4 At the gallery!

OBJECTIVES
Reading
• Reading accuracy – Can recognize key words and basic phrases in short, simple cartoon stories.
• Reading comprehension – Can identify people in their immediate surroundings or in pictures from a
short, simple description of their physical appearance and clothes.

Listening
• Listening comprehension – Can recognize familiar words in short phrases and sentences spoken slowly
and clearly, if supported by pictures or gestures.
• Listening comprehension – Can follow a simple conversation between two people or characters, if
supported by pictures.

Speaking
• Spoken production – Can describe someone’s physical appearance using one or two words.
• Spoken process and strategies – Can answer simple questions about other people (e.g. where they live,
who they know) in a limited way.

Writing
• Written production – Can write some familiar words.
• Written production – Can write simple sentences using familiar words.

KEY LANGUAGE
Key vocabulary Phonics STEAM Grammar Culture
angry The sounds j /dʒ/ and y /j/ artist Is he angry? bagpipes
friendly jacket yak eyebrows No, he isn’t. He’s tired. blow
funny jaguar yellow eyes Is she shy? drums
happy jar yes face Yes, she is. She is always flute
helpful jeans yo-yo mouths shy. India
kind jog yogurt muscles He is sometimes tired. instrument
lazy juice you noses She is never naughty. Japan
naughty jump young yawn Do you have a lizard? neck
jungle yours Yes, I do. / No, I don’t.
sad pipes
Does he have a goat?
shy Scotland
Yes, he does. / No, he
tired doesn’t. sticks
young It’s my lizard. It’s strings
friendly. Its tail is green. traditional
veena

108

M04 English Code TB2 AmE_23190.indd 108 30/07/2020 13:44

 PROJECT: CREATE A PORTRAIT GALLERY
Students will create a portrait gallery. They will decide on who they want to paint. They will interview that
person about who they are and how they feel. They will paint, draw, or take a photo of that person. They
will display the portrait on the wall and give a presentation about the person in the portrait.
Materials: paint, pencils or a camera, paper

EXPERIMENT LAB: CHANGING FACES

Students will learn about emotional contagion. Students work in pairs or small groups. One child starts
to laugh. Encourage them to laugh for at least 30 seconds or more. What do the others in the group do?
Do they laugh or not? Then do the same with mock crying and finally, with yawning. Because this is a
controlled experiment, students may be able to control themselves and not yawn or laugh, but get them to
notice what happens in “real life,” too.
Materials: no materials needed

Pearson English Portal digital resources

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

CODING: ALGORITHMS/SEQUENCING AND EVENTS

• Students will learn about algorithms by using logical reasoning to predict an outcome.
• Students will learn about sequencing by arranging a series of steps to achieve an outcome.

VALUES AND SOCIAL-EMOTIONAL LEARNING: ASK PEOPLE BEFORE YOU

TAKE PHOTOS
Students will learn the importance of asking before taking someone’s photo.

CREATIVE ACTIVITIES
Make your own picture dictionary.
This feature occurs in each Vocabulary lesson and
encourages students to process new vocabulary
through drawing and writing.

Make invisible words. Write with lemon juice.

Students use lemon juice to write invisible words
on paper then try to guess what their partner happy sad
has written.

Act out the story in groups.

This feature occurs in each Story lab lesson
and will help students revisit and produce core
language learned so far in the unit, as well as
collaborate with other students in a fun context.

GLOBAL AND CULTURAL CITIZENSHIP: MUSIC AROUND THE WORLD

Students will learn about traditional music in different countries around the world.

109

M04 English Code TB2 AmE_23190.indd 109 30/07/2020 13:44

 How can I create a portrait gallery?
OPENER

4 At the gallery
How can I create a portrait gallery?
3 Order the pictures. Write 1–4.

CODE CRACKER
A B

C D

4 042
Listen and point. Then
sing along and dance.

SO N G
TIME My friends angry
!

He’s never angry,

He’s sometimes shy.
He’s always kind and happy. shy!
He’s my friend, he’s my friend!
1 Which painting do you like? Point and say.
She’s never angry.
She’s sometimes shy.
She’s always kind and happy. happy!
2 Stick the frames on the happy, sad, and angry paintings. She’s my friend, she’s my friend!

56 fifty-six fifty-seven 57

Lesson flow

Warm up Critical Lesson Presentation Practice Code Cracker Song Objective

thinking objective Practice review

Warm up
LESSON OBJECTIVE
• Start with a game of Hokey Pokey. Have students
I will learn about feelings. stand in a circle. Say Put you left foot in. Take
your left foot out. Put your left foot in and shake
KEY LANGUAGE it all about. You do the Hokey Pokey and you turn
yourself around, and that’s what it’s all about. Have
angry kind
students follow the actions and sing along. Then do
happy shy right foot, right hand, left hand, head, whole body.

CRITICAL THINKING
• Draw a frame and the shape of a face on the
board. Ask In what kind of museum do you
find portrait paintings? (an art gallery) Ask Do
you know any art galleries? Have you seen any
portrait paintings?
110

M04 English Code TB2 AmE_23190.indd 110 30/07/2020 13:44

 • Ask How can you create a portrait gallery?
Explain that students will make a portrait
gallery as their final project, then ask them in
L1 what they need to be able to complete the
project. Write ideas on the board (art items,
photos, people to paint, etc.).
• Involve Next, ask students to think about what
they will learn so that they can complete the
project in English (vocabulary for people’s faces
and feelings). Ask them to discuss ideas with
their partners.
• Assist Go around the class and ask each
student to share one idea. Write the ideas on
the board.
• Involve Students will learn to sing a song with
words for feelings. The rhythm, music, and actions
will help both memory and recall of the new
language.
Lesson objective
• Introduce the lesson objective. Say Today I will
learn about feelings.
COMMUNICATION
Presentation
1 Which painting do you like? Point and say.
• Ask students to look at the picture. Talk about
the picture and the paintings in a simple
way. Ask Where are they? (art gallery) Which
painting do you like? Do you like this one?
What colors can you see? Which painting is
good? Which painting is bad?
• Have students talk in pairs about what they can
see in the picture.
CRITICAL THINKING
Practice
2 Stick the frames on the happy, sad, and angry
paintings.
(Answers: 1 sad, 2 angry, 3 happy)
• Ask students to look at the picture and guess
where the stickers go.
• Assist Have a volunteer come to the board and
demonstrate where the stickers go by holding
up their Student’s Book.
• To reinforce critical thinking, ask students
questions in L1 to ensure understanding and
encourage discussion around the reasons for
their guesses, e.g., What details in the picture
helped you decide where to place the sticker?
M04 English Code TB2 AmE_23190.indd 111
Practice CODE CRACKER
3 Order the pictures. Write 1–4.
(Answers: A 2, B 4, C 3, D 1)
• Play Simon says to review parts of the face. Say
Simon says touch your nose. Simon says Touch
your ears. Touch your mouth. If the command
isn’t preceded by the phrase “Simon says,”
the students shouldn’t do it. Give commands
faster and faster to make it fun. You can play
it competitively by making those who make
mistakes go out.
• Tell students to look at the pictures carefully
and then to order them 1–4. This activity
practices sequencing by arranging a series
of steps to achieve an outcome. First, have
students look at all of the pictures. Then
tell them to identify the picture that is most
complete. Have them look at the other pictures
in the sequence to see at what stage of the
process they belong.
• Challenge Have students complete picture B
with eyes and label it with the words eyes, ears,
hair, nose, mouth.
• Extra Ask students to choose and describe
a picture, listing the features shown and not
shown, e.g., In this picture, I can see a … but
I can’t see a … . Their partner works out which
picture it is.
Song
4 042 Listen and point. Then sing along and
dance.
• Play audio 042 and ask students to read along
with the song quietly.
• Play the audio again. Have students look at the
actions in the photos and practice doing them.
• Actions: angry (making an angry face), shy (head
downwards glancing upward), happy (a happy
face with a big smile)
• Students practice singing several times to become
familiar with the tune, actions, and lyrics, then
get them up and dancing. You don’t need space.
They can dance by their desks. Let them have
fun and come up with their own ideas for dance
movements. They could do an angry dance, a shy
dance, and a happy dance.
Objective review
• Revisit the lesson objective. Say Now I know about
feelings.
• Involve Encourage awareness of what students
can do by eliciting the new vocabulary words and
their actions.
111
30/07/2020 13:44
 I am happy!
VOCABULARY

I am happy! I will learn

VOCABULARY
describing
people an
words for
3 Now say three clues
CODE CRACKER
d pets.
about the pictures for I’m happy. I’m
1 b!
1 your partner to guess. helpful. I’m old.
043
Listen, point, and repeat.

