English Code American 3 Teachers Edition

Mary Roulston
3
Teacher’siceEandd it ion
Resources
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’s Ed i ti o n
3
Teac he r
Contents
Welcome to English Code p. 3
What makes English Code unique? p. 5
Projects p. 11
Videos p. 13
Bug Club plays p. 15
Measuring progress p. 16
Component walkthrough p. 18
Unit walkthrough p. 20
Lesson flow p. 24
Course song p. 26
Welcome unit: Welcome! p. 27
Unit 1: Show time! p. 38
Unit 2: Frozen p. 60
Checkpoint 1 p. 80
Culture 1 p. 82
Unit 3: Celebrations! p. 86
Unit 4: Blast off! p. 108
Checkpoint 2 p. 128
Culture 2 p. 130
Unit 5: Vacation Time! p. 134
Unit 6: Let’s shop! p. 156
Checkpoint 3 p. 176
Culture 3 p. 178
Unit 7: Eco Warriors! p. 182
Unit 8: Let’s Work! p. 204
Checkpoint 4 p. 224
Culture 4 p. 226
Games Bank p. 230
Press-outs and Stickers p. 232
Student Book Audioscript p. 234
Workbook Audioscript p. 245
IPA Alphabet p. 253
Wordlists p. 254
Time Guidelines p. 258
Student Book Contents p. 260
Workbook Contents p. 262
2
Welcome to English Code
English Code is a new course that uncovers the power of language to convince, startle, and amaze.
Throughout the course students will develop a coding mindset to support creative language learning
and engage with content which encourages creativity, problem solving, collaboration, and real-world
communication. This course will motivate students for success in exams and help them face the challenges
of a fast-evolving future.
WHY ENGLISH CODE?

Learning is changing – The Coding Mindset
We never stop learning, and understanding how to learn ensures we have the building blocks we need for
the rest of our lives. This course develops a coding mindset so that students will have the ability to change as
they learn. A coding mindset is a willingness to experiment, an acceptance that you will make mistakes, an
understanding that your improvement will not be linear, and knowing that perseverance will succeed.
Creative thinkers and better problem solvers

We know that in today’s rapidly changing world, critical thinking and problem solving are essential skills for
tomorrow’s success and that young learners need to be introduced to these higher order thinking skills. English
Code supports students’ development of these future skills through a focus on creativity and creative thinking.
Creative thinking is present in all aspects of life and being able to apply creative thinking, students are
more able to approach problems with resilience and apply innovative solutions, which is key to learning a
language. In English Code, every lesson provides a range of engaging contexts and activities that progress
from memorization, understanding, and application to analysis, evaluation, and finally, creation. It is through
undertaking this journey that students will be equipped with skills critical for their future.
Working together to inspire confidence

When students work together, they can learn from each other and share ideas in a safe and supportive
environment. Every student thinks and learns differently, so by working together they can challenge each
other to develop their ideas further. This course provides collaborative learning opportunities for students
to improve on social interactions, develop oracy, learn self-management and leadership skills, and enhance
problem-solving and critical thinking skills.
Encouraging total student engagement

Every student has their own personality and their own eyes on the world, which impacts on their learning path.
This course uses a variety of creative and real-world activities to spark interest in learning English and to ensure
students feel challenged without struggling to understand. Creative activities give students the opportunity to
use their imaginations and share ideas to make things, create pictures, present their work, and role-play stories
and plays. Real-world activities ensure students can relate to what they are learning and understand why and
how it is useful in their everyday lives.
Cross-curricular
Educating children means preparing them for their future studies and working lives in an increasingly global
world. This course teaches English through other subject areas, for example, science, technology, engineering,
art and design, and math (STEAM). These lessons provide students with opportunities to do experiments, draw
conclusions, collaborate with others, question their findings, and understand theories, all in a foreign language.
Global Citizenship and culture

In English Code, students are invited to explore fascinating cultures around the world and compare aspects with
their own culture. Students are also encouraged to think about their place in the world and their influence on
others and the natural environment helping to nurture global citizens.
3
WHY PEARSON ENGLISH?
At Pearson, we have a clear mission: to help people make progress in their lives through learning. Our vision is
to have a direct relationship with millions of lifelong learners and to link education to the way people aspire to
live and work every day. To do that, we collaborate with a wide group of partners to help shape the future of
learning. We believe that we all need to embrace lifelong learning, continuously acquiring new knowledge and
skills to thrive in an ever-changing and increasingly connected world.
GLOBAL SCALE OF ENGLISH

Each unit in this Teacher’s Edition provides you with an overview of the Global Scale of English (GSE) reading,
listening, speaking, and writing objectives covered. In the Student’s Books, the objectives that appear at
the start of each lesson, and the Now I can … statements at the end of each unit relate to the vocabulary,
grammar, and skill descriptors within the GSE.
The GSE is a standardized, granular scale, from 10 to 90, which measures English language proficiency. Unlike
other frameworks which describe attainment in broad bands, the GSE identifies what a learner can do at each
point on the scale across the four skills. The scale is designed to motivate learners by giving more granular
insight into learning progress.
The GSE is aligned to the Common European Framework of Reference (CEFR). The CEFR and GSE both comprise
a number of Can Do statements, or “Learning Objectives”, for each of the four language skills. Describing what
learners should be able to do at different levels of proficiency. The learning objectives are written to reflect
what a student “Can do” with language without regard to the context in which a language skill may surface.
You can see the range of objectives for each level on the cover of the coursebooks. This will help you to select
materials with the right level of support and challenge for your students to help them progress. It does not
mean that students need to have mastered all objectives below the range before starting the course, or that
they will be at the top of the range by the end.
For more information about how using the GSE can support your planning and teaching, your assessment of
your learners, and in selecting or creating additional materials to supplement your core program, please go to
www.english.com/gse .
GSE TEACHER TOOLKIT

Let the Global Scale of English (GSE) save you time and improve the quality and relevance of your English
classes. The GSE Teacher Toolkit makes it quick and easy to find learning objectives, grammar, vocabulary, and
coursebook recommendations all mapped to the GSE and CEFR.
4
What makes English Code unique?
THE CODING MINDSET
Title
Phonics lab
English Code encourages students to Experiment
build a coding mindset
I will learn
the
labfor future studies
to prepare them I will leaand their
rn about
Pworking lives. A coding mindset is a willingness
AND B
GRAMMAR 1
pa nd b soun
ds. to experiment, anMATERIALS
ENGINEERING: acceptance that you will maketerimistakes,
toy ma
als.
an understanding that your improvement will not be linear, and knowing that perseverance will succeed.
English Code develops students’ coding mindset by teaching life askills
video from the domain RIMENT TIME
PEcomputational
EXof
1thinkingListen
018
and and chant.

coding, for example, resilience, collaboration,
Watch
that and problem
float or sink.
about things
solving. These skills are deeply
Float or sink?
integrated in the It’s alanguage learning activities in the Student’s Books and Workbooks and
panda, p, p, panda. don’t rely
1 Listen, read, and point.
1 Choose 5 toys
on technology.It’s a bus, b, b, bus. 2 What are they made of?
020
It’s a boat, b, b, boat.

The bus is pink, p, p, pink. 3 Do they float or sink?
The boat is purple, p, p, purple.
The examples below show how English Code enables students to build a coding mindset whilst studying English.
The panda plays in the boat!
Guess.
It’s a train. It’s It’s a ball. It’s float

Experiment lab I will learn made of wood. made of plastic.
2 Listen and circle wordsSCIENCE:
Algorithms/sequencing Boolean Operators AND,
how to
019
starting
SOUNDwith p in red.
AND COMMUNICATION
make a te
lephone. 4 Read and look. Then spell a
5 027
Listen and write the word.
Students willstarting
Circle words learn with
howb in
a blue.
sequence works here by OR, NOT partner’s name in Morse code.
Then play Guess the word.
Morse code is an old system
identifying the pattern of pictures and the sounds

Sound is a type of energy that is made when
Students
It’s a car. It’swill learn how the
for sending messages. It uses
It’s
short andalong
teddy bear.
sounds to CODE CRACKER sink
they represent. Then they
enginewill
of a car. choose
We use sound to the correct
things vibrate. For example, when we hear the
communicate Boolean operator OR works
made of metal. It’swords.
spell made of fabric.
Written Morse
code uses dots for the short
sounds and dashes
picture and sound to continue the sequence. 2by learning how to use
with others over short and long distances. The binary tree helps you learn Morse
Dot dot dot … dot
for the long sounds. dash … dash dash.
Look and circle. Then code. The left branches are dots and
1 Check the pictures that show sound being used. a point

binary andtree to spell out V
the right branches are dashes.
say. 4 Put the toys in water.
4
3Language
Dragonslab 1 4 Label
A H O
CODE CRaAC
I will talk
KEusinR
about words in Morse
the photos. Then
B
code.
write
I canPor can’t. W 5 Do they float or sink? Try.
Continue
GRAMMAR 1: I / YOU / HE / SHE CAN / CAN’T g can
ctions 2fabricListen and CDcomplete.JK Not all words
028 Q are Xused.
3 6 What are they made of?
How can I invent a story about a fantasy animal? and can’t. R Y
the sequence. 1 2
metal
bad N eEFw Y eLM a r DST r a gZ o n s
Say the sounds. 7 Record your results.
1
Chinese
1
Watch. Check
073
2 animals
the Read, listen, and complete.
025
3 026
plastic
colorful
Read, listen, and draw the echo.
the
G N
dragons U
flew through the streets for
New Year celebration. People
EXPERIMENT TIME
good
in the video. Sound travels in waves. Sound I / You
wavescan run. wood
When sound waves hit hard objects, they helpful with sticks made the dragons move in the air.
p 2 get quieter as they travel. That’s why/we change direction and we hear an echo of kind In Chinese culture, dragons bring Float Sink
He / She It can’t run.
hear sound louder when we are close to the sound. If you stand in an empty room luck. They are brave and strong. And they are
bird cat dog plastic boat
3Functions canlazy fly, metal
1 It but 2CanItand
you make a hop, to people. ne?3 It
telepho hop,
Materia ls airplane
the source, and quieter when we are far and shout, you will hear the echo. When
can not it can’t Look
swim.at your classroom.
but it but it run.
hamster b
lizard 3
away.
rabbit Sound waves travel in all directions. sound waves hit soft objects, the sound
= can’twaves stop and we don’t hear an echo. 1 Make a hole in the bottom of each cup.
two plastic cups
They have to travel through something,
What are things made
climb. of?
to one
a 2 meter length of string
Students3 will learn how functions work by using a
like a gas, liquid, or solid that will vibrate, We use soft materials to make sound 2 Tie one end of the 2 meter length of string
2 metal paper clips
for example: air, water, or glass. They quieter. For example, in music rooms orFind and say. of the paper clips. Put the other end in the hole so
2 Listen and circle.

074 a travel in outer space because
cannot b
there isn’t anything that will vibrate.
near busy streets.
4
HELLO!
5 with
Work a partner. Think of two
the paper clip is inside the cup.
picture code to make movements with their bodies
stories with dragons.
6
3 Put the other end of the string in the hole in the
HELLO!
Then match. cup. Tie a paper clip on the end so that it is
18 eighteen HELLO!
and role-play
1
2
aother
dragon
inside the other cup. routine.
19 nineteen
1 I can / can’t hop.

Troubleshooting 4 Give one cup to your friend and walk away until
the string is tight. Talk normally into your cup and
2 You can / can’t swim. 1
Students will learn how to troubleshoot by finding 4 It 4 Act outrun,
the dragon 5
5
tell your friend to listen.
CODE CRACKER
It swim, 6 It
Test your telephone several times speaking louder
fly, but
3 He can / can’t climb. c d routine with three
but it fly. but it
and quieter each time.run. it climb.
the4 animal in the
She can / can’t fly. picture2 that is different
3 by looking
sound waves echo
friends.
2 What do the sound waves
1 What vibrates when you talk into
for the similarities first, and then the differences. Step forwards
the cup?
Lift arms travel along?
50 fifty
5 Look at
Step4.
Step backwards
Play
to the left Guess
Lower arms
Move arms to the left fifty-one 51
the animal.
Step to the right Move arms to the right
3 Circle the odd one It can swim, but it can’t fly.

Dancer 1 Dancer 2 Dancer 3 Dancer 4
out and say. CODE CRACKER Step 1

Step 2
It’s the frog!
Step 3 Yes!
1 2 Step 4
6
Step 5
1 Language lab
What do you know about dragons? Are they real? I will learn
about rule
to talk 5
Draw what
Step 6 you
Look, read, and complete.
GRAMMAR: SHOULD, ALWAYS, OR NEVER s using can and can’t do and I fly, but
should.
56 fifty-six Club
complete. ThenTasks – Week 3 WhenIyou
describe cando a task,
fifty-sevenput57
.a check mark by your name.
it to your partner. I can , but
1 Watch the video.
Tidy chairs Put away equipment
I can’t
Empty trash
.
Take out equipment
You should tidy the space. Variables Alice

78 seventy-eight
You shouldn’t push your friends. Jim seventy-nine 79
Students will learn how variables work by

Events 1
substituting
always puts away the equipment.
always, often, sometimes, and never into
We go to an art club.
2 sometimes empties the trash.
Students will learn how events work by tidies
Alice always completing
the chairs. a real-life
3 conversation.
often empties the trash.
Alice often takes out the equipment.
the table using checks and crosses to show
Jim sometimes what
tidies the chairs.
4 never puts away the equipment.
activities they and their partner do.

Jim never takes out the equipment.
6 Create your own key. Then
2 Read and check or cross .
complete the table for
you and a partner. Tell a
CODE CRACKER
4 Chess ClubC–OD
will ask ab
E ES
out
hobbies us
ing Find an activity RUL new partner your results.
CKER
ac tion wor
you and your partner
CRAStamp.
ds
do. Complete the table. Tidy the space. Key
Tasks My club: My partner’s club:
always =
Check or cross for Push your friends. Cheer your friends.
What activities I swim, but I don’t often =
you and your partner. Tidy the space
Be lazy. do you do? play soccer.
Practice. sometimes =
Take out
never = equipment
Put away the equipment. Be late.
ay music.
Empty the trash
ey don’t dance. Shout. What club do you go to?
Put away
I go to a table tennis club. equipment
Me Take part in activities.
Close the
b My partner How do you help?
windows
We both I often put away Clean the floor
the equipment.
3 Discuss the rules with 4 Choose a place and make
5 How active are you? Look 7 5
d a partner. a poster with rules. Complete the sentences. always never
at 4. Count the
You things
shouldn’tyou
be late. classroom library park playground 1 You should arrive on time. 2 You should be lazy.
do and write. 3 You should take part 4 You should push
do they do? You should tidy the space.
in activities. your friends.
PROJECT WORK TO INSPIRE AND FOCUS
The benefits of project-based learning are numerous and this is what has set the foundation for the overall
design of the course. It inspires and focuses the learning from the very start, and gives students a sense of
control and direction in their learning journey. In English Code this means that:
At the beginning of the unit students are presented with a problem they need to think about and solve.
This hooks them into a real objective to work towards and helps with student engagement and motivation.
The project is in fact what directs the learning process in the unit – as they progress through the lessons,
students build the knowledge and skills they need to complete the project.
5 The perfect pet

How can we choose the perfect class pet?
1 Look at the photo. What can you see?
3 069
Listen and point. Then
sing along and dance.
SO N G
TIME What’s your
woo
perfect pet? f!
Listen with your ears!
What can you hear?
It’s a dog! It’s a dog! Listen with your ears!
What can you hear?
Big or small? Short or tall?
It’s a horse! It’s a horse!
What’s your perfect pet?
Horse or dog? A green frog? Repeat chorus
croak
2 Stick the What’s your perfect pet? Listen with your ears!
!
animal prints What can you hear?
on the picture. clip It’s a frog! It’s a frog!
clop Repeat chorus
74 seventy-four seventy-five 75
The end-of-unit project gives students the opportunity to use their creativity and collaborate with their peers to
solve the problem stated at the start of the unit. In the project, students are encouraged to follow a systematic
approach designed to develop their critical thinking and problem-solving skills, while at the same time review
and apply all the learning from the unit.
PROJECT AND REVIEW Step 3 Step 4

Have a club fair Create Show and tell
Step 2 Design a logo. Present your club
Step 1
at the club fair.
Plan Choose an item to put the
logo on. Set up a table for your club with
Research Draw and color the logo on the item you made.
Invent a club logo and slogan.
your item. Present your club to your friends.
Find out about types of clubs. Choose a place and a time Add the slogan to the logo. Ask friends to join and write
to meet. their names on a list.
Make a list of types of clubs.
Invent rules and a slogan for Find out which club is
Ask your friends and find the the club. the favorite.
favorite club.
Decide on a logo for the club. You should join our club because we
Think of activities the club can always have new computer games.
What should and shouldn’t
take part in. We invent our games. Sometimes we
you do at the club?
win computer game contests.
Clubs
What does the logo look like?
soccer chess
experiments
Rules
We should always share new ideas.
computer games choir
We should never post photos.
,
share ideas
Slogans
Now I can …
What’s your favorite club?
share ideas
I like computer games club. play new games
play new games. … use club activity
words.
We can invent a computer game
and take part in a contest. Place:
… talk about rules
Time: using should.
… ask and answer

using should.
Tell your family about your club.
… write a flyer.
100 one hundred one hundred and one 101
Projects end with a clear communicative task to give students the opportunity to use the new language with a
real and concrete need in mind.
6
EMPHASIS ON FUTURE SKILLS
We recognize that soft skills are becoming increasingly important in a rapidly changing and uncertain future.
That is why English Code has been designed to place an emphasis on the 4 Cs.
CREATIVITY COMMUNICATION
Creativity is the ability to use one’s imagination Communication is a social process by which
and produce novel and useful ideas. Creativity is information is exchanged in order to convey
essential for the future workplace and therefore it meaning and achieve desired outcomes. This
is vital that this is introduced at the earliest stage means that it takes many forms, for example,
possible. In the classroom, it enables students and engaging in a conversation or debate, delivering
provides a level platform through which they can a presentation, writing a letter, and reading a
I will learn
club 3 Have a class vote for the 4 Choose a club and who you
ac tivity w
ords. use prior
favoriteknowledge
club. to engage will goinwith.
new Then learning.
ask and answer book. The approach in English Code reflects this
with a partner.
Cognitive strategies that support creative learning understanding and Iprovides will learn about students with a
processes include brainstorming, I’m going
Experivariety n t la b
me of opportunities and
animal
to joinproblem-finding, to engage in real-world

plan t need s.
… … the chess club …
EDS
AND PLANT NE
b
I will learn the m
clubs la chess club

IM AL
nic ENT TIME
reversing assumptions, and expanding on ds. ideas to communicative activities and build real-world
SCIENCE: AN
Tit
P le
hiceoskating … the choir …and n soun
P E R IM
create new
N R1 ones. English Code helps students to
… the drama club …
oracy E
and communication
ts.
X skills. These skills
o about plan
AMDMA
GRAN
M
… the skating club … Watch a vide do plants ea
t
develop their creative potential in a variety with of ways,. will ensure that students H ow build
k? confidence in
h your no se w hen you hear n. and dr in
for 1example,
076 Listen through
and chant. To hands-on
uc
making activities,
hear ma. club friend family I’m going to 1 Listcommunication
en and read. La
4
bel and1 knowledge
Put water an
d food dy
a part
ofe techniques and
ner.
u
078
ou th w he n yo Make sentences with there will be a lot of traffic

.
m uage lab
I will learn to use
ur os.
exposing
To uc h
neighborhood
students to a variety
yo choir drama club
of
La ng arts,
a neighborhood friend and join the drama
club with Jack.
the phot
sentences with if.
language which are important
in a pot.
If they cut down the
forest,
qualities for their there won’t be a river.
m, m, m, mom.
ENCES
flower in the
GRAMMAR: IF … SENT they will need a parking lot.
am.
Here comes Mo w hi te ,
encouraging students to think and noses.work creatively. fisfuture

h insec ts studies.
a
a school friend If they build a sports center
Pu t
The drama club is my favorite. plants 2 happen. there won’t be any fields or
flowers.
s, n, n, Sha ess what will
Nine, small nose rin . Gu
Who’s Jack? erg ou
at time. 1 Watch the video. t, there won’t be
wat t tas
If they move the river,
ks
He’s a school friend. hat color
I will
ts! n, n, nuts.
If they destroy the fores
edingwa , r,
centerte they will destroy the
COMMUNICATION
wildlife habitat.
ur flower. W
ask and
using sh answer Writing lab
Smell nine big nu ntsis ne
any wildlife. a shopp
the river, the fish will Animals and pla
die. If there
3 Ch eck yo ould.
. If they don’t clean up forest,

at.your re
they
sults. FLYERS
hs, m, m, mouths
noisy.
If there is a train station, If they cut down the
If they build a lot more
houses, it will be very
d air to liv e. Re co rd
Nine open mout it? habit
food, an
fe
1 isListen
will destroy the wildli
be
the wildlife, it won’t
5
If they don’t care for , look, and write the numb
047
ers.
Make your own picture “Thank you, Mo
dictionary. m!” a beautiful place.
1 2 5
3 ideas and complete. Then discuMarya ss with friends. 1 Read and complete.
Say, Choo se two m and her friends from the village
we
ed about the r
Should I make lunch for
the 7 to 1
white flo
are you I’m worri are going to
Draw and write the words in two take
What part in
doedanabou
worri
a winter sports
t? festival
new sport
journe
. They r.are going to
s cente y?
a partner. ice-ska
ICE S
ting display. Yes, that’s a good idea.
Read and discuss with
There is a list of tasks they
groups: Actions and Activities. 2 What will change? An enormous camp
site on the beach. should do before they go.
Do you want me to invite
But there won’t
d say the odd
3
go other people?
There will be a lot be many trees. The new train line will logo
Circle an more new houses. through the fores
t. No, it’s OK, I can do that.
dance
Sam Eva
2Then say.
CreateListen
044
ant.
boncircle.
a riband choir
one out.
cheer
es air withProje
The lizard breath Wolf Forest
ing pool
nose.
A sports center and swimm
its ct.
for
Why?
for the ch
List of tasks
m
2 d itnewdrshop s wa
inkping ter
It eats insects an The water + red food dye
mall will bring sports 1 Organiz
e the journey.
If they build the new
n
1 a forest.
m
a lot more stores. center, there won’t be
ng ue. 2 Make lunch for the journey
m
ut h an d to . P
with its mo . 3 Make name badges. T
buildda it drinks
,
h an C
The bird eats fis
4 Clean ice skates.
n m
If they .
,
If they build a
th its mo ut h. Maryam 5 Invite other people. O
es air wi
Oliver
water. It breath
Nur
n
Adam
n
6 Practice every day.
es. There will be a train 6 eathes air

Play Cons . It
eque ncests
ea .
If they build a new shopp
ing mall, …
2 What is the flyer for? Read
We will build a hund
red and fifty new hous
school and a shopping The elephant br
station with a parking
lot. There will be a new
swimming pool.
d dr s water with its.
• Write the first part
ink
of an IF sentence.
2 Work with three friends Chall enge! Can
and check .
new sports center and
plants an Pass the paper to a friend
and comp lete the list.
you make your
mall. There will be a • 1 It tells people about the
start the next Imagine you are going to
• h. Write the ending and ice-skating club.
trunk and mout IF sentence.
?
flower two colors
take part in a festival.
for? 1 Where are you List of tasks
good for and not good going to go? 2 It describes the movements
1 Sweet / Swan school’s 2 Stand up in the snow 3 at 2.
3Look Spaces
Who are the changes
with snow / • Pass the paper … 2 What are you going to do? Organize the journey. in ice skating.
n. / start Discuss with a partner.
4 em orstop 3 3
ice-skating team
Lis ten an
has d
thewrit and snails aare special forest.
What should you do before
you go?
It explains good things about
the ice-skating club.
your
2
077
There will be lot more But there won’t be a
Which parts of 3
wildlife.
smallest score. smiling. inThat’
houses. Spain.
s good for people. That isn’t good for the Look at 2. Who will do the
seventy-nine 79 4 It explains a skill for
and say.
tasks? Ask and answer. ice skating.
use? Point
• Stories,
7 plays,
Choose. Say songs,
it as quickly and chants provide
as you can. 78 seventy-eight body do you Should I clean the equipm
ent?
5
6
It is trying to sell something.
It gives information about
drink
Yes! the ice-skating club.
students with opportunities to develop their eat

Do you want me to
91 ninety-one breathe make name badges?

Good idea!
4 outh 83
ose 98
creativity skills by2 being exposed to the arts.

eighty-three
ut 3 ninety-eight
1 ou se
The corresponding activities encourage students

to 82
collaborate in practicing and producing their
eighty-two
• Stories, plays, songs, and chants provide

own performances of those arts.
students with opportunities to practice and
• Creativity activities encourage students to use improve on their oracy and communication
their imagination by making things using art skills. They give students the opportunity to
and crafts, and by writing. These activities are listen, read, sing along, dance, and role-play,
designed to engage students of all ages and using their listening, reading, speaking, and
include drawing a picture dictionary, writing a body language skills.
story, and creating a model city from recycled
• Communication and writing lab lessons present
materials.
and practice functional language relating to
• Code Cracker activities encourage students to the topic using a variety of communicative
think creatively by finding and solving problems, methods, for example, conversations,
and then creating a solution. These activities presentations, videos, games, emails, letters,
become progressively more difficult as students articles, reports, and advertisements.
develop their coding mindset, from being able to
• Project lessons provide opportunities for
identify event actions to creating event plans.
students to use their oracy and communication
• Project lessons provide opportunities for students skills through researching, planning, creating,
to use their creativity skills through brainstorming and presenting their projects. They also
ideas with other students, expanding on those encourage students to take their learning home
ideas, and thinking creatively about how to plan, by asking them to communicate with their
design, and finally make their projects. families about their projects.
7
CRITICAL THINKING COLLABORATION
Critical thinking is the use of evidence, for example, Collaboration is the process of working together
a set of observations or information, to create an to achieve shared goals through coordination and
argument or method, or to solve a problem. We can interdependence. We can break this down into three
break this down into four sub-skills: accumulate, sub-skills: interpersonal communication through
create, critique, and improve. English Code helps exchanging information, feelings, and meaning
students to develop their critical thinking skills by in positive and prosocial ways; task management
providing opportunities for students to collect or through organizing the work of individuals and
identify evidence, create arguments or methods, the team as a whole to support the achievement
identify strengths and weaknesses, andJoin
opportunities for improvement.
suggest in!
6
How can I have a club fair?
of group goals; and conflict resolution through
3 Classify the activities and add more.
effectively reconciling different perspectives, values,
art exhibition chess dance gymnastics
opinions, or priorities within the group. English Code singing soccer table tennis volleyball
provides students with a variety of opportunities to Sports Culture
earn pet
ords.
4 Look and circle.
engage in collaborative activities so that they can
develop skills in these areas.
REVIEW Step 3 Step 4
1 PROJECT
What are the children
AND
doing? How do they know Show and tell

Choose the perfect class
each other? pet Create
Step 2
Put your mask on.
How can I make Describe and role-play
Step 1
my class pet? your pet to your partner.
1 rabbit / hamster 2 bird / horse 3 mouse / lizard 4 hamster / dog Write two activities you
Plan like and find a mask of your
Makefriends
CODE CRA
I’mCKE Rct class pet. I’m Hoppsmall
5
y.
with the same
perfectactivities.
pet. the perfe
4 mouse Research
3
pet? ly. I’m
Which is the perfect class I’m a rabbit. I can hop quick
Find and count. Then ask and answer. Choose a name for and white. I eat plants and
I drink water.
Classify the activities and
add more. Which pets can Look at your research. your pet.
Do you like dance?
birds cats dogs horses lizards rabbits live in a school? Choose your favorite
art exhibition chess dan class pet.
ce gymnastics Yes, I do!
singing soccer table tenn 2 List pets in a table.
is voll Listen and complete.
042
Do a group poll.
Howeyb all rabbits
many What can they do?
bird
MATH
Choose your group’s
Sports April 23rdare there?
April 30th June 1st Complete the table.
perfect pet.
ZONE
Culture What do they need to live? 5 Talk about your friends.
Many countries all over the There
worldarehave aRese arch, then complete
special Perfect Class Pet Six of my friends like to dance.
day for children. In China,sixChildren’s
rabbits.Daythe table.
is on We can make a dance group.
rabbit bird
. In Turkey, it’s on and in
Mexico it’s on . The date is different, but the mouse
hamster
n ...
idea is the same. In all the countries, groups of children take part
lizard frog Choose the per fec
t pet Now I ca
hamster in a day of celebrations. Children perform in choirs and take part
w
in chess contests. fish I think hamsters are a for your home. Dra … use pet words.
.
perfect class pet. They
are small. They can run
and label the pet … talk about
. 88 eighty-eight
quickly. They eat plants action 89
s using
eighty-nine
and they drink water. can / can’t.
What do they
Color What can … describe
me !
Pets
they do? need? actions, using We
can / They can’t.
air, plants
hamster run quickly, climb water,
swim … describe my
fish favorite animal.
horse
eighty-seven 87
4
• Every
Writeunit
6 like two actstarts
Make yourivities youwith a question that introduces
own 86 eighty-six
and find friends

thewitunit
picture topic
dictionary.and the
COfinal
DE CRproject. This gives
h the same activit
Draw and label pets.
ies. ACKER • Speaking activities encourage students to work
students an opportunity to use their critical
hamster with partners to practice and produce new
thinking skills to think about and discuss fish what
Do you like dance? and previously learned language. Students will
they will learn during the unit to enable them 77 seventy-seven
Yes, I do! improve their collaboration skills by working

to complete their final project successfully.
with different partners and learning to offer and
• Every lesson starts with activities that use lower ask for help, and to give and receive feedback.
order thinking skills 5
and progress
Talk about yourto frieactivities
nds.
• Stories and plays provide students with
that use higher order thinking skills.
Six of my friends This
like to dan ce.
We can make a dance gro
up. opportunities to develop their collaboration
ensures that every lesson provides students
skills by working together to produce a
with support to develop their critical thinking
performance. As a group, students will need to
skills through a variety of contexts.
decide who plays which part, help each other
• Code Cracker activities encourage students 89 eighty-nine
to prepare for the performance, and resolve
to think critically by analyzing problems, so any conflicts that arise.
that they can find the best possible solution.
• Experiment lab lessons finish with an experiment
Students will develop their critical thinking
where students often have to use their
skills from being able to identify missing steps
collaborative skills to work in pairs or groups to
to using logical reasoning to put steps in order
answer a question. Students will need to work
and predict the next one.
together to discuss the question, set up and
• Experiment lab lessons finish with an complete the experiment, and draw conclusions.
experiment where students have to answer a
• Project lessons provide opportunities for
question related to the topic of the lesson. This
students to use their collaborative skills through
gives students an opportunity to apply their
working together to produce a complex project.
critical thinking skills to another subject area
As a group, students will need to brainstorm
in science, technology, engineering, art and
ideas together, divide the tasks between them,
design, or math.
and help each other to complete the project.
8
GRAMMAR THROUGH CRITICAL THINKING STEAM FOR FUTURE SUCCESS
English Code uses an inductive approach to teaching English Code includes a lesson in each unit using
grammar which means that students are provided a Content Language Integrated Learning (CLIL)
with the means to discover the grammar rules approach where students learn English through
for themselves. This is achieved through teaching other subjects: science, technology, engineering, art
new grammar structures in memorable chunks and design, or math (STEAM). This helps students
to help students learn. Then example sentences to develop a deeper understanding, through the
are presented in a real-world context to ensure medium of English, of the curriculum material which
understanding. Critical thinking skills are at the basis is mapped against the U.S. and U.K. common core
of this and students analyze, identify relationships, curricula, plus other local curricula.
and recall prior knowledge to absorb and remember Learning English through STEAM subjects is
the new language patterns. Students practice and motivating for students because it gives them a
produce the grammar chunks in a variety of listening, reason to learn, to understand, and to discuss the
speaking, reading, and writing activities throughout subject matter. Students also benefit from their prior
the lesson, and review them throughout the unit. knowledge of the subject to ensure they understand
the subject, to keep them engaged, and to enable
Language lab 1
GRAMMAR 1: I / YOU / HE / SHE CAN / CAN’T
I will talk
abo
actions usin ut
and can’t.
g can
4 Label the photos. Then write can or can’t.
1 2 3
them to develop their knowledge of the English
1 Watch. Check
073
in the video.
the animals language. Language learning through STEAM
subjects will ensure students develop important skills
I / You can run.
He / She / It can’t run.
bird cat dog 1 It can fly, but 2 It hop, 3 It hop,
can not it can’t swim. but it but it run.
hamster lizard rabbit
for their future studies.

= can’t
climb.

074 a b
4 5 6
Then match.
2 You can / can’t swim.

4 It run, 5 It swim, 6 It fly, but
3 He can / can’t climb. c d
4 She can / can’t fly.

but it fly. but it run. it climb.
Title
Phonics lab I will learn
and n sou
the m Experiment lab I will learn
and plant
about ani
mal
M AND N 1
GRAMMAR nds. SCIENCE: ANIMAL AND PLANT NEEDS needs.
5 Look at 4. Play Guess

the animal. EXPERIMENT TIME
3 Circle the odd one It can swim, but it can’t fly.
1 076
Listen and chant. Touch your nose when you hear n.
Watch a video about plants.
How do plants eat
out and say. CODE CRACKER Touch your mouth when you hear m.
It’s the frog!
Yes! Here comes Mom, m, m, mom.
1 Listen and read. Label
078
and drink?
1 2 the photos. 1 Put water and food dye

Nine, small noses, n, n, noses. in a pot.
6 Draw what you Smell nine big nuts! n, n, nuts. fish insects plants
2 Put a white flower in the
can and can’t do and I fly, but Nine open mouths, m, m, mouths. water. Guess what will happen.
Animals and plants need water,
complete. Then describe I can . Say, “Thank you, Mom!” food, and air to live. 3 Check your flower. What color
it to your partner. I can , but is it? Record your results.
1 2 3
I can’t .
Language lab
78 seventy-eight
GRAMMAR: SHOULD, ALWAYS,
OR NEVER
I will lea
rn
about rul to talk
es usi 5 Look, read, and complete. seventy-nine 79 2 Create a ribbon dance 3 Circle and say the odd white flower
should. ng for the chant. one out.
Club Tasks – Week 3
nm mm
When you do a task, put a check mark
1 by your name. 1 2 The lizard breathes air with its nose.
Watch the video.
Tidy chairs Put away equipment It eats insects and it drinks water
Empty trash Take out equipment
You should tidy the space. Alice with its mouth and tongue. water + red food dye
nn n m
You shouldn’t push your friends. The bird eats fish and it drinks
Jim
water. It breathes air with its mouth.
1 always puts away the equipmen The elephant breathes air. It eats
t. We go to an art club.
plants and drinks water with its
4
2 sometimes empties the trash.
Alice always tidies the chairs.
Alice often takes out the equipmen
3 often empties the trash.
077
Listen and write m or n. trunk and mouth. Challenge! Can
t. you make your
Jim sometimes tidies the chairs. 4 never puts away the equipmen
t. flower two colors?
2 Read and check 2

Jim never takes out the equipmen
t.
or cross . 6 Create your own key. Then Which parts of your
body do you use? Point and say.
complete the table for
Chess Club – you and a partner. Tell a
RULES new partner your results. CODE CRACKER 1 ouse 2 ut 3 ose 4 outh breathe eat drink
Tidy the space.
Push your friends.

Stamp.
Key
Tasks
82 eighty-two Experiment lab eighty-three 83
Cheer your friends. always = My club: My partner’s club: I will lea
EXPERIMENT TIME
SCIENCE: SPORTS AND THE SENSES rn how
to balan
Be lazy. often = ce usi
Practice. Tidy the space my senses ng
Put away the equipment.
sometimes =
Take out
. Did you know?
Be late. never = What senses do
A part of your inner ear is
1 What skills do you need for ice
equipment
Shout. I need for balancing? important for balance.
What club do you go to? Empty the trash
Take part in activities.
hockey? Read and underline. I think Now I know
Put away Watch a video about senses.
I go to a table tennis club. Materials
equipment Sight
How do you help? Close the
windows Ice hockey 3 Read and complete. Hearing cushion blindfold stop watch
3 Discuss the rules with

4 Choose a place and make
I often put away
the equipment.
Clean the floor
skills ears eyes nose skin tongue
Taste 1 Take turns trying the balances.
a partner. Smell 2 How long can you balance for?
a poster with rules.
You shouldn’t be late. 7 Complete the sentences. The five senses Touch 3 Time your friends and write the
classroom library park playgroun
d 1
always never
puck When we see something, we are
using
results in the table.
You should arrive on time. Ice hockey players one of our five senses. Our senses Names
You should tidy the space. 2 You should Balance 1 Balance 2 Balance 3 Balance 4
3 You should be lazy. should be very
take part give us information. We see with
4 You should push good skaters. They always have good
in activities. our . We hear with our
92 ninety-two your friends. balance. They change direction very
. Our is in
quickly and they shouldn’t fall over. our mouth and we use it to taste
Players should also have fast reactions food.
ninety-three 93 We use our to smell.
because the puck moves very quickly.
covers our body and we feel
things with this using our hands
and feet.
2 046
Listen and complete.
arms difficult easy eye foot

4 What senses do you need for
ice hockey? Check and discuss.
hand hits kicks puck skate
hearing Balance 1 Balance 2
Grammar lessons start with a video where the new

sight taste Balance 3 Balance 4
Hand to coordination smell touch
Ice hockey players have very good
to eye coordination. This 6 Make a bar chart
means that they can hit the Hockey players use their sight with the results
MATH
grammar structures are presented in context through

when they hit the puck. Choose a color for each friend.
when it is moving. They react quickly for your group.
when they see the puck. They
ZONE Label the bars with the names
in your group.
they move their

towards it. They look at it, 5 Choose a sport and ask and
and hands, answer with a partner.
clear examples that are easy for students to identify

and the hockey stick
the
puck. It’s very . What senses
How do you
do you use?
use them?
with. This is followed by lower order thinking practice

96 ninety-six
ninety-seven 97
activities for students to use the grammar chunks

in a variety of real-world contexts. The lesson ends
STEAM lessons start with a presentation of the subject
with higher order thinking productive activities
and any new language that students will need to
for students to apply their learning and use the
complete the lesson. This is followed by practice
grammar chunks in different contexts, including
activities for students to check their understanding
personalized and creative activities.
of the new language and concepts. Then, through
The Student’s Books provide easy to use reference productive activities, students can apply their learning
tools, with grammar boxes at the start of each lesson in different contexts, including personalized and
showing the example sentences. There is a Grammar creative activities. The lesson ends with an experiment
Reference at the back of the books for all levels where students will answer a question by applying
providing a summary of the grammar structures their learning in an active experiment and drawing
learned in every unit. In Levels 4–6, there is also a conclusions. There are engaging videos on each
Grammar Reference for the grammar learned in the subject to extend these lessons.
previous level.
9
ASSESSMENT FOR LEARNING TO EMPOWER Differentiation This feature creates opportunities for
STUDENTS students to be stretched at their own level through
the same activity. It provides students with choices
English Code uses an assessment for learning
and flexibility.
approach which means that students become aware
of their learning and are able to reflect on their Challenge This feature goes beyond the page by
progress. Assessment for learning is based on three getting students to personalize, analyze, and apply
key principles: having students understand and the language. This is often a more productive task
adapt their own learning objectives, performing requiring greater fluency.
ongoing assessment, and helping students to learn
how to set their own goals and self-assess. As PHONICS TO BUILD CONFIDENCE IN
students go through the levels, this approach will SPEAKING
empower them, and they will naturally know what to English Code uses the synthetic approach to teaching
do when they don’t understand something. Training phonics which means that students learn sounds
students to set their own goals and be aware of in a systematic way by associating them with one
progress develops reflective students, which is an letter or a combination of letters. New sounds are
important quality for their future studies. taught through letters and example words for those
• At the start of each unit, students are asked a sounds. This is important for students with little
question that activates prior knowledge and sets exposure to English outside of class. Having plenty
a clear purpose for the content of the unit. This of opportunities for practice, either receptively or
question will be fully answered through the project productively, builds confidence in understanding
at the end of the unit. spoken English and mastery of using those sounds
while speaking.
• At the start of each lesson, students will be
introduced to the learning objective that is In Levels 1–3, the vocabulary lessons include a
presented in the Student’s Books. Then at the listening activity where students hear and repeat
end of the lesson, they will be able to revisit examples of how to say the new words using sound
the learning objective and decide if they have chunks. The words are broken into separate sounds
successfully reached it by coloring in light bulbs and blended back together, and this ensures students
in the Workbooks. can spell the words by sounding out each letter.
This prepares them for the phonics lessons where
• At the end of each unit, students will revisit the
they learn the new sounds. In Levels 4–6, the new
learning objectives through the Now I can …
sounds are taught within the vocabulary lesson
boxes where they will use stickers to mark their
and the focus moves to using those sounds to spell
progress. This will make students aware of their
new words.
learning, understand how learning builds up to
the final project, and enable them to develop The new sounds are presented through chants
self-reflection. using a combination of the sounds and example
words with those sounds. The chant helps students
• After every two units, students will review and
remember and recall the sounds through rhythm and
consolidate the language learned through
context. There are also videos to show students how
Checkpoint lessons. These will provide students
to pronounce each sound with example words. This is
with a deeper understanding of how well their
followed by practice activities for students to identify
language learning is developing.
and use the sounds and example words with those
The Teacher’s Edition provides extra notes and sounds. The lesson ends with a productive activity for
activities to support assessment for learning and students to apply their learning and use the sounds
these are clearly signposted. in different contexts, including creative activities.
Involve This feature provides opportunities to engage
students in the learning objective and help them
develop self-awareness of their English progress.
Monitor This feature creates opportunities to assess
how well students are learning the materials and
identifies gaps to inform teaching.
Assist This feature provides guidance to immediately
resolve a gap in learning that has been identified.
For example, through presenting the material in
another context.
10
Projects
WHY PROJECT-BASED LEARNING?
Projects inspire and focus students and give them a sense of control and direction in their learning journey.
At the start of each unit, students are presented with a problem they need to think about and solve. Then as
students work through the lessons in the unit, they build the knowledge and skills they need to complete the
project at the end of the unit.
5 REVIEW
The perfect pet PROJECT AND
Step 3 Step 4
How can we choose the perfect class pet? Choose the perfect class pet
Create Show and tell
Step 2
Step 1
How can I make Put your mask on.
my class pet? Describe and role-play
Plan
Research Make a mask of your
your pet to your partner.
Which is the perfect class pet? perfect pet.

I’m the perfect class pet. I’m Hoppy.
Which pets can Choose a name for I’m a rabbit. I can hop quickly. I’m small
live in a school? Look at your research. and white. I eat plants and I drink water.
your pet.
Choose your favorite
List pets in a table. class pet.
3 069
Listen and point. Then What can they do?
Complete the table.
Do a group poll.
sing along and dance. Choose your group’s
SONG What do they need to live? perfect pet.
TIME
Research, then complete
What’s your the table. Perfect Class Pet
woo
perfect pet? f! rabbit bird
Listen with your ears! hamster mouse

What can you hear? lizard frog
fish I think hamsters are a
Choose the perfect pet
Now I can ...
What can you hear? perfect class pet. They for your home. Draw
Big or small? Short or tall? are small. They can run and label the pet. … use pet words.
What’s your perfect pet? quickly. They eat plants
croak and they drink water. … talk about
2 Stick the What’s your perfect pet? Listen with your ears!
! Pets What can
they do?
What do they
need?
actions using
can / can’t.
animal prints What can you hear? hamster run quickly, climb water, air, plants … describe
on the picture. clip It’s a frog! It’s a frog! fish swim actions, using We
can / They can’t.
clop Repeat chorus
horse
… describe my
favorite animal.
74 seventy-four seventy-five 75 86 eighty-six eighty-seven 87
REVIEW
6 Join in!
How can I have a club fair?
3 Classify the activities and add more.
art exhibition chess dance gymnastics

PROJECT
Have a club fair
AND
Step 3
Create
Step 4
Show and tell
Step 2
singing soccer table tennis volleyball
Design a logo. Present your club
Step 1
at the club fair.
Sports Culture
Plan Choose an item to put the
logo on. Set up a table for your club with
Research Draw and color the logo on the item you made.
Invent a club logo and slogan.
your item. Present your club to your friends.
Find out about types of clubs. Choose a place and a time Add the slogan to the logo. Ask friends to join and write
to meet. their names on a list.
Make a list of types of clubs.
Find out which club is
1
Invent rules and a slogan for
What are the children Ask your friends and find the the club. the favorite.
doing? How do they know favorite club.
Decide on a logo for the club. You should join our club because we
each other? Think of activities the club can always have new computer games.
What should and shouldn’t
take part in. We invent our games. Sometimes we
you do at the club?
win computer game contests.
Clubs
What does the logo look like?
4 Write two activities you
like and find friends
with the same activities.
CODE CRACKER soccer chess
experiments
Rules
Do you like dance? We should always share new ideas.
computer games choir
We should never post photos.
Yes, I do! share ideas,
2 042
Listen and complete. Slogans
Now I can …
What’s your favorite club?
share ideas
April 23rd April 30th June 1st I like computer games club. play new games
5 Talk about your friends.
We can invent a computer game
play new games. … use club activity
words.
Many countries all over the world have a special Six of my friends like to dance. and take part in a contest. Place:
day for children. In China, Children’s Day is on We can make a dance group. … talk about rules
. In Turkey, it’s on and in Time: using should.
Mexico it’s on . The date is different, but the
idea is the same. In all the countries, groups of children take part … ask and answer
using should.
in a day of celebrations. Children perform in choirs and take part Tell your family about your club.
in chess contests. … write a flyer.
88 eighty-eight eighty-nine 89 100 one hundred one hundred and one 101
Every project is designed for students to: • Communicating effectively – students use all four
• use their creativity through thinking, designing, skills in reading, writing, listening, and speaking to
and making things complete the project.
• collaborate with other students • Thinking creatively – students use original thinking
and imagination to create their project.
• build critical thinking and problem-solving skills
• Putting creativity into action – students research,
• apply the knowledge learned from the unit
discuss, brainstorm, think, plan, design, and refine
• complete a real-world, communicative task. their ideas before making the final project.
PROJECT BENEFITS • Real-world tasks – students complete projects that
are relevant to their everyday lives and future.
Projects are a great way for students to learn,
practice, and review their vocabulary, language, and • Learning outcomes – students can relate the
learning skills. They also provide many other benefits learning objectives from the unit to the learning
beyond simply making something. outcome of their finished project.
• Increased engagement and motivation – students • Context for learning is established – students
become personally involved in the project. begin to see and understand why they are learning
English and how it will be useful in their future.
• Autonomous learning – students are responsible
for their own learning and the project outcome. You will find a selection of observation checklists in
the Teacher’s digital resources to help you identify
• Working collaboratively – students learn to
and encourage further use of the future skills:
expand their willingness to be flexible.
collaboration and creativity.
11
PRACTICING LANGUAGE • Put students in groups of mixed abilities and have
Throughout the project you can support students them divide the research between them. They can
in practicing the language from the unit and from discuss who wants to research each task, allowing
previous units in numerous ways. less confident students to take on the tasks
they enjoy.
Step 1 • Have students make plans that they feel are
Research appropriate for their ability and ensure they meet
• Encourage students to think back to the new the requirements of the project. Less confident
language learned in the unit. They can look back students can complete the tasks in the Student’s
through their Student’s Books, or look at their Book. More confident students can complete
picture dictionaries, word lists, and grammar extra tasks, for example, they can plan to create
references. You can show them how to use a something in more detail, or plan different
dictionary to look up new words, too. versions.
• Have students work in groups to research together. • Have students create their project in their own
Encourage students to use English when discussing time with access to the tools and materials they
what to research, how to divide the work, their need. Less confident students can ensure their
findings, and what they think the results show. creation meets the project aims. More confident
students can ensure their creation goes beyond
Step 2 the project aims, or make two different versions
Plan that both meet the project aims.
• Encourage students to create questionnaires • Put students in groups of mixed abilities and have
or surveys in English to ask other students’ them divide what needs to be created between
opinions on their project, and to help resolve any them. They can discuss who wants to create each
outstanding decisions. aspect, allowing less confident students to take
• Have students work in pairs and compare their on the aspects they are good at, while more
plans with each other. They can ask questions confident students take on the more challenging
about problems or worries they have, and offer aspects. Ensuring less confident students have an
each other supportive suggestions. opportunity to do something they do well here will
give them extra confidence.
Step 3 • When students present their work, encourage
Create students to say and do as much as they feel
• Encourage students to share tools and materials, comfortable with. Less confident students can
and to ask each other for help when needed. use words and simple sentences, speaking for a
Remind them of the language they can use. minute or less. More confident students can use
more complex sentences, speaking for two or
• When students create something in pairs or as a
three minutes.
group, ensure they discuss what and how they are
going to do this in English before they start. LEARNING BEYOND THE CLASSROOM
Step 4 The final activity in all projects provides students
Show and tell with an activity they can do at home. These activities
extend the project and include various ways of
• Give students time to practice what they want to
encouraging students to take their learning beyond
say on their own, then in pairs and groups. If they
the classroom. It also provides evidence of learning
feel nervous, encourage them to make notes of
for the parents by:
key words and phrases to remind them.
• asking students to create something for home
• Have students present their work to the rest of
the class. Remind students watching to provide • requiring students to find out information about
support and encouragement. the lives of their family and friends
• presenting something to their family and friends
DIFFERENTIATION and asking for feedback
Throughout the project you can use differentiation • teaching their friends and family how and why to
techniques to support students of mixed abilities. do something
• Ensure students understand the purpose of their • having their family and friends doing or making
research. Less confident students can follow the something with them that can be recorded
suggestions in the Student’s Book. More confident • using their skills and knowledge from the project
students can build on those suggestions and do and applying them to real-world situations.
further research.
12
Videos
Videos are a great way for children to learn, practice, and review their vocabulary, language, and learning
skills. Using videos can be both entertaining and engaging, but to use videos effectively you need to use
different techniques and activity types depending on the content of the video and the aim of the lesson. In
this level, you will find three different types of videos that can all be found on the Pearson English Portal.
GRAMMAR • Play the video again, and this time pause after
you hear examples of the grammar structure
and ask students to tell you what the examples
are. Then have students repeat the example all
together. You can provide support by showing
students flashcards or objects of the items so that
students are focused on remembering only the
grammar structure.
• Play the video again, and this time pause before
you hear examples of the grammar structure and
have students guess what the characters will say.
You can make it into a team game and give points
to the teams who remember the most examples
using the correct grammar structures.
PHONICS
Introduction
• The videos are animations of the main characters
Ellie and Nadir presenting the new grammar
structures. They are designed to be fun and
interesting, as well as presenting the language in
memorable situations.
• Students watch the video to see and understand
the meaning of the new grammar structure and
how it is used. They then learn and practice the
new grammar structure through activities in their
Student’s Books, Workbooks, and Grammar Books.
• These videos are designed to be used during the
Language lab and Communication lessons. You
can also use them to review the language learned
when you finish a unit, and at the beginning and Introduction
end of term.
• The videos show how to pronounce different
Activity ideas sounds by focusing on the mouth of someone
making those sounds, and then giving two
• These videos can be used at any time to practice
examples of words with the same sound.
and review the language from the units.
• Students watch the video closely to see and
• Have students sit and watch the video quietly
understand the way the mouth moves for each
before asking comprehension questions to check
different sound and the words presented as
their understanding of the facts. Ask a variety of
examples of those sounds. They then practice
questions, starting with easy questions, like Who
copying the sound and making the same
or what can you see? What are they doing? and
movement with their own tongues and mouths.
accept one-word answers or phrases. Then move
It isn’t always clear to see where the tongue
on to more difficult questions, like Why are they
is, so explain to students or draw a picture on
doing that? Can you give me an example from the
the board.
video using (It’s a …)?
• These videos are designed to be used during the
Phonics lab lessons. You can also use them to
review the language learned when you finish a
unit, and at the beginning and end of term.
13
Activity ideas • These videos are designed to be used during the
• Have students sit and watch the video quietly Experiment lab lessons and have extra support
before asking Which sound is it? and have them including worksheets and interactive whiteboard
repeat the sound all together. materials. You can use these materials to extend
students’ learning around the unit topics and
• Play the video again, and this time pause after the
introduce students to new ideas and concepts.
initial sound and ask students to copy and repeat
three times. Then play the first example word and Activity ideas
again have students copy and repeat three times.
• Have students sit and watch the video quietly
Repeat for the second example word.
before asking comprehension questions to check
• Then ask students to think of other words with the their understanding. Ask a variety of questions,
same sound. Have them discuss in pairs or small starting with easy questions, like What can you
groups and make a list, saying the words out loud see? What’s happening? Then move on to more
as they write them down. difficult questions, like Why is that happening?
Did you expect that to happen?
STEAM
• Play the video again, and this time pause after
key information is revealed and ask students what
they think that information is. Continue to do this
until the video ends, and then ask students to give
you a summary of the key information.
• Have students work in groups and discuss what
they learned from the video. They could take notes
or create a spider graph with the key information.
Then have them discuss what else they want to
know about the topic and write a list of questions.
They can find then look for the answers to their
questions on the internet or in books.
Introduction
• The videos can be used to expand learning around
science-focused lessons. They are designed to be
fun and interesting while making science easy to
understand for English language learners.
• Students watch the video to learn more about
different topics covered in the experiment lab
lessons, for example, animals, plants, the weather,
etc. The videos introduce other ideas around these
topics to further students’ understanding and
build their curiosity, for example, how to identify
different parts of plants, how to observe and
describe plants, how to identify different trees, etc.
14
Main logo
Main logo Main logo
There is a white keyline around
logo for use on on light
Bug Club plays

coloured backgrounds.
Colours
C:50 M:1 Y:99 K:0

#95C023
C:69 M:62 Y:61 K:52

#423E3C
C:100 M:5 Y:100 K:2

#00903F
Font
VAG rounded Std BOLD
Reversed type
Plays are a great way for children to review their language and learning skills. Using plays can help students Use this version when placing
logo on a dark background
identify with and explore characters and their feelings. It can also build confidence in speaking and listening
File name
BugClubLogo_main_reversed.ai
skills. The Bug Club plays are designed for young students and clearly show the characters’ lines and
include engaging illustrations. In this level, you will find two different plays on the Pearson English Portal.
Please refer to ‘BugClub_StyleGuide_2018.pdf’
ONE-WAY TICKET LEARNING OUTCOMES

TO MARS Using plays:
• The play is about • helps to stimulate expression, creativity,
the Smith family imagination, and cooperative learning among
who is planning its students
vacation to Mars. • provides examples of real-life conversations that
• The play has three build students’ fluency and ability to use English in
main characters the real world
for more confident • enables students to read and recite their lines,
students, and other which improves their understanding and retention
characters with of the language, and helps them to become clear
varying numbers of and confident speakers
lines and actions,
• ensures differentiation for all students to excel in
and of different
mixed-ability classrooms by providing a variety
genders and ages,
of characters with different numbers of lines for
so there’s a character that every student will enjoy
students to choose from
playing!
• supports different learning styles (visual, auditory,
• The content of the play is designed to be used as a
and kinesthetic) through seeing the actions,
review of the language learned in Unit 4. You can
hearing the lines, acting out the movements, and
also use it to review the language learned at the
using expression in their voices.
end of the year.
ACTIVITY IDEAS
TIDDLER
• Have students read through the play on their own
• The play is about
before deciding which character they want to play.
a little fish with a
Then create groups of students depending on the
big imagination.
characters they chose.
Tiddler invents
stories as an excuse • Before students act out the play, have them read
for being late for it as a group. Then have them read it again with
school, then one day each student reading their character’s lines. This
he finds himself in will help them to remember their lines.
a real-life adventure. • Have each group of students practice individually
• The play has many before bringing them together to act out the play
characters, with in front of the rest of the class. Encourage students
different numbers to provide support and encouragement for each
of lines and actions, other, and after each group has acted out the
and fish with play, have them clap or say Good job!
different personalities, so there’s a character that • Put students in groups of the same ability and
every student will enjoy playing! have less confident students practice acting out
• The content of the play is designed to be used as the play as it is while more confident students
a review of the language learned in Unit 5. You make changes to the play. For example, they
can also use it to review the language learned at can change the ending, change what happens,
the end of the year. or extend the story.
• Use the plays for an end of semester performance
or open classroom event.
15
Measuring progress in English Code
We can measure progress through a variety of methods: student self assessment, peer assessment,
observation, class participation, written work, homework tasks, and both in course and
summative assessment.
English Code provides you with various tools to help measure the progress of your students.
Student Book The Progress Chart enables students to take pride in

Each lesson in English Code the new skills they are learning and acknowledge
has a learning objective which I will learn their achievements as they move through the course.
pet Once a student has
is available for you to explore words.
with your students at the start successfully completed Progr ess Chart
of each lesson and review at a “5 Cs” activity, i.e. Creativity, You did it! Congratulations!
the end. Communication, Critical
Unit 8
Thinking, Collaboration and
.
Now I can ..
Unit 7
The Now I can … feature
Coding (Code Cracker), the
Unit 6
at the end of each unit
student can add a sticker to
Unit 5
enables students to reflect
Unit 4
their Progress Chart in the
on their learning from the unit and add stickers
Unit 3
relevant column. This will
against the key learning points they are comfortable
Unit 2
help you monitor their
with. It is important to check how confident the
Unit 1
progress in future skills. 4
Creativity Collaboration
students feel before moving on to the next unit.

The Checkpoints encourage students to consolidate
their learning from the previous two units. The Assessment pack
Checkpoint activities systematically cover the
language learned in those prior units through There are a range of tests
listening, reading, writing, and speaking activities. covering the vocabulary and
structures learned throughout
3 Checkpoint UNITS 5 AND 6
2 Read and complete. Use the references to write the words. the course, broken down into
1 077
Listen and follow. Say the reference.
Hi Grandma,
I’m having an awesome time on vacation. Our 1
2 (B5). I can hear the 3
(C4) is near a
(C2) at night. On our first day,
units. Cumulative progress and
checkpoint tests are available
we went to the beach. There are a lot of 4 (A1) on the beach and not
much 5 (B3). We went on a boat trip and saw some 6 (A2).
On the second day, we went shopping at a 7 (A5). There were a lot of food
5 stalls like 8 (C5) and 9 (C1) but not many 10
(D2). There was a 11
See you soon!
Carla
(B4). I bought a toy 12 (D5).
every two units, and these also
4 assess skills progress.
3 Find the references
and write. Then circle the one
that doesn’t belong. Say why. CODE CRACKER
3
C1 B3 D4 C5 B2
1
A1 A4 D2 D5 C2
Teacher’s Edition
2
2 A2 A5 B1 D3 C3
3
1
4 Write a Where did you go? I went to a campsite. (C4)
In each unit objectives spread, we highlight which
learning objectives the Student’s Book content and
question and answer What’s your favorite store? A clothes store. (C3)
path through the What’s this? It’s some sand. (B3)
maze. Tell a partner.
A B C D
102 one hundred and two one hundred and three 103 Workbook will cover.
5 Vacation Time! PROJECT: DESIGN A SHOEBOX BEACH

Students will think about what there is at the beach and what you can do there. They will design a beach
and then imagine they visited the beach and talk about their visit.
Workbook
Materials: shoeboxes, card, clay, sand, shells, stones, paint, scissors, glue
EXPERIMENT LAB: OCEANS

Students will learn about the ocean and how warm and cold water moves around the globe. They
OBJECTIVES experiment with ice and warm water and watch which one sinks and which floats.
Materials: a clear fish tank or bowl, blue and red food coloring
In the Workbook there is a self-assessment coloring

Reading
Pearson English Portal digital resources
• Reading accuracy – Can recognize simple words and phrases related to familiar topics, if supported by
pictures. Go to the Pearson English Portal and click on “Resources,” then “Unit 5” for more teaching resources,
including videos and games.
• Reading comprehension – Can follow simple stories with basic dialogue and simple narrative.
feature at the end of each lesson which matches

• Reading development – Can follow a simple series of written instructions to carry out a task.
CODING: DATA SETS, ALGORITHMS, AND SEQUENCING
• Students will learn about data sets through a sorting activity.
Listening
• Students will learn about sequences and algorithms by following instructions through a maze.
• Response to spoken prompts – Can identify key information (e.g. places, times) from short audio
each Student’s Book lesson objective. There are

recordings, if spoken slowly and clearly.
MATH
• Listening development – Can understand straightforward instructions, if spoken slowly and clearly.
Students will look at percentages.
Speaking VALUES AND SOCIAL-EMOTIONAL LEARNING: ASK FOR HELP

• Spoken accuracy and appropriacy – Can read aloud short, familiar phrases with intelligible
five light bulbs for students to color in according to

Students will think about when they need to sometimes ask for help.
pronunciation.
• Spoken production – Can express likes and dislikes in relation to familiar topics in a basic way. CREATIVE ACTIVITIES
Make your own picture dictionary.
Writing This feature occurs in each Vocabulary lesson
how comfortable they feel they have completed the

• Writing production – Can write a single basic sentence about daily routines and activities. and encourages students to process new
vocabulary through drawing and writing.
KEY LANGUAGE Act out the story in groups.

This feature occurs in each Story lab lesson
ocean have a picnic
learning objective.
Key vocabulary Phonics STEAM Grammar
and will help students revisit and produce core
beach The sounds /a:r/ as in farm absorb I / You / We / They swam in the language learned so far in the unit, as well as
buy ice cream and /iː/ as in beach climate change ocean. collaborate with other students in a fun context.
campsite beach cold water He / She went on a boat trip.
Create a sand word.
dolphin car equator Did you go to the beach?
This will allow students to be creative and apply
go on a boat trip card heat Yes, we did. / No, we didn’t. their phonics skills in a tactile and collaborative way.
go surfing eat melt What did he do on vacation?
have a picnic farm North Pole
ocean ice cream South Pole
rocks park warm water
sand sea
waves see
whale shark
I can
tree
use pet words. 134 135
16
SKILLS DEVELOPMENT WITH THE GSE
In addition to the aforementioned monitoring and assessment tools, English Code has been built on the GSE.
The badging on the back of this book indicates the GSE proficiency range from which the learning objectives
for that course level have been selected.
Within the four language skills (Speaking, Listening, Reading, and Writing), GSE sets of learning objectives
are grouped into sub-skills relating to accuracy, actions and interactions, complexity and organization, and
strategies. Within these sub-skills, the objectives are further grouped into specific areas of competency and then
aligned to key development indicators. This supports more focused development and assessment of specific
sub-skills. The development indicators capture each discrete skill that learners are aiming to acquire at that
level. Learners are taught and may be assessed on individual learning objectives, but their progress is measured
in terms of their performance on key indicators across a course.
For example, let’s look at Speaking. Within the skill of Speaking, there is a sub-skill: Actions and Interactions –
Communicative exchanges:
LEARNING OBJECTIVE DEVELOPMENT INDICATOR

Can answer simple questions about objects (e.g., color, size) (22) Participate in common
informational, academic, or
Can answer simple questions about very familiar topics, if delivered
transactional exchanges using
slowly and clearly (29)
simple language and expressions.
Can answer simple questions about their daily routines using gestures
and short fixed expressions (29)
The GSE provides teachers with a view of students’ progress against key learning objectives that have been
covered in the course. Some of these learning objectives will be at the same proficiency level but for different
skills (breadth of proficiency) and some will target the same sub-skill at increasingly higher levels of ability
(depth of proficiency).
In your English Code Teacher digital resources you will find a chart showing you the key development indicators
that will be tracked in the course, and where they are introduced/practiced/reviewed across the units/chapters.
These charts will enable you to capture students’ scores on these particular activities within the teacher resources
so that you can track their progress during the course in each skill on the specific objectives (relating to the
key development indicator) that have been selected for those units. You should use these scores to inform/adjust
subsequent teaching to make sure all students understand and/or have opportunity to revisit key content and
are on track to achieve outcomes at the end of the course. At the end of the course there is a summative chart
which will give you the full picture of students’ progress on the key indicators across the course.
HOW WHAT WHERE
Strand Development indicator Course strand W 1 2 3 4 5 6 7 8

Accuracy Pronounce letters and individual Phonics
sounds correctly, as well as
repeat simple words or phrases.
Blend sounds to pronounce Phonics
combinations of letters correctly,
as well as clearly and intelligibly
read aloud words, sentences,
or texts.
17
Component walkthrough
1 ASSESS 2 PLAN
Assessment Pack Diagnostic Teacher’s Edition
Pre-Test The Teacher’s Edition is the place where you can find
The Diagnostic Pre-Test everything you need to know to teach with English
assesses content and Code. It includes comprehensive and easy to follow
grammatical knowledge from lesson flows, instructions, answers, extra activities,
the previous level of English and ideas, plus supporting material: insights into
Code and the first few units the thinking behind English Code, information on
of this level so you can plan how to take advantage of all of the course material,
individual learning paths for a games bank, and audioscripts.
the coming year.
Pearson English Portal: Teacher Presentation Tool
English Benchmark Young lesson planning
Learners Plan your lessons, preview activities, and view
English Benchmark tests teaching notes all in one place.
speaking, listening, reading, Test your
progress
and writing. It measures English with English
proficiency through a fun, Benchmark
game-like test and gives you Young Learners
recommendations for what to
teach next, based on students’
scores.
3 TEACH
Student’s Book
Engage your learners and develop their English
language skills, coding mindset, and creativity with
the English Code Student’s Book.
Workbook
Reinforcement and additional practice of the Student’s
Book content for students to work on in class,
independently, or in pairs/groups. It also includes a
progress chart with stickers.
Teacher Presentation Tool

Present the Student’s Book on screen, navigate Digital Teacher Resources
through the lesson with the unique lesson flow, and Additional resources available in the Pearson English
access interactive games, audio, and video with a Portal to support your teaching, including class
simple click of a button. games and worksheets.
18
Animations and videos Posters Phonics Books Grammar Books
Our World
Intro:
Here we stand: children of every age,
This is our world and the world’s our stage.
We can laugh, we can cry – we can float, we can fly,
We can dance, we can sing – we can do almost anything
in OUR world … our beautiful world.
Verse 1:
Some of us are small; some of us are tall,
Some of us are shy; some say hi to everybody,
Some of us like numbers; some of us love words,
Some of us watch football, and some of us watch the birds!
(Chorus)
This is our world … we’re different but the same.
We live and learn together – we get to know each other …
Verse 2:
Some of us like music; some of us like cars,
Some of us draw pictures, looking at the stars,
Some of us are scientists, trying to find the code,
All of us can help a friend and give a hand to hold.
Flashcards This is our world – there’s room for everyone.

We learn to live together, and we have a lot of fun …
In our world … in our world … in our beautiful world!
49 English Code Level 1 Unit 5 Core vocabulary Copyright © by Pearson Education, Ltd.
Primary Academy
Additional bank of teaching resources
all mapped to the GSE.
4 PRACTICE OUT OF CLASS 5 ASSESS AND REVIEW

Workbook Assessment Pack
Reinforcement and additional Comprehensive suite of
practice of the Student’s book assessment materials including
content for students to do in Diagnostic Pre-Tests, Practice
their own time at home. Also Tests, Unit Tests, Progression
includes a progress chart with Tests, Final Exams, and
stickers. materials for oral assessment
all built on the GSE.
Digital online practice Teacher Gradebook

Fun, automarked interactive exercises can be Teachers and students can view class progress at
assigned as homework or extra practice, and a glance online to inform teaching and support
accessed in the student site. Also includes Speak and students.
Record activities to help monitor speaking skills.
Pearson Practice English App

This app brings everything into one place, enabling
students to practice learning English, anytime and
anywhere on their device with access to course
audio and video that can be downloaded and then
accessed offline.
19
Unit walkthrough
OPENER LESSON
Opening question motivates students to think Theme-based unit encourages deeper understanding
about what they will learn throughout the unit of concepts and language, and a full spread picture
to complete the creative project at the end of with real children introduces the topic and stimulates
the unit. students’ imaginations.
5 The perfect pet

3 069
SONG
TIME What’s your
woo
perfect pet? f!
Listen with your ears!
What can you hear?
What can you hear?
Big or small? Short or tall?
croak
Critical 2 Stick the What’s your perfect pet? Listen with your ears!
!
animal prints What can you hear?
thinking on the picture. clip
clop
It’s a frog! It’s a frog!
Repeat chorus
activities engage
students to recall
prior knowledge
to apply to new Memorable song with actions
situations. presents a few key vocabulary items to
introduce students to the unit topic.
VOCABULARY LESSON
Learning objectives on the page help focus

students and make them aware of the progress
they are making.
Animals around us I will learn

pet 4 Look and circle.
VOCABULARY words.
1 070
Listen, point, and repeat.
1 rabbit / hamster 2 bird / horse 3 mouse / lizard 4 hamster / dog

Math activities
1 cat 2 dog 3 rabbit 4 mouse
5 Find and count. Then ask and answer.
birds cats dogs horses lizards rabbits

provide students
5 lizard 6 fish 7 bird How many rabbits with opportunities
MATH are there?
ZONE There are

to practice and
six rabbits.
produce English
through content
8 horse 9 frog 10 hamster
2 071
Look at 1. Listen, say, and mime the animal.
3 Color
me !
and language
Key vocabulary
072
Listen and color.
integrated learning
is presented and (CLIL).
6 Make your own
practiced in a picture dictionary.
Draw and label pets.
kinesthetic way hamster fish
through games and 76 seventy-six seventy-seven 77
similar engaging
activities. Creative activities engage students to make
things, like their own picture dictionary,
to develop language skills, and inspire visual
thinking.
20
LANGUAGE LAB 1 LESSON
Grammar is presented
through an engaging video
Communicative
and supported by boxes
Language lab 1 4 Label the photos. Then write can or can’t. activities engage
showing clear examples.
I will talk
about
actions usi
GRAMMAR 1: I / YOU / HE / SHE CAN / CAN’T ng can
and can’t.
students to personalize
1 2 3
1 Watch. Check
073
the animals
language, collaborate, and

in the video. I / You can run.
bird cat dog 1 It can fly, but 2 It hop, 3 It hop,
recall language they have

hamster lizard rabbit = can’t
climb.
2 a b
4 5 6
learned.
Listen and circle.
074
Then match.
2 You can / can’t swim.

4 She can / can’t fly.
5 Look at 4. Play Guess

the animal.
3 Circle the odd one
Code Cracker activities

It can swim, but it can’t fly.
out and say. CODE CRACKER
It’s the frog!
Yes!
1 2
help students develop 6 Draw what you Personalized activities

can and can’t do and
problem-solving and higher help students apply their

I fly, but
complete. Then describe I can .
I can’t .
order thinking skills. 78 seventy-eight seventy-nine 79

learning to their own
environment.
STORY LAB LESSON
Key vocabulary and

grammar are practiced
Story lab My hat can fly!
through an engaging
I will read 5
a sto
about a hat ry
READING .
visual story.
Look! It’s a frog!
1 075
Listen and read the story. 2
Values activities motivate

Come on!
My hat c
can hop!
1 Look at my hat!
It can hop!
6 My hat can’t hop, climb, or swim … 7 My favorite animal is a bird.
students to reflect on social
4 It’s a magic hat!
Look! It can climb!
and emotional learning.
3 Sara, … but the frog My favorite animal
your hat can hop, climb, is a frog. Bye, Frog!
can swim! and swim! And Polly can fly!
Care for animals.

Values
Code Cracker activities Watch out, Polly!

You can’t swim!
3 Help the frog leave the yard. Engaging story develops
help students develop 2 What can the
CODE CRACKER
comprehension strategies
and then students act
frog do? What can hop fly swim climb
problem-solving and higher Polly do? Check

or cross . Then say.
order thinking skills. 4 Act out the story in groups.

out the stories to build
80 eighty eighty-one 81
confidence and fluency.
PHONICS LAB AND EXPERIMENT LAB LESSONS
Key sounds are presented Content vocabulary is

through memorable presented and practiced
chants and practiced through texts covering
Title
Phonics lab Experiment lab I will learn
in a systematic and a range of subjects in

I will learn about ani
the m and plant mal
and n sou needs.
M AND N 1
GRAMMAR nds. SCIENCE: ANIMAL AND PLANT NEEDS
EXPERIMENT TIME
supported way. 1 076
Touch your mouth when you hear m.
Watch a video about plants.
How do plants eat
science, technology,
1
engineering, art and
Listen and read. Label
078
and drink?
Here comes Mom, m, m, mom.
the photos. 1 Put water and food dye
Nine, small noses, n, n, noses. in a pot.
design, and math (STEAM).

Smell nine big nuts! n, n, nuts. fish insects plants
2 Put a white flower in the
Nine open mouths, m, m, mouths. water. Guess what will happen.
Animals and plants need water,
Say, “Thank you, Mom!” food, and air to live. 3 Check your flower. What color
1 2 3 is it? Record your results.
Videos provide further
2 Create a ribbon dance 3 Circle and say the odd white flower
for the chant. one out.
learning about the subject.
nm mm
1 2 The lizard breathes air with its nose.
Creative activities
It eats insects and it drinks water
with its mouth and tongue. water + red food dye
nn n m
The bird eats fish and it drinks
engage students
water. It breathes air with its mouth.
The elephant breathes air. It eats
plants and drinks water with its
Experiment time gives
4
students an opportunity
077
Listen and write m or n. trunk and mouth. Challenge! Can
to make things, like the

you make your
flower two colors?
2 Which parts of your
shapes of letters through 1 ouse 2 ut 3 ose 4 outh

breathe eat drink

to develop deeper
art, to develop language 82 eighty-two eighty-three 83
understanding through
skills, and inspire visual practical projects with
thinking. visible results.
21
LANGUAGE LAB 2 AND COMMUNICATION LESSONS
Grammar is presented through boxes showing Real-world conversations are presented and
clear examples and practiced in context. practiced in context, supporting students to
produce their own personalized versions.
Language lab 2 I will descr

ac tions, us ibe
My favorite animal I will descr
ibe
favorite an my
GRAMMAR 2: WE CAN / THEY CAN’T ing We COMMUNICATION imal.
can / They
can’t.
1 081
Watch and circle. 3 Read and guess the animal.
We can swim slowly. Check with your partner.
They can’t swim quickly. 1 My favorite
1 It’s green and it’s small.
animal is
It has four legs and two big eyes.
slowly quickly a rabbit / cat .
It can’t fly, but it can hop.
1
It eats insects.
079
Listen and play Teddy says. My favorite animal is a .
2 080
Listen and check or cross . Then read and circle.
2 My favorite
animal is
2 It’s tall.
It has four legs and a big head.
a lizard / bird . It can run, but it can’t climb.
Swim quickly Swim slowly 1 Cats can / can’t swim quickly.
It eats plants.
cat 2 Fish can / can’t swim slowly. My favorite animal is a .
fish
lizard
frog
3
4
Lizards can / can’t swim quickly.
Frogs can / can’t swim slowly.

2 Listen and number.
082
4 Make your favorite
Then complete. animal from clay. Ask and
3 Read and write quickly or slowly. fish insects mice plants answer with your partner.
1 Mark can run . 1 What’s your

favorite animal?
2 Masie can run . It’s small. It has

2 two arms and two
Critical
3 legs. It can climb
3 Zara can swim . It eats . It eats . but it can’t …
thinking
4 Ed can swim .
activities engage It eats . It eats

and .
students to recall 84 eighty-four eighty-five 85
prior knowledge
to apply to new
Communicative activities engage students to
situations.
personalize language, collaborate, and recall
language they have learned.
PROJECT AND REVIEW LESSON
Projects enable students to consolidate and review

their new language and knowledge from the unit
through a creative, collaborative, and practical task.

Choose the perfect class pet
Step 2
Step 1
How can I make Put your mask on.
Plan your pet to your partner.
Research Make a mask of your
Which pets can

Which is the perfect class pet? perfect pet.
Choose a name for

I’m a rabbit. I can hop quickly. I’m small
At home activities
Look at your research. and white. I eat plants and I drink water.
motivate students
live in a school? your pet.
What can they do?

Complete the table.
Do a group poll.
to involve their
Choose your group’s
Four steps guide What do they need to live?

perfect pet.
family in their
students through the table. Perfect Class Pet
rabbit bird
learning and
the project in a hamster
lizard
mouse
frog
share their
Now I can ... knowledge.
systematic and fish I think hamsters are a
perfect class pet. They for your home. Draw
are small. They can run and label the pet. … use pet words.
supported way. Pets What can What do they

quickly. They eat plants
and they drink water. … talk about
actions using
can / can’t.
they do? need?
hamster run quickly, climb water, air, plants … describe
fish swim actions, using We
can / They can’t.
horse
… describe my
favorite animal.
86 eighty-six eighty-seven 87
Now I can statements aligned

to the GSE allow students to
reflect on their progress.
22
CHECKPOINT LESSON
There are four Checkpoint lessons after every other unit.
The themes from the An integrated approach

3 Checkpoint 2 Read and follow. Then draw the arrows.
units are combined in a ensures students review
UNITS 5 AND 6
1 I like oranges, but I don’t 2 It can hop quickly.
like pineapples.
1 We don’t like bananas,
full-page illustrated activity their skills in speaking,

096
Listen and follow. Say the number. It can run quickly. but we like grapes.
They like bananas. They like cats, but they

don’t like fish.
to stimulate students’ listening, reading, and

It can swim, but it can’t run.
He likes watermelons, but
We like mangoes.
he doesn’t like apples.
It can run, but it can’t climb.
imaginations. writing.
It can fly quickly.
She likes strawberries.
She likes pineapples.
It can hop and swim.

3 Follow the arrows and write.
1 Dogs fly. 2 Rabbits hop.
Students review the key The

They bananas.
can run quickly.

She
Lizards can climb,

grapes.
vocabulary and grammar

they can’t fly.
We mangoes.
Communicative
She likes .
Horses can .
The bird can fly .
they have learned in the

He doesn’t like .
We like apples and .
4 Ask and answer.

activities engage
units. What’s this?
It’s a fish. It can swim.
students to personalize
102
1
one hundred and two

2 3 4
one hundred and three 103

language, collaborate, and
recall language they have
learned.
CULTURE LESSON
There are four Culture lessons after every other unit.
Let’s make a snake Creative activities

3
Content vocabulary is CULTURE
Look at the table. Ask and answer.
swim run climb engage students to
Unusual pets
presented and practiced 1Look at the pictures. They can swim, but
they can’t climb.
make things, like an object
through reading texts
What food can you see?
2 097
Listen and read.
Elephants!
from another culture, to
about different cultures 1 Snail develop language skills,
around the world.
My snail likes apples. She’s
big. She can climb slowly. 4 Make a snake.
1 Color your snake.
and inspire visual thinking.
2 Find the snake’s head. Stick a straw in the mouth.
3 Stick the snake’s head on the snake’s body.

2 Snake
This is my snake. He doesn’t 4 Blow into the straw.
like fruit, but he likes mice. 5 Have your snake taste different foods.
He can climb quickly. 3 Elephant
My elephant is big!
He likes bananas. My Culture
He can swim slowly. This is my duck.
Find out about interesting pets She’s small. She
in your country.
Fun facts build students’

likes apples. She
Fun Fact!
Elephants eat for
5 Write about interesting pets. can swim and she
can fly. Personalized activities
6 Ask and answer.
curiosity about the world help students apply their
12–18 hours every day.
Her name
is Jemima.
What’s her name?
around them. learning to their own

104 one hundred and four one hundred and five 105
environment.
WORKBOOK LESSONS
Workbooks review An integrated approach

language learned and ensures students review
provide practice and their skills in speaking,
productive activities for listening, reading, and
each of the lessons in the writing.
Student’s Books.
Learning objectives are
Differentiated activities revisited for students to
are designed to stretch reflect and self-assess the
students at their own level progress they are making.
and provide choice and
flexibility.
23
Lesson flow
The lesson flows in English Code show a The Pearson English Portal Presentation Tool provides the
suggested sequence through the various lesson flows and teaching notes in the digital Front of Class
resources in the course. These lesson flows version of the Student’s Books, as well as:
appear in both the Teacher’s Edition and • all the material you need for an activity in one place;
your Pearson English Portal Presentation
• interactive activities to carry out in class;
Tool, allowing teachers to move smoothly
between them as they wish. • supporting material to carry out some of the activities in
the Teacher’s Edition.
In the Teacher’s Edition, the lesson flow
appears at the start of each lesson and tells You can use the Pearson English Portal Presentation Tool on
the teacher how many activities are included your projector or IWB to present the material from the course
and what their purpose is, for example, where each unit is broken down into individual lessons that
presentation or practice. The teaching notes mirror the structure of the print course.
follow this sequence of activities, providing
Lesson flows in English Code are designed around specific
guidance every step of the way, as well as
lessons but share common stages.
extra activities and ideas.
PRACTICE
These are activities that practice the
new language learned through various
forms, for example, receptive listening
PRODUCTION practice, speaking with a partner,
reading, and writing the answers to
These are activities that guide
comprehension questions.
students to produce language
by engaging with the ideas and
concepts covered in previous PEP
activities through various forms,
for example, writing, speaking,
acting, making, drawing, and
designing.
PEP
OBJECTIVE REVIEW
The lesson objective is reviewed at the
end of each lesson. This helps students to
understand what they have learned and
gives them a sense of achievement and
progress.
PEP
24
WARM UP
This is an activity that does one of two
things: it recycles new vocabulary or
grammar from previous units in a fun and
Start engaging way; or it reminds students of what
they already know on a topic to build their
confidence at the start of the lesson.
PEP
PRESENTATION LESSON
This is a stage where the
key material for the lesson is OBJECTIVE
introduced, for example, the topic This is a stage where the
of the unit, and new vocabulary teacher and students can
or grammar structures. A short discuss and focus on what
video is used to present the new their learning objective for
grammar structures. the lesson is.
PEP PEP
= Code Cracker (coding activities)
= Math activities
= Values and social-emotional learning
= Creative activities
End = Speaking and communicative activities
= Critical Thinking activities
= Collaborative activities
25
Our World
Intro:
Here we stand: children of every age,
This is our world and the world’s our stage.
We can laugh, we can cry – we can float, we can fly,
We can dance, we can sing – we can do almost anything
Verse 1:
Some of us are small; some of us are tall,
Some of us are shy; some say hi to everybody,
Some of us like numbers; some of us love words,
Some of us watch football, and some of us watch the birds!
(Chorus)
This is our world … we’re different but the same.
We live and learn together – we get to know each other …
Verse 2:
Some of us like music; some of us like cars,
Some of us draw pictures, looking at the stars,
Some of us are scientists, trying to find the code,
All of us can help a friend and give a hand to hold.
This is our world – there’s room for everyone.
We learn to live together, and we have a lot of fun …
In our world … in our world … in our beautiful world!
26
Welcome!
OBJECTIVES
Reading
• Reading accuracy – Can recognize single, familiar everyday words, if supported by pictures.
• Reading development – Can follow simple stories with basic dialog and simple narrative.
• Reading accuracy – Can understand a simple written dialog on a familiar topic.
Listening
• Response to spoken prompts – Can identify simple information in a short video, provided that the
visual supports this information and the delivery is slow and clear.
• Listening comprehension – Can recognize words and simple phrases related to familiar topics, if spoken
slowly and clearly and supported by pictures.
Speaking
• Spoken production – Can describe a picture showing a familiar scene or activity using simple language,
if prompted by questions.
• Spoken process and strategies – Can act out parts of a picture story using simple actions and words.
Writing
• Writing accuracy and appropriacy – Can copy some short familiar words presented in standard printed
form.
KEY LANGUAGE
Key vocabulary Grammar
art gym playground Listen to each other.
art room language arts science Work hard.
cafeteria math sports Don’t be late.
classroom music technology Raise your hand to speak.
computer room music room
CODING: ALGORITHMS/SEQUENCING
• Students will use the words and and not to figure out the meaning of a sentence.
VALUES AND SOCIAL-EMOTIONAL LEARNING: HELP FRIENDS

• Students will learn how they can help each other in class and around school.
27
How can I find my way around school?
OPENER
Welcome! 2 What do you do at school? Check .

