®æ ‡i√¶ but†er‡lêfi.
own drawing
3. T™æ but†er‡ly ifi ∫±hin∂ 3. T™e®æ ifi / a®æ si≈ ladybirdfi.
t™æ app¬efi. 4. T™e®æ ifi / a®æ o>æ ‡lo∑±®.
4. T™æ ladybir∂ ifi ∫±t‰¶e> 5. T™e®æ ifi / a®æ eigh† antfi.
t™æ t®ææ an∂ t™æ spi∂e®. 6. T™e®æ ifi / a®æ †e> ∫¶efi.
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Unit 5
Grammar
Overview
• Imperatives • Parts of the body: arm, • Phonics: o sound • Colours
• have got: affirmative body, ear, eye, finger, foot, • Demonstrative
• Demonstratives: this, hair, hand, head, knee, leg, pronouns this/these
these mouth, nose, toe • Party objects
• Present continuous: • Verbs: bend, blink, clap,
affirmative and have, need, shake, stamp,
interrogative touch, wear
• Adjectives: big, long,
short, small, tall
• Clothes: dress, hat, jacket,
jumper, shirt, shoes, shorts,
skirt, socks, trousers, T-shirt
• Colours: black, blond,
brown, grey, white
Language objectives
Grammar Functions
• To use imperatives to give commands • To identify parts of the body
• To use have got to show possession • To identify colours
• To use demonstratives to identify singular • To describe people
and plural items • To describe what someone is wearing
• To use the Present continuous to describe
what someone is wearing
• To identify and name parts of the body • To highlight and practise the short o sound
and clothing items
• To identify and name colours and adjectives
Skills objectives
Speaking Reading
• To give instructions using imperatives • To recognise the target language (have got, body parts, clothes)
• To describe appearance using Present continuous • To see the grammar (have got, Present continuous, this/these)
and the structure have got in context
• To ask and answer questions in the Present continuous • To use reading strategies to improve comprehension
• To sing along to a chant/song to reinforce target • To understand the lyrics of a song in order to act out
• To use reading skills to match text with pictures or select
the correct item
Listening Writing
• To identify characters in a story • To trace and write target vocabulary: body parts, clothing
• To follow the narrative of a story items, colours
• To listen and sing along • To write a full description about someone, using target
language
• To listen to complete a gap fill
• To identify clothing items in a matching activity • To build confidence in freer writing
178
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F F
SC SC
More More
phonics phonics
More
practice
More
practice P P
F F
i-poster SC SC
More
phonics
More
phonics

Teacher’s i-book
IWB i-book
imperatives, have got, demonstratives and Present Use the Richmond
the IWB.

to introduce the Lead-in
children to the lesson. See lessons 1, 3, 4, 5,
parts of the body, verbs, adjectives, colours and Speaking
clothing. 6, 7, 9 and Review of this unit.

Speaking
+
• Children can recognise and produce o sounds. Activities with + beside the rubric offer an additional
• Check children can understand and produce interactive activity to reinforce the activity content.
functional language: identify parts of the body More
practice
lessons 2,
SeeMore
practice P 7,P 8, 10 and Review of this unit.
and colours, describe people and what they are
wearing. F FP P
ProvidesMore
More
practice a visual grammar
practice presentation. See lessons 2, 3,
4
ice
More
pract and 7 of
SC
More
this
SC
practice unit.
P
F F
P
Materials
More More
phonics F F
SC SC practice which can be used for Fast
Provides extra interactive
phonics
• Teacher’s i-book finishers

More
phonics
or
More as
phonics
a Wrap
SC up
SC activity. Alternatively, it can be used
• Student’s Book 1 CD 2 as homework.

More More See lessons 1, 2, 3, 4, 6, 7 and 8 of this unit.
phonics phonics

Language worksheets Unit 5, pages 16-18: Lesson 7 i-flashcards
Reading worksheet Unit 5, page 40: Lesson 6 i-poster
The unit review pages also include additional Speaking
Writing worksheet Unit 5, page 52: Lesson 4 IWB
i-poster
activities
i-book i-flashcards to reinforce the unit content. See Review of this unit.
Speaking worksheet Unit 5, page 64: Lesson 8 i-flashcards
Listening worksheet Unit 5, page 74: Lesson 3 IWB i-book
Test Unit 5, pages 122-127: Unit 5 Review Use

IWB
the Vocabulary Game Generator to create your own
i-book
interactive games to review the key vocabulary from the unit
at any time.
• Poster Units 5 and 2
• Extra Use the Interactive Routines Poster at the beginning of
Plain card Butcher paper each lesson.
Strips of paper for (1 body-sized sheet
Pictionary per child)
Realia: magazine Coloured markers,
Self-portraits by scissors, glue stick For suggestions on how to exploit the course
famous artists resources see our Activity Bank, pages 17-23
Key competences
SCC Social and civic competence
LC Linguistic competence Children become more aware of the dynamics of
Children develop skills using stories, songs, chants the classroom and good working practice. Children
and model dialogues as tools for helping language focus on how people dress but are encouraged to
acquisition. see beyond the first impression.

Children work on their artistic and creative skills.
Mathematical competence and basic Children work on rhyme and rhythm to write their
MST
own chant.
Children use numbers to order items and Competence in learning to learn
LL
sequences. Children work on strategies to make them more
competent and confident learners.

language acquisition by using audiovisual and unit content. Children are made aware of
514606 _ 0178-0209.indd 179 03/12/14 13:04

Unit
Lesson 1
5 People all around
SCC
1 2.1 Read and listen. L”oo§! A ha†
1
Geor@æ, I´µ å
cowbo¥!
3 S”ill¥ Geor@æ! Tha† 4 Tris™! Yo¤ an∂ Geor@æ ca>

ha† ifi fo® å gir¬! ∫¶ brot™e® an∂ sis†e®!
LL
2 2.2
arµ ea® ™ea∂
Listen and point.
¬e@ han∂ hai®

‡in@e®
tø¶
CAE foo† k>ææ mout™noßæ

3 Trace the words. e¥æ
DC
60 More
practice
More
practice P
F
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SCC Children
More learn about
More the social environment in Ask some questions about the story to check
whichphonics phonics
they live, observing and learning how reading and listening comprehension.
other children play and dress up together.
LL Children learn strategies to remember, expand Check children show comprehension and point to
and consolidate their vocabulary. the right part of the body.
i-poster
CAE Tracing words will help children to develop

i-flashcards
Monitor the activity checking children identify
their pencil skills and fine motor skills. the unit vocabulary.
IWB
180
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F F
SC SC
More More
phonics phonics
Unit 5
i-poster Lesson 1
i-flashcards

Open the i-poster. Listen to each word so that the
i-book
Vocabulary children can identify the part of the body and word. Drag the
• Parts of the body: arm, ear, eye, finger, foot/feet, words to the different parts of the body. Listen to the words and
hair, hand, head, knee, leg, mouth, nose, toe ask individual children to use the Richmond i-tools to circle the
part of the body in the poster. Alternatively, use the spotlight to
• Review: brother, sister; colours More cover a part of
practice P the
P body and help children guess it.
More
practice
Functions
1
F F
• Make suggestions: Let’s... 2.1 Children read and listen to the story.
SC SC
More Values: Talk with students about how we are all different: eyes,
More
Skills objectives
phonics phonics
hair and skin. We like to dress differently. Emphasise that it is

important for us to respect each other, no matter how we look.
Listening
• Follow the narrative of a story Optional extra: Check comprehension by asking questions
i-poster
about the story. Ensure children understand the idea that the
• Identify key vocabulary: body parts children are dressing up.
i-flashcards
Reading IWB
i-book
• Follow the narrative of a story listen to the story with the children. Use the i-flashcards to
Writing introduce the new vocabulary.
• Trace body words and colours
2 2.2 Children listen and point.
Materials Optional extra: Ask children to point to various parts of
their body and say the word.
• Poster Unit 5
Optional extra: Write the following letters on the board: e-a-
h-d, t-e-o, n-e-f-i-g-r, s-n-o-e, d-h-n-a, f-o-t-o, e-t-f-e, y-e-e, k-e-n-e,
Attention to diversity r-m-a, i-h-a-r, l-g-e, a-e-r. Children order the letters and write
them in their notebooks.
The stories have incidental vocabulary which may
impede comprehension. As the theme of the story
Wrap up
runs through the unit, it is important that children
More AskMore
children inP pairs, to write and perform a new version of
understand the key points of the story in order to practice practice
the warmer song using different body parts.
grasp the overall concept of the unit.
F
Children SC listen and drag the words to the parts of the
Warmer body. Alternatively, use the Richmond i-tools and ask the
Teach the children the rhyme Head, shoulders, knees More
and
phonics children
phonics to write the correct word in the space provided.
More
toes pointing to each part of the body:

Head, shoulders, knees and toes, knees and toes, Initial evaluation
Head, shoulders, knees and toes, knees and toes,
Eyes and ears and mouth and nose, Children write the body parts in alphabetical order in their
Head, shoulders, knees and toes, knees and toes. i-poster notebooks.
i-flashcards
Lead-in At home
Use the unit 5 Poster (print or interactive) to introduce
IWB
the idea of the children playing. Revise the colours by • Activity Book 1 page 60
pointing to the children individually and eliciting the
colours.
181
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Unit 5
Lesson 2
SCC
The body rock
Let’s get moving Blink your eyes

to the body rock. to the beat.
Once you get started, Bend your knees.
you won’t want to stop! Touch your ears.
Touch your head. Shake your arms.
Touch your toes. Touch your hair.
Touch your fingers. Hey, you’ve got it!
Touch your nose. You’re doing it, friend!
Clap your hands. Let’s go back
More
practice
More
practice P
CAE Stamp your feet. and do it again.
F
2
armfi earfi e¥efi
Sing and act out the song.
2.4 Grammar SC
handfi ™ea∂
LC 3 Write a Body rock. Child’s own writing
Touch your toes.
More
phonics
More
phonics
armfi earfi e¥efi £æe† fin@erfi hai®

handfi ™ea∂ k>æefi noßæ tø±fi
i-poster
1. Touc™ you® noßæ/earfi/™ea∂. 2. C”laπ you® handfi .

i-flashcards
3. S”tamπ you® £æe† . 4. B’en∂ you® k>æefi IWB . armfi earfi e¥efi
handfi ™ea∂
5. S”ha§æ you® ™ea∂/armfi . 6. B”lin§ you® e¥efi .
SCC
4 Give instructions.
C”laπ you® handfi.
DC More
practice 61 More
practice P
F
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SCC Explain to the children that doing exercise is Encourage children to sing and participate.
More More
a good way to ensure physical and mental phonics phonics
health.
CAE This activity helps to cultivate and value the Encourage children to sing and participate.
children’s own aesthetic and creative skills
through self-expression. i-poster
LC Writing activities at this age make children Check vocabulary and grammari-flashcards
comprehension.
more competent applying the grammar
rules.
IWB
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More More
P P
Unit 5
practice practice
F F
SC SC Lesson 2
More More
phonics phonics
i-poster
Language objectives 1 2.3 Children listen and sing.

i-flashcards
Grammar Optional extra: Give each group of three or four children a body
Lead-in
• Imperatives
i-poster
part. Play the song again and when they hear their body part,
they stand up and
i-flashcards act out their verse of the song.
Speaking
Vocabulary
• Verbs: bend, blink, clap, move, rock, shake, stamp IWB i-book
Touch + to open the karaoke activity. The children listen
and sing. When the music stops, ask the children to drag the
• Review: parts of the body
lyrics they’ve just listened to, to the correct place.
Functions
• Give instructions 2 2.4 Children sing and act out the song.
Optional extra: Tell children that they are robots. Practise
Skills objectives walking around the classroom with them as robots. Then say
Stop! Children remain perfectly still. Play the song again. This
Speaking time children More
act out the commands as if they were robots.
• Use imperatives to give instructions More
practice
Every then say PStop! Children freeze in their positions.
now andpractice
Listening F
• Understand and use a model for later production Visual grammar presentation
SC
• Use TPR in conjunction with the listening
Writing 3 Children write a Body rock.
More
phonics
More
phonics
• Write key vocabulary: body parts Optional extra: Children learn and practise each other’s body
rocks in pairs. Confident children can come to the front of the
class and lead the group in a body rock they have learnt from
Materials their partner.
i-poster
• Student’s Book 1 CD 2 4 Children give instructions.
i-flashcards
Optional
IWB
extra: Children stand up. Say head and touch your
Attention to diversity nose. Children must listen to the word and touch the correct
part of the body: head. If children touch the incorrect body part,
The song contains a lot of new vocabulary. Convey they sit down. Continue playing with children until only one
the meaning through gestures and reinforce the new child remains standing. He/She is the winner.
items through repetition.
There is a lot of moving and acting out gestures in More
practice
Wrap
More up
practice P
this lesson. This will prove challenging, so provide Play Simon says with the expressions from the song in activity 1.
plenty of praise and encouragement to help children F
to feel comfortable. Children SC listen and choose the correct picture.
Alternatively, use the Richmond i-tools and use the spotlight
Warmer More
phonics to show
phonics the children only one part of the body. Ask the children
More
Children stand up. Say eyes as you touch your eyes. to write its name on the IWB.
Children touch their eyes and repeat the word. Follow
the same procedure with nose, head, mouth, hands, Continuous assessment
foot/feet, toes, legs, ears, arms and fingers. Instruct
children to touch different parts of the body: Touch
i-poster Play Simon says with the class. Say different body parts each
your nose. Give the instructions faster each time. i-flashcards time and ask children to give the instructions.
Lead-in
Do TPR (Total Physical Response) to introduce movement
IWB
At home
verbs from the song. Do the actions for the following
commands: move, clap, stamp, blink, bend and shake. • Activity Book 1 page 61
Introduce the words as you do the actions.
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Unit 5
Lesson 3
1 Trace the words.

LC
bl¤æ g®æe> brow> blac§ ®e∂ blon∂

LC
2 2.5 Listen and complete.
I am special!
I look in the mirror. Who do I see? I am special, it's easy to see!
I´√¶ go† ®e∂ hai®. I´√¶ go† blac§ hai®.

I´√¶ go† twø g®æe> e¥efi. I´√¶ go† twø brow> e¥efi.
I’ve got a mouth, two ears and a More
nose.
More
practice practice P
There will never be anyone else like me!
F
SCC
3 Read and match. Grammar SC
I’ve got = I have got.
More More
He’s has got.
phonicsgot = Hephonics
1 4 I´√¶ go† brow> hai®.
I´√¶ go† g®æe> e¥efi. She’s got = She has got.
3
I´√¶ go† blac§ hai®.

1 I´√¶ go† brow> e¥efi.
i-poster
i-flashcards
I´√¶ go† blon∂ hai®. 4
3 I´√¶ go† brow> e¥efi. IWB
2
I´√¶ go† ®e∂ hai®.
2 I´√¶ go† bl¤æ e¥efi.
DC
62 More
practice
More
practice P
F
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LC This activity
More develops listening, reading and writing
More Monitor the activity checking that children identify
phonics phonics
skills at the same time, necessary for comprehension. the unit vocabulary.
SCC Children recognise differences in each others’ Make children describe themselves and use
bodies, and accept and respect differences. the grammar points.
i-poster
i-flashcards
IWB
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Unit 5
Lesson 3
Grammar Optional extra: Children draw an eye and some hair as in activity
• Affirmative of have got in the 1st and 3rd person 1 in their notebooks. They write the colour of their eyes and hair
singular below the pictures.
Vocabulary
• Colours: black, blond, blue, brown, green, red 2 2.5 Children listen and complete.
Optional
More extra:
MorePlay the CD again; girls recite the girl’s verse
P
• Review: eyes, hair; party objects practice practice
and the boys recite the boy’s verse.
Functions F
• Describe appearances Visual grammar presentation
SC
Skills objectives 3 Children read and match.

More
phonics
More
phonics
Optional extra: Write out the skeleton sentences using

Listening have got in the third person: He’s/She’s got… Drill chorally and
• Identify the correct hair and eye colour to place individually. Point to one child at a time and repeat the structure
in gapped sentences but pause at the hair/eye colour for children to complete.
i-poster
Reading Fast finishers

• Identify the target language of physical description in Children
i-flashcards
write out a verse of the poem, using their own hair
order to match them up with pictures and eye colour.
IWB
Writing
• Trace and write key vocabulary: hair and eye colour Wrap up
Give the following instructions: If you’ve got brown hair and
brown eyes, stand up. If you’ve got black hair and brown eyes,
up, etc. P
More More
Materials practice
stand
practice
• Teacher’s i-book F
• Teacher’s Resource Book 1 Children listen
SC and choose the correct answer. Alternatively,
• Student’s Book 1 CD 2 use the Richmond i-tools to cover the yes/no button and
More answer
phonics orally.
More
• Poster Unit 2
phonics
Activity 3 requires both confidence with the receptive
i-poster
skill of reading and knowledge of grammar. Monitor Optional extra: Ask children to draw the outline of two faces
More
practice carefully andP provide
More
practice P assistance when necessary.
i-flashcards in their notebooks. Do a picture dictation for each: In the first
F F face, draw blue eyes and black hair. In the second face, draw red
IWB hair and brown eyes.
Warmer SC SC
More
phonics Play a variation of I spy to review colours and party
More
phonics
items. Use the unit 2 Poster (or open the i-poster on At home
the Teacher’s i-book). Choose an object and say I spy
with my little eye something red. The child who gives you • Activity Book 1 page 62
i-poster
the correct word repeats the rhyme with a new item for
his/her classmates to guess.
i-flashcards
IWB
i-book
the key vocabulary from lesson 2. See page 22 for

games instructions and ideas.
Lead-in
Go round the classroom and ask each pair of children to
tell you what colour their partner’s hair/eye colour is.
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Unit 5
Lesson 4
LL
1 Trace the words.
I†´fi å jac§e†! T™e¥´®æ shø±fi!
1 2
shortfi 7
6
sockfi
shir† 5
8 d®esfi
4 3
MST
skir† troußerfi
More
practice
More
practice P
F
Grammar SC
CAE 3 Pop out and make a clothesline. What’s this? It’s a jacket.
More More
phonics are these?
What phonics They’re socks.
1. Make a clothesline. 2. Pop out and colour clothes. 3. Hang your clothes.
i-poster
i-flashcards
IWB
LL
4 Point, ask and answer the questions.
Wha†´fi thifi? Wha† a®æ t™eßæ?
DC
I†´fi å ®e∂ skir†. T™e¥´®æ bl¤æ sockfi.
More
practice 63 More
practice P
F
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LL Asking and answering questions about clothes Monitor the activity and check theMoreanswers and
More
and colours help children to remember and the pronunciation of the questionphonics
forms. phonics
apply vocabulary and grammar structures in a

communicative way.
MST Numbering the vocabulary helps the children Assess the activity asking which number goes
develop ordering, sequencing and using figures. with each piece of clothing. i-poster
i-flashcards
CAE Making a clothesline is a good way to express Let children enjoy and express themselves with
creatively their preferences in clothes. this activity.
IWB
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Unit 5
Lesson 4
Optional extra: Slow-spell the words one at a time from activity 1
Grammar
out thePword before you finish spelling it.
More More
tice
andpracchildren call
practice
• Questions with What + be + this/these
F
• Demonstrative this/these
SC
Vocabulary
• Clothes: dress, jacket, shoes, shorts, skirt, socks,
trousers 2 More
phonics 2.6
More
Children
phonics
listen and number.
Optional extra: Hold up the unit 5 Flashcards (or open the
• Review: body parts, numbers i-flashcards on the Teacher’s i-book) one at a time and children
Functions say the corresponding number. On the board write this and these
• Identify clothes ini-poster
two columns. Children say this or these accordingly before you
stick the flashcards on the board in their respective column.
Skills objectives
i-flashcards
Speaking
3 Children pop out and make a clothesline.
IWB
Optional extra: Drill It’s a… and They’re... Divide the class
• Ask and answer questions to identify clothing into small groups. Children show their clothesline to their
Listening classmates and describe the clothing: It’s a (yellow shirt).
• Identify the key vocabulary: clothes They’re (blue trousers).
Writing
• Trace and write: clothes 4 Children point, ask and answer the questions.
Optional extra: Display the clotheslines around the room. In
pairs, children go round the classroom and repeat the questions
Materials from activity 4.
Stick the unit 5 Flashcards (or open the i-flashcards on the
• Student’s Book 1 CD 2 Teacher’s i-book) of clothing on the board. Choose one
• Flashcards Unit 5 flashcard and mouth the word to the class. Children respond
More More
P
• Piece of card practice
by saying
practice
the word out loud.
• 2 straws, plasticine, string and 4 paperclips per child F
Children listen
SC and colour the clothes. For further practice,
open My notes and give your own instructions to the children. They
Attention to diversity More the Richmond i-tools to draw and colour the different clothes.
useMore
phonics phonics
Children may need varying degrees of assistance in

creating their own clothesline. Be on hand to help Continuous assessment
and encourage fast finishers to help their partners.
Teacher’s Resource Book 1: Writing worksheet Unit 5
i-poster
Warmer
Play Bingo with body parts. Children draw three partsi-flashcards
of At home
the body in their notebooks. Dictate the body parts and
More children crossPout
practice
More
P the pictures as they hear them. The
practice
first
child to crossF out
F
all their words shouts Bingo!
Lead-in
SC SC Student’s Book CD 2
More More
phonics phonics
Use the unit 5 Flashcards and have ready a plain piece 2.6
of card the same size. Hold up each flashcard covered
1 It’s a jacket! 5 They’re shorts!
completely by the card. Pull down the card to slowly
i-poster
reveal the picture and encourage children to guess 2 They’re shoes! 6 It’s a dress!
i-flashcardswhat it is. 3 They’re trousers! 7 They’re socks!
4 It’s a skirt! 8 It’s a shirt!
IWB i-book
play Simon says! on the IWB.
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Unit 5
Lesson 5 Katie’s pink dress M”uµ, loo§!
T™æ part¥ ifi tomorro≤! I†´fi å pin§ d®esfi!
1 2
Le†´fi bu¥ i†!

Yo¤ >æe∂ å >e≤ d®esfi
K”at^æ. Le†´fi gø shoppin@!
3 H”^, A”n>! 4 U™ o™!
I li§æ you® d®esfi!

O™ nø! T™e®æ´fi jui©æ
SCC o> m¥ d®esfi!
LC 2 Look and circle.

1. T™e®æ´fi jui©æ o> t™æ shir† / troußerfi.
2. T™e®æ´fi jui©æ o> t™æ skir† / troußerfi.
3. T™e®æ´fi jui©æ o> t™æ sockfi / shø±fi.

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SCC Explain to the children the importance of Check children can follow and understand the story by
having good friends, relationships, politeness asking some general comprehension questions.
and good manners. Children can imitate other
people’s helpful actions and good behaviour.
LC Choosing vocabulary involves observation, Check children do the activity correctly and circle the
discrimination and association. This develops right options.
strategic thinking.
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Unit 5
More
practice
More
practice P P
Lesson 5
F F

SC SC read and listen to the story (1-8).
Optional extra: Divide the children into three groups: A, B and
Vocabulary
More More
phonics phonics
C. A’s read the part of Katie, B’s read the part of Ann and C’s
• buy, go shopping, juice, party, tomorrow
read the part of Mum. Give children time to find their speech
• Review: dress, like, pink bubbles and practise saying the lines to themselves quietly.
i-poster
Children listen again, this time reading their parts of text aloud.
Skills objectives
i-flashcards
Listening
IWB i-book
• Identify target language in a story listen to the story with the children.
Reading
• Follow the narrative of a story 2 C hildren look and circle.
Optional extra: Stick the tissue paper on random unit 5
• Respond to a text Flashcards (or open the i-flashcards on the Teacher’s i-book).
Hold the flashcards up one at a time. Children put their hands up
and say the sentences from activity 2: There’s juice on the shirt.
Materials
• Teacher’s i-book Fast finishers
• Student’s Book 1 CD 2 Children read the story to themselves quietly.
• Flashcards Unit 5 Wrap up
• Tissue paper to stick on the flashcards Build the story up again with pictures on the board and children
• Small strips of paper with clothing items give you the key words from the story as you tell it.
• Picture of a pink dress
Write the following sentences on the board:
Attention to diversity The party is tomorrow/yesterday.
Some children may have more developed receptive The dress is yellow/pink.
skills than others. Ask questions to provide a context, There’s tomato/juice on Katie’s/Ann’s dress.
encourage engagement and promote interest in the Children copy the sentences down in their notebook, but
story in order to aid comprehension. omit the incorrect words.
Some children may struggle with activity 2, as it
requires grammatical knowledge as well as reading
skills. Monitor closely and individually help weaker
At home
learners. • Activity Book 1 page 64
• Optional extra: Children recall a time when they got
Warmer dressed up and went to a special party. Have them draw a
Write the names of clothes on small strips of paper and picture of that day. Display pictures around the classroom.
place them in a bag. Have a volunteer take a strip of
paper and read it without showing anyone else. Have
him/her draw the item of clothing on the board while
the class guesses what it is. The first child to guess
correctly is the next to take a strip of paper from the
bag and draw.
Lead-in
Show the picture of a pink dress. Stick it on the board
and above it, write Katie’s pink dress. Generate interest
and elicit from children why Katie has a new pink dress.
(for a party)
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Unit 5
Lesson 6
5 I´µ sø angr¥! 6 L”oo§ a† m¥ d®esfi!
Poo® A”n>! S”™æ´fi sa∂! A”n> ifi you® frien∂! S”™æ´fi mo®æ
7
importan† tha> t™æ d®esfi.
A”®æ yo¤ angr¥ 8
wit™ µæ, K”at^æ?
A”®æ ∑¶ stil¬ frêndfi?
Nø. I´µ sorr¥, A”n>. Wæ´®æ ∫±s† frêndfi fo®e√±®!

SCC
LC 2 Complete the sentences.

1. K”at^æ ifi ∑±arin@
å pin§ d®esfi an∂ whi†æ shø±fi.
2. M”uµ ifi ∑±arin@
å bl¤æ shir† an∂ å g®e¥ skir†. A”n>
3. A”n> ifi ∑±arin@ M”uµ
SCC å purp¬æ skir† an∂ å ¥ello≤ shir†. K”at^æ
DC More
practice 65 More
practice P
F
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SCC Ask them to reflect on whether material things Ask questions about the things children
More are wearing.
More
phonics
really make us as happy as we think. phonics
LC Children learn to recognise, understand and Check the activity personally and ask children to read
write phrases and key vocabulary. the completed sentences aloud.
i-poster
i-flashcards
IWB
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More
practice
More
practice P P Unit 5
F F Lesson 6
SC SC
Language objectives
More
phonics
1 More
2.8
phonics
Grammar Optional extra: Dictate three true or false statements. Children
• Present continuous to describe what someone is touch their nose if the statement is false and touch their mouth
wearing
i-poster
if the statement is true. Statements to dictate: 1. Ann is happy.
2. Katie says sorry. 3. Ann and Katie are friends.
Vocabulary
i-flashcards
• angry, best friends, forever, sad, sorry IWB i-book

• Review: clothes, colours listen to the story with the children again.
Skills objectives 2 C hildren complete the sentences.

Speaking Optional extra: Dictate a new sentence about Katie and children
• Reproduce model text draw the picture: Katie is wearing a yellow skirt and a blue jacket
with red socks.
Listening
• Understand and use a model for later production
• Build on confidence in listening skills 3 C hildren act out the story.
Optional extra: Divide the children into groups of three.
Reading Children practise the story in groups. Invite groups to role play
• Follow a narrative their story to the class. Ensure that children understand the moral
• Use comprehension strategies such as prediction of the story as a conclusion.
Fast finishers
Materials Children draw a picture of Ann and colour in the clothes. They
• Teacher’s i-book then write the description below starting with Ann is wearing…
Invite volunteers to mime the following feelings from the story:
More
practice
More
P
angry, sad, sorry.
practice
The other children guess the mimed words.
Some children may have difficulty following the Sequencing:
narrative of the story. Ask concept-check questions in order.
and play the listening a number of times if necessary.
More
phonics
More
phonics
Some children may be reluctant to act out the story Continuous assessment
in front of their peers. Encourage reticent children
with praise, but do not force children to perform. Teacher’s Resource Book 1: Reading worksheet Unit 5
i-poster
Warmer At home
On the board, draw three female stickpeople, a shop, i-flashcards
a dress, juice and some balloons. Elicit the names of • Activity Book 1 page 65
the characters and the key words from the story. Write
IWB • Optional extra: Children draw their favourite item of
them under the pictures, drill and invite children to tell clothing and label it, for example, a blue shirt.
you what happened in the story.
Lead-in
Draw a happy and unhappy face on the board, and ask
the children if Katie was happy or sad and why.
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Unit 5
Lesson 7
LL
1
2
More
practice
More
practice P
LC F
g®e¥ whi†æ 2 Look, number and complete. Grammar SC

What are you wearing?
blac§ brow> g®e¥ whi†æ More
I’m More
phonicswearingphonics
a grey dress and black shoes.
3 I´µ ∑±arin@ oran@æ

troußerfi, å g®æe> jac§e† I´µ ∑±arin@ å purp¬æ
i-poster
an∂ blac§ shø±fi. T-shir†, brow>

i-flashcards
4 troußerfi an∂ bl¤æ shø±fi.

2 I´µ ∑±arin@ å whi†æ IWB
jumπe®, ®e∂ shortfi, g®e¥ I´µ ∑±arin@ å ¥ello≤

shø±fi an∂ ®e∂ sockfi. jumπe®, å g®e¥
LC
3 Ask and answer. 1 skir† an∂ whi†æ shø±fi.
Wha† a®æ yo¤ ∑±arin@? I´µ ∑±arin@...
DC
66 More
practice
More
practice P
F
600787 _ 0060-0071.indd 66 06/03/14 15:54

LL The stickers
More activity improves
More children’s ability Check children stick the stickers in the right box.
phonics phonics
to connect visual and textual information.
LC Children produce short and simple texts with Check children complete the activity properly using
the aid of patterns in this activity. the right colour.
i-poster
n i-flashcards
IWB
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More
practice
More
practice P P
Unit 5
F F
SC SC
More
phonics
More
phonics
i-poster
Lesson 7
i-flashcards
Lead-in
Grammar
i-poster
Optional extra: Say a description from activity 1 and children draw
• Present continuous i-flashcardsand colour the corresponding
Speaking items of clothing in their notebooks.

Touch + to open the activity. Play What’s missing? This
• Review: clothes, colours activity can be done as a whole class activity or in two teams.
Children memorise the pictures and guess the one missing. Use
Functions the Richmond i-tools to write the names of the different clothes
• Describe appearance on the picture.
Skills objectives 2 C hildren look, number and complete.