4 Label the people and pets. Use all the words from 1.
11
3 7 8
1 angry 2 happy 3 sad 4 funny
6 10 1
2 5
12
4
9

5 kind 6 friendly 7 shy 8 helpful

1 2 3 4

5 6 7 8

9 10 11 12

9 naughty 10 lazy 11 young 12 tired 5 Now point at 4 and say. I like this man. He is funny!

2 Who am I? Read 3 clues. Then circle a or b.

1 I’m happy. a 2 I’m sad. a
6 Make headbands and 7 Make your own picture
b b play the Mime game. dictionary. Draw happy, sad,
I’m helpful. I’m lazy. and funny faces and write.
Am I shy?
No, you aren’t.
I’m not old. I’m not funny.

3 I’m funny. a b 4 I’m shy. a b

I’m friendly. I’m young.

I’m not young. I’m not angry. Am I sad? happy sad

Yes, you are!

58 fifty-eight fifty-nine 59

Lesson flow

Warm up Lesson Presentation Practice Code Cracker Practice Practice Production Picture Objective
objective Practice dictionary review

Warm up
LESSON OBJECTIVE
• Have students say the line He’s my friend or She’s
I will learn describing words for people and pets. my friend from the song on page 57. They say it in
different ways: angrily, shyly, happily, and kindly.
KEY LANGUAGE
Lesson objective
angry lazy
• Introduce the lesson objective. Say Today I will
friendly naughty
learn describing words for people and pets.
funny sad
happy shy • Involve Students will learn 12 new describing
helpful tired words that relate to feelings, characteristics,
kind young and states.

112

M04 English Code TB2 AmE_23190.indd 112 30/07/2020 13:45

 COMMUNICATION
Presentation
1 043 Listen, point, and repeat.
• Point at each of the feelings or characteristics in
the photos and ask What feeling is this? to elicit
any words students already know.
• Play audio 043. Ask students to listen, point at
the feelings, and repeat the words. Encourage
students to do facial expressions to match
the words.
• Monitor Ask How are you feeling today?
CRITICAL THINKING
Practice
2 Who am I? Read 3 clues. Then circle a or b.
(Answers: 1 a, 2 b, 3 b, 4 a)
• Ask students to look at the pictures and identify
the feelings or characteristics.
• Then have students read on their own. Say Circle
picture a or b based on the information in the
sentences.
• Monitor Have students check their answers
with a partner. Then ask volunteers to write the
answer on the board.
• Extra Have students work in pairs. One says a
feeling and the other acts it out.
Practice CODE CRACKER
3 Now say three clues about the pictures for
your partner to guess.
• In pairs, students talk about the pictures in
Activity 2. Have them choose a picture and
describe it for their partner to guess.
• Monitor Ask students to share their
descriptions with the class to check for accuracy
and pronunciation.
Practice
4 Label the people and pets. Use all the words
from 1.
(Answers: 1 happy, 2 helpful, 3 tired, 4 lazy,
5 sad, 6 angry, 7 shy, 8 kind, 9 naughty,
10 young, 11 friendly, 12 funny)
• Point at different people and say the feelings as
students follow along.
• Ask students to write how the people in the picture
are feeling. Tell them to use all the words from
Activity 1.
• Challenge Have students cover the words and
randomly point at a person. Ask How is this person
feeling?
M04 English Code TB2 AmE_23190.indd 113
COMMUNICATION
Practice
5 Now point at 4 and say.
• Have students talk about the people they like
and don’t like in the picture in Activity 4 using
the new adjectives.
• Differentiation Have more confident students
give reasons for their descriptions, e.g., He’s
lazy. He wants to sleep. He doesn’t want to
walk. Encourage less confident students to look
at the words in Activity 1 on page 58.
CREATIVITY COMMUNICATION
Production
6 Make headbands and play the Mime game.
• Have students make simple paper headbands,
to which they can affix a card displaying one of
the adjectives from this lesson.
• One student closes his or her eyes and picks a
band. You affix it to their head with a paper clip
at the back. The student stands in front of the
class. The audience doesn’t say anything. They
read the description and mime what is on the
headband (I’m shy/I’m happy/I’m tired).
• From their mime, the student with the
headband guesses what is written on the card.
CREATIVITY
Picture dictionary
7 Make your own picture dictionary. Draw
happy, sad, and funny faces and write.
• Ask students to continue in their dictionary.
Encourage them to use their imagination to
draw pictures to represent the new words in
the unit.
• Brainstorm and write a list on the board.
Encourage students to write the words neatly
under the pictures they draw.
• Extra Spell the words out loud. Encourage
volunteers to come up and write the words
correctly on the board. You could do this as a
competitive game in teams.
Objective review
• Revisit the lesson objective. Say Now I can use
describing words for people and pets.
• Involve Encourage awareness of what students
can do by eliciting the new vocabulary words and
having students point at pictures of them.
113
30/07/2020 13:45
 Language lab 1
GRAMMAR 1: HE / SHE IS / ISN’T

Language lab 1 I will desc

using alw
ribe people
ays /
GRAMMAR 1: HE / SHE IS / ISN’T sometimes
/ never.

1 Watch. Circle
044

the correct word. Is he sad?

He is always happy. She is sometimes happy. He is never happy.
No, he isn’t.
Leo is sad / shy / angry .
He’s happy.
4 045
Listen and circle.
friendly: always / sometimes / never naughty: always / sometimes / never
2 What do you think? Look, choose, and write.

She/He is … She/He isn’t … Yes, she/he is. No, she/he isn’t.

5 Ask your partner. Then check or cross .

always sometimes never

Are you lazy?
1 2 3 friendly
naughty
No, I’m never lazy.
helpful
lazy Oh, I’m sometimes
shy lazy!

happy

Is she happy? Is he tired? Is she shy?

6 Look at 5. Write your partner’s 7 Play Who is it? in groups.
answers.
young. old. She’s sometimes shy.
He’s/She’s always/sometimes/never She’s never lazy. Is it Amy?
friendly. angry. friendly.
sad.
1 lazy.

2 naughty.
3 Talk about your ideas. Work with a partner.
3 helpful.

4 friendly.
Look at Picture 1 … she’s happy.
Is she happy, or is she sad?
5 shy. Yes, it is!

6 happy.
60 sixty sixty-one 61

Lesson flow

Warm up Lesson Video Presentation Practice Practice Practice Practice Production Production Objective
objective review

Warm up
LESSON OBJECTIVE
• Put the flashcards for the describing words on the
I will describe people using always / sometimes / board. Have students identify the describing words.
never.
• Differentiation Ask more confident students to
choose three positive and three negative words.
KEY LANGUAGE
Is he sad? Lesson objective
No, he isn’t. He’s happy. • Introduce the lesson objective. Say Today I will
Is she shy? describe people using always / sometimes /
never.
Yes, she is.
He is always happy. • Involve Students will learn how to ask and answer
She is sometimes happy. about people’s feelings and how often they feel
He is never happy. that way.