How can I find my way around school? sports science lunch math art
3 Listen to the children. Where are they? Write I (Izzy)

1
002
Look at the picture. or L (Lenny).

What can you see?
Classroom Gym Cafeteria Art room Playground
4 003
Listen and point. Then sing
along and dance.
SO N G
TIME Welcome Everyone! read
Welcome. Welcome everyone.
Welcome. Welcome everyone.
Welcome everyone. (x2)
Come in, sit down; welcome everyone!
It’s the end of a long day,
ar t
Time to have fun and play!
Repeat chorus
Max, Yara, and Freddie,
Nadir and Ellie – all ready!
Read, do art, do your science homework, too.
There’s lots to do for me and you!
Repeat chorus
Welcome! fun
4 four five 5
Lesson flow
Warm up Lesson Presentation Practice Practice Song Objective

objective review
Warm up
LESSON OBJECTIVE
• Start the lesson with the course song, Our World.
I will learn about school subjects and places at Have students look at page 148 in their Student’s
school. Books to see the song lyrics. Play audio 102. Have
students listen and read along with the song
KEY LANGUAGE quietly.
art lunch • Play the audio again. Have students sing along
and do the actions. You may need to repeat the
art room math
song a few times for students to remember.
cafeteria playground
• Extra Divide the class into two groups to sing
classroom science
the song. Sing the Intro together, and then one
gym sports
group sings the verses and the other group sings
the chorus. Swap so that both groups practice the
different parts. You could use the dance move
cards to help guide students.
28
• Differentiation Fast finishers can list other things
Lesson objective
they do at school.
• Introduce the lesson objective. Say Today
I will learn about school subjects and places at CRITICAL THINKING
school. Practice
3 002 Listen to the children. Where are
• Involve Students will learn the names of school
they? Write I (Izzy) or L (Lenny).
subjects and places at school. They will then sing
a song. The rhythm, music, and actions will help (Answers: Izzy: Playground, Lenny: Art room)
both memory and recall of the new and previously • Students have to listen to the two children
learned language. talking and write where they are.
COMMUNICATION • Assist Make sure students know all the words
before they listen. Pre-teach any they don’t
Presentation know. Alternatively, elicit the meanings from
1 Look at the picture. What can you see? the class and have students who know the
• Activate prior knowledge Have students look at meanings help explain the words to their peers.
the big picture. Use the picture to review prior • Play audio 002 twice. Students listen and write
knowledge of classroom items, colors, numbers, the correct initial letter.
and initial letter sounds.
• Give students one minute to write the names of Song
everything they know in the picture in English. 4 003 Listen and point. Then sing along
Compare lists and see which student got the and dance.
most correct things.
• Play audio 003. Have students listen and read
• Challenge Show students the same objects in along with the song quietly.
your classroom and have them say the words
• Play the audio again. Have students sing along
(backpack, books, computer, etc.). Ask students
and show them the actions. You may need to
to work with a partner and practice saying
repeat the song with actions a few times for
the words. Have students take turns with one
students to remember.
student pointing at an object and the other
student saying the word. • The actions for the chorus are as follows. Beckon
hand gesture for come in. Mime sitting down for
• Monitor Watch students and provide support
sit down. Wipe brow as if tired for long day. Arms
if needed. Ask individual students to say
up and fists pumping for have fun.
the words of classroom objects you show
them. Take notes on any general issues with • Monitor Ask more confident students to stand
pronunciation and intonation. at the front of class for others to copy. Watch
and listen to students and provide support if
• Digital literacy Discuss with students how
needed. Take notes on any general issues with
to search on the internet to find pictures of
pronunciation and intonation.
schools and inside classrooms. Show them how
to use a search engine for images, e.g., type in • Extra Divide the class into two groups to sing the
school images or classroom pictures. Have them song as a round. The first group sings the first line
work with a partner and point at objects in the and then the second group sings the first line as
images, saying the English words out loud. the first group sings the second line. They continue
until the second group have finished the song.
Practice Objective review
2 What do you do at school? Check . • Revisit the lesson objective. Say I’m learning about
• Have students work in pairs and discuss which school subjects and places at school.
items they do at school. • Involve Encourage awareness of what students
• Assist Make sure students know the meanings of know by eliciting what they do at school today
all the words. Pre-teach any they don’t know by and where they go.
using gestures.
• Challenge Ask students to think about how many
times a week they do each thing at school and
discuss with a partner. Have them think if they
do any of the things outside of school as well,
e.g., in after-school clubs and at home.
29
My school
VOCABULARY
My school I will learn

subjects a
school School rules I will talk
ab
classroom out
VOCABULARY nd places. LANGUAGE LAB rules.
1 004
Look at 2. Listen, point, and say. 1 006
Watch. Who is the new
student? Check .
2 Look and say. Where do you do each subject at school?
Rules
1 sports 5 music a classroom e playground
Work hard.
2 science 6 math b art room f gym Don’t be late.
Yara Ellie Freddie Miss Kelly
3 language arts 7 art c music room g cafeteria
4 technology d computer room 2 Look and read. Which classroom rules poster is from Ellie’s
new class?
3 005
Listen, read, and write. 4 Read again and circle 1 2
T (True) or F (False). Raise your Don’t be
1 Listen to Take turns
hand to late.
the teacher. speaking.
Name: CODE CRACKER speak. Don’t eat
in class. Be kind to
Age: 9 each other. Always
1 Freddie likes books Always remember your books. Try your remember
Favorite school subjects: best! your pens.
and sports. T/F
science and language arts
2 Ellie is 8, not 9. T/F Be Don’t bring Do your
Likes: Have
polite. toys to class! homework. Don’t bring cats to class!
fun!
2 5 Write a fact file for you. 3

Name: Listen to Always remember
Don’t be
each other. Raise your your books. Don’t bring
Name: Age: late.
Age: hand to rabbits to
speak. Have class!
Favorite school subjects: Favorite school subjects: Work hard.
fun!
technology and art
Likes: computers, photography Likes:
3 Make a classroom rules poster for your classroom.
6 six seven 7
Lesson flow
Warm up Lesson Presentation Presentation Practice Code Cracker Production Objective

objective Practice review
Warm up
LESSON OBJECTIVE
• Do a TPR activity. Write Yes on the left side of the
I will learn school subjects and places.
board and No on the right side. Have students line
up in a straight line facing the board. Say school
KEY LANGUAGE subjects from the previous lesson. Have students
art math jump to the left (Yes) if they have that subject
today and to the right (No) if they don’t.
art room music
cafeteria music room • Do the same thing with the places in school from the
previous lesson with students jumping to yes if you
classroom playground
have that place in your school and no if you don’t.
computer room science
gym sports Lesson objective
language arts technology
• Introduce the lesson objective. Say Today I will
learn school subjects and places.
30
• Involve Students will build on their prior • Challenge Tell students that Freddie and Ellie also
knowledge and learning from the last lesson and say their favorite place in school on the audio.
learn more school subjects and places in school. Have them listen again and tell you where their
favorite places are (Freddie: library, science area of
Presentation classroom; Ellie: computer room, art room).
1 004 Look at 2. Listen, point, and say.
• Play audio 004. Students listen, point at the school
Practice CODE CRACKER
subjects and places, and repeat the words.
4 Read again and circle T (True) or F (False).
• Assist Use the pictures and gesture to make sure
students understand the meaning of the words, (Answers: 1 F, 2 T)
especially language arts, science, and art which • This is a coding activity using Boolean
are harder to show in pictures. operatives where students read statements
• Extra Ask students to work individually and rank with OR, NOT, and AND to decide the meaning.
the subjects in order of preference from least • Students read the statements and decide
favorite to most. Then have them compare their whether they are true or false.
opinions with a partner. Have a class vote to find
• Assist Make sure students read the statements
out what the class’s favorite subject is.
carefully and understand how the conjunctions
CRITICAL THINKING or, not, and and alter the meaning of
a sentence.
Presentation
2 Look and say. Where do you do each subject Production
at school?
5 Write a fact file for you.
• Students match the subjects to the places they
• Tell students to fill in the fact file for themselves
do them at their school. They can match a
and then compare with a partner. Ask them to
classroom to more than one subject, and some
draw a picture of themselves to put on their
places won’t match to anything at all.
fact file.
• Challenge If you don’t have spaces such as
• Assist Use the fact files in Activity 3 to help
computer rooms and art rooms at your school,
prepare students to write their own. Ask questions
ask students what they think they would do
and elicit answers such What’s his/her name? His/
in these places. Then ask where they do these
Her name is… How old is he/she?
subjects. Ask what they do in the cafeteria.
He/She is… to help students become familiar with
• Extra Have students draw an aerial view these structures.
or a map of their school. They can write the
• Differentiation Fast finishers can ask and answer
names of the places in their school and write
about their fact files with a partner.
where they do each lesson. Even if they don’t
move classroom for their different subjects, they Objective review
can do a more detailed drawing of their main • Revisit the lesson objective. Say Now I know school
classroom and label where different subject subjects and places words.
resources are kept. Students will start a picture
• Involve Encourage awareness of what students
dictionary of new words in Unit 1, so this could
can do by eliciting the new vocabulary and having
be the first section.
students point at pictures of the words.
Practice
3 005 Listen, read, and write.
(Answers: 1 Name: Freddie, Likes: books and
animals, 2 Name: Ellie, Age: 8)
• This introduces students to two of the course
characters, who they will get to know in the stories
and grammar videos in Level 3.
• Play audio 005. Students use the information
about the children to find out their names and the
other missing information.
31
School rules
LANGUAGE LAB
My school I will learn

subjects a
school School rules I will talk
ab
classroom out
VOCABULARY nd places. LANGUAGE LAB rules.
1 004
Look at 2. Listen, point, and say. 1 006
Watch. Who is the new
student? Check .
2 Look and say. Where do you do each subject at school?
Rules
1 sports 5 music a classroom e playground
Work hard.
2 science 6 math b art room f gym Don’t be late.
Yara Ellie Freddie Miss Kelly
3 language arts 7 art c music room g cafeteria
4 technology d computer room 2 Look and read. Which classroom rules poster is from Ellie’s
new class?
3 005
Listen, read, and write. 4 Read again and circle 1 2
T (True) or F (False). Raise your Don’t be
1 Listen to Take turns
hand to late.
the teacher. speaking.
Name: CODE CRACKER speak. Don’t eat
in class. Be kind to
Age: 9 each other. Always
1 Freddie likes books Always remember your books. Try your remember
Favorite school subjects: best! your pens.
and sports. T/F
science and language arts
2 Ellie is 8, not 9. T/F Be Don’t bring Do your
Likes: Have
polite. toys to class! homework. Don’t bring cats to class!
fun!
2 5 Write a fact file for you. 3

Name: Listen to Always remember
Don’t be
each other. Raise your your books. Don’t bring
Name: Age: late.
Age: hand to rabbits to
speak. Have class!
Favorite school subjects: Favorite school subjects: Work hard.
fun!
technology and art
Likes: computers, photography Likes:
3 Make a classroom rules poster for your classroom.
6 six seven 7
Lesson flow
Warm up Lesson Video Presentation Practice Production Objective

objective review
Warm up
LESSON OBJECTIVE
• Put the flashcards for the school subjects on the
I will talk about classroom rules. board. Ask students to say the words as you point
at each picture and elicit the seven school subjects.
KEY LANGUAGE • Invite students to the front of the class to write
Listen to each other. labels for each flashcard. Encourage the class to
say whether the words they write are correct and
Work hard.
spelled correctly.
Don’t be late.
• Challenge Use flashcards of the classroom objects
Raise your hand to speak.
and slowly reveal part of the picture. Students can
try to guess as quickly as possible what the school
subjects are.
32
Lesson objective CRITICAL THINKING
• Introduce the lesson objective. Say Today I will Practice
talk about classroom rules. 2 Look and read. Which classroom rules poster
is from Ellie’s new class?
• Involve Students will learn how to follow
(Answer: 3)
classroom rules in English that will be useful
during lessons in the classroom. They will practice • Students look at the classroom rules posters
using the new language in different contexts. and decide which one has the same rules as the
rules of the class in the video.
Video • Play audio 006 again for students to check their
1 006 Watch. Who is the new student? answers.
Check . • Monitor Check answers with the class and have
(Answer: Ellie) them think of actions for each rule.
• Play the video Welcome unit: Welcome to class or
audio 006. Ask students to sit and watch or listen CREATIVITY
quietly.
Production
• Point at each of the characters and ask students
3 Make a classroom rules poster for your
What’s his/her name? Then ask the question and
classroom.
have students answer.
• Materials: poster paper, markers, glue, and
• Challenge Pause the video at different points
scissors
and ask students what is happening. Ask students
further comprehension questions about the video, • Students work in groups and brainstorm
e.g., Who is late? (Freddie), What does Freddie together their classroom rules (you could make
have in his backpack? (a pencil case, an apple, them specific for English class). Let them choose
a toy octopus, a science book, a rabbit), etc. a design for their poster and collaborate on
creating it together. They can draw pictures or
Presentation find photos or clip art online.
• Show students the grammar box and read the • Digital literacy If students have access to
examples. Ask students to repeat. tablets or computers, they could design their
• Assist Practice simple instructions to help students posters digitally and print them. Help them find
remember their previous learning. Act out opening digital templates for classroom posters that
your book for students and say Open your book. they can adapt.
Have students repeat. Then act out closing your • When students have finished, display their
book and say Close your book. Again, have posters. Encourage students to look at all the
students repeat. Then repeat the actions and posters and see if they all have the same rules.
words for Stand up and Sit down.
• Next, play Do this, don’t do that. Explain to Objective review
students that if you give an affirmative instruction, • Revisit the lesson objective. Say Now I can talk
then they should do the action, but if you say about classroom rules.
Don’t, then they should not move. For example,
Open your book (students open their books).
know by miming different rules and eliciting full
Stand up (students stand up). Don’t sit down
sentences (Don’t be late. Listen to each other.).
(students remain standing).
• Challenge Repeat the game with you or
a confident student giving instructions. Make the
instructions faster and faster.
33
Story lab
READING
Story lab I will read

learn abo
a story an
d
5 Is it in there? 6 There’s your backpack!
READING
ut school.
No, it isn’t. It isn’t
anywhere. I’m so hot now!
1 Listen and read.

007
gym classroom art room

Where do they look for
the backpack? Check . music room computer room
Where?
Welcome to the club!
3 It isn’t here. Where do we start?
Welcome to Kids Club, Ellie. We have Look! It’s on
Take your jacket off!
1 Freddie, Yara, and Max here today. your back!
Help friends.
Values
It’s Tuesday 2 Yara helps Ellie. How do 3 Act out the story.
today. We have you help your friends? Discuss.
Hi! I’m Ellie. math, language OK, so we need
to look in the
4
It’s my first arts, gym, and
art on Tuesdays. classroom, the art
day at school Look at the list of places at Ellie’s school. How many rooms
and at Kids Hi, Ellie. I’m Yara. room, and the gym.
Club today. I’m in your class. are there in total? What are the odd and even numbers?
4 OK, let’s go!
MATH
Don’t go so
2 Make yourself at home. Put your
fast, Yara! ZONE 16 classrooms 1 music room
jacket and backpack here.
2 libraries 1 gym .
2 art rooms 1 cafeteria Now I can ..
3 computer rooms … talk about school
subjects and places.
Odd: … talk about about

Even: classroom rules.
Oh no!
Let’s go back
Where’s my
backpack?
to school and Look in the art room, Ellie.
I’m going to the gym.
To tal:
Total: … introduce my
look for it. favorite places.
8 eight nine 9
Lesson flow
Warm up Lesson Pre-reading Reading Values Act out Math Objective

objective Production Practice review
LESSON OBJECTIVE Lesson objective

I will read a story and learn about school. • Introduce the lesson objective. Say Today I will
read a story and learn about school.
Warm up
• Involve Students will listen to and read a story
• Have students stand up, and remind them of the
and learn about the characters and their club.
actions for the song on page 5.
They will use the words and information from
• Play audio 003 and have students sing along and the pictures to understand the story and how to
do the actions. introduce themselves.
• Monitor Ask more confident students to stand
at the front of class for others to copy. Watch
and listen to students and provide support if
needed. Take notes on any general issues with
pronunciation and intonation.
34
Pre-reading
CREATIVITY COLLABORATION
• Explain that the children the students are going to
This activity encourages Collaboration. For further
see in the videos and stories go to an after-school
support download our Collaboration checklist.
club together and do lots of different activities
together. Let students flick through their Student’s Act out
Books and look at some of the things the
3 Act out the story.
characters do in the stories. Elicit some ideas from
the class. • Put students in groups to act out the story.
• Elicit the names of the children that students have • Differentiation Give less confident students the
already met (Ellie, Freddie, Yara) and ask what part with only a few lines (Nadir). The more
they can remember about them. confident students in each group can play Ellie
and Yara. Have students switch roles as they
Reading gain confidence.
1 007 Listen and read. Where do they look for • Assist Play the story audio again for students
the backpack? Check . to listen and repeat to practice their parts.
(Answers: gym, classroom, art room) • Monitor Go around the class as students work
• Point at the places in school in the box. Elicit which and prompt them and give praise for their
school subjects from page 6 you do in each place. performance. Invite groups to act out the story
for the rest of the class.
• Play audio 007 and have students listen and
follow the story in their Student’s Books. Then
have them read the story again and answer the
Practice
MATH ZONE
question.
4 Look at the list of places at Ellie’s school. How
• Monitor Ask students questions to check their
many rooms are there in total? What are the
understanding, e.g., What are the names of the
odd and even numbers?
children? (Ellie, Yara, Freddie, and Max) Who
helps Ellie? (Yara) Where is Ellie’s backpack? (on (Answers: Total: 26; Odd: 3, 1, 1, 1; Even: 16, 2, 2)
her back). Discuss that Yara is a wheelchair user • Students look and add up the total number of
if your students mention it. As they will discover rooms.
in the stories, her physical disability doesn’t stop • Assist Provide a number line from 0–30 if
her participating in all the group’s activities and needed to help students make the additions.
adventures.
• Now have students sort the numbers in even
• Challenge Have students close their Student’s and odd numbers. Explain that even numbers
Books. Hold up the story cards one by one and ask divide by two and odd numbers don’t.
students to retell the story in their own words. Ask
• Differentiation Students write math problems
students to find the instructions in the story.
with the places in their school for their partner
Values to solve.
Production Now I can …

2 Yara helps Ellie. How do you help your Show students the Now I can box and read the
friends? Discuss. examples.
• Have students think about the question Ask students to think about how they feel about
individually first and write down a few of their these statements. Have them draw four light bulbs
ideas. Then have them compare their answers in their notebooks and for each light bulb draw light
in pairs and after that share ideas as a class. lines coming from them to show how confident they
Focus on how they can help each other in class are about each statement.
and at school.
Have students choose the statement they are the
• Assist If students are having difficulty most confident about. Make notes of the statements
expressing their ideas in English, brainstorm that the fewest students choose and ensure to review
some ideas in L1 and then provide them with the content in the future.
simple English to express their views.
Objective review
• Revisit the lesson objective. Say Now I can read
a story and learn about school.
can do by asking them to read out loud the
instructions (imperative forms) in the story.
35
Workbook answer key and notes
WELCOME!
1 Look, read, and number. Story lab

(Answers: art a, science d, sports c, math b) 1 Look and label.
2 Look at the schedule. Which two days are the (Answers: 1 Freddie, 2 Nadir, 3 Ellie, 4 Yara,
same? 5 Max)
(Answers: Tuesday and Friday) 2 Read. Circle T (True) or F (False).
• This coding activity practices pattern recognition. (Answers: 1 F, 2 F, 3 T, 4 T)
3 002 Listen and circle. 3 Complete the instructions from the story. Match.
(Answers: fun, art, science) You can use a character more than once.
(Answers: 1 Don’t go, Ellie, 2 Put, Nadir, 3 Take,
My school Yara, 4 Look, Yara)
1 Look and write. • Students complete the instructions from the story
(Answers: 1 language arts, 2 technology, 3 music) and then match them to the character who said
2 003 Which is Max’s school? Check . each one.
(Answer: 1)
3 Read and answer. Compare with a partner.
• Students think about their own favorite subject at
school and the place where they do it to answer
the questions. They then compare with a partner.
4 004 Look, listen, and write.
(Answers: 1 geography, 2 English, 3 history)
School rules
1 Write the words in order.
(Answers: 1 Don’t eat in class., 2 Listen to each
other., 3 Don’t be late., 4 Don’t bring toys into
class., 5 Always remember your books., 6 Work
hard and have fun!)
2 Look and write the rules.
(Answers: 1 Don’t speak in class., 2 Don’t
eat or drink in class., 3 Listen to the teacher.,
4 Remember your books.)
• Students look at the pictures and write down the
rules that they represent.
3 Where do you hear these instructions? Write
S (School), H (Home), or B (Both).
(Suggested answers: 1 S, 2 H, 3 H, 4 S/B)
• Students consider where they are most likely to
hear the instructions.
36
37
1 Show time!
OBJECTIVES
Reading
• Reading comprehension – Can follow the sequence of events in a short text on a familiar, everyday topic.
• Reading: Reading comprehension – Can understand basic details in simple informational texts
(e.g. brochures, leaflets).
Listening
• Listening comprehension – Can understand the main information in short, simple dialogues about
familiar activities, if spoken slowly and clearly.
• Listening comprehension – Can identify people in their immediate surroundings or in pictures from
a short, simple description of where they are or what they are doing.
Speaking
• Spoken production – Can reproduce words from taught vocabulary lists.
• Spoken process and strategies - Can take part in basic games that use fixed expressions or rhymes.
• Spoken production – Can say what people are doing at the time of speaking, if supported by pictures
or gestures.
Writing
• Writing production – Can write simple sentences to describe what’s happening in a sequence of pictures.
KEY LANGUAGE
act The sounds /æ/, /e/, and /ɪ/ bone What is he doing?
clap big hard He’s doing gymnastics.
do cartwheels cat heart She isn’t doing magic tricks.
do gymnastics clap knee We’re practicing for the show!
do magic tricks dance muscle They’re juggling well.
juggle left pose She’s walking backward.
spin around man shape He’s dancing beautifully.
stamp pet soft
step backward sing yoga
step forward snap
step to the side spin
wave step
38
PROJECT: CREATE A FLIP BOOK
Students will think about how we move our bodies to do different activities and performances. They will
choose a performing art or activity and draw each step of the movement in different pictures. When put
together in order in a notebook and flicked through quickly, the pictures will appear to be animated.
Materials: paper, markers, notebooks
EXPERIMENT LAB: BONES AND MUSCLES

Students will learn about the functions of bones and muscles in our bodies and how they help us move.
They will experiment by trying different yoga poses and seeing which muscles they use for each one.
Materials: (optional) gym or yoga mats

Go to the Pearson English Portal and click on “Resources” for more teaching resources, including
videos and games.
CODING: ALGORITHMS AND SEQUENCING

• Students will learn about algorithms and sequencing by creating shortcuts for a sequence to achieve
a task or outcome.
• Students will learn about events by putting a set of actions in order.
MATH
Students will do long additions.
VALUES AND SOCIAL-EMOTIONAL LEARNING: OUR TALENTS

Students will appreciate each other’s talents and abilities.
CREATIVE ACTIVITIES
This feature occurs in each Vocabulary lesson
and encourages students to process new
Tell the story in your own words.

This feature occurs in this Story lab lesson and do cartwheels step to the side
will help students revisit and produce core
language learned so far in the unit, as well as
learning how to manipulate the English language.
Work in groups. Take photos or draw.

This activity encourages both creativity and collaboration as students work together to produce images of
the groups actions.
39
How can I make a flip book?
OPENER
1 Show time!
How can I make a flip book?
3 Order the
activities from 2.
easy
difficult
4 Listen and point.

008
Then sing along and dance.
SO N G
TIME It’s show time!
It’s show time, it’s show time!
Everyone’s on the stage.
1 Look at the picture.
There are lots of children,
Boys and girls of every age.
What are the children doing?
Can you act? Can you sing? ac t
how
You can do anything! magic s
It’s show time, show time!
2 Which of these activities do you do
It’s show time, it’s show time!
on a stage? Circle.
Everyone’s together.
Fred is doing a magic show,
His tricks are really clever!
Can you spin around? Can you do gymnastics, too?
spin
Let’s put on a show for me and you!
juggle do magic tricks play video games It’s show time, show time!
10 ten eleven 11
Lesson flow
Warm up Critical Lesson Presentation Practice Practice Song Objective

thinking objective review
Warm up
LESSON OBJECTIVE
• Act out an action word that students already
I will learn about actions and performances. know in English, e.g., sing, dance, run, jump, read,
etc. Students guess what action you are doing.
KEY LANGUAGE Encourage them to use the present progressive
form they learned in Level 2.
do magic tricks
• Next, ask students to work in pairs and take turns
juggle
acting out actions for one another to guess.
play video games
• Monitor Monitor students as they work in
pairs. Give praise for correct use of the present
progressive and for the actions in English they
remember from previous levels of the course.
40
CRITICAL THINKING • Assist Give students English translations for
• Ask students How can I make a flip book? Explain their suggestions, but don’t expect them to
that they will make a flip book that will produce a remember them at this point.
moving picture of a person doing a performance. • Introduce the new vocabulary (juggle, do
Elicit ideas. Then ask them in L1 what they need magic tricks, play video games) and encourage
to be able to complete the project. Write ideas on students to say the words out loud.
the board (notepaper, pens, etc.). • Challenge Show students the action flashcards
• Involve Next, ask students to think about and ask them which of the activities they think
what they will learn so that they can complete you can do on stage. Ask them to give reasons
the project in English (words for actions and in L1, e.g., Not gymnastics because you usually
performances). Ask them to discuss ideas with do that in a gymnasium.
their partner.
• Assist Go around the class and ask each CRITICAL THINKING
student to share one idea. Write the ideas on
Practice
the board. Encourage students to use English,
but also accept ideas in L1. 3 Order the activities from 2.
• Extra Ask students if they can think of any • Ask students to think about the activities in
actions or performances in English and write Activity 2 and if they find them difficult or easy.
their ideas on the board. Then ask students to • Involve Model the task. Write the activities
act out their ideas. in order for you on the board, but don’t tell
students whether you have ranked them from
• Involve Students will learn about actions and how easy to difficult or vice versa. Ask students to
to describe people doing the actions. They will guess which way you have ranked them.
learn about performances and talents. • Students write the activities in order for them
and then compare with a partner.
Lesson objective
• Introduce the lesson objective. Say In this unit Song
I will learn about actions and performances.
4 008 Listen and point. Then sing along and
dance.
COMMUNICATION • Play audio 008. Have students listen and read
Presentation along with the song quietly.
1 Look at the picture. What are the children • Play the audio again. Have students sing along
doing? and show them the actions. You may need to
• Ask students to look at the picture and share repeat the song with actions a few times for
their ideas. Encourage them to use words they students to remember.
know such as singing, dancing, etc. • Actions are: It’s show time, it’s show time! (both
• Differentiation Encourage fast finishers to make hands waving to the side of head); Boys and girls
full sentences in the present progressive about of every age. (point at boys and girls around the
individual children in the picture, e.g., She’s class); Can you act? (one hand on chest, one hand
singing. raised); Can you sing? (one fist held below the
mouth like a microphone); Fred is doing a magic
show, (tap an imaginary top hat in one hand with
CRITICAL THINKING an imaginary wand in the other); Can you spin
Practice around? (spin around); Can you do gymnastics,
2 Which of these activities do you do on a too? (pretend you’re about to do a cartwheel).
stage? Circle. • Extra Ask students to find the four questions in the
(Answers: juggle, do magic tricks) song. Tell them to ask and answer the questions in
pairs and then report back to the class.
• Ask students to look at the picture and try to
figure out what stage means. Ask them to point Objective review
at the stage in the picture. • Revisit the lesson objective. Say I’m learning about
• Have students circle any of the activities they actions and performances.
think can be done on a stage or that they • Involve Encourage awareness of what students
have seen on a stage. They then compare their already know and what they have learned about
answers in pairs. Ask students to think of other the topic so far.
things you can do on a stage.
41
What can we do?
VOCABULARY
What can we do? I will learn

action wo
5 Use stickers to create a dance. How many times will you do
VOCABULARY rds. each step? Write.
1Look at 2. Check the words you know in English.

2 Listen, point, and repeat.
009
x x x x x x
1 2 3 4 5 6
1 do magic tricks 2 act 3 do gymnastics 4 do cartwheels

6 Look. Write instructions 7 Teach a partner your dance.
for your dance. Then write
a shortcut. CODE CRACKER
step to step to
clap clap clap the side the side wave wave wave
5 stamp 6 wave 7 juggle 8 spin around
= 3clap 2 ➜ 3wave
MATH
9 clap 10 step forward 11 step backward 12 step to the side
8 How many ZONE
3 What can you do? Write 4 010
Listen and check . movements
are in your
3 + 2 + 3 + 1 + 2 + 1 = 12
+ + + + + =
then tell a partner.
1 a b dance? Add.
I can I can’t
9 Make your own picture
dictionary. Draw performance
and movement words
you know.
do cartwheels step to the side
12 twelve thirteen 13
Lesson flow
Warm up Lesson Presentation Presentation Practice Practice Practice Code Cracker Production Math Picture Objective
objective Production Production dictionary review
Warm up
LESSON OBJECTIVE
• Ask students to write down as many action words
I will learn action words. (verbs) as they can think of in one minute. Put
students in pairs to compare answers.
KEY LANGUAGE • Monitor Write students’ suggestions on the board.
act spin around Ask them to spell out words to check spelling, and
encourage other students to say if it’s correct or
clap stamp
not. Also encourage the rest of the class to say
do cartwheels step backward
whether the words are indeed actions.
do gymnastics step forward
do magic tricks step to the side Lesson objective
juggle wave • Introduce the lesson objective. Say Today I will
learn action words.
42
• Involve Students will learn and practice 12
Production CODE CRACKER
new action words that relate to abilities and
performances by creating a dance. 6 Look. Write instructions for your dance. Then
write a shortcut.
Presentation • Tell students to write out the instructions to their
1 Look at 2. Check the words you know in English. dance. They write each movement the number
• Activate prior knowledge To activate prior of times it is performed in their dance routine.
knowledge, students look at the pictures and read • Assist Review imperatives and teach how they
the words and check any they already know in say how many times the movement is repeated,
English. e.g., Clap once, step to the side twice, step
• Challenge Ask students how they already know the backward three times, etc.
word wave (from greetings). Ask if you are greeting • Tell students to create shortcuts. Point at the
someone when you wave your hands in a dance (no). example in the Student’s Book as a model.
Say it is the same movement, but in a dance it could They can write the words, as in the model, or
take longer, be with both hands, etc. Encourage create symbols for each movement.
students to wave their hands as a greeting and then
wave their hands as a dance move. COMMUNICATION
Presentation Production
2 009 Listen, point, and repeat. 7 Teach a partner your dance.
• Point at each of the actions in the photos and • Tell students to use their shortcuts to teach
encourage students to mime each one. a partner their dance. They practice each
• Play audio 009. Students listen, point at the other’s dances.
actions, and repeat the words. • After students have finished, ask how easy it
was to follow their partner’s instructions.
COMMUNICATION
Practice
Production
MATH ZONE
3 What can you do? Write then tell a partner.
• Ask students to look at the actions in Activity 2 8 How many movements are in your dance? Add.
and create a list of actions they can do and • Students write the number of each of the
a list of actions they can’t do. Tell them to movements in their dance. They add each
compare their lists in pairs. number up to find the total.
• Extra If you have space, have students • Differentiation When students finish, have
demonstrate they can do each of the activities them compare the number of movements in
on their “can” list. small groups and add up the total number of
movements in their combined dances.
Practice
4 010 Listen and check .
CREATIVITY
(Answer: b) Picture dictionary
• Point at each child and ask What can they do? 9 Make your own picture dictionary. Draw
performance and movement words you know.
• Play audio 010. Students check the child described.
• Ask students to use a new notebook or the back
CRITICAL THINKING of their English notebooks to create a picture
dictionary for all of the new words they will
Practice
learn throughout the book.
5 Use stickers to create a dance. How many
• Show students the examples in the Student’s
times will you do each step? Write.
Book. Students don’t have to draw and can
• Ask students to find the stickers and name write definitions instead, if they prefer.
each movement. Tell them to put the stickers
in any order to create a dance routine. Explain
Objective review
that they put a number under each sticker to
say how many times each of the movements is • Revisit the lesson objective. Say Now I can say
repeated. Limit to five repetitions. action words.
• Monitor Monitor and make sure students can • Involve Encourage awareness of how students
describe their dance and give instructions. have used their knowledge of actions to put
together a dance sequence.
43
Language lab 1
GRAMMAR: WHAT ARE YOU / HE / SHE / THEY DOING?
Language lab 1
What’s happening now?
I will talk
action
about 4 Look and complete the sentences. acting are not ’s We
GRAMMAR: WHAT ARE YOU / HE / SHE / THEY DOING?
s using be
and -ing.
1 2
1 011
Watch. Who is juggling? Circle.
a b c
She juggling. No, he’s . He’s doing

magic tricks.
3 4
2 Watch again. Read

011 a
b
and match.
I’m . Yes, we . ’re
1 He’s doing gymnastics.
having fun!
2 She isn’t doing magic tricks.

Watch out!
5 Look at 4. Complete the questions.
c 1 What ? 2 Is
3 We’re practicing for the show! clap = clapping
spin = spinning gymnastics?
step = stepping 3 What ? 4 Are ?

Our talents.
Values
3 We all have different
6 Play Talent Game. Act out and ask questions and make
sentences.
talents! Talk about your What are you doing?
talents with a partner. I’m clapping. I’m not waving. Instructions What is
she doing?
Show your talent. We’re doing gymnastics. • Press out the spinner.
What’s she doing? • Write action and activity words
She’s acting. She isn’t juggling. on cards.
Are they doing magic tricks? • Take turns spinning the spinner She’s spinning
I think I’m good
and turning over a card. around.
at singing. Yes, they are. No, they’re not.
• Make a sentence and act it out!
14 fourteen fifteen 15
Lesson flow
Warm up Lesson Video Presentation Practice Values Practice Production Production Objective
objective Production review
• Differentiation Encourage more confident students

LESSON OBJECTIVE
to narrate what they are doing using the present
I will talk about actions using be and -ing progressive.
KEY LANGUAGE Lesson objective

What is he doing? She isn’t doing magic tricks.
talk about actions using be and -ing.
He’s doing We’re practicing for the
gymnastics. show! • Involve Students will learn how to ask present
progressive questions about actions using What
Warm up are you/they / is he/she doing? and answer using
• Ask for volunteers to showcase their dance the present progressive affirmative and negative.
routines from the previous lesson. They can
perform in pairs with the student they taught
their routine to.
44
Video Practice
1 011 Watch. Who is juggling? Circle. 4 Look and complete the sentences.
(Answer: b) (Answers: 1 ’s, 2 not, 3 acting, 4 are, We)
• Play the video Talent show or audio 011. Ask • Point at Picture 1 and ask students to say what the
students to sit and watch or listen quietly. girl is doing. Then repeat with Picture 2.
• Students circle the correct answer. • Students use the words to complete the sentences.
• Assist Remind students that they don’t have to
Presentation
complete the sentences in the order they appear
• Show students the grammar box and read the on the page. They can complete the ones they are
examples. sure about first and then complete the ones they
• Assist Review the present form of the verb be. are not so sure about with the remaining answers.
Ask students to read the grammar box and elicit
sentences with all the pronouns. Point out the Production
letters that double up in the examples in the 5 Look at 4. Complete the questions.
Watch out! box. Explain that short words that (Answers: 1 is she doing, 2 he doing, 3 are you
end in consonant–vowel–consonant double their doing, 4 you dancing/spinning around/having fun)
letters in the -ing form. Elicit other action words
• Tell students to think about what questions the
that do this (running, swimming, hopping, etc.).
sentences in Activity 4 answered.
• Challenge Tell students to ask each other the
• Point out that there are several possible choices of
questions in the grammar box and answer for
verb for question 4.
them and their classmates.
• Assist Review the structure of questions with
Practice students before they write their questions.
2 011 Watch again. Read and match. • Extra Ask students to write their own gapped
(Answers: 1 c, 2 a, 3 b) questions and answers for a partner to complete.
• Tell students to watch the video or listen to audio COMMUNICATION
011 again and match the sentences to the correct
characters. Production
• Differentiation Pause the video or audio at the 6 Play Talent Game. Act out and ask questions
appropriate place for extra support. Ask more and make sentences.
confident students to do the task from memory • Have students work in groups of four or five.
and then use the video or audio to check their Tell them to write action words on squares of
answers. construction paper. Show students how to make
their spinners with a sharp pencil.
Values • Groups then take turns spinning the spinner
Production and picking up a card. They make a present
progressive sentence using the pronoun and
3 We all have different talents! Talk about your
verb. Then the right member or members of the
talents with a partner. Show your talent.
group act out their sentence (depending on the
• Students will learn the value of appreciating pronoun), e.g., They’re juggling: two or more
their own talents and the talents of others. students mime juggling.
• Explain to students that we all have things that • Challenge Put groups with another group to
we are good at and things we are not so good act out the sentences they name while playing
at, and everyone is different. Make it clear that the game. The other group asks questions to
students can talk about anything they are good find out what they are acting out.
at and not just something they can perform or
• Monitor Go around the class monitoring
do on a stage – like Ellie! Talents like drawing,
students’ English interactions.
writing, math, comedy, and speaking in front of
the class are all important.
• Students talk about their talents in pairs and Objective review
then share what they learned with the rest of • Revisit the lesson objective. Say Now I can talk
the class. about action words using be and -ing.
• Extra Students can draw a picture of their • Involve Encourage awareness of what students
talent and write a caption saying what they are can do by showing them pictures of people doing
doing. They then mingle around the classroom different actions asking What is he/she doing? to
and find other students with the same talent. elicit full sentences (She’s juggling.).
45
Story lab
READING

about a ta
a story 6 8 Ellie isn’t performing! She’s
playing on her tablet.
READING lent show
.
Wow! Yara’s
juggling well! She
1 3 What’s Ellie doing? isn’t dropping

012
Listen and read. anything!
What are Ellie’s talents?
Yes, and Max’s doing

gymnastics. It’s a great routine! That’s not a talent!
1 Hey guys! What are you doing?

7 Freddie’s doing And Snowball
9
She’s playing
computer games. magic tricks isn’t running
She doesn’t like very well! away!
shows.
My turn!
Wow, Ellie’s dancing!
Look at Max! He’s doing
4 cartwheels really well!
What are you doing?
She’s spinning
We’re talking about around on her head! It’s awesome!
the talent show.
2 What’s wrong? Are you getting

2 How does Ellie
3 Tell the story in your
ready for the talent show? I’m drawing. own words.
make an animation?
Look, read, and order.
5 What are you doing, Ellie? CODE CRACKER
a She’s drawing lots of different c She’s taking photos

I’m getting pictures. They are doing a of each of her
ready for the
talent show. different movement in each one. pictures in order.
b She’s showing her photos on a d Ellie’s drawing

No, I don’t like shows. I can’t
sing or act or anything. tablet. Her avatar is moving! an avatar.
No, you’re not! You’re

16 sixteen taking photos! seventeen 17
Lesson flow
Warm up Lesson Pre-reading Reading Code Cracker Production Objective

• Challenge Make new versions of the lines with

LESSON OBJECTIVE
Can you …? Replace Can you …? with Are you …?
I will read a story about a talent show. + actions in the -ing form. Write the new words on
the board and stick up flashcards for the actions.
Warm up Play the song again and encourage students to
• Have students stand up and remind them of the sing the new version.
Lesson objective
• Play audio 008 and have students sing along and
do the actions. • Introduce the lesson objective. Say Today I will
read a story about a talent show.

about a talent show. They will use the information
from the pictures and the words to understand the
story.
46
6 8 Ellie isn’t performing! She’s
playing on her tablet.
Pre-reading
Wow! Yara’s • Give students time to read through the steps
• Ask students to look at the pictures and guess
juggling well! She and look at the pictures and compare them to
what
isn’t will happen in the story. Encourage them to
dropping what Ellie was doing in the story. They then
use simple English. Write some ideas on the board.
anything! number each of the steps in the correct order.
Once you have read the story together, you can
check these predictions. • Extra Ask students to list all the animated
movies and TV shows they can think of and then
8 Ellie isn’t performing! She’s
COMMUNICATION
playing on her tablet. compare lists. Tell students that Ellie’s method
Yes, and Max’s doing of animation is the basis for all animations
Readinggymnastics. It’s a great routine! That’s notthey
a talent!
whether use pictures, models, CGI, or
1 012 Listen and read. What are Ellie’s a mixture of all of them.
talents?
7 Freddie’s doing And Snowball
9
(Answers:
magicdrawing,
tricks taking photos, animation, CREATIVITY
isn’t running
(dancing))
very well! away! Production
• Read the questions and encourage students to
My turn! 3 Tell the story in your own words.
predict the answer. Play audio 012 and have Wow, Ellie’s dancing!
ng
oing students listen and follow the story in their • Put students in pairs to talk about the story and
routine!
ell! That’s not a talent! retell it to each other in their own words.
Student’s Books. Check predictions.
g? • Differentiation For extra support, let students
d Snowball
9 understanding. Point at each of the characters look at the story and retell it frame by frame
’t running in the story and ask What’s he/she doing? taking alternative frames with their partner. Let
away! She’s spinning
more confident students do the activity from
Encourage students to use full sentences. around on her head!
memory with It’s their
awesome!
Student’s Books closed.
• Challenge Have students close their Student’s
Wow, Ellie’s
Books.dancing!
Hold up the story cards one by one and • Monitor Go around the class as students
2 3 work and see how much of the story they

ask students to retell the story in their own words.Tell the story
How does Ellie
in your
remember. This is a useful way to assess their
wing. own words. comprehension of the story.
make an animation?
Look, read, and
Practice
DE CRACKER
COorder.
2 HowShe’s spinning
does Ellie make an animation? CODE CR
Objective review
ACKER
around on her head! • Revisit the lesson objective. Say Now I can read
Look, read, and order.It’s awesome!
a story about a talent show.
a She’s drawing lots of different She’s taking photos
3
c • Involve Encourage awareness of what students
ng Tell the story in your
pictures. They are doing a canofdoeach of her them to retell the story to the
by asking
ethe
ow. own words.2 different movement in each one. pictures in order.
class.
n?
b She’s showing her photos on a d Ellie’s drawing
der.
CODE CR4ACKER tablet. Her avatar is moving! an avatar.
g lots of different c She’s taking photos

seventeen 17
are doing a of each of her
ement in each one. 3 pictures in order.
g her photos on a d Ellie’s drawing

atar is moving! an avatar.
1
• Tell students they are going to use the story

and the descriptions below to figure 17
seventeen
out how
Ellie made her animation.
47
Phonics lab
A, E, AND I

and i soun
the a, e, Experiment lab I will learn
bones and
about
ds. muscles.
A, E, AND I SCIENCE: BONES AND MUSCLES
EXPERIMENT TIME
1 013
Listen and repeat. Then write a, e, or i.
Watch a video about muscles.
Yoga moves!
1 Listen and read. Color
015
1 Look. Guess which body
bones yellow and muscles red. parts are using muscles?
for kids
There are lots
of things that
make up our
1 m n 2 sp n 3 st p body. Two
of these are
2 014
Listen and chant. 3 Work with a partner and bones and
muscles. Bones
think of words with each give our body
Dan, Dan, the
sound. Write the words. shape and help
dance man.
a us to stand sphinx pose

He can clap
up straight.
and snap. cat tree pose
Muscles are
e
attached to
bones; they
Look at Ben
pet help us walk
and Ken step!
and run and smile!
i
There are
Ben steps right and
Bones are hard and 206 bones in
Ken steps left. boat pose triangle pose
big muscles are soft. your body!
Touch the
front of your
4 Write a chant for knee – it’s
2 Try out the poses.
What muscles are
Lin and her twin, Kim, words with one of the a bone
you using?
Love to spin and sing. sounds. Perform it so it’s hard.
with actions.
18 eighteen nineteen 19
Lesson flow
Warm up Lesson Presentation Chant Practice Production Objective

objective review
Warm up
LESSON OBJECTIVE
• Review action words with students. Put all of the
I will learn the a, e, and i sounds. action flashcards on the board and ask What’s he/
The sounds /æ/, /e/, and /ɪ/ she doing? (She’s spinning around.). Encourage
students to use full sentences.
KEY LANGUAGE • Put students in pairs and tell them to imagine they
are doing one of the actions. Their partner has to
big left sing
ask questions using Are you …? to find out which
cat man snap
actions they are imagining.
clap pet spin
dance step Lesson objective
learn the a, e, and i sounds.
48
• Involve Students will learn the sounds /æ/, /e/,
CREATIVITY
and /ɪ/ through words that have those vowel
sounds. Production
4 Write a chant for words with one of the
Presentation sounds. Perform it with actions.
1 013 Listen and repeat. Then write a, e, or i. • Tell students to use one of the groups of
(Answers: 1 a, 2 i, 3 e) words they made in Activity 3 to make their
• Write the letters a, e, and i on the board. Point at own chant. Let them choose which group of
each and ask students to say the sounds. Point at sound words they want to make a chant with.
the pictures and elicit the words and the missing Encourage them to choose the words they like
vowel sound. the best or the words they think will go well
together.
• Play audio 013 for students to listen and repeat.
Play it again for students to check their answers. • Assist Give an example of a simple chant,
e.g., with /æ/:
• Play the Phonics Pronunciation video. Ask students
to sit and watch quietly. Play it again and ask That cat on a mat.
students to copy sounding out and blending the That hat on a mat.
words. A cat and a hat on a mat.
• Challenge Tell students to sound out and blend • Ask students to think of actions for their chant.
the words in Activity 1. Then ask them to think Ask them to perform it as a chant and/or as a
of other words they know with the target vowel tongue twister, saying it faster and faster.
sounds. Students sound out the individual sounds • Differentiation If students finish the activity
for a partner to blend and guess the word. quickly, have them work with their partner to
create a chant with one of the other sounds.
Chant
2 014 Listen and chant.
Objective review
• Revisit the lesson objective. Say Now I know the
along with the chant quietly.
a, e, and i sounds.
• Ask students which of the vowel sounds each verse
represents. They can underline each of the words
can do by eliciting words with the target sounds.
with the target sounds.
• Play the chant again and have students do the
actions. Play the chant again and this time have
students stand when they hear the target sound.
• Extra Use the chant to teach students left and
right. Practice with a TPR activity, including step
right, step left, plus other actions. Play the chant
again and tell students to step to the right when
they hear a, to the left when they hear e, and
backward when they hear i.
Practice
3 Work with a partner and think of words with
each sound. Write the words.
• Point at each of the example words and ask
students to sound out and blend them and ask
which vowel sound they contain. Tell students to
think of as many other words they know with each
vowel sound.
• Assist Help students remember words they have
learned with the vowel sounds in the previous
levels of the course as well as in this unit.
Brainstorm in categories, e.g., body parts, colors,
actions, etc. and write students’ suggestions on
the board.
49
Experiment lab
SCIENCE: BONES AND MUSCLES

and i soun
the a, e, Experiment lab I will learn
bones and
about
ds. muscles.
A, E, AND I SCIENCE: BONES AND MUSCLES
EXPERIMENT TIME
1 013
Listen and repeat. Then write a, e, or i.
Watch a video about muscles.
Yoga moves!
1 Listen and read. Color
015
1 Look. Guess which body
bones yellow and muscles red. parts are using muscles?
for kids
There are lots
of things that
make up our
1 m n 2 sp n 3 st p body. Two
of these are
2 014
Listen and chant. 3 Work with a partner and bones and
muscles. Bones
think of words with each give our body
Dan, Dan, the
sound. Write the words. shape and help
dance man.
a us to stand sphinx pose

He can clap
up straight.
and snap. cat tree pose
Muscles are
e
attached to
bones; they
Look at Ben
pet help us walk
and Ken step!
and run and smile!
i
There are
Ben steps right and
Bones are hard and 206 bones in
Ken steps left. boat pose triangle pose
big muscles are soft. your body!
Touch the
front of your
4 Write a chant for knee – it’s
2 Try out the poses.
What muscles are
Lin and her twin, Kim, words with one of the a bone
you using?
Love to spin and sing. sounds. Perform it so it’s hard.
with actions.
18 eighteen nineteen 19
Lesson flow
Warm up Lesson Pre-reading Reading Experiment Objective

objective time review
Warm up
LESSON OBJECTIVE
• Ask students to look at their dances from Student’s
I will learn about bones and muscles. Book page 13. Tell them to perform their dances
again in groups.
KEY LANGUAGE • Ask them which parts of their body they move the
bone pose most during their dance. Compare answers and
find out which body part students think they move
hard shape
most in their dances.
heart soft
knee yoga Lesson objective
muscle
learn about bones and muscles.
50
• Involve Students will learn about bones and Experiment time
muscles in their body and how they help them Yoga moves!
move. They will predict and test out which muscles
1 Look. Guess which body parts are using muscles.
they use most doing various yoga poses.
• Students look at each of the yoga poses and make
Pre-reading predictions about which body parts and muscles
• If possible, project or show students a picture of a are being used most in each pose. Have them
skeleton and elicit what they can see (bones). Ask discuss their ideas in pairs and then list the body
them what else makes up our bodies and accept parts in use for each pose. Don’t let them try out
answers in L1. the poses at this stage.
• Talk about muscles. See if students can move their CREATIVITY
arms and legs in such a way that accentuates their
muscles, e.g., flex their arms at the elbow. 2 Try out the poses. What muscles are you
using?
• Go to the Pearson English Portal and click on
“Resources” for more teaching resources about this • This is the experiment stage to test students’
topic, including a video about muscles. predictions. If possible, do this experiment
in a large space such as the school gym or
Reading schoolyard and provide yoga or gym mats.
1 015 Listen and read. Color bones yellow and • Students experiment by holding the positions
muscles red. for shorter and longer periods. Ask students
(Answers: Students color the shapes on the inside whether different muscles start to work the
(the bones) yellow and the shapes on the outside longer they hold a pose. Then ask students to
(the muscles) red.) check the predictions they made above and say
whether they were correct.
• Differentiation Pre-teach vocabulary from the key
• Assist Doing yoga and other TPR activities
vocabulary list for extra support if you think your
in class can help energize and focus students
students don’t yet have the strategies for guessing
when they start feeling tired or restless.
unknown words in a text. Teach more confident
students strategies for figuring out unknown • Challenge Have students say why they think
words, e.g., looking at the word in the context of each pose has its name. Ask them to think of
the sentence, using pictures, thinking whether the alternative names for each of the poses. They
word is similar to a word in their own language. can create their own pose and give it a name.
• Point at the main picture and ask students to
predict which areas show bone and which show Objective review
muscle. • Revisit the lesson objective. Say Now I know about
• Play audio 015 and have students listen and read bones and muscles.
and check their predictions. They then color the • Involve Encourage awareness of what students
bones and muscles. can do by saying the name of one of the poses
• Extra Encourage students to feel the hard bones and having students do it. Ask them which their
in their bodies and the soft muscles. Ask students favorite pose is.
whether they think bones or muscles make us
move (muscles).
51
Language lab 2
GRAMMAR: DESCRIBING ACTIONS
Language lab 2 I will desc

actions usi ribe
What are we doing? I will talk
ab
what my fr out
GRAMMAR: DESCRIBING ACTIONS ng well / COMMUNICATION iends
quickly / b are doing.
adly.
1Read. Underline the actions 1 016

Listen and draw lines.
and circle the words that Describing things Describing actions
Mom Cathy Lenny
describe actions. good well
quick quickly
1 She’s juggling badly.
bad badly
2 She’s walking backward.
slow slowly
3 He’s dancing beautifully. beautiful beautifully
4 She’s running forward.

Forward and backward
2 Look and number with the also describe actions!
sentences from 1.
a b
Look!
She’s dancing beautifully.
Kitty Glen Ted
She’s dancing really
c d beautifully.
2 Look around the 3 Work in groups. Take photos
He’s acting badly. class. Write what three or draw. Talk about your pictures.
He’s acting really badly. classmates are doing.
Then tell a partner. Is Clara doing a cartwheel
in your photo? Yes, she is!
3 Play the Fast Action game in groups.
You’re walking slowly.

No.
You’re running slowly.

Yes!
20 twenty twenty-one 21
Lesson flow
Warm up Lesson Presentation Practice Practice Production Objective

objective review
Warm up
LESSON OBJECTIVE
• Review students’ talents and abilities. Ask them
I will describe actions using well / quickly / badly. what they think they are good at.
• Show each of the action flashcards and have
KEY LANGUAGE students stand up if they are good at an action or
They’re juggling well. activity and stay seated if they are not so good at it.
She’s walking backward.
Lesson objective
He’s dancing beautifully.
describe actions using well / quickly / badly.
• Involve Students will learn how to describe actions

by adding adverbs after verbs.
52
Presentation
COMMUNICATION
• Show students the grammar box and words
Production
to describe things in the first list. Choose two
examples and encourage students to make 3 Play the Fast Action game in groups.
gestures to show the meaning of each of the • Tell students how to play the game: they think
words. Read the second list and ask what’s of all the action words they know, then write
different (the words have -ly at the end; good has them on small cards. They then write words
changed to well). that describe actions on other cards, and,
• Explain that the words in the first list (adjectives) finally, take turns to pick two cards and act
describe a thing (noun) and the words in the out the action in the manner of the describing
second list (adverbs) describe an action (verb). word.
• Assist Ask students to give you examples of • Have students work in groups of four. Set a time
adjectives describing nouns in phrases, e.g., limit of one minute for acting out.
a slow car. • Differentiation Put students in mixed-ability
• Ask students to look at the grammar box and ask groups and play in teams of two within the
which word is the odd one out (good – well). Point group. More confident students can help less
out the Look! box. confident ones with unknown words.
• Challenge Students can write more actions on
Practice the cards as well as the actions from this unit.
1 Read. Underline the actions and circle the words
that describe actions. Objective review
(Answers: 1 juggling, badly, 2 walking, backward, • Revisit the lesson objective. Say Now I can describe
3 dancing, beautifully, 4 running, forward) actions using well / quickly / badly.
• Tell students to read the sentences and circle the • Involve Encourage awareness of what students
describing words. can do by showing them video clips of people
• Monitor Check answers with the class. Refer and animals doing activities they can describe
students back to the grammar box if needed. Ask with adverbs, e.g., Usain Bolt running quickly,
them where each of the describing words is in the a ballerina dancing beautifully, and encourage
sentence (at the end). students to describe what they see.
• Extra Have students work in groups. Ask students
to act out each of the sentences for their group
to guess.
Practice
2 Look and number with the sentences from 1.
(Answers: a 3, b 1, c 4, d 2)
• Students look at the pictures and then write the
number of the corresponding sentence from
Activity 1.
• Challenge After students finish, they can ask
and answer with their partner using Is he/she …?
Encourage them to use the adverb in the question
and answer with a short action: Is he dancing
beautifully? Yes, he is.
• Monitor Listen to students and provide support
if needed. Take notes on any general issues with
pronunciation and question intonation.
• Refer students to the Look! box. Ask them to insert
really into the sentences from Activity 1.
53
What are we doing?
COMMUNICATION
Language lab 2 I will desc

actions usi ribe
What are we doing? I will talk
ab
what my fr out
GRAMMAR: DESCRIBING ACTIONS ng well / COMMUNICATION iends
quickly / b are doing.
adly.
1Read. Underline the actions 1 016

and circle the words that Describing things Describing actions
Mom Cathy Lenny
describe actions. good well
quick quickly
1 She’s juggling badly.
bad badly
2 She’s walking backward.
slow slowly
3 He’s dancing beautifully. beautiful beautifully
4 She’s running forward.

Forward and backward
2 Look and number with the also describe actions!
sentences from 1.
a b
Look!
She’s dancing beautifully.
Kitty Glen Ted
She’s dancing really
c d beautifully.
2 Look around the 3 Work in groups. Take photos
He’s acting badly. class. Write what three or draw. Talk about your pictures.
He’s acting really badly. classmates are doing.
Then tell a partner. Is Clara doing a cartwheel
in your photo? Yes, she is!
3 Play the Fast Action game in groups.
You’re walking slowly.

No.
You’re running slowly.

Yes!
20 twenty twenty-one 21
Lesson flow
Warm up Lesson Practice Production Production Objective

objective review
Warm up
LESSON OBJECTIVE
• Do a TPR activity, Musical Statues. Create some
I will talk about what my friends are doing. space in the classroom. Play music (you could use
the course song) and have students dance. Tell
KEY LANGUAGE them that when you stop the music, they have to
freeze. For this version, when students freeze, go
She’s spinning around.
around the class asking what students are doing
He isn’t clapping his hands. and eliciting the answer, e.g., What’s Elvira doing?
They’re stamping their feet. She’s stepping to the left.
• Differentiation Repeat several times and then let
more confident students lead the activity.
54
Lesson objective CREATIVITY COMMUNICATION
• Introduce the lesson objective. Say Today I will Production
talk about what my friends are doing. 3 Work in groups. Take photos or draw. Talk
about your pictures.
• Involve Students will learn how to ask and answer
• This is like a “mannequin challenge” where
about what everyday activities people are doing
individual students or small groups of students
using the present progressive.
all pose doing different activities, and another
Practice student takes a photo. If you have tablets
available to your class, let students take turns
1 016 Listen and draw lines.
taking photos on them. Alternatively, provide a
(Answers: Mom – woman dancing, Lenny – blond smartphone or digital camera. If photography
boy spinning, Kitty – girl stamping her foot, Glen – is not possible, ask students to quickly sketch
boy in monkey suit, Ted – boy with back to reader, their classmates.
Cathy – woman clapping)
• Students then display their pictures, and
• This is a Cambridge Young Learners English students from other groups look and ask
(CYLE) style activity. Help prepare students for the questions about what the students are doing
listening by asking them to first look closely at the in the pictures, e.g., What’s he doing? Is she
picture and think about what each of the people is spinning around?
doing.
• Assist Use the speech bubbles on the page to
• Play audio 016. Ask students to listen and think model the activity.
about their answers. Then play the audio again
for them to check.
Objective review
• Differentiation Pause the audio after each
• Revisit the lesson objective. Say Now I can talk
question and answer for extra support and to give
about what my friends are doing.
students more time to think about what they hear.
COMMUNICATION know by asking them what different children or
characters in the Student’s Book are doing.
Production
2 Look around the class. Write what three
classmates are doing. Then tell a partner.
• Divide the class into two groups. One group of
students mimes different actions, and the other
group observes and writes what three different
students are doing. Then they swap roles.
• Monitor Make sure the group miming is not
miming any activities that students don’t know
in English. Go around and check what students
are writing and note down any common
mistakes.
• Differentiation Encourage more confident
students to write a sentence about each of the
students miming. If some students are miming
the same activity, they can make sentences with
They are … .
• Put students in pairs with someone from the
other group. They have to tell each other the
sentences they wrote about other classmates.
55
Project and Review
CREATE A FLIP BOOK

Create a flip book
Step 2
Step 1
How can you write a shortcut? What is she doing?
Plan Write instructions for your Present your flip book to

routine. Create a shortcut! other groups.
Research
What are your Explain what your character
group’s talents? is doing.
What do we do on stage? Doing gymnastics
List your group’s talents. Four steps to the side, do three
Research what we do on stage
cartwheels, spin around three times
and how our bodies move Look at your group’s talents.
when we do different actions. Compare talents and write 4 3 3
names for each task. She’s doing
gymnastics.
Task Name She’s doing
Draw your avatar doing the cartwheels and
1 Design a spinning around.
routine – follow the instructions!
stage routine.
Remember to communicate with
doing gymnastics juggling 2 Write the routine the other artists. Teach each other
instructions. your performances.
We’re drawing a cartwheel.
doing magic 3 Draw the pictures. What are you drawing?
.
Now I can ..
tricks 4 Write what’s I’m drawing spinning around.
happening.
5 Present the … use

Ask classmates what their Cut out the pictures and stick performance and
flip book. in the bottom right corner of movement words.
special talent is.
a notebook.
… talk about
What’s your what’s happening
talent? I can do now.
cartwheels.
… describe
I can draw. people.
Take photos of each picture
and create a digital animation … talk about
our talents.
like Ellie in the story!
22 twenty-two twenty-three 23
Lesson flow
Warm up Lesson Step 1 Step 2 Step 3 Step 4 At home Now I can Objective
objective review
• Assist Refer students to the sticker activity where

LESSON OBJECTIVE
they sequenced the stages Ellie followed to make
I will create a flip book. her animation.
Warm up Lesson objective

• Involve Ask students to look at their picture • Introduce the lesson objective. Say Today I will
dictionary and review the new words from the create a flip book.
unit. Have them work with a partner and ask and
answer using What’s he/she doing? (He’s/She’s • Involve Students will learn how to create an
stepping backward.). Praise them on all the new animation in a flip book. They will use the
words they have learned in this unit. language learned from the unit to create a routine
• Ask students to look back at the Story lab on for the animation and to describe what their
pages 16–17 and remind them of the stages Ellie animated character is doing.
followed to create her animation.
56
Step 1
• Involve Encourage students to ask questions
Research about the routine, e.g., Is she juggling? Remind
• Students look back through the unit and write students to look at their audience when they
down the different activities that can be done on present. Praise each group for their hard work
stage. They think about which parts of the body and encourage the class to give a round of
move when they are doing each one. They can act applause for each group.
each one out to help them visualize how the body • Pair students with a partner from another
moves each time. group. Students use their flip book routine and
• Students then discuss their own talents. Remind the instructions written earlier to teach other
them that they don’t necessarily have to be things students their routine.
that you do on stage.
• Digital literacy If students have access to tablets At home
or computers, they can find video clips of famous Take photos of each picture and create a digital
performances online. Always monitor closely when animation like Ellie in the story!
students are searching for video clips to ensure the
• Digital literacy Students can use their tablets
content is appropriate.
or home computers to create their animation
Step 2 digitally. They can take photos of each of the
movements in their animation and upload them
Plan
into an animation app. They could also record
• Students list their group’s talents and think about their commentary digitally and play it over their
how they can be best used in the project. For animation.
example, if they have a group member who is
good at writing, then they should choose that Now I can …
person to write the routine. • Show students the Now I can … box and read the
• Monitor Take time to make sure that the groups are examples. Ask students to repeat and then check
working well together and distributing the roles fairly. understanding.
Step 3 • Involve Ask students to think about how they feel

about these statements. Have them draw four
Create light bulbs in their notebooks and for each light
• Materials: (per pair or group) markers, paper, glue, bulb draw light lines coming from them to show
notebooks how confident they are about each statement.
• Students can write the instructions for their routine The more light lines they draw, this more confident
in long hand and then create a shortcut to make they feel.
their instructions more concise. • Monitor Have students choose the statement they
• Have students design a simple avatar they can are the most confident about. Then have students
all copy. Alternatively, they can draw stick people. tell the rest of the class. Make notes of the
They then work closely together to create different statements that the fewest students choose and
movements and make their character consistent. make sure you review this content in the future.
• When students have completed their pictures, they Objective review
should lay them out in order and then stick them in
the corner of consecutive pages of a small notebook • Revisit the lesson objective. Say Now I can create
in reverse order (last to first). Once the glue has a flip book.
dried, students can flick quickly through the corner • Involve Encourage awareness of what students
of their books to see if their animation works. can do by asking them questions about their
• Students tasked with writing can use the animated routines, e.g., Is he doing a cartwheel?
performance instructions to write a commentary to elicit short answers.
describing what their avatar is doing at each stage. Assessment pack
COLLABORATION • For grammar and vocabulary assessment, have
students complete the Practice and Unit tests in
Step 4 the Assessment Pack
Show and tell
Pearson English Portal games
• Students present their flip book to other
groups. The speaker of the group says what the Go to the Pearson English Portal and click on
character is doing using the commentary they “Resources,” then “Games” for a class game
wrote. They will need to flick through a few about talents.
times, as it will move very quickly.
57
UNIT 1: SHOW TIME!
1 Read and match. 2 Which picture matches the sentences in 1? Look

(Answers: 1 juggle – boy juggling, 2 do magic and circle a or b.
tricks – girl doing magic tricks, 3 play video (Answer: b)
games – girl playing video games) 3 Write about picture a.
2 Look, read, and number. (Answers: 1 Etta is doing cartwheels., 2 Is Luis
(Answers: 1 Riley, 2 Lee, 3 Taylor) waving (his arms)?, 3 They aren’t (insert any
• In this coding activity, students use statements activity except stepping backward.), 4 Are you
with the Boolean operatives BUT, OR, and NOT. jumping?, 5 Katie is doing magic tricks.)
• Students read the statements to decide what the 4 Make a dancing person. Move it and say.
children can do. • Materials: pipe cleaners, tube beads or macaroni,
3 005 Listen and circle. sticky tack
(Answers: 1 act, 2 sing, 3 spin around, • Students make articulated figures. They secure one
4 gymnastics) leg (or arm) of their figure in a big ball of sticky
tack on the desk and manipulate their figure whilst
What can we do? saying the movements it is doing.
1 Order the letters and write the words. 5 008 Listen and check .
(Answers: 1 step to the side, 2 wave, 3 juggle, (Answers: 1 b, 2 a, 3 a, 4 b)
4 step backward, 5 do cartwheels, 6 stamp, 6 Imagine it’s Saturday at 11 a.m. Write a message
7 step forward, 8 do gymnastics, 9 spin around, saying what you are doing.
10 clap, 11 act, 12 do magic tricks)
7 Ask and answer. Find someone who has the
2 006 Listen to the children. Check or same activity as you.
cross .
• Students mingle around the class to try and find
Answers: people who have written the same message in
Activity 6 as they have.
Juggle Do magic Do Act
tricks cartwheels Story lab
Shemina 1 Complete the sentences. Then match.
Justin (Answers: 1 Are you, talent show – c,
Chen 2 ’s playing – f, 3 doing cartwheels, are, doing – b,
4 you aren’t, ’re, photos – d, 5 juggling, isn’t – e,
3 Do your own class survey. Then ask and answer 6 isn’t running – a)
and record your results. 2 Read the story again. Circle T (True) or F (False).
Extra vocabulary (Answers: 1 T, 2 F, 3 F, 4 F)
4 007 Look and write. Then listen and check. 3 Look at the different endings for the story and
(Answers: 1 hip-hop, 2 ballet, 3 tap dancing, complete.
4 ballroom dancing) (Answers: a doing cartwheels, clapping, juggling,
• New vocabulary is presented and practiced in this b doing magic tricks, dancing, stamping)
activity to stretch students (ballet, tap dancing, • Students use the prompts to complete the
hip-hop). alternative endings.
4 Draw one of the frames from 3. Show a partner.
Language lab 1
Can they guess which one?
1 Complete with the correct form of the action
• If your class doesn’t want to draw, then groups
words.
can act out one of the endings for the class to
(Answers: 1 is, doing, ’s spinning, 2 isn’t waving, guess, or students can work in pairs to write
’s clapping, 3 Are, stepping, they aren’t, 4 are, speech bubbles for each new story frame. Make
doing, ’m stamping, 5 ’s juggling, isn’t doing) this a guessing game by reading out the speech
bubbles. The other groups say which frame they
go with.
58
5 Think about the story. Answer. 2 Change the words to describe actions. Then say
6 Make your story book. page 115 a sentence.
• In this coding activity, students learn to arrange (Answers: 1 well, 2 badly, 3 quickly, 4 slowly,
the pages in the same order as the story. 5 beautifully, 6 backward; Students’ own answers
– adverbs should be in the correct form in the
• Students cut out the pages from their Workbooks
correct position after the verb)
along the cut lines to create two strips of paper.
Then they fold each strip along the fold lines. • Remind students that they can say sentences in
• Students use the prompts to write their story and either present form with the adverbs.
draw pictures. 3 Play Two True, One False.
• Students can use their storybooks to retell the • Students can play this game in pairs or small
story to their families and friends. groups. They make two sentences that are true
about their abilities (using adverbs) and one which
Phonics lab is false. The other students guess which sentence
1 009 Listen and check . Then say. is false. Then they can correct the sentences,
(Answers: 1 b, 2 a, 3 b, 4 b) e.g., “I walk to school beautifully” is false! Yes,
I walk to school quickly!
2 Choose and write six words. Play Bingo!
• Students can draw pictures if they prefer. What are we doing?
3 010 Listen and say the tongue twister. Then 1 013 Listen and write.
listen again and write. (Answers: a Thursday, b Wednesday, c Monday,
(Answer: Ten men called Ken put a pen in the bin. d Tuesday)
One man called Dan can spin.) 2 Think of your school week. Write what you are
• Students apply their knowledge of the sounds and doing each day.
the spellings to write the tongue twister. 3 Work with a partner. Take turns to say what you
are doing. Guess the time and the day.
Experiment lab
• Extend the activity by having students think of
1 Read, match, and complete. different days and times.
(Answers: 1 b chest, face, 2 a stomach)
PROJECT AND REVIEW
2 011 Read the fun facts and circle. Then listen
and check. 1 What routine is in your flip book? Check or
cross .
(Answers: 206, muscle, Babies, )
• Students think about the project they completed in
Experiment time their Student’s Books, check the boxes that apply
1 Think about your experiment. Read and answer. to their routine, and cross the ones that don’t.
• Students reflect on their experiment. 2 Complete your project report.
2 Write your report. • Have students read the example report, then use
the information in Activity 1 to complete their
• Students can use the information from the
report.
experiment in their Student’s Books to write their
report. • Students can take a photo of their flip book and
add it to their report.
• Students use the example text as a model.
3 Present your flip book to your family and friends.
Language lab 2 • Students describe what they did and their flip book
1 012 What’s happening now? Listen and routine to their family and friends.
check . 4 Think about your project and color.
(Answers: 1 a, 2 b, 3 b, 4 b) 5 Work with a partner. Look at the frames from
• Before students listen, review the use of the simple the story. Say what’s happening. Guess the
present for routine activities vs. present progressive frame.
for things that are happening now. (Answers: Frame 3, Frame 4, Frame 7, Frame 9)
6 014 Which character is it? Listen, find, and
write.
(Answers: a 3, b 1 and 4, c 4, d 5, e 2)
7 Read and answer.
59
2 Frozen
OBJECTIVES
Reading
pictures.
• Reading development – Can follow basic instructions for making something (e.g. a mask, a clock), if
supported by pictures.
Listening
• Response to spoken prompts – Can identify simple information in a short video, provided that the
visual supports this information and the delivery is slow and clear.
• Listening comprehension – Can get the gist of a short weather forecast, if delivered slowly and clearly
and supported by pictures.
Speaking
• Spoken production – Can describe where an animal lives in a simple way.
• Spoken production – Can give a classmate instructions to complete a task using simple language.
Writing
• Writing accuracy and appropriacy – Can label simple pictures related to familiar topics by copying
single words.
KEY LANGUAGE
cloudy The sound o /ɑː/ as in box and ammonite It was sunny yesterday.
cold the sound u /ʌ/ as in bus. footprint We were big.
hairy box fossil I wasn’t small.
icy bus insect They weren’t hairy.
rainy dog skeleton Was there a fossil here?
snowy duck Yes, there was. / No, there wasn’t.
sunny fox Were there dinosaurs at the
tail hop museum?
trunk hot Yes, there were. / No, there weren’t.
tusks run
warm sun
windy trunk
tusk
60
PROJECT: CREATE A MINI MUSEUM EXHIBITION
Students will think about what there was in the past, what the climate was like at certain times in the past,
and what they see from the past in museums to create their own museum exhibition.
Materials: paper, markers, notebooks
EXPERIMENT LAB: FOSSILS

Students will learn about fossils and what you can learn from them. They experiment with ice and see if
their fossils change in ice and see which of various methods melts ice the quickest.
Materials: clay, small objects, e.g., screws, shells, plastic toys, etc., water, salt, metal spoons

Go to the Pearson English Portal and click on “Resources” for more teaching resources, including videos and
games.
CODING: ALGORITHMS AND SEQUENCING, PATTERNS

• Students will learn about algorithms and sequencing by putting a sequence in the correct order.
• Students will learn about patterns from spelling and sound patterns.
MATH
Students will do long additions.
VALUES AND SOCIAL-EMOTIONAL LEARNING: OUR HERITAGE

Students will think about why museums are important.
CREATIVE ACTIVITIES
This feature occurs in each Vocabulary lesson and
encourages students to process new vocabulary
through drawing and writing.
Act out the story in groups.

and will help students revisit and produce core cloudy tail
collaborate with other students in a fun context.
Look out of the window. What’s the weather like?

This sticker activity enables students to use the English they have acquired and apply it to a real
world event.
GLOBAL AND CULTURAL CITIZENSHIP: TRADITIONS

Students will learn about Spain – the importance of dancing and the important prehistoric sites.
They will also reflect upon their own cultural heritage.
61
How can I create a museum exhibit?
OPENER
2 Frozen
How can I create a museum exhibit?
2
a
What does the animal in the photo have? Check
b c d
.
tusks tail wings trunk
1 Look at the
picture. What
can you see?
3 How were Ice Age children the same
and different from you? Discuss with a partner.
4 017
Listen and point. Then sing
along and dance.
SO N G big
TIME The Ice Age
ice
The Ice Age was a long time ago.
The Ice Age was full of ice and snow!
Do the Ice Age boogie. Do the
ice age bop.
Saber tooth tigers, and
Do the Ice Age boogie. And stop.
woolly mammoths, too.
Ice Age animals were big and hairy. And scary, hairy
Some were very cute, scary humans a bit like me
and others very scary! and you!
Repeat chorus Repeat chorus
24 twenty-four twenty-five 25
Lesson flow
Warm up Critical Lesson Presentation Practice Production Song Objective

• Put students in pairs and have them take turns to

LESSON OBJECTIVE
give each other instructions with actions and body
I will learn about the Ice Age and create a parts. They can add actions from the previous unit
museum exhibit. as well, e.g., clap your hands.
• Monitor Monitor students as they work in pairs.
KEY LANGUAGE Give praise for correct names for body parts and
for the actions in English they remember from the
tail trunk tusks wings
previous unit.
Warm up CRITICAL THINKING

• Review the body parts that students already • Ask students How can I create a museum
know. Play Teddy says with body parts. Say, e.g., exhibit? Teach the word exhibit. Ask what things
Teddy says touch your head. If you say Teddy students have seen in museums and what they
says, students do the actions; if you don’t, they know about the past.
keep still.
62
• Involve Tell students about a prehistoric period • Challenge Ask students how the animal in the
called the Ice Age. Elicit what they know about photo is similar to an elephant (it has tusks and
the Ice Age and what they think they will learn a trunk) and how it is different (it has thick fur).
in order to complete the project (vocabulary for Ask students to discuss why they think it has
animals that lived in the Ice Age, the weather in thick fur (it lived in a much colder climate).
the Ice Age, etc.).
• Extra Ask students if they can think of any Ice CRITICAL THINKING COMMUNICATION
Age animals and write their answers on the
Production
board. Accept L1 answers and write the English
version on the board, but don’t expect students 3 How were Ice Age children the same and
to remember at this point. Then ask students different from you? Discuss with a partner.
what they think the weather was like in the Ice • Brainstorm all the activities that students do
Age and to draw a weather symbol. in their free time. List students’ ideas on the
board. Then have students work in pairs and
• Involve Students will learn about the Ice Age and decide whether they think Ice Age children
to talk about past states including the weather. did the same things. They can also talk about
clothes and food.
Lesson objective • Involve Ask questions to activate ideas,
• Introduce the lesson objective. Say In this unit e.g., Do you watch TV? Did Ice Age children
I will learn about the Ice Age and create a watch TV?
museum exhibit. • Challenge Invite students to share their ideas
with the class. Draw a Venn diagram on the
COMMUNICATION board (two interlinked circles, one headed
Modern children and the other Ice Age
Presentation
children) and ask students to suggest in which
1 Look at the picture. What can you see? part of the diagram activities should go.
(Answer: a mammoth)
• Activate prior knowledge This question activates Song
prior knowledge. Ask the question. Structure 4 017 Listen and point. Then sing along and
this as a “Think, pair, share” activity: students dance.
have a minute to think on their own about the • Play audio 017. Have students listen and read
picture, then they talk in pairs, and then share along with the song quietly.
ideas with the class.
• Challenge Ask students if they can see the and show them the actions.
bones in the picture. Use their prior knowledge
• Actions are: Chorus: do a boogie-woogie dance;
from the information about bone and muscle
Verse 1: hug yourself as if cold; Verse 2: mime
(hard/soft) that they learned in the Unit 1
being big and scary; Verse 3: roar like a tiger, mime
Experiment lab lesson.
being a scary human.
• Extra Play a game of Pin the trunk on the
CRITICAL THINKING
mammoth. Draw a rough outline of a mammoth
Practice on the board. Cut a trunk shape out of
2 What does the animal in the photo have? construction paper. While wearing a blindfold,
Check . students take turns to try to stick the trunk in the
(Answers: tusks, tail, trunk) right place on the mammoth, using sticky tack.
Alternatively, students play the game in pairs with
• Students look at the animal and try to decide the photo on pages 24–25.
which of the body parts the animal (mammoth)
has. Objective review
• Ask students what they think the animal is. • Revisit the lesson objective. Say I’m learning about
Accept all answers at this point. the Ice Age.
• Assist Give students English translations for • Involve Encourage awareness of what students
their suggestions, but don’t expect them to already know and what they have learned about
remember them at this point. the topic so far and their prior learning.
• Introduce the new vocabulary (tusks, tail, trunk,
wings) and encourage students to say the
words out loud.
63
Describing the Ice Age
VOCABULARY
Describing the Ice Age I will learn

w
and anima eather
4 Complete the sentences with words from 2.
VOCABULARY l words.
1 2 3

018
Then Now
Woolly mammoths In the Ice Age, the This is the of
had long teeth called weather was , a saber tooth tiger.
a hairy g trunk and a long , and
Use and to add more detail:
nose called a . .
b snowy h tusks It’s warm and sunny.
c windy i sunny 5 019

Listen and check .
1 a b 2 a b
d tail j cloudy
e icy k rainy
f cold l warm 6 Play Doodle Game. Draw 7 Make your own picture
items from 2 and guess. dictionary. Draw animal and
3 Sort the words from 2. Compare your answers with a partner. Is it a tusk?
weather words you know.
Weather Animal words No, it isn’t.
Is it a trunk?
Yes, it is! cloudy tail
26 twenty-six twenty-seven 27
Lesson flow
Warm up Lesson Presentation Presentation Practice Practice Practice Production Picture Objective
objective dictionary review
Warm up
LESSON OBJECTIVE
• Ask students to draw as many weather symbols
I will learn weather and animal words. as they can think of in one minute. Put students in
pairs to compare answers.
KEY LANGUAGE • Monitor Invite students to the board to draw
cloudy sunny different weather symbols. Ask if they know how
to say any weather conditions in English and praise
cold tail
their attempts. Tell them they will learn some words
hairy trunk
they don’t know for weather in this unit.
icy tusks
rainy warm Lesson objective
snowy windy • Introduce the lesson objective. Say Today I will
learn weather and animal words.
64
• Involve Students will learn and practice 12 words Practice
for animal body parts and descriptions and 5 019 Listen and check .
weather in the context of comparing the Ice Age
(Answers: 1 b, 2 a)
and the present.
• Play audio 019. Students listen and check the
Presentation picture described.
1 Look at 2. Check the words you know in • Differentiation For extra support, talk about what
English. students can see in the pictures before playing
• Activate prior knowledge To activate prior the audio. As an extra challenge, play the audio
knowledge, students look at the pictures and read without pausing for students to complete the
the words and check any they already know in answers.
English.
Production
• Involve The words they check could include the
6 Play Doodle Game. Draw items from 2 and guess.
items pre-taught in the Opener, but make sure
students know that you don’t expect them to have • Students play the game with a partner. They take
learned them yet. Praise them for any that they turns to draw a picture of one of the items from
remember. Activity 2. Tell them to draw one pencil mark at a
time and give their partner the chance to guess
Presentation after each mark. They continue drawing until their
2 018 Listen, point, and repeat. partner has guessed the items.
• Play audio 018. Students listen, point at the • Assist Model the activity with the class by drawing
actions, and repeat the words. an item on the board before students play in pairs.
• Assist Use the pictures and use gestures to make CREATIVITY
sure students understand the meaning of the
words, especially windy, cold, and warm, which Picture dictionary
are hard to show in pictures. 7 Make your own picture dictionary. Draw
animal and weather words you know.
COMMUNICATION
• Ask students to add to the picture dictionary
Practice they started in Unit 1 – see page 13 for
3 Sort the words from 2. Compare your answers reference.
with a partner. • Show students the examples in the Student’s
(Answers: Weather: snowy, windy, sunny, icy, Book, then write the new words on the board.
cold, cloudy, rainy, warm; Animal words: hairy, Ask students to close their Student’s Books and
trunk, tusks, tail) encourage them to use their imagination to
draw the new words in their notebooks.
• Explain that the two categories are words to
describe the weather and words for animal • Encourage students to copy the words neatly
body parts or words that describe animals. under the pictures they draw.
• Students sort the words individually and then • Differentiation See TE page 12 for ideas.
compare their lists in pairs.
• Extra Look at the weather words in Activity 3. Objective review
Tell students to circle the words that describe • Revisit the lesson objective. Say Now I know
today’s weather and underline the words that weather and animal words.
describe the weather yesterday (it doesn’t • Involve Encourage awareness of how students
matter if they are the same words). They then have used their knowledge of animal body parts
compare their answers with a friend. and descriptions by pointing at pictures of animals
and eliciting the body part. Then point out of the
CRITICAL THINKING window and ask simple closed questions, e.g.,
(Is it) warm or cold? (Is it) rainy or sunny? to check
Practice
knowledge of the new weather words.
4 Complete the sentences with words from 2.
(Answers: 1 tusks, trunk, 2 snowy, icy, cold, 3 tail)
• Students complete the sentences with words
from Activity 2. It doesn’t matter which order
they write the weather words in question 2.
• Don’t focus on the use of the simple past of the
verb be in the sentences at this point.
65
Language lab 1
GRAMMAR: IT WAS / WAS NOT …
Language lab 1 I will talk

about
the past.
GRAMMAR: IT WAS / WAS NOT … Now Past
It’s sunny today. It was sunny yesterday.
1
We are big. We were big.
20
Watch. Which were Ice Age animals? Check . Look!
I’m not small. I wasn’t small.
was not = w
asn’t
a b c They aren’t hairy. They weren’t hairy. were not = w
eren’t
4 Read and complete with the correct form of to be.
2 Look and sort. Add

more things.
Ice Age Both Now Woolly mammoths, saber tooth tigers, and short-faced
bears 1 extinct now. They 2
elephants icy rabbits snowy alive in the Ice Age. It 3 (not) warm in
snowy sunny warm
the Ice Age. In fact, it 4 very cold so
woolly mammoths
the animals 5 very hairy.
3 Look at the song again.

