Ns4 Teachers Book

4
Anita Heald
Sarah Elizabeth Sprague
FRONT_TB.indd 5 13/11/19 15:17

2020 © Macmillan Education do Brasil Getty Images, beest/iStockphoto/Getty Images, RusN/iStockphoto/Getty
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Based on Next Move Images, Ekaterina_Polischuk/iStockphoto/Getty Images; flowgraph/
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Written and adapted by Anita Heald iStockphoto/Getty Images, verve231/iStockphoto/Getty Images;
Student’s Book text © Cantabgilly Limited and Mary Charrington 2013 p. 78: sharrocks/iStockphoto/Getty Images; p. 66: squashedbox/
STEAM Challenge sections and teacher’s notes written by Sarah iStockphoto/Getty Images; p. 88: flowgraph/iStockphoto/Getty Images,
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Illustrations: Adilson Secco (p. 48, 74, 100, 126, 152)
H344n Heald, Anita
Reproduction prohibited. Penal Code Article 184 and Law number 9.610 1.ed. Next Station 4: Teacher’s Book / Anita Heald, Sarah
of February 19, 1998. We would like to dedicate this book to teachers Elizabeth Sprague. – 1.ed. – São Paulo: Macmillan
all over Brazil. We would also like to thank our clients and teachers who Education do Brasil, 2020.
have helped us make this book better with their many rich contributions 168 p.; il.; 21 x 27 cm. – (Coleção Next Station)
and feedback straight from the classroom!
The authors and publishers would like to thank the following for ISBN: 978-85-511-0145-2
permission to reproduce the photographic material:
1. Língua inglesa. I. Sprague, Sarah Elizabeth.
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. CONTENTS.
Welcome to Next Station 4 STEAM Challenge 3 100
Component Overview 5 Unit 7 104
The Student’s Book 6 Unit 8 114
STEAM: A Maker Approach 10 Progress Check Unit 7 124
The Workbook 14 Progress Check Unit 8 125
The Teacher’s Book 16 STEAM Challenge 4 126
What Are Competencies? 19 Unit 9 130
Time for Mindfulness 20 Unit 10 140
4 Mindfulness Activities 21 Progress Check Unit 9 150
Digital Student’s Book Progress Check Unit 10 151
and Workbook 22
STEAM Challenge 5 152
Teacher’s Presentation Kit 23
Grammar Guide
Student’s Book 4 Answer Key 156
Contents 24
Workbook 4
Unit 1 26 Answer Key 158
Unit 2 36 My Dictionary
Answer Key 166
Progress Check Unit 1 46
Progress Record
Answer Key 167
Unit 3 52
Unit 4 62
Unit 5 78
Unit 6 88
3
In Next Station …
• Language lessons are based on a foundation of
exposure and activation.
• Language learning is supported in each unit by
introducing a different place around the world. This
is then used as a realistic context for learning about
culture, new language, and recycling language.
• The country focus is developed through reading
and includes a cross-curricular objective explored
in the Teacher’s Book.
• Each unit enhances cross-cultural awareness
. WELCOME
through extensive personalization.
• Communicative production is encouraged right
from the very beginning, with writing introduced
gradually through the course.
• Competency-building activities are signaled for
teachers and children to raise awareness of their
learning experience and progress.
TO NEXT.
• Active learning is promoted through activities such
as games, songs, and arts and crafts.
• Cognitive tasks engage the children’s minds and
really get them thinking.
• The children are encouraged to take extra time in
station
figuring out answers to questions that generate
higher-order thinking skills.
• Reading and pronunciation are supported through
an integrated phonics syllabus in every Lesson 3.
• Values are illustrated in stories in every Lesson 4
and followed up with self-assessment reflection
tasks; additional discussion points are found in the
Teacher’s Book, and project activities are in the
Workbook.
Teaching with Next station • Language recycling occurs throughout each unit
in grammar lessons, reading lessons, and in every
other unit in the Progress Check pages.
Next Station is an exciting five-level course that
• The program is highly adaptable, with built-in
shows children how language learning relates to
optional extension activities that offer you a
their immediate world and beyond. Personalization program that best fits your own classes.
and comparison tasks help them develop • Engaging and dynamic videos present cultural
cross-cultural awareness, integrating their new aspects of two different countries connected to
knowledge into their own experience while building the units, broadening children’s horizons as they
their language understanding. recycle language.
• The Digital Student’s Book and Digital Workbook
allow children to access audio tracks and videos
on their own and provide them with meaningful
interactive activities.
• The Teacher’s Presentation Kit allows teachers
to keep track of children’s performance in the
interactive activities and provides an easy resource
for class correction with embedded answers to
each activity.
4
. component overview .
4
STUDENT’S BOOK AND PASSPORT
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orld
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Texts
and studen country in
Teachers a different on
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Activities in the Student’s Book include songs, games, fiction and non-fiction
introduces g about culture, subjec
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language, also encouraged to
children are thinking.
higher -order ts
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nt’s Book -on challen
Station Stude -inspir ed, hands
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sections (levels 1 to
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s program ct the visited
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map and location ete a self-as
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included in the Grammar Guide section. The passport provides a fun way to
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FRAME WORK
EUROPE AN
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Team name
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You can fold or tear your
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STEAM
Look around you. What
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7 8 9 10 11 12 13
Las Lajas is a church
on a bridge 100 meters
1 Get materials.
14 15 16 17 18 19 20
above the Guáitara river.
21 22 23 24 25
The Arch of Hadrian
Five STEAM sections engage the children in

close to the temple of
sheets of recycled
4 Complete the building
report. Zeus in Athens.
plastic ruler
paper tape measure
Building Report
Create a tower using up
2 some examples.
to 10 sheets of paper.
Look at
Building name:
challenging maker-inspired, hands-on projects.

Function:
The Capitolio Nacional,

in Bogotá, is the home Height:
of government.
Ancient Greeks dedicated
Location: the Parthenon to the
Goddess Athena.
5 Compare your tower with

the
Basic architecture shapes: other teams’. Which is
your Super Star
favorite building? Why?
Challenge
4
The Torre del Reloj
is a clock tower in
Cartagena, Colombia. Why are architects, engineers, Build a tower using
building inspectors important? and 20 sheets of paper.
NEXT STATI
The Rotunda of Galerius

orld 102
packs real-w
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is the oldest monument
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TeamWORK
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12:18
DIGITAL STUDENT’S BOOK AND WORKBOOK

These digital components are page-faithful to the print books and have all the class audio tracks embedded.
They also include 5 culture videos and 80 interactive activities.
See page 22
TEACHER’S PRESENTATION KIT

Page-faithful Digital Student’s Book and Workbook with all the resources plus embedded answers for the activities.
Includes a Test Generator and an Extra Resources Tab. See page 23
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9788551101551
Workbook
ISBN 9788551101
ISBN 978668573 506
5802
13:32
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26/07/19
Also availa series:

9 7
506 9 7 886865 5 1 1 0 1 5
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Next Station
9788551101 85 735 06
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ISBN 802
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,
. The Student s Book .
The Student’s Book is . Welcome to
composed of ten units, Next Station!. 0°
each one exploring a ARCTIC CIRCLE

ARCTIC OCEAN
different place in the world.

It also includes a
World Map, five STEAM
challenges, the Grammar TROPIC OF CANCER
PACIFIC
Guide section, PACIFIC
OCEAN
OCEAN
two stickers pages,

EQUATOR 0°
ATLANTIC INDIAN
and a passport. OCEAN OCEAN
TROPIC OF CAPRICORN
. MAP
STICKERS .
GREENWICH MERIDIAN
The World Map allows
children to track the
ANTARCTIC OCEAN
round-the-world trip ANTARCTIC CIRCLE
0 955
they will embark on

km
throughout the units.

Africa America Antarctica
ctica Asia Europe Oceania
The countries they visit 6 7
are pinned on the map

so they can discover
their location, and that
of their home country.
The Map Stickers page includes pictures representing the MY HOUSE
countries seen in that level. This is a fun and engaging way

to encourage children to locate these countries, and their
home country, on the World Map.
. holland.
Each unit of Next Station

starts with a visually attractive
unit opener double-page
spread that engages the
children by activating their prior
knowledge as well as raising
Welcome to awareness of the country.
Holland!
The Zoom In feature promotes
Holland is a small
country
in Europe. It’s famo
us for its
beautiful, colorful
visual literacy, use of general

tulips and its
windmills.
Lots of peo
ple ride bic knowledge, and personalization
it
Why? ycles in Ho
llan d.
by encouraging the children to
un
Look at the pictu

What are windmills
re. think about the world around
IN
What do they do
flowers?
for?
with so many them and then relate it to
What flowers grow
in your country? themselves.
6
New vocabulary is New grammar is presented in Lesson 2 in a fun scene with Tina and
presented in Lesson 1 with Bouncer, the Student’s Book 4 characters, and is followed by practice
audio tracks, and practiced activities that consolidate and activate grammar use. The Grammar box
with listening and writing feature easily highlights the new grammar structures for the children.
activities and games.
it Lesson 1
. vocabulary. Lesson 2
. GRAMMAR .
un
TRACK 32 TRACK 33 Today
1 Listen, point, and say. 1 Listen, read, and say. I / You / We / They have math.
He / She has PE.
I have math, science, Yesterday / Last Monday
Today is
Thursday. geography, and history today. I / You / We / They had history.
Monday Tuesday Wednesday Thursday Friday He / She had English.
Hello
I had history yesterday.

I have PE today.
We had PE
last Friday.
Tasks often engage the Circle.

We use have / had to talk about the past.
children cognitively, requiring
them to figure out answers history, geography,
1 We have English and math on Monday. 2 Look at Tina’s schedule Wednesday
and thus making language 2 We have science on Tuesday.
and write. math, art
PE, science,
learning more meaningful. 3 We have art and music on Wednesday.
4 We have history on Thursday.
Thursday
English, music
1 She had history yesterday. 5

5 We have PE and geography on Friday.
2 She has PE today. 6
3 7
2 Write sentences in your notebook.
4 8
English PE music science geography history art math

3 Talk to a friend.
I have English on Monday, Tuesday, and Friday.
English.
I had English last Thursday.
The children do the GRAMMAR
Workbook activities on
44 WORKBOOK WORKBOOK GUIDE 45
page 27 page 28 page 130
the indicated page as

additional support for
the Student’s Book. Discover Grammar
adds an inductive
stage to the lesson,
encouraging the children
to work independently
to discover the grammar
Lesson 3 is the Lesson 4 is Reading Time. The stories recycle sounds and rule for themselves
phonics lesson. Target words from Lesson 3 to help the children become more before moving on to
sounds are presented competent readers. further practice.
through a chant, with
fun visuals explaining
the meaning. Then
controlled practice it Lesson 3
. Sounds and Spelling. Lesson 4
. reading time.
un
is given of individual
j ge dge
TRACK 34 TRACK 35
sounds linked to 1 Listen to the chants and say. 1 Listen and read.
Jemma, where’s your
Oh, no! I don’t
Here’s your 2 3 have my lunch
their corresponding
homework from page 14?
homework, your or my juice.
1 lunch, orange
graphemes, digraphs, juice, and your

jacket.
and trigraphs.
I’m wearing my jeans and my Look! On this page Stand on the edge of the
jacket in the jungle! is an old stage bridge.
from another age! Oh, no! I don’t have my
Oh, it’s hot! Where’s my juice? Look at the water, look at
the hedge. homework. Sorry, Miss ...
But be careful! Don’t fall in!
Jemma goes 5 6
2 Write the words in the correct boxes.
4 over the bridge.
Oh, Jemma!!
edge page juice age jacket bridge hedge stage
Every story includes a j ge dge

value that highlights the Oh, no!
moral of the story. The

I don’t have Homework, check. Lunch
my jacket. Sorry, Mom. and juice, check. Jacket,
check. I’m ready!
children are encouraged
to decide which value 3 Look and write more words beginning with j. 2 Read the story again and check ( ) the value .
is being demonstrated Responsibility: Be prepared. Don’t forget your homework.
in the story and discuss 3 Are you prepared and organized? Yes / No.
how the value applies Read and check ( ) the things you prepare for school.
to them and their own lunch books homework sports clothes pencil case
behavior. This helps to 46 WORKBOOK

page 29
WORKBOOK
page 30
47
bolster the children’s

civic education.
Activities that support competency development encourage the children

to work with their own insights in order to put their skills, knowledge, and
values into practice in an integrated manner. These activities are highlighted
with an icon, and further support is given in the Teacher’s Book.
7
it Lesson 5
. vocabulary. Lesson 6
. GRAMMAR .
un
TRACK 36 TRACK 37
Did you have cereal for breakfast?
1 Listen, point, and say. 1 Listen, read, and say. Yes, I did. / No, I didn’t.
My class’s favorite food Bouncer! Did you have

cereal for breakfast Yes, I did.
yesterday?
first
Did you
second have
juice for
third breakfast Now there isn’t any
fourth yesterday? cereal, and there
isn’t any juice!
fifth Yes, I did.
last
bread rice milk cheese strawberries cereal Circle the correct way to ask and answer about the past.
Did you have / had fruit for breakfast yesterday?
2 Look at Activity 1 and say. Yes, I had. / No, I hadn’t.
Lesson 5 is an
Yes, I did. / No, I didn’t.
Strawberries are first.
additional vocabulary 3 Line up and say.

2 Ask and answer.
lesson, which functions sausage rice bread milk cheese strawberries cereal
in the same way as Did you have sausages for breakfast yesterday?
No, I didn’t.
Lesson 1. Additional TRACK 38
lexical items are 3 Listen and sing. Then change the blue words and
make a new song. The Yummy Breakfast Song
presented here that Did you have strawberries I had strawberries, I had pancakes.
are either a related

For breakfast yesterday? They were totally delicious.
Dan is first. Ben is second. Did you have sandwiches? I had orange juice and sandwiches,
Marta is third, and I’m fourth. Well, what can I say? Delicious and nutritious!
vocabulary group or a
new lexical family. 48 WORKBOOK
page 31
WORKBOOK
page 32
GRAMMAR
GUIDE
page 130
49
The Next Station course continues Lesson 6 introduces a second grammar lesson. It is
the country theme with World Music always related to the principal grammar lesson (Lesson 2)
songs. These are catchy, lively tunes and functions in a similar way. Previously seen language is
that recycle language in a musical recycled to help build the children’s language foundation.
genre relating to the unit’s country.
Lesson 7 is the Factual Reader page, featuring the Lesson 8 is dedicated to developing presentation skills,
Let’s Visit... section, that takes the children to a and awareness of the children’s country and culture within
new location in every unit. Non-fiction reading is the a wider world context. The activities frequently draw on
prime focus of the lesson, which brings a relevant something related to the children’s own environment, which
and accessible aspect of the world into the child’s increases their awareness of how different people live around
life, and contains easy-to-understand new language the world and promotes societal understanding. This icon
as well as recycled language. indicates the use of a photocopiable Presentation File found
in the Extra Resource’s Tab of the Teacher’s Presentation Kit.
it Lesson 7
. factual reader. Lesson 8
. speaking time.
un
tion
Presenta A period in history from your country
Let's visit Holland TEMPLATE 4

1 Prepare.
• Choose a period in history.

• Draw or paste pictures of it, and add labels.
1 Read about Holland’s history.
• Find information about it.
Holland is a small country with a very
interesting history. In the past, there
but
weren’t any planes, trains, or cars, How did people travel? What did people like doing?
and
Holland had large numbers of ships,
many people were sailors or explorers.
The ships were small and they weren’t What jobs did people do? What is special about this period in history?
very comfortab le or fast, but Dutch
the
sailors were excellent explorers. In Were people interested in other countries?
17th century, Holland was a very rich
country. The Dutch people collected
things from all over the world,
from the Americas, Malaysia, and
including
2 Practice.
Describe your period in history.
Lesson 7 introduces Indonesia.
Some of the most popular things
to
Let me tell
you
People ...
collect were tulip flowers. Tulips were
the Think Twice It’s a fact! very expensive; in fact, they
about ...
in history
is
Some of the most famous were the most expensive This period ause …
feature, which artists in the world were
from Holland. Rembrandt,
flowers in the world! One tulip
flower was more expensive TRACK 39
special bec
presents the children Rubens, and Van Gogh were than a house. 3 Present.
all famous Dutch artists.
with both concrete

Van Gogh Let me tell you about this period in
history. It’s Elizabethan England in
and critical thinking 2 Find and write. Think Twice the 16th century when Elizabeth I
was queen. Some people were
1 How did people travel 1 Why do you think Holland was
a very rich country in the past? sailors, and they liked exploring. This
tasks from the Let’s around in the past?
2 What did the Dutch
2 What flower or fruit makes
people think of your country?
period in history is special because
of the new discoveries.
Visit ... text. people like to collect?
50 WORKBOOK 51
33
page 34
8
After every two units, structured review lessons in the In Lesson 2 and Lesson 6, the children are directed
Progress Check pages provide flexibility for teachers to the Grammar Guide at the back of the Student’s
who either need more material in their program or Book where they can find further guidance and
whose classes need more controlled language practice. practice of the key grammar points in each unit.
. progress check. . progress check. it it

it it
Indonesia holland
un
un
un
un
1 Look and complete the sentences. /5 1 Look and write. /5
Lesson 2 Lesson 2
big small long beautiful colorful dangerous breakfast lunch dinner
I have math today.
The cheetah
is the fastest We had English yesterday.
animal. She has PE today.
The mouse is He had art yesterday.
the smallest.
Match.
Write sentences. 1 I a science yesterday.
1 (giraffe / elephant / lion – tall) 2 She b have history today.
. 3 We had c geography today.
2 (elephant / lion / snake – long) 4 Tim has d has art today.
.
3 (summer / spring / winter – hot)
1 Tina had pancakes for breakfast yesterday. Lesson 6
1 The orangutan is the biggest in the forest . 4 The red flower is . .
2 Bouncer 4 (mother / grandmother / baby – old)
2 The mouse is . 5 The bear is . Did you have sausages
3 . No, I didn’t.
this morning?
3 The snake is . 6 The parrot is .
4 Did you have cereal for
Lesson 6 Yes, I did.
breakfast?
2 Look and write. /5 5
6
Complete and answer the questions.
1 (long) The snake is longer than the lizard. The whale is the longest. The butterfly is the
most beautiful animal. 1 Did you juice this morning?
2 (big) 2 Read and choose the best answer. /5
2 you a banana
.
1 What did you have for breakfast A I had cereal. B I had rice. Write sentences. yesterday?
3 (mean)
yesterday? 1 (parrot / bear / scorpion – colorful) .
2 What did you have for lunch yesterday? A I had cereal. B I had sandwiches. . 3
4 (small)
2 (spider / parrot / beetle – beautiful) sandwiches yesterday?
3 Did you have cupcakes for A Yes, I did. B No, I didn’t.
. .
dinner yesterday?
5 (colorful)
4 Did you have history at school yesterday? A Yes, I did. B No, I didn’t. 3 (orangutan / bear / lizard –
dangerous)
5 Did you have English at school last A Yes, I did. B No, I didn’t. .
6 (dangerous)
Thursday?
4 (fish / scorpion / chicken – disgusting
lunch)
TOTAL /10 TOTAL /10
.
PASSPORT PASSPORT
52 WORKBOOK
STICKERS
WORKBOOK
STICKERS 53 130
page 34 page 6 page 35 page 8
it . . PA
SSPORT STICKERS .
un
I can list my school subjects.
I can talk about my school

subjects in the past.
I can read and say words

with j, ge, and dge.
I can say sentences with

first, second, third, fourth,
fifth, and last.
I can ask people what they had

for breakfast / lunch / dinner.
I learned about
Holland’s history.
I can talk about a period in

history from my country.
8 9
4
PASSAPORT_LEVEL
PASSAPO4.indd 8
RT_4
PASSAPORT_LEVEL
25/06/19 18:13
4.indd 9 25/06/19 18:13
_CAPA.ind
d 2-3
25/06/19
20:14
The children can find the passport stamps on

Each child will have their own passport for the Passport Stickers page, at the back of the
sticking the stamps of the countries they visit in the Student’s Book. But remember, they should only
Student’s Book, as well as filling out an intuitive stick them in the passport after finishing their
self-assessment chart for each unit they finish. visit to the country in the corresponding unit!
9
STEAM: A MAKER APPROACH
Each level of Next Station Student’s Book includes five STEAM challenges that add an
exciting maker approach to the series. STEAM is the process of intentionally exposing children
to the content and concepts of Science, Technology, Engineering, Arts, and Math through
dynamic and process-based experiences. It is as much about the mindset it develops as its
content, and it prepares children to be self-motivated, open-minded, and curious problem
solvers who are active participants in a community of learners.
The STEAM experience is designed to give them the tools to be independent, collaborative, and
respectful as they navigate ideas, setbacks, and successes.
In a language learning setting, these experiences promote inquiry, research, communication
skills, vocabulary, reflection, handling adversity, conflict resolution, confidence, and success in
meaningful ways, providing children with forward-thinking tools that they can apply to any setting
or challenge they will face!
STEAM Classes TEAM SIZES

Group sizes may vary from pairs to five children,
A STEAM Challenge class has a different structure
depending on group dynamics, class size,
and different expectations from a typical language
space, time, and materials needed. You can
class. The children will work in groups through
maintain the same groups for all five challenges
hands-on experiences that are both engaging and
or use new strategies throughout the year.
challenging. The goal of the process is to connect
Pre-selecting groups, to either combine or
concepts and ideas to both language and diverse
separate groups of children, can help promote
cultures, not to create a finished product.
the best learning experience for each child.
STEAM challenges are an opportunity to create a Randomly selecting the groups using the
classroom culture where the children are focused, alphabet, birthdates, names in a hat, or on craft
enthusiastic, and proud. A space where each sticks provides a sense of “fairness” in the eyes
member feels comfortable expressing themselves of the children but offers less control to the
and contributing to the learning community. No teacher. Inviting the children to select their own
one needs to be an expert, just willing to go on an groups is often a favorite, but can lead to some
adventure around the world together! of them being left out.
CHALLENGE KITS
Prepare challenge kits with the needed TEAMWORK
materials for each group. It is suggested that Working in teams develops skills such as
they are placed in a box or bag to facilitate listening, observation, sharing, collaborating,
autonomy and time management. Supplies and communication, and supports
should be generous to allow for creativity and self-confidence, self-regulation, and
differentiation among groups. persistence. It may also generate conflict,
frustration, and anxiety, which many children
do not know how to navigate. Learning these
skills is an ongoing process at all ages.
10
STEAM challenge cycle
The STEAM Challenge cycle has clear steps that are consistent across all the challenges. The more often the
children and teachers engage in these types of activities, the smoother the process will go.
EXPLORE IMAGINE
• Select a team name. • What are you going to do?
• Review the challenge kits. • How are you going to do it?
TEAMWORK DOCUMENT
• Reflect. • Draw your plan.
• Self-assess. • What do you need?
CLEAN UP DO IT!
• Finish what you • Create.
start! • Work together.
SUPER STAR
• Go beyond! ANALYZE
• Use creativity, ingenuity, and • Did it go as expected?
problem solving. • Does it need changes?
Modeling a mindset REFLECTION QUESTIONS

The teacher does not tell the children what to do,
or how to do it, but is there to support and facilitate I hear the problem, who has a solution?
their process, modeling language and strategies Have you listened to each other?
in age-appropriate ways. This changing role can
be challenging but deeply rewarding as the teams What would make it stronger / taller / better?
develop the skills to be successful. Why did / didn’t it work?
Help the children adopt the STEAM mindset as What do you need to do differently?
problem solvers, innovators, and artists. We are
never done, and failure is an expected part of the What was difficult?
design cycle. Model how to keep going, how to Did everyone participate?
respond to the unexpected, and how to learn from
failures.
Ask reflection questions to shape group identity and
support conflicts when they arise.
11
STEAM WALKTHROUGH
The STEAM sections engage children through experiential
learning, promoting communication and team building
through the cycle of a creative process.
Warmer activities engage

children’s interest, activate
Indonesia
their prior knowledge, set
a friendly environment, and
increase participation.
Team name
Can you name some machines that have wheels?
1 Get materials.
Some regions of
Indonesia are full
of mountains.
paper square ruler pencil
scissors glue hole punch plastic straw
Wind turbines in
Indonesia’s largest wooden stick thread paper clip tape
wind farm.
Indonesian wind
turbines are set to A wind turbine has blades, Wheels and axles move gears
provide clean energy to shaft, and a generator. inside windmills. The energy
cities and villages. Together they convert wind produced is used to mill grain
energy into electricity. or pump water.
54
Each STEAM Challenge contains

a list of the materials required for
the project. Children use everyday
materials and may save them for
use in other challenges.
12
In the Next Station course, each level includes five STEAM The tasks in the center of the pages
challenges. Each challenge connects two vibrant cultures and lead the children step-by-step
destinations from the previous units through the lens of Science, through the challenges. Pictures and
Technology, Engineering, Arts, and Math. illustrations facilitate independence,
agency, and teamwork.
Holland
CHALLENGE 2 . Generate Wind Power!.
2 Make your own windmill. Follow these steps.
1 2
The borders of the
double-page spread are a
visual reference, promoting
investigation and curiosity
in the context of cultural
Draw an X from Cut on the diagonal line awareness as a foundation
corner to corner on from each corner. for the challenges.
the paper square. Stop 1.5 cm before the center.
Holland is a very flat
3 4 country with almost
no mountains.
Glue four of the corners Use the hole punch to

to the central point. make a hole in the center.
5 6
Many old windmills in

Holland are still used to
Tape a piece of thread to produce flour.
Insert the straw and, then, the end of the straw.
insert the wooden stick Tie the paper clip to end
through the straw. of the thread.
3 Hold your
windmill and Super Star The Super Star
blow on the
sails. What
Challenge Challenge supports the
STEAM mindset. Children
happens?
Adjust the design. develop the understanding
Use different types that in design we are never
How does your country use and sizes of paper.
wind energy? Kinderdijk windmills help done but expand, adapt,
to keep the wetlands dry. adjust, and keep going!
TeamWORK 55
Wrap up questions
provide an opportunity
to reflect on the project, In the Teamwork stage, children are encouraged to
the subject, or make self-assess their performance as a team. The teacher asks
connections with the the group a reflective question and the number of colored
children’s reality. stars indicates how well they worked together in that area.
13
. The workBook .
The Workbook contains activities for further practice. Each page of the Student’s Book has a
cross reference to the relevant Workbook page.
it Lesson 1
. vocabulary. it Lesson 2
. GRAMMAR .
un
un
1 Write the days in Anna’s timetable. Then write the
subjects.
1 It’s Tuesday today. Look and write have, has, or had.
Name: Tim Class: 3A Name: Gina Class: 3B

My Timetable Anna McClusky
Monday Tuesday Monday Tuesday
Mo n d ay T sday ursday Fr ay
history geography English geography
art PE PE art
science English science history
Lessons 1 and 2 in
1I have 2I 3 We
PE today. I art yesterday. geography today.
like sports. I like painting. It’s about the USA.
the Workbook support

1 math 2 4 5 7
3 6 8
vocabulary and grammar 2 Look at Activity 1. Write about Anna.

4 Tim
English today. He
5I
PE yesterday.
6 We
science yesterday.
with extra controlled 1 She has math on Monday.

likes writing stories. I like sports. It was fun!
practice activities.
2 science and history.
3 Wednesday.
4 Thursday. 2 Complete your timetable for yesterday and today. Then write.
5 Friday. 1 I
Name: Class: yesterday.
3 Complete the sentences for you. Use words from Activity 1. day day
2 I
today.
1 I always have . 3 My friend and I
2 I usually have . today.
3 I sometimes have .
4 I never have .
DICTIONARY 27
page D4 28
Lesson 3 is a spelling
lesson. Phonic sounds
and graphemes
from Lesson 3 in the Lesson 4 is a values-based
Student’s Book are project lesson. The value
recycled here in a explored in the Student’s
short story. The story is Book is reinforced here with
followed up with spelling a craft-based activity that
activities to practice the demonstrates the children’s
sounds learned in class. understanding of the value.
. SPELLING. it Lesson 4
. Values Project.
Lesson 3
un
1 Read the story. Find and write. Responsibility: Be prepared.

The juice and
Jessy is on the bridge. the page are 1 Write the days of the week you do each thing.
Write two more things and the days you do them.
on the bridge!
1 3
1 Take sports clothes to school:
2 Take my lunch to school:
3 Take my English book to school:
Where’s page
2 of my 4 Take my musical instrument to school:
2
homework ...
and where’s
5
6
:
:
The About Me feature
extends the value and allows
my juice?
2 Make a checklist for school.

personalization by providing
Words with j- Word with -ge Word with -dge
the children with a deeper
understanding of the learned
value in everyday life.
2 Circle the words. Use a different color for each sound.
j- = red -ge = blue -dge = green

E
L E P A G E I
N G
C
J E U About Me
J U A N E J
S S T Have you ever forgotten
A G E B R I D G
anything important?
29 30
14
Lesson 5
. vocabulary. it Lesson 6
. GRAMMAR .
un
1 Look and write. 1 Look and write.
first second third fourth fifth last have Did Yes, I did. No, I didn’t.
3 .
1 you
2
strawberries
for breakfast?
b
a
c f
e 4 you
5 juice? 6 .
d
Lesson 5 in the Workbook 2 Answer for you. Then ask your friend and write his / her answers.
provides extra practice for the a first

b
c
d
e
f
vocabulary presented in Lesson 2 Follow the lines. Write the missing letters. Then write the words.
QUESTIONS
Did you have milk for
YOU YOUR FRIEND
5 in the Student’s Book. Lesson f s r t a

breakfast this morning?
Did you have juice for

Yes, / No, I . Yes, / No, he / she .
6 supports the second grammar s i t h b fifth breakfast this morning?
Did you have cereal for

. .
f i r t
page in the Student’s Book.
c
breakfast this morning? . .
t h f t d Did you have rice for

breakfast this morning? . .
l o c r n d e
Did you have sausages for
f f breakfast this morning? . .
DICTIONARY 31
page D4 32
Lessons 7 and 8 in
the Student’s Book are
given extra practice in
the Workbook through
additional reading Lessons 7 and 8
and comprehension
activities.
Let's visit Holland Play Time after every two units is an opportunity to
1 ✗
Read and cross ( ) out the mistakes. Then write the correct words.
Check your answers on page 50 of your Student’s Book.
have fun using the language learned in the unit while
playing a game or completing game-like activities.
1 Holland is a big country with an interesting history. small
2 In the past, there weren’t any planes, trains, or horses.
3 Holland had large numbers of cars.
4 They were small and they were very comfortable.
5 In the 17th century, Holland was a very poor country. it
un
PLAY TIME
6 The Dutch people collected things from all over Holland.
7 One of the most popular things to collect were rose flowers.
2 Find out about three important people from your country’s history. 1 Throw a die and move your game
piece. Ask your friend a question.
Did you have cereal for
breakfast on Monday?
Draw and write.
Correct question = move forward 1 space
Did you have math at school
Incorrect question = move back 2 spaces
on Wednesday?
The Workbook 1 for 2 at 3 for 4 at 5 for
includes a removable
breakfast / school / lunch / school / lunch /
Monday? Wednesday? Thursday? today? Monday?
Name: Name: Name:

word bank called Date of birth:
Job:
Date of birth:
Job:
Date of birth:
Job:
My Dictionary. The
Writing tip
vocabulary from the Dates. 6 at
school /
7 at
school /
8 at
school /
9 for
dinner /
10 at
school /
Student’s Book is
Remember to add -st -nd -rd -th
4th (fourth) Friday? Thursday? today? Monday? Wednesday?
1st (first) 2nd (second) 3rd (third)
21st (twenty-first) 5th, etc.
used here as a simple, 33
handy reference
tool that allows the 11 for
dinner /
12 for
dinner /
13 for
breakfast /
14 at
school /
15 for
dinner /
children to take their

Friday? Sunday? Thursday? Thursday? Tuesday?
learning outside of the

classroom.
35
it . My Dictionary.
Next STATION Level 4 Progress Record
un
Page 27 Complete the sentences. Complete the sentences.

it
The Progress Record
provides an opportunity to
un
Rugby is the national sport of .

I have brown hair and she black hair.
assess the main grammar

it
1 They speak this language in the USA, the UK, and Australia.
un
The Angel Falls are in .

It’s English .
A car is expensive a bike.
points learned in each unit

2 I love songs. is my favorite subject at school.
it
3 Our teacher tells us about interesting countries.
un
The biggest lizards live in .

4 Are we playing soccer in tomorrow? Great!
and to track the countries

The Komodo dragon is the dangerous lizard in the world.
5 I like the class, because we do experiments. it
un
6 I don’t like numbers. I’m not good at . Van Gogh was a famous artist from .
7 I love to paint pictures in
8
class.
is my favorite class because I like to learn about the past. it
Did you have milk for breakfast yesterday? No, I .
visited before moving on
to the next level.
un
Taekwondo is a popular sport in .

Page 31 Look and write. did you go yesterday? I to the bookstore.
it
The biggest lake in Africa is in .
un
his father going to the airport? Yes, he .

it
The condor is the national bird of .
un
I in the ocean on vacation last year.

it
Pegasus was a famous flying horse in a story from Ancient .
un
There too cars and there aren’t enough parks.

first
it
The biggest country in the world is .
un
I can ride a bike now, but I ride a bike when I was two.
it
un
Tokyo is the capital city of .

glasses these? They’re mine!
D4 95
15
,
. The teacher s book.
The Teacher’s Book of Next Station provides full step-by-step notes for each
lesson. The teacher’s notes include lesson objectives, new target vocabulary and
grammar for the unit / lesson, recycled language, and a checklist of the materials
required. They also include cross references to different digital components, as well
as notes for Warmer and Wrap Up activities.
it Lesson
un
OVERVIEW
Unit objective: learn to talk about the present and the past
Vocabulary: English, math, science, art, music, history, geography, PE, first, STUDENT’S BOOK
second, third, fourth, fifth, last pages 42-43
Possible answers: Holland is a flat country; there
Grammar: Today I / you / we / they have ... / he / she has ..., Yesterday / Last are lots of cycle lanes; bicycles are better for the
month I / you / we / they had ... / he / she had ..., Did you ...? Yes, I did. / No, I
didn’t. culture connection environment than cars.
Phonics: sound /dʒ/

Value: Responsibility – Be prepared • The picture shows a Dutch field with the
c Visual literacy: ZOOM IN
Look at the picture. What are windmills for?
country’s national symbols: a windmill and
What do they do with so many flowers? What
Cross-curricular focus: Economy and commerce – Popular products and tulips. Windmills in Holland were mainly used to
flowers grow in your country?
stores pump water in the past.
• The official name of the country is The This feature develops visual literacy by encouraging the
Country focus: Holland children to use their prior knowledge to interpret
Netherlands, but it is often referred to as
Opener materials: World Map (Welcome to Next Station, pages 6 and 7); Next Holland. The capital city is Amsterdam. the picture. Tell the children to look at the picture
Station passport; culture video for Units 3 and 4 (Extra Resources Tab) again and describe the countryside. Read out the
• Many people ride bicycles in Holland. The
questions on the third sign. In pairs, the children
Short lesson option: b & c country is very flat and has a large and safe
discuss their answers. Invite pairs to share their
network of cycle lanes.
answer with the class.
Possible answers: Windmills pump water; they sell
the flowers; children’s own answers.
CULTURE VIDEO
Note the video icon on page 42 of the Digital
Student’s Book. You can also download this video
d Wrap up
Have the children open their passports to page 8 and
. holland.
from the Extra Resources Tab, as well as the teacher’s

notes with guidelines to explore its content and write their “arrival date” to Unit 4.
suggested activities to be done with the children.
Picture activities for Unit 4
a Warmer
Have the children look at the picture of Tina. Read
Lesson 1, after Activity 2
Have the children look at the picture. Encourage
them to say what subjects people need to study
aloud her speech bubble. Use the World Map, pages
6 and 7, to help the children identify the continent of to look after plants and nature.
Europe and then find Holland. Finally, have the children Lesson 2, after Activity 2
Welcome to write the country’s name in the corresponding place on Ask the children to imagine they visited Holland
Holland! Holland is a small
country
in Europe. It’s famous
for its
the World Map. the day before. Have them draw and color a tulip.
beautiful, colorful
tulips and its
windmills.
They walk around with their tulip and say I had a
it
Lots of peop
Why?
le ride bicyc
les in Holla
nd.
b Picture activity
Ask the children to look at the picture and describe
(color) tulip.
un
Look at the picture it. Read aloud the text on the first sign and make Ask the children to imagine they had breakfast in
.
What are windmil
ls for? sure they understand. Then read the question on the the field yesterday. In pairs, they ask and answer:
What do they do
IN flowers?
with so many
second sign. If necessary, ask the children if they can
What flowers grow Did you have breakfast in Holland yesterday? Yes, I
in your country? see any hills or mountains. Discuss the answer with
the class. did. I had bread and cheese.
PASSPORT
62 EXTRA RESOURCES TAB 63
page 8 culture video U3-U4 / teacher’s notes
The unit opener can be done as a complete lesson or just a short

introduction to the unit and country, as the teacher’s notes include
options for a long or a short lesson. You can use the unit opener
picture to activate the children’s prior knowledge and to generate
interest. The Teacher’s Book provides ideas on how to explore
the picture along with the practical suggestions for using the
same picture in later lessons to consolidate learning. The Culture
Connection feature provides useful background information about
the unit country for you to use at any point in the unit and to help
answer the children’s questions.
16
Lessons in the Teacher’s Book include a flexible lesson extension activity, and some include an Interactive
Activity and / or a Blended Teaching Tip. These provide extra teaching material to suit your schedule and give
you ideas on how to integrate the digital components into the classroom.
STUDENT’S BOOK STUDENT’S BOOK

it Lesson 3 page 46 Lesson 4 page 47
un
Learning objective: recognize and practice sound /dʒ/ The Blended Teaching Tips suggest ways of
Learning objectives: practice reading skills and explore the value of responsibility
extending activities or provide alternative activities

New phonics sound: /dʒ/
Vocabulary review: home, homework, juice, jacket, lunch, ready, school
New vocabulary: age, bridge, edge, jacket, jeans, juice, jungle, page, stage
Grammar review: I don’t have my jacket.
Vocabulary review: hot, look, stand, water, wear
using the digital components. The activities are

Warmer
Ask the children to look at the chants in Activity 1.
Blended Teaching Tip
Use the Digital Student’s Book for the children to
Warmer
always simpleCompetency
and easy-to-follow
Point to the story in Activity 1. Have children call development: Be and clearly refer
to the digital component needed to do the activity.
Ask them to remember what a noun is (object, out the words that have j, ge, and dge. Write them By taking part in this activity, the children
person, place) and have them circle the nouns in work in small groups to find the words for the chart. on the board and have children say what they mean. reflect on the value in the story and relate
the chants. Review the words they have circled. Then invite a member from each group to take it in Allow use of L1 if necessary. it to their own behavior and how this has
Encourage them to look at the pictures in Activity 1 turns to come up and use the text box tool to fill in consequences both for themselves and
TRACK 35
and discuss the meaning of the words. the chart. This will allow the children to discover new for the people who surround them.
TRACK 34
words in a relaxed and fun manner.
1 Listen and read.
1 Listen to the chants and say.