114

M04 English Code TB2 AmE_23190.indd 114 30/07/2020 13:45

 Video
1 044 Watch. Circle the correct word.
(Answer: angry)
• Have students look at the options. Ask Is Leo sad?
Is Leo shy? Is Leo angry? Have students make a
prediction before they listen.
• Tell students to circle the correct word according
to how Leo is. Play the video Unit 4: Is Leo shy?
or audio 044.
Presentation
• Show students the grammar box and read the
examples. Ask Which is a question? Which are
answers?
• Ask students to make a question gesture for the
question (hands upturned as in a question), shake
their heads for no and nod their heads for yes. Say
the sentences again as students make gestures.
• Do choral practice of the questions and answers in
the grammar box.
• Have students mime happy and sad to each other.
CRITICAL THINKING
Practice
2 What do you think? Look, choose, and write.
(Answers: Students’ own answers, 1 No, she
isn’t. She isn’t friendly. She’s sad., 2 Yes, he is.
He isn’t young. He’s angry., 3 No, she isn’t. She
isn’t old. She’s friendly.)
• Have students complete the sentences with
positive or negative answers, according to their
own perception of the portraits. Students use
higher order interpretation skills to interpret
the portraits.
• Remind students that they will create a portrait
gallery for the project. They should pay
attention to the moods the portraits convey.
CRITICAL THINKING COMMUNICATION
Practice
3 Talk about your ideas. Work with a partner.
• Students use the answers they gave in Activity 2
as a basis for a speaking activity. They discuss
the portraits together, using the adjectives they
learned in the vocabulary lesson. They use the
critical thinking skill of reflection.
• Demonstrate a conversation with a puppet or
a volunteer. Say Look at 1 in Activity 2. She’s
happy. Is she happy? No, she isn’t. She’s sad.
• Have students work in pairs to ask and answer
about the people in the portraits.
M04 English Code TB2 AmE_23190.indd 115
Practice
4 045 Listen and circle.
(Answers: Friendly: always, Naughty: sometimes)
• Point at the pictures in the box. Say Look at the
first boy. He is happy here, here, and here. He’s
always happy. Look at the girl. She’s happy. She’s
angry. She’s sad. She’s sometimes happy. Look at
the third boy. He’s angry. He’s sad. He’s tired. He’s
never happy.
• Ask students to listen to the conversations and
circle the right frequency words for friendly and
naughty. Play audio 045.
• Monitor Write the conversations from the audio
on the board:
A: Are you friendly? B: Yes, I’m always friendly!
A: Are you naughty? B: Hmmm … Yes! I’m
sometimes naughty!
Check that students understand the frequency
adverbs by asking what they mean in L1.
• Divide the class into two groups and practice the
conversations on the board together.
COMMUNICATION
Practice
5 Ask your partner. Then check or cross .
• Have students work with a partner to complete
the chart.
• Challenge Have some volunteer students report
their findings back to the class.
Production
6 Look at 5. Write your partner’s answers.
• Students write about their partner based on what
they learned in Activity 5.
COMMUNICATION
Production
7 Play Who is it? in groups.
• Model the activity for the class with three or
four descriptive sentences about someone in
the class. Say She is sometimes naughty. She is
happy. She is always helpful. Who is it?
• Have students write three positive sentences
about someone. Then put them into groups of
four to say the descriptions and guess who.
Objective review
• Revisit the lesson objective. Say Now I can describe
people using always / sometimes / never.
• Involve Encourage awareness of what students
can do by showing them pictures of places and
asking Do you like …? and Does she/he like?
115
30/07/2020 13:45
 Story lab
READING

Story lab I will read

about a pa
a story
5 6
The gold cup goes to …
Mr. Mud!

READING intin
competitio g
n.

1 046
Read and listen. Who wins 2 Who is this, Tom?

the gold cup? OK, finish your pictures

now, please!
Who is this?
Congratulations, Mr. Mud!

7 8
I have my paints.
Look at Milly!
1 It’s a rainbow!
Great! I have pencils and crayons. Milly, you are
very funny!

It’s my cousin.
He’s sometimes
naughty and
always happy!

I have a photo!

3 Who is this,
Mrs. Hay?
It’s my friend.
4 This is very good, Mr. Mud!
3 Look at the story again. What 4 Look at the story again.
are they like? Match and say. Then number the
sentences in order.
1 a She’s sad.
a The gold cup goes to …
Mr. Mud!
b She’s sometimes
b Who is this, Mrs. Hays?
2 naughty, but she
Is she angry? She is friendly. c Look at Milly!
looks angry. Er … no … Thank you. Milly is
she’s sad. sometimes naughty, d Is she angry? She looks
2 Look at the story. Then read, choose, and write. but she is friendly.
3 c He’s sometimes
angry.

naughty and e It’s a rainbow! Milly, you

rainbow friend cousin Milly are very funny!
always happy.

3
Tom paints his

Mr. Mud paints

.

.
2

4
Mrs. Hay paints her

Milly paints a .
.
Is Tom’s cousin sad?
No, he isn’t. He’s
5 Act out the story
always happy! in groups.
62 sixty-two sixty-three 63

Lesson flow

Warm up Lesson Pre-reading Reading Comprehension Comprehension Comprehension Act out Objective
objective review

LESSON OBJECTIVE Lesson objective

I will read a story about a painting competition. • Introduce the lesson objective. Say Today I will
read a story about a painting competition.
Warm up
• Involve Students will listen to and read a story
• Have students stand up and remind them of the
about a painting competition. They will use
actions for the song on page 57.
the information from the pictures and words to
• Play audio 042 and have students sing along and understand the story.
do the actions.
• Monitor Ask more confident students to stand at
the front of the 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.

116

M04 English Code TB2 AmE_23190.indd 116 30/07/2020 13:45

 Pre-reading
• Ask students to look at the pictures and have them
guess in L1 what will happen in the story. Write
some ideas on the board. Once you’ve read the
story together, you can compare these ideas and
discuss any similarities or differences with students.
COMMUNICATION
Reading
1 046 Read and listen. Who wins the gold
cup?
(Answer: Mr. Mud wins the gold cup. He wins
the competition. Gold cup = first place.)
• Play audio 046 and have students listen and
follow the story in their Student’s Books. Ask
Who wins the gold cup? (Mr. Mud wins the gold
cup.) Ask What does he paint? (He paints a
picture of Milly the goat.).
• Have students read around the class for further
practice.
• Challenge Have students close their Student’s
Books. Hold up the story cards one by one
and ask students to retell the story in their
own words.
Comprehension
2 Look at the story. Then read, choose, and write.
(Answers: 1 cousin, 2 friend, 3 Milly, 4 rainbow)
• Ask students to complete the sentences with the
things or people the contestants in the story paint.
• Tell students to read the story again if they need
to. Ask questions to check comprehension, e.g.,
Who does Tom paint?
• Extra Have students underline all of the
descriptive words in the story.
COMMUNICATION
Comprehension
3 Look at the story again. What are they like?
Match and say.
(Answers: 1 b, 2 c, 3 a)
• Ask students to look at the portraits, read the
descriptions, and match.
• Have students check their answers with a
partner. Then check as a class. Ask volunteers
to read out the sentences and say the answers.
• Ask students to look at the story and circle
where they found the information they needed.
• Challenge Ask What part of the story do you
like the best? Give students an example: I like
the part of the story where Milly paints with
her tail.
M04 English Code TB2 AmE_23190.indd 117
Comprehension
4 Look at the story again. Then number the
sentences in order.
(Answers: a 3, b 1, c 4, d 2, e 5)
• Tell students to read the sentences and number
them in the order they come in the story.
• Say It’s OK to read the story again.
• Assist If you feel it’s too much to have students
read the sentences by themselves, read them out
loud to the class before they number them in order.
CREATIVITY COLLABORATION
This activity encourages Collaboration. For further
support download our Collaboration checklist.
Act out
5 Act out the story in groups.
• Put students in groups of six and ask them
to decide who plays each character. The
characters are Miss Kelly, Tom, Anna, Leo,
Mrs. Hay, Mr. Mud, and Milly.
• Assist Before students act out the story,
have them read it as a group. Then have
them read it again with each student reading
their character’s lines. This will help them to
remember their lines.
• Have each group of students act out the story
in different corners of the classroom. If you
have time, ask each group to act out the story
in front of the rest of class.
• Extra Have students pretend to pose for
a portrait. Ask other students to comment
on how they look, e.g., She looks friendly.
He looks shy.
Objective review
• Revisit the lesson objective. Say Now I can read a
story about a painting competition.
• Involve Encourage awareness of what students
can do by asking them to say how people in the
story feel.
117
30/07/2020 13:45
 Phonics lab
J AND Y

Phonics lab I will learn

the j and
y sounds.
Experiment lab I will learn
changing
about
J AND Y ART AND DESIGN: CHANGING FACES faces.

EXPERIMENT TIME
1 Listen and repeat. Then
047
2 048
Listen and chant.
Watch a video about faces.

write j or y. How do you change?

Is it your yellow
yo-yo, is it yours?
1 050
Listen and read. Then circle. 1 Work with a partner.
One person laughs, yawns,
We have muscles in
Is it your yellow or cries. What happens to you?
our faces. The muscles
yo-yo, is it yours?
move our mouths, eyes, My partner Me
1 eans 2 uice 3 ar Yes, yes, yes! noses, and eyebrows. I laugh . /
laughs
Sometimes our eyes look big, muscles I don’t laugh .
Jump in the jungle, and sometimes they look small.
Jump, jump, jump! Sometimes our mouths look small, and
sometimes they are big and open.
Jump like a jaguar,
Artists paint and draw the muscles in
Jump, jump, jump! a face. They use colors and lines and yawns I yawn . /
4 oung 5 ogurt 6 ak
different shapes. I don’t yawn .