Underline the past of to be. Then sing it again.
5 Answer the questions with complete sentences.
Then compare with a partner.
The Ice Age
1 Where are you now? 2 Where were you at 7 o’clock
The Ice Age was a long time ago. Repeat chorus this morning?
The Ice Age was full of ice and snow!
Saber tooth tigers, and woolly
Do the Ice Age boogie. Do the mammoths, too. 3 Was it rainy yesterday? 4 Was it warm and sunny last week?
ice age bop. And scary, hairy humans a bit
Do the Ice Age boogie. And stop. like me and you!
Ice Age animals were big and hairy.
Some were very cute,
Repeat chorus CODE CRACKER 6 Play Musical Colors.
Answer questions.
and others very scary!
28 twenty-eight twenty-nine 29
Lesson flow
Warm up Lesson Video Presentation Practice Practice Practice Production Code Cracker Objective
Warm up
LESSON OBJECTIVE
• Play a miming game. Mime one of the animal
I will talk about the past. body parts or weather words from the previous
lesson for students to guess. Use whatever
KEY LANGUAGE gestures are needed to convey the meaning. Then
have students play in pairs.
It was sunny yesterday.
• Assist Elicit and write all the new words on the
We were big.
board before students begin the activity.
I wasn’t small.
They weren’t hairy. Lesson objective
talk about the past.
66
• Involve Students will learn how to talk and ask • Assist Help students identify words that will help
and answer questions about past states and them decide whether the sentence is talking about
weather conditions using the past of the verb be. the present or the past (now – present, in the Ice
Age – past).
Video
1 020 Watch. Which were Ice Age animals? COMMUNICATION
Check . Production
(Answers: a, c) 5 Answer the questions with complete
• Play the video Ice Age or audio 020. Ask students sentences. Then compare with a partner.
to sit and watch or listen quietly. • This activity helps students to personalize the
• Challenge Ask the question before students watch new language in a context that is real to them.
the video to see if they can use their knowledge of • Differentiation For added support, talk about
the world to answer. Then play the video or audio the time expressions in bold and elicit which
for them to check their answers. ones are for the present and which for the past.
Ask stronger students to think of more time
Presentation expressions for present and past.
• Draw students’ attention to the grammar box and • When students have completed their answers
give examples. Point out how am and is change to individually, tell them to ask and answer to
was in the past, and are changes to were. compare their answers in pairs.
• Assist Review the present form of the verb be. Ask
students to read the grammar box. Point out the
contractions in the negative forms in the Look! box.
CRITICAL THINKING 6 Play Musical Colors. Answer questions.
Practice • This is a coding activity where students will
understand events by performing simple event
2 Look and sort. Add more things.
actions and reactions in a game.
(Answers: Ice Age: woolly mammoths (if going
• Put different color sheets of paper on the
by video only: snowy, icy); Both: snowy, icy,
floor. Play music; students move around the
rabbits; Now: elephants, sunny, warm)
classroom. When you stop the music, students
• Explain the Venn diagram. Explain that students stand on a color. Give students a chance to
should use the information from the video and look around and memorize the colors other
their knowledge of the world to complete the students are standing on and then ask them to
diagram and then add more things. form a circle around you.
• Throw a ball to students and hold up a smiley
Practice face to elicit an affirmative statement and
3 Look at the song again. Underline the past of to a sad face to elicit a negative statement.
be. Then sing it again. Students make a statement about what color
• Tell students to look at the song and find the verb they and their classmates were on, e.g., I was
be in the past. Then play audio 017 and encourage on green. I wasn’t on red. Model the activity
students to sing along. clearly before you start.
• Challenge Play the same game, but this time
Practice ask questions about other classmates, e.g.,
4 Read and complete with the correct form of Was Alicia on red? Students respond again in
to be. affirmative or negative depending on whether
(Answers: 1 are, 2 were, 3 wasn’t, 4 was, 5 were) you show the smiley or sad face. Let confident
students lead the game.
• Point at the picture and ask students to say what
they can see.
Objective review
• Students complete the text with the correct form of
the verb be.
about the past.
can do by giving sentence starters for students to
complete with was or were.
67
Story lab
READING

a
about a m story
6
What’s that?!
8 Aaaargh!
READING useum.
Let’s take this exhibit

1 Listen and read. What is
021
3 away for repair. What?
following Freddie?
The museum scare There were two hairy

Aaaargh it is alive!
ears. It was the bear
– it’s following me!
This is a woolly mammoth. It was
1 a big Ice Age elephant with hair!
7 9
Grrrrrrr.
Oh, where’s my smartphone?!

Just a minute …
4
There was a bear here! Where is it?
Cool!
Phew! It
Freddie! It isn’t wasn’t a bear It was a
alive – it was a joke!
little kid!
2 Wow! There were big,

It’s alive! 2 Read again. Circle the correct word. 3 Act out the story
scary bears in the Ice Age! in groups.
1 There were / weren’t some Ice Age exhibits
5 at the museum. Our heritage.
Grrrrrrr! Values
4
2 Ice Age bears were / weren’t small
and cute. Think and discuss.
3 Ice Age bears were / weren’t hairy.
Why are museums
important?
4 Freddie’s smartphone was / wasn’t on
Their hair was the exhibit.
really thick.
Yes, it was very
cold in the Ice Age. What was 5 The bear was / wasn’t alive.
that noise? It was the bear.
It’s alive!
30 thirty thirty-one 31
Lesson flow
Warm up Lesson Pre-reading Reading Comprehension Act out Values Objective


I will read a story about a museum. • Introduce the lesson objective. Say Today I will
read a story about a museum.
Warm up
• Have students stand up and remind them of the
about a museum. They will use the information
• Play audio 017 and have students sing along and story.
do the actions.
• Challenge Play the audio again and have students
stand up when they hear the past form of the
verb be.
68
Pre-reading
Values
Production
• Tell students that the story is set in an Ice Age
exhibition in a museum. Ask what they expect to 4 Think and discuss. Why are museums
see in the story. Write some ideas on the board. important?
Once you have read the story together, you can • Students will think about their history and
check these predictions. heritage and discuss why it is important.
Explain heritage in simple terms (objects and
Reading knowledge from the past that are important to
1 021 Listen and read. What is following a culture or nation).
Freddie? • Talk about different types of museums: ask
(Answer: a little kid) what different things are in museums and
• Read the question and accept all suggestions. Play what we learn from them. Then return to the
audio 021 and have students listen and follow the discussion question and guide students to
story in their Student’s Books. Check predictions. make conclusions, e.g., Museums are important
because we learn (about the past), we learn
• Monitor Ask students questions to check their about how people lived, etc.
understanding. Point at different items in the story
and ask What’s that? Encourage students to use • Extra Tell students to talk in pairs about
full sentences. a museum they have visited and what they
learned there.
Books. Hold up the story cards one by one and ask
students to retell the story in their own words. Objective review
Comprehension
a story about a museum.
2 Read again. Circle the correct word.
(Answers: 1 were, 2 weren’t, 3 were, 4 was, can do by asking them to retell the story to the
5 wasn’t) class.
• Students circle the correct words so the sentences
are true about the story.
• Assist Use the story pictures to teach (museum)
exhibit and (museum) guard.
Act out
3 Act out the story in groups.
• Put students in groups to act out the story.
• Differentiation Give less confident students
parts with only a few lines (guards, little boy,
etc.). The more confident students in each
group can play Freddie and Yara.
• Assist Play audio 021 again for students to
listen and repeat to practice their parts.
• Monitor Go around the class as students work
and prompt them and give praise for their
performance. Invite groups to act out the story
69
Phonics lab
O AND U

and u sou
the o Experiment lab I will learn
about foss
il s.
O AND U nds. SCIENCE: FOSSILS
EXPERIMENT TIME
1 022
Listen and repeat. Then write o or u in the box.
Watch a video about fossils.
Create fossils
1 Listen and read.
025
Materials
Then check.
clay big plastic toys
Fossils shells screws
Fossils show what animals and plants small plastic toys
2 023
Listen and label the pictures in 1. were alive a long time ago. Fossils
can be animals or footprints in rocks,
3 024
Listen and chant.
or bones that make
a skeleton.
Method
This is the fossil of Roll your clay.

an ammonite. An
ammonite was an
ocean animal. Which
one is it?
What’s in the box? Aaah a tusk! A trunk! I can’t run in the sun.
Make fossil
A dog? A duck? A fox? Run, run, run! Let’s hop on the bus!
designs in
your clay.
5 Read and answer. MATH
CODE CRACKER ZONE Is this the fossil of an insect or
a fish ? Put your clay in a cup of water.
There are eight woolly mammoths. Freeze it. Then get your fossils
4 Look at the chants in 3. 1 How many trunks in total? out of the ice.
2 How many tusks? Method Prediction Time

Circle the words with o.
Salt
Underline the words 3 How many legs?
Warm water
with u.
Metal spoon
32 thirty-two thirty-three 33
Lesson flow
Warm up Lesson Presentation Practice Chant Code Cracker Math Objective

objective Practice Production review
Warm up
LESSON OBJECTIVE
• Do a TPR activity to review the sounds from Unit 1.
I will learn the o and u sounds. Say words containing the target sounds: /æ/, /e/,
The sound o /ɑː/ as in box and the sound u /ʌ/ as and /ɪ/. Tell students to stand up. They step to the
in bus. left if they hear /e/, step to the right if they hear
/æ/, and stay still if they hear /ɪ/.
KEY LANGUAGE • Keep the pace fast so that students are alert and
energized at the beginning of the lesson.
box fox sun
bus hop trunk
Lesson objective
dog hot tusk
duck run
learn the o and u sounds.
70
• Involve Students will learn the sounds /ɑː/ and /ʌ/
through words that have those vowel sounds.
4 Look at the chants in 3. Circle the words with
Presentation o. Underline the words with u.
1 022 Listen and repeat. Then write o or u in (Answers: Circled: box, dog, fox, hop, on;
the box. Underlined: duck, tusk, trunk, run, sun, bus)
(Answers: u, o) • This coding activity relates to patterns.
• Write the letters o and u on the board. Point at Students identify the spelling patterns in the
each and ask students to say the sounds. Point at words.
the photos and elicit the words. • Tell students to look at the chant again.
• Play audio 022 for students to listen and repeat. Explain the activity and have them do the task
They then label the groups with o or u depending individually.
on the vowel sound they all have. Play the audio • Challenge Ask students to find a rhyming pair
again for students to check their answers. for each sound (run/sun, fox/box).
• Play the Phonics Pronunciation video. Ask students • Extra Brainstorm all the words students know
to sit and watch quietly. Play it again and ask with /ɑː/ and /ʌ/ sounds (use the words from
students to copy sounding out and blending the this lesson as well as any other words they
words. know). Students work in pairs to write a tongue
twister or short chant with the words.
Practice
2 023 Listen and label the pictures in 1.
(Answers: run, tusk, duck, dog, fox, hop) Production
MATH ZONE
• Play audio 023. Students use the information from 5 Read and answer.
the synthetic phonics sound segmenting to write (Answers: 1 8, 2 16, 3 24)
the words.
• Tell students to read the math problem.
• Assist Pause after each individual sound on the
• Assist Ask how many of each of the body parts
audio and ask students what letter they hear.
just one mammoth has. Elicit what calculation
Chant students need to do to figure out the number
3 024 Listen and chant. for eight mammoths (multiplication).
• Tell students to look at the pictures and read the • Have them write out the calculations they have
chant. to do to solve the problem.
• Play audio 024. Encourage students to chant

Objective review
along.
• Once students have learned the chant and are
o and u sounds.
feeling confident with it, have them chant in
different ways, e.g., slowly, fast, loudly, and in • Involve Encourage awareness of what students
silly voices (making sure the pronunciation is still can do by eliciting words with the target sounds.
correct).
• Put students in three groups – each group chants
one of the verses. Encourage students to act out
the chant.
• Extra Play the chant again and tell students to
step to the right when they hear /ɑː/ and to the
left when they hear /ʌ/.
71
Experiment lab
SCIENCE: FOSSILS

and u sou
the o Experiment lab I will learn
about foss
il s.
O AND U nds. SCIENCE: FOSSILS
EXPERIMENT TIME
1 022
Listen and repeat. Then write o or u in the box.
Watch a video about fossils.
Create fossils
1 Listen and read.
025
Materials
Then check.
clay big plastic toys
Fossils shells screws
Fossils show what animals and plants small plastic toys
2 023
Listen and label the pictures in 1. were alive a long time ago. Fossils
can be animals or footprints in rocks,
3 024
Listen and chant.
or bones that make
a skeleton.
Method
This is the fossil of Roll your clay.

an ammonite. An
ammonite was an
ocean animal. Which
one is it?
What’s in the box? Aaah a tusk! A trunk! I can’t run in the sun.
Make fossil
A dog? A duck? A fox? Run, run, run! Let’s hop on the bus!
designs in
your clay.
5 Read and answer. MATH
CODE CRACKER ZONE Is this the fossil of an insect or
a fish ? Put your clay in a cup of water.
There are eight woolly mammoths. Freeze it. Then get your fossils
4 Look at the chants in 3. 1 How many trunks in total? out of the ice.
2 How many tusks? Method Prediction Time

Circle the words with o.
Salt
Underline the words 3 How many legs?
Warm water
with u.
Metal spoon
32 thirty-two thirty-three 33
Lesson flow

Warm up
LESSON OBJECTIVE
• Find photos of animal skeletons in science
I will learn about fossils. magazines or on the internet. Ask students to say
what they think each animal is.
KEY LANGUAGE • Students can work in pairs and write down their
ammonite answer for each picture. Check answers at the end
and see which pair got the most correct.
footprint
fossil
Lesson objective
insect
skeleton
learn about fossils.
72
• Involve Students will learn about fossils and • Put your clay in a cup of water. Freeze it. Then get
what they tell us about things that lived in the your fossils out of the ice.
past. They will make fossil patterns in clay and • Put the hardened fossils in plastic cups, fill with
then observe the effects of ice on the fossil before water, and put them in the freezer for 24 hours.
testing different methods to get the fossil out of
• Before the experiment, remove the fossil ice blocks
the ice.
from the plastic cups and put them in larger
Pre-reading plastic tubs. Tell students that their fossils have
been frozen in an Ice Age. Tell them they have to
• If possible, show students some real fossils
choose one of the following – salt, warm (not too
of animals and plants. If you don’t have any
hot) water, or a metal spoon – to get their fossil
available, use photos.
out of the ice.
• Ask students if they have ever seen or found
• Assist You could allocate one thing to each group
a fossil. Ask if fossils are animals that were alive
and they can race to melt their ice the quickest.
a long or short time ago (a long time ago).
• Before they try to get their fossils out, students
predict which method will be the quickest and
“Resources” for more teaching resources about this
which the slowest – they can rank them from
topic, including a video about fossils.
1–3 – and mark it in the prediction column of
Reading the chart. They then try and melt their ice. Put a
timer on and mark up the melting times for each
1 025 Listen and read. Then check .
method. Students can then fill in the time column
(Answers: picture on right, insect) of their chart and check if their predictions were
• This is an interactive reading activity where correct.
students complete activities embedded in the text. • Involve Create a classroom display of students’
Play audio 025 and have students listen while they fossils. They may want to use them again in the unit
read and complete the answers. project.
vocabulary list for extra support. Alternatively, as Objective review
an extra challenge, teach strategies for figuring • Revisit the lesson objective. Say Now I know about
out unknown words, e.g., looking at the word fossils.
in the context of the sentence, using pictures, • Involve Encourage awareness of what students
thinking whether the word is similar to a word in have learned by eliciting what types of fossils
their own language. there are (bones, skeletons, and footprints and
• Elicit the answers to the questions in the text. creatures in rocks).
• Challenge Ask students if the sea creatures, snail,
and insect in the pictures have skeletons. Elicit that
they don’t, but they have hard bodies or shells to
protect them and give them a shape.
Experiment time
Create fossils
• Use air-drying clay or plasticine for this activity.
You may want to do this over two lessons if you
choose a dough or clay that needs to dry out and
harden. Students choose from an assortment of
shells, plastic toys, and textured objects, such as
screws, to create fossil-like patterns in the clay.
73
Language lab 2
GRAMMAR: THERE WAS / THERE WERE
Language lab 2 I will com

pare then
and now.
What’s the weather? I will desc
the weath
ribe
GRAMMAR: THERE WAS / THERE WERE COMMUNICATION er.
1Look at the pictures. Complete the sentences. 1 027

Listen and complete. Write T (Today) or Y (Yesterday).
Grandma
Lucy
2 Look out of the window. What’s the weather like?

Place stickers and say.
Today Yesterday
1 There aren’t any children in the 2 a mammoth in the

museum today. museum today. a
four children yesterday. mammoth yesterday.
3 a guard in the 4 ten fossils in the

museum today.
guard yesterday.
a museum today.
ten fossils yesterday. 3 Remember the weather last week. Complete.
Compare with a partner.
2 026
Listen. Answer the questions with short answers. Monday Tuesday Wednesday Thursday Friday
The weather
1 Were there dinosaurs in the Jurassic period?
was …
2 Were there T-rex?
What was the weather
like last Monday?
It was cold and windy.
Was there a fossil here? Yes, there was./No, there wasn’t.
Were there dinosaurs at the museum? Yes, there were./No, there weren’t. No, it wasn’t! It was warm and sunny!
34 thirty-four thirty-five 35
Lesson flow
Warm up Lesson Presentation Practice Production Objective

objective review
Warm up
LESSON OBJECTIVE
• Review the past by asking students where they
I will compare then and now. were at specific times in the recent past, e.g.,
Where were you at three o’clock yesterday?
KEY LANGUAGE • Challenge Ask students to write sentences about
Was there a fossil here? themselves in the present using the verb be, e.g.,
I’m in Mexico City. I’m nine. I’m tall. My hair is
Yes, there was. / No, there wasn’t.
short. Then ask them to read each sentence to
Were there dinosaurs at the museum?
another student who has to say the sentence back
Yes, there were. / No, there weren’t. to them in the past. As an extra challenge, they
can give the past negative of the sentences that
are not true for them in the past.
74
Objective review
Lesson objective
• Revisit the lesson objective. Say Now I can
compare then and now.
compare then and now.
• Involve Students will learn how to compare then can do by telling them to close their eyes and
and now, using there is/are and there was/were. say what they described in the classroom in the
Presentation step using the past tense.
Presentation
• Activate prior knowledge Review there is and there
are. Ask students to look around the room and
describe what they see using there is and there
are.
• Challenge Ask students to use their knowledge of
the past of the verb be to guess the past versions
of there is and there are.
• Assist Remind students that we use there is for
singular items and there are for plurals.
• Ask students to look at the grammar box and
check their answers to the Challenge step above.
Elicit which past form is used for singular items
(there was) and which for plural items (there
were).
Practice
1 Look at the pictures. Complete the sentences.
(Answers: 1 There aren’t, There were, 2 There is,
There wasn’t, 3 There is, There wasn’t, 4 There
are, There weren’t)
• Tell students to look at the pictures and complete
the sentences with the correct form of there is/are/
was/were.
• Assist Remind students of the name for the
museum worker in the picture (guard) – they saw
this in the story.
• Extra Students take turns to ask questions about
each of the pictures. The student answering has
the pictures covered and answers from memory.
Production
2 026 Listen. Answer the questions with short
answers.
(Answers: 1 Yes, there were., 2 No, there weren’t.)
• Tell students they are going to listen to
information about the Jurassic period. Ask
students if they know what types of animals lived
in the Jurassic period.
• Play audio 026. Ask students to listen and check
their predictions.
• Play the audio again for students to write short
answers to the questions.
• Challenge Ask further questions about the
listening, e.g., Were there any birds? (Yes, there
were.) Were there any humans? (No, there
weren’t.) Was there any snow? (No, there wasn’t.).
75
What’s the weather?
COMMUNICATION
Language lab 2 I will com

pare then
and now.
What’s the weather? I will desc
the weath
ribe
GRAMMAR: THERE WAS / THERE WERE COMMUNICATION er.
1Look at the pictures. Complete the sentences. 1 027

Listen and complete. Write T (Today) or Y (Yesterday).
Grandma
Lucy
2 Look out of the window. What’s the weather like?

Place stickers and say.
Today Yesterday
1 There aren’t any children in the 2 a mammoth in the

museum today. museum today. a
four children yesterday. mammoth yesterday.
3 a guard in the 4 ten fossils in the

museum today.
guard yesterday.
a museum today.
ten fossils yesterday. 3 Remember the weather last week. Complete.
2 026
Listen. Answer the questions with short answers. Monday Tuesday Wednesday Thursday Friday
The weather
1 Were there dinosaurs in the Jurassic period?
was …
2 Were there T-rex?
What was the weather
like last Monday?
It was cold and windy.
Was there a fossil here? Yes, there was./No, there wasn’t.
Were there dinosaurs at the museum? Yes, there were./No, there weren’t. No, it wasn’t! It was warm and sunny!
34 thirty-four thirty-five 35
Lesson flow
Warm up Lesson Presentation Practice Production Production Objective

objective review
Warm up
LESSON OBJECTIVE
• Play Kim’s game. Students memorize items on
I will describe the weather. a tray for one minute. Then take away the tray.
Students discuss in pairs what was and was not on
KEY LANGUAGE the tray and make a list. Then bring the tray back
for students to compare their lists. Repeat with
What’s the weather like today?
different items.
It’s sunny.
• Differentiation Repeat the game several times and
What was the weather like yesterday?
then let more confident students lead the activity.
It was cloudy.
Lesson objective
describe the weather.
76
COMMUNICATION
about what the weather is like in the present and
the past. Production
3 Remember the weather last week. Complete.
Presentation Compare with a partner.
• Use the flashcards to review the weather • Students think back to the weather from the
conditions. Teach the question What’s the weather previous week and complete the chart with
like today? Show students the flashcards in turn words or draw symbols.
and elicit an answer for each weather condition
• It doesn’t matter if students cannot remember
with It’s … .
what the weather was like the previous week –
• Elicit the past form of the question (What was the having differing answers is part of the activity.
weather like?) and have students answer for each
• Challenge If it is easy to remember what the
of the weather conditions.
weather was like, e.g., it was warm and sunny
Practice every day, encourage students to write false
1 027 Listen and complete. Write T (Today) or Y weather for a couple of days and see if their
(Yesterday). partner catches them out.
(Answers: Grandma: windy and rainy – Y, warm • Assist Model the activity by reading the speech
and sunny – T, cold and icy – blank; Lucy: windy bubbles with a student.
and rainy – T, warm and sunny – blank, cold and
icy – Y) Objective review
• Tell students they are going to listen to a grandma • Revisit the lesson objective. Say Now I can describe
and granddaughter talking about the weather. the weather.
Before they listen, ask Who is on vacation? • Involve Encourage awareness of what students
• Play audio 027. Ask students the gist question Who can do by agreeing as a class on two words to
is on vacation? again (Grandma is on vacation.). describe today’s weather and two words that
Then play it again for them to complete the chart. don’t describe today’s weather, e.g., It’s warm and
sunny today. It isn’t cold and icy.
question and answer for extra support and to give
students more time to think about what they hear.
See if stronger students can complete the chart
after the first time they hear the audio.
CREATIVITY
Production
2 Look out of the window. What’s the weather
like? Place stickers and say.
• Students choose the stickers (up to four) that
show today’s weather. They then say what the
weather is like in pairs.
• Assist Elicit the weather conditions shown in
each sticker before students decide which one
to use.
• Involve Put students in pairs with someone
they don’t usually work with to talk about the
weather.
• Digital literacy Look at a weather forecast
website or app with the class. Ask students if
the symbols on the weather forecast for today
are the same as the stickers they chose.
77
Project and Review
CREATE A MINI MUSEUM EXHIBITION

Create a mini museum exhibition
Step 2
Step 1
How can you What was it like?
make your exhibit?
Plan Give tours of your exhibition.
Paint, collage, and model
Research What do your your exhibits. This is the
Ice Age.
classmates think? It was cold and
What do we need snowy. There
for an exhibition? were woolly
List the top three answers mammoths …
from your survey.
Choose a prehistoric era.
Find classmates with a
Research what there is in similar list.
natural history museums.
Form a group. Think Write about the
Research what the weather about how you can create museum exhibition.
was like. each exhibit:
Use dry pasta or modeling clay
Choose five things for There was an Ice Age exhibition.
to create skeletons! Put your
your exhibition.
There were woolly mammoth
exhibits together. skeletons. The weather was
Fossils icy in the Ice Age.
Animals
collect fossils,
The Ice Age paint, collage use fossils from
• mammoths This is a cold,
.
Now I can ..
Experiment Lab snowy picture. This is a
• saber-toothed tigers footprint fossil.
Let’s put the woolly
• short-faced bears mammoth here. Let’s put it next
to the dinosaur. … use words to
Skeletons describe animal.
What was your favorite cardboard The background
… talk about
animal in this unit? scene
tubes, pasta things in the past.
Write an explanation of what
crayons, paint
The woolly mammoth! visitors see when they look at … talk about what
there was/wasn’t.
your exhibit. Research Ice Age
… talk about
facts and write them down. the weather.
36 thirty-six thirty-seven 37
Lesson flow
objective review
• Write Ice Age animals on one side of the board

LESSON OBJECTIVE
and Weather on the other side. Tell students to
I will create a mini museum exhibition. line up in front of the board. Say words from the
Vocabulary lesson. Students jump to the Ice Age
Warm up side if you say an animal or an animal’s body
• Involve Ask students to think about the different part or to the Weather side if you say a weather
museums they have seen in the unit (Opener page condition.
24, Story lab pages 30–31, Language lab 2 page
34). Ask them to talk about what they saw in the Lesson objective
museums using (there) was and were. • Introduce the lesson objective. Say Today I will
create a mini museum exhibition.
78
• Involve Students create a mixed media mini
exhibition of a prehistoric era. They paint the
about the exhibits.
background scene including the weather conditions
of their chosen era. They paint animals or do a • Students then write a short report about the
collage of animals to put on the scene, create exhibition they visited using the past tense of
fossils and animal skeletons. the verb be.
Step 1
At home
Research
Write an explanation of what visitors see when
• Students choose a prehistoric era that they want
they look at your exhibit. Research Ice Age facts
to create an exhibition for. They research what
and write them down.
the weather was like and they find out what kind
of things they would find in a Natural History • Ask students to write a description of what people
Museum. see at their exhibition to share with their family.
• Differentiation Most of the unit has been about the • Extra Have students take a photo of their museum
Ice Age so allow students to use what they have exhibit to take home and accompany their written
learned from this era for their exhibits. As an extra text.
challenge, encourage students to research another • Digital literacy Have students look online at home
prehistoric era. to find out more facts and information about the
• Students then find out what their group’s favorite Ice Age. Invite them to share what they found out
prehistoric animal is depending on the era they with the class.
have chosen, so their favorite Ice Age animals, their
Now I can …
favorite dinosaur, etc.
• Show students the Now I can … box and read the
Step 2 examples. Ask students to repeat and then check
Plan understanding.
• Students list their three favorite animals and form • Involve Ask students to think about how they feel
a group. They plan how they can create each item about these statements. Have students draw four
they need for their exhibition. If there are any light bulbs in their notebooks and for each light
limitations as to the material and media students bulb draw light lines coming from them to show
can use in class to create their exhibits, let them how confident they are about each statement.
know at this point. The more light lines they draw, the more confident
they feel.
• Monitor Make sure that the groups are working
well together and making decisions together. • Monitor Have students choose the statement they
are the most confident about. Then have students
Step 3 tell the rest of the class. Make notes of the
Create statements that the fewest students choose and
• Materials: (per pair or group) markers, paper, glue, make sure you review this content in the future.
paint, plus any or all of the following: faux fur, clay, Objective review
dry pasta, different texture fabrics, and craft papers
• Revisit the lesson objective. Say Now I can create
• Students create the different exhibits that they a mini museum exhibition.
planned. They can paint background scenes for
the exhibits, e.g., cold, snowy scenes if they are
can do by asking them questions about their
doing Ice Age; warm, sunny scenes if they’re doing
exhibits, e.g., Were there mammoths and saber
dinosaurs. They can create skeleton collages with
tooth tigers? to elicit short answers.
dried pasta, do painting or collages of animals, and
collate the fossils they have. Assessment pack
• Involve Students collate their items and set up their • For grammar and vocabulary assessment, have
exhibition. This is a good opportunity to review students complete the Practice and Unit tests in
prepositions with students. the Assessment Pack.
COLLABORATION Pearson English Portal games
Step 4 Go to the Pearson English Portal and click on
Show and tell “Resources,” then “Games” for a class game about
the Ice Age.
• Students give guided tours of their museum
exhibition. They talk about the weather in their
chosen era and the animals that were alive then.
79
1 Checkpoint
UNITS 1 AND 2
1 Checkpoint
UNITS 1 AND 2
2 Listen and chant. Read, write the start reference, and draw
029
arrows.
1 028
Listen and follow. Say the reference. 1 I’m spinning around 2 We’re acting in a play.
and around.
It’s a rainy day.
It’s a sunny day.
We’re stamping our feet.
5
An elephant is waving
There are two big
its trunk around.
tusks – eeek!
I’m clapping, I’m
clapping. Hey!
4
3 Find the references. Complete.
C4 She’s doing .
D3 He’s .
3 D2 It was yesterday.
D4 The woolly mammoth is very .
A3 It’s today.
B1 It’s a .
4 Plan a path through the maze. Tell a partner.
I’m doing gymnastics.

I’m waving. It’s a tail.
1 B1
A B C D
38 thirty-eight thirty-nine 39
Lesson flow
Warm up Lesson Listening Reading Writing Speaking Objective

objective review
• Extra Choose either the Unit 1 or Unit 2 story and

LESSON OBJECTIVE
ask students to reread the story quietly. Give them
I will review Units 1 and 2. time to read it on their own. Next, ask them to
close their Student’s Books and hold up the story
Warm up cards one by one. Then you can ask them to retell
• Ask students to look at their picture dictionary and the story in their own words.
review the new words from Units 1 and 2. Have • Challenge Write anagrams of actions, weather
them work with a partner and ask and answer words, and Ice Age animal words on the board,
using What is she/he doing?, What’s the weather for example, o d a c g n i s t y s m (do gymnastics).
like?, and What’s this? Have students work in pairs to solve the anagrams,
then check answers as a class and have students
spell out the words.
80
Writing
Lesson objective
review Units 1 and 2. (Answers: C4 magic tricks, D3 stepping to the side,
D2 rainy, D4 hairy, A3 icy, B1 tail)
• Involve Students will review all of the language • Students read and complete the sentences by
learned in Units 1 and 2. They will consolidate following the grid references for the pictures in
their knowledge in a series of activities to test all Activity 1.
four skills. • Assist Tell students that they will need to write the
actions using the present progressive form.
Listening
• Monitor Check answers with the class. Show
1 028 Listen and follow. Say the reference.
students the path on the board by circling the
(Answers: stamping feet, 2C) correct answers and drawing arrows between
• The grid activities practice the coding skill of them.
algorithms. Students understand that a task can • Differentiation Fast finishers can write their own
be broken down into steps in an order. sentences with missing words and grid references
• To help students get into a good mindset for this in their notebooks and give them to their partner
activity, ask them to move around the classroom. to find the answer.
Point at one of the pictures on the grid and have
students move around the classroom in the style COMMUNICATION
of the weather/Ice Age item/performance art that Speaking
you point at. 4 Plan a path through the maze. Tell a partner.
• Assist Before you play the audio, explain to • Ask two students to read the examples in the
students how grid references work: they say the speech bubbles. Then explain to students that
letter along the bottom first, and then travel up to they can make sentences about any of the
find the number of the row. Give some examples: pictures in the grid. Encourage them to use
rain = D2, trunk = B4, etc. full sentences with the present progressive, the
• Play audio 028. Students listen carefully and follow simple past with the verb be, and there was/
the path of the pictures. were.
• Monitor Check answers with the class. Play the • Monitor Watch students and provide support if
audio again if needed. You could pause the needed. Ask individual students questions and
audio after each sentence to check students are listen to their answers, then have them ask you
following the correct path. questions. Take notes on any general issues
with pronunciation and intonation.
Reading
2 029 Listen and chant. Read, write the start Objective review
reference, and draw arrows.
• Revisit the lesson objective. Say Now I know
(Answers: 1 C5, , , , 2 D1, , , ) Units 1 and 2.
• Tell students that the actions and items in the • Involve Encourage awareness of what students
chant relate to the pictures on the grid. know by eliciting the new language from Units 1
• Play audio 029. Students listen and read, and and 2 and ask and answer about the pictures on
draw the arrows to mark the path through the grid page 38.
in the chants. • Have students go to the Progress chart in their
• Monitor Check answers with the class. Show Workbooks and stick on their Now I can stickers.
students the path on the board by circling the
correct answers and drawing arrows between Assessment pack
them. • For grammar and vocabulary assessment, have
• Play the audio again for students to chant along. students complete the Checkpoint test in the
Assessment Pack.
• Differentiation Fast finishers can write their own
path in their notebook and give it to their partner • For skills assessment and GSE, have students
to find the answer. complete the Progression test in the Assessment
Pack.
• For a general progress test, have students
complete the English Benchmark for Young
Learners.
81
Traditions
CULTURE 1: SPAIN
Traditions Prehistoric sites

CULTURE 1: SPAIN
3 031
Listen. Where was Chloe? Check .
Fun Fact! a b c
1 Listen and read.

030 Soccer is the most
popular sport in Spain.
What is Chloe watching?
Spain is a 4 Use the code to label the picture. Then

country in make your own drawing and code.
southwest
a b c d e f g 2 9 19 15 14
Europe.
1 2 3 4 5 6 7
0:00 / 4:37 The capital
city of Spain is Madrid. The south h i j k l m n
Posted 3.15 p.m. of Spain is warm and sunny most 8 9 10 11 12 13 14
Hi, I’m Chloe. I’m in Spain on my of the year. The north of Spain is o p q r s t u
exchange visit. I’m visiting the local rainy. More than 46 million 15 16 17 18 19 20 21
town with my host family and my people live in Spain. v w x y z
friend, Elvira. We’re walking around
22 23 24 25 26
the local town. Oh look – there’s
2 Read again and check

a fiesta in the town square! Let’s
go and see. There’s lots of music .
playing and everyone’s clapping Which dance is it?
their hands. Men, women, boys and
My Culture
girls are starting to dance. We’re a
watching them – it’s a traditional What type of dances or paintings are in your country?
Materials
5
country dance. They’re amazing! The
paints or crayons
dancers are waving their arms in Create pictures of a performance
the air and spinning around. They’re b
in the style of a cave painting.
stepping to the left and to the right.
They’re stepping forward three steps Look at the cave painting above.
and backward three steps. They’re What colors do you need? Color.
c
spinning around again with their
partners. They’re spinning quickly!
They are dancing beautifully! 6 Are there any prehistoric sites in your country?
Discuss with a partner.
40 forty forty-one 41
Lesson flow
Warm up Lesson Pre-reading Reading Comprehension Practice Practice Production Production Objective
objective review
Warm up
LESSON OBJECTIVE
• Ask students to look at their picture dictionary and
I will learn about an exchange visit to Spain. review the new words from Units 1 and 2. Have
them work with a partner and make sentences
KEY LANGUAGE using He’s stepping backward. It’s icy., etc.
bison fiesta saber-toothed • Extra Choose either the Unit 1 or Unit 2 video or
tiger audio and ask students to watch the video or listen
cave handprints
quietly. Play the video or audio 020. Ask students
dance host Spain
questions to check their understanding, e.g.,
deer horse town square
What is Freddie doing? (He’s doing magic tricks.)
Europe mammoth traditional What are Ellie and Nadir talking about? (Ice Age
exchange performance wall animals).
82
• Challenge Start drawing an activity, Ice Age • Assist Pre-teach castle, cave, and beach using the
animal, or weather symbol on the board. Draw it photos.
slowly and have students try to guess what you • Play audio 031. Students listen and check the
are drawing. More confident students could draw correct photo.
the objects for other students to guess, too.
Practice
Lesson objective 4 Use the code to label the picture. Then make
• Introduce the lesson objective. Say Today I will your own drawing and code.
learn about an exchange visit to Spain. (Answer: bison)
• Students use the alphabet code to label the
• Involve Students will learn about traditions and Ice
picture of the cave painting. The painting depicts
Age life in Spain. They will also get an insight into
an animal that was mentioned in the listening.
Spanish culture.
• Have students draw another Ice Age animal
Pre-reading and label it using the alphabet code. Have them
• Read the information about Spain in the Fun Fact! exchange their pictures and code with a partner.
box with the class. Take out a world map or globe
and see if students can find Spain.
MY CULTURE
What type of dances or paintings are in your country?
• Tell students that a girl called Chloe is on an
exchange visit to Spain. Explain or elicit what an CREATIVITY
exchange visit is (a child visits a child in another
country and stays with his/her family, the “host Production
family,” and often attends his/her school; it’s usually 5 Create pictures of a performance in the style
to learn a language and experience a different of a cave painting.
culture. Tell students that all the children in the • Have students discuss with a partner the dances
Level 3 Culture lessons are on an exchange visit. in their country.
Reading • Look at the photo of the cave painting and
ask students what they notice about the style
1 030 Listen and read. What is Chloe watching?
and colors. Elicit that the style is quite simple
(Answer: dancing) without much detail. Ask them to color the
• Ask students the gist question. Have them look at crayons in the material list the three main colors
the pictures and predict the answer. used in cave paintings (students’ own ideas, but
• Play audio 030 and have students listen and probably black, red, and orange/yellow).
follow the text in their Student’s Books. Check their • Digital literacy Show students photos of more
predictions. cave paintings online. Ask for suggestions as
• Challenge Ask students to think of a traditional to an appropriate phrase to write in a search
dance from their country. You could brainstorm engine.
this as a class and write ideas on the board. Then • Extra Discuss the different reasons people
ask students to say if the dance is similar to or dance together, e.g., to honor traditions, to
different from the dancing that Chloe describes. have fun, to keep fit, to perform for others.
Comprehension
COMMUNICATION
2 Read again and check . Which dance is it?
Production
(Answer: b)
6 Are there any prehistoric sites in your country?
• Students look at the order of movements in the Discuss with a partner.
dance sequences and match to the description of
• Have students think about the question
the dance in the text.
individually and then discuss their answers in
• Extra Have students work with a partner. They pairs. Then students share ideas with the class.
choose one of the dance sequences in Activity 2
and dance it for their partner to guess.
Objective review
Practice • Revisit the lesson objective. Say Now I know about
3 031 Listen. Where was Chloe? Check . an exchange visit to Spain.
(Answer: b) • Involve Encourage awareness of what students
know by asking them to perform the traditional
• Students listen to Chloe talking about another
Spanish dance from the text.
experience on her exchange visit.
83
UNIT 2: FROZEN
1 Label the pictures. 4 018 Listen and complete.

(Answers: a tusks, b tail, c wings, d trunk) (Answers: a 3 (Leo), b –, c 1 (Jo), d 6 (Novak),
2 Look and read. Circle T (True) or F (False). e 4 (Kim), f –, g 2 (Corin), h 5 (Sara))
(Answers: a F, b T, c T) • Tell students that there are two “red herrings,” i.e.,
answers that they don’t need. Play the audio twice.
• In this coding activity, students use statements
with the Boolean operatives AND, OR, and NOT. 5 Play Find Someone Who … . Use the ideas from 4
and add your own.
• Students read the statements and decide if they
are true or false. • Students mingle around the classroom and find
classmates who were in the various places in the
3 015 Listen and match.
chart in Activity 4. They can add their own ideas.
(Answers: 1 ice and snow, 2 mammoth, 3 rabbit
6 Answer the questions. Use full sentences.
and saber-tooth tiger, 4 humans)
Story lab
Describing the Ice Age
1 019 Number the story frames in order. Then
1 Look and circle. listen and check.
(Answers: 1 hairy, 2 sunny, 3 windy, 4 tusks, (Answers: 6, 3, 8, 5, 9, 1, 4, 7, 2)
5 warm, 6 snowy)
• Students do this activity in pairs with their
2 016 Listen to the children. Number the Student’s Books closed. Once they have decided on
pictures. the order, let them check their books.
(Answers: a 1, b 4, c 3, d 2) 2 Retell the story in pairs.
3 Play the Description Game in pairs. 3 Complete the speech bubbles with the past of be.
• Students play the same guessing game as the Which frame are they from? Number.
children in audio 016, Activity 2. (Answers: a was, were, 6, b were, was, was, 2,
c wasn’t, was, 9, d was, was, 5)
Extra vocabulary
4 020 Listen and circle.
4 017 Look and label. Then listen and check.
(Answers: 1 b, 2 b, 3 a)
(Answers: 1 thunderstorm, 2 hurricane, 3 hail,
4 heatwave) 5 Think about the story. Read and answer.
• Ask students if they get any of the extreme (Answers: 1 students’ own answers, 2 Freddie
weather types in their country. New vocabulary is (and Yara a little), 3 There was a mammoth,
presented and practiced in this activity to stretch a saber-tooth tiger, a bear (also people, etc.).,
students (thunderstorm, heatwave, hurricane, 4 Students’ own answers)
hail). 6 Write a new ending. page 123
Language lab 1 • Students draw and write an alternative ending to
the story.
1 Read and circle.
• Students can retell the story to their families and
(Answers: 1 was, 2 were, 3 wasn’t, 4 wasn’t,
friends.
5 Were, 6 weren’t)
2 Rewrite the sentences so they are about the past. Phonics lab
(Answers: 1 The mammoth was big., 2 We 1 021 Listen and check . Then say.
weren’t at school., 3 Was it snowy? Yes, it was., (Answers: 1 a, 2 a, 3 b)
4 They weren’t warm., 5 The mammoth was
2 022 Listen and number in order. Then chant.
hairy., 6 The lake was icy.)
(Answers: 3, 1, 2)
3 Match the sentences from 2 to the pictures.
Number. 3 Choose words. Make your own chant.
(Answers: a 2, 3, 4, 6, b 1, 2, 5) • Students can choose any of the words in the box to

make sentences for their own chants.
84
Experiment lab PROJECT AND REVIEW
1 Read about fossils again. Then circle. 1 What was in your museum exhibit? Check .
(Answers: 1 a long time ago, 2 An ammonite, • Students think about the project they completed in
3 Fossils, 4 Skeletons) their Student’s Books and check the boxes of the
2 Draw arrows to the timeline. things they had in their exhibits.
• Point out that the numbers are in descending 2 Complete your project report.
order and not ascending order. Students can also • Students can use the information in Activity 1 to
research other creatures and fossils and plot them complete their report.
on the timeline. • Have students read the example report.
Experiment time • Students can take a photo of their exhibition and

add it to their report.
1 Which method did you use? Check . Compare
your results with other groups. 3 Present your report to your family and friends.
• Students reflect on their experiment. • Students describe what there was in their museum
exhibition to their family and friends.
2 Think about your experiment and circle.
4 Think about your project and color.
3 Write your report.
5 Describe an animal from the unit for a partner
• Students can use the information from the
to guess.
experiment in their Student’s Books to write
their report. 6 Complete with the correct form of be.
• Students use the example text as a model. (Answers: 1 was, wasn’t, 2 were, 3 weren’t,
4 was, 5 weren’t, 6 was)
Language lab 2 7 Read and answer.
1 Read and complete. Use the correct form of
there + be. CHECKPOINT 1
(Answers: 1 there are, 2 there was, 3 There was, 1 024 Listen. Write Y (Yesterday), M (Morning),
4 there were, 5 There was, 6 There were, 7 there or N (Now).
were, 8 There weren’t, 9 There are, 10 there were) (Answers: 1 M, 2 N, 3 Y)
2 Read again and write short answers. 2 Look at 1 again. Read and circle T (True) or
(Answers: 1 No, there weren’t., 2 Yes, there was., F (False).
3 No, there wasn’t., 4 Yes, there were., 5 No, there (Answers: a F, b F, c T)
weren’t., 6 Yes, there was.) • Students look at the sentences below each of the
3 Play Kim’s Game. pictures in Activity 1.
• Students memorize items on a tray for one minute, 3 Draw paths. Then write.
and then remove the tray. Students discuss in pairs • Students make a path through each of the mazes
what there was and wasn’t on the tray and make and then make a sentence about their paths.
a list. Then they bring the tray back and compare
4 Compare sentences from 3 with a partner. Trace
their lists. Repeat with different items.
their path.
What’s the weather? • Students compare their sentences, looking at their
1 023 Listen and write. path in Activity 3.
(Answers: 1 Krakow, 2 Mexico City, 3 Moscow, TRADITIONS
4 Beijing)
1 Read about Spain again. Complete.
2 Write what the weather was like for three of the (Answers: 1 Europe, 2 warm and sunny,
days. 3 46 million)
• Students use the information in the weather
• Students read the Fun Fact! box in their Student’s
summaries to make sentences about the weather.
Books again to answer the questions.
3 Work with a partner. Take turns to read your
weather descriptions and guess the day.
(Answers: 1 c (cave), 2 a (Spain), 3 b (painting))
• Students read out their descriptions from Activity 2.
3 Imagine you’re in Spain. Look at the picture and
complete the postcard to a family member.
• Go through the writing instructions with the class
so they understand what information to write in
each sentence.
85
3 Celebrations!
OBJECTIVES
Reading
• Reading comprehension – Can understand some details in short, simple dialogues on familiar everyday
topics, if supported by pictures.
• Reading comprehension – Can understand basic details in simple informational texts (e.g. brochures,
leaflets).
Listening
• Response to spoken prompts – Can follow multi-step instructions if given slowly and clearly.
Speaking
• Spoken production – Can describe basic differences between common objects or animals (e.g. colour,
size, position), given a model.
• Spoken process and strategies – Can take part in basic games that use fixed expressions or rhymes.
Writing
• Writing production – Can write simple sentences using familiar words, given prompts.
KEY LANGUAGE
boring The sounds /eɪ/ and /aɪ/ design It’s more colorful.
colorful bike mice harlequin It’s better.
disgusting cage nice mask It’s the best.
exciting cake page patterns It’s the most colorful.
fun five parade repeating
hungry game rice symmetrical
interesting hate ride
noisy kite rise
quiet late
relaxing
tasty
thirsty
86
PROJECT: CREATE A FESTIVAL PARADE
Students will think about festival themes and make props for their own parade. They will have a festival
parade in class and describe each group’s parade.
Materials: construction paper, markers, paint, glue, craft feathers, string, potato chip tubes or plastic
bottles, dry rice or lentils (for shakers)
EXPERIMENT LAB: SYMMETRY AND PATTERNS

Students will learn about symmetrical designs and repeating patterns through the context of carnival
masks. They will try out different methods of creating symmetrical designs.
Materials: paper, paint, markers

games.

Students will learn about algorithms by following spelling rules to write new words.
MATH
Students will measure items and compare lengths.
VALUES AND SOCIAL-EMOTIONAL LEARNING: BE ORGANIZED

Students will think about why it’s important to be organized and on time.
CREATIVE ACTIVITIES

and will help students revisit and produce core colorful noisy
Complete the designs. Place stickers and color.

This tests students’ understanding of patterns
and sequences. They use the stickers to
complete the designs.
87
How can I create a festival parade?
OPENER
3 Celebrations!
How can I create a festival parade?
2 Describe the picture and the people. Circle.
happy sad sunny noisy
3 Listen and point.

032

SO N G
TIME
Come on everyone!
Come and join the festival parade
And let’s celebrate!
It’s colorful, it’s noisy, it’s lots of fun! celebr
ate
Come on everyone!
Come on. Come on!
Come on everyone! (x2)
1 Look at the picture. What can you see? Check . Let’s celebrate, everyone’s here exciting
It’s bigger than last year!
1 2 3
It’s very exciting and lots of fun!
Come on everyone!
Repeat chorus noisy
42 forty-two forty-three 43
Lesson flow
Warm up Critical Lesson Presentation Practice Song Objective

Warm up
LESSON OBJECTIVE
• Review the words for feelings that students
I will learn about festivals and how to create a already know, e.g., angry, happy, sad, funny, kind,
festival parade. friendly, shy, helpful, naughty, lazy, young, tired.
Write the words on the board and then act them
KEY LANGUAGE out for students to guess.
exciting • Put students in pairs and have them brainstorm

other words that they know that we use to
happy
describe things, including colors.
noisy
relaxing
Give praise for all the describing words they
sad
remember.
sunny
88
Practice
CRITICAL THINKING
2 Describe the picture and the people. Circle.
• Ask students How can I create a festival
parade? Teach the word parade using online • Students think about words that describe the
photos or videos of festival parades. Ask what picture. Use gestures and the flashcards to
things they have seen at festivals and if they introduce the new word noisy.
have taken part in a festival before. • Ask students to work individually and then
• Involve Tell students that they will learn how compare their answers in pairs.
to describe and compare different festivals • Assist Make sure students understand the new
from around the world. Elicit what they think words. Ask them to give you examples of noisy
they will learn in order to complete the project things.
(describing words, words for festival items). Ask • Challenge Ask students to describe the picture
them to discuss ideas with their partner. by saying what the people in the picture are
• Assist Go around the class and ask each doing using the present progressive, e.g., They’re
student to share one idea. Write the ideas on dancing. They’re playing musical instruments., etc.
Song
but also accept ideas in L1.
• Extra Ask students to draw a picture of a
dance.
festival parade and then describe it with a
partner using simple English. Have them • Play audio 032. Have students listen and read
compare their pictures. along with the song quietly.
• Involve Students will learn words to describe and show them the actions.
festivals and their feelings at festivals. They will
• Actions are: Verse 1 – first line: march on the spot
use these words to compare different festivals.
as if in a festival parade; second line: wave arms
in air; third line: hands on ears, jump up and down
Lesson objective
with hands in air; fourth line: beckoning action.
• Introduce the unit objective. Say In this unit I Verse 2 – the same as Verse 1, but with arms
will learn about festivals and how to create a spread for bigger in second line.
festival parade.
• Assist If any students in your class have limited
mobility, adapt the actions so they are achievable
CRITICAL THINKING COMMUNICATION for everyone.
Presentation • Extra Teach students how to sing in a round.
Divide the class into two groups. Group A sings the
1 Look at the picture. What can you see?
first line of the song and as they begin the second
Check .
line, Group B starts the first line. This is a good
(Answer: 3) way to get students to listen to and concentrate on
• Students have to look at three photos and what they and those around them are singing. It
decide which one is a section from the main doesn’t have to sound perfect – let them have fun
picture. When students have identified the and make some noise!
detail that is from the main picture, they find
the part of the main picture it comes from. Objective review
• Challenge Ask students what else they can see. • Revisit the lesson objective. Say I’m learning about
Structure this as a See, Think, Wonder activity. festivals and how to compare them.
Students have one minute to write down what • Involve Encourage awareness of what students
they see in the picture. Then ask them to say already know and what they have learned about
what they think, e.g., I think it’s a hot country. the topic so far and their prior learning.
Finally, ask them what they would like to ask
about the picture (wonder), e.g., Do they
celebrate every year? Encourage students to be
as imaginative as possible.
89
Describing things
VOCABULARY
Describing things I will learn

describing
4 Listen and look at the picture in 3. Is the description
034
VOCABULARY words. the same as yours?
5 Complete the sentences.

1Look at 2. Check the words you know in English. 1 I don’t like milk – it’s !

033 2 The school chef is awesome – everything he cooks is really .
3 I’m hot and I need a drink. I’m very .
4 Is it lunchtime? I’m !
6 Complete for you. Compare with a partner.

1 colorful 2 noisy 3 quiet 4 exciting
fun tasty
5 boring 6 interesting 7 fun 8 tasty
disgusting
interesting
boring relaxing
9 disgusting 10 hungry 11 thirsty 12 relaxing
3 Describe the picture. Use words from 2.

dictionary. Draw describing
words you know.
colorful noisy
44 forty-four forty-five 45
Lesson flow
Warm up
LESSON OBJECTIVE
• Ask students to look around them and think of as
I will learn describing words. many words as they can to describe the classroom
and the people in it. Make sure students know you
KEY LANGUAGE don’t expect them to produce full sentences at this
point.
boring interesting
• Ask students to compare their lists in pairs and
colorful noisy
then share their ideas with the class. Write down
disgusting quiet
all the words they think of.
exciting relaxing
fun tasty Lesson objective
hungry thirsty • Introduce the lesson objective. Say Today I will
learn describing words.
90
• Involve Students will learn and practice 12 new Practice
adjectives that they can use to describe festivals 5 Complete the sentences.
and how they feel at festivals.
(Answers: 1 disgusting, 2 tasty, 3 thirsty,
Presentation 4 hungry)
1 Look at 2. Check the words you know in • Students use words from Activity 2 to complete the
English. sentences.
• Activate prior knowledge To activate prior • Differentiation For extra support, allow students
knowledge, students look at the pictures and read to refer to Activity 2. As an extra challenge,
the words, and check any they already know in encourage students to complete the sentences
English. without looking at Activity 2.
• Involve The words students check could include CRITICAL THINKING COMMUNICATION
the items pre-taught in the Opener, but make sure
students know that you don’t expect them to have Production
learned them yet. Praise them for any that they 6 Complete for you. Compare with a partner.
remember. • Students complete the quiz and then discuss
their answers with a partner. If they like, they
Presentation
can also discuss other describing words from
2 033 Listen, point, and repeat. Activity 2.
• Play audio 033. Students listen, point at the • Challenge Students can write their responses as
actions, and repeat the words. full sentences, e.g., (I think) Parties are fun.
• Involve Call out a number and encourage the
class to respond with the corresponding word CREATIVITY
using the numbered photos. Repeat until students
have practiced all the vocabulary. Picture dictionary
• Assist Help students with the pronunciation of any 7 Make your own picture dictionary. Draw
tricky words. Write the longer words on the board describing words you know.
and underline the stressed syllables: colorful, • Ask students to add to the picture dictionary
interesting, exciting, disgusting, relaxing. they started in Unit 1 – see page 13 for
• Challenge Go back to the photo in the Opener reference.
and see how students describe it now. • Show students the examples in the Student’s
Book. Ask students to look back at the Opener
COMMUNICATION and also the first part of the Vocabulary lesson.
Practice Students don’t have to draw and can write
definitions instead, if they prefer.
3 Describe the picture. Use words from 2.
• Students can use any words they feel
Objective review
appropriate to describe the picture. They can
then compare with a friend. • Revisit the lesson objective. Say Now I can use
describing words.
• Ask students to read out the words they wrote.
Find the word that most students used to • Involve Encourage awareness of how students
describe the picture. have used the new words to describe things and to
personalize the language.
Practice
4 034 Listen and look at the picture in 3. Is the
description the same as yours?
• Students listen to children talking about the
picture in Activity 3.
• Play audio 034. Students listen and see if the
descriptions are the same as the words they wrote
for each picture.
91
Language lab 1
GRAMMAR: IT’S MORE …
Language lab 1 I will learn

describe e to
4 Look and compare. Talk with a partner.
GRAMMAR: IT’S MORE … vents.
The kite festival
is quieter than
Holi Festival.
1 035
Watch. Which festival does Ellie think is beautiful?
Holi is more
Check . colorful than
the kite festival.
a b c
Kite Festival, Turkey Holi Festival, India
5 Write sentences about the festivals in 4. Compare answers

Yi Peng Lantern Carnival, Rio de Thanksgiving Day Parade, with a partner.
Festival, Thailand Janeiro, Brazil New York City, United States
1
2
2 Listen again. Write
035
colorful, exciting more colorful, 3
the letters from 1. more exciting
4
noisy, happy noisier, happier
1 boring
quiet quieter 5
2 colorful
6
good better
sad sadder Play Guess the Word.
3 quiet bad worse
big bigger
3 Complete the sentences with the comparative of the adjective.

Fish are “blank” than cats.
Thirstier?
1 The Lantern Festival is (beautiful) than the
Thanksgiving parade. No!
2 Let me get lunch first. I’m (hungry) than you!

Smaller
3 Carnival in Venice is (interesting) than Carnival in
Rio de Janeiro. Yes!
4 The Castle Town parade is (big) than the New Town parade.
5 The band was (bad) last year.
46 forty-six forty-seven 47
Lesson flow
Warm up Lesson Video Presentation Practice Practice Production Production Production Objective
objective review
• Assist Elicit and write all the new words on the

LESSON OBJECTIVE
board before students begin the activity.
I will learn to describe events.
Lesson objective
KEY LANGUAGE • Introduce the lesson objective. Say Today I will
learn to describe events.
It’s more colorful.
It’s better. • Involve Students will learn how to use
comparative adjectives to describe and compare
Warm up festivals.
• Play a miming game. Mime one of the adjectives
from page 44 for students to guess. Use whatever
gestures you need to convey the meaning, e.g., for
thirsty hold your throat and make gasping sounds.
Then have students play in pairs.
92
Video
CRITICAL THINKING
1 035 Watch. Which festival does Ellie think
Production
is beautiful? Check .
4 Look and compare. Talk with a partner.
(Answer: a)
• This is practice for the skills needed for
• Assist Talk about each of the photos before
Cambridge Young Learners English (CYLE),
playing the video. Ask students to use words from
Movers, Speaking. Students use the new
the Vocabulary lesson to describe them. Compare
language to express their own opinions and
and contrast each photo.
make inferences.
• Play the video Festivals or audio 035. Ask students
to sit and watch or listen quietly.
COMMUNICATION
• Challenge Play the video on silent and have
students role-play it in pairs. Production
5 Write sentences about the festivals in 4.
Presentation Compare answers with a partner.
• Draw students’ attention to the grammar • Students write five comparative sentences
box. Look at the different ways we make the about the festivals in Activity 4 and then
comparative form in English. Point at the irregular compare their ideas with a partner.
forms that good and bad take (better, worse) and
• Differentiation For extra support, write down
explain that these are the only two words that
the five adjectives (exciting, noisy, colorful,
have an irregular form – all others on this page
good, relaxing) that best fit the pictures
follow one of the other rules.
for students to use. As an extra challenge,
• Assist Clap the syllables in the adjectives to help ask students to write sentences using any
students see the correlation between the word appropriate adjectives of their choice.
length and the comparative forms.
Practice COMMUNICATION
2 035 Listen again. Write the letters from 1. Production
(Answers: 1 c, 2 b, 3 a) 6 Play Guess the Word.
• Students listen to the audio or watch the video • Students play the game in small groups.
again. They write the letters of the corresponding • Each group is given a set of adjective cards
festivals from Activity 1 next to the describing from the press-outs. Students take turns picking
words. up a card from the pile, without showing it to
anyone. The student then makes a sentence
Practice using the comparative form of the adjective on
3 Complete the sentences with the comparative of the card, but instead of saying the comparative
the adjective. adjective, the student uses the word blank, e.g.,
(Answers: 1 more beautiful, 2 hungrier, 3 more Fish are blank than cats. The other students
interesting, 4 bigger, 5 worse) then race to guess the missing comparative
adjective. The first student to guess correctly
• This activity follows the deductive approach.
wins and keeps the card. Then it’s the next
Students look at similar words in the grammar box
student’s turn to pick up a card and so on. The
and figure out the comparative form.
student with the most cards at the end of the
• Involve It doesn’t matter if students get some game is the winner.
answers wrong or make mistakes, like not
doubling letters or dropping the y, as long as they
correct their mistakes and understand where they Objective review
went wrong. • Revisit the lesson objective. Say Now I can describe
• Assist With students’ input, write the adjectives events.
in four groups on the board: -er, -ier, more, and • Involve Encourage awareness of what students
irregular. can do by showing pairs of photos, e.g., different
animals, and asking them to compare them.
93
Story lab
READING

about fest
a story
5
That was exciting!
7
The food is really tasty!
READING ivals.
1 Listen and read. Why are

036 3
the children late?
Sorry we’re late!
Castletown
parade Do you have some
Let’s wake the others …
water? I’m thirsty.
1
8 I think Snowball has
Where’s the
festival parade?! the same idea, Ellie!
6
This is fun!
The float is really
comfortable.
It’s earlier
this year. Look! It’s
over there! Wow! It’s more
colorful than last year.
What? Where am I?
The parade is more relaxing now. Mmmm … That
4 Thanks for waking
smells delicious! us up, Snowball!
Oh no! We’re late!
2 2 Read the story again. Write some 3 Tell the story in your
words to complete the sentences own words.
Listen! about the story. You can use 1 or
Be organized.
2 words. Values
What
1 The children 4 Be organized and
late for the parade. be on time. Look at the
is it?
2 The parade is earlier, noisier, and questions. Discuss.
Phew! I think it’s last year.
faster than last year! And I’m hotter How can you be better organized?
and thirstier! 3 Freddie thinks the float
The parade is noisier than
last year. It’s over there. is .
Why is it important to be on time?
48 forty-eight forty-nine 49
Lesson flow
Warm up Lesson Pre-reading Reading Comprehension Production Values Objective


I will read a story about festivals. • Introduce the lesson objective. Say Today I will
read a story about festivals.
Warm up
• Ask students the names of the characters in the
about a festival parade. They will use the
story (Ellie, Freddie, Max, Yara, and Nadir).
information from the pictures and the words to
• Ask students to compare the characters based on understand the story.
what they have seen them doing in the stories and
their physical appearance, e.g., Nadir is taller than Pre-reading
Max. Yara is noisier than Ellie. • Tell students that the story is set in the children’s
• Differentiation Support students by giving them town and the children are participating in the
adjectives from page 44. Stronger students can festival parade. Ask students which words they
compare their friends and family members. expect the children to use about the festival.
94
Reading
• Extra Play Mannequin challenge. Tell students
1 036 Listen and read. Why are the children to get into groups and all get into the positions
late? of the characters in one of the frames of the
(Answer: The festival is earlier this year.) story. The other students have to guess which
• Read the question and accept all suggestions. Play frame it is.
audio 036 and allow students to read and listen to
the story individually and then check answers to
the gist question.
Values
Production
4 Be organized and be on time. Look at the
understanding. Say the beginning of some of the
questions. Discuss.
speech bubbles with comparatives for students to
complete. • Let students think about the questions
individually and note down some ideas in their
• Challenge Ask students comprehension questions
notebooks.
with their Student’s Books closed, e.g., Is the
festival more colorful this year or last year? Is it • Assist Give an example for each of the
faster or slower this year? questions, e.g., I can be more organized by
preparing my school things (for the next day) in
Comprehension the evening. It’s important to be on time so you
2 Read the story again. Write some words to don’t miss the bus.
complete the sentences about the story. You can • Have students discuss the questions in pairs and
use 1 or 2 words. then share ideas with the class.
(Answers: 1 are/were, 2 faster than, 3 really • Challenge Ask students to give you examples
comfortable) of when they have been badly organized and
• These are Cambridge Young Learners English when they have been well organized and
(CYLE), Movers, Reading and Writing, Part 5 compare the two occasions. Give examples,
style questions that check comprehension and e.g., I was late and missed the bus. I write
ask students to apply their knowledge of written things on a calendar to be organized.
English to complete. • Digital literacy If students have access to
• Involve Students read each sentence and think calendar apps, they can write appointments,
about which word or words are needed to reminders, and future events down to help
complete the sentences about the story. They then them be more organized.
write the word or words. It’s an important exam
strategy for students to then read their completed Objective review
sentence to themselves to make sure it makes
sense and change it if necessary.
a story about festivals.
• Differentiation For extra support, put the words
students need to complete the sentences (see
can do by asking them to retell the story to the
answer key) in a word pool on the board.
class.
CREATIVITY
Production
3 Tell the story in your own words.
• Put students in pairs to retell the story.
• Differentiation Put students in mixed-ability
pairs. Have the more confident student in each
pair retell the story while their partner acts it out.
• Assist Play the story audio 036 for students to
listen again before they retell it.
and prompt them and give praise for all the
details they remember.
95
Phonics lab
A_E AND I_E

and i_e.
a_e Experiment lab I will learn
abou
symmetry. t
A_E AND I_E MATH: SYMMETRY AND PATTERNS
EXPERIMENT TIME
1 Listen and repeat. Then
037
3 039
Listen and chant.
Watch a video about snowflakes.
write a_e or i_e. Make masks!

We’re late for the parade.
I hate to be late!
1 040
Listen and read.
Materials
There are games at the parade. Many people at festivals and carnivals paper paints
around the world wear colorful masks. scissors pencil and crayons
And there’s cake!
This is called an eye mask.
1 2 It has a symmetrical design.
Ride your bike. This means the design is the
Creating symmetrical designs
same on both halves. Method 1
2
Fly your kite.
3
038
Read and listen Eat some rice.
This is a half-face mask. It’s 1 2
to the spelling rules. bigger than the eye mask.
High five! That’s nice! This is a harlequin design – it’s the
Then listen and
most colorful design. Is it symmetrical?
complete the words.
4 Write a tongue twister, yes no
using a_e and i_e. This is a full-face mask. This is a
CODE CRACKER face design. Is it symmetrical? Method 2
yes no 1 2
The price is nice for three
Words with silent e
nice mice.
Before a silent e:
c says /s/
2 Complete the designs.
Place stickers and color.
g says /j/
s says /z/ Will it be easy or hard?
Prediction Observation
pa Method 1
ri
mi Method 2
50 fifty fifty-one 51
Lesson flow
Warm up Lesson Presentation Code Cracker Chant Production Objective

Warm up
LESSON OBJECTIVE
• Review the sounds from Units 1 and 2. Write the
I will learn a_e and i_e. sounds that students have studied so far on the
board: a, e, i, o, u. In pairs, have students think of
KEY LANGUAGE a word that contains each vowel sound. Students
score one point for each word and two points if
The sound a_e /eɪ/ as in cage and the sound i_e
they have a word that no one else has thought of.
/aɪ/ as in bike.
bike hate page Lesson objective
cage kite parade • Introduce the lesson objective. Say Today I will
cake late rice learn a_e and i_e: the sound a_e /eɪ/ as in cage
five mice ride and the sound i_e /aɪ/ as in bike.
game nice rise
96
• Involve Students will learn the sounds /eɪ/ and /aɪ/ • Challenge Ask students which words in the second
in words that have the CVCe pattern. chant have the same /aɪ/ sound as i_e but different
spelling patterns (fly and high).
Presentation
1 037 Listen and repeat. Then write a_e or i_e. CREATIVITY
(Answers: 1 i_e, 2 a_e) Production
• Write the spelling patterns a_e and i_e on the 4 Write a tongue twister, using a_e and i_e.
board along with words which have the spelling • Students make a tongue twister with words
pattern, e.g., cake and bike. Point at each and ask with the target sounds. Brainstorm words with
students to say the sounds and the words. the spelling patterns a_e and i_e. It can be
• Play audio 037 for students to listen and repeat. any sentences that contain as many of the key
They then label the pictures with a_e or i_e words as possible. Give an example: Five nice
depending on the vowel sound they word has. mice ride bikes. Encourage students to say the
Play the audio again for students to check their example as fast as possible.
answers. • Students can then think of any other words they
• Play the Phonics Pronunciation video. Ask students know with the same spelling patterns (or same
to sit and watch quietly. Play it again and ask sound with different spelling patterns). They
students to copy sounding out and blending the then exchange tongue twisters with a friend
words. and try to say them as quickly as possible.
• Assist Write words on the board for students
Practice CODE CRACKER to use, e.g., bike, cage, cake, five, game, hate,
kite, late, mice, nice, page, parade, rice, ride,
2 038 Read and listen to the spelling rules. rise. Don’t spend too much time focusing on
Then listen and complete the words. meaning – it doesn’t matter if students write a
(Answers: page, mice, rise) nonsense tongue twister.
• Explain to students that we sometimes call • Challenge Have more confident students
the words with this spelling pattern “silent perform their tongue twisters to the class.
e” words. Ask why they think they are called • Extra Have students write out their tongue
“silent e” words (because the e at the end is twisters neatly and decorate them with pictures
not pronounced). Use the words hat and hate and patterns. Focus on the correct spelling of
to highlight how the e on the end of the word the words when they write them.
changes the pronunciation.
• This is a coding activity where students use Objective review
rules or “algorithms” to figure something out. • Revisit the lesson objective. Say Now I know a_e
Play audio 038 and have students read and and i_e.
listen to the rules and then apply them to the
spelling of the words. Then ask them to say the
words.
• Assist Refer students to the rules again for the
correct pronunciation.
Chant
• Tell students to read the chant.
• Play audio 039 once through while students listen
in silence and a second time while you encourage
students to chant along.
• Do a TPR activity, having students listen to the
chants. They stand up when they hear a word with
a_e and clap their hands when they hear a word
with i_e.
• Students then circle all the words with a_e and i_e
in the chants.
97
Experiment lab
MATH: SYMMETRY AND PATTERNS

and i_e.
a_e Experiment lab I will learn
abou
symmetry. t
A_E AND I_E MATH: SYMMETRY AND PATTERNS
EXPERIMENT TIME
037
3 039
Listen and chant.
Watch a video about snowflakes.
write a_e or i_e. Make masks!

We’re late for the parade.
I hate to be late!
1 040
Listen and read.
Materials
There are games at the parade. Many people at festivals and carnivals paper paints
around the world wear colorful masks. scissors pencil and crayons
And there’s cake!
This is called an eye mask.
1 2 It has a symmetrical design.
Ride your bike. This means the design is the
Creating symmetrical designs
same on both halves. Method 1
2
Fly your kite.
3
038
Read and listen Eat some rice.
This is a half-face mask. It’s 1 2
to the spelling rules. bigger than the eye mask.
High five! That’s nice! This is a harlequin design – it’s the
Then listen and
most colorful design. Is it symmetrical?
complete the words.
4 Write a tongue twister, yes no
using a_e and i_e. This is a full-face mask. This is a
CODE CRACKER face design. Is it symmetrical? Method 2
yes no 1 2
The price is nice for three
Words with silent e
nice mice.
Before a silent e:
c says /s/
2 Complete the designs.
Place stickers and color.
g says /j/
s says /z/ Will it be easy or hard?
Prediction Observation
pa Method 1
ri
mi Method 2
50 fifty fifty-one 51
Lesson flow
Warm up Lesson Pre-reading Reading Practice Experiment Objective

Warm up
LESSON OBJECTIVE
• Have students make paper lanterns. Give them
I will learn about symmetry. each a white sheet of paper. Tell them to cut out
a rectangle (quite a square rectangle) of any size
KEY LANGUAGE and then color it with colors and patterns of their
choice. They then fold the rectangle across its
design
longest side and cut strips from the folded edge
harlequin to about a centimeter from the open edge. They
mask open it up and roll it into a cylinder and stick the
patterns edges together. They can cut out another strip to
repeating make the lantern’s handle.
symmetrical • Each student then compares their lantern with
another student’s using comparative adjectives,
e.g., My lantern is more colorful than your lantern.
98
• String the lanterns together to make a classroom Experiment time
display. Students might also want to use their Make masks!
lanterns in their unit project.
• Students will create symmetrical designs that they
can use to make a carnival mask.
Lesson objective
• Provide the materials. Look at the different
methods of making symmetrical pictures. Students
learn about symmetry.
make predictions in the chart as to which they
think will be the easier method.
• Involve Students will learn about symmetrical
designs and repeating patterns through the Creating symmetrical designs
context of carnival masks. They will try out • Students try out both methods of making
different methods of creating symmetrical designs. symmetrical pictures.
• Method 1: Step 1: students fold a sheet of white
Pre-reading
paper. They open it up and paint a design on one
• Show students some photos of Venice Carnival half using a lot of wet paint (a popular design for
with people wearing masks. Ask them to use the this type of symmetrical painting is a butterfly).
words they have learned in this unit to describe Step 2: they fold the paper and press down. Step 3:
and compare the pictures. they open their picture up.
• Ask students if they have a mask. Ask them to • Method 2: Step 1: students draw a design on one
draw their mask. half of a piece of squared paper. It can be just
• Extra Have students work in pairs. They take turns coloring in squares or they can try a more detailed
to describe their mask for their partner to draw. picture. Step 2: they then copy the design on the
• Go to the Pearson English Portal and click on other half so that it is symmetrical.
“Resources” for more teaching resources about this • Students can cut out their designs and make eye
topic, including a video about snowflakes. holes to create a mask.
• Extra Have students use scissors to create a
Reading
snowflake with four-way symmetry.
1 040 Listen and read.
• Students fold a small square or circle of colored
(Answers: No, the harlequin mask is not paper in quarters. They cut a design into the sides
symmetrical. Yes, the full-face mask is of the paper. Then they open up the piece of
symmetrical.) paper to reveal their symmetrical design.
• This is an interactive reading activity where
students complete activities within the text. Objective review
• Assist Pre-teach vocabulary from the key • Revisit the lesson objective. Say Now I know about
vocabulary list using the pictures and gestures to symmetry.
convey meaning. • Involve Encourage awareness of what students
• Play audio 040 and have students listen and read. can do by having a class vote on which was the
Elicit the answers to the questions in the text. easier way to make a symmetrical design.
• Challenge Ask students to think of other things

they know which have symmetry or a repeating
pattern. They could give you examples from
nature.
CRITICAL THINKING CREATIVITY

Practice
2 Complete the designs. Place stickers and color.
• This tests students’ understanding of patterns
and sequences. They use the stickers to
complete the designs.
• Ask students to say whether each mask has
symmetry or a repeating design.
99
Language lab 2
GRAMMAR: BEST, WORST, MOST EXCITING …

compare th
to Giving opinions I will learn
my opinio
to give
GRAMMAR: BEST, WORST, MOST EXCITING … ings COMMUNICATION n.
using -est
/ more.
1Read. Underline 1 041

Listen and write.
the superlatives. good better the best
bananas cake cats cheese horses rabbits tigers
exciting more exciting the most exciting
Carnival, The most The cutest The tastiest food The most
Rio de Janeiro beautiful animal animal disgusting food
Kate horses
Carnival in Rio de Janeiro is the biggest Mike
celebration in the world! It’s also the most
famous and the most popular carnival.
There are lots of people dancing in the
2 Answer the questions.
streets. It’s very noisy, exciting, and colorful. What do you think is …
I think it’s the best party in the world! … the most beautiful animal? … the most disgusting food?
2 Read again. Then write.

… the cutest animal? … the most exciting sport?
3
noisy
more exciting Discuss your answers with a partner.
most colorful
I think English
3
is the most Giving opinions: I think …
Work in groups of three. Read and answer. MATH interesting subject
at school.
Oh no, I disagree.
Science is my
Talking about favorites: Math is
ZONE favorite subject.
my favorite!
Agreeing: I agree, math is my
Take out a crayon. Measure. Compare and write. Use the words favorite subject, too!
My crayon is cm. long and short. Disgreeing: Oh no, I disagree.
’s crayon is cm. My crayon is
’s crayon is cm.
52 fifty-two fifty-three 53
Lesson flow
Warm up Lesson Presentation Production Math Objective

• Play audio 032 and have students sing along and

LESSON OBJECTIVE
do the actions.
I will learn to compare things using -est / most. • Challenge Play the audio again and have students
stand up when they hear a comparative adjective.
KEY LANGUAGE
Lesson objective
It’s the best.
It’s the most colorful.
learn to compare things using -est / most.
Warm up
• Involve Students will learn how to compare
• Have students stand up and remind them of the different things and give their opinions using the
actions for the song on page 43. superlative forms of adjectives.
100
Presentation
Production
MATH ZONE
1 Read. Underline the superlatives.
3 Work in groups of three. Read and answer.
(Answers: Carnival in Rio de Janeiro is the biggest
• Put students in groups. Each group chooses
celebration in the world! It’s also the most famous
a color and all students find a crayon of that
and the most popular carnival. There are lots
color (use crayons or pencils because they
of people dancing in the streets. It’s very noisy,
are more likely to differ in length than pens
exciting, and colorful. I think it’s the best party in
or markers). They each measure their crayons
the world!)
with a ruler and write the length. They then
• Activate prior knowledge Review the comparative write comparative and superlative sentences to
forms students learned in Language lab 1. On compare the crayons.
the board, write adjectives which take each of the
• Have all the groups compare their results and
different forms and elicit the comparatives.
find out who has the longest crayon in the class
• Challenge Ask students to use their knowledge to and who has the shortest.
guess which of the adjectives take the -est, -iest,
• Challenge Ask students to add up the
and most forms and which are irregular.
combined length of their group’s crayons
• Assist Have students clap the syllables of in millimeters and then compare with other
the adjectives to help them remember which groups to find out whose combined length is
comparative form they take. the longest and shortest.
• Ask students to look at the grammar box and
check their answers to the challenge step. Objective review
• Students read about the Rio de Janeiro Carnival • Revisit the lesson objective. Say Now I can
and underline the superlative forms in the text. compare things using -est / most.
Production
can do by lining them up at the front of the class
2 Read again. Then write. and telling them to get into height order (if you
(Answers: noisier – the noisiest, exciting – the most have a very large class, do this in several groups)
exciting, colorful – more colorful) and saying who’s the tallest and the shortest.
• Tell students to use the grammar box to write the
missing forms of the adjectives.
• Assist Remind students to think about the length
of the adjective to help them decide which form it
takes.
• Extra Ask students to look through the unit at
all the different festivals and then decide in pairs
which they think is the most colorful, the most
beautiful, the noisiest, the most interesting, and
the best. Then have them discuss their ideas with
a partner.
101
Giving opinions
COMMUNICATION

compare th
to Giving opinions I will learn
my opinio
to give
GRAMMAR: BEST, WORST, MOST EXCITING … ings COMMUNICATION n.
using -est
/ more.
1Read. Underline 1 041

Listen and write.
the superlatives. good better the best
bananas cake cats cheese horses rabbits tigers
exciting more exciting the most exciting
Carnival, The most The cutest The tastiest food The most
Rio de Janeiro beautiful animal animal disgusting food
Kate horses
Carnival in Rio de Janeiro is the biggest Mike
celebration in the world! It’s also the most
famous and the most popular carnival.
There are lots of people dancing in the
streets. It’s very noisy, exciting, and colorful. What do you think is …
I think it’s the best party in the world! … the most beautiful animal? … the most disgusting food?
2 Read again. Then write.

… the cutest animal? … the most exciting sport?
3
noisy
more exciting Discuss your answers with a partner.
most colorful
I think English
3
is the most Giving opinions: I think …
Work in groups of three. Read and answer. MATH interesting subject
at school.
Oh no, I disagree.
Science is my
Talking about favorites: Math is
ZONE favorite subject.
my favorite!
Agreeing: I agree, math is my
Take out a crayon. Measure. Compare and write. Use the words favorite subject, too!
My crayon is cm. long and short. Disgreeing: Oh no, I disagree.
’s crayon is cm. My crayon is
’s crayon is cm.
52 fifty-two fifty-three 53
Lesson flow

objective review
Warm up
LESSON OBJECTIVE
• Have students walk around the classroom in
I will learn to give my opinion. pairs comparing different classroom items using
comparative and superlative forms.
KEY LANGUAGE • Monitor Go around the class monitoring students’
I think … . exchanges. Encourage them to correct each other
as well.
My favorite is … .
I agree, … .
Lesson objective
Oh no, I disagree.
learn to give my opinion.
102
• Involve Students will learn how to give opinions
COMMUNICATION
about their likes and favorite things and agree and
disagree. Production
3 Discuss your answers with a partner.
Presentation
• Students discuss their answers to Activity 2 in
• Choose some books that students know well and pairs using the audio in Activity 1 as a model.
have them on the desk in front of you. Show each Encourage students to disagree politely and
one to the class. Choose one and say This is my with respect for other people’s opinions and
favorite. Tell students to stand up if they agree preferences.
and stay sitting down if they disagree.
• Assist Play audio 041 before students start and
• Have students read the grammar box and look at draw their attention to the grammar box.
the examples of giving opinions and respectfully
• Challenge Help students who are preparing for
disagreeing.
the Pearson Test of English for Young Learners
• Challenge Invite a student to the front of the class (PTEYL) Quickmarch exam. Having them write
to show their favorite book to the class. Encourage out their answers in full will prepare them for
students to say I agree or I disagree. When they Reading and Writing, Task 6.
disagree, encourage them to give their preference,
e.g., I disagree. I think X is better.
Objective review
Practice • Revisit the lesson objective. Say Now I can give my
1 041 Listen and write. opinion.
(Answers: Kate: horses, rabbits, –, bananas; • Involve Encourage awareness of what students
Mike: tigers, cats, cake, cheese) can do by asking them to share what they learned
about their partner during the communication
• Tell students they are going to listen to two
activity.
children talking about their opinions. Let them
read the chart before they begin so they know the
categories the children are discussing.
• Play audio 041. Ask students to fill in their answers
and then play the audio again for them to check.
Production
• Students write their answers to the questions.
• Assist Brainstorm words for each category to help
activate prior knowledge and write the lists on the
board.
• Differentiation Give fast finishers other categories
to think about, e.g., the most interesting school
subject, the tastiest food, the best place to visit,
etc. to review prior learning.
103
Project and Review
CREATE A FESTIVAL PARADE

Create a festival parade
Step 2
Step 1
How can you make them? Which was the most colorful?
Plan Create your props. Present your class

festival parade.
Research Design symmetrical and
What props do you need? Rate the groups.
repeating patterns on
What kind of festivals your items. The most colorful group
Choose two props to make
are there? The noisiest group
for your parade. Give
your opinion. The most beautiful masks
Research different festivals
The most exciting parade
and celebrations. masks
The most interesting theme
Carnival (Brazil and Italy) headdresses Compare your answers with

a partner.
Day of the Dead (Mexico)
kites I think Oh no, I think
Compare. Group A was Group C was
Thanksgiving parade (USA) the most the most
musical colorful. colorful.
Your mask is more
instruments colorful than mine.
Choose a theme for your
parade in groups.
.
Now I can ..
other: Your shaker is noisier
than mine!
I think a carnival theme is fun.
I think masks are best.
… say words that
I like a movie theme. They are really fun.
describe things.
I think … compare two or

Write. more things using
musical
instruments Create a festival dance more and -er.
Our theme is . are exciting with your friends. … compare things
and noisy!
using most and -est.
I agree! … ask and answer

about objects.
54 fifty-four fifty-five 55
Lesson flow
objective review

I will create a festival parade. • Introduce the lesson objective. Say Today I will
create a festival parade.
Warm up
• Involve Students will think about festival themes
• Brainstorm all the adjectives students have
and make props for their own parade. They will
learned in this unit. Ask students to compare
have a festival parade in class and describe and
different things using the adjectives.
compare each group’s parade.
• Involve Ask students to think about the different
festivals they have looked at during the unit. Ask
them to give their opinion about their favorite
festival in pairs.
104
Step 1
• Challenge Students can write a summary of the
Research class’s festival parade comparing the different
• Students research different festivals and groups.
celebrations around the world. They think of
festival themes and choose one. They use the unit At home
vocabulary to share their ideas.
Create a festival dance with your friends.
• Differentiation Students can research a festival
• Have students create a festival dance with their
they have already learned a little about in the
friends and/or family. If possible, have them video
unit. Encourage stronger students to choose a
themselves doing the dance to show the class.
different festival to research.
They can use language from Unit 1 to describe the
• Assist Help students find inspiration for possible actions in their dance.
themes by showing them images of festival
parades around the world. Now I can …
Step 2
examples. Ask students to repeat and then check
Plan understanding.
• Students choose two props they want to use in • Involve Ask students to think about how they feel
their group’s parade. They give their opinions about these statements. Have students draw four
about their favorite types of props. They use the light bulbs in their notebooks and for each light
language from page 53 to give their opinions and bulb draw light lines coming from them to show
agree and disagree. how confident they are about each statement.
• Monitor Go around the class as the groups work The more light lines they draw, the more confident
and ensure that they are agreeing and disagreeing they feel.
fairly and respectfully. • Monitor Have students choose the statement they
Step 3 are the most confident about. Then have students
tell the rest of the class. Make notes of the
Create statements that the fewest students choose and
• Materials: (per group) construction paper, make sure you review this content in the future.
markers, paint, glue, craft feathers, string, potato
chip tubes or plastic bottles, dry rice or lentils (for Objective review
shakers), craft sticks or paper straws (for kites) • Revisit the lesson objective. Say Now I can create a
• Students create their chosen props for the parade. festival parade.
They compare their items using the comparative • Involve Encourage awareness of what students
adjective forms. can do by asking them questions about their
• Refer students back to page 51 and the Experiment parades, e.g., Which group was the most colorful?
lab lesson about symmetry and patterns. Which group was the noisiest?, etc.
Encourage students to decorate their props with
Assessment pack
symmetrical or repeating pattern designs.
• For grammar and vocabulary assessment, have
COLLABORATION students complete the Practice and Unit tests in
This activity encourages Collaboration. For further the Assessment Pack.
support download our Collaboration checklist. Pearson English Portal games
Step 4 Go to the Pearson English Portal and click on
Show and tell “Resources,” then “Games” for a class game
about festivals.
• The class has a festival parade in groups. If
possible, have the parade in a large area such
as the schoolyard or gym. Invite other classes in
the school to come and watch.
• Afterward, students assess and rate each other
by choosing a category for each. Make sure each
group in the class is given one of the positive
ratings in the chart. If there are more than five
groups, think of more categories for them. They
then compare their ratings with a partner.
105
UNIT 3: CELEBRATIONS!
1 Complete the sentences. 5 Write three sentences comparing the backpacks.