Speaking Optional extra: Write the following words on the board:
• Use the target language in short exchanges orange wearing I’m trousers
I’m a purple wearing T-shirt
Listening wearing
practice a I’m jumper white
P
More More
• Identify the key vocabulary of clothes practice

In teams, children race to order the sentences.
in a matching task F
Reading Visual grammar presentation
SC
• Identify the key vocabulary of clothes
and complete sentences 3 C hildren ask and answer.
More
phonics
More
phonics
Optional extra: Display the unit 5 Poster (or open the i-poster on
Materials the Teacher’s i-book) and point to the children. In pairs, children
make a sentence about what the child is wearing, for example, I’m
• Teacher’s i-book wearing an orange jumper.
i-poster
Wrap up
• Student’s Book 1 CD 2 i-flashcards
Dictate sentences about the children in the unit 5 Poster, for
• Poster Unit 5 example, He’s wearing a white T-shirt and blue shorts. Students
IWB
• Flashcards Unit 5 putMore
their hands up when they have identified the child. Invite a
More
practice P
• Realia: magazine to explain homework child to come to
practice
the poster and point to the corresponding picture.
F
Children SC listen and find the correct item in the picture.
Attention to diversity Alternatively, ask children to focus on a child. Use the shade or
Activity 1 requires children to stick as they listen, More
phonics spotlight in the Richmond i-tools to cover him/her and ask
theMore
phonics
which may be challenging for some learners. Give children to describe his/her hair and clothes from memory.
children time so they don’t feel rushed.
Warmer i-poster Teacher’s Resource Book 1: Language worksheet Unit 5
Draw a Noughts and Crosses grid on the board with
ample space Pin each
P
More More
practice practice
square for a unit 5 Flashcard. i-flashcards
F F
Divide the class into two teams: X and O. A child At home
from team X SCcomes
SC up, points to a flashcard and asks IWB
More What is it? A child from team O responds: It’s a (blue
phonics
More
phonics
jacket). If the child correctly identifies the article of
clothing, remove the flashcard and draw an O in the
space. If the child answers incorrectly, the flashcard
i-poster
remains. The first team to get three X’s or three O’s 2.9
in a row wins the game.
i-flashcards
1 What are you wearing? I’m 3 What are you wearing?

IWB
Use the Vocabulary Game Generator to practise
i-book
wearing a yellow jumper, a I’m wearing orange trousers,
the key vocabulary from the unit. Play Guess it! See grey skirt and white shoes. a green jacket and black
page 22 for games instructions and ideas. 2 What are you wearing? shoes.
Lead-in I’m wearing a white jumper, 4 What are you wearing?
Dictate some true/false sentences about what you’re red shorts, grey shoes and I’m wearing a purple T-shirt,
wearing. Invite children to give you the correct red socks. brown trousers and blue
description. shoes.
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Phonics Bob the frog
Unit 5
Lesson 8
LC
1 2.10 Listen and read.
Bob is a frog. He lives at the pond.
Uh oh! A dog!
The dog chases Bob! Hurry, Bob! Bob lands on a log!
LL
2 Look and colour.
fro@ g®æe> pon∂ bl¤æ do@ blac§ lo@ brow>
LC
Help Bob find his way to the log!
bo≈ cloc§ soc§

More
practice
More
practice P
F
po† dol¬ lo@
SC
DC
More
phonics 67 More
phonics
600787 _ 0060-0071.indd 67 06/03/14 15:54

LC Phonics activities help children to apply Ask some of the children to readi-poster
out loud and relate
pronunciation rules and will help them to the sound o with the letter.
develop a natural pronunciation in English. i-flashcards
LL Children need to think about the puzzle, Check children use the correct colour.
IWB
solve it and then complete the activity, which
involves the use of intellectual strategies.
194
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Unit 5
Lesson 8
Language objectives 2 Children look and colour.
Optional extra: Lead the children in a chant with:
Vocabulary
The frog is green, the pond is blue, the dog is black,
• box, clock, dog, doll, frog, log, pond, pot, sock
and he’s looking at you!
• Review: colours Repeat the chant, but this time whispering.
Pronunciation
• Phonics: short o sound 3 2.11 Children listen and draw.
Optional extra: In pairs, children repeat Bob’s itinerary.
Start them off with To the pot. Children don’t have to use full
Skills objectives sentences.
Listening
• Recognise the phonic o in a story Wrap up
Say different words, some with the short o sound and some with
Reading the short i sound. If the word has the short o sound, children
• Identify the phonic o in a story make an O with their fingers. If it has a short i sound, have them
hold up one finger to represent the I. Words to dictate: box,
Materials pond, fish, pink, frog, pig, clock, Kim, doll, swim, pot, Bob, hit, dog,
More
practice
More
P
log,practice
Jim.
F
Children SC
listen and choose the correct sound. Write the
• Student’s Book 1 CD 2 words on the IWB so they associate the sound with the letter.
• Flashcards Units 1-5 More
phonics
More
phonics
Attention to diversity Teacher’s Resource Book 1: Speaking worksheet Unit 4.
Insistence on correct pronunciation may cause Hold the units 1-5 Flashcards (or open the i-flashcards on
weaker children to feel uncomfortable when joining
i-poster the Teacher’s i-book) and children put their hands on their
in the activity. Repetition and choral drilling can help head when they think the word contains the target phonic.
i-flashcards
children develop familiarity with sounds.
IWB At home
Warmer
Draw a picture of a frog on the board slowly and • Activity Book 1 page 67
children try to tell you what the word is before you
finish. Say It’s a frog and drill the sentence. Focus on
the o phonic and drill individually and chorally. Student’s Book CD 2
More
practice Lead-in More
practice P P 2.11
Ask children where

F F a frog lives. Say Frogs live in a pond, Bob jumps to the pot. Draw a line from Bob to the pot.
and draw a pond
SC SC around the frog. Drill the two words,
frog and pond, emphasising the similarity in the phonic. Bob jumps to the doll. Draw a line from the pot to the doll.
More More
Bob jumps to the box. Draw a line from the doll to the box.
phonics phonics
i-poster
1 2.10 Children listen and read.

i-flashcards Bob jumps to the clock. Draw a line from the box to the clock.
Optional extra:Lead-in
Write the chant on the board. Invite Bob jumps to the sock. Draw a line from the clock to the sock.
i-poster
children to tell you where the o sound is. Repeat the Bob jumps to the log! Draw a line from the sock to the log.
chant and children click their fingers on the phonic.
IWB i-book
Touch + to open the activity. Play the complete
chant to demonstrate the activity. Then play the activity
chant. The children chant and say the missing words as
they are highlighted. Use the Richmond i-tools to write
the missing words and highlight the sound o if needed.
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Unit 5
CAE
Lesson 9

Achieve! C LI L
Child’s own
I´√¶ go† writing hai®.
Child’s own
I´√¶ go† writing e¥efi.
Child’s
own drawing
LC
CAE
3 Draw and label.
1. Trace. 2. Cut and colour. 3. Label.
™ea∂ hai®
arµ
k>ææ
¬e@
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CAE Drawing is always a creative and fun Congratulate children on their portraits
activity that facilitates both expression and and display them, if possible.
communication. It also develops one’s
innate capacities.
LC Completing the sentences is a way of Monitor to what extent the children are capable
personalising the communication and of remembering the spelling of the words.
activating the vocabulary.
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Unit 5
Lesson 9
Language objectives 1 2.12 Children listen and draw.
Optional extra: Children compare their self-portraits in pairs.
Grammar
• Review: I’ve got…, this/these
Vocabulary
2 Children complete the sentences.
Optional extra: Invite children to come to the front of the class
• Review: parts of the body, commands with their self-portrait. As they hold their picture up they say the
Functions sentences they have completed in activity 1.
• Describe oneself and others
3 Children draw and label.
Optional extra: Children use the cut-out of their partner and
Skills objectives holding it erect, introduce their partner. Give the prompts on the
Listening board for children to copy.
• Identify target language in order to draw a picture This is… These are his/her…
Writing
• Complete sentences about one’s appearance Wrap up
Draw the silhouette of a head on the board. Distribute paper.
Children copy the silhouette. Describe the face and children draw:
Materials He has got two noses.
• Teacher’s i-book He has got red hair.
• Student’s Book 1 CD 2 He has got green eyes.
He has got four ears.
• Pictures of self-portraits by famous artists (e.g.,
He has got a purple mouth.
Van Gogh, Rembrandt, Picasso)
Children draw and colour the picture.
• Butcher paper (1 body-sized sheet per child) Display the pictures around the classroom.
• Coloured markers
• Scissors Continuous assessment
• Glue stick Children write a description of the face they drew in the Ini
wrap up activity.
Attention to diversity Tea
pag
Some children may be reluctant to lie down and At home
have their partner trace them. Monitor carefully and
provide individual assistance to reassure the hesitant • Activity Book 1 page 68
children. • Optional extra: Children choose a famous person, draw
a self-portrait and write a description underneath as seen
in activity 1.
Warmer
More
practice Play Simon says
More
P with
P
practice the following commands: touch
your nose, clap
F your
F hands, stamp your feet, blink your Student’s Book CD 2
eyes, bend your knees, shake your arms.
SC SC
2.12
More
phonics
Draw your head. Draw your ears.

Write the word self-portrait on the board and show
children self-portraits by famous artists (see Materials). Draw your eyes. Draw your mouth.
i-poster Talk with children about the portraits: How is (he) Draw your nose. Draw your hair.
i-flashcards
feeling? Is (he) happy or sad? What colours can you see?
IWB i-book
Open the lead-in activity. Ask children to come
to the IWB in turns. They listen and use the Richmond
i-tools to draw a face. Explain that they’re going to
draw a monster face. Ask a child to come to the IWB
and draw as you dictate: It’s got two big noses, four blue
eyes, six ears and a small mouth. Encourage the rest of
the children to help him/her.
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SC
More More
phonics phonics
Unit 5
LL
1 2.13
Different people
Listen and number.
Lesson 10
Culture
i-poster
2
3 1
i-flashcards
hai®.
1
e¥efi. IWB
SCC
2 Read and tick (✔).
1. S”™æ´fi go† shor† blac§ hai®. 4 S”™æ´fi go† lon@ blac§ hai®.
2. 4 S”™æ´fi go† lon@ ®e∂ hai®. S”™æ´fi go† shor† brow> hai®.
3. 4 Hæ´fi go† shor† blon∂ hai®. Hæ´fi go† shor† ®e∂ hai®.
CAE
3 2.14 Listen, stick and say the poem.
People are different everywhere!
They’ve got different faces!
They’ve got different hair!
She is short. He is tall.
It doesn’t matter
How different we are.
All of us are shining stars!
She is old. He is young.
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LL Children work on listening out for key Check children are listening for key vocabulary
vocabulary in order to identify pictures. by asking questions about the photos.
SCC Discuss with the children, promoting the values of Monitor the replies of the children.
respect for all types of people, regardless of their
physical characteristics, gender or ethnicity.
CAE Explain to the children the characteristics of a poem. Praise the children who are willing to participate
This will help them to learn about both literature and saying the poem.
the English language in a natural way.
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Unit 5
Lesson 10
Language objectives 2 C hildren read and tick (✓).
Optional extra: Write the three correct descriptions from
Vocabulary
activity 2 with the vowels missing. Children give you the missing
• Adjectives: long, old, short, tall, young
vowels to complete the sentences:
• Review: hair colour, parts of the body More Sh_’s g_t l_ngP bl_ck
practice
More
P
practice
h_ _r.
Functions
• Describe and recognise people Sh_’s g_t l_ngF r_d
F h_ _r.
SC
H_’s g_t sh_rtSCbl_nd h_ _r.
More More
Skills objectives
phonics phonics
i-poster
Speaking More
practice
3 2.14
More
practice
Children
P
listen, stick and say the poem.
i-flashcardsP
Optional extra: Children stand up. Play the poem again and
• Recite a poem i-poster F Lead-in
F
children act out the adjectives when they hear the actions.
Listening i-flashcardsChildren recite the
SC poem again and tap out the rhythm.
SC Speaking
• Identify appearance More

phonics
More
phonics
IWB i-book
Touch
More
practice
+ to openP the activity. Play Guess it! Divide the
More
Reading
practice
class in teams to make the F

activity more challenging. Children
• Understand the target language in order look and try to guess the appropriate sentence, which they have
to match up with pictures SC
i-poster
to say out loud. For further practice, ask a child to come to the
More
IWB and phonics
write the sentences.
More
phonics
i-flashcards

Watch the video Let’s go to the park! Complete the
• Teacher’s i-book comprehension activity with the children.
i-poster
• Student’s Book 1 CD 2 Wrap up i-flashcards
Tell children to imagine they are in a house of mirrors. Children

draw a IWB
distorted picture of themselves as if they were looking at
Attention to diversity themselves in a distorted mirror. Children make themselves too
Activity 3 requires children to stick as they listen, tall or too short.
which may be logistically challenging for some
learners. Give children time so they don’t feel rushed. Continuous assessment
Dictate the following words for children to write down:
Warmer short, long, old, young, tall.
Call out two body parts and ask children to touch them
together:
T: Hands and feet. At home
Repeat with other combinations.
Lead-in
Pre-teach the adjectives long/short hair. Go round the • Optional extra: On their distorted picture, children draw
class and children describe their partner’s hair using the a speech bubble and write the corresponding sentences
target language, for example, He’s/She’s got short hair. for their drawing: Look at me! I’m short.
1 2.13 Children listen and number. Student’s Book CD 2

Optional extra: Hold up the book and point to the
2.13
pictures. Make some incorrect statements about their
appearance for children to correct. 1 This is Sal. She’s got long black hair.
2 This is Jane. She’s got long red hair.
3 This is Alex. He’s got short blond hair.
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Unit5 Review
LL
1 2.15 Listen and circle.
1 2 3
LL
2 Describe and guess.
S”™æ´fi ∑±arin@ å ®e∂ ha†, Ifi i† thifi o>æ?
oran@æ troußerfi an∂...
70
Yefi, i† ifi!
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review of skills, as well as vocabulary and progress in one skill than in the others.
grammar. They also allow teachers to
continuously assess the children’s progress.
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Unit 5
Review
More
practice
More
practice P P
F F
SC SC

phonics
Lead-in More
phonics
Grammar i-book). Hold up a unit 5 word Flashcard. Children volunteer
• Present continuous to describe appearance to come to the poster and stick the words on the corresponding
• have got in the 3rd person i-poster
spot on the poster. Repeat the procedure with different word
• Short answers with be i-flashcardscards.
Vocabulary IWB
i-book
• Clothes vocabulary from the unit. See page 22 for games instructions
• Colours and ideas.
• Parts of the body
• Adjectives for describing appearance More
practice
1 2.15
More
practice
Children listen and circle.
P P
Optional extra: Stick the Flashcards (or open the i-flashcards
F F
on the Teacher’s i-book and show them one by one) on the
Skills objectives SC SC to tell you which of the items were listed in
board for children
Speaking phonics activity 1. Encourage them to say the colour if they remember.
More More
phonics
• Ask and answer questions using the key vocabulary

and grammar 2 C hildren describe and guess.
Listening i-poster
Optional extra: Children repeat the activity as seen in activity 2,
• Identify target language items and match them i-flashcardsbut describing class members.
to the correct images
IWB
Open the Speaking activity. Ask children to describe what
i-book
Reading the children in the photos are wearing. For further practice, take
• Identify the target language of the unit and match a child to the front of the class and ask another one to describe
it to the correct image what he/she is wearing today.
Writing
• Write a description of a friend using target language Student’s Book CD 2
2.15
Materials 1 What’s he wearing? He’s wearing a black shirt, pink shorts

• Teacher’s i-book and yellow shoes.
• Teacher’s Resource Book 1 2 What’s she wearing? She’s wearing a red hat, a purple
• Student’s Book 1 CD 2 dress and orange shoes.
• Poster Unit 5 3 What’s he wearing? He’s wearing a grey shirt, purple
trousers and green socks.
Some children may struggle to remember structures
and vocabulary studied earlier in the unit. Pair
stronger children with weaker learners to allow for
peer teaching.
Warmer
Play Hangman with key vocabulary items from the unit,
for example, dress, pink, trousers, head, arm, brown, long,
blond, short.
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Unit5 Review
IE
3 Look, read and number.
1 3 Hæ´fi go† shor† ®e∂ hai®

2 an∂ g®æe> e¥efi.
1 Hæ´fi go† shor† brow>
hai® an∂ brow> e¥efi.
2 S”™æ´fi go† lon@ blon∂
hai® an∂ g®æe> e¥efi.
4
3 4 S”™æ´fi go† lon@ brow>
hai® an∂ bl¤æ e¥efi.
IE
Trud¥´fi go† lon@ brow> hai®

an∂ bl¤æ e¥efi.
S”™æ´fi ∑±arin@ å ¥ello∑
skir†, a> oran@æ T-shir†
an∂ blac§ shø±fi.
IE
5 Draw a friend and write a description.
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IE Challenging activities help children to develop a Check and correct children’s work.
learning, making them aware of their own
capacities, limitations and achievements.
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F F
SC SC
More More
phonics phonics
Unit 5
i-poster Review
i-flashcards
IWB
Open the i-poster. Ask a child to listen to one of
i-book
the sentences. Then ask the child to circle the correct

person in the poster using the Richmond i-tools.
3 Children look, read and number.

Optional extra: Children copy a table from the board,
with Hair, Eyes and Both as headings. Children arrange
the words from activity 3 in the table.
Hair Eyes Both

• short • green • brown
• long • blue
• red
• blond
4 C hildren look and complete.

Optional extra: Display the unit 5 Poster (or open the
i-poster on the Teacher’s i-book). Ask a volunteer to
describe the children in the poster using the sentences
from activity 4. Point to a child in the poster and say:
Is it this one? If correct, the child describing responds:
Yes, it is.
5 C hildren draw a friend and write a

description.
Optional extra: Children come to the front of the class
to read their description for their peers to guess who
they are describing.
Wrap up
Play Bingo with items from unit 5. Write on the
board a list of colours, a list of body parts and a list
of items of clothing. Ensure that children include two
items from each category on their Bingo grids. Dictate
the following words: body, head, arm, leg, eye, hair,
hand, foot/feet, ear, nose, mouth, finger, toe, knee, brown,
black, blond, white, grey, shirt, trousers, skirt, dress, socks,
hat, shoes, jumper. The first child to cross out all their
words shouts Bingo!
Final evaluation
At home
vocabulary items/characters from unit 5 in their notebooks
and draw a picture.
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Unit 5
Unit
Lesson 1
5 People all around
1
1 Trace and match.
Unit 5
Lesson 2
1 Find and write the number.

2
2 Touc™ you® ™ea∂ 3 B”en∂ you® k>æefi
8
9 ¬e@ 6 arµ 3
7
1 Claπ you® handfi 4 S”ha§æ you® armfi
4 e¥æ 2 mout™ 4
6
6 S”tamπ you® ƒæe† 5 B”lin§ you® e¥efi
10 k>ææ 11 foo† 5
1 2 3
7 han∂ 8 ‡in@e®
9
12 tø¶ 1 ™ead 10
3 ea® 5 noßæ
11
2 Read and colour. 12
noßæ = oran@æ
e¥efi = brow>
hai® = g®æe> 4 5 6
handfi = purp¬æ
£æe† = pin§
¬egfi = g®e¥
mout™ = ®e∂
earfi = ¥ello≤
armfi = bl¤æ
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Unit 5
Unit 5 Unit 5
Lesson 3 Lesson 4
1 Read and colour. 1 Trace and number.
1 2
2 sockfi 1 jac§e† 3 troußerfi
1 3
I´√¶ go† brow>
brow> e¥efi. g®æe> e¥efi.
3 4
5
7
4
I´√¶ go† ®e∂ hai®. I´√¶ go† blac§ 6
I´√¶ go† bl¤æ e¥efi. hai®. I´√¶ go†
brow> e¥efi.
5 shortfi 7 skir† 4 shir† 6 d®esfi
2 Complete and colour.
blac§ blon∂ bl€æ brow> g®æe> ®e∂ 2 Complete and number.
1 2 3
3 1. I†´fi å shir†. 4
Child’s Child’s 2. T™e¥´®æ troußerfi.
own own 3. T™e¥´®æ shø±fi.
colouring colouring
I´√¶ go† brow> 1 4. I†´fi å d®esfi. 2
Child’s own writing Child’s own writing
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Unit 5
Unit 5 Unit 5
Lesson 5 Lesson 6
1 Order, write and colour. 1 11 Listen and order.
1 2
3 1 2

1. Hæ´fi ∑±arin@ blac§ troußerfi an∂ å ®e∂ T-shir†.
2. Hæ´fi ∑±arin@ brow> troußerfi an∂ å bl¤æ shir†.
S”™æ´fi / å pin§ d®esfi / an∂ / an∂ / ‰±arin@ / å purp¬æ 3. S”™æ´fi ∑±arin@ å g®æe> d®esfi.
‰±arin@ / g®e¥ shø±fi skir† / S”™æ´fi / å ¥ello≤ T-shir† 4. S”™æ´fi ∑±arin@ å pin§ skir† an∂ å g®e¥ jumπe®.
S”™æ´fi ∑±arin@ å S”™æ´fi ∑±arin@ å purp¬æ skir†
pin§ d®esfi an∂ an∂ å ¥ello≤ T-shir†. 4 2 1 3
g®e¥ shø±fi. .
2 Look, complete and colour.
jumπe® skir† T-shir†
1 2 3
3 Colour the scene and complete.

1. Hæ´fi ∑±arin@ Child’s own writing shø±fi.
2. Hæ´fi go† Child’s own writing hai®.
I†´fi å purp¬æ I†´fi å brow> I†´fi å ®e∂ 3. S”™æ´fi go† Child’s own writing hai®.
T-shir† . skir† . jumπe® .
4. S”™æ´fi ∑±arin@ Child’s own writing shø±fi.
64 65
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Transcript
11 See pages 64-65 of the Student’s Book for the transcript.
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Unit 5
Unit 5
Lesson 86
1 Read and colour. 1 Look and complete.

1 3
2
l
p ø †
4 f ® ø @ 5
>
d ø @

1 2 3
1
T™æ fro@ ifi o> t™æ T™æ fro@ ifi i> t™æ T™æ fro@ ifi un∂e® t™æ
I´µ ∑±arin@ å pin§ skir†, å ®e∂ 2
lo@ . pon∂ . bo≈ .
shir†, pin§ sockfi an∂ blac§ shø±fi.
3 Look and circle.
I´µ ∑±arin@ a> oran@æ jumπe®, 1 2 3 4
3 bl¤æ troußerfi an∂ brow> shø±fi.
I´µ ∑±arin@ g®æe> shortfi, å ¥ello≤ 4
T-shir†, whi†æ sockfi an∂ g®e¥ shø±fi.
I´µ ∑±arin@ å ¥ello≤ an∂ purp¬æ d®esfi an∂ po† fro@ do@ soc§
whi†æ shø±fi. M”¥ do@ ifi brow> an∂ whi†æ. dol¬ cloc§ bo≈ lo@
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Unit 5
Unit 5 Unit 5
Lesson 9
Achieve! C LI L
1 Colour by number.
Different people Lesson 10
Culture
1 Draw the other half of the body.
1 2
2
1 = brow> 4 3
2 = blac§ 5
3 = bl¤æ 5
4 = g®æe>
1
Child’s
5 = pin§
own drawing 6 = ®e∂
7 = oran@æ 6
7
2 Look and circle.

1. S”™æ´fi go† brow> / blac§ hai®. 3. Hæ´fi go† blac§ / ®e∂ hai®.
2. S”™æ´fi go† long / short hai®. 4. Hæ´fi go† lon@ / shor† hai®.
2 Read, trace and colour. 3 Read and match.
1. Dra≤ you® hai®. 4. Dra≤ you® mout™. 1. Hæ ifi shor†. 2. S”™æ ifi tal¬. 3. Hæ ifi bi@. 4. S”™æ ifi smal¬.
2. Dra≤ you® e¥efi. 5. Dra≤ you® earfi.
3. Dra≤ you® noßæ.
Ho∑ ‡in@erfi? tø±fi? handfi? £æe†?
man¥... †e> †e> twø twø
68
68 69
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Unit 5

1 12 Listen and colour. 3 Draw, colour and read.
1 2 3 1 2
S”™æ´fi go† bl¤æ e¥efi. S”™æ´fi go† shor† hai®.
3 4
Hæ´fi go† brow> hai®. S”™æ´fi go† lon@ hai®.
2 Look and complete the descriptions. 4 Write sentences and draw.

H�æ´fi go† blac§ blon∂ bl€æ e¥efi.
blon∂ brow> g®æe> g®e¥ d®esfi jumπe® sockfi S”™æ´fi brow> g®æe> ®e∂ hai®.
1. S”™æ´fi ‰±arin@ å ¥ello≤ d®esfi an∂ whi†æ shø±fi. S”™æ´fi go†
1 2
brow> hai®. S”™æ´fi go† bl¤æ e¥efi.
2. Hæ´fi ‰±arin@ bl¤æ shortfi an∂ å g®e¥ T-shir†. Hæ´fi Child’s
‰±arin@ græe> shø±fi an∂ whi†æ sockfi . Hæ´fi go† blac§ own drawing
hai®. Hæ´fi go† g®æe> e¥efi.
3. S”™æ´fi ‰±arin@ å pin§ jumπe® an∂ å ¥ello≤ skir†. S”™æ´fi
‰±arin@ blac§ shø±fi. S”™æ´fi go† blon∂ hai®. S”™æ´fi go† S”™æ´fi go† brow> hai®. Child’s own writing
brow> e¥efi. S”™æ´fi go† bl¤æ e¥efi. Child’s own writing
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Transcript
12
1
She’s wearing a yellow dress and white shoes.
She’s got brown hair. She’s got blue eyes.
2
He’s wearing blue shorts and a grey T-shirt. He’s
wearing green shoes and white socks.
He’s got black hair. He’s got green eyes.
3
She’s wearing a pink jumper and a yellow skirt.
She’s wearing black shoes. She’s got blond hair.
She’s got brown eyes.
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Language fun!
Units 0-5
LL
1 Look and circle.
app¬æ
balloo>
bananå
boo§
chai®
han∂
part¥ ha†
πenci¬
shø¶
T-shir†
LC
2 Draw and guess.
I†´fi a> an†! Nø! I†´fi å spi∂e®! Yefi!
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LL Through the game activity, children will Make sure that all the children can identify
practise vocabulary from the previous units and the images and words.
learn how pictures can be a helpful aid
to vocabulary building.
LC With this activity, children are learning basic Make sure that all the children are taking part.
communication skills such as guessing and
playing a game in a group.
210
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Language fun!
Units 0-5

Divide the class into three teams. Place a selection of units 1-5
Grammar Flashcards face down at the front of the room. Taking turns,
• Present simple: affirmative, negative, interrogative each team turns over a card. In order to win a point, the child
• Present continuous: affirmative, negative, must name the object correctly. To win an extra point, children
interrogative name the category it belongs to.
• have got: affirmative Lead-in
Vocabulary Display the unit 3 Poster. Divide the children into two teams.
• Adjectives Give them instructions: Find something beginning with b, find
• Clothes something blue… Children take turns to answer and score points
for their team. Repeat with units 4 and 5 Posters.
• Colours
• Family members 1 Children look and circle.
• Fruits and vegetables Optional extra: Hand out a slip of paper to each child on which
• Insects they write the symbol a. Elicit words that contain the short a
• Parts of the body sound: bat, rat, etc. Call out the words from activity 1 again.
Children repeat the word and hold the symbol in the air if the
Functions word contains the target phonic: apple, banana, hand, etc.
• Talk about possession
• Ask what someone is wearing Fast finishers
Children point at items in the picture quietly to themselves using
• Identify colours of objects demonstrative pronouns this, these: This is a chair.
Skills objectives 2 Children draw and guess.

Optional extra: Divide children into different groups. Repeat the
Speaking
procedure with furniture, rooms of the house, vegetables, fruit
• Ask and answer questions using target language
and clothes.
Listening
• Identify colours of objects
Reading
• Identify target language in order to circle pictures
correctly
Writing
• Write complete sentences containing the structure
have got and target language from units 0-5
• Spelling
Materials
• Posters Units 3-5
• Slips of paper for each child
• Realia: photos
Activities 2, 3 and 4 combine the receptive and
productive skills, which may prove challenging
for some children. Monitor carefully and provide
assistance where necessary.
211
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Language fun!
Units 0-5
3
CAE
2.16 Listen and colour.
1 2
SCC
4 Play Describe and guess.
Hæ´fi ∑±arin@
å ®e∂ shir†. Ifi i† S”aµ?
Yefi, i† ifi!
73
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CAE The drawing and colouring skills in this activity Make a note of the children that need more
give the children the chance to practise fine practice in this area.
motor skills and avoid going over the lines.
SCC Make the most of the interactions that occur Check if children participate and behave
in these games to practise children’s skills of appropriately.
interaction and cooperation, such as working
together, agreement, listening, appreciating
and accepting the actions of others.
212
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Language fun!
Units 0-5
3 2.16 Children listen and colour. Continuous assessment
Optional extra: Write on the board a random set of
colours, numbers, parts of the body and adjectives seen Teacher’s Resource Book 1: End of Term 2 Test
thus far in the book. Underneath the language write My
little monster has got...
Hand out a slip of paper to each child. At the top of the
At home
page children write My little monster. Children write six • Activity Book 1 pages 72-73
sentences about their little monster using the language
provided on the board and draw the corresponding
• Optional extra: Children choose five of their favourite
items from units 3-5 and draw the corresponding picture.
picture.
4 C hildren play Describe and guess. Student’s Book CD 2

Optional extra: Stick six pictures of cartoon characters/
famous people to the board. Ask children questions 2.16
about the pictures: What is he wearing? Is he young 1 She’s wearing a green hat, a red jumper, blue trousers
or old? Is it a boy or a girl? and grey shoes.
Take the pictures down. Invite a volunteer to the front 2 He’s wearing a green T-shirt, grey shorts, yellow socks
of the class and secretly hand him/her a photo. Children and orange shoes.
ask questions in order to guess who it is.
Wrap up
Hand out a slip of paper to each child on which children
draw a grid (10 x 10 squares). In pairs, children choose
five words from units 0-5 and write them vertically,
horizontally or diagonally on the grid. Children fill in
blank squares with letters in order to hide words. Pairs
exchange grids with other pairs and complete the word
search.
213
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Language fun!
Language fun!
Units 0-5 3 Follow the paths to the house.