3 049
Listen and play 4 Make invisible words. 1 2 I can see
muscles in
the game. Write with lemon juice.
picture
1 / 2 .
cries I cry . /
I don’t cry .

2 Match. There is one extra

sentence.
He looks angry. He is tired.

2 Now circle for you.

I always / sometimes / never

do the same as my partner.
J = arms up Y = arms crossed He looks sad. He is happy.

64 sixty-four sixty-five 65

Lesson flow

Warm up Lesson Presentation Chant Practice Production Objective

objective review

Warm up
LESSON OBJECTIVE
• Preview the activity by eliciting words students
I will learn the j and y sounds. The sound j /dʒ/ as know that have the j /dʒ/ and y /j/ sounds, e.g.,
in jeans and the sound y /j/ as in yellow. June, July, jello, yes, yesterday, yard. Have them
practice saying them. Ask students if anyone’s
KEY LANGUAGE name begins with the sounds, e.g., John, Jim,
Jane, Julie.
jacket jump yogurt
jaguar jungle you Lesson objective
jar yak young
• Introduce the lesson objective. Say Today I will
jeans yellow yours learn the j and y sounds.
jog yes
juice yo-yo • Involve Students will learn about the sounds j and
y and they will identify the sounds in words.

118

M04 English Code TB2 AmE_23190.indd 118 30/07/2020 13:45

 Presentation
CREATIVITY
1 047 Listen and repeat. Then write j or y.
Production
(Answers: 1 j, 2 j, 3 j, 4 y, 5 y, 6 y)
4 Make invisible words. Write with lemon juice.
• Ask What’s this? Point and find out what students
• Give students a lemon juice solution and paper.
already know (jeans, juice, jar, young, yogurt, yak).
• Tell them to choose and write words from this
• Assist Play the Phonics Pronunciation video. Ask
lesson using lemon juice as “ink” and their
students to sit and watch quietly. Play it again and
fingers or a stick as a writing tool. When the
ask students to copy what they see and hear.
juice has dried, it becomes almost invisible.
• Play audio 047 and have students repeat the
• Then place the paper somewhere warm – either
words, pointing at the correct photos as they do
in the sun or on top of a cast-iron radiator. As
so. Ask students to write the letters j or y in the
the paper warms up, the letters become visible
spaces provided.
again. Have students see if they can read words
• Extra Ask students to work in pairs. Have students written by others.
ask and answer about the pictures using What’s
• Extra Have students write their own short
this? What are these? They’re jeans. It’s a … .
chant in lemon juice, dry it, and see if it can be
• Challenge Then, as a class, encourage students to read by the others.
think of more words that have the target sounds
• Extra Encourage students to make the shapes
and write a list on the board. Practice them. Be
of the sounds with their mouth and make the
aware that, in some cases, the letter g is said as
sound silently. Ask students if they can guess
/dʒ/, e.g., giraffe.
the sound.
COMMUNICATION
Chant Objective review

2 048 Listen and chant. • Revisit the lesson objective. Say Now I know the
j and y sounds.
• Check that students understand the meaning
of the words in bold by identifying them in • Involve Encourage awareness of what students
the pictures. Say Find the yo-yo in the picture. can do by eliciting words with the j and y sounds.
Point at something yellow.
• Play track 048 twice and encourage students to
join in with the chants.
• Monitor Have students say each chant in pairs,
together, getting louder and louder as the
chants progress. They should shout the last line
of each chant. Go around the room, listening to
their pronunciation. Pay particular attention to
the /dʒ/ and /j/ sounds.

COMMUNICATION
Practice
3 049 Listen and play the game.
(Answers: j, j, y, j, y, y, y, j, y, j, y, j, y, j, y, j)
• Play audio 049. When students hear words with
the j /dʒ/ sound, they reach their arms up; when
they hear the y /j/ sound, they cross their arms
in front of their chest.
• Assist Prepare the listening activity by saying
the j /dʒ/ and y /j/ sounds in isolation and
having students reach up or cross their arms
before playing the audio with words.

119

M04 English Code TB2 AmE_23190.indd 119 30/07/2020 13:45

 Experiment lab
ART AND DESIGN: CHANGING FACES

Phonics lab I will learn

the j and
y sounds.
Experiment lab I will learn
changing
about
J AND Y ART AND DESIGN: CHANGING FACES faces.

EXPERIMENT TIME
1 Listen and repeat. Then
047
2 048
Listen and chant.
Watch a video about faces.

write j or y. How do you change?

Is it your yellow
yo-yo, is it yours?
1 050
Listen and read. Then circle. 1 Work with a partner.
One person laughs, yawns,
We have muscles in
Is it your yellow or cries. What happens to you?
our faces. The muscles
yo-yo, is it yours?
move our mouths, eyes, My partner Me
1 eans 2 uice 3 ar Yes, yes, yes! noses, and eyebrows. I laugh . /
laughs
Sometimes our eyes look big, muscles I don’t laugh .
Jump in the jungle, and sometimes they look small.
Jump, jump, jump! Sometimes our mouths look small, and
sometimes they are big and open.
Jump like a jaguar,
Artists paint and draw the muscles in
Jump, jump, jump! a face. They use colors and lines and yawns I yawn . /
4 oung 5 ogurt 6 ak
different shapes. I don’t yawn .

3 049
Listen and play 4 Make invisible words. 1 2 I can see
muscles in
the game. Write with lemon juice.
picture
1 / 2 .
cries I cry . /
I don’t cry .

2 Match. There is one extra

sentence.
He looks angry. He is tired.

2 Now circle for you.

I always / sometimes / never

do the same as my partner.
J = arms up Y = arms crossed He looks sad. He is happy.

64 sixty-four sixty-five 65

Lesson flow

Warm up Lesson Pre-reading Reading Practice Production Experiment Objective

objective time review

Warm up
LESSON OBJECTIVE
• Have students work in pairs to play Mirrors. One
I will learn about changing faces. student moves very slowly while looking in the
“mirror”; the student who is the reflection copies
KEY LANGUAGE everything in sync with the first student.

artist mouths
Lesson objective
eyebrows muscles
• Introduce the lesson objective. Say Today I will
eyes noses learn about changing faces.
face yawn
• Involve Students will learn about emotional
cognition: how human beings often copy the
emotions of others.

120

M04 English Code TB2 AmE_23190.indd 120 30/07/2020 13:45

 Pre-reading
• In pairs, have students name as many parts of the
face as they can.
• Challenge For parts of their faces they don’t know,
e.g., chin or cheek, students ask other pairs. Play
Three before me, where students consult three
sources (friends, dictionaries, other people) before
they ask you for the meaning.
Reading
1 050 Listen and read. Then circle.
• Play audio 050 and have students listen and
follow in their Student’s Books.
• Play the audio again and ask students to circle the
picture that shows muscles.
• Have students practice reading in pairs
sentence by sentence. Then have them read
around the room.
• Check comprehension, e.g., ask What moves our
mouths? (muscles). Say Show me a small mouth.
Show me a big, open mouth. Move your nose.
Move your eyebrows.
Practice
2 Match. There is one extra sentence.
• Point out how the mouth and eyes look different
to indicate different feelings.
• Ask students to match the sentences to the
pictures. Say Match. There is one extra sentence.
• Monitor You may want to read the sentences out
loud first and check for understanding by having
students make the faces.
CRITICAL THINKING
Production
• Have students draw a face with muscles. They
can copy one of the pictures on the page or
draw one of their own.
• Have them show the class and receive
constructive or positive feedback. Say He looks
sad. He looks happy. Who is that?
M04 English Code TB2 AmE_23190.indd 121
COMMUNICATION COLLABORATION
This activity encourages Collaboration. For further
support download our Collaboration checklist.
Experiment time
How do you change?
• Go to the Pearson English Portal and click on
“Resources,” for more teaching resources about
this topic, including a video
about faces.
1 Work with a partner. One person laughs,
yawns, or cries. What happens to you?
• Point at the chart. Tell students they will do
an experiment in pairs. Say In pairs, sit facing
each other. Look at your partner. Record your
reaction.
• Nominate who in the pair will go first. Say The
person sitting closest to the front goes first.
Laugh, yawn, and then cry. Have observers
monitor and record their partner’s reactions in
the chart. Then have them change roles.
• Assist If students can’t feel their own reactions,
have them close their eyes and breathe deeply.
Then have them open their eyes and look at
their partner.
2 Now circle for you.
• Students reflect on the experiment and respond by
circling the response that applies to them in
the chart.
• Monitor Discuss the results of the experiment. Ask
Did you feel like laughing? Did you yawn? Do you
sometimes feel sad when you see your friends cry?
Do you feel sad if you see someone cry in a movie?
• Extra Have students draw themselves using the
examples in Activity 2. Remind them that the
shapes of the eyes and mouth indicate emotion.
Objective review
• Revisit the lesson objective. Say Now I know about
changing faces.
• Involve Encourage awareness of what students
can do by asking them to make a funny face, an
angry face, a shy face, a tired face, a sad face, and
finish with a happy face.
121
30/07/2020 13:45
 Language lab 2
GRAMMAR 2: DO YOU HAVE …?