Have the children look at the pictures in the story
and describe what they can see. Play the audio
Lesson extender
Write the following phrases on the board: at school,
Write j, ge, and dge on the board. Have the
children point to words in the book with these 3 Look and write more words
beginning with j.
track. Ask the children to listen and read. Play the
track again. Have the children read along. Ask the
at breakfast, the next day, after school, at lunch, at
home. In pairs, the children discuss which pictures
letter combinations. Play the audio track. Ask children which of these things have happened to
they refer to. Review answers with the class.
them to listen to the pronunciation of the letters Point to the pictures and have the children write them.
as they listen. Explain that the three different letter the other words from this lesson that begin with j.
combinations all have the same sound. Play the
track again. Pause after each line for the children to
Check the answers. Ask the children to spell the
words.
2 Read the story again and check ( )
The teacher’s notes provide instructions for

the value .
repeat.
Answers: 1 jeans 2 jungle INTERACTIVE ACTIVITIES
Ask the children to name all the things that Jemma
forgets to do in the story. Ask How does she solve Ask the children to do the Reading interactive
2 activity on page 47 of the Digital Student’s
guiding children through each activity in the

her problem? (She makes a checklist.) Read aloud
Write the words in the correct boxes. Competency development: Learn the two values and check understanding. Have the Book. Keep track of their performance.
Point to the words in the box and read them aloud Here, the children put into practice what children read the story again and check the value
for the children to repeat. Ask the children to write in the story. Have a class discussion about why it is
they have learned by writing more words with
Wrap up
Student’s Book followed by the activity’s
the words in the correct boxes. Check the answers the target sound. important to be prepared.
on the board. Have the children imagine they are going on a picnic
Answer: Be prepared. at the beach. Have them write a list of things they
Answers: j: jungle, juice, jacket, jeans; ge: page, Wrap up need to prepare. Help with vocabulary as necessary,
answer key. The Workbook, Grammar Guide,

age, stage; dge: edge, bridge, hedge
Write anagrams of the words from this lesson on the
board. Invite children to come to the board to write 3 Are you prepared and organized?
Yes / No.
and invite children to share their list with the class.
Competency development: Think one of the words correctly, then say it.
Read and check ( ) the things you
In this activity, the children develop their
critical thinking skills by categorizing
the words. They are encouraged to process
prepare for school.
and Progress Record answer keys can be
Read the question and ask the children to circle
the answer for themselves. Then have them check
found at the end of the Teacher’s Book.

information for themselves, thus making
the learning process more efficient. the options in the list that they prepare for school.
Invite children to share their answers with the class.
In small groups, have the children discuss how
organized they are and what they can do to be
better prepared.
Answers: Children’s own answers.
66 WORKBOOK WORKBOOK 67
page 29 page 30
In the step-by-step teacher’s notes, there are two types of extension

activities: Activity extenders and Lesson extenders. Each extension activity
is an optional, stand-alone activity that allows you to extend a particular
activity or the main teaching points from the entire lesson, adding variety and
flexibility into your teaching program.
T’S BOOK
STUDENSTUDEN T’S BOOK T’S BOOK
STUDENSTUDEN T’S BOOK
it it Lesson
Lesson
1 3 page 44page 46 Lesson
Lesson
2 4 page 45page 47
un
un
Learning objective:
Learning learn vocabulary
objective: for school
recognize and subjects
practice sound /dʒ/ Learning objective: learn to talk about the past
New vocabulary:
New phonics art,sound:
English, geography, history, math, music, PE, science
/dʒ/ New grammar: I / You / We / They have / had …, He / She has / had
Vocabulary review: daysage,
New vocabulary: of the weekedge, jacket, jeans, juice, jungle, page, stage
bridge, Vocabulary review: days of the week, school subjects
Grammar review:review:
Vocabulary We havehot, science
look, on Tuesday.
stand, water, wear Materials: two soft balls
Warmer
Warmer Competency
Blended development:
Teaching Tip Learn Warmer
Warmer Answers: 1 She had history yesterday. 2 She has
Competency development: Be
PE today. 3 She had geography yesterday. 4 She
ReviewAsk
andthe children
recite to look
the days of at
thethe chants
week in Activity 1.
chorally Point the
Go around to the story
class andinask
Activity 1. Have
children Whatchildren call
subjects has science today. 5 She had math yesterday.
Ask them toAskremember what This the
Use activity allows
Digital the children
Student’s Book forto put into
the children to By taking part7 in thishad
activity, the children
with the children. Which are theatwo
noun is (object,
days of the do youout havetheon
words that /have
Monday j, ge,/and
Tuesday dge. Write them 6 She has English
Wednesday? today. She art yesterday.
person, place) and practice
work the groups
in small information about
to find school for the chart.
the words reflect on the value in the story and relate
weekend? What is the firsthave
day them
of thecircle
week? theWhich
nouns in on thethe
Encourage board and to
children have children
answer, e.g.say
Wewhat
havethey mean. 8 She has music today.
subjects
Then that
invite they learned
a member fromfrom
eachthe beginning
group to take it in it to their own behavior and how this has
day dothe
youchants. Review the words they have circled.
have English? science Allow
anduse of L1
history onif Monday.
necessary.
Encourage them to look at the pictures in Activity 1 of thetolesson.
turns come They
up and relate
useitthe
to their owntool to fill in
text box consequences both for themselves and
TRACK 32 TRACK 33TRACK 35
timetable
the chart. and
This write sentences
will allow aboutto
the children it. discover
They new
and discuss the meaning of the words. Competency development: Learn
for the people who surround them.
1
TRACK 34 Listen, point, and say.
work autonomously
words in a relaxed and to funshow
manner.
have understood the information in the
that they
1 1 Listen
Listen, read,and
andread.
say. This activity helps the children to put into
1
Ask the children to say the days of the week again
Listen to the chants and say.
chorally. Have them look at the school schedule.
lesson. Ask theHave
audio and
track.
the children
children
describe
Ask thewhat
look the
to describe at the
theytocan
children read
pictures
pictures.
see.
and
in the story
Play
Play the Play
listen. audio
Lesson
practiceextender
the new grammar in a context that
is familiar to them.
You can now go back to the unit opener Write the following phrases on the board: at school,
Write
Play the audio
children
point to
andAsk
track.
j, ge,
point to
the pictures
dgethe
words
that
on children
the board.
in the the
represent book
Have and
to listen the
with these
school 3
(Teacher’s Book Look
Book pages 42 and
pagesand
beginning
write63,
62 and
43) andwith
more words
Student’s
j. additional
do the
track.
the track Askfor
again
track again.
does Bouncer
the children
the
haveHave
children
a lotthe
toto
listen
children(She
of books?
andAsk
repeat.
readhas
read.
along.
Play the
Why
a lotAsk
of the
at breakfast,
You can now go back the next
In pairs,
home.Book
(Teacher’s pages
day,
to the
the 62
after
unit
children
school, at lunch, at
opener
discuss
and 63, which pictures
Student’s
letter
subjects. combinations.
Play the track againPlayand
thehave
audiothetrack. Ask
children children
subjects today.)which
Why of thesewearing
is Tina things have
sportshappened
clothes? to
repeat.them to listen to the pronunciation of the letters picture activity
Point forpictures
to the this lesson.
and have the children write them.
(She has PE today.) Book they
pagesrefer
42to.
and Review
43) andanswers
do thewith the class.
additional
as they listen. Explain that the three different letter the other words from this lesson that begin with j. picture activity for this lesson.
combinations all have the same sound. Play the
Activity extender Blended Teaching Tip
Check the answers. Ask the children to spell the
2
Read aloud the sentences from the grammar box.
Ask the children toRead standthe upstory again and
if the sentence is check
in the
( )
track again. Pause after each line for the children to
repeat.
In small groups, the children take turns saying
true or false sentences about their own schedule.
words.
Use the Digital Student’s Book to show the children
Answers:
the pictures that 1 jeans 2 jungle
represent the names of the
present and sit down the value
if it is in .the past.
3INTERACTIVE ACTIVITIES
In pairs, the
Talk to a friend.
Askchildren take to
the children turns naming
do the a subject
Reading interactive
Encourage them to refer to the sentences in Activity
school subjects. Visual literacy supports classroom
Discover Grammar
forgets to do in the story. Ask How does she solve
and saying whenon they had47it of
at the
school lastStudent’s
week.
each time.
2
1 for help. The rest of the
Write thegroup
wordssaysin True or False boxes.
the correct
Point to the words in the box and read them aloud
practice; it allows access to a huge range of visuals
Competency development: Learn
and helps the children build on their previous
knowledge, encouraging more put
participation.
her problem? (She makes a checklist.) Read aloud
Read
the twothe
children
sentence
values
to circle read
the word
aloud.understanding.
and check
we use
the story again
Ask the childrenHave the Answers:
to talk
and about
checkthe the value
activity
Book.
page
Keep track
Children’s
Digital
of their performance.
own answers.
Here, the children into practice what
for the children to repeat. Ask the children to write past
in the(had).
story. Ask
Havethem to circle
a class the word
discussion aboutin why it is
the words in the correct boxes. Check the answers
they have learned by writing more words with
the target sound. the dialogue.
important to be Ask Which other words in the
prepared. Wrap up development:
Competency
sentences lets us know the action occurred in
Ask the
2
on the board.
Write sentences in your notebook.
Answers: j: jungle, juice, jacket, jeans; ge: page,
children
INTERACTIVE
Wrap up ACTIVITIES
Answer:
the past?Be prepared.
(yesterday / last Friday). Collaborate and Communicate
Have the children imagine they are going on a picnic
at the beach. Have them write a list of things they
In thistoactivity,
need prepare. theHelp with work
children in pairs,
vocabulary as necessary,
age, stage;When
dge: do youbridge,
edge, have English?
hedge Ask the children to do the Vocabulary Answer: had
encouraging effective communication
their list with thetoclass.
Pause for ten seconds to allow the children time to
think. Have the children write sentences about their
interactive activities on page 44 of the
board. Invite children to come to the board to write
Digital Student’s Book. Keep track of their
3 Are you prepared and organized?
Competency development: Think
Yes / No.
and invite children to share
practice the target language.

schedule in their notebook. Invite children to read
their sentences to the class.
one of the words correctly, then say it.
performance.
This activityRead
helpsand check ( to examine
the children ) the things you
In this activity, the children develop their the use of prepare
the simple forpast
school.
as well as the INTERACTIVE ACTIVITIES
the words. They are encouraged to process Wrap up formation
Read of an irregular
the question and ask verb
the(have / had).
children to circle Ask the children to do the Grammar interactive
activity on page 45 of the Digital Student’s
information for themselves, thus making Divide the class into two teams. Invite one child from the answer for themselves. Then have them check
the options in the list that they prepare for school. Book. Keep track of their performance.
the learning process more efficient. each team to the board. Name a school subject for
them to draw on the board. Make sure they don’t 2
Invite Look
childrenat to
Tina’s
shareschedule
their answersand with
write. the class.
write any words or letters. The first team to name the
subject wins a point. Play several times with different
Ask the
In children
for Wednesday
organizedand
to lookhave
small groups, at the
theyThursday.
theschedule
children discuss how
Explain
are and what theythat
can do to be
Wrap up
subjects. The team with the most points wins. Wednesday Throw two balls to different children. Have one name
better is “yesterday” and Thursday is “today”.
prepared.
Ask the children to read the examples and write six a school subject. Have the other make a sentence
Answers: in
more sentences Children’s
pairs. own answers. with had. Repeat with different children.
GRAMMAR
64 66 OOK OOK
WORKBWORKB WORKBOOK OOK
GUIDE
WORKB 65 67
page 27page 29 page 28 page 30
page 130
17
The STEAM notes provide suggestions on how to support the children to explore materials,
make discoveries, and build theories about the world around them. To engage the children
with STEAM concepts and ideas, the notes include helpful and easy-to-follow tips that
encompass extra information on specific subjects and cultural background, as well as extra
activities and projects to prompt further investigation.
CHALLENGE 2
culture connection
OVERVIEW
Objectives: develop an understanding of a simple machine and its functions around the world,
• In 2018, Indonesia built its first wind farm
in South Sulawesi, which is the largest of its
kind in South East Asia. A single windmill can
• Holland is famous for its use of windmills. Mills
have been an important part of the country’s
history. For hundreds of years they were used to
historically and today make only a small amount of electricity; to grind grain and produce materials as well as keep
The Overview box highlights

Consolidate language from Units 3 and 4: This is the largest wind farm in Indonesia. It has make enough electricity to serve lots of people, the land dry. On National Mill Day, 950 windmills
blades, a shaft, and a generator. you need wind farms with a large number of and watermills are opened to celebrate this unique
turbines. The South Sulawesi wind farm has 30 part of Dutch heritage. The event is celebrated
the main objectives for each

New language: windmill, turbine, energy, wheel and axle, gears, paper clip, What happens?, wind turbines that deliver electricity to around each year in May, where visitors can see many of
Punch a hole. 70,000 households. The electricity is sent the historical mills that are no longer open to the
through transmission and distribution lines to a public. Many people travel by bicycle to visit the
Project materials: paper square, ruler, pencil, scissors, glue, hole punch, plastic straw,
STEAM Challenge, the

substation, then on to homes. mills that are along a bike path.
wooden stick, thread, paper clip, tape, fan or hair dryer (optional)
Countries: Indonesia and Holland
language focus, and the list of Short project option: steps 1-3 and Super Star Challenge
materials to be sourced before Content Insight
starting the project. It also

Engineering: Simple Machines attached to the wheel. The wheel and axle always
• A wheel and axle is a simple machine. Besides turn together.
Indonesia Holland the wheel and axle, there are five other simple • Most windmills are complex machines that have
indicates the countries which . Generate Wind Power!.

CHALLENGE 2 machines: the inclined plane, the lever, the screw, a wheel and axle. Windmills use wind as a source
the wedge, and the pulley. Simple machines make of power by converting energy from the wind into
Team name 2 work easier by reducing the amount of effort you electricity. The sails or rotors of the windmill turn when
inspired the challenges (and

Make your own windmill. Follow these steps.
1 2
need to do work. Wheels and axles help move the wind blows on them. They are attached to a wheel
people and objects from one place to another. and axle inside the windmill which spins a generator to
• A wheel and axle has two parts that work create electricity. Windmills are also called wind turbines.
that were previously visited by

Draw an X from Cut on the diagonal line
1 Get materials. corner to corner on
the paper square.
from each corner.
Stop 1.5 cm before the center. together. The larger part is the wheel. The smaller The power they create is considered renewable energy,
Some regions of Holland is a very flat
Indonesia are full
of mountains.
3 4 country with almost
no mountains. part is the axle which is a bar or shaft that is because there is a continuous supply of wind on Earth.
the children in the Student’s


5 6
Book), as well as a suggestion Wind turbines in

Indonesia’s largest
wind farm.
wooden stick thread paper clip tape
Tape a piece of thread to
Holland are still used to
produce flour.
Glossary
of a short project option.

Wheel and axle: A wheel or set of wheels Complex machine: A machine made up of two
3 Hold your
windmill and Super Star connected to a solid bar or shaft called an or more simple machines.
blow on the Challenge axle.
sails. What
happens?
Wind turbine: A tall structure with large blades.
It’s also called a windmill.
Adjust the design.
Indonesian wind Use different types
How does your country use
turbines are set to
provide clean energy to
A wind turbine has blades,
shaft, and a generator.
Together they convert wind
Wheels and axles move gears
inside windmills. The energy
produced is used to mill grain
wind energy?
and sizes of paper.
Kinderdijk windmills help
to keep the wetlands dry.
Shaft: A bar in a machine that holds or turns
cities and villages.
other parts, also called an axle.
54
TeamWORK 55
74 75
The Content Insight box provides further

The Fun Facts box
information on the content topic. It’s an opportunity
presents pieces of
for teachers to learn more about different subjects
interesting information
and help answer the children’s questions
relating to cultural
throughout the challenges.
themes that can be
shared with children in
the STEAM classes.
Fun Facts
and develop cultural appreciation for what they see.
If possible, show them pictures or digital resources of
other windmills and wind turbines on land and sea.
3 Hold your windmill and blow on the sails.
What happens?
Wrap up
Consolidate the learning by asking the children to
• Windmills are the largest rotating The children need to hold the stick not the straw so reflect on wind energy in their own country. Provide
Share information about the simple machine wheel
structures in the world. that it will spin. Ask them What happens? (It spins access to resources or invite them to research
and axle. Then ask them Can you name some
and the paper clip goes up. As the windmill moves, by interviewing other professionals in their school
• The position of the sails on a windmill machines that have wheels? (car, wagon, clock,
the straw will rotate and the thread will wind around community. Ask How does our country use wind
were used to convey messages, such wishing well, carousel, Ferris wheel )
it, lifting the paper clip.) Compare results from energy? (Wind energy is used to move sailboats, to
as a birth, a death, or a call for help.
Explain that in today’s challenge team members will blowing to using a fan or hair dryer. pump water, to generate electricity, or for grinding
• Dutch people are the tallest in the world. create their own windmill and that they will need to grain.)
• Indonesia is made up of 18,307 islands!
• The national motto of Indonesia
share materials, helping each other so that everyone
will succeed.
Super Star Challenge
is Bhinneka Tunggal Ika (“unity in Use the board to give the children a visual checklist.
The children adjust the design. They use different Activity extender
types and sizes of paper, decorate their windmills, Explore the story of William Kamkwamba, who
diversity” or “many, yet one”). Write the following steps on it and draw a simple and then test and compare the results. Variations can left school in Malawi when he couldn’t pay $80 in
icon / symbol to represent them such as a hand, include changing the number of sails or blades of school fees. He picked up a book on energy in a
pencil, or star. Add additional steps to the visual paper. Tell them to compare and contrast the results. local library and as a 14 years old built a windmill
checklist if needed to support the children.
Troubleshooting • Team name
Change the number of paper clips as well. Test their out of discarded parts and trees which generated
energy for his family and allowed them to irrigate
Assist with hole punching as needed. Consider windmills with wind outside or from a fan.
• Team handshake with four steps their crops, transforming their lives. The story
whether creating a model is necessary for was told in a picture book entitled The Boy Who
understanding and fostering autonomy vs • Read the book and make a plan! Teamwork Self-Reflection Harnessed the Wind. We suggest the following link
independent problem solving. • Generate wind power about the topic <http://www.williamkamkwamba.
Ask the children Was everyone responsible for cleaning
• Super Star Challenge up today? They color one star for not really and five com/> (accessed on October 24, 2019).
Preparation • Clean up we all cleaned up! Have the children repeat their
handshake to say goodbye.
Prepare the kits for the groups. This is an individual Walk around the classroom, supporting teams as
challenge where team members will be able to use needed. Encourage them to help each other as much
different paper. Select a variety of paper squares
of different weights and sizes. Give each team more
as possible. Ask reflection questions as they work, for
example, Did you punch your hole? Where is the wheel Expansion projects
paper to experiment with including copy paper,
cardstock, wrapping paper, etc. Cut the threads to
and where is the axle? What comes next? How fast
does it spin? Together your team is a wind farm! a Make a Pencil Pinwheel
Materials: square paper, unsharpened pencil with
hair. We suggest the following video about the activity
<https://www.youtube.com/watch?v=o2TFMVOW4s0>
the same length. (accessed on September 20, 2019).
Then the children follow the steps in the book. eraser, straight pin with ball top, scissors, ruler, pencil
Search for appropriate world music, especially
instrumental music from Indonesia and Holland, to
play quietly as the children work.
1 Get materials.
(optional: small bead, glue)
Make a basic pinwheel and attach it to the eraser
c Anemometer
Materials: fan, four small paper cups, stapler, pushpin,
Tell the children that, once they have decided on of an unsharpened pencil using a small sewing pin.
their team name and handshake, they should send a sharpened pencil with eraser, modeling clay, scissors,
Check the following link for details <http://www.
Warmer member of their team up to get a kit. Tell them not to auntannie.com/FridayFun/Pinwheel/> (accessed on
marker, ruler, stiff cardboard, clock or timer
Have the class sit in their teams. Ask them What lose their paper clips because they will need them. Say Scientists use a device called an anemometer to
September 20, 2019).
are the two countries you have learned about in the Good luck, help each other, and remember everyone is measure wind speed for weather prediction, safety
previous units? (Indonesia and Holland ) Can you
think of things these two countries have in common?
responsible for cleaning up. It does not matter what is
yours; helping your team is what counts. b Blow Painting
Materials: straws, watered down tempera paint, eye
needs for construction, trains, surfing, and sailing,
for example. Ask the children to use the provided
materials to create their own anemometer and
Solicit answers. Then ask them Have you ever seen
a windmill? Do you know what a windmill does? 2 Make your own windmill. Follow these steps.
In step 2, if the children cut all the way to the center
dropper, paper
Harness wind for art. Add drops of paint to the page
measure the wind speed by counting the number
of times the anemometer spins around in a minute.
Show the children the Student’s Book pages in your and blow them freely creating patterns, and color You will find more details about how to build an
the windmill won’t be stable. Also, after gluing the
book. Encourage them to look at the pictures in mixing in abstract patterns. Draw a cartoon character, anemometer at <https://www.teachengineering.org/
Expansion projects
four corners (step 3), they need to wait for the glue
the vertical columns. As they observe the images, monster, self-portrait, or attach a photograph of their activities/view/cub_energy2_lesson07_activity1>
to dry.
introduce them to some facts about windmills using faces (without hair) to the page. Add drops of paint (accessed on October, 25 2019). If possible, show
Finally, the children can punch the center holes first if
L1 as needed. Invite the children to compare, contrast,
are included at the end

and blow creating fun portraits with wild and colorful the video in the link to the children.
they think it is easier (step 4).
76 77
of each challenge to
encourage and engage
the children to carry out
further investigation.
18
BE
What are • Plan out and execute life plans
• Think about consequences of behavior
Competencies?
or decisions
• Build moral development and pro-social skills
• Accept responsibilities and choose courses
of action
Competencies require the teacher to take on the role

of facilitator, helping the children to learn and process
information for themselves, rather than assimilate teacher
input and parrot information. Using competencies
think
• Develop critical thinking
encourages the children to work with their own insights
in order to develop their ability to put skills, knowledge, • Reflect upon and manipulate
and values into practice in an integrated manner. information
Competencies allow the children to demonstrate their • Process and interpret
learning by using skills and abilities to show what they information
have assimilated from the learning process. • Organize or order information
The competency syllabus in Next Station gives teachers
a clear idea of the competencies they are helping the
children to develop. The program lends itself easily to
the development of a competency-based syllabus based
around the scope and sequence of the whole course.
learn
• Carry out autonomous learning
Activities are signposted in the Student’s Book and • Build on and apply new
developed in the Teacher’s Book with an explanation knowledge
of how the specific competency and the skills it
advances are being developed in • Demonstrate previously acquired
the activity to help you implement understanding
and evaluate competencies • Put into practice rules and
effectively in the classroom. methods
collaborate / communicate
• Work with a friend or as part of a team
• Have an effective communication with a specific social
purpose
• Recreate real or almost-real situations
• Express points of view, opinions, or ideas
act
• Identify own circumstances in a wider context
• Develop societal understanding
• Identify solutions to community / global problems / situations
• Think about rights and respect
19
Time for Mindfulness
WHAT IS MINDFULNESS?
Mindfulness means being present at a particular moment, being aware of it, understanding
its purpose and not judging it in any way.
To further explore the meaning of mindfulness, we can say that it is the act of paying
attention to what you are doing in the moment, focused only on what is going to evolve in
this experience. For instance, if you are listening to children, that would be paying attention
to their voice, to the way they express themselves and trying not to worry about what
you will say after them. Just being present and interested in everything they say and do.
Mindfulness is not only the seated practice, but also how you live your life.
BENEFITS OF MINDFULNESS
The practice of mindfulness has been around for • improved focus and attention;
many years and has gained interest worldwide. • better relationships with classmates;
The practice changes the wiring and the makeup
• reduced symptoms of teacher burnout;
of our brain. Here are some benefits of mindfulness
for both teachers and children: • lower levels of stress;
• improved teaching effectiveness;
• increased ability to cope with bullying;
• more successful classroom management;
• greater resilience;
• improved relationships with children.
• enhanced academic achievement;
• reduction in aggression and problem behavior
in children;
MINDFULNESS IN CLASS
Worldwide, we have been dealing with increased respond, rather than react, to them. Mindfulness
levels of anxiety. Within educational systems, the gives a space between our emotions and our
application of mindfulness practices improves responses so that we can actually think first. It
children’s attention and focus, emotional helps us to be reflective and not reactive.
regulation, creativity, and problem-solving skills. Here are some tips on how to use mindfulness in
Bite-size mindfulness and short practices, when class:
done consistently, can be a powerful tool to help
our children live healthier and happier. They are • Start by paying attention to your breathing. We
suggest that you take 5 deep breaths before
easy to do, take very little time and cost nothing –
you start your class. That is a great beginning.
as we all know, breathing is free.
• Be present at everything you do and say in
We often tell children to pay attention, but have we
class.
taught them how to do it? Mindfulness exercises
are designed to train our brain so that we have • Try not to be judgmental towards yourself and
focus, attention, and emotional regulation. towards children.
Mindfulness is also about being able to feel • Be curious as to how your class unfolds.
emotions, like pain, fear, anger, frustration, and • Be there with your mind, heart, and soul.
20
Mindfulness Activities
Here are some suggested mindfulness activities inspired by the themes of Next Station 4. You can do them
with your class whenever you feel the need to help the children be more focused and centered.
Counting Numbers 1-100 Observing Animals

1 This practice can be done from Unit 1 onwards. 1 Bring pictures of animals to the class. You can use
It is a way of helping the children memorize the the ones in the book if you want.
numbers and settle down. 2 Tell the children that they will look at the picture of
2 Ask the children to sit properly in their chairs, with a an animal for 1 minute and observe its colors and
straight back, hands on their laps, feet on the floor, size. You will ask some questions but they should
and eyes closed. In this activity you are going to answer them silently, in their heads only.
ask them to count the numbers you assign them, 3 Have the children sit properly in their chairs, with a
for example, one day have them count from 10-20, straight back, hands on their laps, feet on the floor.
another day from 20-30, and so on. 4 You can use a buzzer to start and end the practice,
3 Ask the children to count the assigned numbers or you can say go and stop. Ask questions such as
aloud, breathing in and out between each number What is it? Is it big? What colors can you see? Is it
they say. beautiful?
4 Count aloud with them twice. The third time, tell the 5 Once the minute is finished, have them describe the
children to silently count in their head. animal aloud or write the descriptions down silently.
5 Continue this practice for 1 or 2 minutes or until you 6 This practice can be done from Unit 4 onwards.
think it is enough.
6 We suggest doing this practice at the beginning or
end of the class.
7 This practice is simple and fast and can be done
Smell It
1 Bring herbs, spices, perfume, and other scented
over many days until the children reach 100. After
items such as coffee, pepper, oregano, or cheese
Unit 4, lesson 5, you can also ask the children to
to the class.
count in ordinal numbers from first to fifth.
2 Show the children what you brought and teach
them the vocabulary if necessary.
3 Have the children sit properly in their chairs, with a
How Am I Feeling? straight back, hands on their laps, and feet on the
1 Ask the children to sit properly in their chairs, with a floor.
straight back, hands on their laps, feet on the floor, 4 Tell them that they will be blindfolded and they will
eyes closed. smell different kinds of scents.
2 Ask them to pay attention to what you are going to 5 Bring the scents close to their noses, so they
say. They should answer your questions silently in can smell each of them. Once they have all had
their minds. a chance to smell each scent, have the children
3 Say Breathe in and breathe out. How are you remove their blindfolds and try to say what they
feeling right now? Are you hungry? Are you thirsty? smelt, in the right order. They can use L1 if
Are you cold? Hot? Do you feel mean? Nice? Kind necessary.
right now? Just observe your mind. 6 This practice takes a little more time than usual, but
4 You can use any or all of the adjectives that they it’s fun and interesting.
learned in Unit 2. 7 This practice can be done from Unit 7 onwards.
5 Wait for about 20 seconds. Then say Breathe in
and breathe out and open your eyes.
6 The children open their eyes and share how they
feel.
7 This practice can be done at the beginning or end
of the class, from Unit 2 onwards.
21
.Digital Student's
Book and Workbook .
The back of the first cover of Next Station Student’s Book and Workbook has access codes
for the Digital Student’s Book (DSB) and the Digital Workbook (DWB). They are both page-faithful
to the corresponding print components with some additional interactive resources.
The DSB gives access to five culture

videos, each of them referring to two
countries visited in the units of the Student’s
Book. The videos present authentic images
from the countries highlighting some of
their cultural aspects as new language is
presented or learned language is revisited.
All the audio

tracks needed
for the activities
are embedded
in the DSB and
the DWB, so
that children can Each Vocabulary, Grammar, and Reading lesson
listen to them and of the DSB offers additional, controlled interactive
do the activities activities to consolidate language and reading skills.
autonomously.
22
.Teacher's
Presentation Kit.
The back of the first cover of Next Station Teacher’s Book has the access code to the Teacher’s Presentation
Kit (TPK). In the TPK, the teacher will find the Digital Student’s Book (DSB) and the Digital Workbook (DWB)
with all the same resources available to the children plus some additional features.
The DSB and the DWB in the TPK have all the
answers to the activities embedded, allowing the
teacher to use it as a tool for correction on an
interactive whiteboard.
The Learning Management System (LMS) In the Extra Resources Tab, the teacher will
allows the teacher to keep track of the children’s find the photocopiable templates needed
performance as they do the interactive activities for the activities from the Student’s Book
in the Digital Student’s Book. and also for some of the lesson and activity
extenders suggested in the teacher’s notes.
The Test Generator offers 10 different options

of activities per unit (3 vocabulary activities, 3
grammar activities, 2 reading activities, and
2 listening activities with audio tracks), for
the teacher to create the test that best fits
their classes’ needs. The activities can be
chosen by type and / or content and the test
is generated in a printable file.
23
. STUDENT'S BOOK
CONTENTS .
PAGES 4-5 Characters and Icons PAGES 6-7 World Map
vocabulary grammar features

twenty, thirty, forty, fifty, sixty, seventy, I have / She has ... Country: New Zealand
it eighty, ninety, one hundred She’s ... World Music Song:
un
She’s from ... Funny Clothes

sunhat, sweatshirt, school uniform, Phonics:
sunglasses, shorts, gloves, I always wear ... st, sk, ck
scarf, pajamas He usually wears ...
She sometimes wears ...
PAGES 8-17 I never wear ...
it
mean, rich, poor, clean, It’s ... Country: Venezuela
un
hungry, kind, dirty, thirsty It’s ... -(i)er than yesterday. World Music Song:
Your ... is ... Bigger and Better!
dangerous, comfortable, My ... is ... -(i)er than your ... Phonics:
beautiful, colorful, expensive, ure, ar, ear
delicious This ... is more ... than that one.
PAGES 18-27
PAGES 28-29 Progress Check Units 1 & 2 PAGES 30-31 Steam Challenge 1
it vocabulary grammar features

sharks, seahorses, whales, The ... is the ... -est. Country: Indonesia
un
crabs, dolphins, seals ... are the ... -est. World Music Song:
The Crunchy Lunch
eagle, lizard, parrot, orangutan, The ... is the most ... Song
scorpion, bear Phonics:
st, squ, sp
PAGES 32-41

English, math, science, art, Today I / you / we / they have ... / Country: Holland
it music, history, geography, PE he /she has ... World Music Song:
Yesterday / Last month I / you / The Yummy Breakfast
un
first, second, third, fourth, we / they had ... / he / she had ... Song
fifth, last Phonics:
Did you ...? j, ge, dge
Yes, I did. / No, I didn’t.
PAGES 42-51

lived, played, listened, talked, Now, I ... Country: South Korea
un
cooked, worked, washed, watched Two years ago, I ... -ed ... World Music Song:
The Yesterday Song
fridge, microwave, sink, washing Did you ... ? Phonics:
machine, bathtub, telephone Yes, I did. / No, I didn’t. pl, gl, fl, sl
PAGES 56-65 I didn’t ...
24
it got up, went, ate, drank, First, she ... Then, she ... Country: Tanzania
bought, did, read, Finally, she ... World Music Song:
un
went to sleep No More Money

Where did you go? Phonics:
bank, bookstore, restaurant, What did you do? aw, oor, ore
bakery, butcher’s shop, Did you ... ?
clothing store
PAGES 66-75

made, wrote, drew, wore, Last week, he ... Country: Colombia
un
sang, swam, rode, saw Last month, I ... World Music Song:
Last year, he ... Hot Drinks!
tea, coffee, hot chocolate, Phonics:
soda, juice, water Did you ... last week / month / wh
year / ten years ago / yesterday?
PAGES 80-89

chicken, yogurt, salad, There’s too much ... Country: Greece
it cheese, nuts, honey, There are too many ... World Music Song:
shish kebabs, mushrooms There is / isn’t enough ... Jam-packed Car!
un
There are / aren’t enough ... Phonics:

a cup of coffee, a can of soda, cr, tr, gr, pr
a bottle of water, a bag of rice, Is there enough / too much ... ?
a carton of juice, a jar of honey Are there enough / too many ... ?
PAGES 90-99
it
skateboard, juggle, When I was ..., I could ... Country: Russia
un
do a somersault, rollerblade, When I was ..., I couldn’t ... World Music Song:
do a split, ride a scooter, When You Were Small
do a handstand, do a cartwheel Could you ... when you were ... ? Phonics:
Yes, I could. / No, I couldn’t. hard c, soft c
fast, slowly, badly, well
PAGES 104-113

necklace, watch, glasses, Whose is it? Whose are they? Country: Japan
MP3 player, keys, camera, It’s / They’re mine / yours / his / World Music Song:
it wallet, cellphone hers / ours / theirs. Whose Is This?
un
Phonics:
Whose is this / that? silent t
It’s ...’s.
Whose are these / those?
They’re ...’s.
PAGES 114-123
PAGE 128
GRAMMAR GUIDE
25
it Lesson
un
OVERVIEW
Unit objectives: give personal descriptions and describe how often they do
things
Vocabulary: twenty, thirty, forty, fifty, sixty, seventy, eighty, ninety, one hundred,
sunhat, sweatshirt, school uniform, sunglasses, shorts, gloves, scarf, pajamas
Grammar: I have / She has ..., She’s ..., She’s from ..., I always wear ...,
He usually wears ..., She sometimes wears ..., I never wear ...
Phonics: sounds /st/, /sk/, /k/
Value: Cooperation – Solve problems
Cross-curricular focus: Physical education – Recognizing different sports
Country focus: New Zealand
Opener materials: World Map (Welcome to Next Station, pages 6 and 7);
Next Station passport
Short lesson option: b & c
. New Zealand.
New Zealand is a
beautiful country.
In New Zealand ther
e are lots of
mountains, lakes,
glaciers – and she
There are more she ep!
ep than people!
Welcome to Do you kn
ow where
New Zealand! What are
th
New Zeal
and is?
New Zeal e official language
and? s of
Are there
it
any shee
p in your
country?
un
Look at the pic

ture.
Can you nam
e three natura
IN features you
see in the
l
picture?
26
STUDENT’S BOOK
pages 8-9
culture connection c Visual literacy: Zoom In

Look at the picture. Can you name three natural
features you see in the picture?
• The picture shows a panoramic view of a green This feature develops visual literacy by encouraging
and humid area of New Zealand. the children to use their prior knowledge to interpret
• The native people in New Zealand are the Maori. the picture. Read out the question on the third sign. In
They speak English and Maori in New Zealand. pairs, the children discuss their answers. Invite some
pairs to share their ideas with the class.
• Rugby is one of the most important sports in
New Zealand. The national rugby team is known Answers: lake, trees, hills / mountains
as the All Blacks.
d Wrap up
Ask the children to get their passports from the
back of the book. Tell them a passport is a travel
a Warmer
Have the children look at the character pictures
document that identifies a person and allows them
to travel. Have them write their names and date
of birth on the first page of the passport and then
of Tina and Bouncer on page 4. Introduce the
characters. Ask the children what kind of animal draw themselves or stick in their photo. Explain they
Bouncer is (kangaroo). will need to present their passport every time they
“enter” or “leave” a unit. Have them write their “arrival
Point to New Zealand on the World Map. Ask the date” to Unit 1 on page 2.
children to guess the country. Confirm or tell them that
New Zealand is the first stop on their journey. Then,
have the children write the country’s name in the Picture activities for Unit 1
corresponding place on the World Map.
b Picture activity
Ask the children to look at the picture. Point to Tina
Have the children look at Tina again and describe
her personality and appearance from what they
and read aloud the speech bubble. Ask the children if have learned in this lesson, e.g. She is friendly.
they have ever visited an area like this. Lesson 6, after Activity 2
Read the information on the first sign. Read the Have the children draw a picture of themselves
questions on the second sign. Go back to the World dressed to explore New Zealand. Have them write
Map to give details of the location of New Zealand. a sentence about what they are wearing, e.g. I
Discuss the answers with the whole class. usually wear shorts and a sunhat on vacation.
Answers: south-western Pacific Ocean; English,
Maori, and New Zealand Sign Language; children’s
own answers
PASSPORT
27
page 1
STUDENT’S BOOK
it Lesson 1 page 10
un
Learning objective: learn and use numbers

New vocabulary: numbers 10 to 100
Vocabulary review: book, boy, chair, children, class, desk, girl
Grammar review: There are …s
Materials: number digital flashcards (Extra Resources Tab); a piece of paper for each child
Warmer
Display the number digital flashcards. Point to and
say the numbers for the children to repeat. Do this
3 Count and write. Then compare with
your friend.
several times, asking them to repeat the numbers in Ask the children How many shoes are there in our
different ways (singing, chanting, whispering, etc.). class? Encourage them to count and answer: There
TRACK 2 are (forty-four) shoes in our class. Point to the
1 Listen, point, and say.

Have the children look at the numbers. Play the
sentences. The children complete the sentences
individually and then compare their answers with
a friend. Invite children to the board to write the
audio track. Ask the children to listen and point to answers.
the numbers in their book. Play the track again. Answers: Children’s own answers.
Pause after each number for the children to repeat.
Say the numbers and ask the children to spell the
words. Competency development:
Collaborate and Communicate
Activity extender This activity allows the children to use the
Ask the children to write the numbers on a piece of numbers from the first two activities and put
paper at random. Then have them write the words them into practice in a real-life context.
for the numbers at random also. Have them draw They are extending their knowledge and
lines to match the numbers to the correct words making it relevant to their own circumstances.
without any of the lines touching each other. The children work individually to show what
they have learned and then compare their
answers with a friend, before reviewing the
answers as a whole class, encouraging
TRACK 3
collaboration.
2 Listen and say what’s next.

Explain that the children will hear three numbers and INTERACTIVE ACTIVITIES
that they have to say which number comes next. Ask the children to do the Vocabulary
Give an example with 20, 30, 40 (50). Play the audio interactive activity on page 10 of the
track. Pause for the children to call out the number Digital Student’s Book. Keep track of their
chorally. performance.
Audioscript: 1 10, 20, 30 2 30, 40, 50 3 50, 60, 70
4 70, 80, 90
Answers: 1 40 2 60 3 80 4 100
Wrap up
Ask the children to write a number that is important
for them (birthday, age, number of family members).
In pairs, the children guess what the number
represents. If time permits, talk about the numbers
with the whole class.
28 WORKBOOK EXTRA RESOURCES TAB

page 4 Digital flashcards for Unit 1
STUDENT’S BOOK
Lesson 2 page 11
Learning objectives: describe a person’s personality, nationality, appearance, and ability

New grammar: I’m / She’s (smart), I’m / She’s from (Australia), I have / She has (black hair), I / She can (run).
New vocabulary: explorer, friendly, kangaroo, smart, strong
Materials: slips of white paper; small bag (optional)
Warmer Competency development: Think

Ask the children personal questions, e.g. How old
This activity helps the children analyze
are you? What color hair do you have? Can you run?
statements with the verbs have and be,
Can you speak English? Help them to answer with
deducing which describes physical
full sentences.
appearance and which describes personality.
TRACK 4
Encourage the children to learn to process
1 Listen, read, and say.

Ask the children to describe the pictures. Play the
and analyze information for themselves
instead of just absorbing what you tell them.
audio track. Ask the children to listen and read. Play

the track again with pauses for the children to repeat
2 Look and write.
Read the first question and encourage the children
chorally. Ask questions to check understanding, e.g. to answer orally. Have the children work in pairs and
Who is Tina? (She’s an explorer.) Who is Bouncer? answer the other questions. Check answers orally.
(She’s a kangaroo.) What can Bouncer do? (She can
jump.) Answers: 1 No, she doesn’t. 2 No, she isn’t. 3 Yes,
she is. 4 Yes, she does.
Write the phrases from the grammar box on the
board. Play the track again and ask the children to You can now go back to the unit opener
point to the phrases in the speech bubbles as they (Teacher’s Book pages 26 and 27, Student’s
hear them. Ask them the difference between She has Book pages 8 and 9) and do the additional
and She’s and help them deduce that She’s is an picture activity for this lesson.
abbreviation for she is.
Discover Grammar lesson extender

Ask the children to read the story again and Have the children write an adjective from this lesson
underline a physical description of Tina and on a slip of paper. Collect all the papers in a bag.
circle a character description of Bouncer. Ask children to take a slip from the bag and describe
Then have them look at the sentences on one of their friends with the adjective on it using the
the right-hand side of the box and circle correct verb.
the appropriate words in blue. Review the
answers with the class. Write the sentences
on the board while they are working and invite
children to say which verb we use to describe INTERACTIVE ACTIVITIES
characteristics (have) and which to describe Ask the children to do the Grammar interactive
personality (be). activity on page 11 of the Digital Student’s
Book. Keep track of their performance.
Answers: I have long, black hair and brown
eyes; She’s smart, she’s friendly, and she’s
strong! I have brown eyes. I’m friendly. She
has black hair. She’s smart.
Wrap up
Ask the children to close their book. Read out
sentences from the story and ask the children to
remember who said them, Tina or Bouncer.
GRAMMAR
WORKBOOK GUIDE 29
page 5
page 129
STUDENT’S BOOK
it Lesson 3 page 12
un
Learning objective: recognize and practice sounds /st/, /sk/, /k/

New phonics sounds: /st/, /sk/, /k/
New vocabulary: ask, clock, dark, desk, fast, forest, house, lost, knock, past, skate, rock
Materials: soft ball; colored pencils
Warmer
Write the following word halves on the board: clo-ck,
da-rk, de-sk, for-est, sk-ate. In pairs, the children
3 Look back at the poem. Find one
more word for each column.
form the correct words. Read all the words chorally
Have the children look back at the words they
for the children to repeat. Exaggerate the final
circled in the poem and add one more word to each
sounds. In pairs, the children practice saying the
of the columns in Activity 2. Invite children to write the
words.
words on the board. In pairs, the children practice
TRACK 5
saying the words in the three columns. Check and
1 Listen to the poem.

Tell the children that they are going to listen to a
correct pronunciation as appropriate.
Answers: 1 knock 2 past 3 desk
poem. Write the letters st, sk, ck on the board. Play
the audio track. Have the children circle the letters
in the words. Repeat the circled words chorally with
the class, exaggerating the sounds. Correct any Here, the children demonstrate that they
errors in pronunciation. Play the track again. Pause can identify the sounds studied in the
after each line of the poem for the children to repeat lesson and extend their knowledge by
chorally. recognizing them in other words. Finding new
words with the same rules reinforces learning.
BLENDED TEACHING TIP

Use the Digital Student’s Book page to practice the
Lesson extender
poem with the children. Have the children stand up Ask the children to take out a red, a blue, and a
every time they hear one of the target sounds. This green colored pencil. Call out words from the lesson
will help aural, visual, and kinesthetic learners, all at and have the children hold up a colored pencil
the same time. according to the sound of the word, e.g. blue pencil
for desk. Repeat faster to make it fun!
TRACK 6
2 Listen and complete. Then cross (

out the word with a different sound.
) Wrap up
Throw a ball to a child and say one of the sounds
Have the children look at the gapped words. Play from this lesson. Ask the child to say a word with
the audio track. Pause after each word and ask the that sound and have them throw the ball to a friend.
children to complete the words in their book. Then Play several times.
have the children cross out the word that sounds
different in each column. Invite children to write a
word on the board and say it aloud.
Audioscript and answers: 1 lost, rock, clock
2 forest, fast, rock 3 skates, ghost, ask
30 WORKBOOK
page 6
STUDENT’S BOOK
Lesson 4 page 13
Learning objectives: practice reading skills and explore the value of cooperation
New vocabulary: count, help, scarf, sheep, team
Grammar review: simple present can, be
Warmer Competency development: Be

Tell the children that they are going to read a story
about sheep. With books closed, ask them to guess By taking part in this activity, the children
how many sheep they think there are. Encourage reflect on the value in the story and
them to use numbers 1 to 100. Write the children’s demonstrate their own self-awareness by
guesses on the board. evaluating if they cooperate with their friends
and family.
TRACK 7
1 Listen and read.

Ask the children to look at the pictures and predict
Lesson extender
Ask the children to close their book. Read out
why Jack’s dad wants the scarf (to save the sheep). sentences from the story, e.g. What for? We’re
Play the audio track and ask the children to read. a great team. Each time, have the children call
Ask How many sheep are there? (99) How many out Jack or Jack’s dad according to who said
sheep are missing? (one) Compare the number with the sentence. Invite different children to read out
the children’s guesses from the Warmer. sentences for the class to guess.
2 Read again and check (

value .
) the
INTERACTIVE ACTIVITIES
Read aloud the values and check understanding. Ask the children to do the Reading interactive
Ask the children to read the story again and decide activity on page 13 of the Digital Student’s
which value to check. Encourage the children to talk Book. Keep track of their performance.
about situations where they have worked as teams.
Answer: Team work solves problems.
Wrap up
Divide the class into groups of five and take roles
3 Do you cooperate well with others?

Read and write Yes or No.
from the story (the narrator, Jack, Dad, Tess, a
sheep). Have the children act out the story. Invite
groups to perform for the class.
Read out the question and statements and ask the
children to raise their hand for the statements that
are true for them. Allow them time to write Yes or No
for each statement. Ask the children to walk around
the classroom and find someone who marked the
same answers as they did. Ask pairs with the same
answers to share them with the class.
In pairs, the children tell each other about a situation
they have been in where they had to cooperate
to solve a problem. Have children share their
experience with the class.
WORKBOOK 31
page 7
STUDENT’S BOOK
it Lesson 5 page 14
un
Learning objective: learn names of clothing items and when to wear them
New vocabulary: gloves, pajamas, scarf, school uniform, shorts, sunglasses, sunhat,
sweatshirt
New grammar: I need …, You need …
Materials: colored pencils
Warmer Answers: 1 a sunhat 2 a scarf 3 pajamas

4 a school uniform 5 sunglasses
Write hot weather and cold weather in two large
circles on the board. In pairs, the children brainstorm
clothes words for each circle. Invite children to
write the words in the circles on the board. Ask the 3 Talk to a friend.
Say the sample dialogue aloud for the children to
children to copy the information into their notebook.
TRACK 8
repeat chorally. In pairs, one child says a sentence
about the weather and the other says which clothing
Have the children look at the pictures and name the
item they need. Encourage the children to say some
incorrect items for their friend to correct, as in the
sample dialogue.
clothes or accessories they have. Play the audio
track. Ask the children to listen and point. Play the Answers: Children’s own answers.
track again. Pause after each word for the children
to repeat chorally.
In this activity, the children are being
Activity extender encouraged to process the words and
Dictate shorts, scarf, sunhat, gloves, sunglasses, their meanings from the first activity. They
pajamas for the children to write in their notebook. are required to analyze the weather and which
Check spelling by asking volunteers to come to the clothes are suitable for it.
front and write the words on the board.
Lesson extender
TRACK 9
Have the children highlight sunglasses in Activity 1
2 Listen and say.

Say It’s hot and sunny. Do you need shorts or
with a colored pencil. Ask the children why this word
is special (because it doesn’t have a singular). Have
the children find two more special words like this
gloves? Write on the board I need … and encourage (pajamas, shorts).
the children to answer I need shorts. Play the audio
track. Pause after each question for the children to
answer chorally.
Audioscript: 1 Speaker: It’s hot and sunny. You’re INTERACTIVE ACTIVITIES
having a picnic at the beach. Do you need a scarf Ask the children to do the Vocabulary
or a sunhat? Child: I need a sunhat. 2 Speaker: It’s interactive activity on page 14 of the
cold and snowy. You’re playing in the park. Do you Digital Student’s Book. Keep track of their
need a scarf or shorts? Child: I need … performance.
3 Speaker: It’s 11 o’clock at night. You’re sleeping
in your bed. Do you need gloves or pajamas? Child:
I need … 4 Speaker: It’s 10 o’clock in the morning. Wrap up
You’re at school. Do you need a sunhat or a school Have the children draw three clothing items in their
uniform? Child: I need … 5 Speaker: It’s hot and notebook. In pairs, the children exchange notebooks
sunny. You’re relaxing in the sun. Do you need and write the words under the drawings.
sunglasses or a scarf? Child: I need …
32 WORKBOOK
page 8
STUDENT’S BOOK
Lesson 6 page 15
Learning objective: learn to talk about how often they wear items of clothing
New grammar: always, never, sometimes, usually
New vocabulary: funny, wear
Vocabulary review: days of the week
Materials: drawing paper; colored pencils
Warmer
Ask the children to look at the pictures in Activity Competency development: Learn
1 quickly and then close their book. In pairs, they In this activity, the children demonstrate
name as many as they can remember. their ability to use adverbs of frequency
TRACK 10
correctly by writing about their own habits.

You can now go back to the unit opener
(Teacher’s Book pages 26 and 27, Student’s
Have the children look at the chart. Write the Book pages 8 and 9) and do the additional
frequency words always, never, sometimes, and picture activity for this lesson.
usually on the board. Discuss their meanings. Play TRACK 11
the audio track and have the children refer to the
chart and listen. Play the track again and pause after
each sentence for the children to repeat sentences.
Review the meaning of the sentences.
3 Listen and complete. Then sing
Funny Clothes.
Have the children read through the song and guess
Discover Grammar the missing words. Play the audio track and allow
them time to complete the song. Play the track again
Have the children read the text in Activity 1 and have the children sing along.
again and circle the frequency words. Point
to Discover Grammar. Read the percentages Answers: always, usually, always, sometimes, never
aloud. Discuss which words they circled
go with 0% and 100% (never, always) and
possible percentages of the other words INTERACTIVE ACTIVITIES
(usually, sometimes). Ask the children to Ask the children to do the Grammar interactive
complete the activity. Draw the line on the activity on page 15 of the Digital Student’s
board and invite children to write the answers. Book. Keep track of their performance.
Answers: 0% never, 50% sometimes, 80%
usually, 100% always
Wrap up
Competency development: Think TRACK 11
In this activity, the children analyze the Play the audio track again and have the
meaning of adverbs of frequency by noting children listen. Divide the class into two groups
the frequency of days in the chart. This kind of and have each group sing a verse each with their
experiential learning helps the children to learn books closed.
new language.
2 Write about you.