1 Read, write and colour.
1 2 3 4
Janæ Sara™ Mim^ Laurå

Laurå ifi ∑±arin@ å ¥ello≤ skir†, å g®æe> jumπe® an∂ brow> shø±fi.
Sara™ ifi ∑±arin@ bl¤æ trousers, å bl¤æ jumπe® an∂ blac§ shø±fi.
Janæ ifi ∑±arin@ å pin§ skir†, å whi†æ T-shir†, sockfi an∂ shø±fi.
Mim^ ifi ∑±arin@ g®æe> shortfi, å ®e∂ T-shir†, bl¤æ sockfi an∂ shø±fi.
2 Look and colour the rabbits.
4 Circle what the family find.
i>=®e∂ o>=¥ello∑ un∂e®=bl€æ

72 73
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214
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Notes
215
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Unit 6
Grammar
Overview
• Demonstratives: this, • Farm animals: cat, chick, • Phonics: u sound • Numbers
that, these, those cow, duck, goat, hen, • Classroom objects
• be and adjectives horse, mouse, pig, pup, • be in 3rd person singular
• Present continuous: sheep and plural
affirmative and • Verbs: drink, eat, feed, go, • Plural ‘s’
interrogative play, run, sleep, swim, visit
• Adjectives: big, clean,
dirty, fat, small, thin
• Time: o’clock, numbers
1-12
• Other: fun, hug, rug, sun
Language objectives
Grammar Functions
• To use imperatives to give commands • To identify farm animals
• To use have got to show possession • To describe animals
• To use demonstrative pronouns and adjectives (this/ • To describe activities of animals
these/that/those) to identify singular and plural items • To tell the time and describe routines
• To use the Present continuous to describe current
actions
• To identify and name farm animals and actions • To highlight and practise the short u sound
• To identify and name adjectives
Skills objectives
Speaking Reading
• To give instructions using imperatives • To recognise the target language (demonstrative pronouns,
• To describe animals using demonstrative adjectives adjectives, Present continuous, farm animals)
• To ask and answer questions in the Present continuous • To understand the lyrics of a song in order to act out
to identify animal actions the gestures
• To sing and mime along to a chant/song to reinforce • To use reading skills to match text with pictures or select
target language the correct item
• To use reading skills to correctly answer true or false
statements about the text
Listening Writing
• To identify characters in a story • To trace and write target vocabulary: numbers, farm
• To follow the narrative of a story animals, adjectives, demonstrative pronouns, verbs in
gerund
• To listen and sing along
• To use listening skills to match the correct exponent • To complete gapped sentences with target language
with a picture
• To identify target language in a matching activity
216
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F F
SC SC
More More
phonics phonics
More
practice
More
practice P P
F F
i-poster SC SC
More
phonics
More
phonics

Teacher’s i-book
IWB i-book
demonstratives, be and adjectives and Present Use the Richmond
the IWB.

Lead-in
farm animals, verbs and adjectives. Speaking to the lesson. See lessons 1, 4, 5, 6, 7, 9
• Children can recognise and produce u sounds. Speaking
+
• Check children can understand and produce Activities with + beside the rubric offer an additional
functional language: identify and describe farm interactive activity to reinforce the activity content. See lessons
animals and their activities and tell the time. More
practice
2, 4More
and 9 ofP thisP unit.
practice
F F
Materials See
More

More lessons
practtice
prac
More
SC
More
practice
ice SC
practice 2, 3, P4 PP 7 of this unit.
P and
phonics
More
FF FF
phonics
Fast
SC Wrap
• Teacher’s Resource Book 1 be
More used as
More homework. See lessons 1, 2, 3, 4, 6, 7 and 8 of
More
More
phonics
phonics phonics
phonics
this unit.
Reading worksheet Unit 6, page 41: Lesson 6 i-poster
Writing worksheet Unit 6, page 53: Lesson 4 i-flashcards Audiovisual material is provided in lesson 10 of this unit.
Speaking worksheet Unit 6, page 65: Lesson 8
Listening worksheet Unit 6, page 75: Lesson 3 IWB
i-poster
i-poster
The unit review pages also include additional Speaking activities
i-book
Test Unit 6, pages 128-133: Unit 6 Review reinforce the unit content. See Review of this unit.
toi-flashcards
i-flashcards

IWB i-book
• Posters Units 1-6 IWB i-book
• Extra interactive games to review the key vocabulary from the unit
Slips of paper Glue at any time.
Classroom objects Pens
Cotton wool Paper fasteners Use the Interactive Routines Poster at the beginning of
Mural paper Crayons each lesson.
Construction paper
Sharpened pencil
Key competences
Children develop skills using stories, songs, chants Children look at the differences between life in the
and model dialogues as tools for helping language city and life in the countryside.
acquisition.
Children become more comfortable with joining in
song and chants and acting out stories. Children
MST Mathematical competence and basic work on rhyme and rhythm through songs and
competences in Science and Technology chants.
Children learn about life in the countryside and
animals that live on farms. Children practise telling LL Competence in learning to learn
time and daily routines. Children practise various strategies such as observation
and deduction and apply them to various activities.

Children use technology as a tool to reinforce and executing a task as well as revising
language acquisition by using audiovisual and the unit content. Children are made aware
interactive whiteboard material. of the importance of revision as an aid to
514606 _ 0216-0247.indd 217 03/12/14 16:13

Unit
Lesson 1
6 Down on the farm
MST
1
L’eø, @e† i> t™æ ca®! Wæ´®æ 2
Welcoµæ boyfi!
goin@ tø m¥ granda∂´fi farµ.
C”oµæ o>! Le†´fi £æe∂ t™æ pigfi.

3 T™eßæ pigfi a®æ hungr¥! 4
W™e®æ´fi Geor@æ?
LC Geor@æ, stoπ! Tha†´fi
no† å bananå!
LL
2 2.18 Listen and point. 3 Trace the words.
co≤ pi@
duc§
horßæ goa†
™e>
ca† moußæ
DC
s™æeπ chic§
74 More
practice
More
practice P
F
600787 _ 0074-0085.indd 74 06/03/14 15:57

MST ChildrenMorelearn about farm animals and their
More Ask some questions about the story to check
habitat.phonics phonics
reading and listening comprehension.
LC Children learn to identify the unit vocabulary Check children show comprehension and point to
and practise basic listening comprehension the right animal.
skills. i-poster
LL Tracing vocabulary provides children with Monitor the activity checking children identify
i-flashcards
controlled writing practice. the unit vocabulary.
IWB
218
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F F
SC SC
More More
phonics phonics
Unit 6
i-poster Lesson 1
i-flashcards
Language IWB
Open the i-poster. Listen to each word so that the children
i-book
Grammar can identify the animals. Children drag the words to the correct
• Review: have got, Present continuous, prepositions animals. Alternatively, say the animal and ask the children to use
of place the Richmond i-tools to circle the animal.
More
practice
More
practice P P
Vocabulary
• Farm animals: cat, chick, cow, duck, farm, goat, hen, 1 2.17 Children
F F
read and listen to the story.
horse, mouse, pig, sheep Values: Talk with
SC SC children about why farms are important and
how we should respect farmers because they work hard to
• Review: target language from units 1-5
More More
phonics phonics
provide us with food.

Functions Optional extra: Check comprehension by asking some questions
• Review: make suggestions: Let’s... about the story. Ensure children understand the idea that the
i-poster
children are on a farm.

Skills objectives
i-flashcards
IWB i-book
Listening listen to the story with the children. Use the i-flashcards to
• Follow the narrative of a story introduce the new vocabulary.
• Identify key vocabulary: animals
Reading 2 2.18 Children listen and point.
• Follow the narrative of a story Optional extra: Elicit or teach the sound each farm animal
Writing makes. Imitate one of the farm animals. Children try to identify
• Trace animal words the animal.
Materials 3 Children trace the words.

Optional extra: Dictate the farm animals. Children listen and
• Teacher’s i-book draw the corresponding picture.
• Poster Units 1-6 Fast finishers
• Flashcards Unit 6 Children read the story again quietly to themselves.
Wrap up
Attention to diversity Think of an animal and whisper it to the child on your right.
Children continue whispering the animal’s name to their partner
Ensure children grasp the theme of the narrative
More P P on the right. The last child to hear the animal’s name says the
through concept-check questions and repetition. Use
More
practice practice
More word
Moreout loud: It’s a goat! If correct, the child chooses a new
P
mime and physical
F F response to aid communicationpractice practice
animal and starts the chain again.
and consolidate
SC SC new language and structures.
F
More More
phonics phonics
Children SC listen and match the words to the correct
Warmer animals. Alternatively, open My notes and use the Richmond
Display the units 1-5 Posters on the classroom walls.More
i-tools
phonicsto write the names of more animals so the children can
More
Say: I can see two spiders. I can see red hair. I can see phonics
i-poster draw them on the IWB.
seven party hats, etc. Children listen and point to the
i-flashcards
correct poster.
Initial evaluation
IWB
i-book
the key vocabulary from previous units. See page 22i-poster

for Display the unit 6 Poster. Choose a character or animal
games instructions and ideas. and describe it to children. Choose a child to come to the
i-flashcards
board and point to the character. Repeat the procedure
Lead-in IWB
several times.
Play Hangman with the word farm on the board.
Display the unit 6 Poster. Point to the key vocabulary
and elicit any words that children may already know. At home
Use the unit 6 Flashcards to drill key vocabulary
individually and chorally.
219
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Unit 6
Lesson 2
CAE
1 Listen, point and chant.
2.19
This is a horse
This is a horse.
Can’t you see?
A horse on the farm,
standing by me.
That is a cow.
Can’t you see?
A cow on the farm,
looking at me.
This is a cat.
Can’t you see?
Tha† ifi å co≤.
A cat on the farm,
standing by me.
That is a sheep.
Can’t you see?
A sheep on the farm, More
practice
More
practice P
looking at me. F
LC Grammar SC
2 Look and circle. This is a horse. That is a cow.
More
phonics
More
phonics
1 2 1. Thifi / Tha† ifi å pi@.

2. Thifi /
i-poster
Tha† ifi å ™e>.
3 4 3. Thifi /
i-flashcards Tha† ifi å moußæ.
4. Thifi
IWB
/ Tha† ifi å goa†.
DC More
practice 75 More
practice P
F
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CAE The chants give children the opportunity Encourage children to sing and participate.
More More
phonics
to focus on tempo, rhyme and rhythm. phonics
LC Children learn to identify and use the Check whether or not children are able to
vocabulary and basic structures of the target understand the grammar points and circle
language. the right option. i-poster
i-flashcards
IWB
220
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Unit 6
More
practice
More
practice P P
F F
SC SC Lesson 2
More More
phonics phonics
i-poster
Language 1 2.19 Children listen, point and chant.

i-flashcards
Grammar Optional extra: Divide the class into four groups: horses, cows,
• Demonstratives this/that
i-poster cats and sheep.Lead-in
Play the chant again. Children stand up and
i-flashcardschant their verse. Swap roles and repeat the procedure.
Speaking
Vocabulary
• Review: farm animals IWB i-book
Functions chant to demonstrate the activity. Then play the activity chant.
• Identify farm animals The children listen and join in the chant saying the missing
animals as they are highlighted. Stop the audio if necessary.
Skills objectives 2 Children look and circle.

Speaking Optional extra: Give each child a slip of paper. Children draw
• Identify farm animals and label a picture of a farm animal from the unit. Attach
unit 6 Flashcards to the board (or open the i-flashcards on
Listening
the Teacher’s i-book). Divide the class into two teams. Team
• Use TPR with the listening to further promote
members take turns holding up their pictures one by one and
comprehension
forming sentences, e.g., This is a mouse. In order to win a point,
• Identify target language: farm animals theMore
child mustMore then point to a flashcard on the board or IWB
Writing tice
andpracsay: is a (horse).P
That practice
• Circle the correct demonstrative F
SC
Materials Wrap
More up More
phonics phonics
More
practice
More
P 6 Flashcards (or open the i-flashcards on the
Hold up the unit
practice
• Student’s Book 1 CD 2 Teacher’s i-book) and elicit the sound each farm animal makes.
• Slip of paper for each child Children SC

listen and choose the correct animal according
toi-poster
its position.
More More
phonics phonics
Attention to diversity Continuous assessment

i-flashcards
Young learners naturally use mime and gesture IWB

Turn your back to the class and spell the name of a farm
to physically interact with the world around animal in the air with your finger. Children guess. Insist on
them and this can be used in the classroom to i-poster complete sentences: It’s a horse! In pairs, children stand up
aid communication, consolidate new words and and take turns writing the name of a farm animal on their
structures, and to keep children’s attention. i-flashcards
partner’s back.
IWB
Warmer
Write the farm animals in random order on the board. At home
In pairs, children race to write the words in alphabetical
order in their notebooks.
Lead-in
Invite two volunteers to the front of the class. Position a
child next to you and the other at the opposite side of
the room. Point to the first child and say: This is a sheep.
Children make the animal sound. Drill the sentence
individually and chorally. Point to the second child and
say: That is a cat and drill again.
221
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Unit 6
Lesson 3
MST
4 3
1 2
LC
2 Read, look and number.
2 T™eßæ a®æ goatfi. 1 Thoßæ a®æ pigfi.
Thoßæ a®æ duckfiP.
More More
4 T™eßæ a®æ chickfi. 3 practice practice
F
LL
3 Look and match. Grammar SC
These are pigs. Those are goats.
More More
phonics phonics
1 2
These are cows.
i-poster
Those are cows.

i-flashcards
3 IWB 4
These are horses.
Those are horses.

DC
76 More
practice
More
practice P
F
600787 _ 0074-0085.indd 76 06/03/14 15:57

MST This activity
More develops
More various basic mathematical Ask children the name of each animal.
phonics phonics
skills and thought processes like locating, relating,
deduction and application of rules.
LC Children develop listening, reading and writing Correct activity 2 to assess this competence.
skills which are necessary for competent language
expression
i-poster and comprehension.
LL Children use learning skills and procedures such Be sure children can distinguish between
i-flashcards
as observation and the association of words and These are and Those are.
pictures for the acquisition of vocabulary and
IWB
structures.
222
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Unit 6
Lesson 3
Language 1 2.20 Children listen and number.
Grammar Optional extra: Hold up the book and point at the pictures. Drill
• Demonstratives: these/those the sentences with children both chorally and individually.
Vocabulary
• Review: farm animals 2 Children read, look and number.
Optional extra: In pairs, children take turns pointing at
Functions the pictures from activity 1 while their partner says the
• Review: counting More
corresponding
practice sentence.P
More
practice
F
Skills objectives Visual grammar presentation
SC
Listening
• Identify target language and correct demonstratives 3 Children look and match.
More
phonics
More
phonics
in order to number pictures correctly Optional extra: Divide children into pairs. Assign each pair a
Reading farm animal. One child draws a single animal and the other
• Identify the target language of farm animals and draws more than one. Both children write the corresponding
demonstratives in order to match them up with sentence under their picture: This is a sheep. These are sheep.
i-poster
pictures
Wrap up
i-flashcards
Display the unit 6 Flashcards (or open the i-flashcards on the

Materials Teacher’s
IWB i-book) on the board. Give each child a slip of paper.
• Teacher’s i-book Children work individually, choosing an animal and writing its
• Teacher’s Resource Book 1 anagram on the slip of paper. Collect the papers and redistribute
More oneMore
to each child.
P Children solve the anagrams and stick the
• Student’s Book 1 CD 2 practice practice
word next to the correct flashcard.
• Slips of paper Children listen
SC and drag the words these and those to the
animals. Use the Richmond i-tools to write the animals’ names
More on More
the IWB.
Attention to diversity phonics phonics
Activity 1 requires both confidence in listening

and knowledge of grammar. Monitor carefully and Continuous assessment
provide assistance when necessary. Play the audio
again if the children find it difficult. i-poster Teacher’s Resource Book 1: Listening worksheet Unit 6
i-flashcards
Warmer At home
Divide the class into two teams and position childrenIWB in
two lines facing each other. The first child from team • Activity Book 1 page 76
A points to the child standing next to him/her and • Optional extra: Children copy and colour the pictures
says: This is (Jane). They then point to a child from the from activity 3 substituting the animals for their favourite
other team and say: That is (Mike). Give points for every farm animals and writing the corresponding sentence
correct sentence. underneath.
Lead-in
Elicit from children what they can see in the pictures
in activity 1 by asking questions: Is it a pig? No! They’re
pigs! Are they near or far away? In pairs, children count 2.20
how many of each animal they can see in the picture. 1 Those are pigs. 3 Those are ducks.
2 These are goats. 4 These are chicks.
223
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Unit 6
Lesson 4
CAE
1 2.21 Listen, number and sing.
2 Look at this pig 1
1. Look at this pig, next to me.
This pig is fat and dirty,
as you can see.
2. Look at that pig, over there.
That pig is thin and clean,
and it is over there!
3. Look at these hens, next to me.
3 These hens are big and white,
as you can see.
4
4. Look at those hens, over there. More More
P
practice practice
Those hens are small and brown,
and they are over there! F
LL Grammar
2 Read and write. This cow is thin and dirty.
More More
SC
phonics
2
1 Thifi duc§ ifi fa† an∂ dirt¥. phonics
T™eßæ goatfi a®æ thi> an∂ whi†æ. i-poster
i-flashcards
3
T™eßæ duckfi a®æ thi> an∂ whi†æ. IWB .
CAE
3 Draw and write. Child’s
Child’s own writing
Thifi ifi own drawing
an∂ .
Child’s own writing
T™eßæ a®æ Child’s
own drawing
an∂ .
DC
More
practice 77 More
practice P
F
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CAE Singing is a good way for children to develop Congratulate children on their performance.
More More
phonics
self-expression and participation in cultural life. phonics
LL Encourage children to work alone to Monitor children’s ability to concentrate.

develop learning skills such as observation,
concentration and deduction. i-poster
i-flashcards
IWB
224
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Unit 6
More
practice
More
practice P P
F F
SC SC Lesson 4
More More
phonics phonics
i-poster
Language objectives 1 2.21 Children listen, number and sing.

i-flashcards
Optional extra: Children sing the song again, with boys and
Grammar Lead-in lines. Encourage children to use gestures
girls singing alternate
• Demonstratives: this/that, these/those
i-poster
and mime when they hear the key vocabulary.

Speaking
• Review: be, 3rd person singular and plural, plural ‘s’
i-flashcards
Vocabulary
IWB i-book
• Adjectives: big, brown, clean, dirty, fat, small, thin, white song to demonstrate the activity. Then play the activity song.
TheMore children listen and sing saying the missing words as they are
• Review: classroom objects practice
highlighted.
More
Stop
practice P
the audio if necessary.
Functions F
• Describe animals
SC
Skills objectives 2 Children read and write.

More
phonics
More
phonics
Speaking Optional extra: Display unit 6 Flashcards (or open the

• Ask and answer questions to identify objects i-flashcards on the Teacher’s i-book) on the board. Point to
a flashcard and say a sentence to describe the image: It’s a thin
Listening and brown horse. If the sentence is correct, children repeat it.
• Identify the key vocabulary though the context i-poster
If not, they fold their arms and remain silent.
of a song i-flashcards
Writing
• Trace and write target language: demonstratives, 3 Children draw and write.
IWB
Optional extra: Divide the class into small groups. Children show
farm animals, adjectives
their drawings to their classmates and describe the images.
Attention to diversity Fast finishers

Children write the farm animals in their notebooks in order of
It is important to be aware of the varying level of More
practice
More
preference.
P P
practice
productive skills within the group of children. Provide F F

plenty of support for weaker children and have tasks Wrap up SC SC
on hand for fast finishers. More Display the unit 6 Poster (or open the i-poster on the
More
phonics phonics
Teacher’s i-book) and secretly choose a farm animal. Children

ask questions in order to guess: Is it pink? Is it big and fat? Is
Materials it next to the dog? It’s a pig! The child who guesses correctly
• Teacher’s i-book i-poster
chooses the next animal and repeats the procedure with the
• Teacher’s Resource Book 1 i-flashcards group.
More
practice
• Student’sP Book
More
practice P 1 CD 2 IWB i-book
Use the Vocabulary Game Generator to play Guess it!
• Poster Unit P
More More
F 6
practice
F Seepractice
page 22 for games instructions and ideas.
• Flashcards
SC Units
SC 2 and 6 F
More
phonics
More
phonics Children SC
look at the pictures and drag the words to the
Warmer correct place in the sentence.
Display the unit 2 Flashcards around the classroom. More
phonics
More
phonics
i-poster
Point to flashcards: What are those? Those are books. Continuous assessment
In pairs, children take turns asking questions about
i-flashcards
objects in their pencil case and the flashcards. Teacher’s Resource Book 1: Writing worksheet Unit 6
IWB
i-book
i-poster
the key vocabulary from the unit. See page 22 for At home
games instructions and ideas. i-flashcards
Lead-in • Activity Book 1 page 77

IWB
Draw a picture of a fat cat and a thin cat on the board
(or open My notes on the Teacher’s i-book and use
the Richmond i-tools). Write underneath fat cat /
thin cat. Repeat the procedure for fat, clean, dirty, big,
small, brown, white using the unit 6 Poster (print or
interactive) to reinforce meaning.
225
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Unit 6
Lesson 5
A visit to the farm
1 2
Mat† li√±fi i> t™æ countr¥. Toda¥ T™e> M”at† hafi a>
ifi å sπecia¬ da¥. H”ifi frên∂ M”i§æ M”i§æ li√±fi i> t™æ cit¥. Thifi ifi chan@æ intø t™ei®
ifi comin@ tø visi†. hifi ‡irs† visi† tø t™æ countr¥. shortfi
3
4
I†´fi tiµæ tø £æe∂ t™æ chic§enfi. M”i§æ I†´fi tiµæ tø c¬ea> t™æ bar>. M”i§æ
dø±s>´† wan† tø £æe∂ t™æ chic§enfi. dø±s>´† wan† tø c¬ea> t™æ bar>.
SCC Hæ dø±s>´† li§æ animalfi. Hæ dø±s>´† wan† tø @e† dirt¥.
LC 2 Look, read and match.
1. Thifi ifi å horßæ.
2. Tha† ifi pigfi.
3. T™eßæ a®æ m¥ frên∂.
4. Thoßæ a®æ catfi.
78
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SCC Take the opportunity to talk about what life on Ask children what they will prefer: the city or the
a farm is like, and how people live and work countryside.
there. Try to explain the differences between
city and country lifestyles.
LC Stories are the perfect vehicle for the Check children can identify the grammar structures
presentation of new vocabulary and language in the text.
structures as in this activity.
226
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Unit 6
Lesson 5
Language objectives 1 2.22 Children read and listen to the story (1-8).
Optional extra: Tell children you are going to retell them
Vocabulary
the story. Tell them you need their help to remember it.
• chicken, city, country, farm, friend
Ask children to correct you every time you make a mistake.
• Verbs: feed, visit More
practice
More
P P
T: Matt lives in the city.
practice
• Review: farm animals F F

C: No! Matt lives in the country.
T: Matt is coming
SC SCto visit.
phonicsC: No! Mike is coming to visit.

Skills objectives
More More
phonics
T: Mike is dirty.
Listening C: No! Mike is clean.
• Identify target language in a story i-poster
As comprehension is more important than accuracy here, allow
• Follow a narrative for short answers if necessary: Mike is happy. No!
i-flashcards
Reading
IWB i-book
• Respond to a text introduce the new vocabulary.
Materials 2 C hildren look, read and match.

• Teacher’s i-book Optional extra: Dictate key words from the story: country, city,
• Student’s Book 1 CD 2 chickens, farm, friend. Children write the words in their notebooks
and draw a picture next to each word.
Attention to diversity Fast finishers

Children read the story to themselves quietly.
Children learn at different rates and as such, may
assimilate new vocabulary from the lesson faster than Wrap up
others. Ensure that new vocabulary is recycled as Divide the children into groups of four. Assign each child a scene
much as possible throughout the lesson in different in the story and give children time to practise saying the lines
ways to avoid boredom and aid retention. to themselves quietly. Children listen again, this time shadow-
reading their parts of text aloud. Repeat the procedure, this time
children reading aloud in their groups without the assistance of
Warmer the audio.
Slow spell the words country and city on the board.
Elicit meaning from children. Children name things they
associate with the country and draw a mind map on
the board with their suggestions, e.g., horse, plant, tree. On the board write the following anagrams of the adjectives
from the unit: m-a-s-l-l, y-i-r-t-d, n-i-t-h, p-y-a-p-h (small,
Lead-in dirty, thin, happy). In pairs, children race to order the words.
Focus children’s attention on the pictures in the story. Invite the first pair to finish to the board to write the words
Generate interest and elicit from the children where correctly. In the same pairs, children race to write the
Matt lives. Pre-teach the verbs visit and feed. In pairs, opposite words: big, clean, fat, sad.
children write a list of all the farm animals they can see
in the pictures.
At home
• Optional extra: Children draw a picture of a special visit
they made recently.
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Unit 6
Lesson 6
5 6
T™e> M”at† hafi a> i∂eå. T™æ boyfi T™æ boyfi a®æ havin@ å picni©.
chan@æ intø t™ei® T-shirtfi an∂ Thifi ifi Henr¥, M”at†´fi horßæ.
shortfi. Hæ ifi bi@ an∂ whi†æ.
7 8
Mat† an∂ M”i§æ gø horßæ ridin@. O™ nø! M”i§æ fallfi i> å pudd¬æ.
SCC
Henr¥ runfi √±r¥ fas†. Hæ´fi dirt¥. I†´fi OK, M”i§æ ifi happ¥.
T™æ countr¥ ifi goo∂ fu>!
LC 2 Read and circle Yes or No.
1. M”i§æ visitfi M”at† i> t™æ countr¥. Yefi / Nø
2. M”i§æ wantfi tø £æe∂ t™æ animalfi. Yefi / Nø
3. M”i§æ dø±s>´† wan† tø c¬ea> t™æ bar>. Yefi / Nø
4. M”i§æ an∂ M”at† ri∂æ bi§efi. Yefi / Nø
DC
More
practice 79 More
practice P
F
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SCC Talk about the importance of consumerism Ask children to tell you what theMore
story is about
More
and shopping. Ask them to reflect on whether in their own words. phonics phonics
material things really make us as happy as we

think.
LC Children learn to recognise, understand Assess comprehension checking the circled option
and write phrases and the main vocabulary. Yes/No. i-poster
This involves using the language as a
communication tool for expressing themselves. i-flashcards
IWB
228
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Unit 6
More
practice
More
practice P P
Lesson 6
F F
1
SC SC
phonics
2.23
More
phonics
Optional extra: Read aloud key chunks from the story. Children
Vocabulary mime in response: go horse-riding, fall in a puddle, have an
• Action verbs: fall, feed, go horse-riding, have idea, have a picnic, run very fast, feed the chickens. Repeat the
a picnic, run i-poster
procedure, this time children only repeating the action if the
• Review: big, brown, clean, dirty, fat, happy, sad, sentence begins with Simon says.
i-flashcards
small, thin, white

IWB
i-book

Skills objectives
Speaking 2 C hildren read and circle Yes or No.
• Reproduce model text Optional extra: Dictate the following true or false statements.
Listening Children put their hands in the air if the statements are true or
• Understand and use a model for later production touch their head if they are false.
1 The boys are having a picnic.
Reading 2 Matt’s horse is brown.
• Follow a narrative 3 Mike lives in the country.
• Develop reading comprehension strategies such 4 Matt falls in a puddle.
as prediction 5 Matt is wearing trousers.
Fast finishers
Materials Children draw their favourite scene from the story and include
• Teacher’s i-book themselves and their favourite farmyard animals.
• Student’s Book 1 CD 2 Divide the class into groups of three. Assign one child the role of
More
practice theMore
narrator and
practice P the other two children act out the story as it’s
told. Swap roles until every child has had a turn.
Some children may have better developed receptive Sequencing:
skills than others. Ask questions to generate interest, in order.
More More
provide a context and encourage engagement. phonics phonics
Warmer Teacher’s Resource Book 1: Reading worksheet Unit 6
On the board write A visit to the farm. Elicit key words
from the story and write them on the board. In their i-poster
notebooks, children draw a picture of something they At home

remember from the story and write a sentence about it,
i-flashcards
for example, Matt lives in the country. In groups of four, • Activity Book 1 page 79
children compare their pictures. IWB • Optional extra: Children complete the activity for fast
finishers at home and label their pictures.
Lead-in
Ensure that children remember why Mike isn’t happy.
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Unit 6
Lesson 7
LL
1 2 3 4 Hæ´fi s¬æepin@.
2 I†´fi playin@.
4 5 6
5 I†´fi eatin@.
6 I†´fi runnin@.
1 I†´fi drinkin@.
LC 3 I†´fi swimmin@.
Wha†´fi t™æ pi@ doin@? I†´fi playin@.
LC
1. T™æ ca† ifi 2. T™æ do@ ifi 3. T™æ goa† ifi 4. T™æ moußæ ifiP
drinkin@. runnin@ . eatin@ .
More
practice
More
practice
s¬æepin@ .
F
CAE Grammar SC
4 Draw, ask and answer. What’s the dog doing?
More playing.More
It’s
phonics phonics
Wha†´fi t™æ I†´fi s¬æepin@.

ca† doin@?
i-poster
i-flashcards
IWB
DC
80 More
practice
More
practice P
F
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LL ChildrenMore
practise basic
Morelearning strategies Check children’s associations between
phonics phonics
to support comprehension. pictures and sentences.
LC Children learn the grammar which Monitor and check the activity.
is important for understanding and
constructing
i-poster meanings and to be able to
participate in the act of communication.
CAE Drawing activities develop artistic
i-flashcards Praise those children who have done
competence where children can express particularly good drawings.
creativity
IWB and imagination.
230
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Unit 6
Lesson 7
Language objectives 1 2.24 Children listen and match.
Grammar Optional extra: Ask the children: What’s the pig doing? Elicit: It’s
• Present continuous: affirmative and interrogative playing. Drill the question and sentences chorally and individually.
Vocabulary
• drinking, eating, playing, running, sleeping, swimming 2 C hildren point, ask and answer.
• Review: farm animals on the Teacher’s i-book). Ask the class: What’s the dog doing?
Functions He’s drinking. Insist on complete sentences. Repeat the procedure
• Ask what animals are doing with other animals from the poster.
Skills objectives 3 C
hildren look and complete.
Optional extra: Write on the board:
Speaking drinking-is-cat-the is-eating-goat-the
• Use the target language to identify animal actions dog-is-running-the is-the-sleeping-mouse
Listening
More
Children
More
practice copy practice P in the correct order in their notebooks.
the sentences
• Identify the target language in a matching task F
Reading Visual grammar presentation
SC
• Identify the target language and complete
sentences 4 C hildren draw, ask and answer.
More
phonics
More
phonics
Optional extra: Play Simon says with the class. Children mime
Materials the action and make the farm animal sound if the utterance
starts with Simon says. If not, they remain silent.
• Teacher’s Resource Book 1 Wrap
i-poster up
Children draw a picture of an animal doing an action from the

• Student’s Book 1 CD 2 More
practice
lesson
More
i-flashcards P
and write
practice
the corresponding sentence underneath.
• Poster Unit 6
IWB F
Children SClisten and choose the correct picture. For further
Attention to diversity practice, ask the children what the other two animals are doing.
More More
This lesson relies on both the productive skills and phonics phonics
receptive skills. Ensure that you monitor children’s Continuous assessment

progress carefully.
Teacher’s Resource Book 1: Language worksheet Unit 6
Warmer i-poster
Write the following on the board: At home

i-flashcards
1 country, farm, T-shirt, city
2 black, white, brown, horse
IWB
practice3 clean, dirty,Ppencil
P case, fat
More More
practice
4 pig, potato,Fcow,
F duck Student’s Book CD 2
5 farm, run, have,
SC SC
visit
More
In pairs, children
More
choose the word that is different 2.24
phonics
in each list and write it in their notebooks.
phonics
1 What’s the dog doing? 4 What’s the farmer doing?