Language lab 2 I will ask an

about peop
d answer Let’s take a photo! I will talk
funny phot
about
le and os.
GRAMMAR 2: DO YOU HAVE …? objects us COMMUNICATION
ing have.

1Complete the questions. have

1 052
Listen and read.
Then answer Yes, I do or you
Do you have a brother?
Okay … now … wait. Oh, that’s a
Yes, I do. He’s funny! 1 This is my new phone. 2 3
No, I don’t. Do Its camera is really good. funny photo!
Do you have a sister?
1 you have a cousin? No, I don’t.

2 Do you a bird?
Let’s take a photo.
3 Do have a red hat?
Yes, a selfie!
4 a blue pencil case?

2 Play Tic Tac Toe with a partner. 2 Choose a funny photo. Work with a partner. Ask and answer.
Yes, I do = No, I don’t =
3 Do you have orange hair? No, I don’t.
2
cat rabbit red bag 1
Do you have 4 Are you sad? Yes, I am.
a red bag?
green eraser brother silver ruler
It’s a rabbit. Number 1!
No, I don’t.
white teddy blue coat sister Its fur is white.

Ask people before you take photo

Values s.

3 051
Listen and read. Then circle and write. Do you have a cat?
3 053
Who wants a photo? Check or 4 Read. Then circle
It’s Its Yes, I do. It’s orange. Its fur is soft.
cross . Then listen and check. for you.
Let’s take a photo. I take photos of my friends.
1 Do you have a dog? 2 Do you have a rabbit?
1 2 3 I ask / don’t ask my friends.
Yes, I do. Yes, I do.
black / white . white / gray .
tail is nose is
brown / black . blue / pink .

66 sixty-six sixty-seven 67

Lesson flow

Warm up Lesson Presentation Practice Practice Practice Production Objective

objective review

Warm up
LESSON OBJECTIVE
• Have students draw a quick family picture.
I will ask and answer about people and objects Have them explain who is in the picture in small
using have. groups, e.g., This is my mom, dad, sister, brother.
Encourage them to give further information,
KEY LANGUAGE e.g., My mom is always happy.
Do you have a brother?
Lesson objective
Yes, I do. He’s funny!
• Introduce the lesson objective. Say Today I will
Do you have a sister?
ask and answer about people and objects using
No, I don’t. have.
My rabbit’s small. It’s white. Its fur is soft.
• Involve Students will talk about and describe
people, animals, and objects. They’ll ask and
answer questions using Do you have … ?
122

M04 English Code TB2 AmE_23190.indd 122 30/07/2020 13:45

 Presentation
• Show students the grammar box and read the
examples. Ask students to repeat.
• Remind students that Yes, I do and No, I don’t
are short answers. Yes, I have a brother and No,
I don’t have a brother are the long versions.
• Ask students to answer the questions for
themselves.
• Assist Draw your own family tree on the board
and describe them. Say I have a … and
I don’t have a … .
Practice
1 Complete the questions. Then answer Yes, I do
or No, I don’t.
(Answers: 1 Do, 2 have, 3 you, 4 Do you have,
Students’ own answers)
• Point out that we use have for family, pets, and
things. Say Complete the questions. Tell students
they will have to use the words more than once to
complete the questions. Say Use the words in the
box once.
• Monitor Check that students have written the
questions correctly by inviting volunteers to write
them on the board.
• Challenge Have students ask and answer in pairs.
COMMUNICATION COLLABORATION
This activity encourages Collaboration. For further
support download our Collaboration checklist.
Practice
2 Play Tic Tac Toe with a partner.
• The aim of this Tic Tac Toe is to get three
crosses ( ) or three checks ( ) in a row. The
rows can be horizontal, vertical, or diagonal.
• Demonstrate with a volunteer using the
example in the speech bubbles. Make sure
students use a pencil to mark the checks and
crosses. Once they have played in a pair, they
can erase the checks and crosses and play with
someone else.
• Draw the grid on the board and invite students
to play in front of the class.
M04 English Code TB2 AmE_23190.indd 123
Practice
3 051 Listen and read. Then circle and write.
(Answers: 1 It’s white. / Its tail is brown.,
2 It’s gray. / Its nose is pink.)
• Point out the examples in the grammar box. See if
a student can explain the difference between it’s
and its before you tell them. Explain to students
the difference between it’s (the contraction of it +
is) and its (its shows that something belongs to an
animal or thing).
• Ask students to listen and read the questions and
answers. Play audio 051.
• Play the audio again. This time say
Listen and write.
• Involve Write the answers on the board and have
students check their work.
Production
• Have students look at the speech bubbles.
Demonstrate the dialog.
• Have students work in pairs. Tell them to use the
models to ask and answer about their pets.
• Encourage them to give information about their
pets using It’s … and Its … .
• Extra Have a group discussion about the
principal’s pet, the pet of a famous person, or a
famous pet from a movie or book that students all
know about.
Objective review
• Revisit the lesson objective. Say Now I can ask and
answer about people and objects using have.
• Involve Encourage awareness of what students
can do by showing them pictures of animals and
having them describe them using It’s … and Its … .
123
30/07/2020 13:45
 Let’s take a photo!
COMMUNICATION

Language lab 2 I will ask an

about peop
d answer Let’s take a photo! I will talk
funny phot
about
le and os.
GRAMMAR 2: DO YOU HAVE …? objects us COMMUNICATION
ing have.

1Complete the questions. have

1 052
Listen and read.
Then answer Yes, I do or you
Do you have a brother?
Okay … now … wait. Oh, that’s a
Yes, I do. He’s funny! 1 This is my new phone. 2 3
No, I don’t. Do Its camera is really good. funny photo!
Do you have a sister?
1 you have a cousin? No, I don’t.

2 Do you a bird?
Let’s take a photo.
3 Do have a red hat?
Yes, a selfie!
4 a blue pencil case?

2 Play Tic Tac Toe with a partner. 2 Choose a funny photo. Work with a partner. Ask and answer.
Yes, I do = No, I don’t =
3 Do you have orange hair? No, I don’t.
2
cat rabbit red bag 1
Do you have 4 Are you sad? Yes, I am.
a red bag?
green eraser brother silver ruler
It’s a rabbit. Number 1!
No, I don’t.
white teddy blue coat sister Its fur is white.

Ask people before you take photo

Values s.

3 051
Listen and read. Then circle and write. Do you have a cat?
3 053
Who wants a photo? Check or 4 Read. Then circle
It’s Its Yes, I do. It’s orange. Its fur is soft.
cross . Then listen and check. for you.
Let’s take a photo. I take photos of my friends.
1 Do you have a dog? 2 Do you have a rabbit?
1 2 3 I ask / don’t ask my friends.
Yes, I do. Yes, I do.
black / white . white / gray .
tail is nose is
brown / black . blue / pink .

66 sixty-six sixty-seven 67

Lesson flow

Warm up Lesson Practice Practice Values Production Objective

objective Practice review

Warm up
LESSON OBJECTIVE
• Play Line up. Have students line up around the
I will talk about funny photos. room, in order depending on the day they were
born from January to December. To do this they
KEY LANGUAGE ask each other When’s your birthday? Check
that they are in the right order by asking random
Let’s take a photo.
students When’s your birthday?
Yes, okay.
No, thank you. I don’t want to. Lesson objective
• Introduce the lesson objective. Say Today I will
talk about funny photos.