(Answers: 1 relaxing, 2 happy, 3 exciting, 4 noisy) • Students write sentences to describe the backpacks
in Activity 4.
2 Choose two words from 1. Tell a partner about
an experience. 6 Read your sentences to a partner. Find someone
who wrote the same sentences as you.
3 What’s next? Look and complete.
(Answers: 1 , , 2 , , 3 , ) Story lab
• In this coding activity, students use pattern 1 029 Match and number the speech bubbles.
recognition to complete sequences. Then listen and check.
4 026 Listen, read, and circle. (Answers: 1 9, 2, 5, 2 3, 8, 7, 3 4, 10, 4 6, 1)
(Answers: 1 festival, 2 noisy, 3 big) • Students do this activity in pairs with their
Student’s Books closed. Once completed, let them
Describing things use their Student’s Books to check their answers.
1 Look and match for you. 2 Look at the story. What’s Ellie dressed as?
(Answers: (Neutral adjectives in parentheses Check .
could be in any section depending on students’ (Answer: cat)
preferences) Positive: colorful, exciting, fun,
3 Read and circle T (True) or F (False).
interesting, relaxing, tasty; Both: colorful,
noisy, quiet; Negative: boring, disgusting, hungry, (Answers: 1 T, 2 F, 3 T, 4 T, 5 F)
thirsty) 4 Look. Write sentences to compare the characters.
2 What numbers are missing? Look and complete. 5 Make stick puppets of the characters.
(Answers: = 3, = 2, = 5; final problem = • Materials: construction paper, markers, popsicle
523 + 352 = 875) sticks
• In this math activity, students look at the column • Students make their puppets based on the
additions to figure out the symbols. characters’ costumes in the story.
3 Act out the words in 1 for your partner to guess. 6 Act out the story with your stick puppets.
7 Make your own story book. page 117
Extra vocabulary
• In this coding activity, students learn to arrange
4 027 Look and label. Then listen and check.
the pages in the same order as the story.
(Answers: 1 d fireworks, 2 c float, 3 a lanterns,
4 b parade)
along the cut lines to create two strips of paper.
• New vocabulary is presented and practiced in this Then they fold each strip along the fold lines.
activity to stretch students (float, lantern, parade). • Students use the prompts to write their story and
Language lab 1 draw pictures.
1 Read and circle. • Students can use their storybooks to retell the
story to their families and friends.
(Answers: 1 noisier, 2 better, 3 more colorful,
4 smaller, 5 happier, 6 more exciting) Phonics lab
2 Write sentences about the pictures. 1 030 Write. Then listen, check, and say.
(Answers: 1 The elephant is bigger than the (Answers: 1 cake, 2 rice, 3 five, 4 name, 5 bike,
mouse., 2 Debbie is older than Tom., 3 The 6 game, 7 kite, 8 cage)
butterfly is more colorful than the moth., 4 The 2 031 Listen and number the pictures.
cake is tastier than the potato chips./Student’s own
(Answers: a 3, b 7, c 2, d 5, e 8, f 4, g 1, h 6)
answers)
3 Listen again and chant in groups. One group
3 Write the names of two friends. Think of
chants a_e words, the other group chants
sentences to describe them. Use the words.
i_e words.
4 028 Listen and circle Jake’s backpack.
(Answer: c)
106
Experiment lab PROJECT AND REVIEW
1 032 Which mask is Gianni’s? Check . 1 Complete the sentences about your festival
(Answer: 3) parade.
2 Color and complete the masks. • Student’s think about the project they completed
in their Student’s Books and complete the
(Answers: Students color the masks in the same
sentences.
colors that have been used on the left side of each
mask.) 2 Complete your project report.
• Students can use the information in Activity 1 to
• Students apply their knowledge of symmetry and
complete their report.
repeating patterns to complete the masks.
• Have students read the example report.
Experiment time • Students can take a photo of their class’s festival
1 Think about your experiment. Complete and then parade or their props from the parade and add it
compare with a partner. to their report.
• In this activity, students reflect on their 3 Present your report to your family and friends.
experiment. • Students describe what they did and their festival
2 Write your report. parade to their family and friends.
• Students can use the information from the 4 Think about your project and color.
experiment in their Student’s Books to write their 5 Talk about festivals with a partner. Agree and
report. disagree.
• Students use the example text as a model. 6 Order the words to make sentences.
Language lab 2 (Answers: 1 Our town’s festival is the most boring
festival in the world!, 2 Carnival week is more
1 033 Listen to Greg talking about his hobbies.
exciting than a normal week., 3 The food is tastier
Then match.
than last year., 4 Do you like noisy festivals the
(Answers: playing drums: noisy, exciting, yoga: best?)
relaxing, quiet, cooking: good, tasty)
7 Read and answer.
2 Read and complete the information.
Answers:
length height theme

Oak School 8 meters 6 meters movies
Castle School 7 meters 9 meters animals
Park School 5 meters 10 meters cities
• Students do the coding activity with if/else

conditionals to complete the information in the
chart.
Giving opinions
1 034 Listen to the book club. Which book do
they all like the best?
(Answer: Charlie and the Chocolate Factory)
2 Listen again. Write the words to describe each
book.
(Answers: Wonder: interesting, sad; Charlie and
the Chocolate Factory: sad, exciting, amazing,
good; Pippi Longstocking: bad, boring, funny)
• Remind students that they will hear some of the
words in the word box in the comparative or
superlative form in the audio.
3 Do you agree or disagree with each statement?
Write your opinion, then compare with a partner.
107
4 Blast off!
OBJECTIVES
Reading
• Reading comprehension – Can understand basic factual statements relating to pictures or simple texts.
• Reading comprehension – Can understand the main ideas in simple informational texts, if supported
by pictures.
Listening
Speaking
• Spoken process and strategies – Can say simple tongue twisters and other types of playful language.
Writing
• Writing production – Can write simple sentences to describe what’s happening in a sequence
of pictures.
KEY LANGUAGE
astronaut The sounds /oʊ/ as in explodes He worked in space.
breathe bone and /ju/ as in cube gas I didn’t travel in space.
float bone rockets Did he travel to the Moon?
launch cube shuttle Yes, he did. / No, he didn’t.
live cute Where did you work?
rocket stone I worked on the ISS.
satellite
space
space station
study
travel
work
108
PROJECT: CREATE A PUPPET SPACE JOURNEY
Students will think about actions and words related to space travel. They will research an astronaut and
find out what he/she did in space. They will create shadow puppets of the astronaut and his/her transport
and destination. They will perform and narrate the space journey with their puppets.
Materials: card, scissors, glue, popsicle sticks or chopsticks
EXPERIMENT LAB: ROCKETS

Students will learn about rocket technology. They will create rockets and find out how to create thrust to
launch them into the air.
Materials: plastic bottles (with sports lid), pitcher, water, fizzy antacid tablets

games.

• Students will learn about data structures and use them to decipher codes.
MATH
Students will order years.
VALUES AND SOCIAL-EMOTIONAL LEARNING: SPEND TIME WITH FRIENDS

Students will appreciate the importance of spending time with friends and family.
Preparation: Have students record their screen time activity for a week before they have the lesson on
page 67.
CREATIVE ACTIVITIES
This feature occurs in each Vocabulary lesson and
encourages students to process new vocabulary
through drawing and writing.

astronaut launch
Create an alien mask.

This encourages students to use their creativity and coding skills in a fun, collaborative situation.
GLOBAL AND CULTURAL CITIZENSHIP: SPACE EXPLORATION

Students will learn about Russia – the development of space exploration and cultural festivals.
109
How can I create a puppet space journey?
OPENER
4 Blast off!
How can I create a puppet space journey?
3 Press out the
1 Look at the picture. Discuss.

cards. Play Pairs.
See What can you see? Think What’s out there?

Wonder What do you think you can see in the other direction?
4 042
SO N G
TIME Rocket in the sky
We launched the rocket to the Moon. rocket
2 Which of these activities are different in space? Circle.
Goodbye Earth, see you soon!
We walked on the Moon in white space suits.
a b c d e
We floated in our big space boots.
We are coming home soon.
Wave goodbye to the silver Moon. (x2)
walk work eat travel breathe

float
56 fifty-six fifty-seven 57
Lesson flow

Warm up
LESSON OBJECTIVE
• Point out the unit title, Blast off! Introduce the
I will learn about space and create a puppet space meaning of the words and the theme of the unit
journey. with a TPR activity. Count down from 10, say Blast
off!, and have students jump up in the air.
KEY LANGUAGE • Assist Ask students what action words they know
breathe and write them on the board.
eat • Mime actions and elicit the words for walk and
travel eat and pre-teach breathe, travel, and work using
mimes. Have students copy the actions and repeat
walk
the words.
work
110
• Play Teddy says. Explain to students that if Teddy
CRITICAL THINKING
says do an action, then they should do the action,
but if Teddy does not say do the action, then they Practice
should not move. 2 Which of these activities are different in
• Challenge Repeat the game with a confident space? Circle.
student leading. • Ask students to think about the question
• Assist If any students in your class have limited individually and then discuss their answers in
mobility, adapt the actions so they are achievable pairs. They can then share their ideas with the
for everyone. class.
• Assist Give students English translations for
CRITICAL THINKING their suggestions, but don’t expect them to
• Ask students How can I create a puppet space remember them at this point.
journey? and elicit ideas. Tell them they will use • Extra Have students mime the actions in pairs
what they learn in the unit to make a puppet either as though they were doing the action in
show story about a space journey. space or on Earth. Their partner has to guess
• Involve Next, ask students to think about what what they are doing and where they are: Earth
they will learn so that they can complete the or space.
project in English (words for actions and things
in space). Ask them to discuss ideas with their COMMUNICATION
partner.
Practice
• Assist Go around the class and ask each
student to share one idea. Write the ideas on 3 Press out the cards. Play Pairs.
the board. Encourage students to use English, • Students use the cards to play a game of Pairs.
but also accept ideas in L1. They turn all the cards face down and take
turns turning two cards over to find matching
• Involve Students will learn about actions people pairs (with the same activity done in space and
do in space and how to describe things in space on Earth), e.g., walk and walk. If they don’t
by learning action words for things people do in find a pair, they turn both cards back over and
space and learning about items in space. continue. The winner is the student with the
most cards at the end.
Lesson objective • Extra Students can play other games such as
• Introduce the unit objective. Say In this unit Snap or What’s missing? with the cards.
I will learn about space and create a puppet
space journey. Song
COMMUNICATION CRITICAL THINKING dance.
Presentation • Play audio 042. Have students listen and read
1 Look at the picture. Discuss. along with the song quietly.
• This is a See, Think, Wonder visible thinking • Play the audio again. Have students sing along
routine. Students follow the steps and discuss and show them the actions. You may need to
the questions in pairs. repeat the song with actions a few times for
students to remember.
• Assist Give an example of each step of the
routine. See: What can you see? I can see • Actions are: First verse: crouch and jump up in the
stars. Think: What’s inside? I think there are air for launch, Second verse: walk as if floating on
computers inside. Wonder: What do you think the Moon, Third verse: wave goodbye.
you can see in the other direction? I think you • Assist If any students in your class have limited
can see the Earth. mobility, adapt the actions so they are achievable
• Challenge Extend the visible thinking discussion for everyone.
by asking students who they think took the
Objective review
photos of the astronaut and space station and
how. • Revisit the lesson objective. Say I’m starting to
learn about space.
• Involve It is useful to return to this activity near
the end of the unit and see how much more • Involve Encourage awareness of what students
students can say about each question. already know and what they have learned about
the topic so far.
111
What’s in space?
VOCABULARY
What’s in space? I will learn

space word
4 044
Listen and check .
VOCABULARY s.
1 a b 2 a b

043
5 Do the quiz. Circle.

What do you know about space?!
1 What’s the name of a person who 2 How do you travel to space?
1 space 2 astronaut 3 space station 4 rocket travels and works in space? A on a bus
A a police officer B in a rocket
B an astronaut C in a helicopter
C an alien
3 How do you breathe 4 What is the International Space

5 satellite 6 work 7 launch 8 travel in space? Station (ISS)?
A normally A a large satellite where astronauts
B you don’t live, work, and study
C with an oxygen B a planet
pack C the Moon
9 live 10 breathe 11 study 12 float

6 Use words from this 7 Make your own picture
3 Sort the words from 2. Compare your answers with a partner. lesson to write sentences for dictionary. Draw space words
a partner. Read and act. and activities you know.
Actions Space things
Are you launching a rocket?
No.
astronaut launch
58 fifty-eight fifty-nine 59
Lesson flow
Warm up
LESSON OBJECTIVE
• Put students in pairs and give each pair a bundle
I will learn space words. of small sticks (e.g., toothpicks). Tell them they
are going to make letters with the sticks. Let them
KEY LANGUAGE practice forming letters by having them write their
names with the sticks.
astronaut satellite
• Assist Demonstrate spelling a word using sticks
breathe space
before students start and show them the easiest
float space station
way to make each letter. Point out that they can
launch study only use uppercase letters and cannot break their
live travel sticks.
rocket work • Say one of the words from the Opener. Students
race to be the first to write out the word using their
sticks. Award points for correct spelling and speed.
The pair with the most points wins.
112
• Extra Have students make a crossword with their Practice
sticks in pairs. They take turns making a word and 4 044 Listen and check .
then the next player makes a word using one of
(Answers: 1 b, 2 a)
the letters in the previous word.
• Point at each of the children and ask What are
Lesson objective they doing?
• Introduce the lesson objective. Say Today I will • Play audio 044. Students check the pictures.
learn space words. • Challenge Have students describe in pairs what’s
happening in the pictures they didn’t check.
• Involve Students will learn and practice 12 new
words that relate to actions we do in space and Practice
items in space. 5 Do the quiz. Circle.
(Answers: 1 B, 2 B, 3 C, 4 A)
Presentation
1 Look at 2. Check the words you know in English. • Have students complete the quiz in pairs.
• Activate prior knowledge To activate prior • Challenge Challenge fast finishers to write another
knowledge, students look at the pictures and question for the quiz for a partner to answer.
read the words and check any they already know COMMUNICATION
in English.
Production
• Have students compare the words they checked
in pairs. 6 Use words from this lesson to write sentences
for a partner. Read and act.
Presentation • This activity is based on the Benchmark “read
2 043 Listen, point, and repeat. and act” exam question-type.
• Point at each of the actions in the photos and • Students write a sentence using the vocabulary
encourage students to mime each one. from this lesson. In pairs, students then read
• Play audio 043. Students listen, point at the and act out their partner’s sentences.
actions, and repeat the words. • Digital literacy If students have access to
• Extra After Activity 1, call out a number smartphones, digital cameras, or tablets,
and encourage the class to respond with the tell them to film each other acting out the
corresponding word. Encourage students to do sentences. Collate all the video clips and show
actions where possible. Talk about the verb float them to the class.
and ask students to name other things that float,
e.g., bubbles, lanterns (in Unit 3). CREATIVITY
CRITICAL THINKING Picture dictionary
7 Make your own picture dictionary. Draw space
Practice
words and activities you know.
3 Sort the words from 2. Compare your answers
with a partner.
they started in Unit 1 – see page 13 for
(Answers: Actions: work, launch, travel, live, reference.
breathe, study, float; Space things: space,
astronaut, space station, rocket, satellite)
Book, then write the new words on the board.
• Have students sort the words individually into Ask students to close their Student’s Books and
the categories and then compare their answers encourage them to use their imagination to
with a partner. draw the new words in their notebooks.
• Differentiation Make sure less confident • Encourage students to copy the words neatly
students understand what each category under the pictures they draw.
means and give examples for the words that
• Differentiation See TE page 12 for ideas.
would go in each one. Ask fast finishers to think
of any other words in English they know that
could go into the categories and then share Objective review
their ideas with the class. • Revisit the lesson objective. Say Now I know space
words.
• Involve Encourage awareness of how students
have used their knowledge to complete a quiz and
write sentences related to space.
113
Language lab 1
GRAMMAR: HE / SHE ____ED

talk abou
to 4 Read and complete the paragraph with the correct form
GRAMMAR: HE / SHE ED. t the of the action words.
past using
-ed.
Dr. Mae
Dr. Jemison
Mae Jemison
1 045
Watch. What did Chris Hadfield do in space? Check .
Dr. Mae Jemison is an astronaut and doctor. At the age of 16,
a b c
Mae Jemison 1 (start) at Stanford University,
where she 2 (study) engineering. She
3 (not stop) there! She then 4
(decide) to study medicine at Cornell University. She
5 (work) as a doctor in Africa and then
6 (return) to the United States and
7 (train) as a mission specialist with
NASA. She 8 (travel) in space on
a U.S. shuttle in 1992. She 9 (not
visit) the Moon, but she 10 (be)
the first African American woman in space!
5 046
Put the years in order. Then listen, check, and repeat.
2 Read and match.
1 Chris Hadfield walked a the guitar in space.
MATH 1999 1969 2012 1895 2025 1976 2106 1902
2 Chris Hadfield didn’t b in space. study – stud ZONE
ied
3 He played c walk on the moon.
3 Complete the sentences with the

past of the action words.
Now
He works in space.
6 Play Story Chain.
1 She (not study) Moon rocks. I don’t travel in space.

The rocket
Past launched The rocket launched
2 They (travel) to the Moon. last week. Then the
He worked in space. last week.
astronauts traveled
I didn’t travel in space. to the space station.
60 sixty sixty-one 61
Lesson flow
Warm up Lesson Video Presentation Practice Practice Practice Math Production Objective
Warm up
LESSON OBJECTIVE
• Do a TPR activity. Have students stand in line in
I will learn to talk about the past using -ed. front of the board. Write Yes on one side of the
board and No on the other. Make sentences using
KEY LANGUAGE the Vocabulary lesson, e.g., Astronauts travel in
rockets. You don’t float in space. You can live in
He worked in space.
space., etc. Students jump to the Yes side if the
I didn’t travel in space. sentence is true and to the No side if it’s false.
• Involve Ask more confident students to lead the
activity in smaller groups.
• Extra Play the song from page 57 again, track 042,
and encourage students to do the actions.
114
• Before students do the reading text activity,
Lesson objective
pre-teach the verbs train and decide.
• Assist Review the structure of the simple past of
learn to talk about the past using -ed.
the verb be before students do the last gap.
• Involve Students will learn how to talk about past • Extra Ask students to talk in pairs about other
actions using regular simple past verbs. astronauts or space missions they know about.
• Digital literacy If students have access to the
Video internet, they could try to find video clips or
1 045 Watch. What did Chris Hadfield do in interviews with Dr. Mae Jemison. Help them decide
space? Check . on an appropriate sentence to write in the search
(Answers: b, c) engine to get the right results.
• Talk about each of the pictures before playing the

video. Pre-teach the word gravity. Practice
MATH ZONE
• Play the video Famous Astronauts or audio 045. 5 046 Put the years in order. Then listen,
Ask students to sit and watch or listen quietly. check, and repeat.
• Challenge Pause the video or audio at different (Answers: 1895, 1902, 1969, 1976, 1999, 2012,
points and ask what is happening. 2025, 2106)
Presentation • Have students order the years. Then play audio

046 and have students listen and check their
• Show students the grammar box and read the
answers. Point out how we say the years in
examples.
chunks of two numbers, e.g., 19–76 and not as
• Assist Explain that the simple past form is the thousands, with the exception of 2000–2009.
same for all persons, i.e., + -ed in the affirmative
• Extend the activity by asking students what
and didn’t + infinitive in the negative. Explain that
year they were born, what year they started
not all verbs take this past form and they will learn
school, what year it is now, etc.
about irregular simple past verbs in Unit 5.
• Challenge Tell students to say the infinitive version COMMUNICATION
of the verbs in the grammar box. Elicit the verbs
from the Vocabulary lesson (the words that Production
students sorted as “Actions”). Ask students to form 6 Play Story Chain.
the simple past of these words with -ed. • Before playing the game, brainstorm verbs with
the class. Put all the verbs suggested with a
Practice
regular -ed past form on one side of the board
2 Read and match. and the irregular verbs on the other side. Briefly
(Answers: 1 b, 2 c, 3 a) explain that the verbs in the irregular list have a
• Tell students to watch or listen again and match different past form (don’t go into detail, but say
the sentence halves. Play audio 045 again. students will learn them in the next unit) and
then erase them. Make sure there are enough
• Differentiation Pause the video or audio at the regular verbs to do the activity. Suggested
appropriate place for extra support. Ask confident verbs: visit, travel, walk, talk, study, float,
students to do the task from memory and then use launch, play, paint, live, like, look, breathe,
the video or audio to check their answers. jump, start, finish.
Practice • Students play the game in groups. The first
3 Complete the sentences with the past of the player makes a simple past sentence about
action words. space travel. The next player repeats the
sentence and makes a new one. They continue
(Answers: 1 didn’t study, 2 traveled)
the story until someone forgets it.
• Students use the grammar box to complete the
sentences with the verbs in the simple past form. Objective review
Practice • Revisit the lesson objective. Say Now I can talk
4 Read and complete the paragraph with the about the past using -ed.
correct form of the action words. • Involve Encourage awareness of what students
(Answers: 1 started, 2 studied, 3 didn’t stop, can do by showing them flashcards of the actions
4 decided, 5 worked, 6 returned, 7 trained, from page 58 and having them make sentences
8 traveled, 9 didn’t visit, 10 was) with the simple past form.
115
Story lab
READING

a
about a sp story
5 The rocket landed and
we walked on the Moon!
7 Wow, did you really travel in space?
READING ace trip.
1 Listen and read. Where

047
3
were Ellie and Max? We entered a space rocket …
Space trip We floated – it

was awesome!
I think so!
1 Wow!
Where are Ellie and Max? 8 No, you didn’t! Look,
it’s a space simulator!
6 What happened next?
It was very
realistic!
And the countdown started.
We landed
Then the rocket launched We opened the rocket Can we have a turn?
back on Earth.
I don’t know. They were 4 and we blasted into space! door and here we are!
here 10 minutes ago.
2 Where
were you?
2 Program the
space simulator. Place CODE CRACKER
the stickers in order.
We were Where did you go?

We didn't travel to
in space! A space station?
a space station, we
traveled to the moon!
No way!

62 sixty-two sixty-three 63
Lesson flow
Warm up Lesson Pre-reading Reading Code Cracker Act out Objective

• Differentiation Less confident students can act

LESSON OBJECTIVE
out the words as well as using simple sentences to
I will read a story about a space trip. describe them. More confident students can lead
the activity.
Warm up
• Play Back to the board. Invite one student to Lesson objective
the front of the class to sit with his/her back • Introduce the lesson objective. Say Today I will
to the board. Write one of the words from the read a story about a space trip.
Vocabulary lesson on the board. The rest of the
class has to describe the word, without saying it, • Involve Students will listen to and read a story
for the student at the front to guess. about a space simulator. Explain what a simulator
is (an experience which offers an alternative
reality). They will use the information from the
pictures and the words to understand the story.
116
Pre-reading
what will happen in the story. Encourage them to
say the verbs they think they will hear. Write some
ideas on the board. Once you have read the story Act out
together, you can check these predictions.
Reading • Play the story audio 047 again. Pause after
1 047 Listen and read. Where were Ellie each line for students to repeat.
and Max? • Differentiation More confident students can
(Answer: in a space simulator) act as narrators and say Ellie’s and Max’s lines
while other students act them out.
• Read the question and encourage students to
predict the answer. Play audio 047 and have • Involve Have groups act out their version of
students listen and follow the story in their the story for the class. Encourage everyone to
Student’s Books. Check their predictions. applaud for each group’s efforts.
• Monitor Ask students questions to check their • Extra This would be a good place to use the
understanding. Point at each frame in the story Bug Club play, One-way ticket to Mars. Read
and ask Where are they? What happened? the story several times with the class and
Encourage students to use full sentences. encourage students to do actions as they listen.
Then have students work in groups to practice
a performance of the play. Have confident
Books. Hold up the story cards one by one and ask
groups perform the play in front of the rest
students to retell the story in their own words.
of the class.
Practice CODE CRACKER Objective review

2 Program the space simulator. Place the • Revisit the lesson objective. Say Now I can read
stickers in order. a story about a space trip.
(Answers: 1 a rocket taking off from the Earth, • Involve Encourage awareness of what students
2 the rocket landing on the Moon, 3 the can do by asking them what kind of simulator they
space simulator door opening onto the Moon would like to go in.
simulation, 4 a rocket taking off from the
Moon, 5 the rocket landing back on Earth)
• Tell students that the space simulator always
follows the same pattern of events as
experienced by Ellie and Max. They have to
give this information to the computer. This
action is called to program.
• Students use their stickers to put the events in
the correct sequence.
• Extra Have students work in pairs. Tell them to
act out the sequence in a different order. Their
partner says the new order. Have students
discuss why the other orders wouldn’t work.
117
Phonics lab
O_E AND U_E

long o an
the Experiment lab I will learn
rockets wo w
ho
d rk.
O_E AND U_E long u sou TECHNOLOGY: ROCKETS
nds.
EXPERIMENT TIME
1 048
Listen and repeat. Then write o or u.
Watch a video about space.
Make rockets!
1 050
Listen and read. Materials
Rockets fizzy antacid tablets
Rockets take people and things into glass pitcher
1 b ne 2 c be 3 c te 4 st ne space. To make a rocket launch, gas water mug
explodes out really fast and pushes it up. plastic water bottle
2 What’s the alien CODE CRACKER

That’s why rockets are noisy and you can
see fire coming out. Method
saying? Write. Find the
1 Fill the pitcher with water.
symbols for o and u. 1
Try it out! 2 Put in two tablets. Shake gently.
2 Blow up a balloon and let it go.
What happens? The air coming out
3 Watch. What happens?
1 2 3
fast pushes it up and away from 4 Put water and tablets in
3 you. This is a water bottle. Shake.
a b c d e f g h i j k l m basically how
5 Put the bottle, top down,
a rocket works!
in the mug.
Don’t eat !
n o p q r s t u v w x y z 6 Wait and watch. the tablets!
What happens?
Try it out!
Predictions Observations
3 Create an alien 4 049
Listen and chant. Rockets can only go into space and don’t
Tablets
mask. Write a speech return. Spacecraft use rocket technology
+ warm
bubble for your alien I traveled around the globe to launch into space but can return to
water
On a huge space probe. Earth. Some spacecraft take people to
in alien language. Tablets
And talked on my phone. and from the International Space Station.
+ cold
water
64 sixty-four sixty-five 65
Lesson flow
Warm up Lesson Presentation Code Cracker Production Chant Objective

Warm up
LESSON OBJECTIVE
• Review the sounds that students have learned in
I will learn the long o and long u sounds. the Phonics lab lessons so far: /æ/, /e/, /ɪ/, /ɑː/, /ʌ/,
/eɪ/, and /aɪ/. Elicit words for each sound and write
KEY LANGUAGE them on the board. Have the class say each one
and check pronunciation.
The sounds o_e /oʊ/ and u_e /ju/
• Play Bingo. Tell students to divide a sheet of paper
bone
in four sections and write a word with a different
cube
target sound in each section. Go around the class
cute and make a note of all the words students have
stone put on their Bingo boards. Call out the words in
random order. The first student to cross out all
their words wins.
118
• Assist Leave the words you brainstormed as
CREATIVITY
a class on the board for extra support.
Production
Lesson objective 3 Create an alien mask. Write a speech bubble
• Introduce the lesson objective. Say Today I will for your alien in alien language.
learn the long o and long u sounds. • Students make alien masks out of paper plates
or circles of card. They write a sentence in alien
• Involve Students will learn the sounds /oʊ/ and language on a speech bubble-shaped piece of
/ju/ through words that have those vowel sounds. card and attach it to their mask.
• Differentiation Students design their own
Presentation
alphabet code and then write a short sentence
1 048 Listen and repeat. Then write o or u. in their code on the speech bubble. For extra
(Answers: 1 o, 2 u, 3 u, 4 o) support, students can use the code from the
• Write the words bone and cube on the board. book and just write one or two words in their
Point at each and ask students to say the words. speech bubbles.
Point at the photos and elicit the words and the • Students mingle around the classroom wearing
missing vowel sound. their masks and figuring out each other’s
• Play audio 048 for students to listen and repeat. messages.
Play it again for students to check their answers.
• Play the Phonics Pronunciation video. Ask students Chant
to sit and watch quietly. Encourage students to 4 049 Listen and chant.
practice sounding out and blending the words like • Play audio 049. Have students listen and read
the speaker in the video. along with the chant quietly.
• Challenge Tell students to sound out and blend • Ask students to underline each of the words with
the words in Activity 1. Then ask them to think the target sounds. Explain that a probe is like a
of other words they know with the target vowel small rocket that doesn’t orbit the Earth but goes
sounds to sound out for a partner to guess and to investigate other planets and sends information
blend. back to scientists on Earth.
• Play the chant again and have students do the
Practice CODE CRACKER actions. Play the chant another time and have
students stand up when they hear words with o_e
2 What’s the alien saying? Write. Find the
and clap when they hear words with u_e.
symbols for o and u.
(Answers: 1 hello, 2 cute, 3 stone; The symbol Objective review
for o is an up arrow. The symbol for u is a • Revisit the lesson objective. Say Now I know the
spiral.) long o and long u sounds.
• Tell students that the alien speaks in an alien • Involve Encourage awareness of what students
language. They have to use the code to find can do by eliciting words with the target sounds.
out what the alien is saying. Tell them to figure
out and draw in the symbols for o and u.
• Extra Students write messages to each other
using the alien language.
119
Experiment lab
TECHNOLOGY: ROCKETS

long o an
rockets wo w
ho
d rk.
O_E AND U_E long u sou TECHNOLOGY: ROCKETS
nds.
EXPERIMENT TIME
1 048
Listen and repeat. Then write o or u.
Watch a video about space.
Make rockets!
1 050
Listen and read. Materials
Rockets fizzy antacid tablets
Rockets take people and things into glass pitcher
1 b ne 2 c be 3 c te 4 st ne space. To make a rocket launch, gas water mug
explodes out really fast and pushes it up. plastic water bottle
2 What’s the alien CODE CRACKER

That’s why rockets are noisy and you can
see fire coming out. Method
saying? Write. Find the
1 Fill the pitcher with water.
symbols for o and u. 1
Try it out! 2 Put in two tablets. Shake gently.
2 Blow up a balloon and let it go.
What happens? The air coming out
3 Watch. What happens?
1 2 3
fast pushes it up and away from 4 Put water and tablets in
3 you. This is a water bottle. Shake.
a b c d e f g h i j k l m basically how
5 Put the bottle, top down,
a rocket works!
in the mug.
Don’t eat !
n o p q r s t u v w x y z 6 Wait and watch. the tablets!
What happens?
Try it out!
3 Create an alien 4 049
Listen and chant. Rockets can only go into space and don’t
Tablets
mask. Write a speech return. Spacecraft use rocket technology
+ warm
bubble for your alien I traveled around the globe to launch into space but can return to
water
On a huge space probe. Earth. Some spacecraft take people to
in alien language. Tablets
And talked on my phone. and from the International Space Station.
+ cold
water
64 sixty-four sixty-five 65
Lesson flow

Warm up
LESSON OBJECTIVE
• Put the unit flashcards face down at the front of
I will learn how rockets work. the class. Have students take turns to come up and
choose a flashcard. Tell them not to show it to the
KEY LANGUAGE class. The rest of the class has to ask questions to
guess what it is, e.g., Is it a rocket? Can it float?, etc.
explodes
• Play the game in small groups. Students can
gas
secretly choose one of the items on page 58 rather
rockets
than use flashcards.
shuttle
Lesson objective
learn how rockets work.
120
• Involve Students will learn about rocket • Monitor Monitor students carefully and make sure
technology and how rockets work. They will make they DO NOT eat the tablets. You should handle
their own rockets and predict which variants will the tablets and put them in the bottles yourself.
make them launch further. • Ask students to look at the chart and make
predictions. Then carry out the experiment (see
Pre-reading
below) with each different variable with the class.
• If possible, project or show students a video Students check their predictions.
clip of a rocket launch. Elicit what students can
• Ask students to come up with their bottles in turn.
see. Provide any words needed, e.g., fire, gas,
They can pour water in to half fill the bottle. Break
explosion.
two tablets in half and put all the pieces in, close
• Play Rockets again with students. Have them the lid, making sure the pop-up sports lid is firmly
crouch down as low as possible. Count down from pressed down, and give students the bottle to
10 to 0. When you say Blast off!, students jump shake. Put it down in the jar, stand back and watch
into the air. Elicit how students push themselves it launch. If it doesn’t shoot up, allow at least
into the air. Accept answers in L1. three minutes to pass before checking the rocket.
• Go to the Pearson English Portal and click on • Challenge Ask students what happens when
“Resources” for more teaching resources about this you drop a tablet into a glass of cold water (it
topic, including a video about space. bubbles). Explain that the bubbles are made
because the tablet and the water react to make
Reading
gas bubbles. Repeat this with a glass of much
1 050 Listen and read. warmer water – you should see a difference in
• Differentiation Pre-teach vocabulary from the key the way the tablet reacts with the water. Ask how
vocabulary list if you think your students don’t yet students think that this reaction launches the
have the strategies for guessing unknown words in bottle.
a text. Let more confident students try and figure
out the meaning of unknown words from the text. Objective review
• Hand out balloons to the class to experiment with. • Revisit the lesson objective. Say Now I know how
Tell students to blow up the balloons and hold the rockets work.
opening closed. Before they release their balloons • Involve Encourage awareness of what students
for the first time, ask them to say what will happen can do by explaining what links them jumping
and what sound they’ll hear. Ask how students off the ground, the balloons flying around, and
think the balloons relate to rockets. the bottles launching like rockets (gas and force
• Play audio 050 and have students listen and read pushing off the ground).
and check their predictions.
• Extra If students have access to the internet, they
could research rockets and shuttles further.
Experiment time
Make rockets!
• You need one (500 ml or less) glass pitcher, a mug
or glass or jar that allows an upside-down bottle
to fit inside, with the lid touching the bottom, and
fizzy antacid or vitamin tablets. Keep the fizzy
antacid or vitamin tablets at the front and put
them in the bottles yourself. Give each student
or pair a small plastic bottle with a sports lid.
Go to an outdoor area. Do the experiment as a
demonstration with the students’ prepared bottles
rather than letting students experiment on their
own.
121
Language lab 2
GRAMMAR: DID HE / SHE …?

about the to ask I like to … I will learn
about the
to talk
GRAMMAR: DID HE / SHE …? past using COMMUNICATION weekend.
Did he / sh
e ...?
1Read and write N (Neil) or T (Tim). 1 Listen and complete.

051
1 Did you walk on the Moon? Check for Tariq and Annie. Tariq Annie
Neil Tim No, I didn’t.
Visited Played Painted Played video Watched Studied
2 Where did he travel? family sports games TV
He traveled to the Moon.
Annie
3 Did you walk on the Moon? Tariq
Yes, I did. You
4 Where did he work? Your friend

the Moon, 1969 International Space He worked on the ISS.
Station, 2015 2 Complete the table in 1 for you. Then ask a partner. Check .
How was your weekend? It was good! I visited family and played sports.
Did he travel to the Moon? I didn’t play video games on my tablet.
Yes, he did./No, he didn’t
Where did you work? Spend time with friends.
I worked on the ISS. Values
walk work
3 What do you like to do? How much time do you do it?
2 Match. 3 Look at 2. Ask and
Question word Answer about … answer questions about 1 What do you like to do?
1 Where a a time with a partner.
Play video games Look at social media
2 When b a reason Where did
Tim work? Watch video clips on the
3 What c a person On the ISS.
internet Text friends
4 Who d the way to do
something Record how many hours you do each activity for a week.
5 Why
e a place Add up your total screen time.
6 How
f a thing or an action
66 sixty-six sixty-seven 67
Lesson flow

objective review
Warm up
LESSON OBJECTIVE
• Play a drawing game. Slowly draw vocabulary
I will learn to ask about the past using Did he / items from this unit on the board and elicit what
she …? they are. Invite students who guess correctly to
come to the front and draw.
KEY LANGUAGE • When all the items have been drawn, have
Did he travel to the Moon? students say which are verbs. Elicit the simple past
form of the verbs.
Yes, he did. / No, he didn’t.
Where did you work?
Lesson objective
I worked on the ISS.
• Introduce the lesson objective. Say Today I
will learn to ask about the past using Did he /
she …?
122
• Involve Students will learn how to ask simple past
COMMUNICATION
questions and give short answers.
Production
Presentation 3 Look at 2. Ask and answer questions about 1
• Show students the grammar box and how to with a partner.
ask questions using the simple past. Read the • Tell students to work with a partner and ask
examples. and answer about the astronauts in Activity 1.
• Explain that the main verb stays in the infinitive • Digital literacy If students have access to the
form and, like with the negative form, it is the internet, tell them that the information in
auxiliary verb do which takes the past form did. Activity 1 is based on astronauts called Neil
• Assist Ask students to give you examples of Armstrong and Tim Peake. In pairs, one student
simple present questions with do. Then show how can research more information about Neil
they can make the sentences simple past just by Armstrong and the other about Tim Peake and
changing do to did. then ask and answer one another’s questions
about what they discovered.
Practice
• Extra Play 20 questions. Students work in small
1 Read and write N (Neil) or T (Tim).
groups. Tell students to think of a famous
(Answers: 1 T, 2 N, 3 N, 4 T) person. They have to ask questions to discover
• Tell students to read about the two astronauts the identity of the person. Alternatively, write
and then use the information to identify who the the names of famous people students all
questions and answers are about. know on sticky notes. Place the sticky notes on
students’ foreheads. They have to ask questions
• Monitor Check answers with the class. Refer
to discover who they are.
students back to the grammar box if needed.
• Monitor Monitor students’ question formation
• Extra Have students work in groups. Ask students
as they play. Encourage them to ask questions
to act out each of the sentences for their group to
about the past using the simple past.
guess.

2 Match. • Revisit the lesson objective. Say Now I can ask
(Answers: 1 e, 2 a, 3 f, 4 c, 5 b, 6 d) about the past using Did he / she …?
• Brainstorm question words with the class. Write • Involve Encourage awareness of what students
each one of the board. Ask students to make a can do by having them ask each other questions in
question with each of them. the simple past.
• Tell students to think about what information each
question word is asking about. Then have them do
the matching activity.
• Differentiation Leave example questions for each
of the question words on the board for extra
support. As an extra challenge, focus on How and
elicit what other words can follow to change the
question word’s intent (old, long, many, etc.).
123
I like to …
COMMUNICATION

about the to ask I like to … I will learn
about the
to talk
GRAMMAR: DID HE / SHE …? past using COMMUNICATION weekend.
Did he / sh
e ...?
1Read and write N (Neil) or T (Tim). 1 Listen and complete.

051
1 Did you walk on the Moon? Check for Tariq and Annie. Tariq Annie
Neil Tim No, I didn’t.
Visited Played Painted Played video Watched Studied
2 Where did he travel? family sports games TV
He traveled to the Moon.
Annie
3 Did you walk on the Moon? Tariq
Yes, I did. You
4 Where did he work? Your friend

the Moon, 1969 International Space He worked on the ISS.
Station, 2015 2 Complete the table in 1 for you. Then ask a partner. Check .
How was your weekend? It was good! I visited family and played sports.
Did he travel to the Moon? I didn’t play video games on my tablet.
Yes, he did./No, he didn’t
Where did you work? Spend time with friends.
I worked on the ISS. Values
walk work
3 What do you like to do? How much time do you do it?
2 Match. 3 Look at 2. Ask and
Question word Answer about … answer questions about 1 What do you like to do?
1 Where a a time with a partner.
Play video games Look at social media
2 When b a reason Where did
Tim work? Watch video clips on the
3 What c a person On the ISS.
internet Text friends
4 Who d the way to do
something Record how many hours you do each activity for a week.
5 Why
e a place Add up your total screen time.
6 How
f a thing or an action
66 sixty-six sixty-seven 67
Lesson flow
Warm up Lesson Practice Production Values Objective

Warm up
LESSON OBJECTIVE
• Play the song audio 042 again. Encourage
I will learn to talk about the weekend. students to sing along and do the actions. Use
the song to play Musical statues while students
KEY LANGUAGE pretend to walk as if floating on the Moon around
the classroom.
I visited family.
He painted a picture. Lesson objective
Did you play sports?
learn to talk about the weekend.

about what activities they did on the weekend.
124
Practice
Values
Production
1 051 Listen and complete. Check for Tariq
and Annie. 3 What do you like to do? How much time do
you do it? Compare with a partner.
(Answers: Annie: Visited family, Played sports,
Painted, Studied; Tariq: Visited family, Played video • Students explore the value of spending time
games, Watched TV) with friends by looking at their screen time
habits and thinking about how they can
• Brainstorm with the class the different activities increase their real-time interaction with friends.
they do on the weekend. Write their suggestions
• Students read and answer the questions in the
on the board.
survey. If you like, you can ask students to keep
• Play audio 051. Students listen to the children a screen time diary for the week preceding this
asking and answering about each other’s lesson. They then compare their answers with a
weekends. Ask students to listen and think about partner.
their answers. Then play the audio again for them
• Discuss screen time and why it isn’t a good idea
to check.
to have too much screen time, especially before
• Differentiation Point at each verb in the chart bed. Talk about the importance of doing a
and elicit the present form. Have students say healthy mix of activities, including meeting and
what question they would ask to find out whether spending time with friends, going outside, and
someone did that action in the past: Did you …? getting exercise.
Pause the audio after each question and answer
• Digital literacy Talk about e-safety on public
for extra support and to give students more time
sites and games and how it’s important to keep
to think about what they hear.
accounts private, only let people you know
COMMUNICATION follow you, etc.
Production
2 Complete the table in 1 for you. Then ask a Objective review
partner. Check . • Revisit the lesson objective. Say Now I can talk
• Tell students to complete the chart in Activity 1 about the weekend.
for them. They then work with a partner to ask • Involve Encourage awareness of what students
them if they did each activity and complete the can do by asking each student to tell you one
chart for them. thing they did last weekend as an exit pass.
• Monitor Go around the class listening to
students’ exchanges.
• Assist Play audio 051 from Activity 1 again for
students to use as a model.
• Have students share what they learned about
their partner’s weekend with the rest of the
class.
• Extra Do a class survey to find the activity that
most students in the class did on the weekend.
125
Project and Review
CREATE A PUPPET SPACE JOURNEY

Create a puppet space journey
Step 2
Step 1
How can you tell their story? What’s the story about?
Plan Create a shadow puppet Present your shadow play.

of your astronaut.
Research
What will you Create models of your
ask the astronauts?
Who went to space? rocket and the places your
astronaut visited.
Work in a group.
Find out about an astronaut. Write the story of your
List the astronauts you astronaut’s journey. Add sound
Research their experience
all researched. effects to make
in space.
Write questions for your show
Choose five interesting space more exciting!
the astronauts.
facts about them.
How many times did you travel 10, 9, 8, 7, 6, 5, 4, 3, 2, 1 …

Jose M. Hernández in space? Blast off! The rocket launched.
He started It traveled to the Moon.
astronaut training What did you study?
in 2004.
Where did you visit in space?
.
Now I can ..
He orbited the
This is the
Earth in a Space My astronaut
Interview each other. International
traveled in
Shuttle. Space Station.
this rocket to … use words to describe
Hi Chris Three times. the moon. things and activities
He was the first person to use
Hadfield! in space.
Spanish in space – he How many
tweeted in Spanish! times did … say what people did
you travel in the past.
in space?
Tell classmates about … ask and answer
questions about things
your astronaut. Visit a space center with in the past.
Did you visit
the Moon? No, I didn’t. your parents.
… talk about my
activities in the past.
68 sixty-eight sixty-nine 69
Lesson flow
objective review

I will create a puppet space journey. • Introduce the lesson objective. Say Today I will
create a puppet space journey.
Warm up
• Involve Students will learn how to make a shadow
• Involve Talk about the different astronauts and
puppet show of a space journey. They will use
space journeys students have learned about in this
the language learned from the unit to create a
unit. Have a class vote on the class’s favorite space
narrative for their show.
traveler.
• Write the following verbs on the board: float, Step 1
walk, travel, work, land, launch. Have students Research
work in pairs to put them in the sequence of a
• Students use the internet and books to research
space journey. They can then invent a space travel
an astronaut and write five interesting facts about
story using the verbs.
his/her career as an astronaut.
126
• Students then tell the rest of the class about the At home
astronaut they researched. Visit a space center with your parents.
• Differentiation For extra support, put students • Find out if there is a space center nearby which
who researched the same astronaut into groups to students can visit and suggest that they visit with
share information with the class together. their families. If not, they could watch a space
movie or documentary together in English.
Step 2
• Extra Ask students to ask family members to share
Plan
their memories of the Moon landing in 1969 or
• Students list the astronauts they researched. They any other important space event from the past.
write questions for the astronauts and do an They can then share what they found out with the
interview. They choose their favorite astronaut. class.
• Challenge Have students perform their astronaut
interview to the rest of the class. Now I can …
Create understanding.
• Materials: construction paper, scissors, markers, • Involve Ask students to think about how they feel
glue, craft sticks about these statements. Have students draw four
• Students create shadow puppets for a shadow light bulbs in their notebooks and for each light
puppet show about their chosen astronaut. They bulb draw light lines coming from them to show
write the narrative of their astronaut’s journey. how confident they are about each statement.
• Students use construction paper to cut out the The more light lines they draw, the more confident
shapes of the astronaut, rocket, space station, etc. they feel.
that they need to tell their space journey story. • Monitor Have students choose the statement they
• Students work together to write the narrative of are the most confident about. Then have students
their puppet show using the information they tell the rest of the class. Make notes of the
found out about their chosen astronaut. statements that the fewest students choose and
make sure you review this content in the future.
• Give students time to practice acting out their
shadow puppet show while their narrator reads Objective review
the narrative. • Revisit the lesson objective. Say Now I can create a
• Monitor Take time to make sure that the groups puppet space journey.
are working well together and distributing the • Involve Encourage awareness of what students
roles fairly. can do by returning to the See, Think, Wonder
COLLABORATION questions in Activity 1 in the Opener and seeing
how much more they can say about the picture.
support download our Collaboration checklist. Assessment pack
Step 4
students complete the Practice and Unit tests in
Show and tell the Assessment Pack.
• Students perform their puppet show. They
describe their astronaut’s journey and activities Pearson English Portal games
in space. Go to the Pearson English Portal and click on
• Involve Encourage students to ask questions “Resources,” then “Games” for a class game about
about each group’s puppet show and their space.
chosen astronaut.
• Digital literacy If students have smartphones or
tablets, have them film the puppet shows. They
can record a soundtrack with the narration and
music as well.
127
2 Checkpoint
UNITS 3 AND 4
2 Checkpoint
UNITS 3 AND 4
2 Read and complete the
sentences. Use the references
in 1 to write the words.
A3 It was the
holiday ever!
1 052
Listen and follow. Say the reference. A: Hi! What’s your job?
C1 Let me have a drink first –
B: I’m an 1 (A5). I’m than you!
A: What was it like when the rocket C4 The lanterns high
5 2 (C2)? in the sky at the Yi Peng festival
B: It was the 3 (B5) last night.
experience ever! A2 I didn’t for my exam.
A: Where did you travel?
4
B: I traveled into 4
(B4). 4 Use the maze in 1 to play
a game. Say.
A: What did you do?
B: I worked on a 5
• Use a counter with one red side
(B3).
and one yellow side.
A: How did you 6
• Flick it on the maze.
3 (C3)?
• Make a sentence with the word.
B: I 7 (C3) with an oxygen
pack outside.
• Land on an action:
yellow = past
A: Was it noisy in space?
red = past question
B: No, it was really 8
• Land on a describing word:
2 (D3). It was 9
yellow = comparative
(D3) than Earth.
red = superlative
A: Did you like the food in space?
B: No, I didn’t. It was C5 yellow: The show Test your
10 (D2)! was more boring progress
with English
than last night.
1 A: Was it your first time in space? Benchmark
Young Learners
B: No, I 11 (B1)
to the International
A B C D 12 (D1) last year.
70 seventy seventy-one 71
Lesson flow

objective review

LESSON OBJECTIVE
Warm up cards one by one. Then you can ask students to
• Ask students to look at their picture dictionary and retell the story in their own words.
review the new words from Units 3 and 4. Have • Challenge Play Backs to the board with the Unit 3
them work with a partner and ask and answer and Unit 4 flashcards. Have one student sit with
using What is she/he doing?, What’s the weather their back to the board and put a flashcard on the
like?, and What’s this? board. The rest of the class has to describe or act
out the flashcard without saying the word for the
student to guess.
128
• Students read and complete the sentences by
Lesson objective
following the grid references at the beginning of
• Introduce the lesson objective. Say Today I will each line.
review Units 3 and 4.
• Assist Tell students that they will need to write the
adjectives and verbs using the correct form.
• Involve Students will review all of the language
learned in Units 3 and 4. They will consolidate • Differentiation Fast finishers can write their own
their knowledge in a series of activities to test all sentences with missing words and grid references
four skills. in their notebooks and give it to their partner to
find the answer.
Listening
COMMUNICATION
1 052 Listen and follow. Say the reference.
Speaking
(Answers: study, A2)
4 Use the maze in 1 to play a game. Say.
• The grid activities practice the coding skill of
algorithms. Students understand that a task can • Have students prepare a counter or a coin per
be broken down into steps in an order. group before they play. They stick a sticker on
each side of the coin or counter and color one
• To help students get into a good mindset for this
side yellow and the other side red.
activity, ask them to crouch down. Count down
from 10 to 0, and as you do encourage students to • Have students read the instructions and make
gradually stand taller. After zero, shout Blast off! sure they understand the game.
and have students jump up in the air. • Assist Model the activity with a student at
• Assist Before you play the audio, remind students the front of the class. Make sure students are
how grid references work: they say the letter along clear on which of the words in the grid are
the bottom first, and then travel up to find the actions (verbs) and which are describing words
number of the row. Give some examples: float = (adjectives).
C4, space station = D1, etc. • Monitor Watch students and provide support if
• Play audio 052. Students listen carefully and follow needed. Listen to each group in turn. Take notes
the path of the pictures. on any general issues with pronunciation and
intonation.
• Monitor Check answers with the class. Play the
audio again if needed. You could pause the
audio after each sentence to check students are Objective review
following the correct path. • Revisit the lesson objective. Say Now I know
Units 3 and 4.
Reading
2 Read and complete the sentences. Use the know by eliciting the new language from Units 3
references in 1 to write the words. and 4 and ask and answer about the pictures on
(Answers: 1 astronaut, 2 launched, 3 noisiest, page 70.
4 space, 5 satellite, 6 breathe, 7 breathed, • Have students go to the Progress chart in their
8 quiet, 9 quieter, 10 disgusting, 11 traveled, Workbooks and stick on their Now I can stickers.
12 Space Station)
• Tell students that the missing words in the dialog Assessment pack
relate to the pictures on the maze. • For grammar and vocabulary assessment, have
• Students read the dialog. Elicit that it is an students complete the Checkpoint test in the
interview with an astronaut. They then complete Assessment Pack.
the missing words using the grid references. • For skills assessment and GSE, have students
• Monitor Remind students that they will need to complete the Progression test in the Assessment
write the correct form of the words, e.g., simple Pack.
past, comparative form, etc. where necessary. • For a general progress test, have students
• Extra Have students role-play the interview in complete the English Benchmark for Young
pairs. Learners.
Writing
(Answers: A3 most relaxing, C1 thirstier,
C4 floated, A2 study)
129
Space Exploration
CULTURE 2: RUSSIA
Space Exploration Festivals

CULTURE 2: RUSSIA
3 054
Listen. What do they eat
Fun Fact!
during Maslenitsa? Check .
1 Listen and read.

053
Russia is located across
nine time zones.
Which countries were
in the Space Race? Russia
pancakes bread
Russia is a huge country that is in
the continents of Europe and Asia.
It is 17.1 million km2 – that is big!
Posted 3.15 p.m. The capital city of Russia is Moscow.
I’m Leo Russia is very cold in winter but hot
and I’m visiting in summer. There are 144.5 million pizza
people living in Russia.
4
my student exchange
friend, Pasha. I’m in Think about a festival from your country.
Moscow in Russia. I’m Compare it to Maslenitsa. Talk with a friend.
visiting the Museum
of Cosmonautics. It’s all about space.
In the 1950s and 1960s, Russia and
2 Read again. Number the Our town’s festival is more
colorful than Maslenitsa.
events in order.
the United States raced to be the first
country to go into space! It was very I think the food at Maslenitsa
exciting. Russia was the first to launch a a b is tastier – I like pancakes!
man, Yuri Gagarin, into orbit! The United
States launched a man into space only
three weeks later. In 1963, Russian
astronaut Valentina Tereshkova was the
first woman to go into space. In 1969,
My Culture
the United States landed a rocket on the
moon, and Neil Armstrong walked on What festivals are in your country?
c
d
5
the moon. In 1975, Russia and the United
States started Plan a space theme festival.
to work together Design a poster.
to explore space.
That’s the 1 Plan and create your poster.
best thing!
2 Display your posters. Show and tell.
72 seventy-two seventy-three 73
Lesson flow
Warm up Lesson Pre-reading Reading Comprehension Practice Production Production Objective

objective review
Warm up
LESSON OBJECTIVE
I will learn about an exchange visit to Russia. review the new words from Units 3 and 4. Have
KEY LANGUAGE using He’s floating, It’s exciting, etc.
Asia Moscow • Extra Choose either the Unit 3 or Unit 4 video

or audio and ask students to watch the video or
bread Russia
listen quietly. Play the video or audio. Ask students
burn pancakes
questions to check their understanding, e.g.,
capital city pizza What are Ellie and Nadir talking about? (different
continent straw doll festivals/a famous astronaut).
Europe theme
explore winter
launch
130
• Challenge Start drawing an activity or a thing in • Assist Name the foods in each of the photos.
space or a describing word on the board. Draw it Pre-teach pancakes using the photos.
slowly and have students try to guess as quickly • Play audio 054. Students listen and check the
as possible what you are drawing. More confident correct photo.
students could draw the objects for other students
to guess, too. CRITICAL THINKING COMMUNICATION
Production
Lesson objective
4 Think about a festival from your country.
• Introduce the lesson objective. Say Today I will Compare it to Maslenitsa. Talk with a friend.
learn about an exchange visit to Russia.
• Encourage students to look back through Unit 3
before discussing the question.
• Involve Students will learn about a space museum
in Russia and a festival in Russia. They will • Brainstorm local and national festivals with the
compare the festival to one in their own country class and list them on the board. Ask students
and think about the similarities and differences. to say which festival is their favorite.
• Have students discuss their ideas in pairs and
Pre-reading then share with the class.
• Read the information about Russia in the Fun Fact!
box with the class. Take out a world map or globe
MY CULTURE
and see if students can find Russia. Show them
how big it is! What festivals are in your country?
• Tell students that a boy called Leo is on an CREATIVITY
exchange visit to Russia. Remind students that all
Production
the children they will meet in the Level 3 Culture
lessons are on an exchange visit. 5 Plan a space theme festival. Design a poster.
• Materials: poster paper, markers, paint
Reading (optional), glue, photos (optional)
1 053 Listen and read. Which countries were in • In groups, students talk about ideas for a space
the Space Race? theme festival.
(Answer: Russia and the United States) • They create a poster for their idea with a name
• Ask students the gist question and ask them to for the festival, pictures, and a few sentences to
make predictions. describe it. They then display their posters and
• Play audio 053 and have students listen and show and tell.
follow the text in their Student’s Book. Check their • Digital literacy If students have tablets or
predictions. computers, they can create their posters
• Challenge Ask students if they know of any space digitally using design programs.
museums or centers in their country. If so, ask
them what they can see there. Objective review
• Revisit the lesson objective. Say Now I know about
Comprehension
an exchange visit to Russia.
2 Read again. Number the events in order.
(Answers: a 4, b 2, c 1, d 3) know by asking them to talk about what they have
• Students look at the events of the space race learned about space history and festivals in Russia.
and number them in order according to the
information in the text.
• Extra Have students close their Student’s Books
and retell what they can remember about the
space race between the USA and Russia.
Practice
3 054 Listen. What do they eat during
Maslenitsa? Check .
(Answer: pancakes)
• Students listen to Leo talking about a festival in
Russia.
131
UNIT 4: BLAST OFF!
1 Label the pictures. 4 039 Listen to the three pronunciations of -ed.

(Answers: 1 walk, 2 travel, 3 eat, 4 breathe, Sort the words.
5 work) (Answers: /id/ – started, floated, visited;
/d/ – rained, lived, studied; /t/ – worked, looked,
2 Read the instructions. What’s the problem?
launched)
Correct.
(Answer: There needs to be a “Stop putting fuel in • Students can find pronunciation of the different
the rocket” stage.) -ed endings tricky, so take time for them to listen,
notice, and practice the differences.
• In this coding activity, students look at the pictures
5 Find the way to the Moon. You can only go on
and find what is wrong with the data code.
/id/ endings.
(Answers: started, wanted, landed, visited,
(Answers: 1 rocket launching, 2 walking on the floated)
Moon, 3 floating in space, 4 wave goodbye)
• In this coding activity, students follow the sound
What’s in space? patterns to find the sequence. Encourage students
1 Read and match. What space words on page 58 to say the verbs out loud. They could can also plot
of the Student Book are missing? a course on /t/ endings and /d/ endings.
(Answers: 1 d, 2 g, 3 a/e, 4 h, 5 a/e, 6 b, 7 f, 8 i, Story lab
9 c; missing: breathe, work, travel) 1 040 Listen and number in order. Then match.
2 036 Listen and match. (Answers: Order: 1 c, 2 b, 3 h, 4 a, 5 d, 6 g, 7 e,
(Answers: 1 studying, 2 rocket launch, 8 f; Match: 1 c, 2 b, h, 3 a, d, 4 g, e, f)
3 space station) 2 Retell the story in pairs.
Extra vocabulary 3 Read and circle T (True) or F (False).
3 037 Look and label. Then listen and check. (Answers: 1 F, 2 F, 3 T, 4 F, 5 T)
(Answers: Earth c, Jupiter e, Neptune h, Mercury a, 4 Think of a simulator experience. Draw and write.
Saturn f) • Brainstorm different experiences you could have in
• New vocabulary is presented and practiced in a simulator before students do the writing.
this activity to stretch students (Mercury, Earth, 5 Describe 4 to a partner. Compare.
Jupiter). 6 Write a new ending. page 124
Language lab 1 • Students draw and write an alternative ending to
the story.
1 Complete the sentences with the past of the
action words. Read the article again and circle • Students can retell the story to their families and
T (True) or F (False). friends.
(Answers: 1 started – F, 2 studied – F, Phonics lab
3 didn’t study – F, 4 worked – T, 5 traveled – T)
1 041 Listen and check . Then say.
• For the second part of the activity, students read (Answers: 1 b, 2 a, 3 a)
the text on Student’s Book page 61 again.
2 042 Listen and say the chant again. Then
2 038 Listen to information about four
circle the words with o_e and underline the
astronauts. Complete the sentences.
words with u_e.
(Answers: 1 traveled, 2 lived, 3 studied 4 walked)
(Answers: Circle: globe, probe, stone, phone,
3 Rewrite the sentences in the negative form. home; Underline: huge, cute)
(Answers: 1 She didn’t travel around the Earth., 3 Complete the tongue twister. Then say.
2 They didn’t work on the space station., 3 We
(Answers: cube, cone, phone, home)
didn’t launch the rocket., 4 He didn’t breathe with
an oxygen pack.)
132
Experiment lab 2 Complete your project report.
1 043 Read the fun facts and circle. Then listen • Students can use the information in Activity 1 to
and check. complete their report.
(Answers: 1 kilometers, 2 356,000, 3 100, 4 8, • Have students read the example report.
5 satellite) • Students can take a photo of their shadow
2 Read and answer. puppets and add it to their report.
(Answers: 1 480 km, 2 8,544,000 km) 3 Present your report to your family and friends.
• For this math activity, students calculate speeds • Students describe their space journey to their
and distances. Allow students to use calculators family and friends.
but to write down their working out by hand. 4 Think about your project and color.
5 Read and answer about this unit.
Experiment time
(Answers: 1 Ellie and Max, 2 in space/in the ISS,
1 Think about your experiment. Answer, then
3 1992, 4 No, she didn’t., 5 Jose M. Hernandez,
compare with a partner.
6 Mercury, 7 Anne McClain and Christina Koch,
2 Write your report. 8 Yes, he did., 9 on Neptune, 10 in Rio de Janeiro
• Students can use the information from the (Carnival))
• Make the quiz collaborative and competitive.
report.
Students work in pairs or small groups and race to be
• Students use the example text as a model. the first to finish the quiz (with all correct answers).
Language lab 2 6 Use the pictures to write a story.
1 Read and number the pictures in order. CHECKPOINT 2
(Answers: a 2, b 3, c 1) 1 045 Listen. Where are they? Check .
2 Read again. Look at the answers and write the (Answer: At a festival)
questions.
2 Read and circle the odd one out.
(Answers: 1 What did she, 2 did she visit,
(Answers: 1 breathe, 2 hungry, 3 fun)
3 did they launch the rocket, 4 Where did she
land?) 3 Draw paths and write. Then compare sentences
with a partner.
3 Use the words to write your own alien story.
• Students make a path through the maze in either
• Students use the story in Activity 1 as a model.
direction to make comparative sentences. Use the
Encourage them to be as imaginative as possible.
example sentence as a model and ask students to
Tell them to write their story in the past tense.
trace the path of the example sentence.
4 Read your story to a partner. Ask and answer
questions. SPACE EXPLORATION
1 Read about Russia again. Complete.
I like to …
(Answers: 1 17.1 million, huge (very big),
1 044 Listen and number the projects in order.
2 Moscow, 3 cold, summer, 4 144.5 million)
• There is one picture students don’t need.
• Students read the Fun Fact! box in the Student’s
(Answers: a 3, b 2, c 1, d –, e 4) Book again to answer the questions.
2 Play a game. Choose a project from 1. Ask and 2 Complete the sentences about World Space Week
answer with a partner to guess. in Russia.
3 Do a class weekend survey. Think of six activities. (Answers: 1 Watch, 2 Look, 3 Moon)
Ask the class.
3 Research World Space Week in your country.
• Students can use the chart on Student’s Book Answer, then talk to a partner.
page 67 as a model or they can think of other
4 Read Min’s diary entries. Which day was the
activities (make sure they use regular verbs from
best?
the unit).
(Answer: Day 2)
4 What activity is most popular in your class?
5 Think about a festival. Write diary entries for you.
PROJECT AND REVIEW
1 Think of your astronaut. Read and answer.
their Student’s Books and answer the questions.
133
5 Vacation Time!
OBJECTIVES
Reading
pictures.
Listening
Speaking
pronunciation.
• Spoken production – Can express likes and dislikes in relation to familiar topics in a basic way.
Writing
• Writing production – Can write a single basic sentence about daily routines and activities.
KEY LANGUAGE
beach The sounds /a:r/ as in farm absorb I / You / We / They swam in the
buy ice cream and /iː/ as in beach climate change ocean.
campsite beach cold water He / She went on a boat trip.
dolphin car equator Did you go to the beach?
go on a boat trip card heat Yes, we did. / No, we didn’t.
go surfing eat melt What did he do on vacation?
have a picnic farm North Pole
ocean ice cream South Pole
rocks park warm water
sand sea
waves see
whale shark
tree
134
PROJECT: DESIGN A SHOEBOX BEACH
Students will think about what there is at the beach and what you can do there. They will design a beach
and then imagine they visited the beach and talk about their visit.
Materials: shoeboxes, card, clay, sand, shells, stones, paint, scissors, glue
EXPERIMENT LAB: OCEANS

Students will learn about the ocean and how warm and cold water moves around the globe. They
experiment with ice and warm water and watch which one sinks and which floats.
Materials: a clear fish tank or bowl, blue and red food coloring

games.
CODING: DATA SETS, ALGORITHMS, AND SEQUENCING

• Students will learn about data sets through a sorting activity.
• Students will learn about sequences and algorithms by following instructions through a maze.
MATH
Students will look at percentages.
VALUES AND SOCIAL-EMOTIONAL LEARNING: ASK FOR HELP

Students will think about when they need to sometimes ask for help.
CREATIVE ACTIVITIES

ocean have a picnic
Create a sand word.

This will allow students to be creative and apply
their phonics skills in a tactile and collaborative way.
135
How can I design a beach?
OPENER
5 Vacation Time! CODE CRACKER

2 Where do
How can I design a beach? you find these
Ocean
n
things? Sort. Beach Both
sand dolphin fish
waves cafes trees
3 055
SO N G
TIME Happy Days!
It’s a warm, sunny day. happy
We’re going to a beach far away.
Look at the ocean and the waves.
Oh, happy days! warm
Life on the beach.
Let’s buy ice cream and have one each.
Happy days on the beach for you and me.
We stay at a campsite.
We watch the stars at night.
We lie on the sand and play.
Oh, happy days!
1 Look at the picture. Think of three words Repeat chorus

to describe it. Compare with a partner.
campsite
Lesson flow
Warm up Critical Lesson Presentation Code Cracker Song Objective

thinking objective Practice review
Warm up
LESSON OBJECTIVE
• Review words for things in the natural world and
I will learn about beaches and how to design a the world around them. Have students stand up
beach. and look outside. If you can’t see outside, show
them photos of the countryside and streets.
KEY LANGUAGE Have them name as many things as they know in
English.
cafés, dolphin, fish, sand, trees, waves
• Have students play I spy in pairs with the first
letter of the things they can see.
Give praise for correct names for things and initial
letters.
136
CRITICAL THINKING Practice CODE CRACKER
• Ask students How can you design a beach? Ask 2 Where do you find these things? Sort.
what things they have seen on beaches and (Suggested answers: Beach: trees, cafés,
what activities you can do there. Both: sand, Ocean: dolphins, waves, fish)
• Involve Tell students the unit is about beach
• Students sort the items into the Venn diagram.
vacations and about problems beaches face.
Then compare and discuss answers.
Ask them if they know about ecological
problems that beaches and marine life are • Assist Remind students how to sort data into
facing (rising sea levels, plastic pollution, the Venn diagram: any items they think can go
climate change-related issues). Ask them where in both places are written in the middle section.
they can find more information about these Elicit or pre-teach the meaning of the words in
issues (news, online, at school, etc.). the box before they do the activity.
• Assist Go around the class and ask each • Differentiation Fast finishers can think of more
student to share one idea. Write the ideas on items they can write in the sections of the
the board. Encourage students to use English, diagram.
Song
• Involve Students will learn about beaches and 3 055 Listen and point. Then sing along and
talk about doing activities in the past. dance.
Lesson objective
along with the song quietly.
• Introduce the unit objective. Say In this unit
I will learn about beaches and how to design
and show them the actions.
a beach.
• Actions are: Verse 1: First line: fan face for sunny
day. Second line: point for far away. Third line:
COMMUNICATION move hands up and down to mimic waves. Fourth
Presentation line: smile gesture and thumbs up.
1 Look at the picture. Think of three words to Verse 2, first line: arms above head in triangle for
describe it. Compare with a partner. campsite. Second line: look and point up to sky.
Fourth line: smile gesture and thumbs up.
• Activate prior knowledge Students can write
weather words from Unit 2 and/or adjectives • Involve All the above actions can be done seated
from Unit 3 or any other words they know in for any students in your class with limited mobility.
English. They compare with a partner. You can Objective review
then list all the words that the class came up
• Revisit the lesson objective. Say I’m starting to
with and do a tally of how many times each
learn about the beach.
word was chosen. Students can then identify
the class’s most popular word to describe the • Involve Encourage awareness of what students
beach. already know and what they have learned about
the topic so far and their prior learning.
• Challenge Have students list the words in
frequency order and put them in a word cloud
generator, and create a word cloud of the
class’s words.
137
At the beach
VOCABULARY
At the beach I will learn

beach wo
4 057
Listen to James and Eleni. Complete.
VOCABULARY rds.
I like … I like to … I like … I like to …

1 2 5 6
I don’t like … I don’t like to … I don’t like … I don’t like to …

056
3 4 7 8
5 Read. Find and place the stickers.
We stayed at a
We visited a beach with campsite near the
big rocks. There were beach. There was
lots of big waves, too. lots of sand.
1 buy ice cream 2 go surfing 3 go on a boat trip 4 have a picnic
We visited a beach
We visited a sandy near our house. It
beach. There were was our favorite place
dolphins in the ocean! to buy ice cream and
have picnics.
5 beach 6 ocean 7 campsite 8 sand

dictionary. Draw and write
beach words you know.
9 whale 10 dolphin 11 waves 12 rocks
3 Talk to a partner about what you like and don’t like ocean have a picnic
about the beach.
76 seventy-six seventy-seven 77
Lesson flow
Warm up Lesson Presentation Presentation Practice Practice Production Picture Objective

Warm up
LESSON OBJECTIVE
• Brainstorm the weather. Invite students to come
I will learn beach words. up and draw different weather symbols and write
the weather words on the board. Ask students to
KEY LANGUAGE say what weather conditions are best for going to
the beach.
beach have a picnic
• Challenge Ask students to recount a visit to the
buy ice cream ocean
beach. They can use simple English to describe
campsite rocks
the weather and what activities they did. Praise
dolphin sand attempts to use the simple past. Supply irregular
go on a boat trip waves past forms, but don’t expect students to remember
go surfing whale them at this point.
138
• Explain that the sentences about James are 1–4
Lesson objective
and the ones for Eleni are 5–8.
• Play audio 057 for students to listen and complete
learn beach words.
the task.
• Involve Students will learn and practice 12 words • Tell students to look at the completed sentences
for things they find at the beach and activities they and check the ones they agree with and then
can do there. compare with a friend.
Presentation CRITICAL THINKING

1 Look at 2. Check the words you know in Production
English. 5 Read. Find and place the stickers.
• Activate prior knowledge To activate prior • Students read the descriptions and find the
knowledge, students look at the pictures and read stickers that match.
the words and check any they already know in • Assist Refer students to the vocabulary in
English. Activity 2 to help them discriminate between
• Involve The words they check could include the the scenes in the stickers.
items pre-taught in the Opener, but make sure • Extra Have students take turns describing one
students know that you don’t expect them to have of the stickers for a partner to guess.
learned them yet. Praise them for any that they
• Involve Have students go back to the photo
remember.
in the Opener and see how they describe the
Presentation photo now.
2 056 Listen, point, and repeat.
• Play audio 056. Students listen, point at the CREATIVITY
pictures, and repeat the words. Picture dictionary
• Challenge After Activity 2, call out a number 6 Make your own picture dictionary. Draw and
and encourage the class to respond with the write beach words you know.
corresponding beach word or activity using the • Ask students to add to the picture dictionary
numbered pictures in Activity 2. Repeat until they they started in Unit 1 – see page 13 for
have practiced all the vocabulary. reference.
COMMUNICATION • Show students the examples in the Student’s
Practice
Ask students to close their Student’s Books and
3 Talk to a partner about what you like and encourage them to use their imagination to
don’t like about the beach. draw the new words in their notebooks.
• Students talk in pairs about the activities and • Encourage students to copy the words neatly
beach items and say which they like and don’t under the pictures they draw.
like (they can imagine what activities they
would like to do if they have never actually
been to a beach).
Objective review
• Extra Have students give each other choices of
two beach items or activities they prefer, e.g., • Revisit the lesson objective. Say Now I know beach
Rocks or sand? Go surfing or go on a boat trip? words.
See how many they agree on. • Involve Encourage awareness of how students
have gained knowledge of the beach by turning
Practice back to the Opener and asking what they can see
and what they think they can do there.
4 057 Listen to James and Eleni. Complete.
(Answers: James: 1 beaches and sand, 2 surf in
the waves, 3 rocks, 4 have picnics (on the beach);
Eleni: 5 the ocean, 6 see dolphins, 7 beaches and
sand, 8 go on boat trips)
• Students listen to children talking about what they
like and don’t like about the beach and what they
like to and don’t like to do on the beach. Pre-teach
seasick.
139
Language lab 1
GRAMMAR: I / YOU / HE / SHE / WE / THEY …

about wha to talk 4 Match. There’s one sentence you don’t need.
GRAMMAR: I / YOU / HE / SHE / WE / THEY … t I / he / sh
they did in e/
the past. 1 3
a I saw some
dolphins!
1 058
Watch. What did Ellie do on vacation? Check .
b I ate a big lunch.
a b c d
c They went to
the café.
2 4
d He swam for
an hour.
2 058
Listen again. Read and match.
e We had a picnic.
a c
5
I swam in the A crab pinched me.
ocean and sat Complete the sentences for you.
on the beach.
d
M y l a s t va c a t i o n !
b My brother
I went on a bought ice cream
boat trip. for breakfast. I went .
I ate .
I saw .
do did get got run ran I .
have had buy bought write wrote Remember!
I didn’t .
go went see saw read read am/is/are was/were
eat ate swim swam sit sat It was awesome!

We were tired.
6 Play Guess the Lie. Make sentences.
3 058
Watch or listen to the video I went to Florida on
vacation. I didn’t go
again. Stand up each time you hear to Florida on vacation.
You went to Florida
on vacation …?
a past action word.
No, I didn’t.
78 seventy-eight seventy-nine 79
Lesson flow
Warm up Lesson Video Presentation Practice Practice Practice Production Production Objective
objective review
Warm up
LESSON OBJECTIVE
• Elicit verbs with an action game. Mime an action
I will learn to talk about what I / he / she / they did and have students guess what it is. Set a time limit
in the past. for students to guess the activity. When they have
guessed correctly, write the verb on the board.
KEY LANGUAGE Focus on the irregular verbs in this lesson (see the
grammar box).
I / You / We / They swam in the ocean.
• Have students play the game in pairs.
He / She went on a boat trip.
Lesson objective
learn to talk about what I / he / she / they did in
the past.
140
• Involve Students will learn how to talk about past
CRITICAL THINKING
activities and actions using irregular simple past
verbs. Practice
4 Match. There’s one sentence you don’t need.
Video
(Answers: 1 d, 2 b, 3 e, 4 a)
1 058 Watch. What did Ellie do on
vacation? Check . • This is practice for the skills needed for Pearson
Test of English for Young Learners (PTEYL)
(Answers: c, d)
Quickmarch, Reading and Writing, Task 4.
• Assist Talk about each of the pictures before • Students match the sentences to the pictures
playing the video. Ask students to use words with the speakers with empty speech bubbles.
from the Vocabulary lesson to describe them. Use Students have to identify which sentence is not
pictures and gestures to pre-teach crab and bite. needed (c).
• Play the video Beach Vacation or audio 058. Ask
students to sit and watch or listen quietly. CRITICAL THINKING
Presentation Production
• Go through the grammar box and review the 5 Complete the sentences for you.
meanings of all the verbs – encourage students to • Students think about their last vacation or day
act them out. Explain that all these verbs have an trip and complete the sentences.
irregular form in the past. This means they have
• Differentiation Students can use just one or
their own unique form. Remind students how all
two words to complete the sentences. More
the regular past verbs are formed (by adding -ed
confident students can write more detailed
to the end).
sentences and include additional information.
• Look at the Remember! box. Remind students
• Extra Play Story Chain (see TE page 115 for
they have already learned the past of the verb be
the procedure). For this version, have students
which is also an irregular verb.
make sentences about a visit to the beach.
• Play the video again, and pause it each time
students stand up, ask what verb they heard and
what the infinitive (present) of the verb is, and/or CRITICAL THINKING COMMUNICATION
act it out. Production
6 Play Guess the Lie. Make sentences.
Practice
• Students work in small groups. Give students
2 058 Listen again. Read and match.
small pieces of blank paper. Students write the
(Answers: Ellie: a, d; Nadir: b, c) infinitive form and draw a picture of the verb
• Students watch the video or listen to the audio action of the verbs in the grammar box. They
again and match the speech bubbles to Ellie or put them face down. They take turns picking up
Nadir. a card and making a past affirmative sentence
• When students have done the matching, ask them with the verb and also a past negative sentence,
to circle the verb in each sentence and say what e.g., I ate ice cream on vacation. I didn’t eat
verb it is. ice cream on vacation. Their classmates have to
guess which sentence is true.
Practice
3 058 Watch or listen to the video again. Objective review
Stand up each time you hear a past action word. • Revisit the lesson objective. Say Now I can talk
• Play the video or audio again, and pause it each about what I / he / she / they did in the past.
time students stand up, ask what verb they heard • Involve Encourage awareness of what students
and what the infinitive (present) of the verb is, can do by giving sentence starts for students to
and/or act it out. complete with the simple past.
• Assist Pause the video or audio each time a past
verb is spoken.
141
Story lab
READING

story and
a
5 7
READING learn
about help
ing.
1 Listen and read. Choose

059
the best name for the story. 3
a The Snow Storm They came really quickly, then got

the dolphin back into the ocean.
b Campsite Disaster We helped to clean up the trash. We had a
competition to see who collected the most!
c The Great Dolphin Rescue Then I heard a noise in a pile of trash.
8
6
Hi Freddie. Did
you have a good Yes, it was
1
camping trip? awesome. I saw
a dolphin! We put up our tents, ate
dinner, and went to bed.
There was a huge storm in
the night. It was really scary!
The Whale and Dolphin Conservation

I found a dolphin under the trash! team bought us ice cream and took
Wow! So, you went Nadir got his cell phone and called
Let me tell you 4 us on a boat trip to say thank you.
on a boat trip? what happened. Whale and Dolphin Conservation. The dolphin said thank you, too!
2 Circle T (True) or F (False). Values

Ask for help.
2 1 The kids stayed in a hotel. T/F 4 Ask for help! Think

2 The weather was warm and about the questions. Then
sunny all the time. T/F discuss with a partner.
3 The dolphin was on the beach. T/F
Why did Freddie get help?
We got to the campsite in the Luckily, the next day was warm 3 Tell the story in your When do you ask for help?
evening. It was amazing – right and sunny but we didn’t swim and own words.
next to the beach. The beach was explore. There was plastic trash on
beautiful – it had rocks and sand. the beach brought by the waves. Who do you ask for help?
Lesson flow


I will read a story and learn about helping. • Introduce the lesson objective. Say Today I will
read a story and learn about helping.
Warm up
• Have students stand up and remind them of the
about a beach vacation. They will use the
• Play audio 055 and have students sing along and understand the story and talk about asking for
do the actions. help.
• Challenge Play the audio again and have students
stand up when they hear the past form of a verb.
142
Pre-reading
Values
Production
• With Student’s Books closed, tell students that
the children are on vacation at the beach. Ask 4 Ask for help! Think about the questions. Then
what they expect to see in the story. Write some discuss with a partner.
ideas on the board. Once you have read the story • Students will think about asking for help and
together, you can check these predictions. why it’s important to ask for help when they
need it.
Reading
• Discuss the importance of asking for help and
1 059 Listen and read. Choose the best name sharing problems. Guide students to conclude
for the story. that Freddie got help because it wasn’t safe for
(Answer: c) him to try to solve the problem on his own and
• This activity practices the second part of Part 3, he could have caused more harm by trying to
Cambridge Young Learners English (CYLE), Movers, do everything himself. Discuss that there are
Reading and Writing. some things kids – and adults, too! – can’t do
on their own and it’s OK to ask for help. It’s
• Read the question and have students look at the also important to ask for help from friends
pictures. Accept all suggestions. Play audio 059 and trusted adults when you have emotional
and have students listen and follow the story in concerns.
their Student’s Books. Check predictions.
• Background information: The reason the
• Monitor Ask students questions to check their children in the story are watching and not
understanding. Point at different items in the story helping the dolphin themselves is because if
and ask What did they do? Encourage students to you see a stranded marine mammal or any
use full sentences. injured sea creature, you must call the experts
• Challenge Invite eight students to the front of the and not intervene. Children especially are not
class. Hand each one a story card. Have them get encouraged to approach wild animals.
into the correct order with the help of the rest of
the class.
Objective review
Comprehension • Revisit the lesson objective. Say Now I can read
2 Circle T (True) or F (False). a story and learn about helping.
(Answers: 1 F, 2 F, 3 T) • Involve Encourage awareness of what students
• Students read the story again and decide if the
class.
sentences are true or false.
• Differentiation As an extra challenge, have
students answer from memory and then read the
story again to check their answers.
CREATIVITY
Production
3 Tell the story in your own words.
• Put students in groups to retell the story with
their Student’s Books closed.
• Assist Play the story audio for students to
listen to and repeat. Provide the story cards for
students to order and help them retell the story
in their own words.
summaries of the story.
143
Phonics lab
AR, EA, AND EE

ea, and ee
the ar, Experiment lab I will learn
the ocean
about
AR, EA, AND EE sounds SCIENCE: OCEANS
.
EXPERIMENT TIME
1 060
Listen and repeat. Which 4 062
Listen and chant.
Watch a video about
climate change.
sound is different? Check . Watch water move!
Let’s go to the beach
and see the sea!
We can eat ice cream –
1 063
Listen and read.
Materials
fish tank
od
you and me. Climate change is making the Earth blue* ice cubes *Use fo
n !
g
warmer. The oceans absorb most of the warm red* water colori
farm tree beach
heat. Heat goes into the ocean at the
No, no I’m
2 061
Circle the two words frightened of sharks!
hottest part of the Earth – the equator.
So why is the ice at the poles melting?
How do warm and cold water
move around the ocean?
that sound the same. Listen Let’s go to the farm
It’s because oceans move cold and
and check. or the park. 1 Fill the tank with water.
warm water around the world. Cold
water is heavier and sinks to the 2 Predict what the blue ice and red
card eat park sea see shark
bottom of the ocean. The cold water water will do. Record.
5 Where did Meena moves from the poles
3 Put the blue ice cubes on one side.
3 Create a sand word. and Mark go? Look to the equator. It
heats up and then 4 Put the warm red water on the
and follow. Circle.
rises and travels back other side.
CODE CRACKER to the poles.