Lead-in It’s drinking. He’s sleeping.
Lead the children in miming the following actions: I’m 2 What’s the pig doing? 5 What’s the cow doing?
i-poster
sleeping. I’m playing. I’m eating. I’m running. I’m drinking. It’s playing. It’s eating.
I’m swimming.
i-flashcards
3 What’s the duck doing? 6 What’s the horse doing?
IWB i-book
Open the lead-in activity. Explain the children It’s swimming. It’s running.
are doing different activities and tell the children what
they are doing: He’s playing. / She’s sleeping. / She’s
running... They repeat all the activities orally. Children
use the Richmond i-tools to circle a particular activity.
Alternatively, use the shade or the spotlight to cover
all the photos except one. Then ask the children What
is he/she doing? Children take turns to describe the
photos. 231
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Unit 6
MST
1 2.25
Phonics
Listen and read.
Lesson 8
Gus and Mutt

Hæ´fi s¬æepin@.
I†´fi playin@. This is Gus.
I†´fi eatin@. Good morning, Gus! This is Mutt. Mutt is a pup.
Gus wakes up. His mum Gus loves his pup Mutt!
I†´fi runnin@. gives him a hug. Together they run and play in the sun.
I†´fi drinkin@.
I†´fi swimmin@.
Gus and Mutt look for insects.
They look for insects and have fun What fun! What fun for Gus and Mutt!
in the sun. But now the day is done.
Let’s say goodbye to the sun!
Gus and Mutt are dirty. Good night, Gus! Gus gets a hug.
They need a good scrub! Good night, Mutt! Mutt gets a hug.
4. T™æ moußæ ifiLL Mum scrubs them in the tub. Good night! Good night, Gus and Mutt!
. 2 Underline the words with an u sound.
LC
3 2.26 Listen, circle and draw.
1.T™e®æ´fi å T™e®æ´fi å
2. 3. T™e®æ´fi å
soc§ / duc§ dog / but†erfl¥ puπ / ca†
i> t™æ mu∂. o> t™æ ru@. i> t™æ tu∫.
Child’s More
practice
More
practice P
Child’s own drawing F
own drawing
SC
DC
More
phonics 81 More
phonics
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MST Children learn about and reflect on similarities between Ask children some questions
i-posterabout the story.
human beings and animals. Tell them that both humans
and animals need love, food and exercise to live. i-flashcards
LL Children learn to recognise and reproduce Check children’s answers.

sounds, rhythm, stress and intonation with IWB
the phonics activities.
LC This activity helps children to recognise different Check children choose the right option
spelling patterns for a particular sound. and draw the right animal.
232
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Unit 6
Lesson 8
Language objectives 1 2.25 Children listen and read.
Optional extra: Children say the words in the story that contain
Vocabulary
the target phonic.
• bug, fun, hug, mud, mum, pup, rug, scrub, sun, tub
• Review: duck, run 2 Children underline the words with an u sound.
Pronunciation Optional extra: Point to the pictures that have an u sound.
• Phonics: u sound Children say the word. Repeat the procedure, this time children
starting off whispering and gradually getting louder.
Skills objectives
3 2.26 Children listen, circle and draw.
Listening Optional extra: Draw the target phonic on the board. Elicit from
• Recognise the short u sound in a story children a word from the lesson that contains the phonic on the
Reading board to make a mind map. Children copy in their notebooks.
• Identify the short u sound in a story Fast finishers
Children practise reading the story to themselves.
Materials Wrap up
• Teacher’s i-book Divide the board into three sections with the words cat, insect
• Teacher’s Resource Book 1 and pup at the top. Divide the class into three groups: the ducks,
• Student’s Book 1 CD 2 the cows and the sheep. Assign each group a sound: the short i,
u or e. Each group focuses on their sound for two minutes and
• Flashcards Units 1-6 brainstorms as many words as possible. Say Stop! and assign
• Two slips of paper for each child each group a new sound. Continue until all three groups have
brainstormed each sound. Elicit the words from each group and
More
practice
More
P
write the correct
practice
words on the board.
F
When drilling new language/sounds, vary procedure
and get children to repeat words after you in different Children SC
listen to the words and choose the ones
ways, for example, slowly, quickly, in a deep voice,More
a containing the sound u.
More
squeaky voice, a whisper, a shout, etc. phonics phonics
Warmer Teacher’s Resource Book 1: Speaking worksheet Unit 6
Play Hangman with the word duck on the board. Drill Optional extra: Hand out two slips of paper to each child.
duck chorally, taking care that students are pronouncing
i-poster Children write YES on one and NO on the other. Hold up the
the short u sound correctly. units 1-6 word Flashcards (or open the i-flashcards on
i-flashcards
Lead-in the Teacher’s i-book). Children repeat the word quietly to

Draw a picture of a stickman and a dog on the board themselves and hold up YES if the word contains the target
IWB
and write: This is Gus. This is Mutt. Mutt is a pup. Elicit phonic. If not, they hold up NO. •
the meaning of pup. Focus on the short u phonic and •
drill sentences individually and chorally. At home
2.26
1 There’s a duck in the mud. 3 There’s a pup in the tub.

2 There’s a butterfly on the rug.
233
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Unit 6
MST
Lesson 9
1 Look and number.

Achieve!
1
C LI L
2
I†´fi †e> øćloc§. 3
I†´fi fou® øćloc§. 1
I†´fi o>æ øćloc§. 2
3 4
I†´fi si≈ øćloc§. 4
MST
1 2
3 4
IE IE
3 Pop out and make a clock.
I†´fi ni>æ øćloc§.
Tiµæ tø gø tø ∫±∂!
82
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MST Telling the time involves mathematical thinking Assess the activity by practising asking and
and use of numbers in everyday contexts. telling the times, and asking children the real
time if you have a clock in the classroom.
IE Children develop the ability to turn ideas into If possible, display the clocks and make
actions when they make the clock. an exhibition.
234
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Unit 6
Lesson 9
Language objectives 1 Children look and number.
More
Optional extra:
More
P PDrill the following sentences both chorally and
Grammar practice practice
individually: I’m
F Fsleeping. I’m eating. I’m drinking. I’m working.
• Questions using What + be
Encourage children to mime to represent the action.
• Review: Present continuous SC SC
2
More More
Vocabulary phonics phonics

2.27
i-poster
Children listen and stick.
• Numbers: eleven, twelve Optional extra:i-flashcards
Write on the board What time is it? Drill
• Review: numbers 1-10 individually and chorally. In pairs, children take turns pointing
Lead-in
Functions
i-poster
at the clocks in activity 1 and asking What time is it? while their
• Tell the time
i-flashcardspartner says theSpeaking
time.
IWB
Touch + to open the What’s missing? game. Children
i-book
memorise the pictures and guess the one missing. Alternatively,

Skills objectives use the Richmond i-tools to write sentences on the IWB.
Listening
• Identify target language in order to match it
to the correct picture
3 Children pop out and make a clock.
with their clock. As they hold their clock up they ask the class:
Materials What time is it? Children respond: It’s (one) o’clock!
Wrap up
• Student’s Book 1 CD 2 Children draw a grid with six boxes in their notebooks and draw
• Construction paper six clocks with different times. Dictate times at random: It’s
• Sharpened pencil six o’clock. It’s two o’clock., etc. and children draw an X on the
corresponding clock if they have it. The first child to mark off all
• Glue
boxes is the winner.
• Paper fasteners
Attention to diversity Tell the children you are thinking of a time. Children call
Some children may need help assembling their out times. Say later or earlier to guide children to the
clocks. Ensure you give instructions clearly and correct time.
demonstrate, so that the children are informed from
the beginning of the activity.
At home
More
practice
Warmer More
practice P P • Activity Book 1 page 82
Write the numbers 1-12 on the board and drill the
F F
numbers chorally. Point randomly at individual numbers
and children saySCthe corresponding number.
SC Student’s Book CD 2
More More
phonics
Lead-in
phonics
2.27
Draw a clock on the board. Write underneath: It’s 1 It’s seven o’clock. I’m drinking.
(three) o’clock. Focus children’s attention on the short
2 It’s two o’clock. I’m eating.
i-poster
hand and drill It’s (three) o’clock. Repeat with other
i-flashcardsnumbers. 3 It’s five o’clock. I’m sleeping.
4 It’s eleven o’clock. I’m working.
IWB
Open the lead-in activity. Use the Richmond
i-book
i-tools to draw the time on the clock and ask the

children: What time is it? Ask a child to come to the
front of the classroom and write the time correctly
on the IWB.
235
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SC
More More
phonics phonics
Unit 6
MST
1 2.28
Life on the farm
Listen and match.
Lesson 10
Culture
i-poster
1
i-flashcards
I´µ s¬æepin@.
IWB
2
I´µ £æedin@ t™æ cowfi.
I´µ swimmin@.
I´µ eatin@ b®ea§fas†.
MST
1
1. I†´fi o>æ øćloc§.
S”™æ´fi £æedin@ t™æ horßæ .
2
2. I†´fi ni>æ øćloc§ .
S”™æ´fi eatin@ b®eak‡as†.
83
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MST Children think about everyday activities Assess the activity by asking and telling the times
and timetables. using the clocks children made in the previous lesson.
236
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Unit 6
Lesson 10
Language objectives 1 2.28 Children listen and match.
Optional extra: Hold up the book and point to the clocks. Ask
Grammar children to tell you what they do at those times.
• Present continuous
Vocabulary
• eating breakfast, feeding the cows
More
practice 2 C hildren look and complete.
More
practice P P
Optional extra: F FWrite the following sentences on the board:

• Review: farm animals, adjectives: thin, fat, big, It’s nine o’clock. SC I’m
SC _____________.
small, clean, dirty It’s two o’clock.
More
practice I’m _____________.
More
practice P P
More More
Functions
phonics
It’s five o’clock. I’m _____________.
phonics
F F
• Describe actions It’s nine o’clock. I’m _____________.
SC SC
Individually, children complete the sentences and draw
i-poster More
Skills objectives
More
the corresponding
phonics picture.
phonics
i-flashcards
Speaking
• Describe farm animals and their actions using
IWB i-book
Watch the video Life on the farm. Complete the
target language comprehension
i-poster
activity with the children.
Listening Wrap up i-flashcards
• Identify target language (time and actions) and Divide the class into pairs. Tell the children to listen carefully to
match it to the correct picture IWB i-book
your description of an animal or person from unit 6 and then
• Use TPR in conjunction with listening find it in the book. The first child to find the corresponding
• Notice and understand target language in order animal or person raises his/her hand and calls out the page
to draw a picture number. If correct, the pair wins a point.
Writing Continuous assessment

• Use the target language to complete gapped
sentences Dictate the following words in L1 and children write down
• Spell target language the English word: thin, fat, big, small, clean, dirty.
Materials At home
• Teacher’s i-book • Activity Book 1 page 83
• Student’s Book 1 CD 2 • Optional extra: Children draw a clock and an action scene
of their favourite farm animal and write the corresponding
Warmer sentence: It’s two o’clock. The (pigs are running).
Divide the class into two teams. Invite a member from
each team to come to the board. Dictate horse. The first
student to write the word correctly on the board wins a Student’s Book CD 2
point for his/her team. Repeat the procedure with other 2.28
farm animals.
1 It’s eight o’clock. I’m eating breakfast.
Lead-in 2 It’s twelve o’clock. I’m feeding the cows.
Tell the class: I’m sleeping. Children mime the action.
Repeat with: I’m playing. I’m eating. I’m running. I’m 3 It’s three o’clock. I’m swimming.
drinking. I’m swimming. Pre-teach the actions I’m feeding 4 It’s ten o’clock. I’m sleeping.
the cows and I’m eating breakfast.
237
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Unit6 Review
LL
1 2.29 Listen and tick (✔).
1 2
4 4
4 4
LL
2 Look and circle.
Thifi / Tha† ifi å chic§.
T™eßæ / Thoßæ
a®æ horßefi.
n@ swimmin@
LL
3 Look, circle and complete.
drinkin@ eatin@ s¬æepin@ swimmin@
1. Wha†´fi t™æ duc§ doin@? I†´fi / T™e¥´®æ swimmin@ .
2. Wha† a®æ t™æ catfi doin@? I†´fi / T™e¥´®æ s¬æepin@ .
3. Wha† a®æ t™æ ™ens doin@? I†´fi / T™e¥´®æ eatin@ .
4. Wha†´fi t™æ s™æeπ doin@? I†´fi / T™e¥´®æ drinkin@ .
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review of all skills. They also allow teachers to progress in one skill than in the others.
continuously assess the children’s progress.
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Unit 6
Review
More Play CharadesP with
More
P times and actions. Hold up fingers to show
Grammar
practice practice
the time and Fmime an action. The child who guesses correctly
• Present continuous to ask and describe current F
repeats the game.
actions SC SC
• Demonstratives: this/that, these/those More

phonics
Lead-in More
phonics
• Questions with the verb be i-book). Hold up a unit 6 word Flashcard from the farm animals
Vocabulary category. Children volunteer to come to the poster and point to
• Adjectives i-poster
the corresponding image. Repeat the procedure with different
• Farm animals i-flashcardsflashcards.
• Demonstrative adjectives IWB i-book
Open the i-poster. Listen to each word so the children
Functions can identify the adjectives. Tell the children to drag the word to
• Tell the time the correct animal. Then ask What animal is it? and let the child
answer It’s a (cow). Alternatively, use the Richmond i-tools and
• Identify animals and objects ask the children to write the name of the animal on the i-poster.
Skills objectives 1 2.29 Children listen and tick (✓).

Optional extra: Play the track again. This time children mime
Speaking
the action. Repeat the procedure with different actions, animals
• Ask and answer questions using the key vocabulary
and times: It’s ten o’clock. The ducks are swimming. Children
and grammar
mime the action while making the corresponding farm animal
• Identify objects sound.
Listening P P
More More
practice practice
• Identify target language and match it to the correct

image
2 C hildren look and circle.
F F
Optional extra:
SC SCDivide
the class into two teams. Divide unit 6
Reading More
phonics Flashcards equally between the teams. Have a member from
More
phonics
• Identify the target grammar of the unit and match it team A say a true sentence to team B using this: This is a duck.
to the correct image A member of team B has to say the same sentence but in plural
form: These are ducks. Award a point for each correct sentence.
Writing i-poster
Repeat the procedure with that/those. Extend the activity by
• Complete sentences using target language i-flashcards
using units 1-5 Flashcards.
IWB
i-book
Materials vocabulary from the unit. See page 22 for games instructions
• Teacher’s i-book and ideas.
• Student’s Book 1 CD 2 3 C hildren look, circle and complete.
• Poster Unit 6 on the Teacher’s i-book.). Ask children questions: What are
• Flashcards Units 1-6 the ducks doing? They’re swimming. Invite volunteers to come
• Mural paper to the front of the class, point at the poster and ask the group
• Pens questions.
• Crayons
Attention to diversity 2.29
Some children may struggle to remember structures 1 It’s one o’clock. The cow is drinking.
and vocabulary. Pair stronger children with weaker 2 It’s twelve o’clock. The cats are playing.
learners to allow for peer teaching.
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Unit6 Review
IE
4 Read, look and tick (✔).
Ifi thifi you® ca†?

Nø, tha† ca† ifi thi> an∂ g®e¥.
1 M”¥ ca† ifi thi> an∂ blac§.
4
Nø, tha† ca† ifi thi> an∂ g®e¥.
M”¥ ca† ifi fa† an∂ blac§.
Ifi thifi you® pi@? 4
2 Nø, tha† pi@ ifi smal¬ an∂ dirt¥.
M”¥ pi@ ifi bi@ an∂ c¬ea>.
Nø, tha† pi@ ifi smal¬ an∂ dirt¥.
M”¥ pi@ ifi bi@ an∂ dirt¥.
IE
5 Play Lost and found.
Ifi thifi you® jumπe®?
Nø, tha† jumπe® ifi bi@
an∂ ®e∂. M”¥ jumπe® ifi
smal¬ an∂ g®e¥.
.
.
.
.
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IE Review activities help to develop a positive Check and correct children’s work.
personal attitude towards independent
learning making the children aware of their
Children learn about their common mistakes
and how to work in order to improve them.
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Unit 6
Review
4 Children read, look and tick (✓).
Optional extra: Invite a volunteer to the front of the
class. Whisper to the child: My pig is big and dirty. The
child listens and draws the corresponding image on the
board. The rest of the class must guess the description.
Repeat with other children.
More
practice
5 C hildren play Lost and found.
More
practice P P
Optional extra:F FIn their notebooks, children write a

list of clothesSCthat
SC one of their classmates is wearing.
More
phonics
Invite volunteers
More
phonics
to the front of the class to read their
descriptions aloud while the group tries to guess: She is
wearing a pink shirt and a blue skirt. It’s Gema! If children
wear uniforms, this activity can be done using picture
i-poster
cut-outs from a magazine, attaching the pictures to the
wall and assigning a name to each model.
i-flashcards
IWB i-book
Open the Speaking activity. Ask children What’s
this? Then answer and describe: This is a jacket. It’s small
and blue. Change the picture and ask the children to
change the question according to the position of the
clothes What’s this/that? What are these/those? and
encourage them to answer correctly.
Wrap up
Write Clothes, Food and Farm animals on the board.
Children copy the categories and individually write
three words in each category. Children compare their
lists in groups of three and add any words to their lists
that they hadn’t included. Invite a volunteer from each
group to read their words aloud.
Final evaluation
At home
vocabulary items/characters from unit 6 in their
notebooks and draw a picture.
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Unit 6
Unit
Lesson 1
6 Down on the farm
1 Trace, complete and colour.
Unit 6
Lesson 2
Tha† Thifi
1 Complete the crossword and the sentences. 1 2
Across Thifi ifi å ca†. Tha† ifi å ™e>.
Child’s
9 own colouring
3 5 8
Thifi ifi å Thifi ifi å Thifi ifi å Thifi ifi å

™e> . co≤ . s™æeπ . chic§ .
2
1
3 H E N 4
2 Read and colour.
Down M O D 10 Thifi horßæ ifi brow>. Tha† horßæ ifi blac§.
5 C OW R Thifi s™æeπ ifi g®e¥. Tha† s™æeπ ifi whi†æ.
U
1 U S 6 7 C Thifi ifi å
8 S H E E P 9 C H I C K goa† .
E I A
10 G O A T
Thifi ifi å
horßæ .
4 6 7
2
Thifi ifi å Thifi ifi å Thifi ifi å Thifi ifi å

moußæ . duc§ . pi@ . ca† .
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242
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Unit 6
Unit 6 Unit 6
Lesson 3 Lesson 4
1 Look and complete. 1 Order and write.

1 2 3 4
chickfi duckfi goatfi
1
T™eßæ a®æ goatfi . ®†∂¥^ ™>†^ å†£ >©æ¬å
2
T™eßæ a®æ chickfi . ∂ ^ ® † ¥ † ™ ^ > £ å † © ¬ æ å >
2 Look and match.
1
Tha† pigfi a®æ thi> an∂

g®e¥.
3
Thoßæ a®æ duckfi .
2 Look and circle. 1 2
2
1. Thifi / Tha† ifi å co≤. Thoßæ horßæ ifi bi@ an∂

dirt¥.
2. Thifi / Tha† ifi å moußæ.
3
3 4
3. T™eßæ / Thoßæ a®æ chickfi.
Thifi ™e> ifi fa† an∂
4. T™eßæ / Thoßæ a®æ s™æeπ. pin§.
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Unit 6
Unit 6 Unit 6
Lesson 5 Lesson 6
1 13 Listen and complete. 1 Look and circle Yes or No.

What’s Matt doing?
cit¥ countr¥ M”at† M”i§æ
1 2
1. M”at†´fi eatin@ din>e®. 2. M”at†´fi milkin@ t™æ co≤.

Yefi / Nø Yefi / Nø
Thifi ifi Mat† . Thifi ifi Mi§æ .
Hæ li√efi i> t™æ countr¥ . Hæ li√efi i> t™æ cit¥ .
2 Draw the place where you live.
3. M”at†´fi wakin@ uπ. 4. M”at†´fi £æedin@ t™æ chickfi.

Child’s Yefi / Nø Yefi / Nø
own drawing
2 14 Listen and order.
2 3 1
3 Read and circle.
zzz
z
I li√¶ i> t™æ cit¥ / countr¥.

z
Child’s own answer.
zz
z
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Transcript Transcript
13
13 See pages 78-79 of the Student’s Book for
14
the transcript. the transcript.
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Unit 6
Unit 6
Lesson 86
1 Read and match. 1 Look and write.

1 4
I†´fi playin@. 1 2 3
Hæ´fi swimming.
2
I†´fi running. 5 π € π ® € @ € >
fi
puπ ru@ su>
I†´fi eatin@.
3 6
S”™æ´fi drinkin@. 4 5 6
I†´fi s¬æepin@.
2 Look and answer. ™ € @ † € ∫ ® € >
eatin@ runnin@ s¬æepin@ hu@ tu∫ ru>
2 Circle and match.
1 2
s e h f b o r
d p y s m n i
u m r v g i h
c p u d u c u
k o w b r u g
1.
1. Wha†´fi t™æ ca† doin@? I†´fi s¬æepin@ . 3
2. Wha†´fi t™æ bo¥ doin@? Hæ´fi
2. runnin@ .
3. Wha†´fi t™æ s™æeπ doin@? I†´fi
3. eatin@ .
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Unit 6
Unit 6 Unit 6
Lesson 9
Achieve! C LI L
Life on the farm
1 Match and write the times.
Lesson 10
Culture
1 Look, read and tick (✔) or cross (✘).
1. I wa§æ uπ a†
ße√±> øćloc§.
1. I†´fi se√±> øćloc§. ✔ 2. I†´fi †e> øćloc§. ✘
2. I gø tø schoo¬ a†
ni>æ øćloc§ .
3. I†´fi si≈ øćloc§. ✔ 4. I†´fi e¬e√±> øćloc§. ✘

3. I £æe∂ t™æ pigfi a†
fou® øćloc§
2 Trace and write the times. .
4. I ea† din>e® a†
si≈ øćloc§ .
5. I gø tø ∫±∂ a†
eigh† øćloc§ .
1. I†´fi ‡i√¶ øćloc§. 2. I†´fi twø øćloc§.
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Unit 6

1 15 Listen, tick (✔) and circle. 3 Look and complete. eatin@ playin@ s¬æepin@ swimmin@
1. ✔ M”¥ pi@ ifi smal¬ an∂ thi>.
M”¥ pi@ ifi bi@ an∂ fa†.
1. Wha†´fi t™æ pi@ doin@? 2. Wha†´fi t™æ co≤ doin@?
T™æ pi@ ifi playin@ T™æ co≤ ifi eatin@
2. M”¥ do@ ifi smal¬ an∂ c¬ea>. i> t™æ mu∂. i> t™æ ‡êl∂.
✔ M”¥ do@ ifi bi@ an∂ dirt¥.
2 Look and complete. 3. Wha† a®æ t™æ duckfi doin@? 4. Wha† a®æ t™æ mi©æ doin@?
goatfi s™æeπ Tha† Thoßæ T™æ duckfi a®æ swimmin@ T™æ mi©æ a®æ s¬æepin@
i> t™æ pon∂. i> t™æ bar>.
1
Tha† ifi å
horßæ. Thifi ifi å
4 Classify the words.
s™æeπ . Animals Adjectives Verbs
ca† bi@ runnin@

chic§ thi> swimmin@
do@ fa† drinkin@
lam∫ smal¬ s¬æepin@
swimmin@ chic§ thi> drinkin@ fa†
Thoßæ a®æ
2
™enfi. T™eßæ a®æ
goatfi . lam∫ s¬æepin@ do@ smal¬
84 85
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Transcript
15
1
Man: Is this your pig?
Child: No, it isn’t. My pig is small and thin.
2
Woman: Is that your dog?
Child: No, it isn’t. My dog is big and dirty.
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Unit 7
Grammar
Overview
• Present continuous: • Food: biscuit, fish, ice • Phonics: sh and ch • Numbers
affirmative and cream, milk, pizza, sandwich • Colours
interrogative • Verbs: climb, fly, ride, • Animals
• Questions: What swim, walk • Present continuous
• Present simple: be • Feelings: happy, hungry,
affirmative, negative and sad, thirsty, tired
interrogative • Numbers 1-20
• Likes and dislikes: like,
not like
Language objectives
Grammar Functions
• To use the Present continuous to describe current • To count up to 20
actions • To describe feelings
• To practise the verb be in the Present simple tense • To express likes/dislikes
• To practise the Present simple with the verb like • To describe the weather
• To identify and name food and drinks • To highlight and practise the sounds sh and ch
• To identify and name action verbs using collocations • To review the short i sound
• To identify and name adjectives to describe feelings
Skills objectives
Speaking Reading
• To sing and mime along to a chant/song to reinforce • To follow the narrative in a story
target language • To recognise the target language
• To ask and answer questions about feelings using target • To understand the lyrics of a song in order to act out
• To use the target language to express likes and dislikes • To use reading skills in order to match text with pictures
• To describe weather conditions or select the correct item
• To use reading skills to correctly answer true or false
statements about the text
• To identify contractions of the verb be
Listening Writing
• To follow the narrative of a story • To trace and write target vocabulary: activities, character
• To listen and sing along names, numbers, adjectives for feelings, food
• To identify the target language in a matching task • To complete gapped sentences with target language
• To identify target language in order to complete a poem • To write sentences about likes and dislikes
• To recognise phonics • To make a fruit mobile and write numerals
• To identify target language of weather and match it • To complete sentences using target language: Present
to the correct picture continuous
• To practise writing contractions and using adjectives
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F F
SC SC
More More
phonics phonics
More
practice
More
practice P P
F F
i-poster SC SC
More
phonics
More
phonics

Teacher’s i-book
IWB i-book
Present continuous, questions, Present simple Use the Richmond
and likes and dislikes. i-poster
the IWB.

Lead-in
verbs, feelings, food and weather. Speaking to the lesson. See lessons 1, 5, 6, 7, 9
• Children can recognise and differentiate between Speaking +
sh and ch sounds. Activities with + beside the rubric offer an additional
• Check children can understand and produce interactive activity to reinforce the activity content. See lessons
functional language: counting to 20, describe 2, 3,
More4 and Review
practice
More
practice
ofPthis unit.
feelings, express likes and dislikes and describe
the weather. F
More
See

More lessons
practtice
prac ice practice 2, 3, SC
More
More
practice P4 PP 7 of this unit.
P and
Materials FF FF
More More
phonics
Providesphonics
extra interactive practice which can be used for
SC Wrap
More
More
phonics
used as
More
More homework.
phonics
See lessons 1, 2, 3, 4, 6, 7 and 8 of
phonics phonics
this unit.
Language worksheets Unit 7, pages 22-24: Lesson 7 Audiovisual material is provided in lesson 10 of this unit.
i-flashcards
Writing worksheet Unit 7, page 54: Lesson 4 i-poster
i-poster
IWB unit review pages also include additional Speaking activities
The
Speaking worksheet Unit 7, page 66: Lesson 8 reinforce the unit content. See Review of this unit.
toi-flashcards
i-flashcards
Listening worksheet Unit 7, page 76: Lesson 3
Test Unit 7, pages 134-139: Unit 7 Review IWB
IWB i-book
i-book
• Posters Units 1-7 interactive games to review the key vocabulary from the unit
• Flashcards Units 1-8 at any time.
• Extra
Slips of paper Use the Interactive Routines Poster at the beginning
Realia: an apple and a scarf of each lesson.
Construction paper
Coat hangers (1 per child)
Index cards (10 per children) For suggestions on how to exploit the course
Key competences
Children develop skills using stories, songs, chants Children focus on the importance of working and
and model dialogues as tools for helping language playing together both in the classroom and outside
acquisition. school.

Children use stories to see the target language in
Mathematical competence and basic context. Children participate in a craft activity in
MST
order to personalise the target language.
Children focus on healthy living, eating well
LL Competence in learning to learn
and exercise. Children practise numbers 11-20.
Children work on integrating skills in order to
become competent language users.

language acquisition by using audiovisual and unit content. Children are made aware of
independent learning.
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Unit
esson 11
LLesson
7 A picnic in the park
SCC
1 2.30 Read and listen. Wha† a®æ yo¤
1 Wæª®æ goin@ tø t™æ par§. 2 makin@ fo® lunc™?
Goo∂ ideå! Le†´fi

ha√¶ å picni©!
Hellø! M”mµ... C”™æeßæ sandwic™efi.
3
Wha† a®æ yo¤ 4 L”oo§! Geor@æ ifi sharin@
eatin@? hifi sandwic™!
C”™æeßæ sandwic™efi. Wæ ca> al¬ sha®æ!