• Involve Students will learn how to describe

games and invite each other to play something
with Let’s … .
124

M04 English Code TB2 AmE_23190.indd 124 30/07/2020 13:45

 Practice
1 052 Listen and read.
• Have students look at the pictures. Ask What are
they doing? (taking selfies)
• Play track 052. Have students listen to the dialog.
Play the audio again. Students practice reading
the dialog out loud.
• Involve Have students work in groups of three to
act out the dialog. Tell them to do a funny pose
for the “camera.”
COMMUNICATION
Practice
2 Choose a funny photo. Work with a partner.
Ask and answer.
• Students work in pairs. Say Choose a photo,
but do not say which one.
• Practice the model dialog with a student. Then
have students ask and answer questions to find
out which one it is. Students answer in the first
person, as if they are the person in the photo.
They use the model dialog to help them.
• Extra Extend the activity by having students
ask and answer about a series of people in
magazine pictures or flashcards.
Differentiation
To offer more practice with different forms of
answers, ask more confident students to provide
three separate answers to the same question, e.g.,
Do you have orange hair? (No. / No, I don’t. / No, I
don’t have orange hair.). Assist with pronunciation
by drilling a couple of examples with the whole class.
Support
Provide support for students with forming questions
to ask about the pictures by writing different
question types (Do you …? Are you …?) on the board
and encouraging students to give you different
possible question endings (Do you have glasses?
Are you sleepy?).
M04 English Code TB2 AmE_23190.indd 125
Values
Practice
3 053 Who wants a photo? Check or
cross . Then listen and check.
(Answers: 1 , 2 , 3 )
• Assist In L1, discuss with students if they
always feel like having their photo taken. Tell
students that not everyone wants their photo
taken all the time and it’s polite to ask first.
• Have students look at the body language of
the people in the picture and predict who
does and who doesn’t want their photo taken.
They check or cross accordingly.
• Say Listen and check. Play track 053 for
students to check their answers.
Production
4 Read. Then circle for you.
• Ask Do you ask to take someone’s photo?
Circle for you.
• Say If you circled don’t ask, you should think
about asking in the future.
• Involve Practice Let’s take a photo. Allow
students to say Yes, okay! Or No, thank you.
I don’t want to.
• Digital Find some photos of people on the
internet and show them to the class. Have
students say what they think the people look
like, e.g., He looks funny. She looks shy. They
look tired. Alternatively, find funny photos of
animals and have students comment on how
they look.
Objective review
• Revisit the lesson objective. Say Now I can talk
about funny photos.
• Digital If students have camera phones, tell them
to take selfies of them making funny faces and
show their pictures to other students in the class.
125
30/07/2020 13:45
 PROJECT AND REVIEW
Create a portrait gallery

PROJECT AND REVIEW Step 3 Step 4

Create a portrait gallery
Create Show and tell
Step 2
Step 1
How do we create Talk about the people
our portrait gallery? and the paintings.
Plan
Draw, paint, or take photos.
Research Who’s this?
It’s our teacher!
She’s always kind.
What do we need Write about the people.
to do and ask?
Who shall I paint? Put the work on a wall.
Interview the people we
Think about what questions to are painting.
ask them.
Get paints, paper, glue,
Collect some paintings and pencils, and crayons.
photos for ideas.
Choose a style of painting.

Decide where to display

Who to paint? Here, she
the pictures. looks funny
She looks happy!
and friendly.
My friend? Mom? It’s a great painting!

My cousin? Me? What’s your name?

.
Now I can ..
Our teacher? Are you always happy?
Do you have a pet?
… use describing
words.
What’s your favorite color?
Talk about old … describe people
and new photos. using always /
sometimes / never.

… ask and answer

Look! about people
and objects
using have.

… talk about
funny photos.

68 sixty-eight sixty-nine 69

Lesson flow

Warm up Lesson Step 1 Step 2 Step 3 Step 4 At home Now I can Objective
objective review

LESSON OBJECTIVE Lesson objective

I will create a portrait gallery. • Introduce the lesson objective. Say Today I will
create a portrait gallery.
Warm up
• Involve Students will contribute to a class portrait
• Show pictures of portraits painted by famous
gallery. Each student will paint, draw, or take a
artists, e.g., Pablo Picasso’s The Weeping Woman,
picture of a person to make a portrait. They will
Woman with Yellow Hair, or Woman with a Hat.
use the language learned from the unit to interact
Ask about the colors and lines the artist has used.
with their “subject” and talk about their creation.
Ask if the picture is inside or outside. Ask Does
he/she look happy, sad, angry, tired, shy, funny,
naughty, kind, or friendly?

126

M04 English Code TB2 AmE_23190.indd 126 30/07/2020 13:45

 Step 1
Research
• Have students decide who they would like to paint
and why. They think about questions to ask the
person of their choice.
• Tell students they can paint themselves if they
wish. Explain that this is called a self-portrait.
• Tell students they can use any style of painting
they like. Bring in art books for them to look at.
Create an art-book library in the classroom.
• Assist If they decide to paint a friend or family
member, help them with some questions, e.g.,
I want to paint your portrait. Can I paint your
portrait? Can you give me a photo so I can
paint you?
Step 2
Plan
• In order to make the exhibition and the paintings
more interesting, students find out more about
their subjects. Have them interview their subjects.
• Check students understand the questions listed by
practicing in pairs.
• Encourage them to ask more questions.
• Tell them to choose the materials they will need
(paint, pencils, markers, colored pencils), a style
of painting, and where they want to display their
finished picture.
Step 3
Create
• Hand out paper and other materials. Have
students draw their portrait before they paint.
• Students create their portraits and write short
descriptions of the people in them.
• Monitor Ask students to write sentences, then
walk around to monitor and check as they are
doing this. If they make mistakes, tell them it’s
okay – they can do another draft. Allow them as
many drafts as they need.
• Give students the opportunity to check their work.
COLLABORATION
This activity encourages Collaboration. For further
support download our Collaboration checklist.
Step 4
Show and tell
• Collate the work into a gallery.
• Encourage students to talk about their own
and each other’s paintings. Explain that art
galleries usually have curators who know all
about the artwork and allow them to take turns
being curators.
M04 English Code TB2 AmE_23190.indd 127
At home
• Students talk at home about old and new family
photos.
• In L1, point out that in very old pictures people
may look sad, but actually they were just being
serious. That was the rule for photos then.
Nowadays we usually smile.
Now I can …
• Show students the Now I can … box and read the
examples. Ask students to repeat and then check
understanding in L1.
• Involve Ask students to think about how they feel
about the statements.
• Have students draw four light bulbs in their
notebooks and for each light bulb draw light lines
coming from it to show how confident they are
about each statement. The more lines they draw
radiating from each light bulb, the more confident
they feel about the statement.
• Monitor Have students choose the statement they
are the most confident about. Then have them tell
the rest of the class. Make notes of the statements
that the fewest students choose and make sure
you review the content in the future.
Objective review
• Revisit the lesson objective. Say Now I can create a
portrait gallery.
• Involve Encourage awareness of what students
can do by asking them questions about their
portrait, e.g., Who is it? What are they like?
Assessment pack
• To assess students’ progress at the end of the unit,
have students complete the Unit 4 Unit Test.
• To assess if students have reached the listening
and speaking targets for this unit, give students
the Unit 4 Speaking Test.
• Arrange one-to-one sessions with each student
and use the prompts to evaluate their listening
and speaking abilities.
• For grammar and vocabulary assessment, have
students complete the Practice and Unit Tests in
the Assessment Pack.
Pearson English Portal games
Go to the Pearson English Portal and click on
“Resources,” then “Games” for a class game about
describing words for people and pets.
127
30/07/2020 13:45
 2 Checkpoint
UNITS 3 AND 4

2 Checkpoint UNITS 3 AND 4

2 Read and follow. Draw the arrows.
1 Do you have a sister? 2 Is it heavy? Yes, it is!
Yes, I do.

1
This doll is new.
054
Listen and follow. Say the number. Is she happy? No, she isn’t.
It’s my teddy! It’s mine!
She’s sad.
She’s tired.
He’s helpful!
Whose is it? Is it your coat?
It’s round.

She’s sometimes shy.