5 Test your predictions. Record.
ee ea ar ar 2 Read and answer the question. Blue ice

park
MATH Earth Red
ZONE 70% water
beach
The Earth is 70 percent ocean. What With
percentage is land? water
farm
more like emoji icons than illustrations moving
82 eighty-two eighty-three 83
Lesson flow
Warm up Lesson Presentation Practice Production Chant Code Cracker Objective

Warm up
LESSON OBJECTIVE
• Play Stick words. For this version, have students
I will learn the ar, ea, and ee sounds. make words from the previous Phonics lab lessons.
The sound ar /a:r/ as in car, ea /iː/ as in beach, and See the Phonics lab wordlists on pages 138–139 in
ee /iː/ as in tree. the Student’s Book.
• Challenge Tell students to leave all the words they
KEY LANGUAGE make completed on the table. They can then write
the words down in their notebooks and see who
beach park
can make a sentence that uses the most words.
car sea
card see Lesson objective
eat shark • Introduce the lesson objective. Say Today I will
farm tree learn the ar, ea, and ee sounds.
ice cream
144
• Involve Students will learn the sounds /a:r/ and /iː/ • Extra Play the chant again and tell students to
through words that have those vowel sounds. step to the right when they hear /a:r/, and to the
left when they hear /iː/.
Presentation
1 060 Listen and repeat. Which sound is
different? Check . Practice CODE CRACKER
(Answer: farm) 5 Where did Meena and Mark go? Look and
follow. Circle.
• Students listen to the words and check the one
which has a different sound. (Answer: the beach)
• Play audio 060 for students to listen and repeat. • Students look at the map and name the
images. Point at the sound sequence. Tell
• Play the Phonics Pronunciation video. Ask students
students to use the sequence to go through the
to sit and watch quietly. Play it again and ask
maze.
students to copy sounding out and blending the
words like the speaker in the video. • Challenge Ask students to write their own
sound sequence through the maze.
Practice • Extra Brainstorm all the words students know
2 061 Circle the two words that sound the with /a:r/ and /iː/ sounds (use the words from
same. Listen and check. this lesson as well as any other words they
(Answers: sea and see) know). Students work in pairs to write a tongue
twister or short chant with the words.
• Students read the words and circle the two words
they think sound the same. Then play audio 061
for students to listen and check their answer. Objective review
• Challenge Ask students if they know any other • Revisit the lesson objective. Say Now I know the ar,
words that sound the same but have different ea, and ee sounds.
meanings and are written differently like sea and • Involve Encourage awareness of what students
see, e.g., their/there, right/write, read (simple can do by eliciting words with the target sounds.
past)/red.
CREATIVITY
Production
3 Create a sand word.
• Students write a word from the lesson in glue,
e.g., beach, and then sprinkle sand on it (like
glitter) to create a sand word. They can create
a whole sentence this way.
• Alternatively, have students make words using
other media available such as clay, paper,
paint, etc.
Chant
• Tell students to look at the pictures and read the
chant.
• Play audio 062 a few times. Encourage students to
chant along.
• Once students have learned the chant and are
feeling confident with it, have them chant in
different ways, e.g., slowly, fast, loud, and in silly
voices (making sure pronunciation is still correct).
• Put students in two groups – each group chants
one of the verses. Encourage students to act out
the chant.
145
Experiment lab
SCIENCE: OCEANS

ea, and ee
the ar, Experiment lab I will learn
the ocean
about
AR, EA, AND EE sounds SCIENCE: OCEANS
.
EXPERIMENT TIME
1 060
Listen and repeat. Which 4 062
Listen and chant.
Watch a video about
climate change.
sound is different? Check . Watch water move!
Let’s go to the beach
and see the sea!
We can eat ice cream –
1 063
Listen and read.
Materials
fish tank
od
you and me. Climate change is making the Earth blue* ice cubes *Use fo
n !
g
warmer. The oceans absorb most of the warm red* water colori
farm tree beach
heat. Heat goes into the ocean at the
No, no I’m
2 061
Circle the two words frightened of sharks!
hottest part of the Earth – the equator.
So why is the ice at the poles melting?
How do warm and cold water
move around the ocean?
that sound the same. Listen Let’s go to the farm
It’s because oceans move cold and
and check. or the park. 1 Fill the tank with water.
warm water around the world. Cold
water is heavier and sinks to the 2 Predict what the blue ice and red
card eat park sea see shark
bottom of the ocean. The cold water water will do. Record.
5 Where did Meena moves from the poles
3 Put the blue ice cubes on one side.
3 Create a sand word. and Mark go? Look to the equator. It
heats up and then 4 Put the warm red water on the
and follow. Circle.
rises and travels back other side.
CODE CRACKER to the poles.

5 Test your predictions. Record.
ee ea ar ar 2 Read and answer the question. Blue ice

park
MATH Earth Red
ZONE 70% water
beach
The Earth is 70 percent ocean. What With
percentage is land? water
farm
more like emoji icons than illustrations moving
82 eighty-two eighty-three 83
Lesson flow
Warm up Lesson Pre-reading Reading Math Experiment Objective

objective Practice time review
Warm up
LESSON OBJECTIVE
• Put all the unit flashcards on the board and have
I will learn about the ocean. students say the words.
• Tell students to close their eyes and remove a
KEY LANGUAGE couple of the flashcards. When students open their
absorb melt eyes, they have to say what’s missing.
climate change North Pole
Lesson objective
cold water South Pole
equator warm water
learn about the ocean.
heat
146
• Involve Students will learn about oceans and • Fill the fish tank or transparent container the day
how they move heat around the globe. They will before you do the experiment and let it stand
observe how warm and cold water currents move overnight at room temperature.
in water. • Have students read the experiment instructions
and then make their predictions in the chart.
Pre-reading
• If you have enough equipment, students can work
• Show students a map of the world or a globe.
in groups. If not, do the observations at the front
Have students find their country. Ask them which
of the class. Put in the ice cubes at one side of the
ocean is closest to their country.
tank and pour the warm water in the other side.
• Point at all the oceans on the map or globe. Have Tell students to look through the sides of the tank
students notice how they all meet and flow into to observe what happens.
each other. Use the globe or map to teach poles
• For the third observation, students can use paper
and equator. Ask students if they live closer to a
fans or handheld battery fans to create movement
pole or to the equator.
on the surface of the water.
• Challenge Measure the ice and the warm water
“Resources” for more teaching resources about this
before the experiment to ensure you are adding
topic, including a video about climate change.
the same volume of each. Take the temperature of
Reading the water on the surface before, during, and after
the experiment (when the water has all mixed)
1 063 Listen and read.
and compare the temperatures. Do the same thing
• Students read on their own about the oceans. with warm water just three degrees hotter and
Then play audio 063 and have them listen and compare the times it takes for the water to mix
read. and the end temperatures. Put the experiment
• Challenge Ask students comprehensions questions in the context of climate change and discuss
about the text, e.g., How much heat does the what students think will happen if the global
ocean absorb? What’s the hottest part of the temperatures rise by three degrees.
Earth? Does cold water sink or float?
Objective review
• Digital literacy If students have access to tablets
or computers, they can do more research about • Revisit the lesson objective. Say Now I know about
oceans. Set them a specific challenge, e.g., how the ocean.
tides are created, or how much sea levels are • Involve Encourage awareness of what students
rising. can do by eliciting how warm and cold currents
move around the Earth’s oceans.
Practice
MATH ZONE
2 Read and answer the question.
(Answer: 30 percent)
• Elicit or explain that a percentage is a
proportion out of 100. After students have
done the activity, elicit other percentages.
• Challenge Find more challenging percentage
problems for students to solve.
Experiment time
Watch water move!
• Materials: transparent fish tank or bowl, red and
blue food coloring
• Prepare blue ice cubes before class by adding blue
food coloring to water in an ice cube tray and
putting it in a freezer.
• Monitor Make sure warm water from the hot
tap is not scalding and is safe to touch. Supervise
students as they add the red food coloring to the
warm water.
147
Language lab 2
GRAMMAR: DID YOU / HE / SHE …?

ask about
to When did it happen? I will learn
about whe
to talk
GRAMMAR: DID YOU / HE / SHE …? the COMMUNICATION n things
past using happened
did. .
1 064
Listen and write. 1 065
Listen and number the pictures in order.
Did you go to the beach? a b c
Beach trip
Yes, we did./No, we didn’t
1 When did they go? What did he do on vacation?
2 What activities did he do?
and made sandcastles.
3 Where did he eat lunch?

d e
2 Read. Then write questions.
Mary Anning
Mary was born in 1799. Her parents were poor, so she didn’t
go to school. Mary went to the beach to look for fossils.
When she was only 12 years old, she saw a shape in a rock. 2 Listen again. Stand up when you hear words that tell
065
She carefully removed the rock and sand. It was the skeleton you the order of things.
of a dinosaur and it was over 5 meters long! Scientists from
all over the world came to see Mary and her dinosaur. England
3 Think of a past trip. Make notes. 4 Tell a partner about
your trip.
My trip to
3
1 Did ? Where did you go?
Play Find Your Pair. First,
No, she didn't. Her parents were poor. I went to a museum.
What did you
2 Where ? do yesterday? I swam in the ocean. Then
What did you do?
She lived near the beach.
After that,
3 What ? I bought
some ice
She found a dinosaur. cream. We’re Then
not pairs!
84 eighty-four eighty-five 85
Lesson flow

objective review
Warm up
LESSON OBJECTIVE
• Write answers to questions about yourself on the
I will learn to ask about the past using did. board, e.g., the name of the place you went on
your last vacation, your hometown, the number of
KEY LANGUAGE brothers and sisters you have, etc. Have students
guess what the question is for each answer.
Did you go to the beach?
• Challenge Have students come to the front and
Yes, we did. / No, we didn’t.
write answers to questions about things they do
What did he do on vacation?
and have. Alternatively, they can play in groups.
Lesson objective
learn to ask about the past using did.
148
• Involve Students will learn how to ask questions Objective review
using the simple past and irregular verbs. • Revisit the lesson objective. Say Now I can ask
about the past using did.
Presentation
• Activate prior knowledge by asking students how
can do by having them ask you a question about
they made questions in the simple past in the
the past as an exit pass.
previous unit. Explain it is the same with irregular
verbs because the main verb doesn’t change.
• Assist Remind students that we use the auxiliary
verb do to form questions in English. Point out that
do is an irregular verb and its past form is did.
Practice
1 064 Listen and write.
(Answers: 1 Sunday, 2 He swam in the ocean,
3 in a café)
• Tell students they are going to listen to children
answering questions about their vacations. Have
them read the questions first and think about
what the answers will be.
• Play audio 064 twice for students to complete the
task.
Practice
(Answers: 1 Did she go to school?, 2 Where did
she live?, 3 What did she find?)
• Look at the picture. Elicit the word fossil. Review
what students remember about fossils from Unit 2.
• Students read the text about Mary Anning. They
then read the answers to questions about Mary
Anning and write the questions.
• Challenge Have students ask and answer
questions about the text in pairs.
COMMUNICATION
Production
3 Play Find Your Pair.
• This is a classroom mingle game. There are
30 picture cards (15 pairs) and each picture
represents an activity that students did
yesterday.
• Have students mingle around the classroom
asking What did you do yesterday? and then
ask any follow-up questions needed, e.g.,
Where did you play soccer? and try and find
the student with the matching card. Make sure
each card in play has a matching pair.
• Extra Students can use the cards to play Pairs
or Snap.
149
When did it happen?
COMMUNICATION

ask about
to When did it happen? I will learn
about whe
to talk
GRAMMAR: DID YOU / HE / SHE …? the COMMUNICATION n things
past using happened
did. .
1 064
Listen and write. 1 065
Listen and number the pictures in order.
Did you go to the beach? a b c
Beach trip
Yes, we did./No, we didn’t
1 When did they go? What did he do on vacation?
2 What activities did he do?
and made sandcastles.
3 Where did he eat lunch?

d e
Mary Anning
Mary was born in 1799. Her parents were poor, so she didn’t
go to school. Mary went to the beach to look for fossils.
When she was only 12 years old, she saw a shape in a rock. 2 065
Listen again. Stand up when you hear words that tell
She carefully removed the rock and sand. It was the skeleton you the order of things.
of a dinosaur and it was over 5 meters long! Scientists from
all over the world came to see Mary and her dinosaur. England
3 Think of a past trip. Make notes. 4 Tell a partner about
your trip.
My trip to
3
1 Did ? Where did you go?
Play Find Your Pair. First,
No, she didn't. Her parents were poor. I went to a museum.
What did you
2 Where ? do yesterday? I swam in the ocean. Then
What did you do?
She lived near the beach.
After that,
3 What ? I bought
some ice
She found a dinosaur. cream. We’re Then
not pairs!
Lesson flow
Warm up Lesson Presentation Practice Practice Production Production Objective

objective review

I will learn to talk about when things happened. • Introduce the lesson objective. Say Today I will
learn to talk about when things happened.
KEY LANGUAGE
• Involve Students will learn words to help organize
first, then, after that, finally their stories about things they did in the past.
Warm up Presentation
• Review the story. Take out the story cards for • Elicit what students did yesterday at school. Write
frames 2–8 and put them in a random order. With four things they did in order on the board and
students’ help, put the cards in order. number them.
• Challenge Have students retell the story of the

children’s camping trip using the story cards.
150
• Write then, after that, and first on the board. Ask
COMMUNICATION
students to replace the numbers on the board with
the words. Explain that first always goes first, but Production
then and after that can alternate. 4 Tell a partner about your trip.
• Have students work in pairs. They describe their
Practice
trip to a partner using ordering words to say
1 065 Listen and number the pictures in order. the order in which they did their activities.
(Answers: a 4, b 3, c 1, d 5, e 2) • Assist Model the activity by reading the speech
• Tell students they are going to listen to a girl bubbles with a student.
talking about the first day of her trip to the beach. • Monitor Monitor students while they talk in
• Assist Talk about what’s happening in each of the pairs. Note down any frequent mistakes and
pictures before students do the listening activity. take time to discuss and correct them with the
• Play audio 065 twice for students to number the class after they have finished speaking.
pictures in the correct order. Then have them • Challenge After students have talked about
compare answers in pairs. their trip in pairs, have them write about what
• Differentiation Pause the audio after each their friend told them in the correct order. They
question and answer for extra support and to can then look, check, and compare with what
give students more time to think about what they their friend wrote.
hear. As an extra challenge, see if students can put • Extra Have students play Story chain in small
the pictures in order after the first time they hear groups. The first student makes a sentence
the audio. about something that happened using First.
Students then continue the story using other
Practice linking words. They continue until one of them
2 065 Listen again. Stand up when you hear decides to end the story by beginning their
words that tell you the order of things. sentence with Finally.
• Play the audio again and pause it whenever
students stand up and ask the class what word Objective review
they heard. • Revisit the lesson objective. Say Now I can talk
Production about when things happened.
3 Think of a past trip. Make notes. • Involve Encourage awareness of what students
can do by having students recount what they did
• Students write the things they did on a past trip in in the lesson using the simple past with ordering
the order that they did them. They can get creative verbs.
and invent a trip if they wish.
• Encourage students to write in full sentences and
use the correct past form of the verbs.
• Involve Point out the list of irregular verbs on
pages 146–147 of the Student’s Book that students
can refer to for help remembering the past forms.
151
Project and Review
DESIGN A SHOEBOX BEACH

Design a shoebox beach
Step 2
Step 1
What goes in your shoebox? What will you write?
Plan Design your shoebox beach. Visit the beaches.
Research What is the perfect beach?

Imagine what you did on one
of the beaches you saw.
What do they like best? Write a postcard about
Choose the things you
want on your perfect beach your visit.
Find out:
and the activities you can
what your friends did the last do there. Hi,
time they went to a beach. I went to a beach
Write your own ideas.
what they liked the best. yesterday.
beach volleyball Talk about how to First, I swam in the ocean …
boat trips campsite dolphins make things.
What did you do the last Mix real sand
time you went to the beach? picnic spot rocks sand Send your postcard to
We can use real with glue for
surfing waves whales a friend.
rocks, shells, your beach!
I played on the rocks, I swam and sand.
in the ocean, and I went on Perfect beach Activities Guess which beach your
a boat trip. I saw dolphins! We can use paper friend wrote about!
for the ocean.
List your classmates’
.
Now I can ..
favorite things.
… talk about what we

find on beaches.
going on a boat trip
… talk about things
playing on the rocks I did in the past.
camping … ask and answer

questions about events
Find classmates with similar Go to the beach with in the past.
things in their list. your family and friends.
… tell a story.
86 eighty-six eighty-seven 87
Lesson flow
objective review
• Digital literacy If students don’t want to draw,

LESSON OBJECTIVE
they can find a photo of their ideal beach online.
I will design a shoebox beach. Help them think about the key words to type into
the search engine to find the right picture.
Warm up
• Ask students to draw a picture of their ideal Lesson objective
beach. They think about what it has on it, what • Introduce the lesson objective. Say Today I will
you can see there, and what you can do there. design a shoebox beach.
• Students do a picture dictation. They describe
what’s in their beach picture for a friend to draw. • Involve Students create a mixed-media beach in
They compare pictures after they have both done a shoebox. They paint the background scene and
their dictation. create models and collage elements using mixed
media. They think about what activities they can
do on the beach.
152
Step 1 At home
Research Go to the beach with your family and friends.
• Students research what their friends like to do • Suggest students plan a beach visit for their family.
when they go to the beach. If students have never If they live too far from the beach, suggest other
been to the beach, they imagine what they would places they could go, e.g., a lake, a river, a park.
do and what they would like the best. • Differentiation Have students write about what
• Students then list the activities their group they did on their trip.
mentioned. They can rank them in order of
Now I can …
preference.
Plan understanding.
• Students choose the things that would be on their • Involve Ask students to think about how they feel
perfect beach and the activities that you can do about these statements. Have students draw four
there. They then speak to each other and form light bulbs in their notebooks and for each light
groups of students with similar things on their list. bulb draw light lines coming from them to show
• Monitor Take time to make sure that the groups how confident they are about each statement.
are working well together and making decisions The more light lines they draw, the more confident
together. they feel.
• Monitor Have students choose the statement they
Step 3 are the most confident about. Then have students
Create tell the rest of the class. Make notes of the
• Materials: (per group) shoeboxes, card, clay, sand, statements that the fewest students choose and
shells, stones, paint, scissors, glue make sure you review this content in the future.
• Students use shoeboxes to create a 3D beach Objective review
scape. If possible, find photos of shoebox beach
• Revisit the lesson objective. Say Now I can design
models online. Discuss the different examples in
a shoebox beach.
the pictures. They talk about how they can make
different elements of their beach. • Involve Encourage awareness of what students
can do by asking them questions about their
• Involve They collate their items and set up their
beaches, e.g., Does your beach have rocks or
beach.
sand? What can you do there?
COLLABORATION
Assessment pack
This activity encourages Collaboration. For further • For grammar and vocabulary assessment, have
support download our Collaboration checklist. students complete the Practice and Unit tests in
Step 4 the Assessment Pack.
Show and tell Pearson English Portal games
• Students “visit” the different beaches. They Go to the Pearson English Portal and click on
choose one beach and think about what they “Resources,” then “Games” for a class game about
would do there. the beach.
• Students then write an account of their visit
to the beach on a postcard. They exchange
postcards with a friend and guess which beach
their friend visited.
about the exhibits.
• Extra Ask students if anyone created a beach
with trash on it (probably not). Elicit that
beaches covered in plastic trash are not a
good environment for marine life and it can be
dangerous for people using the beach. Remind
students that if they visit a beach, they must
take their trash home with them. They could
even pick up any other trash they see, like the
children in the story.
153
UNIT 5: VACATION TIME!
1 Look and color. 3 048 Listen and match.

2 Which of these fish are not a pair? Circle. (Answers: 1 c, e, 2 b, f, 3 a, d)
Answers: 4 Rewrite the sentences in the negative form.
(Answers: 1 She didn’t go to the beach., 2 They
didn’t have a picnic., 3 We didn’t see dolphins.,
4 I didn’t eat ice cream., 5 You didn’t buy lunch in
a cafe., 6 He didn’t swim in the swimming pool.)
5 Find the path to the beach. You can only go on
irregular action words.
(Answers: From left to right – see, read, have, buy,
go, do, eat, write, swim, sit, get)
• In this coding activity, students use pattern
• In this coding activity, students use pattern
recognition.
recognition to follow a sequence.
3 046 Listen to the song. Number the lines in
6 Play Word Tennis. Take turns saying the past
order 1–8.
forms of the words from 5.
(Answers: 2, 4, 3, 1, 8, 7, 5, 6)
• Students take turns saying the past forms of the
At the beach words, regular and irregular, from Activity 5. They
can say them in any order. They keep going until
1 Complete. Then check the activities you like.
they repeat, say the wrong form, or get stuck
(Answers: 1 rocks, ocean, 2 have a picnic, buy checking off the verbs as they go. The pair who
ice cream, 3 goes surfing, waves, 4 sand, beach, get the most right are the winners.
5 boat trip, dolphins, whales, 6 campsite)
Story lab
2 Choose things and activities from 1. Write, then
compare with a partner. 1 049 Complete the speech bubbles. Then
listen and match.
Extra vocabulary (Answers: 1 ate, went, was, 2 didn’t swim, was,
3 047 Look and write. Then listen and check. 3 saw, 4 found, 5 came, got, 6 bought;
(Answers: 1 turtle, 2 shark, 3 starfish, Match: 1 d, 2 b, 3 f, 4 e, 5 a, 6 c)
4 seahorse) 2 Act out the story in groups.
• New vocabulary is presented and practiced in this 3 Read and answer.
activity to stretch students (turtle, shark, starfish). (Answers: 1 rocks, sand, plastic trash (also accept:
Language lab 1 waves, dolphin, ocean), 2 put up their tents, ate
dinner, went to bed, 3 bought them ice cream,
1 Complete the sentences with the past of the took them on a boat trip, 4 Students’ own answers
action words. (probably happy or very happy), 5 Students’ own
(Answers: 1 bought, 2 wrote, 3 went, swam, answers)
4 read, 5 did, 6 saw, ran)
• Questions 4 and 5 are inference questions.
2 Make a wheel of irregular action words. Students use clues from the text to inform their
• Materials: two circular disks of construction paper, answers.
split pins, marker 4 Complete Ellie’s messages about the
• Tell students to choose the six irregular verbs they camping trip.
find the trickiest to put in their wheel. Students (Answers: Students’ own answers based on
divide the disk into 12 sections. They write the summarizing the story.)
infinitives and their simple past forms in opposite
5 Read and complete.
sections of the disk (six different verbs in total).
They place the other disk on top with triangles
cut in on the opposite side and attach it with
a split pin.
154
6 Make your own story book. page 119 3 Imagine you went on a beach vacation. Think of
• In this coding activity, students learn to arrange three things you did.
the pages in the same order as the story. 4 Ask and answer with a partner. Find out what
• Students cut out the pages from their Workbooks they did.
along the cut lines to create two strips of paper. When did it happen?
Then they fold each strip along the fold lines.
1 Read and number the texts in order.
• Students use the prompts to write their story and
draw pictures. (Answers: 3, 4, 1, 2)
• Students can use their storybooks to retell the 2 054 Listen and complete.
story to their families and friends. (Answers: meet, give equipment, clean the beach,
have a picnic, sort the trash, go home)
Phonics lab
3 You did the activities in order. Write sentences in
1 050 Listen and check . Then say. the past.
(Answers: 1 a, 2 a, 3 b) • Students write out the activities in the order they
2 051 Look and label. Then listen and say. happened.
(Answers: 1 sea, 2 ice cream, 3 shark, 4 park, 4 Give a list of activities to a partner to order.
5 feet)
PROJECT AND REVIEW
3 Complete the poem. Use words that rhyme
from 2. 1 Think about your shoebox beach. Read and
answer.
(Answers: dark, shark, eat, feet)
Experiment lab their Student’s Books and check the answers to the
questions.
1 052 Listen and read about oceans again.
Write. 2 Complete your project report.
(Answers: 1 North Pole, 2 South Pole, 3 equator, • Students can use the information in Activity 1 to
4 cold water, 5 warm water) complete their report.
2 Read and answer. • Have students read the example report.
(Answers: 1 21.2 percent, 2 24,075 km) • Students can take a photo of their shoebox beach
and add it to their report.
• In this math activity, allow students to use
3 Present your project to your family and friends.
calculators to answer the questions, but ask them
to write down their working out by hand. • Students describe their shoebox beach to their
family and friends.
Experiment time 4 Think about your project and color.
1 Complete and then compare with a partner. 5 Write the past of the action words. Then write
• In this activity, students reflect on their a sentence.
experiment. (Answers: 1 saw, 2 ate, 3 swam, 4 went, 5 wrote,
2 Write your report. 6 had, Sentences: Students’ own answers – check
• Students can use the information from the they are grammatically correct)
experiment in their Student’s Books to write their 6 Read and answer about this unit.
report.
(Answers: 1 any four of the following: sand, rocks,
• Students use the example text as a model. whales, dolphins, waves, campsite, trees, fish,
surfers, etc., 2 any four of the following: go on
Language lab 2
a boat trip, have a picnic, swim, run, play, read,
1 Read and write questions. eat ice cream, 3 any three of the following: beach,
(Answers: 1 Where did you go?, 2 Why was she/ sea, eat, etc., 4 Mary Anning, 5 float)
Grandma excited?, 3 What did you have for • Students find the answers in the unit.
lunch/on the beach?, 4 Did she/Grandma like the
beach?) 7 Read and answer.

(Answers: Ahmed: ,
Saskia: )
155
6 Let’s shop!
OBJECTIVES
Reading
• Reading comprehension – Can follow the sequence of events in a short text on a familiar, everyday
topic.
Listening
• Response to spoken prompts – Can identify objects, places, or people from short descriptions.
• Listening accuracy – Can hear the individual vowel and consonant sounds in simple words, if supported
by pictures.
• Response to spoken prompts – Can identify the day and date in short, simple dialogs, if spoken slowly
and clearly and supported by pictures or gestures.
Speaking
• Spoken acts – Can order food and drink in a café or restaurant, using simple language.
pronunciation.
Writing
• Writing accuracy and appropriacy – Can spell a range of common words (e.g. names, greetings, colors).
KEY LANGUAGE
bakery The sounds /ɔr/ as in horse brand There is a cake.
bookstore and /ɚ/ as in farmer common There is some bread.
butcher shop corner design I don’t have any carrots.
candy store farmer designer There’s a lot of milk.
clothes store horse logo There isn’t much bread.
department store morning product Is there much rice?
grocery store mother I don’t have many carrots.
market
pet store
shopping mall
supermarket
toy store
156
PROJECT: CREATE A STORE IN A SHOPPING MALL
Students will think about shopping and stores and what they can buy in each type of store. They will create
a mall with different stores.
Materials: construction paper, markers, paint, glue
EXPERIMENT LAB: BRAND DESIGN AND LOGOS

Students will learn about the importance of choosing the right design, color, and logo for a brand. They will
design two candy bar wrapper designs and predict which one will be the most popular.
Materials: paper, paint, markers

games.

• Students will learn about algorithms by following spelling rules to write new words.
MATH
Students will measure items and compare length.
VALUES AND SOCIAL-EMOTIONAL LEARNING: TAKE CARE OF PETS

Students will think about what pets need to be happy and healthy.
CREATIVE ACTIVITIES

and will help students revisit and produce core toy store market
Play Bingo Shopping List.

This encourages students to use the language in a real world scenario and to work collaboratively with their
peers.
GLOBAL AND CULTURAL CITIZENSHIP: BEACHES

Students will learn about the UAE – famous beaches and shopping malls in other countries.
They will also reflect upon their own culture.
157
How can I create a store?
OPENER
6 Let’s shop!
How can I create a store?
2 Look at the map. Then
number the items in the order
you buy them. Explain why.
Shopping list
bread milk
1 Look at the picture. 1 kg apples t-shirt
Discuss.
1 kg bag of cat food
See What can you see?
Think What can you buy?
Wonder What else can you do there?
3 Listen and point.

066
SO N G
TIME Let’s Shop! g
amazin
Let’s shop, shop, shop,
Until we drop, drop, drop!
Candy store, toy store,
Amazing stores on every floor.
What a mall – I want it all! shop
store Let’s shop, shop, shop,

Until we drop, drop, drop!
bookstore, pet store,
What a mall – I want it all!
88 eighty-eight eighty-nine 89
Lesson flow

Warm up
LESSON OBJECTIVE
• Review the places around town that students
I will learn about stores and create a store in a already know (school, museum, gym, movie
shopping mall. theater, park, library, etc.). Ask students where
they like to go and what they do there.
KEY LANGUAGE • Ask students what other activities they can do
grocery store downtown. Talk about going to the mall and
going to stores in L1.
supermarket
pet store CRITICAL THINKING
clothes store
• Ask students How can I create a store? Teach
bookstore the word shopping mall using online photos or
videos of malls. Ask what things they can buy in
a mall.
158
• Involve Tell students that they will learn about • Extra Have students draw icons to represent
what stores are in malls and about other places the stores and the parking lot on sticky notes.
where you can buy things. Elicit what they think They stick them on their desks to create their
they will learn in order to complete the project own mall maps. They can then make lists of five
(names of stores, how to ask for things in stores, other items, exchange with a partner, and do
etc.). Ask them to discuss ideas with their partner. the same challenge.
• Assist Go around the class and ask each
student to share one idea. Write the ideas on Song
the board. Encourage students to use English, 3 066 Listen and point. Then sing along and
but also accept ideas in L1. dance.
• Extra Ask students to make a list of activities • Play audio 066. Have students listen and read
they can do in their local mall and then along with the song quietly.
compare their list with a partner.
• Involve Students will learn the names of different and show them the actions. Discuss that the song
stores and think about the things they can buy in is just light-hearted and there are more important
each place. They will think about quantities and things in life than shopping and spending money.
how to talk about items. • Actions are: First line: walk pretending to carry
shopping bags. Second line: pretend to drop to
Lesson objective the floor. Third and fourth lines: look around and
• Introduce the unit objective. Say In this unit point up and down and to the side. Fifth line: look
I will learn about stores and create a store in amazed with mouth open and hands wide.
a shopping mall. • Assist If any students in your class have limited
mobility, adapt the actions so they are achievable
for everyone.
COMMUNICATION CRITICAL THINKING
• Extra Teach students how to sing in a round.
Presentation Divide the class in two groups. Group A sings the
1 Look at the picture. Discuss. first line of the song and as they begin the second
• This is a See, Think, Wonder visible thinking line, Group B starts the first line. This is a good
routine to activate prior knowledge. Have way to get students to listen and concentrate on
students discuss the questions in pairs. what they and those around them are singing. It
doesn’t have to sound perfect – let them have fun
• Assist Model example answers for each
and make some noise!
question: What can you see? I can see chairs,
tables…; What can you buy? I can buy skirts, Objective review
pants, T-shirts, books…; What else can you do
• Revisit the lesson objective. Say I’m learning about
there? I think you can watch a movie there.
stores.
• Challenge Have pairs of students share their
discussion ideas with the class.
already know and what they have learned about
the topic so far and their prior learning by asking
CRITICAL THINKING what their favorite store is.
Practice
2 Look at the map. Then number the items in
the order you buy them. Explain why.
• Students think about what order they would
buy the things on the list, taking into account
things like weight, shortest route, buying frozen
things last, and proximity to car/entrance.
• Assist Tell students to first decide which stores
they need to go to so that they can buy each
item and which stores they don’t need to go to.
• When they have ordered their lists, they
compare answers in groups and talk about their
reasons. Accept all reasonable answers as long
as students can explain their choices.
159
Where do we shop?
VOCABULARY
Where do we shop? I will learn

VOCABULARY
shopping
words.
6 068
Listen. Where did
Dan go? Circle. Then listen
CODE CRACKER
1Look at 2. Check the words you know in English. again and number in order.

067
grocery store bakery
butcher
shop
bookstore clothes
store
Entrance
1 department store 2 market 3 shopping mall 4 butcher shop
toy store
Exit
5 bakery 6 toy store 7 candy store 8 pet store

pet store candy
store
Write Dan’s route through the mall. Use the symbols.

9 bookstore 10 grocery store 11 clothes store 12 supermarket
3 Look at 2. Circle the stores. Underline the places with more than
go right go left go down go up enter a store
one store.
4 Read and match.

1 You can buy apples and carrots here. a bakery
2 My dad buys bread here. b department store dictionary. Draw and write
3 This is a big store that sells lots of different things. c grocery store stores and places to shop
words you know.
5 What stores do you like? Compare with a partner.
toy store market
90 ninety ninety-one 91
Lesson flow
Warm up Lesson Presentation Presentation Practice Practice Production Code Cracker Picture Objective
objective Production dictionary review
• Extra Ask students to draw a map of the

LESSON OBJECTIVE
downtown area of their town/city in pairs and
I will learn shopping words. label the places. It doesn’t matter if they don’t
know the names of stores at this point as they will
KEY LANGUAGE learn them in this unit.
bakery clothes store pet store Lesson objective

bookstore department store shopping mall • Introduce the lesson objective. Say Today I will
butcher shop grocery store supermarket learn shopping words.
candy store market toy store
• Involve Students will learn and practice 12 new
Warm up words to describe stores and places where people
• Brainstorm places in a town/city that students go shopping.
already know. Write students’ ideas on the board.
Ask what their favorite place in their town/city is.
160
Presentation
1 Look at 2. Check the words you know in English.
6 068 Listen. Where did Dan go? Circle.
• Activate prior knowledge To activate prior
Then listen again and number in order.
knowledge, ask students to look at the pictures
and read the words and check any they already (Answers: 1 bookstore, 2 bakery, 3 candy
know in English. store, 4 toy store, 5 pet store)
• Involve Students could include the items • Students use the information about what Dan
pre-taught in the Opener in the items they check, bought to figure out which stores he visited.
but make sure students know that you don’t • Play audio 068 twice. The first time, students
expect them to have learned them yet. Praise circle the stores Dan visited. The second time,
them for any that they remember. they number them in the order that he visited
them in.
Presentation
Write Dan’s route through the mall. Use the
2 067 Listen, point, and repeat. symbols.
• Play audio 067. Students listen, point at the (Answers:
actions, and repeat the words. (to exit) )
• Call out a number and encourage the class to
• Tell students to use the arrows to make a
respond with the corresponding word using the
route through the map. They draw a star in
numbered photos. Repeat until students have
the square in front of the store entrance to
practiced all the vocabulary.
show they went in (they don’t need to draw
Practice arrows to show entering and exiting the store.)
Encourage them to do it on the map.
3 Look at 2. Circle the stores. Underline the places
with more than one store. • Differentiation Do the first section of the route
with students, for extra support. Fast finishers
(Answers: Circle: butcher shop, bakery, toy store,
can write the route as a shortcut. Remind
candy store, pet store, bookstore, grocery store,
students of the shortcuts they wrote in Unit 1,
clothes store, supermarket; Underline: department
page 13. Show students an example of writing
store (could be both), market, shopping mall)
shortcuts, e.g., instead of drawing three right
• Explain that some of the shopping places are single arrows , they can write 3 .
stores and some are places where you can find
more stores or buy lots of different types of things. CREATIVITY
• Students do the task and compare answers.
Picture dictionary
CRITICAL THINKING 7 Make your own picture dictionary. Draw and
Practice write stores and places to shop words you
know.
4 Read and match.
(Answers: 1 c, 2 a, 3 b)
• This activity practices the skills needed for reference.
Cambridge Young Learners English (CYLE), • Show students the examples in the Student’s
Movers, Reading and Writing, Part 1. Book, then write the new words on the board.
• Students match the definitions to the places. Ask students to close their Student’s Books and
• Extra Have students write definitions for more encourage them to use their imagination to
of the shopping places in Activity 2 and then draw the new words in their notebooks.
exchange them with a partner. Students can • Encourage students to copy the words neatly
start their definitions You can buy … here. under the pictures they draw.
CRITICAL THINKING COMMUNICATION
Production Objective review
5 What stores do you like? Compare with a • Revisit the lesson objective. Say Now I know
partner. shopping words.
• Students think about their three favorite stores. • Involve Encourage awareness of the new words
• Challenge Have students rank the stores in order by asking them which stores and shopping places
of preference and then compare with a partner. they have visited in the last week/month.
Ask them to say why they like those stores.
161
Language lab 1
GRAMMAR: THERE IS A …

about am to talk
GRAMMAR: THERE IS A … ount using
There is / a
re ...
4 Read. Find and
place the stickers. CODE CRACKER
1 069
Watch. Check
the things they buy on the a / an a cake; an egg
shopping list. some We have some bread.
any I don’t have any carrots.
1 There are some mangoes. 2 There’s a mango.

Count nouns
There aren’t any bananas. There are some potatoes.
= things you can count –
one banana, two bananas Are there any strawberries? Are there any apples?
Non-count nouns Yes, there are some strawberries. Yes, there’s an apple.
= things you can’t count –
one bread, two breads
MY SHOPPING LIST
2 Underline the count nouns
1 cake and circle the non-count
nouns in 1. 3 There aren’t any apples. 4 There are some apples.
There’s a banana. There aren’t any bananas.
3 Circle the correct word. Are there any potatoes?

No, there aren’t any potatoes.
Are there any grapes?
Yes, there are some grapes.
2 rice 1 There’s a / some bread at
the supermarket.
2 Do you have some / any carrots?

5 Choose a sticker in 4. 6 Play Bingo Shopping List.
3 There aren’t any / some apples Ask and answer.
3 carrots at the store. Do you have
No, I don’t have
Are there any bananas? any mangoes?
4 There’s a / some toy store at any mangoes.
the mall.
No, there aren’t any bananas.
5 There are some / any eggs on
4 water
the table.
6 I don’t have some / any cake.
92 ninety-two ninety-three 93
Lesson flow
Warm up Lesson Video Presentation Practice Practice Code Cracker Production Production Objective
Warm up
LESSON OBJECTIVE
• Play a game with the shopping places flashcards.
I will learn to talk about amount using There is / Give a flashcard to each pair or small group of
are … . students. Have them write a shopping list of all
the things they can think of that they can buy from
KEY LANGUAGE their place. They then exchange their lists and
flashcard with another pair. They look to see if
There is a cake.
they can add anything to the lists.
There is some bread.
• Differentiation Give less confident students the
I don’t have any carrots.
places where you can buy the greatest number
of different things that students know, e.g.,
supermarket, clothes store, department store.
162
• Say any item, e.g., cheese, T-shirt, pen, etc. and • Have students complete the activity individually,
have students stand up if they think you can buy it using the grammar box for reference, and then
in the place on their flashcard. compare their answers with a partner.
Lesson objective
learn to talk about amount using There is / are … . 4 Read. Find and place the stickers.
(Answers: 1 second sticker, 2 fourth sticker,
• Involve Students will learn how to use quantifiers 3 third sticker, 4 first sticker)
a/an/some/any with there’s/there are to talk about • Students read the clues to find the correct
the amount of things. picture sticker for each description.
Video • Assist Each description is quite similar, so
1 069 Watch. Check the things they buy explain that they have to use the quantifiers
on the shopping list. (a/an, some, etc.) to help them decide which
picture it corresponds to.
(Answers: cake, carrots)
• Assist Use the video still to encourage students to COMMUNICATION
make predictions about the video. Elicit that Ellie
Production
and Nadir are in a market. Pre-teach stall. Talk
about each of the items on the shopping list and 5 Choose a sticker in 4. Ask and answer.
ask which stalls and stores they’d need to go to for • Students work in pairs. They take turns to
each item. choose a sticker picture (keep it secret) and
• Play the video Food Market or audio 069. Ask then their partner asks questions to figure out
students to sit and watch or listen quietly. which sticker it is.
• Challenge After they have watched a second • Extra Have students draw a picture of a
time, ask What does Ellie get before they go grocery store with four or five items of various
shopping? (shopping bags) Why do you think she amounts. Students ask and answer to do a
takes shopping bags with her? Discuss the need to picture dictation and draw their partner’s
reduce trash, particularly plastic trash, by taking grocery store.
your own bags shopping and reusing them.
CREATIVITY COMMUNICATION
Presentation
Production
• Look at the grammar box. Elicit that we use a/an
with singular count nouns, some with plural count 6 Play Bingo Shopping List.
nouns and non-count nouns in the affirmative, • Collect publicity magazines from supermarkets
and any with plural count nouns and non-count and food magazines for this activity. Hand
nouns in the negative and interrogative. them out to students to cut out the pictures.
• Assist Brainstorm nouns and sort them into • Students cut out four food count nouns and
count and non-count noun lists on the board with four food non-count nouns from the magazines
students. Leave the lists there for their reference. and stick them onto a 4x4 Bingo grid (if you
don’t have magazines, have students draw
Practice or write on their Bingo grids). They then walk
2 Underline the count nouns and circle the around the class asking and answering about
non-count nouns in 1. things on the grid. Students circle foods that
(Answers: Count nouns: cake, carrots; Non-count their classmates also have. The first person to
nouns: rice, water) circle all their food shouts Bingo!
• Look at the yellow box with the list of count and • Assist Model the activity with the class before
non-count nouns with the class. They then look at they play.
the shopping list in Activity 1 and identify count
and non-count nouns. Objective review
Practice
about amount using There is / are … .
3 Circle the correct word.
(Answers: 1 some, 2 any, 3 any, 4 a, 5 some, can do by saying nouns and having students stand
6 any) up if they are count nouns and remaining seated if
they are non-count nouns.
163
Story lab
READING

about a p
a story 6
Do you have a
rabbit in here?
Yes, we have a lot
of rabbits. They’re
8
Do you want a carrot?
READING et rabbit.
over there.
1 Listen and read. What

070
3
What can we call him?
stores do they go in?
There are too
many rabbits!
I have an idea!
Excuse me, do
1 you have any I don’t know, let’s
rabbit food? Yes, there’s have a little look
some over there. at him … Oh no! 7 I’d like some carrots, please. 9 I know a good name for him!
Sure. How many What?

would you like?
4
Five, please. Runner Rabbit!

Hey – look at
this poster!
2
Quick! Follow
that rabbit!
2 Read the story again. Circle the best answer to each question.
Let’s get a friend for Snowball!
1 Why do the children buy a rabbit? 2 What does Freddie buy?
5 Did you see a rabbit in the store? A as a birthday present for Ellie A a carrot
B as a friend for Snowball B some carrots
No, I didn’t
What about C as a toy C ten carrots
see any
this little rabbits!
one? It’s Take care of pets.
really cute! Values
3 Act out the 4 Discuss the questions.
story in groups.
It can be a surprise
Excuse me, how Why do the children What do pets need to be
for Nadir – he
loves Snowball.
much is that hat? buy a new rabbit? happy and healthy?
Oh!
94 ninety-four ninety-five 95
Lesson flow
Warm up Lesson Pre-reading Reading Comprehension Act out Values Objective


I will read a story about a pet rabbit. • Introduce the lesson objective. Say Today I will
read a story about a pet rabbit.
Warm up
• Play Backs to the board. Have one student come
about a pet rabbit. They will use the information
up and sit with their back to the board, facing
the class. Put one of the flashcards from the unit
story.
on the board. The student asks questions about
what there is in the store to guess what store it is.
Repeat with other students at the front.
164
Pre-reading
Values
Production
• Tell students that the children are in a shopping
mall. Ask what they expect the children to buy 4 Discuss the questions.
there. • Lead the class in a values discussion about the
• Read the title with the class. Have them guess who importance of taking care of pets.
or what “Runner Rabbit” is. • Discuss that the children bought a rabbit
because there was a poster saying rabbits like
Reading living with other rabbits.
1 070 Listen and read. What stores do they • Assist Brainstorm things that everyone
go in? (humans and animals) needs to be happy and
(Answers: pet store, clothes stores, toy store, healthy, e.g., food, water, exercise, shelter.
grocery store) • Challenge Talk about things more specific to
• Read the question and accept all suggestions. Play different animals, e.g., rabbits – company, a
audio 070 and allow students to read and listen to large hutch and outside area, suitable food
the story individually and then check answers to (note that carrots should be given only as a
the gist question. treat like in the story due to their high sugar
• Challenge Ask students comprehension questions content); cats – prefer to be on their own, a
with their Student’s Books closed, e.g., Where does litter tray or access outside if possible; dogs –
Runner Rabbit hide? Why can’t they find him in the walks, exercise, play, socialization with other
toy store? Why do they buy carrots?, etc. dogs; hamsters – large cage, something they
can use for exercise, should be on their own.
Comprehension • Digital literacy If students have access to the
2 Read the story again. Circle the best answer to internet, they can choose a pet to research and
each question. find out how to best take care of it.
(Answers: 1 B, 2 B)
• These are Cambridge Young Learners English Objective review
(CYLE), Movers, Reading and Writing, Part 4 • Revisit the lesson objective. Say Now I can read
style questions that check comprehension and a story about a pet rabbit.
ask students to apply their knowledge of written • Involve Encourage awareness of what students
English to complete. can do by asking them to retell the story to the
• Students read the story again and choose the best class.
answer for each question.
Act out
• Put students in groups of six to act out the
story – one student for each of the children
characters, one to play other characters, and
one to play the part of Runner Rabbit.
parts with only a few lines (Runner Rabbit,
pet store assistant, etc.). The more confident
students in each group can play the children
characters.
• Assist Play the story audio for students to listen
and repeat to practice their parts.
165
Phonics lab
OR AND ER

and er sou
the or Experiment lab I will learn
brand desi
about
OR AND ER nds. DESIGN: BRAND DESIGN AND LOGOS gn.
EXPERIMENT TIME
1 Listen and repeat.
071
Watch a video about logos.
Then write or or er. Design a logo!

1 Listen and read. Color,
074
Materials
answer, and draw.
h se farm white construction paper
Brand Design: Color markers
2 072
Sort the words. Then listen to check your answers Imagine the candy bar section of
and say the words. Add more words. a supermarket. What different colors How can I design a logo for
can you see? a candy bar?
er or Color the circles the three most
1 Think of a name for your
Both common colors in the candy section:
candy bar.
2 Design two different logos

What is the color of your favorite candy
using the name.
bar wrapper? For a designer, choosing
mother corner morning 3 Use the logos and markers
the color of a product is one of the
most important choices you can make. to design two different
3 073
Listen and chant. Underline or words and What do these colors make you feel? wrappers.
circle er words. Red Blue Green Black 4 Predict which of your designs
your classmates will like best.
Logos
I went to the toy store this morning.
It’s time to think about your logo. 5 Go around the class choosing
There was a horse with It was smaller and cuter than
Most brands use a your favorite designs.
a horn in the corner. my sister.
design of their name
It was silver and covered in glitter! 6 Check your predictions.
A horse with a horn as their logo.
is a unicorn! I felt better and happier than ever! Draw the logo of your Prediction Observation
favorite drink. Why do
Design 1
4
you think the designer
Design 2
Match the rhyming pairs. brother smaller chose that logo?
Write a chant. taller mother Why do you think that was
the favorite design?
96 ninety-six ninety-seven 97
Lesson flow
Warm up Lesson Presentation Practice Chant Production Objective

objective review
Warm up
LESSON OBJECTIVE
• Review the sounds from Units 1–5 (see the wordlist
I will learn the or and er sounds. on pages 138–140 of the Student’s Book). Write
The sounds /ɔr/ as in horse and /ɚ/ as in bigger the sounds that students have studied so far on
the board (/æ/, /e/, /ɪ/, /ɔ/, /ʊ/, /eɪ/, /aɪ/, /oʊ/, and
KEY LANGUAGE /u/). In pairs, have students think of a word that
contains each vowel sound. Students score one
corner point for each word they think of and two points if
farmer they have a word that no one else has thought of.
horse
morning Lesson objective
mother • Introduce the lesson objective. Say Today I will
learn the or and er sounds.
166
• Involve Students will learn the sounds /ɔr/ and /ɚ/ • Play audio 073 again while students listen in
in words. silence and do the task. Note: The focus is on
the er sound at the end of words so there is not
Presentation included. Explain er in the middle of words is
1 071 Listen and repeat. Then write or or er. pronounced differently.
(Answers: horse, farmer) • Challenge Ask students to perform the
• Write the spelling patterns or and er on the board chant in groups. They could chant together
along with words which have the spelling pattern, or take alternate lines. Focus on rhythm and
e.g., horn and teacher. Point at each and ask pronunciation.
students to say the sounds and the words.
CREATIVITY
• Play audio 071 for students to listen and repeat.
Production
They then complete the words with the correct
spelling. Play the audio again for students to check 4 Match the rhyming pairs. Write a chant.
their answers. (Answers: brother/mother, smaller/taller)
• Play the Phonics Pronunciation video. Ask students • Students look at the words and match the pairs
to sit and watch quietly. Play it again and ask of words that rhyme. Tell them to say the words
students to copy sounding out and blending the aloud to themselves to help them decide.
words.
• Encourage students to write a short chant
• Assist Pay particular attention to the /ɚ/ sound at about their family using the words.
the end of words as it contains an unpronounced
• Challenge As an extra challenge, have students
vowel sound which is difficult for non-native
make their chants rhyme. Invite students to
speakers. It is always the unstressed sound in
perform their chants to the class.
words.
• Extra Have students write out their chants
CRITICAL THINKING neatly and decorate them with pictures and
patterns. Focus on the correct spelling of the
Practice
words when they write them.
2 072 Sort the words. Then listen to check
your answers and say the words. Add more
Objective review
words.
• Revisit the lesson objective. Say Now I know the or
(Answers: or: morning; er: mother; Both: corner)
and er sounds.
• Students sort the words into the Venn diagram.
Play audio 072 for them to check their answers.
• Challenge Have students think of words they
know with either of the target sounds (or both)
and add them to the diagram. Have them
compare answers in pairs.
• Assist List words with the target sounds on the
board (see wordlist) for students to sort.
Chant
3 073 Listen and chant. Underline or words and
circle er words.
(Answers: Underlined: store, morning, horse, horn,
corner, unicorn; Circled: corner, smaller, cuter,
sister, silver, covered, glitter, better, happier, ever)
• Play audio 073. Do a TPR activity first – have
students stand when they hear the or sound and
clap hands when they hear the er sound. Use the
pictures to explain the meanings of any unknown
words but emphasize that the focus of these
lessons is sounds, so they don’t have to remember
them.
167
Experiment lab
DESIGN: BRAND DESIGN AND LOGOS

and er sou
the or Experiment lab I will learn
brand desi
about
OR AND ER nds. DESIGN: BRAND DESIGN AND LOGOS gn.
EXPERIMENT TIME
1 Listen and repeat.
071
Watch a video about logos.
Then write or or er. Design a logo!

1 Listen and read. Color,
074
Materials
answer, and draw.
h se farm white construction paper
Brand Design: Color markers
2 072
Sort the words. Then listen to check your answers Imagine the candy bar section of
and say the words. Add more words. a supermarket. What different colors How can I design a logo for
can you see? a candy bar?
er or Color the circles the three most
1 Think of a name for your
Both common colors in the candy section:
candy bar.
2 Design two different logos

What is the color of your favorite candy
using the name.
bar wrapper? For a designer, choosing
mother corner morning 3 Use the logos and markers
the color of a product is one of the
most important choices you can make. to design two different
3 073
Listen and chant. Underline or words and What do these colors make you feel? wrappers.
circle er words. Red Blue Green Black 4 Predict which of your designs
your classmates will like best.
Logos
I went to the toy store this morning.
It’s time to think about your logo. 5 Go around the class choosing
There was a horse with It was smaller and cuter than
Most brands use a your favorite designs.
a horn in the corner. my sister.
design of their name
It was silver and covered in glitter! 6 Check your predictions.
A horse with a horn as their logo.
is a unicorn! I felt better and happier than ever! Draw the logo of your Prediction Observation
favorite drink. Why do
Design 1
4
you think the designer
Design 2
Match the rhyming pairs. brother smaller chose that logo?
Write a chant. taller mother Why do you think that was
the favorite design?
96 ninety-six ninety-seven 97
Lesson flow

Warm up
LESSON OBJECTIVE
• Do a visualization task. Tell students to close their
I will learn about brand design. eyes, listen, and visualize. Say You have walked
into your local supermarket. You are in the first
KEY LANGUAGE section. What can you see around you? What
can you smell? (Pause to allow some students to
brand
respond.) You walk into your favorite section of
common the supermarket. What is there? (Pause to allow
design some students to respond.) You take your favorite
designer thing from the shelves. What color is it? (Pause to
logo allow some students to respond.) You go to pay.
product What can you hear? How much does your item
cost? (Pause to allow some students to respond.)
168
• Challenge Have students compare the things they Experiment time
visualized in pairs. Design a logo!
• Materials: white construction paper, markers
Lesson objective
• Students work in pairs or groups to think about a
candy bar logo. They can first decide what type
learn about brand design.
of candy bar they are designing the logo for. They
then think of a name and create two logos based
• Involve Students will learn about the importance
on the name, thinking about colors and design.
of brands and logos through the context of design
They create their finished designs on pieces of
and how designs can influence shoppers’ choices.
paper.
Pre-reading • Students write their predictions about which will
• Find famous logos for well-known products online be the most popular of their designs in the chart.
(if possible, source a brand test with product • They then test their predictions. Have them set
names removed). Show students the pictures and out their designs. The class go around the class
have them say what it is. choosing their favorite of each pair of designs.
• Challenge Have students work in pairs. Tell them Give all the students counters to place on their
to think of their favorite snack and then describe favorite designs. At the end, they can count up
the packaging to their partner. Their partner has the counters to find out which of their designs is
to guess what product it is. preferred.
• Go to the Pearson English Portal and click on Why do you think that was the favorite design?
“Resources” for more teaching resources about this • Students reconvene in their groups and check
topic, including a video about logos. their predictions against the results. Have them
discuss why they think more people preferred their
Reading winning design. Did they make one of their designs
1 074 Listen and read. Color, answer, and deliberately more unappealing to test out their
draw. own theories?
• This is an interactive reading activity where • Extra Have students write the results of the poll of
students complete activities within the text. their two designs as a ratio, e.g., Design 1 won by
• Differentiation Pre-teach vocabulary from the key 15 votes to 3 = a ratio of 15:3.
vocabulary list for extra support before students
Objective review
read the text.
• Play audio 074 and have students read and do
brand design.
the activities in the text. First, have students color
the circles according to what they think are the • Involve Encourage awareness of what students
three most prevalent colors in the candy section have learned about designs by having them think
of a supermarket. Then have them compare their about why their favorite product has its particular
answers with a partner. Have a show of hands design.
to find out which color students think is the most
prevalent.
• Next, have students draw a logo on the soda can.
Ask them to compare the soda can with a partner
and see if they can recognize their partner’s
favorite soda. Discuss how instantly recognizable
famous brands’ colors and logos are.
169
Language lab 2
GRAMMAR: HOW MUCH / MANY …?

amount w
to talk ab
out
Shopping I will learn
w
to say in st hat
GRAMMAR: HOW MUCH / MANY …? lots of, m ith a lot/ COMMUNICATION ores.
uch and m
any.
2 Complete the questions 1 076

Listen. What does she buy? Check .
a lot of / lots of There’s a lot of with much or many and then
money. There’s lots of milk. answer for you. pears bananas apples
much There isn’t much bread.
Is there much rice?
1 How juice
many I don’t have many
carrots. Do you have many skirts? would you like? 2 076
Listen again. Who 4 Read and answer
says what? Write C (Customer), the questions. MATH
2 ZONE
1 How shopping SP (Salesperson), or B (Both).
075
Listen and check .
malls are there in your town? 1 Excuse me.
1 a b
2 Can I help you?
3 Did you have

3 Please.
bread for dinner yesterday? 4 I’m sorry.
5 Anything else? Jim buys six apples. He gives half

4 How do you like 6 Thank you. of his apples to Amy. How many
2 a b apples does Jim have left?
shopping? Complete: 7 How much is that?
Not much A lot!
8 Have a nice day.
3 Play Store.
3 a b
3 Play Chain Game in groups. Excuse me.
Gema buys 10 toy cars from the

I went shopping and bought Yes, can I
help you? toy store. She gives two to her best
a lot of bananas.
friend and one to her little brother.
Do you have How many cars does Gema have
I went shopping and bought
a lot of bananas. I didn’t buy any socks? left?
much chocolate …
98 ninety-eight ninety-nine 99
Lesson flow

objective review
Warm up
LESSON OBJECTIVE
• Write Count nouns as a heading on the left of the
I will learn to talk about amount with a lot/lots of, board and Non-count nouns on the right of the
much, and many. board.
• Do a TPR activity. Have students stand up in a line
KEY LANGUAGE facing the board. Say different items. Students
There’s a lot of milk. jump to the left if you say a count noun and to the
right if you say a non-count noun.
There isn’t much bread.
Is there much rice? • Challenge Invite students up to lead the activity.
Make sure they know the answers themselves!
I don’t have many carrots.
170
Lesson objective COMMUNICATION
learn to talk about amount with a lot/lots of, 3 Play Chain Game in groups.
much, and many.
• Put students in groups. The first student makes
a sentence about a purchase using a lot/
• Involve Students will learn how to talk about
lots of, much, or many. Students add items to
amounts of things using much/many/a lot of/
the sentence chain each time until someone
lots of.
forgets or repeats. Then start again with a new
Presentation sentence.
• Read the grammar box with the class. Make sure • Assist Start the sentence chain off using the
they understand that we use a lot/lots, much, and examples on the page.
many with larger amounts of things than a/an and
some are used with. Objective review
• Challenge Ask students to look at the examples • Revisit the lesson objective. Say Now I can talk
and say which word is used with affirmative count about amount with a lot/lots of, much, and many.
and non-count nouns (a lot/lots of), which is used • Involve Encourage awareness of what students
with count nouns in negatives and questions can do by asking students to make a sentence with
(many), and which word is used with non-count a lot/los of, much, or many as an exit pass.
nouns in negatives and questions (much).
• Assist Write the information about a lot/lots of,
much, and many in the Challenge activity above
on the board for students to refer to.
Practice
(Answers: 1 b, 2 a, 3 a)
• Play audio 075 twice. Students listen and check the
pictures described.
exchange for extra support.
CRITICAL THINKING
Practice
2 Complete the questions with much or many
and then answer for you.
(Answers: 1 much, 2 many, 3 much, 4 much)
• For the first part of the activity, students have
to complete the questions with much or many.
Check answers before the next step.
• Have students work in pairs to ask and answer
the questions and give their own answers.
171
Shopping
COMMUNICATION

amount w
to talk ab
out
Shopping I will learn
w
to say in st hat
GRAMMAR: HOW MUCH / MANY …? lots of, m ith a lot/ COMMUNICATION ores.
uch and m
any.
2 Complete the questions 1 076

Listen. What does she buy? Check .
a lot of / lots of There’s a lot of with much or many and then
money. There’s lots of milk. answer for you. pears bananas apples
much There isn’t much bread.
Is there much rice?
1 How juice
many I don’t have many
carrots. Do you have many skirts? would you like? 2 076
Listen again. Who 4 Read and answer
says what? Write C (Customer), the questions. MATH
2 ZONE
1 How shopping SP (Salesperson), or B (Both).
075
Listen and check .
malls are there in your town? 1 Excuse me.
1 a b
2 Can I help you?
3 Did you have

3 Please.
bread for dinner yesterday? 4 I’m sorry.
5 Anything else? Jim buys six apples. He gives half

4 How do you like 6 Thank you. of his apples to Amy. How many
2 a b apples does Jim have left?
shopping? Complete: 7 How much is that?
Not much A lot!
8 Have a nice day.
3 Play Store.
3 a b
3 Play Chain Game in groups. Excuse me.
Gema buys 10 toy cars from the

I went shopping and bought Yes, can I
help you? toy store. She gives two to her best
a lot of bananas.
friend and one to her little brother.
Do you have How many cars does Gema have
I went shopping and bought
a lot of bananas. I didn’t buy any socks? left?
much chocolate …
98 ninety-eight ninety-nine 99
Lesson flow
Warm up Lesson Presentation Practice Production Math Objective

Warm up
LESSON OBJECTIVE
• Have students talk in pairs about the last time they
I will learn what to say in stores. went shopping.
• Assist Write example questions for their
KEY LANGUAGE conversation on the board, e.g., Where did you
Excuse me… go? Who did you go with? What did you buy?, etc.
Can I help you? • Have students share what they learned about their
Thank you. partner with the class.
Lesson objective
learn what to say in stores.
172
• Involve Students will learn how to have
Production
MATH ZONE
a conversation with a salesperson in a shop.
4 Read and answer the questions.
Presentation • Have students read the math problems and
1 076 Listen. What does she buy? Check . figure out the answers individually.
(Answers: apples and bananas) • Assist Calculations are often trickier when
• Students listen to the dialog between a customer they are written in sentences like these. Help
and a salesperson in a shop. students to extract the numbers they need from
each problem to be able to figure it out and
• Play audio 076 twice for students to listen and
write them on the board. Then ask them what
check the items the customer buys.
calculation they need to do with the numbers
CRITICAL THINKING to get an answer.
Practice • Assist Point out that in these math problems

some of the numbers are given as words.
2 076 Listen again. Who says what? Write Students might miss a stage of the problem
C (Customer), SP (Salesperson), or B (Both). if they don’t notice the numbers which are
(Answers: 1 C, 2 SP, 3 B, 4 SP, 5 SP, 6 B, 7 C, written.
8 SP) • Extra Have students change the numbers
• Explain the task. Have students read the and fraction in the math problems and do
phrases and remember the dialog and think the calculations again with the new figures,
about who said what. e.g., Jim buys nine apples and gives a third of
• Play audio 076 twice. Students listen and see if them to…
their guesses were correct.
Objective review
• Challenge Talk about the register of the
conversation. Ask if two friends would use • Revisit the lesson objective. Say Now I know what
that language to talk to each other (no). Elicit to say in stores.
that the conversation is polite and friendly but • Involve Encourage awareness of what students
formal. Ask students to identify the words that can do by ending the class as though you were
are polite (please, thank you, sorry). ending a shopping exchange, e.g., You: Anything
else? Students: No, thank you. You: Have a nice
COMMUNICATION day!
Production
3 Play Store.
• Divide the class into two. Find the Unit 6
press-outs in the back of the Student’s Book.
Half the students are a type of store. Assign
these to students. The other half have a
shopping list of four items. The shoppers have
to find all the things on their list, e.g., if the list
is bread, bananas, carrots, and chicken, then
they walk around asking classmates Excuse
me. Do you have any bread/bananas/carrots/
chicken? until they find the classmate that is the
bakery, the grocery store, and the butcher shop.
173
Project and Review
CREATE A STORE IN A SHOPPING MALL

Create a store in a shopping mall
Step 1 Step 2
What’s in your store? What do you want to buy?
Write a list of things in Write a shopping list of
Research Plan your store. items you want from of your

friends’ stores.
We have …
Where can you go shopping? Which store will you choose? Go and buy your items.
• … a lot of teddy bears
and dolls.
Research different shopping Look at the stores. Talk about Excuse me.
• … some toy cars and boats.
mall designs. your shopping mall.
We don’t have …
Choose your favorite designs. Our mall has a clothes store, a toy
• … any bikes or scooters.
store, a bookstore, and a candy store.
It doesn’t have any grocery stores. • … many balls. Yes, can I
help you?
Design toys, clothes,
bakery book covers, and logos
Do you have
for packaging. Think
grocery store any cupcakes?
about colors.
bookstore Create the items for

Have a class vote to decide your store.
.
Now I can ..
what your shopping mall toy store
looks like on the outside.
candy store … say what we find
Write:
in shopping malls.
Our shopping mall looks like Go to a shopping mall or
clothes store
market and make a plan of … describe
quantities of things.
other: all the stores you want to
visit. Write a shopping list. … use much, many,
a lot.
.
With your group, choose
… ask for things
a store. in stores.
100 one hundred one hundred and one 101
Lesson flow
objective review

I will create a store in a shopping mall. • Introduce the lesson objective. Say Today I will
create a store in a shopping mall.
Warm up
• Involve Students will think about shopping malls
• Involve Ask students to play Word tennis with all
and the stores inside and create their own. They
the different shopping places from page 90. They
will think about the things they want to buy and
each take turns to say a place. Encourage them
role-play shopping conversations.
to keep a fast pace. If students have said all 12
places, see if they can think of other place where Step 1
they shop.
Research
• Monitor Monitor students as they play and see
• Each pair of students researches different
how many places they can remember.
shopping malls together, finding a photo of their
favorite design and labeling it.
174
• Have the class create an interest board with all Now I can …
their photos and then vote on their favorite. • Show students the Now I can … box and read the
• Digital If students have access to the internet, examples. Ask students to repeat and then check
they could use an app to create their interest understanding.
board digitally. • Involve Ask students to think about how they feel
about these statements. Have students draw four
Step 2
light bulbs in their notebooks and for each light
Plan bulb draw light lines coming from them to show
• Students look at the list of store types and each how confident they are about each statement.
group choose a type of store – make sure each The more light lines they draw, the more confident
group chooses a different store. they feel.
• Extra Have students create a map of their • Monitor Have students choose the statement they
shopping mall and think about the best position are the most confident about. Then have students
for each type of store. tell the rest of the class. Make notes of the
• Have students talk about the stores in their mall to statements that the fewest students choose and
the rest of the class. make sure you review this content in the future.
Step 3 Objective review

Create • Revisit the lesson objective. Say Now I can create
• Materials: (per group) construction paper, a store in a shopping mall.
markers, paint, glue • Involve Encourage awareness of what students
• Students write their stock list of the things they can do by asking them to turn back to page 88
have and don’t have in their store. and doing the See, Think, Wonder routine again.
Help them appreciate how much they have
• Assist Tell students to use the stock list example in
learned in this unit.
the Student’s Book as a model.
• Students design and make their items for their Assessment pack
store. They design clothes, toys, book covers, • For grammar and vocabulary assessment, have
logos, etc. using what they learned in the students complete the Practice and Unit tests in
Experiment lab lesson on page 97. They draw the Assessment Pack.
them on construction paper and cut them out.
COLLABORATION Go to the Pearson English Portal and click on
This activity encourages Collaboration. For further “Resources,” then “Games” for a class game
support download our Collaboration checklist. about shopping.
Step 4
Show and tell
• Students write lists of what they want to buy
from the class shopping mall. They take turns
moving around the shopping mall as customers
and being salespeople. They use the language
from the Communication lesson on page 99 to
role-play being in shops.
• Challenge Students talk in pairs about what
they bought and what they were not able to
buy from the shopping mall.
At home
Go to a shopping mall or market and make a plan
of all the stores you want to visit. Write a shopping
list.
• Have students ask their parents or carers for a
copy of the shopping list or ask them what they
usually buy from the shop each week. They then
write out the list in English.
175
3 Checkpoint
UNITS 5 AND 6
3 Checkpoint
UNITS 5 AND 6
2 Read and complete. Use the references to write the words.
Hi Grandma,
1
I’m having an awesome time on vacation. Our 1 (C4) is near a
077
Listen and follow. Say the reference. 2 (B5). I can hear the 3 (C2) at night. On our first day,
we went to the beach. There are a lot of 4 (A1) on the beach and not
much 5 (B3). We went on a boat trip and saw some 6 (A2).
On the second day, we went shopping at a 7 (A5). There were a lot of food
5 stalls like 8 (C5) and 9 (C1) but not many 10
(D2). There was a 11 (B4). I bought a toy 12 (D5).
See you soon!
Carla
3 Find the references

and write. Then circle the one
that doesn’t belong. Say why. CODE CRACKER
3
C1 B3 D4 C5 B2
1
A1 A4 D2 D5 C2
2
2 A2 A5 B1 D3 C3
3
1
4 Write a Where did you go? I went to a campsite. (C4)
question and answer What’s your favorite store? A clothes store. (C3)
path through the What’s this? It’s some sand. (B3)
A B C D
102 one hundred and two one hundred and three 103
Lesson flow
Warm up Lesson Listening Reading Code Cracker Speaking Objective

objective Writing review
• Challenge Do a TPR activity with the Unit 5 and

LESSON OBJECTIVE
Unit 6 vocabulary. Write Beach on the left-hand
I will review Units 5 and 6. side of the board and Shopping on the right-hand
side. Have students stand in a line in front of the
Warm up board. Call out words from Units 5 and 6 (see the
• Ask students to look at their picture dictionary and wordlists on pages 139–140 of the Student’s
review the new words from Units 5 and 6. Have Book). Students jump to the left if it is a beach
them work with a partner and ask and answer word and to the right if it is a shopping word.
using What did they do on the beach? What can
you buy in that store? Lesson objective
• Extra Ask students to reread either the Unit 5 or • Introduce the lesson objective. Say Today I will
Unit 6 story quietly. Next, ask them to close their review Units 5 and 6.
Student’s Books and hold up the story cards one
by one. Then you can ask students to retell the
story in their own words.
176
• Involve Students will review all of the language
Writing CODE CRACKER
learned in Units 5 and 6. They will consolidate
their knowledge in a series of activities to test all 3 Find the references and write. Then circle the
four skills. one that doesn’t belong. Say why.
(Answers: 1 butcher shop, sand, bakery, candy
Listening
store, a bookstore, 2 rocks, waves, a grocery
1 077 Listen and follow. Say the reference. store, a whale, ocean, 3 a dolphin, a shopping
(Answers: a boat trip, D1) mall, a market, have a picnic, a clothes store,
Words that don’t belong: students’ own
• The maze activities practice the coding skill of
answers)
algorithms. Students understand that a task can
be broken down into steps in an order. • Students read and write the words by following
• To help students get into a good mindset for this the grid references above each line.
activity, have them do two visualizations. For the • Students then circle the word they think is the
first one, describe walking through a market (say odd one out in each row. Students can use their
the different foods they walk past), and for the own ideas to decide which one doesn’t belong,
second, describe a beach scene (talk about the as long as they can explain and justify their
things on the beach and activities going on). Ask choices.
students what they imagined during each, e.g., • Differentiation Fast finishers can write their
I imagined the colors of the fruit and vegetables own group of words with an odd one out for a
and the smell of the bread. partner to complete.
• Assist Before you play the audio, remind students
how grid references work: they say the letter along CRITICAL THINKING COMMUNICATION
the bottom first, and then travel up to find the
Speaking
number of the row. Give some examples, clothes
store = C3, go surfing = A4, etc. 4 Write a question and answer path through the
• Play audio 077. Students listen carefully and follow
the path of the pictures. • Tell students to write questions and answers
that link to three different things making a path
• Monitor Check answers with the class. Play the
through the maze.
audio again if needed. You could pause the
audio after each sentence to check students are • Assist Play audio 077 from Activity 1 again for
following the correct path. students to use as a model.
• Differentiation Stronger students can write a
Reading question and answer dialog that links more
2 Read and complete. Use the references to write than three items in the maze.
the words.
(Answers: 1 campsite, 2 beach, 3 ocean, 4 rocks, Lesson objective
5 sand, 6 dolphins, 7 market, 8 butcher shops,
9 candy stores, 10 grocery stores, 11 toy store,
Units 5 and 6.
12 whale)
• Tell students that the missing words in the • Involve Encourage awareness of what students
postcard relate to the pictures in the maze. know by eliciting the new language from Units 5
• Students read the postcard. Elicit that it is a and 6 and ask and answer about the pictures on
postcard from someone on vacation, Carla, to her page 102.
grandma. They then complete the missing words • Have students go to the Progress chart in their
using the grid references. Workbooks and stick on their Now I can stickers.
• Monitor Remind students that they will need to
write the correct form of the words, e.g., singular or Assessment pack
plural. Have students check their answers in pairs. • For grammar and vocabulary assessment, have
• Differentiation Have fast finishers write their own students complete the Checkpoint test in the
postcard from an imaginary beach vacation using Assessment Pack.
words from the maze. • For skills assessment and GSE, have students
• Extra Have students work in pairs to create a complete the Progression test in the Assessment
phone or video call dialog between someone on Pack.
vacation and a family member at home. They can • For a general progress test, have students complete
then perform their dialog to the class. the English Benchmark for Young Learners.
177
Beaches
CULTURE 3: UAE
Beaches Shopping
CULTURE 3: UAE
3 079
Listen. What’s Henry’s favorite store? Circle.
Fun Fact!
1 Listen and read. What
078
The Burj Khalifa is a skyscraper

did Henry and Rashid do
in Dubai that is 829.2 meters tall.
on the beach? Check . shoe store electronics store book store supermarket
Went kite surfing The United Arab Emirates (UAE) is a
country in western Asia. The UAE is a
Played tennis
federation of seven states. The capital
Played on rocks city of the UAE is Abu Dhabi, but its
My Culture
biggest city is Dubai. The population of Talk about shopping malls in your town.
Bought ice cream
the UAE is 9.4 million.
It is very hot and dry 4 Read and discuss. Then create.
in the UAE and a lot
Look at the fountain in the Dubai Mall.
of it is desert.
How does it look like the ocean?
Kite Beach
How can you design a fountain that
2 Read again. Circle T (True)
My name’s Henry
and I’m visiting my looks like the beach or the ocean?
exchange friend, Rashid. Rashid is from or F (False). Make a magazine mosaic collage.
Dubai in the UAE. I love the beach, and there
Materials
are a lot of beautiful beaches in the UAE. 1 There’s a lot of sand on
My favorite beach is Kite Beach in Dubai. Kite Beach. T/F
It’s a really sandy beach, there aren’t any
rocks, and there are big waves in the ocean. 2 There aren’t many waves
Kite Beach is called Kite Beach because it’s in the ocean. T/F
perfect for kite surfing. I went to Kite Beach old magazines scissors and glue paper and pencil
3 Rashid didn’t play sports Method
with Rashid last week. We went kite surfing,
of course! We also played beach tennis. You on the beach. T/F
1 Draw your design.
can see Dubai’s most famous building, the 4 You can’t see any buildings 2 Cut out colors from magazines.
Burj al arab Hotel, from Kite Beach. It looks
from the beach. T/F 3 Create your collage.
like a sailboat. There are a lot of hotels in
5
Dubai and some beaches 5 There isn’t a campsite at
have campsites, too, but Kite Beach. T/F Talk about your design.
not Kite Beach.
My fountain looks like waves. My fountain has a lot of shells on it.
104 one hundred and four one hundred and five 105
Lesson flow
Warm up Lesson Pre-reading Reading Comprehension Practice Production Production Objective

objective review
Warm up
LESSON OBJECTIVE
I will learn about an exchange visit to the UAE. review the new words from Units 5 and 6. Have
KEY LANGUAGE using There’s some sand on the beach. There
aren’t many toy stores., etc.
buildings kite surfing
• Extra Choose either the Unit 5 or Unit 6 video or
burger sand
audio and ask students to watch the video or listen
Dubai tennis
quietly. Play the video or audio 058 or 069. Ask
electronics store tourists students questions to check their understanding,
fountain United Arab Emirates e.g., What did Ellie do on her vacation? (swim,
eat ice cream, play on the beach), What did Ellie
and Nadir buy from the market? (burgers, bread,
carrots, cheese).
178
• Challenge Start drawing a beach item or activity Practice
or a store on the board. Draw it slowly and have 3 079 Listen. What’s Henry’s favorite store?
students try to guess as quickly as possible what Circle.
you are drawing. More confident students could
(Answers: electronics store)
draw the objects for other students to guess, too.
• Pre-teach electronics store. Ask students what
Lesson objective things they think you can buy in an electronics
store (TVs, computers, smartphones, laptops, etc.).
Pre-teach fountain – ask students if they know of
learn about an exchange visit to the United
any fountains in their town.
Arab Emirates (UAE).
• Play audio 079. Students listen and circle the
• Involve Students will learn about beaches and correct picture.
shopping in the UAE. They will compare it to their
own country and think about the similarities and
MY CULTURE
differences. Talk about shopping malls in your town.
• Have students discuss with a partner the malls in
Pre-reading their town. Have them focus on what stores there
• Read the information about the UAE below the are, what you can buy there, and any particular
Fun Fact! box with the class. Take out a world map design features they like.
or globe and see if students can find the UAE. • Have pairs share their discussion with the rest of
Point at the seven states. Explain that it’s near the class.
the center of the Earth (the equator), so it’s a hot
country. COMMUNICATION CRITICAL THINKING
• Tell students that a boy called Henry is on an Production
exchange visit to Dubai in the UAE. Remind
4 Read and discuss. Then create.
students that all the children they will meet in the
Level 3 culture lessons are on an exchange visit. • Materials: old magazines, paper, pencils,
scissors, glue
Reading • In pairs, students think about and discuss the
1 078 Listen and read. What did Henry and questions. They brainstorm ways they can
Rashid do on the beach? Check . design a fountain that looks like the ocean or
(Answers: Went kite surfing, Played tennis) a beach.
• Ask students the gist question and ask them to • They then draw their design. They find the
make predictions. colors they need for the different parts of their
fountain in magazines and cut out small pieces
• Play audio 078 and have students listen and
to create a mosaic collage.
follow the text in their Student’s Books. Check their
predictions.
COMMUNICATION
• Challenge Ask students if they know of famous
buildings in their country that are shaped like Production
something else like the Burj al arab Hotel. 5 Talk about your design.
Comprehension • Have students present their fountains to the

class. Create a classroom display of their
2 Read again. Circle T (True) or F (False). finished work. Keep a digital record of students’
(Answers: 1 T, 2 F, 3 F, 4 F, 5 T) work by taking photos both of individual pieces
• Students read the text again to find out if the and the finished display.
sentences are true or false.
• Extra Have students close their Student’s Books Objective review
and retell what they can remember about Henry • Revisit the lesson objective. Say Now I know about
and Rashid’s visit to the beach. an exchange visit to the UAE.
know by asking them to talk about what they have
learned about beaches and shopping in the UAE.
179
UNIT 6: LET’S SHOP!
1 Look and label. 4 Make the connections. Use different colors. How
(Answers: 1 grocery store, 2 supermarket, many sentences can you make?
3 bookstore, 4 pet store) (Answers: 1 There isn’t a cake/an egg/any bread/
any sugar., 2 Are there any carrots/onions?,
2 Look and sort.
3 There is some sugar/some bread/a cake/an egg.,
(Answers: Fruit: pear, orange, apple; Orange: 4 Is there some bread/some sugar/a cake/an egg?,
carrot, orange; Both: orange; Green: pear, broccoli, 5 There aren’t any onions/any carrots.)
apple; Vegetables: broccoli, carrot, Both: broccoli)
5 Look around the classroom. Write sentences with
• In this coding activity, students use the diagrams some, any, or a/an. Use these words or think of
to create data structures. your own ideas.
3 055 Listen to the song. Circle the stores. 6 Compare your sentences from 5 with a partner.
(Answers: candy store, toy store, bookstore,
pet store) Story lab
1 059 Number the story frames in order. Listen
Where do we shop? and check.
1 Where can you buy these things? Choose and (Answers: 3, 5, 9, 6, 1, 4, 7, 2, 8)
write.
• Students do this activity in pairs with their
(Suggested answers: 1 butcher shop, supermarket, Student’s Books closed. Once they have decided on
market, 2 bookstore, supermarket, department the order, let them check their books.
store, 3 clothes store, department store, market,
2 Write a short summary of the story.
shopping mall, 4 grocery store, supermarket,
market, 5 toy store, supermarket, bookstore, 3 Complete the sentences. Who’s speaking? Match.
department store) (Answers: 1 any – d, 2 some – c, 3 a – d,
2 056 Listen to the children and write. 4 any – a, 5 some – e, 6 a – b)
(Answers: 1 pasta, apples, rice, 2 mouse, rabbit, 4 Look at the ending of the story. Draw.
pet food, 3 doll, toy car, kite) 5 Put a rabbit in a box. Act out.
3 Play Three Things in pairs. • Materials: construction paper, scissors, paste,
• Students play the same guessing game as the markers
children on the audio from Activity 2. Set a time • Help students make a box with a lid (alternatively,
limit of one minute for each store/place. they can reuse boxes from packaging). They
concertina a strip of construction paper and stick
Extra vocabulary it in the bottom of their box and stick a rabbit on
4 057 Look and match. Then listen and check. top. They act out giving Runner Rabbit to Nadir.
(Answers: 1 b, 2 a, 3 d, 4 c) 6 Write a new ending. page 125
• New vocabulary is presented and practiced in this • Students draw and write an alternative ending to
activity to stretch students (cash register, customer, the story.
stall). • Students can retell the story to their families and
friends.
Language lab 1
1 Sort the words. Phonics lab
(Answers: Countable nouns: cookie, egg, 1 060 Complete the words with -er and -or.
sandwich, tomato; Uncountable nouns: candy, Then listen and say.
cheese, fruit, rice, salad, salt, sugar, tea) (Answers: 1 or, 2 or_er, 3 or, 4 er, 5 or_er, 6 er)
2 Complete with some, any, or a. 2 Choose and write six words. Play Bingo!
(Answers: 1 any, 2 some, 3 any, 4 any, 5 a, 3 What comes next? Look and check .
6 some) (Answer: a morning)
3 058 Listen and check or cross . • In this coding activity, students use pattern
(Answers: 1 , 2 ) recognition to complete a sequence.
180
Experiment lab 3 Present your project to your family and friends.
1 How do colors make you feel? Read and match. • Students describe what there was in their shopping
(Suggested answers: red – 4, blue – 2, green – 5, mall and what you could buy there to their family
yellow – 1, black – 3) and friends.
2 Work in groups. Choose the best color or colors 4 Think about your project and color.
for these products. 5 Look and rewrite the sentences.
(Answers: 1 There aren’t any eggs., 2 There’s
Experiment time
some/lots of pasta., 3 There are lots of socks.,
1 Write about your experiment. 4 There are some books./There aren’t many books.,
• In this activity, students reflect on their experiment. 5 There’s some bread., 6 There isn’t any rice.)
2 Write your report. 6 063 Where are they? Listen and check .
• Students can use the information from the (Answer: a)
7 Read and answer.
report.
• Students use the example text as a model. CHECKPOINT 3
1 064 Listen. Where were they? Check .
Language lab 2
(Answers: At a beach)
1 Read and number.
2 Read and circle.
(Answers: 1 a lot of/lots of, 2 a lot of/lots of,
3 many, 4 much, 5 many, 6 much) (Answers: 1 some, 2 had, 3 much, 4 swim)
2 Complete the sentences with a lot of, much, 3 Draw paths. Then write.
or many. • Students make a path through the maze and
(Answers: 1 a lot of, 2 much, 3 many, 4 a lot of) then make a sentence about their path. Use the
example sentences as a model and ask students to
3 061 Listen and complete the quantities.
trace the paths of the example sentences.
(Answers: 1 6 apples, 2 eggs, 100 g coffee
4 Compare sentences from 3 with a partner. Trace
2 300 g rice, 4 oranges, 75 g sugar)
their path.
4 Read and answer. • Students compare sentences, looking at their
(Answers: list 1 – 560 grams, list 2 – 775 grams; drawing in Activity 3.
List 2 is heavier.)
BEACHES
• In this math activity, students use the information
to calculate and then compare the weights of the 1 Read about the UAE again. Answer.
items in each list. (Answers: 1 United Arab Emirates, 2 seven
3 9.4 million, 4 hot and dry)
Shopping
• Students read the text below the Fun Fact! box in
1 062 Listen and number the stores. the Student’s Book again to answer the questions.
(Answers: a 2, b 5, c 3, d 1, e 4) 2 065 Look, listen, and write. Who bought the
2 Work in pairs. Choose a store and write a dialog. things? Was it Rashid (R), his mom (M), or his
3 Perform your conversation to the class. Guess the sister, Reem (S)?
stores. (Answers: T-shirt: R, books: S, food: M, laptop: R,
• Students read out their dialogs from Activity 2. shoes: S)
3 Read the dialog. Which person from 2 is speaking
PROJECT AND REVIEW to the salesperson?
1 Think about your project. Read and answer. (Answers: Rashid and Reem’s mom)
• Students answer the questions about the project
4 Think of a store. Write your own dialog with
they completed in their Student’s Books.
a salesperson.
2 Complete your project report.
5 Read your dialog with a partner. Can they guess
• Students can use the information in Activity 1 to the store?
complete their report.
• Students can take a photo of their shopping mall
and add it to their report.
181
7 Eco Warriors!
OBJECTIVES
Reading
• Reading comprehension – Can understand basic factual statements relating to pictures or simple texts.
• Reading comprehension – Can understand the main ideas in simple informational texts, if supported
by pictures.
Listening
• Listening comprehension – Can identify people in their immediate surroundings or in pictures from
a short, simple description of where they are and what they are doing.
Speaking
• Spoken production – Can talk about habits or daily routines in a simple way, given prompts or a model.
• Spoken production – Can describe a picture showing a familiar scene or activity using simple language,
if prompted by questions.
Writing
• Writing accuracy and appropriacy – Can spell a range of common words (e.g. names, greetings,
colours).
KEY LANGUAGE
dirty The sounds /ʊ/ as in burn What are you going to do?
environment book and /uː/ as in food compost I’m going to plant some plants.
glass book decomposition He / She isn’t going to waste water.
paper food landfill I / You / We / They want to save the
plant foot pollute planet.
recycle pool rot He / She wants to do more recycling.
reduce school toxins I’d / You’d / He’d / She’d / We’d /
woods They’d like to protect wildlife.
reuse
save
trash
waste
wildlife
182
PROJECT: DO A CLASS ENVIRONMENTAL PROJECT
Students will think about what different things they can do to help the environment and how small actions
can make a big difference. They make action plans and document their own environment project.
Materials: a digital camera, smartphone, or camera; other items depend on choice of project
EXPERIMENT LAB: DECOMPOSITION

Students will learn about what happens to trash and the problems trash poses to the environment. They
will do an experiment to study decomposition.
Materials: apples, paper bags, plastic bottles, tubs, sand or soil

games.