B”u† ‰¶ onl¥ ha√¶ th®ææ!
MST
1 2 3 4 5
climbin@ flyin@ ridin@

LL swimmin@ walkin@
3 Trace and match.
DC
86 More
practice
More
practice P
F
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SCC Talk about
More
the importance
More
of sharing with Ask children some questions about the story.
people as part of being
phonics phonics
a good citizen.
MST It is very important that children understand Ask children which sports they play and how often.
good habits, such as taking exercise every
day. i-poster
LL Children learn and use techniques and Monitor the activity checking children identify
strategies such as matching and association.
i-flashcards
the unit vocabulary.
IWB
250
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More
practice
More
practice P P
F F
SC SC
More
phonics
More
phonics Unit 7
Lesson 1
i-poster
Optional extra: Check comprehension by asking some questions
Language objectives i-flashcards
about the story.
Vocabulary
• cheese sandwiches, climbing, flying, riding, share,
IWB i-book
Open the i-story by touching the first picture. Read
swimming, walking and listen to the story with the children. Use the i-flashcards
to introduce the new vocabulary.
• Review: animals
Functions 2 2.31 Children listen and point.
• Review: Present continuous Optional extra: Call out numbers and children say the activity.
Children take turns to come up to the unit 7 Poster (or open the
i-poster on the Teacher’s i-book). Children point to the relevant
Skills objectives spot in the poster.
Listening
• Follow the narrative of a story 3 Children trace and match.
• Identify target language: activities in the Present Optional extra: Children write the words from activity 2 in their
continuous notebooks and in order of preference. In pairs, children compare
Reading by saying the number and the activity.
Fast finishers
Writing Children read the story again quietly to themselves.
• Trace leisure activities
Wrap up
Play Charades. Ask a child to come up to the front of the class
Materials and whisper one of the following words: climbing, swimming,
practice
flying,
More riding and walking. Children mime the action for the rest
practice P
• Student’s Book 1 CD 2 of the group to guess what the action is.
F
• Poster Unit 7
Children listen
SC and match the word with the correct picture.

phonics Initial evaluation
More
phonics
As children advance in the book, the reading texts

Dictate the following sentences and children write true or
become progressively denser with vocabulary and
false in their notebooks:
grammar. Ensure children grasp the theme of the
1 The children are going to school. (false, to the park)
narrative through concept-check questions and i-poster
2 They are having a picnic. (true)
repetition.
3 They are eating ham sandwiches. (false, cheese)
i-flashcards
4 They have four sandwiches. (false, three)
More
practice
Warmer More
P P
practice
IWB
Review animals from the last unit by writing out the
F F
following letters: At home
SC SC
c d g h m p s
More More • Activity Book 1 page 86
phonics
In pairs, children race to write an animal next to each letter.
phonics
Lead-in
Display the unit 7 Poster. Children write down as many
i-poster
words as they know from previous lessons. These could 2.31
include colours.
i-flashcards
1 riding 4 walking
IWB
Open the i-poster. Listen to each word so the
i-book
2 flying 5 swimming
children can identify the verbs. Children drag the words
to the correct place. 3 climbing
1 2.30 Children read and listen to the story.

Values: Discuss with students the importance of sharing,
not only with their siblings and friends, but with children
who are in need.
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Unit 7
SCC
Lesson 2
climbin@ ‡lyin@ 3
playin@ ridin@ I´µ climbin@ å t®ææ.
Wha† a®æ yo¤
akin@ fo® lunc™?
Wha† a®æ yo¤ doin@?
1 4
I´µ ‡lyin@ å ki†æ. I´µ ridin@ å bi§æ.
More
practice
More
practice P
2 F
Grammar
Wæ´®æ playin@ footbal¬. What are you doing?
SC
Moreflying a kite.
I’m More
phonics
2 Look and stick.
phonics
LC We’re playing football.
I´µ walkin@ Wæ´®æ I´µ I´µ

t™æ do@. swimmin@. drinkin@i-poster
runnin@.
¬emona∂æ.i-flashcards
IWB
1 2 3 4
DC
More
practice 87 More
practice P
F
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SCC Tell children it’s good to participate and Ask children which games they like
More
to play and
More
what
cooperate in games and also learn to create the roles are. phonics phonics
and accept rules necessary for living in society.
LC Children use the illustrations to identify Ask children to mime the activities.
the activities.
i-poster
i-flashcards
IWB
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Unit 7
More
practice
More
practice P P
F F
SC SC Lesson 2
More More
phonics phonics
i-poster
Language objectives 2 Children look and stick.

i-flashcards
Grammar Optional extra: Children draw themselves doing one of the
Lead-inand write a sentence underneath to describe
actions on the page
• Present continuous
i-poster
i-flashcardswhat they are doing.

Speaking
Vocabulary
• Review: climbing, drinking, flying, playing, riding, IWB i-book
Touch + to open the What’s missing? game. This
running, swimming, walking; colours activity can beMore
done as a whole class activity or in two teams.
More
practice P
Children memorise
practice
the pictures and guess the one missing.
F
Skills objectives
SC
Listening
• Identify target language in order to complete Wrap
More up
phonics
More
phonics
leisure collocations Dictate the following phrases for the children to draw and colour
Writing in their notebooks:
• Complete collocations with verbs in the Present a blue and red kite a green tree
continuous
More
practice
More
practice P
a black
i-poster
and white football a yellow bike
F
Materials Children look
i-flashcards
SC and drag the words to the correct pictures.
More
IWBMore
phonics
• Flashcards Unit 7 Play Pictionary with the following sentences:

I’m flying a tree.
I’m climbing a kite.
Attention to diversity i-poster I’m playing a bike.
Present continuous can be difficult to assimilate i-flashcards I’m riding a football.
because of the use of the question and auxiliary
words. Focus on meaning rather than form at thisIWB
stage.
At home
Warmer
Use the unit 7 Poster (print or interactive) to review
the action words. Describe a child in the poster and Student’s Book CD 2
children give you the activity they see.
2.32
Lead-in 1 What are you doing? I’m flying a kite.

Ask children what their favourite park activity is.
2 What are you doing? We’re playing football.
Children then mime the activity for their partner
to guess their favourite activity. 3 What are you doing? I’m climbing a tree.
4 What are you doing? I’m riding a bike.
1 2.32 Children listen and complete.
Optional extra: Draw two columns on the board. In
one column write the verbs: climb, fly, ride, play and •
in the other column draw a kite, a tree, a bike and a
football in random order. Children copy the columns •
and match the verb with the picture to complete
the collocation. Drill the phrases focusing on the link
between the verb and the indefinite article.
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Unit 7
Lesson 3
LL
1 2.33 Listen, find and write.
Jac§ Ja> Je‡‡ K”a†æ Me@
2
Je‡‡
1
4
Je‡‡ K”a†æ Me@ 3
Ja>
Jac§
MST K”a†æ an∂ Me@
2 Read and number the pictures.
1. S”™æ´fi runnin@. 3. T™e¥´®æ ridin@P å bi§æ.
More
practice
More
practice
2. Hæ´fi walkin@ t™æ do@. 4. Hæ´fi eatin@ å sandwic™.

F
LC
Grammar SC
3 Look, number and circle. What’s he doing? He’s riding a bike.
More
What More
phonics are they doing? They’re reading.
phonics
1 3
3 Hæ´fi playin@ footbal¬/climbin@.
i-poster
4 T™e¥´®æ playin@ footbal¬/climbin@.

i-flashcards
IWB
2 4
1 S”™æ´fi runnin@/swimmin@.
DC
2 T™e¥´®æ climbin@/runnin@.
88 More
practice
More
practice P
F
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LL This activity
More allows children
More
to connect visual, Monitor the activity personally and check the
phonics
textual and oral information.
phonics
writing.
MST Reflect on the relationship between physical Check if the pictures have the right number.
activity and health, especially in early childhood.
i-poster
LC Grammar activities provide a clear focus on Check if children have chosen the right
how thei-flashcards
language works and help children to grammatical option.
interiorise it and apply it when needed.
IWB
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Unit 7
Lesson 3
Language objectives 1 2.33 Children listen, find and write.
Grammar Optional extra: Read out the names of the characters and
• Present continuous: interrogative and affirmative children mime what that person is doing. Repeat and children
say the key word, for example, bike.
Vocabulary
• walk the dog
• Review: horse; activities
2 Children read and number the pictures.
Optional extra: Highlight and drill the contracted form of he’s,
she’s and they’re. In pairs, children take turns pointing to the
activity 1P and their partner says the activity.
More More
Skills objectives characters

practice from
practice
Reading F
• Identify the activities in the target language in order Visual grammar presentation
SC
to match them with pictures
Writing 3 Children look, number and circle.
More
phonics
More
phonics
Optional extra: Children look at the unit 7 Poster (print or

• Identify target language and characters in order to
interactive) and write three sentences about what the children
number pictures correctly
are doing. Invite children to read out their sentences.

i-poster
Children write down their three favourite activities from lesson 3.


IWB
• Student’s Book 1 CD 2 Invite a volunteer to come to the front of the class. Point to a
child in the unit 7 Poster (print or interactive) and the volunteer
• Poster Unit 7 acts out the activity. Class members hold up their hand and say
• Slips of paper a full sentence with the activity using the Present continuous, for
He’s Priding a bike. Repeat with more children.
More More
practice
example:
practice
Children listen
SC and find the correct picture. Use the
Activity 1 requires both confidence with the receptive
Richmond i-tools to make the children write the verbs. For
skill of listening and the productive skill of writing. More
further
phonics practice, use the spotlight to cover a part of the picture
More
Don’t rush the children as they do the activity and phonics
and encourage the children to guess what activity is missing.
pause the audio if you see children struggling to write
the names in time.
Warmer i-poster Teacher’s Resource Book 1: Listening worksheet Unit 7
Ask children to draw a happy and a sad face in their
notebooks. Dictate the following items and childreni-flashcards
draw a picture under the corresponding face according At home
IWB
to how they feel about the items: kite, bike, cheese, trees,
football and horse.
• Optional extra: Children write down the activities from
Lead-in lesson 3 in alphabetical order.
Teacher’s i-book) and elicit where the children are: at
the park. Ask children to tell you activities that they do Student’s Book CD 2
in the park.
2.33
What’s Jan doing? Jan is running.

What are Kate and Meg doing? Kate and Meg are riding a bike.
What’s Jeff doing? Jeff is walking the dog.
What’s Jack doing? Jack is eating a sandwich.
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Unit 7
Lesson 4
SCC
1 2.34 Listen, stick and sing.
When I’m angry
When I’m happy and I know it,
When I’m happy and I know it, I clap my hands. I stamp my feet.
When I’m happy and I know it, I clap my hands.
When I’m happy and I know it,
Then I do something to show it.
When I’m happy and I know it, I clap my hands.
When I’m sad When I’m hungry When I’m thirsty When I’m tired
and I know it, and I know it, and I know it, and I know it,
I wipe my eyes. I eat a snack. I have a drink. I take a nap.
More
practice
More
practice P
F
Grammar SC
LL I’m thirsty.
2 2.35 Listen and tick (✔) or cross (✘). Are
More you hungry?
phonics
More
phonics
Yes, I am. / No, I’m not.
i-poster
A”®æ yo¤...
L”iså G®eg an∂ Jos™ Yo¤
i-flashcards
You® frên∂
Child’s Child’s
ti®e∂? ✔ ✘ IWB
own writing own writing
Child’s Child’s
hungr¥? ✘ ✘ own writing own writing
thirst¥? ✘ 4 Child’s
own writing
Child’s
own writing
SCC
3 Write your answers and ask a friend.

DC More
practice 89 More
practice P
F
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SCC Explain to the children that it is important Ask the children how they feel, More
and get them
More
to take into account the feelings of others. to ask their friends. phonics phonics
Empathising with our friends helps us to

understand them better and to understand
ourselves, making life easier for all.
LL Children categorise and classify vocabulary Monitor the activity personallyi-poster
and check
and information in tables. the use of the grammar structures.
i-flashcards
IWB
256
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More
practice
More
practice P P
F F
SC SC
More More
phonics phonics
i-poster
i-flashcards Unit 7
i-poster Lead-in Lesson 4
Language objectives IWB i-book

Grammar song to demonstrate the activity. Then play the activity song.
• Present simple: interrogative and affirmative The children listen and sing the song saying the missing words as
they are highlighted.Use the spotlight in the Richmond i-tools
• Short answers with be to cover the pictures. Encourage the children to sing and act the
More More
P
Vocabulary practice
actions without visual help.
practice
• clap my hands, eat a snack, have a drink, stamp my F

feet, take a nap, wipe my eyes
SC
• Feelings: angry, happy, hungry, sad, thirsty, tired
Functions 2 More
phonics 2.35
More
Children
phonics
listen and tick (✓) or cross (✘).
• Describe feelings Optional extra: Check children’s answers in the table by making
true/false sentences about the information. If children agree,
they nod their heads. If they disagree, they shake their head.
Skills objectives
i-poster
Speaking
• Ask and answer questions about feelings using 3 Children write their answers and ask a friend.
i-flashcards
Optional extra: Children perform their exchanges to the class in
target language
pairs.
IWB
Encourage children to act out the gestures as they say their
Listening lines, for example, Are you hungry? (whilst rubbing their tummy).
• Identify the target vocabulary through the context
of a song Fast finishers
• Understand and recognise feelings in order to Children draw a picture of a face showing how they feel today
match them to the corresponding characters and write the adjective underneath.
Writing Wrap up
• Use target language to write about feelings Write on the board:
When I’m _________, I _________.
Children copy the sentence in their notebooks. They complete the
Materials sentence with an emotion and an action that they do when they
practice
that way. P
More
feelpractice
• Student’s Book 1 CD 2 Children listen
SC and classify the food and drink by dragging
the food items to the correct place. Children use the Richmond
More i-tools
phonicsto write the names of the food and drink on the IWB. For
More
phonics
further practice, ask the children to draw more food and drinks.
The lesson contains a lot of new vocabulary. Convey
the meaning through visuals, gesture and mime, and Continuous assessment
reinforce the new items through plenty of repetition.
For the adjectives to describe feelings, allow for plenty
i-poster Teacher’s Resource Book 1: Writing worksheet Unit 7
of personalisation.
i-flashcards
Warmer
At home
IWB
Draw a happy and a sad face on the board. Elicit happy • Activity Book 1 page 89
and sad. Ask children what makes them happy.

Tell children that when you’re happy, you like to dance. 2.35
Introduce more emotions with actions: clap your hands, wipe
your eyes, rub your tummy. Drill the words and actions. Lisa, are you tired? Yes, I am. No, we’re not.
Are you hungry? No, I’m not. Are you hungry? No, we’re not.
1 2.34 Children listen, stick and sing. Are you thirsty? No, I’m not. Are you thirsty?
Optional extra: On the board, draw two columns Yes, we are!
Greg and Josh, are you tired?
and write:
A: happy, sad, angry, hungry, thirsty, tired; B: take a nap,
eat a snack, have a drink, wipe my eyes, clap my hands,
stamp my feet. In pairs, children match the columns.
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Unit 7
Lesson 5
I’m hungry! I´µ hungr¥! Wha†
Hellø Da∂! Wha†
1 a®æ yo¤ doin@? 2 a®æ yo¤ eatin@?
I´µ eatin@ ‡is™

an∂ tomatø±fi.
H”^ Tiµ! I´µ eatin@.
M”mµ! I li§æ ‡is™
A”n∂ yo¤? Wha† bu† I do>´† li§æ
3 a®æ yo¤ doin@? tomatø±fi.
4
W™e®æ´fi M”uµ? M”uµ ifi i>
I´µ hungr¥... t™æ kitc™e>.
an∂ thirst¥!
Tiµ, I´µ i> t™æ
gar∂e>! C”oµæ ™e®æ!
M”mµ... nothin@... I´µ angr¥!
I†´fi rainin@ an∂ I wan† tø
LC
pla¥ i> t™æ gar∂e>. Nø, s™æ is>´†!
LL 2 Look and match.
1 2 3
Hæ´fi eatin@. Hæ´fi drinkin@. Hæ´fi runnin@.

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LC Guessing, predicting and hypothesising Check children can recognise and understand
information are skills that develop the curiosity the target language in the story.
to ask questions and imagine possible responses
to the same situation. They are also good
strategies for comprehension and expression.
LL This activity involves learning skills and abilities Check children do the activity correctly and identify
like observing and linking information. This the activities people are doing.
means managing strategic thinking.
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Unit 7
Lesson 5
More
Optional extra:P PRead the true or false statements below.
More
Vocabulary practice practice
Children rub their

F F tummy if the sentence is true and clap their
• Food: fish, tomatoes
hands if false:SC SC
• Verbs: drink, eat, run
More Dad’s running. (false, he’s eating)
• Review: angry, dad, hungry, kitchen, mum, thirsty
More
phonics phonics
Dad’s eating chocolate. (false, he’s eating fish and tomatoes)

Tim likes tomatoes. (false)
Skills objectives i-poster It’s sunny. (false, it’s raining)
Listening Mum’s in the garden. (true)
i-flashcards
• Identify target language in a story

IWB i-book
Reading introduce the new vocabulary.
• Respond to a text 2 C hildren look and match.
Materials on the Teacher’s i-book). Elicit the key words and write them on
the board: kite, bike, tree, dog, sandwich. Point to the children in
• Teacher’s i-book the poster and students give you the full structure: He’s climbing
• Student’s Book 1 CD 2 a tree. He’s running. She’s flying a kite. He’s riding a bike. She’s
• Flashcards Units 4 and 6 walking a dog. They’re eating a sandwich.
• Poster Unit 7 Fast finishers
Children choose their favourite character in the unit 7 Poster
(print or interactive) and draw the activity.
Stories contain a lot of extra vocabulary which may Wrap up
impede comprehension. Ensure that new vocabulary Divide the children into groups of four. Assign each child a scene
More More
P P
practice
is recycled as much as possible throughout the
practice
in the story and give them time to practise saying the lines to
F F
lesson in different ways to avoid boredom and aid themselves quietly. Children listen again, this time shadow-
retention. SC SC reading their parts of text aloud.
More More
phonics phonics
Warmer
Hold up the units 4 and 6 Flashcards one at a time. Ask children to draw members of their family eating, drinking
i-poster
Children pull a happy or sad face according to how they and running. Children write a sentence for each picture.
feel about the items.
i-flashcards
IWB
i-book At home
the key vocabulary from units 4 to 6. See page 22 for
games instructions and ideas. • Activity Book 1 page 90
• Optional extra: Children choose five items from the story
Lead-in and draw a picture with the word.
Use gestures to convey the idea of hunger and thirst to
children and elicit the structure Are you hungry/thirsty?
Write the items on the board and elicit the verbs eat
and drink as responses to these feelings. Go round the
class asking individual children, Are you hungry/thirsty?
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Unit 7
Lesson 6
H”^ Pa†! Wha† I´µ hungr¥, thirst¥,
5 a®æ yo¤ doin@? 6 angr¥ an∂ bo®ed!
W™e®æ´fi M”uµ?
S”™æ´fi i> t™æ
kitc™e>.
H”^ Tiµ! I´µ Nø, s™æ is>´†!

runnin@. I´µ
ti®e∂! A”n∂ yo¤?
7
M”uµ! W™e®æ a®æ yo¤? 8 I†´fi sunn¥! L’e†´fi
ha√¶ å picni©!

gar∂e>! C”oµæ ™e®æ!
G®ea†! I´µ √±r¥ happ¥!
LC

LC 2 Look and write.
angr¥ happ¥ hungr¥ thirst¥ ti®e∂ sa∂
1 2 3
CAE I´µ angr¥ . I´µ ti®e∂ . I´µ thirst¥ .

DC More
practice 91 More
practice P
F
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LC Reading and writing activities are Check children write the correct feeling
More in More
instrumental in helping children to be the right place. phonics phonics
more competent in the learning process.
CAE It is important to take into account the Encourage and observe children when they
importance of stories, the features of the are performing.
characters, illustrations and even the sound i-poster
effects when they are acting to make the
activity more enjoyable. i-flashcards
IWB
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Unit 7
Lesson 6
Vocabulary Optional extra: Divide the board into two columns. Write out
the followingPsentence
P
More
• bored, garden, great
More
practice practice
halves from the story for children
• Review: feelings to match: F F
What are youSCdoing?

SC
Great!
Where are you? She’s in the kitchen.
More More
Skills objectives
phonics phonics
Hi Pat! I’m in the garden.

Speaking Let’s have a picnic! Hi Tim!
• Reproduce model text i-poster
Where’s Mum? I’m running.
Listening Drill the sentences with exaggerated intonation.
i-flashcards
• Understand and use a model for later production IWB i-book

Open the i-story on the Teacher’s i-book by touching the
Reading first picture. Read and listen to the story with the children again.
• Develop reading comprehension strategies 2 Children look and write.
such as prediction Optional extra: Children draw three illustrations for the
adjectives which are not pictured (happy, hungry, sad).
Materials 3 Children act out the story.

• Teacher’s i-book Optional extra: Children practise their roles in groups of
• Teacher’s Resource Book 1 three. They come to the front of the class and perform their
improvisation. Encourage children to applaud each other.
• Flashcards Units 3, 4, 7 and 8 Fast finishers
Children identify and circle the feeling that best describes
their mood today.
Some children may have better developed receptive Wrap up
skills than others. Ask questions to generate interest, Tell children that you don’t remember the story very well.
provide a context and encourage engagement. Allow Children retell the story. Use the units 3, 4, 7 and 8 Flashcards
for peer teaching with comprehension questions. More (print or interactive) as prompts: fish, tomatoes, raining, kitchen,
sunny.P
More
practice
running,
practice
Warmer F
Write several contractions on the board and circle Sequencing:
the apostrophe in each word. Children are ‘word in order.
detectives’ who look for and call out as many words More
in
phonics
More
phonics
their Student’s Book as they can find that contain an Continuous assessment
apostrophe.
Lead-in Optional extra: Dictate the feelings: angry, happy, hungry,
Review the story by drawing a few pictures on the i-poster
thirsty, tired, sad and bored. Children write the word in L1 in
board: fish, tomatoes, mum, dad, raining, garden. Ask
their notebooks.
children what they can remember from the story. i-flashcards
IWB At home
• Optional extra: Children draw a picture of what makes
them happy.
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Unit 7
Lesson 7
MST
Ke¥:
biscuitfi mil§ ‡is™ tomatø±fi
C”hrifi
I li§æ
A”n>
Child’s Child’s Child’s Child’s Child’s
drawingP
More More
I do>´† li§æ own writing own drawing own drawing own drawing
practice own
practice
IE F
2 Write your answers. Grammar SC
I like cake. I don’t like fish.
More
3
More
MST phonics phonics
2.39 Listen and tick (✔) or cross (✘).
1 2
i-poster
i-flashcards
3
IWB
4 ✘
4 5
4 ✘
LC
4 Point and say.

DC
92 More
practice
More
practice P
F
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MST Children learn
More aboutMore
food and the importance Ask questions about the food children like.
of eating phonics
a nutritiousphonics
and balanced diet.
IE Personalising helps children gain confidence and Assess the activity by asking the children to analyse
independence in the learning process. the results and come to their own conclusions
i-poster
about them.
LC Speaking activities are important to ensure that Monitor the activity to check pronunciation.
childreni-flashcards
develop this competence and familiarity
with the specific sounds of the language.
IWB
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Unit 7
Lesson 7
Language objectives 2 C hildren write their answers.
Grammar Optional extra: Children write four sentences with the four
More
practice
More
P
• Present simple: affirmative and negative items from thepractice
table based on their tastes.
F
Vocabulary
• Food: apple, biscuits, cake, fish, ice cream, milk, pizza, Visual grammar presentation
SC
sandwich, tomatoes
3
More More
Functions
phonics
2.39 Children
phonics
• Express likes and dislikes in the context of food Optional extra: Elicit the spelling for the words ice cream, pizza,
cake, apple and sandwich. Children copy the words in their
notebooks in order of preference.
Skills objectives i-poster
Speaking 4 C hildren point and say.

i-flashcards
• Use the target language to express likes and dislikes Optional extra: Use the gesture of rubbing your tummy and at
Listening the IWB
same time say I like ice cream. Shake your head and at the
• Identify the target language in a matching task More same time say I don’t like apples. Children copy what you do and
practice
More
P
say. Repeat
practice
with other unit 7 Flashcards (print or interactive).
Writing P P
More More
practice practice
F
• Write the target language to express likes F F
and dislikes in the context of food Children SC
listen and choose the correct face for like or
SC SC
don’t
More
like. More
More phonics More phonics
phonics phonics
Materials Continuous assessment

• Teacher’s i-book Teacher’s Resource Book 1: Language worksheet Unit 7
i-poster
Optional extra: Pass the unit 7 Flashcards round the

i-flashcards
i-poster classroom for a chain drill using I like and I don’t like.
• Flashcards Unit 7 i-flashcards
IWB i-book
Use the Vocabulary Game Generator and play
• An apple What’s missing? using unit 7 i-flashcards. Children choose
individual pictures once the sequence has been completed
• A scarf as a blindfold IWB
and form a correct sentence according to their taste. Repeat
with another sequence.
More
practice
Attention
P P
More to diversity
practice
This lesson relies

F F on both productive and receptive skills. At home
Ensure thatSCyou SC
monitor children’s progress carefully
More
and provide individual support to weaker learners.
More
• Optional extra: Children draw their favourite food item
phonics phonics
Warmer from the lesson and write a sentence underneath beginning

Invite a confident child to the front of the class and with I like…
i-poster
blindfold him/her. Place an apple in their hands and
the child guesses the fruit.
i-flashcards
IWB
i-book
play Simon says on the IWB. Divide the class into two 2.38
groups to make it more challenging. Use the Richmond Hi! I’m Chris! I like biscuits. I like milk. I don’t like fish. I like
i-tools to write the score on the IWB. tomatoes.
Lead-in Hi! I’m Ann! I don’t like biscuits. I like milk. I like fish. I don’t
Hold up the unit 7 Flashcards (or open the i-flashcards like tomatoes.
on the Teacher’s i-book) one at a time and children pull 2.39
a face to express whether they like or dislike the item. 1 I like ice cream. 4 I like apples.
2 I don’t like cake. 5 I don’t like sandwiches.
1 2.38 Children listen and complete. 3 I like pizza.
Optional extra: Draw two stickmen on the board: one
male and the other female. Hold up the unit 7 Flashcards
(or open the i-flashcards on the Teacher’s i-book)
and point to one of the stickmen. Children formulate a
sentence based on their answers in the table.
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Unit 7
LC
1 2.40
Phonics
Listen and complete with sh or ch.
Lesson 8
C™ uc§ li§efi S”™ err¥ li§efi S”™ aw> li§efi

c™ ipfi. c™ errêfi. c™ ocola†æ.
C™ es†e® li§efi
S”™ eilå li§efi c™ ic§e>.
c™ ¶eßæ.
LC
2 2.41 Listen and circle the beginning sound.
1 2 3
c™ / s™ c™ / s™ c™ / s™
4 5 6
More
practice
More
practice P
c™ / s™ c™ / s™ c™ / s™ SC
DC
More
phonics 93 More
phonics
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LC Phonics activities help children to reflect, Check children write the correct option and sounds.
i-poster
interiorise and apply the language
pronunciation rules, and also to recognise i-flashcards
different spelling patterns for particular sounds.
IWB
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Unit 7
Lesson 8
Language objectives Fast finishers
Children add more words from previous lessons containing the
Vocabulary phonics to their table.
• cheese, cherries, chicken, chips, chocolate, church,
shark Wrap up
• Review: chair, sheep, shoes, shorts Teach children the following poem:
Chicken, chicken, chicken, Shoes, shoes, shoes,
Pronunciation In the kitchen, kitchen, kitchen, Shorts, shorts, shorts,
• Phonics: sh and ch sounds More
practice Cheese,
More
practice
cheese,P cheese, Shirts, shirts, shirts,
Let’s eat some now please! Let’s play some sports!
F
Skills objectives Children SC
listen and classify the sounds.
Listening
• Recognise the sh and ch sounds in sentences More
More
phonics
• Identify the phonics in sets of words

Writing Optional extra: Dictate the following words with the target
• Practise writing sh or ch phonics:
i-poster
1 short 4 share 7 T-shirt
Materials i-flashcards 2 shirt 5 children 8 chick
3 kitchen 6 cheese
IWB Children write down ch or sh next to each number in their
notebooks.
At home
These sounds can be challenging to produce and • Optional extra: Children write a word of their choice with
distinguish receptively. Plenty of drilling is required. one of the phonics and draw an accompanying picture.
Warmer Student’s Book CD 2

Hold up the unit 7 Flashcards (or open the i-flashcards
on the Teacher’s i-book) and children say I like… or 2.40
I don’t like... according to their tastes. Chuck likes chips. Yes, it’s true.
Lead-in Chuck likes chips. How about you?
Draw a bar of chocolate slowly and elicit the word. Rub Sherry likes cherries. Yes, it’s true.
your tummy and say I like chocolate. Highlight the short Sherry likes cherries. How about you?
ch phonic and drill the word chocolate individually and
Shawn likes chocolate. Yes, it’s true.
chorally. Then say sheep and elicit the sh sound.
Shawn likes chocolate. How about you?
Sheila likes cheese. Yes, it’s true.
1 Children listen and complete with
2.40
Sheila likes cheese. How about you?
sh or ch. Chester likes chicken. Yes, it’s true.
Optional extra: Children practise saying tongue Chester likes chicken. How about you?
twisters as quickly as possible in pairs.
2.41
2 2.41 Children listen and circle the beginning 1 chair 3 church 5 shark
sound. 2 shoe 4 sheep 6 shorts
Optional extra: In their notebooks, children divide the
page in two columns. At the top of one column, they
copy down the phonic sh and in the other they write
ch. Call out the words in activity 2 and children say the
word and copy it down into the respective column in
their table.
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Unit 7
MST
Lesson 9
1 Read and write.