3 Follow the arrows. Choose and write.

round have angry Is He’s kind ours your tired mine

1 she lazy? Yes, she is! 2 My mom is .

Do you a sister? This is our car. It’s .

Yes, I do.
Whose is it? Is it
It’s . coat?

helpful. She’s .

He’s ! This teddy is .

4 Ask and answer with a partner.

Test your
progress
What’s this? with English
Benchmark
Young Learners
It’s a silver owl.

1 2 3 4

70 seventy seventy-one 71

Lesson flow

Warm up Lesson Listening Reading Writing Speaking Objective

objective review

LESSON OBJECTIVE Lesson objective

I will review language and vocabulary from Units • Introduce the lesson objective. Say Today I will
3 and 4. review Units 3 and 4.

Warm up • Involve Students will review all of the language

they learned in Units 3 and 4. They will consolidate
• Ask students to look over Units 3 and 4 to refresh
their knowledge in a series of activities to test all
their memory about the content. Ask What did you
four skills.
like about Unit 3? What did you learn in Unit 4?
• Have students review their picture dictionaries and
reread the stories in the units.

128

M04 English Code TB2 AmE_23190.indd 128 30/07/2020 13:45

 Listening
1 054 Listen and follow. Say the number.
(Answers: 1 3, 2 2)
• Ask students to look at the pictures and listen
carefully. Explain that they will hear questions and
answers or sentences about some of the pictures.
Tell them to follow the path for the pictures they
hear about and then they should say the number
of the column below the final picture.
• Play audio 054. Students listen carefully and follow
the path of pictures.
• Monitor Check answers with the class. Play the
audio again if needed. You could pause the audio
after each sentence to check that students are
following the correct path.
• Challenge In groups of three, one student makes
sentences about the pictures in a path from the
top to the bottom of the page. The second student
follows the path and says the number at the
bottom. The third student listens and corrects any
mistakes in the language used. The three students
swap roles and repeat.
Reading
2 Read and follow. Draw the arrows.
(Answers: 1 , 2 ) objects around the classroom. Encourage more
• Students read the sentences and follow the path
of pictures in Activity 1. They add an arrow in the
box to show which direction they move from one
picture to the next.
• After students read the final sentences, they say
the number below the final picture in the path.
• Monitor Check answers with the class. Show
students the path on the board by circling the
correct answers and drawing arrows between
them.
• Differentiation Stretch: Have students write
their own paths in their notebooks and give it to
their partner to find the answer. Support: Have
students who need more support draw the arrow
on the grid in Activity 1 as they read before
transposing the arrows to the places next to the
sentences.
Writing
3 Follow the arrows. Choose and write.
(Answers: 1 Is, have, round, He’s, angry, 3,
2 kind, ours, your, tired, new, 4)
• Students read and complete the sentences by
following the path the arrows make for the
pictures described in Activity 1.
M04 English Code TB2 AmE_23190.indd 129
• Assist Tell students to read carefully because most
of the missing words are part of the sentence
structure, but there is one word in each question
that is an object!
• After students complete the sentences, they can
say the number below the final picture in the path.
• Monitor Check answers with the class. Show
students the path on the board by circling the
correct answers and drawing arrows between
them.
COMMUNICATION
Speaking
4 Ask and answer with a partner.
• Ask two students to read the examples in the
speech bubbles. Then explain to students that
they can ask and answer about any of the
pictures in Activity 1. Encourage them to use
numbers, colors, and other adjectives.
• Monitor Watch students and provide support if
needed. Ask individual students questions and
listen to their answers, then have them ask you
questions. Take notes on any general issues
with pronunciation and intonation.
• Extra Have students ask and answer about
confident students to ask about words they
don’t know in English and look them up in a
dictionary.
Objective review
• Revisit the lesson objective. Say Now I know Units
3 and 4.
• Involve Encourage awareness of what students
know by asking questions about the pictures in
Activity 1. Say, e.g., What color is the owl? What
shape is the swimming pool? Whose car is it?
• Encourage awareness of what students have
learned by eliciting new language from Units 3
and 4. Ask What words did you learn in Units
3 and 4? What questions and answers can you
remember from Units 3 and 4? Accept all answers.
• Have students go to the Progress Chart in their
Workbooks and stick on their Now I can stickers.
129
30/07/2020 13:45
 Music around the world
CULTURE

Music around the world

CULTURE
3 056
What is it? Listen to the music and check .

Drums It’s a … veena bagpipe drum

1
2
1 Look at the pictures. What 3
instruments can you see? Say.

2 055
Listen and read.
sticks
4 Listen again. How does the music make you feel?
057

Choose and write.

Bagpipes You bang drums. happy sad angry tired good bad lazy

These girls and boys are from Japan. 1 I feel . 2 I feel . 3 I feel .
They play drums. Their drums are
pipes
round and hard. They are made
from wood. The drums are heavy!
5 Now tell a partner. It’s happy music! I feel good!

bag

Fun Fact!
Some drums are as big as cars! My Culture
Find out about traditional instruments
You blow bagpipes.
Veenas in your country.

This boy is from Scotland. He plays the

bagpipes. He is called a piper. strings
6 Make a string instrument.

Bagpipes have a soft bag and long pipes. 1 Take a tissue box. Fold and stick card on
the box.

neck 2 Stick pins in the box.

You play the
strings on veenas. 3 Put the rubber bands around the pins.
This woman is from India. She plays a veena. Veenas are big 4 Play your instrument! It has strings. It’s not heavy.
and round. They have a long neck. They have strings. Very
good music comes from light veenas, not heavy veenas.
7 Describe your instrument.

72 seventy-two seventy-three 73

Lesson flow

Warm up Lesson Pre-reading Reading Comprehension Production My Culture Production Production Objective
objective review

LESSON OBJECTIVE Their drums are round and hard.

I will learn about instruments from around the The drums are heavy.
world. He/She plays …
The bagpipes have a soft bag and long pipes.
KEY LANGUAGE
Warm up
bagpipes neck
• Ask students what instruments they play. Ask
blow pipes
Do you like it? What kind of music do you play?
drums Scotland For those who don’t play an instrument, ask Do
flute sticks you like music? What kind of music do you like?
India strings
instrument traditional Lesson objective
Japan veena • Introduce the lesson objective. Say Today I will
learn about instruments from around the world.
130