Ask children to read the sentences aloud,
completing them with their own ideas. Then have
the children write their answers in their book.
GRAMMAR
WORKBOOK GUIDE 33
page 9
page 129
STUDENT’S BOOK
it Lesson 7 page 16
un
Learning objective: learn about rugby and physical education

New vocabulary: fern, leaf, kiwi, Maori, match, rugby, silver, sport
Vocabulary review: hat, shirt, shorts, socks
Warmer Stop and reflect

Point to the rugby team in the pictures and have the Reflect back on the unit with the children to review
children identify the color of the uniform. Ask them what they have learned about New Zealand. Pause
what color the uniform of the national soccer team in for ten seconds to allow them time to think. Ask
their country is. questions, e.g. What languages do they speak
in New Zealand? What food comes from New
1 Read about the national sport in New
Zealand.
Zealand? What are the similarities between New
Zealand and your country? Encourage the children
to use English, but if they use L1, that’s fine, too.
Ask the children to read the text in silence. Ask them
to say if they already knew any of this information. In
pairs, they discuss the answer to the question How
many players are there in a rugby team? (Fifteen.)
Lesson extender
Cross-curricular focus: Physical education
2 Find and write.

Read the questions aloud and make sure the
Explain that there are a lot of national parks,
countryside, and water in New Zealand, which is
why people do many types of sports there. Ask
children understand their meaning. Ask the children Which sports do people do in New Zealand? Name
to answer the questions individually and then different sports, e.g. swimming, cycling, tennis,
compare with a partner. Review the answers chorally hiking, rowing. In pairs, the children choose one
with the children. sport and describe it orally. Refer them to Activity 1
Answers: 1 They wear a rugby shirt, shorts, and long for ideas.
socks. 2 They perform a traditional Maori dance.
Think Twice INTERACTIVE ACTIVITIES

Ask the children to do the Reading interactive
1 What national symbol do you think the All activity on page 16 of the Digital Student’s
Blacks have on their shirt? Book. Keep track of their performance.
Read the question with the children. In pairs, the
children decide on the answer. Invite pairs to tell
the class their answer. Wrap up
2 Are there any special sports teams in your Ask What is your favorite sport? Why? Ask the
country? What do they wear? children to find others who chose the same sport
Read the second question with the children. In as they did and form a group. Encourage the
pairs, the children discuss special sports teams children in groups to share information with each
in their country. Encourage them to use English other about the sport and why it is their favorite.
as much as possible. Invite children to tell the Make sure all the children have at least one other
class their ideas, and write a list on the board. person to work with.
Answers: 1 A silver fern leaf. 2 Children’s own

answers.
34
STUDENT’S BOOK
Lesson 8 page 17
Learning objective: draw, write, and give a presentation on a national sport or hobby from their country
New vocabulary: hobby
Vocabulary review: sport
Materials: information from the Internet or magazines about sports or hobbies from their country; Presentation
File template 1 (Extra Resources Tab); tape; glue; crayons
Competency development: Act

The activities throughout this lesson
2 Practice.
Divide the children into small groups to practice
encourage the children to be aware of presenting their information about their sport or
hobbies and sports from their own hobby. Have the children read and practice using
country and appreciate their place in the phrases in their book. Monitor by checking
the wider world. Encourage them to think pronunciation and making sure everyone is using the
about sports and hobbies from their country words and structures correctly.
that stand out and to research information
about them. TRACK 12
Warmer 3 Present.
Play the audio track of the sample presentation and
Have the children name some sports or hobbies that have the children read. Invite children to come to the
are popular in their country. Write their ideas on the front and present their work to the class. Try to have
board. Stick any pictures you have brought on the as many children as possible present their work.
board and elicit the names for the sports. Ask Which If time is short, the children could present to each
sports / hobbies do you do? other in groups. Give them positive feedback on
their work.
TEMPLATE 1 1 Prepare.
BLENDED TEACHING TIP
Use the Digital Student’s Book. Invite the child
it (boy taking a tennis lesson). Distribute the
who is presenting to come to the front of the class
Presentation File template 1 to each child. Ask the
and use the pen tool or the text box to write their
children to choose a sport or hobby from where
answers under the questions on page 17.
they live that they would like to learn more about.
Ask them to draw or paste in pictures of it using
their own knowledge or materials, as well as the
information you have brought. Have them read the
questions and answer them about their sport or
Wrap up
Write on the board We like (sport or hobby)
hobby.
because … and ask individual children to call out
reasons for you to list.
Activity extender
Have a class vote to find the most popular sport
from Activity 1. Have a class discussion about that
sport, comparing notes from different children who
chose that same sport.
WORKBOOK EXTRA RESOURCES TAB 35

page 10 Presentation File template 1
it Lesson
un
OVERVIEW
Unit objective: learn to talk about animals
Vocabulary: mean, rich, poor, clean, hungry, kind, dirty, thirsty, dangerous,
comfortable, beautiful, colorful, expensive, delicious
Grammar: It’s ..., It’s ... -(i)er than yesterday. Your ... is ..., My ... is ... -(i)er than
your ... This ... is more ... than that one.
Phonics: sounds /ər/, /ɑr/, /ɪr/
Value: Diversity – Appreciate different styles
Cross-curricular focus: Natural science – Animals that live in groups
Country focus: Venezuela
Opener materials: World Map (Welcome to Next Station, pages 6 and 7); Next
Station passport; culture video for Units 1 and 2 (Extra Resources Tab)
. VENEZUELA.
This is Angel
Falls – a water
in Venezuela. fall
It is very high
is 979 meters – it
high!
Welcome to
Venezuela! What do
you know
cold or
hot coun about the clim
Do you try? ate of Ve
nezuela?
it
know an Is it a
Are ther y other pl
e any bi aces in
g waterfa Venezuel
lls in your a?
un
country?
Look at the pictur

e.
What color are the
IN Why do you thin
cliffs?
k they are
that color?
36
STUDENT’S BOOK
pages 18-19
Possible answers: The climate varies from hot and
culture connection humid to cold and dry; children’s own answers
• The picture shows Angel Falls, the highest

Look at the picture. What color are the cliffs?
waterfall in the world. The falls are in Venezuela Why do you think they are that color?
and they are named after the American pilot, This feature develops visual literacy by encouraging the
Jimmy Angel, who discovered them in 1935. children to use their prior knowledge to interpret the
• There is a large variety of animals in Venezuela, picture. Ask the children to read the questions on the
including anacondas, boas, piranhas, stingrays, last sign and discuss their answers in pairs. Review as
electric eels, and porcupines. a class.
Possible answer: The cliffs look yellow / orange
because of the sunlight / minerals in the rock.
CULTURE VIDEO
Student’s Book. You can also download this
d Wrap up
video from the Extra Resources Tab, as well as write their “arrival date” to Unit 2.
the teacher’s notes with guidelines to explore its
content and suggested activities to be done with Then ask them to get the “My House” sticker from
the children. the Map Stickers page and have them stick it on the
World Map next to the country they live in. Ask them if
Venezuela is close to their country and have them show
a Warmer
Have the children look at the picture of Bouncer.
the distance between the two countries on the map.
Ask the children what she is looking at (a waterfall). Picture activities for Unit 2
Explain that Bouncer is in Venezuela. Read aloud her
speech bubble. Use the World Map, pages 6 and 7, Lesson 1, after Activity 2
to help the children identify the continent of America Have the children look at the picture and say as
and then find Venezuela. Finally, have the children many adjectives as they can think of to describe
write the country’s name in the corresponding place the photograph. Write the adjectives on the board.
on the World Map. Ask them to write the adjectives in their notebook.
b Picture activity
Ask the children to look at the picture. Point to the text
Have the children look at the picture and say
which adjective from this lesson applies to this
on the first sign. Help the children to imagine how high place (clean). Write hot – cold, wet – dry on the
the falls are by mentioning other tall things they can board. In pairs, the children do the same. Then
compare them to. Read the questions on the second
they think of other adjectives to describe the
sign and discuss the answers with the children.
picture.
PASSPORT
STICKERS EXTRA RESOURCES TAB 37
STUDENT’S BOOK
it Lesson 1 page 20
un
Unit objective: use new vocabulary to describe people and things

New vocabulary: clean, dirty, hungry, kind, mean, poor, rich, thirsty
Grammar review: It’s …, He’s …, She’s …
Materials: large pieces of paper with letters of the alphabet written on them, with two os
and two ts; lesson’s adjectives digital flashcards (Extra Resources Tab)

Put the pieces of paper with the letters of the This activity requires the children to think
alphabet on the desk. Call out words from the first carefully about the adjectives in order to
activity. Invite children to find the letters and put them categorize them into opposites. This
in order on the board ledge. Have the rest of the class reinforces meaning.
check that the word is spelled correctly. Play several
times with different words from this lesson. You can now go back to the unit opener
TRACK 13
Book pages 18 and 19) and do the additional

Ask the children to look at the pictures and mime
picture activity for this lesson.
the meaning of the adjectives to make sure they

understand them. Play the audio track and have the
3 Play the Spelling Game.
Invite two children to the front of the class to
children listen and point to the corresponding picture
for each word. Play the track again with pauses for demonstrate how the game is played. One child
the children to repeat. spells a word from Activity 1 and the other says a
sentence with the word. In pairs, the children play
the game. Monitor and help if necessary.
Blended Teaching Tip Answers: Children’s own answers.
Display the Digital Student’s Book and hide the
adjectives with a pen tool. Have the children close
their book and call out the adjectives as you point to
each picture.
Competency development:
In this activity, the children reflect on the
vocabulary they were exposed to in Activity 1
2 Match the words. Then say with

a friend.
and put it into practice by spelling words and
using them in sentences. They are required
to work efficiently with a classmate and
Have one child read the adjectives on the left and learn through cooperation.
another read the adjectives on the right. In pairs, the
children match the opposite words in their book.
Invite some children to write the word pairs on the INTERACTIVE ACTIVITIES
board. Ask the children to do the Vocabulary
Answers: 1 hungry – thirsty 2 rich – poor interactive activity on page 20 of the
3 clean – dirty 4 kind – mean Digital Student’s Book. Keep track of their
performance.
Wrap up
Display the lesson’s adjectives digital flashcards.
Each time, encourage the children to pose like the
people in Activity 1. Repeat the adjectives faster and
faster to make it more fun!

STUDENT’S BOOK
Lesson 2 page 21
Learning objective: make comparisons

New grammar: cold / colder, high / higher, clean / cleaner, dirty / dirtier, sunny / sunnier, hot / hotter, big / bigger
New vocabulary: big, nice, sunny
Vocabulary review: clean, cold, dirty, hot, kind
Materials: clean cloth, dirty cloth, ice cold water, warm water (optional)

Take out the cloths and water or draw pictures on
The children take steps towards processing
the board to represent them. Ask Which cloth is
and interpreting information in this
cleaner? Which cloth is dirtier? Invite children to feel
activity, identifying the -er or -ier ending of
the water. Ask Which water is colder? Which water
comparative adjectives. They are deducing
is hotter?
information for themselves and making
TRACK 14
conclusions about the use and formation of

language.

audio track. Ask them to listen and read. Then divide
2 Ask and answer.
In pairs, the children read the questions and find the
the class into two groups: Bouncer and Tina. Play answers in Activity 1. Check answers orally.
the track again with pauses for the groups to repeat.
Ask Is Bouncer’s hat clean or dirty? (It’s dirty.) Is the Answers: 1 No, the water is colder than the ocean.
water hot or cold? (Cold.) 2 It’s hotter than yesterday. 3 Yes, it is. 4 Yes, it is.
Read the sentences from the grammar box aloud. You can now go back to the unit opener
Ask the children to stand up when they hear an (Teacher’s Book pages 36 and 37, Student’s
adjective. Ask them to say what the difference Book pages 18 and 19) and do the additional
is between dirty and dirtier. Help them deduce picture activity for this lesson.
that the second one is a comparative adjective.
Ask them to underline all the comparative adjectives
in the dialogue. Review the words they underlined.
Discuss the differences in spelling and review the
lesson extender
rules for forming short comparative adjectives (one Write the following words on the board: hungry,
syllable words ending in vowel + consonant double thirsty, fat, thin. In pairs, the children write them in
the consonant before adding -er, words ending in -y comparative sentences. Check the sentences and
remove the y and add -ier). the spelling of the comparative adjectives (hungrier,
thirstier, fatter, thinner) are correct. Invite children to
read their sentences for the class.
Discover Grammar
Have the children look at the adjectives in the
box. In pairs, they add the appropriate ending
to the second adjective in each case to make
a comparative adjective. Check answers with Ask the children to do the Grammar interactive
the class. activity on page 21 of the Digital Student’s
Answers: colder, hotter, dirtier, kinder, bigger,
nicer
Wrap up
Ask the children to close their book. Ask them to
write as many adjectives as they can remember from
Lessons 1 and 2. Review the lists, inviting children
to write adjectives on the board. The child who
remembers the most words wins.
GRAMMAR
WORKBOOK
page 12
GUIDE
39
page 129
STUDENT’S BOOK
it Lesson 3 page 22
un
Learning objective: recognize and practice sounds /ər /, /ɑr /, and / ɪr /

New phonics sounds: /ər /, /ɑr /, / ɪr /
New vocabulary: adventure, car, ear, far, furniture, hurt, jar, picture, tear, year
Materials: colored pencils
Warmer
Do a dictation with the adjectives from Lesson 2 and
their comparative forms. Have the children write in
3 Look at the clues and complete the
words with ear, ure, or ar.
pairs. Then ask the children to exchange notebooks
with another pair and correct any mistakes. Ask the children to look at the picture clues and
Encourage them to refer back to their book to complete the words. Review their answers on
correct. the board.
TRACK 15 Answers: jar, furniture, year
1 Listen to the tongue twisters. Then

say. Competency development: Learn
Have the children look at the pictures and say what In this activity, the children put into practice
they can see. Play the audio track. Ask the children the sounds and spelling they were exposed to
to listen and follow the tongue twisters in their book. in Activities 1 and 2 to form new words.
Play the track again and pause after each tongue
twister for the children to repeat.
lesson extender
Write the following words in mixed order on
Blended Teaching Tip the board: near, hear, far, bar, future, culture. In
Use the Digital Student’s Book to practice the pairs, the children write the rhyming pairs in their
tongue twisters with the children. Use the pointer to notebook. Match the word pairs on the board for
dictate the speed and get quicker and quicker. This them to check the answers.
will help them to concentrate on sounds and improve
pronunciation.
Wrap up
TRACK 16 Ask the children to take out a red, a blue, and a
green colored pencil. Have them look at the color of
) the sounds in Activity 1. Then say the lesson words
and have the children hold up the correct colored
pencil. Repeat the words faster and faster each time
Play the audio track, pausing after each word for the
to make it fun.
children to write the missing letters. Ask the children
to cross out the word that sounds different in each
column. In pairs, the children compare answers.
Check answers on the board. Invite children to say
the different words.
Answers: tear, ear, car; adventure, car, picture; far,
tear, car
40 WORKBOOK
page 13
STUDENT’S BOOK
Lesson 4 page 23
Learning objectives: practice reading skills and explore the value of diversity
New vocabulary: adventure, bad, beautiful, cow, flower, paint, picture
Vocabulary review: car, ear, far
Materials: sheets of paper; crayons

Ask the children to look at the pictures on the page
By taking part in this activity, the children
and describe what they can see. Ask them to make
reflect on the value in the story and relate it
predictions about the story. Write their ideas on the
to their appreciation of different styles in
board. Check them after Activity 1.
their daily lives.
TRACK 17
1 Listen and read.

Play the audio track. Have the children listen and
lesson extender
Give each child a piece of paper and have them
read. Point out that the teacher’s painting is very draw a picture with a landscape and animals similar
simple in comparison to the children’s and that’s why to the story. Encourage them to draw different things
they look surprised. Play the track again and pause and write a simple sentence about their drawing
after each word ending in ure, ear, or ar for children at the bottom. Display their work around the
to call out the word. Ask them to say which painting classroom.
they like.
2 Read the story again and check (
the value .
)
Write the word style on the board. Discuss the Book. Keep track of their performance.
meaning with the children. Read aloud the two
values and check understanding. Ask the children to
read the story again and check the value in the story.
Point out that all the paintings in the story are of Wrap up
cows, but that they are all different styles. Ask the Read aloud sentences from the story. Have the
children which painting they like best, and why. Have children describe the scene they come from in as
a class discussion about why diversity is important much detail as possible without looking at their
and why it is good to have different styles. book.
Answer: Appreciate different styles.
3 What do you appreciate? Read and

check ( ).
Read aloud the question and the options and
make sure the children understand. Ask the children
to check the things they do. In pairs, the children
compare their answers. Invite children to share their
answers with the class and talk about the styles they
like.
WORKBOOK 41
page 14
STUDENT’S BOOK
it Lesson 5 page 24
un
Learning objective: learn and use long adjectives

New vocabulary: beautiful, colorful, comfortable, dangerous, delicious, expensive
Vocabulary review: bed, boat, cake, car, dress, shark
Materials: dictionaries; adjectives digital flashcards from Lesson 1 (Extra Resources Tab)
Warmer and decide which is the appropriate

Write + and – signs on the board for the children adjective to use in each case. They
to copy into their notebook. Display the digital demonstrate their understanding of the
flashcards and read aloud the adjectives from meaning of the words from Activity 1.
Lesson 1. In pairs, the children decide if the
adjectives are positive or negative and write them
under the correct column (positive: rich, clean, kind;
negative: poor, hungry, thirsty, dirty, mean). Review
3 Compare your answers with a friend.
In pairs, the children compare their answers and
the answers on the board. discuss the pictures: The shark is dangerous. Walk
TRACK 18 around and listen to the children’s ideas.

Ask the children to look at the words and pictures Competency development:
and check they understand. Mime the meanings Collaborate and Communicate
if necessary. Ask the children if the words have a By taking part in this activity, the children are
positive or a negative meaning. Play the audio track. required to listen to others and to share
Ask the children to listen and point to the pictures. their work with them.
Play the track again. Pause after each word for them
to repeat.
lesson extender
Activity extender Write the words from Activity 1 on the board with
lines where the vowels go, e.g. d_nger_ _s for
Ask the class to try to form sentences using the words dangerous. Have the children complete the missing
in Activity 1. Ask children to give you a sentence. You vowels with books closed. Then have them check
write it on the board. At the end, ask the children to their answers against the book.
copy the sentences into their notebook.
2 Choose an adjective from Activity 1
to describe the pictures.
Ask the children to do the Vocabulary
interactive activity on page 24 of the
Ask the children to look at the pictures and Digital Student’s Book. Keep track of their
name the objects. In pairs, the children complete the performance.
sentences with the correct adjectives from
Activity 1. Check answers orally. Accept any different
but appropriate answers. Wrap up
Divide the class into small groups. Distribute
Answers: 1 expensive 2 beautiful 3 dangerous dictionaries and have the children search for other
4 comfortable 5 delicious 6 colorful long adjectives to write in their notebook, e.g.
exciting, interesting, fascinating. Then have them
Competency development: Think write two sentences using two different adjectives.
Check their sentences as they work. Invite children
By taking part in this activity, the children are to read their sentences to the class.
encouraged to use their prior knowledge

STUDENT’S BOOK
Lesson 6 page 25
Learning objective: learn the comparative form of long adjectives

New grammar: more (expensive) than …
Vocabulary review: adjectives from Lessons 1 and 5, better, bike, cake, hat
Materials: two pencils (old and new)
Warmer TRACK 20
Write boat on the board. Have children describe

a boat with adjectives from this unit, e.g. colorful,
beautiful. Write them on the board.
2 Listen and circle the -er, -ier, and
more adjectives. Then sing Bigger
and Better!
TRACK 19
Pre-teach better. Hold up a used pencil and a new
Have the children describe the pictures. Play the
pencil and say: This pencil is good, but this one is
better. Have children give further examples with their
things. Play the audio track. Have the children listen
audio track. Ask the children to listen and read. and circle the comparatives. Check the answers. Play
Play the track again. Pause after each sentence and the track again and have the children sing along.
ask the children to repeat chorally.
Answers: newer, cleaner, bigger, better, more
Have the children read the sentence from the delicious, older, dirtier, bigger, better, more delicious
grammar box. Ask them to identify the comparative
form of the long adjective. Ask them to deduce when
we use it. Play the track again for them to underline
the comparative adjectives. 3 Compare and say using adjectives
from the box.
Discover Grammar Have children read the adjectives in the box. In pairs,
they compare the pairs of items using the adjectives.
Read aloud the words in the left-hand Ask children to say sentences aloud.
column. Read them with the class and clap
on the syllables. Have the children count and Answers: Children’s own answers.
write the syllables. Review the answers.
In pairs, the children read the sentences and
circle True or False. Review the answers as a
class. In this activity, the children reflect on the
information from Activities 1 and 2 and
Answers: expensive – 3; big – 1; sunny – 2; relate it to other objects to compare them
comfortable – 4; special – 2; True, False, True in a similar fashion.
Competency development: Think INTERACTIVE ACTIVITIES

In this activity, the children analyze the Ask the children to do the Grammar interactive
formation of comparative adjectives. They activity on page 25 of the Digital Student’s
deduce the information for themselves, Book. Keep track of their performance.
taking into account what they have been
learning in this unit.
Wrap up
TRACK 20
Have the children sing the song again, first

with the audio track and then without. Discuss
which version sounded better.
GRAMMAR
WORKBOOK GUIDE 43
page 16 page 129
STUDENT’S BOOK
it Lesson 7 page 26
un
Learning objective: learn about capybaras and animals that live in groups
New vocabulary: capybara, guinea pig, heavy
Vocabulary review: big, pet, wild, swim, eat

Write capybara on the board. Have the children Reflect back on the unit with the children to
open their book and point to the capybara. Ask review what they have learned about Venezuela.
them if it is similar to a dog, a bear, or hamster. (It’s Pause for ten seconds to allow them time to
similar to a hamster because it belongs to the rodent think. Ask questions, e.g. Where is Venezuela?
family.) Ask the children to look at the photos of the (South America.) What language do they speak in
capybaras and describe them. Venezuela? (Spanish.) How is Venezuela different
from your country? Encourage the children to use
1 Read about capybaras from
Venezuela.
English, but if they use L1, that’s fine, too.
Ask the children to read the text. Ask Do capybaras

live in the wild or are they pets? (in the wild ) Have Lesson extender
the children read the It’s a fact! question. Ask them Cross-curricular focus: Natural science
to share and discuss their ideas. Have children refer Ask What is special about capybaras? (They are
to their weight in order to make comparisons. social animals and usually live in groups.) Ask the
children to name other animals that live in groups
2 Find and write.
Divide the class into groups of three and assign one
and write a list on the board, e.g. elephants,
dolphins, whales, lions, etc. Then have them think
of animals that live on their own, e.g. tigers, moose,
category to each group. Ask the children to find
Komodo dragon. Have the children discuss some
the information and write it in the chart or in their
advantages and disadvantages of animals that live in
notebook. Put together groups with children from
groups and those that live alone.
each of the three categories to share and write each
other’s information. Check the information orally.
Answers: where they live: near rivers; abilities:
excellent swimmers; habits: live in groups, eat
at night; eat grass and plants. INTERACTIVE ACTIVITIES
Think Twice Book. Keep track of their performance.
1 Do you think capybaras are good pets for
children? Why? Why not?
Read the question with the children. In pairs, the Wrap up
children compare their ideas. Invite children to Say true and false sentences about the text. Have
share their answers with the class. the children put their thumbs up if they are true and
2 Do people have any unusual animals as thumbs down if they are false. Encourage them to
pets in your country? correct the false sentences.
Read the second question with the children.
In pairs, the children discuss their ideas.
Encourage them to use English as much as
possible. Invite children to tell the class about
unusual pets, and write a list on the board.
44
STUDENT’S BOOK
Lesson 8 page 27
Learning objective: draw, write, and give a presentation about wild animals from their country
Vocabulary review: animal, big, color, eat, like, live, small
Materials: books, magazines, and Internet information about wild animals from their country;
Presentation File template 2 (Extra Resources Tab); crayons
TRACK 21

The activities throughout this lesson 3 Present.
Play the audio track and ask the children to listen
encourage the children to be aware of
wild animals in their country. Encourage and follow the sample presentation about the spider
them to think about their habitat and special monkeys. Then invite children to the front to give
characteristics and to find out as much as their presentations.
they can about them.
Wrap up
Warmer Write the names of the animals mentioned
In pairs, the children brainstorm wild animals from throughout the class in scrambled letters on the
their country. Write their ideas on the board. board. In pairs, the children unscramble the words.
The first pair to unscramble them all correctly wins.
Distribute the Presentation File template 2 and
books and printouts about wild animals. Ask the
children to choose an animal. Have them draw and
label a picture of it. Have them read and answer the
questions about the animal they chose. Help them
to find the information in the research material if
necessary.
Activity extender
Have a class vote to find the most popular animal
from Activity 1. Have a class discussion about that
animal, comparing notes from different children who
chose that animal.
2 Practice.
presenting their information about their animal. Have
the children read and practice using the phrases
in their book. Monitor, checking pronunciation,
and making sure everyone is using the words and
structures correctly.

un
it
STUDENT’S BOOK
page 28
. progress check.
Learning objective: review grammar and vocabulary from Unit 1
Vocabulary review: always, never, sometimes, usually, clothing items
Grammar review: She is / has / can …
Materials: Next Station passport
Warmer Blended Teaching Tip

Draw a chart on the board. Across the top write
the four frequency adverbs and down the left draw After the children have completed Activities 1 and 2
four items of clothing. Check the columns randomly. in their book, display the Digital Student’s Book. Elicit
In pairs, the children make sentences about the their answers for both activities and mark the correct
clothing using the correct frequency adverb. answers on the board using the text box tool. This is
a good way to check answers as a class.
1 Look and read. Then choose the

correct option and complete Wrap up
the information. Have the children look at the pictures on page 16 of
the Student’s Book one more time. Then have them
Ask the children to describe what they can see in the
look at the Map Stickers page at the back of the book
poster. Ask them to choose the correct options from
for the sticker that features one of the pictures on
below to complete the sentences. Invite children to
page 16. Ask them to stick it on the World Map next
write the answers on the board. Have the children
to the name of the country (New Zealand).
write in their score.
Ask the children to open their passports to page 3 and
Answers: 1 is 2 She’s 3 is 4 hair 5 brown 6 friendly
complete the self-assessment chart. Tell them to circle
the icons that make each statement from the chart be
Activity extender true for them. The “check” icon means the statement
is definitely true; the “question mark” means the
For further practice, ask the children to write two
statement is partially true; and the “cross” icon means
descriptive sentences about themselves similar to
the statement isn’t true for them. Invite the children to
those in Activity 1.
share their answers with the class. Elicit what they can
do to make all the statements be true for them.
After that, have the children write the “departure date”
2 Look at the chart and write

sentences.
from Unit 1 on page 2. Ask the class what they have
enjoyed the most in Unit 1. Then, ask them to look for
the sticker with the name of the country they have just
Ask the children to look at the clothes in the chart. visited on the Passport Stickers page and “stamp” it
Point to the jeans and read the example aloud. Ask in the corresponding place on page 2 of the passport.
the children to write sentences for the other clothing
If there is time, do a favorite activity or play a favorite
items with always, sometimes, usually, and never.
game again (access the “Games Ideas” in the Extra
Check answers orally. Have the children write in their
Resources Tab).
score for the activity and then their total score.
Answers: 1 He always wears jeans. 2 He sometimes
wears shoes. 3 He usually wears a sweatshirt. 4 He
never wears a skirt. 5 He sometimes wears a hat.
6 He always wears pajamas.
PASSPORT
STICKERS
page 18 page 2 Games Ideas
un it
STUDENT’S BOOK
page 29
. progress check.
Vocabulary review: beautiful, clean, colorful, dangerous, delicious, dirty, expensive, kind,
mean, poor, rich
Grammar review: comparatives with -er, -ier, more ... than
Warmer Wrap up
Ask the children to stand in four lines. Whisper a Have the children look at the pictures on page 26 of
comparative sentence from this unit to the child the Student’s Book one more time. Then have them
at the front of each line. Have them whisper the look at the Map Stickers page at the back of the
sentence to the next child. Continue until the last book for the sticker that features one of the pictures
child in the line says the sentence aloud. The first on page 26. Ask them to stick it on the World Map
team to say the sentence correctly wins. Have the next to the name of the country (Venezuela).
child at the front of the line go to the back. Play the
game several times. Ask the children to open their passports to page
5 and complete the self-assessment chart. Tell
them to circle the icons that make each statement
1 Complete the chart.

Ask the children to look at the chart and write the
from the chart be true for them. The “check”
icon means the statement is definitely true; the
“question mark” means the statement is partially
comparative adjectives. Review the answers by true; and the “cross” icon means the statement
inviting children to write them on the board. Ask isn’t true for them. Invite the children to share their
the children to mark their answers and write in their answers with the class. Elicit what they can do to
score. make all the statements be true for them.
Answers: longer, hotter, hungrier, more comfortable, After that, have the children write the “departure
bigger, dirtier date” from Unit 2 on page 4. Ask the class what they
have enjoyed the most in Unit 2. Then, ask them to
look for the sticker with the name of the country they
2 Look and complete the sentences
with words from the box.
have just visited on the Passport Stickers page and
“stamp” it in the corresponding place on page 4 of
the passport.
Ask the children to look at the picture and complete
the sentences using the comparative form of the If there is time, do a favorite activity or play a favorite
adjectives in the box. Write the answers on the game again (access the “Games Ideas” in the Extra
board for the children to check. Have them write in Resources Tab).
their score for the activity and then their total score
in their book.
Answers: 1 dirtier 2 bigger 3 longer
4 more expensive 5 smaller
PASSPORT
WORKBOOK STICKERS EXTRA RESOURCES TAB 47
CHALLENGE 1
OVERVIEW
Objectives: reflect on the diversity of places, explore how light rays travel, discover the main
characteristics of a pinhole camera, work as a team to build a homemade camera
Consolidate language from Units 1 and 2: I have (a camera)., He’s / She’s from New
Zealand., This is beautiful / colorful., I sometimes (take pictures)., Look at the waterfall., The
shorter or longer side.
New language: camera obscura, backwards, upside down, lid, Take photographs., Carefully
poke a hole.
Project materials: clean round chips container, tracing paper, tape, tinfoil, plastic lid, pushpin
Countries: New Zealand and Venezuela
Short project option: steps 1-3 and Super Star Challenge
New Zealand Venezuela

. Turn the World
Upside Down.
CHALLENGE 1
Team name 2
1
Build your camera obscura. Follow these steps.
Why do people take photos?
The South Island’s

mountains are a great
1 Get materials.
Draw a line 5 cm from the Ask an adult to poke a hole
Angel Falls, the world’s
metal end. Ask an adult to cut in center of the metal
destination for photos. the container in two pieces. end with a pushpin. tallest waterfall.
It is 979 meters high.
3 4
clean round tracing paper

chips container
Put the tracing paper

Put the two pieces
and the plastic lid on the
back together.
tape tinfoil open end of the shorter
piece of container.
5 6
Sky Tower, high in the
sky over Auckland. Auyán Tepui is a
2,450 meter high
plastic lid pushpin Tape again. mountain between Brazil
and Venezuela.
Tape the pieces together. Cover with tinfoil
two times.
Camera design over time.
Look around through the tube
3 with one eye on a sunny day.
Super Star
What is the image you see in your
The 20th century camera like? Why do you think this
Challenge
Rolleiflex camera.
happens?
Draw a picture upside-down
There are more and backwards.
sheep than people Capybaras live in groups
in New Zealand! and are very social.
TeamWORK
The 19th century The 21st century
30 Daguerreotype camera. smartphone camera. 31
48
culture connection
• Photographs allow us to see places in the world • All angles of Auckland City can be seen from
we haven’t been to and can show us different the Sky Tower, the tallest building in New
animals, landscapes, and landmarks around the Zealand. People who visit the building can stand
world. on one of three public circular observation and
see for over 50 miles on a clear day.
• Mount Cook, the highest mountain in New
Zealand, is a tourist destination and a good • In Venezuela, there are lots of things to
place for people to have their wedding photos photograph. People can take pictures of the big
taken. flat-topped mountains, known as tepuis, or the
biggest rodent in the world, the capybaras.
• New Zealand is also famous for sheep. There
are a lot of them there. Indeed, there are more • Another great place to get beautiful photos in
sheep in New Zealand than people. Sheep Venezuela is Angel Falls, the world’s tallest
are not native to the island, though. They were uninterrupted waterfall. Located in the Canaima
first introduced in 1773 by the British explorer National Park, a UNESCO World Heritage site,
Captain James Cook. Nowadays, sheep are an Angel Falls, with its height of 979 meters, is one
important part of the economy and culture in of Venezuela’s top tourist attractions.
New Zealand.
Content Insight
Science: Camera Obscura • The camera obscura gives us evidence that light
• Camera obscura, also known as pinhole camera, travels in straight lines. As the objects projected
is one of the earliest form of “photography.” This are bigger than the pinhole, when the light from
optical device was created by artists in 17th century, the top of an object goes through the hole, it
and used as an aid for realistic drawing. The image continues down in a straight path.
was projected onto a piece of paper so they could • The camera obscura evolved to become the
trace over the projection. cameras we use today. Modern cameras use
• Instead of using a lens, the ancestor of the lenses to focus light from an object and form an
photographic camera consisted of a box with image, playing the same role as the tiny hole of a
a single tiny hole, known as pinhole. When the pinhole camera.
light passed through this opening, a scene was
reproduced upside-down on an opposite surface.
Glossary
Camera: A machine used to take pictures.
Lens: A piece of glass that is curved on one or both sides.
49
Ask the children to open their book to pages 30 and
Fun Facts 31 and look at the pictures in the vertical columns.
As they observe the images, introduce them to
• The first partially successful photograph some facts and destinations in the side columns
of a camera was made in approximately providing, if possible, additional digital and print
1816 by Nicéphore Niépce. resources to develop a greater understanding of
each country.
• The use of photographic film was
pioneered by an American named Invite the children to share what they know about
George Eastman. photography with their team. Then ask them Why
• The first color photograph was taken in do people take photos? (Possible answer: people
1861 by British Scottish physicist James take photos to register a moment or place, to keep
Maxwell. a memory, to share a moment or a place with family
and friends.) Do you like to take photographs? What
• The Guinness World Record for the
is the name of the machine that takes photographs?
largest collection of cameras is 4,500.
Discuss the purpose of photos with the children,
what they are used for, their pros and cons, and their
role in people’s lives.
Troubleshooting Read the information about cameras at the bottom
Take utmost care in using the utility knife in the of the page 30 while the children follow in their
presence of the children. If sufficient materials are book. Explore it with the class, giving the children
not available for individual kits, provide enough for a simple explanation about the history of cameras,
the teams to share. With supervision, the children more specifically the camera obscura. Use L1, if
should be able to use the pushpin to create their necessary. Tell the children that in today’s challenge
own hole in the plastic lid. they are going to work together as a team so that
each child builds a camera obscura using recycled
chips containers and other materials.
Preparation Use the board to give the children a visual checklist.
Prepare the kits and space with safety precautions Write the following steps on it and draw a simple
in mind. Provide a clean round chips container and a symbol / icon to represent each one of them, e.g. a
plastic lid for each child. The other materials can be hand or a star.
shared among the teams. The groups will also need • Team name
a ruler to measure and draw a line all the way around
• Team handshake with three steps (They create
the can. Have a utility knife to cut along the line and
a handshake for their team with three steps to
help the children divide the tube into two pieces.
engage the group and develop their connection.)
• Read the book and make a plan!
from New Zealand and Venezuela, to play as the
children work. • Build a camera obscura
• Super Star Challenge
Warmer • Clean up
Have the class sit in their teams. Ask the children, Then the children follow the steps in the book.
in L1, What are the two countries you have learned
about in the previous units? (New Zealand and
Venezuela) Can you think of things these two
1 Get materials.
Tell the children that, once they have decided on
countries have in common? Solicit answers. Then their team name and handshake, they should send a
tell them that both countries have unique tourist member of their team up to get a kit. Remind them
attractions, natural beauty and unique wildlife. Solicit to listen to each other. Say that this challenge is a
ideas for what the wildlife might be. puzzle with many pieces and wish them good luck.
50
2 Build your camera obscura. Follow these
steps.
Teamwork Self-Reflection
Ask How well did your team help, listen and respect
The children are supposed to create their own camera each other? Tell them to color one star for not well
obscura following the six pictured steps. First, they and five stars for great. If they express frustrations,
draw a line around the can, about 5 cm up from the help them realize what they could do differently next
bottom. Be ready to help them to cut the container in time. Then have them repeat their handshake to say
two pieces and poke a hole in center of the metal end goodbye.
with a pushpin. Then, they apply the tracing paper to
the open end of the shorter piece of container and Wrap up
put the plastic lid onto it. Next, they place the longer Encourage the children to share the drawings they
piece back on top and tape all the pieces together. made in Super Star Challenge on a desk or table.
It’s important for them to check that the plastic lid and Have them use their cameras to look at each other’s
tracing paper are in the middle of the tube. Finally, the pictures and check if they can get them straight
children cover the can with tinfoil twice to block out any again. Encourage them to consolidate language by
light from entering the can and tape it again. saying, e.g. This is beautiful.
Walk around the classroom, supporting teams as
needed. Encourage them to help each other. As
they work, ask them some questions, e.g. How can
you help each other? Does the lid go on the longer
or shorter piece of the can? Do you like to take
Expansion projects
pictures?
3 Look around through the tube with one eye

a Variation
Materials: a matchbox or a shoebox, blankets, the
on a sunny day. materials used in the main challenge
Once everyone is ready, invite the children to go to a Ask the children to create different types of pinhole
sunny area or use bright lamps to test the cameras. cameras. Encourage them to explore what happens
They need to have one eye closed and hold the tube when they change the size of the hole, the amount of
next to the opened eye. light or darkness when using their camera. Give them
Ask the children What is the image you see in your a blanket to put over their heads and the camera to
camera like? Why do you think this happens? (It is help them make it as dark as possible.
upside-down. This happens because the light from
the object being viewed travels through the hole in a
straight line.) Refer the children to the image at the
b 1, 2, 3 and Selfie!
Materials: cameras or tablets, paper, glue, markers
bottom of page 31 to demonstrate why the image is
Invite the children to take selfies of themselves with
inverted. Encourage the children to share what they
their classmates in places they appreciate in their
have noticed.
school. Print the photos and create a travel poster
in English labeling where they were and whom they
Super Star Challenge were with. Share the poster with the greater school
Tell the children that, as they could see, a camera community.
obscura takes an image and flips it upside-down
and backwards. Say Now it’s your turn to challenge
your brain to do the same. Pick an object or
flashcard and draw it upside-down and backwards.
It is not as easy as it sounds. Allow them to take
time to enjoy the humor in the whole process. Ask
them to save their drawings.
51
it Lesson
un
OVERVIEW
Unit objective: talk about beaches and wildlife
Vocabulary: sharks, seahorses, whales, crabs, dolphins, seals, eagle, lizard,
parrot, orangutan, scorpion, bear
Grammar: The ... is the ... -est. ... are the ... -est. The ... is the most ...
Phonics: sounds /st/, /skw/, /sp/
Value: Respect – Don’t disturb wildlife
Cross-curricular focus: Biology – Carnivores and herbivores
Country focus: Indonesia
Station passport
. Indonesia.
There are many

kinds of fish in
the ocean around
Hi! I’m in Indonesia. Look
the islands of
at some of them!
Indonesia. Look
at all the fish.
How man
y islands
What othe are there
r kinds of in Indone
What se sea anim sia?
a animal als live in
it
IN
interestin
g? Why?
do you th
ink is the
oceans?
most
un
Look at the pic

ture.
Do you think
IN a hot or cold
Indonesia has
climate? Why?
52
STUDENT’S BOOK
pages 32-33

Look at the picture. Do you think Indonesia has a
hot or cold climate? Why?
• The picture shows fish in the Ocean around the This feature develops visual literacy by encouraging
islands of Indonesia. Indonesia has the world’s the children to use their prior knowledge to interpret
second highest level of biodiversity after Brazil. the picture. Tell the children to look at the picture again
There are also many reptiles in Indonesia, and ask them to describe the underwater scene, e.g.
including the Komodo dragon. It’s beautiful. The fish are colorful. In pairs, the children
read the questions on the third sign and discuss their
• Indonesia is the biggest chain of islands in the
answers. Encourage them to think about how the kinds
world. It has more than 17,000 islands, around
of sea animals in Indonesia may be related to climate.
6,000 of which are inhabited.
Invite pairs to share their answers with the class.
• The official language in Indonesia is Indonesian and
Possible answer: Indonesia has a hot climate
there is a variation of it spoken on every island.
because it has colorful tropical fish.
a Warmer d Wrap up
Have the children look at the picture of Tina and
write their “arrival date” to Unit 3.
identify what animal she is looking at (fish). Read aloud
the speech bubble. Explain that Tina is in Indonesia.
Use the World Map, pages 6 and 7, to help the children
identify the continent of Asia and then find Indonesia.
Point out that it is made up of lots of islands. Have the
children write the country’s name in the corresponding Have the children look at the picture. In pairs, they
place on the World Map. ask each other what there is in the picture: What is
this? It’s coral / water. What are these? They’re fish.
b Picture activity
Ask the children to look at the picture again. Read the
Have the children look at the picture and say
text on the first sign with the class and make sure they sentences in the superlative about what they can
understand. Read the questions on the second sign see: This fish is the biggest. This fish looks the
and discuss the answers with the children. meanest.
Answers: Over 17,000; whales, turtles, octopus, etc.; Lesson 7, after Activity 2
children’s own answers Ask the children to look at the unit opener picture
and say what is nice about living in Indonesia.
Ask: Why would you like to live there? What would
you like to see in the ocean? What would you eat?
PASSPORT
53
page 6
STUDENT’S BOOK
it Lesson 1 page 34
un
Unit objective: learn to talk about ocean animals

New vocabulary: crabs, dolphins, seahorses, seals, sharks, whales
Review grammar: This is a …, How many …s are there?
Materials: lesson’s animals digital flashcards (Extra Resources Tab)
Warmer You can now go back to the unit opener

Write ocean on the board. In pairs, the children think Book pages 32 and 33) and do the additional
of as many ocean animals as they can. Write their picture activity for this lesson.
answers on the board, pre-teaching new vocabulary.
TRACK 22

3 Count. Then ask and answer.
Invite two children to read the sample dialogue
Have the children look at the picture and say which aloud. In pairs, the children take turns asking and
animals they recognize. Ask them if they have seen answering about the animals in Activity 1.
any of these animals in real life. Play the audio track.
Ask the children to listen and point to the correct Answers: four dolphins, two whales, five seals, ten
pictures. Play the track again. Pause after each animal seahorses, three sharks, five crabs
and have the children repeat.
TRACK 23
2 Listen and answer.
Ask the children questions about the animals in
In this activity, the children work together to
Activity 1: Which is bigger, the seal or the shark? ask and answer questions about the animals
(The shark.) Explain they will hear comparisons and in the picture, consolidating the new
they have to choose the correct animal. Play the vocabulary and practicing numbers.
audio track. Have them write down the answers. In
pairs, the children compare answers. Review the
answers with the class. INTERACTIVE ACTIVITIES
Audioscript: 1 Which is bigger? The whale or Ask the children to do the Vocabulary
the seal? 2 Which is smaller? The seahorse or interactive activity on page 34 of the
the shark? 3 Which is stronger? The crab or the Digital Student’s Book. Keep track of their
dolphin? 4 Which is more athletic? The seal or the performance.
crab? 5 Which is more colorful? The seahorse or the
whale? 6 Which is more dangerous? The shark or
the dolphin? Wrap up
Answers: 1 the whale 2 the seahorse 3 the dolphin Display the digital flashcards and have the children
4 the seal 5 the seahorse 6 the shark write the animal words from this lesson in alphabetical
order in their notebook. Check the answers orally.
(See New vocabulary for order.)
Activity extender
Write some adjectives on the board. Have the
children compare two animals using a different
adjective in their notebook, e.g. Whales are longer
than dolphins. Invite some children to share their
ideas with the class.

STUDENT’S BOOK
Lesson 2 page 35
Learning objective: make superlative sentences about animals

New grammar: hungry / hungrier / the hungriest, big / bigger / the biggest
Vocabulary review: adjectives
Warmer 2 Look at Activity 1. Choose and write.