Achieve! C LI L
1 2.43 Listen, point
11 e¬e√±> 16 six†æe>
12 t∑±l√¶ 17 ße√±n†æe>
13 thir†æe> 18 eigh†æe>
14 four†æe> 19 ni>e†æe>
x†æe> 15 ‡i‡†æe> 20 t∑±nt¥
√±n†æe> MST
2 2.42 Listen and complete the poem.
gh†æe>
>e†æe> Lots of fruit!
±nt¥ Fi‡†æe> app¬efi, juic¥ an∂ s‰¶e†.
Six†æe> πearfi fo® µæ tø ea†.
Se√±n†æe> πeac™efi,
Ni>e†æe> oran@efi o> m¥ pla†æ!
T∑±nt¥ shin¥ c™erriefi i> m¥ bow¬. 2 Look and match.
IE Nø mo®æ frui†, p¬eaßæ! I´µ toø ful¬!
LC
3 Pop out and make a fruit mobile. 4 Use your mobile to say the poem.
94 3 Point and say.
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MST This activity helps children develop Repeat numbers 11-20 in writing and orally.
mathematical thinking and sequencing
numbers from 11 to 20.
IE Craft activities help children to become more If possible, make an exhibition of all the
creative and also personalise the target language. mobiles.
LC Saying the poem will help children to practise Encourage children to recite the poem all
the vocabulary and language structures together, and ask the more confident ones to
naturally and in a motivating way. say the poem in front of the class.
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Unit 7
Lesson 9
Use the following units 4 and 7 Flashcards: ice cream, cherry,
Vocabulary orange, peach, pear, banana. Stick them on the board. Say the
• Numbers 11-20 names, then remove the flashcards one by one. Point to where
• Fruit: apples, cherries, oranges, peaches, pears they were and children say what’s missing.
• Adjectives: juicy, shiny, sweet Use the Vocabulary Game Generator and play a game using
• Review: numbers 1-10 units 4 and 7 food Flashcards. Children repeat after you.
See page 22 for games instructions and ideas.
Functions
• Count to 20
1 Children read and write.
Optional extra: Children write down three numbers from 11-20
Skills objectives in full. Call the numbers out randomly and children cross their
numbers off as they hear them. They shout Bingo! when they
Speaking
have crossed them all off.
• Recite a poem
Listening
• Identify target language in order to complete a poem
2 2.42 Children listen and complete the poem.
Optional extra: Children close their books so they cannot see
• Understand numbers in a poem the poem. Stick the unit 4 Flashcards on the board and children
Reading tell you which ones don’t feature in the poem.
• Read numbers
Writing
3 Children pop out and make a fruit mobile.
Optional extra: Distribute coat hangers and ask children to look
• Practise writing using target language: numbers at the photograph in their books. Help them see that they have
and fruit to illustrate one line of the poem on each square.
• Make a fruit mobile and write numerals
4 Children use their mobile to say the poem.
Materials individually and recite their poem.
In pairs, children make their own Memory cards. One child writes
• Flashcards Units 4 and 7 a number on each card and the other writes out the word.
• Coat hangers (1 per child) Children mix all the cards and place them face down on their
• Index cards (10 per child) desk. Then they play Memory.
More
practice Activity 3 may
More
P Pprove challenging for some children
practice
Ask children to rewrite and illustrate the poem using their
who might Frequire more help when assembling their favourite food.
F
mobiles. Ensure
SC SC
you go round the classroom so that
the children are on task throughout the project.
More
phonics
More
phonics
At home
Warmer • Activity Book 1 page 94
Describe an apple and children guess the name of
i-poster
the fruit by asking: Is it a…? Describe another fruit for
i-flashcardschildren to guess. Student’s Book CD 2
IWB
Open the lead-in activity. Invite two volunteers
i-book 2.42
out. One listens and drags the correct number and fruit Fifteen apples, juicy and Twenty shiny cherries in
picture. The other uses the Richmond i-tools to write sweet. my bowl.
the number and the fruit on the IWB. Validate and Sixteen pears for me to eat. No more fruit, please!
delete the text. Touch next to continue with a different I’m too full!
Seventeen peaches,
number and fruit.
Nineteen oranges on my
plate!
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SC
More More
phonics phonics
Unit 7
MST
Weather watch Lesson 10
Culture
1 2.43 Listen, point and say. i-poster
1 2
i-flashcards
IWB
3 4
MST
2 Look and match.
1 2
I†´fi rainin@.
I†´fi wind¥.
3 I†´fi sunn¥. 4
I†´fi snowin@.
LC
3 Point and say. 9595
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MST Knowing about weather phenomena like Ask questions about the weather.
rain, wind, sun, snow and the seasons helps
children to understand the natural world
around them.
LC Repeating words and language structures Monitor the activity to check pronunciation.
is very important in the early years of
language learning to develop fluency,
accuracy and self-confidence.
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Unit 7
Lesson 10
Language objectives 2 C hildren look and match.
Optional extra: Write the following sentence on the board:
Vocabulary
• Weather: raining, windy, sunny, snowing Today it’s ____________.
• Review: eating, drinking, happy, tired Individually, children complete the sentence with a weather
Functions word and draw the corresponding picture in their notebooks.
• Describe the weather More More
P P
3 Children point and say.
practice practice
F F
Optional extra: Draw a quick map of the country you are
Skills objectives SC SC
teaching in (if you are using the Teacher’s i-book, open
More More
Speaking phonics
My notesprac
Moreand draw using
phonics
tice P
the Richmond i-tools). Invite
More
• Describe the weather

practice
volunteers to come up to the board and place the unit 7

F
(weather) Flashcards on various spots of the map. After all the
Listening SC
flashcards are placed, point to the map and children say It’s
• Identify target language of weather and match it
i-poster
sunny/raining/windy/snowing
More
phonics accordingly.
More
phonics
to the correct picture i-flashcards
Reading IWB i-book

Watch the video What are you doing? Complete the
• Use the target language to match it with the pictures comprehension activity with the children.
i-poster
Wrap up i-flashcards
Materials ChildrenIWBdraw a picture of today’s weather and underneath write

• Teacher’s i-book a sentence to describe the weather.
• Poster Unit 7 Hold up the unit 7 (weather) Flashcards (or open the
i-flashcards on the Teacher’s i-book) one by one and
Warmer children write down the word in their notebooks.
Point to the unit 7 Poster (print or interactive) and ask
questions with the structure How many…?
At home
Lead-in
Point to the blue sky in the unit 7 Poster (print or • Activity Book 1 page 95
interactive) and say In the park, it’s sunny. Hold up the • Optional extra: Children draw a weather condition and
unit 7 Flashcard for sunny. Point to the window and an activity they like to do in said weather.
hold up the weather flashcards one at a time. Children
must shout Stop! when they identify the flashcard
which best reflects today’s weather. Drill the weather Student’s Book CD 2
flashcards one at a time.
2.43
1 2.43 Children listen, point and say. 1 It’s sunny.

2 It’s raining.
3 It’s windy.
4 It’s snowing.
Optional extra: Teach children the gestures for the
following weather conditions:
sunny (make a sun shape with your hands and smile)
rain (use your fingers to indicate rain)
windy (sway side to side)
snow (hug yourself as if you were cold)
Hold up the unit 7 (weather) Flashcards (or open the
i-flashcards on the Teacher’s i-book) and children do
the action and say the weather condition at the same
time, e.g., It’s sunny.
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Unit7 Review
LL
1 2.44 Listen and write.
Hæ´fi S”™æ´fi T™e¥´®æ W¶´®æ climbin@ eatin@ ‡lyin@ playin@

1 2
Hæ´fi ‡lyin@ å ki†æ. Wæ´®æ eatin@ ca§æ.

3 4
T™e¥´®æ playin@ footbal¬. S”™æ´fi climbin@ å t®ææ.

LL
2 Draw, ask and mark (✔ or ✘) on the chart.
Child’s Friend 1 Child’s Child’s

own writing own writing
own drawing Child’s Child’s
Friend 2 own writing own writing
Child’s Child’s
Friend 3 own writing own writing
I li§æ.... H”o≤ abou† yo¤? I li§æ....

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review of all four language skills as well as progress in one skill than in the others.
vocabulary and grammar. They also allow
teachers to continuously assess the children’s
progress.
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P P
Unit 7
Review
More More
practice practice
F F
SC SC

phonics
Warmer More
phonics
Display the unit 7 Poster. Distribute the units 1-7 word

Grammar Flashcards to each group of four. They discard the cards with
• Present continuous to ask and describe actions the words that do not feature in the poster. Children then come
in progress i-poster
up to the poster one group at a time and stick the flashcards
• Negative form of Present simple with be i-flashcardsin the appropriate places.
Vocabulary IWB
i-book
• Activities in the park: climbing a tree, eating a cake, vocabulary covered in the unit. See page 22 for games instructions
flying a kite, playing football and ideas.
• Adjectives: fat, happy, hungry, sad, short, tall, thin, Lead-in
thirsty
Functions i-book). Hold up a unit 7 word Flashcard. Children volunteer
• Talk about likes and dislikes to come to the poster and stick the word on the corresponding
spot on the poster. Repeat the procedure with different word
cards.
Skills objectives
Speaking
• Ask and answer questions using the target vocabulary
More
practice 1 2.44
More
practice Children
P P listen and write.
Optional extra:
F FChildren write in their notebooks three
and grammar
sentences about the activities from the unit 7 Poster (print
SC SC
Listening or interactive), for example, She’s eating an ice cream.
• Identify target language items to build sentences
More More
phonics phonics
Reading 2 C hildren draw, ask and mark (✓ or ✘) on the chart.

• Identify the target grammar of the unit: contractions Optional extra: Children get up, mingle and exchange
in the verb be i-poster
information about what they like. When you clap your hands,
they move onto another child.
Writing
i-flashcards
• Complete sentences using target language: Present IWB

Open the Speaking activity. Ask children to look and listen.
i-book
continuous Ask a child Do you like…? and drill the answer Yes, I like it or
• Practise writing contractions and using adjectives No, I don’t like it. Change the picture and ask a different child.
Encourage them to take turns to ask and answer the questions
themselves.
Materials
• Teacher’s i-book Student’s Book CD 2
2.44
1 What’s he doing? He’s flying a kite.
• Poster Unit 7
2 What are you doing? We’re eating cake.
3 What are they doing? They’re playing football.
4 What’s she doing? She’s climbing a tree.
Children can get overexcited in races, so ensure that
it is managed in a controlled fashion.
As there is a lot of team work in this lesson, make sure
all children are participating equally and fairly.
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Unit7 Review
3
IE
Read and match.
‡lyin@ playin@ I’m not They are not

I’m They are
You aren’t I am not
You’re He is
She isn’t We are not
He’s I am
He isn’t He is not
She’s She is
It isn’t It is not
It’s We are
We aren’t You are not
We’re You are
They aren’t She is not
They’re It is
IE
4 Look and correct the sentences.
1 I´µ hungr¥. 2 Hæ´fi shor†.
I´µ no† hungr¥. Hæ is>´† shor† .

3
I†´fi thi>. 4 T™e¥´®æ sa∂.
I† is>´† thi> . T™e¥ a®e>´† sa∂ .

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IE Reading and writing activities develop Check and correct children’s work.
a positive personal attitude towards
independent learning and make the children
aware of their own capacities, limitations and
achievements. Children learn about their
common mistakes and how to work in order
to improve them.
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F F
SC SC
More More
phonics phonics
Unit 7
i-poster Review
i-flashcards
IWB i-book
Open the i-poster. Describe a boy or a girl and Final evaluation
say how he/she feels. Then, ask a child to drag the word
sad to the correct boy in the poster. Use the Sample Teacher’s Resource Book 1: Test Unit 7
answers button to see more examples. Alternatively,
tell the children that today the weather is changing
a lot. Drag a word to the top of the poster. Open the At home
Richmond i-tools. Ask individual children to decorate • Activity Book 1 pages 96-97
the park according to the weather you or they have
chosen. They can draw a sun/snow/wind/rain. • Optional extra: Children write their favourite five
and draw a picture.
Optional extra: Draw a Noughts and Crosses grid on
the board with nine squares (numbered 1-9). In each
square, write a structure in full:
1 It is not 6 We are
2 They are 7 She is not
3 He is 8 It is
4 I am 9 You are
5 She is
Divide the class into two teams: X and O. A child
from team X chooses a number. The team write the
contracted form and a child from the group comes to
the board and writes the contraction. If correct, draw
a X in the space. Repeat with team O. The first team to
get three X’s or three O’s in a row horizontally, vertically
or diagonally wins.
4 C hildren look and correct the sentences.

Optional extra: Elicit the antonyms for the four
adjectives in activity 4, for example, for the sentence
They aren’t sad, elicit the sentence They’re happy.
Children then write four sentences about themselves
using one of the adjectives.
Wrap up
Stick the unit 7 Poster (or open the i-poster on the
Teacher’s i-book) on the board/wall with the
unit 7 word Flashcards attached. Line two groups
of children up facing the board/wall (depending on
classroom space). Whisper one of the words from the
poster to the last child in the line who then whispers
it to the child in front. Children continue until the
child closest to the poster gets the word. He/She then
takes the word card from the poster. Words to dictate:
school bag, jacket, jumper, shirt, shoes, shorts, skirt, socks,
trousers, T-shirt, ice cream, milk, pizza, sandwich, sunny,
windy, running.
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Unit 7
Unit
Lesson 1
7 A picnic in the park
1 Look and circle.
Unit 7
Lesson 2
1. I´µ / Wæ´®æ ridin@ å bi§æ.

1 Look and complete. 2. I´µ / Wæ´®æ playin@ footbal¬.
1 2 3 4 5 3. I´µ / Wæ´®æ ‡lyin@ å ki†æ. 1
4. I´µ / Wæ´®æ ®eadin@ å boo§.

2 3
4
6 7 8 9 10
2 Order and write.

1. climbin@ / I´µ / å t®ææ
climbin@ climbin@ flyin@ flyin@ ridin@ I´µ climbin@ å t®ææ .
ridin@ swimmin@ swimmin@ walkin@ walkin@ 2. wa†e® / I´µ / drinkin@
ridin@ flyin@ I´µ drinkin@ wa†e® .

1. Hæ´fi å bi§æ. 6. Hæ´fi å pla>æ. 3. Wæ´®æ / sandwic™efi / eatin@
Wæ´®æ eatin@ sandwic™efi .
2. T™e¥´®æ climbin@ å hil¬. 7. T™e¥´®æ swimmin@ i> t™æ ßeå.
3 Number the pictures.
3. Hæ´fi walkin@ i> t™æ par§. 8. T™e¥´®æ walkin@ t™æ do@.
2 3 1
4. S”™æ´fi ridin@ å horßæ. 9. S”™æ´fi swimmin@ i> å poo¬.
5. S”™æ´fi climbin@ uπ t™æ stairfi. 10. Hæ´fi flyin@ å ki†æ.
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Unit 7
Unit 7 Unit 7
Lesson 3 Lesson 4
1 Look and match the columns. 1 Look and complete.

1
2 1 2 3 4
T™e¥´®æ
T™e¥´®æ ridin@
ridin@ å t®ææ.å t®ææ.
2
Hæ´fi Hæ´fi climbin@ å πea®.
climbin@ å πea®.
™åππ¥ fi å ∂ å > @ ® ¥ † ^ ® æ ∂
3
S”™æ´fi S”™æ´fi eatin@
eatin@ wa†e®.wa†e®.
2 Read, look and answer.
Yefi, I aµ. Nø, I´µ no†. Yefi, ∑¶ a®æ. Nø, ∑¶´®æ no†.
4
Hæ´fi Hæ´fi walkin@ å bi§æ.
walkin@ å bi§æ. A”®æ yo¤ ti®e∂? A”®æ yo¤ thirst¥?
1 2
Yefi, ∑¶ a®æ. Yefi, I aµ.
5
S”™æ´fi S”™æ´fi drinkin@ t™æ do@.

drinkin@ t™æ do@.
2 Write and draw.
1 2
A”®æ yo¤ hungry? A”®æ yo¤ sa∂?
Child’s Child’s 3 4
own drawing own drawing Nø, I´µ no†. Nø, ∑¶´®æ no†.
Wha†´fi s™æ doin@? Wha† a®æ t™e¥ doin@?

S”™æ´fi Child’s own writing . T™e¥´®æ Child’s own writing .
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Unit 7
Unit 7 Unit 7
Lesson 5 Lesson 6
1 16 Listen and number. 1 18 Listen and complete.

angr¥ bo®e∂ happ¥ hungr¥ thirst¥ ti®e∂
2 4 I´µ, hungr¥ , thirst¥ ,
H”^ Pa†! Wha† angr¥ an∂ bo®e∂ !
a®æ yo¤ doin@?
W™e®æ´fi M”uµ?
S”™æ´fi i> t™æ
kitc™e>.
H”^ Tiµ! I´µ Nø, s™æ is>´†!

runnin@. I´µ
3 1 ti®e∂ ! A”n∂ yo¤?
M”uµ! W™e®æ a®æ yo¤? I†´fi sunn¥! L’e†´fi
havæ å picni©!

gar∂e>! Coµæ ™e®æ!
G®ea†! I´µ √±r¥ happ¥ !
2 Listen and circle T (true) or F (false).
2 Find and circle the words.
17
1. Da∂ ifi eatin@ ‡is™ an∂ potatø±fi. T / F h u n g r y b h

t i a h s d d a
2. Tiµ li§efi tomatø±fi. T / F h j n s n g c p
3. I†´fi rainin@. T / F i k g d u l r p
r t r s v w b y
4. Tiµ wantfi tø pla¥ i> t™æ par§. T / F s t y m z q p e
t i r e d j o f
5. Tiµ ifi hungr¥ an∂ thirst¥. T / F y c b b o r e d
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16,17 See pages 90-91 of the Student’s Book for
18
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Unit 7
Unit 7
Lesson 86
1 Look and match. 1 Circle the words and match.

2
2 1
1
5 ca§æ 1 sandwic™efi
4 ‡is™ 3 tomatø±fi
4
3
shgcheeseckrchocolateleichipsngeshirtldo
2 biscuitfi 6 mil§ 3
6
5 4
2 Colour the foods you like. Child’s own colouring

1 2 3
3 Complete the table.
carrotfi c™errêfi graπefi i©æ c®eaµ onionfi pizzå
© ™ æ ® ® êfi fi ™ æ eπ fi ™ ø ® † fi
I li§æ... I do>´† li§æ... 4 5 6
Child’s own writing Child’s own writing
© ™ ^ c§ æ > fi ™ ø æ © ™ å i®
3 Colour the pictures according to the beginning sound.
c™ = ®e∂ s™ = bl¤æ
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Unit 7
Unit 7 Unit 7
Lesson 9
Achieve! C LI L
1 Look and draw.
Weather watch Lesson 10
Culture
1 2 3 1 2
Child’s Child’s
six†æe>
oran@efi
ni>e†æe>
c™errêfi
‡i‡†æe>
app¬efi I†´fi rainin@. I†´fi sunn¥.
2 Read and draw. 3 4
1 2
Child’s Child’s
Child’s Child’s
I†´fi snowing. I†´fi wind¥.
2 Look, read and circle.
1 2
ße√±n†æe> πeac™efi t‰±nt¥ graπefi
3 4
I†´fi snowin@. / I†´fi rainin@. I†´fi sunn¥. / I†´fi rainin@.

Child’s Child’s
own drawing own drawing 3 4
eigh†æe> πearfi ‡i‡†æe> bananafi I†´fi wind¥. / I†´fi snowin@. I†´fi sunn¥. / I†´fi wind¥.
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Unit 7

1 Look and circle. 3 Label the pictures.
1. Wæ´®æ eatin@/ 2.I´µ runnin@/ 1
drinkin@ chic§e>. ridin@ å bi§æ.
pizzå
2
biscuitfi
3
mil§
4
graπefi
2 Find the letters and complete the mystery word.
1 2.
2 3 4 5 6
4 19 Listen and complete the chart.
PP I C N I C
= li§efi = dø±s>´† li§æ
1. S”™æ´fi climbin@ å t®ææ. 5 Look and complete the questions.
2. Hæ´fi ‡lyin@ å ki†æ.
3. S”™æ´fi walkin@ t™æ do@.
4. S”™æ´fi ®eadin@ å boo§.
5. S”™æ´fi runnin@. 1. Dø yo¤ li§æ ca§æ ? 2. Dø yo¤ li§æ ‡is™ ?
Hæ´fi drinkin@ jui©æ.
6.
6 Answer the questions.
Yefi, I dø. No, I do>´†.
1. Child’s own answers 2. Child’s own answers
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Transcript
19
Girl: I like pizza. I like biscuits. I don’t like milk. I like grapes.
Boy: I don’t like pizza. I like biscuits. I like milk. I don’t like grapes.
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Unit 8
Grammar
Overview
• have got: affirmative, • Sports: basketball, • Phonics: t and th sounds • Classroom objects
negative and interrogative cycling, football, running, • Farm animals
• Ability: can, can’t swimming, tennis • Colours
• Sports equipment: • Numbers
basketball, football, • Present continuous
helmet, skipping rope, • I like / I don’t like
tennis racket, water bottle • Food
• Verbs: dance, jump, sing, • Fruit
ski, throw • Toys
• Ordinal numbers: • Days of the week
1st – 10th
Language objectives
Grammar Functions
• To use the structure have got (interrogative, affirmative • To count
and negative) • To ask about possession
• To express ability with can and can’t • To talk about favourite sports, colours and food
• To talk about abilities
• To identify and name sports and equipment • To highlight and practise the sounds t and th
• To identify and name action verbs • To review the phonics t, th and i
• To identify and name ordinal numbers
Skills objectives
Speaking Reading
• To sing and mime along to a chant or song to reinforce • To follow the narrative in a story
target language • To understand the lyrics of a song in order to act out
• To ask and answer questions about possession using the gestures
target language • To use reading skills to match text with written forms
• To use the target language to express favourite sports, • To use reading skills to correctly answer true or false
colours and food statements about the text
• To express abilities • To use a narrative as a model for later reproduction
Listening Writing
• To identify target language • To trace and write target vocabulary/structures: activities,
• To follow the narrative of a story sports, sports equipment, have got, can/can’t, ordinal
numbers
• To listen and sing along
• To identify the target language in matching tasks • To complete gapped sentences with target language
• To identify target language in order to complete • To write sentences about possession and abilities
a chant • To spell ordinal numbers
• To recognise and distinguish target phonics • To complete sentences using target language
• To write a message to a pen pal
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F F
SC SC
More More
phonics phonics
More
practice
More
practice P P
F F
i-poster SC SC
More
phonics
More
phonics

Teacher’s i-book
IWB i-book
have got and can. Use the Richmond
i-poster
• Check children can understand and produce oral the IWB.
and written messages using the unit vocabulary: i-flashcards

sports, sports equipment, verbs and ordinal Activities in Lead-in and
to introduce the Lead-in
children to the lesson. See lessons 1, 2, 3, 5,
numbers 1st to 10th. Speaking
6, 8, 9 and Review of this unit.
• Children can recognise and differentiate between Speaking +
t and th sounds. Activities with + beside the rubric offer an additional
• Check children can understand and produce interactive
More
practice
activity
More
practice
to reinforce
P the activity content.
functional language: ask about possessions, talk See lessons 2, 3 and 4 of this unit.
about favourite sports, colours and food, talk F
about abilities. Provides a visual grammar presentation. See lessons 2, 3,
SC
4
and 7 practice
More
More
practtice
prac of
More
ice
More
practice
PP PP
this unit.
Materials
More More
phonics phonics
FF FF
SC Wrap
More
More
phonics
used as
More
More homework.
phonics
See lessons 1, 2, 3, 4, 6, 7 and 8 of
phonics phonics
• Teacher’s Resource Book 1 this unit.
i-poster
Reading worksheet Unit 8, page 42: Lesson 6 Audiovisual material is provided in lesson 10 of this unit.
i-flashcards
Writing worksheet Unit 8, page 55: Lesson 4 i-poster
i-poster
Speaking worksheet Unit 8, page 67: Lesson 8 The unit review pages also include additional Speaking
IWB
i-flashcards to reinforce the unit content. See Review of this unit.
activities
Listening worksheet Unit 8, page 77: Lesson 3 i-flashcards
Test Unit 8, pages 140-145: Unit 8 Review IWB

Use
IWB
thei-book
Vocabulary Game Generator to create your own
i-book
• Poster Unit 8 interactive games to review the key vocabulary from the unit
• Flashcards Units 1-8 at any time.
• Extra
Slips of paper Glitter Use the Interactive Routines Poster at the beginning of each
Realia: photo of you Paper bag lesson.
Crayons Soft ball
Construction paper Magazines
Glue For suggestions on how to exploit the course
Key competences

Children develop skills using stories, songs, chants Children look at the importance of helping others
and model dialogues as tools for helping language and empathise with people around them. Children
acquisition. look at the importance of turn-taking.

Children look at the importance of sport in
MST Mathematical competence and basic children’s everyday lives and what can be learnt
competences in Science and Technology from participating in team sports.
Children work on representing information in the
form of a table. Children practise using ordinal LL Competence in learning to learn
numbers in context. Children work on strategies in order to expand
and remember vocabulary and structures.

Children use technology as a tool to reinforce and executing a task as well as revising the unit
language acquisition by using audiovisual and content. Children are made aware of
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Unit
Lesson 1
8 All about me!
SCC
1 Wha†´fi wron@, Leø? 2 Tr¥ agai>!
I´√¶ go† å >e≤ bi§æ
fo® m¥ birthda¥. B”u†
I ca>´† ri∂æ i†!
OK.
S’ææ? I ca>´† dø i†! Yo¤´®æ doin@ i†, Leø!
3 4 Yo¤´®æ cyclin@!
LL Tr¥ agai>! Le† Thifi ifi fu>!

µæ ™elπ yo¤.
LL
2 2.46 Listen and number. 3 Trace the words.
swimmin@ runnin@ †ennifi

3 5 2
bas§etbal¬ footbal¬ cyclin@

6 4 1
DC
98 More
practice
More
practice P
F
600787 _ 0098-0109.indd 98 06/03/14 16:00

SCC Talk with
Morethe children
More
about the importance of Ask children for examples of how they
helpingphonics
people andphonics
putting oneself in the other’s can help others.
place.
LL Ordering images and tracing the simple Monitor the activity checking children
outlines of the missing words in the spaces identify the unit vocabulary.
provided will help the children to develop their
i-poster
language skills.
i-flashcards
IWB
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Unit 8
More
practice
More
practice P P
Lesson 1
F F
1
SC SC
phonics
2.45
More
phonics
Children read and listen to the story.
Grammar Values: Talk with students about how when we see that a friend
• Review: Present continuous, I like / I don’t like feels insecure or is facing a major challenge, we can offer our
help and make our friend feel more capable of doing things.
Vocabulary i-poster
Optional extra: Check comprehension by asking questions
• Sports: basketball, cycling, football, running, about the story.
i-flashcards
swimming, tennis
• Review: activities
IWB
i-book

introduce the new vocabulary.
Skills objectives
Listening 2 2.46 Children listen and number.
• Follow the narrative of a story Optional extra: Dictate the target language from activity 2.
Children listen and draw a corresponding picture of themselves
• Identify target language and number doing the activity.
Reading
• Follow the narrative of a story 3 Children trace the words.
Writing Optional extra: Children write the words from activity 2 in their
• Write and trace sports activities notebooks in order of most fun to the least fun.
Fast finishers
Materials Children read the story again quietly to themselves.

• Student’s Book 1 CD 2 Turn your back to the class and spell one of the words from
More activity
More 2 in the air with your finger. Children call out the correct
P
• Flashcards Unit 8 practice practice
answer, for example, swimming! Repeat with other words.
• Poster Unit 8 More
practice
More
practice
FP P
• A hat Children listen
SCF F and match the picture with the correct sport.
SC SC
More
phonics
More
phonics
Initial evaluation
More
phonics
More
phonics
At this stage in the syllabus, the children have been Children stand in a circle. Using unit 8 Flashcards, pass
presented with a lot of new vocabulary. Use mime, a flashcard to the child on your left and ask: Do you like
repetition and physical response to consolidate new i-poster
(running)? The child answers and then passes the flashcard
language and structures.
i-poster to the next child in the circle and asks the question. Repeat
i-flashcards
with other flashcards.
i-flashcards
Warmer
IWB i-book
Open the unit 8 i-flashcards. Show a flashcard and
Review actions and Present continuous by playing IWB ask a child Do you like (running)? The child answers. Show
Musical Mimes. Play music. Place a hat on a child’s head. another flashcard. The child who has answered before asks
practiceThe children P
More
pass
More
P the hat from head to head until the
practice
another child Do you like (swimming)? The child answers.
music stops. Stop Use the Richmond i-tools to write the questions on the
F F the music. Say: You’re playing football.
The child wearing the hat mimes the action. Repeat IWB if needed.
SC SC
More
with more actions.
More
At home
phonics phonics
Lead-in
Display the unit 8 Poster. Encourage children to name
all the sports they know. Point to the poster and drill • Activity Book 1 page 98
i-poster
the target language: basketball, cycling, football, running,
swimming, tennis.
i-flashcards
IWB i-book
Open the i-poster. Ask children to name all the
sports they know. Listen to each word so that the 2.46
children can identify the sports and mime how each 1 cycling 3 swimming 5 running
sport is played. Children drag the words to the correct 2 tennis 4 football 6 basketball
place in the poster. Children use the Richmond i-tools
to circle children that are playing football/swimming/
cycling/playing tennis.
283
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Unit 8
Lesson 2
LL
1 2.47 Listen and stick. I´√¶ go† å
I´√¶ go† å bi§æ 2 bas§etbal¬.
an∂ å ™elµe†.
1
I´√¶ go† å †ennifi

I´√¶ go† å rac§e†.
footbal¬. 4
3
More
practice
More
practice P
F
Grammar SC
LL I’ve got a football.
Thifi ifi fu>! 2 2.48 Listen and circle. I More
haven’t gotMore
phonics a helmet.
phonics
1
I ´√¶ go†/ha√±>´† go† å skippin@ roπæ.
I ´√¶ go†/ha√±>´† go† å †ennifi bal¬.
i-poster
i-flashcards
2
I ´√¶ go†/ha√±>´† go† å bas§etbal¬.
IWB
I ´√¶ go†/ha√±>´† go† å footbal¬.

3
I ´√¶ go†/ha√±>´† go† å ™elµe†.
I ´√¶ go†/ha√±>´† go† å †ennifi rac§e†.
DC
More
practice 99 More
practice P
F
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LL Children learn strategies for remembering, Check children stick the stickersMore
in the correct
More
box.
expanding and consolidating their vocabulary phonics phonics
when they make associations between what

they hear and what they see.
i-poster
i-flashcards
IWB
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F F
SC SC
More More
phonics phonics
Unit 8
i-poster Lesson 2
i-flashcards

Use the i-flashcards to present unit 8 sports equipment
i-book
Grammar vocabulary. Then use the Vocabulary Game Generator to play

• have got: affirmative, negative Guess it! using the sports equipment flashcards. Drill the target
language individually and chorally when you complete each round
Vocabulary of the game. See page 22 for games instructions and ideas.
• Sports equipment: basketball, football, helmet,
skipping rope, tennis racket
• Review: target language units 1-7
1 2.47 Children listen and stick.
Optional extra: Draw a stickman with a basketball on the board.
Functions Write underneath the image: I’ve got a basketball. Draw another
• Talk about possession stickman image without a basketball and write underneath:
I haven’t got aMore
basketball. Drill individually and chorally. Repeat
More More
tice More
P
Ppractice P
theprac
practice
procedure using
practice
other sports equipment.
Skills objectives F F
F
Listening SC SC
SC
• Identify target language and match it More
phonics
More
phonics
i-poster
to the corresponding picture
2 More
phonics 2.48
More
Children
phonics
listen and circle.
i-flashcards
Writing Optional extra: Children think of something they have got and
• Circle the correct form of the target structure: i-poster Lead-inpencil case. Children write a sentence: I’ve
haven’t got in their
have got / haven’t got i-flashcardsgot a pencil. I haven’t
Speakinggot a ruler.
• Write affirmative and negative sentences using i-poster
have got / haven’t got

IWB i-book
Touch + to open the Memory game. This activity can
bei-flashcards
done as a whole class or in two teams. Teams or individual
• Spell target vocabulary (sports equipment) children take turns to find the picture for the correct word
provided
IWB on the screen. Use the clue if needed.
Materials Wrap up
countP how many of each item they can find on the page.
More
More
practice
Children
practice
• Student’s Book 1 CD 2 F
• Flashcards Unit 1-8 Children SC listen and drag the correct picture to the school
• Slips of paper for each child bag. Alternatively, children use the Richmond i-tools to write the
More
phonics names
phonicsof the objects.
More
With younger children, initial grammar instruction is Continuous assessment
implicit and should take a holistic approach, focusing
on meaning rather than form and teaching chunksi-posterof Play Hangman with the sports equipment vocabulary. Children
language in a meaningful context for the child rather also name the sport.
i-flashcards
More
practice than individual
More
P P units.
practice
F F IWB At home
Warmer SC SC
More Divide the class into three teams. Place a selection
More
phonics phonics
of units 1-8 Flashcards face down at the front of the

room. Taking turns, each team turns over a card. In
order to win a point, the child must name the object Student’s Book CD 2
i-poster
correctly. To win an extra point, children name the 2.47
i-flashcardscategory it belongs to.
1 I’ve got a bike and a helmet. 3 I’ve got a football.
IWB
i-book
2 I’ve got a basketball. 4 I’ve got a tennis racket.
the key vocabulary from units 4 to 6. Play any game (not
Guess it!). See page 22 for games instructions and ideas. 2.48
Lead-in 1 I’ve got a skipping rope. I’ve got a football.