M04 English Code TB2 AmE_23190.indd 130 30/07/2020 13:45

 • Involve Students will learn about instruments like
the bagpipes, the veena, and drums from around
the world.
COMMUNICATION
Pre-reading
1 Look at the pictures. What instruments can
you see? Say.
• Have students look at the photos in this
lesson and identify instruments they can see.
(They may know drum.) The large drum is a
Japanese taiko drum. There are also Scottish
bagpipes and an Indian veena, a plucked string
instrument.
• Extra Have students look at the photos and
name other things they recognize, e.g., Look!
A lake / a street / a red dress.
Reading
2 055 Listen and read.
• Play audio 055. Students will hear about the three
instruments pictured: a taiko drum from Japan, a
bagpipe from Scotland, and a veena from India.
You may want to bring in a map or a globe and
have students find these countries on it.
• Ask comprehension questions: Are the drums
square and soft? (No, they’re round and hard.)
What are the drums made from? (metal) Are
they light? (No, they’re heavy.) What is a bagpipe
player called? (a piper) Are bagpipes soft or hard?
(soft) Are the pipes long or short? (long) What do
veenas look like? (They are big and round. They
have a long neck. They have strings.) Do heavy
veenas make good music? (No, light veenas make
good music.).
Comprehension
3 056 What is it? Listen to the music
and check .
(Answers: 1 bagpipe, 2 veena, 3 drum)
• Tell students they will hear the three instruments.
They should check the correct column of the chart
as they listen. Play audio 056.
• Play the audio again as you check the answers.
Comprehension
4 057 Listen again. How does the music make
you feel? Choose and write.
• Review the feeling words. Check that students
know them. Ask them to say when they feel these
things.
• Play audio 057. Tell students to listen to the music.
Ask How does the music make you feel? Students
answer orally using the words in the box. Then
they listen again and complete the sentences. Say
Now listen and write.
M04 English Code TB2 AmE_23190.indd 131
COMMUNICATION
Production
5 Now tell a partner.
• Write It’s happy music. I feel good. on the
board. Ask students to give you any different
answers they may have.
• Have students work in pairs. Say Now tell a
partner how you feel about the music.
MY CULTURE
• Read the Culture sentence: Find out about
traditional instruments in your country. Have
students talk about traditional instruments in
their country.
CREATIVITY
Production
6 Make a string instrument.
• Materials: tissue box, card, glue, three rubber
bands, six pins
• Read the instructions out loud around the
classroom.
• Demonstrate how to make a string instrument
according to the instructions.
• Have students work alone or in pairs to make a
string instrument and play it.
COMMUNICATION
Production
7 Describe your instrument.
• Tell students to think of three sentences to
describe their instrument.
• Have them practice describing their instruments
in pairs.
• Ask volunteers to describe their instrument to
the class.
• Extra Bring in pictures of traditional
instruments that you know. Some examples are
the erhu (a Chinese two-stringed fiddle) and
the vihuela (a Mexican guitar-like instrument
played in Mariachi groups).
• You may like to show students videos from the
internet of these instruments being played.
• Extra Have students research interesting
instruments in other countries.
Objective review
• Revisit the lesson objective. Say Now I can talk
about instruments around the world.
• Involve Encourage awareness of what students
can do by showing them a map of the world
and eliciting the names of the countries and
instruments mentioned.
131
30/07/2020 13:45
 Workbook answer key and notes
UNIT 4: AT THE GALLERY!
1 Circle a, b, or c. Then point and say.
(Answers: 1 b, 2 c, 3 a)
• Coding: pattern recognition – recognize different
types of patterns. In this case, the pattern is
composed of image matching text. The different
colored backgrounds to the words mean that
students have to focus entirely on the written text
in order to get this activity right. This helps with
reading focus and ignoring irrelevant distractions.
• Critical thinking: observation.
2 Think. Then choose for you and say.
(Answers: Students’ own answers)
• This activity encourages students to think of their
emotions when they look at different images. You
could extend this by showing them other works of
art and discussing the emotions they inspire.
3 020 Listen to the song and order.
(Answers: shy 2, happy 4, kind 3, angry 1)
I am happy!
1 Look, read, and number.
(Answers: 1 kind, 2 sad, 3 happy, 4 friendly,
5 helpful, 6 angry)
2 Read, color, and write the names.
(Answers: 1 Billy, color the T-shirt blue,
2 Tina, color the T-shirt red, 3 Maria, color the
T-shirt yellow)
• Critical thinking: interpretation.
• Coding: data structures.
3 021 Listen and say. Then match.
(Answers: 1 sporty c, 2 chatty b, 3 polite a)
Language lab 1
1 Follow and order the jumbled letters for each
person. Then write He’s or She’s.
(Answers: 1 b He’s naughty., 2 d She’s shy.,
3 a He’s lazy., 4 c She’s angry.)
• This activity is similar to the Cambridge Young
Learners English exam, Starters, Reading and
Writing, Part 3.
2 Look, read, and write.
(Answers: 1 No, he isn’t. 2 Yes, he is. 3 Yes, she is.
4 No, she isn’t.)
3 Look and write He is or He isn’t.
(Answers: 1 He is, 2 He isn’t, 3 He is, 4 He isn’t)
132
M04 English Code TB2 AmE_23190.indd 132
4 Circle, choose, and write.
(Answers: 1 She, always, 2 He, sometimes,
3 He, never)
5 Make a word picture. Draw and write about
a friend or someone in your family.
• Say Draw and write about a friend or someone in
your family.
• Students copy the example and make their own word
pictures of a friend or family member. They write
adjectives or sentences which describe that person.
6 Now show and tell.
• Following the example, students talk about the
word pictures they have created.
Story lab
1 Make your story book. page 123
(Answers: Frame 1: paints / pencils / photo, Frame 2:
Who / sometimes / always, Frame 3: friend / angry /
sad, Frame 4: good / naughty / friendly, Frame 5:
your / please, Frame 6: gold / Mr. Mud, Frame 7:
Look at, Frame 8: Milly / funny)
2 Look, read, and match.
(Answers: 1 It’s my cousin. He’s sometimes
naughty and always happy!, 2 It’s my friend.,
3 Congratulations, Mr. Mud!)
3 Choose, complete, and match.
(Answers: 1 photo c, 2 pencils and crayons a,
3 paints b)
4 Check T (True) or F (False)
(Answers: 1 T, 2 F, 3 T, 4 F)
5 Work with a partner. Point, ask, and answer.
• Students figure out which parts of the portraits
are of Anna and which parts are of Leo.
• Critical thinking: observation and interpretation.
6 What happens next? Choose, check , and draw.
(Answers: Students’ own answers)
• Students check the story ending they prefer and
draw a scene to represent it.
Phonics lab
1 Write j or y and match.
(Answers: 1 j, 2 y, 3 y, y, 4 j, 5 y, 6 j, 7 j, 8 y,
Matching: 1 c, 2 a, 3 b, 4 d, 5 g, 6 h, 7 e, 8 f)
2 022 Listen and circle.
(Answers: 1 jaguar, 2 yak, 3 yours, 4 jungle)
3 Write j or y and draw.
(Answers: jaguar, jungle, yellow)
30/07/2020 13:45
 Experiment lab
1 Label the face.
(Answers: 1 eyebrow, 2 eye color, 3 smile, 4 lines)
2 Read and circle a or b.
(Answers: 1 b, 2 a, 3 b)
• Critical thinking: interpretation/evaluation
3 Now talk to a partner.
• Students discuss the two pictures,
e.g., She looks sad. Her mouth looks small.
Experiment time
1 Look, read, and match.
(Answers: 1 laugh, 2 yawn, 3 cry)
• Students draw lines to match the pictures to the
words.
2 Now write for you.
• Students write the adverb which applies to their
experiment.
Language lab 2
1 Read, do the math, and color.
• Students do the sums and figure out how to color
the animals, according to the key given.
(Answers: The dog’s nose is black. Its body is
brown. The mouse’s nose is pink. Its body is
gray. The cat’s nose is black. Its body is orange.
The rabbit’s nose is pink. Its body is gray.)
2 Now check two animals from 1. Then ask and
answer with a partner.
• Students ask and answer about the animals which
they have checked and chosen following the
examples.
Let’s take a photo!
1 023 Look, listen, and check .
(Answers: 1 b, 2 b)
2 023 Listen again and circle the sentences you
hear. Act out with a partner.
(Answers: 1 Let’s take a photo., 2 Okay … wait …
look!, 3 Oh, that’s a funny photo.)
3 Choose a picture. Draw your face. Then talk to a
partner.
• Students complete the pictures by drawing their
own facial expression. They can choose to be
happy, sad, angry, etc.
• Then they play a guessing game with a partner.
M04 English Code TB2 AmE_23190.indd 133
PROJECT AND REVIEW
1 Write and check or cross for your gallery.
• Students check or cross according to the pictures
which are in their class gallery. They can either
choose to complete the chart for just their own
works or they can complete it for the whole class.
Here they are classifying, noting who the portrait
is of and in what medium it has been presented
(paint/pencil/crayons/photo).
2 Read and complete. Then check the questions
you ask.
(Answers: 1 old, 2 favorite, 3 Are, 4 sometimes,
5 have)
3 Draw and write about a friend’s picture.
• Encourage students to think about pictures their
classmates have done for the gallery. They can
copy the original drawing in a simple fashion. This
activity encourages collaboration.
4 Read and check the correct sentences.
(Answers: 1 a, 2 c)
5 024 Listen and circle.
(Answers: 1 Yes, I do., 2 Pepper., 3 No, I’m not.,
4 Blue.)
6 Now work with a partner. Ask and answer for
you.
2 CHECKPOINT
1 Circle the odd one out.
(Answers: 1 tomato, 2 theirs, 3 round)
2 Draw a path.
• Students draw a path through the flowchart.
3 Look 2. Write your answers and draw.
• Students look at the path they drew in Activity 2,
answer the questions, and draw the object.
MUSIC AROUND THE WORLD
1 Choose and write.
(Answers: 1 veena, 2 strings, 3 drum, 4 sticks,
5 bagpipes, 6 pipes)
2 Read and circle.
(Answers: 1 round, 2 heavy, 3 soft, 4 long, 5 big,
6 round)
3 Draw a musical instrument from your country.
Then write and circle.
• Students draw a musical instrument in their
country. Then they circle and write about it.
133
30/07/2020 13:45