Say the following adjectives and have the children
Read the incomplete sentences aloud. Point to the
express their meaning through mime: big, small,
superlatives in the box. Ask the children to complete
hungry, mean. Make sure they understand them
the sentences. Check answers orally.
clearly. Then name animals from Lesson 1 and have
the children call out the adjective they think best Answers: 1 biggest 2 smallest 3 meanest
suits that animal. 4 hungriest
TRACK 24

Ask where Tina and Bouncer are (swimming in the
3 Which animal is … ? Say with a
friend.
ocean). Play the audio track. Have the children listen Have the children read the questions. Have them
and read. Play the track again with pauses and have answer the questions with their own ideas, then in
the children repeat. pairs, discuss and listen to each other’s answers.
Monitor and help if necessary.
Write the sentences from the grammar box on the
board. Read them aloud. Tell the children that this is Answers: Children’s own answers.
the superlative.
Discover Grammar Competency development: Learn

Here, the children practice what they have
Read the questions aloud and ask the children
learned about the superlative. They are
to find and underline the relevant sentences
assessing and extending their current
in the dialogue in Activity 1. Encourage the
knowledge.
children to describe the difference between
the two forms (the comparative compares You can now go back to the unit opener
qualities between two things and the superlative (Teacher’s Book pages 52 and 53, Student’s
is the maximum comparison of something Book pages 32 and 33) and do the additional
with everything else). Ask them to highlight the picture activity for this lesson.
comparative and superlatives in the dialogue.
Answers: 1 The shark is bigger than the
seahorse. 2 The whale is the biggest. INTERACTIVE ACTIVITIES
Ask the children to do the Grammar interactive
activities on page 35 of the Digital Student’s
Competency development: Think Book. Keep track of their performance.
The children are processing and
interpreting information in this activity,
deducing the difference in meaning Wrap up
and formation between the comparison Write scrambled sentences on the board with
and superlative. They are exploring and comparatives and superlatives from this lesson.
realizing information for themselves. The children unscramble the sentences in their
notebook. Review the sentences with the class.
GRAMMAR
WORKBOOK GUIDE 55
page 21 page 130
STUDENT’S BOOK
it Lesson 3 page 36
un
Learning objective: recognize and practice sounds

New phonics sounds: /st/, /skw/, /sp/
New vocabulary: special, spin, sport, square, squid, squirt, stand, starfish, still
Warmer
Write words from the New vocabulary list in halves Competency development: Learn
on the board. Have the children match the halves This activity allows the children to write and
and write the words in their notebook. Check internalize the new sounds they have learned
answers on the board. Discuss their meaning. and practice spelling. They work on their own
TRACK 25 to show that they have understood and can
manipulate the information in the lesson.
what they can see. Play the audio track. Ask the
lesson extender
Write these sentences on the board: The squid
children to listen and follow in their book. Play the
squirts, squeezes, and squashes. The starfish starts
track again. Pause after each line of the poem for
work at the stadium. In pairs, the children practice
the children to repeat chorally.
saying the tongue twisters as fast as they can. Have
TRACK 26 them copy the tongue twisters in their notebook and
2 Listen and write.

Point to the letter combinations at the top of the
circle the sp, squ, and st letter combinations.
page and explain that the children are going to

complete the words. Play the audio track. Ask the
Wrap up
Write six words from the New vocabulary list on the
children to listen to the words and write the missing board. Read them aloud. Ask the children to close
letters. Pause after each word and allow them time their eyes. Erase one word. Have the children open
to write the answers. Invite children to write the their eyes and say which word is missing. Repeat
answers on the board. several times with different words.
Audioscript and answers: 1 square 2 special
3 sport 4 stand 5 starfish 6 squid

Point to the boxes and read the letter combinations.
Ask the children to complete the boxes with words
from the poem. Copy the boxes onto the
board. Invite children to write the words.
Answers: sp: spins, special, sport; squ: square,
squid, squirts; st: stands, still, starfish
56 WORKBOOK
page 22
STUDENT’S BOOK
Lesson 4 page 37
Learning objectives: practice reading skills and explore the value of respecting wildlife
Vocabulary review: animal, bathroom, beach, ocean, pet, square, squid, starfish
Grammar review: There’s a …, They’re …
Materials: sheets of paper or modeling clay (optional)
Warmer 3 Do you respect wildlife? Think and

Write pets on the board. Have the children share answer Yes or No.
what pets they have at home and which pets they
would like to have. Write some of their ideas on Read the question and the statements aloud. Ask
the board. the children to think and write Yes or No.
In pairs, the children compare their answers to see
TRACK 27
if they have any in common. Invite children to share
1 Listen and read.

Have the children look at the picture and circle
their answers with the class. Encourage them to say
other things they can do to respect wildlife.
the animals that they think are pets without saying Answers: Children’s own answers.
their answer. Play the audio track. Ask the children
to listen and read. Play the track again. Ask the
children which animals they circled. Ask which Competency development: Be
animal is the pet in the story (the cat). By taking part in this activity, the children
reflect on the value in the story and relate
to the concept of respect for wildlife. They
Activity extender also think about the consequences their
Distribute sheets of paper or modeling clay. Have behavior can have on animals.
the children draw or make a modeling clay starfish
and squid. Read the story again. Have the children
hold up the corresponding drawing or model as they lesson extender
hear it mentioned in the story. Have the children decide as a class which they
think are the two most important actions that can
help with the care of the wildlife in their country. Use

the value .
)
English if possible, but allow L1.
Write respect on the board. Explain that if

someone is respectful they take care of people
and animals. Read aloud the two values and check
understanding. Ask the children to read the story Ask the children to do the Reading interactive
again and check the value in the story. Read the activity on page 37 of the Digital Student’s
value as a class. Book. Keep track of their performance.
Then ask the children Why is it important to respect

wildlife? Discuss that some people have pets that
should be in the wild (turtles, snakes, etc.) Ask What
Wrap up
Write morning, lunchtime, evening on the board. Say
can we do to protect animals? Allow the children to
phrases from the story. Ask children to repeat the
use L1 to share their ideas.
phrases and say when the actions happened.
Answer: Don’t disturb wildlife.
WORKBOOK 57
page 23
STUDENT’S BOOK
it Lesson 5 page 38
un
Learning objective: learn vocabulary for more wild animals

New vocabulary: bear, eagle, lizard, orangutan, parrot, scorpion
Vocabulary review: adjectives from Unit 2
Grammar review: comparatives
Materials: lesson’s animals digital flashcards (Extra Resources Tab)
Warmer Competency development:

Play “What animal am I?”. Display the digital
flashcards, mime an animal from the lesson, and Collaborate and Communicate
encourage the children to guess what it is. Invite In this activity, the children use effective
children to mime their favorite animal for the class communication in order to play the game.
to guess. Remind them to listen to their partner carefully
TRACK 26
and to take turns speaking and listening.

Have the children look at the pictures. Have them
Lesson extender
call out the words they already know. Explain the Have the children draw simple sketches of the
meaning of new words. animals from this unit and label them in their
Play the audio track. Pause after each animal. The notebook. Walk around and monitor their work.
children listen and point. Play the track again for the Make sure they spell the words correctly.
children to repeat.
2 Circle True or False. Then correct the

false sentences.
Have the children look at the pictures in Activity 1 interactive activities on page 38 of the
again. Have them read the sentences and circle True Digital Student’s Book. Keep track of their
or False. In pairs, the children check their answers performance.
and correct the false sentences. Review the answers
with the class.
Answers: 1 False. The parrot is more colorful than
Wrap up
the eagle. 2 True 3 True 4 True Name animals from this unit. In pairs, the children
take turns writing the word with their finger on each
other’s back and saying the letters at the same time.
Competency development: Think The child who is not writing on the other’s back and
saying the letters should call out the name of the
In this activity, the children use their prior animal that was written / spelled by the other child.
knowledge and the visual information Encourage the children to correct each other.
in the pictures to make comparisons and
answer the questions correctly.
3 Play a guessing game.

In pairs, the children play the guessing game. Ask
them to take turns saying descriptions of the animals
in this lesson for the other child to guess. If there is
enough time, have the children include descriptions
of the animals from Lesson 1, too.

STUDENT’S BOOK
Lesson 6 page 39
Learning objective: describe and compare animals

New grammar: the most beautiful, the most dangerous
Vocabulary review: adjectives from Unit 2, animals from Lessons 1 and 5 in Unit 3
Materials: colored pencil
Warmer
Play a game. Tell the class you will think of the name
2 Compare and say.
Point to the animals in the box. In pairs, the children
of an animal and say the first letter aloud for them take turns saying superlative sentences about the
to guess which animal you are thinking of, e.g. I’m animals using the most dangerous, beautiful, and
thinking of an animal whose name begins with an colorful. Invite some children to say their sentences
“s” (scorpion). The first child to guess continues the for the class.
game with a different animal.
TRACK 29 Answers: Children’s own answers.

TRACK 30

3 Listen and circle the -est adjectives
and the most adjectives. Then sing
the track again. Pause at appropriate points and The Crunchy Lunch Song.
Ask the children to take out a blue pencil and a yellow
Have the children read the sentences from the pencil. Play the audio track. Have the children listen
grammar box chorally. Ask them if the sentences and circle the short superlatives blue and the long
use the comparative or the superlative form of the ones yellow. Check their answers. Play the track
adjective. Ask them to underline the superlatives in again. Have the children sing along and hold up the
the text. yellow or blue pencil for the different superlatives.
Answers: blue: biggest, meanest; yellow: most
Discover Grammar dangerous, most delicious, most disgusting
Point to and read the sentences aloud. Ask
the children to circle True or False about
the formation of the superlative. Review the INTERACTIVE ACTIVITIES
answers with the class. Ask the children to do the Grammar interactive
Answers: True, False, True Book. Keep track of their performance.
Competency development: Think Wrap up

In this activity, the children analyze the TRACK 30
formation of the superlative for both long
and short adjectives. They are using critical Have the children sing the song again, first
thinking skills to realize information for with the audio track and then without. Discuss
themselves. which version sounded better.
GRAMMAR
WORKBOOK GUIDE 59
page 25 page 130
STUDENT’S BOOK
it Lesson 7 page 40
un
Learning objectives: learn about the Komodo dragon and research carnivores and herbivores
New vocabulary: cannibal, carnivore, cool, fictional, herbivore
Vocabulary review: adjectives from Unit 2
Materials: pictures of carnivores (lions, tigers, polar bears) and herbivores (deer, sheep, cows)
(optional); drawing paper; crayons; tape
Warmer Answers: 1 The hottest part of the day as the

Draw a dragon on the board. Have the children say Komodo dragon is asleep. 2 Children’s own
what it is. Ask Do dragons exist? Encourage children answers.
to say any dragon story or movie they like or know.
1 Read about the biggest lizards in the

world. Stop and reflect
Reflect back on the unit with the children to review
Have the children look at the pictures and describe
what they have learned about Indonesia. Pause for
what they can see (Komodo dragons and fish in
ten seconds to allow them time to think. Ask Where
Indonesia). Ask the children to read the text and find
is Indonesia? What is special about Indonesia? How
out why the Komodo dragon is the most dangerous
would you feel if you saw a Komodo dragon? How
lizard. (It eats other animals.) Have the children read
can people respect wildlife in Indonesia? Encourage
the It’s a fact! text.
the children to use English, but if they use L1, that’s
2 Find and write.

Have the children read the questions. Have them
fine, too.
write the answers in their notebook and compare Lesson extender

with a partner. Check by inviting children to read out Cross-curricular focus: Biology
their answers. Put the pictures of the animals you brought on the
Answers: 1 They eat chickens, goats, cows, deer, board, or write words for animals if you don’t have
and other Komodo dragons. 2 It means an animal any pictures. Write two headings on the board:
that eats other animals of the same species. Carnivore and Herbivore. Explain the difference
(meat-eating and plant-eating animals). In pairs, the
You can now go back to the unit opener children categorize the different animals and add any
(Teacher’s Book pages 52 and 53, Student’s of their own. Check answers on the board.

1 What is the safest part of the day to swim
on the island of Komodo?
children compare their ideas. Invite children to
share their answers with the class.
Wrap up
2 Is it safe to swim in the ocean in your Distribute drawing paper. Ask the children to draw a
country? Komodo dragon and color it. Then ask them to write
Read the second question with the children. three adjectives to describe it. Display the pictures
In pairs, the children discuss their ideas. on the classroom wall.
possible. Invite children to tell the class their
ideas, and write a list on the board.
60
STUDENT’S BOOK
Lesson 8 page 41
Learning objective: draw, write, and give a presentation about a beach

Materials: magazines, books, and Internet printouts with pictures and information about beaches around the
world; Presentation File template 3 (Extra Resources Tab); tape and marker pen (optional)
Competency development: Act 2 Practice.

encourage the children to be aware of presenting their information about their beach. Have
beaches around the world and how the children read and practice using the phrases
they are similar or different to each other. in their book. Monitor, checking pronunciation
Encourage them to find out as much detailed and making sure everyone is using the words and
information about the beach they choose as structures correctly.
they can. TRACK 31
Warmer 3 Present.
Play the sample presentation on the audio track for
Ask the children to close their eyes and imagine they
are on the beach. Ask them to imagine the sights the children to follow in their book. Invite children
and smells. Have the children open their eyes and to come to the front and present their work to the
share some of their experiences. class. Try to have as many children as possible
present their work.
Distribute the Presentation File template 3 and the
Open the Digital Student’s Book and have the
magazines, books, and printouts about beaches. children use the page as part of their presentation.
Ask the children to name the beaches they are One member of the group can use the text box tool
interested in. Invite them to look through the to fill in their answers to the questions in Activity 1.
research material. Ask them to choose one beach.
Have them draw or paste in and label a picture of
it. Have them read the questions and answer them
about the beach they chose. Help them to find the
Wrap up
answers if they don’t know what they are. Write this tongue twister on the board: She sells
seashells on the seashore. The shells she sells are
proper seashells I’m sure. Have the children repeat
Activity extender several times, faster and faster each time.
Put up the pictures of the beaches around the
classroom. Number the pictures with a marker pen.
Write the names of the beaches on the board. In
pairs, the children walk around the classroom and
decide what the names of the beaches are. They
write the numbers of the pictures in their notebook
and write the correct names. Check the names
are correct. Ask the children to say which of the
beaches they would most like to visit and why.

it Lesson
un
OVERVIEW
Unit objective: learn to talk about the present and the past
Vocabulary: English, math, science, art, music, history, geography, PE, first,
second, third, fourth, fifth, last
Grammar: Today I / you / we / they have ... / he / she has ..., Yesterday / Last
month I / you / we / they had ... / he / she had ..., Did you ...? Yes, I did. / No, I
didn’t.
Phonics: sound /dʒ/
Value: Responsibility – Be prepared
Cross-curricular focus: Economy and commerce – Popular products and
stores
Country focus: Holland
. holland.
Welcome to
Holland! Holland is a sma
ll country
in Europe. It’s fam
ous for its
beautiful, colorful
tulips and its
windmills.
Lots of pe
ople ride
it
Why? bicycles in
Ho lland.
un
Look at the pictur

e.
What are windm
ills for?
What do they do
with so many
IN flowers?
What flowers gro
w in your country
?
62
STUDENT’S BOOK
pages 42-43
Possible answers: Holland is a flat country; there
are lots of cycle lanes; bicycles are better for the
culture connection environment than cars.
• The picture shows a Dutch field with the

Look at the picture. What are windmills for?
country’s national symbols: a windmill and
What do they do with so many flowers? What
tulips. Windmills in Holland were mainly used to
flowers grow in your country?
pump water in the past.
• The official name of the country is The This feature develops visual literacy by encouraging the
Netherlands, but it is often referred to as children to use their prior knowledge to interpret
Holland. The capital city is Amsterdam. the picture. Tell the children to look at the picture
again and describe the countryside. Read out the
• Many people ride bicycles in Holland. The
questions on the third sign. In pairs, the children
country is very flat and has a large and safe
discuss their answers. Invite pairs to share their
network of cycle lanes.
answer with the class.
Possible answers: Windmills pump water; they sell
the flowers; children’s own answers.
CULTURE VIDEO
Student’s Book. You can also download this video
d Wrap up
from the Extra Resources Tab, as well as the teacher’s Have the children open their passports to page 8 and
notes with guidelines to explore its content and write their “arrival date” to Unit 4.
suggested activities to be done with the children.
a Warmer
them to say what subjects people need to study
aloud her speech bubble. Use the World Map, pages
6 and 7, to help the children identify the continent of to look after plants and nature.
Europe and then find Holland. Finally, have the children Lesson 2, after Activity 2
write the country’s name in the corresponding place on Ask the children to imagine they visited Holland
the World Map. the day before. Have them draw and color a tulip.
They walk around with their tulip and say I had a
b Picture activity
(color) tulip.
it. Read aloud the text on the first sign and make Ask the children to imagine they had breakfast in
sure they understand. Then read the question on the the field yesterday. In pairs, they ask and answer:
second sign. If necessary, ask the children if they can
Did you have breakfast in Holland yesterday? Yes, I
see any hills or mountains. Discuss the answer with
the class. did. I had bread and cheese.
PASSPORT
EXTRA RESOURCES TAB 63
STUDENT’S BOOK
it Lesson 1 page 44
un
Learning objective: learn vocabulary for school subjects

New vocabulary: art, English, geography, history, math, music, PE, science
Vocabulary review: days of the week
Grammar review: We have science on Tuesday.
Warmer Competency development: Learn

Review and recite the days of the week chorally
This activity allows the children to put into
with the children. Ask Which are the two days of the
practice the information about school
weekend? What is the first day of the week? Which
subjects that they learned from the beginning
day do you have English?
of the lesson. They relate it to their own
TRACK 32
timetable and write sentences about it. They

Ask the children to say the days of the week again
work autonomously to show that they
have understood the information in the
lesson.
chorally. Have them look at the school schedule.
Play the audio track. Ask the children to listen and You can now go back to the unit opener
point to the pictures that represent the school (Teacher’s Book pages 62 and 63, Student’s
subjects. Play the track again and have the children Book pages 42 and 43) and do the additional
repeat. picture activity for this lesson.
Activity extender Blended Teaching Tip

In small groups, the children take turns saying
the pictures that represent the names of the
true or false sentences about their own schedule.
school subjects. Visual literacy supports classroom
Encourage them to refer to the sentences in Activity
practice; it allows access to a huge range of visuals
1 for help. The rest of the group says True or False
and helps the children build on their previous
each time.
knowledge, encouraging more participation.
2 Write sentences in your notebook.

Ask the children When do you have English?
Pause for ten seconds to allow the children time to interactive activities on page 44 of the
think. Have the children write sentences about their Digital Student’s Book. Keep track of their
schedule in their notebook. Invite children to read performance.
their sentences to the class.
Wrap up
Divide the class into two teams. Invite one child from
each team to the board. Name a school subject for
them to draw on the board. Make sure they don’t
write any words or letters. The first team to name the
subject wins a point. Play several times with different
subjects. The team with the most points wins.
64 WORKBOOK
page 27
STUDENT’S BOOK
Lesson 2 page 45
Learning objective: learn to talk about the past

New grammar: I / You / We / They have / had …, He / She has / had
Vocabulary review: days of the week, school subjects
Materials: two soft balls
Warmer Answers: 1 She had history yesterday. 2 She has

PE today. 3 She had geography yesterday. 4 She
Go around the class and ask children What subjects has science today. 5 She had math yesterday.
do you have on Monday / Tuesday / Wednesday? 6 She has English today. 7 She had art yesterday.
Encourage the children to answer, e.g. We have 8 She has music today.
science and history on Monday.
TRACK 33
This activity helps the children to put into
practice the new grammar in a context that
audio track. Ask the children to read and listen. Play is familiar to them.
the track again for the children to repeat. Ask Why
does Bouncer have a lot of books? (She has a lot of You can now go back to the unit opener
subjects today.) Why is Tina wearing sports clothes? (Teacher’s Book pages 62 and 63, Student’s
(She has PE today.) Book pages 42 and 43) and do the additional
Read aloud the sentences from the grammar box.
Ask the children to stand up if the sentence is in the
present and sit down if it is in the past.
3 Talk to a friend.
In pairs, the children take turns naming a subject
Discover Grammar and saying when they had it at school last week.
Read the sentence aloud. Ask the children Answers: Children’s own answers.
to circle the word we use to talk about the
past (had). Ask them to circle the word in
the dialogue. Ask Which other words in the
sentences lets us know the action occurred in
the past? (yesterday / last Friday). Collaborate and Communicate
In this activity, the children work in pairs,
Answer: had
encouraging effective communication to
practice the target language.
This activity helps the children to examine
the use of the simple past as well as the INTERACTIVE ACTIVITIES
formation of an irregular verb (have / had). Ask the children to do the Grammar interactive
2 Look at Tina’s schedule and write.
Ask the children to look at the schedule
for Wednesday and Thursday. Explain that
Wrap up
Wednesday is “yesterday” and Thursday is “today”. Throw two balls to different children. Have one name
Ask the children to read the examples and write six a school subject. Have the other make a sentence
more sentences in pairs. with had. Repeat with different children.
GRAMMAR
WORKBOOK GUIDE 65
page 28 page 130
STUDENT’S BOOK
it Lesson 3 page 46
un
Learning objective: recognize and practice sound /dʒ/

New phonics sound: /dʒ/
New vocabulary: age, bridge, edge, jacket, jeans, juice, jungle, page, stage
Vocabulary review: hot, look, stand, water, wear

Ask the children to look at the chants in Activity 1.
Ask them to remember what a noun is (object, Use the Digital Student’s Book for the children to
person, place) and have them circle the nouns in work in small groups to find the words for the chart.
the chants. Review the words they have circled. Then invite a member from each group to take it in
Encourage them to look at the pictures in Activity 1 turns to come up and use the text box tool to fill in
and discuss the meaning of the words. the chart. This will allow the children to discover new
words in a relaxed and fun manner.
TRACK 34
1 Listen to the chants and say.

Write j, ge, and dge on the board. Have the
children point to words in the book with these 3 Look and write more words
beginning with j.
letter combinations. Play the audio track. Ask
them to listen to the pronunciation of the letters Point to the pictures and have the children write
as they listen. Explain that the three different letter the other words from this lesson that begin with j.
combinations all have the same sound. Play the Check the answers. Ask the children to spell the
track again. Pause after each line for the children to words.
repeat.
Answers: 1 jeans 2 jungle

Point to the words in the box and read them aloud
Here, the children put into practice what
for the children to repeat. Ask the children to write they have learned by writing more words with
the words in the correct boxes. Check the answers the target sound.
on the board.
Answers: j: jungle, juice, jacket, jeans; ge: page,
age, stage; dge: edge, bridge, hedge
Wrap up
board. Invite children to come to the board to write
Competency development: Think one of the words correctly, then say it.
In this activity, the children develop their

the words. They are encouraged to process
information for themselves, thus making
the learning process more efficient.
66 WORKBOOK
page 29
STUDENT’S BOOK
Lesson 4 page 47

Point to the story in Activity 1. Have children call
out the words that have j, ge, and dge. Write them By taking part in this activity, the children
on the board and have children say what they mean. reflect on the value in the story and relate
Allow use of L1 if necessary. it to their own behavior and how this has
consequences both for themselves and
TRACK 35
for the people who surround them.
1 Listen and read.

Have the children look at the pictures in the story
and describe what they can see. Play the audio
Lesson extender
Write the following phrases on the board: at school,
track. Ask the children to listen and read. Play the
at breakfast, the next day, after school, at lunch, at
track again. Have the children read along. Ask the
home. In pairs, the children discuss which pictures
children which of these things have happened to
they refer to. Review answers with the class.
them.

the value .
)

forgets to do in the story. Ask How does she solve Ask the children to do the Reading interactive
her problem? (She makes a checklist.) Read aloud activity on page 47 of the Digital Student’s
the two values and check understanding. Have the Book. Keep track of their performance.
children read the story again and check the value
in the story. Have a class discussion about why it is
important to be prepared. Wrap up
Have the children imagine they are going on a picnic
Answer: Be prepared. at the beach. Have them write a list of things they
need to prepare. Help with vocabulary as necessary,
3 Are you prepared and organized?

Yes / No.
and invite children to share their list with the class.
Read and check ( ) the things you

prepare for school.
Read the question and ask the children to circle
the answer for themselves. Then have them check
the options in the list that they prepare for school.
Invite children to share their answers with the class.
In small groups, have the children discuss how
organized they are and what they can do to be
better prepared.
WORKBOOK 67
page 30
STUDENT’S BOOK
it Lesson 5 page 48
un
Learning objective: learn ordinal numbers

New vocabulary: first, second, third, fourth, fifth, last
Vocabulary review: bread, cereal, cheese, milk, rice, strawberries
Materials: soft ball
Warmer
Write all the letters of the alphabet twice on the Competency development: Think
board. Say one of the food words from Activity 1 In this activity, the children have to analyze
and invite a child to circle the letters in the word the position of different people and then
on the board. Ask the rest of the class to check that categorize them using ordinal numbers. This
the word is spelled correctly. Play the game several activity encourages critical and thoughtful
times with different children and different words from thinking, reinforcing the use of language at
Activity 1. the same time.
TRACK 36

Ask the children to look at the picture. Ask what the
Lesson extender
Ask the children to close their book. In pairs, the
children say the order of the foods in Activity 1.
picture is showing (the class’s favorite food). Play the
Allow them to check quickly in their book if they
audio track. Ask the children to listen and point. Play
forget. Walk around the classroom and see who can
the track again. Pause for the children to repeat the
remember the information.
words.
2 Look at Activity 1 and say.

Ask the children to look at the picture in Activity 1.
Name the cardinal numbers and have the children
say the corresponding ordinal number. Read aloud Ask the children to do the Vocabulary
the speech bubble. Then ask the children to order interactive activity on page 48 of the
the food items according to their position starting Digital Student’s Book. Keep track of their
with first and ending with last. Have volunteers come performance.
to the front and say the sentences from first to last.
In pairs, the children repeat the sentences.
Answers: Strawberries are first. Rice is second.
Wrap up
Ask the children to stand in a circle. Throw the ball
Cereal is third. Bread is fourth. Cheese is fifth. to a child and say a cardinal number: one. The child
Milk is last. says the ordinal number: first. The child then throws
the ball to someone else and says another cardinal
3 Line up and say.

Have the children look at the picture and read the
number. The next child then says the ordinal number.
Repeat until all the children have participated.
speech bubble. Line up four children at the front

of the classroom and have the last child say the
position of them all. Make different lines at the
front and this time have the class say the position
of the children in terms of age or the order of their
birthdays.
68 WORKBOOK
page 31
STUDENT’S BOOK
Lesson 6 page 49
Learning objective: learn to ask and answer questions

New grammar: Did you have? Yes, I did / No, I didn’t.
Vocabulary review: bread, cereal, cheese, milk, orange juice, pancakes, rice, sausages, strawberries
Warmer
Ask the children to make a list of everything they
ate last weekend. Help with vocabulary if necessary.
2 Ask and answer.
Point to the words in the box and have two
Write I had … on the board. Have children say what children read the example. In pairs, the children take
they ate: I had strawberries, a sandwich, an ice turns asking and answering about what they had for
cream … breakfast yesterday.
TRACK 37
the track again. Pause after each line for the children Collaborate and Communicate
to repeat. Ask Why is Tina angry? (Because Bouncer Here, the children work together to practice
ate all the cereal and juice.) asking and answering questions.
Ask the children to read the grammar box. Ask them You can now go back to the unit opener
to say if it refers to the past or the present (past). (Teacher’s Book pages 62 and 63, Student’s
Ask them to find the questions and answers that Book pages 42 and 43) and do the additional
refer to the past in the dialogue. picture activity for this lesson.
TRACK 38
Discover Grammar
Point to the questions and answers and ask
the children to circle the correct options.
3 Listen and sing. Then change the
blue words and make a new song.
Review the answers chorally. Discuss that The Yummy Breakfast Song
we use did to make questions and short Play the audio track twice and have the class
answers. Explain that in the question with did, listen and then sing along. Have the class make
the verb changes back to its original form. suggestions and write them on the board. Have the
Answers: have; Yes, I did. / No, I didn’t. children sing the new version of the song.

In this activity, the children analyze the INTERACTIVE ACTIVITIES
structure of questions and short answers in Ask the children to do the Grammar interactive
the simple past. They deduce the use of did activity on page 49 of the Digital Student’s
and the infinitive without to, learning that the Book. Keep track of their performance.
auxiliary verb changes tense, not the main
verb.
Wrap up
Divide the class into small groups and have them
create another version of the song and perform it.
GRAMMAR
WORKBOOK GUIDE 69
page 32 page 130
STUDENT’S BOOK
it Lesson 7 page 50
un
Learning objectives: learn about Holland’s history and talk about popular products
New vocabulary: Dutch, sailor
Grammar review: had, was, were, weren’t
Materials: Internet printouts, magazines, or books with paintings by Van Gogh, Rembrandt, and
Rubens (optional)
Warmer Answers: 1 (possible answer) They were good

TRACK 38 sailors and they made money by buying and selling
products all over the world. 2 Children’s own
Divide the class into two groups to sing a verse
answers.
each from the song in Lesson 6. Play the audio
track softly and encourage the groups to sing and
act out eating the different food items. Then play it
loudly, encouraging them to sing loudly. Stop and reflect
1 Read about Holland’s history.
Have the children describe what they can see in
what they have learned about Holland. Pause for
ten seconds to allow them time to think. Ask Which
flower is Holland famous for? (Tulips) Which famous
the pictures. Pre-teach the word Dutch. Have the
shoes come from this country? (Clogs) Which
children read the text silently to find out about Dutch
famous food comes from Holland? (Edam cheese)
ships: (They were small, uncomfortable, and slow.)
What would you like to see in Holland? Encourage
Divide the class into groups of three. Have them
the children to use English, but if they use L1, that’s
read the text again and underline the words in the
fine, too.
simple past. Check answers orally.
Read aloud the It’s a fact! text. Distribute any pictures
you brought and ask the children to share their Lesson extender
opinions of the paintings. Cross-curricular focus: Economy and
2 Find and write.

Have the children read the questions. Then ask them
commerce
Ask the children what the most popular products in
their town or city are. In pairs, the children make a
to write the answers in their notebook and compare list. Then ask them about the most popular stores.
with a partner. Check by inviting children to read out Collate the information on the board and discuss the
their answers. results with the class.
Answers: 1 By ship. 2 Things from all over the
world / tulip flowers.
Think Twice Ask the children to do the Reading interactive
1 Why do you think Holland was a very rich
country in the past?
Read the question with the children. In pairs, they
compare their ideas. Invite children to share their
answers with the class. Wrap up
Ask the children to draw a windmill in a tulip
2 What flower or fruit makes people think of
field. Have them write a sentence underneath
your country?
their picture: Holland is famous for its windmills and
tulips.
In pairs, the children discuss their ideas.
possible. Invite children to tell the class their
ideas, and write a list on the board.
70
STUDENT’S BOOK
Lesson 8 page 51
Learning objective: draw, write, and give a presentation about their country’s history
New vocabulary: period
Vocabulary review: travel
Materials: internet printouts, magazines, and books with information about the history of the children’s country;
Presentation File template 4 (Extra Resources Tab)
Warmer TRACK 39
Ask the children to name different historical people

or events from their country. Provide help and write
3 Present.
Play the sample presentation on the audio track
information on the board. In small groups, have the
while the children follow in their book. Invite children
children put the facts in order. Check and order
to come to the front and present their work to the
them on the board.
class. Try to have as many children as possible
present their work.
encourage the children to be aware of the
Activity extender
history of their own country and to think Have a class vote on the most interesting event or
about the significance of important events. period in their country’s history. Ask the children to
Encourage them to find out as much as they explain why they have voted for that specific event
can about the period or event they choose. or period.
Ask the children to choose a period, date, or event
Wrap up
Hold up different pictures from the research material
from the Warmer. Distribute the Presentation File you brought to class. In pairs, the children name the
template 4 and the materials with information about historical periods and say simple sentences about
the history of their country. Ask them to draw or the picture or the time in history.
paste a picture of it and add labels. Have them read
the questions and find information to answer them.
Help as necessary.
2 Practice.
presenting their information about their event. Have
the children read and practice using the phrases
in their book. Monitor, checking pronunciation
and making sure everyone is using the words and
structures correctly.

un
it
STUDENT’S BOOK
page 52
. progress check.
Vocabulary review: adjectives
Grammar review: comparatives and superlatives
Warmer Wrap up
Draw a strange animal on the board with parts of Have the children look at the pictures on page 40 of
different animals they have seen throughout the the Student’s Book one more time. Then have them
unit. The children describe the different parts of the look at the Map Stickers page at the back of the
animal they recognize: This is a fish tail. This is a book for the sticker that depicts one of the pictures
lizard head. on page 40. Ask them to stick it on the World Map
next to the name of the country (Indonesia).
1 Look and complete the sentences.

Ask the children to describe the picture. Point to the
Ask the children to open their passports to page
7 and complete the self-assessment chart. Tell
them to circle the icons that make each statement
box. Ask the children to complete the sentences from the chart be true for them. The “check”
using the superlative form of the adjectives. Review icon means the statement is definitely true; the
the answers orally. Ask the children to write in their “question mark” means the statement is partially
score. true; and the “cross” icon means the statement
isn’t true for them. Invite the children to share their
Answers: 1 the biggest in the forest 2 the smallest answers with the class. Elicit what they can do to
in the forest 3 the longest in the forest 4 the most make all the statements be true for them.
beautiful in the forest 5 the most dangerous in the
forest 6 the most colorful in the forest After that, have the children write the “departure
date” from Unit 3 on page 6. Ask the class what
they have enjoyed the most in Unit 3. Then ask them
2 Look and write.
Have a child read the example aloud. Ask the
to look for the passport sticker with the name of
the country they have just visited on the Passport
Stickers page at the back of the book and “stamp”
children to complete the sentences with the correct it in the corresponding place on page 6 of the
forms of the adjectives. Check the answers. Ask passport.
different children to read the sentences aloud. Have
the children write in their score. Ask them to add If there is time, do a favorite activity or play a favorite
and write their total score for both activities. game again (access the “Games Ideas” in the Extra
Resources Tab).
Answers: 1 The snake is longer than the lizard.
The whale is the longest. 2 The orangutan is bigger
than the seal. The bear is the biggest. 3 The snake
is meaner than the seahorse. The shark is the
meanest. 4 The crab is smaller than the turtle. The
starfish is the smallest. 5 The dress is more colorful
than the skirt. The shirt is the most colorful. 6 The
spider is more dangerous than the ant. The scorpion
is the most dangerous.
PASSPORT
STICKERS
un it
STUDENT’S BOOK
page 53
. progress check.
Vocabulary review: food, school subjects, days of the week
Grammar review: have, had, Did you have …?, What did you have ..?, Yes, I did. / No, I didn’t.
Materials: soft ball; Next Station passport
Warmer Wrap up
Throw the ball to a child. Have the child ask Write the days of the week across the board and
What did you have for breakfast / lunch / dinner / some food words below them. Ask questions in the
yesterday? and throw the ball to another child to third person about the information, e.g. What did he
answer. Repeat until all the children have had a turn. eat on Tuesday? Encourage the children to answer,
e.g. He ate cereal. Erase one food word every time
a question is asked until the children are answering
1 Look and write.
Ask the children to look at the pictures and say what
from memory.
Have the children look at the pictures on page 50 of
Tina and Bouncer had to eat yesterday. Invite the the Student’s Book one more time. Then have them
children to write the six food words on the board. look at the Map Stickers page at the back of the
Then ask them to write the sentences. Check the book for the sticker that depicts one of the pictures
answers orally. Ask the children to write in their on page 50. Ask them to stick it on the World Map
score. next to the name of the country (Holland).
Answers: 1 Tina had pancakes for breakfast Ask the children to open their passports to page
yesterday. 2 Bouncer had strawberries for breakfast 9 and complete the self-assessment chart. Tell
yesterday. 3 Tina had sandwiches for lunch them to circle the icons that make each statement
yesterday. 4 Bouncer had apples for lunch yesterday. from the chart be true for them. The “check”
5 Tina had fish for dinner yesterday. 6 Bouncer had icon means the statement is definitely true; the
French fries for dinner yesterday. “question mark” means the statement is partially
true; and the “cross” icon means the statement
2 Read and choose the best answer.
Ask the children to read the sentences and circle the
answers with the class. Elicit what they can do to
make all the statements be true for them.
best answers. Read the questions again and ask After that, have them write their “departure date”
them to call out the answers. Have the children write from Unit 4 on page 8. Ask the class what they have
in their score. Ask them to add and write their total enjoyed the most in Unit 4. Then, ask them to look
score for both activities. for the passport sticker with the name of the country
they have just visited on the Passport Stickers
Answers: 1 I had cereal. 2 I had sandwiches. page at the back of the book and “stamp” it in the
3 No, I didn’t. 4 Children’s own answer. corresponding place on page 8 of the passport.
5 Children’s own answer.
Resources Tab).
PASSPORT
CHALLENGE 2
OVERVIEW
Objectives: develop an understanding of a simple machine and its functions around the world,
historically and today
Consolidate language from Units 3 and 4: This is the largest wind farm in Indonesia. It has
blades, a shaft, and a generator.
New language: windmill, turbine, energy, wheel and axle, gears, paper clip, What happens?,
Punch a hole.
Project materials: paper square, ruler, pencil, scissors, glue, hole punch, plastic straw,
wooden stick, thread, paper clip, tape, fan or hair dryer (optional)
Countries: Indonesia and Holland
Indonesia Holland
CHALLENGE 2 . Generate Wind Power!.
Team name 2 Make your own windmill. Follow these steps.
1 2
Draw an X from Cut on the diagonal line

1 Get materials. corner to corner on
the paper square.
from each corner.
Stop 1.5 cm before the center.
Some regions of Holland is a very flat
Indonesia are full 3 4 country with almost
of mountains. no mountains.

5 6
Wind turbines in
Indonesia’s largest wooden stick thread paper clip tape Holland are still used to
wind farm. Tape a piece of thread to produce flour.
3 Hold your
windmill and Super Star
blow on the
sails. What
Challenge
happens?
Adjust the design.
Indonesian wind Use different types
turbines are set to A wind turbine has blades, Wheels and axles move gears How does your country use and sizes of paper.
provide clean energy to shaft, and a generator. inside windmills. The energy wind energy? Kinderdijk windmills help
cities and villages. Together they convert wind produced is used to mill grain to keep the wetlands dry.
54
TeamWORK 55
74
culture connection
• In 2018, Indonesia built its first wind farm • Holland is famous for its use of windmills. Mills
in South Sulawesi, which is the largest of its have been an important part of the country’s
kind in South East Asia. A single windmill can history. For hundreds of years they were used to
make only a small amount of electricity; to grind grain and produce materials as well as keep
make enough electricity to serve lots of people, the land dry. On National Mill Day, 950 windmills
you need wind farms with a large number of and watermills are opened to celebrate this unique
turbines. The South Sulawesi wind farm has 30 part of Dutch heritage. The event is celebrated
wind turbines that deliver electricity to around each year in May, where visitors can see many of
70,000 households. The electricity is sent the historical mills that are no longer open to the
through transmission and distribution lines to a public. Many people travel by bicycle to visit the
substation, then on to homes. mills that are along a bike path.
Content Insight
Engineering: Simple Machines attached to the wheel. The wheel and axle always
• A wheel and axle is a simple machine. Besides turn together.
the wheel and axle, there are five other simple • Most windmills are complex machines that have
machines: the inclined plane, the lever, the screw, a wheel and axle. Windmills use wind as a source
the wedge, and the pulley. Simple machines make of power by converting energy from the wind into
work easier by reducing the amount of effort you electricity. The sails or rotors of the windmill turn when
need to do work. Wheels and axles help move the wind blows on them. They are attached to a wheel
people and objects from one place to another. and axle inside the windmill which spins a generator to
• A wheel and axle has two parts that work create electricity. Windmills are also called wind turbines.
together. The larger part is the wheel. The smaller The power they create is considered renewable energy,
part is the axle which is a bar or shaft that is because there is a continuous supply of wind on Earth.
Glossary
Wheel and axle: A wheel or set of wheels Complex machine: A machine made up of two
connected to a solid bar or shaft called an or more simple machines.
axle. Wind turbine: A tall structure with large blades.
It’s also called a windmill.
Shaft: A bar in a machine that holds or turns
other parts, also called an axle.
75
and develop cultural appreciation for what they see.
Fun Facts If possible, show them pictures or digital resources of
other windmills and wind turbines on land and sea.
• Windmills are the largest rotating Share information about the simple machine wheel
structures in the world. and axle. Then ask them Can you name some
• The position of the sails on a windmill machines that have wheels? (car, wagon, clock,
were used to convey messages, such wishing well, carousel, Ferris wheel )
as a birth, a death, or a call for help.
Explain that in today’s challenge team members will
• Dutch people are the tallest in the world. create their own windmill and that they will need to
• Indonesia is made up of 18,307 islands! share materials, helping each other so that everyone
• The national motto of Indonesia will succeed.
is Bhinneka Tunggal Ika (“unity in Use the board to give the children a visual checklist.
diversity” or “many, yet one”). Write the following steps on it and draw a simple
icon / symbol to represent them such as a hand,
pencil, or star. Add additional steps to the visual
checklist if needed to support the children.
Assist with hole punching as needed. Consider
• Team handshake with four steps
whether creating a model is necessary for
understanding and fostering autonomy vs • Read the book and make a plan!
independent problem solving. • Generate wind power
• Super Star Challenge
Preparation • Clean up
Prepare the kits for the groups. This is an individual Walk around the classroom, supporting teams as
challenge where team members will be able to use needed. Encourage them to help each other as much
different paper. Select a variety of paper squares as possible. Ask reflection questions as they work, for
of different weights and sizes. Give each team more example, Did you punch your hole? Where is the wheel
paper to experiment with including copy paper, and where is the axle? What comes next? How fast
cardstock, wrapping paper, etc. Cut the threads to does it spin? Together your team is a wind farm!
the same length.
Then the children follow the steps in the book.
instrumental music from Indonesia and Holland, to
play quietly as the children work.
1 Get materials.
Tell the children that, once they have decided on
their team name and handshake, they should send a
Warmer member of their team up to get a kit. Tell them not to
Have the class sit in their teams. Ask them What lose their paper clips because they will need them. Say
are the two countries you have learned about in the Good luck, help each other, and remember everyone is
previous units? (Indonesia and Holland ) Can you responsible for cleaning up. It does not matter what is
think of things these two countries have in common? yours; helping your team is what counts.
Solicit answers. Then ask them Have you ever seen
a windmill? Do you know what a windmill does? 2 Make your own windmill. Follow these steps.
In step 2, if the children cut all the way to the center
Show the children the Student’s Book pages in your
the windmill won’t be stable. Also, after gluing the
book. Encourage them to look at the pictures in
four corners (step 3), they need to wait for the glue
the vertical columns. As they observe the images,
to dry.
introduce them to some facts about windmills using
Finally, the children can punch the center holes first if
L1 as needed. Invite the children to compare, contrast,
they think it is easier (step 4).
76
3 Hold your windmill and blow on the sails.
What happens?
Wrap up
Consolidate the learning by asking the children to
The children need to hold the stick not the straw so reflect on wind energy in their own country. Provide
that it will spin. Ask them What happens? (It spins access to resources or invite them to research
and the paper clip goes up. As the windmill moves, by interviewing other professionals in their school
the straw will rotate and the thread will wind around community. Ask How does our country use wind
it, lifting the paper clip.) Compare results from energy? (Wind energy is used to move sailboats, to
blowing to using a fan or hair dryer. pump water, to generate electricity, or for grinding
grain.)
The children adjust the design. They use different Activity extender
types and sizes of paper, decorate their windmills, Explore the story of William Kamkwamba, who
and then test and compare the results. Variations can left school in Malawi when he couldn’t pay $80 in
include changing the number of sails or blades of school fees. He picked up a book on energy in a
paper. Tell them to compare and contrast the results. local library and as a 14 years old built a windmill
Change the number of paper clips as well. Test their out of discarded parts and trees which generated
windmills with wind outside or from a fan. energy for his family and allowed them to irrigate
their crops, transforming their lives. The story
was told in a picture book entitled The Boy Who
Teamwork Self-Reflection Harnessed the Wind. We suggest the following link
Ask the children Was everyone responsible for cleaning about the topic <http://www.williamkamkwamba.
up today? They color one star for not really and five com/> (accessed on October 24, 2019).
we all cleaned up! Have the children repeat their
handshake to say goodbye.
Expansion projects
a Make a Pencil Pinwheel
Materials: square paper, unsharpened pencil with
hair. We suggest the following video about the activity
<https://www.youtube.com/watch?v=o2TFMVOW4s0>
eraser, straight pin with ball top, scissors, ruler, pencil (accessed on September 20, 2019).
(optional: small bead, glue)
Make a basic pinwheel and attach it to the eraser
c Anemometer
Materials: fan, four small paper cups, stapler, pushpin,
of an unsharpened pencil using a small sewing pin. sharpened pencil with eraser, modeling clay, scissors,
Check the following link for details <http://www. marker, ruler, stiff cardboard, clock or timer
auntannie.com/FridayFun/Pinwheel/> (accessed on
Scientists use a device called an anemometer to
September 20, 2019).
measure wind speed for weather prediction, safety
b Blow Painting
Materials: straws, watered down tempera paint, eye
needs for construction, trains, surfing, and sailing,
for example. Ask the children to use the provided
materials to create their own anemometer and
dropper, paper measure the wind speed by counting the number
Harness wind for art. Add drops of paint to the page of times the anemometer spins around in a minute.
and blow them freely creating patterns, and color You will find more details about how to build an
mixing in abstract patterns. Draw a cartoon character, anemometer at <https://www.teachengineering.org/
monster, self-portrait, or attach a photograph of their activities/view/cub_energy2_lesson07_activity1>
faces (without hair) to the page. Add drops of paint (accessed on October, 25 2019). If possible, show
and blow creating fun portraits with wild and colorful the video in the link to the children.
77
it Lesson
un
OVERVIEW
Unit objective: practice talking about actions in the past
Vocabulary: lived, played, listened, talked, cooked, worked, washed, watched,
fridge, microwave, sink, washing machine, bathtub, telephone
Grammar: Now, I ..., Two years ago, I ... -ed ..., Did you ... ? Yes, I did. / No, I
didn’t., I didn’t ...
Phonics: sounds /pl/, /gl/, /fl/, /sl/
Value: Respect – Appreciate older people
Cross-curricular focus: Physical education – Sports
Country focus: South Korea
Next Station passport; culture video for Units 5 and 6 (Extra Resources Tab)
. SOUTH Korea.
It’s a Korean drum!