Present unit 8 Flashcards one by one to the children I haven’t got a tennis ball. 3 I’ve got a helmet. I haven’t
by showing them the image for a second and then 2 I haven’t got a basketball. got a tennis racket.
quickly turning it around. Children call out the name
of the object.
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Unit 8
Lesson 3
LC
Jill Lucy Tania Ben

1. 2. 3. 4.
SCC
2 Play Guess who?
More More
P
H”a√¶ yo¤ go† å ™elµe†? Nø, I ha√±>ª†.
practice practice
F
A”®æ yo¤ L”uc¥? Yefi, I aµ. Grammar SC
Have you got a bat?
More
IE Yes, I have. / More
No, I haven’t.
3 Look and tick about you (✔).
phonics phonics
Child’s own answers. Have you got…?

å bi§æ å footbal¬ å skippin@ roπæ å wa†e® bott¬æ
i-poster
1 3
Yefi, I ha√¶. i-flashcards
Yefi, I ha√¶.
IWB
Nø, I ha√±>´†. Nø, I ha√±>´†.
2 Yefi, I ha√¶. 4 Yefi, I ha√¶.
LC
Nø, I ha√±>´†. Nø, I ha√±>´†.
4 Ask and answer.
DC
100 More
practice
More
practice P
F
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LC Children practise
More language
More
through Monitor the activity checking children
a matching activity. They
phonics phonics
learn to identify the unit vocabulary.
group vocabulary into semantic sets.
SCC Playing games builds confidence and Monitor the activity and check the children
develops personal and social skills. are participating.
i-poster
IE Personalisation develops the initiative Do a quick survey getting the children to

i-flashcards
to reflect, reinforcing personal identity tell you sports equipment they have and
and observation skills. don’t have, and make a list on the board.
IWB
286
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Unit 8
Lesson 3
Language objectives 2 Children play Guess who?
Grammar Optional extra: Children write their names on slips of paper.
• have got: questions, short answers Collect the names in a paper bag. Invite a volunteer to take
a name from the bag and keep it secret. Children ask up to five
Vocabulary questions to find out who it is.
• Review: classroom objects, farm animals, colours
3 Children look and tick about themselves (✓).
Skills objectives Optional extra: Children copy the sentences which are true for
Speaking them into their notebooks and draw a picture.
• Ask and answer questions about possession
and identity using target language 4 Children ask and answer.
Optional extra: Children draw a picture of a school bag in
Listening their notebooks and write underneath My Magic School Bag.
• Identify target language and characters in order In their magic school bag, children draw up to five items
to match the numbers and pictures correctly from the categories fruit, clothes and sports equipment.
Writing In pairs, children compare school bags.
• Write affirmative and negative sentences using have
got / haven’t got Fast finishers
Children count how many of each sports equipment item they
can see on the page.
Materials
• Teacher’s Resource Book 1 Divide the class into four teams. Invite a volunteer from each
team to the front of the class. Name a piece of sports equipment.
• Student’s Book 1 CD 2 TheMore
first child to draw the object correctly wins a point for his/
• Slips of paper for each child More
practice
herpractice
team. P
• Paper bag F
Children listen,
SC look at the picture and choose. They choose ✓
if the image and audio correspond, or ✘ if they don’t.
More
Activities which combine receptive skills and targetphonics phonics
language may be challenging. Continuous assessment

More
practice
More
practice P P
F F
Warmer
SC SC vertically on the board.
Write tennis racket i-poster
More
phonics Divide the class into pairs. In pairs, children copy and
More
phonics
i-flashcards
At home
think of one word that begins with each of the letters.
Lead-in IWB
i-poster Draw different sports equipment on the board. Elicit
i-flashcards
the names of the objects and drill. Student’s Book CD 2
IWB
Open the lead-in activity. Children listen
i-book 2.49
and drag the objects to the girl. Children use the Hi Jill! Have you got Hi Tania! Have you got
Richmond i-tools to write the word(s) beside each a helmet? a tennis ball?
object. Use the Richmond i-tools to cover the objects Yes, I have. I’ve got a helmet Yes, I have. I’ve got a tennis
with the shade. Children listen and draw the objects and a skipping rope. ball and a tennis racket.
on the girl.
Hello Lucy! Have you got Hi Ben! Have you got
1 2.49 Children listen and match. a tennis ball?
No, I haven’t.
a basketball?
Yes, I have. I’ve got a
Optional extra: Highlight and drill the question form
andMore
short answers. In pairs, Have you got a football? basketball and a football.
practice
More
P children take turns pointing
practice
to each other’s pencil cases and asking questions. Yes, I have. I’ve got a football
F and a water bottle.
SC
More More
phonics phonics
287
i-poster
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i-flashcards
Unit 8
Lesson 4
LC
1 2.50 Listen, tick (✔) and complete.
My favourite sport 4
I like football and cycling, too.
I like running and swimming in the pool.
But there’s one sport I like best of all.
My favourite sport is bas§etbal¬ !
LC footbal¬ bas§etbal¬
LL 3 Look and complete.
bas§etball cyclin@ footbal¬ †ennifi
1.
M”¥ favouri†æ spor† 2.
ifi bas§etball .
M”¥ favouri†æ spor†
ifi †ennifi .
3. 4.
M”¥ favouri†æ spor† M”¥ favouri†æ spor†

Yefi, I ha√¶. ifi cyclin@ . ifi footbal¬ P .
More
practice
More
practice
Nø, I ha√±>´†. F
LC
Grammar SC
Yefi, I ha√¶. 4 Complete the chart about you. My favourite sport is football.
More
phonics
More
phonics
Nø, I ha√±>´†. My favourite sport is… My favourite colour is… My favourite food is…
Child’s own writing Child’s own writing Child’s own writing
i-poster
DC
i-flashcards
More
practice 101 More
practice P
IWB F
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LC Singing songs and chants is a good way If possible, children memoriseMorethe chant.More
Monitor
for children to develop linguistic skills. the activity personally and check
phonics categories.
phonics
Children learn and internalise vocabulary

in many different ways.
LL Children apply strategic thinking to Monitor the activity personally and check
complete this activity and learn to use the vocabulary. i-poster
the images as a source of information.
i-flashcards
IWB
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More
practice
More
practice P P
Unit 8
F F
SC SC
More
phonics
More
phonics
i-poster
Lesson 4
Language objectives 2 2.51
i-flashcards
Children listen and chant.
i-poster Optional extra:Lead-in
Play the audio again. Children listen and act out
Vocabulary
the chant.
• Review: sports equipment, food, colours, farm i-flashcards Speaking
animals, fruit, toys, days of the week IWB i-book

Touch + to open the karaoke activity. Play the chant and
Functions ask individual children to touch the correct sport when the music
• Talk about favourite sports, colours, food stops. Encourage the rest of the children to help him/her by
repeating the word.
Skills objectives 3 Children look and complete.

Optional extra: Hand out a slip of paper to each child. Children
Speaking
write their name. Children draw a picture of themselves doing
• Ask and answer questions in order to find out
their favouriteMore
sport and write the corresponding sentence
information about favourite sports, colours, food More
practice P
underneath. practice
Listening F
• Identify the key vocabulary though the context
of a chant Visual grammar presentation
SC
Writing
• Use target language to write about favourite sports,
4 Children complete the chart about themselves.
More
phonics
More
phonics
Optional extra: Children copy and complete the sentences.

colours and food
My favourite farm animal is...
My favourite fruit is...
Materials Myi-poster
favourite toy is...
My favourite day of the week is...
• Student’s Book 1 CD 2 Divide
IWB the board into six columns, e.g., basketball/football/tennis/
• Flashcards Unit 8 (sports equipment) swimming/cycling/running. Give each child a slip of paper and
children write their name in big letters. Ask children to come to
• Slips of paper the front of the class, say their favourite sport and stick their name
to the appropriate place on the board. Focus children’s attention
practice
on results
More
practice
by asking
P questions: How many girls/boys like football?
Who likes tennis? What’s the class’s favourite sport?
Monitor and provide language assistance where
F
necessary. Allow for plenty of personalisation to aid
recall and retention. Children look,
SC read and choose the correct sport.
Alternatively, use the Richmond i-tools to cover the text on the
More screen
phonicsand ask the children to take turns to write the correct
More
Warmer phonics
answer on the IWB.
Display unit 8 (sports equipment) Flashcards (or open
the i-flashcards on the Teacher’s i-book) one by
one. Children write the corresponding word in their Continuous assessment
notebooks. i-poster Teacher’s Resource Book 1: Writing worksheet Unit 8
Mime different sports. Children call out the correct word. At home
In pairs, children take turns miming and guessing. IWB
1 2.50 Children listen, tick (✓) and complete.
Optional extra: Write on the board: What’s your favourite
sport? Drill the question individually and chorally. Ask a
child: What’s your favourite sport? Repeat until all children
have participated.
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Unit 8
Lesson 5
I can do many things!
1 2
M”¥ naµæ´fi S”¤æ. I´µ ße√±>.

M”¥ favouri†æ colou® ifi I li§æ cyclin@ bu† m¥
purp¬æ an∂ m¥ favouri†æ favouri†æ spor† ifi footbal¬.
foo∂ ifi ca§æ. I´√¶ go† å footbal¬ an∂ å
3 wa†e® bott¬æ.
4
I´√¶ go† å bi§æ an∂ å I´√¶ go† å †ennifi bal¬ an∂ å

LC
™elµe†. I ca> ri∂æ å bi§æ! †ennifi rac§e†. I ca> pla¥ †ennifi!
CAE 2 Read and draw.
I´√¶ go† å footbal¬, å †ennifi
bal¬ an∂ å †ennifi rac§e†. Child’s
I ha√±>´† go† å bas§etbal¬ own drawing
an∂ I ha√±>´† go† å
skippin@ roπæ.
102
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LC Stories are an important vehicle for internalising Check children can follow and understand the story
new vocabulary and structures and develop by asking some general comprehension questions.
understanding of narrative conventions.
CAE Drawing at this stage is a very important way Check that children draw the right sports equipment.
to express emotions and feelings and cultivate
one’s own creative and aesthetic capacities.
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Unit 8
Lesson 5
More
practice
More
P P
1
practice

F F read and listen to the story (1-8).
Optional extra: Write on the board the following true or false
Grammar SC SC
statements. Children copy the correct version in their notebooks.
• Review: interrogative, affirmative and negative More
phonics
More
phonics
Sue is eight. (False. She’s seven.)
forms of have got
Sue’s favourite colour is red. (False. It’s purple.)
Vocabulary Sue’s favourite sport is tennis. (False. It’s football.)
• Review: sports, sports equipment, colours, i-poster
Sue’s favourite food is cheese. (False. It’s cake.)
numbers, food Sue likes cycling. (True)
i-flashcards
IWB i-book
Skills objectives listen to the story with the children. Use the i-flashcards to
Speaking introduce the new vocabulary.
• Ask and answer questions about possession
• Spell target vocabulary 2 C hildren read and draw.
Optional extra: Write the following words on the board:
Listening football tennis racket water bottle helmet
• Identify target language in a story skipping rope tennis ball basketball
• Follow a narrative Hand out one slip of paper to each child. In secret, children draw
and label one of the items on individual pieces of paper. Children
Reading
walk around the class asking each other questions in order to
find a match: Have you got a football? Yes, I have.
• Recognise target language in the context of a story
• Recognise and understand the target structure have Fast finishers
got and draw the corresponding picture Children read the story again quietly to themselves.
Wrap up
Materials Spell the words from the lesson and children write them in their
notebooks. Spell each word once. Make groups of four and
• Teacher’s i-book children compare answers. Elicit one answer from each group.
• Student’s Book 1 CD 2 Children must spell the word back to you.
• Slips of paper Continuous assessment
Give each child a slip of paper. Children draw the first scene
Attention to diversity of the story. This time they include themselves as the main
character and fill in the speech bubble with information
Stories contain a lot of extra vocabulary which may
about them:
impede comprehension. Ensure children grasp
More
practice
More
P P
practice My name is __________. I’m __________. My favourite colour is
the theme of the narrative through concept-check
F F __________ and my favourite food is __________.
questions and gestures.
SC SC
More
phonics
Warmer
More
phonics
At home
Stick unit 8 Flashcards to the board. Children say the
words. Then they close their eyes. Remove three of • Activity Book 1 page 102
i-poster the flashcards. Children open their eyes and name the • Optional extra: Children add more information about
i-flashcards
missing flashcards. themselves to the speech bubble from the assessment
activity using the structures I’ve got and I like / I don’t like.
IWB
Use the Vocabulary Game Generator to play
i-book
What’s missing? using the unit 8 Flashcards. See page

22 for games instructions and ideas.
Lead-in
Show children your pocket. Tell children: In my magic
pocket, I’ve got a football, a tennis racket, a helmet,
a bike, a skipping rope and a water bottle. Pause. Ask
children: What have I got in my magic pocket?
Elicit the correct order.
291
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Unit 8
Lesson 6
5 I ca> pla¥ footbal¬, 6
bu† I ca>´† sk^!
I ha√±>´† go† å bas§etbal¬,

bu† I ca> pla¥ bas§etbal¬!
7 8
I ca> dan©æ an∂ I ca> swiµ! T™e®æ a®æ man¥ thingfi tha†
SCC
I ca> dø! H”o≤ abou† yo¤?
LC 2 Look and write. ca> ca>´†
1 2 3
SCC
I ca> ru>. I ca>´† sk^. I ca> pla¥
footbal¬.
DC More P
practice 103 More
practice
F
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SCC Stories provide children with a variety of Ask the girls which sports they doMore
and then ask
More
phonics
themes and topics useful to raise awareness the same to the boys. Discuss their responsesphonics
with
of values and basic concepts relating to the class.
society and culture.
LC Guided writing activities help children Check children write the correct grammatical option.
to learn and memorise vocabulary and i-poster
grammar.
i-flashcards
IWB
292
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Unit 8
Lesson 6
Ask the class to raise their hand if they can ride a bike. Stick
Grammar
to the board a photo of you riding a bike or doing any of the
• Ability: can/can’t
activities from the lesson. Write underneath I can ride a bike
• Review: I like More and nod yourP head.
practice
More
P
practice Drill individually and chorally, paying
Vocabulary particular attention
F F to the weak forms of can. Then write on the
• Activities: dance, ride a bike, ski board, I can’t ride a bike and shake your head. Drill chorally and
SC SC
• Review: sports individually.
More More
phonics phonics
Functions
• Talk about abilities 1 2.53 Children read and listen to the story (1-8).
Optional extra: Tell the children: I can run! Children who can
i-poster
do the activity repeat the utterance and do the accompanying
Skills objectives mime. Those who can’t, remain silent.
i-flashcards
Speaking IWB i-book

• Reproduce model text listen to the story with the children again.
Listening
• Understand and use a model for later production 2 C hildren look and write.
Optional extra: Children read their sentences aloud to their
Reading partner.
Writing 3 Children act out the story.
• Fill the gaps with target language can/can’t Optional extra: Children practise their roles in groups of three.
to form complete sentences Then they come to the front of the class and perform their
• Reorder sentences containing target language improvisation. Encourage children to say their lines with feeling
to form correct sentences and to mime the actions.
Fast finishers
Materials Children write the activities from the lesson in alphabetical order
in their notebooks.
• Student’s Book 1 CD 2 Write on the board:
I - ski - can
• Photo of you dance - I - can’t
• Slips of paper play - I - can - basketball
can’t - I - play - football
ride - can - a - bike - I
Some children may have better receptive skills thanMore Children order the words and copy the correct sentences in their
practice
More
P
others. Ask questions to generate interest, provide a notebooks.
practice
context and facilitate recall of the previous instalment. F

Encourage shy learners during group activities and Sequencing:
ensure participation is equal. in order.
More More
phonics phonics

Children draw a 2 x 2 grid in their notebooks, write
four activities they like doing and draw one symbol
to represent the activity in each square. Call out i-poster
the activities at random using the structure I like: At home
I like running. I like swimming. Continue until a childi-flashcards
has crossed out all four and shouts Bingo! • Activity Book 1 page 103
IWB
293
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Unit 8
Lesson 7
LC
1 2.54 Listen and write ✔ (can) or ✘ (can't).
1 2
I ca>...
✘ 4
3 4
4
I ca>´†... More
practice
More
practice P
✘
F
MST
Grammar SC
2 2.55 Listen and tick (✔) or cross (✘) .
I can ride a bike. I can’t swim.
More
phonics
More
phonics
climb a tree ride a bike swim ski

i-poster
Ted
i-flashcards
IWB
Diana
Child’s Child’s Child’s Child’s

IE Me
own answer own answer own answer own answer
LC
3 Complete the chart for you. 4 Tell a partner.
DC
104 More
practice
More
practice P
F
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LC This competence
More
involves
More
using the Check children are using the target language.
language as an oralphonics
phonics communication tool,
and encourages constructive relationships
when children talk to their partner.
MST Children use the table as another way to Check children understand how to complete
show, present and interpret language. the table.
i-poster
IE Personalising
i-flashcardsthe activities will help children Assess the activity by asking the children to
think by themselves and take initiative. analyse the results and come to their own
IWB conclusions about them.
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Unit 8
Lesson 7
Language objectives 1 2.54 Children listen and write ✓ (can) or ✘ (can’t).
Grammar Optional extra: Write the following on the board:
• Review: can/can’t I _____ sing. I _____ ski.
I _____
More play the piano.
More IP_____ dance.
Vocabulary practice practice
Children copy the sentences and complete them with can or can’t.
• Activities: dance, play the piano, sing F
• Review: climb a tree, ride a bike; sports, sports Visual grammar presentation
equipment SC
Functions 2 More 2.55

phonics Children
More
phonics
• Talk about abilities Optional extra: Ask questions to check comprehension.
Skills objectives 3 C hildren complete the chart for themselves.

Optional
i-poster extra: Write Can you (climb a tree)? on the board.
Speaking Drill the question form both chorally and individually with
• Use the target language to express and ask about exaggerated
i-flashcards intonation. Invite children to ask you questions.
abilities
• Use target language in a chant 4 C hildren tell a partner.
IWB
Listening Optional extra: Invite pairs to the front of the class to share
• Identify the target language in a matching task what they have learnt about their partner.
Writing
• Write the target language to express abilities Wrap up
Distribute five slips of paper to each child. Children write I can!
on the first slip and decorate. They draw a picture and write a
Materials sentence about things they can do on the following three pages.
practice Staple
More pages together using the I can! page as a cover. Invite
practice P
volunteers to the front of the room to read out their sentences.
• Student’s Book 1 CD 2 Children SC
listen and classify the pictures. Encourage
• Poster Unit 8 the children to repeat I can / I can’t focusing on the correct
• Slips of paper More
phonics pronunciation.
More
phonics
Children may struggle to assimilate new vocabulary Teacher’s Resource Book 1: Language worksheet Unit 8
i-poster
and recognise it in conjunction with the new structure
can/can’t. Allow for plenty of recycling of new andi-flashcards
old At home
vocabulary at various stages in the lesson.
Warmer
Teacher’s i-book). Lead the children in the following
chant: 2.54
Everybody, listen to me!
I can see something beginning with (‘b’)! 1 I can’t sing. 3 I can play the piano.
The child who guesses the object correctly then comes 2 I can ski. 4 I can’t dance.
to the front of the room and repeats the procedure. 2.55
Lead-in Hi! I’m Ted. I can climb a tree. I can’t ride a bike. I can swim.
Hand out slips of paper to each child. Children make I can’t ski.
their own word cards with the following target language: Hi! I’m Diana. I can’t climb a tree. I can ride a bike. I can
basketball cycling swim. I can ski.
football running
swimming tennis
In pairs, children place both sets of cards face down on
the table. Children turn over their cards at the same
time. When a child turns over a matching pair they call
out Snap! and take the pair of cards out of the game. 295
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Phonics Unit 8
Lesson 8
LC
1 2.56 Listen, label and complete with t or th.
Tim can climb a tree
T iµ ca> clim∫ å † ®ææ.

C”a> yo¤?
Th eo ca> t™ ro≤ å bal¬.
C”a> yo¤?
Thifi ifi Tiµ . Thifi ifi Theo .
LL
2 2.57 Listen and tick (✔) the beginning sound.
1 2 3
4 † t™ † 4 t™ 4 † t™
4 5 6
4 † t™ † 4 t™ † 4 t™
7 8 9
More
practice
More
practice P
F
† 4 t™ 4 † t™ † 4 t™ SC
DC
More
phonics 105 More
phonics
600787 _ 0098-0109.indd 105 06/03/14 16:00

LC Phonics activities help children to reflect, Check children write the correcti-poster
option.
interiorise and apply pronunciation rules, and
also to recognise different spelling patterns for i-flashcards
particular sounds.
LL This activity helps the children to make links Check children tick the correct IWB
sound.
between sounds and words developing
deduction strategies and practising basic
pronunciation.
296
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Unit 8
Lesson 8
Language objectives 2 2.57 Children listen and tick (✓) the beginning
Vocabulary sound.
• table, Theo, thin, third, thirsty, three, throw, Optional extra: Hand out two slips of paper to each child. At the
thumb, Tim, toe, toilet, tree top of one, they copy the phonic t and on the other they write
th. Call out the words in activity 2 and children say the word and
Pronunciation hold up the correct phonic symbol.
• Phonics t and th
Fast finishers
Children copy one word of their choice in their notebooks and
Skills objectives draw the corresponding symbol.
Listening
• Identify the phonics t and th in sets of words Wrap up
Prepare a poster to hang on the classroom walls by drawing
four columns and labelling them ch, sh, t and th. Divide the
Materials class into four groups. Assign each group a sound and distribute
magazines among the children. Children look for pictures of
• Teacher’s i-book words beginning with the target phonics and cut them out. In
• Teacher’s Resource Book 1 More pairs,
Morechildren show their cuttings to the class and stick their
P
practice practice
• Student’s Book 1 CD 2 pictures to the poster.
F
• Construction paper
• Magazines Children SC
listen and classify the sounds. Use the Richmond
i-tools to write the words so the children become familiar with
• Scissors More
phonics theMore
spelling of the sounds.
phonics
• Glue
• Slips of paper Continuous assessment
Attention to diversity i-poster Optional extra: Dictate the following words with the target
Children may have problems distinguishing between phonics:
i-flashcards
the two sounds. Make sure they can see the position 1 table 5 thin
of your mouth and tongue when drilling. IWB
2 toe 6 three
3 thumb 7 tree
4 thirsty 8 toilet
Warmer
Draw two stickmen on the board and label them Theo Children write the words in their notebooks and the
and Tim. Highlight the short t phonic and drill the word corresponding phonic next to each number.
Tim individually and chorally. Then say Theo and elicit
the th sound.
At home
Lead-in
Children look for something in the first picture in activity • Activity Book 1 page 105
1 that has a t sound: tree. Then elicit the action in the • Optional extra: Children write three words of their choice
second picture that begins with a th sound: throw. with one of the phonics and draw an accompanying picture.
1 Children listen, label and complete

2.56
with t or th.
Optional extra: Teach the children the following 2.57
tongue twister:
1 tree 4 toilet 7 thirsty
Three thin thirsty children put their thumbs and their toes on
the table. 2 three 5 thumb 8 toe
Children practise saying this tongue twister as quickly as 3 table 6 third 9 thin
possible in pairs.
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Unit 8
MST
Lesson 9
1 Read and match.

Achieve! C LI L
1s† 2n∂ 3r∂ 4t™ 5t™ 6t™ 7t™ 8t™ 9t™ 10t™
fourt™ ‡irs† sixt™ †ent™ ße√±nt™
SCC
ßecon∂ thir∂ ‡i‡t™ nint™ eight™
LC
2 2.58 Listen and sing. 3 2.59 Listen and write.
eight™
Taking turns
ße√±nt™
It’s time to go outside and play.
sixt™
P.E. is our favourite time of day!
Now it’s time to throw the ball. ‡i‡t™
Let’s take turns. It’s fun for all!
fourt™
I’m first. I’m second. I’m third. I’m fourth. thir∂
It’s really fun to throw the ball!
I’m fifth. I’m sixth. I’m seventh. I’m eighth.
ßecon∂
When we take turns, it’s really great!
‡irs†
106
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MST Children practise ordinal numbers and apply Check ordinal numbers.
mathematical thinking in everyday situations
such as taking turns.
SCC Learning to take turns helps children to participate Assess the activity by putting the children in a line
in an effective and constructive way in social life and getting them to say the number in turn.
and to avoid conflicts.
LC Children listen and write the ordinal numbers and Check children’s listening comprehension with this
improve listening comprehension skills. activity.
298
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Unit 8
Lesson 9
practice
More
practice P P
Optional extra: Children write down three ordinal numbers
Vocabulary F F
from first to tenth in full. Call the numbers out randomly and
• Ordinal numbers 1st-10th SC
children crossSCtheir numbers off as they hear them. They shout
• Review: numbers, sports equipment, farm animals phonics Bingo! when they have crossed them all off.
More More
i-poster
phonics
Functions
• Count to 10th 2 2.58
i-flashcards
Children listen and sing.
Pronunciation i-poster Optional extra:Lead-in
Children sing the song again, with boys and
• th sound in ordinal numbers i-flashcardsgirls singing alternate
Speakinglines.
IWB
i-book
Skills objectives song to demonstrate the activity. Then play the activity song and
ask children to say the missing numbers as they are highlighted.
Speaking
• Use the correct rhythm in songs
Listening 3 2.59 Children listen and write.
• Identify target language in order to fill in gaps Optional extra: Lead the children in the following chant:
• Understand and reproduce ordinal numbers in a song Now it’s time to throw the ball.
Let’s take turns. It’s fun for all!
Reading
• Read numbers Throw a soft ball to the child on your right and elicit first! The
child then passes the ball to their neighbour who calls out
• Recognise and match the numerical and written second! and so on until the ball reaches the tenth child. Repeat
form of target language More P P
More
procedure until
practice
every child has had a turn.
practice
Writing F F
• Write target language: ordinal numbers 1st-10th Wrap up SC SC
More
phonics
Display unit 6 Flashcards (or open the i-flashcards on the
More
phonics
Teacher’s i-book) one by one to children and elicit names.

Materials Distribute a sheet of construction paper to each child. Children
• Teacher’s i-book draw a ten-storey building and draw a farm animal on each floor.
i-poster
Children write the corresponding sentence next to each picture:
The hen is on the fifth floor.
i-flashcards
• Construction paper (A4 size) IWB i-book

Open My notes on the Teacher’s i-book and use the
• Soft ball Richmond i-tools to do the wrap up activity as a whole class
activity.
Divide the class into pairs. Tell children that they are
going to play a game of word tennis and the category Ask children to draw ten friends in a line and write the
is sports equipment. The child who starts claps and says correct ordinal numbers.
a word corresponding to the lexical set. Their partner
then claps and says another word and so on until the
children can’t think of any more words. At home
More
practice
More
practice P P
Lead-in F F • Activity Book 1 page 106

Invite ten students
SC SC to come to the front of the class and • Optional extra: Children rank their favourite animals
More line up in a straight line. Point to the first child and say
More in order of preference using ordinal numbers.
phonics phonics
first. Drill chorally and individually, paying particular
attention to the th sound in fourth, fifth, sixth, seventh,
eighth, ninth, tenth. Repeat procedure until you reach
i-poster
the tenth child. Start again, this time eliciting the words
i-flashcardsfrom the children: He is (first), she is (second).
IWB
Open the lead-in activity. Listen to the ordinal
i-book
numbers with the children. Then ask the children to

drag the ordinal numbers to the correct place. Use the
Richmond i-tools and ask the children to write the
ordinal numbers on the IWB.
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SC
More More
phonics phonics
Unit 8
CAE
1 2.60
Move your body!
Listen and write ✔ (can) or ✘ (can’t).
Lesson 10
Culture
i-poster
9t™ 10t™ ✘ 4 ✘ 4
i-flashcards
ße√±nt™
eight™ IWB
4 ✘ 4 ✘
IE
2 Organise a class sports day.

SCC
3 Pop out and make trophies. Have an award ceremony.
I´µ ‡irs†!
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Children develop respect for diversity Ask the children about the sport or activity
CAE
of sports or cultural expression by discussing in each image.
them in class.
IE
Children become aware about how effectively Monitor and supervise the activity.
they can manage in different situations and
different contexts.
SCC Use the activity to talk about how important it is Check the children’s understanding of this idea.
to enjoy and take part in sporting activities. Being
300 first or second or even the last is not so important.
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Unit 8
Lesson 10
Language objectives 1 2.60 Children listen and write ✓ (can) or ✘ (can’t).
Optional extra: Divide the class into two teams. Draw a vertical
Grammar
line on the board (or open My notes and use the Richmond
• Review: can/can’t
i-tools to draw). Invite children from each team to come to the
Vocabulary front of the class. Using unit 8 word Flashcards show a word
• Review: sports, sports equipment, ordinal numbers from this unit to both of the students. Children draw a picture
Functions on the board (or IWB) representing the word. The first team to
• Talk about abilities guess the word wins a point. Repeat several times.