• Students will learn about Boolean operatives in AND/OR/NOT phrases.
• Students will learn to recognize patterns and do debugging.
MATH
Students will do a survey and record their results.
VALUES AND SOCIAL-EMOTIONAL LEARNING: HELP THE ENVIRONMENT

Students will think about why it’s important to help the environment and what they can do to help.
CREATIVE ACTIVITIES

language learned so far in the unit, as well trash
as collaborate with other students in a fun wildlife
context.
Create your own bug puzzle. Exchange with a partner.

This encourages students to apply their phonics knowledge
in a real world scenario, using creativity and coding skills
to solve the puzzle.
183
How can I help the environment?
OPENER
7 Eco Warriors!
How can I help the environment?
3 What do you do? Check . How does it help?
1 Look at the picture. What are they doing? 1 recycle 2 ride my bike or 3 clean up trash
walk to school
4 Listen and point.

080
SO N G Eco Warrio
rs
TIME Eco Warriors!
We’re going to be Eco Warriors!
We’re going to save water in the shower.
We’re going to clean up trash.
2 Look and color for your country. Then color sticky notes Eco Warrior power! clean
up
and put in order for your home’s waste. We’re going to be Eco Warriors!
We’re going to recycle plastic.
We’re going to plant flowers and trees.
Eco Warriors are fantastic!
plant
plastic metal paper glass
106 one hundred and six one hundred and seven 107
Lesson flow

Warm up
LESSON OBJECTIVE
• Write green on the board. Ask students to think of
I will learn about the environment and how I can things they associate with green. It could be green
help it. colored things, feelings, or anything they choose.
Encourage all ideas.
KEY LANGUAGE • Focus on the environmental meaning of the
clean up trash plastic word green. If none of the students have already
mentioned it, elicit this meaning from the class.
glass recycle
Have students work in pairs and brainstorm
metal ride a bike to school
threats to the environment – allow use of L1. Draw
paper walk to school or write their ideas on the board in simple English.
• Digital literacy If students have access to the
internet, have them write environment in a search
engine and see what images they get in their
search.
184
CRITICAL THINKING • For the second part, students put the color of
• Ask students How can I help the environment? each recycling material type on sticky notes,
Explain that they will use what they have e.g., blue for paper. They then put the notes in
learned in the unit to plan their own order according to how much of each type of
environmental project. recycling is created in their homes in a typical
week from largest quantity to smallest. They
• Involve Next, ask students to think about
then compare with a friend.
what they will learn so that they can complete
the project in English (actions for helping • Challenge Have students go around the class
the environment, words relating to the in pairs and find things that are made of each
environment). Ask them to discuss ideas with material.
their partner.
• Assist Go around the class and ask each CRITICAL THINKING
student to share one idea. Write the ideas on Practice
3 What do you do? Check . How does it help?
• Students check the things they do. They discuss
• Extra Ask students if they can think of any
how they think each action helps. Encourage
ways to help the environment in English
them to use simple English to express their
and write their ideas on the board. Then ask
ideas where possible.
students to act out their ideas.
• Extra Divide the class into three groups and
• Involve Students will learn about actions they can allocate one of the actions to each group. Tell
do to help the environment and words associated each group to create a spidergram to show all
with the environment. the benefits to the environment of their action.
They can then present their spidergram to
Lesson objective the class.
• Introduce the unit objective. Say in In this unit
I will learn about the environment and how I Song
can help it. 4 080 Listen and point. Then sing along and
dance.
COMMUNICATION • Play audio 080. Have students listen and read
along with the song quietly.
Presentation
1 Look at the picture. What are they doing?
and show them the actions. You may need to
• Draw students’ attention to the unit title. Elicit repeat the song with actions a few times for
ideas as to what Eco Warriors are and what students to remember.
they do. Explain that a warrior is a fighter, and
• Actions are: Verse 1: march determinedly for Eco
eco is short for ecology.
Warriors; mime showering for in the shower; act
• Do this question as a Think, Pair, Share routine out picking up trash for clean up trash; give a
with students thinking about the question and thumbs up for Eco Warrior power. Verse 2: act out
picture individually first, discussing in pairs, and putting items in recycling containers for recycle
then sharing their ideas with the class. plastic; act out planting trees for plant flowers
• Assist Allow students to give their ideas in L1 and trees; give a thumbs up for Eco Warriors are
and repeat them back in simple English. Don’t fantastic.
expect them to remember them at this point. • Extra Divide the class into eight groups and
allocate each group a line. Play the song and have
CRITICAL THINKING each group sing just their own line.
2 Look and color for your country. Then color • Revisit the lesson objective. Say I’m learning about
sticky notes and put in order for your home’s the environment and how I can help it.
waste.
• Students think about the recycling containers already know and what they have learned about
in their country and what color represents each the topic so far.
material.
185
Caring for Earth
VOCABULARY
Caring for Earth I will lea

environme rn
4 082
Listen and check .
VOCABULARY nt words.
1 What is she recycling? 2 What is he doing with water?
a b a b
081
5 Do the quiz. Circle.

1 reduce 2 reuse 3 recycle 4 waste
Are you an Eco W arri or?
1 You have a plastic bottle. Do you … 2 You see some metal cans on the
A recycle it? ground in the park. Do you …
5 plant 6 save 7 glass 8 paper B reuse it? A recycle them?
C throw it in the trash? B throw them in the trash?
C leave them?
3 What’s the best thing we
can do to save the Your score
environment? Mostly As and Bs:
9 trash 10 environment 11 wildlife 12 dirty A use less plastic Good job! You are an Eco Warrior.
B plant trees You want to help the environment!
3 Sort the words from 2. Compare your answers with C nothing Mostly Cs:
a partner. Remember we only have one
planet! What can you do to help?
Actions cribing word s Things
Des
dictionary. Draw and write
environment words and
activities you know.
trash wildlife
108 one hundred and eight one hundred and nine 109
Lesson flow
Warm up Lesson Presentation Presentation Practice Practice Production Picture Objective

Warm up
LESSON OBJECTIVE
• Let students look at the contents of the trash can
I will learn environment words. in the classroom and think about what they throw
in the trash in class. Make sure students just look
KEY LANGUAGE and don’t touch the trash. Tell them to list the
materials of the three types of trash they throw
dirty reduce
away most in class.
environment reuse
• Hand out cardboard boxes or plastic containers.
glass save
Tell students to create recycling containers for
paper trash the class for the three most-commonly thrown
plant waste away materials. Have them color the containers
recycle wildlife the correct color associated with recycling each
material.
186
• If you have a large class and have created more Practice
recycling containers than you need, give them 4 082 Listen and check .
to other classes in the school. Have confident
(Answers: 1 a, 2 a)
students give information as to how to use them.
• This is an activity type from Cambridge Young
Lesson objective Learners English (CYLE), Movers, Listening, Part 4.
• Introduce the lesson objective. Say Today I will • Assist Point at each of the pictures before
learn environment words. students listen and elicit what they can see in
each.
• Involve Students will learn and practice 12 new • Play audio 082. Students check the pictures
words that relate to the environment and actions described.
that relate to helping the environment.
Production
Presentation 5 Do the quiz. Circle.
1 Look at 2. Check the words you know in • Tell students to do the quiz individually and then
English. compare their answers in pairs.
• Activate prior knowledge To activate prior • Have students share their answers with the class.
knowledge, students look at the pictures and read Tell them to stand up if they think they are an Eco
the words and check any they already know in Warrior.
English.
• Assist The words they check can include words CREATIVITY
that were introduced in the Opener on pages Picture dictionary
106–107.
6 Make your own picture dictionary. Draw and
Presentation write environment words and activities you
know.
2 081 Listen, point, and repeat.
• Point at each of the actions in the photos and
encourage students to mime each one.
reference.
• Play audio 081. Students listen, point at the
actions, and repeat the words.
• Challenge Have students close their Student’s Ask students to close their Student’s Books and
Books. Show them the flashcards for this unit. encourage them to use their imagination to
Have them say the words. draw the new words in their notebooks.
CRITICAL THINKING COMMUNICATION • Encourage students to copy the words neatly
under the pictures they draw.
Practice
3 Sort the words from 2. Compare your answers
with a partner.
Objective review
(Answers: Actions: reduce, reuse, recycle, plant,
save; Describing words: dirty; Things: glass,
environment words.
paper, environment, trash, wildlife, waste)
• Involve Encourage awareness of how they have
• Have students work in pairs and sort the words
used their knowledge of environment words to
into the different categories.
complete a quiz.
• Assist Explain that it is OK to put some of the
words into more than one category (see the
answer key). Clarify that the words in more
than one category are actually doing different
jobs, e.g., glass and paper as adjectives are in
one category and glass and paper as nouns are
in another.
• Differentiation For extra support, give examples
for each category for students. As an extra
challenge, have students think of more words
associated with the environment for each
category.
187
Language lab 1
GRAMMAR: WHAT ARE YOU GOING TO DO?

about the
to talk 4 Look and complete the sentences with going to.
GRAMMAR: WHAT ARE YOU GOING TO DO? future
using goin 1 2 3
g to.
1 083
Watch. What is Ellie going to do? Check .
a b c
Where What What

(they/plant) the trees? They (you/do) with that bottle? (she/do)? She
(plant) the I (reuse) it. (not/waste)
trees at their school. paper.
plant flowers plant trees reuse plastic bottles 5 What is Brooke

going to recycle? CODE CRACKER
Look, read, and circle
2 083
Listen again. Read and match. T (True) or F (False).
1 What are you going a to recycle trash.
2 I’m going b to plant flowers. 1 She’s going to recycle T/F

3 What pots are you going c to use? paper or glass.
4 What’s Yara going d to plant? 2 She’s going to recycle T/F

paper and glass.
5 She’s going e to do for the competition?
3 She’s going to recycle T/F
glass, not paper.
3 Look at the song on
What are you going to do? page 107. Circle the action
I’m going to plant some plants.
What’s he/she going to do?
words after going to.
Then sing it again. 6 Play Solve the Problem!
He/She isn’t going to waste water. I’m not going to waste the plastic I use.
There is too much plastic trash?
110 one hundred and ten one hundred and eleven 111
Lesson flow
Warm up Lesson Video Presentation Practice Practice Practice Code Cracker Production Objective
Warm up
LESSON OBJECTIVE
• Mime one of the action words from page 108 for
I will learn to talk about the future using going to. the class to guess. Then have students act out the
words in pairs.
KEY LANGUAGE • If your class doesn’t like miming games, have them
What are you going to do? do a picture game with the new words.
I’m going to plant some plants.
Lesson objective
He / She isn’t going to waste water.
learn to talk about the future using going to.
• Involve Students will learn how to talk about

future plans using going to.
188
Video • Students look at the pictures and then use the
1 083 Watch. What is Ellie going to do? words in parentheses to complete the sentences
Check . with going to.
(Answers: a, c) • Assist Refer students to the grammar box. Practice
making the question form with going to before
• Play the video Eco Warrior Challenge or audio 083.
students do the activity.
Ask students to sit and watch or listen quietly.
CODE CRACKER
• Challenge Pause the video or audio after each
section and encourage students to predict what’s Practice
going to happen next. 5 What is Brooke going to recycle? Look, read,
• Extra Play the video on silent and ask students to and circle T (True) or F (False).
narrate. (Answers: 1 T, 2 F, 3 F)
Presentation • This Code Cracker practices Boolean operatives.
• Show students the grammar box and read the • Tell students to look at the picture. Elicit what
examples. Explain or elicit that this form is used to the girl in the picture is recycling (paper). They
talk about future plans. It is the first future tense read the sentences about the girl and decide if
that students have learned. they are true or false.
• Assist Review the present of the verb be. Ask • Assist Tell students that the connectives
students to read the grammar box and elicit or, and, and not are key in these types of
negative and affirmative sentences with all the questions. For example, the first one is true
pronouns. Ask students what they notice about because it is either/or between paper and
the verbs after going to (they are in the infinitive). glass rather than and which would mean both
of them.
CRITICAL THINKING
Practice CRITICAL THINKING COMMUNICATION
2 083 Listen again. Read and match. Production
(Answers: 1 d, 2 b, 3 c, 4 e, 5 a) 6 Play Solve the Problem!
• Tell students to watch or listen to the video • Have students work in pairs. Tell them to press
again and match the sentence starts from the out the problem cards at the back of their
video to the correct endings. Play audio 083 Student’s Books so they have one set per pair.
again. • Students take turns to take a card and look
• Differentiation Pause the video or audio at the at the problem. They say what they are going
appropriate place for extra support. Ask more to do to solve the problem and their partner
confident students to do the task from memory guesses what the problem is, e.g., Student 1:
and then use the video or audio to check their I’m going to walk to school. Student 2: There
answers. are too many cars. Tell students to give more
clues if their partner guesses incorrectly or is
Practice getting close to the answer.
3 Look at the song on page 107. Circle the action • Assist Review the meaning of clean up with
words after going to. Then sing it again. students – they encountered this phrase in
English Code Level 2.
(Answers: be, save, clean up, be, recycle, plant)
• Monitor Go around the class monitoring
• Students turn back to page 107 and circle students’ English interactions.
the verbs after going to. Then play the song,
audio 080, again for them to sing.
Objective review
• Challenge Change the pronouns at the beginning
of each going to sentence in the song and have
about the future using going to.
students sing the new lines with the different
forms of be in going to. • Involve Encourage awareness of what students
can do by having each student tell you what they
Practice are going to do after class.
4 Look and complete the sentences with going to.
(Answers: 1 are they going to plant, are going to
plant, 2 are you going to do, am going to reuse,
3 is she going to do, isn’t going to waste)
189
Story lab
READING
Story lab
Thanks, Yara! How are you
5 going to take all this trash 7 We’re going to get
I will read No, we’re not!
a to the recycling center? lots of bees and
story abou The rabbits are
READING t an butterflies here!
eco challe going to eat all
nge.
of the flowers!
1 084
Listen and read. Who wins the competition?
Eco Warrior 3 This is going to be difficult! Don’t worry – I’m

going to make
Challenge I’m going to help
them a run.
you clean up the I’m going to use the shopping cart!
You have one month to do trash here, Freddie.
1 8 We’re going to give the prize to Freddie.
your Eco Warrior Challenge.
He created a beautiful nature garden!
Thanks, Max! 6 Where am I going to
plant all these flowers?
Would you
like to plant
them here?
We’re going to give a $200 gift
card to a bookstore as a prize 4 What am I going to
Perfect! I have a lot more, too! I’m going to share my prize with
for the best project. Good luck! do with all this trash?
all my friends – we did it together!
2 What are you

going to do?
I’m going to
clean up trash. 2 Read the story again. 3 Tell the story in your
Complete the sentences about own words.
I’m going the story with 1, 2, or 3 words. Help the environment.
to recycle.
1 Max is going to .
Values
2 Yara uses a to 4 Look at the questions.
take the trash away. Discuss with a partner.
3 Ellie thinks are Why do we
I want to plant I’m going to going to eat all the flowers. How can small
flowers. What
need to help
clean up the I want to sort it
are you going dirty empty out and recycle it. 4 Freddie shares his prize with the environment? things we do make
to do Freddie? lot next door. a big difference?
.
112 one hundred and twelve one hundred and thirteen 113
Lesson flow


I will read a story about an eco challenge. • Introduce the lesson objective. Say Today I will
read a story about an eco challenge.
Warm up
• Put flashcards from Unit 1 and this unit with action
about an eco challenge. They will use the
words on the board. Invite two students to the
board. Make a sentence with going to with one
understand the story.
of the action words on the board, e.g., He’s going
to do gymnastics. Students race to be the first to
touch the correct action flashcard. Repeat with
other students.
• Challenge Have a confident student lead the
activity at the board.
190
Pre-reading
CREATIVITY
Production
what is going to happen in the story. Encourage
them to use words from page 108. Write some 3 Tell the story in your own words.
ideas on the board. Once you have read the story • Put students in pairs to talk about the story and
together, you can check these predictions. retell it to each other in their own words.
• Differentiation Let students look at the story
Reading
and retell it frame by frame taking alternate
1 084 Listen and read. Who wins the frames with their partner. Then students do the
competition? activity from memory with their Student’s Books
(Answer: Freddie (but they all helped)) closed.
• Read the question and encourage students to • Monitor Go around the class as students
predict the answer without looking at the final work and see how much of the story they
frame. Play audio 084 and have students listen remember. This is a useful way to assess their
and follow the story in their Student’s Books. comprehension of the story.
Check predictions.
• Differentiation Pre-teach new words before
students read the story, e.g., challenge, prize,
Values
nature, shopping cart, etc. As an extra challenge, Production
encourage students to use the pictures and the 4 Look at the questions. Discuss with a partner.
context of the words to figure out the meaning of • Ask students to discuss the questions in pairs
the new words. and then share their ideas with the class.
• Monitor Ask students questions to check their • Assist Encourage students to think of reasons
understanding. Point at each of the characters why we need to help the environment such as
in Frame 2 and ask What’s he/she going to do? the climate crisis, wildlife extinction, and plastic
Encourage students to use full sentences. in the oceans to help them answer the first
• Challenge Have students close their Student’s question.
Books. Hold up the story cards one by one and ask • Involve For the second question, help them
students to retell the story in their own words. articulate that if everyone does small things to
reduce their impact on the environment, it all
Comprehension adds up to a big difference.
2 Read the story again. Complete the sentences
about the story with 1, 2, or 3 words.
Objective review
(Answers: 1 clean up trash, 2 shopping cart,
3 the rabbits, 4 his friends) • Revisit the lesson objective. Say Now I can read
a story about an eco challenge.
• This is an activity type from Cambridge Young
Learners English (CYLE), Movers, Reading and
Writing, Part 5.
class.
• Give students time to read through the story
again and think of the words that they can use to
complete the sentences.
• Assist Write a word pool on the board using the
words from the answer key for extra support.
191
Phonics lab
SHORT OO AND LONG OO

short oo a e
th Experiment lab I will learn
ab
decomposi out
tion.
SHORT OO AND LONG OO nd SCIENCE: DECOMPOSITION
long oo so
unds.
1 085
Listen and repeat. Then sort.
Long oo
Watch a video about compost.
2 Read again. Answer.
1 088
Listen and read.
Name four things that happen to trash:
Trash
1 book 2 food 3 foot
EXPERIMENT TIME
Every day the trash that we throw out
Short oo pollutes the Earth. Think of all the
things you throw away every day –
it’s a lot! Investigate decomposition!
Trash can release toxins when it is
4 woods 5 school 6 pool Materials
burned up. The toxins pollute the air.
three plastic containers paper bag
2 Look at the codes. Circle
086
4 087
Listen and chant.
Trash that goes to a landfill can pollute
our land and water. Thankfully, a lot soil plastic bag
the bugs. Then listen and check. of our trash is from the garden and the a slice of apple
I want to do good! kitchen, and we can compost this type
CODE CRACKER I’m going to plant trees and of trash. Compost means that the trash Method
make some woods. breaks down, or rots, naturally. Other
tub.
materials like glass, metal, and plastic 1 Put soil in the bottom of each
You can come, too,
And take a look!
can be reused or recycled. 2 Put an item of trash in each tub.
The best way to 3 Cover with soil.
reduce trash is to
reduce the number 4 What’s going to happen?
of things we buy!
Make predictions.
I want to visit your woods!
5 Check your predictions after
I’m going to make a wildlife zoo. two weeks.
You can help, too, Observation
Prediction
3 Create your own bug puzzle.

And give food to
the moose.
Apple
Paper
Exchange with a partner.
Plastic
114 one hundred and fourteen one hundred and fifteen 115
Lesson flow
Warm up Lesson Presentation Code Cracker Production Chant Objective

Warm up
LESSON OBJECTIVE
• Review the sounds from Units 5 and 6: /iː/, /ɑr/, /ər/,
I will learn the short oo and long oo sounds. and /ɔr/. Elicit words with each of the sounds (see
The sounds /ʊ/ as in book and /uː/ as in food Student’s Book page 141) and write them on the
board. Encourage students to say each word and
KEY LANGUAGE check their pronunciation.
• Challenge Leave the words you wrote on the
book
board. Have students work in pairs to write a
food
tongue twister or a chant using as many of the
foot words as they can.
pool
school Lesson objective
woods • Introduce the lesson objective. Say Today I will
learn the short oo and long oo sounds.
192
• Involve Students will learn the sounds /ʊ/ and /uː/
• Assist Show students where to find the phonics
through words that have those vowel sounds.
wordlists on pages 138–140 of the Student’s
Presentation Book.
1 085 Listen and repeat. Then sort. • Differentiation Let students use the words from
(Answers: Long oo: food, school, pool; this unit.
Short oo: book, foot, woods) • Digital literacy Extra If students have access to
tablets or computers, they can create their bug
• Explain that this lesson focuses on two different
puzzles digitally using clip art.
sounds that have the same spelling pattern.
• Assist Play the Phonics Pronunciation video. Ask
Chant
students to sit and watch quietly. Play it again and
ask students to copy what they see and hear. 4 087 Listen and chant.
• Play audio 085 for students to listen and repeat. • Use online pictures or draw to pre-teach moose.
Encourage them to emphasize the difference Ask students if it has a long oo or short oo sound
between the short and long oo sounds. (long).
• Assist Contrast just two words, e.g., foot and • Play audio 087. Have students listen and read
food, to help students notice the difference. Drill along with the chant quietly.
them faster and faster to keep it fun. • Challenge Ask students to identify words with
• Have students sort the words into the two groups. different spelling patterns with a long oo sound
Play the audio again for them to check their (do, you, to). Point out that you and to can also
answers. have the unpronounced vowel sound /ə/. Have
students listen and say which version they hear in
• Challenge Have students work in pairs and see if
the chant.
they can add any more words to each group.
• Extra Practice the chant with a TPR activity. Play
CODE CRACKER
the chant again and tell students to step to the
Practice right when they hear a short oo, and to the left
2 086 Look at the codes. Circle the bugs. when they hear a long oo.
Then listen and check.
Objective review
(Answers: Long oo: bugs = foot, book,
Short oo: bugs = Moon, food)
short oo and long oo sounds.
• Coding: Sequences and algorithms: identify • Involve Encourage awareness of what students
simple problems/errors in a series of steps and can do by eliciting words with the target sounds.
correct them to achieve a task/outcome.
• Have students look at the pictures and think
what words with oo they represent. They
then circle the two in each group that have
a different sound to the others. Play audio 086
and have students listen to check their answers.
• Assist Encourage students to say the words
out loud to help them figure out the ones with
a different sound.
CREATIVITY
Production
3 Create your own bug puzzle. Exchange with
a partner.
• Students draw a computer screen. They decide
on a target sound – it could be from this lesson
or from a previous Phonics lab lesson. They
find pictures in magazines, or draw four or five
pictures, of words with their chosen sound and
a picture of one word with a different sound,
and stick them on their “computer screen.” They
exchange their puzzle with a partner to debug.
193
Experiment lab
SCIENCE: DECOMPOSITION

short oo a e
th Experiment lab I will learn
ab
decomposi out
tion.
SHORT OO AND LONG OO nd SCIENCE: DECOMPOSITION
long oo so
unds.
1 085
Long oo
Watch a video about compost.
1 088
Listen and read.
Name four things that happen to trash:
Trash
1 book 2 food 3 foot
EXPERIMENT TIME
Every day the trash that we throw out
Short oo pollutes the Earth. Think of all the
things you throw away every day –
it’s a lot! Investigate decomposition!
Trash can release toxins when it is
4 woods 5 school 6 pool Materials
burned up. The toxins pollute the air.
three plastic containers paper bag
2 Look at the codes. Circle
086
4 087
Listen and chant.
Trash that goes to a landfill can pollute
our land and water. Thankfully, a lot soil plastic bag
the bugs. Then listen and check. of our trash is from the garden and the a slice of apple
I want to do good! kitchen, and we can compost this type
CODE CRACKER I’m going to plant trees and of trash. Compost means that the trash Method
make some woods. breaks down, or rots, naturally. Other
tub.
materials like glass, metal, and plastic 1 Put soil in the bottom of each
You can come, too,
And take a look!
can be reused or recycled. 2 Put an item of trash in each tub.
The best way to 3 Cover with soil.
reduce trash is to
reduce the number 4 What’s going to happen?
of things we buy!
Make predictions.
I want to visit your woods!
5 Check your predictions after
I’m going to make a wildlife zoo. two weeks.
You can help, too, Observation
Prediction
3 Create your own bug puzzle.

And give food to
the moose.
Apple
Paper
Exchange with a partner.
Plastic
114 one hundred and fourteen one hundred and fifteen 115
Lesson flow
Warm up Lesson Pre-reading Reading Practice Experiment Objective

Warm up
LESSON OBJECTIVE
• Have students draw a 2x3 Bingo grid in their
I will learn about decomposition. notebooks or on scrap paper. Tell them to write
and/or draw a word from page 108 in each square
KEY LANGUAGE of their grid.
burn • Call out the words at random. If students have a

word you say on their grid, they strike it off. The
compost
first student to strike off all their words calls Bingo!
decomposition
landfill Lesson objective
pollute
rot learn about decomposition.
toxins
194
• Involve Students will learn about what we do with Experiment time
trash that isn’t recycled or reused and how some Investigate decomposition!
waste decomposes. They will predict and test out
• Materials: (per group) three plastic containers,
which materials decompose.
soil, trash: a slice of apple, paper bag, plastic bag;
Pre-reading optional: plastic gloves for students to wear when
handling soil (if not available, ensure hands are
• Have a look at what you have collected in the
washed thoroughly after handling soil and trash)
class recycling containers so far (if you didn’t
create recycling containers, look at the class trash • Divide the class into groups of three or four.
can). Discuss what you can do with it. Brainstorm Distribute the materials among the groups. Reuse
ideas for reusing the classroom trash, e.g., create old plastic tubs like ice cream containers for this
notebooks out of scrap paper or use it to write activity. Use the sort of soil/compost you buy in
shopping lists, make desk organizers out of plastic bags for potting plants.
bottles. • Students follow the instructions. Make sure they
• Empty the containers, either recycling the contents pack down the soil on top of the items to make
or keeping items for reuse. Challenge students to sure there’s a good weight around them.
reduce the amount of trash they create over the • Assist Tell students to fill in the chart with their
next week. predictions. Go back to the containers after two
• Ask students what happens to trash we don’t weeks and have students dig up their items to
reuse or recycle. Accept all answers and tell them check their predictions. If possible, keep the
they will find out in the lesson. experiment set up for longer and keep checking
the items.
“Resources” for more teaching resources about this • Extra Another option, if possible for your setting,
topic, including a video about compost. is to use earthworms in the tubs to show how they
play an important part in decomposition. You can
Reading have versions of the tubs set up with and without
1 088 Listen and read. worms and compare the results.
• Differentiation Pre-teach vocabulary from the • Discuss with students what happens to their
key vocabulary list for extra support. Make compostable waste in their homes.
sure students understand landfill and what it
Objective review
is. Show them pictures of a landfill site. As an
extra challenge, teach strategies for figuring out • Revisit the lesson objective. Say Now I know about
unknown words, e.g., looking at the word in the decomposition.
context of the sentence, using pictures, thinking • Involve Encourage awareness of what students
whether the word is similar to a word in their own can do by having them say the different things
language. that happen to trash after we throw it away.
• Play audio 088 and have students listen and read
and check their predictions in the pre-reading
discussion.
• Extra Look at the boy with the speech bubble.
Ask what other ways we can reduce the number
of things we waste, e.g., check the dates on food,
refuse plastic toys and straws from cafés, etc.
Practice
(Answers: burn, put in landfill, reuse, recycle,
compost)
• Have students read the text again and find four
things that happen to trash when we throw it away.
Point out there are five things mentioned in the text
and that students can pick any four of them.
195
Language lab 2
GRAMMAR: I WANT / WOULD LIKE TO …

about wan
to talk Future plans I will talk
weekend p
about
GRAMMAR: I WANT / WOULD LIKE TO … ts using COMMUNICATION lans.
I want / w
ould like to
...
1 089
Listen and look. Place the stickers.
I / you / we / they want to save the planet.
1 Ginny 2 Paola 3 Josh
He / She wants to do more recycling.
I’d / you’d / he’d / she’d / we’d / they’d like to protect wildlife.
I’d like to
= I would like to
1Follow. Then complete the sentences.

1 2 3 4
Cory Hayley Liu Sara
2 Stick below. Play Guess the Sticker.

a b c d
I’m going to go home. I’m not After this class?
going to watch TV. I’m going
to do my homework. I’m going
to have dinner with my family. Yes!
draw make a hamster bed recycle throw in the trash
MATH
1
3
Cory to throw the 2 Hayley: “ to make
paper in the trash. a hamster bed.” Do a class survey. Record 5 ZONE
your results in a bar graph. 4
3 Liu to draw on 4 Sara: “I to recycle
the paper. the paper.” 3
People
2
2
What are you going to do
How can you help the environment? Ask and answer the this weekend? 1
question with a partner. Play video games Visit family Play video Go to a Visit Play
games restaurant family sports
What would you like to I’d like to reduce
Go to a restaurant Play sports Activity
do every day? the water I use.
116 one hundred and sixteen one hundred and seventeen 117
Lesson flow
Warm up Lesson Presentation Practice Production Objective

objective review
Warm up
LESSON OBJECTIVE
• Play a Sentence chain game. Have students work
I will learn to talk about wants using I want / in groups of four. The first student says a sentence
would like to … . with going to, e.g., I’m going to plant a tree. The
next student repeats the sentence and then adds
KEY LANGUAGE another sentence on, e.g., I’m going to plant a
tree and I’m going to recycle plastic. Students
I / You / We / They want to save the planet.
keep going around their group, adding another
He / She wants to do more recycling. sentence until someone forgets the sentence chain.
I’d / You’d / He’d / She’d / We’d / They’d like to
• Challenge Have students play the game with
protect wildlife.
different subject pronouns in each sentence and
with negative sentences as well as affirmatives,
e.g., She isn’t going to waste trash and they aren’t
going to travel to school by car.
196
Lesson objective COMMUNICATION
learn to talk about wants using I want / would 2 How can you help the environment? Ask and
like to … . answer the question with a partner.
• Tell students to brainstorm in pairs ways they
• Involve Students will learn how to talk about their
can help the environment. Tell them to make
wants and desires.
a list or a word web of their ideas.
Presentation • Then students think about which of the things
• Go through the grammar box with students. they want to do and discuss in pairs.
Explain that in this context, there is very little • Challenge Have students speak to other
difference between want to and would like to, but classmates and share their ideas as to what
in general want to is a stronger statement and they want to do.
would like to is more polite (especially if used for • Extra Put students in small groups. Tell them
asking for things). Elicit the negative forms: don’t that they are the government of their country
want to and wouldn’t like to. or their town council. Have them say what
• Assist Point at the callout box. Show how we use they would do to help the environment as
apostrophe + -d as a contraction for would. Drill a government or council.
for each of the subject pronouns, e.g., I’d like,
you’d like, she’d like, etc. Objective review
• Challenge Ask students to think of other common • Revisit the lesson objective. Say Now I can talk
contractions that we use in English (I’m, they’re, about wants using I want / would like to … .
don’t, etc.) and write them on the board. Invite
students to come to the board and write the long
can do by having them say something they want
form of each contraction.
to do after the class as an exit pass.
Practice
1 Follow. Then complete the sentences.
(Answers: 1 doesn’t want/wouldn’t like,
2 I want/I’d like, 3 wants/would like,
4 want/would like)
• Explain that each of the children has some scrap
paper (explain the meaning of the word scrap is
that it is trash). Look at the different things the
children can do with the scrap paper. Students
follow the lines to find out what each child does.
• Students then complete the sentences. Point out
that the sentences in quotation marks should be
completed in the first person because they show
what the person is saying.
• Extra Have students work in groups and discuss
which of the ideas they like the best and what they
would do with scrap paper.
197
Future plans
COMMUNICATION

about wan
to talk Future plans I will talk
weekend p
about
GRAMMAR: I WANT / WOULD LIKE TO … ts using COMMUNICATION lans.
I want / w
ould like to
...
1 089
Listen and look. Place the stickers.
I / you / we / they want to save the planet.
1 Ginny 2 Paola 3 Josh
He / She wants to do more recycling.
I’d / you’d / he’d / she’d / we’d / they’d like to protect wildlife.
I’d like to
= I would like to
1Follow. Then complete the sentences.

1 2 3 4
Cory Hayley Liu Sara

a b c d
I’m going to go home. I’m not After this class?
going to watch TV. I’m going
to do my homework. I’m going
to have dinner with my family. Yes!
draw make a hamster bed recycle throw in the trash
MATH
1
3
Cory to throw the 2 Hayley: “ to make
paper in the trash. a hamster bed.” Do a class survey. Record 5 ZONE
your results in a bar graph. 4
3 Liu to draw on 4 Sara: “I to recycle
the paper. the paper.” 3
People
2
2
What are you going to do
How can you help the environment? Ask and answer the this weekend? 1
question with a partner. Play video games Visit family Play video Go to a Visit Play
games restaurant family sports
What would you like to I’d like to reduce
Go to a restaurant Play sports Activity
do every day? the water I use.
116 one hundred and sixteen one hundred and seventeen 117
Lesson flow
Warm up Lesson Practice Production Math Objective

Warm up
LESSON OBJECTIVE
• Act out a typical weekend activity that students
I will talk about weekend plans. do, e.g., play basketball. Have them guess what
it is. Then have students come to the front of the
KEY LANGUAGE class to act out an activity for the class to guess or
have students play in pairs.
I’m going to have pizza and ice cream.
I’m not going to play computer games. Lesson objective
talk about weekend plans.
• Involve Students will learn to talk about their

future plans.
198
CRITICAL THINKING Production
MATH ZONE
Practice 3 Do a class survey. Record your results in a bar
1 089 Listen and look. Place the stickers. graph.
(Answers: 1 My next birthday, 2 My next • This is a math and communication activity.
vacation, 3 Tomorrow) Have students work in groups and write a
survey of possible and commonplace weekend
• This activity is related to the Pearson Test of activities to ask their classmates, e.g., Do you
English for Young Learners (PTEYL) Quickmarch visit family on the weekend? They then go
topic cards oral exam, where students are around the class asking their classmates the
shown topic cards and asked to talk about questions on the survey.
them. Have students find the stickers in the
back of the Student’s Book and say what the • Monitor Listen to students’ questions and
answers as they go around the class.
topic is of each one. Point out that there are
three sticker spaces and four stickers so there is • Assist Show students how to record their results
one that they won’t need to use at this point. in a bar graph. Write an example of a bar
graph on the board.
• Play audio 089. Ask students to listen and think
about their answers. Point out that the children • Display students’ finished bar graphs in the
are not talking about the picture on the classroom. Ask students to find out what the
stickers, but their own personalized response most popular weekend activity is.
to the topic. Then play the audio again for
students to place the stickers. Objective review
• Differentiation Pause the audio after each • Revisit the lesson objective. Say Now I can talk
question and answer for extra support and to about weekend plans.
give students more time to think about what • Involve Encourage awareness of what students
they hear. can do by having them tell you one thing they
• Extra Write Going to and Want to on the are going to do on the weekend as they leave the
board. Tell students to listen to the audio again class.
and write down what each child says they are
going to do and what each child wants to do.
Have them compare their answers in pairs.

Production
• Have students place the fourth sticker in the
space provided.
• In pairs, students give their own personalized
response to one of the topics on the four
stickers. Their partner listens and then guesses
which topic they are talking about.
• Monitor Monitor students while they do the
speaking activity. If you have the opportunity,
give each student a one-to-one speaking
assessment.
• Extra Encourage more confident students
to write their response to one of the topic
cards. Display their written plans around the
classroom. Have students go around the class
and read the plans. Tell them to guess which of
their classmates wrote each one.
199
Project and Review
DO A CLASS ENVIRONMENTAL PROJECT

Do a class environmental project
Step 2
Step 1
How will you record What will you do next?
your project?
Plan Present the photo diary of
Do your projects. your project.
Research
What are you going to do? Create a photo diary of
How can you help your project.
Talk about all the things you
the environment?
are going to do.
Research the different things Write your action plan.

you can do to help the
environment. We bought small trees. We planted
them in the yard at school.
Do a recycling drive
We’re going to clean up trash.
Write what you are going to
Plant flowers Juan is going to get big bags
do next.
from his mom.
Collect old clothes We’re going to go to the school We’re going to water
the trees every week.
playground and park.
Say what you want to do. Decide how you are going
.
Now I can ..
to present your photos.
Get into groups with other
people who want to do the Write your presentation.
same thing. … talk about the
environment.
I want to plant seeds
Me too! … talk about the
and grow trees.
future.
I’d like to reduce the plastic … talk about desires.

we use at school.
Try to reuse some of your
recycling to make new items. … talk about my plans
for the future.
118 one hundred and eighteen one hundred and nineteen 119
Lesson flow
objective review

I will do a class environmental project. • Introduce the lesson objective. Say Today I will
do a class environmental project.
Warm up
• Involve Students will do an environment project.
• Involve Ask students to write a list of things they
They will use the language learned from the unit
are going to do on the weekend and a list of
to plan what they are going to do in their project.
things they want to do on the weekend. Ask them
They will carry out their project and take photos to
to compare their two lists and say if there are any
document it.
activities on both lists.
• Have students compare their lists in pairs.
200
Step 1
• Involve Give students lots of praise for all their
Research hard work. Remind them of the importance of
• Digital literacy Students research different things doing small acts and how they can add up to
they can do to help the environment and list them. a big changes.
They can use ideas from the unit or find other
ideas online. At home
• Students then decide what they want to do and Try to reuse some of your recycling to make new
tell each other. Help them form groups with other items.
students who want to do the same thing.
• Ask students to talk to their families about what
Step 2 they recycle at home. Have them think about what
items they can reuse to reduce their waste, e.g.,
Plan
they can buy reusable bottles so they don’t throw
• Students brainstorm and list all the things they are so many plastic bottles into the trash.
going to need to do their project.
• Have students talk to their families about other
• If students are too ambitious in the scope of their ways they can help the environment.
plans and what you are able to facilitate, then
help them scale down their plans to make them Now I can …
more achievable. You can choose a project that • Show students the Now I can … box and read the
all the class can do in class such as sorting trash examples. Ask students to repeat and then check
to recycle or planting and growing seeds. Allow understanding.
students to do the research stage above.
• Involve Ask students to think about how they feel
• Monitor Take time to make sure that the groups about these statements. Have students draw four
are sharing the writing duties and all getting the light bulbs in their notebooks and for each light
chance to speak. bulb draw light lines coming from them to show
Step 3 how confident they are about each statement.
The more light lines they draw, the more confident
Create they feel.
• Materials: depending on the chosen projects, • Monitor Have students choose the statement they
digital camera or smartphone are the most confident about. Then have students
• Students go out and do their project around the tell the rest of the class. Make notes of the
school, in their homes, or outdoors. They take statements that the fewest students choose and
photos of themselves carrying out their project make sure you review this content in the future.
at various stages and use the photos to create a
photo diary. Objective review
• Digital literacy If students have access to tablets or • Revisit the lesson objective. Say Now I can do
computers, have them create a digital photo diary a class environmental project.
using presentation software. • Involve Encourage awareness of what students
• Have students write captions to their photos and can do by asking them about how we can all help
write a presentation about their project. save the environment.
COLLABORATION Assessment pack

the Assessment Pack.
Step 4
Show and tell
Go to the Pearson English Portal and click on
• Students present the photo diaries of their
“Resources,” then “Games” for a class game
project to the class. They talk about what they
about the environment.
did and what they think is going to happen
next as a result of their project, e.g., they are
going to continue with their new routine or
habits.
• Have students sit down in their groups and
write about what they are going to do next in
their project.
201
UNIT 7: ECO WARRIORS!
1 Look and write. Then circle the things you recycle 5 What is Ruby going to do on Saturday? Follow
at home. the sequence.
(Answers: 1 plastic, 2 food, 3 glass, 4 toys, (Answer: ride her bike)
5 paper, 6 metal) • In this coding activity, students follow a sequence.
2 066 Listen to the song. Match the pictures to 6 The sequence in 5 was too long. Write a shorter
the lines. one.
(Answers: 1 b, 2 c, 3 d, 4 a) • Students write a shortcut for the sequence.
Caring for Earth 7 Read and answer.
1 Order the letters and write the words. (Answers: 1 2 tonnes, 2 12,500 tonnes)
(Answers: 1 environment, 2 plant, 3 recycle, • In this math activity, students read the word
4 reduce, 5 reuse, 6 trash, 7 waste, 8 wildlife) problems and do the calculations.
2 Write words from 1 next to the definitions. Story lab

(Answers: 1 reduce, 2 trash, 3 reuse, 1 069 Who does the things in the story? Write,
4 environment, 5 recycle) then listen and check.
3 Write definitions for the other words in 1 with a (Answers: 1 b, 2 c, 3 d, 4 a)
partner. • Students do this activity in pairs with their
Student’s Books closed. Once completed, let them
Extra vocabulary
use the Student’s Book to check their answers.
4 067 Look and write. Then listen and check.
2 Who says these things? Write E (Ellie),
(Answers: 1 pollution, 2 deforestation, F (Freddie), M (Max), or Y (Yara).
3 warming, 4 population)
(Answers: 1 M, 2 Y, 3 E, 4 F)
• New vocabulary is presented and practiced in this
activity to stretch students (pollution, warming, 3 Read and circle T (True) or F (False).
population). (Answers: 1 F, 2 T, 3 T, 4 F, 5 F)
4 Look at Freddie’s garden. Number in order.
Language lab 1
(Answers: 3, 4, 1, 2)
1 Read and circle.
(Answers: 1 I, 2 Is, 3 She, 4 Are, 5 They) 5 What’s Freddie’s garden going to look like in the
future? Draw.
2 068 Listen and check for Shona (S),
6 Fill in the form for the Eco Warrior Challenge for
David (D), Tomas (T), and Aaliyah (A).
you.
(Answers: Shona: Recycle; David: Plant trees;
7 Make your own story book. page 121
Tomas: Plant flowers, Save wildlife; Aaliyah: Clean
up trash, Recycle) • In this coding activity, students learn to arrange
the pages in the same order as the story.
3 Look and match.
(Answers: Aaliyah d, David a, Shona c, Tomas b) along the cut lines to create two strips of paper.
4 Read and answer. Write two more questions. Then they fold each strip along the fold lines.
Then ask a partner. • Students use the prompts to write their story and
draw pictures.
• Students can use their storybooks to retell the
story to their families and friends.
202
Phonics lab 2 Read. Then look at the bar chart and label.
1 070 Circle the short oo words and underline (Answers: Go to a restaurant, Play video games,
the long oo words. Then listen and check. Play sports, Visit family)
(Answers: 1 circle, 2 underline, 3 underline, 3 Think about four things you are going to do on
4 circle, 5 circle, 6 underline) the weekend. Then ask and answer to complete
2 071 Listen, read, and sing. Label the chants for a partner.
long or short.
PROJECT AND REVIEW
(Answers: 1 long, 2 short)
1 Think about your environmental project. Read
3 What comes next? Write words with the correct and answer.
sound. • Students think about the project they completed in
Experiment lab their Student’s Books and answer the questions.
1 072 Listen and read about trash again. 2 Complete your project report.
Check or cross . • Students can use the information in Activity 1 to
(Answers: Compost: apple, paper, grass; complete their report.
Don’t compost: metal, plastic, glass) • Have students read the example report.
2 Add more things to each group in 1. • Students can take a photo of their group’s photo
diary and add it to their report.
Experiment time 3 Present your report to your family and friends.
1 Think and answer. • Students describe what they did in their
• In this activity, students reflect on their environment project to their family and friends.
experiment. 4 Think about your project and color.
2 Write your report. 5 Read and complete.
• Students can use the information from the (Answers: 1 dirty, 2 trash, 3 wildlife, 4 glass,
experiment in their Student’s Books to write their 5 paper, 6 recycle, 7 environment)
report.
6 Write sentences with going to.
• Students use the example text as a model.
(Suggested answers: 1 He’s going to bake a cake.,
Language lab 2 2 She’s going to clean up trash., They’re going to
1 Read and write. plant trees., They’re going to watch a movie.)
(Answers: She wants to make a difference (to the 7 Draw around your hand. Write how you are
environment), reduce the amount of plastic trash going to save the planet. Make a class wreath.
(in the ocean), to be president.; She doesn’t want • Materials: poster paper, markers, scissors
ocean creatures to die (in dirty oceans), to drive • Students draw around their hands and cut them
a car, or live in a world without wildlife.) out. They write how they are going to save the
2 073 Listen and complete. planet on their hand and put all their hands
(Answers: 1 I want to, 2 I wouldn’t like, 3 I don’t together to make a class wreath.
want, 4 I’d like to) 8 Read and answer.
3 How can you help the environment? Read and
complete.
• Students complete the sentences with the phrases
in the box. They can also complete the sentences
with their own ideas.
Future plans
1 074 Complete the sentences with the correct
form of going to. Listen and check.
(Answers: 1 are, going to do, 2 ’m going to
visit, 3 ’re going to move, 4 ’m not going to see,
5 aren’t going to live, are, going to do, 7 ’m not
going (to go), 8 is going to take)
203
8 Let’s Work!
OBJECTIVES
Reading
• Reading accuracy – Can recognize simple words and phrases related to familiar topics, if supported
by pictures.
• Reading comprehension – Can get the gist of short, simple texts on familiar topics, if supported
by pictures.
Listening
• Listening comprehension – Can understand basic personal information in short, simple dialogs,
if spoken slowly and clearly and guided by written prompts.
Speaking
• Spoken production – Can talk about a familiar place in a basic way.
Writing
• Writing production – Can write simple sentences to describe what’s happening in a sequence
of pictures.
KEY LANGUAGE
architect The sounds /aʊ/, ambulance I like reading.
bank teller /ɔɪ/, and /eɪ/ audio engineer She loves doing gymnastics.
computer programmer cow mix They enjoy doing their job.
conservationist day record We don’t like playing sports.
doctor enjoy recording studio Why do you want to be an audio
engineer house reproduce engineer?
graphic designer say sound effects Because I enjoy playing music.
mechanic toy voice
nurse
police officer
scientist
vet
204
PROJECT: CREATE A JOB FAIR
Students will think about what jobs people do. They will think about the skills and preferences they need to
do different jobs and how to best showcase the jobs.
Materials: poster paper, markers, photos from magazines or the internet
EXPERIMENT LAB: AUDIO ENGINEERS

Students will learn about the work of audio engineers and how they change and manipulate sounds.
They will experiment with sound using rubber bands.
Materials: rubber bands, large match box

games.
CODING: ALGORITHMS AND SEQUENCING, PATTERNS

• Students will learn about events by choosing the correct response according to visual stimulus.
• Students will learn about sequences and patterns from spelling and sound patterns.
MATH
Students will make estimates.
VALUES AND SOCIAL-EMOTIONAL LEARNING: TAKE ON A CHALLENGE

Students will think about why it is important to challenge themselves and not always take the easy option.
CREATIVE ACTIVITIES

and will help students revisit and produce core bank teller computer
collaborate with other students in a fun context. programmer
Make paper dolls. Decorate them as the
characters doing the jobs they want.
This activity helps students to use the language and apply the themes of the story in a creative and
collaborative role play activity.
GLOBAL AND CULTURAL CITIZENSHIP: RAINFORESTS

Students will learn about Amazonian Peru – the importance of the rainforest and of rainforest conservation.
205
How can I create a job fair?
OPENER
8 Let’s Work!
How can I create a job fair?
3 Listen and point.

090
Then sing and dance.
SO N G
TIME What do you want to be?
1 Look at the picture.
What do you want to be Repeat chorus
What do you think their jobs are?
when you’re older?
Do you want to be an
When you’re bigger and older
architect?
2 Look at the jobs. Which is the odd one out?
a little bit bolder.
Do you want to be a vet?
Do you want to be a teacher? Do you want to be a farmer?
Circle, then discuss.
Do you want to be a doctor? I don’t know yet!!
Do you want to be a nurse?
Repeat chorus
Or a bank worker?
r
teacher architect doctor farmer bolde
120 one hundred and twenty one hundred and twenty-one 121
Lesson flow

Warm up
LESSON OBJECTIVE
• Review the going to form from Unit 7. Ask students
I will learn about jobs. What are you going to do when you’re grown up?
and explain the meaning of grown up if necessary.
KEY LANGUAGE • Have students discuss the question in pairs and
architect then share their plans and intentions with the
class.
doctor
farmer • Monitor Monitor students as they work in pairs.
Give praise for using going to correctly.
teacher
206
CRITICAL THINKING CRITICAL THINKING COMMUNICATION
• Ask students How can I create a job fair? Teach Practice
the concept of a job fair (an event at a school 2 Look at the jobs. Which is the odd one out?
or college where students can find out about Circle, then discuss.
different jobs). Ask what jobs students are
• This is a critical thinking activity with no right or
interested in.
wrong answers.
• Involve Tell students the unit is looking at
• Have students circle one of the jobs individually.
different jobs and the skills and aptitudes you
Have a show of hands for each job and then put
need for them. Elicit what they know about jobs
students in groups with classmates who chose a
and what they think they will learn in order to
different job. Students should be encouraged to
complete the project (vocabulary for jobs, skills
give a reason for their choice, e.g., The farmer
you need for jobs, etc.).
is the odd one out because he/she is the only
• Extra Ask students if they can think of any jobs person who works with animals. It’s the architect
and write their answers on the board. Accept because he/she works in an office.
L1 answers, write the English version on the
• Write each job on the board and then elicit all
board, but don’t expect students to remember
the reasons why each could be the odd one out.
at this point. Then ask students what skills and
interests you might need to do the different • Assist Give students some examples, e.g., The
jobs. farmer is the odd one out because he/she is the
only person who works with animals. It’s the
• Involve Students will learn about jobs and to talk architect because he/she works in an office.
about skills and preferences related to jobs. • Extra Brainstorm chores and jobs students
do at home. Hand out sticky notes and ask
Lesson objective students to draw the chores they do. Ask them
• Introduce the lesson objective. Say In this unit to come up and stick the sticky notes on the
I will learn about jobs. board. Take each one in turn and ask Who
(washes the car)? Students who drew this chore
stand up and say I do!
Presentation Song
1 Look at the picture. What do you think their 3 090 Listen and point. Then sing and dance.
jobs are?
• Brainstorm all the possible jobs that students along with the song quietly.
can think of (if you have not done so already).
Give the English for any L1 suggestions, but
and show them the actions.
don’t expect students to remember the new
English words at this stage. • Actions are: Chorus: stand tall with one hand
up as if measuring a taller person for older;
• Make it clear that the question refers to the
arms outspread to show bigger; rock shoulders
people sitting at desks and not the children.
from side to side for bolder in a brave, plucky
• Have students discuss the question in pairs manner. Verses: make a questioning gesture with
and encourage them to speculate as to what hands outspread or perhaps wag finger for all
their jobs could be. Write all the students’ the questions. Last line: shake head and shrug
suggestions on the board in English. There shoulders, looking a little exasperated at all the
is no correct answer, so accept all possible questions.
office-based jobs.
Objective review
• Revisit the lesson objective. Say I’m learning
about jobs.
already know and what they have learned about
the topic so far.
207
Professions
VOCABULARY
Professions I will learn

job words.
5 092
Name the jobs. Then listen and match.
VOCABULARY
1 a

b
091
Kelly’s dad
2 c
1 doctor 2 nurse 3 vet 4 police officer d
Kelly’s mom
3 e
5 graphic designer 6 architect 7 bank teller 8 computer

programmer
Kelly’s brother
6 Do a class job survey. Ask 7 Make your own picture

9 mechanic 10 engineer 11 conservationist 12 scientist
and answer the question in a dictionary. Draw and write
group. Record the results in a job words you know.
3 Write the jobs in the order you like them. Compare with
bar chart.
a partner. What does your mom do?
She’s a
doctor.
bank teller computer
4 Look at 2. Circle any jobs family members do. Then tell programmer
a partner.
122 one hundred and twenty-two one hundred and twenty-three 123
Lesson flow
Warm up
LESSON OBJECTIVE
• Have students think of one job they want to find
I will learn job words. out the name of in English in this lesson and write
it on a piece of paper in L1. They can choose
KEY LANGUAGE any job that interests them: it could be the job
they want to do when they are older, the job one
architect graphic designer
of their parents does, the job of a person they
bank teller mechanic admire, etc.
computer programmer nurse
• Have students put all their pieces of paper into
conservationist police officer a bag or a box at the front of the class. Have
doctor scientist students come up and take a piece of paper at
engineer vet random, read out the job, and try to guess which
of their classmates wrote it. The student who
wrote it then says if they are correct and explains
to the class why they chose that job.
208
Practice
Lesson objective
5 092 Name the jobs. Then listen and match.
learn job words. (Answers: 1 e, 2 b, 3 c)
• This activity practices Cambridge Young Learners
• Involve Students will learn and practice 12 words English (CYLE), Movers, Listening, Part 3. There are
for different jobs. two pictures that students don’t need. Point out
that these may be mentioned in the audio, but
Presentation they will not necessarily be the correct answer.
1 Look at 2. Check the words you know in English. • Assist Point at each picture before students listen
• Activate prior knowledge To activate prior to elicit what jobs they represent.
knowledge, students look at the pictures and read • Play audio 092 twice for students to do the task.
the words and check any they already know in
English. COMMUNICATION
• Involve The words they check could include the Production
items pre-taught in the Opener, but make sure
6 Do a class job survey. Ask and answer the
students know that you don’t expect them to have
question in a group. Record the results in
learned them yet. Praise them for any that they
a bar chart.
remember.
• Students use audio 092 from Activity 5 as a
Presentation model. Do this as a mingling activity. Provide
2 091 Listen, point, and repeat. names of jobs as needed (including parents
not working, e.g., stay-at-home-mom/dad,
• Play audio 091. Students listen, point at the
unemployed, full-time caregiver).
actions, and repeat the words.
• Assist Bring students’ attention to the question
• Assist Use the pictures and gesture to make sure
form What do you do? What does she do?, but
students understand what some of the jobs that
note that we answer with the verb be, not do:
look similar are, e.g., graphic designer, architect,
She’s a vet.
computer programmer, engineer, etc.
• Tally students’ survey results on the board.
CRITICAL THINKING COMMUNICATION Compare the tallies and see which jobs are
most popular and then have students create
Practice
bar charts of the results.
3 Write the jobs in the order you like them.
CREATIVITY
• Students write the jobs in their order of
preference and then compare with a partner. Picture dictionary
• Challenge Encourage students to say why they 7 Make your own picture dictionary. Draw and
think a job might be fun/interesting/useful. write job words you know.
• Extra Have students mingle around the class • Ask students to add to the picture dictionary
and compare their lists and try to find other they started in Unit 1 – see page 13 for
classmates who have ranked the jobs in the reference.
same or nearly the same order. Have them sit • Show students the examples in the Student’s
down together and find out if they share other Book, then write the new words on the board.
likes and dislikes and interests. Ask students to close their Student’s Books and
encourage them to use their imagination to
COMMUNICATION draw the new words in their notebooks.
• Encourage students to copy the words neatly
Practice
under the pictures they draw.
4 Look at 2. Circle any jobs family members do.
Then tell a partner.
• Students look at the photos of the jobs and
circle any that family members do. Have them Objective review
discuss their answers in pairs. They then report • Revisit the lesson objective. Say Now I know job
back to the class. Highlight the use of the verb words.
be and the indefinite article when talking about • Involve Encourage awareness of what students
someone’s job: My uncle is a vet. have learned by asking if they learned the name
of the job they wrote down in the Warm up. If they
didn’t, provide the English word.
209
Language lab 1
GRAMMAR: I LIKE / DON’T LIKE …

to talk ab
4 Look and write
my prefere out
nce
GRAMMAR: I LIKE / DON’T LIKE … I like / don s using
’t like ...
sentences. Use the CODE CRACKER
1 093
Watch. What does Nadir like doing? Check .
correct form of
the action words. = like = enjoy = love = not like
a b c d
2 093
Listen again. Write E (Ellie), N (Nadir), or B (Both).
1 I don’t like cleaning out 2 I enjoy coding 1 She (work) 2 I (listen)
the rabbit cages. and programming. with children. to people shouting!
3 I like making designs 4 I love playing with
on the computer. the rabbits.
5 I love doing
challenging things.
6 I don’t enjoy doing
computer programming.
5 Read. Think of the perfect job for Aaron.
Then compare with a partner.
Take on a challenge.
Values I love taking care of animals.
3 Perfect job:
I like reading. I enjoy traveling to different
Discuss the questions She’s loves doing gymnastics. countries. I’m good at science at
They enjoy doing their job. Aaron school. I don’t like working indoors.
with a partner.
We don’t like playing sports.
6 ME MY FRIEND
What activities do you He’s doesn’t enjoy going to
the movies. Complete for
think are challenging?
Do you enjoy going shopping? you. Then complete enjoy don’t like enjoy don’t like
Yes, I do. / No, I don’t.
for a partner. reading
Why is doing challenging
activities important? Look! good at not so good at not so
y family. good at good at
I like visiting m
my family.
I’d like to visit
124 one hundred and twenty-four one hundred and twenty-five 125
Lesson flow
Warm up Lesson Video Presentation Practice Values Code Cracker Production Production Objective
objective Production Practice review
Warm up
LESSON OBJECTIVE
• Play a miming game. Mime doing one of the jobs
I will learn to talk about my preferences using from the Vocabulary lesson for students to guess.
I like / don’t like … . Use whatever gestures are needed to convey the
meaning. Then have students play in pairs.
KEY LANGUAGE • Assist Elicit and write all the new words on the
I like reading. board before students begin the activity.
She loves doing gymnastics.
Lesson objective
They enjoy doing their job.
We don’t like playing sports.
learn to talk about my preferences using I like /
don’t like … .
210
• Involve Students will learn how to talk and ask
and answer questions about what they like doing.
4 Look and write sentences. Use the correct
Video form of the action words.
1 093 Watch. What does Nadir like doing? (Answers: 1 loves working, 2 don’t like
Check . listening)
(Answers: b and c) • Students look at the emojis and the key to
• Pre-teach challenging. Ask students what things complete the sentences.
they find challenging to help them understand • Extra Have students work in pairs. They each
and personalize the concept. Note: This will be write a list of about six activities and then
discussed further in the Values feature later in this exchange their lists with their partner. They
lesson. have to use the key from the activity and draw
• Play the video Facing a Challenge or audio 093. an emoji next to each activity to show how they
Ask students to sit and watch or listen quietly. feel about it. They then swap lists back with
• Challenge Play the video again on silent and have their partner and discuss their answers, e.g.,
students narrate what is happening and say any You don’t like painting. No, I don’t. Why is that?
dialog they can remember.
Presentation
Production
• Draw students’ attention to the grammar box
5 Read. Think of the perfect job for Aaron. Then
and give examples of what you like and don’t like
compare with a partner.
doing.
• Ask students to do the activity individually first
• Assist Discuss the other structures with like students
and then compare with a partner. There are no
have already learned: like + noun and like + to verb.
right or wrong answers, but do ask them to give
Practice reasons for their choices.
2 093 Listen again. Write E (Ellie), N (Nadir), or • Assist Point out the use of good at in the
B (Both). speech bubble. Encourage students to give
a couple of examples for themselves of what
(Answers: 1 B, 2 E, 3 B, 4 N, 5 E, 6 N)
they are good at and not so good at. Make
• Students read the sentences and decide if they sure they understand that being not so good at
describe Ellie, Nadir, or both of them. Play audio something doesn’t have to be a defining state
093 again for them to check their answers. and they can always work hard to improve their
abilities.
Values
Production COMMUNICATION
3 Discuss the questions with a partner.
Production
• Brainstorm the first question as a class and
6 Complete for you. Then complete for a
write down all the students’ difficult or
partner.
challenging activities on the board. Point out
that what is not difficult for some people can • This activity gives students the chance to
be difficult for others. personalize the language and analyze what
their preferences and talents are. Students have
• Differentiation Give some personal examples
to write only the most important information
of what you find challenging as a model. As an
(subjects, prepositions, articles, etc. are left
extra challenge, ask students to explain why
out).
they find certain activities challenging.
• Students then ask and answer with a partner
• Do the second question as a Think, Pair, Share
using the information they wrote to make full
routine with students first thinking individually
sentences.
and then talking in pairs before sharing their
ideas with the class.
Objective review
about my preferences using I like / don’t like … .
can do by asking them what they like and don’t
like doing.
211
Story lab
READING

about gro
a story
5 That’s really good, Max. 7 Look Nadir – Runner
Rabbit is hurt!
READING wing up. Yes, I love drawing. I want to

be an architect or an illustrator.
1 094
Listen and read. What does Yara want to be?
When I’m older … 3 Hey Nadir – you’re good at sports

and you like taking care of kids, too! Oh no! Go and get my
You know what you first aid kit, please.
want to be, too?!
1 What are you doing, Nadir?
I know what I want to be now!
8
6 Do you
know what Well, I like studying What?
you want to science at school and
be, Freddie? I love taking care of
It’s a good idea. plants and animals …
But I’m not sure …
I’m doing my
college application,
but I don’t know
what to study.
Me, too! So, Well, I like studying science,
Think about what you like doing what do you I love taking care of animals,
and what you’re good at. That’s
4 Hey Max – catch! I’m going to be a
want to be? conservationist. and I’m good at making them
how I decided what I wanted to be. better. I want to be a vet!
2 What do you want to be?

Oh no 2 Read again. Match.
1 3 a c
I love I love taking
I want to
drawing. care of animals.
be a PE
teacher.
2 4
Why do you want
to be a PE teacher?
b d
I like studying I like taking
science. care of kids.
Because I like taking
care of kids and I’m Whoops – sorry!
good at sports. Maybe I’m not so good
at taking care of kids! 3 Act out the 4 Make paper dolls. Decorate them as
story in groups. the characters doing the jobs they want.
126 one hundred and twenty-six one hundred and twenty-seven 127
Lesson flow
Warm up Lesson Pre-reading Reading Comprehension Act out Production Objective

objective review

I will read a story about growing up. • Introduce the lesson objective. Say Today I will
read a story about growing up.
Warm up
• Have students write down two things they like
about growing up and the jobs they want to do.
doing and two things they don’t like doing. Then
They will use the information from the pictures
have them mingle around the class asking and
and the words to understand the story.
answering to find out if any of their classmates
have written the same things.
• Challenge Play again with things that students are
good at and not so good at.
212
Pre-reading
CREATIVITY
• Tell students that the story is about the characters
Production
talking about what they want to be when they
grow up. Name each of the characters and have 4 Make paper dolls. Decorate them as the
students suggest what they think they want to be. characters doing the jobs they want.
Check their predictions when they have read the • Students make paper dolls by folding a piece of
story. paper concertina style so there are five sections.
They cut out a person shape, making sure the
Reading dolls are holding hands at the folded side of the
1 094 Listen and read. What does Yara want paper. They open up their dolls and decorate
to be? them as the story characters doing the jobs they
(Answer: a PE teacher) want (they can stick on additional props like
balls, pens, laptop computers, and animals).
• With Student’s Books closed, read the question
and accept all suggestions. Play audio 094 and • Extra Have students make paper dolls of
have students listen and follow the story in their themselves and their friends doing the jobs
Student’s Books. Check predictions. they want to do in the future. Decorate the
classroom with their paper dolls.
understanding. Point at different items in the story
and ask What’s he/she good at? What does he/ Objective review
she like doing? Encourage students to use full • Revisit the lesson objective. Say Now I can read
sentences. a story about growing up.
• Challenge Have students personalize the story. • Involve Encourage awareness of what students
Ask them which character is the most similar to can do by asking them to give you information
them in terms of preferences and what they want about one of the story characters.
to be. Elicit what Ellie said she wanted to be in the
Language lab video (a computer programmer).
Comprehension
2 Read again. Match.
(Answers: 1 b, c, 2 d, 3 a, 4 b, c)
• Students match the characters to things they said
in the story. Tell them two of the characters match
to two of the sentences.
• Differentiation Let students refer back to the story
to help them find the answers. Alternatively, for an
extra challenge, see if students can do the activity
from memory.
Act out
• Put students in groups to act out the story.
parts with only a few lines (Ellie and Max). The
more confident students in each group can play
Nadir, Freddie, and Yara.
• Assist Play the story audio 094 again for
students to listen and repeat to practice their
parts.
213
Phonics lab
OU / OW, OI / OY, AND AY

ou / ow, o
audio eng
about
ineering.
OU / OW, OI / OY, AND AY i / oy, ENGINEERING: AUDIO ENGINEERS
and ay so
unds.

095
ou/ow oi/oy ay Watch a video about
sound waves.
2 Where do you hear these
stick the stickers under the things? Discuss with a partner.
same sounds.
1 Listen and read. Where do
music sound effects voice
2
097
Listen and chant. Match

096
audio engineers work?
EXPERIMENT TIME
the jobs to the lines of
Audio Engineering
the chant.
There are many
different types of Making sounds
We work all day long, singing this song.
jobs in engineering.
1 Audio engineers use
Materials
I take care of my brown
cows and pull my plow. computers and equipment to record, mix, rubber bands
and reproduce music, voices, or sound a large match box
2 vet bank teller
I count coins all day long. effects. They work in recording studios,
sports arenas, or Experiment with sound.
3
theater productions, or Try it out!
I design your house, And build it strong.
on movie and TV sets. • Do thin rubber bands give
4 When you hear music different notes than thick ones?
And I help your sick gray bird and mouse!
farmer architect at a concert, an ambulance on a TV Prediction:
show, or the voice of your favorite
Result:
actor, you’re hearing the work of an
3
• How do you get a higher
Look and check . CODE CRACKER audio engineer. Audio engineers can
or lower sound?
make the sounds recorded louder or
softer, quicker or slower. They do this Prediction:
by moving and arranging microphones, Result:
What’s next?
adding effects, • How do you get a quieter
and thinking or louder sound?
about acoustics Prediction:
4 Design your own sound pattern puzzle. Exchange with a partner.
and sound waves. Result:
128 one hundred and twenty-eight one hundred and twenty-nine 129
Lesson flow
Warm up Lesson Presentation Chant Code Cracker Production Objective

Warm up
LESSON OBJECTIVE
• Review the short oo and long oo sounds from
I will learn the ou / ow, oi / oy, and ay sounds. Unit 7. Have students stand up. Say words with the
The sounds /aʊ/, /ɔɪ/, and /eɪ/ oo spelling (see Unit 7 phonics wordlist, Student’s
Book page 140). Tell students to sit down if they
KEY LANGUAGE hear the short oo, and jump up if they hear the
long oo.
cow
• Keep the pace fast so that students are alert and
day
energized at the beginning of the lesson.
enjoy
house Lesson objective
say • Introduce the lesson objective. Say Today I will
toy learn the ou / ow, oi / oy, and ay sounds.
214
• Involve Students will learn the sounds /aʊ/, /ɔɪ/,
and /eɪ/ through words that have those vowel
sounds. 3 Look and check .
(Answer: owl)
Presentation
• This is a coding activity related to patterns
1 095 Listen and repeat. Then stick the stickers
and sequences. Encourage students to say the
under the same sounds.
words aloud to help them identify the sounds.
(Answers: ou/ow: cow, house; oi/oy: toy, enjoy; ay:
• Assist Check that students realize that the
day, say)
sequence is recurring alternative sounds (cow,
• Write the letters ou/ow, oi/oy, and ay on the boy, brown, toy) and that the two pictures on
board. Point at each and ask students to say the the right are their options as to what comes
sounds. Point out that ou and ow, and oi and oy next.
have the same sounds.
• Play audio 095 for students to listen and repeat. CREATIVITY
They then stick the stickers under the correct sound
Production
patterns. Play the audio again for students to
check their answers. Have students say each of the 4 Design your own sound pattern puzzle.
words. Exchange with a partner.
• Play the Phonics Pronunciation video. Ask students • Ask students to look back through all the
to sit and watch quietly. Play it again and ask Phonics lab lessons in Level 3 and create a
students to copy sounding out and blending the pattern with any two sounds by drawing small
words. pictures. They should draw five pictures of
words with the same sound and one of a word
Chant with a different sound.
2 096 Listen and chant. Match the jobs to the • Digital literacy If students have access to
lines of the chant. tablets or computers, they can create their
(Answers: 1 farmer, 2 bank teller, 3 architect, sound puzzles digitally using online images.
4 vet) • Challenge Students can create more complex
• Tell students to look at the pictures and read the patterns with more than two sounds.
chant. Pre-teach any new vocabulary, e.g., plow, • Involve Highlight how many different sounds
coin, sick. students have learned during the course and
• Play audio 096. Encourage students to chant praise them for how well they pronounce the
along. sounds.
• Have students read the chant and then match

each line to the jobs they are describing. Objective review
• Challenge Tell students to choose a color for each • Revisit the lesson objective. Say Now I know the
sound and circle the words with the same sound in ou / ow, oi / oy, and ay sounds.
their chosen color. • Involve Encourage awareness of what students
• Extra Once students have learned the chant and can do by eliciting words with the target sounds.
are feeling confident with it, have them chant in
different ways, e.g., slowly, fast, loud, and in silly
voices (making sure pronunciation is still correct).
215
Experiment lab
ENGINEERING: AUDIO ENGINEERS

ou / ow, o
audio eng
about
ineering.
OU / OW, OI / OY, AND AY i / oy, ENGINEERING: AUDIO ENGINEERS
and ay so
unds.

095
ou/ow oi/oy ay Watch a video about
sound waves.
2 Where do you hear these
stick the stickers under the things? Discuss with a partner.
same sounds.
1 Listen and read. Where do
music sound effects voice
2
097
Listen and chant. Match

096
audio engineers work?
EXPERIMENT TIME
the jobs to the lines of
Audio Engineering
the chant.
There are many
different types of Making sounds
We work all day long, singing this song.
jobs in engineering.
1 Audio engineers use
Materials
I take care of my brown
cows and pull my plow. computers and equipment to record, mix, rubber bands
and reproduce music, voices, or sound a large match box
2 vet bank teller
I count coins all day long. effects. They work in recording studios,
sports arenas, or Experiment with sound.
3
theater productions, or Try it out!
I design your house, And build it strong.
on movie and TV sets. • Do thin rubber bands give
4 When you hear music different notes than thick ones?
And I help your sick gray bird and mouse!
farmer architect at a concert, an ambulance on a TV Prediction:
show, or the voice of your favorite
Result:
actor, you’re hearing the work of an
3
• How do you get a higher
Look and check . CODE CRACKER audio engineer. Audio engineers can
or lower sound?
make the sounds recorded louder or
softer, quicker or slower. They do this Prediction:
by moving and arranging microphones, Result:
What’s next?
adding effects, • How do you get a quieter
and thinking or louder sound?
about acoustics Prediction:
4 Design your own sound pattern puzzle. Exchange with a partner.
and sound waves. Result:
128 one hundred and twenty-eight one hundred and twenty-nine 129
Lesson flow
Warm up Lesson Pre-reading Reading Comprehension Experiment Objective

Warm up
LESSON OBJECTIVE
• Play Back to the board. Invite a student to the
I will learn about audio engineering. front of the class to sit with their back to the
board. Put one of the job flashcards on the board.
KEY LANGUAGE The rest of the class has to take turns to describe
the job, without saying the actual job, for the
ambulance
student to guess. Play again with other students
audio engineer and flashcards.
mix
• Challenge Set a time limit of one minute for each
record job as an extra challenge.
recording studio
• If you have a very large class, play a version of
reproduce the game in groups. Hand out a flashcard to
sound effects each group which all but one of the students can
voice look at.
216
Experiment time
Lesson objective
Making sounds
learn about audio engineering. • Use different thicknesses and sizes of rubber
bands, and large match boxes or tubs for this
• Involve Students will learn about audio engineers experiment.
and the work that they do. They do an experiment • Have students read the questions and make
with sounds to find out what makes different tones predictions before they do the experiment.
of sound. • Differentiation If students can’t express their
predictions and observations in English, encourage
Pre-reading
them to use diagrams or simple drawings to
• Ask students what an engineer does. Accept all express their ideas.
suggestions. Write audio engineer on the board
• Students put different widths of rubber bands
and elicit what students think they do. Ask if they
around their box and listen to their different
know another word that means audio in English
sounds. Encourage them to also experiment with
(sound).
different tightnesses of the bands and by plucking
• Digital literacy If students have access to the them harder or more gently (thin rubber bands
internet, have them research all the different types and tight ones make a higher sound, thicker
of engineering. They could create an infographic rubber bands make a lower sound). They then
or a word web with what they find out. check their predictions and write their results.
• Go to the Pearson English Portal and click on • Digital literacy If students have access to tablets
“Resources” for more teaching resources about this or smartphones, they can use musical instrument
topic, including a video about sound waves. apps to experiment with sounds, pitch, and
rhythm.
Reading
1 097 Listen and read. Where do audio Objective review
engineers work? • Revisit the lesson objective. Say Now I know about
(Answers: recording studios, sports arenas, audio engineering.
theaters, TV and movie sets) • Involve Encourage awareness of what students
• Students read the text to find the answers to the have learned by eliciting what audio engineers do.
question. Play audio 097. They then compare and
discuss their answers.
vocabulary list for extra support. Alternatively, as
an extra challenge, teach strategies for figuring
out unknown words, e.g., looking at the word
in the context of the sentence, using pictures,
thinking whether the word is similar to a word in
their own language.
• Extra Encourage students to use their hands,
desks, and classroom items to create their own
sound effects. Show them photos or play video
clips on silent from the internet, e.g., horses
galloping, a door closing, a thunderstorm, etc. and
have them make sound effects.
Comprehension
2 Where do you hear these things? Discuss with
a partner.
• Have students discuss the question in pairs and
then share their ideas with the class.
• Assist Write some ideas on the board for students,
e.g., TV, concert, movie, sports game, etc.
217
Language lab 2
GRAMMAR: WHY DO / ARE YOU …

answer qu
to ask and Giving opinions I will learn
my opinio
to give
estio
GRAMMAR: WHY DO / ARE YOU … Why and B ns using COMMUNICATION n.
ecause.
1Complete with Why or Because. 1 Listen. Complete the

098
Agree
Then match. Why do you want to be an questionnaire with red for
audio engineer? I like taking care of ani
Lola and with blue for Ross. mals.
1 do 2 are Me, too!
Because I enjoy playing music.
you want to be you studying I don’t enjoy doing hom
ework.
a nurse? biology? Me, neither.
Disagree
a I b I Five minutes wit h a scientist! 1 Do you like working indoors? I love swimming. I don
’t.
I don’t like reading. I do!
want to be a want to take care Yes No
I’m Helen, and I study insects!
scientist. of sick people. I’m studying bees. Lots of bees are 2 Do you like taking care of animals?
2 Read, reorder, and write

dying, so it’s important to study them
to find out how we can stop it. We think
Yes No 2 Now complete the
the complete questions. bees are dying because of pesticides 3 Do you like taking care of children? questionnaire in 1 for you.
that farmers use. Yes No
Compare your answers.
1 bees / Why / need
3
We need bees
?
because they help 4 Do you like using computers? Write your own questions.
.
flowering plants Yes No Then ask, answer, and agree
2 Why / dying / bees to grow. and disagree with a partner.
? 5 Are you creative?
. Yes No 1 Do you like ?
3 Look and estimate the number Circle groups

of 10 to
6 What’s your favorite school subject?
2 Do you enjoy ?
of bees in the hive. Then count count large 3 Are you ?

numbers! Science Math
and check. 4 ?
Languages IT
Art and design PE Do you like swimming?

MATH
Yes, I do.
ZONE Estimate: Me too.
Number:
130 one hundred and thirty one hundred and thirty-one 131
Lesson flow
Warm up Lesson Presentation Practice Production Math Objective

Warm up
LESSON OBJECTIVE
• Play the song, audio 090, from the Opener on
I will learn to ask and answer questions using Why page 121 again. Encourage students to sing and
and Because. do the actions. Substitute the jobs in the song for
other jobs. Put the flashcards on the board and
KEY LANGUAGE play the song quietly, and have students sing the
new version over it.
Why do you want to be an audio engineer?
• Extra If students still have their boxes and rubber
bands from the Experiment lab lesson, play the
song again and have students play along on their
rubber bands.
218
Lesson objective Production
MATH ZONE
• Introduce the lesson objective. Say Today I 3 Look and estimate the number of bees in the
will ask and answer questions using Why and hive. Then count and check.
Because. (Answer: 47)
• Explain that estimating is similar to guessing,
• Involve Students will learn how to ask for and
but with an estimate you have some
give reasons for things.
information to guide your answer.
Presentation • Make sure students don’t count when they
• Refer students to the grammar box. Have them make their first estimate. After they have
circle the word we use to ask for a reason (Why) counted, see whose estimate was closest.
and underline the word we use to answer and • Discuss strategies for making estimates. Read
give a reason (Because). Students may have come the yellow box with the suggested strategy
across because in the middle of sentences as a of circling groups of 10. Ask students whose
conjunction. Explain it has the same function when estimates were the closest to say how they
used this way: to give the reason for something. approached it (e.g., roughly grouping the bees
• Extra Ask students to write something they like in fives, or roughly multiplying the wiggly rows,
doing and then write the reason why they like etc.).
doing it. They then ask and answer using Why and
Because with a partner. Objective review
• Revisit the lesson objective. Say Now I can ask and
Practice
answer questions using Why and Because.
1 Complete with Why or Because. Then match.
(Answers: 1 Why, b Because, 2 Why, a Because) can do by asking them a question with Why about
• Tell students to first complete with Why or themselves as they leave the class.
Because. Remind students that questions start with
Why and the answers start with Because.
• Students now match the questions to the best
answers.
• Challenge Write more Why questions and Because
answers on the board for students to match,
e.g., Why are you having a snack? Because I’m
hungry. Why do you like English class? Because it’s
interesting and fun., etc.
CRITICAL THINKING
Production
2 Read, reorder, and write the complete
questions.
(Answers: 1 Why do we need bees? Because
they help flowering plants to grow., 2 Why are
(lots of) bees dying? Because of pesticides that
farmers use.)
• Students read the text and then write complete
questions using the words. They then use
information from the text to write the answers.
• Challenge Have students write other Why
questions about Helen’s job (that can be
answered in the text) and then exchange them
with a friend to answer.
219
Giving opinions
COMMUNICATION

answer qu
to ask and Giving opinions I will learn
my opinio
to give
estio
GRAMMAR: WHY DO / ARE YOU … Why and B ns using COMMUNICATION n.
ecause.
1Complete with Why or Because. 1 Listen. Complete the

098
Agree
Then match. Why do you want to be an questionnaire with red for
audio engineer? I like taking care of ani
Lola and with blue for Ross. mals.
1 do 2 are Me, too!
you want to be you studying I don’t enjoy doing hom
ework.
a nurse? biology? Me, neither.
Disagree
a I b I Five minutes wit h a scientist! 1 Do you like working indoors? I love swimming. I don
’t.
I don’t like reading. I do!
want to be a want to take care Yes No
I’m Helen, and I study insects!
scientist. of sick people. I’m studying bees. Lots of bees are 2 Do you like taking care of animals?
2 Read, reorder, and write

dying, so it’s important to study them
to find out how we can stop it. We think
Yes No 2 Now complete the
the complete questions. bees are dying because of pesticides 3 Do you like taking care of children? questionnaire in 1 for you.
that farmers use. Yes No
1 bees / Why / need
3
We need bees
?
because they help 4 Do you like using computers? Write your own questions.
.
flowering plants Yes No Then ask, answer, and agree
2 Why / dying / bees to grow. and disagree with a partner.
? 5 Are you creative?
. Yes No 1 Do you like ?
3 Look and estimate the number Circle groups

of 10 to
6 What’s your favorite school subject?
2 Do you enjoy ?
of bees in the hive. Then count count large 3 Are you ?

numbers! Science Math
and check. 4 ?
Languages IT
Art and design PE Do you like swimming?