I watched a drum
parade.
People in South
Korea had a
special festiva
l today. They
lots of differe played
nt types of dru
ms.
What do
you know
Do you th about So
ink they uth Kore
a?
it
Do peop play thes
le play dr e drums
ums at ce every da
remonie y?
s in your
un
country?
Look at the pictur

e.
Do you think Sou
IN th Korea is a
modern or tradition
al country?
78
STUDENT’S BOOK
pages 56-57
the answers with the class. Encourage all the children
culture connection to participate.

• The picture shows a traditional Korean drum.

Drums like this are an important part of Korean
c Visual Literacy: Zoom In
Look at the picture. Do you think South Korea is
festivals and dancing.
a modern or traditional country?
• Korea is divided into North and South Korea.
This feature develops visual literacy by encouraging the
The capital of South Korea is Seoul, where the
children to use their prior knowledge to interpret the
1988 Olympic Games® were held.
picture. Tell the children to look at the picture again and
• In South Korea, there are many forms of martial read the question on the third sign. In pairs, the children
arts including hapkido, kuk sool won, and discuss their answer. Invite pairs to share their answer
taekwondo. Nowadays, Korean martial arts are with the class, and encourage them to give reasons for
practiced worldwide. their answer. Allow L1 if necessary.
CULTURE VIDEO
d Wrap up
Have the children open their passports to page 10
Student’s Book. You can also download this and write their “arrival date” to Unit 5.
video from the Extra Resources Tab, as well as
content and suggested activities to be done with Picture activities for Unit 5
the children.
them to say what they think the people did the
a Warmer
Have the children look at the picture of Tina. Read her
day before, e.g. Tina listened to Korean music
yesterday.
speech bubble. Explain that Tina is in South Korea. Lesson 4, after Activity 1
Use the World Map, pages 6 and 7, to help the Have the children look at the picture. In pairs,
children to identify the continent of Asia and then find they ask and answer questions about what the
South Korea. Have them write the country’s name in people did, e.g. Did he play the drum? Yes, he
the corresponding place on the World Map. did. Write other musical instruments on the board
as prompts.
b Picture activity
Have the children look at the picture and take
it in as much detail as possible. Read the text on the turns asking yes / no questions in the simple past
first sign and make sure the children understand.
about the man and giving yes / no answers.
Read the questions on the second sign and discuss
PASSPORT
culture video U5-U6 / teacher’s notes
page 10
STUDENT’S BOOK
it Lesson 1 page 58
un
Learning objective: talk about actions in the past

New vocabulary: cooked, lived, listened, played, talked, washed, watched, worked
Grammar review: Her mother cooked dinner.
Materials: sticky notes
Warmer 3 Make sentences with a friend.

Write the verbs from Activity 1 on the board. Ask the
children which of these words they know. Mime those In pairs, the children read the example dialogue.
actions and invite the children to shout out the verbs. Then one child chooses a clue from Activity 1 while
Then point to the verbs the children don’t know. the other child makes a sentence, e.g. Flute … She
Say the word and mime the action. Encourage the played the flute.
children to join in with you. Answers: Children’s own answers.
TRACK 40
1 Listen, point, and say. Competency development:

Ask the children to describe the pictures. Play the Collaborate and Communicate
audio track. Ask the children to listen and point This activity encourages the children to work
to the pictures. Play the track again. Pause after together, promoting effective communication
each sentence for the children to repeat. Then ask and reinforcing the use of the language from
children to say different sentences. this lesson.
TRACK 41
2 Listen, write, and number.

Point to the sentences and explain that the children
Activity extender
In pairs, the children write two sentences about
have to add the missing verbs. Play the audio track what one of their grandparents did when they were
and pause to allow the children time to write the younger using the verbs from this lesson.
missing verbs. In pairs, they compare answers. Then
have the children number the boxes in the order they
appear in Activity 1. Read out the sentences one by
one and have the class call out the missing verbs
and spell them chorally. Then review the numbers in
the boxes. Ask the children to do the Vocabulary
Answers: 1 listened – 3 2 worked – 6 3 washed – 7 Digital Student’s Book. Keep track of their
4 watched – 8 5 talked – 4 6 played – 2 7 cooked – performance.
5 8 lived – 1

Wrap up
Write the verbs from this lesson on sticky notes
and put them up on the board. Divide the class into
two teams. Have one child from each team stand
up. Ask the children to close their book. Read out
sentences from Activity 1 with the verb missing. The
first child to run and touch the correct verb wins.
Play several times.
80 WORKBOOK
page 36
STUDENT’S BOOK
Lesson 2 page 59
Learning objectives: compare actions in the present and the past

New grammar: Now, I ..., Two years ago, I ... -ed ...
Vocabulary review: be, cook, dance, listen, live, play, talk, walk, wash, watch, work
Warmer 2 Complete and talk.

Ask the children to say as many verbs as they can
remember from the previous lesson. Write them on Review the simple past of be (was / were). Have
the board. Allow them to open their book and see the children complete the sentences about
which verbs are missing. Review meaning by asking themselves. Walk around and help the children as
the children to mime the verbs as you say them. necessary. In pairs, the children read their sentences
to each other.
TRACK 42

audio track. Ask the children to follow in their book Competency development: Learn
as they listen. Play the track again with pauses for In this activity, the children reflect on the
the children to repeat. information in Activity 1 and relate it to
their own life to make it relevant to them.
Read the sentences in the grammar box, asking the
children to repeat them chorally. Ask them to say
when we use now (to talk about the present) and lesson extender
when we use ago (to refer to the past).
Review when we use now and ago. Write them as
two column headers on the board. Ask the children
to stand in a straight line between the two. Call out
Discover Grammar verbs in the simple present and simple past and
Read aloud the words in the box. Explain that have the children stand in front of the corresponding
some give information about the past and column on the board.
others give information about the present. Ask
the children to underline the words about the
present and circle those about the past. Copy
the words on the board. Invite the children to INTERACTIVE ACTIVITIES
mark the answers on the board. Ask the children to do the Grammar interactive
Answers: present: live, am / is, now; past: activities on page 59 of the Digital Student’s
lived, ago, was Book. Keep track of their performance.

This activity asks the children to analyze Go around the class and call out verbs from Lessons 1
which words reflect the present and which and 2 to different children. Ask them to say a sentence
the past. It helps reinforce the concept of using the time expressions in the grammar box.
differences in time through critical thinking.
GRAMMAR
WORKBOOK GUIDE 81
page 37 page 131
STUDENT’S BOOK
it Lesson 3 page 60
un
Learning objective: recognize and practice sounds /pl/, /gl/, /fl/, and /sl/
New phonics sounds: /pl/, /gl/, /fl/, /sl/
Vocabulary review: floor, fly, glide, gloves, play, please, sled, slip
Warmer
Write the letter combinations from Unit 4 on the Competency development: Learn
board ( j, ge, dge). Ask the children to say the words Here, the children process the information
they learned with those letters ( jeans, edge, bridge, from the beginning of the lesson and
etc.). Write them on the board. categorize the words according to their
TRACK 43
sounds. They are using information they
have previously acquired and putting it into
Ask the children to look at the pictures and describe
practice in a different context.
them. Write pl, gl, fl, and sl on the board. Play the lesson extender
audio track and have the children listen and read. Allow the children three minutes to study the words
Play the track again, pausing after each line. Point from this lesson and then have them close their
to the letter combinations on the board. Have book. Divide the class into teams. Say different
the children point to the words in the poem with sounds from this lesson. Have one child from each
those combinations. Repeat the words chorally, team say a word with the sound. Each correct
exaggerating the sounds. Walk around and check answer wins a point for the team.
pronunciation.
TRACK 44
Wrap up
) Write the letter pairs from this lesson on the board.
Choose children and give them a letter pair. Ask
Have the children look at the gapped words. Play them to say a sentence containing a word with that
the audio track. Pause after each word and ask the letter pair in it.
children to complete the words in their book. Then
have them cross out the word that sounds different
in each column. Check answers on the board.
Audioscript and answers: 1 slide, please, play
2 floor, gloves, glide 3 sled, play, slide 4 flying, floor,
gloves
3 Complete and add to the correct

column in Activity 2.
Have the children look at the pictures and complete
the words. Then have them write the words in the
appropriate column in Activity 2. Invite the children to
write the words on the board.
Answers: flower – 4, airplane – 1, glass – 2, slip – 3
82 WORKBOOK
page 38
STUDENT’S BOOK
Lesson 4 page 61
Learning objectives: practice reading skills and explore the value of respecting older people
Vocabulary review: bored, coat, cold, gloves, outside, sled, snow, watch
Grammar review: Did you like games as a child? Yes, but I played outside.
Materials: drawing paper; colored pencils
Warmer book. Check the answer with the class. Encourage

the children to say why it is important to respect and
Write Toys and Games on the board. Ask the appreciate older people.
children what toys and games they like and write
them in a list on the board. Then do the same for Answer: Appreciate older people.
toys and games they think their grandparents liked
when they were younger. Encourage the children to
share their ideas with the class. Allow them to use
L1 if necessary.
3 Do you appreciate older people, e.g.
your grandparents?
TRACK 45 Read and write Yes or No.
1 Listen and read.

Ask the children to look at the story. Ask What is
Read the question and statements and make sure
the children understand their meaning. Ask them to
write their answers and then compare with a partner.
the problem? (It is snowing, and Kim and Glen are Invite the children to share their answers with the
bored.) Play the audio track. Have the children listen class. Encourage them to say other ways they
and read. Play the track again and have the children appreciate older people.
read one more time, paying particular attention to Answers: Children’s own answers.
what the grandparents say. Then have the children
describe the grandparents, e.g. They are fun and
cool.
Blended Teaching Tip reflect on the value in the story and show
Display the Digital Student’s Book page. Play the their ability to interpret and demonstrate
story audio for Activity 1 through once by clicking self-awareness by evaluating things they do
on the audio icon. Use the pen tool to cover the to show respect to their elders.
letter combinations pl, fl , sl, and gl. Play the story
audio again and ask the children to say the missing
sounds when they hear the words (pause audio if INTERACTIVE ACTIVITIES
necessary). Then ask children to come up and use Ask the children to do the Reading interactive
the text box tool to type the missing letters. activity on page 61 of the Digital Student’s

(Teacher’s Book pages 78 and 79, Student’s Wrap up
Book pages 56 and 57) and do the additional Distribute drawing paper. Have the children draw a
picture activity for this lesson. picture of themselves doing a fun activity with their
grandparents or other older people. Ask them to
label their drawing Appreciate older people.
the value .
)
Ask the children to read the story again. Read the

two values aloud and check understanding. Have
the children check the value from the story in their
WORKBOOK 83
page 39
STUDENT’S BOOK
it Lesson 5 page 62
un
Learning objective: learn vocabulary for household objects

New vocabulary: bathtub, fridge, microwave, sink, telephone, washing machine
Grammar review: It’s a …
Materials: digital flashcards of household objects (Extra Resources Tab); drawing paper; colored
pencils
Warmer Lesson extender

Ask the class the names of the rooms in the house.
Ask them what their favorite room is and why. Invite Write bathroom, kitchen, bedroom, and living room
them to say what things they like helping out with at in four columns on the board for the children to copy
home. in their notebook. Display the digital flashcards of
household objects one by one and ask the children
TRACK 46
to write the words under the appropriate columns.

Have the children name the objects in the pictures.
Check answers on the board.
Play the audio track. Have the children listen and

point to the correct object. Play the audio track
again for the children to repeat. In pairs, the children
3 Answer the questions.
Read the questions aloud and invite the children to
take turns pointing to the household objects and answer them orally. In pairs, the children take turns
saying the words. asking and answering the questions.
Activity extender
Tell the children to close their book. Write the words
from Activity 1 minus the vowels on the board. Tell INTERACTIVE ACTIVITIES
the children to write the complete words in their Ask the children to do the Vocabulary
notebook. Ask volunteers to come to the board and interactive activity on page 62 of the
complete the words. Digital Student’s Book. Keep track of their
performance.
TRACK 47
2 Listen and say, It’s a … Wrap up

Hand out drawing paper. Have the children draw
Play the audio track. Have the children listen to the a floor plan of the rooms in their house and label
description and the sound. Pause after What is it? them with basic pieces of furniture. Help them
and have the children answer It’s a (object). Repeat with vocabulary as necessary. In pairs, the children
the activity, this time with books closed. compare and contrast their floor plans.
Audioscript: 1 You wash your clothes in this
machine. What is it? It’s a washing machine.
2 You can cook food in this. What is it? It’s a …
3 You wash plates in this. What is it? It’s a …
4 You call your friends with it. What is it? It’s a …
5 It’s cold. You put food in it. What is it? It’s a …
6 You sit down and wash yourself in it. What is it?
It’s a …
Answers: 1 washing machine 2 microwave 3 sink
4 telephone 5 fridge 6 bathtub

STUDENT’S BOOK
Lesson 6 page 63
Learning objective: ask and answer about what people did

New grammar: Did you …? Yes, I did. / No, I didn’t., I didn’t ...
Vocabulary review: clean, cook, dinner, friend, kitchen, visit
Warmer
In pairs, the children take turns dictating to each
other the household objects from Lesson 5.
2 Ask and answer with a friend.
Read the phrases in the box. Invite two children to
Encourage them to help each other correct their read the sample dialogue. In pairs, the children ask
mistakes. and answer questions using the phrases in the box
TRACK 48 and short answers.

audio track. Have the children listen and read. Play Competency development:
the track again and pause after each line for the
children to repeat. Divide the class into three parts
In this activity, the children are interacting
(narrator, Bouncer, Tina). Have them read their part
about activities that form a part of their daily
chorally.
life.
Read aloud the sentences in the grammar box. Ask
the children if they refer to the present or the past You can now go back to the unit opener
(past). Ask them to underline the questions in the (Teacher’s Book pages 78 and 79, Student’s
story, highlight the negative sentence, and circle the Book pages 56 and 57) and do the additional
short answers. picture activity for this lesson.
TRACK 49
Discover Grammar
Point to and read the two sentences. Discuss 3 Listen and sing. Then change the
blue words and make a new song
with the children which of the two options is
The Yesterday Song.
correct in each sentence and then have the
children circle them in their book. Then they Play the audio track and ask the children to listen
complete the short answers. Ask the children and sing. Divide the class into small groups and
questions to help them deduce the use of have the children change the words in blue.
did in the simple past to ask questions, make Encourage the groups to perform their new version
negative statements, and say short answers. for the class.
Answers: visit, cook, did, didn’t Answers: Children’s own answers.

This activity about the use of did in the Ask the children to do the Grammar interactive
simple past helps the children to deduce activity on page 63 of the Digital Student’s
information for themselves. Book. Keep track of their performance.
Wrap up
Divide the class into two teams. They compete to
sing the song the best. Choose the winning team.
GRAMMAR
WORKBOOK GUIDE 85
page 41 page 131
STUDENT’S BOOK
it Lesson 7 page 64
un
Learning objective: learn about taekwondo and other sports

New vocabulary: chores, defend, fight, invention, martial arts
Vocabulary review: discipline, Olympic, perseverance, self-defense, sport, taekwondo

Ask Which continent is South Korea in? (Asia.) Reflect back on the unit with the children to review
What famous sport do they do there? (Taekwondo.) what they have learned about South Korea. Pause
Ask the children to share what they know about for ten seconds to allow them time to think. Ask
taekwondo. Write some of their ideas on the board. questions, e.g. What special instrument do people
play in South Korea? What sports come from
1 Read about a Korean martial art.
South Korea? What similar things are there in your
country? Encourage the children to use English, but
if they use L1, that’s fine, too.
what they can see (people doing taekwondo). Have
the children read the text in silence. Ask them to
circle the information that refers to taekwondo. Look
back at their ideas on the board from the Warmer
Lesson extender
and check how many were correct. Ask the children Cross-curricular focus: Physical education
if they know anyone who practices taekwondo. Have a class discussion about famous sports from
other countries, e.g. soccer – in the UK, basketball
2 Find and write.
Ask the children to read the questions. In pairs,
– in the USA. Have the children draw their favorite
sport and write a short paragraph describing where
it comes from, what it’s like, and what it teaches
they write the answers in their notebook. Check the you. Invite children to present their sport to the
answers with the class. class.
Answers: 1 They didn’t watch TV or play on
computers. 2 Because they wanted to learn how to
fight and defend themselves.
1 What values can you learn in taekwondo?

Do you think these are important? Wrap up
Read the first question with the children. In Ask the children to close their book. Read the text
pairs, the children discuss their answer. Invite from the lesson again, pausing before a key word.
pairs to tell the class their answer. Encourage the children to call out the missing word.
2 Is taekwondo popular in your country?
Does it teach these values?
Read the second question with the children. In
pairs, they discuss if taekwondo is popular in
their country and if it teaches values. Encourage
them to use English as much as possible. Invite
the children to tell the class their ideas, and write
some on the board.
Answers: 1 Discipline, perseverance, and respect
for other people. 2 Children’s own answers.
86
STUDENT’S BOOK
Lesson 8 page 65
Learning objective: interview someone about a sport / activity and give a presentation about it
New vocabulary: fencing, fight, sport, violent
Vocabulary review: independence, respect, self-discipline
Materials: Internet information or books and magazines about sports and activities; pictures of sports
personalities; scissors; glue; colored pencils; Presentation File template 5 (Extra Resources Tab)
TRACK 50
Competency development: Act 3 Present.

encourage the children to be aware of Play the audio track of the sample presentation while
different sports and activities and the children follow in their book. Invite the children
appreciate the qualities they help them to come to the front and present their work to the
to develop. Encourage them to find out as class. Try to have as many children as possible
much as they can about the sport and what present their work.
they can learn from it.
Warmer Display the Digital Student’s Book. Zoom in on
Ask the children to name sports personalities from Activity 3 and click the audio icon for the children to
their country or from another country that they really listen to the girl’s presentation. Invite a child to come
like. Have them say what sport or activity they do to the front and ask them some questions, e.g.
and why they are interested in that person. Where does this sport come from? Have them use
the highlight tool to highlight the sentences in the
text that answer the questions.
Distribute the Presentation File template 5. Ask the
children to look at the pictures and name the sport / Wrap up
activity. Ask the children to choose a person they Have the children walk around the classroom and
would like to interview about any sport or activity. read the presentations. Ask the children what they
Have them draw or paste pictures of the person like about different presentations. Encourage them
doing their activity. Then ask them to prepare to be positive about others’ work.
questions to ask the person based on the topics in
the yellow boxes. Finally, have them interview the
person.
2 Practice.
describing their interview. Have the children read and
practice using the phrases in the box. Monitor by
checking pronunciation and making sure everyone is
using the words and structures correctly.

it Lesson
un
OVERVIEW
Unit objectives: talk about actions in the past and places around town
Vocabulary: got up, went, ate, drank, bought, did, read, went to sleep, bank,
bookstore, restaurant, bakery, butcher’s shop, clothing store
Grammar review: First, she ... Then, she ... Finally, she ..., Where did you go?
What did you do? Did you ... ?
Phonics: sounds /ɔ/, /ɔr/
Value: Cooperation – Help others
Cross-curricular focus: Science – African animals
Country focus: Tanzania
Next Station passport
. Tanzania .
I love
Tanzania!
This is Mount Kilim

anjaro in
Tanzania. It’s the
most famous
mountain in Africa.
In the past, it
was three volcano
es!
What pa
rt of Afric
What ot a is Tanz
her anim ania in?
Do you als do yo
have an u think liv
it
volcanoe y famou e there?
s in your s mou
country? ntains or
un
Look at the pictur

e.
Is Mount Kilimanja
IN ro very
high? How do you
know?
88
STUDENT’S BOOK
pages 66-67
culture connection c Visual literacy: ZOOM IN

Look at the picture. Is Mount Kilimanjaro very
high? How do you know?
• The picture shows Mount Kilimanjaro in This feature develops visual literacy by encouraging the
Tanzania. It is 5,985 meters high. Many people children to use their prior knowledge to interpret the
travel to Tanzania to climb Mount Kilimanjaro. picture. Tell the children to look at the picture again.
• Tanzania is a country with many tourist Ask them to read the questions on the third sign and
attractions. People go on safari to national parks answer them in pairs. Invite pairs to share their ideas
such as Serengeti National Park to see animals with the class. Encourage them to give reasons for
such as elephants, lions, zebras, crocodiles, their answers.
birds, and butterflies. Possible answer: Yes, because there is snow at
the top.
d Wrap up
a Warmer
Have the children look at the picture of Bouncer and
and write their “arrival date” to Unit 6.
read aloud her speech bubble. Ask the children to

identify what animals she is looking at (elephants). Picture activities for Unit 6
Explain that Bouncer is in Tanzania.
Use the World Map, pages 6 and 7, to help the Have the children look at the picture. Ask the
children identify the continent of Africa and then find
children to suggest what a climber did before
Tanzania. Then, have the children write the country’s
name in the corresponding place on the World Map. climbing the mountain, e.g. First, he got dressed.
Then, he had breakfast.
b Picture activity
Divide the class into groups of four. Three children
what they can see. Read the text on the first sign are climbers and the other is the interviewer. The
and make sure the children understand. Read the interviewer asks Where did you go first? What
questions on the second sign and discuss the did you do then? Did you see elephants? What did
answers with the class. you do finally? The climbers answer.
Answers: Tanzania is in East Africa; children’s Lesson 6, after Activity 2
own answers In pairs, the children imagine they went on safari
to Tanzania. They describe what they did, e.g. We
went on an airplane. We walked near an elephant.
PASSPORT
89
page 12
STUDENT’S BOOK
it Lesson 1 page 68
un
Learning objective: describe a person’s day with the simple past

New vocabulary: ate, bought, did, drank, got up, read, went to sleep
Materials: digital flashcards of irregular verbs in the past (Extra Resources Tab)

Ask the children What did you do yesterday? Write In this activity, the children use critical
some of their answers on the board. Then, point to thinking skills to think about what the boy
the sentences and review how we talk about things did and if this is correctly reflected by the
that happened in the past. information in the sentences.
TRACK 51

Have the children look at the pictures and read picture activity for this lesson.
the question in the speech bubble aloud. Write the
irregular past forms on the board and ask children to
guess which verbs they come from. Play the audio
track. Ask the children to listen and point to the 3 Write about yourself.
Ask the children to look at the sentence
correct pictures. Play the track again. Pause after
each sentence for the children to repeat. beginnings. Pause for ten seconds to allow them
time to think. Have them complete the sentences
about themselves. In pairs, the children read their
Activity extender sentences to each other.
In pairs, the children underline all the verbs in
Activity 1. Then ask them to close their book. Call
out different verbs and encourage children to say a
sentence with the verb, e.g. David ate a banana
yesterday.
In this activity, the children employ the
knowledge they were exposed to in
Activities 1 and 2, in order to describe
2 Write T (true) or F (false). What did

David do yesterday?
activities they did the day before.
In pairs, the children read the sentences and write INTERACTIVE ACTIVITIES
T or F. Read the sentences aloud for the children to
call out the answers. Ask them to correct the false
statements.
Answers: 1 True 2 False. He went to school with his performance.
friends. 3 False. He ate a banana. 4 True
5 False. He got up at 7 o’ clock. 6 True 7 True
8 False. He bought a book. Wrap up
Play a guessing game with the different actions in
the past. Secretly choose a digital flashcard and
mime its action. Reveal the flashcard when the first
child guess the answer. Have them come to the front
of the class and choose the next action to mime.
Repeat several times.

STUDENT’S BOOK
Lesson 2 page 69
Learning objective: learn to link actions in the past

New grammar: First, she ..., Then, she ..., Finally, she ...
New vocabulary: got dressed
Vocabulary review: got up, did, ate, drank, went
Warmer bubble. Then, in pairs, the children take turns acting

out three things they did yesterday. Their friend says
Play “Pictionary” with the class using the irregular verbs what they did. Invite some pairs to perform for the
in the past from Lesson 1. Divide the class into two whole class.
teams. Have one child from each team come to the
board. Whisper an action for them to draw. The first Answers: Children’s own answers.
team to guess the verb in the past form wins a point.
TRACK 52 Competency development:
1 Listen, read, and number.
Collaborate and communicate
In this activity, the children work together
Ask the children to describe the pictures. Play the and use effective communication to
audio track. Have the children listen and read. Play practice using sequencing words.
the track again with pauses and have the children
number the boxes. Check answers orally. You can now go back to the unit opener
Write the sentences from the grammar box on the
board. Read them aloud. Ask the children to number
them 1 to 3 in the order they happened. Ask them to
underline the words that give them clues about the
order of events. Blended Teaching Tip
Answers: (clockwise from 1) 1, 6, 4, 2, 5, 3, 7 Display the Digital Student’s Book page for the
children to read the text in Activity 1 chorally. Use
the pen tool to hide some key words and have the
Discover Grammar children read it again, completing the missing words
Ask the children to circle the words in the from memory. Repeat several times until all the key
story that show the order things take place. words have been hidden.
Then, ask them to number the words. Review
the answers orally.
Answers: 2, 1, 3
Competency development: Think activity on page 69 of the Digital Student’s
This activity helps the children to examine the
order of sequence words within a text. They
are required to deduce the order in which the
words are used by looking at them in context.
Wrap up
Ask the children to draw three stickmen pictures
showing a series of chronological actions. Ask them
2 Work with a friend. Act out what you

did yesterday and then say.
to write sentences with first, then, and finally to
accompany their pictures.
Have a confident child come to the front of the

class and mime the three actions in the speech
GRAMMAR
WORKBOOK GUIDE 91
page 44 page 131
STUDENT’S BOOK
it Lesson 3 page 70
un
Learning objective: recognize and practice sounds /ɔ/, /ɔr/

New phonics sounds: /ɔ/, /ɔr/
New vocabulary: anymore, door, floor, jaw, paw, sore, thorn, vet
Vocabulary review: bed

Write words from the phonics lessons so far at
random on the board (clock, lock, jar, car, tear, In this activity, the children use their thinking
ear, page, stage, floor, door). In pairs, the children skills to analyze words with the same sound
write the matching rhyming pairs. Practice the and categorize them according to their
pronunciation of the rhyming words chorally with the spelling. Encourage the children to take note
class. of these letter formations in other words they
may see in English in the future.
TRACK 53

Write aw, oor, and ore on the board. Play the audio
3 Can you think of more words with
the sounds oor, aw, and ore? Write
track. Have the children listen to the poem and circle them in the correct box in Activity 2.
the words that have these letter combinations. Play
the track again and have the children listen carefully Ask the children to think of other words that could
to the pronunciation of the words they circled. Ask go in each box. Allow them time to write the words.
them if there is any difference in the pronunciation Review their ideas on the board.
of the oor and ore sounds (no, they have the same Answers: aw: draw ore: store oor: poor
sound).
Blended Teaching Tip Competency development: Learn

Here, the children process the information
Use the Digital Student’s Book to practice the poem from the beginning of the class and put it
with the children. Display the poem and play the into practice in a different context.
audio track. This will help them to concentrate on
sounds and improve pronunciation. Encourage them
to exaggerate the pronunciation of the words with
the /ɔ/ sound.
lesson extender
Write the following words on the board: store,
saw, law, more, claw, core. Explain the words in
L1 if necessary. Have the children write them in
two columns in their notebook according to their
2 Find words in the poem and
complete the boxes.
spelling. Review the answers on the board.
Ask the children to look at the letters in the boxes

and write in the relevant words from Activity 1. Tell Wrap up
them there are extra lines in each box that they will Say the words from this lesson. You could also
use later on. In pairs, the children compare their recycle words from other phonics lessons. Have the
answers. Copy the boxes onto the board. Invite children spell and say the words chorally.
children to write the answers.
Answers: oor: floor, door; aw: paw, jaw; ore: sore,
anymore
92 WORKBOOK
page 45
STUDENT’S BOOK
Lesson 4 page 71
Learning objectives: practice reading skills and explore the value of cooperation
New vocabulary: What’s the matter?
Vocabulary review: draw, hungry, paw, sore, tired, thorn
Warmer 3 Do you help others? Yes / No

Ask the children to look at Activity 1. Have them Circle the people you help.
discuss which family members appear in the
pictures. Ask Is it a big or small family? Encourage Read aloud the question and have the children circle
the children to talk about their own family. Yes or No. Then have them circle the people they
help. In pairs, the children compare their answers
TRACK 54
to see if they have any in common. Invite children to
1 Listen and read.

Play the audio track. Ask the children to listen and
share their answers with the class. Encourage them
to talk about how they helped the people.
read. Play the track again. Ask the children to read Answers: Children’s own answers.
along. Ask Who does Sammy help? (Mom, Steven,
the cat, and Katie.) Who helps Sammy? (Mom and
Katie.) Allow the children time to think in order to Competency development: Me
answer. By taking part in this activity, the children
it to the concept of cooperation. They
Activity extender also think about the consequences their
Write Family member on the left of the board and behavior can have on themselves or on
Problem on the right. In pairs, the children write others, e.g. if they don’t cooperate when
the corresponding people from the story and their other people need help, others won’t want to
problems in their notebook (baby – is hungry, cat – cooperate with them.
thorn in paw, sister – tired, Sammy – can’t draw the
picture.)
the value .
)
Write cooperation on the board. Explain that if
someone cooperates they help others when they
can. Read aloud the two values. Ask the children Wrap up
to read the story again and check the value in the Have the children read the story again. Have them
story. underline with one color What’s the matter? and with
another color the questions and sentences with can.
Then ask the children if they have ever cooperated. In pairs, the children read the dialogue and practice
Discuss why it is important to help others. Allow the the pronunciation. Help them with intonation and
children to answer in L1 to help them understand the word stress.
value.
Answer: Help others.
WORKBOOK 93
page 46
STUDENT’S BOOK
it Lesson 5 page 72
un
Learning objective: learn vocabulary for places in town

New vocabulary: bakery, bank, bookstore, butcher’s shop, clothing store, restaurant
Grammar review: What can you buy at …? …, First, …, Then, …
Materials: drawing paper; crayons (optional)
Warmer 3 Answer the questions.

Draw simple sketches on the board of a book, a
dress, a coin, a loaf of bread, a steak, and a fork. Read the questions aloud. Invite a child to say the
Have the children think about stores or places first answer aloud. In pairs, the children write the
where they can get these things. Help them with answers. Check the answers chorally.
vocabulary as necessary. Answers: 1 books and magazines 2 clothes
TRACK 55 3 meat and sausages 4 food and drinks 5 cookies

Have the children look at the pictures and say what
and bread
they can get in each store. Play the audio track.

Ask the children to listen and point to the pictures.
4 Play a memory game.
Read the example aloud. Say the first sentence
Play the track again with pauses for the children to and choose a child to repeat your sentence and
repeat. add another about where they went and what they
TRACK 56 bought. Continue around the classroom until a child

Tell the children they will hear a series of situations
can’t remember and then start the game again.
where people need things and they have to Competency development:

recommend which store they should go to. Play Collaborate and Communicate
the audio track. Pause after each situation for the In this activity, the children use effective
children to call out the store. communication in order to review places
Audioscript: 1 You want a new book. Where do and what is sold there. Remind them to listen
you go? To the bookstore. 2 You want new pants. to each other carefully so that they remember
Where do you go? To the ... 3 You have lots of all the information correctly.
money. Where do you go? To the … 4 There isn’t
any bread at home. Where do you go? To the …
5 You want some meat for a barbecue. Where do INTERACTIVE ACTIVITIES
you go? To the … 6 You want to eat dinner. Where Ask the children to do the Vocabulary
do you go? To the … interactive activity on page 72 of the
Answers: 1 bookstore 2 clothing store 3 bank Digital Student’s Book. Keep track of their
4 bakery 5 butcher’s shop 6 restaurant performance.
Activity extender Wrap up

Ask the children to draw a street or small section In pairs, the children take turns naming a store and
of a mall near where they live with these stores. spelling it out. Make sure they practice using all the
Ask them to label the stores. In pairs, the children words.
compare their drawings and the stores they
included.
94 WORKBOOK
page 47
STUDENT’S BOOK
Lesson 6 page 73
Learning objective: practice asking and answering about what people did in the past
New grammar: Where did you go?, What did you do?, Did you …?
Vocabulary review: bakery, bank, bookstore, butcher’s shop, clothing store, restaurant
Materials: digital flashcards of stores (Extra Resources Tab)
Warmer Check answers orally. Play the track again and

encourage the children to sing along.
Display the digital flashcards of stores from Lesson 5
and have the children spell the words. Answers: did (x4), went, bought, went, bought,
bought, sat, had, went, wasn’t, looked, wasn’t
TRACK 57

Have the children describe the pictures. Play
the audio track. Ask the children to listen and read. picture activity for this lesson.
Play the track again. Pause after each sentence and
Have the children read the sentences from the 3 Look at Activity 2. Ask and answer.
Point to and read the questions aloud. In pairs,
grammar box. Ask them to distinguish the last
question from the first two (it starts with Did). Ask the children write the answers. Read the questions
them to think about the differences in answers (the again. Invite children to say the answers.
first two require more information).
Answers: 1 She bought the book at the bookstore.
2 She went home. 3 Yes, she did. 4 No, she didn’t.
Discover Grammar
Read the questions and answers aloud. Ask
the children to match them. Ask them how
In this activity, the children review the use
they figured this out (by matching the verbs in
of the simple past in yes / no and wh-
the past simple, by matching the information,
questions and demonstrate that they have
by matching the short answer to the question
understood the learning point of the lesson.
that starts with Did). Review the answers with
the class.
Answers: Where did you go? I went to the INTERACTIVE ACTIVITIES
bookstore. What did you buy? I bought a Ask the children to do the Grammar interactive
book. Did you buy cookies? Yes, I did. / activity on page 73 of the Digital Student’s Book.
No, I didn’t. Keep track of their performance.

In this activity, the children analyze the use of
the simple past in questions and answers. TRACK 58
TRACK 58
Have the children sing the song again, first
2 Listen and circle all the past tense

verbs. Then sing No More Money.
with the audio track and then without. Discuss
which version sounded better.
Ask the children to skim the song and call out words
that name different stores. Play the audio track and
have them circle all the verbs in the past tense.
GRAMMAR
WORKBOOK GUIDE EXTRA RESOURCES TAB 95
page 48 page 131 Digital flashcards for Unit 6
STUDENT’S BOOK
it Lesson 7 page 74
un
Learning objectives: learn about tourist attractions in Tanzania and research African animals
Vocabulary review: crocodile, elephant, giraffe, hippo, lake, lion, mountain, zebra
Materials: books or Internet printouts about animals in Tanzania; drawing paper; crayons; felt-tip
pens; stapler

Ask the children to brainstorm animals that live in Reflect back on the unit with the children to review
Tanzania. Write them on the board. Ask them to skim what they have learned about Tanzania. Pause
the text in Activity 1 to find which are mentioned. for ten seconds to allow them time to think. Ask
questions, e.g. Which continent is Tanzania in?
1 Read about tourist attractions in
Tanzania.
(Africa.) What is the highest mountain in Tanzania?
(Kilimanjaro.) Why would you like to visit Tanzania?
Encourage the children to use English, but if they
Have the children look at the pictures and name the
use L1, that’s fine, too.
mountain and the lake (Mount Kilimanjaro and Lake
Victoria). Ask them to read the text and highlight the
information that refers to these places. Choose a Lesson extender
child to read the It’s a fact! text. Ask Have you ever Cross-curricular focus: Science
seen wild animals? Which? Where?
Distribute the books and Internet printouts about
2 Find and write.

animals in Tanzania. Have the children choose
an animal and draw a picture of it. Have them
write some simple information about the animal
write the answers in their notebook and compare underneath their drawing. Attach the drawings
with a partner. Check by inviting children to read out together to make a class book. Add a front cover to
their answers. the book and call it African Animals.
Answers: 1 They can climb Mount Kilimanjaro,
see wild animals, and swim in Lake Victoria. 2 He
climbed Mount Kilimanjaro with his father and elder
brother. INTERACTIVE ACTIVITIES
1 What kind of people should visit Tanzania?

Why? Wrap up
Read the question with the children. In pairs, Present the African Animals class book and write
they compare their ideas. Invite children to share a list of the animals on the board. Then have the
their answers with the class. children vote for their favorite animal. Name the
2 Do you know the name of the highest animals and ask for a show of hands. Tally the
mountain and the biggest lake in your results for the animals on the board.
country?
pairs, the children discuss their ideas. Encourage
children to tell the class their ideas, and write the
correct answers on the board.
96
STUDENT’S BOOK
Lesson 8 page 75
Learning objective: draw, write, and give a presentation about tourist attractions in their country
New vocabulary: tourist attraction
Vocabulary review: biggest, highest, tallest
Materials: Presentation File template 6 (Extra Resources Tab); magazines, books and Internet printouts about
tourist attractions in the children’s country; crayons; sticky notes; tape
TRACK 59

encourage the children to be aware of Play the audio track. Have the children listen to
tourist attractions in their country and and read the sample presentation. Invite children
think about why these places are special. to come to the front and present their work to the
Encourage them to find out as much as they class. Try to have as many children as possible
can about the tourist attractions. present their work.
Warmer Wrap up
Ask the children to close their eyes and imagine Tape pictures of the tourist attractions across the
tourist attractions in their country. Ask them to open board. Give each child a sticky note. Tell them
their eyes, name them, and say where they are. you are going to make a class graph to see which
Write their ideas on the board for reference. place is the most popular. Ask them to attach their
sticky note under the picture of the attraction they
would most like to visit. Then count the sticky notes
chorally with the children and write the number
under each picture, to see which is the most popular
tourist attraction.
magazines, books, and Internet printouts about the
tourist attractions. Ask the children to name some of
the attractions they can see in the research material
and add any new ones to the list on the board.
Then, tell them to choose two or three places. Have
them draw or paste in and label pictures of them.
Have them read the questions and answer about
the places they chose. Help them find the answers if
necessary.
2 Practice.
presenting their information about the tourist
attractions. Have them read and practice using
the phrases in their book. Monitor, checking
pronunciation and making sure everyone is using the
words and structures correctly.

un
it
STUDENT’S BOOK
page 76
. progress check.
Vocabulary review: cleaned, washed, listened, cooked, danced, played, DVD, ping pong,
computer games, school, yesterday
Grammar review: Did you play ping pong yesterday? Yes, I did. / No, I didn’t.
Warmer Wrap up
In small groups, allow the children five minutes to Have the children look at the pictures on page 64 of
write down as many verbs in the past as they can the Student’s Book one more time. Then have them
remember from this unit. Check the answers on the look at the Map Stickers page at the back of the
board. The group with the most correct verbs win. book for the sticker that depicts one character from
the pictures on page 64. Ask them to stick it on the
World Map next to the name of the country (South
1 Look at the pictures and complete
the text.
Korea).
Ask the children to open their passports to page 11
Ask the children to look at the text and pictures. and complete the self-assessment chart. Tell them
Have them write in the missing verbs next to the to circle the icons that make each statement from
pictures. Read the text aloud and ask the children the chart be true for them. The “check” icon means
to call out the answers chorally and check their the statement is definitely true; the “question mark”
answers as they go along. Ask them to write their means the statement is partially true; and the “cross”
score at the bottom of the activity. icon means the statement isn’t true for them. Invite
the children to share their answers with the class.
Answers: 1 cleaned 2 washed 3 listened 4 cooked Elicit what they can do to make all the statements
5 danced 6 played become true for them.
After that, have the children write their “departure
2 Unscramble the words to make
questions. Then ask a friend.
they have enjoyed the most in Unit 5. Finally, ask
them to look for the passport sticker with the name
Ask the children to read the scrambled questions. In of the country they have just visited on the Passport
pairs, they order the words to write the questions. Stickers page at the back of the book and “stamp”
Check the answers by inviting children to write the it in the corresponding place on page 10 of the
questions on the board. Ask them to write in their passport.
score for the activity and their total score.
Then, in pairs, the children take turns asking and game again (access the “Games Ideas” in the Extra
answering the questions. Monitor and correct any Resources Tab).
errors.
Answers: 1 Did you listen to music yesterday?
2 Did you watch a DVD yesterday? 3 Did you
play ping pong yesterday? 4 Did you talk to your
friends yesterday? 5 Did you play computer games
yesterday? 6 Did you walk to school yesterday?
PASSPORT
STICKERS
un it
STUDENT’S BOOK
page 77
. progress check.
Vocabulary review: ate, bakery, bank, bookstore, bought, butcher’s shop, clothing, did,
drank, got up, read, restaurant, went
Grammar review: First, ... Then, ... Finally ...
Materials: two soft balls; Next Station passport
Warmer Wrap up
Write the verbs from the Vocabulary review on the Have the children open their books to page 74 one
board. In pairs, the children say four things they did more time. Then have them look at the Map Stickers
yesterday. Invite some children to say what they did page at the back of the book for the sticker that
for the class. depicts the animals from one of the pictures on page
74. Ask them to stick it on the World Map next to
the name of the country (Tanzania).
1 Look at the pictures and complete.
Ask the children to look at the pictures. In pairs,
and complete the self-assessment chart. Tell them
they describe the pictures. Read the questions and to circle the icons that make each statement from
sentences aloud. Ask the children to complete the the chart be true for them. The “check” icon means
information. Check their answers orally. Have them the statement is definitely true; the “question mark”
check their work and write in their score. means the statement is partially true; and the “cross”
icon means the statement isn’t true for them. Invite
Answers: 1 She went to the clothing store. 2 No, he the children to share their answers with the class.
didn’t. He went to the bakery. 3 Where did she go Elicit what they can do to make all the statements
yesterday? 4 Did they go to the (bank) yesterday? be true for them.
What did they buy?
After that, Have the children write their “departure
2 Read and circle the correct words to
complete.
they have enjoyed the most in Unit 6. Then, ask
of the country they have just visited on the Passport
Ask the children to read the paragraph and circle Stickers page at the back of the book and “stamp”
the correct sequencers to complete it. In pairs, the it in the corresponding place on page 12 of the
children compare their answers. Review the answers passport.
orally. Ask the children to write in their score. Then
have them add up their scores for Activities 1 and 2. If there is time, do a favorite activity or play a favorite
Answers: 1 Then 2 After 3 Then 4 Finally Resources Tab).