2 C hildren organise a class sports day.
More
P P
practice
Optional extra: Ask volunteers to present their ideas for a sports
practice
Listening day to the rest

F ofF the class.
• Identify target language and match to the correct SC SC

picture More
phonics 3 Children pop out and make trophies. They have an
More
phonics
More
practice
More
P
award ceremony.
practice
F
Materials Optional extra: Invite children to the front of the class to
display their trophy and SC
tell the group where they came in
i-poster
the competition:
More
phonics I’m Lucy. I’m first!
More
phonics
i-flashcards
• Flashcards Unit 8 IWB i-book

Watch the video It’s sports day! Complete the
• Construction paper (A4 size) comprehension activity with the children.
i-poster
• Crayons Wrap up i-flashcards
• Soft ball Distribute

IWB construction paper to each child. Children draw and
• Glitter colour a picture of the sports day, including themselves and their
• Scissors classmates, labelling the activities and sports equipment.
• Glue
Children stand in a circle. Toss a ball to a child and say
Attention to diversity Sports. The child then names a sport: swimming. Then he/
As children tend to be sensitive to the idea of losing, she tosses the ball to another child, who in turn, continues
promote participation and foster group cooperation the chain by naming another sport.
during the sports activities. Ensure that all children
get a trophy, regardless of performance.
Some children enjoy making arts and crafts more At home
than others. Encourage effort and participation, and
be on hand to provide assistance when necessary.
Warmer Student’s Book CD 2

Display unit 8 Flashcards (or open the i-flashcards
on the Teacher’s i-book) on the board. Choose one 2.60 • A
flashcard and mouth the word silently. Children read Today is our class sports day! It’s my favourite day. I like • O
your lips and say the word. sport. I can run. I can dance. I can play basketball. I can play in
Lead-in tennis. I can’t ski. I can’t swim. I can’t ride a bike. I can’t
Dictate the following to the children: play football.
I can run. I can dance. I can play basketball. I can play

tennis. I can’t ski. I can’t swim. I can’t ride a bike. I can’t
play football.
Children repeat and mime the action if the sentence
is positive. They remain silent and shake their head if
negative.
301
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Unit8 Review
LL
1 2.61 Listen and tick (4) .
1 2
4
LL
2 Complete the sentences. ´√¶ got ha√±>´† go†
1 2
t go† ha√±>´†
t go† ha√±>´†
I ha√±>´† go† å I ´√¶ got å bas§etbal¬.
†ennifi rac§e†. I ´√¶ got I ha√±>´† go† å footbal¬.
å †ennifi bal¬.
LL
3 Complete the sentence for you.
M”¥ favouri†æ spor† ifi...
M”¥ favouri†æ colou® ifi...
M”¥ favouri†æ foo∂ ifi...
108
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review of all language skills, as well as progress in one skill than in the others.
vocabulary and grammar. They also allow
teachers to continuously assess the children’s
progress.
302
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Unit 8
Review
Grammar Teacher’s i-book). Divide the children into pairs and ask
• have got: affirmative and negative questions with the structure How many…? For example,
• can/can’t How many children are swimming?
• How many...? Pairs put up their hands and call out Buzz! when they know the
Vocabulary correct answer. Award one point for each correct answer.
• Activities: dance, ride a bike, sing
Lead-in
• Sports: cycling, playing basketball, playing football, Say Go! Students stand up and mime an activity from the unit.
playing tennis, running, swimming When you stay Stop!, students must freeze in whatever position
• Sports equipment: basketball, football, tennis ball, they are and stand perfectly still. Elicit from the children what
tennis racket they are doing. Repeat the procedure several times.
• Food
• Colours 1 2.61 Children listen and tick (✓).
Functions Optional extra: Hand out two slips of paper to each child.
• Express ability Children draw a picture of something that they can and can’t do
and swap their drawing with their partner. Children write the
• Talk about possession
corresponding sentence underneath their partner’s picture, for
• Talk about favourite sports, colours, food example: I can ride a bike. I can’t sing.
Skills objectives 2 C hildren complete the sentences.

Optional extra: Say the following sentences to the children:
Speaking
The girl has got a tennis racket. (false)
• Ask and answer questions using the target
The girl hasn’t got a tennis ball. (false)
vocabulary and grammar
The boy hasn’t got a basketball. (false)
Listening The boy hasn’t got a football. (true)
• Identify target language items and match P P
More More
practice
Children listen and stamp their foot if the utterance is true. If
practice
to the correct image false, childrenF put

F their finger on their nose and call out: Wrong!
Writing and say the correct

SC SC sentence.
• Complete sentences using target language: have got More
phonics
More
phonics
• Complete a message to a pen pal using language 3 C hildren complete the sentences for themselves.
from units 1-8 Optional extra: Children get up, mingle and exchange
• Write a message to a pen pal i-poster
information about their favourite sport, colour and food. When
i-flashcardsyou clap your hands, they move onto another child.

Open the Speaking activity. Focus the children’s attention
on food and ask a child: What’s your favourite sport? Repeat the
activity with food and colours. Use the shade in the Richmond
• Teacher’s Resource Book 1 i-tools to cover the pictures. Ask the children to tell you different
• Student’s Book 1 CD 2 sports/food/colours as a brainstorming activity. Write the words
• Poster Unit 8 on the IWB and discuss them with the children.
• Slips of paper
Attention to diversity 2.61
As children tend to display varying degrees of motor 1 I can’t sing.

development at this age, they may need extra 2 I can ride a bike.
assistance when writing a message to their pen pal.
303
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Unit8 Review
IE
Dear M”ar§,
I´µ ße√±> ¥earfi ol∂. H”o≤
ol∂ a®æ yo¤? I li§æ footbal¬ an∂ bi§æ
bas§etbal¬. I ca> ri∂æ å bi§æ . bl¤æ
I ha√¶ twø catfi . M”¥ favouri†æ catfi
colou® ifi bl¤æ . seve>
You® frên∂,
K”iµ
Dear K”iµ,
I´µ si≈ ¥earfi ol∂. M”¥ do@
favouri†æ spor† ifi †ennifi . pla¥ t™æ
I ca> pla¥ t™æ pianø . I ha√¶ å pianø
do@ . si≈
You® frên∂, †ennifi
IE
M”ar§
5 Write a message to a pen pal.
Dear Paula,
I'm six years old.
My favourite colour
is red. My favourite
sport is cycling.
I've got a bike and a
helmet. I like horses.
I can climb a tree.
Your friend,
Oscar
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IE Reading and writing activities develop a Check and correct children’s work.
learning and make the children aware of their
Children learn about their common mistakes and
how to work in order to improve them.
304
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F F
SC SC
More More
phonics phonics
Unit 8
i-poster Review
i-flashcards
IWB i-book
Open the i-poster. Review and repeat the sports Final evaluation
vocabulary with the children. Then listen and review the
objects we use while doing sport. Ask the children to Teacher’s Resource Book 1: Test Unit 8
drag the objects to the correct picture. Tell the children:
Find and circle a helmet. Find and circle a water bottle.
Circle and count the tennis rackets… using the Richmond At home
i-tools so you review all the vocabulary from unit 8 with • Activity Book 1 pages 108-109
the children.
4 Children read and complete. and draw a picture.
Optional extra: Write the phrase pen pal on the board
and elicit the meaning. Distribute a slip of paper to each
child.
Write the following text on the board:
(Name) is ________ years old.
He/She lives in ________.
He/She has got ________ hair and ________ eyes.
His/Her favourite colour is ________.
He/She likes ________.
He/She doesn’t like ________.
His/Her favourite food is ________.
His/Her favourite sport is ________.
His/Her favourite colour is ________.
Children copy the text in their notebooks and complete
the sentences about an imaginary pen pal.
5 C hildren write a message to a pen pal.

Optional extra: Children draw a picture of their
imaginary pen pal next to the message. Invite
volunteers to the front of the class to present their
drawings to the class and read their message to their
pen pal aloud.
Wrap up
Children look back through the unit and make a list in
their notebooks of six new words they have learnt.
Divide the class into small groups of four. One child
in each group draws a picture to illustrate one of the
words. The other children in the group try to guess
what he/she is drawing. The first child to correctly guess
the word draws the next picture. Groups continue until
each child in the group has had the opportunity to
draw once or twice.
305
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Unit 8
Unit
Lesson 1
8 All about me!
1 Read and match.
Unit 8
Lesson 2
1
1 Match and write. I´√¶ go† å
†ennifi bal¬.
bas§etbal¬ cyclin@ footbal¬ runnin@ swimmin@ †ennifi
1 2 3 2
I´√¶ go† å
footbal¬.
3
bas§etbal¬ †ennifi footbal¬ I´√¶ go† å
4 5 6 skippin@ roπæ.
4
I´√¶ go† å
cyclin@ runnin@ swimmin@ ™elµe†.
2 Complete and draw.
M”y favouri†æ spor† ifi Child’s own writing . 2 Look and complete.
I´√¶ go† I ha√±>´† go†
1. I´√¶ go† å bi§æ.
Child’s
own drawing 2. I´√¶ go† å footbal¬.
3. I ha√±>´† go† å †ennifi rac§e†.
4. I ha√±>´† go† å bas§etbal¬.
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Unit 8
Unit 8 Unit 8
Lesson 3 Lesson 4
1 Read, look and complete. 1 Read and complete.

Yefi, I ha√¶. Nø, I ha√±>´†. bas§etbal¬ cyclin@ footbal¬ swimmin@
H”a√¶ yo¤ go† å footbal¬? H”a√¶ yo¤ go† å water bott¬æ? 1 2
1 2
M”¥ favouri†æ spor† ifi M”¥ favouri†æ spor† ifi

cyclin@ . bas§etbal¬ .
Yefi, I ha√¶. Nø, I ha√±>´†. 3 4
2 Circle four words and draw. Child’s own answers.
footbal¬ wa†e® bott¬æ

M”¥ favouri†æ spor† ifi M”¥ favouri†æ spor† ifi
bas§etball ™elµe† swimmin@ . footbal¬ .
†ennifi rac§e† bi§æ Child’s
own drawing
2 Read and circle.
skippin@ roπæ tennifi bal¬ 1 M”¥ favouri†æ spor† 2 M”¥ favouri†æ spor†
ifi bas§etbal¬. ifi footbal¬.
3 Look and tick (4). Child’s own answers.
1. 1. H”a√¶
H”a√¶ yo¤ ågo†footbal¬?
yo¤ go† å footbal¬? Yefi, IYefiha√¶.
, I ha√¶. Nø, I Nø, I ha√±>´†.
ha√±>´†.
2. 2. H”a√¶
H”a√¶ yo¤ ågo†™elµe†?
yo¤ go† å ™elµe†? Yefi, IYefiha√¶.
, I ha√¶. Nø, I Nø, I ha√±>´†.
ha√±>´†.
3. 3. H”a√¶
H”a√¶ yo¤ ågo†skippin@
yo¤ go† å skippin@
roπæ?roπæ? Yefi, IYefiha√¶.
, I ha√¶. Nø, I Nø, I ha√±>´†.
ha√±>´†.
4. 4. H”a√¶
H”a√¶ yo¤ ågo†footbal¬?
yo¤ go† å footbal¬? Yefi, IYefiha√¶.
, I ha√¶. Nø, I Nø, I ha√±>´†.
ha√±>´†.
100 101
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307
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Unit 8
Unit 8 Unit 8
Lesson 5 Lesson 6
1 Look and complete. 1 21 Listen and order.

4 2
3
5
4
1
® ¤ > > ^ > @ 1 3
£ å
ø 2 © ©
ø § ¥
∑ å † æ ® ∫ ø † † ¬ æ ©
7
∫ ^ † æ > > ^ fi ∫ å ¬ ¬ 2 22 Listen and complete.
å § ^ ca> ca>´†
¬ æ 6 > 1. I ca> pla¥ footbal¬.
¬ @
2. I ca>´† sk^.
2 20 Listen and tick (4) or cross (8).
3. I ca>
ca>
pla¥ bas§etbal¬.
4. I dan©æ.
1. He® favouri†æ colou® ifi ®e∂. 8
5. I ca> swiµ.
2. He® favouri†æ foo∂ ifi ca§æ. 4
3 Look and write.
3. S”™æ dø±s>´† li§æ cyclin@. 8
1. I ca> pla¥ †ennifi . 1 3
4. He® favouri†æ spor† ifi footbal¬. 4 2. I ca> dan©æ . 4

5. S”™æ´fi go† å bi§æ. 4 3. I ca> pla¥ footbal¬ .
2
4. I ca> pla¥ bas§etbal¬ .
6. S”™æ has>´† go† å †ennifi bal¬. 8
I ca> ri∂æ å bi§æ 5
5. .
102 103
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20 See pages 102-103 of the Student’s Book for
21, 22
308
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Unit 8
Unit 8
Lesson 86
1 Read and number. 1 Look and complete with t or th.

1. I ca> skiπ. 1 2 3
2. I ca> ru>. 3 2
3. I ca> clim∫ å t®ææ.
4. I ca> ri∂æ å bi§æ.
5. I ca> swiµ. t™ um∫ † ®ææ t™ ro≤
4 5 6
4
1
5 † ø¶ t™ irst¥ t™ ir∂
2 Find and circle.
tab¬æ tennifi bal¬ th®ææ thum∫ toi¬e† tomatø
2 Draw something you can do and something you can’t do.
1 2
Child’s Child’s
I ca> Child’s own writing . I ca>´† Child’s own writing .

104 105
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Unit 8
Unit 8 Unit 8
Lesson 9
Achieve!
1 Match the numbers with the words.
C LI L
1 Read and label.
Move your body! Lesson 10
Culture
1s† 3rd Je> ca> thro∑ å bal¬. M�e@ ca> jumπ.

9t™ ‡irs† S”†e√¶ ca> ru>. Toµ ca> kic§ å bal¬.
†ent™
third 6t™ 10t™ 1 2
4t™ ‡i‡t™ sixt™

5t™ nint™
fourt™
2 Look and label. Je> Toµ
eight™ ‡i‡t™ ‡irs† fourt™ nint™ 3 4
ßecon∂ ßevent™ sixt™ tent™ thir∂
ße√±nt™
‡i‡t™ eight™
S”te√¶ Me@
2 Read and draw.
ßecon∂ 1 2
sixt™ Child’s Child’s

fourt™ own drawing own drawing
nint™
thir∂ †ent™
‡irs† I ca> thro≤ å bal¬. I ca> kic§ å bal¬.

106 107
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310
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Unit 8

1 Look, complete and answer. 3 Read and answer the e-mail.
catc™ pla¥ ri∂æ sin@ Yefi, I ca>. No, I ca>´†. Froµ: Tec™B”o¥
Sub∆ec†: t™Mæ
Da†æ: 25 M”arc™
1. C”a> yo¤ pla¥ 2. C”a> yo¤ catc™ Tø: C”ybe®Frien∂
t™æ pianø? å bal¬? Dea® C”ybe®Frien∂
Thankfi fo® you® æ-mai¬. I´µ eigh† yearfi ol∂.
H”o≤ ol∂ a®æ yo¤? I´√¶ go† th®ææ dogfi. I li§æ pizzå an∂
Child’s own answers
i©æ creaµ. I ca> ri∂æ å bi§æ. M”¥ favouri†æ spor† ifi football.
Wha†´fi you® favouri†æ spor†? Pleafiæ wri†æ bac§ soo>!
You® frên∂,
Tec™B”o¥
3. C”a> yo¤ sin@ ? 4. C”a> yo¤ ri∂æ
å scoo†e®?
Froµ: C”ybe®Frien∂
2 Read and draw. Sub∆ec†: Mæ
Da†æ: Child’s own
I´√¶ go† å †ennifi rac§e† I´√¶ go† å football writing
1 an∂ å wa†e® bott¬æ. 2 2
Tø: Tec™B”o¥
an∂ å †ennifi bal¬. Dea® Tec™B”o¥,
I´µ ¥earfi ol∂. I´√¶ go†
.
I li§æ . I ca> .
Child’s Child’s M”¥ favouri†æ sport ifi .
own drawing own drawing You® frên∂,
108 109
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311
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Language fun!
Units 0-8
SCC
1 Play Lots of questions.
Where’s Mum? How old are What colour Are you

they? are they? hungry?
Do you like How many What’s he Where’s the

milk? pencils are wearing? cat?
there?
Is he third? Is she angry? Are there any What are

butterflies? they doing?
Is this pig thin Is it drinking? Where’s Dad? What’s the horse

and clean? doing?
What’s the Have you got Are they What’s your

cow doing? a basketball? swimming? favourite sport?
110
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SCC Playing games helps children to learn If possible, get the children to do the interactive
vocabulary and functional grammar in a practice in front of you to check grammar
natural, relaxing and fun way and makes them comprehension.
aware of the main types of verbal interaction
and registers of language.
312
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Language fun!
Units 0-8

Write on the board the beginning of questions as follows:
Grammar Where’s…? What’s your favourite…?
• Present simple with be: affirmative, negative, What colour…? Have you got a…?
interrogative How old…? Do you like…?
• Present continuous: affirmative, negative, Are you…?
interrogative Elicit possible ways of completing the questions. For example,
• have got: affirmative, negative, interrogative Are you tired? Children copy the questions down choosing words
of their choice to complete them. In pairs, children take turns to
Vocabulary ask and answer their questions.
• Question words: Where, How, What, How many
• Adjectives Lead-in
• Food Display the units 1-8 Posters around the classroom. Label
• Sports and activities the posters 1-8. Divide the children into five teams. Distribute
• Colours 10 slips of blank paper to each team. Each team nominates a
secretary who will be in charge of writing the numbers down.
Functions Dictate words from the posters and the first team to write the
• Talk about likes number on the slips from the corresponding poster wins a point
• Talk about possessions for their team.
• Talk about favourite things
• Talk about ability 1 Children play Lots of questions.
Optional extra: Draw a 4 x 5 grid on the board. Copying the
format of the board game on Student’s Book page 110, write
Skills objectives the numbers 1-4 at the top of the grid and the letters A-E down
Speaking the left-hand side.
• Ask and answer questions using target language Divide the class into two teams: A and B.
Writing A child from team A calls out a number-letter combination,
• Make a poster using the language seen above for example: 2-C. A child from team B reads the corresponding
More
practice
More
P P
question: Is she angry?
practice
F F
Another child from the same team answers the question: No, she
Materials SC SC
isn’t. She’s sad. If the child answers the question correctly, team
• Teacher’s i-book phonics B wins a point and you write a B in square 2-C on the board.
More More
phonics
• Teacher’s Resource Book 1 If not, team B calls a different number-letter combination for
team A to answer. The game continues until all of the squares
• Flashcards Units 1-8 on the grid on the board have been filled. The team with
• Posters Units 1-8
i-poster
the most squares at the end of the game is the winner.

• Slips of paper
i-flashcards
• Post-its to label the posters 1-8 IWB i-book

Interactive game: Touch the activity to open the
• Post-its for children to use when they make their interactive game. This game can be done as a whole class
posters activity or in two teams. Throw the die, the counter will move.
A member from team A chooses a member from team B to
answer the question. If team B answers correctly, they score one
Attention to diversity point. If not, team B chooses a member from team A to answer.
As there is an element of competition in this lesson, Continue until the game is over.
make sure more competitive children are playing
appropriately and respectfully. Less confident children
may not be as willing to contribute. Encourage these
children sensitively so everyone is participating.
313
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Language fun!
Units 0-8
SCC
1 Play Charades.
1. Take a flashcard. 2. Act it out. Yo¤´®æ å chic§!
CAE
2 Make a poster about you.
SCC
3 Share your poster with your classmates.
111
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SCC Make the most of the activities to practise Check if children participate and behave
interaction and cooperation skills, such as appropriately.
working together, agreement, listening,
appreciating and accepting the answers of others.
CAE Making a poster is a good opportunity to show Check the children’s participation,
artistic creativity, as well as enhance the thinking monitoring the class as they work.
skills of perception and communication.
314
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Language fun!
Units 0-8
1 Children play Charades. Continuous assessment
Optional extra: Children write all the actions/words
they remember from the game of charades in their Teacher’s Resource Book 1: End of Term 3 Test and
More notebooks.
practice P P
More
practice
End of Year Test
Optional extra: Play Noughts and Crosses with some
F F
2 C hildren make a poster about themselves.
SC SC
grammar and vocabulary items from units 1-8.
Divide the class into two teams: X and O.
Optional extra: Once their posters are complete,
More
phonics
More
phonics A child from team X chooses a number. The team answer
children use Post-its to cover up their written words,
a question from the list below. If correct, draw a X in the
so they are hidden from their partner and only the
space. Repeat with team O. The first team to get three X’s
pictures can be seen. In pairs, children take turns
or three O’s in a row horizontally, vertically or diagonally
i-poster
to make sentences about their partner’s poster, for
wins.
i-flashcardsexample, You like milk. Your favourite sport is football.
1. Show the unit 2 balloon Flashcard. Children must spell
IWB i-book
Touch the activity. Show the sample poster the word balloon to earn a nought or cross in the square.
and explain the children they are going to make a 2. Write Can...? and stick the unit 8 swimming Flashcard in
similar poster about themselves. Ask a volunteer out the square. Children must formulate the question: Can you
and open the poster template. The volunteer uses swim?
the Richmond i-tools to make his/her poster on 3. Make an animal sound for children to say the animal.
the IWB while the rest of the children make it on a 4. Point to a room in the house in the poster and children
piece of paper. Children share their posters with their spell the word(s).
classmates. Ask individual children to come to the IWB 5. Give an anagram, for example, burber (rubber) to solve
and present their classmates’ posters using He/She: She and spell.
likes cakes, She’s got… to review 3rd person -s. 6. Write in the square the word like followed by a question
mark and a Flashcard of a food of your choice. Children
must formulate the question: Do you like (cake)?
3 C hildren share their poster with their 7. Do an action and children must use the Present
classmates. continuous to describe the gesture, for example, You’re
Optional extra: Each child displays his/her poster in a climbing a tree.
spot in the classroom. Ask the class questions based on 8. Tell children to give you five animals.
the information in the posters, for example: 9. Tell children to give you five parts of the body.
Who likes chocolate?
Who’s got a dog?
Whose favourite sport is football? At home
Who can swim?
Children answer them in pairs, taking turns to ask and
answer their own questions of a similar kind. • Optional extra: Children make a dictionary in their
notebooks. On each clean page instruct children to write
Wrap up a letter from the alphabet. Children then go through
In pairs, students choose their favourite chant or song their Student’s Book and write all the words in the
from the Student’s Book and rehearse it together. In corresponding pages.
pairs, they perform their song to the rest of the group.
315
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Language fun!
Language fun!
Units 0-8
3 Choose a person then answer the questions.
1 Look and write.
1 ca§æ 6 ‡is™
2 spi∂e® 7 bi§æ
3
horßæ 8 shø±fi
Wha†´fi ™æ Hæ´fi ridin@ Hæ´fi drinkin@. Hæ´fi playin@
4 doin@?
cloc§ 9
å bi§æ. footbal¬.
mil§
5
d®esfi 10 footbal¬
2 Find the words. Ca> ™æ
swiµ? Yefi, ™æ ca>. Nø, ™æ ca>´†. Yefi, ™æ ca>.
s p i d e r t g f c a k e
a m b z e d t u o l h k y
x m i l k c u u o o u t f
v j k l a v b z t c u l e Hæ´fi ∑±arin@ Hæ´fi ∑±arin@ Hæ´fi ∑±arin@
d f e o b u n y b k x t h
Wha†´fi ™æ å T-shir† å jumπe® å T-shir†
∑±arin@? an∂ troußerfi. an∂ troußerfi. an∂ shortfi
r t n o i m w f a v b q o
e z s h o e s i l f g p r
s m o d b k r s l d c o s
s w x l t o u h s x m n e Jam^æ
M”i§æ Davi∂
110 111
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316
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Picture dictionary
Units 1-2
Picture dictionary Unit 2 · Let’s celebrate! 24
Unit 1 · Time for school 23
boo§ crayo> gl¤æ stic§ πe> balloo> ca§æ cand¬æ car∂
πenci¬ πenci¬ caßæ rub∫±® ru¬e® part¥ ha† p®eßen† bal¬ ca®
schoo¬ ba@ sharπe>e® chai® cloc§ dol¬ †edd¥ ∫±a®

Unit 3 · Home, sweet home! 25
s™el£ tab¬æ armchai® ∫±∂ bookcaßæ so‡å

112 113
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23 24
book balloon
crayon cake
glue stick candle
pen card
pencil case party hat
rubber present
ruler ball
school bag car
sharpener doll
chair teddy bear
clock
shelf
table
317
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Picture dictionary
Units 3-4
Unit 4 · In the garden 26
bathrooµ ∫±drooµ kitc™e> livin@ rooµ app¬æ bananå carro† c™err¥
muµ da∂ grandmå cucum∫±® onio> oran@æ πeac™
granda∂ sis†e® brot™e® πea® potatø tomatø wa†erµelo>
aun† unc¬æ cousinfi an† ∫¶æ but†er‡l¥

114 115
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25 26
armchair uncle apple

bed cousins banana
bookcase carrot
sofa cherry
bathroom cucumber
bedroom onion
kitchen orange
living room peach
mum pear
dad potato
grandma tomato
grandad watermelon
sister ant
brother bee
aunt butterfly
ladybird
spider
318
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Picture dictionary
Units 5-6
ladybir∂ spi∂e® tø¶ jac§e† jumπe® shir†

Unit 5 · People all around 27
arµ ea® e¥æ ‡in@e® shø±fi shortfi skir† sockfi
foo† hai® han∂ ™ea∂ troußerfi T-shir†

Unit 6 · Down on the farm 28
k>ææ ¬egfi mout™ noßæ ca† chic§ co≤ duc§

116 117
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27 28
arm shorts cat

ear skirt chick
eye socks cow
finger trousers duck
foot T-shirt goat
hair hen
hand horse
head mouse
knee pig
legs sheep
mouth
nose
toe
jacket
jumper
shirt
shoes
319
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Picture dictionary
Units 7-8
goa† ™e> horßæ moußæ rainin@ snowin@ sunn¥ wind¥

Unit 8 · All about me! 30
pi@ s™æeπ bas§etbal¬ cyclin@ footbal¬ runnin@

Unit 7 · A picnic in the park 29
biscuitfi chocola†æ ‡is™ i©æ c®eaµ swimmin@ †ennifi bas§etbal¬ footbal¬
skippin@ †ennifi wa†e®

mil§ pizzå sandwic™ ™elµe† roπæ rac§e† bott¬æ
118 119
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29 30
biscuits basketball
chocolate cycling
fish football
ice cream running
milk swimming
pizza tennis
sandwich basketball
raining football
snowing helmet
sunny skipping rope
windy tennis racket
water bottle
320
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Richmond ®
58 St Aldates
Oxford OX1 1ST
United Kingdom
© Santillana Educación, S.L. 2014
Writers: Kate Browne, Sofia Diez Pereda, Brendan Dunne,

Juan Antonio González Ochoa, Robin Newton
Recordings: EFS Television Production Ltd.
Publishing Director: María Lera

Managing Editor: Catherine Richards
Editorial Team: Eve Hampton, Cristina Navarrete Pedraza,
Elsa Rivera Albacete, Paloma Rodríguez Esteban, Jason Small
Digital Managing Editor: Virginia Santidrián Ruiz
Art Director: José Crespo

Cover Design: Manuel Estrada
Design: Colart Design S.C.
Layout: Learn Hot English Publishing
Art Coordination: Rosa Marín, Javier Tejeda
Photo Researcher: Amparo Rodríguez

Technical Director: Ángel García Encinar
Technical Coordination: Rocío Lominchar Romero
Printed in Spain
ISBN: 978-84-668-1802-5
DL: M-32705-2013
CP: 514606
All rights reserved.

No part of this work may be reproduced, stored in a retrieval system
or transmitted in any form, electronic, mechanical, photocopying
or otherwise without the prior permission in writing of the copyright
holders. Any infraction of the rights mentioned would be considered
a violation of the intellectual property (Article 270 of the Penal Code).
If you need to photocopy or scan any fragment of this work, contact
CEDRO (Centro Español de Derechos Reprográficos, www.cedro.org).
Every effort has been made to trace the holders of copyright,

but if any omissions can be rectified, the publishers will be
pleased to make the necessary arrangements.
The publishers would like to thank all those who have contributed
to the development of this course.
514606_retiracion _ 0001-0001.indd 1 21/10/14 08:17

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1

Student’s Book contents page 24

514606 _ 0001-0001.indd 1 03/12/14 13:23

With Trinity GESE and Cambridge Language Assessment in mind,

Grammar is treated as a key part of the course and is highlighted

Vocabulary is introduced using a variety of age-appropriate and

It is fundamental that English language learning is treated as

Young Achievers combines a variety of English language teaching

514606 _ 0002-0025.indd 2 03/12/14 12:48

nt For the Teacher

Teacher’s Resource Book

Teacher’s Audio Material

dio CD Flashcards and

Teacher’s i-book for IWB

514503 _ 0001-0008.indd 6 25/11/13 17:24

514536 _ 0001-0032.indd 15 18/11/13 10:12

Activity Book Young

The Activity Book provides children

Young Achievers aims to provide children with the support

practice is included on the Audio CD

to download from the course

514606 _ 0002-0025.indd 3 03/12/14 12:48

through visuals. At this level, ¬e@ fast finishers, as wrap-up

armfi earfi e¥efi £æe† fin@erfi hai®

1. Touc™ you® . 2. C”laπ you® .

3. S”tamπ you® . 4. B’en∂ you® IWB .

C”laπ you® handfi.

1 Find and write the number. F

to make the most of the 2 Read and colour. 12

activities. given the opportunity to i-poster

personalise the material.

514606 _ 0002-0025.indd 4 03/12/14 12:48

Lesson 3 1 Trace the words.

I´√¶ go† hai®. I´√¶ go† hai®.

the grammar and vocabulary F

I´√¶ go† blac§ hai®.

with a visual record. sockfi

514606 _ 0002-0025.indd 5 IWB 03/12/14 12:48

Le†´fi bu¥ i†!

I li§æ you® d®esfi!

Extra interactive practice

sequencing and character development. The i-flashcards

exercises become more challenging through the Unit 5

2 Read, number and colour.

3 Colour the scene and complete.

514606 _ 0002-0025.indd 6 03/12/14 12:48

The use of Stickers provides children with fun,

game-like activities. Sticker activities are included in 1

The Teacher’s i-book provides an additional IWB

I´µ ∑±arin@ oran@æ

an∂ shø±fi. T-shir†,

troußerfi an∂ bl¤æ shø±fi.

speaking and using English. Carefully

Extra interactive practice 491215 _ 0060-0071.indd 66

1 2.10 Listen and read. Bob the frog

Children develop their pronunciation i-flashcards

through Phonics by focusing on specific

develop children move on to work with