MATH
Yes, I do.
ZONE Estimate: Me too.
Number:
130 one hundred and thirty one hundred and thirty-one 131
Lesson flow

objective review
Warm up
LESSON OBJECTIVE
• Write three questions with Why on the board,
I will learn to give my opinion. e.g., Why do we study English? Why do you walk/
go by car/bike/bus to school? Why do you go to
KEY LANGUAGE school?, etc. Students write answers in a scrambled
order in their notebooks and then exchange their
I like taking care of animals. Me, too!
notebooks with a partner. They have to say which
I don’t enjoy doing homework. Me, neither. answer matches which question.
I love swimming. I don’t.
• Students then discuss their answers to the
I don’t like reading. I do! questions in pairs.
Lesson objective
learn to give my opinion.
220
• Involve Students will learn how to give their
COMMUNICATION
opinions on each other’s likes and dislikes and
compare them to their own position. Production
3 Write your own questions. Then ask, answer,
Presentation and agree and disagree with a partner.
• Refer students to the yellow callout and read the • Have students write their own questionnaire
examples. about likes, dislikes, and abilities. Tell them to
• Assist Explain that agree means that you have think about the type of questions that might
the same opinion as someone else and disagree help identify the ideal job for their partner.
means you have a different opinion. • Students ask and answer their questionnaires
• Monitor Ensure that students are respectful in pairs and agree, disagree, and compare
of each other’s opinions during the class (and answers.
always) even if they disagree. • Assist Model the activity by having two
Practice students read the speech bubbles.
1 098 Listen. Complete the questionnaire with

red for Lola and with blue for Ross. Objective review
(Answers: 1 both Yes, 2 Lola Yes, Ross No, 3 both • Revisit the lesson objective. Say Now I can give my
No, 4 both Yes, 5 both No, 6 Lola – Math, Ross – opinion.
Science) • Involve Encourage awareness of what students
can do by saying something you like and having
• Tell students they are going to listen to a boy and
students agree or disagree.
a girl doing a questionnaire. Before they listen, ask
what kind of questionnaire it is (one that is asking
about likes and dislikes and abilities).
• Play audio 098 twice. Give students a chance to
listen and complete the task individually.
• Differentiation For extra support, put students in
pairs and tell one of them to listen and complete
Lola’s answers and the other to complete Ross’s.
COMMUNICATION
Production
2 Now complete the questionnaire in 1 for you.
• Students complete the questionnaire for
themselves individually. They then compare
their answers in pairs and agree and disagree
about their answers. Use audio 098 as a model.
• Extra Compare answers with the class by
having students stand up. Say each question
out loud. They move to the right side of the
class if they answered yes and to the left if they
answered no.
• Challenge Have students analyze Lola’s and
Ross’s answers and their own and decide in
pairs what jobs would be suitable for their
given likes and dislikes.
221
Project and Review
CREATE A JOB FAIR

Create a job fair
Step 2
Step 1
What do you What job would
know about this job? you like to do?
Plan
Create a poster or infographic Give job advice at a job fair.
Research Who has the same about your job.
favorite job?
What are some jobs you know?
Form a group with other Doctors

Think of the jobs you know. students with the same enjoy doing Doctors are
favorite job. challenging good at
Play Word Tennis with jobs. things. science.
Scientist Ask and agree or disagree.
Police officer
What’s your favorite job?
Astronaut Doctors
Computer
programmer I really want to be a vet.
Write about the job you’d like
Doctors Doctors like to do.
Find out more about your Me, too! like helping working with
favorite three jobs. people. children.
Create spidergrams for the Compare your spidergrams.
Doctors love
.
Now I can ..
people who do the jobs.
I wrote that vets like saving lives!
working outside.
Likes houses … say words to
Enjoys drawing describe jobs.
I didn’t. I wrote that
vets like animals. … talk about
Architect my talents.
Good at using I wrote that vets enjoy … ask and answer

Loves taking care of animals! using Why and
computers designing Because.
… agree and
Ask an adult about their job. disagree about
interests.
132 one hundred and thirty-two one hundred and thirty-three 133
Lesson flow
objective review

I will create a job fair. • Introduce the lesson objective. Say Today I will
create a job fair.
Warm up
• Involve Students decide on a job they would like
• Involve Ask students to think about the different
to research and present. They make infographics
jobs they have learned about in this unit. Ask them
about their chosen jobs and then create a jobs
why they think people do certain jobs.
fair in the classroom. They give each other advice
• Write Would like on one side of the board, and about what jobs would be suitable.
Wouldn’t like on the other side. Tell students to
line up in front of the board. Say job words from
the Vocabulary lesson on page 122. Students jump
to the Would like side if you say a job they would
like to do, or to the Wouldn’t like side if you say a
job they wouldn’t like to do.
222
Step 1
• Students write about the job they’d like to do
Research and why.
• Students think individually and list all the jobs
they can think of. They then play a game of Word At home
tennis in pairs to brainstorm all the jobs they know
Ask an adult about their job.
with a partner.
• Ask students to find out about their family
• Students then find out more about their favorite
members’ jobs and find out what they enjoy about
three jobs and create spidergrams with key details
them, dislike about them, and why they do the job
about the person who does the job including what
they do.
they like, enjoy, are good at, etc.
• Supply vocabulary for students who have a family
• Differentiation Let students choose a job that has
member who don’t have a traditional job outside
featured a lot in this unit. As an extra challenge,
of the home, e.g., stay-at-home parent, caregiver,
encourage students to research a job that has not
etc.
featured much in this unit.
• They can ask younger family members what job
Step 2 they would like to do when they grow up.
Plan
Now I can …
• Students ask and answer questions to find out
about their classmates’ favorite jobs. They get into
examples. Ask students to repeat and then check
groups with students with the same favorite job.
understanding.
• Students compare their spidergrams from the
• Involve Ask students to think about how they feel
planning stage.
about these statements. Have students draw four
• Monitor Take time to make sure that the groups light bulbs in their notebooks and for each light
are working well together and making decisions bulb draw light lines coming from them to show
together. how confident they are about each statement.
Step 3 The more light lines they draw, the more confident
they feel.
Create
• Monitor Have students choose the statement they
• Materials: poster paper, markers, photos, scissors, are the most confident about. Then have students
glue tell the rest of the class. Make notes of the
• Students create posters with information about statements that the fewest students choose and
their job and about the people who do it. They can make sure you review this content in the future.
include pictures and photos of people doing the
job that students can print off from online images Objective review
or find in magazines. • Revisit the lesson objective. Say Now I can create
• Digital literacy If students have access to tablets a job fair.
or computers, see if they can source photos to • Involve Encourage awareness of what students
match each of the statements they make about can do by asking them questions about their
their chosen job. Help them decide on effective chosen jobs, e.g., Why do you like computer
sentences to write into their search engines. programming? to elicit Because answers.
COLLABORATION Assessment pack

the Assessment Pack.
Step 4
Show and tell Pearson English Portal games
• Put individual tables around the edge of the Go to the Pearson English Portal and click on
classroom. Split the class in two. Half of the class “Resources,” then “Games” for a class game
sets up their job stalls in their pairs or groups about jobs.
with their infographic or posters on display. The
other half of the class goes around and has mini
job consultations about the jobs. Encourage the
student receiving the job consultation to ask
questions to their interviewer with Why. Then
switch the groups around so everyone gets a
chance to do both roles. 223
4 Checkpoint
UNITS 7 AND 8
4 Checkpoint
UNITS 7 AND 8
2
A
Read the clues. Eliminate one reference for each clue.
Write the answer.
1 This is the name of my job. A5 B4 D3 C1

1 099
Listen and follow. Say the reference. 2 I don’t work with animals. A5 B4 D3 C1
3 I work with money and accounts. A5 B4 D3 C1
4 What do I do?
5
B
1 This is an action. D2 D4 C3 A2
2 This is something you do with trash. D2 D4 C3 A2
3 This is when you put trash into containers.
It becomes something new. D2 D4 C3 A2
4
4 What am I doing?
C
1 This is the job I want to do. A1 B2 C4 D1
2 I like designing things and drawing. A1 B2 C4 D1
3 3 I want to design and build rockets
and space shuttles. A1 B2 C4 D1
4 What do I want to do?
2
3 Complete the sentences using the action words and references.
I can read grid references and write about future intentions and desires.
1 She (want) to help (B1).
Test your
2 They (going to/be) (A5) when they progress
finish college. with English
1 Benchmark
Young Learners
3 I (going to) (A2) the amount of water I use.
A B C D 4 Play the Maze Game.
134 one hundred and thirty-four one hundred and thirty-five 135
Lesson flow

objective review

LESSON OBJECTIVE
Warm up cards one by one. Then you can ask students to
• Ask students to look at their picture dictionary and retell the story in their own words.
review the new words from Units 7 and 8. Have • Challenge Do a TPR activity with the Unit 7 and
them work with a partner and ask and answer Unit 8 vocabulary. Write Environment on the
using How are they helping the environment? left-hand side of the board and Jobs on the
What does he/she do? right-hand side. Have students stand in a line
in front of the board. Call out words from Units
7 and 8 (see the wordlists on page 140 of the
Student’s Book). Students jump to the left if it is
an environment word and to the right if it is a job
word.
224
Lesson objective • Extra Have students write their own puzzle
• Introduce the lesson objective. Say Today I will with clues and grid references using this activity
review Units 7 and 8. as a model.
• Involve Students will review all of the language Writing

learned in Units 7 and 8. They will consolidate 3 Complete the sentences using the action words
their knowledge in a series of activities to test all and references.
four skills.
(Answers: 1 wants to, wildlife, 2 ’re going to be,
Listening vets, 3 ’m going to, reduce)
1 099 Listen and follow. Say the reference. • Students read and write the verbs in parentheses
(Answers: engineer, A1) in the correct form and then find the grid
references to complete the sentences.
• The grid activities practice the coding skill of
• Assist Remind students of the contracted forms of
algorithms. Students understand that a task can
be with going to: I’m, you’re, he’s, etc.
be broken down into steps in an order.
• To help students get into a good mindset for this COMMUNICATION
activity, ask them to stand up. Make statements
Speaking
about the items on the grid using want to, going
to, and would like to, e.g., I’d like to reduce 4 Play the Maze Game.
the amount of plastic I use. I’m going to be • Students play the game in small groups. They
an engineer. Students jump to the right if the take turns to flick a counter on the maze. They
statement is true for them and to the left if it’s not make a personal sentence about the word their
true for them. counter lands on (it doesn’t have to be true!).
• Assist Before you play the audio, remind students The rest of the group can ask three questions
how grid references work: they say the letter along with Why to decide whether the sentence is true
the bottom first, and then travel up to find the or not.
number of the row. Give some examples, trash = B4, • Encourage students to make sentences with
reduce = A2, etc. going to, want to, I’d like to, and I verb + -ing.
• Play audio 099. Students listen carefully and • Assist Demonstrate the activity by pointing
follow the path of the pictures. at one of the pictures in the maze at random
• Monitor Check answers with the class. Play the and make a sentence, e.g., B2 – I wanted to be
audio again if needed. You could pause the a mechanic when I was younger. Encourage
audio after each sentence to check students are students to ask you questions with Why to
following the correct path. decide if it’s true or not, e.g., Why did you want
to be a mechanic?
CRITICAL THINKING
Reading Objective review
2 Read the clues. Eliminate one reference for • Revisit the lesson objective. Say Now I know
each clue. Write the answer. Units 7 and 8.
(Answers: A: 1 eliminate B4, 2 eliminate • Involve Encourage awareness of what students
A5, 3 eliminate D3, 4 bank teller (C1); B: know by eliciting the new language from Units 7
1 eliminate D2, 2 eliminate A2, 3 eliminate C3, and 8 and ask and answer about the pictures on
4 recycle (D4); C: 1 eliminate D1, 2 eliminate page 134.
B2, 3 eliminate C4, 4 an engineer (A1)) • Have students go to the Progress chart in their
• Students read the sentences and eliminate one Workbooks and stick on their Now I can stickers.
of the items given as a grid reference each time Assessment pack
until they find the answer.
• Assist Work through the first one with students. students complete the Checkpoint test in the
Ask them which item they can eliminate after Assessment Pack.
each clue, e.g., A1 This is the name of a job –
students find all the references and eliminate • Have students complete the Final test in the
B4 (trash) because it isn’t a job. Make sure Assessment Pack.
students understand that this answer remains
discounted for the subsequent clues.
225
Rainforests
CULTURE 4: AMAZONIAN PERU
Rainforests The rainforest

CULTURE 4: AMAZONIAN PERU
3 Listen. How many hectares of rainforest

1 hectare
Fun Fact!
101
= 10,000 m 2
does the Yakumamay project protect? Circle.
1 Listen and read. What does

100
The Amazon rainforest
is the largest rainforest
12
Beatriz’s mom do? Check . in the world.
1,200
Peru
12,000
Scientist Doctor Peru is a country in western 20,000
South America. It’s famous for
Machu Picchu, an ancient Incan
city high in the Andes mountains.
Posted 6:43 p.m.
I’m Emma and I’m My Culture

on an exchange visit
to Peru. I’m visiting 2 Read again. Choose the What forests are there in your country?
4
my exchange friend,
Beatriz. Beatriz lives
correct answer. Create a miniature rainforest with
in a city in the Amazon 1 Beatriz lives in: pipe cleaner trees and animals.
rainforest called Iquitos.
A the Amazon rainforest Research: What plants, trees, and wildlife live in rainforests?
The trees, flowers, and wildlife here are
awesome! There are lots of butterflies, B Lima
Materials Method
frogs, monkeys, and parrots. It’s noisy and C Brazil
colorful. It is the largest city in the world 1 Twist pipe cleaners together to make trees.
that you can’t get to by road – you can only 3 Beatriz’s dad likes: 2 Create rainforest animals. Use beads
get there by river and air. I took a plane A helping people to decorate.
from Lima to get here. Beatriz’s dad is a
B studying plants 3 Create your rainforest!
scientist. He likes studying different plants
in the rainforest. It’s really interesting. I’m C studying wildlife
going to visit the project where he works 2 Iquitos is the largest city:
tomorrow. Beatriz’s mom works, too. She’s
A in Peru
a doctor. She works at the hospital. I like
talking to her about her job because I want B that you can’t get to by car
to be a doctor. C in the Amazon rainforest
She says her job
is challenging 4 Beatriz’s mom works: pipe cleaners
but she loves A in the rainforest
helping people. B at a health center
C at the hospital
136 one hundred and thirty-six one hundred and thirty-seven 137
Lesson flow
Warm up Lesson Pre-reading Reading Comprehension Practice Production Objective

objective review
Warm up
LESSON OBJECTIVE
I will learn about an exchange visit to Peru. review the new words from Units 7 and 8. Have
KEY LANGUAGE using I’m going to (recycle plastic). I want to be
(an architect)., etc.
hospital
• Extra Choose either the Unit 7 or Unit 8 video or
Peru
audio and ask students to watch the video or listen
plants
quietly. Play the video or audio 083 or 093. Ask
protect students questions to check their understanding,
rainforest e.g., What is Ellie going to do for her environment
project? (plant flowers) What does Nadir find
challenging? (coding).
226
• Challenge Start drawing an environmental item or • Play audio 101 twice. Students listen and write the
activity or a job on the board. Draw it slowly and answer.
have students try to guess as quickly as possible • Extra Point out the yellow callout about the
what you are drawing. More confident students number of square meters in a hectare. Have
could draw the objects for other students to guess, students calculate the area of the Yakumamay
too. project in square meters (120,000,000).
Lesson objective MY CULTURE

• Introduce the lesson objective. Say Today I will What forests are there in your country?
learn about an exchange visit to Peru.
CREATIVITY
• Involve Students will learn about conservation in Production
the rainforest of Peru. They will compare it to their
4 Create a miniature rainforest with pipe
own country and think about the similarities and
cleaner trees and animals.
differences.
• First, let students research the kind of trees,
Pre-reading plants, and animals that are in a rainforest.
• Read the information about Peru below the Fun • Digital If students have access to tablets or
Fact! box with the class. Take out a world map computers, they can research rainforest animals
or globe and see if students can find Peru. Show and plants on the internet.
them where the mountains and the rainforest are. • Show students how to make pipe cleaner trees
Ask what other country is famous for the Amazon by twisting a bundle of about 10 pipe cleaners
rainforest (Brazil). together in the middle, then opening up the
• Tell students that a girl called Emma is on an pipe cleaners at the top to create branches and
exchange visit to Peru. Remind students that all the ones at the bottom to create roots. They
the children they have met in the Level 3 culture can add beads to their branches for decoration,
lessons are on an exchange visit. fruit, etc.
• Students can then make rainforest animals out
Reading
of pipe cleaners. Allow them to take a more
1 100 Listen and read. What does Beatriz’s freestyle approach to encourage them to express
mom do? Check . themselves creatively. Show them how to use
(Answer: Doctor) scissors to cut the pipe cleaners to size. They can
• Ask students the gist question and ask them to then use beads for decoration, eyes, etc.
make predictions. • Create a classroom display of a 3D rainforest
• Play audio 100 and have students listen and by putting all the students’ trees and plants
follow the text in their Student’s Books. Check their together.
predictions. • Extra Have students think about what forests
• Challenge Ask students if they know of any other they know of in their country. Ask if they have
famous landmarks or places in Peru (the most visited a big forest. Talk about all the ways
famous is the lost Incan city of Machu Picchu). forests and plants are important: they provide
fruit and vegetables, they absorb CO2 (carbon
Comprehension dioxide) and give oxygen, they make the world
2 Read again. Choose the correct answer. look beautiful, we can use them in medicine,
they provide homes for animals, etc.
(Answers: 1 A, 2 B, 3 B, 4 C)
• Students read the text again and choose the Objective review
correct answers to the questions.
• Extra Have students close their Student’s Books an exchange visit to Peru.
and retell what they can remember about where
Beatriz lives and about her family.
know by asking them to talk about what they have
Practice learned about the Amazon rainforest in Peru.
3 101 Listen. How many hectares of rainforest
does the Yakumamay project protect? Circle.
(Answer: 12,000)
• Have students listen to the information about the
Yakumamay project.
227
UNIT 8: LET’S WORK!
1 Order the letters and write the jobs. 3 Write sentences about the children in 2.
(Answers: 1 architect, 2 teacher, 3 doctor, 4 Use the key to complete the text.
4 farmer) (Answers: 1 loves doing, 2 good at drawing,
2 Help the farmer plant corn. Look at the code 3 likes working, 4 doesn’t like traveling, 5 isn’t so
below and complete the key. Color. good at driving, 6 love doing)
(Answers: plant = orange; start = green; end = red; 5 Look and sort for you.
skip = yellow) • In this coding activity, students use data structures
• In this coding activity, students use selection and to sort the information. Encourage students to
sequencing to complete the key. think independently as to what goes between the
075 Listen to the song. Number the lines in two circles (things they like doing but are not so
3
order 1–8. good at).
(Answers: 2, 4, 3, 1, 8, 5, 6, 7) Story lab

1 079 Number the frames in order. Then listen
Professions
and check.
1 Label, then number in alphabetical order.
(Answers: a 7, b 4, c 8, d 1, e 3, f 5, g 6, h 2)
(Answers: a conservationist – 4, b vet – 12,
2 Retell the story in your words.
c graphic designer – 7, d computer programmer –
3, e mechanic – 8, f bank teller – 2, g engineer – 3 Read and circle T (True) or F (False).
6, h doctor – 5, i scientist – 11, j police officer – (Answers: 1 F, 2 T, 3 T, 4 F)
10, k nurse – 9 l architect – 1)
4 Look and match.
2 076 Listen and circle the jobs in 1. (Answers: 1 e, 2 c, 3 a, 4 b, 5 d)
(Answers: 1 vet, 2 nurse, 3 engineer, 4 graphic
5 Complete for Nadir. Then write for you.
designer)
(Answers: studying science, taking care of animals,
Extra vocabulary making them (animals) better, a vet)
4 077 Listen, look, and number. • Students complete the sentences for Nadir using
(Answers: 1 an illustrator, 2 a midwife, information from the story. They then personalize
3 a plumber, 4 a paramedic) the sentences for themselves.
6 Write a new ending. page 126
• New vocabulary is presented and practiced in this
activity to stretch students (illustrator, plumber, • Students draw and write an alternative ending to
paramedic). the story.
• Students can retell the story to their families and
Language lab 1 friends.
1 Read. Correct the sentences.
Phonics lab
(Answers: 1 She enjoys taking care of animals.,
2 They like studying math., 3 We don’t like 1 080 Listen and number. Then listen again
working indoors., 4 He loves reading books., and write.
5 I don’t like coding., 6 Do you enjoy speaking in (Answers: a 2 oi/oy, b 3 ay, c 1 ow/ou)
class?)
2 Write the rhyming words from 1.
2 078 Listen and complete. (Answers: oi/oy – boy, toy; ow/ou – house, mouse;
(Answers: 1 enjoy: taking care of animals and ay – day, say, pay, gray)
children, don’t like: drawing, good at: playing the
3 Complete the poem with words that rhyme from 2.
piano, not so good at: art, 2 enjoy: listening to
music, playing sports, don’t like: watching sports (Answers: boy, toy, mouse, house, gray, day)
on TV, good at: swimming, not so good at: playing
musical instruments)
228
Experiment lab 4 Make a Jobs Card game. Agree and disagree
1 081 Listen and read about audio engineers with a partner.
again. Then look and number.
PROJECT AND REVIEW
(Answers: a sports arena, b recording studio,
1 Think about the jobs at your job fair. Complete.
c movie and TV sets, d theater production)
2 Read and answer. their Student’s Books and complete the sentences.
(Answers: 2,040 m, 20,400 m) 2 Complete your project report.
• For this math activity, students calculate speeds • Students can use the information in Activity 1 to
and distances. Allow students to use calculators to complete their report.
answer the questions but tell them to write down
their working out by hand.
• Students can take a photo of their job fair and add
Experiment time it to their report.
1 Which guitar string makes the highest sound and 3 Present your report to your family and friends.
which makes the lowest sound? Look and label • Students describe their job fair and their chosen
highest and lowest. job to their family and friends.
(Answers: 1 lowest, 2 highest) 4 Think about your project and color.
• In this activity, students use what they learned in 5 Read, choose, and write.
their experiment to label the guitar strings. (Answers: 1 c, 2 b, 3 b, 4 a, 5 b, 6 c, 7 a, 8 a)
2 Write your report.
6 Choose which job you like best. Ask and answer
• Students can use the information from the with a partner. Use Why and Because.
7 Read and answer.
report.
• Students use the example text as a model. CHECKPOINT 4
1 084 Listen and write T (Teri), M (Mikael), or
Language lab 2
N (Nadia).
1 Read and match all possible answers.
(Answers: 1 M, 2 N, 3 T)
(Answers: 1 and 3 are possible answers)
2 Read and complete.
2 Write questions for the answers that didn’t
(Answers: 1 at, 2 to, 3 going, 4 like)
match in 1.
3 Write one sentence for each box. Then compare
(Suggested answers: 2 Why don’t you want to be
with a partner.
a computer programmer?, 4 Why do you want to
be a vet/farmer/conservationist?, 5 Why do you RAINFORESTS
want to be a conservationist/farmer?)
1 Read about Peru again. Answer.
3 082 Listen and complete. Then write F (Freya)
(Answers: 1 South America, 2 the Amazon
or K (Kris).
Rainforest, 3 the Andes)
(Answers: 1 Why do you want to be a
2 Read the email. Where did Lori visit?
conservationist? a F, b K, 2 Why do you like
studying English? a K, b F, 3 Why do you enjoy (Answer: Machu Picchu)
playing sports? a K, b F, 4 Why is helping the 3 Choose the picture of Machu Picchu to attach to
environment so important? a F, b K) the email.
(Answer: c)
Giving opinions
1 Write responses. 4 Imagine you visit a famous place in your country.
Write an email.
(Answers: 1 Me, too! 2 I do., 3 Neither do I.,
4 Me, too!, 5 I don’t., 6 I do.)
2 083 Listen and read. Circle who likes both
things.
(Answer: Kasia)
3 Listen again and complete.
(Answers: Sally: , Yusuf: ,
Kasia: )
229
Games Bank
Games are a great way for students to learn, practice, and review their vocabulary, language, and learning
skills. Through game playing, they will develop critical thinking, communication, and memorization skills,
and build on creativity, teamwork, and good sportsmanship.
You can ensure students enjoy games by creating an environment where the competitive aspect is
challenging and motivating, but not stressful. Put students in groups of the same ability to ensure less
confident students don’t feel overwhelmed and more confident students are challenged. Have students
work in groups of mixed ability so that more confident students can provide a model and support for less
confident students.
Show students how to be supportive and friendly when others make mistakes, don’t know the vocabulary
or language, or need more time to think of the answers, such as saying Nice try! and You’re getting better!
FLASHCARD GAMES Pass the flashcard

Categories Use flashcards or objects from one vocabulary set
Use flashcards from different vocabulary sets and and have students sit in a circle. Give a quarter
write the category headings for each vocabulary set of the students a flashcard or object and have
on the board. Then give each student a flashcard students pass them around the circle while you play
and have them take turns to say or read the words. music. When the music stops, the students with the
The student then decides which category the word is flashcards or objects have to take turns to make a
from and puts it under the correct category heading. sentence using the word.
Flashcard challenge What’s missing?

Use at least two vocabulary sets of flashcards and Put several flashcards on the board and have
divide them into two piles of easy and difficult words. students look at and memorize the flashcards they
Divide students into two or three teams and have can see. Then have students close their eyes while
them take turns to play. Students choose to guess you remove one or two of them. When students open
the word for an easy flashcard for one point, or a their eyes, ask What’s missing? Students have to
difficult flashcard for two points. If students don’t guess the missing flashcard as quickly as possible.
know or can’t guess the word for the flashcard, they Whispers
don’t lose any points, but the next team continues
with their turn. The team with the most points at the Have students sit in two lines. Show the first student
end wins. in each line a flashcard and ask them to think of a
sentence using the word. The student whispers the
Pictionary sentence to you and then to the next student in the
Use flashcards from different vocabulary sets and line. Students continue to whisper to each other until
put them on a pile. One student chooses a flashcard the last student in the line. The last student has to
and looks at the side where the word is written so tell the class what they think the sentence is!
that the other students do not see the flashcard.
Then, the student draws or mimes the word for other VOCABULARY AND WORD GAMES
students to guess. Students take turns at drawing or Act it out
miming.
Students think of a word or activity they know in
Odd one out English, for example, ride a bike, window, etc. They
write it on a piece of paper and fold it up, and then
Use flashcards from different vocabulary sets.
you can put all of them into a box or a bag. Students
Choose three from one vocabulary set and one from
take turns to take and unfold a piece of paper. They
the other, and put them on the board. Students have
have to read and act out the word or activity for
to choose which flashcard is the odd one out and
other students to guess: What is it? What is he/she
explain why. Students who give the correct answer
doing?
can choose the next mix of flashcards.
230
Bingo Throw the ball
Use at least two vocabulary sets and review the Have students sit in a circle and use a soft ball or
words with students. Then give each student a blank bean bag. Throw the ball to a student and ask them
grid divided into nine squares, and have them choose a question, for example, What do you like? or What
and write nine words on the grid, one in each square. activities do you do? After the student answers,
Choose and say the words randomly, and if a student he or she throws the ball to another student and
has the word in their grid, they can cross it out. The asks them the same question. You can try this with
first student to cross out three words in a row is the different questions when students feel confident
winner. For variety, you can play where students have playing the game.
to cross out all of the words, or replace words with
letters or numbers. What’s in the bag?
Put objects in a bag for students to feel, for example,
Fruit salad classroom objects, clothes, etc. Students take turns to
Give each student a piece of paper with a fruit word feel and guess What’s in the bag? without looking.
on, for example, banana, orange, grape, etc. and After students guess, they take the object out of the
make sure you use all of the fruit words more than bag to check if their guess was correct.
once. Then say one of the fruit words, for example,
Banana! and all students with the word banana WRITING AND SPELLING GAMES
have to stand up and change seats. Remind students
Cheerleaders
to be careful and not to run in the classroom.
Choose words to spell out as if they were cheers
I can see and then have students tell you what the words are.
In groups or pairs, students use the Opener lesson Start by leading the cheer and choose an easy word
in the Student’s Books, or other photos and to begin with, for example, bag, red, car, etc. then
illustrations. They look at the photos or illustrations move on to more difficult words. For each word, say
and make sentences about them, for example, I can Give me a B! and students reply, B! Give me an A!
see a train. I can see a girl. Their partner or the other (A!) Give me a G! (G!). Then ask What’s the word?
students in the group find and point at the correct Students answer all together Bag! After students are
items in the photo or illustration. Students take turns familiar with the game, invite them to lead the cheer.
to make sentences.
Spelling relay
I spy Divide the class into two or three teams and have
Look around the room and say I spy with my little them line up at the board. Give the first student in
eye something beginning with b. Students ask each line a board marker for the team to share. Write
questions to guess the person or object you are a vocabulary set category on the board, for example,
thinking of, for example, Is it a book? Is it Bella? toys, family, fruit, and say, Go! The first student in
The student who guesses the correct word takes the each line writes a word from that vocabulary set on
next turn. the board and then passes the marker to the next
student in line. Continue with each student in the
Musical chairs team taking a turn for a set time, like one or two
Have students set up chairs in the middle of the room minutes. Give one point for each correctly spelled
and ensure there is one chair fewer than the number word and the team with the most points wins.
of students. Tell them you’re going to play one of the
songs from the Student’s Book and they have to sing Word finder
along. When you pause the song, students need to Draw a grid of four by four on the board and write
try to take a seat (they can stop singing to do this). a letter in each of the 16 squares. Make sure you
The student who doesn’t find a seat leaves the game include at least three vowels and avoid unusual
and takes a chair away with them. Continue playing letters like x and z. Students work in small groups to
and pausing the song until there is only one student find words they know in English using the letters in
left. That student is the winner if they can sing one the grid. Explain that the letters have to be touching
or two lines from the song. each other in the grid in the same order as they
appear in the word. Words can be found vertically,
horizontally, diagonally, and backward, but one
word cannot use the same letter in the grid more
than once. Give teams a set time, like three or five
minutes, to find as many words as they can. Give
points for the number of words they find and the
length of those words, and the team with the most
points wins.
231
Press-outs
Press-out Press-out Press-out
1 What are you doing? 2 Frozen 3 How is it different?
LANGUAGE LAB: DESCRIBING ACTIONS HOW CAN I CREATE A MUSEUM EXHIBIT? LANGUAGE LAB: IT’S MORE …
3 Play the Fast Action game in groups. 6 Play Guess the Word.
I
I
cold warm beautiful quick
She
He
slow colorful noisy quiet
The
exciting boring interesting tasty

y
We
You
y
The hungry disgusting thirsty relaxing
Press-out Press-out Press-out

4 Blast off! 5 Vacation time! 5 Who did that?
HOW DO PEOPLE TRAVEL IN SPACE? HOW CAN I DESIGN A BEACH? LANGUAGE LAB: DID YOU / HE / SHE …?
3 Press out the cards. Play Pairs. 1 Look at the picture. Write three words to describe it. 3 Play Find Your Pair.
Compare with a friend.
walk walk work
sand dolphin
work eat eat
fish waves
travel travel breathe
breathe cafés trees
Press-out Press-out
6 Shopping 7 What I want
COMMUNICATION LANGUAGE LAB: I WANT / WOULD LIKE TO …
3 Play Store. 2 How can you help the environment? Ask and answer the
question with a friend.
bananas
bread
socks
candy bar
book
pants
teddy bear
coffee There are lots of cars on the road. There’s a lot of trash on the playground.
milk
apples
burgers
cake Bees are dying. We want more butterflies.
comic book
chicken
pet rabbit
cat food
The birds are hungry. There’s a lot of plastic trash in the ocean.
toy car
eggs
carrots
cupcakes
T-shirt
orange juice
yogurt
candy
I have a lot of old sheets of paper. We need more trees.
232
Stickers
Stickers Stickers Stickers
1. Show time! 3. Celebrations! 5. Vacation time!
What can we do? page 13 Experiment Lab page 51 At the beach page 77
4. Blast off!
Story Lab page 63
6. Let’s shop!
2. Frozen How many? page 93
What’s the weather? page 35
Stickers Stickers
7. Eco Warriors! Now I can …
Future plans page 117
Tomorrow After this class
My next vacation My next vacation
8. Let’s work!
Phonics lab page 128
cow day toy
house enjoy say
233
Audioscript Student’s Book
WELCOME UNIT F gym g-ym gym Track 007

Track 002 G cafeteria ca-fe-te-ri-a cafeteria Listen and read. Where do they look
Listen to the children. Where are Track 005 for the backpack? Check.
they? Write I (Izzy) or L (Lenny). Listen, read, and write. Welcome to the club!
1 Max: Hi, I’m Max. I’m 8 years old. Ellie: Hi! I’m Ellie. It’s my first day at
Adult: Hi Izzy. Are you at school? My favorite school subjects are school and at Kids Club today.
Girl: Yes, I am. music and math. I like dance and Nadir: Welcome to Kids Club, Ellie. We
Adult: Are you with the teacher? music. What are my favorite places have Freddie, Yara, and Max here
Girl: Yes, I am. at school? Hmmm, I like the music today.
Adult: What subject are you doing? room and the gym. Max and Yara: Hi, Ellie. I’m Yara. I’m
Yara: Hello, I’m Yara. I’m 9. My in your class.
Girl: I’m doing science.
favorite school subjects are sports Nadir: Make yourself at home. Put
Adult: Are you in your classroom?
and language. I like sports, your jacket and backpack here.
Girl: No, I’m not. We’re doing an
especially basketball. My favorite Ellie: Oh no! Where’s my backpack?
experiment in the playground.
places at school are the gym or the Yara: Let’s go back to school and look
2 school yard. for it.
Adult: Hi Lenny. Where are you?
Ellie: Hi, my name’s Ellie. I’m 8. Ellie: It isn’t here. Where do we start?
Boy: I’m at school. My favorite school subjects are Yara: It’s Tuesday today. We have
Adult: Are you in class? technology and art. In my free math, language arts, gym, and art
Boy: No, I’m not – recess is starting. time, I like to play and draw on on Tuesdays.
Adult: Are you at the playground? my computer and take photos. My
Ellie: OK, so we need to look in the
Boy: No, I’m not. I’m at art club. favorite places are the computer
classroom, the art room, and the
Adult: Are you in the art room? room or art room at school.
gym.
Boy: Yes, I am. Track 006 Yara: OK, let’s go!
Watch. Who is the new student? Ellie: Don’t go so fast, Yara!
Track 003
Check. Yara: Look in the art room, Ellie.
Listen and point. Then sing along
Welcome to Class I’m going to the gym. Is it in there?
and dance.
Song Time Teacher: Hello Ellie, welcome to our Ellie: No, it isn’t. It isn’t anywhere.
Welcome Everyone! class. Please find a seat. I’m so hot now!
Welcome. Welcome everyone. Ellie: Thank you. Yara: Take your jacket off!
Welcome. Welcome everyone. Teacher: OK class, let’s tell Ellie our There’s your backpack!
Welcome everyone. class rules. Are you listening Yara? Ellie: Where?
Welcome everyone. Yara: Yes Miss Kelly! And that’s the Yara: Look! It’s on your back!
Come in, sit down; welcome first rule: Listen to each other.
everyone! Teacher: Yes, that’s right, Yara. Thank UNIT 1
It’s the end of a long day, you. Track 008
Time to have fun and play! Freddie: Sorry I’m late Miss Kelly! Listen and point. Then sing along
Max, Yara, and Freddie, and dance.
Teacher: Sit down, Freddie. This is Ellie
Nadir and Ellie – all ready! Song Time: It’s show time!
– she’s a new student and we’re
Read, do art, do your science It’s show time, it’s show time!
telling her the class rules. Do you
homework, too. Everyone’s on the stage.
know any?
There’s lots to do for me and you! There are lots of children,
Welcome! Freddie: Yes, don’t be late!
Teacher: Oh, Freddie! Boys and girls of every age.
Track 004 What other rules do we have? Can you act? Can you sing?
Look at 2. Listen, point, and say. You can do anything!
Yara: Raise …
It’s show time, show time.
1 sports sp-orts sports Teacher: Yara … It’s show time, it’s show time!
2 science sci-ence science Yara: Oops, sorry! Raise your hand to Everyone’s together.
3 language arts lan-gua-ge arts speak! Fred is doing a magic show,
language arts
Teacher: That’s right. Raise your hand His tricks are really clever!
4 technology tech-no-lo-gy
to speak. Can you spin around? Can you do
technology
The only other rules are work hard gymnastics, too?
5 music mu-sic music
and have fun! Let’s put on a show for me and you!
6 math m-ath math
OK, time to start. The first lesson It’s show time, show time.
7 art a-rt art
today is math. Take out your math
A classroom class-room classroom Track 009
books, please.
B art room a-rt room art room Listen, point, and repeat.
C music room mu-sic room music Freddie: I don’t have my math book,
Miss Kelly. 1 do magic tricks do ma-gic tricks
room do magic tricks
D computer room com-pu-ter room Teacher: We forgot that rule: Always
remember your books! 2 act a-ct act
computer room 3 do gymnastics do gym-nas-tics
E playground play-ground I have a new rule: Don’t bring
rabbits to class! do gymnastics
playground 4 do cartwheels do cart-wheels do
cartwheels
234
5 stamp st-amp stamp Nadir: And Snowball isn’t running UNIT 2
6 wave w-ave wave away! Track 017
7 juggle ju-ggle juggle Ellie: My turn! Listen and point. Then sing along
8 spin around spin a-round spin Max: Ellie isn’t performing! She’s and dance.
around playing on her tablet. Song Time: The Ice Age
9 clap cl-ap clap
Yara: That’s not a talent! Child: The Ice Age was a long time
10 step forward step for-ward step
forward Freddie: Wow, Ellie’s dancing! ago.
11 step backward step back-ward Yara: She’s spinning around on her The Ice Age was full of ice and
step backward head! snow!
12 step to the side s-tep to the side Max: It’s awesome! Do the Ice Age boogie. Do the ice
step to the side age bop.
Track 013 Do the Ice Age boogie. And stop.
Track 010 Listen and repeat. Then write a, e, Ice Age animals were big and hairy.
Listen and check. or i. Some were very cute, and others
Boy 1: I juggle. I don’t do magic 1 very scary!
tricks. Adult: man Saber tooth tigers, and woolly
2 mammoths, too.
Track 011 And scary, hairy humans a bit like
Adult: spin
Watch. Who is juggling? Circle. me and you!
3
Ellie: Hi Nadir. What are they doing? Adult: step Track 018
Nadir: They’re practicing for the
show. Track 014 Listen, point, and repeat.
Ellie: Cool! What’s Yara doing? Listen and chant. A hairy hai-ry hairy
B snowy sno-wy snowy
Nadir: She’s juggling. Dan, Dan, the dance man.
C windy win-dy windy
Ellie: Hey Freddie – what are you He can clap and snap.
D tail t-ail tail
doing? Are you acting? Look at Ben and Ken step!
E icy i-cy icy
Freddie: No, I’m not acting. I’m doing Ben steps right and Ken steps left.
F cold c-old cold
gymnastics. Lin and her twin, Kim,
G trunk t-runk trunk
Love to spin and sing.
Ellie: What’s Snowball doing? H tusks t-usks tusks
Nadir: She isn’t practising for the Track 015 I sunny sun-ny sunny
show ! Listen and read. Color bones yellow J cloudy clou-dy cloudy
Ellie: Why is she running away? and muscles red. K rainy rai-ny rainy
Freddie: Because Yara’s eating Adult: There are lots of things that L warm w-arm warm
carrots! make up our body. Two of these are Track 019
bones and muscles. Bones give our
Track 012 Listen and check.
body shape and help us to stand
Listen and read. What are Ellie’s 1 The Manx cat from the U.K. doesn’t
up straight. Muscles are attached
talents? have a tail.
to bones; they help us walk and run
2 The woolly mammoth was very
Talent show and smile!
hairy to keep warm.
Ellie: Hey guys! What are you doing? Bones are hard and muscles are
Freddie: talking about the talent soft. Touch the front of your knee – Track 020
show. it’s a bone so it’s hard. Watch. Which were Ice Age animals?
Yara: What’s wrong? Are you getting Check.
Track 016
ready for the talent show? Ice Age
Ellie: No, I don’t like shows. I can’t Nadir: Where were you Ellie?
Girl: Hi Glen!
sing or act or anything. Ellie: I was outside – it’s lovely and
Boy: Hi – look at this photo of my
Max: What’s Ellie doing? warm and sunny.
cousin Lenny’s party!
Freddie: She’s playing computer What’s that?
Girl: What’s Lenny doing?
games. She doesn’t like shows. Nadir: It’s a type of elephant called a
Boy: He’s spinning around. He has woolly mammoth from the Ice Age.
Freddie: Look at Max! blond hair.
He’s doing cartwheels really well! Ellie: It has tusks and a trunk like an
Girl: Are you spinning around with elephant.
What are you doing?
him, Glen?
Ellie: I’m drawing. Nadir: Yes, but mammoths weren’t
Boy: No, I’m not. That’s Ted. I’m the same as elephants – they were
Yara: What are you doing, Ellie? wearing a monkey suit! I’m acting
Ellie: I’m getting ready for the talent hairy.
really badly!
show. Ellie: Why were they hairy?
Girl: Cool! What’s your mom doing?
Yara: No, you’re not! You’re taking Nadir: Because the weather was
Boy: My mom is dancing and waving really cold and icy. It wasn’t warm
photos! her hands in the air. My aunt Cathy
Ellie: Wow! Yara’s juggling well! She and sunny like today.
is clapping.
isn’t dropping anything! Ellie: Was it rainy?
Girl: Is that Kitty?
Nadir: Yes, and Max’s doing Nadir: No, it wasn’t. It was snowy.
Boy: Yes, she’s stamping her foot.
gymnastics. It’s a great routine! Ellie: Were there dinosaurs in the Ice
She’s angry!
Ellie: Freddie’s doing magic tricks very Age?
well! Nadir: No, there weren’t.
Ellie: Is that a rabbit? Were there
rabbits in the Ice Age?
235
Nadir: Yes, there were, but that’s not Track 025 Track 029
an Ice Age rabbit – it’s Snowball! Listen and read. Then check. Listen and chant. Read, write the
Ellie: Snowball – what are you doing Adult: Fossils start reference, and draw arrows.
here?! Fossils show what animals and 1
plants were alive a long time ago. Child: I’m spinning around and
Track 021
Fossils can be animals or footprints around.
Listen and read. What is following in rocks, or bones that make a It’s a sunny day.
Freddie? skeleton. This is the fossil of an An elephant is waving its trunk
The museum scare. ammonite. An ammonite was an around.
Ellie: This is a woolly mammoth. It ocean animal. Which one is it?. I’m clapping, I’m clapping. Hey!
was a big Ice Age elephant with Is this the fossil of an insect or a 2
hair! fish? Child: We’re acting in a play.
Freddie: Cool! It’s a rainy day.
Track 026
Freddie: Wow! There were big, scary We’re stamping our feet.
bears in the Ice Age! Listen. Answer the questions with There are two, big tusks – eeek!
short answers.
Yara: Their hair was really thick.
Adult: There were a lot of big Culture 1
Nadir: Yes, it was very cold in the Ice
dinosaurs during the Jurassic period Track 030
Age.
but there weren’t any T-rex. There
Man: Let’s take this exhibit away for Traditions. Listen and read. What is
were also birds in the sky and fish
repair. Chloe watching?
in the ocean. There weren’t any
Freddie: Oh, where’s my smartphone?! humans. It was warm in the Jurassic Girl: Hi, I’m Chloe. I’m in Spain on my
Just a minute … period. There wasn’t any snow. exchange visit. I’m visiting the local
Freddie: There was a bear here! town with my host family and my
Where is it? Track 027 friend, Elvira. We’re walking around
Listen and complete. Write T (today) the local town. Oh look – there’s
Yara: It’s alive!
or Y (yesterday). a fiesta in the town square! Let’s
Boy: Grrrrrrr! go and see. There’s lots of music
Freddie: What was that noise? Girl: Hi Grandma. How’s your
vacation? What’s the weather like? playing and everyone’s clapping
Yara: It was the bear. It’s alive! their hands. Men, women, boys and
Old woman: Hi Lucy, oh it’s
Freddie: What’s that?! girls are starting to dance. We’re
wonderful! It’s warm and sunny
Yara: What? watching them – it’s a traditional
today – I’m sitting by the pool.
Freddie: There were two hairy ears. country dance. They’re amazing!
Girl: Lucky you! It’s windy and rainy The dancers are waving their arms
It was the bear – it’s following me! here today. in the air and spinning around.
Yara: Freddie! It isn’t alive – it was a Old woman: It was windy and rainy They’re stepping to the left and to
joke! here yesterday, but it was warm. the right. They’re stepping forward
Yara: Aaaargh! Girl: It was cold and icy here three steps and backwards three
Freddie: Aaaargh it is alive! yesterday. It definitely wasn’t warm! steps. They’re spinning around
Boy: Grrrrrrr. again with their partners. They’re
Yara: Phew! It wasn’t a bear. Checkpoint 1 spinning quickly! They are dancing
Freddie: It was a little kid! Track 028 beautifully!
Track 022 Track 031
Adult 1: What are they doing?
Listen and repeat. Then write o or u Listen. Where was Chloe? Check.
Adult 2: They’re juggling.
in the box. Girl: Hi, it’s Chloe again. Yesterday
Adult 1: What was the weather like was sunny but today was rainy,
Adult: run, tusk, duck
yesterday? so we visited some caves. The
dog, fox, hop
Adult 2: It was sunny. caves were the home of prehistoric
Track 023 Adult 1: What’s this? families during the Ice Age. There
Listen and label the pictures in 1. Adult 2: It’s a trunk. were lots of wild animals like
Adult: r-u-n Adult 1: What’s she doing? bison, wild horses, and deer in the
t-u-s-k Adult 2: She’s doing magic tricks. countryside around the caves in the
d-u-ck Ice Age. There were paintings of all
Adult 1: Is it warm today?
d-o-g these animals in the caves. There
Adult 2: Yes, it is. were handprints, too! There weren’t
f-o-x
h-o-p Adult 1: What’s he doing? any paintings of mammoths or
Adult 2: He’s stepping to the side. saber-toothed tigers. It was really
Track 024 Adult 1: What was the weather like cold in the caves.
Listen and chant. last week?
Adult: What’s in the box? Adult 2: It was rainy. UNIT 3
A dog? A duck? A fox? Adult 1: What are they doing? Track 032
Aaah a tusk! A trunk! Adult 2: They are stamping their feet. Listen and point. Then sing along
Run, run, run. and dance.
Adult 2: Where are you? What’s the
I can’t run in the sun. Song Time: Come on everyone!
reference?
Let’s hop on the bus! Child: Come and join the festival
parade
And let’s celebrate!
It’s colorful, it’s noisy, it’s lots of fun!
236
Come on everyone! other festivals! It’s more colorful Adult: Ride your bike.
Come on. Come on! than the carnival, more interesting Fly your kite.
Come on everyone! than the Thanksgiving Day parade, Eat some rice.
Come on. Come on! and noisier than the Lantern High five! That’s nice!
Come on everyone! festival! What is it?
Track 040
Let’s celebrate, everyone’s here Nadir: It’s Castle Town festival parade
– it’s the best! Listen and read.
It’s very exciting and lots of fun! Ellie: Wow – I can’t wait until next Adult: Many people at festivals and
Come on everyone! week! carnivals around the world wear
colorful masks.
Let’s celebrate, everyone’s here
Track 036 This is called an eye mask. It has a
Listen and read. Why are the symmetrical design. This means the
It’s very exciting and lots of fun!
children late? design is the same on both halves.
Come on everyone!
Castletown parade This is a half-face mask. It’s
Track 033 Ellie: Where’s the festival parade?! bigger than the eye mask. This is
Listen, point, and repeat. Woman: It’s earlier this year. a harlequin design – it’s the most
colorful design. Is it symmetrical?
1 colorful co-lor-ful colorful Freddie: Oh no! We’re late!
This is a full-face mask. This is a
2 noisy noi-sy noisy Yara: Listen! face design. Is it symmetrical?
3 quiet qui-et quiet Max: What is it?
4 exciting ex-ci-ting exciting Track 041
Yara: The parade is noisier than last
5 boring bo-ring boring Listen and write.
year. It’s over there.
6 interesting in-te-rest-ing
Freddie: Look! It’s over there! Girl: Let’s look at these questions,
interesting
Max: Wow! It’s more colorful than Mike.
7 fun f-un fun
8 tasty ta-sty tasty last year. Boy: OK, first one: what’s the most
9 disgusting dis-gus-ting disgusting Freddie: Phew! I think it’s faster than beautiful animal in the world?
10 hungry hun-gry hungry last year! Girl: I think the most beautiful
11 thirsty thir-sty thirsty Yara: And I’m hotter and thirstier! animals are horses.
12 relaxing re-la-xing relaxing Ellie: That was exciting! Boy: Oh no, I think the most beautiful
Max: Sorry we’re late! animals are tigers.
Track 034
Yara: Do you have some water? I’m Girl: And the cutest animals? I think
Listen and look at the picture in 3. Is rabbits are the cutest.
the description the same as yours? thirsty.
Ellie: This is fun! Boy: I think cats are cuter than
Child 2: I’m in class. It’s very quiet rabbits.
because we are listening. We’re Freddie: The float is really
comfortable. Girl: What about the tastiest food in
learning about the Ice Age. Our
the world?
teacher is really fun. Max: The parade is more relaxing
now. Boy: I think cake is the tastiest food.
Track 035 Girl: What about the most disgusting
Nadir: The food is really tasty!
Watch. Which festival does Ellie food?
Ellie: Let’s wake the others …
think is beautiful? Check. Boy: Cheese!
Festivals Nadir: I think Snowball has the same
idea, Ellie! Girl: I think cheese is delicious! I think
Ellie: Hi Nadir, what are you doing? bananas are the most disgusting
Yara: What? Where am I? Mmmm …
Nadir: It’s the Castle Town Festival food!
That smells delicious!
next week so I’m looking at festivals
from around the world. Freddie: Thanks for waking us up, UNIT 4
Snowball! Track 042
Ellie: What festival is that?
Nadir: This is Yi Peng Lantern festival Track 037 Listen and point. Then sing along
in Thailand. Listen and repeat. Then write the and dance.
Ellie: It’s beautiful! It’s quieter than word. Song Time: Rocket in the Sky
other festivals. 1 kite Child: We launched the rocket to the
Nadir: For sure! 2 cage Moon,
Nadir: Look at this – this is the Goodbye Earth, see you soon!
Track 038 We walked on the Moon in white
carnival in Rio de Janeiro. It’s a
noisier festival! Read and listen to the spelling rules. space suits,
Then listen and complete the words. We floated in our big space boots.
Ellie: Yes, and it’s more colorful and
Adult: Words with silent e We are coming home soon.
more exciting.
Before a silent e: c says /s/, g says /j/, Wave goodbye to the silver Moon.
What festival parade is that?
s says /z/ We launched the rocket to the
Nadir: This is the Thanksgiving Day
page Moon,
parade in New York.
mice Goodbye Earth, see you soon!
Ellie: It looks more boring than the rise We walked on the Moon in white
carnival. space suits,
Nadir: It’s actually really fun! Look at Track 039 We floated in our big space boots.
all the big balloons! Listen and chant. We are coming home soon.
Ellie: Oh yes! Adult: We’re late for the parade. Wave goodbye to the silver Moon.
Nadir: Look at this festival. I hate to be late!
Ellie: Wow it looks better than the There are games at the parade.
And there’s cake!
237
Track 043 Max: And the countdown started. Tariq: Did you watch TV?
Listen, point and repeat. Ellie: Then the rocket launched and Annie: No, I didn’t. I studied for our
1 space sp-ace space we blasted into space! science test – we’re studying space.
2 astronaut as-tro-naut astronaut Yara: Where did you go? A space How was your weekend?
3 space station space sta-tion station? Tariq: It was good. I played on my
space station Max: We didn’t travel to a space tablet and watched TV on Saturday.
4 rocket ro-cket rocket station, we traveled to the moon! There was a cool program about
5 satellite sa-tel-lite satellite Ellie: The rocket landed and we astronauts! I visited my cousin
6 work w-ork work walked on the moon! on Sunday, and we played video
7 launch l-aunch launch games. I have a new space invaders
Max: We floated – it was awesome!
8 travel tra-vel travel game for my console!
9 live l-ive live Freddie: Wow!
Annie: That’s a lot of screen time,
10 breathe br-eathe breathe Freddie: What happened next?
Tariq! Did you go outside?
11 study stu-dy study Ellie: We landed back on Earth.
Tariq: No, I didn’t. There wasn’t time!
12 float float float Max: We opened the rocket door and
Annie: Oh, Tariq!
here we are!
Track 044
Yara: Wow, did you really travel in Checkpoint 2
Listen and check.
space?
1 The astronauts are walking on the Track 052
Max: I think so!
moon. They’re floating. Listen and follow. Say the reference.
2 You don’t need an oxygen pack in Nadir: No, you didn’t! Look, it’s a
Adult 1: How was the parade?
the space station, you can breathe space simulator!
Adult 2: It was boring.
normally. Ellie: It was very realistic!
Adult 1: What is it?
Freddie: Can we have a turn!
Track 045 Adult 2: It’s a rocket.
Watch. What did Chris Hadfield do Track 048 Adult 1: Was the carnival colorful?
in space? Check. Listen and repeat. Then write o or u. Adult 2: Yes, it was. It was more
Famous astronauts 1 bone colorful than last year.
Ellie: What are you studying? 2 cube Adult 1: Was it quiet?
Nadir: I’m studying an astronaut 3 cute Adult 2: Yes, it was.
called Chris Hadfield. 4 stone Adult 1: How was the food?
Ellie: I know him – he’s famous! Track 049 Adult 2: It was the most disgusting
Nadir: Yes, he traveled to space three Listen and chant. food ever!
times. Adult 1: When did the rocket launch?
Child: I traveled around the globe
Nadir: The first time, he visited the On a huge space probe. Adult 2: It launched at 2 p.m.
Russian space station, Mir. And talked on my phone. Adult 1: Was it exciting?
Ellie: Did he travel to the moon? Adult 2: Yes, it was.
Nadir: No, he didn’t. He walked in Track 050
Adult 1: What did you do in space?
space, but he didn’t walk on the Listen and read.
Adult 2: I studied.
moon. Adult: Rockets
Rockets take people and things into Adult 2: Where are you? What’s the
Nadir: When he visited the
space. To make a rocket launch, gas reference?
International Space Station, he
walked in space and studied gravity. explodes out really fast and pushes
it up. That’s why rockets are noisy
Culture 2
Ellie: But that isn’t why he’s famous …
and you can see fire coming out. Track 053
Nadir: He isn’t famous for all that?!
Try it out! Blow up a balloon and Space exploration. Listen and read.
Why is he famous?
let it go. What happens? The air Which countries were in the Space
Ellie: Because he played the guitar in
coming out fast pushes it up and Race?
space!
away from you. This is basically Boy: I’m Leo and I’m visiting my
Nadir: Oh yes, of course! how a rocket works! student exchange friend, Pasha.
Track 046 Rockets can only go into space I’m in Moscow in Russia. I’m visiting
and don’t return. Spacecraft use the Museum of Cosmonautics. It’s
Put the years in order. Then listen,
rocket technology to launch into all about space. In the 1950s and
check, and repeat.
space but can return to Earth. Some 1960s, Russia and the United States
Adult: 1895, 1902, 1969, 1976, 1999, spacecraft take people to and from raced to be the first country to go
2012, 2025, 2106 the International Space Station. into space! It was very exciting.
Track 047 Russia was the first to launch a
Track 051 man, Yuri Gagarin, into orbit! The
Listen and read. Where were Ellie Listen and complete. Check for Tariq
and Max? United States launched a man into
and Annie. space only three weeks later. In
Space trip
Tariq: Hi Annie. How was your 1963, Russian astronaut Valentina
Yara: Where are Ellie and Max weekend? Tereshkova was the first woman to
Nadir: I don’t know. They were here Annie: It was great thanks. On go into space. In 1969, the United
10 minutes ago. Saturday, I visited my grandparents. States landed a rocket on the
Freddie: Where were you? It was a sunny day, so we walked moon, and Neil Armstrong walked
Max: We were in space! there. In the afternoon I painted on the moon. In 1975, Russia and
Yara: No way! pictures of planets with my the United States started to work
Ellie: We entered a space rocket … grandma. On Sunday, I played together to explore space. That’s
softball in the park with my the best thing!
brothers.
238
Track 054 because I don’t like sand. I don’t The Whale and Dolphin
Listen. What do they eat during like to go on boat trips – I get Conservation team bought us ice
Maslenitsea? Check. seasick! cream and took us on a boat trip
Girl: Hi, I’m Min. I’m visiting my to say thank you. The dolphin said
Track 058 thank you, too!
student exchange friend, Gala.
Today is the start of the Maslenitsa Watch. What did Ellie do on
vacation? Check. Track 060
Festival, or Pancake Festival, in
Russia. Russian people celebrate Beach Vacation Listen and repeat. Which sound is
the end of winter with seven days Ellie: Look at this beach. I went there different? Check.
of fun and lots of pancakes! The last summer for vacation. Adult: /ɑ:/ farm
second day is the best day of the Nadir: It’s beautiful! What did you /ɪ:/ tree
festival. It’s all about having fun. do? /ɪ:/ beach
All the children play in the snow. Ellie: I didn’t do very much! I swam in Track 061
Day three is great, too – it’s “sweet the ocean and sat on the beach. We
day,” and they eat lots of sweet Circle the two words that sound the
had picnics on the beach, too.
pancakes. It’s the tastiest day! No same. Listen and check.
Nadir: Who did you go with?
one is hungry during Maslenitsa! Adult: card
Ellie: I went with my mom and my eat
On the last day, they burn a straw
brother. My dad didn’t go because park
doll called the Maslenitsa. It’s very
he was busy. sea
noisy and exciting!
Nadir: Where did you stay? see
UNIT 5 Ellie: We stayed at a campsite really shark
Track 055 near the beach. It was awesome!
There was a café there. My brother Track 062
Listen and point. Then sing along Listen and chant.
bought ice cream for breakfast.
and dance.
Nadir: I didn’t like my beach vacation. Adult: Let’s go to the beach and see
Song Time: Happy Days! the sea!
Ellie: Why not?
Child: It’s a warm, sunny day. We can eat ice cream – you and me.
We’re going to a beach far away. Nadir: Because I had a picnic on
the beach and got sand in my No, no I’m frightened or the park.
Look at the ocean and the waves.
Oh, happy days! sandwiches.
Track 063
Then I went on a boat trip and I
Life on the beach. Listen and read.
was seasick.
Let’s buy ice cream and have one Adult: Climate change is making the
each. Nadir: After that, I played in the
ocean and a crab bit me! Earth warmer. The oceans absorb
Happy days on the beach for you most of the heat. Heat goes into
and me. Ellie: Oh dear!
the ocean at the hottest part of the
We stay at a campsite. Earth – the equator. So why is the
Track 059
We watch the stars at night. ice at the poles melting?
We lie on the sand and play. Listen and read. Choose the best
name for the story. It’s because oceans move cold and
Oh, happy days! warm water around the world.
Freddie’s Mom: Hi Freddie. Did you
Cold water is heavier and sinks to
Track 056 have a good camping trip?
the bottom of the ocean. The cold
Listen, point, and repeat. Freddie: Yes, it was awesome. I saw a water moves from the poles to the
1 buy ice cream b-uy ice cream buy dolphin! equator. It heats up and then rises
ice cream Freddie’s Mom: Wow! So, you went and travels back to the poles.
2 go surfing go sur-fing go surfing on a boat trip?
3 go on a boat trip g-o on a boa-t Freddie: Let me tell you what Track 064
trip go on a boat trip happened. Listen and write.
4 have a picnic have a pic-nic have Freddie: We got to the campsite in 1
a picnic the evening. It was amazing – right Woman: Hi Casey, did you go to the
5 beach b-each beach next to the beach. The beach was beach last Saturday?
6 ocean o-cean ocean beautiful – it had rocks and sand. Boy: No, we didn’t. It was raining on
7 campsite camp-site campsite We put up our tents, ate dinner, Saturday.
8 sand s-and sand and went to bed. There was a huge Woman: Oh dear!
9 whale wh-ale whale storm in the night. It was really
10 dolphin dol-phin dolphin Boy: It was OK – we went on Sunday
scary! instead. It was a sunny day!
11 waves w-aves waves
Freddie: Luckily, the next day was 2
12 rocks r-ocks rocks
warm and sunny but we didn’t Woman: What activities did you do?
Track 057 swim and explore. There was plastic
Boy: I swam in the ocean and made
Listen to James and Eleni. Complete. trash on the beach brought by the
sandcastles.
1 waves.
We helped to clean up the trash. Woman: Did you go on a boat trip?
Boy: I like beaches and I like sand. Boy: No, I didn’t.
I like to surf in the waves! I don’t We had a competition to see who
collected the most! Then I heard a 3
like rocks. I don’t like to have picnics
noise in a pile of trash. Woman: Where did you go for lunch?
on the beach – the sand gets in all
the food! I found a dolphin under the trash! Boy: Mom made a picnic to have on
Nadir got his cell phone and called the beach but we forgot it.
2
Whale and Dolphin Conservation. Woman: What did you do?
Girl: I like the ocean. I like to see
They came really quickly, then got Boy: We went to a café.
dolphins. I don’t like beaches
the dolphin back into the ocean.
239
Track 065 Boy: First, I bought some books and Freddie: What can we call him?
Listen and number the pictures in then I went to buy a birthday cake. Max: I don’t know, let’s have a little
order. Girl: Did you buy anything else? look at him … Oh no!
Man: Hi honey! How was the first day Boy: Yes, I bought some candy and a Yara: Quick! Follow that rabbit!
of the trip? doll for her. I also bought a bed. Ellie: Did you see a rabbit in the
Girl: It was awesome. Girl: For your sister? store?
Man: What did you do? Boy: Ah no – that was for my cat! Woman 1: No, I didn’t see any
Girl: First, we arrived at the campsite rabbits!
and then we put up our tent. Track 069
Old woman: Excuse me, how much is
Man: Did you go to the beach after Watch. Check the things they buy on that hat? Oh!
that? the shopping list. Food market
Yara: Do you have a rabbit in here?
Girl: No, after that we had lunch – we Nadir: Hi Ellie. can you come to the
Man 2: Yes, we have a lot of rabbits.
were really hungry. We went to the market with me to get the things for
They’re over there.
beach after lunch. the party?
Max: There are too many rabbits!
Man: What did you do on the beach? Ellie: Sure! Let me get some shopping
bags. Freddie: I have an idea!
Girl: First, we explored the rocks and I’d like some carrots, please.
then we played beach volleyball. Nadir: Look, there’s a bakery stall.
Woman 2: Sure. How many would
My team won! Salesperson: Good morning, can
you like?
Man: Good job! I help you?
Freddie: Five, please.
Nadir: Yes, do you have any bread
Do you want a carrot?
UNIT 6 rolls?
Max: I know a good name for him!
Track 066 Salesperson: Of course, how many
would you like? Yara: What?
Listen and point. Then sing along Max: Runner Rabbit!
and dance. Nadir: How many do you think, Ellie?
Song Time: Let’s Shop! There are a lot of us ... Track 071
Child: Let’s shop, shop, shop, Ellie: Get 30. Listen and repeat. Then write or or
Until we drop, drop, drop! Nadir: OK, 30 bread rolls, please. er.
Candy store, toy store, Salesperson: One, two, three ... there Adult: /ɔː/ horse
Amazing stores on every floor. you go, 30. /ə/ farmer
What a mall – I want it all! Nadir: Look, a cake. How much is that
Let’s shop, shop, shop, big chocolate cake? Track 072
Until we drop, drop, drop! Salesperson: It’s $20. Sort the words. Then listen to check
Bookstore, pet store, Nadir: OK, I’ll take it. Thank you. your answers and say the words.
Amazing stores on every floor. Add more words.
Nadir: Can I have 30 burgers, please?
What a mall – I want it all! Adult: mother
Salesperson: Sure. Anything else?
corner
Track 067 Ellie: Nadir, what about the people morning
Listen, point, and repeat. who don’t eat meat?
1 department store de-part-ment Nadir: Good point. Do you have any Track 073
store department store cheese? Listen and chant. Underline or words
2 market mar-ket market Salesperson: No, I don’t have any and circle er words.
3 shopping mall sho-pping mall cheese. Try the grocery store. Girl 1: I went to the toy store this
shopping mall Nadir: OK, thank you. morning.
4 butcher shop but-cher shop Ellie: What about some healthy stuff, There was a horse with a horn in
butcher shop too. the corner.
5 bakery ba-ker-y bakery Nadir: Oh yes – we can make salads. A horse with a horn is a unicorn!
6 toy store t-oy store toy store Let’s go to the grocery store. Girl 1& Girl 2: It was smaller and
7 candy store can-dy store candy We bought a lot of stuff. cuter than my sister.
store It was silver and covered in glitter!
Ellie: Yes – we’re ready for the party.
8 pet store p-et store pet store I felt better and happier than ever!
Oh no – Snowball!!!
9 bookstore book-store bookstore
10 grocery store gro-ce-ry store Nadir: I think we need some more Track 074
grocery store carrots! Listen and read. Color, answer, and
11 clothes store cl-othes store Track 070 draw.
clothes store Adult: Brand Design: Color
Listen and read. What stores to they
12 supermarket su-per-mar-ket Imagine the candy bar section of a
go in?
supermarket supermarket. What different colors
Runner Rabbit
can you see? Color the circles the
Track 068 Max: Excuse me, do you have any three most common colors in the
Listen. Where did Dan go? Circle. rabbit food? candy section.
Then listen again and number in Man 1: Yes, there’s some over there. What is the color of your favorite
order. Yara: Hey – look at this poster! candy bar wrapper? For a designer,
Girl: Hi Dan. Where did you go? Yara: Let’s get a friend for Snowball! choosing the color of a product is
Boy: I went shopping – it’s my sister’s Max: It can be a surprise for Nadir – one of the most important choices
birthdays tomorrow. he loves Snowball. you can make.
Girl: What did you get her? Freddie: What about this little one? What do these colors make you
It’s really cute! feel?
Logos
240
It’s time to think about your logo. Boy: Yes, there was a bakery near the UNIT 7
Most brands use a design of their campsite. We bought sandwiches Track 080
name as their logo. Draw the logo there. Listen and point. Then sing along
of your favorite drink. Why do you Girl: Did you have a picnic? and dance.
think the designer chose that logo? Boy: Yes, we had a picnic on the Song Time: Eco Warriors!
beach. We bought some fruit from Child: We’re going to be Eco Warriors!
Track 075
a grocery store. We’re going to save water in the
Listen and check.
Girl: Awesome. shower.
1
Boy: Yes, it was. And after that we We’re going to clean up trash.
Girl: Are there many eggs left?
went on a boat trip. Eco Warrior power!
Boy: No, there aren’t many.
Girl: Sounds like you had a great We’re going to be Eco Warriors!
2
weekend! We’re going to recycle plastic.
Boy: We have a lot of pasta. Is there
Adult: Where are you? What’s the We’re going to plant flowers and
much chicken?
reference? trees.
Girl: Yes, there’s a lot of chicken, too. Eco Warriors are fantastic!
3 Culture 3 We’re going to be Eco Warriors!
Girl: There are lots of teddy bears in We’re going to save water in the
Track 078
this toy store! shower.
Beaches. Listen and read. What did
Boy: Yes, but there aren’t many other We’re going to clean up trash.
Henry and Rashid do on the beach?
toys. Eco Warrior power!
Check.
Track 076 Boy: My name’s Henry and I’m We’re going to be Eco Warriors!
visiting my exchange friend, Rashid. We’re going to recycle plastic.
Listen. What does she buy? Check.
Rashid is from Dubai in the UAE. We’re going to plant flowers and
Woman: Excuse me. trees.
I love the beach, and there are a
Man: Yes, can I help you? Eco Warriors are fantastic!
lot of beautiful beaches in the UAE.
Woman: Yes, do you have any My favorite beach is Kite Beach in
bananas, please? Track 081
Dubai. It’s a really sandy beach,
Man: Of course. How many would there aren’t any rocks, and there Listen, point, and repeat.
you like? are big waves in the ocean. Kite 1 reduce re-duce reduce
Woman: I’d like five, please. And I’d Beach is called Kite Beach because 2 reuse re-use reuse
like some pears, too. it’s perfect for kite surfing. I went to 3 recycle re-cy-cle recycle
Man: I’m sorry, we don’t have any Kite Beach with Rashid last week. 4 waste w-aste waste
pears. We went kite surfing, of course! We 5 plant p-lant plant
also played beach tennis. You can 6 save s-ave save
Woman: OK, can I have some apples,
see Dubai’s most famous building, 7 glass gl-ass glass
please?
the Burj al arab Hotel, from Kite 8 paper pa-per paper
Man: Sure, how many would you like? 9 trash t-rash trash
Beach. It looks like a sailboat. There
Woman: Seven, please. 10 environment en-vi-ron-ment
are a lot of hotels in Dubai and
Man: Five bananas and seven apples some beaches have campsites, too, environment
… anything else? but not Kite Beach. 11 wildlife wild-life wildlife
Woman: No, thank you. How much 12 dirty dir-ty dirty
is that? Track 079
Track 082
Man: That’s $4.80, please. Thank Listen. What’s Henry’s favorite
store? Circle. Listen and check.
you – that’s 20 cents change.
Boy: Hi. I went shopping with Rashid 1 What is she recycling?
Woman: Thank you.
and his mom and sister today. We Boy: What are you recycling? Is it
Man: Have a nice day! metal?
went to the Dubai Mall. It has an
Checkpoint 3 amazing fountain in the center that Girl: No, we don’t have any metal
looks like the ocean! There were a trash today. I’m recycling lots of
Track 077 glass bottles.
lot of clothes and shoe stores, so
Listen and follow. Say the reference. Boy: Can I have some of those
Rashid was very happy – he likes
Girl: Where did you go last weekend? clothes! He bought a T-shirt and his bottles? My mom cleans them up
Boy: I went to the beach. Where did sister, Reem, bought some shoes. and reuses them.
you go? I don’t like clothes stores very much. Girl: Sure!
Girl: I went to the shopping mall. There were some bookstores. We 2 What is he doing with water?
What did you do at the beach? looked at the books and Reem Girl: Do you waste water, Sean?
Boy: I went surfing in the waves. bought some school books. There Boy: No, I don’t. I turn the water off
Girl: Cool! were also some electronics stores – when I’m brushing my teeth so
Boy: Did you buy anything at the these are my favorite because I love I don’t waste it. I reuse water, too.
mall? electronics like smartphones,
Girl: That’s great! How do you reuse
computers, and tablets. Rashid
Girl: Yes, I did. I went to a toy shop water?
bought a new laptop for school.
and bought a doll for my little Boy: I collect rainwater and use it to
There weren’t many food stores,
sister. Did you stay at the beach all water my plants.
but there was a big supermarket.
weekend?
Rashid’s mom bought some food.
Boy: Yes, we did. We stayed at a
campsite.
Girl: Did you eat there?
241
Track 083 Freddie: Would you like to plant them friends. I’m going to have pizza and
Watch. What is Ellie going to do? here? ice cream to eat and a big cake.
Check. Ellie: Perfect! I have a lot more, too! I’m not going to have plastic plates
Eco Warrior Challenge Freddie: We’re going to get lots of and cups because I want to reduce
Nadir: What are you going to do for bees and butterflies here! plastic. I’m going to use paper
the Eco Warrior Challenge, Ellie? Ellie: No, we’re not! The rabbits are ones and recycle them after. My
going to eat all of the flowers! friends are going to give me lots of
Ellie: I’m going to plant some plants.
presents! It’s going to be awesome!
Nadir: What are you going to plant? Nadir: Don’t worry – I’m going to
make them a run. Adult: Great, thanks, Ginny.
Ellie: I’m going to plant flowers.
Woman: We’re going to give the prize 2
I’m going to put them around the
to Freddie. He created a beautiful Adult: Hi Paola. Here’s your picture.
clubhouse. I want to get more bees
and butterflies here. nature garden! Girl 2: OK. I’m going to go with my
Freddie: I’m going to share my prize family. We’re going to the beach
Nadir: That’s great but we don’t have
with all my friends – we did it and we’re going to stay at a
a yard. Where are you going to
together! campsite near the beach. I want
plant them?
to visit the aquarium and find
Ellie: I’m going to plant them in pots. out about how they help ocean
Track 085
Nadir: What pots are you going to animals. I’d like to go on a boat
use? trip, too.
1 book 4 woods
Ellie: I’m going to use these old Adult: Thanks, Paola.
2 food 5 school
plastic bottles. I don’t want to 3
3 foot 6 pool
waste them. Adult: Your turn, Josh. Here’s your
Here’s one I did yesterday. Track 086 picture.
Nadir: Good idea! You’re going to Look at the codes. Circle the bugs. Boy: Ah, OK. I’m going to be at
plant flowers and reuse plastic Then listen and check. school all day. It’s going to be a fun
trash! Adult: foot book day because we are going to start
Ellie: Yes! I’m going to save rainwater moon food an Eco Warrior project in science
as well for the plants. I’d like to win class. I want to clean up trash on
the competition! Track 087
the beach and help save ocean
Nadir: Wow! What’s Yara going to do Listen and chant. animals. After school, I’m going to
for the competition? Boy: I want to do good! play in a softball game. It’s going
Ellie: She’s going to recycle trash. I’m going to plant trees and make to be my first time on the team. I
Ellie: Oh no, Snowball! I don’t want some woods. want to win!
you to eat them. I’m not going to You can come, too, Adult: Good job. Thanks, Josh.
put my plants near the rabbits! And take a look!
Girl: I want to visit your woods! UNIT 8
Track 084 I’m going to make a wildlife zoo. Track 090
Listen and read. Who wins the You can help, too, Listen and point. Then sing along
competition? And give food to the moose. and dance.
Eco Warrior Challenge Song Time: What do you want to be?
Track 088
Woman: You have one month to do Child: What do you want to be when
Listen and read.
your Eco Warrior Challenge. you’re older?
Boy: Trash
Man: We’re going to give a $200 gift When you’re bigger and a little bit
Every day the trash that we throw
card to a bookstore as a prize for bolder.
out pollutes the Earth. Think of all
the best project. Good luck! Do you want to be a teacher?
the things you throw away every
Freddie: What are you going to do? day – it’s a lot! Trash can release Do you want to be a doctor?
Max: I’m going to clean up trash. toxins when it is burned up. The Do you want to be a nurse?
Yara: I’m going to recycle. toxins pollute the air. Trash that Or a bank worker?
Ellie: I want to plant flowers. What goes to a landfill can pollute our Do you want to be an architect?
are you going to do Freddie? land and water. Thankfully, a lot of Do you want to be a vet?
Freddie: I’m going to clean up the our trash is from the garden and Do you want to be a farmer?
dirty empty lot next door. the kitchen, and we can compost I don’t know yet!!
Freddie: This is going to be difficult! this type of trash. Compost means
that the trash breaks down, or rots, Track 091
Max: I’m going to help you clean up Listen, point, and repeat.
naturally. Other materials like glass,
the trash here, Freddie. 1 doctor doc-tor doctor
metal, and plastic, can be reused or
Freddie: Thanks, Max! recycled. 2 nurse n-urse nurse
Max: What am I going to do with all The best way to reduce trash is to 3 vet v-et vet
this trash? reduce the number of things we 4 police officer po-lice o-ffi-cer
Yara: I want to sort it out and recycle buy! police officer
it. 5 graphic designer gra-phic de-sig-
Max: Thanks, Yara! How are you Track 089 ner graphic designer
going to take all this trash to the Listen and look. Place the stickers. 6 architect ar-chi-tect architect
recycling center? 1 7 bank teller bank te-ller bank
Yara: I’m going to use the shopping Adult: Hi Ginny, this is your picture. teller
cart! Girl 1: Oh wow – I like this topic! I’m 8 computer programmer com-
going to have it at the sports club pu-ter pro-gram-mer computer
Ellie: Where am I going to plant all
because I want to invite lots of programmer
these flowers?
242
9 mechanic me-cha-nic mechanic Nadir: But you like doing challenging Track 096
10 engineer en-gi-neer engineer things … You’re going to feel really Listen and chant. Match the jobs to the
11 conservationist con-ser-va-tion-ist good when you finish! lines of the chant.
conservationist Ellie: Oh, OK! 1
12 scientist sci-en-tist scientist Adult: We work all day long, singing this
Track 094
Track 092 song.
Listen and read. What does Yara I take care of my brown cows and pull
Name the jobs. Then listen and want to be?
match. my plow.
When I’m older …
Man: Hi Kelly, I’m doing a job survey. 2
Ellie: What are you doing, Nadir? Adult: I count coins all day long.
Can I ask you some questions? Nadir: I’m doing my college
Girl: Sure! 3
application, but I don’t know what Adult: I design your house,
Man: What do your parents do? to study. And build it strong.
Girl: Oh no – I don’t remember the Yara: Think about what you like 4
name of my dad’s job! He’s very doing and what you’re good at. Adult: And I help your sick gray bird and
creative and he designs houses. That’s how I decided what I wanted mouse!
Man: Is he an architect? to be.
Girl: Yes, that’s right! I always forget Nadir: What do you want to be? Track 097
that word! Yara: I want to be a PE teacher. Listen and read. Where do audio
Man: How about your mom? Nadir: Why do you want to be a PE engineers work?
Girl: My mom was a nurse, but she teacher? Woman: Audio Engineering
went back to college to study a few Yara: Because I like taking care of There are many different types of jobs
years ago. She’s a vet now. kids and I’m good at sports. in engineering. Audio engineers use
Man: That’s cool! Is there anyone else Yara: Hey Nadir – you’re good at computers and equipment to record,
in your family with a job? sports and you like taking care of mix, and reproduce music, voices, or
Girl: Yes, my older brother. kids, too! sound effects. They work in recording
studios, sports arenas, or theater
Man: What does he do? Nadir: It’s a good idea. But I’m not
productions, or on movie and TV sets.
Girl: He’s a mechanic, but he wants to sure …
When you hear music at a concert,
be an engineer. Nadir: Hey Max – catch! an ambulance on a TV show, or the
Man: That’s great – thanks Kelly. Max: Oh no! voice of your favorite actor, you’re
Nadir: Whoops – sorry! Maybe I’m hearing the work of an audio engineer.
Track 093 not so good at taking care of kids! Audio engineers can make the sounds
Watch What does Nadir like doing? Nadir: That’s really good, Max. recorded louder or softer, quicker
Check. or slower. They do this by moving
Max: Yes, I love drawing. I want to be
Facing a challenge an architect or an illustrator. and arranging microphones, adding
Nadir: What are you doing, Ellie? Nadir: You know what you want to effects, and thinking about acoustics
Ellie: I’m doing my homework. be, too?! and sound waves.
Nadir: Do you like doing homework? Nadir: Do you know what you want Track 098
Ellie: I don’t always like doing to be, Freddie? Listen. Complete the questionnaire
homework, but I enjoy doing design Freddie: Well, I like studying science with red check for Lola and with blue
projects like this one. at school and I love taking care of check for Ross.
Nadir: Me too! I like doing design on plants and animals … Girl: Hi Ross, Let’s look at the
the computer as well. Nadir: Me too! So, what do you want questionnaire.
Ellie: Oh, me, too! I love doing design to be? Boy: OK, Lola. Question 1. I said yes.
on computers. I enjoy coding and Freddie: I’m going to be a I like working indoors.
programming as well. I want to be conservationist.
a graphic designer or a computer Girl: Me too. Do you like taking care of
Freddie: Look Nadir – Runner Rabbit animals?
programmer one day. is hurt!
It’s a challenge. I love doing Boy: Oh no, I don’t.
Nadir: Oh no! Go and get my first aid Girl: Oh, I do. I love animals. Do you like
challenging things!
kit, please. taking care of children?
Nadir: Why do you like doing
Nadir: I know what I want to be now! Boy: No, I don’t.
challenging things?
Ellie: What? Girl: Me neither – I have three little
Ellie: Because I feel really good when
I finish them. What are you doing, Nadir: Well, I like studying science, brothers!
Nadir? I love taking care of animals, and Boy: OK, do you like using computers?
I’m good at making them better.
Nadir: I’m cleaning out the rabbits’ Girl: Yes, I do.
I want to be a vet!
cage. Boy: Me too. Are you creative? I’m not
Ellie: Do you enjoy cleaning out the Track 095 very creative.
rabbits’ cage? Listen and repeat. Then stick the Girl: Me neither! OK what’s your favorite
Nadir: No, I don’t! I hate cleaning stickers under the same sounds. school subject? I like math.
out the rabbits’ cage! I love playing Adult: cow Boy: I don’t. I like science.
with the rabbits and feeding the day Girl: Me, too, but I like math best.
rabbits but I don’t like cleaning out toy Boy: Let’s see what jobs it gives us …
their cage. house I got computer programmer. That’s OK.
Do you want to help? say Girl: I got bank teller! OK, but I want to
Ellie: No thanks! enjoy be the director.
243
Checkpoint 4 Track 101 Some of us like music, some of us
Track 099 Listen. How many hectares of like cars,
rainforest does the Yakumamay Some of us draw pictures, looking
project protect? Circle. at the stars.
Girl: What do you want to be when Some of us are scientists, trying to
you grow up? Girl: Hi, it’s Emma again! I visited the
Yakumamay conservation project find the code,
Boy: I want to be a police officer. Some of us can help a friend and
today with Beatriz’s family. Her
What do you want to be? give a hand to hold.
dad, Eduardo, works at the project
Girl: I’d like to be a graphic designer. and I’m going to ask him some This is our world – there’s room for
Boy: What are going to do with all questions. Eduardo, what do the everyone,
that old paper? conservationists and scientists do at We learn to live together, and we
Girl: I’m going to reuse it. I’m going the Yakumamay project? have a lot of fun.
to make a notebook. Man: Well, Emma, we help to save In our world … in our world… in
Boy: What does your dad do? and protect 12,000 hectares of our beautiful world!
Girl: He’s an architect. He likes rainforest.
designing houses. What does your Girl: Why is it important to protect the
dad do? rainforest?
Boy: He’s a conservationist. He plants Man: Because there is so much
trees and creates new forests. wildlife here, and important plants
Girl: What does your mom do? and trees.
Boy: She’s a conservationist, too. She Girl: What do you do here?
finds ways to reduce the plastic we Man: I plant and study some very
use. What does your mom do? special plants in a garden called the
Girl: She’s an engineer. She designs Live Pharmacy.
bridges. Girl: What’s a live pharmacy?
Adult: Where are you? What’s the Man: They are all rainforest plants we
reference? can use in medicines. I’m studying
how they can help in modern
Culture 4 medicine.
Track 100 Girl: That’s so interesting!
Rainforests. Listen and read. What
does Beatriz’s mom do? Check. Track 102
Girl: I’m Emma and I’m on an English Code Song.
exchange visit to Peru. I’m visiting Girl: Here we stand: children of every
my exchange friend, Beatriz. age.
Beatriz lives in a city in the Amazon This is our world, and the world’s
rainforest called Iquitos. The our stage.
trees, flowers, and wildlife here We can laugh, we can cry – we can
are awesome! There are lots of float, we can fly,
butterflies, frogs, monkeys, and We can dance, we can sing – we
parrots. It’s noisy and colorful. It can do almost anything
is the largest city in the world that In OUR world … our beautiful
you can’t get to by road – you can world.
only get there by river and air. I Some of us are small, some of us
took a plane from Lima to get here. are tall,
Beatriz’s dad is a scientist. He likes Some of us are shy, some say hi to
studying different plants in the everybody.
rainforest. It’s really interesting. I’m Some of us like numbers, some of
going to visit the project where he us love words,
works tomorrow. Beatriz’s mom Some of us watch football, and
works, too. She’s a doctor. She some of us watch the birds!
works at the hospital. I like talking This is our world … we’re different
to her about her job because I want but the same.
to be a doctor. She says her job is We live and learn together – we
challenging but she loves helping get to know each other …
people. In our world … our beautiful
world.
244
Audioscript Workbook
WELCOME UNIT 2 Track 12