Use the Digital Student’s Book page to do Activity 1.
Pre-select a red text box tool and show the children
the first picture. Have them tell you the answer in a
sentence (She went to the clothes shop.) and write the
answer in the space provided. Change the text box
tool to green and invite a child to the board to write the
next question and say it. Repeat with the remaining
questions and answers.
PASSPORT
CHALLENGE 3
Objectives: develop an initial understanding about the science and the historical
OVERVIEW
and modern fascination associated with studying the stars, work together to create a
constellation card
Consolidate language from Units 5 and 6: First (copy the constellation). Then (punch the
holes). Did you see (the Milky Way / dark sky / Orion)?
New language: stars, constellation, telescope, stargazing, shine a light
Project materials: cardstock, pushpin, cardboard tube, tape, scissors
Countries: South Korea and Tanzania
South Korea Tanzania

CHALLENGE 3 . Make a constellation
projector.
Team name 3 Cut out your constellation pattern. Then, tape it to the
cardboard tube.
What do you know about the stars?
1 Get materials.
Cheomseongdae is an
astronomical observatory
in South Korea. It is
1,300 years old.
cardstock pushpin cardboard tube tape scissors

4 Shine a light on your card and see it glow!
Copy the constellation pattern on the cardstock. Punch

2 holes using the pushpin.
Orion Orion Orion Orion
Dark sky for stargazing. Kilimanjaro is the tallest

mountain in Africa.
It is one of the best
places to see stars.
Orion is a constellation. A constellation is a group

of stars that forms an imaginary outline. In Greek
mythology, Orion was a hunter. You can see the Super Star
Astronomy is the study
Orion constellation from both the northern and
southern hemispheres. of everything outside Challenge
Earth’s atmosphere. Why is
astronomy important? Design your own constellation
and create a story
The Milky Way galaxy to go with it. The Milky Way galaxy
from Deogyusan over Mount Kilimanjaro,
Mountain, South Korea. The Milky Way is a galaxy. A galaxy is a huge
Tanzania.
bunch of stars close together in space. The
ancient Romans called it via lactea, which
78
means “milky way”. Our solar system is part
of the Milky Way galaxy.
TeamWORK 79
100
culture connection
• In Gyeongju, South Korea, you will find the Mount Kilimanjaro in Tanzania is Africa’s
oldest surviving astronomical observatory in tallest mountain. The mountain offers some of
Asia, Cheomseongdae. Cheomseongdae the best conditions for stargazing with clear
means “stargazing tower” in Korean. The night skies and no clouds or light pollution that
1,300-year-old observatory is an official Korean is found in cities. Also in northern Tanzania,
National Treasure. It is made from 365 granite at Sayari Camp on the Serengeti Plains, you
stones and is 9.17 meters tall. The 365 stones can see the circumpolar constellations that are
are said to represent the 365 days in a year. unique to the Southern Hemisphere. These
constellations circle the south celestial pole and
• Tanzania, on the East Coast of Africa, is one of
do not disappear behind the horizon like the
the best places in the world to see the stars.
northern constellations do.
Content Insight
Science: Stars • Our solar system is part of the Milky Way galaxy
• Stars are giant, fiery balls of gas that produce their which has at least 100 billion stars! Long ago,
own light. Inside a star, the pull of gravity squeezes people looked to the stars and saw patterns and
the gas into a tight ball. The ball of gas heats up shapes in them. These star patterns are called
and a huge amount of energy is released. It is this constellations. To see the constellations up
energy that makes a burst of starlight! close you can go to an observatory that has a
telescope. An observatory is a place where
• The temperature of a star determines its color. Hot
astronomers observe stars, planets, comets, and
stars are white or blue and cool stars are red or
other things outside Earth’s atmosphere.
orange. The sun is a star. It is the nearest star to
Earth and was born 4.6 billion years ago.
Fun Facts
Glossary
• Shooting stars are not actually falling
Astronomer: A scientist who studies stars – they are meteors.
stars, planets, space, and the physical • The starlight we see is millions of
universe as a whole. years old!
Stargazing: The activity of looking up at • Although the sun seems yellowish-orange
the stars. or red from our perspective, it is actually
white. The contact of the sun with Earth’s
Telescope: An optical instrument that atmosphere makes it appear yellowish-
makes things appear closer than they are. orange or red.
• Some constellations, like Taurus,
Perseus, and Hercules, got their
names from Greek Mythology.
101
seen from both countries. If possible, show them
Troubleshooting pictures or digital resources of stargazing, telescopes,
When shining a light on the card, a cell phone light and constellations. Tell the children that a telescope
or single bulb flashlight will be more effective than is used to observe the stars, constellations, and
a LED flashlight as the light is more concentrated. galaxies from an observatory. Read the information at
The class may share a light source. Experiment with the bottom of the page 78 about the Milky Way and
different thicknesses of paper and black paper to Orion while the children follow in their book.
maximize the effect. Explain to the children that today’s challenge is for their
Discuss the importance of safety when using team to create a constellation projector for everyone
pushpins. Place cardboard or styrofoam under the to see. Use the board to give the children a visual
cardstock to absorb the pin and protect the surface checklist. Write the following steps on it and draw a
of the desk. Accidents happen, be prepared to have a simple icon / symbol to represent them.
child wash their finger and offer a Band-Aid if needed. • Team name
Make sure to collect all the pushpins afterwards. • Team handshake with five steps
Preparation • Make a constellation projector
Prepare the kits. Each child may create several • Super Star Challenge
constellation cards. If possible, include copies of • Clean up
many constellations in each kit for them to use as
inspiration. Walk around the classroom, supporting teams as
A piece of cardboard or styrofoam is advised for needed. Encourage them to help each other as
placing under the cardstock while using the pushpin much as possible.
to create the holes. Then the children follow the steps in the book.
Search for appropriate world music, especially South
Korean and Tanzanian instrumental music, to play
quietly as the children work.
1 Get materials.
Once the children have decided on their team name
and handshake, they send one person up to get
Warmer their kit. Wish them good luck. Remind them to
listen and help each other and that failure is part
Have the class sit in their teams. Ask them What
of the process. It does not always go the way we
are the two countries you have learned about in the
expect, but what matters is what we do next.
previous units? (South Korea and Tanzania) Can you
think of things these two countries have in common?
Solicit answers. Tell the children that both countries
2 Copy the constellation pattern on the
cardstock. Punch holes using the pushpin.
are famous for stargazing and a favorite destination
The teams can use a different constellation pattern
for astronomers. Ask the question from page 78,
from the book. They can also choose one from a
What do you know about the stars? Encourage
copy of constellations they have in their kit.
them to come up with answers. Then, ask Do you
know what an astronomer is? (A scientist who
studies stars, planets, space, and the physical
3 Cut out your constellation pattern. Then,
tape it to the cardboard tube.
universe as a whole.)
The children cut out their constellation card and tape
Show them the Student’s Book pages in your book. it to the end of the cardboard tube. The constellation
Have the children look at the pictures in the vertical dots should fit within the diameter of the card so that
columns. As they observe the images, introduce them all the dots are projected onto the wall.
to some astronomical facts about South Korea and
As the children work, ask them some questions, e.g.
Tanzania, using L1 as needed. Invite the children to
What comes first? Then what do you do next? Are
compare, contrast, and develop cultural appreciation
you taking turns?
for what they see. Note that the Milky Way can be
102
4 Shine a light on your card and see it glow!
Once the teams are ready, turn off the lights and shine
five stars for we kept going! Have the children repeat
their handshake to say goodbye.
a light through their projectors for everyone to see.
Wrap Up
Super Star Challenge Tell the children that stars have fascinated people
around the world throughout history. Astronomy is
Tell the children that constellations have stories and the study of everything outside Earth’s atmosphere.
myths. Ask them to design their own constellation, Then ask Why is astronomy important? (Learning
give it a name, and create a story to go with it. Ask astronomy is important for our imagination, curiosity,
the children to share their story with the class. Create and humility. We can make connections with other
a mural of all the constellations your class designed. knowledge like mythology. We can understand the
Explore legends about constellations. Here is a seasons and weather. Astronomy also helps us stay
suggested reading on the topic <http://www.tcoe. informed of potential threats to Earth and how they
org/scicon/instructionalguide/constellations.pdf> can be prevented.)
(accessed on November 4, 2019).
Teamwork Self-Reflection Activity extender

Use rocks and sidewalk chalk to create constellations
Failure is expected. Accidents happen. Ask the on the ground. The rocks are the stars. Use the
children How did you respond to failure when things chalk to connect the dots and write the name of the
don’t work out? They color one star for not well and constellations.
Expansion projects
a Build an Observatory
Materials: generous amounts of clothespins and
Invite two teams to combine their materials into a
mega tower.
craft sticks, punched constellation card
Tell the children that the Cheomseongdae has
c Tower Challenge: Build a Structure with the
Fewest Clothespins
365 stones with 27 levels. Ask How tall a tower
Materials: clothespins, craft sticks
can your team create using clothespins and craft
sticks? The teams clip a clothespin on either side of Build a structure with the fewest clothespins.
the craft stick to create a structure that can stand
independently. They place two sets parallel and
then place additional craft sticks on top creating the
d Tower Variation
Materials: binder clips
base of the tower. Tell them to adjust the design as Invite the children to use binder clips instead of
desired. clothespins and see what kind of structure they can
Ask them to try covering the top of the tower with create. They create new shapes and use them to
a cardboard constellation card and shining a light expand their plan. Have the children test the weight
from below to create the full observatory effect. We they can handle.
suggested the following link as a reference <https://
frugalfun4boys.com/engineering-challenges-
clothespins-binder-clips-craft-sticks/> (accessed on
e Get Creative!
Materials: all the materials available
November 4, 2019). Ingenuity and creativity thrive with more time and
b Expansion of the Observatory!

Materials: the same as Expansion A
materials. Invite the children to test their design
ideas and consider what else they can build with the
materials they have.
103
it Lesson
un
OVERVIEW
Unit objectives: talk about past actions and drinks
Vocabulary: made, wrote, drew, wore, sang, swam, rode, saw, tea, coffee, hot
chocolate, soda, juice, water
Grammar: Last week, he ..., Last month, I ..., Last year, he ..., Did you ... last
week / month / year / ten years ago / yesterday?
Phonics: sound /w/
Value: Responsibility – Helping in an emergency
Cross-curricular focus: Cooking – Coffee recipes
Country focus: Colombia
Opener of materials: World Map (Welcome to Next Station, pages 6 and 7);
realia or pictures of Colombia; Next Station passport
. Colombia.
Hi! Last week, I went

to Colombia and I
This is a condor.
took this photo! bird of Colombia.
It’s the national
It’s a very big
bird! Condors fly
higher than all
other birds.
Do you kn
ow where
map? Colombi
a is on a
What do
it
you think
Does yo th
ur country e condor eats?
have a na
tional bird
un
Look at the pic

ture.
IN What is the we
ather like?
104
STUDENT’S BOOK
pages 80-81
culture connection c Visual literacy: ZOOM IN

Look at the picture. What is the weather like?
This feature develops visual literacy by encouraging the
• The picture shows a condor. Condors are very children to use their prior knowledge to interpret the
large birds of prey that live in the Andes. They’re picture. Tell the children to look at the picture again. In
special because they fly higher than pairs, the children read and discuss the question on the
all the other birds. third sign. Invite children to share their answers with the
• Colombia is famous for its coffee and tropical class. Encourage them to give reasons for their answer.
fruit, e.g. bananas, passion fruit, and mangoes. Possible answer: Sunny and cold, because it’s very
high.
d Wrap up
a Warmer
aloud her speech bubble. Ask the children to identify Picture activities for Unit 7
what she is looking at (a condor). Explain that last
week she went to Colombia. Lesson 1, after Activity 2
Use the World Map, pages 6 and 7, to help the children Have children imagine they went to Colombia and
identify the continent of South America and then find say what they did there: I wore my new shoes. I
Colombia on the World Map. Use the realia or pictures saw a big condor.
and find out what the children already know about Lesson 5, after Activity 2
Colombia. Ask questions, e.g. What do you know
Ask the children to imagine they are in The
about Colombia? What animals do you know from
Colombia? Finally, have the children write the country’s Condor Café in Colombia. In pairs, they talk about
name in the corresponding place on the World Map. what is on the menu, e.g. Do you like coffee? Yes,
I do.
b Picture activity
Ask the children to look at the picture and say if they
TRACK 68
can imagine how big a condor is (its wingspan is Ask the children to imagine they are the
about three meters / 10 feet). Read aloud the text condor flying over Colombia. Play the
on the first sign and check understanding. Read the song again and encourage the children to sing
questions on the second sign and discuss them with
and “fly” slowly around the classroom.
the class.
Answers: Colombia is in northwestern South
America; condors eat small animals, eggs, and
animals that are already dead; children’s own answer
PASSPORT
105
page 14
STUDENT’S BOOK
it Lesson 1 page 82
un
Learning objective: learn to describe past events

New vocabulary: drew, made, rode, sang, saw, swam, wore, wrote
Vocabulary review: athletic, strong
Grammar review: simple past
Materials: sticky notes; colored marker pens

In small groups, the children write as many verbs as
they can remember in the simple past from Units 5
the new verbs. Cover the sentences and say
and 6 on sticky notes with marker pens. The group
incomplete sentences for them to say the missing
with the most correct words wins. Keep the notes
words, e.g. We … a cake for Uncle Bob. Interactive
for later on in the class.
visuals allow for reinforcement of language and
TRACK 60 vocabulary in an interesting and collaborative

manner.
the different actions. Play the audio track. Ask the

children to listen and point to the corresponding
pictures as they hear them. Play the track again.
Pause after each sentence for the children to repeat.
3 Look at Activity 2 and tell a friend.
In pairs, the children talk about the past using their
information from Activity 2. Walk around and listen.
Activity extender Answers: Children’s own answers.

Draw two columns on the board and write the
headings Past and Present. Have the children copy
the columns in their notebook and write the verbs Competency development:
from Activity 1 in the past column. In pairs, they Collaborate and communicate
complete the verbs in the present. Check answers In this activity, the children use the
on the board and then practice pronunciation with knowledge about actions that they learned
the whole class. at the beginning of the lesson to talk about
themselves with a friend.
2 Circle and write about yourself.

Read aloud the answer options. Ask the children
to underline the affirmative options red and the Ask the children to do the Vocabulary
negative ones blue to highlight the use of didn’t in interactive activity on page 82 of the
the negative simple past. Ask the children to circle Digital Student’s Book. Keep track of their
and write correct answers for themselves. performance.

Wrap up
(Teacher’s Book pages 104 and 105, Student’s Stick the sticky notes from the Warmer around the
Book pages 80 and 81) and do the additional classroom. Divide the class into two teams. Give a
picture activity for this lesson. definition of a verb or say a sentence leaving out the
verb. Have one child from each team find the verb.
The first child to bring it to you wins a point. Play
several times.
106 WORKBOOK
page 52
STUDENT’S BOOK
Lesson 2 page 83
Learning objective: say what happened last week, month, or year

New grammar: Last week, …, Last month, …, Last year, …
Vocabulary review: flew, last, month, the USA, visit, week, went, wrote, year
Materials: music; soft ball
Warmer lesson extender

Write the following words in random order on the
board: second, minute, day, week, year, decade, Ask the children to reread the grammar box. In
and century. In pairs, the children order the words pairs, the children take turns asking and answering
from the shortest time to the longest. Check about things people in the class did: What did Kate
answers on the board. do last week? What did John do last year? What did
Peter do last month?
TRACK 61

what they can see. Play the audio track. Ask the 3 Write about yourself.
Ask the children to use the time phrases to write
children to listen and read. Play the track again.
Pause after each line and ask them to repeat. about things they did. In groups of four, the children
share their sentences. Ask children to report some
Write the sentences from the grammar box on the of the information back to the class.
board. Ask the children if the sentences refer to the
present or the past (the past). Answers: Children’s own answers.
Discover Grammar Competency development: Learn

Ask the children to read the dialogue in In this activity, the children write sentences
Activity 1 again and circle the sentences in the using the language they have been studying
past. Read the sentences in the box aloud. in this lesson and then share their information
Discuss which ones represent the use of last. with others, demonstrating their full
Have the children check the correct answers. understanding of what they have learned.
Answers: to say when something happened,
to talk about the past
Competency development: Think activity on page 83 of the Digital Student’s
Here, the children use critical thinking skills Book. Keep track of their performance.
to analyze when we use last, by rereading the
sentences in the grammar box and dialogue.
Wrap up
2 Circle True or False.
Have the children read the sentences and circle True
Have the children stand in a circle. Play some music
and, while the music plays, have the children pass a
or False for each sentence. In pairs, the children ball around. When the music stops, the child who is
check their answers. Review the answers with the holding the ball makes a sentence using last. Repeat
class. Ask a child to correct the false sentence. several times.
Answers: 1 False. Last year, he went to the USA.

2 True 3 True 4 True
GRAMMAR
WORKBOOK GUIDE 107
page 53 page 132
STUDENT’S BOOK
it Lesson 3 page 84
un
Learning objective: introduce and practice sound /w/

New phonics sound: /w/
Vocabulary review: whale, what, when, where, white
Warmer
Write what, when, where on the board. In pairs, the Competency development: Learn
children make questions using these words. Walk In these activities, the children analyze the
around and monitor. Write some of the more original sound and spelling patterns and identify words
questions on the board. Invite children to read them that contain them. They are demonstrating
aloud for the whole class. their understanding of the target sound and
TRACK 62
spelling.

Point to the picture of the whale and ask the
Lesson extender
Write wh- in the middle of the board. Write istle, en,
children what is special about whales. (They are
at, ale, ite, ere, and ip around it. In pairs, the children
mammals even though they look like fish and live in
match the parts of the word and then write a list
the ocean.) Play the audio track for the children to
of all the words in alphabetical order. Check the
listen, then play again with pauses for the children
answers on the board (whale, what, when, where,
to repeat. Ask them to underline all the words in the
whip, whistle, white).
poem that begin with wh.
TRACK 63
2 Listen. Then circle the silent h. Wrap up

Ask the children to write one sentence or one
Ask the children to look at the words. Play the audio question with three of the words with wh-, e.g.
track. Pause after each word and ask the children to Where is the white whale with the whistle? Invite
circle the silent h in each word. Write the words on children to share their sentences or questions with
the board. Invite some children to circle the answers the class.
on the board.
Answers: when, where, what
3 Look at the poem. Can you find three

more wh- words?
Ask the children to look at the poem again and
find three more words with wh-. Ask them to circle
the words. Review the words on the board. Say the
words one more time for the class to repeat chorally.
Answers: whale, white, why
108 WORKBOOK
page 54
STUDENT’S BOOK
Lesson 4 page 85
Learning objectives: practice reading skills and explore the value of helping in an emergency
New vocabulary: fisherman, together, village
Vocabulary review: beach, big, help, ran, saw, water, whale, white
Warmer
In pairs, the children write as many as wh- words as
they can remember from the previous lesson in their
3 Do you know what to do in an
emergency in your school? Yes / No
notebook. Invite pairs to call out the words. Write Read and write Yes or No.
them on the board as a visual reminder.
Read the question aloud. Ask the children to
TRACK 64 answer. Then read aloud the statements and have
1 Listen and read.

Ask the children to describe the pictures and predict
the children write Yes or No. Encourage children to
share their responses with the class. Encourage the
children to help out in emergencies when they can.
the story. Play the audio track. Ask the children to Answers: Children’s own answers.
listen and read. Ask What was the whale’s problem?
(It didn’t have any water to go back to the ocean.)
Play the track again for the children to read along.
Have children explain how the people saved the
whale. (They kept the whale wet all night and waited By taking part in this activity, the children
for the tide.) demonstrate their understanding of the value
in the story and their ability to cooperate in
an appropriate manner in an emergency.
Blended Teaching Tip They are learning about the rules in society
Display the Digital Student’s Book and play the audio and how they can help out by following them.
for the children to follow the story on the board.
Then play it again and have them stand up every
time they hear a word that begins with the letter INTERACTIVE ACTIVITIES
w. Follow up the activity by having a child come to Ask the children to do the Reading interactive
the board and highlight the words beginning with w activity on page 85 of the Digital Student’s
using the highlighter tool. Book. Keep track of their performance.
Wrap up
the value .
) Retell the story incorrectly. Every time you make a
mistake, have the children put their thumb down.
Ask the children to read the story again and ask if Encourage them to correct the information and then
what the people did was difficult or easy. (Difficult continue reading.
because they worked all night.) Read aloud the two
values and ask the children to check the value in
the story. Check the answer with the class. Ask the
children why it is important to be responsible and
help in an emergency.
Answer: Help in an emergency.
WORKBOOK 109
page 55
STUDENT’S BOOK
it Lesson 5 page 86
un
Learning objectives: learn vocabulary for drinks and talk about if they like them or not
New vocabulary: coffee, juice, hot chocolate, soda, tea, water
Grammar review: simple present
Materials: drinks digital flashcards (Extra Resources Tab); drawing paper; crayons

Write the words from the New vocabulary list in a
wordsnake across the board. Invite children to the Divide the class in groups. Tell the children to
board to circle the words. Say the words for the close their book. Write the first letter of each new
class to repeat. Ask them which words they already vocabulary word on the board. Tell the groups
know or can guess the meaning of. that they have to write the complete words in their
notebook. The group that finishes first wins.
TRACK 65

Have the children look at the pictures and say which
drinks they like. Play the audio track. Have the Book pages 80 and 81) and do the additional
children listen and point. Play the track again. Pause picture activity for this lesson.
after the words for the children to repeat.
Blended Teaching Tip 3 Talk to a friend. Then write.

Model the example. In pairs, the children ask and
Display the digital flashcards. Have the children look
answer and write their friend’s information in their
at the digital flashcards of the drinks for one minute
book. Have the children walk around and ask
and then hide them. Then they write down all the
two other friends and write their answers in their
drinks they can remember. Invite them to call out
notebook.
their answers.
TRACK 66
2 Listen and number.
Have the children look at the pictures. Play the audio
track. Pause after each word for the children to
demonstrate their ability to communicate
number the pictures. In pairs, the children compare
with others in order to find out about and take
answers. Review the answers with the class on the
note of personal likes and dislikes.
board.
Audioscript: 1 Coffee, please. Thank you. 2 Mm,
this juice is delicious. 3 Do you like tea? Yes, I do. INTERACTIVE ACTIVITIES
Thanks. 4 Soda, please. Thank you. 5 Do you like Ask the children to do the Vocabulary
water? Yes, I do. Thanks. 6 Hot chocolate, please. interactive activity on page 86 of the
Wow! Thank you. Digital Student’s Book. Keep track of their
Answers: water – 5; coffee – 1; hot chocolate – 6; performance.
soda – 4; juice – 2; tea – 3
Wrap up
Distribute drawing paper. Dictate drinks with
containers, e.g. a cup of tea, a carton of milk. Have
the children draw the correct drinks and containers.

STUDENT’S BOOK
Lesson 6 page 87
Learning objective: learn to ask and answer about activities at particular times in the past
New grammar: Did you … last week / month / year / ten years ago / yesterday? Yes, we did. / No, we didn’t.
Vocabulary review: ocean, sail, swim, surf, vacation

Ask questions, e.g. Do you go on vacation in
the summer? (Yes, I do.) Did you go on vacation last In this activity, the children demonstrate
summer? (Yes, I did.) Make sure children answer their understanding of the grammar from
with the correct tense. the lesson.
TRACK 67 TRACK 68

3 Listen and circle. Then sing Hot
Drinks!
audio track. Ask the children to listen and read. Play Ask the children to look at the picture and guess
the track again with pauses after each line for the what the song is about. Play the audio track and see
children to repeat. who guessed correctly. Have the children read the
Read aloud the questions in the grammar box. song and circle the correct options. Play the track
Ask the children to say whether this tense refers to again and have them check their answers. Play the
the present or the past. Then ask them to point to track one more time and encourage them to sing
questions in the story with the simple past. along.
Answers: drink, drink, like, drank
Discover Grammar You can now go back to the unit opener
Point to the questions with the different (Teacher’s Book pages 104 and 105, Student’s
options and ask the children to circle the Book pages 80 and 81) and do the additional
correct verb. Check the answers. Review picture activity for this lesson.
what happens to the verb when it appears
with did in the simple past (it changes to the
base form). Lesson extender
Answers: go, write In pairs, the children act out the dialogue from Activity
1. Then have them act it out again, exaggerating the
pronunciation of did. Walk around and monitor the
Competency development: Think children’s pronunciation.
In this activity, the children analyze the

formation of questions in the simple past.
They are required to identify and notice
information for themselves. INTERACTIVE ACTIVITIES
2 Ask and answer.
Read the questions aloud. In pairs, the children ask
and answer the questions. Walk around and monitor.

Invite some pairs to ask and answer in front of the
Wrap up
Go around the class asking each child to tell you
class.
one true or false thing they did last year or yesterday.
Answers: Children’s own answers. The rest of the class say true or false.
GRAMMAR
WORKBOOK GUIDE 111
page 57 page 132
STUDENT’S BOOK
it Lesson 7 page 88
un
Learning objectives: read about coffee from Colombia and write a coffee recipe
New vocabulary: beans, grow, pack, pick, roast
Warmer Read the second question with the children.

Write coffee from Colombia is This on the board. In pairs, the children discuss their ideas.
Have a race to see who can order the sentence Encourage them to use English as much as
fastest. Tell the children that they will read a text possible. Invite children to tell the class their
about Colombian coffee. Ask What do you think you ideas, and write some on the board.
will learn?
1 Read about coffee in Colombia.

what they can see. Have the children read the text
Stop and reflect
quickly and highlight the key points in the coffee- Reflect back on the unit with the children to review
making process. Review their ideas. Write the what they have learned about Colombia. Pause for ten
following questions on the board: Where is this seconds to allow them time to think. Ask questions,
coffee from? How many beans do you need to make e.g. Where is Colombia? (In South America.) What
a cup of coffee? What climate do coffee beans is the official language? (Spanish.) What is Colombia
need? Check answers: (Colombia; 45; hot and famous for? (For its coffee.) What would you like to see
sunny). in Colombia? Encourage the children to use English,
but if they use L1, that’s fine, too.
2 Find and write.
Have children read the questions. In pairs, they read Lesson extender
the text again and answer the questions in their Cross-curricular focus: Cooking
notebook. Check by inviting children to read out
their answers. Ask the children to think of things they could eat or
drink with coffee (cakes, candies, ice cream). Have
Answers: 1 No, it doesn’t. It grows on small plants. them write a recipe they like or invent a new recipe
2 Farmers pick the beans. Then, they wash them with coffee in it. Have them do a drawing for their
and put them in water. Then, they put them in the recipe. Invite children to share their recipe with the
sun. They clean them again and roast them. They class.
pack them in bags.

1 How many people participate so that Ask the children to do the Reading interactive
people can drink coffee with his breakfast? activity on page 88 of the Digital Student’s
Read the question with the children. In pairs, Book. Keep track of their performance.
the children compare ideas. Invite pairs to share
their ideas with the class.
Wrap up
2 Does coffee grow in your country? Is coffee In pairs, the children make a top five list of popular
a popular drink in your country? Where do products from their country. When they have
people drink it? finished, ask them to call out the products for you
to write on the board. Tell them which one is your
favorite and invite other children to share their
preference.
112
STUDENT’S BOOK
Lesson 8 page 89
Learning objective: draw, write, and give a presentation about a product from their country
New vocabulary: process, product
Vocabulary review: first, then, after that, finally
Materials: Presentation File template 7 (Extra Resources Tab); information and pictures about the cultivation and
processing of food that is typical of their country; glue; crayons; tape
TRACK 69

encourage the children to be aware of
3 Present.
Play the sample presentation on the audio track
products from their country. They learn while the children follow in their book. Invite children
to express appreciation of those products to come to the front and present their work to the
and how they influence the way they eat. class. Try to have as many children as possible
Encourage them to find out as much as they present their work.
can about how these products are cultivated
and processed.
Display the Digital Student’s Book. Invite a child
Warmer to the board and ask them to draw a picture of
Ask the children to think of products that are typical a product from their country using the pen tool.
of their country. Write them on the board. Ask Ask the class What is it? and have them guess
children if they like or dislike these products and the product. Repeat with other children and more
why. products.
Wrap up
Have the children display their presentations around
the information and pictures you brought. Ask the the classroom. Encourage them to walk around and
children to choose a product and draw or paste in look at everyone’s work.
pictures of it. Have them read the questions and find
the information about their product.
2 Practice.
presenting their information about their product.
Have the children read and practice using the
phrases in their book. Monitor by checking

it Lesson
un
OVERVIEW
Unit objective: learn to talk about quantities of food
Vocabulary: chicken, yogurt, salad, cheese, nuts, honey, shish kebabs,
mushrooms, a cup of coffee, a can of soda, a bottle of water, a bag of rice, a
carton of juice, a jar of honey
Grammar: There’s too much ..., There are too many ..., There is / isn’t enough ...,
There are / aren’t enough ..., Is there enough / too much ... ? Are there enough /
too many ... ?
Phonics: sounds /kr/, /tr/, /gr/, /pr/
Value: Effort – Don’t give up
Cross-curricular focus: Literature – Mythology
Country focus: Greece
. Greece.
This is typical food

for a party
in Greece. There’s
Mmm ... The everyone to share.
lots for
food in Greece is
delicious! What do Look
you know
about G and Do
it
Can you reece?
name an
What food y G re ek food?
is popula
r in your
un
country?
Look at the pictur

e.
Is this food healthy
IN ?
Why? / Why not?
114
STUDENT’S BOOK
pages 90-91
b Picture activity
culture connection Ask the children what ingredients they think are
required to make the different dishes. Make sure they
understand the information on the first sign. Then read
• The picture shows typical Greek dishes the questions on the second sign and discuss the
including kebabs, olives, and feta cheese. Greek answers with the class.
people also eat lots of fish. Answers: Children’s own answers.
• Greece has around 3,000 islands, 140 of which
are inhabited. The capital city is Athens, which
is on the mainland and has around three million c Visual literacy: Zoom In
Look at the picture. Is this food healthy? Why? /
inhabitants.
Why not?
• The highest mountain in Greece is Mount
Olympus, which is known as the seat of the Have the children discuss the questions on the third
gods in Greek mythology. Greece is famous for sign in pairs and share their ideas with the class.
its mythology and many characters and stories Encourage them to give reasons for their answers.
have been used in movies, e.g. Hercules. Answers: Children’s own answers.
d Wrap up
CULTURE VIDEO
Student’s Book. You can also download this Picture activities for Unit 8
video from the Extra Resources Tab, as well as
the teacher’s notes with guidelines to explore its Lesson 1, after Activity 3
content and suggested activities to be done with Ask the children to look at the picture and say
the children.
what food there is or there aren’t. Encourage
them to use there is / there are some … or there
isn’t / there aren’t any …
a Warmer
Have the children look at the picture of Bouncer and
Ask the children to talk about the quantities of
read aloud her speech bubble. Ask the children to food they can see in the picture using too much,
identify what she is looking at (a table with Greek too many, and enough, e.g. There’s too much
food). Explain that Bouncer is in Greece. cheese. There isn’t enough salad.
Use the World Map, pages 6 and 7, to help the Lesson 5, after Activity 3
children identify the continent of Europe and then Ask the children to imagine and describe the food
find Greece. Point out that it has lots of tiny islands. at a Greek wedding including any containers, e.g.
Finally, have the children write the country’s name in
There are bottles of water.
the corresponding place on the World Map.
PASSPORT
STUDENT’S BOOK
it Lesson 1 page 92
un
Unit objective: learn to describe what food there is

New vocabulary: cheese, chicken, honey, yogurt, mushrooms, nuts, salad, shish kebabs
New grammar: There’s / There are some …, There isn’t / aren’t any …
Materials: food digital flashcards (Extra Resources Tab)
Warmer Activity extender

Pre-teach kebabs by pointing to the unit opener
picture. Write There is and There are on the board. Have the children work in pairs. Each child draws
Remind the children that we use them to talk about a picture with three food items in it. The children
quantities of things we can see. Have the children exchange pictures and write sentences with some
call out their favorite food. Write the words in and any under their friend’s picture. Walk around the
columns on the board. class. Monitor and help.
TRACK 70

Ask the children to look at the pictures and name 3 Talk to a friend.
the food they know. Play the audio track. Ask the Ask the children to read the example dialogue. In
children to listen and point. Play the track again. pairs, they ask and answer about the picture in
Pause after each word for the children to repeat. Ask Activity 2. Walk around and monitor.
them to circle the things that they ate this week.

Use the digital flashcards to show the food, and Competency development: Learn
ask the children to name the foods displayed. This In this activity, the children reflect on what
procedure will help them to reinforce words they are they have learned in the lesson and put it
learning. into practice by describing what they can see
in the picture.
2 Look and complete using There’s /

There are / There isn’t / There aren’t.
Have the children look at the picture. Write the
words some and any on the board. Review the use
of some (affirmative) and any (negative, questions). In INTERACTIVE ACTIVITIES
pairs, the children complete the sentences. Review Ask the children to do the Vocabulary
the answers with the class. interactive activity on page 92 of the
Digital Student's Book. Keep track of their
Answers: 1 There’s 2 There aren’t 3 There’s performance.
4 There aren’t 5 There’s 6 There are 7 There’s
8 There isn’t
Wrap up
Competency development: Think Have a spelling race with the food words from the
lesson. Divide the class into two teams to send
In this activity, the children use their critical members to the board one at a time. Award a point
thinking skills to analyze the use of some for the fastest correct spelling.
and any in affirmative and negative sentences.

STUDENT’S BOOK
Lesson 2 page 93
Learning objective: talk about quantities of food

New grammar: There’s too much …, There are too many …, There’s enough …, There isn’t / aren’t enough …
Vocabulary review: bread, cookies, salad, sausages
Warmer Answers: 1 False. There isn’t enough salad.

2 False. There’s too much sausage. 3 True 4 False.
Play “Pictionary” to review the food items from There isn’t enough salad. 5 True 6 True
Lesson 1. Divide the class into two teams. Have one
child from each team draw a word. The first team to
guess wins a point. Repeat until both teams have
played twice. 3 Talk about your neighborhood and
the world.
TRACK 71
Have the children read the sentence openings
Ask the children to describe the pictures. Play the audio
and the words in the box. Read aloud the sample
sentence, then invite a couple of children to make
sentences about their neighborhood or the world.
track. Ask the children to listen and read. Play the track In pairs, the children take turns to make sentences.
again. Pause after each line for children to repeat. Monitor, checking intonation and pronunciation.
Write the sentences from the grammar box on Answers: Children’s own answers.
the board. Read them aloud. Ask the children to
identify the words that refer to quantity (much, many,
enough). Ask them to find similar sentences with
these words in the dialogue.
This activity promotes understanding
of what the children have learned by
Discover Grammar asking them to think critically about their
Point to and read the quantifiers (Too much / neighborhood or the world, and whether
Too many / Enough). Have the children read these have enough or too many of the key
the food words in the three columns and say items in the activity.
which of the quantifiers goes at the top of each
column. Help them to deduce that much is
for uncountables, many for countables, and
enough for both. Make sure that the children
understand that enough means the same as
“sufficient”.
Answers: too much, enough, too many INTERACTIVE ACTIVITIES
Competency development: Think Book. Keep track of their performance.
The children interpret information for
themselves in this activity, deciding which types
of nouns, countable or uncountable, take which
quantifiers. Allow them to share their ideas and
Wrap up
TRACK 71 In pairs, the children take the roles of Bouncer
help them to reach the correct conclusions.
and Tina. Play the audio track and have the
2 Look at Activity 1. Say True or False.

Read the sentences aloud. In pairs, the children say
children read the dialogue aloud and act out
the story. Then have them exchange roles.
if the sentences are true or false. Ask the children to

correct the false sentences. Check answers orally.
GRAMMAR
WORKBOOK GUIDE 117
page 60 page 132
STUDENT’S BOOK
it Lesson 3 page 94
un
Learning objective: recognize and practice sounds /kr/, /tr/, /gr/, and /pr/
New phonics sounds: /kr/, /tr/, /gr/, /pr/
New vocabulary: crown, grass, grasshopper, gray, green, pretty, prince, princess, prize, train,
traveled, tree
Vocabulary review: crab, was, won, wore
Warmer
Play “Guess the object”. Give definitions of different
words from previous phonics lessons, e.g. You 3 Use your dictionary. Can you find
more words with the sounds cr, pr,
wear them everyday and they are blue ( jeans). gr, and tr?
In pairs, the children look through phonics pages
of the previous units and write the words down. Ask the children to look at the pictures and say
Review the answers orally. what words they represent ( grandma, crocodile).
Allow them time to write the words. Ask them to
TRACK 72
take out their dictionaries and look for other words
1 Listen to the tongue twisters.

Then say.
that start with cr, pr, gr, or tr. Write the words on
the board. Ask the children to copy them into their
notebook.
what they can see. Play the audio track and have Possible answers: cr: crayon; pr: present;
them read and listen. Play the track again. Pause gr: grape; tr: truck
after each sentence for the children to repeat
chorally. Name key words from the sentences
and have the children point to the corresponding Competency development: Learn
pictures. In this activity, the children demonstrate
their understanding of the sound and
spelling combinations they have learned. They
2 Find words in the tongue twisters for
each sound.
become self-directed learners as they use
a dictionary to find other words with the same
combinations.
Point to and read the sounds at the top of each
box. Ask the children to find words in the tongue
twisters with those sounds and write them in the Wrap up
corresponding boxes. Divide the class into two or three groups. Have a
Answers: cr: crab, crown; pr: pretty, princess, spelling race with the words from the lesson and
prince, prize; gr: grasshopper, gray, grass, green; previous phonics lessons. Award a point for correct
tr: trains, traveled, tree spelling.

In this activity, the children use their thinking
skills to find words with the sound and
spelling combinations, and categorize them
accordingly. Encourage the children to take
note of these combinations in other words
they may see in English in the future.
118 WORKBOOK
page 61
STUDENT’S BOOK
Lesson 4 page 95
Learning objective: practice reading skills and explore the value of effort
New vocabulary: congratulations, good luck, race, winner
Vocabulary review: fast, grass, slow, tree
Grammar review: I’m the fastest.
Materials: drawing paper; crayons
Warmer
Write race on the board. Ask the children what type
of races there are, e.g. car races, running races,
3 When do you give your best effort?
Read and check ( ).
swimming races, cycling races. Ask them to share
things they like and dislike about races. Read the question and options. Have the children
check the things they do. In pairs, the children
TRACK 73
compare the things they checked to see if they
1 Listen and read.

Ask the children to cover most of the story and look
have any in common. Invite children to share their
answers with the class.
only at picture 1. Have them predict who will win
the race, giving reasons why. Play the audio track.
Have the children listen and read. Ask them if their
predictions were correct. Ask Who won in the end? Competency development: Be
(Tristan). By taking part in this activity, the children
personally to the importance of making an
Activity extender effort. They also think about specific activities
Ask the children which famous fable this story is that they can make an effort in.
like (The Tortoise and the Hare.) Have them make
comparisons between the two stories. In case a
child doesn’t know the fable, give them an idea of INTERACTIVE ACTIVITIES
what happens to the tortoise and the hare from the Ask the children to do the Reading interactive
fable. activity on page 95 of the Digital Student’s

the value .
) Wrap up
Have the children draw a picture of a tortoise and a
Write the word effort on the board. Explain that if hare. Encourage them to title it Don’t give up. Ask
someone makes an effort it means they make an them to show their drawing to their family or friends
attempt to do something well. Read aloud the two and explain the value behind the story.
values and check understanding. Ask the children
to read the story again and check the correct value
in the story. Read the value as a class. Then ask the
children what things they have done where they
have made an effort. Ask them why it is important to
try hard and not give up.
Answer: Don’t give up.
WORKBOOK 119
page 62
STUDENT’S BOOK
it Lesson 5 page 96
un
Learning objective: learn vocabulary for food and drink containers

New vocabulary: a bottle of water, a jar of honey, a carton of juice, a can of soda, a cup of
coffee, a bag of rice
Grammar review: Can you …?
Materials: different types of food containers; food conteiners digital flashcards (Extra
Resources Tab)
Warmer Answers: 1 a bag of rice 2 a carton of juice 3 a jar

Display the digital flashcards of different food of honey 4 a can of soda 5 a cup of coffee
containers and ask the children to stand up if they
have them in their house and to sit down if they
don’t. Hold the objects up faster and faster each
time to make the game more fun. Then brainstorm
3 Complete the chart with more foods.
In pairs, ask the children to complete the chart
any container words the children already know and
with other foods or drinks that could go in the
write them on the board.
containers. Copy the chart on the board and have
TRACK 74 children write their ideas. Ask the children to make

Have the children look at the pictures. Play the audio
sure they have all the information on their chart
Possible answers: a cup of: coffee, tea, hot
chocolate; a can of: soda, beans, tuna; a bottle of:
track. Ask the children to listen and point to each water, oil, ketchup; a bag of: chips, rice, peanuts;
picture. Play the track again. Pause after each word a carton of: milk, juice, yogurt; a jar of: honey,
and ask the children to repeat. Have the children say mustard, mayonnaise
the words one at a time chorally.
Activity extender Competency development: Think

By taking part in this activity, the children use
In pairs, the children take turns saying words for
their prior knowledge to analyze food and
containers: a can of … and the items that go in
drink containers, then demonstrate their
them: soda. Have the children repeat the procedure
understanding of the new vocabulary to
several times.
complete the chart correctly.
TRACK 75 You can now go back to the unit opener

Write Can you buy …? on the board. Explain that
the children will hear a series of questions starting
with these words and they have to choose the
correct option. Play the audio track. Pause after INTERACTIVE ACTIVITIES
each question. Allow the children time to call out the Ask the children to do the Vocabulary
answer. Play the track again. In pairs, the children interactive activity on page 96 of the
write the answers in their notebook. Check the Digital Student’s Book. Keep track of their
answers again orally. performance.
Audioscript: 1 Can you buy a bottle of rice or a bag

of rice? A bag of rice. 2 Can you buy a jar of juice or
a carton of juice? 3 Can you buy a jar of honey or a
Wrap up
Say riddles about food items from this lesson for the
cup of honey? 4 Can you buy a can of soda or a jar
children to guess: I am sweet. Bees like me. (honey)
of soda? 5 Can you buy a cup of coffee or a can of
I’m orange. I’m a vegetable. (carrot) I’m white. I help
coffee?
build strong bones and teeth. (milk)

STUDENT’S BOOK
Lesson 6 page 97
Learning objective: ask and answer about quantities

New grammar: Is there too much …? Are there too many …? Is there enough …? Are there enough …?
Vocabulary review: food and drink items
Warmer TRACK 77
Write cup, can, bottle, bag, carton, jar on the board.

In pairs, the children draw two food or drink items 2 Listen and sing. Jam-packed Car!
Ask the children to describe the picture. Explain the
for each container. Review food and drink words for
the different containers chorally. meaning of jam-packed car. Play the audio track
TRACK 76
and have the children read along and underline
the phrases with many, much and enough. Check
comprehension. Play the track again and encourage
the children to sing along.

the track again. Pause after each sentence and ask
the children to repeat chorally. 3 Look at Activity 2. Talk to a friend.
Read the questions aloud. In pairs, the children
Have the children read the sentences from the ask and answer the questions. Review as a class.
grammar box chorally. Explain that these are
questions to ask about the quantity of things. Have Answers: 1 Yes, there are. 2 Yes, there is. 3 No,
them say which question is for countable objects there isn’t.
(the second question) and which is for uncountable
objects (the first question).
In this activity, the children demonstrate their
Discover Grammar understanding of quantifiers to talk about the
Read the box aloud and have the children song.
follow the instructions. Review the answers
and help the children share their ideas and
conclusions. INTERACTIVE ACTIVITIES
Answers: In the questions, the subject and
the verb are inverted; in the short answers,
the subject and the verb come after the
words yes or no.
Wrap up
Competency development: Think Ask questions with Is there or Are there about the
classroom and have children answer, e.g. Are there
too many books in the classroom? Yes, there are.
difference between questions and short
answers. They are encouraged to notice
the language and use their thinking skills
to understand the order of the words and
when to use much, many and enough with
countable and uncountable nouns.
GRAMMAR
WORKBOOK GUIDE 121
page 64 page 132
STUDENT’S BOOK
it Lesson 7 page 98
un
Learning objective: learn about Greek mythology and mythology from their country
New vocabulary: cave, hero, monster, kill, shield, stone, sword
Vocabulary review: cut, find, head, horse, neck
Warmer Encourage them to use English as much as

Explain to the children in L1 what a myth is: a possible. Invite children to tell the class their
traditional story, usually about a hero, but totally ideas, and write a list on the board.
imaginary. Lots of myths we know come from Ancient
Answers: 1 A beautiful white horse with golden
Greece. Write Medusa, Perseus, and Pegasus on the
wings. 2 Children’s own answers.
board. In pairs, the children discuss what they think
these three characters are (monster, young man,
horse.) Elicit their ideas and have them look in their
book to see if they were correct. Stop and reflect
1 Read about a hero from Greek
mythology.
what they have learned about Greece. Pause for ten
seconds to allow them time to think. Ask questions,
Ask the children to read the text individually. Help e.g. What have you learned about Greece? Which
with vocabulary as necessary. Ask children if they foods are popular in Greece? Would you like to visit
liked the story. Divide the class into three groups. Greece? Why or why not? Encourage the children to
Have each group read a paragraph (except the first use English, but if they use L1, that’s fine, too.
paragraph) and tell the class what it’s about.
Have the children read the It’s a fact! text. Ask if they lesson extender
know that many English words come from Greek. Cross-curricular focus: Literature
2 Find and write.

In pairs, the children think of a famous myth or fable
from their country. Then have them write a simple
outline of the story. Provide them with language
write the answers in their notebook and then and vocabulary as necessary. Encourage them to
compare with a partner. Check by inviting children to illustrate their stories. Invite some pairs to read their
read out their answers. story to the class.
Answers: 1 Because when people looked at her,
they turned into stone. 2 He didn’t look at her
directly. He looked at her reflection in his shield.
Think Twice activity on page 98 of the Digital Student’s
1 What is Pegasus? Does Pegasus appear in
any stories or movies that you know?
Wrap up
Have the children close their book. Read the
share their answers with the class. text again as dramatically as you can. Pause at
2 Do you know any stories about heroes and interesting points of the story and encourage the
monsters from your country or any other children to say what happened. Continue until the
country? whole story has been told.
pairs, the children discuss their ideas.
122
STUDENT’S BOOK
Lesson 8 page 99
Learning objective: draw, write, and give a presentation about a hero

Vocabulary review: hero
Materials: Presentation File template 8 (Extra Resources Tab); pictures of heroes / heroines, comic books,
Internet information, and books about heroes / heroines; glue
TRACK 78

The activities throughout this lesson 3 Present.
Play the audio track of the sample presentation
encourage the children to think about
heroes and heroines and what they admire while the children follow in their book. Invite children
about them. Encourage them to think about to come to the front and present their work to the
what kinds of positive qualities the heroes and class. Try to have as many children as possible
heroines have. present their work.
Warmer Wrap up
Ask the children to tell you who their hero or heroine Write a list of all the heroes and heroines the children
is. Write a list on the board. chose in this lesson on the board. Have a class vote
to find out the most popular hero or heroine.
comics, books, and printouts about heroes and
heroines. Ask the children to choose one. Have
them draw or paste in and label a picture of him /
her. Have them read the questions and answer them
about the hero or heroine they chose. Help them to
find the answers if necessary.
Activity extender
Ask the children if they like cartoons or animated
movies about heroes and heroines. Ask them to say
which is their favorite, giving reasons why.
2 Practice.
presenting their information about their hero /
heroine. Have the children read and practice
using the phrases in their book. Monitor, checking

un
it
STUDENT’S BOOK
page 100
. progress check.
Vocabulary review: fly, make, read, ride, sing, swim, wear, write, yesterday
Grammar review: Did they swim in the ocean yesterday? Yes, they did. / No, they didn’t.
They rode bicycles.
Warmer Wrap up
Have the children look at the pictures on page 88
Write some scrambled simple past questions and
of the Student’s Book one more time. Then have
sentences on the board. In pairs, the children
them look at the Map Stickers page at the back of
unscramble them. Check answers on the board.
the book for the sticker that depicts a feature from
one of the pictures on page 88. Ask them to stick it
1 Complete the chart.

Individually, ask the children to look at the chart and
on the World Map next to the name of the country
(Colombia).
write the past or present form of the verb. In pairs,
they compare answers. Check answers on the
to circle the icons that make each statement from
board. Ask them to write in their score.
the chart be true for them. The “check” icon means
Answers: wore, fly, made, sing, wrote, ride, read, the statement is definitely true; the “question mark”
swim means the statement is partially true; and the “cross”
icon means the statement isn’t true for them. Invite
the children to share their answers with the class.
2 Look at the pictures and complete.
Have the children look at the pictures. Point to the
Elicit what they can do to make all the statements
be true for them.
sentences and have them complete the missing After that, have the children write their “departure
information according to the corresponding picture. date” from Unit 7 on page 14. Ask the class what
Check the answers on the board. Ask them to write they have enjoyed the most in Unit 7. Finally, ask
in their score. them to look for the passport sticker with the name
Answers: 1 got 2 went by airplane / flew to the USA Stickers page at the back of the book and “stamp”
3 swam 4 they rode bikes 5 they cooked / made a it in the corresponding place on page 14 of the
cake passport.
3 Read and complete.

Have the children look at the pictures. Point to the
Resources Tab).
sentences and have them complete the missing

information according to the corresponding picture.
Check the answers on the board. Ask the children to
write in their score and then write in their total score.
Answers: 1 did, drank 2 did, do, drank hot
chocolate 3 did they do, They drank soda 4 did she
do, She drank tea
PASSPORT
STICKERS
un it
STUDENT’S BOOK
page 101
. progress check.
Vocabulary review: food words
Grammar review: enough, not enough, too many, too much
Warmer Wrap up
Write food words from this unit on the board. In Have the children look at the Unit 8 opener picture
pairs, the children name the different types of one more time (pages 90 and 91 of the Student’s
containers for the foods. Then review their ideas with Book). Then have them look at the Map Stickers
the whole class orally. page at the back of the book for the sticker that
depicts a detail from Unit 8’s opener picture. Ask
them to stick it on the World Map next to the name
1 Look and complete.
Ask the children to name the food items in the
of the country (Greece).
Ask the children to open their passports to page
picture. Then have them complete the sentences. 17 and complete the self-assessment chart. Tell
Have children read the sentences aloud to check the them to circle the icons that make each statement
answers. Ask the children to mark their answers and from the chart be true for them. The “check”
write in their score. icon means the statement is definitely true; the
“question mark” means the statement is partially
Answers: 1 There are enough 2 There aren’t true; and the “cross” icon means the statement
enough 3 There are enough 4 There isn’t enough isn’t true for them. Invite the children to share their
5 There isn’t enough 6 There are enough answers with the class. Elicit what they can do to
2 Read and choose the best answer.

Point to the questions and explain that the children
Then have them write their “departure date” from
Unit 8 on page 16. Ask the class what they have
enjoyed the most in Unit 8. Then, ask them to look
have to choose the option that best answers the for the passport sticker with the name of the country
question. Allow the children time to answer. Read they have just visited on the Passport Stickers
the questions aloud and ask children to call out the page at the back of the book and “stamp” it in the
correct answers. corresponding place on page 16 of the passport.
Ask the children to write in their score. Then have If there is time, do a favorite activity or play a favorite
them add up their scores for Activities 1 and 2. game again (access the “Games Ideas” in the Extra
Resources Tab).
Answers: 1 a 2 b 3 a 4 b 5 a 6 a
PASSPORT
CHALLENGE 4
OVERVIEW
Objectives: develop communicative and collaborative skills to design and build a structure
using only paper, appreciate how shape and form impact both the structure and aesthetic
of buildings around us
Consolidate language from Units 7 and 8: There are too many (sheets of paper)., Is there
enough (paper)? There is / isn’t enough., Are there enough (columns)? There are / aren’t
enough., Is there (an arch)?
New language: architecture, arch, circle, round, column, triangle, rectangle, facade, We
built a / an …, We are architects / engineers.
Project materials: sheets of recycled paper, plastic ruler, tape measure
Countries: Colombia and Greece
Colombia Greece
CHALLENGE 4 . BUILD a Paper Tower.
Team name 3 Now design and build. You can fold or tear your paper.
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25
Look around you. What shapes can you see?
Las Lajas is a church

1 Get materials.
on a bridge 100 meters The Arch of Hadrian
above the Guáitara river. close to the temple of
Zeus in Athens.
4 Complete the building report.
sheets of recycled plastic ruler tape measure Building Report

paper
Building name:
Create a tower using up to 10 sheets of paper. Look at

2 some examples. Function:
Height:
Ancient Greeks dedicated
The Capitolio Nacional, the Parthenon to the
in Bogotá, is the home Goddess Athena.
of government. Location:
5 Compare your tower with the

Super Star
other teams’. Which is your
Basic architecture shapes:

favorite building? Why? Challenge
Build a tower using
Why are architects, engineers, and 20 sheets of paper.
The Torre del Reloj The Rotunda of Galerius
is a clock tower in
building inspectors important? is the oldest monument
Cartagena, Colombia. in Thessaloniki, Greece.
102 Arch Circle: round column Triangle and rectangle: facade

TeamWORK 103
126
culture connection
• In Colombia, you can see the use of geometric • Greek architecture is known for tall columns,
shapes and Greek influence in the Capitolio arches, intricate details, symmetry and
Nacional, in Bogotá, which houses the balance.
Colombian Congress. • An example of a Greek building that uses two
• Las Lajas Sanctuary has been called the most different shapes, triangles and columns, is the
beautiful church in Colombia and a jewel of famous Greek temple, the Parthenon.
engineering. The church has different geometric • Another famous Greek monument, which was
shapes in its construction: triangles, circles, and built with both arches and columns, is Hadrian’s
arches. Arch in Athens, built to honor the Roman
• The Ancient Greeks had a unique style of emperor, Hadrian.
architecture that is still copied today in
government buildings and major monuments
throughout the world.
Content Insight
Engineering: Shapes rectangles. However, this shape is chosen for its
uniformity and aesthetics, not because it is strong.
• Engineers use different geometric shapes to
support and strengthen structures and buildings • Cylinders or columns are strong shapes that
in different ways. can hold up heavy loads, such as roofs. They also
give strength and balance to buildings.
• If there is a single most important shape in
engineering, it is the triangle. A triangle, different • Arches are very strong shapes, too. When a load
from a rectangle, cannot be deformed unless is applied to an arch, it is supported both vertically
there’s a change in the length of one of its sides or and horizontally along the arch’s sides, all the way
a break in one of its joints. to its base.
• Rectangles are common in all types of
structures. Windows and doorways are usually
Glossary
Aesthetics: The quality of being attractive and appealing to the senses.
Load: The weight that is supported by a structure.
Roof: The cover or top of a building or structure.
Symmetry: The property of having balanced proportions.
127
introduce them to some facts about architecture
Fun Facts and design in Colombia and Greece, using L1 as
needed. Encourage them to compare, contrast,
• The construction of the Parthenon began and develop cultural appreciation for what they see.
over two thousand years ago, in 447 BC, If possible, show them additional pictures or digital
and the building is still standing today. resources of the buildings that were mention.
• Cartagena’s most famous landmark, The Read the information about architectural shapes at
Torre del Reloj, or Clock Tower, was once the bottom of page 102 while the children follow in
the main gateway to the walled city. their book. Explore the terms arch and column. Ask
• The word geometry comes from the them to work together to identify those shapes in the
Greek words geo, meaning earth, and images in the side columns.
metria, meaning measure. Next, tell them that today’s challenge is for their
• In geometry, the rhombicosidodecahedron team to work together. Say You are going to build
has 20 triangular faces, 30 square faces, a tower with just ten sheets of paper. You may tear
and 12 pentagonal faces! paper but you can’t use anything other than the ten
sheets. Tell them that when the time is up, everyone
must stop to take a tour around the class and visit
all the towers, observing their design, strength,
creativity, beauty, and stability.
Troubleshooting Use the board to give the children a visual checklist.
Some children may get impatient when they see Write the following steps on it and draw a simple
their buildings falling. Encourage them to find ways icon / symbol to represent them.
to build columns, triangles, and support pieces • Team name
without using tape or any other forms of sticking
• Team handshake with six steps
them together.
• Build a paper tower using up to ten sheets of
Preparation paper
Gather the kits. Each team will need ten pieces of • Fill in the report.
paper for the challenge, and an additional ten for • Super Star Challenge
the Super Star Challenge. Consider using a timer to • Clean up
advise the groups when time is up.
Then the children follow the steps in the book.
Colombian and Greek instrumental music, to play
quietly as the children work. 1 Get materials.
Once the children have decided on their team
name and handshake, they should send one
Warmer person up to get their kit. Say Good luck and
Have the class sit in their teams. Invite the children don’t forget to listen to each other. Architects and
to look around and ask them What shapes can you engineers must communicate to prevent accidents
see? Solicit names of shapes they know (circle, and deliver on time.
triangle, square, etc.). Then ask What are the two
countries you have learned about in the previous
units? (Colombia and Greece). Explain that they are
2 Create a tower using up to 10 sheets of
paper. Look at some examples.
going to explore some architectural treasures from Walk around the room, supporting teams as needed.
both countries. As they look at the examples and start coming up
Have the children open their books to pages 102 with a plan, ask questions like What shapes are
and 103 and invite them to look at the pictures in used in buildings in your neighborhood? Which
the vertical columns. As they observe the images, shape do you think is the strongest shape?
128
Remind them that for this challenge, they can only
have paper and a ruler. But if they could use one
more thing, ask What would it be? Expansion projects
3 Now design and build. You can fold or tear
your paper.
a Teamwork Triangles
Materials: thick paper (assorted colors or one color),
The children design and build a structure using up paper cutter or exacto knife (for teacher use only),
to ten sheets of paper, considering height, strength, metal ruler, tape, cardboard or cutting mat
beauty, function. In the end, they measure the height Adult preparation of cardboard or cutting mat
with a tape measure. triangles is required. Follow the steps below:
4 Complete the building report.

Teams complete the report on the page deciding on
1 Place paper on cardboard or cutting matt and
score the paper lengthwise with an exacto knife
and ruler at 2.5 cm, 5 cm, and 7.5 cm. Cut
a name, the function, height, and location of their through the paper at the 7.5 cm point.
tower. Team members write the team’s, answers on
2 Cut planks of paper 2.5 cm wide. Make planks
their book.
7.5 cm and 15 cm long.
5 Compare your tower with the other teams’.
Which is your favorite building? Why?
The children complete the following steps:
3 They fold individual pieces on scored lines and
Allow time to have an exhibition of all the completed tape into triangles.
towers, so the children can compare the styles and 4 After creating enough triangles, they build by
strategies used by each team. It is not a competition laying the triangles side by side and using planks
but a chance to learn from the ideas and creativity of between rows.
others. For inspiration, check out the website <https://www.
greenkidcrafts.com/paper-building-blocks/>.
Tell the children to go big and try building a tower
using twenty sheets of paper. Encourage them to
b How Strong Is Your Shape?
Materials: assorted lengths of stiff paper (or poster
challenge themselves, applying what they have board), tape, ruler for folding
learned and innovating. Invite the children to make a variety of columns in
different shapes (circular, four-sided, three-sided)
Teamwork Self-Reflection and lengths.
Engineers and architects share ideas and listen to Test their strength by placing books on top.
each other. Ask How well did your team accomplish For reference, check out the website <https://
this goal today? Have them color one star for not creeksidelearning.com/stem-activities-for-kids-how-
well and five for great. Then ask the children to strong-is-a-piece-of-paper/>.
repeat their six-step handshake to say goodbye.
c Ice Blocks
Wrap Up Materials: ice cube trays, paper cups, water, paint,

glitter, sequins, small toys, chalk
Ask the question on the bottom of page 103: Why
Have the children create blocks and columns of
are architects, engineers, and building inspectors
colored ice using paint and other ornaments.
important? (They make sure that the buildings we
live, study, or work in are safe.) Discuss the role of Check out the website <http://www.
these professionals and the influence they have over minimonetsandmommies.com/2015/06/colorful-ice-
our communities. building-blocks-for-kids.html>.
All websites were accessed on Sept. 18, 2019.
129
it Lesson
un
OVERVIEW
Unit objective: learn to talk about actions they could do in the past
Vocabulary: skateboard, juggle, do a somersault, rollerblade, do a slipt, ride a
scooter, do a handstand, do a cartwheel, fast, slowly, badly, well
Grammar: When I was ..., I could ...; When I was ..., I couldn’t ...; Could you ...
when you were ... ? Yes, I could. / No, I couldn’t.
Phonics: sounds /s/ and /k/
Value: Equality – It’s good to share
Cross-curricular focus: Music – Russian classical music
Country focus: Russia
Next Station passport; culture video for Units 9 and 10 (Extra Resources Tab)
. russia.
Welcome to
Russia! Look at
these amazing
acrobats! These acrobats are
from Russia.
They can do ama
zing stunts.
it What do
Do you en
you know
joy watch
about Ru
ssia?
un
Can you ing acro

do any ac bats?
robatics?
Look at the pictur

e.
IN Do you think the
se acrobats
are talented?
130
STUDENT’S BOOK
pages 104-105
understand. Read the questions on the second sign
culture connection and discuss them with the children.

• The picture shows four Russian acrobats.

Russia is famous for having some of the best
c Visual literacy: Zoom In
Look at the picture. Do you think these acrobats
acrobats and gymnasts in the world. are talented?
• Ballet is very popular in Russia. The Bolshoi This feature develops visual literacy by encouraging the
Ballet is famous for its classical ballets. children to use their prior knowledge to interpret the
picture. Tell the children to look at the picture again.
• Russia is a transcontinental country that
Read aloud the question on the third sign and check
extends over Eurasia. The capital city is
understanding. In pairs, the children discuss their
Moscow.
opinions. Invite pairs to share their ideas with the class.
CULTURE VIDEO
Note the video icon on page 104 of the Digital d Wrap up
Student’s Book. You can also download this Have the children open their passports to page 18
video from the Extra Resources Tab, as well as and write their “arrival date” to Unit 9.
content and suggested activities to be done with
the children. Picture activities for Unit 9
a Warmer
Have the children look at the opener picture. Ask
them to describe what acrobats can do, e.g. They
can hang upside down.
aloud her speech bubble. Ask the children to identify
what she is looking at (Russian acrobats). Explain that Lesson 5, after Activity 3
Tina is in Russia. Ask the children to imagine they are at the circus.
Have them describe what is happening using the
Use the World Map, pages 6 and 7, to help the children
lesson’s vocabulary, e.g. A monkey is playing the
identify the continents of Europe and Asia and then find
Russia. Then have the children write the country’s name trumpet. An acrobat is juggling well.
in the corresponding place on the World Map. Lesson 7, after Activity 1
Ask the children to draw a picture of themselves
b Picture activity
doing a stunt like the Russian acrobats.
Encourage them to label it I’m an acrobat. I can
do amazing stunts.
the clothing the acrobats are wearing. Read the
text on the first sign and make sure the children
PASSPORT
STUDENT’S BOOK
it Lesson 1 page 106
un
Learning objective: learn to talk about abilities in the present

New vocabulary: do a cartwheel, do a handstand, do a somersault, do a split, juggle,
ride a scooter, rollerblade, skateboard
Grammar review: He / She can …, Can you …? Yes, I can. / No, I can’t.
Materials: abilities digital flashcards (Extra Resources Tab)
Warmer Activity extender

Say I can speak English. Invite children to say things
they can do. Write their ideas on the board. Leave Write the sentences from Activity 1 on the board.
them on the board for reference. Have children circle the words that are verbs. Ask
which word goes after can (the verb).

Use the digital flashcards to show the activities.
Display the flashcards one by one and have the
children stand up if they can do the activity and sit
down if they can’t.
3 Ask and answer. Then write about
you.
Ask two children to read the dialogue. In pairs, the
TRACK 79
children take turns asking and answering about their
abilities. Ask them to use the activities on the board
from the Warmer also. Then ask them to write a few
sentences in their notebook about what they can
and can’t do.
any actions they are able to do. Play the audio track.
Ask the children to listen, read the words, and point Answers: Children’s own answers.
to the corresponding pictures. Play the track again
with pauses for the children to repeat.
In this activity, the children use the
2 Look at the pictures. Then write.
Point to the pictures and ask the children to name
information they learned in Activity 1 to talk
about themselves and their own abilities.
the activities. In pairs, the children complete the You can now go back to the unit opener
sentences. Have children read the sentences aloud. (Teacher’s Book pages 130 and 131, Student’s
Answers: 1 can do a handstand 2 can do a split Book pages 104 and 105) and do the
3 can juggle 4 can skateboard additional picture activity for this lesson.

The children look at the silhouettes and
decide which activity they represent in order interactive activity on page 106 of the
to complete sentences. They use their Digital Student’s Book. Keep track of their
critical thinking skills to identify the actions performance.
and write about them.
Wrap up
In groups of four, the children ask and answer about
what they can do. Have the children report their
results to the class.

STUDENT’S BOOK
Lesson 2 page 107
Learning objective: talk about abilities in the past

New grammar: When I was … , I could(n’t) …
Vocabulary review: do a handstand, do a split, juggle, read and write, ride a bike, swim
Materials: modeling clay
Warmer
Hand out a piece of modeling clay to each child. Ask
them to shape the clay into a stick man. Then, call
2 Talk about yourself.
Read the actions from the box aloud. In pairs, the
out the actions from Lesson 1 and have the children
children talk to each other about what they could
act them out with their clay man.
or couldn’t do when they were small. Invite pairs to
TRACK 80 stand up and demonstrate for the class. Admire the

things they could do when they were small.
the track again. Pause after each line and ask them
to repeat.
In this activity, the children are putting into
Write the sentences from the grammar box on the practice the grammar and language they
board. Ask children to underline the words could have been exposed to from Lessons 1 and 2.
and couldn’t. Discuss with the children what they They are showing their ability to talk about
are (they are the past of can). Explain we use them actions they could do in the past.
to talk about things we were or weren’t able to do in
the past.
Lesson extender
Discover Grammar Have the children do a class survey about their
abilities. Have them ask and answer three friends
Ask the children to read the sentences in about what they could and couldn’t do when they
the box. Explain that they have to circle the were five. Have the children report their results to the
correct verbs to complete the sentences. class.
Then have them write five sentences using
could and couldn’t about themselves when
they were small. Check the sentences and
help and correct where necessary. Invite
children to read their sentences to the class.
Answers: can, could; children’s own activity on page 107 of the Digital Student’s
answers. Book. Keep track of their performance.

In this activity, the children analyze the verb Invite a child to stand up and mime an action from
tenses and figure out whether they refer to Lesson 1 or 2. Encourage the children to guess the
the present or the past. Then they show action by saying When I was small, I could (read).
their understanding by using could and The first child to guess is the next to mime the
couldn’t in sentences about themselves. action.
GRAMMAR
WORKBOOK GUIDE 133
page 69 page 133
STUDENT’S BOOK
un
Learning objective: recognize and practice sounds /s/ and /k/

New phonics sounds: /s/ and /k/
Vocabulary review: cake, candy, castle, cat, dancing, nice, princess, rice
Materials: two big pieces of paper with HARD C and SOFT C written on them; tape
Warmer
Ask the children to look through their book and write Competency development: Think
as many words as possible with the letter c in them. In this activity, the children analyze the letter
Invite children to write the words on the board. sounds in words and identify the hard c and
Leave the words on the board. the soft c.
TRACK 81
1 Listen to the poem. 3 Now think of five more words

beginning with hard c.
what they can see. Name key words for them to Ask the children to refer back to the words on the
point to in the picture. Play the audio track. Pause board from the Warmer. Invite children to come to
for the children to repeat after each line. In pairs, the the board and circle the words with hard c. Then
children take turns pointing to the picture and saying have the children write five words beginning with
the words. hard c in their notebook. Review the answers on the
board.
Blended Teaching Tip Possible answers: can, cup, coffee, carton, cook,
crab, color, clean, could
Display the Digital Student’s Book page and play the
audio track to practice the poem with the children.
Repetition and rhythm are positive contributors
to helping the children practice intonation and Competency development: Learn
pronunciation. In this activity, the children demonstrate
their comprehension by categorizing
other words that they know according to their
sound.
2 Write words from the poem in the

correct boxes. Wrap up
Ask the children to circle the c’s in the words in Tape the pieces of paper with HARD C and SOFT C
the poem. Say the words aloud to help them written on them on opposite walls in the classroom.
distinguish between the hard c and the soft c. In Call out words from the lesson. Have the children
pairs, the children write the words in the correct point to the correct piece of paper.
boxes. Check the answers on the board.
Answers: hard c: castle, Cara, cake, cat, candy;
soft c: princess, nice, Cindy, rice, dancing
134 WORKBOOK
page 70
STUDENT’S BOOK
Lesson 4 page 109
Learning objective: practice reading skills and explore the value of equality
New vocabulary: twin
Vocabulary review: cake, castle, party, prince, princess
Materials: drawing paper; crayons
Warmer Competency development: BE

Ask the children if they like cake. Ask them to
describe their favorite cake and to name events By taking part in this activity, the children
where people eat cake, e.g birthday parties, demonstrate their ability to choose
weddings, etc. alternatives and courses of action that
encourage sharing.
TRACK 82
1 Listen and read.

Ask the children to look at the pictures and guess
Lesson extender
Have the children look at and read the story again
what the story is about. Write their ideas on the in detail, paying particular attention to what is said
board. Play the audio track. Have them check if their in each picture. Ask them to close their book. Read
guesses were correct. Ask the children to listen and out individual speech bubbles and have the children
follow the story. say which picture it appears in.

the value .
)
Ask the children to read the story again. Ask Who Ask the children to do the Reading interactive
eats all the cake? Does he feel good? Elicit that he activity on page 109 of the Digital Student’s
doesn’t want to share the cake and then feels ill from Book. Keep track of their performance.
eating it all himself. Check the answer with the class.
Read aloud the two values and ask the children to
check the value in the story. Ask the children why
they think it’s good to share.
Wrap up
Distribute drawing paper. Have the children draw
Answer: It’s good to share. a picture of themselves sharing something with
someone. Have them title their picture It’s good to
share. Walk around and discuss the pictures with
3 Do you always share things? Yes / No.
Circle what you share with others.
the children. Have the children vote for the best
picture.
Read the question aloud. Ask the children to circle

Yes or No. Have them circle the objects they share.
Invite children to tell the class what they share.
Encourage them to share their things at home and
at school.
Answers: Children’s own answers
WORKBOOK 135
page 71
STUDENT’S BOOK
un
Learning objective: learn to describe how actions are performed

New vocabulary: badly, fast, slowly, well
Vocabulary review: play, run, trumpet, violin, walk
Grammar review: He’s running. She’s playing.
Warmer Competency development:

Mime the actions from Activity 1 and encourage Collaborate and Communicate
the children to guess what you are doing. Accept In this activity, the children demonstrate
answers in L1, but prompt them to find the answer their ability to communicate effectively,
in English in their book. exchanging personal information using the
TRACK 83 adverbs they have learned in the lesson.

Ask the children to look at the pictures and name the
Book pages 104 and 105) and do the
actions. Play the audio track. Have the children listen
additional picture activity for this lesson.
and point. Play the track again and ask the children
to repeat. Review the meaning of the adverbs at the
end of the sentences.
Lesson extender
Play “Simon says” using the actions and adverbs
Activity extender on the page: Simon says play the trumpet badly.
Walk fast. Make sure the children only follow the
Ask the children to write sentences in their notebook
instructions preceded by Simon says, if not they sit
with the four actions from Activity 1 using I can and I
down. The last child standing is the winner.
can’t, e.g. I can / can’t run fast.
2 Look and match.

Ask the children to look at the pictures and name
the actions. In pairs, the children read the sentences interactive activity on page 110 of the
and match them to the correct pictures. Check
answers orally.
performance.
Answers: (clockwise from top left) 3, 2, 4, 1
Wrap up
3 Ask and answer with a friend.
Read the questions aloud. Read the dialogue
Have the children write two things they do well and
two things they do badly. Ask them to walk around
the classroom and find someone with whom they
chorally with the class. In pairs, the children take
have two things in common. Invite children to share
turns asking and answering the questions.
what things they had in common and who with.
136 WORKBOOK
page 72
STUDENT’S BOOK
Lesson 6 page 111
Learning objective: ask and answer about things they could do in the past
New grammar: Could you … when you were …? Yes, I could. / No, I couldn’t.
Vocabulary review: ball, drive, juggle, rollerblade, scooter, sing, swim
Materials: drawing paper; tape
Warmer the actions. Play the track again and ask the children
Distribute drawing paper. Ask the children to draw a to sing along.
simple picture of themselves doing something they
liked doing when they were younger. Have children
present their pictures, e.g. When I was small, I could
swim. Put the pictures up on the wall for reference
3 Look at the questions in the song.
Ask and answer with a friend.
throughout the class.
Practice reading the questions in the song chorally
TRACK 84 with the children. Then, in pairs, the children take

Ask the children what they can see in the pictures.
turns asking and answering the questions about
themselves. Walk around and listen to the children.
Play the audio track. Ask the children to listen
and read. Play the track again with pauses for the
children to repeat. Competency development: Learn
Read aloud the grammar box. Ask the children In this activity, the children work as
to say which is the question and which are the autonomous learners to assess what they
answers. Tell them to circle could and couldn’t. have learned and put it into practice by
Play the track again and have them circle could and answering questions about themselves.
couldn’t in the dialogue. Review when we use these
words (to talk about abilities in the past).
Discover Grammar activity on page 111 of the Digital Student’s
Point to the box and read the questions Book. Keep track of their performance.
aloud. In pairs, the children answer the
questions. Review the answers with the class.
Answers: Could I ride a bike ...? No, it’s in
Wrap up
Ask the children to close their book. Copy the lines
the base form. Yes, I could. / No, I couldn’t.
of the first verse of the song onto the board in the
incorrect order. In pairs, the children say the correct
Competency development: Think order. Play the audio track again and have them sing
as much of the song as they can from memory.
formation of questions and short answers
with could to talk about abilities in the past.
TRACK 85
2 Listen and sing When You Were

Small.
Ask the children to point to the song title “When
You Were Small” and predict what the song will be
about. Play the audio track. Ask the children to listen
and underline all the questions in the song and circle
GRAMMAR
WORKBOOK GUIDE 137
page 73 page 133
STUDENT’S BOOK
un
Learning objective: learn about Russian music and ballet

New vocabulary: ballet, classical, composer
Vocabulary review: dance, history, worked, wrote
Materials: World Map; recording of some Swan Lake ballet music
Warmer 2 Are there any famous dancers or

Ask the children to skim the text and circle all the composers in your country?
simple past verbs, e.g. was, wrote, danced, etc. Read the second question with the children.
Invite children to call out the verbs. Encourage them to use English as much as
possible when answering. Invite children to tell the
1 Read about musical history in
Russia.
class their answers, and write some on the board.
what they can see. Have them skim the text quickly
and find out who Tchaikovsky and Anna Pavlova
were. Then have them read the text again. Ask
Stop and reflect
questions to check understanding, e.g. Who wrote
what they have learned about Russia. Pause for ten
the music for Sleeping Beauty? Who had a dessert
seconds to allow them time to think. Ask questions,
named after them?
e.g. What have you learned about Russia? How big
You can now go back to the unit opener is Russia? Which famous composer was Russian?
(Teacher’s Book pages 130 and 131, Student’s Would you like to visit Russia? Why or why not?
Book pages 104 and 105) and do the Encourage the children to use English, but if they
additional picture activity for this lesson. use L1, that’s fine, too.
2 Find and write.

Have children read the questions. In pairs, they read
lesson extender
Cross-curricular focus: Music
the text again and answer the questions in their
notebook. Check by inviting children to read out Play an extract from Swan Lake and write Swan
their answers. Lake on the board. Ask the children what they know
about the story (Odette is a princess who is turned
Answers: 1 She was a Russian ballet dancer who into a swan by a bad magician. She is saved in the
danced in Tchaikovsky’s Swan Lake. 2 Swan Lake, end by Prince Siegfried.) As a happy ending to the
Sleeping Beauty, The Nutcracker. They were all story, play the music and have the children dance
composed by Tchaikovsky. around like swans, princesses, or princes.
Have the children read the It’s a fact! text. Ask them
to compare Russia to the size of their own country,
using the World Map on pages 6 and 7. Have them
identify their country by the My House sticker and INTERACTIVE ACTIVITIES
notice how near or far away it is from Russia and Ask the children to do the Reading interactive
how big or small it is. activity on page 112 of the Digital Student's
Think Twice
1 Why do you think the name of Anna Pavlova
Wrap up
Read out the text from Activity 1, leaving out words
is still famous today?
and pausing for the children to say them. Invite
Read the question with the children. In pairs,
some children to come to the front and read out with
the children compare ideas. Invite pairs to share
the pauses, while the rest of the class call out the
their ideas with the class.
missing words.
138
STUDENT’S BOOK
Lesson 8 page 113
Learning objective: draw, write, and give a presentation about music from their country
Vocabulary review: instrument, music
Materials: Presentation File template 9 (Extra Resources Tab); books, internet printouts, and magazines about
music from the children’s country; glue; crayons
TRACK 86

encourage the children to be aware of Play the sample presentation on the audio track
music and musicians in their region while the children follow in their book. Invite children
or country. They learn to express their to come to the front and present their work to the
appreciation for music and the instruments class. Try to have as many children as possible
used to create it. Encourage them to find out present their work. Ask the children to display their
as much information as they can to expand work around the classroom and walk around and
their knowledge. look at each other’s work.

Have the children tell you the names of all the types Open the Digital Student’s Book and have the
of music they can think of from their country. Write children use the page as part of their presentation.
their suggestions on the board as prompts. Do the One member of the group can use the text box tool
same with famous musicians. to fill in their answers to the questions in Activity 1.
Ask the children to choose a type of music from the lesson extender
Warmer. Distribute the Presentation File template 9 Have a class vote to find the most popular type of
and research materials. Ask the children to draw or music. Have a class discussion about that type of
paste a picture to illustrate the music they chose. music, comparing notes from the different children
who chose that genre. Write on the board We
Have the children read the questions and answer
like (rock) because … and ask children to call out
them about the music they chose. Help if necessary.
reasons for you to list.
2 Practice.
Read the phrases with the children. In small groups,
the children practice presenting their information,
Wrap up
using the phrases. Walk around and monitor, Think of a type of music and encourage the children
checking pronunciation and making sure everyone is to guess it by asking you questions from Activity 1.
using the words and structures correctly. Repeat with as many types of music as possible.

it Lesson
un
OVERVIEW
Unit objective: learn to ask and answer who things belong to
Vocabulary: necklace, watch, glasses, MP3 player, keys, camera, wallet,
cellphone
Grammar: Whose is it?, Whose are they? It’s / They’re mine / yours / his / hers /
ours / theirs. Whose is this / hat? It’s ...’s. Whose are these / those? They’re ...’s.
Phonics: silent t
Value: Justice – Don’t accuse people
Cross-curricular focus: Geometry – Play with geometrical shapes
Country focus: Japan
Opener materials: World Map (Welcome to Next Station, pages 6 and 7); realia
or pictures of Japan; Next Station passport
. Japan.
This is Tokyo,
the capital city
of Japan. Tok
We’re in Japan. yo is a very
exciting and bu
sy city!
Look at all the
people! What ki
nd of pr
What ar oducts
e the pe is Japan
think it ople do famous
is? ing? Wha for?
Is your t time do
town or you
it
Tokyo? city sim
How? ilar to or
different
from
un
Look at the pictur

e.
Can visitors from
other
IN countries underst
and things
in Tokyo?
140
STUDENT’S BOOK
pages 114-115

Look at the picture. Can visitors from other
countries understand things in Tokyo?
• The picture shows a busy part of Tokyo, Japan’s This feature develops visual literacy by encouraging
capital city. Tokyo is the most populous city in the children to use their prior knowledge to interpret
the world with over 32 million people! the picture. Tell the children to look at the picture
again. Ask them to read the question on the third
• Japan is in the Pacific Ocean and is an sign and answer it in pairs. Invite pairs to share their
archipelago: it is made up of 3,000 islands. answer with the class and give reasons.
• The Japanese are known for their pottery, Possible answer: No, because they have a different
sculpture, ink painting, and calligraphy. The way of writing.
Japanese art form of origami is popular
throughout the world.
d Wrap up
a Warmer
Have the children look at the picture of Bouncer and Picture activities for Unit 10
read what she says. Ask the children to guess what
city she is in (Tokyo). Lesson 1, after Activity 4
Have the children imagine they are shopping in
Use the World Map, pages 6 and 7, to help the Japan. In pairs, they use the vocabulary from
children identify the continent of Asia and then find Lesson 1 and name objects they are buying.
Japan. Point out that Japan is made up of islands.
Use the realia or pictures and find out what the Lesson 2, after Activity 2
children already know about Japan. Ask questions, Ask the children to imagine they have been
e.g. What do you know about Japan? Do you know shopping together in Tokyo. In pairs they check
any famous people from Japan? Have you ever eaten their shopping bags using the vocabulary /
Japanese food? Finally, have the children write the grammar from the lesson.
country’s name in the corresponding place on the Lesson 5, after Activity 3
World Map. In pairs, the children imagine they are shopping in
Tokyo and make a list of what they can buy, e.g.
b Picture activity
watch, cellphone, glasses. Invite children to read
their list.
it. Read the text on the first sign and make sure the
children understand. Ask if they think Tokyo looks
exciting, and why. Read the questions on the second
sign and discuss the answers with the children.
Encourage all the children to participate.
Answers: cars, electronics, computer products;
children’s own answers
PASSPORT
141
page 20
STUDENT’S BOOK
un
Learning objective: learn vocabulary for accessories

New vocabulary: camera, cellphone, glasses, keys, MP3 player, necklace, wallet, watch
Grammar review: Do you have a camera? Does he / she have …? Yes, he / she does. / No, he /
she doesn’t.
Warmer 3 Ask and answer. Then write.

Ask the children to take out any personal belongings
Ask the children to look at the pictures and read the
they have with them. Ask children to tell you the
example. Read the questions aloud. In pairs, the
words in English if possible. Present the new
children write the answers. Review the answers orally.
vocabulary to the class.
TRACK 87 Answers: 1 Yes, she does. 2 No, she doesn’t.
3 Yes, he does. 4 No, he doesn’t.
Have the children look at the pictures and say which
of the objects they have. Play the audio track.
Ask the children to listen and point to the correct
4 Answer the questions. Then ask a
friend.
pictures. Play the track again. Pause after each Read the questions aloud. Ask the children
sentence and have the children repeat. Call out the to write the answers for themselves. In pairs, the
numbers and ask different children to say the word children take turns asking and answering the
for that number. questions. Invite some pairs to share their questions
and answers with the whole class.
Blended Teaching Tip Answers: Children’s own answers.
Use the Digital Student’s Book to show the
words. Cover the sentences next to the pictures
and use the activity as a tool for memorizing new Competency development: Learn
vocabulary. In this activity, the children demonstrate
their understanding of the words they were
TRACK 88
exposed to in Activity 1 and use them to talk
about themselves.
Play the audio track. Have the children listen to (Teacher’s Book pages 140 and 141, Student’s
the descriptions and answer the questions with Book pages 114 and 115) and do the
the correct object from Activity 1. Pause after each additional picture activity for this lesson.
question to allow the children time to answer.
Audioscript: 1 It plays music. What is it? An MP3
player. 2 Some people see with these. What are INTERACTIVE ACTIVITIES
they? 3 It takes photos. What is it? 4 You can talk to Ask the children to do the Vocabulary
your family and friends with this. What is it? interactive activity on page 116 of the
5 You can check the time with this. What is it? Digital Student's Book. Keep track of their
6 You put money in this. What is it? performance.
Answers: 1 an MP3 player 2 glasses 3 a camera

4 a cellphone 5 a watch 6 a wallet Wrap up
Draw something from the lesson in the air. The
children guess the item. Invite the first child to guess
correctly to the front to draw the next item. Play
several times.
142 WORKBOOK
page 75
STUDENT’S BOOK
Lesson 2 page 117
Learning objective: learn to ask and answer about ownership

New grammar: Whose is it? Whose are they? It’s / They’re mine / yours / his / hers / ours / theirs.
Vocabulary review: camera, cellphone, glasses, keys, MP3 player, necklace, wallet, watch
Materials: objects digital flashcards (Extra Resources Tab)
Warmer 2 Point and say. Then write.

Display the digital flashcards. Divide the class into
Ask the children to read the example. Point to the
small teams. Name objects for the children to point
objects for the children to name. Then ask them
to. The first team to point to the correct object win a
to write the sentences. Invite children to read the
point. The team with the most points win.
answers aloud. Write them on the board.
TRACK 89
Answers: 1 The cellphone is his. 2 The watch is
hers. 3 The necklaces are theirs. 4 The glasses are
his. 5 The MP3 player is hers.
audio track. Have the children listen and follow You can now go back to the unit opener
the story. Play the track again. Pause after each (Teacher’s Book pages 140 and 141, Student’s
sentence and ask the children to repeat. Book pages 114 and 115) and do the
Write the sentences from the grammar box on the additional picture activity for this lesson.
board. Read them aloud. Ask the children to say
what they refer to (people’s possessions). Read the
possessive pronouns and have the children point to
the characters they refer to in the story.
3 Play a game.
Ask the children to read the example. In pairs,
they display personal objects and take turns naming
Discover Grammar the objects and saying who they belong to.
Read the sentences with both options aloud Answers: Children’s own answers.
and discuss the correct answers. Help the
children understand that possesive adjectives,
e.g. my, your, her, etc., go with a noun and Competency development:
possesive pronouns refer to something
that has already been mentioned. Have the
children match the subject / object pronouns Here, the children work collaboratively
me, you, he, she and possessive adjective to play a game to consolidate their
their to the possessive pronouns in the same understanding of possessive pronouns.
grammatical person. Copy the information on
the board. Invite children to draw matching
lines. INTERACTIVE ACTIVITIES
Answers: me – mine, you – yours, he – his, activity on page 117 of the Digital Student’s
she – hers, their – theirs, (it – its, we – ours) Book. Keep track of their performance.

In this activity, the children process and Invite five children to the front. Give each an object.
interpret information for themselves, Have them hold the objects up for the class to
learning when to use possessive pronouns. memorize, then collect the objects. Hold up the
objects and ask Whose is it?
GRAMMAR
WORKBOOK GUIDE EXTRA RESOURCES TAB 143
page 76 page 133 Digital flashcards for Unit 10
STUDENT’S BOOK
un
Learning objective: recognize and practice silent t

New phonics sound: silent t
New vocabulary: castle, catch, listen, kitchen, watch, witch
Vocabulary review: butcher, run, hide

Write the words cat and listen on the board. Have
the children read the words chorally. Have them say In this activity, the children assess what they
which word we can hear the t in (cat) and which we have learned and extend their knowledge
can’t (listen). by finding and writing other words with the
silent t.
TRACK 90
1 Listen and chant.

Ask the children to describe what they can see in
Lesson extender
Write these words on the board: whistle, catch,
the picture. Play the audio track and ask the children Christmas. Have children circle the silent t. Practice
to follow in their book. Play the track again and pronouncing the words chorally.
pause after each line for them to repeat chorally.
TRACK 91
Wrap up
2 Listen. Then circle the silent t.
Ask the children to look at the pictures and the
Look back at all the phonics sounds throughout
Next Station 4 and ask the children to say words
words. Play the audio track with pauses and have that contain them with their book closed.
the children circle the silent t. Write the words on the
board. Have children circle the silent t.
Answers: kitchen, witch, listen, castle, watch, catch
3 Now think of three more words with

a silent t.
Ask the children to think of other words with silent
t. Refer them to the pictures to help. Allow them time
to write the words. Review their ideas on the board.
Answers: watch, butcher, bottle
144 WORKBOOK
page 77
STUDENT’S BOOK
Lesson 4 page 119
Learning objective: practice reading skills and explore the value of justice
Vocabulary review: castle, justice, movie, watch, watching
Grammar review: That’s my watch. It’s mine.
Warmer 3 Are you fair? If a girl in school is

Ask the children if they have been to the movies using something of yours, what do
and what they saw. Encourage them to share you do? Read and circle.
their experiences with the class. Allow use of L1 if
necessary. Read the question and make sure the children
understand its meaning. Ask the children to circle
TRACK 92
what they would do in this situation. In pairs, the
1 Listen and read.

Ask the children to keep their book closed. Ask two
children compare the option they circled. Invite
children to share their answer with the class.
children to open their book and describe what is Answer: Children’s own answer.
happening in the pictures for the rest to imagine.
Ask all the children to open their book and see if
the descriptions were correct or as they imagined. CompetencY development: be
Play the audio track for the children to listen and By taking part in this activity, the children
read. Ask comprehension questions about the story: reflect on the value in the story and relate
What was the problem? (Ned thought Katie had his personally to the concept of justice and not
watch.) What happened to Ned’s watch? (He had accusing people. They consider positive
lost it.) ways of communicating over problems
with others.
Activity extender
Ask the children to close their book. Invite children INTERACTIVE ACTIVITIES
to the front to read a sentence from the story from Ask the children to do the Reading interactive
your book. Ask the rest of the class to say which activity on page 119 of the Digital Student’s
character said it. Repeat the procedure several Book. Keep track of their performance.
times.
Wrap up
the value .
)
Ask the children what their favorite story in the book
is and why. Encourage them to look through the
stories from the different units.
Write justice on the board. Explain this means being
fair and truthful. Read aloud the two values and
check understanding. Ask the children to read the
story again and then check the value in the story.
Read aloud the answer and ask the children why it is
important not to accuse people.
Then ask the children if they have ever been
accused of something they didn’t do and how they
felt. Allow the children to answer in L1 to help them
understand the value.
Answer: Don’t accuse people.
WORKBOOK 145
page 78
STUDENT’S BOOK
un
Learning objective: talk about personal possessions

Vocabulary review: camera, cellphone, glasses, gloves, keys, MP3 player, necklace, sunhat,
wallet, watch
Grammar review: possessive pronouns

Divide the class into two teams. Invite one child
from each team to the board. Dictate a word from Invite four children to the front of the class. Have
this unit for the children to write. The teams win them show two personal objects each and then
one point for each word spelled correctly and lose mix them up on the desk. Invite different children to
one point for each word spelled incorrectly. Play the the front to put an object next to the correct child
game until all the children have participated. and say e.g. It’s his watch.
TRACK 93
1 Listen and match the things to the

people. 3 Play a game.
Have the children look at the pictures and name In pairs or small groups, have the children put a
the objects. Play the audio track. Ask the children few personal possessions on their desk. Then have
to listen and match. Play the track again for the them take turns closing their eyes, feeling an object,
children to check answers orally. and saying, e.g. It’s a book. It’s mine. It’s a pen. It’s
yours.
Audioscript: the MP3 player is his, the watches
are theirs, the wallet is hers, the glasses are hers,
the gloves are his, the necklace is hers, the sunhat
is hers, the cellphones are theirs, the keys are his,
the camera is his Collaborate and Communicate
Answers: girl: watch, wallet, glasses, necklace, In this activity, the children play a game and
sunhat, cellphone; boy: MP3 player, watch, gloves, use effective communication to talk about
cellphone, keys, camera objects and who they belong to.
2 Write sentences then talk.