Track 02 Girl 1: OK, Justin, can you juggle? What’s happening now? Listen and
Listen and circle. Boy: No, I can’t but I can do magic check.
Song Time Welcome Everyone! tricks. 1 Oh dear. Ewan is juggling really
Come in, sit down; welcome Girl 1: Can you do cartwheels? badly today! He normally juggles
everyone! Boy: Yes, I can. well.
It’s the end of a long day, Girl 1: Can you act? 2 Look at them dancing. They’re
Time to have fun and play! Boy: No, I can’t act. stepping backwards.
Max, Yara, and Freddie, 3 Wow, Jenna’s running really quickly
3
Nadir and Ellie – all ready! today!
Boy: Let’s ask Chen. Hey Chen, can
Read, do art, do your science 4 Chloe does gymnastics beautifully.
you juggle?
homework, too. Look at her now doing that
Girl 2: Yes, I can! cartwheel really well!
There’s lots to do for me and you!
Boy: Can you do magic tricks?
Welcome everyone! Track 13
Girl 2: Erm, no, I can’t.
Track 03 Boy: Can you do cartwheels? Listen and write.
Which is Max’s school? Check. Girl 2: No, I can’t. I get a headache! 1 It’s Monday today. We’re doing a
Adult: What does your school have, speaking activity. I’m talking to my
Boy: Can you act?
Max? friend. We’re in English class.
Girl 2: Yes, I can! 2 It’s Tuesday. We’re doing an
Boy: It has a gym, two computer
Track 07 experiment. We are reading the
rooms, a cafeteria, and a
instructions. We’re in science class.
playground. Look and write. Then listen and
3 It’s Wednesday today. We’re looking
Adult: Does it have an art room? check.
at books and reading. We’re in the
Boy: No, we do art in our classroom. 1 Hip-hop library.
But it has a music room. 2 Ballroom dancing 4 It’s Thursday. We’re doing a test.
3 Ballet We’re all writing quietly. We’re in
Track 04 4 Tap dancing English class.
Look, listen and write.
Track 08 Track 14
1 Geography
2 English Listen and check. Which character is it? Listen, find,
3 History 1 and write.
Is he doing cartwheels? 1 She’s juggling really well on page
UNIT 1 No, he isn’t. He’s doing magic tricks. 17.
Track 05 2 2 She’s taking pictures on page 16.
Listen and circle. She’s dancing! 3 She’s running away on page 14.
What type of dancing is she doing? 4 They’re talking about the talent
Song Time: It’s show time!
She’s ballet dancing. show on page 16.
It’s show time, it’s show time! 3
Everyone’s on the stage. 5 He’s doing gymnastics on page 17.
What’s he doing?
There are lots of children, He’s juggling. UNIT 2
Boys and girls of every age. 4
Can you act? Can you sing? Track 15
Is she waving her legs in the air? Listen and match.
You can do anything! Yes, she is!
It’s show time, it’s show time! Song Time: The Ice Age
Everyone’s together. Track 09 The Ice Age was a long time ago.
Fred is doing a magic show, Listen and check. Then say. The Ice Age was full of ice and snow!
His tricks are really clever! 1 Ken Ice Age animals were big and hairy.
Can you spin around? Can you do 2 Man Some were cute and cuddly, and
gymnastics, too? 3 Bin others very scary!
Let’s put on a show for me and you! 4 Pin There were woolly mammoths, saber
tooth tigers, too.
Track 06 Track 10 And scary, hairy humans a bit like me
Listen to the children. Check or cross. Listen and say the tongue twister. and you!
1 Then listen again and write.
Boy: Hi Shemina, let’s do this survey. Track 16
Ten men called Ken put a pen in the
Can you juggle? bin. One man called Dan can spin. Listen to the children. Number the
Girl 1: No, I can’t. Can you, Justin? Ten men called Ken put a pen in the pictures.
Boy: No, I can’t. Can you do magic bin. One man called Dan can spin. 1
tricks? Boy: I can see tusks and a trunk.
Track 11 Girl: Picture b?
Girl 1: No, I can’t!
Read the Fun Facts and circle. Then Boy: No, it’s snowy and windy.
Boy: OK, can you do cartwheels? listen and check.
Girl 1: Yes, I can. Girl: Picture a?
There are 206 bones in the human
Boy: Can you act? Boy: Yes!
body.
Girl 1: Yes, I can. I like acting. The heart is a muscle.
Babies have more muscles.
A sad face uses more muscles.
245
2 Boy 3: Yes, I was. I’m happy today, Boy 1: Great!
Girl: I can see a tail. too! Adult: What was the weather like?
Boy: Picture c? Boy 1: It was cold.
Track 19
Girl: No, It’s warm, cloudy, and rainy. Adult: Was it snowy?
Number the story frames in order.
Boy: Picture d! Boy 1: No, it wasn’t. It was cloudy.
Then listen and check.
Girl: Yes! 2
Ellie: This is a woolly mammoth. It
3 was a big Ice Age elephant with Adult: How was your school trip to
Boy: I can see tusks and it’s cold. hair! Krakow yesterday?
Girl: Picture a! Freddie: Cool! Girl 2: It was great.
Boy: No, it’s icy not snowy. Freddie: Wow! There were big, scary Adult: Was the weather good?
Girl 2: Oh, Picture c! bears in the Ice Age! Girl 2: Yes, it was – it was warm and
Boy: Yes! Yara: Their hair was really thick. sunny.
4 Nadir: Yes, it was very cold in the Ice 3
Girl: I can see a trunk. Age. Adult: Was it warm in Mexico City
Boy: Picture a? Man: Let’s take this exhibit away for yesterday?
Girl: No, it’s sunny. repair. Girl 1: Yes, it was.
Boy: Picture b! Freddie: Oh, where’s my smart Adult: Was it sunny?
phone?! Just a minute … Girl 1: No, it wasn’t. It was rainy.
Track 17 4
Freddie: There was a bear here!
Look and label. Then listen and Where is it? Adult: What was the weather like in
check. Moscow yesterday?
Yara: It’s alive!
1 thunderstorm Boy 2: Awesome!
Woman: This was a big Ice Age tiger.
2 hurricane Adult: Was it warm and sunny?
3 hail Boy: Grrrrrrr!
Freddie: What was that noise? Boy 2: No, it wasn’t. It was cold and
4 heatwave
Yara: It was the bear. It’s alive! snowy – I like snowy days!
Track 18
Freddie: What’s that?! Checkpoint 1 (Units 1&2)
Yara: What?
1 Track 24
Freddie: There were two hairy ears. It
Girl 1: Hi Jo! OK, so were you asleep Listen. Write Y (Yesterday), M
was the bear – it’s following me!
at 6:30 this morning? (Morning), or N (Now).
Yara: Freddie! It isn’t alive – it was a
Girl 2: No, I wasn’t. I got up early. Adult: Were you at the park
joke!
Girl 1: Were you in bed at 9:00 last yesterday?
Yara: Aaaargh!
night? Boy: No, I wasn’t. I was at a magic
Freddie: Aaaargh it is alive! show. I’m at the park now.
Girl 2: Yes, I was!
Boy: Grrrrrrr Adult: What are you doing at the
2
Girl 1: OK, Corin, were you on Yara: Phew! It wasn’t a bear. park?
vacation in August? Max: It was a little kid! Boy: I’m doing cartwheels. It’s really
Boy 1: No, I wasn’t. I was on vacation sunny!
Track 20
in July. Adult: Where were you this morning?
Listen and circle.
Girl 1: OK, I know – were you in the Boy: I was at the museum. There was
1 There were huge, scary bears in the
park after school yesterday. a film about woolly mammoths in
Ice Age!
Boy 1: Yes, I was. the Ice Age. It was very cold in the
2 This was a big Ice Age tiger.
3 Ice Age.
3 It wasn’t a bear. It was a little kid!
Girl 1: Your turn, Leo. Were you Adult: Cool!
asleep at 6:30 this morning? Track 21
Listen and check. Then say. Track 25
Boy 2: Let me think … Yes, I was. I got
1 dog Listen and match.
up at 7:00.
2 jog 1
4
3 rub Boy 1: Hi, I’m Liam. I’m in Spain on
Girl 1: Kim, were you on vacation in
vacation. I’m in a cave. It’s cold!
August? Track 22 I’m looking at a painting of animals
Girl 3: No, I wasn’t. Listen and number in order. Then from the Ice Age.
Girl 1: Were you at home on Saturday chant. 2
afternoon? What’s in the box? Girl: Hi Faiza! I’m visiting Spain with
Girl 3: Yes, I was. A dog? A duck? A fox? my family. I’m in a city. It’s hot and
5 Aaah a tusk! A trunk! sunny. There are children dancing
Girl 1: Hey, Sara. Were you at a Run, run, run! on a stage. They’re stamping their
restaurant last night? I can’t run in the hot sun. feet and clapping their hands!
Girl 4: Yes, I was. It was my birthday! Let’s hop on the bus! 3
6 Track 23 Boy 2: Hi! I’m Igancio, I live in Madrid
Girl 1: Your turn, Novak. Were you in in Spain. I’m visiting an art museum
Listen and write.
the shower at 7:00 this morning? in Madrid with my school. I’m
1 looking at a painting. There are
Boy 3: No, I wasn’t. I was in the bath!
Adult: How was your first day of people spinning around in a circle.
Girl 1: OK, so were you happy vacation in Beijing?
yesterday? They’re dancing or playing a game.
246
UNIT 3 Track 31 Boy: They were both a bit sad. Charlie
Track 26 Listen and number the pictures. and the Chocolate Factory was the
Listen, read, and circle. 1 most exciting.
Song Time: Come on everyone! We’re late for the parade. Girl 2: I agree, too! It was amazing!
Come and join the festival parade I hate to be late! Girl 1: So which do we think was the
And let’s celebrate! There are games at the parade best book?
It’s colorful, it’s noisy, it’s lots of fun! And there’s cake! Boy: I think Charlie and the Chocolate
Come on everyone! 2 Factory is best.
Let’s celebrate, everyone’s here Ride your bike Girl 2: I agree.
It’s bigger than last year! Fly your kite. Girl 1: I like Charlie and the Chocolate
It’s very exciting and lots of fun! Eat some rice. Factory best, too. We all agree!
Come on everyone! High five! That’s nice!
Track 32 UNIT 4
Track 27
Which mask is Gianni’s? Check. Track 35
Look and label. Then listen and
Girl: Which is your carnival mask, Listen and match.
check.
Gianni? Song Time: Rocket in the sky
1 fireworks - Picture d
2 float – Picture c Boy: Guess! It is more colorful than We launched the rocket to the moon,
3 lanterns – Picture a the others. Goodbye earth, see you soon!
4 parade – Picture b Girl: They are all colorful! We walked on the moon in white
Boy: It isn’t a full-face mask. space suits,
Track 28 We floated in our big space boots.
Girl: OK …
Listen and circle Jake’s backpack. We are coming home soon.
Boy: It has a repeating pattern. Wave goodbye to the silver moon.
Girl: Which is your backpack, Jake? Is
it the white one? Girl: OK, there are two with a
repeating pattern. Track 36
Boy: No, it’s more colorful than the Listen and match.
white one. Boy: It’s the one with feathers!
Girl: Oh, it’s definitely the most 1 Bill is studying hard at school. He
Girl: OK, so not the black one. Is it the wants to be an astronaut.
red one? beautiful!
Boy: Thank you! 2 Rona works at mission control. She
Boy: No, it’s smaller that the red one. launches rockets.
Girl: Ah, is it the pink one? Track 33 3 Tariq is living on a space station for
Boy: No, it’s bigger than the pink one. Listen to Greg talking about his five months.
Girl: Oh, it’s the green one! hobbies. Then match. Track 37
Boy: Yes! Hi, I’m Greg. I like doing three very Look and label. Then listen and
Girl: Fun game! different hobbies. I play the drums check.
– that’s my noisiest hobby. It’s also
Track 29 The planets in the solar system are:
my most exciting hobby because I
Mercury, Venus, Earth, Mars, Jupiter,
Match and number the speech play the drums in festival parades.
Saturn, Uranus, and Neptune.
bubbles. Then listen and check. My most relaxing hobby is yoga.
Ellie: Where’s the festival parade?! It’s quieter than playing the drums Track 38
Woman: It’s earlier this year. for sure! My best, most favorite Listen to information about four
Freddie: Oh no! We’re late! hobby is cooking. It’s definitely the astronauts. Complete the sentences.
tastiest hobby because my cooking is 1 Picture 1 is Sally Ride. She traveled
Yara: Listen!
delicious! to space twice. She is the youngest
Max: What is it?
Track 34 person to ever travel in space.
Yara: The parade is noisier than last
Listen to the book club. Which book 2 Picture 2 is Valeri Polyakov. He lived
year. It’s over there.
do they all like the best? on the Mir Space Station for more
Freddie: Look! It’s over there! than 14 months. That’s the longest
Max: Wow! It’s more colorful than Girl 1: Let’s talk about the three
stay in space.
last year. books: Wonder, Charlie and the
3 Picture 3 is Guion Bluford. He
Freddie: Phew! I think it’s faster than Chocolate Factory, and Pippi
studied Aerospace Engineering. He
last year! Longstocking.
was the first African American in
Yara: And I’m hotter and thirstier! Boy: I think Pippi Longstocking was space.
the worst. It was definitely the most 4 Picture 4 is Anne McClain and
Track 30 boring. Christina Koch. In October 2019 they
Write. Then listen, check, and say. Girl 2: I disagree. It wasn’t boring. I walked in space. They were the first
1 cake think it was the funniest book. women to walk in space together.
2 rice Girl 1: I agree, it was funny. But it
wasn’t the best book of the three. Track 39
3 Five
4 name Boy: I really liked Wonder. It was Listen to the three pronunciations of
5 bike really interesting. -ed. Sort the words.
6 game Girl 1: I agree. It was the saddest, /id/ – painted
7 kite too. /d/ – breathed
8 cage /t/ – walked
Girl 2: I disagree, I think Charlie and
the Chocolate Factory was sadder.
247
Track 40 Track 44 Track 48
Listen and number in order. Then Listen and number the projects in Listen and match.
match. order. 1
Yara: Where are Ellie and Max? 1 Adult: What did you do on vacation,
Nadir: I don’t know. They were here Adult: Did you start your space Kerry?
10 minutes ago. project on the weekend, Kevin? Girl 1: I did lots of things. I went to
Freddie: Where were you? Boy 1: Yes, I did. I painted a planet. the beach and played in the sand.
Max: We were in space! Adult: Did you paint all the planets? And I swam in the ocean.
Yara: No way! Boy 1: No, I just painted Saturn. 2
Ellie: We entered a space rocket … Adult: Cool! Adult: Did you swim, Abdul?
Max: And the countdown started. 2 Boy: Yes, I did. I swam in the
Adult: Did you create planets for your swimming pool. I bought lots of ice
Ellie: Then the rocket launched and
space project, Asha? creams at the pool, too!
we blasted into space!
Girl 1: No, I didn’t. I wanted to make 3
Yara: Where did you go? A space
an astronaut, but my friend wanted Adult: What did you do on your
station?
to make a rocket. vacation, Su?
Max: We didn’t travel to a space
Adult: What did you decide? Girl 2: I had an awesome vacation. I
station, we traveled to the moon!
Girl 1: We decided to make a model went surfing every day.
Ellie: The rocket landed and we
of a rocket. Adult: Did you relax?
walked on the moon!
3 Girl: Yes, I read a book to relax.
Max: We floated – it was awesome!
Adult: What about you, Luisa?
Freddie: Wow! Track 49
Girl 2: I painted planets.
Freddie: What happened next? Complete the speech bubbles. Then
Adult: Which planet did you paint? listen and match.
Ellie: We landed back on earth.
Girl 2: I painted all of them! Freddie’s Mom: Hi Freddie. Did you
Max: We opened the rocket door and
here we are! 4 have a good camping trip?
Adult: Did you work on your space Freddie: Yes, it was awesome. I saw a
Yara: Wow! Did you really travel in
project on the weekend, Nasir? dolphin!
space?
Boy 2: Yes, I did. I did a painting. Freddie’s Mom: Wow! So, you went
Max: I think so!
Adult: Did you paint a rocket? on a boat trip?
Nadir: No, you didn’t! Look it’s a
space simulator! Boy 2: No, I didn’t. I painted an Freddie: Let me tell you what
astronaut. happened.
Ellie: It was very realistic!
Freddie and Yara: Can we have a Freddie: We got to the campsite in
Checkpoint 2 (Units 3&4) the evening. It was amazing – right
turn?
Track 45 next to the beach. The beach was
Track 41 Listen. Where are they? Check. beautiful – it had rocks and sand.
Listen and check. Then say. It’s very noisy here! The parade Freddie: We put up our tents, ate
1 cube is going past. The best float is dinner, and went to bed. There was
2 tune a space float. There are astronauts a huge storm in the night. It was
3 nose and rockets, and even a satellite! really scary!
Everyone is having fun! Freddie: Luckily, the next day was
Track 42
warm and sunny but we didn’t
Listen and say the chant again. UNIT 5 swim and explore. There was plastic
Then circle the words with o_e and Track 46 trash on the beach brought by the
underline the words with u_e. Listen to the song. Number the lines waves.
I traveled around the globe in order 1–8. Freddie: We helped to clean up the
On a huge space probe. Song Time: Happy Days! trash. We had a competition to
I landed on a stone. It’s a warm, sunny day. see who collected the most! Then I
I talked on my phone. We’re going to a beach far away. heard a noise in a pile of trash.
Look! My cute home. Look at the ocean and the waves. Freddie: I found a dolphin under
Track 43 Oh, happy days! the trash! Nadir got his cell phone
Read the fun facts and circle. Then Life on the beach. and called Whale and Dolphin
listen and check. Let’s buy ice cream and have one Conservation.
each. Freddie: They came really quickly!
1 A rocket launches at 8 kilometers
Happy days on the beach for you and They got the dolphin back into the
per second.
me. ocean.
2 The fastest ever spacecraft (the Juno
We stay at a campsite. Freddie: The Whale and Dolphin
Jupiter probe) traveled at 356000
We watch the stars at night. Conservation team bought us ice
kilometers per hour.
We lie on the sand and play. cream and took us on a boat trip
3 Space starts at 100 kilometers
Oh, happy days! to say thank you. The dolphin said
above earth.
4 The average journey time for a Track 47 thank you, too!
space shuttle from Earth to space is Look and write. Then listen and
around 8 minutes. Track 50
check.
5 The moon is a natural satellite Listen and check. Then say.
1 turtle
going around Earth. 1 arm
2 shark
2 sea
3 starfish
3 eat
4 seahorse
248
Track 51 Child: Then do we go home? Track 59
Look and label. Then listen and say. Adult: No, after lunch we sort the Number the story frames in order.
1 sea trash. Then we go home. Listen and check.
2 ice-cream Max: Excuse me, do you have any
3 shark UNIT 6 rabbit food?
4 park Track 55 Man 1: Yes, there’s some over there.
5 feet Listen to the song. Circle the stores. Yara: Hey – look at this poster!
Track 52 Let’s shop, shop, shop, Yara: Let’s get a friend for Snowball!
Until we drop, drop, drop! Max: It can be a surprise for Nadir –
Listen and read about oceans again.
Candy store, toy store, he loves Snowball.
Write.
Climate change is making the Earth Freddie: What about this little one?
What a mall – I want it all!
warmer. The oceans absorb most of It’s really cute!
Let’s shop, shop, shop,
the heat. Heat goes into the ocean Until we drop, drop, drop! Freddie: What can we call him?
at the hottest part of the Earth – the Bookstore, pet store, Max: I don’t know, let’s have a little
equator. So why is the ice at the Amazing stores on every floor. look at him … Oh no!
poles melting? What a mall – I want it all! Yara: Quick! Follow that rabbit!
It’s because oceans move cold and Ellie: Did you see a rabbit in the
warm water around the world. Cold Track 56
store?
water is heavier and sinks to the Listen to the children and write.
Woman 1: No, I didn’t see any
bottom of the ocean. The cold water 1 rabbits!
moves from the poles to the equator. Boy: Let’s play a game! It’s called
It heats up and then rises and travels Old woman: Excuse me, how much is
Three Things.
back to the poles. that hat? Oh!
Girl: OK!
Yara: Do you have a rabbit in here?
Track 53 Boy: OK, name three things you buy
Man 2: Yes, we have a lot of rabbits.
Listen and check. in a supermarket.
They’re over there.
Girl: Hi Ahmed. Did you have a good Girl: Easy! Pasta, apples, and rice.
Max: There are too many rabbits!
vacation? Boy: Yes!
Freddie: I have an idea!
Boy: Yes, I did. 2
Freddie: I’d like some carrots, please.
Girl: Did you have a picnic on the Girl: OK, my turn! Name three things
you can get in a pet store. Woman 2: Sure. How many would
beach. you like?
Boy: No, I didn’t. Boy: Erm … a mouse … a rabbit, err
… Freddie: Five, please.
Girl: Did you swim in the ocean? Freddie: Do you want a carrot?
Boy: Yes, I did. Girl: One more …
Boy: Pet food! Max: I know a good name for him!
Girl: Did you sleep in a tent? Yara: What?
Boy: No, I didn’t – I slept in a hotel. Girl: Yes!
3 Max: Runner Rabbit!
Girl: Did you go on a boat trip?
Boy: OK, a toy store … Track 60
Boy: No, I didn’t but I saw whales
and dolphins from the beach. How Girl: Hmmm … a doll, a toy car … Complete the words with er and or.
about you, Saskia? Did you have a Boy: Yes, one more … Then listen and say.
good vacation? Girl: A kite! 1 horse
Girl: Yes, I did, thanks! Boy: Yes – good job! 2 corner
Boy: Did you have a picnic on the 3 morning
Track 57 4 teacher
beach?
Look and match. Then listen and 5 shorter
Girl: Yes, I did.
check. 6 father
Boy: Did you swim in the ocean?
1 cash register, b
Girl: No, I didn’t. I swam in the 2 customer, a Track 61
swimming pool. 3 sales assistant, d Listen and complete the quantities.
Boy: Did you sleep in a tent? 4 stall, b 1
Girl: No, I didn’t. I don’t like camping! Boy: Are there many apples?
Track 58
Boy: Did you go on a boat trip? Girl: Yes, there are six apples.
Listen and check or cross.
Girl: Yes, I did but I didn’t see any Boy: Is there much pasta?
whales or dolphins. 1
Girl: There’s 250 grams of pasta.
Girl: There are some apples. There
isn’t any water or coffee. There is Boy: Are there many eggs?
Track 54
some chocolate. Girl: No, there aren’t many eggs.
Boy: Are there any grapes? There are two.
Adult: This is the schedule for the
Girl: Yes, there are. Boy: Is there much coffee?
beach clean-up on Saturdays. First,
we meet on the beach at 10:00 2 Girl: Yes, there’s 100 grams of coffee.
then … Boy: There isn’t any salad or tea. 2
Child: We clean the beach!! There are some pizzas. There isn’t Girl: Do you have much rice?
Adult: No, before we start to clean any sugar. Boy: Yes, there’s 300 grams of rice.
the beach, we give everyone Girl: Is there any ice cream? Girl: How many oranges are there?
equipment. Then, we get into teams Boy: No, there isn’t. Boy: There are four oranges.
and clean the beach. After two Girl: How many eggs are there?
hours, we take a break and have Boy: There are five eggs.
a picnic.
249
Girl: How much sugar is there? Reem, bought some shoes. I don’t 4
Boy: There’s 75 grams. like clothes stores very much. There Adult: What are you going to do
were some book stores. We looked Aaliyah?
Track 62 at the books and Reem bought some Girl 2: I’m going to clean up trash.
Listen and number the stores. school books. There were also some Adult: Fantastic. Are you going to
1 electronics stores – these are my recycle it?
Woman: Excuse me, do you have any favorite because I love electronics
Girl 2: Yes, I am.
cat food? like smart phones, computers, and
Man: Yes, it’s over there. tablets. Rashid bought a new laptop Track 69
2 for school. There weren’t many Who does the things in the story.
Man: Do you have any black t-shirts? food stores but there was a big Write, then listen and check.
supermarket. Rashid’s mom bought
Woman: I’m sorry, we don’t have any Woman: You have one month to do
some food.
black t-shirts. There are some your Eco Warrior Challenge.
gray ones here. UNIT 7 Man: We’re going to give a $200
Man: OK, thanks. Track 66 book token as a prize for the best
3 project. Good luck!
Listen to the song. Match the
Woman: Good morning. Do you have pictures to the lines. Freddie: What are you going to do?
any beef burgers? Song Time: Eco Warriors! Max: I’m going to clean up trash.
Man: Certainly. How many would you We’re going to be Eco Warriors! Yara: I’m going to recycle.
like? We’re going to save water in the Ellie: I want to plant flowers. What
4 shower. are you going to do Freddie?
Man: Excuse me, do you have any We’re going to clean up trash. Freddie: I’m going to clean up the
candy bars without nuts? Eco Warrior power! dirty empty lot next door.
Woman: Sure, there are some over We’re going to be Eco Warriors! Freddie: This is going to be difficult!
there. We’re going to recycle plastic. Max: I’m going to help you clean up
5 We’re going to plant flowers and the trash here, Freddie.
Woman: Hi, do you have any blue toy trees. Freddie: Thanks, Max!
cars? Eco Warriors are fantastic!
Max: What am I going to do with all
Man: No, I’m sorry, we don’t. Track 67 this trash?
Woman: OK, thanks. Look and write. Then listen and Yara: I want to sort it out and recycle
Track 63 check. it.
Where are they? Listen and check. 1 pollution Max: Thanks, Yara! How are you
2 deforestation going to take all this trash to the
Man: Excuse me. Do you have any
3 warming recycling center?
candy bars?
4 population Yara: I’m going to use the shopping
Woman: No, I’m sorry, I don’t.
cart!
Man: OK. Can I have some apples? Track 68
Ellie: Where am I going to plant all
Woman: Sure. How many would you Listen and check for Shona (S), David
these flowers?
like? (D), Tomas (T), and Aaliyah (A).
Freddie: Would you like to plant them
Man: Six please. 1
here?
Woman: Certainly. Anything else? Adult: Let’s talk about the eco warrior
project. So, Shona. What are you Ellie: Perfect! I have a lot more, too!
Man: No, thank you. Freddie: We’re going to get lots of
going to do?
Woman: Here you are, have a nice bees and butterflies here!
Girl 1: I’m going to recycle.
day! Ellie: No, we’re not! The rabbits are
Adult: Great. Are you going to clean
up trash? going to eat all the flowers!
Checkpoint 3 (Units 5&6)
Girl 1: No, I’m not. I’m going to Nadir: Don’t worry – I’m going to
Track 64 make them a run.
recycle things at home.
Listen. Where were they? Check. Woman: We’re going to give the prize
2
There was a lot of things to do and to Freddie. He created a beautiful
Adult: Are you going to recycle, too,
see. First, I bought an ice cream and nature garden!
David?
then I played in the sand. We had a Freddie: I’m going to share my prize
picnic and then we went surfing. Boy 1: No, I’m not. I’m going to plant
things. with all my friends – we did it
Track 65 together!
Adult: Are you going to plant trees?
Look, listen, and write. Who bought Boy 1: Yes, I am. Track 70
the things? 3 Circle the short oo words and
Was it Rashid (R), his mom (M), or Adult: Are you going to plant trees, underline the long oo words. Then
his sister, Reem (S)?. Tomas? listen and check.
Hi, I went shopping with Rashid and Boy 2: No, I’m not. I’m going to plant 1 cook
his mom and sister today. We went flowers. 2 food
to the Dubai Mall. It has an amazing Adult: Why are you going to plant 3 moon
fountain in the center that looks flowers? 4 good
like the ocean! There were a lot of 5 wood
Boy 2: I’m going to save wildlife like
clothes and shoe stores so Rashid 6 boot
bees and butterflies.
was very happy – he likes clothes!
He bought a t-shirt and his sister,
250
Track 71 UNIT 8 Boy: What are you good at doing?
Listen, read, and sing. Label the Track 75 Girl: I’m really good at playing the
chants long or short. Listen to the song. Number the lines piano.
1 in order 1–8. 2
I go to school on the moon. Song Time: What do you want to be? Girl: Are you good at playing a
The moon bus goes too fast. What do you want to be when you’re musical instrument, Bolin?
We eat our food on the moon. older? Boy: No, I’m not. I’m definitely not
We wear moon boots to play ball. When you’re bigger and a little bit very good at playing musical
2 bolder. instruments. I enjoy listening to
Take a look in a book. Do you want to be a teacher? music.
Read a story or two. Do you want to be a doctor? Girl: What are you good at?
It’s good to learn about something Do you want to be a nurse? Boy: I’m really good at swimming.
new. Or a bank worker? I enjoy playing sports, but I don’t
Track 72 Do you want to be an architect? like watching sports on the TV.
Listen and read about trash again. Do you want to be a vet?
Do you want to be a farmer? Track 79
Then sort.
I don’t know yet!! Number the frames in order. Then
Trash listen and check.
Every day the trash that we throw Track 76
Ellie: What are you doing, Nadir?
out pollutes the earth. Think of all Listen and circle the jobs in 1.
Nadir: I’m doing my college
the things you throw away every 1 application, but I don’t know what
day – it’s a lot! Trash can release Boy: What does your dad do? to study.
toxins when it is burned up. The Girl: He cares for animals.
toxins pollute the air. Trash that goes Yara: Think about what you like
Boy: Is he a farmer? doing and what you’re good at.
to landfill can pollute our land and
water. Thankfully, a lot of our trash Girl: No, he isn’t. He’s a vet. That’s how I decided what I wanted
is from the garden and the kitchen, 2 to be.
and we can compost this type of Girl: What does your dad do? Nadir: What do you want to be?
trash. Compost means that the trash Boy: He cares for children. Yara: I want to be a PE teacher.
breaks down, or rots naturally. Other Girl: Is he a teacher? Nadir: Why do you want to be a PE
materials like glass, metal, and Boy: No, he isn’t. He’s a children’s teacher?
plastic, can be reused or recycled. The nurse. Yara: Because I like taking care of
best way to reduce trash is to reduce 3 kids and I’m good at sports.
the amount of things we buy! There Boy: What does your mom do? Yara: Hey Nadir – you’re good at
are two types of trash: organic trash sports and you like taking care of
Girl: She designs things.
and inorganic trash. kids, too!
Boy: Does she design houses?
Track 73 Girl: No, she doesn’t. She designs Nadir: It’s a good idea. But I’m not
Listen and complete. bridges. She’s an engineer. sure …
Boy: I want to plant lots of flowers. 4 Nadir: Hey Max – catch!
Girl: I love flowers! Why do you want Girl: What does your mom do? Max: Ow!
to do that? Boy: She works on a computer. Nadir: Whoops – sorry! Maybe I’m
Boy: I wouldn’t like all the bees to die. Girl: Is she a computer programmer? not so good at taking care of kids!
Girl: I don’t want any wildlife to die. Boy: No, she isn’t. She’s a graphic Nadir: That’s really good, Max.
I’d like to save the rainforests. designer. Max: Yes, I love drawing. I want to be
an architect or an illustrator.
Track 74 Track 77 Nadir: You know what you want to
Complete the sentences with the Listen, look and number. be, too?!
correct form of going to. Listen and 1 An illustrator draws pictures for Nadir: Do you know what you want
check. books, websites, apps, etc. to be, Freddie?
Man: What are you going to do on 2 A midwife cares for women having Freddie: Well, I like studying science
the weekend, Pam? babies. at school and I love taking care of
Woman: I’m going to visit my brother 3 A plumber repairs or fits bathrooms plants and animals …
and his wife. They’re going to move and toilets.
Nadir: Me, too! So, what do you want
house. I’m not going to see them 4 A paramedic drives an ambulance
to be?
for a long time after that. and cares for sick and injured
people. Freddie: I’m going to be a
Man: Why’s that? conservationist.
Woman: Because they’re not going Track 78 Freddie: Look Nadir – Runner Rabbit
to live close to here. What are you Listen and complete. is hurt!
going to do?
1 Nadir: Oh no! Go and get my first aid
Man: I usually go to the movies at the Girl: I enjoy taking care of animals. kit, please.
weekend but I’m not going to go
Boy: Do you enjoy taking care of Nadir: I know what I want to be now!
this weekend.
children? Ellie: What?
Woman: Why not?
Girl: Yes, I do. Nadir: Well, I like studying science,
Man: Because my dad is going to take
Boy: What don’t you like? I love taking care of animals, and
me to see a soccer match.
Girl: I don’t like drawing. I’m not so I’m good at making them better.
Woman: Cool! I want to be a vet!
good at art.
251
Track 80 Track 83
Listen and number. Then listen Listen and read. Circle who likes
again and write. both things.
1 /aʊ/ house, cow, brown, and mouse Girl 1: I don’t like doing math
have the /aʊ/ sound. Number them problems.
one. Boy: Neither do I.
2 /ɔɪ/ boy, coin, toy, and boil have the Girl 2: Oh, I do!
/ɔɪ/ sound. Number them two. Boy: I like taking care of animals.
3 /eɪ/ day, say, pay, and gray have the
Girl 2: Me, too.
/eɪ/ sound. Number them three.
Girl 1: I don’t.
Track 81
Listen and read about audio Checkpoint 4 (Units 7&8)
engineers again. Then look and Track 84
number. Listen and write T (Teri), M (Mikael),
Audio Engineering or N (Nadia).
There are many different types of 1
jobs in engineering. Audio engineers Adult: What does Teri like doing?
use computers and equipment to Girl: She likes caring for animals.
record, mix, and reproduce music, Adult: Does she want to be a vet?
voices, or sound effects. They work
Girl: No, she wants to be a
in recording studios, sporting arenas,
conservationist.
theater productions, or on movie and
TV sets. When you hear music at a 2
concert, an ambulance on a TV show, Adult: What are you going to do this
or the voice of your favorite actor, weekend, Mikael?
you’re hearing the work of an audio Boy: I’m going to plant some trees in
engineer. Audio engineers can make our community garden.
the sounds recorded louder or softer, Adult: Cool!
quicker or slower. 3
Adult: What does Nadia want to be?
Track 82
Girl: She likes caring for animals and
Listen and complete. Then write F
she’s good at science so she wants
(Freya) or K (Kris).
to be a vet.
Adult: Hi Freya and Kris. So you both
want to be conservationists. Why do
you want to be a conservationist,
Freya?
Girl: Because I like taking care of
animals.
Adult: Why do you want to be a
conservationist, Kris?
Boy: Because, I want to help the
environment.
Adult: Great. OK, you both like
studying English. Why do you like
studying English?
Girl: Because I want to watch TV
programs in English. There are
some amazing wildlife programs!
Boy: I like studying English because
I want to travel.
Adult: Why do you enjoy playing
sports?
Boy: Because I like being fit and
healthy.
Adult: And you, Freya?
Girl: Because I like being part of a
team.
Adult: Final question: Why is helping
the environment so important?
Boy: Because of climate change …
Girl: … and because wildlife is dying
out.
Adult: Great answers – thanks a lot,
guys!
252
International Phonetic Alphabet (IPA)
IPA SYMBOLS THE ENGLISH ALPHABET
Consonants Vowels Here is the pronunciation of the

/b/ baby, club /ɑː/ on, hot, father letters of the English alphabet,
written in International Phonetic
/d/ down, today, sad /æ/ and, cash
Alphabet Symbols.
/f/ fun, prefer, laugh /e/ egg, says, leather
a /eɪ/
/g/ good, begin, dog /ɪ/ in, big
b /bi/
/h/ home, behind /ɔ:/ off, daughter, draw
c /si/
/k/ key, chocolate, black /eɪ/ April, train, say
d /di/
/l/ late, police, mail /iː/ even, speak, tree
e / i/
/m/ may, woman, swim /oʊ/ open, close, show
f /ɛf/
/n/ no, opinion /uː/ boot, do, through
g /dʒi/
/ŋ/ angry, long /ʌ/ of, young, sun
h /eɪtʃ̌/
/p/ paper, map /ʊ/ put, cook, would
i /ɑɪ/
/r/ rain, parent, door /ə/ about, pencil, lemon
j /dʒeɪ/
/s/ salt, medicine, bus /ər/ mother, Saturday, doctor
k /keɪ/
/ʃ/ sugar, special, fish /ɜːr/ earth, burn, her
l /ɛl/
/t/ tea, material, date
m /ɛm/
/θ/ thing, healthy, bath
Diphthongs n /ɛn/
/ð/ this, mother, bathe
/ɑɪ/ ice, style, lie o /oʊ/
/v/ very, travel, of
/ɑu/ out, down, how p /pi/
/w/ way, anyone
/ɔɪ/ oil, noise, boy q /kju/
/j/ yes, onion
r /ɑr/
/z/ zoo, cousin, always
s /ɛs/
/ʒ/ measure, garage
t /ti/
/tʃ̌/ check, picture, watch
u /ju/
/dʒ/ job, refrigerator, orange
v /vi/
w /ˈdʌbəlˌju/
x /ɛks/
y /wɑɪ/
z /zi/
253
Wordlist Phonics lab Phonics lab
big dog
Welcome Unit cat duck
man fox
School Subjects and pet hop
Locations Vocabulary spin run
art step tusk
art room
Experiment lab Experiment lab
cafeteria
bone ammonite
classroom
hard footprint
computer room
heart fossil
gym
knee insect
language arts
muscle skeleton
math
pose Culture lab
music
shape bison
music room
soft cave
playground
yoga dance
science
sports Europe
technology
Unit 2 exchange
fiesta
Weather and Climate
Unit 1 Vocabulary host
cloudy Spain
Performance town square
cold
Vocabulary traditional
icy
act
rainy
clap
snowy Unit 3
do cartwheels
sunny Adjectives Vocabulary
do gymnastics
warm boring
do magic tricks
windy colorful
juggle
spin around Animal Body Parts disgusting
stamp Vocabulary exciting
step backward hairy fun
step forward tail hungry
step to the side trunk interesting
wave tusks
254
noisy Experiment lab Phonics lab
quiet explodes beach
relaxing gas card
tasty rockets eat
thirsty shuttle farm
Phonics lab Culture lab park
cage Asia sea
kite bread see
mice burn shark
page capital city tree
rise continent Experiment lab
Experiment lab Europe absorb
design explore climate change
harlequin launch cold water
mask Moscow equator
repeating Russia heat
symmetrical pancakes melt
pizza North Pole
Unit 4 straw doll South Pole
theme warm water
Space Vocabulary winter
astronaut Unit 6
breathe Unit 5
float Shopping Vocabulary
launch Holidays Vocabulary bakery
live beach bookstore
rocket buy ice cream butcher shop
satellite campsite candy store
space dolphin clothes store
space station go on a boat trip department store
study go surfing grocery store
travel have a picnic market
work ocean pet store
rocks shopping mall
Phonics lab
sand supermarket
bone
waves toy store
cube
whale
cute
stone
255
Wordlist save Phonics lab
trash cow
Phonics lab
waste day
corner
wildlife enjoy
farmer
Phonics lab house
horse
book say
morning
food toy
mother
foot Experiment lab
Experiment lab
pool ambulance
brand
school audio engineer
common
woods mix
design
Experiment lab record
designer
burn recording studio
logo
compost reproduce
product
decomposition sound effects
Culture lab voice
landfill
building
pollute Culture lab
Dubai
rot hospital
electronics store
toxins Peru
fountain
plants
kite surfing
sand
Unit 8 protect
rainforest
tennis Jobs Vocabulary
United Arab Emirates architect Continents
bank teller Africa
Unit 7 computer programmer Antarctica
conservationist Asia
Environment Australia
doctor
Vocabulary Europe
engineer
dirty North America
graphic designer
environment South America
mechanic
glass
nurse
paper
police officer
plant
scientist
recycle
vet
reduce
reuse
256
257
Levels 1–3 Time Guidelines
Week 1 Week 2
Pearson English
Teacher Presentation Tool
Portal
5 The perfect pet Language lab 1 I will talk

actions usin
about 4 Label the photos. Then write can or can’t.
GRAMMAR 1: I / YOU / HE / SHE CAN / CAN’T g can
and can’t. 1 2 3
1 Watch. Check
073
the animals
in the video. I / You can run.
1
Look at the photo. What can you see? bird cat dog 1 It can fly, but 2 It hop, 3 It hop,
hamster lizard rabbit = can’t
climb.

074 a b
4 5 6
Then match.
3 Listen and point. Then

069
sing along and dance. 2 You can / can’t swim.
SONG
TIME What’s your 4 She can / can’t fly.
woo
perfect pet? f! 5 Look at 4. Play Guess
Listen with your ears! the animal.
What can you hear?
It’s a dog! It’s a dog! Listen with your ears! 3 Circle the odd one It can swim, but it can’t fly.
What can you hear? out and say. CODE CRACKER
Big or small? Short or tall? It’s the frog!
It’s a horse! It’s a horse! Yes!
croak! 1 2
2 Stick the
animal prints
What’s your perfect pet? Listen with your ears!
What can you hear?
6 Draw what you
on the picture. clip It’s a frog! It’s a frog!
can and can’t do and I fly, but
clop complete. Then describe I can .
Repeat chorus
I can’t .
74 seventy-four seventy-five 75 78 seventy-eight seventy-nine 79
Student’s Book
What can we do? I will learn
action word
5 Use stickers to create a dance. How many times will you do Story lab I will read
a story
5
My hat can fly!
VOCABULARY s. each step? Write. about a hat.

READING
1Look at 2. Check the words you know in English. 1 075

Listen and read the story. 2
Look! It’s a frog!

009
My hat c
Come on!
can hop!
x x x x x x
1 2 3 4 5 6
1 Look at my hat!
My hat can’t hop, climb, or swim … 7 My favorite animal is a bird.
6
6 7
It can hop!
Look. Write instructions Teach a partner your dance.
1 do magic tricks 2 act 3 do gymnastics 4 do cartwheels
for your dance. Then write
Look! It can climb!
a shortcut. CODE CRACKER
5–7 hours
4 It’s a magic hat!
step to step to
clap clap clap the side the side wave wave wave 3 Sara, … but the frog My favorite animal
5 stamp 6 wave 7 juggle 8 spin around your hat can hop, climb, is a frog. Bye, Frog!
= 3clap 2 ➜ 3wave can swim!
per week
and swim! And Polly can fly!
Care for animals.

Values
Watch out, Polly! 3 Help the frog leave the yard.
MATH
8 How many
9 clap 10 step forward 11 step backward 12 step to the side You can’t swim!
ZONE
3 What can you do? Write 4 010
Listen and check . movements 3 + 2 + 3 + 1 + 2 + 1 = 12
+ + + + + =
CODE CRACKER
are in your
then tell a partner.
1 a b dance? Add. 2 What can the
frog do? What can hop fly swim climb
I can I can’t
Polly do? Check
or cross . Then say.
dictionary. Draw performance
and movement words
you know.
do cartwheels step to the side 4 Act out the story in groups.
12 twelve thirteen 13
Workbook Corresponding pages of the Workbook
Teacher’s Edition Corresponding pages of the Teacher’s Edition, Assessment Pack
Digital Homework • Grade Book • Bug Club Drama •

Digital Resources Student Games • Class games • Extra grammar practice •
Lesson plans and Teaching Resources
Press-outs and Stickers in the Student’s Book • Flashcards •

Extra print resources
Posters • Assessment Pack
Extra activities in the Teacher’s Edition • Cambridge CYLE practice tests •

Extra print resources
Grammar Books • Phonics Books
8+ hours
per week
Extra digital Primary Academy • Coding activities • Science worksheets •
resources Bug Club activities • Worksheets • STEAM videos
258
Week 3 Week 4 Week 5 (every second unit)
Title
Phonics
M
lab
AND N 1
GRAMMAR
I will learn
the
and n soun m
ds.
Experiment lab lab I2willandlearnplanabout animalactio
Language
SCIENCE: ANIMALGRAMMAR
AND PLANT2:NEEDS
t
WE CAN / THEY CAN’T
I will desc
ribe
needs. ns, using We
can / They
can’t.
My favorite animal
COMMUNICATION
I will desc
ribe
favorite anim my
al. 3 Checkpoint UNITS 5 AND 6
2 Read and follow. Then draw the arrows.
1 I like oranges, but I don’t 2 It can hop quickly.
EXPERIMENT TIME
like pineapples.
1 076
Watch a video about plants. 1 081
Watch and circle. 3 Read and guess the animal. 1 096
Listen and follow. Say the number. It can run quickly.
We don’t like bananas,
but we like grapes.
How do plants eat We can swim slowly. Check with your partner.
Touch your mouth when you hear m. They like bananas. They like cats, but they
Here comes Mom, m, m, mom.

1 Listen and read. Label
078
and drink? They can’t swim quickly. 1 My favorite
animal is
1 It’s green and it’s small. It can swim, but it can’t run.
don’t like fish.
the photos. slowly 1 Put water and food dye
quickly a rabbit / cat .
It has four legs and two big eyes. He likes watermelons, but
Nine, small noses, n, n, noses. We like mangoes.
in a pot. It can’t fly, but it can hop. he doesn’t like apples.
1
Smell nine big nuts! n, n, nuts. fish insects plants It eats insects. It can run, but it can’t climb.
Put a white flower in the
Listen and play 2Teddy
079
says. My favorite animal is a .
It can fly quickly.
Nine open mouths, m, m, mouths. water. Guess what will happen. She likes strawberries.
Animals and plants need water, She likes pineapples.
food, and air2
2 My favorite 2 It’s tall.
Say, “Thank you, Mom!” to live. Listen and check
080
or cross your. Then
3 Check flower.read colorcircle.
Whatand
animal is It has four legs and a big head. It can hop and swim.
it? Record your results.
1 2 3 quickly Swim slowlyis
Swim 1 Cats can / can’t swim quickly.
a lizard / bird . It can run, but it can’t climb. 3 Follow the arrows and write.
2 Create a ribbon dance 3 Circle and say the odd cat
fish
2 white
Fishflower
can / can’t swim slowly.
It eats plants.
My favorite animal is a . 1 Dogs fly. 2 Rabbits hop.
for the chant. one out.
lizard
3 Lizards can / can’t swim quickly.
082
They bananas. She grapes.
m
1 2
nm m
The lizard breathes
frog air with its nose. 4 Frogs can / can’t swim slowly.
Then complete. animal from clay. Ask and The can run quickly. Lizards can climb,
It eats insects and it drinks water
3
they can’t fly.
with its mouth and tongue. fish insects mice plants answer with your partner. We mangoes.
Read and write quickly or slowly. water + red food dye
nn n m
The bird eats fish and it drinks She likes .
Horses can .
1 Mark
water. It breathes canits
air with run
mouth. . 1 What’s your
favorite animal? The bird can fly .
He doesn’t like .
The elephant breathes air. It eats
2 Masie We like apples and .
plants and drinks water can
withrun
its . It’s small. It has
4 077
Listen and write m or n. trunk and mouth.
3 Zara can swim .
2
Challenge! Can 3
two arms and two
legs. It can climb 4 Ask and answer.
you make your It eats . It eats . but it can’t …
flower two colors? It’s a fish. It can swim.
2
What’s this?
4 Edparts
Which can swim
of your .
4
1 ouse 2 ut 3 ose 4 outh breathe eat drink
It eats . It eats
1 2 3 4
and .
82 eighty-two eighty-three 83 102 one hundred and two one hundred and three 103
Language lab 2 My favorite animal PROJECT AND REVIEW Let’s make a snake
Step 3 Step 4 3
I will desc I will desc
ribe ribe
actions, usin favorite anim my Look at the table. Ask and answer.
GRAMMAR 2: WE CAN / THEY CAN’T g We COMMUNICATION al. CULTURE
can / They
can’t.
Choose the perfect class pet swim run climb
1 3 Read and guess the animal.

Create Show and tell Unusual pets
081
Watch and circle. Step 2
Step 1 1Look at the pictures.
Check with your partner. How can I make Put your mask on.
We can swim slowly. They can swim, but
1 My favorite they can’t climb.
They can’t swim quickly.
animal is
1 It’s green and it’s small. Plan your pet to your partner. What food can you see?
It has four legs and two big eyes. Research Make a mask of your Elephants!
slowly quickly a rabbit / cat .
It can’t fly, but it can hop. Which is the perfect class pet? perfect pet.
2 097
Listen and read.
1
It eats insects. Which pets can I’m a rabbit. I can hop quickly. I’m small
Choose a name for
079
Listen and play Teddy says. My favorite animal is a . live in a school? Look at your research. and white. I eat plants and I drink water.
your pet.
2 080
Listen and check or cross . Then read and circle.
2 My favorite
animal is
2 It’s tall.
It has four legs and a big head.
1 Snail
My snail likes apples. She’s
Swim quickly Swim slowly 1 Cats can / can’t swim quickly.
a lizard / bird . It can run, but it can’t climb.
It eats plants.
What can they do? Do a group poll. big. She can climb slowly. 4 Make a snake.
Complete the table. Choose your group’s
cat 2 Fish can / can’t swim slowly. My favorite animal is a . 1 Color your snake.
fish What do they need to live? perfect pet.
lizard
frog
3
4
Lizards can / can’t swim quickly.
Frogs can / can’t swim slowly.

082
the table. Perfect Class Pet
2
3
Find the snake’s head. Stick a straw in the mouth.
Stick the snake’s head on the snake’s body.

Then complete. animal from clay. Ask and 2 Snake
rabbit bird 4 Blow into the straw.
3 Read and write quickly or slowly. fish insects mice plants answer with your partner.
hamster mouse
This is my snake. He doesn’t
like fruit, but he likes mice. 5 Have your snake taste different foods.
1 Mark can run . 1 What’s your lizard frog He can climb quickly. 3 Elephant
favorite animal?
fish I think hamsters are a
Now I can ... My elephant is big!
2 Masie can run . perfect class pet. They for your home. Draw
It’s small. It has He likes bananas.
are small. They can run and label the pet. … use pet words. My Culture
2 two arms and two
quickly. They eat plants He can swim slowly. This is my duck.
3 legs. It can climb Find out about interesting pets
3 Zara can swim . It eats . It eats . but it can’t … and they drink water. … talk about She’s small. She
Pets What can What do they actions using in your country. likes apples. She
Fun Fact!
they do? need? can / can’t.
4 Ed can swim .
hamster run quickly, climb water, air, plants … describe
actions, using We Elephants eat for
5 Write about interesting pets. can swim and she
can fly.
fish swim
6 Ask and answer.
4 can / They can’t.
horse 12–18 hours every day.
… describe my Her name
It eats . It eats favorite animal. is Jemima.
and . What’s her name?
86 eighty-six eighty-seven 87 104 one hundred and four one hundred and five 105
Corresponding pages of the Workbook
Corresponding pages of the Teacher’s Edition, Assessment Pack
Digital Homework • Grade Book • Bug Club Drama •

Student Games • Class games • Extra grammar practice •
Lesson plans and Teaching Resources
Press-outs and Stickers in the Student’s Book • Flashcards •

Posters • Assessment Pack
Extra activities in the Teacher’s Edition • Cambridge CYLE practice tests •

Grammar Books • Phonics Books
Primary Academy • Coding activities • Science worksheets •

Bug Club activities • Worksheets • STEAM videos
259
Student Book Contents
Unit Unit aims Vocabulary Language lab 1
How can I find my way around school? Subjects: art, language arts, math, Listen to each other.
Welcome! • Use school words. music, science, sports, technology Work hard.
pp. 4–9
• Talk about classroom rules. School locations: art room, Don’t be late.
• Help my friends. cafeteria, classroom, computer Raise your hand to speak.
room, gym, music room, playground
1
How can I make a flip book? Talents: act, clap, do cartwheels, Language lab 1
Show time! • Use action words. do gymnastics, do magic tricks, What is he doing?
• Talk about actions using be and -ing. juggle, spin around, stamp, step He’s doing gymnastics.
pp. 10–23 • Describe actions, using well / quickly / badly. backward, step forward, step to She isn’t doing magic tricks.
• Talk about what my friends are doing. the side, wave We’re practicing for
the show!
How can I create a museum exhibit? Weather: cloudy, cold, icy, rainy, Language lab 1
2 Frozen • Use weather and animal words. snowy, sunny, warm, windy It was sunny yesterday.
• Talk about the past. Animal words: hairy, tail, trunk, We were big.
pp. 24–37 • Compare then and now. tusks I wasn’t small.
• Describe the weather. They weren’t hairy.
Checkpoint Review Units 1–2 pp. 38–39
Culture Spain pp. 40–41

How can I create a festival parade? Describing words: boring, colorful, Language lab 1
3 Celebrations! • Use describing words.
• Compare events.
disgusting, exciting, fun, hungry,
interesting, noisy, quiet, relaxing,
It’s more colorful.
It’s better.
pp. 42–55 • Compare things using, -est / more. tasty, thirsty
• Give my opinion.
How can I create a puppet space journey? Space words: astronaut, launch, Language lab 1
4 Blast off! • Use space words. rocket, satellite, space, space station He worked in space.
• Talk about the past -ed. Actions: breathe, float, live, travel, I didn’t travel in space.
pp. 56–69 • Ask about the past, using Did he / she …? study, work
• Talk about the weekend.
Culture Russia pp. 72–73

How can I design a beach? Places: beach, campsite, dolphin, Language lab 1
5 Vacation • Use beach words. ocean, rocks, sand, waves, whale I / You / We/ They swam in
time! • Talk about what I / he / she / they did in Experiences: buy ice cream, go on the ocean.
the past. a boat trip, go surfing, have a picnic He / She went on a
• Ask about the past, using did. boat trip.
pp. 74–87
• Talk about when things happened.
How can I create a store? Stores: bakery, bookstore, butcher Language lab 1
6 Let’s shop! • Use shopping words. shop, candy store, clothes store, There is a cake.
• Talk about amount using There is / There are. department store, grocery store, There is some bread.
pp. 88–101 • Ask about amount, using How much …? market, pet store, shopping mall, I don’t have any carrots.
• Talk about shopping. supermarket, toy store
Culture UAE pp. 104–105

How can I help the environment? Actions: plant, recycle, reduce, Language lab 1
7 Eco Warriors! • Use environment words.
• Talk about the future using going to.
reuse, save
Describing words: dirty
What are you going to do?
I’m going to plant some
pp. 106–119 • Talk about wants using want / would like to. Things: environment, glass, paper, plants.
• Talk about weekend plans. trash, waste, wildlife He / She isn’t going to
waste water.
How can I create a job fair? Jobs: architect, bank teller, Language lab 1
8 Let’s work! • Use job words. computer programmer, I like reading.
• Talk about my talents using I like / don’t like. conservationist, doctor, engineer, She loves doing gymnastics.
pp. 120–133 • Ask and answer questions, using Why and graphic designer, mechanic, nurse, They enjoy doing their job.
Because. police officer, scientist, vet We don’t like playing
• Give my opinion. sports.
Culture Amazonian Peru pp. 136–137
260
Values Phonics STEAM Language lab 2 Project and Review
Help friends.
Our talents. a, e, and i Science: Language lab 2 Make a flip book.

man Bones and muscles They’re juggling well.
spin Experiment: Yoga moves: She’s walking backward.
step which body parts are used? He’s dancing beautifully.
Our heritage. o, u Science: Language lab 2 Create a mini museum exhibition.

duck, run, tusk Fossils Was there a fossil here?
dog, fox, hop Experiment: Yes, there was. / No, there wasn’t.
Making fossils Were there dinosaurs at the museum?
Yes, there were. / No, there weren’t.
Be organized. a_e, i_e Math: Language lab 2 Create a festival parade.

cage Symmetry and patterns It’s the best.
kite Experiment: It’s the most colorful.
Make masks
Spend time o_e, u_e Technology: Language lab 2 Create a puppet space journey.
with friends. bone, stone Rockets Did he travel to the Moon?
cube, cute Experiment: Yes, he did. / No, he didn’t.
Make rockets Where did you work?
I worked on the ISS.
Ask for help. ar, ea, and ee Science: Language lab 2 Design a shoebox beach.
farm Oceans Did you go to the beach?
beach Experiment: Yes, we did. / No, we didn’t.
tree Record how water moves What did he do on vacation?
Take care of or, er Design: Language lab 2 Create a store in a shopping mall.
pets. horse Brand design and logos There’s a lot of milk.
farmer Experiment: There isn’t much bread.
Design a logo Is there much rice?
I don’t have many carrots.
Help the Short oo, Long oo Science: Language lab 2 Do a class environmental project.
environment. book, foot, woods Decomposition I / You / We / They want to save the
food, pool, school Experiment: planet.
Investigate decomposition He / She wants to do more recycling.
I’d / You’d / He’d / She’d / we’d /
they’d like to protect wildlife.
Take on the ou / ow, oi / oy and ay Engineering: Language lab 2 Create a job fair.
challenge. cow, house Audio Engineers Why do you want to be an audio
enjoy, toy Experiment: engineer?
day, say Make and listen to sounds Because I enjoy playing music.
261
Workbook Contents
Welcome! p. 6
1 Show time! p. 10
2 Frozen p. 22
Checkpoint 1 p. 34
Culture 1 p. 35
3 Celebrations! p. 36
4 Blast off! p. 48
Checkpoint 2 p. 60
Culture 2 p. 61
5 Vacation Time! p. 62
6 Let’s shop! p. 74
Checkpoint 3 p. 86
Culture 3 p. 87
7 Eco Warriors! p. 88
8 Let’s Work! p. 100
Checkpoint 4 p. 112
Culture 4 p. 113
Story book cut-outs p. 115
262
About the author
MARY ROULSTON
Mary Roulston has an MA in Psychology. She worked in schools after graduating, and then
moved to Spain where she studied for her CELTA qualification. She taught English to children of
all ages over the next six years, before setting up and running an English language newspaper
for southern Spain. She returned to the U.K. where she became a Commissioning Editor at a
major ELT publisher, and three years later she became a freelance editor and author. Mary has
written several levels of Now I Know for Pearson. Although Mary struggles with logic puzzles,
since writing English Code she has discovered her inner coding mindset.
263
Pearson Education Limited NASA: 57, Robert Markowitz 56; Pearson Education Ltd: Jon Barlow 4,
KAO TWO 5, 10, 11, 14, 15, 20, 21, 24, 25, 35, 39, 42, 42, 43, 53, 54, 56, 57, 59, 61, 66,
67, 71, 74, 75, 77, 79, 84, 85, 87, 88, 89, 93, 99, 106, 107, 116, 118, 120, 121,
KAO Park 123, 125, 131, 137, Trevor Clifford 47; Shutterstock.com: 104, 06photo 90,
Hockham Way Adisa 167, Africa Studio 12, Air Images 163, Alexander Raths 122, Alfa
Harlow, Essex Photostudio 18, alice-photo 33, Alinute Silzeviciute 163, Andrew Burgess 51,
Andrey Armyagov 58, Anna Photographer 26, antb 129, Antonio Gravante
CM17 9SR 65, aquapix 161, Belish 66, Blend Images 44, BlueOrange Studio 163,
England BOULENGER Xavier 105, Chad Zuber 100, Cheryl E.Davis 82, Chinnapong
108, CP DC Press 42, 52, Cynthis Farmer 114, dashingstock 82, Dirk Ercken
and Associated Companies throughout the world.
137, Eduardo Verdugo/AP 68, EpicStockMedia 161, ESB Professional 163,
english.com/englishcode fotofeel 18, George Rudy 90, Gorodenkoff 122, Graeme Dawes 114, Grisha
© Pearson Education Limited 2021 Bruev 73, Iakov Filimonov 73, 163, Ian Rentoul 32, J. Lekavicius 76, JeniFoto
40, kckate16 129, Kolpakova Daria 3, 69, Leszek Glasner 58, Lipskiy 133,
All rights reserved; no part of this publication may be reproduced,
Lopolo 136, Lucky Business 128, Lukas Gojda 7, 12, 15, 18, 21, 22, 29, 33, 34,
stored in a retrieval system, or transmitted in any form or by any means,
36, 37, 38, 45, 46, 49, 52, 55, 58, 60, 61, 68, 69, 77, 78, 81, 83, 86, 91, 93,
electronic, mechanical, photocopying, recording, or otherwise without the
109, 123, 128, Lyubov Kobyakova 119, Mandy Godbehear 12, Margus Vilbas
prior written permission of the Publishers.
137, Marko Aliaksandr 167, Matthew Jaques 82, Melory 96, metamorworks
First published 2021 163, Nagy-Bagoly Arpad 15, Natalin*ka 12, Nattesha 64, Netfalls Remy
ISBN: 978-1-292-35439-2 Musser 51, Nina Lishchuk 167, Nomad_Soul 90, Olexandr Andreiko 32,
Peshkova 73, PhilipYb Studio 76, Plamen Galabov 104, Prostock-studio 44,
Raquel Pedrosa 108, Rawpixel.com 90, Robbi 15, 100, 118, RossHelen 90,
Set in Heinemann Roman 9.5pt Sari ONeal 167, Shutterstock 58, 122, Sorbis 90, Stefano Carella 167, Stock
Printed in Slovakia by Neografia Up 133, StockLite 128, timquo 9, 19, 29, 31, 32, 35, 39, 45, 47, 53, 54, 65, 87,
93, 95, 96, 97, 98, 99, 100, 110, 111, 115, 116, 125, 132, 135, 151, Toty Kallman 76,
Traveller Martin 58, Vibrant Image Studio 161, Vima 73, Vitalii Smulskyi 12,
Student’s Book Image Credit(s): wavebreakmedia 122, welcomia 76, YellowPaul 50, Yurly Golub 15, ZouZou
123RF.com: Andrey Armyagov 58, Anna Nahabed 15, Armen Bogush 12, 104, Zurijeta 44
Dmitrii Shironosov 3, 101, Kaspars Grinvalds 122, Konstantin Shaklein 58, Student’s Book Animation screen shots
Pawel Horosiewicz 73, Pawel Kazmierczak 161, sablin 108, Scott Griessel Artwork by Lesley Danson/Bright Agency, production by Dardanele Studio
15, serezniy 12, server 64, singkam chanteb 12, terra2024 115, Viacheslav
Lopatin 72, Volodimir Kalina 114, William Roberts 37, yelenayemchuk 73;
Alamy Stock Photo: Dorling Kindersley Ltd 3, 23, Hero Images Inc 58, All other images © Pearson Education
159, Ian G Dagnall 90, Imaginechina Limited 100, NG Images 58, Radius Every effort has been made to trace the copyright holders and we
Images 12, Tim Graham 40; Getty Images: abriendomundo 64, Ahmed apologise in advance for any unintentional omissions. We would be
Areef/EyeEm 167, AleksandarNakic/E+ 122, Andrew TB Tan/Moment 163, pleased to insert the appropriate acknowledgement in any subsequent
Andrew_Howe/E+ 167, Aneb/iStock/Getty Images Plus 41, anneleven/ edition of this publication.
iStock/Getty Images Plus 76, annie-claude/iStock/Getty Images PLus
129, Apichet Chakreeyarut/EyeEm 19, Argument/iStock/Getty Images
Plus 32, ArtMarie/E+ 12, ASIFE/iStock/Getty Images Plus 114, Balakleypb/ Student’s Book Illustrations:
iStock/Getty Images Plus 50, baona/iStock/Getty Images Plus 90, Bartosz
Tim Bradford/Illustration X, pp. 18 (red robot), 32 (red robot), 50, 82
Hadyniak/E+ 136, blackred/iStock/Getty Images Plus 56, Boris Edelmann/
(red robot), 96 (red robot), 128 (red robot); Sophie Crichton, pp. 38, 51
iStock/Getty Images Plus 114, Carol Yepes/Moment 3, 37, Carsten Krause/
(bottom left), 70, 89, 102, 134, Stickers 2–8; Lesley Danson/Bright Agency,
EyeEm 161, Cavan Images/Cavan 3, 55, chameleonseye 32, chris-mueller/
pp. 6–9, 14, 16–17, 30–31, 48–49, 62–63, 78, 80–81, 94–95, 110, 112–113, 124,
iStock Editorial/Getty Images Plus 100, coolvectormaker/iStock/Getty
126–127; Cathy Hughes/Beehive Illustration, pp. 13, 27 (bottom), 45, 59
Images Plus 108, curtoicurto/iStock/Getty Images Plus 115, da-kuk/E+ 163,
(bottom), 77, 91 (bottom), 109 (bottom), 123 (bottom right); Sam Loman/
Danlie Cheng/EyeEm 58, 159, David Leahy/Cultura 133, DC_Colombia/
Bright Agency, pp. 20, 28–29, 32, 34–35, 60, 64, 79, 82, 92, 96, 98, 111, 114,
iStock/Getty Images Plus 136, Dianne Christie 163, Duaa Awchi/EyeEm
116, 125, 128 (bottom), 130, 133; Lucy Semple/Bright Agency, pp. 12, 18, 19
108, Elizabethsalleebauer/RooM 12, Elles Rijsdijk/EyeEm 51, F.J. Jiménez/
(left), 21, 26, 27 (top, middle), 33 (left), 44, 54, 59 (top, middle), 83, 84–85,
Moment 41, ferrantraite/E+ 42, 47, Francesco Riccardo Iacomino 163, Frans
99, 100–101, 109 (top, middle), 115, 123 (top left, top right), 142–143; Amy
Lemmens/Corbis Unreleased 122, Fyletto/iStock/Getty Images Plus 76,
Wilcox/Lemonade Illustration Agency, pp. 10, 19 (right), 25, 33 (right),
georgeclerk/E+ 76, Hakase_/iStock/Getty Images Plus 108, harpazo_hope/
40, 41, 51 (right), 56, 72, 84–85, 97, 105–107, 120, 144–145, Press-out 2,
Moment 44, Hill Street Studios/DigitalVision 122, JackF/iStock/Getty
Press-out 4, Stickers 1.
Images Plus 90, Jenny Dettrick/Moment 108, JESUSDEFUENSANTA/
iStock/Getty Images Plus 41, John Foxx/Stockbyte 46, JohnnyGreig/E+
117, Jose Luis Pelaez Inc/Digital Vision 3, 44, 58, 72, 119, Jose Luis Pelaez/ Teacher’s Book Illustrations:
Photodisc 133, jrroman/istock/Getty Images Plus 33, Juice Images Ltd 76,
Gabriele Antonini/Lemonade Illustration Agency, p.9 (bottom right);
Jupiterimages/Stockbyte 12, kali9/E+ 44, kali9/iStock/Getty Images Plus
Constanza Basaluzzo/MB Artists, pp.21 (middle), 22 (top), 258 (bottom
68, KatarzynaBialasiewicz/iStock/Getty Images Plus 44, Kemter/iStock/
right), 259 (top middle); Tim Bradford/Illustration X, pp.21 (bottom), 23
Getty Images Plus 32, KidStock/Photodisc 15, Klaus Vedfelt/DigitalVision
(top), 259 (top left), 259 (top right); Julia Castaño/Bright Agency, pp.19
117, Kontrec/iStock/Getty Images Plus 32, koromelena/iStock Editorial/
(posters), 26; Lesley Danson/Bright Agency, p.47; Cathy Hughes/Beehive
Getty Images Plus 72, Kosolovskyy/iStock/Getty Images Plus 130,
Illustration, pp.39, 61, 87, 109, 135, 157, 183, 205, 258 (bottom left); Tamara
Kriengkrai Kontasorn/EyeEm 167, Laura Olivas/Moment 117, Ljupco/iStock/
Joubert/Beehive Illustration, pp.6, 11, 20 (top), 258 (top left); Sam Loman/
Getty Images Plus 75, LokFung/DigitalVision Vectors 73, luckyraccoon/
Bright Agency, p.261; Berta Maluenda/Bright Agency, pp.9 (top right), 20
iSTock/Getty Images Plus 90, Martin Ruegner/Photodisc 161, Maskot 18,
(bottom spots), 21 (bottom), 259 (top left); Lucy Semple/Bright Agency,
Massimo Merlini/iStock Unreleased 47, mattjeacock 69, mediaphotos/
p.258 (bottom left); Richard Watson/Bright Agency, pp.5, 7(bottom), 9
iStock/Getty Images Plus 86, membio/iStock/Getty Images Plus 64, Mike
(top left), 20 (bottom), 21 (top), 22 (top), 258 (top right), 259 (middle left);
Kemp 35, Mima Foto/EyeEm 37, 60, 91, 91, 123, 123, 128, Miriam2009/iStock/
Amy Wilcox/Lemonade Illustration Agency p.154.
Getty Images Plus 108, Monty Rakusen/Cultura 96, 122, NASA/Getty
News Images 66, 159, 159, NASA/The LIFE Picture Collection 66, 159, 159,
Nastco/iStock/Getty Images Plus 128, Odilon Dimier/PhotoAlto Agency RF Cover Image: Front: Pearson Education Ltd: Jon Barlow
Collections 163, oversnap/iStock/Getty Images Plus 128, pcatalin/iStock/
Getty Images Plus 44, PeopleImages/E+ 76, 163, porkio photograph/
Moment Open 46, Puredue9394/iStock/Getty Images Plus 163, Purestock
12, Russ Rohde/Cultura 163, RUSSELLTATEdotCOM/DigitalVision Vectors
73, Science & Society Picture Library 61, scyther5/iStock/Getty Images Plus
122, SDI Productions 22, SDI Productions/E+ 108, sergeyryzhov/iSTock/
Getty Images Plus 90, SerrNovik/iStock/Getty Images Plus 163, sfstop123/
E+ 44, shannonstent/iStock/Getty Images Plus 76, shironosov/iStock/Getty
Images Plus 3, 87, stevenfoley/iStock/Getty Images Plus 41, Stocktrek
Images 56, 58, 58, 66, ti-ja/iStock/Getty Images Plus 44, Tim Macpherson/
Cultura 44, triloks/E+ 44, ugurhan/E+ 108, Vostok/Moment 88, 90, Vstock
LLC/Vstock 114, webpay/iStock Editorial/Getty Images Plus 46, Westend61
76, 122, Yann-HUBERT/iStock/Getty Images Plus 76, YinYang/E+ 122;
Pearson Education Limited NASA: 57, Robert Markowitz 56; Pearson Education Ltd: Jon Barlow 4,
KAO TWO 5, 10, 11, 14, 15, 20, 21, 24, 25, 35, 39, 42, 42, 43, 53, 54, 56, 57, 59, 61, 66,
67, 71, 74, 75, 77, 79, 84, 85, 87, 88, 89, 93, 99, 106, 107, 116, 118, 120, 121,
KAO Park 123, 125, 131, 137, Trevor Clifford 47; Shutterstock.com: 104, 06photo 90,
Hockham Way Adisa 167, Africa Studio 12, Air Images 163, Alexander Raths 122, Alfa
Harlow, Essex Photostudio 18, alice-photo 33, Alinute Silzeviciute 163, Andrew Burgess 51,
Andrey Armyagov 58, Anna Photographer 26, antb 129, Antonio Gravante
CM17 9SR 65, aquapix 161, Belish 66, Blend Images 44, BlueOrange Studio 163,
England BOULENGER Xavier 105, Chad Zuber 100, Cheryl E.Davis 82, Chinnapong
108, CP DC Press 42, 52, Cynthis Farmer 114, dashingstock 82, Dirk Ercken
and Associated Companies throughout the world.
137, Eduardo Verdugo/AP 68, EpicStockMedia 161, ESB Professional 163,
english.com/englishcode fotofeel 18, George Rudy 90, Gorodenkoff 122, Graeme Dawes 114, Grisha
© Pearson Education Limited 2021 Bruev 73, Iakov Filimonov 73, 163, Ian Rentoul 32, J. Lekavicius 76, JeniFoto
40, kckate16 129, Kolpakova Daria 3, 69, Leszek Glasner 58, Lipskiy 133,
All rights reserved; no part of this publication may be reproduced,
Lopolo 136, Lucky Business 128, Lukas Gojda 7, 12, 15, 18, 21, 22, 29, 33, 34,
stored in a retrieval system, or transmitted in any form or by any means,
36, 37, 38, 45, 46, 49, 52, 55, 58, 60, 61, 68, 69, 77, 78, 81, 83, 86, 91, 93,
electronic, mechanical, photocopying, recording, or otherwise without the
109, 123, 128, Lyubov Kobyakova 119, Mandy Godbehear 12, Margus Vilbas
prior written permission of the Publishers.
137, Marko Aliaksandr 167, Matthew Jaques 82, Melory 96, metamorworks
First published 2021 163, Nagy-Bagoly Arpad 15, Natalin*ka 12, Nattesha 64, Netfalls Remy
ISBN: 978-1-292-35439-2 Musser 51, Nina Lishchuk 167, Nomad_Soul 90, Olexandr Andreiko 32,
Peshkova 73, PhilipYb Studio 76, Plamen Galabov 104, Prostock-studio 44,
Raquel Pedrosa 108, Rawpixel.com 90, Robbi 15, 100, 118, RossHelen 90,
Set in Heinemann Roman 9.5pt Sari ONeal 167, Shutterstock 58, 122, Sorbis 90, Stefano Carella 167, Stock
Printed in Slovakia by Neografia Up 133, StockLite 128, timquo 9, 19, 29, 31, 32, 35, 39, 45, 47, 53, 54, 65, 87,
93, 95, 96, 97, 98, 99, 100, 110, 111, 115, 116, 125, 132, 135, 151, Toty Kallman 76,
Traveller Martin 58, Vibrant Image Studio 161, Vima 73, Vitalii Smulskyi 12,
Student’s Book Image Credit(s): wavebreakmedia 122, welcomia 76, YellowPaul 50, Yurly Golub 15, ZouZou
123RF.com: Andrey Armyagov 58, Anna Nahabed 15, Armen Bogush 12, 104, Zurijeta 44
Dmitrii Shironosov 3, 101, Kaspars Grinvalds 122, Konstantin Shaklein 58, Student’s Book Animation screen shots
Pawel Horosiewicz 73, Pawel Kazmierczak 161, sablin 108, Scott Griessel Artwork by Lesley Danson/Bright Agency, production by Dardanele Studio
15, serezniy 12, server 64, singkam chanteb 12, terra2024 115, Viacheslav
Lopatin 72, Volodimir Kalina 114, William Roberts 37, yelenayemchuk 73;
Alamy Stock Photo: Dorling Kindersley Ltd 3, 23, Hero Images Inc 58, All other images © Pearson Education
159, Ian G Dagnall 90, Imaginechina Limited 100, NG Images 58, Radius Every effort has been made to trace the copyright holders and we
Images 12, Tim Graham 40; Getty Images: abriendomundo 64, Ahmed apologise in advance for any unintentional omissions. We would be
Areef/EyeEm 167, AleksandarNakic/E+ 122, Andrew TB Tan/Moment 163, pleased to insert the appropriate acknowledgement in any subsequent
Andrew_Howe/E+ 167, Aneb/iStock/Getty Images Plus 41, anneleven/ edition of this publication.
iStock/Getty Images Plus 76, annie-claude/iStock/Getty Images PLus
129, Apichet Chakreeyarut/EyeEm 19, Argument/iStock/Getty Images
Plus 32, ArtMarie/E+ 12, ASIFE/iStock/Getty Images Plus 114, Balakleypb/ Student’s Book Illustrations:
iStock/Getty Images Plus 50, baona/iStock/Getty Images Plus 90, Bartosz
Tim Bradford/Illustration X, pp. 18 (red robot), 32 (red robot), 50, 82
Hadyniak/E+ 136, blackred/iStock/Getty Images Plus 56, Boris Edelmann/
(red robot), 96 (red robot), 128 (red robot); Sophie Crichton, pp. 38, 51
iStock/Getty Images Plus 114, Carol Yepes/Moment 3, 37, Carsten Krause/
(bottom left), 70, 89, 102, 134, Stickers 2–8; Lesley Danson/Bright Agency,
EyeEm 161, Cavan Images/Cavan 3, 55, chameleonseye 32, chris-mueller/
pp. 6–9, 14, 16–17, 30–31, 48–49, 62–63, 78, 80–81, 94–95, 110, 112–113, 124,
iStock Editorial/Getty Images Plus 100, coolvectormaker/iStock/Getty
126–127; Cathy Hughes/Beehive Illustration, pp. 13, 27 (bottom), 45, 59
Images Plus 108, curtoicurto/iStock/Getty Images Plus 115, da-kuk/E+ 163,
(bottom), 77, 91 (bottom), 109 (bottom), 123 (bottom right); Sam Loman/
Danlie Cheng/EyeEm 58, 159, David Leahy/Cultura 133, DC_Colombia/
Bright Agency, pp. 20, 28–29, 32, 34–35, 60, 64, 79, 82, 92, 96, 98, 111, 114,
iStock/Getty Images Plus 136, Dianne Christie 163, Duaa Awchi/EyeEm
116, 125, 128 (bottom), 130, 133; Lucy Semple/Bright Agency, pp. 12, 18, 19
108, Elizabethsalleebauer/RooM 12, Elles Rijsdijk/EyeEm 51, F.J. Jiménez/
(left), 21, 26, 27 (top, middle), 33 (left), 44, 54, 59 (top, middle), 83, 84–85,
Moment 41, ferrantraite/E+ 42, 47, Francesco Riccardo Iacomino 163, Frans
99, 100–101, 109 (top, middle), 115, 123 (top left, top right), 142–143; Amy
Lemmens/Corbis Unreleased 122, Fyletto/iStock/Getty Images Plus 76,
Wilcox/Lemonade Illustration Agency, pp. 10, 19 (right), 25, 33 (right),
georgeclerk/E+ 76, Hakase_/iStock/Getty Images Plus 108, harpazo_hope/
40, 41, 51 (right), 56, 72, 84–85, 97, 105–107, 120, 144–145, Press-out 2,
Moment 44, Hill Street Studios/DigitalVision 122, JackF/iStock/Getty
Press-out 4, Stickers 1.
Images Plus 90, Jenny Dettrick/Moment 108, JESUSDEFUENSANTA/
iStock/Getty Images Plus 41, John Foxx/Stockbyte 46, JohnnyGreig/E+
117, Jose Luis Pelaez Inc/Digital Vision 3, 44, 58, 72, 119, Jose Luis Pelaez/ Teacher’s Book Illustrations:
Photodisc 133, jrroman/istock/Getty Images Plus 33, Juice Images Ltd 76,
Gabriele Antonini/Lemonade Illustration Agency, p.9 (bottom right);
Jupiterimages/Stockbyte 12, kali9/E+ 44, kali9/iStock/Getty Images Plus
Constanza Basaluzzo/MB Artists, pp.21 (middle), 22 (top), 258 (bottom
68, KatarzynaBialasiewicz/iStock/Getty Images Plus 44, Kemter/iStock/
right), 259 (top middle); Tim Bradford/Illustration X, pp.21 (bottom), 23
Getty Images Plus 32, KidStock/Photodisc 15, Klaus Vedfelt/DigitalVision
(top), 259 (top left), 259 (top right); Julia Castaño/Bright Agency, pp.19
117, Kontrec/iStock/Getty Images Plus 32, koromelena/iStock Editorial/
(posters), 26; Lesley Danson/Bright Agency, p.47; Cathy Hughes/Beehive
Getty Images Plus 72, Kosolovskyy/iStock/Getty Images Plus 130,
Illustration, pp.39, 61, 87, 109, 135, 157, 183, 205, 258 (bottom left); Tamara
Kriengkrai Kontasorn/EyeEm 167, Laura Olivas/Moment 117, Ljupco/iStock/
Joubert/Beehive Illustration, pp.6, 11, 20 (top), 258 (top left); Sam Loman/
Getty Images Plus 75, LokFung/DigitalVision Vectors 73, luckyraccoon/
Bright Agency, p.261; Berta Maluenda/Bright Agency, pp.9 (top right), 20
iSTock/Getty Images Plus 90, Martin Ruegner/Photodisc 161, Maskot 18,
(bottom spots), 21 (bottom), 259 (top left); Lucy Semple/Bright Agency,
Massimo Merlini/iStock Unreleased 47, mattjeacock 69, mediaphotos/
p.258 (bottom left); Richard Watson/Bright Agency, pp.5, 7(bottom), 9
iStock/Getty Images Plus 86, membio/iStock/Getty Images Plus 64, Mike
(top left), 20 (bottom), 21 (top), 22 (top), 258 (top right), 259 (middle left);
Kemp 35, Mima Foto/EyeEm 37, 60, 91, 91, 123, 123, 128, Miriam2009/iStock/
Amy Wilcox/Lemonade Illustration Agency p.154.
Getty Images Plus 108, Monty Rakusen/Cultura 96, 122, NASA/Getty
News Images 66, 159, 159, NASA/The LIFE Picture Collection 66, 159, 159,
Nastco/iStock/Getty Images Plus 128, Odilon Dimier/PhotoAlto Agency RF Cover Image: Front: Pearson Education Ltd: Jon Barlow
Collections 163, oversnap/iStock/Getty Images Plus 128, pcatalin/iStock/
Getty Images Plus 44, PeopleImages/E+ 76, 163, porkio photograph/
Moment Open 46, Puredue9394/iStock/Getty Images Plus 163, Purestock
12, Russ Rohde/Cultura 163, RUSSELLTATEdotCOM/DigitalVision Vectors
73, Science & Society Picture Library 61, scyther5/iStock/Getty Images Plus
122, SDI Productions 22, SDI Productions/E+ 108, sergeyryzhov/iSTock/
Getty Images Plus 90, SerrNovik/iStock/Getty Images Plus 163, sfstop123/
E+ 44, shannonstent/iStock/Getty Images Plus 76, shironosov/iStock/Getty
Images Plus 3, 87, stevenfoley/iStock/Getty Images Plus 41, Stocktrek
Images 56, 58, 58, 66, ti-ja/iStock/Getty Images Plus 44, Tim Macpherson/
Cultura 44, triloks/E+ 44, ugurhan/E+ 108, Vostok/Moment 88, 90, Vstock
LLC/Vstock 114, webpay/iStock Editorial/Getty Images Plus 46, Westend61
76, 122, Yann-HUBERT/iStock/Getty Images Plus 76, YinYang/E+ 122;
Using a coding
mindset to support
creative English
language learning
In English Code, language learning takes place through hands-on

creative tasks, investigation, projects, and experiments. Stories and
videos provide motivating opportunities to learn skills for bright
futures. Coding, problem solving, math, and collaborative skills all
feature in a syllabus that includes built-in STEAM, driving learners’
natural curiosity about the world around them. A clear focus on
functional language gives learners the tools to become effective
and confident speakers of English inside and outside the classroom.
• Integrated future skills focus on creativity and problem solving

• Coding strand is introduced through code cracker tasks
• STEAM syllabus with hands-on experiments
• Audiovisual materials include phonics, grammar, and
STEAM videos
English Code is built on GSE learning objectives, which help to

monitor and measure progress throughout the course.
CEFR GSE Benchmark Cambridge English

Starter <A1 10-17 / /
Level 1 <A1 / A1 14-24 Level 1 Pre A1 Starters
Level 2 A1/A1+ 20-30 Level 2 Pre A1 Starters
Level 3 A1/A2 25-36 Level 3 A1 Movers
Level 4 A2/A2+ 31-40 Level 4 A2 Flyers
Level 5 A2+/B1 36-46 Level 5 A2 Flyers
Level 6 A2+/B1/B1+ 41-50 Level 6 B1 Preliminary for Schools
english.com/englishcode

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Mary Roulston

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WHY ENGLISH CODE?

Creative thinkers and better problem solvers

Working together to inspire confidence

Encouraging total student engagement

Global Citizenship and culture

GLOBAL SCALE OF ENGLISH

GSE TEACHER TOOLKIT

and and chant.

It’s a boat, b, b, boat.

It’s a train. It’s It’s a ball. It’s float

identifying the pattern of pictures and the sounds

1 Check the pictures that show sound being used. a point

2 Listen and circle.

1 I can / can’t hop.

3 Circle the odd one It can swim, but it can’t fly.

out and say. CODE CRACKER Step 1

You should tidy the space. Variables Alice

Students will learn how variables work by

activities they and their partner do.

5 The perfect pet

1 Look at the photo. What can you see?

PROJECT AND REVIEW Step 3 Step 4

Step 2 Design a logo. Present your club

… ask and answer

100 one hundred one hundred and one 101

to joinproblem-finding, to engage in real-world

clubs la chess club

ou th w he n yo Make sentences with there will be a lot of traffic

encouraging students to think and noses.work creatively. fisfuture

. If they don’t clean up forest,

es. There will be a train 6 eathes air

n. / start Discuss with a partner.

students with opportunities to develop their eat

91 ninety-one breathe make name badges?

creativity skills by2 being exposed to the arts.

The corresponding activities encourage students

• Stories, plays, songs, and chants provide

provides students with a variety of opportunities to Sports Culture

doing? How do they know Show and tell

and they drink water. can / can’t.

and find friends

Yes, I do! improve their collaboration skills by working

for their future studies.

2 Listen and circle.

2 You can / can’t swim.

4 She can / can’t fly.

5 Look at 4. Play Guess

1 2 the photos. 1 Put water and food dye

2 Read and check 2

Tidy the space.

Push your friends.

3 Discuss the rules with

arms difficult easy eye foot

Grammar lessons start with a video where the new

grammar structures are presented in context through

they move their