Ask the children to look at Activity 1. Have them
Book pages 114 and 115) and do the
additional picture activity for this lesson.
write sentences about the children’s personal
possessions. In pairs, the children read their
sentences to each other. Check answers orally. INTERACTIVE ACTIVITIES
Answers: The MP3 player is his. The watches are
theirs. The wallet is hers. The glasses are hers. The
gloves are his. The necklace is hers. The sunhat is
performance.
hers. The cellphones are theirs. The keys are his.
The camera is his.
Wrap up
Competency development: Learn Have the children walk out of the classroom in
In this activity, the children show their pairs. Encourage them to point to each other and
understanding of the language and grammar say a sentence about their possessions, e.g. The
from this unit by writing and talking about the backpack is his. The shoes are hers.
objects that belong to the boy and the girl.
146 WORKBOOK
page 79
STUDENT’S BOOK
Lesson 6 page 121
Learning objective: ask and answer who things belong to

New grammar: Whose is this / that? Whose are these / those? It’s Tina’s. They’re my dad’s.
Vocabulary review: camera, necklace, sunglasses, sunhat

Have the children put some objects on your desk.
Allow the class ten seconds to memorize the In this activity, the children demonstrate
objects. Remove some of the objects secretly and their understanding of possessive forms
have children identify what the missing objects are and demonstrative pronouns by asking and
and who they belong to. answering about objects in the story.
TRACK 95
TRACK 94
1 Listen, read, and say. 3 Listen and complete. Then sing.

Whose Is This?
audio track. Ask the children to listen and read. Ask the children to look at the song and guess
Play the track again. Pause after each sentence and the missing words. Play the audio track. Have the
ask the children to repeat chorally. children listen and complete the song with the
correct words. Play the track again. Encourage the
Have the children read the questions and answers children to sing along.
from the grammar box chorally. Elicit that we use
nouns with ‘s to say who objects belong to. Ask Answers: Whose, those, They’re, these, it’s
them to identify which words refers to objects that
are close (this / these) and which words refers to
objects that are far away (that / those). INTERACTIVE ACTIVITIES
Discover Grammar Book. Keep track of their performance.
Point to the questions and answers and ask
the children to complete them. Check the
answers with the class on the board. Wrap up
Answers: Whose is this? It’s Bouncer’s. TRACK 95
Whose are those? They’re Bouncer’s. Play the audio track again and have the
children sing the song. Encourage them to act
Competency development: Think out and point to their friend for yours, to themselves
for mine, etc.
In this activity, the children analyze the use
of possessive forms, as well as the use of
demonstrative pronouns to refer to things
that are near and far.
2 Ask and answer.

Have the children look at the pictures in Activity 1
again. In pairs, the children ask and answer about
the pictures using the words in the box. Make sure
they answer with the possessive ’s.
Answer: Children’s own answers.
GRAMMAR
WORKBOOK GUIDE 147
page 80 page 133
STUDENT’S BOOK
un
Learning objective: learn about origami and geometrical shapes

New vocabulary: bottom, center, complex, corner, done, folding, frog, square, technique,
triangle, rectangle
Materials: paper squares

Ask the children to look at the pictures and guess Reflect back on the unit with the children to review
what they are going to read about (origami / how to what they have learned about Japan. Pause for ten
make things from paper). Ask children to say if they seconds to allow them time to think. Ask questions,
know how to make anything from origami. e.g. What have you learned about Japan? What
language do people speak in Japan? What is
1 Read about a special art form in
Japan.
origami? What would you like to visit or do in Japan?
Encourage the children to use English, but if they
use L1, that’s fine, too.
what they can see. Read the opening paragraph
aloud to the class. Tell the children that they are
going to make a jumping frog. Distribute the paper
lesson extender
Cross-curricular focus: Geometry
squares. In pairs, the children read the text and
follow the instructions. Help as necessary. Have the Draw a square on the board. Ask the children
children display their frog on their desk. Read aloud to draw it in their notebook and to copy what you do
the text in the small box and have the children make next. Divide the square into two with a vertical line
their frog jump. through the middle. Ask the children what you have
now (two rectangles). Draw another square and
2 Find and write.
draw two diagonal lines, corner to corner. Ask the
children what you have now (four triangles). Ask
the children to label the geometric shapes.
write the answers in their notebook and compare
with a partner. Check answers by asking children
to read a sentence aloud. If time permits, allow the
children to make another frog if they want to.
Answers: 1 No, it’s an ancient activity. 2 Children’s Ask the children to do the Reading interactive
own answers. activity on page 122 of the Digital Student’s
Think Twice
1 Is origami just for children? Why do you
Wrap up
Ask the children to name their frog and introduce it
think it has remained popular?
to their friends. Encourage them to say, e.g. This is
my frog. His name’s … He’s green. He can jump.
share their answers with the class.
2 Can you make any other origami objects?
In pairs, the children tell each other if they can
make any other origami objects. Encourage
children to tell the class what they can make,
and write a list on the board.
148
STUDENT’S BOOK
Lesson 8 page 123
Learning objective: make and present a paper object

Vocabulary review: sequence adverbs
Materials: Presentation File template 10 (Extra Resources Tab); magazines, books, and Internet printouts with
simple paper crafts and origami instructions; paper squares for origami; tape; scissors; fel-tip pens
TRACK 96

encourage the children to be creative and Play the sample presentation on the audio track for
appreciate the Japanese art of origami. the children to follow in their book. Invite children
Encourage them to research and practice to come to the front and present their work to the
making their object carefully. class. Try to have as many children as possible
present their work.
Warmer
Ask the children what the previous lesson was about Activity extender
(origami). Ask them what animal they made (frog). Have the children decorate or color their origami
Ask them what other things they would like to make. and display it. Have the children walk around the
classroom and name the different items they can
see.
magazines, books, and printouts about paper craft Wrap up
and origami designs. Ask the children to choose Have a class vote to find the most beautiful
what they want to make. Put the instructions around origami. Have the children discuss how easy or
the class. Make the children cut the Presentation difficult the origami was to make. Review the
File template 10. Monitor and help the children make themes of the different presentations throughout
their origami. Once they have finished, ask them to the school year and invite the children to say which
read the questions and write the answers about how ones they enjoyed the most. Congratulate them on
they made their object. all their hard work on their presentations throughout
the year.
2 Practice.
explaining how to make their paper object. Have the
children read and practice using the phrases in their
book. Monitor, checking pronunciation and making
sure everyone is using the words and structures
correctly.

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STUDENT’S BOOK
page 124
. progress check.
Vocabulary review: badly, do a cartwheel, do a handstand, do a somersault, do a split, fast,
juggle, ride a scooter, rollerblade, skateboard, slowly, well
Grammar review: When I was three, I could / couldn’t …, When you were … could you …?
Warmer Wrap up
Write the action phrases from the Vocabulary review Have the children look at pictures on page 112 of
divided into two halves around the board. Invite the Student’s Book one more time. Then have them
children to the board to draw lines to match the look at the Map Stickers page at the back of the
halves. Then, in pairs, the children write a list of the book for the sticker that depicts a feature from one
activities they can do. Walk around and ask pairs to of the pictures on page 112. Ask them to stick it
tell you what they can do. on the World Map next to the name of the country
(Russia).
1 Entra comando
Point to the pictures for children to name the
to circle the icons that make each statement
actions. Ask the children to read and complete the from the chart be true for them. The “check” icon
text. Review the answers orally. Check they have means the statement is definitely true; the “question
spelled the words correctly. Ask them to write in their mark” means the statement is partially true; and
score at the bottom of the activity. the “cross” icon means the statement isn’t true
for them. Invite the children to share their answers
Answers: 1 could walk 2 could run 3 couldn’t swim with the class. Elicit what they can do to make all the
4 could ride a scooter 5 couldn’t play the piano statements be true for them.
6 couldn’t juggle
After that, have the children write their “departure
2 Entra comando
Have the children read and unscramble the
they have enjoyed the most in Unit 9. Finally, ask
questions. Invite children to write the answers on the Stickers page at the back of the book and “stamp”
board. Ask the children to write in their score and it in the corresponding place on page 18 of the
then their total score for Activities 1 and 2. passport.
Answers: 1 When you were five, could you do a If there is time, do a favorite activity or play a favorite
somersault? 2 When you were eight, could you game again (access the “Games Ideas” in the Extra
rollerblade? 3 When you were one, could you swim? Resources Tab).
4 When you were seven, could you ride a bike?
5 When you were six, could you ride a scooter?
6 When you were four, could you play a musical
instrument?
PASSPORT
STICKERS
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STUDENT’S BOOK
page 125
. progress check.
Vocabulary review: bicycle, dog, guitar, skateboard
Grammar review: It’s hers. They’re theirs.
Warmer Wrap up
Review different grammar points from the course by Have the children look at the Unit 10 opener picture
asking questions at random and choosing children one more time (pages 114 and 115 of the Student’s
to answer using the correct grammar. Book). Then have them look at the Map Stickers
page at the back of the book for the sticker that
depicts a detail from Unit 10’s opener picture. Ask
1 Complete the sentences.
Ask the children to look at the pictures and complete
them to stick it on the World Map next to the name
of the country (Japan).
the sentences. Invite children to read a sentence Ask the children to open their passports to page
aloud to check the answers. Ask the children to 21 and complete the self-assessment chart. Tell
write in their score. them to circle the icons that make each statement
from the chart be true for them. The “check”
Answers: 1 guitar, hers 2 dog, theirs 3 skateboard, icon means the statement is definitely true; the
his 4 bicycles, theirs “question mark” means the statement is partially
true; and the “cross” icon means the statement
2 Write the questions.
Have the children look at the pictures. Ask them to
answers with the class. Elicit what they can do to
write the questions. Check answers orally. Ask the Then have them write their “departure date” from
children to write in their score. Unit 10 on page 20. Ask the class what they have
enjoyed the most in Unit 10. Then, ask them to look
Answers: 1 Whose books are those? 2 Whose keys
for the passport sticker with the name of the country
are these? 3 Whose camera is this?
they have just visited on the Passport Stickers
page at the back of the book and “stamp” it in the
3 Read and circle.

Ask the children to read the text and complete the
corresponding place on page 20 of the passport.
instructions for making a paper hat. Check the
Resources Tab).
answers with the class. Then have the children write
in their score for the activity and then their total score.
Answers: 1 a 2 a 3 b 4 a
PASSPORT
CHALLENGE 5
OVERVIEW
Objectives: explore the diverse ways languages use symbols, work cooperatively to create a
new code, utilize a code to write hidden messages
Consolidate language from Units 9 and 10: Whose (alphabet) is this / that?; Could you
(read my secret code)?; When I was young, I could (speak) …; I was (bilingual) when I was
young.
New language: characters, signs, code, writing system, exchange, language, bilingual,
Reveal the hidden word.
Project materials: white paper, white crayon, highlighters
Countries: Russia and Japan
Russia Japan
CHALLENGE 5 . Create a Secret Code.
Team name 2 Work together and create a new code.
A J S
B K T
Which alphabet do you think is used by most people in
C L U
the world?
D M V
A Russian child learning
the Cyrillic alphabet. 1 Get materials. E N W
A Japanese child writing
kanji characters.
F O X
G P Y
H Q Z
white paper white crayon highlighters
I R
An alphabet is a writing system. It uses letters and other signs Write an invisible word Exchange papers. Then,
to represent sounds. Some languages, like Japanese, use a 3 in code using the white 4 reveal the hidden word.
different writing system, with no letters. crayon.
The Cyrillic alphabet is used
to write six Slavic languages.
Russian is one of them. Kanji characters
Cyrillic script decorating decorating the lanterns
a church bell. at a temple in Japan.
5 Decode the word and share it

with your friends. Super Star
“friend”
Challenge
Japanese has different types What is the importance of writing
of scripts. Katakana is used for
for humanity? Write a story using
writing words borrowed
from other languages.
your new code.
“dream”
“Hug me” in Russian.
126
TeamWORK 127
152
culture connection
• Modern Russian was first given a written form • The Japanese language has three alphabets
in the 18th century. for writing: kanji, hiragana, and katakana.
• The Russian alphabet has 33 characters. Six of • The first script for writing the Japanese
them look and sound the same as characters language was kanji. It is a picture-based system
from the Latin alphabet. using Chinese characters, called logograms,
which represent whole words. Hiragana and
• The letters in the Russian alphabet originate from
katakana represent syllable sounds.
the Cyrillic script, which is a writing system used
in over 50 languages. • Besides the 125 million people in Japan that
speak Japanese, there are large communities
• Russian is the most widely spoken native language
of Japanese speakers who have migrated,
in Europe, the eigth most spoken language in the
particularly to Brazil and the USA.
world, and is one of the six official languages of
the United Nations.
Content Insight
Languages: Writing Systems people lived in Mesopotamia, which was located
• Nearly 7,000 languages are spoken in the world. where modern-day Iraq and Iran are situated.
Some languages have millions of speakers and • Most alphabets we know descended from an
others may have only ten speakers. alphabet that was used in Egypt around 2000 BC,
• Sign languages refer to several languages the Proto-Sinaitic script. The Phoenician, Greek,
around the world that developed naturally and are Latin, and Cyrillic alphabets are some examples.
used as a means of communication by people • Some writing systems are not called alphabets as
who can’t hear and / or speak. These languages they do not represent phonemes (the smallest
have no written form. unit of linguistic sound). The syllabaries represent
• The written forms of language are called scripts. syllables, and one example is the Japanese
• The Sumerian language is one of the earliest hiragana. The logographic systems represent
known written languages. The Sumerian whole words or ideas in each unit, like the
Japanese kanji.
Glossary
Alphabet: A set of letters in a fixed order, used to represent the basic sounds of a language.
Characters: The picture or letterform that is used to write a particular language.
Syllable: A unit of spoken language that is bigger than a phoneme and includes at least one
vowel or one vowel and a consonant.
153
They both use unique writing systems that will be
Fun Facts explored during this challenge.
Have the children open their books to pages
• If you want to be an astronaut, you 126 and 127. Encourage them to look at the
have to learn Russian! pictures in the vertical columns. As they observe
• Historically, only Japanese men were the images, introduce them to some facts about
allowed to read and write in kanji, so languages and writing systems, using L1 as needed.
women of the Japanese court started Invite them to compare, contrast, and develop
using hiragana in the 8th century. cultural appreciation for what they see. If possible,
• Sixteen Russian letters represent show them additional pictures or digital resources.
sounds or sound variations which do Read the information at the bottom of page 126
not exist in English. while the children follow in their book. Introduce
them to both Cyrillic alphabet and katakana.
• Mandarin Chinese is the most spoken
language in the world with one billion Tell the children that in today’s challenge their team
native speakers. will work together to create their own code. Tell
them to use what they have learned to inspire their
• Papua New Guinea is the most
alphabet code. Once the code is complete, they can
linguistically diverse country in the
move on to the next steps in the challenge.
world, with 832 living languages!
Use the board to give the children a visual checklist.
Write the following steps on it and draw a simple
icon / symbol to represent them.
Let the children know that they will share their • Team handshake with ten steps
messages with you to encourage appropriate
word choices. • Read the book and make a plan!
• Create a code
Preparation • Write an invisible word

• Exchange papers
Prepare the kits for each team. Include enough white
paper and white crayons for each child. Highlighters • Decode a classmate’s word
may be shared among the group. Watercolors may • Super Star Challenge
also be used to reveal the secret message. • Clean up
Search for appropriate world music, especially Then the children follow the steps in the book.
Russian and Japanese instrumental music, to play
quietly as the children work.
1 Get materials.
Once the children have decided on their team name
Warmer and handshake, they should send one person up to
Have the class sit in their teams. Ask them What get their kit. Say Today will be our last challenge of
are the two countries you have learned about in the the year. Good luck, listen to each other and make
previous units? (Russia and Japan) Can you think sure you do your best to contribute to the team.
of things these two countries have in common? Do
people there speak the same language? (no) Then
ask Which language do you think has the most
2 Work together and create a new code.
The team creates a code by writing a symbol or
native speakers in the world? (Chinese) Finally, ask character next to each letter in their Student’s
the question on top of page 126: Which alphabet Books. It is important that they all record the same
do you think is used by most people in the world? code. They may choose to work together on each
(It’s the Latin alphabet.) Tell the children that letter or divide the alphabet by the number of team
neither Russian nor Japan use the Latin alphabet. members and then share.
154
As they work, walk around the class offering
assistance and asking questions for them to reflect
on the subject of languages, such as How many
languages do you speak? How many languages are
Expansion projects
spoken in your country? Is there another language
you would like to learn?
a Make an Alphabet Book!
Materials: 26 pieces of cardstock, art materials
3 Write an invisible word in code using the

white crayon.
Using cardstock paper, invite the children to create
an alphabet book in English. Divide the letters
Each team member picks a word in English and among them and ask them to decorate the page
writes it on the paper using the secret code. They with corresponding objects for each letter. Display
can use the book, objects, or flashcards for ideas. for the class.
4 Exchange papers. Then, reveal the hidden

word.
b Make a Japanese Scroll with Shodo
Materials: cardboard tubes, red string or ribbon,
They exchange all the papers among team members paper, tape, paint brush, watered down black paint
and reveal the code using highlighters. Invite the children to create their own Japanese
inspired scroll − Japanese calligraphy is an ancient
5 Decode the word and share it with your
friends.
art form called shodo. To create the scroll, the
children cut a long rectangular piece of paper. Tell
Each team member decodes the word and shares. them to practice their character first on scrap paper
Walk around the class and ask Whose code is this? and then on the finished paper using a paint brush
What does your code say in English? and watered down black paint. When dry, they
should write the word in English at the bottom. Then
Super Star Challenge they tape it to the side of a cardboard tube so that
it wraps around the tube. Finally, they tie a red string
This challenge could be done in a group or or ribbon through the tube for hanging.
individually. Challenge the children to write a
For reference, check out the following website and
simple, short story in English. Tell them to not
videos <https://www.education.com/activity/article/
forget to include the code when sharing their story
japanese-scroll/>; <https://www.youtube.com/
with someone to decode and read.
watch?v=qNNY2NSuK40>; <https://www.youtube.
com/watch?v=jLSsnfN6_4w>.
Teamwork Self-Reflection
Ask Did you try hard and contribute to the group
today? They should color one star for not very much
c The Code of Sign Language
Using the finger spelling alphabet provided on
and five for a lot! Then they repeat their handshake <https://www.fingerspellingalphabet.com/>, teach
to say goodbye. the children to spell their names in American sign
language.
Wrap Up Just like in spoken languages, sign language has
Organize a discussion around the question at specific dialects and different languages around the
the bottom of page 127: What is the importance world. This site includes images for finger spelling
of writing for humanity? (Writing is a way of around the world: <https://blog.ai-media.tv/blog/
communicating information, storing it in a permanent sign-language-alphabets-from-around-the-world>.
form, which can be used later.) All websites were accessed on Nov. 7, 2019.
155
. Grammar Guide
Answer Key .
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page 129 page 130
Lesson 2 Lesson 2
1 I have a special friend. 2 She’s from Australia. 1 The giraffe is the tallest. 2 The snake is the longest.
3 She has green eyes. 3 Summer is the hottest. 4 The grandmother is the
oldest.
Lesson 6
1 Gabi never wears a scarf in summer. (Yes) Lesson 6
2 She sometimes wears sunglasses in summer. (No) 1 The parrot is the most colorful. 2 The parrot is the
3 I usually wear shorts in summer. (No) most beautiful. 3 The bear is the most dangerous.
4 The scorpion is the most disgusting lunch (or children’s
own answers).
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STUDENT’S BOOK
page 129
Lesson 2 STUDENT’S BOOK
1 This water is dirtier than the ocean. 2 My T-shirt page 130
is bigger than your T-shirt. 3 Summer is hotter than Lesson 2
winter. 4 My bike is cleaner than your bike. 1b2d3a4c
Lesson 6 Lesson 6
1 Sharks are more dangerous than butterflies. 2 A bed 1 have 2 Did, have 3 Did you have
is more comfortable than a chair. 3 A flower is more Children’s own answers.
beautiful than a picture. 4 A butterfly is more colorful
than a snake.
156
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page 131 page 132
Lesson 2 Lesson 2
Children’s own answers. 1 are, many 2 is, much 3 aren’t, enough 4 is, much
Lesson 6 Lesson 6
1c2b3a4d 1d 2a 3e 4f 5b 6c
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page 131 page 133
Lesson 2 Lesson 2
1 First, he got up at six o’clock. 2 Then, he got 1 When I was three, I couldn’t swim. 2 When I was one,
dressed. 3 He ate an apple. 4 Finally, he went to I couldn’t speak. 3 When I was two, I could dance.
sleep at 8 o’clock.
Lesson 6
Lesson 6 1 Could you write when you were five? 2 Could you swim
1 Where, go 2 What did, buy 3 did she go? when you were three? 3 Could you draw when you were
4 Did, go, No 5 Did, do, did one?
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page 132 page 133
Lesson 2 Lesson 2
1 went 2 swam 3 wrote 4 flew 5 wrote 1 ours 2 mine 3 hers 4 yours 5 theirs
Lesson 6 Lesson 6
1 Did you swim in the ocean yesterday? 2 Did you buy 1 ours 2 hers 3 theirs 4 yours
new clothes last week? 3 Did you have breakfast this
morning? 4 Did you go on vacation three years ago?
157
.Workbook Answer Key.
Lesson 6 WORKBOOK
it page 9
un
Activity 1
1S 2A 3A 4U 5N
Activity 2
1 never 2 sometimes 3 school uniform 4 sweatshirt
Lesson 1 WORKBOOK 5 Sunday 6 Saturday
page 4
Activity 1 Lessons 7 and 8 WORKBOOK
a seventy b eighty c thirty d sixty e ninety page 10
f forty g twenty h fifty Activity 1
1b 2c 3b 4c 5c 6a
Activity 2
1 ten 2 one hundred 3 fifty 4 seventy 5 ninety Activity 2
Children’s own answers.
Lesson 2 WORKBOOK
page 5
Activity 1 it
1 I’m 2 I have 3 She’s 4 She can 5 She’s 6 She’s un
from 7 It’s
Activity 2
1 Does 2 Is 3 Can 4 Where 5 How (Children’s own
answers.) Lesson 1 WORKBOOK
page 11
Lesson 3 Activity 1
WORKBOOK
page 6 1b 2a 3d 4c
Activity 1 Activity 2
-st: lost -sk: desk, ask -ck: rock, clock 1 dirty 2 mean 3 kind 4 thirsty 5 poor 6 hungry
Activity 2
black – rock, clock; orange – desk, ask; pink – lost, Lesson 2 WORKBOOK
forest page 12
Activity 1
Lesson 4 1 hot hotter 2 high higher 3 dirty dirtier 4 big bigger
WORKBOOK
page 7 Activity 2
Activity 1 1 Is it hotter 2 It’s colder 3 It’s sunnier 4 Is it dirtier
1 Take my hand. 2 Let’s call Mom. 3 Let’s look for it.
Activity 3
Activity 2 1 I’m hungrier before breakfast. 2 I’m cleaner before a
Children’s own artwork. soccer game.
Lesson 5 WORKBOOK Lesson 3 WORKBOOK
page 8 page 13
1 Sarah 2 Jake 3 Philip -ure: adventure, picture, -ar: car -ear: tear, ear
Children’s own answers. green – adventure, picture; orange – jar, car; purple –
tear, ear
158
Lesson 4 WORKBOOK it
page 14
un
Activity 1
Activity 2
Children’s own answers. Lesson 1 WORKBOOK
page 20
Lesson 5 WORKBOOK Activity 1
page 15 1 shark (b) 2 whale (c) 3 crab (a)
Activity 1
1 dangerous 2 comfortable 3 beautiful 4 colorful Activity 2
5 expensive 6 delicious 1 seahorse 2 dolphin 3 seal
1 beautiful 2 dangerous 3 expensive 4 delicious 1 The whale is bigger than the seal. 2 The shark is
5 comfortable 6 colorful more dangerous than the dolphin. 3 The seahorse is
more beautiful than the crab. (Accept any reasonable
Activity 3 answers.)
Lesson 2 WORKBOOK
Lesson 6 WORKBOOK page 21
page 16 Activity 1
Activity 1 1 the meanest 2 the dirtiest 3 the hungriest
1 more beautiful 2 more dangerous 3 smaller 4 dirtier 4 the cleanest 5 the kindest
1 Snakes are more dangerous than butterflies. Children’s own answers. 1 kindest 2 richest 3 oldest
2 A computer is more expensive than a book. 4 tallest
3 Cookies are more delicious than beans.
Lesson 3 WORKBOOK
Lessons 7 and 8 WORKBOOK page 22
page 17 Activity 1
Activity 1 st-: station, starfish squ-: square, squid: sp-: spider,
1c 2d 3f 4b 5e 6g 7a sports
Children’s own answers. blue – station, starfish; gray – squid, square; pink –
spider, sports
Play Time – Unit 1 WORKBOOK
page 18
100 sunhats 10 pajamas Lesson 4 WORKBOOK
20 sweatshirts page 23
40 sunglasses 50 gloves Activity 1
1 shout (c) 2 drop (d) 3 touch (b) 4 listen to (a)
Play Time – Unit 2 WORKBOOK Activity 2
page 19
Children’s own answers. Children’s own artwork.
Lesson 5 WORKBOOK
page 24
Activity 1
1 eagle 2 bear 3 lizard 4 orangutan 5 parrot
6 scorpion
159
Activity 2
Lesson 3 WORKBOOK
1 The eagle is more beautiful than the scorpion. 2 The page 29
bear is bigger than the lizard. 3 The lizard is smaller Activity 1
than the orangutan. 4 The bear is more dangerous than j-: Jessy, juice; -ge: page -dge: bridge
the parrot.
Activity 2
Lesson 6 WORKBOOK red – jungle, jeans, juice; blue – page, stage; green –
page 25 bridge
Activity 1
1 The butterfly is the most beautiful animal. 2 The Lesson 4 WORKBOOK
bear is the biggest animal. 3 The spider is the smallest page 30
animal. 4 The bear is the most dangerous animal. Activity 1
Activity 2
a – 1, 3, 4 b – 6 Activity 2
Lessons 7 and 8 WORKBOOK
page 26 Lesson 5 WORKBOOK
Activity 1 page 31
1a 2b 3a 4a 5b Activity 1
a first b fourth c third d second e fifth f last
Activity 2
Children’s own answers. Activity 2
a u,h: fourth b f,h: fifth c s: first d i,d: third e e,o:
second f a: last
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Lesson 6 WORKBOOK
page 32
Activity 1
1 Did 2 have 3 Yes, I did. 4 Did 5 have 6 No, I didn’t.
page 27 Children’s own answers.
Activity 1
Monday Tuesday Wednesday Thursday Friday Lessons 7 and 8 WORKBOOK
1 math 2 science 3 history 4 art 5 PE 6 English page 33
7 geography 8 music Activity 1
1 (big) small 2 (horses) cars 3 (cars) ships
Activity 2 4 (were) weren’t 5 (poor) rich 6 (Holland) the world
1 She has math on Monday. 2 On Tuesday, she has 7 (rose) tulip
science and history. 3 She has art on Wednesday.
4 She has PE and English on Thursday. 5 She has Activity 2
geography and music on Friday. Children’s own answers.
Activity 3 Play Time – Unit 3 WORKBOOK
Children’s own answers. page 34
Lesson 2 WORKBOOK
page 28 Play Time – Unit 4 WORKBOOK
Activity 1 Children’s own answers. page 35
1 have 2 had 3 have 4 has 5 had 6 had
Activity 2
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Activity 1
1 Yes, I did. 2 Yes, I did. 3 Yes, I did. 4 Yes, I did.
5 No, I didn’t. 6 No, I didn’t.
Lesson 1 WORKBOOK
Activity 2
page 36 Children’s own answers.
1 cooked dinner (d) 2 listened to music (a) 3 washed a 7 b 10 c 5 d 3 e 2 f 4 g 1 h 8 i 9 j 6
clothes (e) 4 played the piano (c) 5 talked to a friend
(b) 6 watched TV (g) 7 lived in an apartment (h) Lessons 7 and 8 WORKBOOK
8 worked on a farm (f) page 42
1 (talked) played 2 (cooked) washed 3 (worked) 1 to fight 2 a modern sport 3 around the world
cooked 4 (watched) talked 5 (washed) watched 4 in 5 discipline 6 other
Activity 2
Lesson 2 WORKBOOK Children’s own answers.
page 37
Activity 1
1 live in a house 2 lived in an apartment 3 ride my it
un
bike to school 4 walked to school 5 play the guitar
6 played the recorder
Activity 2
1 Now, Sammy Silver is poor. Ten years ago, he was rich.
2 Now, he lives in a caravan. Ten years ago, he lived in a Lesson 1 WORKBOOK
castle. 3 Now, he is happy. Ten years ago, he was sad. page 43
Activity 1
Lesson 3 1 Tom got up at seven o’clock. (b)
WORKBOOK
page 38 2 Tom went to school. (d)
Activity 1 3 Tom ate a banana at lunch time. (f)
pl-: play, airplane; fl-: floor; gl-: gloves; s-: slide, sled 4 Tom drank some apple juice. (g)
5 Tom bought a book in the bookstore. (h)
Activity 2 6 Tom did his homework. (c)
green – play, please; purple – floor, flying; red – gloves, 7 Tom read his book in bed. (e)
glide; orange – slide, sled 8 Tom went to sleep at eight o’clock. (a)
page 39 1 got up 2 went 3 ate 4 drank 5 bought 6 did
Activity 1 7 read 8 went
1 I stand up. 2 I read with him. 3 I talk to him.
4 I offer to help.
Activity 2
Children’s own artwork.
Lesson 5 WORKBOOK
page 40
Activity 1
1 washing machine 2 microwave 3 telephone
4 fridge 5 bathtub 6 sink
Activity 2
161
Lesson 2 WORKBOOK Lessons 7 and 8 WORKBOOK
page 44 page 49
1c 2b 3a 1c 2b 3c 4b 5a 6b 7c
1 First, I washed my face. Then, I had/ate breakfast. Children’s own answers.
Finally, I went to school. 2 First, she ate an apple. Then,
she drank some water. Finally, she talked to a friend. Play Time – Unit 5 WORKBOOK
page 50
3 First, he listened to music. Then, he read a book. Children’s own answers.
Finally, he did his homework. 4 First, they cooked
dinner. Then, they watched TV. Finally, they went to Play Time – Unit 6 WORKBOOK
sleep. page 51
Lesson 3 WORKBOOK
page 45
it
Activity 1
un
-aw: paw; -oor: door; -ore: sore, store
Activity 2
black – draw, paw; brown – floor, door;
green – store, sore
Lesson 1 WORKBOOK
page 52
page 46
1 made 2 wrote 3 drew 4 wore 5 sang 6 swam 7
Activity 1
rode 8 saw
Activity 2
Activity 2
1 didn’t swim 2 drew
Children’s own artwork.
Lesson 2 WORKBOOK
Lesson 5 WORKBOOK page 53
page 47
Activity 1
Activity 1
1 two days ago 2 last week 3 last year 4 yesterday
1a 2b 3c 4f 5d 6e
5 last month
Activity 2
Activity 2
a restaurant b bank c bookstore d clothing store
e butcher’s shop f bakery
Lesson 3 WORKBOOK
Lesson 6 WORKBOOK
page 54
page 48
Activity 1
Activity 1
wha-: whales, what; whi-: white; whe-: where, when
1 What did you do today? 2 Did you buy a new book?
3 Did you go to the store yesterday? 4 I bought lots of Activity 2
bread. 5 Where did you go? yellow – what, whale; green – white; red – when, where
Activity 2 Lesson 4 WORKBOOK
1 Where did you go? 2 What did you buy? 3 Did you page 55
buy sausages? 4 Did you buy bread? 5 Did you go to Activity 1
the bank? 6 Did you buy grapes? 1a d 2b e
1 What did you 2 Did you do 3 Where did you Children’s own artwork.
4 Did you go
162
page 56 page 60
1 Ahmed likes soda. 2 Louise likes hot chocolate. 1 There’s too much salad. 2 There aren’t enough
3 Linda likes tea. 4 Leon likes water. 5 Mary likes kebabs. 3 There’s enough honey. 4 There are too
coffee. 6 Ron likes juice. many sausages. 5 There isn’t enough cheese.
1 Yes, I do. 2 No, I don’t. 3 No, she doesn’t. 1 There’s too much 2 There’s too much 3 There are too
many 4 There aren’t enough 5 There are too many
Lesson 6 WORKBOOK 6 There aren’t enough
page 57
1 Did you eat 2 Did you drink 3 Did you go page 61
4 Did you wear 5 Did you drink 6 Did you wear Activity 1
pr-: prince, princess, prize; cr-: crown; gr-: grasshopper;
Activity 2 tr-: tree, train
1 Did you have breakfast this morning? 2 Did you buy
bread at the store? 3 Did you drink coffee last night? Activity 2
4 Did you like milk when you were four? purple – crown, crab; yellow – tree, train;
red – grasshopper, gray; blue – princess, prize
Activity 3
1 Did you drink juice two years ago? 2 No, I didn't drink Lesson 4 WORKBOOK
juice. 3 I didn't like it - no. page 62
Activity 1
Lessons 7 and 8 WORKBOOK 1 Good job! You did your homework. 2 Thank you! /
page 58
Good job! You cleaned up your desk. 3 Excellent! /
Activity 1 Thank you! You made a cake.
1 delicious 2 small plants 3 sunny
Activity 2
Activity 2 Children’s own artwork.
a4 b5 c6 d1 e3 f2
Children’s own answers. page 63
Activity 1
1 a cup of coffee 2 a can of soda 3 a bottle of water
it 4 a bag of rice 5 a jar of honey 6 a carton of juice
un
Activity 2
1 a bag of rice 2 a jar of honey 3 a can of soda
4 a carton of juice 5 a bottle of water

page 59 page 64
1 chicken (n) 2 yogurt (g) 3 cheese (e) 4 mushrooms 1 Are there enough cans of soda? Yes, there are.
(m) 5 salad (a) 6 honey (y) 7 shish kebabs (k) 2 Are there too many bags of nuts? No, there aren’t.
8 nuts (u) 3 Is there enough chicken? No, there isn’t.
Activity 2 4 Is there too much cheese? No, there isn't.
1 There’s some 2 There aren’t any 3 There isn’t any 5 Is there enough salad? No, there isn’t.
4 There’s some 5 There’s some 6 There isn’t any 6 Are there too many bottles of juice? Yes,
7 There aren’t any 8 There are some there are.
163
Activity 2
Lesson 4 WORKBOOK
1 too 2 there 3 many 4 enough 5 much 6 too page 71
7 isn’t Activity 1
1 Can we share the toys? 2 You can eat my candy.
Lessons 7 and 8 WORKBOOK
3 You can read my books. 4 We can play games
page 65
together. 5 It’s good to share!
Activity 1
1 monster 2 woman 3 cave 4 kill 5 head 6 a Activity 2
7a Children’s own answers.
Activity 2
Lesson 5 WORKBOOK
page 72
Activity 1
1 She’s juggling well. 2 He’s juggling badly. 3 She’s
page 66
Children’s own answers. riding a scooter fast. 4 He’s riding a scooter slowly.
5 She’s doing a handstand badly. 6 She’s doing a
Play Time – Unit 8 WORKBOOK handstand well. 7 He’s skateboarding fast. 8 She’s
page 67 skateboarding slowly.
Activity 2
it Children’s own answers.
un
Lesson 6 WORKBOOK
page 73
Activity 1
1 Could you ride a bike when you were three? 2 Could
Lesson 1 WORKBOOK you ride a scooter when you were eight? 3 Could you
page 68 swim when you were four? 4 Could you speak English
Activity 1 when you were seven? 5 Could you draw a horse when
1 can 2 can do 3 can ride 4 can do 5 can you were six? 6 Could you write your name when you
6 can do 7 can do 8 can were two?
1 Tess can do a somersault. 2 Joe can juggle. 3 Kylie Children’s own answers.
can ride a scooter. 4 Jack can rollerblade.
Activity 3
Lesson 2 WORKBOOK
page 69
Activity 1 Lessons 7 and 8 WORKBOOK
page 74
1 could 2 couldn’t 3 couldn’t 4 could
Activity 1
Activity 2 1 (prince) composer
1 I could swim, but I couldn’t ride a bike. 2 I could do 2 (Swan House) Swan Lake
a handstand, but I couldn’t read. 3 I could do a split, 3 (The Nutty Professor) The Nutcracker
but I couldn’t juggle. 4 I could play tennis, but I couldn’t
4 (singer) dancer
cook.
5 (sing) dance
Lesson 3 6 (America) Australia
WORKBOOK
page 70 7 (1826) 1926
Activity 1 8 (drink) dessert
hard c: – castle, cake, coffee; soft c: – princess, rice,
juice Activity 2
Activity 2
green – castle, cake, cat; blue – prince, princess, rice
164
it Lesson 5 WORKBOOK
un page 79
Activity 1
1 The MP3 player is his. 2 The wallet is his.
3 The cellphone is hers. 4 The sunhats are hers.
5 The gloves are theirs. 6 The glasses are theirs.
Lesson 1 WORKBOOK 7 The watches are ours. 8 The camera is ours.
page 75
1 I like this necklace. 2 I like these glasses. 3 I like 1 The wallet is mine. 2 The notebook is yours.
these wallets. 4 I like these keys. 5 I like those 3 The MP3 player is mine. 4 The T-shirt is yours.
cellphones. 6 I like that camera. 7 I like that MP3
player. 8 I like those watches. Lesson 6 WORKBOOK
page 80
Children’s own answers. 1 Whose gloves are these? They’re Todd’s. 2 Whose
necklace is this? It’s Susan’s. 3 Whose cellphone is
Lesson 2 WORKBOOK this? It’s Todd’s. 4 Whose camera is this? It’s Susan’s.
page 76 5 Whose sunhat is this? It’s Todd’s. 6 Whose keys are
Activity 1 these? They’re Susan’s.
1 Whose glasses are they? 2 The necklace is mine.
3 The keys are theirs. 4 Whose cellphone is it? Activity 2
1 Whose 2 Sarah’s 3 his 4 yours
Activity 2
1 They’re mine. 2 It’s his. 3 It’s hers. 4 They’re hers. Lessons 7 and 8 WORKBOOK
5 It’s theirs. 6 It’s ours. page 81
Activity 1
Lesson 3 WORKBOOK 1b 2b 3a
page 77
silent t – kitchen, castle, listen, watch Children’s own answers.
Activity 2 Play Time – Unit 9 WORKBOOK

castle (red), toe (purple), watch (red), listen (red), rabbit page 82
(purple), witch (red), bottle (red), tree (purple), kitchen Children’s own answers.
(red)
page 83
Lesson 4 WORKBOOK Children’s own answers.
page 78
Activity 1
Good things to say – Can we talk about it? I think it’s
mine. Let’s talk to the teacher. I’m sorry.
Bad things to say – I don’t believe you. I don’t like you.
This is not yours. This is mine.
Activity 2
165
. MY DICTIONARY Answer Key.
it it
WORKBOOK WORKBOOK
un
un
page D1 page D6
Page 4 1 ten 2 twenty 3 thirty 4 forty 5 fifty 6 sixty 7 seventy Page 43 got up ate drank bought did read went
8 eighty 9 ninety 10 one hundred Page 47 bank, restaurant, bookstore, bakery, clothing
Page 8 1 sunhat 2 uniform 3 gloves 4 pajamas 5 shorts store, butcher’s shop
6 sunglasses 7 T-shirt 8 scarf
it
un
it WORKBOOK
WORKBOOK page D7
un
page D2
Page 52 1 made 2 wrote 3 drew 4 wore 5 sang 6 swam

Page 11 1 clean 2 kind 3 rich 4 dirty 5 mean 6 poor 7 hungry 7 rode 8 saw
8 thirsty; pictures – 3, 7, 1, 4, 6, 8, 2, 5 Page 56 1 Coffee 2 Tea 3 chocolate 4 soda 5 juice 6 water
Page 15 1 comfortable 2 colorful 3 expensive 4 delicious – picture: 5, 1, 3, 4, 6, 2
5 dangerous 6 beautiful; pictures – 3, 4, 2, 6, 5, 1
it
un
it WORKBOOK
page D8
un
WORKBOOK
page D3
Page 59 milk products – yogurt, cheese; vegetables – salad;

Page 20 seahorse shark whale seal dolphin crab meat – shish kebabs, chicken; others – mushrooms, honey, nuts
Page 24 1 Eagles 2 Lizards 3 parrots 4 Orangutans Page 63 a bag of rice, a jar of honey, a bottle of water, a cup
5 Scorpions 6 bears of coffee, a can of soda, a carton of juice
it it
un
un
WORKBOOK
page D4
WORKBOOK
page D9
Page 27 1 English 2 Music 3 geography 4 PE 5 science Page 68 Children's own answers.

6 math 7 art 8 History Page 72 fast slowly badly well
Page 31 first second third fourth fifth last
it
un
it WORKBOOK
page D10
un
WORKBOOK
page D5
Page 75 1 necklace 2 watch 3 glasses 4 keys 5 MP3

Page 36 1 listened 2 talked 3 lived 4 watched 5 played player 6 camera 7 wallet 8 cellphone; pictures – 1, 3, 5, 6,
6 cooked 7 washed 8 worked 4, 7, 8, 2
Page 40 fridge, washing machine, microwave, sink, Page 79 mine ours theirs hers his yours
telephone, bathtub
166
.Progress Record
WORKBOOK
page 95 Answer Key .
it it
un
un
New Zealand, has Tanzania, Is, is
it it
un
un
Venezuela, more, than Colombia, swam
it it
un
un
Indonesia, most Greece, are, many
it it
un
un
Holland, didn’t Russia, couldn’t
it it
un
un
South Korea, Where, went Japan, Whose, are
167
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4

FRONT_TB.indd 5 13/11/19 15:17

Extra Resou ator)

Five STEAM sections engage the children in

challenging maker-inspired, hands-on projects.

The Capitolio Nacional,

5 Compare your tower with

The Rotunda of Galerius

ction betwe Station! OK 103

integration of digital components.

See page 16 13/11/19

DIGITAL STUDENT’S BOOK AND WORKBOOK

TEACHER’S PRESENTATION KIT

CLIL BOOK AND CLIL TEACHER’S BOOK

journey, making lessons to activities.

subject conten tes English as ing (CLIL)

A cross-cultural, competency-based, and curriculum-oriented project

grounded in Content and Language Integrated Learning (CLIL) that can

either complement the Student’s Book in extended English classes or be

Book engag d on knowle content and .

used as part of bilingual programs. The Teacher’s Book provides full

step-by-step notes for each activity.

Also availa series:

each one exploring a ARCTIC CIRCLE

different place in the world.

two stickers pages,

they will embark on

throughout the units.

are pinned on the map

The Map Stickers page includes pictures representing the MY HOUSE

countries seen in that level. This is a fun and engaging way

Each unit of Next Station

visual literacy, use of general

Look at the pictu

I had history yesterday.

Tasks often engage the Circle.

1 She had history yesterday. 5

English PE music science geography history art math

The children do the GRAMMAR

the indicated page as

graphemes, digraphs, juice, and your

Every story includes a j ge dge

moral of the story. The

is being demonstrated Responsibility: Be prepared. Don’t forget your homework.

behavior. This helps to 46 WORKBOOK

bolster the children’s

Activities that support competency development encourage the children

My class’s favorite food Bouncer! Did you have

2 Look at Activity 1 and say. Yes, I had. / No, I hadn’t.

additional vocabulary 3 Line up and say.

are either a related

Let's visit Holland TEMPLATE 4

• Choose a period in history.

with both concrete

. progress check. . progress check. it it

1 Look and complete the sentences. /5 1 Look and write. /5

I can list my school subjects.

I can talk about my school

I can read and say words

I can say sentences with

I can ask people what they had

I can talk about a period in

The children can find the passport stamps on